That instruction should be given, and that questions must be answered, is true. A girl’s mother is the natural and best agency through which knowledge should come to her, and the Sunday-school teacher may very easily enlist the mother’s sympathy, urge her to be true to her daughter’s need, and show her how necessary it is that she faithfully instruct her child in the things she needs to know. If the mother says, as is often the case, that she _can’t_, that she does not know how, etc., then the teacher may offer to help with suggestions, with books, or, if the mother asks her to do so, may talk with the girl herself. Such a conversation on the part of the teacher should never be forced, but introduced naturally and easily in some opportune moment. Sometimes, if there is real confidence and sympathy between pupil and teacher, the girl herself will open the way. In a hundred ways, both in teaching and in conversation with the girls, the Sunday-school teacher may show her own respect for the physical side of life, the marvel of it all, and the need on the part of every woman to obey its unchanging laws, from which, if broken, there is no escape. In scores of ways she will frankly and naturally reveal to her girls her sympathy with womanhood everywhere, in every walk of life, and especially her respect for mothers, and her love for helpless childhood. Girls learn so much more, and the impressions made are far deeper, through this almost unconscious influence of the teacher than through the “lecture” or “lesson.” I shall not soon forget the impression made upon a class of girls of eighteen years of age by the preparation of a complete outfit to be presented to a poor woman whose child was to come into the world in a tiny third-story room amidst deepest poverty. As one of the girls said, “It will be a lucky baby, after all, with eight of us to look after it.” Both teacher and girls felt new bonds of sympathy long before the last tiny garments were finished, and the girls had learned much. It is not good for girls in their teens, especially in the latter part of the period, to be closely associated with women who are cynical, who have forgotten the tenderness of their own girlhood dreams, or who are out of sympathy with the great fundamentals of life.