have reached such a degree of perfection as will enable him to perform what he undertakes in a workmanlike manner.

(b). The general habits which a man acquires affect not only the quality and exercise of groups of special habits which serve to perform a given work, but each of them affects in a peculiar manner the tendencies and activities of the entire man. The general habit, for example, referred to in (a), when fully established, will give tone and character to every kind of work to which the man possessing it may turn his attention. Should he even pass from manual to mental work, the power and influence of this habit acquired in the former will at once pass over into the latter kind of work.

(c). In view of the nature of general habits and their peculiar relation to special habits, their importance as a chief element in a sound education cannot be overestimated. It is not too much, therefore, to say that to assist and wisely direct his pupils in forming right general habits is a first work of the true educator. When this work is well done, the special habits necessary for any given line of effort will be readily formed whenever required.

The following brief outline indicates the most important general habits and their special province and use as factors of a general education.

GENERAL PHYSICAL HABITS.

33. The habit of being constantly active under all legitimate conditions.

(a). Physical activity is the result of a natural or of an induced state of the body. The activity of most, if not all, young children is an example of the former. The latter constitutes a habit. A good example of this habit is found in the case of a man who, because of constant activity, has induced such a state of his body as makes him uneasy and discontented when he ceases to be engaged in active work. When this habit it formed, everything undertaken will be executed promptly and with energy.

(b). This habit cannot be formed when only one line of activity is pursued. Such a course induces just the opposite habit; namely, that of laziness. This is illustrated very clearly in the case of professional performers of any sort. Such performers are capable of intense activity in their chosen line. But when not engaged in this chosen line, they find that to be active is a great

burden. They have, in fact, induced the habit of indolence or laziness. Professional firemen, professional ball-players, etc., are examples of this sort.

34. The habit of doing well everything in which the organs of the body are concerned.

(a). This habit is usually formed through the influence of models. For example, the child imitates the parents until he cannot do otherwise than act as they act, perform his work as they perform it. In this case it is literally true that as the parent is, so is the child. This peculiar influence extends to all relations of life. But nowhere is its power shown so fully as in the case of parents and teachers. They are the models, which are largely the determining factors in the life of all under their care.

(b). When this habit is fully established, it will produce uneasiness and dissatisfaction in regard to everything that is not well done, or that shows carelessness in its execution. It will, in short, affect the execution of everything in which the body is the agent. It will determine alike, for example, the way in which artists, mechanics, farmers, housekeepers, etc., perform their work.

35. The habit of employing, always, the organs of the body to accomplish right and useful ends.

(a). The ability to conserve and economize physical energy is certainly a very important acquisition, yet little attention is given in our educational processes to this acquisition. Hence, the literal waste of physical power in the life of almost every man is enormous. The old maxim, "Take care of the pennies, and the pounds will take care of themselves," if applied to physical energy, would yield quite as valuable results as when applied to money matters. But can it be applied? Certainly it can, and should be. The habit of employing the physical energy which God has given us to accomplish right and useful ends can be formed just as readily as the habit of handling money in the same way. Physical energy is capital stock just as much as money and other property; and more, it is the chief if not the only capital stock possessed by the great mass of mankind. How important, then, that a habit which will secure the right use of this universal possession should be acquired.

(b). When this habit is formed, it will determine very largely, if not entirely, the use that will be made of physical energy, not

only in our daily work, but also in our times of recreation and amusements. Recreation and amusements are as necessary to the proper and effective use of the mind and body as food. But alas! just as in the case of the use of food, so in this: the abuse is almost universal. Knowledge will not save men from this abuse in either case. This is evident in the matter of food and drink, for the men that know the most about both are not infrequently the victims of the greatest abuse. A confirmed habit of right living, and not knowledge, is the safeguard from this abuse. In like manner, a confirmed habit of using physical energy always for right and useful ends is the safeguard against a large share of the abuses growing out of modern recreations and amusements.

The three "General Physical Habits" to which attention has just been called, if acquired, will secure to a very large extent the proper and efficient use of the body. They constitute essential conditions, if not the only key to real success in any kind of exercise or work dependent upon the expenditure of physical energy.

THE AMERICAN COLLEGE FOR GIRLS IN CONSTANTINOPLE.

AT

ELIZABETH PORTER GOULD.

