“In what way?” “Above all things else, show them that reasonable self-denial is a thousandfold better for a boy than to have his every wish gratified. Teach them to encourage industry, economy, concentration of attention and purpose, and indomitable persistence.” “But most mothers try to do this, don’t they?” A MOTHER’S MIGHTY INFLUENCE. “Yes, in a measure; but many of them, perhaps most of them, do not emphasize the matter half enough. A mother may wish to teach all these lessons to her son, but she thinks too much of him, or believes she does, to have him suffer any deprivation, and so indulges him in things which are luxuries for him, under the circumstances, rather than necessaries. Many a boy, born with ordinary intellect, would follow the example of an industrious father were it not that the mother wishes him to appear as well as any boy in the neighborhood. So, without exactly meaning it, she gets to making a show of her boy, and brings him up with a habit of idling away valuable time, to keep up appearances. The prudent mother, however, sees the folly of this course, and teaches her son to excel in study and work rather than in vain display. The difference in mothers makes all the difference in the world to children. Like brooks, they can be turned very easily in their course of life.” “What ranks next in importance?” “Boys and girls themselves, especially as they grow older, and have a chance to understand what life means, should not only help their parents as a matter of duty, but should learn to help themselves, for their own good. I would not have them forego recreation, a reasonable amount every day, but let them learn the reality and earnestness of existence, and resolve to do the whole work and the very best work of thorough, reliable young men and women.” “What would you advise as to choosing a career?” “In that I should be governed largely by the bent of each youth. What he likes to do best of all, that he should do and try to do it better than anyone else. That is legitimate emulation. Let him devote his full energy to his work; with the provision, however, that he needs change or recreation more in proportion as he uses his brain more. The more muscular the work, if not too heavy, the more hours, is a good rule; the more brain work, the fewer hours. Children at school should not be expected to work so long or so hard as if engaged in manual labor. Temperament, too, should be considered. A highly organized, nervous person, like a racehorse, may display intense activity for a short time, but it should be followed by a long period of rest; while the phlegmatic person, like the ox or the draft horse, can go all day without injury.” “Would you advise a college course?”