In some of the universities there are lady professors or tutors.

It goes without saying that girls have the natural talent for learning everything that boys can learn.

The objections raised by the opponents of co-education seem to rest chiefly upon the danger of the intellectual or physical overstrain of girls during adolescence, and upon the unequal rate of development of boys and girls during the secondary school period.

It is further alleged that in mixed schools the curriculum is so prescribed that the girls' course of study is more or less adapted to that of the boys, with the result that it cannot have the artistic and domestic character which is suitable for the majority of girls; but why should not the curriculum be arranged in such a way as to suit both sexes?
Is it not good for both to learn the same subjects?
That which is good for a boy to learn is it not equally advisable for a girl to know, and vice versa?
Will not such a policy create mutual sympathy between the sexes?
The opponents of the co-education policy assert that it makes the girls masculine, and that it has a tendency to make the boys a little feminine.

It cannot, however, be doubted that the system reduces the cost of education, such as the duplication of the teaching staff, laboratories, libraries, and other equipment.
It is objected that the system has done more than anything else to rob marriage of its attractions, by divesting man of most of his old-time glamour and romance.