LIBEAEY 
 
 PRINCETON, N. J. 
 
 No. Shelf, \g . 
 
 m. Book, , - st 
 
3 
 

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"FENELON's TREATISE 
 
 ON THE 
 
 EDUCATION OF BAUGHTEKS: 
 
 TRANSLATED FROM THE FRENCH, 
 AND 
 
 ADAPTED TO ENGLISH READERS, 
 
 With an Original Chaptf-. 
 
 " $n iReltijious; g>tufcte&" 
 
 BY THE REV. T. F. DIBDIN, B.A. F.A.S. 
 
 Author of 
 
 ii An Introduction to the Knowledge of the best Editions of 
 the Greek and Latin Classics ," 8fc. 
 
 " Chaste and modest writings never alter the honour of 
 any gentlewoman. For as the remembrance of infamous 
 persons is much detested and hated by the Muses — so is 
 the glory and renown of the virtuous installed by them in 
 eternal memory for ever." 
 
 Pastorals of Jtjlietta. FoL Edit. 1610. 
 Pt. 3, p. 88. 
 
 So in this pilgrimage I would behold 
 You, as you are — Virtue's Temple ! 
 
 Donne's Poems. Edit. 1650. p. 156. 
 
 \To the Countess of Bedford.'] 
 
 CHELTENHAM : 
 
 PRINTED AND PUBLISHED BY H. RUFF: AND SOLD BY 
 
 LONGMAN, HURST, REES AND ORME, LONDON. 
 
 1805. 
 
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entered at stationers' ©alL 
 
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 U)U CHESS OF BEJDFOM1D, 
 
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 ELEVATED RANK, 
 
 REXDER HER 
 
 THE ESTEEM AND ADMIRATION 
 
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 Cljts small Crfbute 
 
 OF GRATITUDE AND RESPECT 
 
 IS DEDICATED 
 
 BY HER OBLIGED 
 AND OBEDIENT HUMBLE SERVANT, 
 
 H. RUFF. 
 
Digitized by the Internet Archive 
 
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PREFACE. 
 
 The Translation of the following 
 Work was undertaken at the request 
 of Mr. Ruff, the Publisher, who 
 wished me to paraphrase what I 
 thought might more particularly 
 interest and edify the English 
 reader. 
 
 It is dedicated, by the Publisher, 
 to her Grace the Duchess of 
 Bedford — and he is anxious that 
 it may be found worthy of her 
 patronage. 
 
VI PREFACE. 
 
 The original French work was 
 first published in 1688; and the 
 earliest English translation appeared 
 in 1707. This translation, which 
 was by Dr. Hickes, I have never 
 seen. In the year 17 97, another 
 [anonymous] English translation 
 was printed at Hull, in a duode- 
 cimo volume. In this performance 
 there is so close an adherence to 
 the idiom of the French language, 
 that almost every page abounds 
 with gallicisms. It is not, however, 
 entirely destitute of merit ; but it 
 appears, on the whole, to have 
 been hastily executed for the pur- 
 pose of ensuring a cheap and 
 extensive sale. 
 
PREFACE. VII 
 
 The present translation is offered 
 to the public, with a full conviction 
 of its inadequacy to give a just idea 
 of the beauty and force of the ori- 
 ginal. The author of " Telemaque" 
 and " De V Education des Filles" 
 appears, on a comparison of these 
 two performances, very unlike the 
 same writer. In the former, his 
 periods are flowing and luxuriant ; 
 in the latter, they are sententious 
 and logical ; and nearly as difficult 
 to clothe in an English dress 
 as those of the philosophical 
 Tacitus. 
 
 It will be seen, therefore, that 
 a literal translation has not been 
 attempted • and a still greater 
 
Vlll PREFACE. 
 
 deviation will be observable, from 
 a wish to distinguish it from the 
 translation of 1797. Whether 
 this has always been done for the 
 better, the reader will determine 
 for himself. 
 
 The Original Chapter "on reli- 
 gious studies" has been submitted 
 to those, whose opinions, matured 
 by experience, I have been anxious 
 to obtain ; and it has received the 
 sanction of their approbation. 
 
 If the Work fail of success, it 
 will not be from the want of spirit 
 in the Publisher; for it is accom- 
 panied with considerable beauty of 
 type and paper, and elegance of 
 ornament. 
 
PREFACE. IK 
 
 The design is every way worthy 
 of the ingenious artist by whom it 
 was executed, and who has long 
 been known to the world from the 
 taste and fidelity of his pencil. 
 The engraving, by Mr. Freeman, 
 will convince the public that he 
 requires only to be known, to be 
 more generally encouraged. 
 
 T. F. D. 
 
 Terrace, Kensington, 
 June 2, 1805. 
 
CONTENTS. 
 
 CHAPTER I. pace. 
 IMPORTANCE OF FEMALE EDUCATION 1 
 
 CHAPTER II. 
 ERRORS IN ORDINARY EDUCATION 9 
 
 CHAPTER III. 
 FIRST FOUNDATIONS OF EDUCATION 17 
 
 CHAPTER IV. 
 THE DANGER OF IMITATION 33 
 
 CHAPTER V. 
 INDIRECT INSTRUCTIONS 37 
 
 CHAPTER VI. 
 USE OF HISTORY S7 
 
 CHAPTER VII. 
 PRINCIPLES OF RELIGION 106 
 
 CHAPTER VIII. 
 ON RELIGIOUS STUDIES 141 
 
 CHAPTER IX. 
 ORDINARY DEFECTS AMONG GIRLS 163 
 
 CHAPTER X. . 
 VANITY OF BEAUTY AND DRESS 174 
 
 CHAPTER XI. 
 INTSRUCTION OF WOMEN IN THEIR DUTIES 188 
 
 CHAPTER XII. 
 CONTINUATION OF THE DUTIES OF WOMEN 203 
 
 CHAPTER XIII. 
 OF GOVERNESSES 227 
 
 

FENELON 
 
 ©M FEMALE EBUCATIOM. 
 
 CHAPTER I. 
 
 On the Importance of the Education of 
 Daughters, 
 
 1 he Education of Girls is, in 
 general, exceedingly neglected : * 
 custom, and maternal caprice, often 
 appear to have the entire regulation 
 of it. It absolutely seems as if we 
 
 * It must be remembered that the above sentiment 
 was expressed in the year 1688, when the want of a good 
 system of female education was universally felt and re- 
 gretted. At the present day, we witness a noble reverse 
 of things ; and whatever theories may have been pro- 
 posed abroad, we can never cease to admire the labours, 
 and applaud the sagacity, of our countrywomen in behalf 
 of their sex. 
 
 B 
 
2 IMPORTANCE OF FEMALE EDUCATION. 
 
 supposed the sex to be in need of 
 little or no instruction. On the 
 other hand, the Education of Boys 
 is considered as a very important 
 concern, affecting the welfare of 
 the public ; and although it be 
 frequently attended with errors and 
 mistakes, great abilities are never- 
 theless thought necessary for the 
 accomplishment of it. The brightest 
 talents have been engaged to form 
 plans and modes of instruction : — 
 What numbers of masters and col- 
 leges do we behold? What expences 
 incurred in the printing of books, 
 in researches after science, in modes 
 of teaching languages, in the esta- 
 blishment of professors ? All these 
 grand preparations may probably 
 have more shew than substance, but 
 they sufficiently denote the high 
 idea we entertain of the education 
 
IMPORTANCE OF FEMALE EDUCATION. 3 
 
 of Boys. In regard to Girls, some 
 exclaim, " why make them learned? 
 curiosity renders them vain and 
 conceited : it is sufficient if they be 
 one day able to govern their families, 
 and implicitly obey their husbands!" 
 Examples are then adduced of many 
 women whom science has rendered 
 ridiculous ; and on such contemp- 
 tible authority we think ourselves 
 justified in blindly abandoning our 
 daughters to the conduct of ignorant 
 and indiscreet mothers. 
 
