Here, then, is a great mass of experience from which it would seem that we ought to be able to say precisely how the intellects of the two sexes act and react under the stimulus of serious study, to decide definitely whether their attack on problems is the same, whether they come out the same.  Nevertheless, he would be a rash observer who would pretend to lay down hard-and-fast generalizations.  Assert whatever you will as to the mind of woman at work and some unimpeachable authority will rise up with experience that contradicts you.  But the same may be said of the mind of man.  The mind—­per se—­is a variable and disconcerting organ.

But admitting all this—­certain generalizations, on the whole correct, may be made from our experience with coeducation.

One of the first of these is that at the start the woman takes her work more seriously than her masculine competitor.  Fifty years ago there was special reason for this.  The few who in those early days sought a man’s education had something of the spirit of pioneers.  They had set themselves a lofty task:  to prove themselves the equal of man—­to win privileges which they believed were maliciously denied their sex.  The spirit with which they attacked their studies was illumined by the loftiness of their aim.  The girl who enters college nowadays has rarely the opportunity to be either pioneer or martyr.  She is doing what has come to be regarded as a matter of course.  Nevertheless, to-day as then, in the coeducational institution she is more consciously on her mettle than the man.

Her attention, interest, respectfulness, docility, will be ahead of his.  It will at once be apparent that she carries the larger stock of untaught knowledge.  In the classroom she will usually outstep him in mathematics.  It is an ideal subject for her, satisfying her talent for order, for making things “come out right.”  Her memory will serve her better.  She can depend upon it to carry more exceptions to rules, more fantastic irregular verbs, more dates, more lists of kings and queens, battles and generals, and on the whole she will treat this sort of impedimenta with more respect.  She will know less of abstract ideas, of philosophies and speculations.  They will interest her less.  The chances are that she will be less skillful with microscope and scalpel, though this is not certain.  She will show less enthusiasm for technical problems, for machinery and engineering; more for social problems, particularly when it is a question of meeting them with preventives or remedies.  In the first two or three years after entering college, she will almost invariably appear superior to the men of her age, more grown up, more interested, surer of herself, readier.  Later you will find her on the whole less inclined to experiment with her gifts, to feel her wings, to make unexpected dashes into life.  It begins to look as if he were the experimenter, she the conservator.  And by the time she is a senior, look out!  The chances are she will have less interest from now on with man’s business and more with her own!  In any case she will rarely develop as rapidly in his field from this point as he is doing.