turn to the knowledge of God. At first, follow the Scripture method, forcibly affect their imaginations, representing all truth under the garb of images. Teach them the nature of the soul, that death is not annihilation, that we are but pilgrims here, and after death will live again. Show them that miracles are not impossible with God, and that nature is but the ordinary system under which He works. Show them how their own frailties are the result of Adam's fall, and turn their thoughts to the Saviour, who reconciles God and man. Let them read the gospels attentively, cultivate à sober and temperate wisdom, fear the enticements of novelty, and, while they aspire after purity for themselves, banish all thoughts of presumptuous censure and reform. Guard them against superstition, and, as they advance in years, against erroneous opinions in theology. While cherishing a wish to understand the ceremonies of religion, form their taste for those simple sermons which explain the true meaning of Scripture, and for that church whose pastor speaks with feeling, even if destitute of talent and power, and at the same time exhort them to be charitable to all denominations. Accustom them to the thought of death, to look without terror on a pall, or an open tomb, and to laugh at vain, pagan superstitions about dreams, spilled salt, thirteen at table, &c. The soul of Christianity is contempt for this life and love for the other-they should regard the life of Christ as our example, and His word as our law. Show them the decalogue as God's law, but that external rites are useless, unless the heart is in them. Explain the sacraments, showing them the happiness of being members of Christ, the need of divine grace and the efficacy of prayer. Great care is needed that the softness and timidity, in which girls are usually educated, do not unfit them for acting with firmness and resolution. In those groundless fears and ready tears, which they use so freely to gain their ends, is much of affectation, and much power of habit. Contempt for the affectation is useful in their correction. Their too tender friendship, their little jealousies, their flatteries, eagerness in the pursuit of some pet object, should be repressed and controlled. They should study to converse with conciseness and precision, to say much in few words. They should learn the difference between true and false prudence, and that one may without deceit, be not only discreet and cautious, but diligent in using all lawful means of success. Be lenient to little frailties, and early seek a remedy for extreme diffidence. Always censure ingenuity in the practice of deception, and manage so that all artifices may fail of success. Vanity is the besetting sin of girls. The paths which conduct men to fame and influence being closed to them, their whole attention is turned to the culture of graces of mind and person, and a ribbon, a cap, the position of a curl, become very important matters. The continual change in fashion, the ambition and vanity shown in. dress and furniture are often the ruin of families; and the ruin of families involves corruption of morals. Show your pupil the transitory power of beauty, how a few years is all the difference between a beauty and a plain woman. Let them study neatness, decency, and propriety, remembering that dress can not confer beauty. If they will listen to the conversation of painters and those whose taste is founded on models of antiquity, if they will notice the noble simplicity of statues of Greek and Roman women, they will learn to submit to fashion, as to a tiresome servitude, to which they yield only a limited obedience. Point out to them the rules of Christian modesty, repress all whims and lofty notions, and permit nothing in the exterior of young ladies which is above their station. Girls should also be undeceived as to their ideas of wit and genius, they should not speak unless there is a necessity for it, and then with an air of doubt and deference. Let her remember that memory, vivacity, and pleasantry, they may possess in common with many others, but an equable, well-balanced mind will distinguish them from their sex, and that ennui and disgust are the weaknesses of a disorded mind. Women are intrusted with the education of their children, the charge of domestics, the details of expenses and, not unfrequently, the management of business, and the disposal of property. Their instruction should therefore be confined to these appropriate duties. An inquisitive woman will object to these narrow bounds, but she is by no means aware of the extent and importance of what I propose. A mother needs no small discernment to know the character and disposition of each of her children; what prudence must be hers; what penetration into the character of those to whom she intrusts them! A mother of a family has need of a mind discreet, resolute, arduous, and skillful in government. Connect with this the charge of domestic economy. It requires a higher mind to guide the affairs of that little republic, a family, than to play, talk about fashions, and to be accomplished in all the prettinesses of conversation. But warn your pupils to beware of avarice. It is from a good system, and not from sordid savings, that great advantages arise. Regard neatness; accustom them to have nothing unclean or in disorder, but to keep everything in its place. But be careful that neatness do not degenerate into littleness of mind. Good taste rejects excessive delicacy; cultivate only that neatness which is simple and easily practiced, and a contempt for a passionate care for trifles; and while you show them the best method