 It is true, that we should be on 
 our guard not to make them ridicu- 
 lously learned. Women, in general, 
 possess a weaker but more inquisitive 
 mind than men ; hence it follows 
 that their pursuits should be of a 
 quiet and sober turn. They are not 
 formed to govern the state, to make 
 war, or to enter into the church ; so 
 
 B2 
 
4 IMPORTANCE OF FEMALE EDUCATION. 
 
 that they may well dispense with 
 any profound knowledge relating to 
 politics, military tactics,philosophy, 
 and theology. The greater part of 
 the mechanical arts are also improper 
 for them : they are made for mode- 
 rate exercise ; their bodies as well 
 as minds are less strong and energetic 
 than those of men ; but to compen- 
 sate for their defects, nature has 
 bestowed on them a spirit of in- 
 dustry, united with a propriety of 
 behaviour, and an economy which 
 renders them at once the ornament 
 and comfort of home. * 
 
 * * This idea is beautifully expressed in the following 
 lines of Thomson : — 
 
 " To give society its highest taste, 
 Well-ordered home man's best delight to make ; 
 And by submissive wisdom, modest skill, 
 With every gentle care-eluding art 
 To raise the virtues, animate the bliss, 
 And sweeten all the toils of human life : 
 This be the female dignity and praise !" 
 
 Autumn, ver. 602 — 60S. 
 
IMPORTANCE OF FEMALE EDUCATION. J 
 
 But admitting that women are by 
 nature weaker than men, what is the 
 consequence ? What, but that the 
 weaker they are, the more they stand 
 in need of support. Have they not 
 duties to perforin, which are the 
 very foundation of human existence? 
 Consider, it is women who ruin or 
 uphold families ; who regulate the 
 minutice of domestic affairs ; and 
 who consequently decide upon some 
 of the dearest and tenderest points 
 which affect the happiness of Man. 
 They have undoubtedly the strong- 
 est influence on the manners, good 
 or bad, of society. A sensible woman, 
 who is industrious and religious, 
 is the very soul of a large esta- 
 blishment, and provides both for 
 its temporal and eternal welfare. 
 Notwithstanding the authority of 
 men in public affairs, it is evident, 
 
IMPORTANCE OF FEMALE EDUCATION. 
 
 that they cannot effect any lasting 
 good, without the intervention and 
 support of women. 
 
 The world is not a phantom, it is 
 the aggregate of all its families ; and 
 who can civilize and crovern these 
 with a nicer discrimination than 
 women ? besides their natural assi- 
 duity and authority at home, they 
 are peculiarly calculated for it, by a 
 carefulness, attention to particulars, 
 industry, and a soft and persuasive 
 manner. Can men promise them- 
 selves any felicity in this life, if 
 marriage, the very essence of do- 
 mestic society, be productive of 
 bitterness and disappointment ? and 
 as to children, who are to constitute 
 the future generation, to what misery 
 will they be exposed, if their mothers 
 ruin them from the cradle ? 
 
 Such then, are the occupations of 
 
IMPORTANCE OF FEMALE EDUCATION. 7 
 
 the female sex, which cannot be 
 deemed of less importance to society 
 than those of the male. It appears 
 that they have a house and establish- 
 ment to regulate, a husband to make 
 happy, and children to rear. Virtue 
 is as necessary for men as for women; 
 and without entering upon the com- 
 parative good or ill which society 
 experiences from the latter sex, it 
 must be remembered that they are 
 one half of the human race, redeemed 
 
 BY THE BLOOD OF JESUS CHRIST, 
 AND DESTINED TO LIFE ETERNAL. 
 
 Lastly, let us not forget that if 
 women do great good to the com- 
 munity when well educated, they 
 are capable of infinite mischief when 
 viciously instructed. It is certain 
 that a bad education works less ill 
 in a male, than in a female breast; 
 for the vices of men often proceed 
 
8 IMPORTANCE OF FEMALE EDUCATION. 
 
 from the bad education which their 
 mothers have given them, and from 
 passions which have been instilled 
 into them at a riper age, from casual 
 intercourse with women. 
 
 What intrigues does history pre- 
 sent to us — what subversion of laws 
 and manners — what bloody wars — 
 what innovations in religion — what 
 revolutions in states — all arising 
 from the irregularities of women ? 
 Ought not these considerations to 
 impress us with the importance of 
 female education? Let us, therefore, 
 discuss the various means of accom- 
 plishing so desirable an object. 
 
CHAP. II. 
 
 Errors in the Ordinary Mode of Education, 
 
 Ignorance is one of the causes of 
 the ennui and discontent of young 
 persons, and of the absence of all 
 rational amusement. When a child 
 has arrived at a certain age without 
 having applied to solid pursuits, she 
 can have neither taste nor relish for 
 them. Every thing which is serious 
 assumes to her mind a sorrowful 
 appearance; and that which requires 
 a continued attention, wearies and 
 disgusts her. The natural inclina- 
 tion to pleasure, which is strong in 
 youth — the example of young people 
 of the same age, plunged in dissipa- 
 tion — every thing, in short, serves 
 
10 ERRORS IN ORDINARY EDUCATION. 
 
 to excite a dread of an orderly and 
 industrious life. In this early age, 
 she wants both experience and au- 
 thority to take a decided part in the 
 management of household affairs ; 
 she is even ignorant of the impor- 
 tant consequences resulting from it, 
 unless her mother has previously 
 instructed her in some of its depart- 
 ments. If she be born to affluence, 
 she is not necessitated to undergo 
 manual toil : she may probably 
 work an hour or two a day, because 
 she hears it said, without knowing 
 why, that " it is proper for women 
 to work" — but this pithy proverb 
 will only produce the semblance, 
 without the substance, of real useful 
 application. 
 
 In such a situation what is she to 
 do ? The society of a mother, who 
 narrowly watches, scolds, and thinks 
 
ERRORS IN ORDINARY EDUCATION. 11 
 
 she is performing her duty in not 
 overlooking the least fault — who is 
 never satisfied, but always trying the 
 temper, and appears herself immersed 
 in domestic cares ; all this disgusts 
 and torments her. She is, moreover, 
 surrounded with flattering servants, 
 who, seeking to insinuate them- 
 selves, by base and dangerous com- 
 pliances, gratify all her fancies, and 
 direct her conversation to every 
 topic but that of goodness and 
 virtue. To her, piety appears an 
 irksome task — a foe to every rational 
 amusement. What, then, are her 
 occupations ? None that are useful. 
 Hence arises a habit of indolence, 
 which at length becomes incurable. 
 Meantime what is to fill this 
 vacuity ? Nothing but the most fri- 
 volous and contemptible pursuits. 
 In such a state of lassitude, a young 
 
12 ERRORS IN ORDINARY EDUCATION. 
 
 woman abandons herself to pure 
 idleness; and idleness, which may 
 be termed a languor of the soul, is 
 an inexhaustible source of weariness 
 and discontent. She sleeps one-third 
 more than is necessary to preserve 
 her health : this protracted slumber 
 serves only to enervate and render 
 her more delicate ; more exposed to 
 the turbulency of passion ; whereas 
 moderate sleep, accompanied with 
 regular exercise, produces that 
 cheerfulness, vigour, and elasticity 
 of spirits, which form, perhaps, the 
 true criterion of bodily and mental 
 perfection. 
 
 This weariness and idleness, united 
 with ignorance, beget a pernicious 
 eagerness for public diversions ; 
 hence arises a spirit of curiosity, as 
 indiscreet as it is insatiable. 
 
 Those who are instructed and 
 
ERRORS IN ORDINARY EDUCATION. 13 
 
 busied in serious employments, have, 
 in general, but a moderate curiosity. 
 What they know gives them an in- 
 difference for many things of which 
 they are ignorant ; and convinces 
 them of the inutility and absurdity 
 of those things, with which narrow 
 minds, that know nothing, and have 
 nothing to exercise themselves upon, 
 are extremely desirous of becoming 
 acquainted. 
 
