be pressed, but they are days in which much supervision is needed, and
when time should not be permitted to hang heavily on hand.

Just as there are days in which consideration should be shown, so too
there are longer periods of time in which it is unwise for a girl to
be pressed to prepare for or to undergo a strenuous examination. The
brain of the girl appears to be as good as that of the boy, while her
application, industry, and emulation are far in advance of his, but
she has these physiological peculiarities, and if they are disregarded
there will not only be an occasional disastrous failure in bodily or
mental health, but girls as a class will fail to do the best work of
which they are capable, and will fail to reap the fullest advantage
from an education which is costly in money, time, and strength. It
follows that the curriculum for girls presents greater difficulties
than the curriculum for boys, and that those ladies who are
responsible for the organisation of a school for girls need to be
women of great resource, great patience, and endowed with much
sympathetic insight. The adolescent girl will generally do little to
help her teachers in this matter. She is incapable of recognising her
own limitations, she is full of emulation, and is desirous of
attaining and keeping a good position not only in her school but also
in the University or in any other public body for whose examination
she may present herself. The young girl most emphatically needs to be
saved from herself, and she has to learn the lessons of obedience and
of cheerful acquiescence in restrictions that certainly appear to her
simply vexatious.

One of the difficulties in private schools arises from the necessity
of providing occupation for every hour of the waking day, while
avoiding the danger of overwork with its accompanying exhaustion. In