Woman, like man, should comprehend the age in which she lives and the great questions by which it is agitated. To this end a knowledge of history, and chiefly the history of her own nation, is requisite. She should learn to understand the principles of the language she speaks, and the literature in which it is preserved, not from dry text-books, but from the living works of the authors themselves. She should be able to pass an intelligent judgment upon the political issues of the day, that take up so large a share of men's conversation, and to this end the rudiments of political science might profitably be taught her. She should possess sufficient familiarity with the natural sciences to comprehend at least the main results of scientific investigations, and a training of this kind would have the further advantage of accustoming her mind to the methods of accurate thinking. She should gain some knowledge of the human body and of the laws upon which its health depends. Is it not strange that this important branch of knowledge is so generally neglected in the training of those who are to be mothers of the future generation? How often would proper attention to a few simple rules of hygiene prevent sickness; how often would more efficient nursing avert death, where it is now freely allowed to enter. Then too the outlines of pedagogy should be included in a course of advanced instruction for women. Mothers are the educators of the children, but the educators themselves require to be educated. If the intellect of girls were braced and stimulated in this manner, they would exhibit greater self-possession and self-reliance in their later lives; they would be less apt to be deluded by false appeals to the feelings: "the woman's view" would be no longer proverbial for the weaker view; the whole of society would feel the beneficent change, and the problem which we set out to discuss in the beginning would in due time solve itself.