 On the contrary, young women, 
 without instruction and application, 
 have always a roving imagination. 
 In want of substantial employ- 
 ment, their curiosity hurries them 
 on to vain and dangerous pursuits. 
 Those who have somewhat more 
 vivacity, pique themselves on a su- 
 perior knowledge, and read,with avi- 
 dity, every book which flatters their 
 vanity : they become enamoured 
 
14 ERRORS IN ORDINARY EDUCATION. 
 
 of novels, plays, and " Tales of 
 Wonder/ 5 in which love and licen- 
 tiousness predominate : they fill 
 their minds with visionary notions, 
 by accustoming themselves to the 
 splendid sentiments of heroes of 
 romance, and hence are rendered 
 unfit for the common intercourse of 
 society ; for all these fine airy senti- 
 ments, these generous passions, these 
 adventures, which the authors of 
 romance have invented for mere 
 amusement, have no connexion with 
 the real motives which agitate man- 
 kind, and direct the affairs of the 
 world ; nor with those disappoint- 
 ments which usually accompany 
 us in almost every thing we un- 
 dertake. 
 
 A poor girl, full of the tender and 
 the marvellous, which have delight- 
 ed her in her reading, is astonished 
 
ERRORS IN ORDINARY EDUCATION. 15 
 
 not to find in the world real perso- 
 nages, resembling the heroes she 
 has read of — fain would she live like 
 those imaginary princesses, whom 
 fiction has described as always 
 charming, always adored, and always 
 beyond the reach of want. What 
 disgust must she feel on descending 
 from such a state of heroism, to the 
 lowest offices of housewifery ! 
 
 Some there are who push their 
 curiosity still further, and without 
 the least qualifications, presume to 
 decide upon theological points. — 
 But those who have not sufficient 
 grasp of intellect for these curiosities, 
 have other pursuits, better propor- 
 tioned to their talents : they are 
 extremely desirous of knowing what 
 is said, and going on in the world — 
 a song — news — an intrigue — to re- 
 ceive letters, and to read those 
 
16 ERRORS IN ORDINARY EDUCATION. 
 
 that other people receive ; these 
 things delight prodigiously ; they 
 wish every thing to be told them, 
 and to tell every thing in turn : they 
 are vain, and vanity is a sure incen- 
 tive to talk. They become giddy, 
 and volatility prevents those reflec- 
 tions from rising which would shew 
 them the value of silence. 
 
17 
 
 CHAP. III. 
 
 Of the First Foundations of Education, 
 
 JL o remedy the evils just com- 
 plained of, it is of material conse- 
 quence to commence a system of 
 education from Infancy: this tender 
 period, which is too often intrusted 
 to imprudent and irregular women, 
 is, in truth, the most susceptible of 
 the strongest impressions, and con- 
 sequently has a great influence on 
 the future regulation of life. 
 
 As soon as children can lisp, they 
 may be prepared for instruction : 
 this may be thought paradoxical — 
 but only consider what a child does 
 
 before it can talk. It is learning 
 
 c 
 
18 FIRST FOUNDATIONS OF EDUCATION. 
 
 a language which it will, by and 
 by, speak with more accuracy, than 
 the learned can speak the dead 
 languages, although studied at a 
 mature period of life. But what 
 is the learning a language ? It does 
 not consist solely in treasuring in 
 the memory a great number of 
 words — but in comprehending, says 
 St. Austin, the meaning of each par- 
 ticular word : the child, amidst its 
 cries and amusements, knows for 
 what object each word is designed : 
 this is obtained sometimes by ob- 
 serving the natural motions of 
 bodies which touch, or shew, the 
 objects of which one is speaking — 
 sometimes by being struck with the 
 frequent repetition of the same word 
 to signify the same thing. It cannot 
 be denied but that the brain of 
 children is admirably calculated, 
 
FIRST FOUNDATIONS OF EDUCATION. 19 
 
 from its temperament, to receive 
 impressions from all these images ; 
 but what strength of mental atten- 
 tion is requisite to distinguish them, 
 and to unite each to its proper 
 object ? 
 
 Consider too, how children, even 
 at such a tender age, attach them- 
 selves to those who flatter, and 
 avoid those who restrain, them : 
 how well thev know to obtain 
 their object by a tear, or silent sub- 
 mission : how much artifice and 
 jealousy they already possess! " I 
 have seen," exclaims St. Austin, " a 
 jealous child : it could not speak ; 
 but its face was pale, and the eyes 
 were irritated against an infant that 
 suckled with it. 55 
 
 From this it may be inferred, that 
 infants know more at such an early 
 period than is usually imagined : 
 
 C2 
 
20 FIRST FOUNDATIONS OF EDUCATION. 
 
 thus, by soft words and appropriate 
 gestures, you may incline them 
 towards honest and virtuous con- 
 nexions, rather than introduce them 
 to those which it would be danger- 
 ous for them to caress. — Thus, again, 
 you may, by appropriate looks and 
 tone of voice, represent to them, 
 with horror, those whom they have 
 seen exasperated with anger, or any 
 other furious passion ; and, on the 
 other hand, by a correspondent se- 
 renity of manner, depicture to them 
 those who are amiable and wise. 
 
 I do not wish to lay too great a 
 stress on these subordinate matters : 
 but, in reality, these different dispo- 
 sitions form a commencement of 
 character which must not be ne- 
 glected ; and this mode of foresee- 
 ing, as it were, the future disposi- 
 tions of children, has imperceptible 
 
FIRST FOUNDATIONS OF EDUCATION. 21 
 
 consequences which facilitate their 
 
 education. 
 
 If we still doubt of the power of 
 
 these early prepossessions on future 
 maturity, we need only call to* mind 
 how lively and affecting, at an 
 advanced age, is the remembrance 
 of those things which have delighted 
 us in childhood. If, instead of ter- 
 rifying the minds of young people 
 with absurd notions of ghosts and 
 spirits, which serve only to weaken 
 and disturb the still delicate texture 
 of the brain : if, instead of abandon- 
 ing them to the caprice of a nurse 
 for what they are to like or dislike, 
 we endeavoured always to impress 
 on their minds an agreeable idea of 
 good, and a frightful one of evil — 
 this foresight might hereafter be the 
 foundation of every practical virtue. 
 On the contrary, we frighten them 
 
22 FIRST FOUNDATIONS OF EDUCATION. 
 
 with the idea of a clergyman clothed 
 in black — we talk of death merely 
 to excite terror — and recount tales 
 of the dead revisiting the earth, at 
 midnrght, under hideous shapes ! 
 All this has a tendency to weaken 
 and agitate the mind, and to excite 
 a prejudice against the soundest 
 doctrines. 
 
 One of the most useful and im- 
 portant things during infancy is, to 
 be particularly careful of the child's 
 health : endeavouring to sweeten 
 the blood by a proper choice of 
 food, and a simple regimen of life : 
 regulating its meals, so that it eat 
 pretty nearly at the same hours, and 
 as it feels the inclination ; that the 
 stomach be not overloaded before 
 digestion takes place, and that no 
 high-seasoned dishes be introduced, 
 which must necessarily give a dis- 
 
FIRST FOUNDATIONS OF EDUCATION. 23 
 
 relish for more healthful food. 
 Lastly, too many dishes should not 
 be allowed at the same time ; for 
 such a variety of food begets an 
 appetite even after the real call of 
 hunger is satisfied. 
 
 Another very important conside- 
 ration is, not to oppress the faculties 
 by too much instruction ; to avoid 
 every thing which may kindle the 
 passions ; to deprive a child, gently 
 and by degrees, of that for which it 
 has expressed too vehement a desire 
 to obtain; so that, eventually, it may 
 be insensible of disappointment. 
 
