shocked by her desire
to be up and doing. He calls on the school principal and complains, "I
don't know what to make of my daughter. Why is she not like her mother?
Are not cooking and sewing enough for any woman? Why has she these
strange ideas about doing all sorts of things that her mother never
wanted to do?" Then the principal tries to explain patiently that new
wine cannot be kept in old bottles, and that unless the daughter were to
he different from the mother it was hardly worth while to send her for
secondary education. So, when the long holiday is over, Seeta returns
with a fresh appreciation of what education means in her life; and we
know that when _her_ daughters come home for vacation, it will be to a
mother with sympathy and understanding.

The girls' loyalty to their school is at times almost pathetic. An
American teacher writes, "One moonlight night when I was walking about
the grounds talking with some of the oldest girls, one of them caught my
hand, and turned me about toward the school, which, even under the magic
of the Indian moon, did not seem a particularly beautiful sight to me.
'Amma' (mother), she said, in a voice quivering with emotion, 'See how
beautiful our school is! When I stand out here at night and look at it
through the trees, it gives me such a feeling _here_,' and she pressed
her hand over her heart.

"'Do you think it is only beautiful at night?' one of the other girls
asked indignantly, and all joined in enthusiastic affirmations of its
attractions even at high noon,--which all goes to show how relative the
matter is. I, with my background of Wellesley lawns and architecture,
find our school a hopelessly unsanitary makeshift to be endured
patiently for a few years longer, but to these girls with their
background of wretchedly poor village homes it is in its bare
cleanliness, as well as in its associations, a veritable place of
'sweetness and light.'"

Athletics.

Organized play is one of the gifts that school life brings to India. It,
too, has to be learned, for the Indian girl has had no home training in
initiative. The family or the caste is the unit and she is a passive
member of the group, whose supreme duty is implicit obedience. One
Friday when school had just reopened after the Christmas vacation, one
of the teachers came to the principal and said, "May we stop all classes
this afternoon and let the children play? You see," as she saw
remonstrance forthcoming, "it's