When we turn to boys the case is different. In most public high schools girls preponderate, especially in the upper classes, and in many of them the boys that remain are practically in a girls' school, sometimes taught chiefly, if not solely, by women teachers at an age when strong men should be in control more than at any other period of life. Boys need a different discipline and moral regimen and atmosphere. They also need a different method of work. Girls excel them in learning and memorization, accepting studies upon suggestion or authority, but are often quite at sea when set to make tests and experiments that give individuality and a chance for self-expression, which is one of the best things in boyhood. Girls preponderate in our overgrown high school Latin and algebra, because custom and tradition and, perhaps, advice incline them to it. They preponderate in English and history classes more often, let us hope, from inner inclination. The boy sooner grows restless in a curriculum where form takes precedence over content. He revolts at much method with meager matter. He craves utility, and when all these instincts are denied, without knowing what is the matter, he drops out of school, when with robust tone and with a truly boy life, such as prevails at Harrow, Eton, and Rugby, he would have fought it through and have done well. This feminization of the school spirit, discipline, and personnel is bad for boys. Of course, on the whole, perhaps, they are made more gentlemanly, more at ease, their manners improved, and all this to a woman teacher seems excellent, but something is the matter with the boy in early teens who can be truly called "a perfect gentleman." That should come later, when the brute and animal element have had opportunity to work themselves off in a healthful normal way. They still have football to themselves, and are the majority perhaps in chemistry, and sometimes in physics, but there is danger of a settled eviration. The segregation, which even some of our schools are now attempting, is always in some degree necessary for full and complete development. Just as the boys' language is apt to creep into that of the girl, so girls' interests, ways, standards and tastes, which are crude at this age, sometimes attract boys out of their orbit. While some differences are emphasized by contact, others are compromised. Boys tend to grow content with mechanical, memorized work and, excelling on the lines of girls' qualities, fail to develop those of their own. There is a little charm and bloom rubbed off the ideal of girlhood by close contact, and boyhood seems less ideal to girls at close range. In place of the mystic attraction of the other sex that has inspired so much that is best in the world, familiar comradeship brings a little disenchantment. The impulse to be at one's best in the presence of the other sex prows lax and sex tension remits, and each comes to feel itself seen through, so that there is less motive to