A new danger, the greatest in the history of her sex, now impends, viz., arrest, complacency, and a sense of finality in the most perilous first stage of higher education for girls, when, after all, little has actually yet been won save only the right and opportunity to begin reconstructions, so that now, for the first time in history, methods and matter could be radically transformed to fit the nature and needs of girls. Now most female faculties, trustees, and students are content to ape the newest departures in some one or more male institutions as far as their means or obvious limitations make possible with a servility which is often abject and with rarely ever a thought of any adjustment, save the most superficial, to sex. It is the easiest, and therefore the most common, view typically expressed by the female head of a very successful institution,[5] who was "early convinced in my teaching experience that the methods for mental development for boys and girls applied equally without regard to sex, and I have carried the same thought when I began to develop the physical, and filled my gymnasium with the ordinary appliances used in men's gymnasia." There is no sex in mind or in science, it is said, but it might as well be urged that there is no age, and hence that all methods adapted to teaching at different stages of development may be ignored. That woman can do many things as well as man does not prove that she ought to do the same things, or that man-made ways are the best for her. Mrs. Alice Freeman Palmer[6] was right in saying that woman's education has all the perplexities of that of man, and many more, still more difficult and intricate, of its own.