Education Of Women

It is the natural tendeney of those powers which are constitutionally the the strongest to overrule and weaken the others. If' woman, from physiological causes, is more emotional than is good for her, and the habita of civilized lite have increased this tendency, if' emotional excitcment weakens the control which the will ought to exercise over the powers of attention and reflection, it is the first business of' the teacher to einploy a girl's facultiesas cqualally as po.-.sible - to restrain those which unduly predomínate, and exercise the weakening powers. A girl should be made to understand, from the first, that the education she receives at school is to do for her mind what the scales and excercises do for her fingers in her musical studies ; that she is not to study i-imply to acquire facts, but get control of her mind. Moreover, she should be taught that it is her duty to look forward to a lifo-long intellectual activity, so that, when she comes to (ake full charge of' herself, she will direct hor mature powers toward souie pursuit or line of study which will promotc lier present or future welfare, and insure her wholcsome mental habits. Especially should her will power, the force! which will, more than any other, make or mar her, receive the most oarcful training; so that, becoming adult, she will bc able to use it physiologically, and determinately turn from the enemies.wounds, and serious sorrows, that otherwise niight induce nervous disease, or drive her into a mad house, to some one of the many subjects of interest in which the world abounds. The first mistake in the education of girls, and the one fraught with the saddest results, is made when they are allowed to leave childhood too toon. To keep them little girls as long as possible, and make Aam, first of all, what Georgc McDonald calis " nWseed little animáis," is the first step in the right direction. The second mistake is, permitting growiug girls to sit in the house and stmly when their transparent cheeks teil of ar:i-mia and lowered vitality. So long as there are branches of knowledge wbich are admirable training for the mind and can be best pursued out of doors, this mistake is inexcusable. It remains to be seen whethcr the old methods of educalion in use in boys' schools are bast for girls ; they are best only if they are most physiological. Girls should be treated as they are, not as they might be under improved habits and conditions. The third mistake is, making the schoollife of girls final, when it oughttobea simple preparation for the intellectual life of the adult woman. A fourth mistake is, witliholding a knowledge of the laws to which women is subject, in her physical and her mental life, her place in nature, and the potential character of hermental slatusand