the author's thought. The chief value of the work, in our opinion, lies in this—that it makes clear to every one of us what can be done now^ without waiting for any of those magnificent feats of legislation which socialistic speculators promise us, to make a better society. With each one of us it rests to do something in this direction, by bringing his own life more into harmony with right reason and the dictates of pure humanity. We trust that this little book by "A Free Lance" will set very many thinking, and not only thinking but acting.
We may perhaps be allowed to point out that the author is under a singular misapprehension as to the sense of the word "hypothecate." In half a dozen places in the book he uses it as though it were the verb corresponding to the noun hypothesis. It is unfortunate that there is no word of kindred etymology to hypothesis signifying to frame an hypothesis or assume as an hypothesis; but it does not do to lay violent hands on another word of wholly different signification.
The College Woman. By C. F. Thwing, LL. D., President of Adelbert College, Western Reserve University. New York: The Baker & Taylor Co. Pp.169. Price, $1.
If there be a vantage ground from which to view the college woman and to map out her aptitudes and shortcomings, Dr. Thwing occupies such a one as president of a university for men and of a college for women. But, after a careful reading of his book, we are forced to conclude that, however fortunate his position, he is still restricted by a lens of limited power, if not by astigmatic vision.
As seen by him, the college woman may be said to sparkle with interrogation points. Four of the questions concerning her which have been answered in the past twenty-five years are: Whether women want a college education; whether they have the necessary intellect, the physical strength; and whether the process unsexes them. Among the problems yet surrounding her are: Should woman receive the same education as man? What should be the method of her training? Do her health and manners get sufficient attention? What may the community demand of her when college-bred? What will be the result of a large influx of her species?
The principle of her education is at first stated broadly as the development of a human being; but after a review of the differentiation of sexual power according to Ruskin and an analysis of womanly nature by Dr. Thwing, the conclusion is reached that "enriching studies"—literature, philosophy, and history should be "peculiarly precious to woman." Inquiries addressed to the collegiate alumnae bring out the fact that a majority sensibly judge physiology and hygiene to be of special value for woman; the next largest number designate social and political science. The author recommends the adoption of the group system in order to prevent the superficiality resulting from a careless election of studies.
In regard to environment. Dr. Thwing writes: "The question of room, board, clothes, exercise, sleep, is a pretty fundamental one." Elsewhere we learn "the question of clothes is a pretty large as well as serious one," and that many women enter the collegiate year "exhausted with dressmaking"! We think the author libels the average American family when he states it is considered "crankiness in a girl" to demand an evening for study. He believes the young woman has not been generally as well housed at college as the young man, and advocates the building of small and homelike dormitories.
An entire chapter is devoted to the question of woman's health at college. The collegiate alumnæ, being interrogated, furnish many replies, and the author finally lays stress upon hasty preparation, worry, and want of exercise.
In the discussion of the method of woman's education we are introduced to an unusual form, "the co-ordinate," as one which "promotes a very sane health and healthfulness"! In this system a college for men and a college for women are conducted under one administration as parts of a university. The classes are separate, the teachers often instruct in both colleges, and the library is shared in common. The inference from the context is that by this method there is less risk of love-making than in the coeducational system; but it is
