The profession of teaching is not thus narrow in its views; is not so led by present and temporary motives. Its members are not working for glitter and show in the few years of school life; they do not aim at showy displays at the risk of permanent injury. They work not for to-day, but for all time and for eternity. Their greatest reward is in seeing the development of mind, the correction of false habits, the strengthening grasp of thought, and the growth of character. Are they any less desirous than the physician that the delicate instrument which puts the soul in communication with the external world, and by means of which it must be developed, be in perfect tune? Do they desire any less earnestly than he, that they may assist in forming from the effervescent girl-life of America a gracious womanhood, fully able to bear any strain which active life may bring, rejoicing to become in due time true wives and real mothers? Is the future of American women any less dear to the teaching profession than to the medical profession? Do they "care less for human suffering and human life than the success of their theories?" Are not the teachers seeking truth as well as the physicians? Are not they, to use the simile of one able critic, also attentive at their watch-towers of science and experience? A woman who has been teaching for many years, and has been all the time associated with large numbers of growing girls; who has been intimately acquainted with their habits and their health; has held their confidence, and has watched them carefully day after day, not infrequently being called on for direct medical advice as well--has had an opportunity for acquiring a fund of practical knowledge on the subject which is available to no man, even though he be physician. It were well to be just. Let the teachers have credit at least for intelligence and honesty as well as the physicians. Does any one assert that Dr. Clarke does not blame the teachers? We answer, as we shall show more fully in another place, that any reflection on what is known in technical language as the school "system" of any country, is a reflection on the teachers of those schools. If any one doubts the power of the teachers as a body to mould the internal arrangements and details of the schools, the school records of more than one city will furnish him with cases where the teachers have forced upon the committee and the schools, measures by them judged necessary, text-books of which they approved, and their candidates for vacant places, till their power and influence will appear no longer doubtful.