counsel? Could she, without some misgivings, throw this daughter into such a community, at such an age, with all the facts before her?

At the time that Antioch College was established, the authorities raised the question, as to the propriety of admitting ladies, and obtained from the presidents of all the leading colleges in the country negative answers. All expressed strong fears of social danger. Hon. Horace Mann himself then shared these fears.

But we are are assured that ladies are quite equal to gentlemen, and able to compete with them in the most difficult studies. I admit the fact, but this is no reason why the ladies should be sent to the colleges with men. They can develop their scholarly ability and pursue their elective studies to better advantage in their own schools. I am aware it is claimed that ladies need the presence of gentlemen in their classes, as an incentive to application. But I deny the statement. From long experience and observation, under both systems, I have learned that better scholarship is secured in the separate. than in the mixed school. In the mixed, study hours are at the mercy of eircumstances; in the separate, they can be entirely controlled, and when the hour of recitation comes, the influence of uniform and uninterrupted study, is plainly seen. We have no evidence whatever that the admission of ladies into our colleges would elevate the standard of scholarship.

The so-called colleges which have adopted the mixed system, are now far inferior to those which are separate; and we have a right to infer that the contemplated change would result in letting down the standard already attained. And why are the smaller colleges, in some instances, inclined to adopt this system? I would not be uncharitable, but I cannot believe they expect their institutions to be elevated by the change. They desire to see their vacant scats filled and to count more names upon their catalogues. The University of Vermont does not claim to believe in co-education, but is simply willing to try the experiment, so say the corporation. President White, of Cornell University, made a tour of investigation on this subject, a short time since, and has, I understand, settled the question in the affirmative; but it should not be forgotten that he had before him the glittering prize of half a million dollars for his

college, dependent upon this decision. No wonder that he has become a convert to the mixed system, nor is it strange that the managers of these mixed colleges attempt to sustain it. But the effort and experiment will fail. The doors of our first-class colleges, for either sex, will not be opened for the mixture. And facts indicate the failure of the experiment where it has been tried.

In a recent number of the Boston Journal, was the following news item: "An unusually small Freshman Class has entered Cornell this year, and there has been a falling off in the ranks of the other classes. The ungallant assert that the change is due to the admission of women, and claim that each female student has driven away five males."

And look at Oberlin, which claims so much by way of experiment. The question is, shall ladies be admitted into our colleges, to pursue the course of studies laid down for men? Oberlin has been in operation thirty-five years. Public opinion in and about the institutions has been strongly in favor of the mixed system. And yet, out of one hundred and sixty-two ladies, whose names were upon their catalogue the last year, only twelve were in the college proper. All the others were pursuing academic or ornamental studies. It seems to be realized, even at Oberlin, that the course of studies adapted to the development of young men preparing for the duties of manhood, is not adapted to young women aiming to fit themselves for woman's sphere and woman's life.

Then,

ee SHALL OUR GIRLS GO TO COLLEGE?”

I have answered the question in the affirmative. If time and means will allow, let them have a liberal education. But they can best secure this, in their own institutions, where they can safely and thoroughly pursue and complete the course of studies adapted to their womanly nature and future work.

Nov. 5th, 1872.

BETA.

PROJECTED LIVES.

BY GEO. S. BURLEIGH.

The Mother of the Boy has a life beyond her life,

A presence that we cannot see, in the after toil and strife;

In the fashion of his doing, in the color of his thought,

And something in each work and word, her patient hand has wrought.

He is haunted by all shapes of good or evil, that went by,
Called by her breath to being, before his eager eye;
Her faith, her love and patience, in his nature are prolonged,
And by all she fails in duty is the golden future wronged!

So the Teacher of the School-boy lives in him everywhere,
Goes with him through his manhood, though invisible as air;
Her phantom hand, within them, gives power and purpose then,
When pupil hands are clenching on scepter, sword or pen.

In the voice that shakes the forum is an accent that was caught
At the humble desk behind which the faithful maiden taught,
And something of her patience, her gentleness and truth
In the stormy flood of Action survives the calm of youth.

