The Montgomery advertiser., 1906-04-08
By Margaret E. sangster.

Copyright, 1906, by Joseph E. Bowles.) Dorothy and I have had an argu- ment. She declares that it isn't worth while to work hard at thing she
 cannot understand, and frankly de- spises. Despises Is strong word, but I have noticed that Dorothy and other girls in the sunny land of the early teens are a wee bit given to the, ,aa&se of strong expression. Perhaps they don't intend to exaggerate and per haps they do feel that they must un- derscore their words wsth vigorous em- phasis or else their listeners will only laugh It is a great trial to girls that grown people, people fifteen to twenty years older than they so generally seem to find them amusing and decline to take them seriously.
 However, I do take Dorothy seri- ously, and when she tells me that she despises partial payments and loathes complex fractions. and never can find her way through the puzzling laby- rinth of compound interest. feel very much like shaking hands with her. am not ashamed to tell you that have had my own troubles over those very things. They are puzzling enough let who may tell us the contrary. Yet am reluctant to believe that there is anything in the region of school study that a clever girl cannot un- ders:and, cannot conquer, and cannot make her own, if she oniy sets her will resolutely to the task. and gives it her full and undivided attention. What girls have done, girls may do, and for one am always sorry when l see a girl ready to confess herself deefated. once knew a very successful teach er He was so/ enthusiastic about teaching, so magnetic, so full of fiery energy and of contagious fun that to be in one of his classes was a delight difficult to describe. He coMpelled every girl to do her best and he left the school room at sne end of the day with a conviction not only that he had done the best he could for his pupils, but that they had willingly
 done their best for him. One day which do you prefer. a clever girl or stupid girl? Where do you work hardest?"
 He answeerd with a smile that Iii up the dark rugged face. How can I you ask? The clever girls are bound
 to learn; they do not especially inter. | est me or call forth my efforts. I find | my greatest pleasure in teaching the | girls whom you call stupid, but who simply haven't got hold of their work at the right end. I like to draw them out I like to show, them what they
 can become. I like to help them ur their hills of difficulty. There is twice the reward in teachsng a dull pupil than there is in teaching a bright one You see 1t lsuusually the case that the dull ones only need waking up and that when they are awake. they go on famously, while the other acquire with such ease that they are soon satisfied
 and their efforts flag"
 have never been quite sure in
 my own mind about the professor conclusions. I myeself enjoy clever
 keen -witted, sparkling girls like Doro- | thy and her sister Elizabeth, but then too. I am fond of girls of an opposite type; girls like Janet and Nellie, who have to work very faithfully for all | they get in the school room. I sup pose the truth is that girls appeal to me just because they are girls. One thing I know and that Is that If any body, clever or dull, wishes to attain A high rank in study, she must grind. Let me put 1t in capitals-GRIND! Work hardest where you are least at- tracted. There Is no particular credit to be attached to you if you learn with | facility A veteran editor told me one day that the fatal flaw in the work of nine-tenths of the youthful eontribu-
 tors to his magazine was their facility
 ''They do sketchy things and slovenly,