. If fortune deals hardly with
them, and they are thrown on their own resources later in life, it is
evident that to make their own clothes is a form of independence for
which they will be very thankful. Another branch of needlework that
ought to form part of every Catholic girl's education is that of work
for the Church in which there is room for every capacity, from the
hemming of the humblest _lavabo_ towel to priceless works of art
embroidered by queens for the popes and bishops of their time.

"First aid," and a few practical principles of nursing, can sometimes be
profitably taught in school, if time is made for a few lessons, perhaps
during one term. The difficulty of finding time even adds to the
educational value, since the conditions of life outside do not admit of
uniform intervals between two bells. Enough can be taught to make girls
able to take their share helpfully in cases of illness in their homes,
and it is a branch of usefulness in which a few sensible notions go a
long way.

General self-help is difficult to define or describe, but it can be
taught at school more than would appear at first sight, if only those
engaged in the education of children will bear in mind that the triumph
of their devotedness is to enable children to do without them. This is
much more laborious than to do things efficiently and admirably for
them, but it is real education. They can be taught as mothers would
teach them at home, to mend and keep their things in order, to prepare
for journeys, pack their own boxes, be responsible for their labels and
keys, write orders to shops, to make their own beds, dust their private
rooms, and many other things which will readily occur to those who have
seen the pitiful sight of girls unable to do them.

Finally, simple and elementary cooking comes well within the scope of
the education of elder girls at school. But it must be taught seriously
to make it worth while, and as in the teaching of needlework, the
foundations must be plain. To begin by fancy-work in one case and
bonbons in the other turns the whole instruction into a farce. In this
subject especially, the satisfaction of producing good work, well done,
without help, is a result which justifies all the trouble that may be
spent upon it. When girls have, by themselves, brought to a happy
conclusion the preparation of a complete meal, their very faces bear
witness to the educational value of the success. They are not elated nor