 If a child's disposition be tolerably 
 good, it may, by the foregoing 
 method, be rendered docile, pa- 
 tient, steady, cheerful, and tranquil ; 
 whereas, if its tender years be neg- 
 lected, it becomes restless and tur- 
 bulent during the remainder of its 
 
24 FIRST FOUNDATIONS OF EDUCATION. 
 
 life ; the blood boils, bad habits are 
 formed, and the body and mind, 
 both equally susceptible, become 
 prone to evil. Hence arises a sort 
 of ' second original sin, which, in 
 advanced age, is the source of a 
 thousand disorders. 
 
 As soon as children arrive at a 
 more mature period, or their reason 
 becomes unfolded, we must be 
 careful that all our words have a 
 tendency to make them love truth, 
 and detest artifice and hypocrisy. 
 We ought never to be guilty of any 
 deception or falsehood to appease 
 them, or to persuade them to comply 
 with our wishes : if we are, we in- 
 struct them in cunning and artifice; 
 and this they never forget. Reason 
 and good sense must be our instru- 
 ments of regulation. 
 
 But let us examine with a little 
 
FIRST FOUNDATIONS OF EDUCATION. 25 
 
 more attention the exact disposi- 
 tions of children, and what more 
 particularly regards their treatment. 
 The substance of their brain is soft, 
 but it becomes harder every day : it 
 has neither experience nor judgment 
 to discriminate one object from 
 another, and every thing is, there- 
 fore, new to them. From this soft- 
 ness and pliability of the brain, 
 impressions are easily made ; and 
 the surprize which accompanies 
 novelty, is the cause of their con- 
 tinual admiration, and extreme 
 curiosity. It is true that this ductility 
 of the brain, attended with consi- 
 derable heat, produces an easy and 
 constant motion ; hence arises that 
 bustle and volatility of youth, which 
 is as incapable of fixing the atten- 
 tion on one object, as it is of con- 
 fining the body to one spot. 
 
26 FIRST FOUNDATIONS OF EDUCATION. 
 
 Again, children are incapable of 
 thinking and acting for themselves; 
 they remark every thing, but speak 
 little ; unless they have been accus- 
 tomed to talk much — an evil, against 
 which we must be constantly on 
 our guard. The pleasure which we 
 derive and express from the sight of 
 pretty children, spoils them; for they 
 are, in consequence, accustomed to 
 utter every thing which comes 
 uppermost, and to talk on subjects 
 of which thev have no distinct ideas; 
 hence is formed an habit of precipi- 
 tately passing judgment, and of 
 discussing points they are incapable 
 of comprehending ; an unfortunate 
 circumstance ! and which, probably, 
 adheres to them through life. 
 
 This admiration of pretty children 
 has another pernicious consequence; 
 they are sensible that you look at 
 
FIRST FOUNDATIONS OF EDUCATION. 27 
 
 them, watch all their actions, and 
 listen to their prattle, with pleasure — 
 hence they natter themselves that 
 all the world must follow your 
 example. 
 
 During this period, when applause 
 is perpetually bestowed, and con- 
 tradiction seldom obtruded, children 
 indulge chimerical hopes, which, 
 alas! are the source of endless dis- 
 appointments throughout life. I 
 have seen children who alwavs 
 fancied you were talking about 
 them, whenever any thing was pri- 
 vately said — and this, forsooth, be- 
 cause it has sometimes actually been 
 the case : they have also imagined 
 themselves to be most extraordinary 
 and incomparable beings. Take 
 care, therefore, that in your atten- 
 tions to children, they are uncon- 
 scious of any particular solicitude 
 
28 FIRST FOUNDATIONS OF EDUCATION. 
 
 on your part : shew them that it is 
 from pure regard, and the helpless- 
 ness of their condition to relieve 
 their own wants, that you interest 
 yourself in their behalf — and not 
 from admiration of their talents. 
 Be content to form their minds, by 
 degrees, according to each emer- 
 gency that may arise : and if it were 
 in your power to advance their 
 knowledge much beyond their years, 
 even without straining their intel- 
 lect, by no means put it in practice; 
 recollect that the danger of vanity 
 and arrogance is always greater than 
 the fruit of those premature educa- 
 tions which make so much noise in 
 the world. 
 
 We must be satisfied to follow 
 and assist nature. Children know 
 little, and should not be stimulated 
 to talk : but the consequence of this 
 
FIRST FOUNDATIONS OF EDUCATION. 29 
 
 ignorance is, they are continually 
 asking questions. We should, there- 
 fore, answer them precisely, and 
 add sometimes little comparisons, 
 which may throw light on the 
 information we give them. If they 
 judge of some things without suffi- 
 cient knowledge, they should be 
 checked by a new question, which 
 might make them sensible of their 
 error without rudely confounding 
 them ; at the same time take care 
 to impress on their minds, not by 
 vague praises, but by some effectual 
 mark of esteem, that they afford 
 much more satisfaction when they 
 doubt, and ask for information, on 
 points they do not know, than when 
 they happen to decide rightly. 
 This is the sure method to implant 
 in them a true sense of modesty and 
 politeness; and to excite a contempt 
 
30 FIRST FOUNDATIONS OF EDUCATION. 
 
 for those idle controversies in which 
 ignorant young folks are too apt to 
 indulge. 
 
 As soon as we begin to watch the 
 dawn of reason spreading, we should 
 seize it as a favourable opportunity 
 to guard them against presumption: 
 " You see/' we should exclaim, "that 
 you are much more reasonable and 
 tractable than you were last year — 
 and in the following year you will 
 observe things yet more clearly than 
 you do at present — if, during the 
 last year, you were eager to have 
 passed judgment on things which 
 you now know, and were then 
 ignorant of, you would assuredly 
 have judged wrong. You would 
 therefore have been to blame in 
 offering opinions on subjects above 
 the reach of your intellect. There 
 are, at this moment, many things 
 
FIRST FOUNDATIONS OF EDUCATION. 6\ 
 
 which remain for you to know ; and 
 you will one day be convinced how 
 imperfect are your present concep- 
 tions. Nevertheless, adhere to the 
 counsel of those who judge of 
 things as you yourself would judge, 
 were you gifted with their years and 
 experience."' 
 
 As the curiosity of children is a 
 faculty which precedes instruction, 
 we should be careful to make them 
 profit by it. For example, in the 
 country when they see a mill, they 
 wish to know what it is — here, then, 
 you may shew them how that food 
 is prepared which nourishes man. 
 A little further they perceive 
 reapers — and you must explain to 
 them their occupation; how they 
 sow the grain, and how it multiplies 
 in the earth. In the town they see 
 a number of shops, where various 
 
32 FIIIST FOUNDATIONS OF EDUCATION. 
 
 trades are exercised, and various 
 merchandize is sold. Never con- 
 sider their questions as importunate; 
 they are overtures which nature 
 makes to facilitate instruction — 
 shew them, therefore, that you take 
 pleasure in these questions — for, by 
 such means, you teach them insen- 
 sibly how every thing is made 
 which conduces to the comfort of 
 man, and extension of commerce. 
 By degrees, and without any parti- 
 cular study, they become acquainted 
 with every article that is useful, 
 and with the price affixed to each, 
 which is, indeed, the true founda- 
 tion of economy. This kind of 
 knowledge, which no one should 
 despise, because no one is willing to 
 be cheated from the want of it, is 
 particularly necessary for women. 
 
33 
 
 CHAP. IV. 
 
 The Danger of Imitation. 
 
