It is the outdoor study of science and art that must be insisted on with the young--the cultivation of the powers of observation rather than memory--which powers compel the exercise of the muscles and senses. The guiding principle of health education is to follow the order of nature, and place the strengthening of the physical powers not independently of, but in advance of, the mental powers. If the order is reversed, and the immature mind be allowed to tyrannize over the immature body, and disturb the proportion of Nature’s work by withdrawing too much creative force to the exclusive stimulus of the mind, the true relations of mind and body can never be restored, the adult will never receive that ready and capable service that the body should render to the mind. In thus urging the paramount importance of some branches of study, particularly in a girl’s education, it is not intended to exclude all others. Many accomplishments, as well as various branches of knowledge, may be taught in such a way as to conduce to physical and mental health, and all studies may be so arranged and subordinated as to be innocuous. The principle here insisted on is that those studies must predominate and lead in the education of youth which most fully require the exercise of the physical as well as mental nature in their pursuit. 2. The direct study of hygiene involves so large a range of profoundly interesting subjects that it is difficult to display its full importance in a condensed sketch. The creation of a healthy happy home (which all will allow is the legitimate work of a woman) requires comprehensive knowledge. The structure and arrangements of a house adapted to the climate, soil, and wants of a family, including drainage, ventilation, warming, economy of labour; the management of a household in relation to individual wants and to society, including the subjects of food and waste, domestic service, petty trading, the care of the sick and prevention of disease, occupations and amusements--these and many other topics belong directly to the formation of a noble Christian home. These are subjects that men and women have a direct personal interest in. They may be taught in graduation with abundant illustration. The examination of economic museums, exercise in the inspection of houses and neighbourhoods, etc., should be added for advanced students. Every method should be used to impress facts on the memory and excite personal interest. To this end a system of rewards would be useful, whether of prizes or honours. There seems to be no reason why honorary degrees, scholarships, and fellowships should not be bestowed for proficiency in knowledge that relates to the health of mankind, as well as for distinction in classical and mathematical study.