bedside of the little girl, for whose indisposition they have, before
summoning him, anxiously endeavored to care. There is only one
difference: in the case of the physician, they relate to him fully all
the symptoms and previous treatment; they remain by the bedside after he
has gone, in the capacity of nurses, and they see to it that his
prescriptions are obtained and administered, and his suggestions in
every respect exactly followed, while, in the case of the teacher, they
send the child, leaving her to make her own discoveries as to previous
symptoms and treatment, and they do not inquire into the directions
given, the nature of the work prescribed, or the effect. Having thus, as
they think, placed the whole matter in the hands of the teacher, they
are often surprised and annoyed at the result. I am taking it for
granted here that the teacher is qualified for her part of the work, as
to method; and, if not working under a course of study laid out for her,
as in the public schools, is herself able to arrange and plan. This is
the most favorable aspect of the subject. But there is indisputably
another side. If mothers would only work with the teachers, so that the
home influences brought to bear on the girls in matters already
discussed, especially in the direction of the reading of their
daughters, should be healthful and strong, the teachers would be saved
much time and energy, which could be far more usefully applied for the
benefit of the child. I speak from the midst of a profession which often
suffers in reputation, nay, even in actual character, from this very
cause.

To go in detail through the part of intellectual education which belongs
especially to the teacher, is impossible here, nor would such a
discussion be in place in these pages. It has its place properly only in
professional literature, just as the details of the treatment of a case
placed under medical care, whether preventive or curative, belong only
in the pages of a medical journal. A few suggestions only will be added
in this department.

It is evident to the most superficial observer that a vast amount of
time is spent over such studies as grammar, geography and history in our
schools, with but little perceivable result. This is due in great
measure to the fact that the manufacture of text-books has become in
America a profitable business in a money point of view, and that,
consequently, what text-books shall be used in our schools, both pu