their part in the recitations about as well as the young men, but did not consider them so well qualified for the lengthened consideration of a scientific subject.

The Professor of Greek told me that he was unable to see much difference between the students of the two sexes: "But for the difference in sound of voice, I should find it hard, or impossible, with my eyes shut, to tell one from the other. If I am to find a distinction, I may perhaps say that, speaking generally, the ladies have more intuitive quickness in construing, and earlier acquire elegance in composition; while the gentlemen seem more able to seize on points touching the philosophy of the language. As regards power of attention and application, I have never remarked any difference, and the work done is usually about equal."

The Professor of Biblical Literature, who had the chief management of the Theological School, had had much less to do with female than with male students. He said that he had had, however, quite as good work done by young women as by young men, and that in rhetorical exercises and composition he

often found them to excel the young men in delicacy and elegance of expression. On the whole, however, he inclined to the belief that the balance of mental strength lay on the side of the young men. In answer to a question of mine, this Professor said that they had never received applications from women for systematic training for the ministry, though one or two female graduates had afterwards become preachers; but that, if such applications were made, the Faculty would certainly not refuse to admit them, but would, in each case, as at present, leave the responsibility of electing such a calling to the individual conscience.

The Professor of Mathematics spoke, perhaps, more strongly than any in favour of the equality of the male and female intellect. He had been a Professor at Hillsdale College before coming to Oberlin, and gave us letters of introduction to that place, where the same system of education is pursued, though with certain differences. On the point in question he said, "I have found the work done by ladies to be fully equal to that of the gentlemen-fully; and it has more than once occurred that the

best scholar in my class was a lady. Ladies are generally the quickest at recitation, and will repeat long problems more accurately than most of the young men. I do not know that they have any counterbalancing defect. As to strength and power of application, I know that the advantage is said to lie with the men, but I have not found it so."

These were the chief conversations with Oberlin Professors on this subject, though I talked about it more or less to others, and found that, substantially, the same opinions prevailed.

In giving the foregoing account of Oberlin, I have felt bound to report, as fairly as I could, both sides of the picture; and, if I have been obliged to dwell on some points not altogether to be commended, I hope that I have not failed also to show how much there is that is truly good, genuine, and valuable in this simple community, in the midst of which one cannot live for even a few days without a feeling of attachment to those who are so ready with their kindly welcome. Whatever shortcomings or errors may be recorded against Oberlin, it should ever be remembered in her

favour that she took the initiative before all the world in opening a college career to women, and in welcoming, on equal terms, all students, of whatever race or hue. This double glory shall surely be hers in the memories of men when much on which she now prides herself more may be forgotten.

OBERLIN COLLEGE.

COURSE OF STUDY.

THEOLOGICAL DEPARTMENT.

THE Conditions of admission to the Theological Department, are hopeful piety and a liberal education at some College, unless the candidate has otherwise qualified himself for pursuing with advantage the prescribed course of study.

The candidate is expected to bring a certificate of good standing in some Evangelical Church.

The Terms and Vacations are the same with those in the College Department.

The regular Course of Instruction occupies three years, and comprises the following subjects:

JUNIOR YEAR.

Evidences of Divine Revelation, Sacred Canon, Introduction to the Study of the Old and New Testaments, Biblical Archæology, Biblical Geography, Principles of Interpretation, Greek and Hebrew Exegesis, Mental and Moral Philosophy, Compositions and Extemporaneous Discussions.

MIDDLE YEAR.

Didactic and Polemic Theology, Biblical Theology, Greek and Hebrew Exegesis, Homiletics, Compositions and Extemporaneous Discussions.