If mothers would only work with the teachers, so that the home influences brought to bear on the girls in matters already discussed, especially in the direction of the reading of their daughters, should be healthful and strong, the teachers would be saved much time and energy, which could be far more usefully applied for the benefit of the child. I speak from the midst of a profession which often suffers in reputation, nay, even in actual character, from this very cause. To go in detail through the part of intellectual education which belongs especially to the teacher, is impossible here, nor would such a discussion be in place in these pages. It has its place properly only in professional literature, just as the details of the treatment of a case placed under medical care, whether preventive or curative, belong only in the pages of a medical journal. A few suggestions only will be added in this department. It is evident to the most superficial observer that a vast amount of time is spent over such studies as grammar, geography and history in our schools, with but little perceivable result. This is due in great measure to the fact that the manufacture of text-books has become in America a profitable business in a money point of view, and that, consequently, what text-books shall be used in our schools, both public and private, is decided more by the publishers than by the educators. Hence the graded series of School Geographies, for instance, through some five or six of which the pupil is obliged to wade, one after another, to find in each, only the same matter in sentences of a somewhat greater length. Hence, to go one step farther, the stupefying of so many minds in our schools. Nothing is more deadening to all mental activity than unmeaning repetitions, a fact easily verified by any one who, wakeful through mental disturbance at night, will take the trouble to repeat and re-repeat any meaningless thing. It is the lounging, deadening brain-work of which we have too much, not the active, vivifying brain-work of which we have too little, that does injure the system. The whole healthy tone of the mind is destroyed, and evils, mental and physical, follow in rapid succession. From the process of text-book manufacturing also spring the endless number of compendiums and abstracts with which our schools are deluged, mental power diluted, and the pockets of the parents unnecessarily taxed for the support of large publishing houses, not for the education of their children.