CO-EDUCATION.
125
been modelled after schools for boys. Were it not for differences of dress and figure, it would be impossible, even for an expert, after visiting a high school for boys and one for girls, to tell which was arranged for the male and which for the female organization. Our girls’ schools, whether public or private, have imposed upon their pupils a boy’s regimen ; and it is now proposed, in some quarters, to carry this principle still farther, by burdening girls, after they leave school, with a quadren- nium of masculine college regimen. And so girls are to learn the alphabet in college, as they have learned it in the grammar-school, just as boys do. This is grounded upon the supposition that sustained regularity of action and attendance may be as safely required of a girl as of a boy; that there is no physical necessity for periodically relieving her from walking, standing, reciting, or studying; that the chapel-bell may call her, as well as him, to a daily morning walk, with a standing prayer at the end of it, regardless of the danger that such exercises, by deranging the tides of her