our present day education. An eighteen-yearold girl said to me
a short time ago, that she and other girls of the same age were
so tired of the system of vigilance, protection, amusement, and
pampering at school and at home, that they were determined to
bring up their own children in hunger, corporal discipline, and
drudgery.

One can understand this unfortunate reaction against an
artificial environment, the environment in which children and
young people of the present grow up; an existence that evokes a
passionate desire for the realities of life, for individual
action at one's own risk and responsibility, instead of being,
as is now the case, at home and in the school, the object of
another's care.

What is required, above all, for the children of the present
day, is to be assigned again real home occupations, tasks they
must do conscientiously, habits of work arranged for week days
and holidays without oversight, in every case where the child
can help himself. Instead of the modern school child having a
mother and servants about him to get him ready for school and
to help him to remember things, he should have time every day
before school to arrange his room and brush his clothes, and
there should be no effort to make him remember what is
connected with the school. The home and the school should
combine together systematically to let the child suffer for the
results of his own negligence.

Just the reverse of this system rules to-day. Mothers learn
their children's lessons, invent plays for them, read their