is woman's work, _educate her for her work_. If "educate" isn't
the right word, instruct her, inform her, teach her, prepare her; name
the process as you choose, so that it enables her to comprehend the
nature of her business, and qualifies her to perform its duties. She
requires not only general culture, but special preparation, a
technical preparation if you will. Let this come in as the
supplementary part of what is called her education. Many will
pronounce this absurd; but why is it absurd? Say we have in our young
woman's class at the "Institute," thirty or forty or fifty young
women. Now, we know that almost every one of these, either as a mother
or in some other capacity, will have the care of children. The
"Institute" assumes to give these young women such knowledge as shall
be useful to them in after life. If "Institutes" are not for this
purpose, what are they for? One might naturally suppose, then, that
the kind of knowledge which its pupils need for their special vocation
would rank first in importance. And what kind will they need? Step
into the house round the corner, or down the street, and ask that
young mother, looking with unutterable tenderness upon the little
group around her, what knowledge she would most value. She will say,
"I long more than words can express to know how to keep these children
well. I want to make them good children, to so train them that they
will be comforts to themselves and useful to others. But I am ignorant
on every point. I don't know how to keep them well, and I don't know
how to control them, how to guide them."

"It is said," you reply, "that every child brings love with it. Is not
love all-powerful and all-sufficient?"

"Love does come with every child; but, alas! knowledge does not come
with the love. My love is so strong, and yet so blind, that it even