 1 he ignorance of children, (in 
 whose brain no correct impressions 
 are made,) renders them extremely 
 susceptible, and inclined to imitate 
 every thing they see. It is, there- 
 fore, of consequence to set before 
 them none but the. very best models 
 of imitation ; and to make them 
 acquainted with those, by whose 
 examples they would be profited in 
 following. But as it happens, in 
 spite of all our precautions, that 
 they occasionally witness many 
 irregularities, we must not fail to 
 warn them betimes against the 
 impertinence of certain foolish and 
 
 D 
 
34 THE DANGER OF IMITATION. 
 
 dissipated people, whose reputation 
 is scarcely worth preserving : we 
 must shew them how truly miserable 
 and deserving of contempt, are 
 those who abandon themselves to 
 passion, without cultivating their 
 reason. One may also give them, 
 a correct taste, free from affecta- 
 tion, and make them sensible of 
 the true value of modesty and 
 decorum ; we must not even abstain 
 from guarding them against pro- 
 bable errors, although by this means 
 we may open their eyes to certain 
 defects • in those whom they are 
 taught to respect. We have neither 
 right nor reason to hope that they 
 will remain ignorant on such points, 
 and therefore the best method to 
 pursue, in order to keep them to 
 their duty, is, to persuade them 
 to, bear with the. faults of others ; 
 
THE DANGER OF IMITATION. 35 
 
 not to pass too severe a sentence on 
 them, as they often appear greater 
 than they really are — that they are 
 even compensated for by many good 
 qualifications — and that as there is 
 no perfection in this world, they 
 should admire that which ap- 
 proaches the nearest towards it. 
 Lastly, although this advice should 
 not be offered but in extreme cases, 
 we should, nevertheless, engraft on 
 them true principles, and preserve 
 them from imitating all the evil 
 that is set before them. 
 
 We must also be on our guard to 
 prevent their imitation of ridiculous 
 people ; whose low and buffoon-like 
 manners have something in them 
 extremely revolting to noble and 
 generous sentiments ; we should 
 be apprehensive lest children after- 
 wards assume these very manners ; 
 
 D 2 
 
36 THE DANGER OF IMITATION. 
 
 as the warmth of their imagination, 
 and pliability of body, added to the 
 pleasure they seem to take in such 
 diversion, gives them a peculiar 
 aptitude to represent every ridi- 
 culous object they behold. 
 
 This proneness to imitation, 
 which is natural to children, is the 
 source of infinite mischief when 
 they are delivered up to improper 
 people who are hardly able to 
 restrain themselves before them. 
 But providence has ordained this 
 imitative power, that children may 
 be also capable of applying them- 
 selves to what is good and virtuous. 
 Often, without speaking to them, 
 we have only to shew them in 
 others what we would have them 
 do themselves. 
 
37 
 
 CHAP. V. 
 
 Indirect Instructions : we should not be Loo 
 urgent with Children, 
 
 1 think we should often make use 
 of indirect instructions, which are 
 not so tedious and uninteresting as 
 lessons and remonstrances, in order 
 to excite their attention to certain 
 examples which are placed before 
 them. 
 
 A person may sometimes ask 
 another, in their presence, " Why 
 do you do so" — and the other may 
 answer — " I do it for such a reason." 
 For example — " Why did you con- 
 fess your fault ?" " Because I should 
 have been guilty of a much greater 
 one by disavowing it with a lye — 
 
38 INDIRECT INSTRUCTIONS. 
 
 and because nothing is more praise- 
 worthy than to say frankly, " I am 
 wrong." Then the first person should 
 commend the one who has thus 
 accused herself — but care must be 
 taken that all this be done without 
 art or affectation, for children have 
 much more penetration than we are 
 aware of — and as soon as they dis- 
 cover any finesse in their teachers, 
 they lose that simplicity and confi- 
 dence which is natural to their 
 character. 
 
 We have before observed that 
 the brain of children, from being 
 at the same time moist and warm, 
 produces continual motion. This 
 softness or pliancy of the brain 
 causes impressions to be easily 
 made, and images of every sensible 
 object to be vividly and strongly 
 imprinted ; hence we should be 
 
INDIRECT INSTRUCTIONS. 39 
 
 anxious to engrave, as it were, on 
 their minds such characters as are 
 easily formed. But great care 
 must be shewn in the selection of 
 such objects as we wish to impress : 
 for in so small and precious a 
 cabinet, none but the most exquisite 
 furniture should be admitted. Let 
 it be remembered, that at such a 
 tender age, no knowledge should be 
 engrafted but such as we wish to 
 remain there for life. The first 
 impressions that are made, when the 
 brain is so soft and susceptible, are 
 in general the most durable ; and 
 in proportion as age hardens the 
 brain, do such impressions become 
 indelible. Hence it is, that in old 
 age we remember distinctly the 
 images of youth, however remote ; 
 whereas as age advances we have a 
 fainter recollection of such things 
 
40 INDIRECT INSTRUCTIONS. 
 
 as we progressively behold, because 
 the impression has been made on 
 the brain when it is gradually 
 hardening, and rilled with other 
 
 images. 
 
 Although we understand how to 
 reason in this manner, we have some 
 difficulty in acceding to it : and yet 
 we absolutely do make use of this 
 very mode of reasoning. For in- 
 stance, do we not say every day, 
 "My habits are fixed, I am too old to 
 change them, I have been brought 
 up in this way." — Moreover are we 
 not conscious of a singular pleasure 
 in recalling to mind the images of 
 youth ? are not the strongest pro- 
 pensities formed at that age ? Does 
 not, therefore, all this prove that 
 the first impressions and first habits 
 are the strongest ? If infancy be the 
 fittest period for engraving such 
 
INDIRECT INSTRUCTIONS. 41 
 
 images on the brain, it must be 
 allowed that it is the least so for the 
 cultivation of reason. That ducti- 
 lity of the brain which causes im- 
 pressions to be easily formed, being 
 united with extreme heat, produces 
 an agitation which sets all regular 
 application at defiance. 
 
 The brain of children may be 
 compared to a lighted wax taper, 
 situated in a place which is exposed 
 to the wind — its flame is perpetually 
 flickering. A child asks you a ques- 
 tion, and before you can answer, its 
 eyes are directed towards the ciel- 
 ing: it counts all the figures that are 
 carved there, or all the bits of glass 
 which compose the window: if you 
 wish to bring it back to the first sub- 
 ject of discussion, you vex it as much 
 as if you confined it in prison. Thus 
 great care is required in managing 
 
42 INDIRECT INSTRUCTIONS. 
 
 the organs before they assume a de- 
 termined inclination: answer every 
 question promptly, and leave the 
 child to put others as it pleases. 
 Gratify only the curiosity which it 
 evinces, and lay up in the memory 
 a mass of sound materials. The 
 time will come, when these impres- 
 sions will be regularly arranged, 
 and the brain having more consis- 
 tency, the child will reason on the 
 consequences. Nevertheless, be at- 
 tentive to correct when the reason- 
 ing is fallacious ; and to convince 
 it, without embarrassment, as an 
 opportunity offers, in what a wrong 
 consequence consists. 
 
 Let a child amuse itself freely, 
 and mingle instruction with amuse- 
 ment: let wisdom be introduced at 
 proper intervals, and under an 
 agreeable form ; and take care not 
 
INDIRECT INSTRUCTIONS. 43 
 
 to fatigue it by a precision which is 
 both formal and injudicious. 
 
 If a child entertains sad and dis- 
 mal notions of virtue, if liberty and 
 irregularity present themselves in a 
 seducing manner, every thing is 
 lost, and your labour is in vain. 
 Never suffer it to be flattered by 
 little contemptible associates, or 
 people without character or worth: 
 we naturally love the manners and 
 sentiments of those whom we re- 
 gard ; and the pleasure which is 
 sometimes taken in the company of 
 disreputable people, begets, by de- 
 grees, a love of those pernicious 
 habits which renders' them so truly 
 contemptible. 
 
 In order to conciliate children to 
 people of real estimable character, 
 make them reflect on their excel- 
 lence and utility, their sincerity, 
 
44 INDIRECT INSTRUCTIONS. 
 
 their modesty, their disinterested- 
 ness, their fidelity, their discretion, 
 but above all their piety, which is 
 the foundation of the rest. 
 
 If a child has any thing about it 
 revolting or offensive, you must 
 observe to it that " piety does not 
 produce such defects : when it is 
 perfect, it destroys, or at least 
 softens them." But, after all, we 
 must not persist in making children 
 admire certain pious characters 
 whose exterior department is dis- 
 gusting. 
 
 Although you are particularly 
 anxious to regulate your own con- 
 duct with the utmost circumspec- 
 tion and nicety, do not imagine 
 that children will fancy you fault- 
 less : oftentimes your slightest im- 
 perfections will be noticed by 
 them. 
 