We mark the cunning builder stretch out from sea to sea

A path where the bridled Lightning may run for you and me;
Or where with the shower thunder rolls on the rolling Train,
But few behold the hand that strung and tuned that cunning brain.

In every noble action is a pulse of some true heart
That beat in another's bosom, transfused by genial art;
The unseen Master rules the rush of Fancy's fiery throng,
In the thoughts that flash from Genius and overleap in song.

Even where the plodding farmer provokes the stubborn soil,
The word of an olden Teacher takes the weariness from toil;
While kindly Science bends aright the curve of his gleaming plow,
Till the very ox is sharer in the fruits of knowledge, now.

"Tis a long arm, and a strong one, that can reach and work so well, Far into the misty future beyond where tongue can tell; And wise are they who heed it, and crown with honors just

The head that guides that guiding arm, before it turns to dust.

TEACHERS' INSTRUCTIONS.

The following suggestions to the teachers of the Chinese Students, sent to New England, under the direction of the Chinese Educational Mission, will be of value to our teachers, not only as relating to an interesting movement in the history of educational affairs, but as applicable in many respects to the duties of those teaching our American youth.-ED.

The new Chinese Educational Mission awakens a profound interest, as a prophecy of great progress to the oldest and largest nation on the globe. America congratulates China on the inauguration of this noble work and gives a cordial welcome to these ambitious and earnest students. Every possible effort should be employed to make this experiment a success. If wisely managed at the outset, it will expand into broad agencies and vast results. That nothing may be omitted to give efficiency to this comprehensive and liberal scheme, the following suggestions are submitted for your careful consideration :—

I. These students should have regular school hours for study and recitation, as well as for exercise and recreation. So far they seem to be exemplary, cheerful, studious and promising, but their youth necessitates a parental supervision and watchful control-a kind but firm and steady government. While their habits of prompt and cheerful obedience must be continued, they should be thrown upon their own resources and trained to self-reliance, self-denial, self-command, energy and perseverance and every manly virtue. The Chinese justly despise vacillation and effeminacy. They scorn sloth, love labor and practice industry and economy. Resisting all temptations to indolence, prodigality, fickleness or irresolution, these boys should emulate that patience, and persistence, and frugality, which are the pride and practice of the true Chinaman.

II. A regular record should be kept of the branches daily pursued, the progress made, the deportment of each, and any aptitude

shown for special studies. If any student should so underrate his privileges as to become irregular in his habits, or negligent in his studies, he should be promptly reported to the Commissioners.

III. As these students are preparing for positions of responsibilty at home, it is important that they should continue the study of their own language and literature. Hence at least one hour a day will be set apart for each student to devote to the Chinese studies prescribed for him for a period of three months. Thus the knowledge and use of their vernacular will be kept up and enlarged.

IV. Filial piety and patriotism are to be inculcated. Love of country and an ambition to become the exponents of our science and culture, and thus the benefactors of their own land, should be an incentive and inspiration to them as soon as they be led to appreciate their privileges and responsibilities.

V. They should be early instructed in the laws of health, especially as to neatness and bathing, precautions against "colds" in the sudden changes of our climate, protecting the feet and the person, guarding against currents of air, or a sudden chill after violent exercise and when in a perspiration.

VI. For the present, Reading, Spelling, Drawing, and Writing, and especially writing simple English sentences, should be their prominent exercises. Geography and Arithmetic, and particularly rapid addition and "mental combinations," will soon follow.

The Commissioners will frequently visit and inspect the boys, and the continuance of the boys in each locality will depend upon their progress and improvement.

All questions and letters from those who have charge of these students should be hereafter addressed to Mr. YUNG WING, Springfield, Mass.

B. G. NORTHROP.

BOOKS.―To use books rightly is to go to them for help; to appeal to them when our own knowledge and power fails, to be led by them into wider sight, purer conceptions than our own, and receive from them the united sentence of the judges and councils of all time against our solitary and unstable opinion.-Ruskin.