es the school-room and textbook it
may be already antiquated and perhaps superseded in the observatory and
laboratory, so that in scientific matters the school-room must always be
a little "behind the times." And likewise that when scientific
teaching has to be brought within the compass of a text-book for young
students, it is mere baby talk, as much like the original theory as a
toy engine is like an express locomotive. From which they may conclude
that it is wiser to be listeners or to ask deferential questions than to
have light-hearted opinions of their own on burning questions such as we
sometimes hear: "Do you believe in evolution?--I do." "No, I don't, I
think there is very little evidence for it." And that if they are
introduced to a man of science it is better not to ask his opinion about
the latest skeleton that has been discovered, or let him see that they
are alarmed lest there might be something wrong with our pedigree after
all, or with the book of Genesis. One would be glad, however, that they
should know the names and something of the works and reputation of the
Catholic men of science, as Ampere, Pasteur, and Wassmann, etc., I Who
have been or are European authorities in special aches of study, so that
they may at least be ready with an answer to the frequent assertion that
"Catholics have done nothing for science."

But in connexion with these three subjects, not as to the teaching of
them but as to their place in the education of girls, some points
regarding education in general are worth considering:--

1. Mathematics in the curriculum of girls' schools has been the subject
of much debate. Cool and colourless as mathematics are in themselves,
they have produced in discussion a good deal of heat, being put forward
to bear the brunt of the controversy as to whether girls were equal to
boys in understanding and capable of following the same course of study,
and to enter into competition with them in all departments of learning.
Even taking into consideration many brilliant achievements and an
immense amount of creditable, and even distinguished work, the answer of
those who have no personal bias in the matter for the sake of a Cause--is
generally that they are not. Facts would seem to speak for themselves if
only on the ground that the strain of equal studies is too great for the
weaker physical organization. Girls are willing workers, exceedingly
intense when their heart is set upon success; but t