INDIRECT INSTRUCTIONS. 45 
 
 St. Austin informs us that he had 
 remarked, from his infancy, the 
 vanity of his tutors. The best and 
 most politic thing you can do, is, 
 to know your own faults as com- 
 pletely as a child will know them, 
 and to request some real friend to 
 warn you of them. The generality 
 of instructors pardon nothing in 
 a pupil, but every thing in them- 
 selves : this excites an inquisitive 
 and watchful spirit of malignity 
 in such pupils — so that whenever 
 they detect any fault in their tutor, 
 they are delighted, and eventually 
 despise him. 
 
 Shun this error : do not be afraid 
 to mention the faults which are 
 visible in your conduct, and which 
 may have escaped you before the 
 child. If you find her capable of 
 reasoning thereupon, observe that 
 
46 INDIRECT INSTRUCTIONS. 
 
 you set her an example of correcting 
 her faults, by the detection of your 
 own — by this means, your imper- 
 fections will be instrumental in 
 edifying the child, and encouraging 
 her to correct herself. You will also 
 thereby avoid the contempt and 
 disgust which your own faults may 
 cause her to entertain against your 
 person. 
 
 Meanwhile, try every method to 
 make those things agreeable which 
 you exact from a child. Have you 
 any thing crabbed or difficult to 
 propose ? convince her that this 
 pain will be succeeded by pleasure: 
 always shew the utility which 
 results from your instructions ; and 
 make her sensible of the conse- 
 quences as affecting mankind, and 
 the different orders of society. With- 
 out this, all study will appear as a 
 
INDIRECT INSTRUCTIONS. 47 
 
 dry, barren, and thorny path. " Of 
 what use," will children sometimes 
 say to themselves, " is it to learn 
 those things which do not relate to 
 ordinary conversation, and which 
 have no immediate connection with 
 what we are obliged to do ?" 
 
 We should therefore give them 
 a reason for every thing we teach — 
 " It is, we should observe, to enable 
 you one day to do well in the 
 world — it is to form your judg- 
 ment, and to make you reason well 
 on all the affairs of life*" We 
 should always represent to them 
 some useful and solid end, which 
 may support them in their appli- 
 cation : and never pretend to keep 
 them in subjection by a crabbed 
 and absolute authority. 
 
 In proportion as their reason 
 advances, we should discuss with 
 
48 INDIRECT INSTRUCTIONS. 
 
 them on the necessity of education; 
 not that we should implicitly follow 
 their thoughts, but profit by them 
 when they discover their real state 
 of mind : so that we may try their 
 discernment, and make them relish 
 those things we are anxious for 
 them to learn. 
 
 Never assume, without urgent 
 necessity, an austere and imperious 
 manner, which only causes children 
 to tremble, and savours strongly of 
 affectation and pedantry in those 
 who govern : children are, for the 
 greater part, timid and diffident. 
 By such means you shut out all 
 access to the heart, and deprive 
 them of a confidence, without 
 which no benefit can be derived 
 from instruction. Make yourself 
 beloved : let them be free with 
 you, so that they fear nothing in 
 
INDIRECT INSTRUCTIONS. 49 
 
 discovering their faults. In order 
 to attain this, be indulgent to those 
 who do not disguise themselves 
 before you. Appear neither asto- 
 nished nor irritated at their bad 
 propensities : on the contrary, bear 
 with their foibles. This inconve- 
 nience may, however, sometimes 
 arise, that they will be less inti- 
 midated ; but, taking all things 
 together, confidence and sincerity 
 is of far greater utility than a rigo- 
 rous discipline. 
 
 Besides, authority will lose its 
 proper effect, if confidence and 
 persuasion are not equally strong. 
 Always commence with an open 
 and candid manner ; be' cheerful 
 and familiar without vulgarity, 
 which enables you to see children 
 conduct themselves in a perfectly 
 natural state, and to know their 
 
 E 
 
50 INDIRECT INSTRUCTIONS. 
 
 inmost character. If even you 
 should succeed in all your plans by 
 the force of authority alone, you 
 will not gain the proper end : you 
 will disgust them in their search 
 after goodness, of which you ought 
 solely to endeavour to inspire them 
 with admiration. 
 
 If the wisest man has recom- 
 mended parents to hold the rod 
 continually over the heads of their 
 children, if he has said that a father 
 who " spareth his child" will repent 
 it hereafter — it does not follow that 
 he has censured a mild and lenient 
 mode of education. He only con- 
 demns those weak and inconsiderate 
 •parents who flatter the passions of 
 ihwir children, and who only strive 
 to ctivert them in their infancy, so 
 thai tihey are guilty of all sorts of 
 excess. The proper conclusion 
 
INDIRECT INSTRUCTIONS. 51 
 
 seems to be that parents ought to 
 preserve authority sufficient for 
 correction ; for there are some dis- 
 positions which require to be sub- 
 dued by fear alone ; but let it be 
 remembered that this should never 
 be enforced unless every other 
 expedient has been previously 
 applied. 
 
 A child who merely follows the 
 capricious impulse of imagination, 
 and who confounds every thing 
 which presents itself to her mind, 
 detests application and virtue, be- 
 cause she has taken a prejudice 
 against the person who speaks to 
 her concerning them. 
 
 Hence arises that dismal and 
 frightful idea of religion, which she 
 preserves all her life: and which, alas! 
 is often the only wretched remnant 
 of a severe system of education. We 
 
 E 2 
 
 <>~ 
 
52 INDIRECT INSTRUCTIONS. 
 
 must frequently tolerate many 
 things which are deserving of 
 immediate punishment, and wait 
 for the opportunity when the feel- 
 ings of a child dispose it to profit 
 by correction. 
 
 Never rebuke a child in the first 
 moments of passion, whether on 
 your side or hers. If on yours, she 
 will perceive that you conduct 
 yourself according to caprice and 
 resentment, and not according to 
 reason and affection : you will, in 
 consequence, irretrievably lose your 
 authority. If you correct in the 
 first gust of her passion, her mind is 
 not sufficiently collected to confess 
 her fault, to conquer her feelings, 
 and to acknowledge the importance 
 of your advice : such a mode may 
 even hazard your pupil's respect 
 for you. Always let the child see 
 
INDIRECT INSTRUCTIONS. 53 
 
 you are mistress of your own feel- 
 ings ; and nothing can effect this 
 so much as patience. Watch every 
 moment, each day, when correction 
 may be well-timed. Never tell her 
 of a fault, without, at the same 
 time, suggesting some mode of 
 redressing it, which will induce her 
 to put it in practice : for nothing 
 is more to be avoided than that 
 chagrin and discouragement which 
 are the consequence of mere formal 
 correction. If a child is discovered 
 to be a little rational, I think you 
 should win it insensibly to wish to 
 have its faults disclosed, as this 
 would be the way of making it 
 sensible of them, without causing 
 affliction : never, however, recount 
 too many faults at a time. 
 
 We should consider that children 
 have a tender intellect, that their 
 
.54 INDIRECT INSTRUCTIONS. 
 
 age makes them susceptible chiefly 
 of pleasure, and that we often ex- 
 pect from them a correctness and 
 seriousness of deportment, which 
 their instructors are sometimes in- 
 capable of evincing. A very dan- 
 gerous impression of ennui and 
 sadness is produced on their mind, 
 by perpetually talking to them of 
 words and things which they do 
 not understand : no liberty, no 
 amusement ! always lesson, silence, 
 constraint, correction, and threats ! 
 
 Our ancient forefathers knew 
 better. It was by the charm of 
 verses and music that the Hebrews, 
 Egyptians, and Greeks, introduced 
 the principal sciences, the maxims 
 of virtue, and the politeness of 
 manners. Without reading, people 
 scarcely believe these things, so dis- 
 tant are they from present custom ! 
 
