INFLUENCE OF EXAMPLE.

Never forget that the first book children read is their parents' example-their daily deportment. If this is forgotten you may find, in the loss of your domestic peace, that while your children well know the right path, they follow the wrong.

Childhood is like a mirror, catching and reflecting images all around it. Remember that an impious, profane or vulgar thought may operate upon the heart of a young child like a careless spray of water upon polished steel, staining it with rust that no efforts can thoroughly efface.

Improve the first ten years of life as the golden opportunity, which may never return. It is the seed time, and your harvest depends upon the seed then sown.

THE INFLUENCE OF BOOKS.

Few mothers can over-estimate the influence which the companionship of books exerts in youth upon the habits and tastes of their children, and no mother who has the welfare of her children at heart will neglect the important work of choosing the proper books for them to read, while they are under her care. She should select for them such as will both interest and instruct, and this should be done during the early years, before their minds shall have imbibed the pernicious teachings of bad books and sensational novels. The poison imbibed from bad books works so secretly that their influence for evil is even greater than the influence of bad

associates. The mother has it in her power to make such books the companions and friends of her children as her good judgment may select, and to impress upon them their truths, by conversing with them about the moral lessons or the intellectual instructions they contain. A taste may be easily cultivated for books on natural science and for history, as well as for those that teach important and wholesome lessons for the young, such as are contained in the works of Mrs. Edgeworth, Mrs Child, Mrs. Yonge, and many other books written for the young.

CHAPTER XXI.

Woman's Higher Education.

T has been seen that in the rearing and training of her children, woman has a great work to perform; that in this work she exerts an incalculable influence upon untold numbers, and that she molds the minds and characters

of her sons and daughters. How important, then, that she should cultivate her mental faculties to the highest extent, if for no other reason than to fit herself the better for the performance of this great duty of educating her children. How important it is, also, that she should look to

the higher education of her daughters, who, in turn, will become mothers of future generations, or may, perhaps, by some vicissitude of fortune, become dependent upon their own resources for support. With the highest culture of the mental faculties, woman will be best enabled to faithfully perform whatever she may undertake.

TRAIN YOUNG WOMEN TO SOME OCCUPATION.

Owing to the changes in social and industrial life which have crowded many women from their homes into business and public life, women must train for their branch of labor as men train for their work, if they wish to attain any degree of success. Even where women have independent fortunes, their lives will be all the happier if they have been trained to some occupation, that, in case of reverses, may be made a self-sustaining one. Α young woman who is able to support herself, increases her chances for a happy marriage, for, not being obliged to rely upon a husband for support or for a home, she is able to judge calmly of an offer when it comes, and is free to accept or decline, because of her independence. Women are capable of and adapted to a large number of employments, which have hitherto been kept from them, and some of these they are slowly wrenching from the hands of the sterner sex. In order that women may enter the ranks of labor which she is forcing open to herself, she needs a special education and training to fit her for such employment.

EDUCATION OF GIRLS TOO SUPERFICIAL.

The school instruction of our girls is too superficial. There is a smattering of too many branches, where two or three systematically studied and thoroughly mastered, would accomplish much more for them in the way of a sound mental training, which is the real object of education. The present method of educating young girls is

to give them from five to ten studies, in which they prepare lessons, and this, too, at an age when their physical development suffers and is checked by excess of mental labor. Such a course of instruction, bestowing only a smattering of many branches, wastes the powers of the mind, and deters, rather than aids, self-improvement. It is only a concentration of the mind upon the thorough acquisition of all it undertakes that strengthens the reflective, and forms the reasoning, faculties, and thus helps to lay a solid foundation for future usefulness. The word education means to educe, to draw out the powers of the mind; not the cramming into it of facts, dates and whole pages to be repeated verbatim.

AN EDUCATION APPROPRIATE TO EACH SEX.

The fact is becoming more palpable every year that there is an education appropriate to each sex; that identical education for the two sexes is so unnatural, that physiology protests against it and experience weeps over it. The physiological motto in education is, "Educate a man for manhood, a woman for womanhood, and both for humanity." Herbert Spencer, in speaking of the want of a proper course of education for girls, says: "It is an astonishing fact that, though on the treatment of offspring depend their lives or deaths, and their moral welfare or ruin, yet not one word of instruction on treatment of offspring is ever given to those who will, by and by, be parents." It will thus be seen, that as women have the care, the training and the education of children, they need an education in a special direc