Teachers’ work will not be rightly done until certain advantages are given to teachers that are now largely withheld.  Teachers need more society, more hours of play, freer opportunity of marriage.  Instead of being tied up to exercise-books and roll-books, in their home-hours, they should have a chance to spend their time on the golf-links, at afternoon teas, in visiting and in entertaining friends.  Take away society from any man or woman, and you take away the possibility of a growing, happy, and helpful life.  We need friends just as we need air.  Teachers need admiration and affection, just as much as the society girl does.

Universities should have, in their faculties, men and women who represent the best social as well as the best intellectual life of the world—­who are not only, in the highest sense of the word, society men and women, but who are social leaders, inspiring truth, inculcating larger social ideals of the best sort.

The problem between capitalist and laborer, however, only affects a portion of the world; that of domestic service a still smaller proportion; that of teachers affects only a class.  There is another problem, which affects nearly all married women, and therefore a large section of the human race.  It is the problem of mother-work.  Here is where the economist should next turn his attention.  First, What is Mother-work?  Second, What are the best economic conditions under which this work can be done?  When we have solved this question, we shall have solved a great human problem.

Mother-work includes the bearing and the rearing of children, the conduct of a home, and the placing of that home in the right social atmosphere and relations.  It includes manual, intellectual, and spiritual labors.  The one who lives and works, as God meant her to live and work, will never feel over-fatigue.  Why do mothers often look so tired?  It is because they too often do not have what every mother ought to have:  education, rest, change, a Sabbath-day, individual income, intellectual interests, society.

Whether in the simplest home or in the stateliest, there are certain manual things to be done in regard to the care and bringing-up of children, and the conduct of a home.  To make the conditions of a woman’s life easier, the very first thing is this:  1. Women should be educated primarily for home-life. By this I do not mean that a woman should be taught cooking, and not political economy; that she should be instructed in dressmaking and nursery-work, but not in chemistry and logic.  I mean that the very fullest education that schools, colleges, universities, and foreign travel can give, should be given to the woman who is fortunate enough to have them at command, and that every woman, according to the degree of her possibilities of education and opportunity, should have the best.  But always this education should be thought of as a part of her preparation for a woman’s life.  When boys are in a business college, the