The mental activity of the girl of to-day reveals itself in the later teens by a keen and deep interest in social questions, in the great problems that concern women. But a few weeks since I looked into the faces of scores of earnest college girls, many in their later teens, who were discussing at a week-end conference, “The Individual and the Social Crisis.” It was not a mere discussion. These girls had plans, they had facts, they were looking at the question on all sides. Within the month I met another group in conference. They were a “Welfare Committee” for an organization of working girls. They knew what they were talking about, they had plans, and were seeking solutions for problems that needed to be solved. The girl in her teens is a dreamer at thirteen, seeking to realize her dreams in real life at nineteen. During those six wonderful years of repeated crises, the mental life of the girl is being shaped and determined by environment. To some extent the teacher may influence that environment, and become a real part of it. It is her privilege to furnish the imagination, through prose and poetry, with fields in which to wander afar, broaden the vision through books of travel and information which she may put in the girl’s way, increase her love of music and pictures through occasional concerts and visits to the art galleries, and in scores of little ways open new doors to the greater realms of knowledge which, if unaided, she would have passed by. It is a great thing to be able to help another mind to think for itself. That, the wise teacher is always striving to do. She challenges her girls to think. This is the reason why she wants the girl in her teens to know something of the history of the church; to be acquainted with the young men and women on the mission field, and know what they are doing; to know what the cities are trying or refusing to do for the housing of the poor, and for the protection of women and girls; to know the laws of home hygiene, and to use her mental faculties to help answer the question of the relation of the church and the individual under existing conditions in her own community and in the world. The girl in her teens is interested most in the very thing in which the Great Teacher was himself interested—life, the life of his own day, and he so instructed his disciples that the eyes of their understanding were opened and they began to think for themselves and of their fellow-men.