There is nothing whatever to prevent placing boys and girls together in one common school, so that the child grows up in the habit of living with the other sex; it becomes a natural condition, with no trace of strangeness in it thereafter. Most writers and educators have agreed on this matter. The subjects of study for this stage should be common to both sexes.

As for the following stage — that is, primary and secondary studies — it is better to separate the girl pupils from the boys. Here the diversifying of curricula according to sex begins, and we multiply the subjects that suit the temperament and aptitude of each of the two sexes. In my view, a general examination should be held after the primary stage of studies, in which the girl's aptitude for the various branches of study is determined, with a view to later specialization. If she inclines toward domestic work, then the prescribed sciences should have a practical purpose and a single common aim: a simple acquaintance and general culture in the various sciences, together with a detailed study of domestic matters — varied studies in the management of household affairs, kitchen work, the raising of children, and in those things that create a happy atmosphere in the home and a spirit that endears life to those who share it with this creature who, if she wills, makes life a paradise and a bliss, and if she wishes, turns it into a hell — this creature is woman.

This is what it befits every girl, generally speaking, to follow, for she was created for this function. Yet with this we do not say that she cannot undertake other work, for there are a number of girls who set learning before their eyes, to whatever degree they can attain it. The girl is in no way inferior to the boy in degree

of intelligence, nor in aptitude; rather she is more capable than he in these matters, for she who specializes and advances in her university studies masters, along with this, her work as a girl, whereas the man's efforts are confined to his own sphere alone.

There are those who say that if the girl takes up higher learning and university study she departs from the sphere of her femininity and her natural field of special-ization; but this claim is refuted, for the girl has a right just as the boy has. She can exercise her rights and duties exactly as the man does, and she is half the nation: if this half is left to itself, the other half is corrupted and is no longer good for anything.

Here, then, is a strong human motive that must prevail over the feeling of all people: refining the girl and educating her as she wishes and according to her natural aptitude guarantees the nation a flourishing and a progress beyond all doubt. It is she who raises the soldiers of the homeland — is it not her right, then, to be herself one of its soldiers as well? Her right as a citizen is in no way less than the man's, and her duties are like his duties. Why then do you leave her to live with her rights curtailed and her standing neglected?

Forward, then, toward learning and high culture, that you, young woman, may occupy a lofty station, and a nation that advances ahead of other nations, and a homeland exemplary in its reality and a leader of others. Upon the shoulders of the girl falls the greatest share of the future of nations. Be worthy, then, of bearing this sacred responsibility of yours and of discharging it, and never allow obstacles to stand in your way, for the impulse of learning must overcome every hindrance and barrier.