In pursuing the course of a practical educator, the first years were spent mainly in the intellectual department, at the period when the "higher branches" first began to enter as a part of female culture. Surrounded by some of the most gifted female minds in the country as both teachers and pupils, and all excited by the interest of pioneers in the effort to elevate the standard of female education, there resulted such an amount of intellectual activity and enthusiasm as has never been witnessed by the author before or since. Ignorant of the laws of health, and unaware of any danger from excess, the result was such entire and irretrievable prostration of the nervous system as forbade forever any farther labor as a practical teacher. Extensive journeyings to restore health among a widely-dispersed family connection led to frequent reunions with former pupils. Thence resulted a deep conviction of the necessity of _training the domestic habits and tastes_ of young girls as had never yet been attempted, and of the extreme suffering and _ill health_ consequent on the neglect of it as _a part of school education_. This led to two works on Domestic Economy, one of which was designed as a text-book for girls at school, and the other for their use after they became housekeepers. Continued ill health, inducing frequent resort to health establishments, where invalids from all classes were congregated, increased the conviction that modes of education and other causes were fatally undermining national health, especially that of women. Thus originated a work on Health, and another on Physiology and Physical Training. Incapacitated from labor as a teacher, the only field of effort to the author was in more general efforts to interest her own sex to enlarged and _organized_ efforts to secure the proper training of woman for her distinctive duties, and also to provide _employment_ for her in her appropriate profession. Two small works addressed to American women on this subject were issued by her, and two organizations were the result: one conducted by ladies in Boston, and one by Governor Slade as General Agent of the Board of National Popular Education. As both of these restricted their efforts mainly to providing employment for teachers already educated, the next attempt was to secure an organization to prepare woman for her _distinctive duties_ on a more complete and comprehensive scale. In this attempt, it was perceived that the other sex have always secured proper attention to any particular department of education by _endowments to support highly-educated teachers to give their whole time to that object_. Thus chemistry, agriculture, and the practical sciences are made honorable, and are insured as branches of liberal instruction. The question then arose, Why should not this method be taken to make woman's _distinctive_ profession honorable, and to secure a proper training for it?