for the latter purpose; the manufacture of
ammonia, coal-tar and aniline dyes from gas
wastes; of naphtha, benzine, lubricating oils
and paraffine from petroleum wastes are all
striking instances of this second element in
modern industrial economy. It is obvious
that this utilization could not have existed
without the previous extensive development of
chemical science.
This survey, while it shows the deep-rooted
influence of chemistry upon nineteenth century
civilization, also emphasizes the importance
of chemistry as a factor in education. The
claim of chemistry for a large share of attention
from all students seeking a liberal education,
not to mention those looking toward industrial
and technical pursuits for a livelihood, is based
upon the fact that chemical products and pro
cesses are used in the preparation of nearly all
classes of materials used by man, that the his
tory of many of our most fundamental ideas is
imperfect without a knowledge of the chemi
cal researches from which they take their,
origin; that by no study'is a clear understand
ing of the experimental, as distinguished from
the purely observational method of research
so fully obtained; finally, and especially, that
the study of chemical technology and the ap
plication of chemical methods in the labora
tory, promote habits of accuracy, and of seek
ing for a practical application of facts discovered
by observation and experiment, which are
highly beneficial, whatever may be the life
work ofjthe individual thus disciplined.
CO-EDUCATION
ABOUT twenty years ago a large number
of American colleges opened their doors
to both sexes. But already, a great many of
these have abandoned the plan. It is not a
question as to whether women are as strong
minded as men, nor is it a question whether
they should have the same advantages for an
education as men. But it is questioned whether
THE FREE LANCE.
women should be educated in the classes and
take the same courses of instruction as men
in college,
The minds of human beings of both sexes
are fundamentally alike, yet in each sex dis
tinctive qualities are developed. Each sex
may, in particular cases, have points of superi
ority. But we speak of the average natural
endowment of each, not of masculine women,
nor of effeminate men. There is in the normal
man a physical and mental robustness not nor
mal to the gentler sex, and there is in woman a
grace, a delicacy, a fineness of sensibility, a
tenderness and quickness of insight not natural
to the stronger sex. These points are indicated
by their respective natural gifts and tendencies.
They are also shown in the spheres of life
which they are to fill.
The principal and leading qualities of the
mind being so different, is it natural that they
should be given exactly the same course of
mental culture? The fundamentals of the
mind, being the same in each, should undoubt
edly receive the same elementary education,
But should not the advanced education be var
ied to suit the mind of the student? Ever)'
one will say that a young man should study
for that occupation or profession for which he
has a natural aptitude. Should then a woman
study those branches that are specially se
lected for men and which arc wholly against
her nature? While the opportunities of young
ladies should be equal in every respect to those
of young men, the peculiarities of the female
mind and constitution, and the sphere in life
to which woman is normally adapted, make it
that the educational opportunities of women
can not be equal to those of men unless they
are different. When the sexes are educated
together, the man has a great advantage over
the woman and he gets more out of his educa
tion, because their line of study was selected
especially for his mental qualities, A woman
needs what will make her a queen of the house
hold and of society, while man needs what will