racter.

But if the thoughts engendered by the deeds of heroism and achievement
be called into action by the opportunity in the girl's life to reproduce
them, then the effect upon the character is made definite and intense.
It is not until the girl has done a kindred thing, until the impression
has found its way out in action, that the full result upon the forming
character is seen. All the complex life about her is busy through the
eye and ear, through numberless sensations and instinctive reactions
leaving impressions. Their imprint upon her life may be seen by any
close observer when the girl herself is unconscious of it. But it is the
special set of impressions which _habitually_ find _expression_ that
determine character.

This is most encouraging, for it means that if the girl can be lead to
express the right impression and leave the others to fade away into the
recesses of consciousness where it will be hard to awaken them, the
determination of her character will be a possible task. It means that in
the years of habit formation and character making those who share the
task of the girl's training have the opportunity to lead her to
repeatedly express in positive action the high ideal, the noble
self-sacrifice, the great deed or ambition, the generous impulse
slumbering in her thoughts and appearing in her day dreams. The material
which is furnished her for thought creates her day dreams, what she sees
in her day dream _effects_ character, what she _does makes_ it.

It is for this reason that parents and teachers who are seriously
concerned with the problem of making a girl's religion a real and vital
thing seek ways and means by which she may be led to express both in
words and actions the thoughts and desires which their teaching has
awakened.

A successful teacher had been studying with her class for some weeks the
lessons founded upon "Unto the least of these, my brethren"--"A cup of
cold water even," "Ye have done it unto me," and kindred texts. She
taught well and the girls were thinking. Some attempted as individuals
to express what they thought. In the minds of most, the stories,
illustrations and facts slumbered. One Saturday three of the more
thoughtless girls were asked to accompany the teacher on a visit to a
children's hospital. They were much impressed by what they saw. The
convalescent ward proved of great interest and the babies fighting
for their lives against pneumonia brought tears to their e