, the relation of different studies
to each other is more adequately put in evidence, and the influence
that school studies have on success in after life is more fully
realised by all concerned. The system of training is, however, far
from perfect. In the case of girls, more particularly, great care has
to be exercised not to attempt to teach too much, and to give careful
consideration to the physiological peculiarities of the pupils. It is
impossible for girls who are undergoing such rapid physiological and
psychical changes to be always equally able and fit for strenuous
work. There are days in every girl's life when she is not capable of
her best work, and when a wise and sympathetic teacher will see that
it is better for her to do comparatively little. And yet these slack
times are just those in which there is the greatest danger of a girl
indulging in daydreams, and when her thoughts need to be more than
usually under control. These times may be utilised for lighter
subjects and for such manual work as does not need great physical
exertion. It is not a good time for exercises, for games, for dancing,
and for gardening, nor are they the days on which mathematics should
be pressed, but they are days in which much supervision is needed, and
when time should not be permitted to hang heavily on hand.

Just as there are days in which consideration should be shown, so too
there are longer periods of time in which it is unwise for a girl to
be pressed to prepare for or to undergo a strenuous examination. The
brain of the girl appears to be as good as that of the boy, while her
application, industry, and emulation are far in advance of his, but
she has these physiological peculiarities, and if they are disregarded
there will not only be an occasional disastrous failure in bodily or
mental health, but girls as a class will fail to do the best work of
which they are capable, and will fail to reap the fullest advantage
from an education which is costly in money, time, and strength. It
follows that the curriculum for girls presents greater difficulties
than the curriculum for boys, and that those ladies who are
responsible for the organisation of a school for girls need to be
women of great resource, great patience, and endowed with much
sympathetic insight. The adolescent girl will generally do little to
help her teachers in this matter. She is incapable of recognising her
own limitations, she is full of emulation, and is desi