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are just as likely to follow some crude popular theory as to find out the truth.
That progress is needed in sanitary matters is widely admitted; sanitary conventions are held; the medical profession and the press are constantly calling attention to defects of public and private hygiene, pointing out the high rate of mortality amongst children, etc.; but it is far from being as generally recognized how essential to progress it is that women, who have the domestic life of the nation in their hands, should realize their responsibility, and possess the knowledge necessary to meet it.
In education, as in domestic life, the same necessity for hygienic knowledge exists. Statistics show that nine-tenths of our teachers are women, and it is obviously a matter of great importance that they should be familiar with the nature and needs of the great body of youth which is intrusted to their care. It is not possible that our systems of education should be really suited to childhood, training its faculties without cramping or unduly stimulating the nature, unless those by whom this work is done understand the principles of health and growth upon which school training should be based. Our school education ignores, in a thousand ways, the rules of healthy development; and the results, obtained with much labor and expense, are gained very generally at the cost of physical and mental health.
If, then, it be true that health has its science as well as disease; that there are conditions essential for securing it, and that every day life should be based upon its laws; if, moreover, women, by their social position, are important agents in this practical work, the question naturally arises, how is this knowledge to be widely diffused among them? At present there exists no method of supplying this need. Physiology and all branches of science bearing upon the physical life of man are pursued almost exclusively by physicians, and from these branches of learning they deduce more or less clear ideas with regard to the conditions of