INDIRECT INSTRUCTIONS. 55 
 
 nevertheless, little as history is 
 known, there is not a doubt but that 
 this was the common practice for 
 many centuries. However, let us so 
 far correct our own age, as to unite 
 the agreeable and the useful toge- 
 ther, as much as lay in our power. 
 
 But although we can hardly 
 hope to lay aside awe with the 
 generality of children, whose dis- 
 positions are headstrong and un- 
 tractable, we should, nevertheless, 
 not have recourse to it without 
 having patiently tried every other 
 experiment. We should even make 
 them distinctly understand the ex- 
 tent of our demands, allowing a 
 certain medium with which we 
 should be satisfied: for good-humour 
 and confidence should be their 
 natural disposition — otherwise we 
 damp their spirit, and daunt their 
 
56 INDIRECT INSTRUCTIONS. 
 
 courage : if they are lively, we irri- 
 tate ; if dull, we stupify them. — 
 Fear may be compared to violent 
 remedies employed in extreme 
 cases — they purge, but they alter 
 the temperament, and reduce the 
 organs to extremity. A mind 
 governed by fear, is generally the 
 weaker for it. 
 
 We should not always menace 
 without chastising, for fear of ren- 
 dering menace of no avail ; but we 
 should menace more frequently 
 than we chastise. As to chastise- 
 ment, the pain inflicted ought to 
 be as slight as possible- — but ac- 
 companied with every circumstance 
 which can prick the child with 
 shame and remorse. For example, 
 shew her every thing you have 
 done to avoid coming to this un- 
 pleasant extremity — appear to be 
 
INDIRECT INSTRUCTIONS. 57 
 
 even affected at it — speak to her, 
 in the presence of others, of the 
 melancholy state of those whose 
 want of reason and good conduct 
 have forced correction upon them ; 
 and keep back the ordinary marks 
 of reconciliation, till you see she 
 stands in need of consolation. This 
 chastisement may be either public 
 or private, as it may benefit the 
 child — either in covering her with 
 shame, or shewing her how she has 
 been spared such a mortification — 
 a public exposition should, however, 
 never be resorted to but in the last 
 extremity, It may be as well some- 
 times to make use of a rational 
 person to perform the office of 
 mediator — -who mi^ht console the 
 child, and mention such things 
 which would be improper for your- 
 self to do — who might cure her of 
 
58 INDIRECT INSTRUCTIONS. 
 
 false shame, and induce her to come 
 to you for reconciliation — and to 
 whom the child, in the emotions 
 of her heart, would open herself 
 more freely than she would dare to 
 do to yourself. Above all, let it be 
 manifest that you never exact from a 
 child more than necessary submis- 
 sion : endeavour to effect it so that 
 she may pass her own condemna- 
 tion, and that you have little else 
 to do but assuage the anguish she 
 has herself inflicted. General rules 
 ought to be adopted as particular 
 occasions may*. justify: men, and 
 especially children, do not always 
 resemble themselves — that which is 
 good to-day, may be bad to-morrow ; 
 a conduct stubbornly uniform can 
 never be advantageous. 
 
 The fewer formal lessons that are 
 inculcated, the better. A thousand 
 
INDIRECT INSTRUCTIONS. 59 
 
 modes of instruction may be 
 adopted in the freedom of conver- 
 sation, more useful than lessons 
 themselves. I have known many 
 children who have learnt to read 
 during their play ; we need only 
 relate to them some diverting story 
 from a book opened in their pre- 
 sence, and make them insensibly be- 
 come acquainted with their letters ; 
 after this, they will themselves be 
 anxious to arrive at the source 
 which has afforded them such 
 amusement. 
 
 There are two^ circumstances 
 which spoil every thing ; namely, 
 teaching them at first to read in a 
 foreign tongue* — which takes away 
 all pleasure in reading ; and making 
 them read with a forced and ridi- 
 
 * Fenelon says the Latin tongue : but this is not 
 practised in England. 
 
GO INDIRECT INSTRUCTIONS. 
 
 culous emphasis. Give them a book 
 handsomely bound, with neat cuts, 
 and printed with a fine type ; 
 every thing which delights the 
 fancy, facilitates study : we should 
 even let them have a book full of 
 short and marvellous stories. After 
 this, do not be uneasy about the 
 child's learning to read — do not 
 fatigue her by requiring too great a 
 precision ; let her pronounce natu- 
 rally as she speaks : other tones are 
 always bad, and partake of the 
 declamation of the stage. When the 
 tongue has acquired sufficient volu- 
 bility, the chest strength, and the 
 habit of reading been confirmed, 
 she will then read without pain, 
 and with more grace and distinct- 
 ness. 
 
 The manner of teaching to 
 write should be pretty nearly die 
 
INDIRECT INSTRUCTIONS. 61 
 
 same. When children can read a 
 little, one may amuse them in 
 making them sort the letters ; and 
 if there are several pupils, emula- 
 tion may be kindled. Children are 
 naturally inclined to make figures 
 on paper ; and if this propensity be 
 encouraged, without teasing them 
 too much, they will form letters 
 during their play, and accustom 
 themselves by degrees to write. 
 One may also encourage them by 
 the promise of a reward adapted to 
 their taste, and which has no un- 
 pleasant consequences. 
 
 " Write me a note," you may say, 
 " inform your brother or cousin 
 of such and such things:" all this 
 (varied as you like) pleases a child, 
 provided that no sad idea of a 
 formal lesson intrude. " A free 
 curiosity," says St. Austin, from his 
 
62 INDIRECT INSTRUCTIONS. 
 
 own experience, " excites the mental 
 faculties of a child, much more 
 than the formality of rules, or a 
 constraint imposed by fear." 
 
 Observe this grand defect in or- 
 dinary educations — all pleasure is 
 placed on one side, and pain on 
 the other : the latter is attached to 
 study, the former to play. What 
 then can be expected from a child, 
 but that, in supporting one of these 
 maxims, she will eagerly fly to her 
 amusements ? 
 
 Let us try to invert this order : 
 let us make study agreeable, con- 
 cealing it under the form of liberty 
 and pleasure : the dull routine of 
 continued application may be 
 sometimes broken in upon by little 
 sallies of amusement. Children 
 require these relaxations to preserve 
 the elasticity of their mind. 
 
 
INDIRECT INSTRUCTIONS. 63 
 
 Let their imaginations roam a 
 little. Permit occasionally some 
 game or diversion, so that ample 
 bounds be given to their spirits ; 
 then bring them gently back again 
 to the principal object you have in 
 view. Too rigid or too long con- 
 tinued an application to study, is 
 productive of much injury : those 
 who affect this regularity, act more 
 from the convenience of stated 
 hours of discipline, than from 
 wishing to seize every favourable 
 moment of instruction. At the same 
 time, do not suffer any amusement 
 which may agitate the passions of 
 children : on the contrary, every 
 thing which can unbend their 
 faculties, produce an agreeable 
 variety, satisfy a curiosity for useful 
 things, and exercise their body in 
 healthful recreations, should be 
 
64 INDIRECT INSTRUCTIONS. 
 
 recommended and practiced in their 
 diversions. The amusements which 
 they like best, are those that keep 
 the body in motion ; they are 
 happy if they can but skip from place 
 to place : a shuttle-cock or a ball 
 is sufficient. We should not, how- 
 ever, be uneasy about their diver- 
 sions ; they invent quite enough 
 themselves — it is sufficient if we 
 leave them to their own inven- 
 tions, watch them with a cheerful 
 countenance, and moderate them 
 when they become too violent. It 
 would be prudent just to make them 
 sensible, as much and as often as we 
 can, of the pleasure which results 
 from the cultivation of the mind; 
 such as conversation, news, histories, 
 and many industrious games which 
 include instruction. All this will 
 have its proper effect in due time : 
 
INDIRECT INSTRUCTIONS. 65 
 
 but we should not force the feelings 
 of children on this subject ; we 
 should only make overtures to 
 them. The period will arrive when 
 their bodies will be inclined to 
 move less, and their minds, more. 
 