T the first annual meeting of the Woman's Board of Missions in Boston, January, 1869, Rev. George Washburn, now President of Robert College, which was founded six years before-pleaded strongly for a school in Constantinople for the Christian education of girls. His plea, born of a deep and varied experience in Turkish affairs, was fully endorsed by Dr. N. G. Clark, the foreign Secretary of the American Board, by Dr. Kirk, and others interested in human progress.

The Woman's Board, having a distinct life of its own as incorporated by the Commonwealth of Massachusetts — although working in unison with the American Board - immediately assumed the responsibility of this new work; and in response to a call of Dr. Clark, set apart for it three thousand dollars. According to the records the work was planned on a broad basis of three distinct departments; a high school, a medical, and a city missionary department. The design of the high school was "to provide

for the thorough education and Christian culture of girls from the surrounding various native communities, and also for a special training of such as may desire to become teachers and helpers in the missionary work." As a result, in October, 1871, the school was opened with three pupils in a house rented in Stamboul, an old part of Constantinople, with Miss Julia A. Rappleye as principal.

The medical and city missionary departments were subsequently given up. But the school so prospered that the year after its opening when there were over twenty pupils, a call came, heartily endorsed by Dr. Clark and his wife who had been in Constantinople the year before, for a building-fund of not less than fifty thousand dollars in gold. This was a startling call to the Woman's Board, since in this, its fourth year, the yearly pledges did not exceed thirty-one thousand dollars. But the members of the executive committee, led by Mrs. Albert Bowker, President of the Board, rose to the occasion by pledging five thousand dollars of the sum themselves. This so stimulated effort that soon the fifty thousand dollars (fifty-eight thousand in currency) were raised outside of the regular contributions. A beautiful site of two acres, overlooking the Marmora and the Bosphorus, was secured in Scutari, a suburb of Constantinople.

By November, 1875, the building was so nearly completed that the Americans in the city, over fifty in all, gathered in an upper room for a Thanksgiving dinner. There was cause for special gratitude since this year two girls had graduated from the school, Elizabeth Shaljian and Mary Papazian. The building - now known as the Bowker building in honor of Mrs. Bowker-was of stone and brick, fifty-four by sixty-five feet, and well adapted to the needs of a boarding and day school. Its furnishing enlisted many hearts and hands.

The school, having successfully competed with schools already established in the city taught by educated Armenians, moved into the new building January 6, 1876. Miss Rappleye, having resigned the year before, Mrs. Kate P. Williams was chosen principal. Her experience as a teacher in Harpoot and the wife of a valuable missionary especially fitted her for the work.

As in Robert College, English was finally adopted as the language of instruction. It was rich in text-books, and would best unify the various nationalities represented. Addresses were made

in English as well as in Armenian at the exercises of the following summer when three Armenian girls graduated. Of these, one had been affianced since three years old, another was the wife of a preacher whom she was to aid in his work while leaving her daughter in the school, and the third was expecting to be a teacher. During the exercises both the American and Turkish flags were flying. These yearly examinations soon became of great interest. At one, ten or twelve Turkish ladies, richly dressed with yashmaks (veils), came as visitors, drawn among the pupils by the four Turkish girls who had become popular members of the school. The ladies seemed pleased with the exercises, as did also the father of one of the girls, an army colonel dressed in his uniform. He sent, through the secretary of the board of trustees, his personal thanks to the American ladies for establishing the school, and declared he should send his daughter to America to study medicine when through with her studies there. He wrote the teachers he could never forget their kindness to his daughter. A dying Bulgarian also appreciated these faithful workers, when, drawing his daughter to him, he expressed the desire that "she might be such a lady as those teachers at the Constantinople Home."

When Mrs. Williams became principal of the school in the autumn of 1875 there were thirty-six pupils. Soon there were fifty-seven, of eight different nationalities. In three years after entering the new building, there were fifty-six boarders and thirtytwo day-scholars, eighty-eight in all. More room was now needed. Twenty thousand dollars were asked for. The American Board agreed to give one-half from that part of the Otis legacy set apart for educational work, if the Woman's Board would raise the other half outside their regular contributions. This was done. But before plans were completed for its use, Mr. William C. Chapin of Providence, R. I., seeing the crowded condition of affairs at the school, offered to erect as a memorial to his wife, an additional building. Thus was built in 1882 at an expense of twenty thousand dollars, a plain but imposing structure-connected with the main building by an enclosed corridor - called Barton Hall in honor of the maiden name of the deceased wife. The money which had been raised for the additional building was used in the purchase of an adjoining estate by which the college grounds became enlarged to four acres.