On the basis of which experience I say with assurance that the thing is a mistake and has nothing to recommend it but its relative cheapness. Let me emphasise this last point and have done with it. Coeducation is of course a great economy. To teach ten men and ten women in a single class of twenty costs only half as much as to teach two classes. Where economy must rule, then, the thing has got to be. But where the discussion turns not on what is cheapest, but on what is best, then the case is entirely different.

   The fundamental trouble is that men and women are different creatures, with different minds and different aptitudes and different paths in life. There is no need to raise here the question of which is superior and which is inferior (though I think, the Lord help me, I know the answer to that too). The point lies in the fact that they are different.

   But the mad passion for equality has masked this obvious fact. When women began to demand, quite rightly, a share in higher education, they took for granted that they wanted the same curriculum as the men. They never stopped to ask whether their aptitudes were not in various directions higher and better than those of the men, and whether it might not be better for their sex to cultivate the things which were best suited to their minds. Let me be more explicit. In all that goes with physical and mathematical science, women, on the average, are far below the standard of men. There are, of course, exceptions. But they prove nothing. It is no use to quote to me the case of some brilliant girl who stood first in physics at Cornell. That's nothing. There is an elephant in the zoo that can count up to ten, yet I refuse to reckon myself his inferior.

   Tabulated results spread over years, and the actual experience of those who teach show that in the whole domain of mathematics and physics women are outclassed. At McGill the girls of our first year have wept over their failures in elementary physics these twenty-five years. It is time that some one dried their tears and took away the subject.

   But, in any case, examination tests are never the whole story. To those who know, a written examination is far from being a true criterion of capacity. It demands too much of mere memory, imitativeness, and the insidious willingness to absorb other people's ideas. Parrots and crows would do admirably in examinations. Indeed, the colleges are full of them.

   But take, on the other hand, all that goes with the aesthetic side of education, with imaginative 

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