that the great pachyderms are divided into paleotheria and
anoplotheria. The same of our young mother: she wants to know how to
bring up her child, and she has been taught "how many Punic wars there
were, their causes, results, and the names of the famous generals on
both sides."

It may be asked here, in what way, or by what studies, shall the young
woman's class at the "Institute" be taught the necessary knowledge? It
would be presumption in one like me to attempt a complete answer to
that question. But the professors, presidents, and stockholders of our
"Institutes" are learned and wise. If these will let their light shine
in this direction as they have let it shine in other directions, a way
will be revealed. But, while learning and wisdom are getting ready to
do this, mere common sense may offer a few suggestions. Suppose the
young woman's class were addressed somewhat in this way: "It is
probable that all of you, in one capacity or another, will have the
care of young children, and that for the majority it will be the chief
duty of your lives. There is, then, nothing in the whole vast range of
learning so important to you as knowledge on this subject." This for a
general statement to begin with. As for the particular subjects and
their order, common sense would ask, first, What does a young mother
want to know first? First, she wants to know how to keep her child
alive, how to make it strong to endure or defy disease. She needs to
be taught, for instance, why a child should breathe pure air, and why
it should not get its pure air in the form of draughts. She needs to
know if it makes any difference what a child eats, or how often, and
that a monotonous diet is injurious. She needs to know something of
the nutritive qualities of different kinds of food, and why some are
easy of digestion and others not, and in what way each kind builds up
the system. She needs to understand the chemistry of cookery, in order