The women who really achieve the higher culture should make it their "cause" or "mission" to work out the new humanistic or liberal education which the old college claimed to stand for and which now needs radical reconstruction to meet the demands of modern life. In science they should aim to restore the humanistic elements of its history, biography, its popular features at their best, and its applications in all the more non-technical fields, as described in Chapter XII, and feel responsibility not to let the moral, religious, and poetic aspects of nature be lost in utilities. Woman should be true to her generic nature and take her stand against all premature specialization, and when the _Zeitgeist_ [Spirit of the Times] insists on specialized training for occupative pursuits without waiting for broad foundations to be laid, she should resist all these influences that make for psychological precocity. _Das Ewig-Weibliche_ [The eternal womanly] is no iridescent fiction but a very definable reality, and means perennial youth. It means that woman at her best never outgrows adolescence as man does, but lingers in, magnifies and glorifies this culminating stage of life with its all-sided interests, its convertibility of emotions, its enthusiasm, and zest for all that is good, beautiful, true, and heroic. This constitutes her freshness and charm, even in age, and makes her by nature more humanistic than man, more sympathetic and appreciative. It is not chiefly the 70,000 superfluous Massachusetts women of the last census, but representatives of every class and age in the 4,000 women's clubs of this country that now find some leisure for general culture in all fields, and in which most of them no doubt surpass their husbands. Those who still say that men do not like women to be their mental superiors and that no man was ever won by the attraction of intellect, on the one hand, and those who urge that women really want husbands to be their intellectual superiors, both misapprehend. The male in all the orders of life is the agent of variation and tends by nature to expertness and specialisation, without which his individuality is incomplete. In his chosen line he would lead and be authoritative, and he rarely seeks partnership in it in marriage. This is no subjection, but woman instinctively respects and even reveres, and perhaps educated woman coming to demand, it in the man of her whole-hearted choice. This granted, man was never more plastic to woman's great work of creating in him all the wide range of secondary sex qualities which constitute his essential manhood. In all this, the pedagogic fathers we teach in the history of education are most of them about as luminous and obsolete as is patristics for the religious teacher, or as methods of other countries are coming to be in solving our own peculiar pedagogic problems. The relation of the academically trained sexes is faintly typified by that of the ideal college to the ideal