It is also well that they should know that by the time the newest theory reaches the school-room and textbook it may be already antiquated and perhaps superseded in the observatory and laboratory, so that in scientific matters the school-room must always be a little "behind the times." And likewise that when scientific teaching has to be brought within the compass of a text-book for young students, it is mere baby talk, as much like the original theory as a toy engine is like an express locomotive.

From which they may conclude that it is wiser to be listeners or to ask deferential questions than to have light-hearted opinions of their own on burning questions such as we sometimes hear: "Do you believe in evolution ?--I do." "No, I don't, I think there is very little evidence for it." And that if they are introduced to a man of science it is better not to ask his opinion about the latest skeleton that has been discovered, or let him see that they are alarmed lest there might be something wrong with our pedigree after all, or with the book of Genesis.

One would be glad, however, that they should know the names and something of the works and reputation of the Catholic men of science, as Ampere, Pasteur, and Wassmann, etc., I Who have been or are European authorities in special aches of study, so that they may at least be ready with an answer to the frequent assertion that "Catholics have done nothing for science." But in connexion with these three subjects, not as to the teaching of them but as to their place in the education of girls, some points regarding education in general are worth considering:-- 1.

Mathematics in the curriculum of girls' schools has been the subject of much debate.

Cool and colourless as mathematics are in themselves, they have produced in discussion a good deal of heat, being put forward to bear the brunt of the controversy as to whether girls were equal to boys in understanding and capable of following the same course of study, and to enter into competition with them in all departments of learning.
Even taking into consideration many brilliant achievements and an immense amount of creditable, and even distinguished work, the answer of those who have no personal bias in the matter for the sake of a Cause--is generally that they are not.