always this education should be
thought of as a part of her preparation for a woman's life. When boys
are in a business college, the principal of that college does not forget
that among the boys there may be more than one who will never have a
business life, but who will go out into other interests and pursuits.
Yet he turns the thoughts of _all_ boys in his school specially toward
business problems. In schools and colleges for women, not all the girls
will marry, not all will be mothers, but most of them will be. Is not,
then, the normal education of a woman that which, while it does not
cramp her life in one direction, nor mould her in a set way, yet keeps
always in mind the fact that the normal woman is being educated for a
normal woman's life?

This would not necessarily change the curriculum of our colleges in any
way; it would change the spirit and atmosphere of some of them at once.
Instead of the spirit being: "My mind is just as good as a man's. What a
man can study, I can learn! What a man can do, I can do!"--the spirit
would be this: "I am going out into a woman's life, and it is my
business now to take to myself all the wisdom, counsel, experience, and
inspiration of past ages, that I may be the very grandest woman that
history has yet seen! I will be a land-mark in time: I will be a pivot
in history around which the earth shall turn. Because of my life, women
to the end of time shall be able to live a truer, freer, better life!"

With this thought in mind, all the academic subjects would still pass
into her mind and life, but they would be much more naturally set and
their value would be greatly enhanced. Then we would not have the
too-ambitious woman stepping out of college, or the restless and
discontented one. We would have the large-minded, earnest, noble,
public-spirited one, who would go out into the world as a fine type of
woman, to live a woman's life and do a woman's work. Married or
unmarried, she would still have a woman's interests, a woman's
influence, a woman's charm.

This higher education may or may not include practical studies in
domestic science, nursing, and household emergencies, but she should
learn somewhere the elements of these studies, so that when she goes
into a home of her own her duties and responsibilities will not be met
in a half-hearted and untrained way.

2. Mothers should have rest-hours and rest-days. Is it not something
extraordinary, from a purely economic point o