of doing this, teach them still more, how to do without them. It is well to accustom daughters early to the management of domestic affairs. Repose confidence in them, letting them share in the management of important concerns. Queen Margaret relates the great pleasure she felt, when first allowed to share the confidence of her mother and the Duke of Anjou, respecting state secrets. Let young ladies be taught to read and write correctly. They should also understand the grammar of their own language, at least, so far as to be able to speak it correctly, and to teach their children. They should likewise understand the four rules of arithmetic and put them in practice by keeping accounts. Something too of the fundamental principles of justice; as for instance, the difference between a legacy and a donation, the nature of contracts, the laws and customs of their own country, the nature of civil society, difference between real and personal estate, and that skill in the mangement of business which consists in foreseeing evils and knowing how to avert them. Young ladies of birth and fortune should be instructed in the peculiar duties of landed proprietors, how to prevent abuse and violence, establish schools and charities, and diffuse among the people useful and religious instruction. After these studies, may be permitted the histories of Greece and Rome, and of their own and neighboring countries. The study of Spanish and Italian is worse than useless-Latin has more claims, being the language of the church. I would permit the perusal of works of eloquence and poetry. Music and painting too, though their pursuit may be attended with danger, can never be entirely neglected. Painting is of special use in connection with embroidery, as an occupation for the minds, as well as the fingers, of ladies of quality. In conducting the education of a young lady, it is very important that we consider her station in life. If she is to live in the country, do not permit her to form a taste for city amusements; and, if she hold a moderate station in the city, beware of introducing her to higher circles, but confine her desires to her own sphere in life. In conclusion-the path pointed out, however long it may appear, is still the shortest; the opposite path, that of fear and a superficial culture of the understanding, though it may seem short, is very long. In many cases it is only necessary to avoid placing children under constraint to give them proper attention, inspire them with confidence, answer their questions in an intelligible manner, give scope to their natural dispositions, and correct their faults with patience. It is unreasonable to expect that a good education can be conducted by a bad governess, or even by a good governess, without the co-operation of parents. That beautiful discription, given by the wise men, of a virtuous and accomplished woman, teaches us to admire in her simplicity of manners, economy, and industry. "Her price is far above rubies, the heart of her husband doth safely trust in her." "Fear is deceitful, and beauty is vain; but a woman that feareth the Lord, she shall be praised." it to w ; *! u! [ *¥ * £ It is an evidence of the corruption or of the over-refinement of female education, that far more care is bestowed upon the art of outwardly pleasing, than upon the cultivation of inward good qualities. Thus we see young women at great pains to adorn themselves, wherever they have an opportunity to be seen; but all the careful order and neatness of their costume is mere artifice; and not an expression of their actual character. They learn dancing and music, foreign languages, all to make an impression on strangers in society; to excite astonishment; but to establish and maintain unity and love amongst all the members of a household, by humility, courtesy, childlike attachment, judicious treatment of servants, a kind indulgence to the weakness of others, and encouragement to doing good, is an art unknown to them. They read books, study works of art, attend plays, chatter about scientific affairs, and know how to be witty and to say cutting things; but in their own homes to comfort those who suffer, to make up for deficiencies, to be content with a little, to do nothing for themselves and all for others, and quietly but efficiently, voluntarily, without bustle, to give new attractions to the uniformity of the quiet life of home, the art of doing this is unknown to them. And yet it is here that their true sphere of greatness lies. In learning, wit, artistic knowledge, in everything which is the business of a man, man can surpass her. The more a woman departs from that sphere of activity which nature has designed for her, to shine upon the theatre of masculine action, so much the more does she lose her natural grace, and become intellectually ugly. ZSCHOKKE. For scientific education, so far as this belongs to girls, instruction by a man is best. For how entirely different, how much clearer and deeper are the perceptions of the masculine mind! The delicate feminine feelings can be developed only in a woman. All girls taught among boys by men, retain all their lives more or less of an unwomanly character. Women who grow up under the care of women only, as in convents, or in very large boarding-schools, are liable to pass entirely under the dominion of feminine littleness, from which they never escape. Men who live long, or always, without the beneficial influence of the female sex, are punished for it by the infliction of the most wretched pedantry. This is the revenge of insulted nature. Awakened from this dream, What is left to me of this angel? CAROLINE Rudolphi. |