The question of the education of the daughter is not so much a matter of thought to the middle-class Mohammedan or Hindu mother, because at the time when, if she were in Western lands, she would be taking her books under her arm and starting for her first day at school, in India she is getting married. She may, if in a village, attend the school with her brothers until she is eight or nine years old, but rarely, except in the highest classes, does the little girl have a longer opportunity for study. In the cities the rich families are sending their daughters to private schools, and the Oriental home is the happy hunting ground for the English governess, who is engaged to teach, not only the knowledge to be found in books but also the etiquette to be observed in English society, as it seems to be the main object in life of the educated Indian, both man and woman, to be more English in manner than are the English themselves. In all the better class homes the piano is seen, and seldom now does the daughter of the house play upon the veena or any instrument of Indian music. In Calcutta I went to a reception given by a great Indian lady. With the exception of the costumes worn by the pretty dark-eyed Bengalis, and the absence of men, I would have thought I was in an English house at an afternoon tea. English was spoken by nearly every one, the music was European, the refreshments were from an English caterer, and there was no distinct note of India in all the afternoon’s ceremonies. Most of the ladies wore high-heeled French slippers, and many of them had their beautifully draped saris twined around bodies held in place by the French corset, which must have been most uncomfortable for these people, used to untrammelled freedom in regard to their dress. Times are changing so fast in India that it is hard to say “This is a custom” or “That is a custom.” Education is opening the eyes of the younger generation of Indian women to the fallacy of many of the old-time rites and superstitions. Still, many of the mothers are conservative and feel keenly their daughter’s departure from the beliefs of her day, yet the pressure is so strong that many of these conservative mothers are sending their daughters to the schools, both mission and Government, where in the former they avail themselves eagerly of the education, but are not influenced by the religious teaching. One devout Mohammedan mother said to me: “Yes, I send my daughter to a mission school, as it is the best in our town. I feel that they cannot hurt her, as she has had a good religious training in the home.”