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purpose, well-arranged courses of study. I can recall numbers of instances of girls who came to us weak, indifferent, listless, full of morbid whims and uncontrolled caprices of mind and body, who gained in this bracing atmosphere of happy, sustained industry, such an impetus towards real health that they forgot aches and discontents, and went home ready and eager to do their share in the world's work. Every one knows that uncongenial, badly. planned, disconnected, or purposeless effort fatigues, worries, and weakens both body and mind; is it difficult to believe the converse that thorough, methodical, and helpful activity stimulates and strengthens ?" It is not work, and it is not weakness, but annoyance and worry, to which the uncultured mind is always so prone, that tire and drive women into nervous diseases.

It seems then to us, who, from our standpoint as reasonable women, disagree with the premises of Dr. Clarke's theory, and reject many of its conclusions, that we have rather to educate our girls more carefully and more thoroughly than to educate them less; bearing in mind always, that no education is worthy of the name which does not include the culture of the body, together with the culture of the will and the culture of the intellect.

The grand leading principle of a sound education should be to give a girl such a faith in herself, such knowledge of the laws of her own being, such trust in the guiding Power of the universe, that she will have a principle of life and growth within her, which will react upon all outward circumstances, and turn them into means of education. "In free, conscious obedience to law, natural limitations become a source of power, as the hardness of the marble gives effect to the sculptor's forming stroke; but all arbitrary restraints dwarf and deform the growing soul."

And now, as regards this vexed question concerning the higher education of women, it resolves itself into this, that we, in all our relations as wives, mothers, and elder sisters, as friends, as teachers, as college-girls, and as school-girls, have only to learn the laws of physical health, and to obey them, in order that the whole matter may be for ever set at rest. "We have only to see to it, day and night, that our girls are educated into proper ways of living, as regards food, clothing, sleep, and exercise, till we have created for them a second nature of fixed, correct, physical habits-and we alone can do this-and the end is at hand. We have at last the right to settle our own questions conceded to us. The responsibility of the decision, whether our girls are to have what we demand for them-nay, what they themselves are eagerly and persistently demanding is decided to belong to us, and to us alone. Responsibility means duty. Are we ready to accept the one, and to perform the other?"

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"DEAR SIR,-A conference of teachers will be held in my schoolroom next Saturday morning. In the afternoon the children will be examined, after which a tea will be provided in the class-room. A public meeting will be held in the evening, when reports will be read and speeches given upon the educational questions of the day. Your attendance is earnestly invited.-Yours sincerely,

"H. GROSS."

Arthur Dalebury received this circular, and seeing that the signature at the bottom of it was that of a friend he decided to accept the invitation and spend the next Saturday in London.

He accordingly went on the morning of the day, and met a number of his fellow-teachers, who talked together, not so much of the joys of teaching as of its difficulties. From the remarks

these made it was evident that a teacher's trials come from many sources, but mostly from committees and parents.

"I think we should do better if we could have the children really to ourselves," said one.

"But we are so hampered by interfering people who know little about ourselves or our work that we cannot carry out our own plans."

"I find my parents even worse than any committee," said another. "I meet with great sympathy and kindness from the ladies and gentlemen who are subscribers to the school; but they tell me that it would grieve them very much if the numbers were to fall off, and that, therefore, I must be particular not to offend. the parents. But these same parents are about as provoking as any unfortunate fellow could have; and I am for ever offending some of them, who, of course, punish me by taking their children away."

"I am king in my school," said another. "I do not study either parents or committee. simply do that which I believe to be right, and let the other things take care of themselves."

"It makes matters more easy, no doubt, to do so, but I cannot forget a parent's right. It is a very hard thing to tell a mother that she has no control over her children during certain hours of a day."

"Not at all! Of her own free will she places them under your control, and she thus forfeits all right to interfere."

"I think so; and I believe we weaken our own authority and make ourselves much trouble and hard work if we allow ourselves to be dictated to."

"But are we fit to take the entire responsibility of the chil dren ?"

"If not, we have mistaken our vocation, and ought not to be schoolmasters at all."

"But if the parents are against us can we hope to succeed with the children?'

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"The parents will not be against us long. They will have sense enough to confess to themselves that we are right when they see the boys improving, and making progress in their studies."

"But what are we to do about the school managers?"

"We must not allow them to control us in the management of our schools."

"Oh, I think they have a right. salaries?"

Do not they pay us our

"No, and they are not our masters. They subscribe to a good object, and they do what they wish by their money; and besides this many of our schools are almost self-supporting."

"I wish they all were."

"The managers no doubt have a right to look after many things, and the masters are responsible to them. They collect and pay moneys, keep buildings in repair, and ought to know enough of the school to be sure that the masters are doing their duty. But they have no right to interfere with the internal arrangements of the school. These must be left to the master, and if they have not sufficient confidence to leave them there then they ought to give him notice to quit."

"I think it is a pity we cannot have our committees here and teach them their duty," said one, with the slightest touch of sarcasm in his voice.

But teachers' conferences were among the means of doing good which were popular ten or fifteen years ago, and there is no doubt but that if they were of no other use they comforted teachers, who greatly needed comfort. Fellowship in suffering is something when relief is not to be had.

