After the most careful thought that I could give to the subject, I am of the opinion that it should be the same to a much greater extent than most persons are willing to concede. Up to a certain point, the education of men is much the same: beyond that point comes in a special training. Thus, on leaving college, the young man who is to pursue law, receives a legal training. But the great fact here to be noticed is, that up to a certain point, all liberally educated men are trained much in the same manner. For a long time, a liberal education seems to take no note of the specific ends, which finally it may be desirable to aim at. It contents itself with enlarging and strengthening the mental powers. It unrolls before the young man the ample page of knowledge, confident that this is the best preparation for any path that he may finally choose. If, then, it is best for the young man that by a liberal education, his memory should be strengthened, his reasoning powers disciplined, his judgment matured, his mind enlarged--why is it not best for the young woman also? This is a question for those who differ with us to answer. It is a question that none would seriously ask, were it not that the minds of many are unconsciously swayed by a belief in the essential inferiority of woman. It can only arise from this pernicious error, or from some doubt as to the real advantage of a liberal education;--an error and a doubt, both of which should be remanded to the Dark Ages. Generally, then, we would say, that there is no reason why woman should be debarred from any part of the studies common to all liberally educated men. I say, common to all liberally educated men. I do not wish you to infer that I consider the course of instruction in our colleges for young men in every particular the wisest and the best. On the contrary, early in my college life I thought, and the years of maturer life have strengthened the idea, that in the curriculum of colleges, too little importance attaches to the science of nature, and to the study of the human soul,--not the study of the abstract metaphysics which the schoolmen bequeathed to us, but of man as he is,--and too little importance attaches to the study of the Hebrew and the Christian Scriptures,--the fountain whence the ever-enlarging river of our civilization flows. Neither did I then think, nor do I now think, that a familiarity with the classics alone, is either a sufficient, or altogether the best, preparation for life in our own day--for a life in which shall pulsate all the great emotions of our time,--for a life in complete sympathy with nature, with man, and with God.