Many women "are busy, very busy; they have hardly time to do this thing, because they really wish, or ought to do that, but with all their driving, their energy is entirely dissipated, and nothing comes from their countless labors," and I ask, in the words of a Russian woman, "Is it not a great loss to the economy of society when such an amount of strength is wasted and leaves behind it no good work!" But many persons continually pursue self-contradictory ends, simply for the reason that their education has been so narrow and limited that they are not able to see these ends as self-contradictory. Indeed, there are other disabilities than the physical for the duty of a mother. "The want of self-control that comes of an objectless life, the uninquiring habit of frivolous employment, disable her from fulfilling this duty, and to remain a child does not give the ability to educate children."[21] The power of independent thinking, without which there can be no judgment, and which alone frees the soul, the real mother must have, and our girls should be most carefully educated into it. Which course, then, will be best to fit the average child for her future work in the active world, a course of private lessons, or the life of the school, which is in itself a miniature world, where she learns to measure her own acquirements and character by those of others, and is educated into the knowledge that individual caprice cannot be allowed as a rule of conduct? And is there any country in the world whose citizens need to learn a respect for law more than in America? As to the branches which girls have the ability successfully to pursue, the question is no longer an open one. The experiments at Oberlin, Antioch, the Northwestern University, Michigan University, Vassar and many other institutions, not to go out of our own country, are sufficiently positive and conclusive to convince the most incredulous.[22] If the question be as to the branches which she ought to pursue, that is also to some extent settled. The courses of study which are laid down for students in European and American universities, represent simply the condensed judgment of centuries of experience and induction as to the means by which the human intellect may be most surely strengthened and developed. They are the results of long generalization, and are founded deep on a knowledge of the human mind. Shall we venture to depart from the old ways, and to decry the customs handed down to us from the ages gone by? Do we not know that the wisdom of twenty centuries, as to the best means for developing the human mind, is greater than the knowledge of one? Since we are "heirs of all the ages," why throw away our inheritance?