After the conference Arthur Dalebury said he would treat himself to his favourite dissipation, and went for a walk through Fleet Street.

Why he should have chosen to go alone he best could tell. It is certain that he declined the presence of several who offered to accompany him.

"It is very unlikely," he said, "and yet it is possible that I may see her again."

This is enough to prove that Miss Heshbon had been frequently in his thoughts. There was no need even to name her, for he knew so well whom it was that he wished to see.

"I would not come to London on purpose," he thought; "but as I am here there can be no harm in walking near the place where I saw her before. It might happen that I should see her again; such a thing is at least possible.'

He did not know not only how possible but how probable it

was.

Miss Heshbon's liking for Fleet Street lasted. It was perfectly incomprehensible, her father said; but then he was certain in bis own mind that she was a very remarkable young lady, and he supposed that such peculiarities need not disturb him, since they appeared in one who was so likely to prove a genius. He, therefore, as frequently as he could, gave her the opportunity which she desired, and had the pleasure of her company when his business took him into the city.

On the afternoon which Dalebury was spending in London she was sitting rather listlessly in the carriage, when her father was quite startled by the sudden animation which was visible in her manner. She bent eagerly forward, while a deep colour overspread her face. She bowed very graciously to a young man on the pavement, whose face suddenly lighted with pleasure, and who lifted his hat and bowed low in return.

"Angie, who is that, my dear?"

"Papa, stop the carriage and speak to him."

"But I do not know him!" said the gentleman a little stiffly. "Do you remember that I once asked you to suppose a certain case ?"

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"I said, what would you do if a young man had saved my life when I was nearly run over in the streets, and you said you would feel very grateful to him."

"Yes, and so I should."

"Feel grateful now, then, father, and thank that young man, for he saved my life."

"What do you mean, Angie?"

"I was crossing the street once in a crowd, and was knocked down by a horse, and I am sure I should have been killed if he had not saved me. I have never seen him since, and the carriage is taking us farther away from him, and you have not so much as thanked him."

"Now Angie, are you beginning to cry? How foolish you are! Of course we can go back and look for this interesting young man; but I am not pleased with you; why did you not tell me before?

A word to the coachman to drive slowly back through the street and be prepared to stop as soon as the signal was given, had the effect of bringing the young man and maiden once more face to face.

Arthur came to the carriage, and the pleasure that he felt was quite apparent to all.

"How do you do, Mr. Dalebury. This is my father. He wishes to thank you for your kindness in saving my life."

I was

"Yes, sir," said Mr. Heshbon, "my daughter informs me that on a certain occasion you rendered her very great service. not aware of it before, but I thank you very much. I wish she did not prefer these crowded streets; they are very unsafe."

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Yes, they are. I assure you I was only too happy to be able to assist Miss Heshbon."

"Are you still residing in London ?" Miss Heshbon inquired. "No. I have been in the country for some months." "I wanted to send you a book," said the young lady. "Is it published? Thank you. You are very kind. be delighted to read it. I am residing at Bolstone. allow me?"

I should Will you

And Arthur presented the lady with a card, which she was pleased to accept.

But Mr. Heshbon was growing impatient, and Arthur stepped back that the coachman might drive on.

"Good afternoon, sir."

"Good day, Mr. Dalebury."

Once again Arthur ventured to clasp for a moment the little hand that was held out, and then the carriage rolled away.

CHAPTER XII.-A TEACHER'S INFLUENCE.

One great objection to large public schools for the children of the poor is that they do not give opportunity for scholars to be indiviJually brought under the personal watchfulness and influence of the teacher. If there are four hundred children and one head master or mistress, it is evident that little can be done with regard to the peculiar temperament, the temptation or the troubles of the little ones. If a child does not talk, is orderly, diligent, and obedient, he is likely to pass unnoticed among the hosts. If one should step out of the ranks, should refuse to close his book or lift his hands at the precise moment when he ought, he has the better chance of becoming acquainted with at least one side of the teacher's character; but otherwise he may be in a school for some time without attracting or receiving much personal attention.

And yet very much more is done in this way than a stranger would think possible. The teacher soon knows the names and the faces of his four hundred boys, and he is quick to see the needs, the temper, the faults, and the virtues of his army. He is looked upon as the children's friend. They rejoice to bring him items of home news, and he is most likely the recipient of all the family troubles. If he be a good man-and it cannot be right to entrust the minds and morals of the young to a man who is not good-the unconscious influence which he exerts upon them will be seen in the correct opinions, the steadfast characters, and the moral lives which these children, when they reach the age of adults, will live. Trained and efficient teachers know how to rule and control any number of children; and it is wonderful how much good is effected by the pure tone and influence of some schools.

One of these was that which was conducted by Alice Fernwood. I have already said that her kingdom was well governed, and her subjects loyal and obedient. But she had a great influence over the children morally and religiously, for they loved her, believed in her, and copied her to a very great extent.

One Friday afternoon she was going early to school; she only allowed herself an hour for dinner, so as to be able to answer any calls that might be made, and yet feel that there was no need for

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