 The care which is taken to season 
 study with amusement, will operate 
 favourably in abating the ardour of 
 youth for dangerous diversions. It 
 is subjection and ennui that beget 
 an impatience for amusement. If 
 a daughter felt less restraint in the 
 presence of a mother, she would 
 not be so anxious to steal away in 
 search of indifferent society. 
 
 In choosing diversions, care must 
 be taken to avoid all suspicious 
 companions. Boys must not mingle 
 with girls ; even girls of an unruly 
 and froward disposition must be 
 rejected. Games which excite 
 
66 INDIRECT INSTRUCTIONS. 
 
 passion and thoughtlessness, or 
 which produce an improper atti- 
 tude of the body — frequent visiting 
 abroad, and conversations which 
 give rise to such visits — should be 
 uniformly avoided. When a child 
 is not spoilt by any rude diversion, 
 or is not stimulated by any ardent 
 passion, it will easily find pleasure 
 and content : health and innocence 
 are the sure sources of both : but 
 those who have been accustomed 
 to violent amusements, lose all re- 
 lish for moderate pleasure, and 
 weary themselves in a restless search 
 after happiness. 
 
 There may be a satiated taste for 
 amusements, as well as for food: 
 one may be so accustomed to high- 
 seasoned dishes, that a simple and 
 common diet will become flat and 
 insipid. Let us, therefore, be on 
 
INDIRECT INSTRUCTIONS. 67 
 
 our guard against those violent 
 exercises, which in the end pro- 
 duce ennui and disgust : above all, 
 they are to be particularly dreaded 
 in regard to children; who are less 
 capable in suppressing their feel- 
 ings, and who wish to be in perpe- 
 tual motion. Let us manage them 
 so as to excite a taste for simple 
 things : that great preparations of 
 food be not necessary for their 
 nourishment, nor violent diversions 
 for their amusement. A moderate 
 fare always creates a sufficient ap- 
 petite, without being obliged to 
 pamper it with made dishes , which 
 produce intemperance. " Temper- 
 ance," says an ancient writer, " is 
 the best contriver of luxury : with 
 this temperance, which begets health 
 of body and mind, one always en- 
 joys a soft and tranquil emotion — 
 
 F2 
 
68 INDIRECT INSTRUCTIONS.. 
 
 there is no need of trick or public 
 shew, or expense, to make one 
 happy : some little diversion, or 
 reading, or labor — a walk, or inno- 
 cent conversation, which relaxes 
 after toil — all or any of these pro- 
 duce a purer delight than is felt 
 from the most exquisite music." 
 
 It is true, simple pleasures are less 
 lively and interesting than violent 
 ones, which elevate the soul, and 
 affect all the sources of passion. 
 But simple pleasures have a better 
 tendency ; they produce an equal 
 and lasting joy, without any bitter 
 consequence. They are always of 
 real service, whereas violent ones 
 may be compared to adulterated 
 wine, which pleases at first, but 
 which eventually injures the health. 
 The very temperament of the soul, 
 as well as the taste, is affected by 
 
INDIRECT INSTRUCTIONS. 69 
 
 seeking after such violent and se- 
 ductive pleasures. All that you can 
 do for children who are under your 
 regulation is, to accustom them to 
 such a simple life as has been just 
 described ; to fortify them in such 
 habits as long as you can, to make 
 them foresee the evil consequences 
 attached to other amusements, and 
 not to abandon them to themselves ; 
 as is too commonly the case, at an 
 age when their passions begin to be 
 shewn, and when, consequently, 
 they stand in need of greater 
 restraint. 
 
 It must be allowed, that of all 
 the vexations incidental to educa- 
 tion, none can be compared with 
 that which is experienced in the 
 rearing of a stupid child. Those 
 who have strong lively natural 
 capacities are, indeed, liable to 
 
10 INDIRECT INSTRUCTIONS. 
 
 terrible irregularities — passion and 
 presumption master them entirely ; 
 but, on the other hand, they have 
 great resources, and may be easily 
 checked, however turbulent. Edu- 
 cation is, in them, a concealed but 
 vegetating germe, which sometimes 
 bears fruit when experience comes 
 to the aid of reason, and when the 
 passions begin to cool. At least we 
 know how to make them attentive, 
 and awaken their curiosity : they 
 have something in them which 
 makes them take an interest in their 
 lessons, and stimulates their sense of 
 honour — whereas one has no sort 
 of pleasure or gratification in the 
 instruction of stupid children. All 
 their thoughts are distracted : they 
 are never where they ought to be : 
 the most poignant correction has 
 no effect on them : they hear every 
 
INDIRECT INSTRUCTIONS. 71 
 
 thing, and feel nothing. This in- 
 dolence and stupidity makes a child 
 negligent and disgusted with every 
 thing she does. She is in such a case, 
 that the best mode of education runs 
 a risk of miscarrying, if we do not 
 guard against the evil, from earliest 
 infancy. Many people who have 
 little depth of penetration, con- 
 clude, from this bad success, that 
 nature does every thing in the for- 
 mation of men of merit, and edu- 
 cation nothing — instead of remark- 
 ing that there are dispositions, like 
 barren soils, on which cultivation 
 produces little. It is yet more la- 
 mentable when these knotty systems 
 of education have been thwarted or 
 neglected, or badly regulated at the 
 beginning. 
 
 We must not forget that there are 
 many disj ositions among children, 
 
72 INDIRECT INSTRUCTIONS. 
 
 in which we are likely to be de- 
 ceived. They appear at first in- 
 teresting, because there is attached 
 to early youth a certain fascinating 
 lustre which covers every thing : 
 we, at first, perceive nothing but 
 what is tender and amiable, and this 
 prevents a closer examination of the 
 features of the mind. Every sally 
 of their wit surprises us, because we 
 do not expect it at such an age : 
 every error in judgment is permitted, 
 and it has, moreover, the charm 
 of ingenuity : they assume a certain 
 vivacity of deportment, which never 
 fails to pass for sprightliness and- 
 intellect. Hence it is, that child- 
 hood often promises much, but 
 realises little. Such a one was cele- 
 brated for her wit at five years of 
 age, but now, in proportion to her 
 growth, she has fallen into obscurity 
 
INDIRECT INSTRUCTIONS. 73 
 
 and contempt ! Of all the qualities 
 which children possess, there is but 
 one on which you can calculate 
 with certainty, and that is, good sense : 
 this " grows with their growth," 
 provided it be well cultivated. The 
 graces of infancy fade away — its 
 vivacity diminishes — and that ten- 
 derness of heart even becomes 
 blunted, in proportion as the pas- 
 sions and an intercourse with de- 
 signing men harden young people 
 on their entrance into the world. 
 Strive, therefore, to discover midst 
 the graces of childhood, whether the 
 disposition you have to manage be 
 deficient in curiosity, and insensible 
 of honest emulation. If this should 
 be the case, it is almost impossible 
 for every one concerned in her 
 tuition, not to be disgusted with so 
 rugged and ungrateful an occupa- 
 
74- INDIRECT INSTRUCTIONS. 
 
 tion. Every qualification of a child 
 should be roused and brought into 
 action, in order to extricate it from 
 so fatal a lethargy. If, however, 
 you foresee any such consequences 
 about to follow, do not at first be 
 anxious to urge any serious appli- 
 cation: take care not to overcharge 
 her memory, for it is that which 
 stuns and stupifies the brain: do not 
 harass her with unpleasant regula- 
 tions : make her as cheerful as you 
 can, because she labours under the 
 opposite extreme* of presumption : 
 do not be afraid of shewing her, 
 with discretion, the extent of her 
 powers : be satisfied with little at a 
 time : make her remark the smallest 
 success : shew her how absurd it is 
 to be afraid of not succeeding in 
 that which she really does well : 
 set her emulation to work. Jealousy 
 
INDIRECT INSTRUCTIONS. 15 
 
 is more violent among children 
 than we are aware of: we often see 
 some who are absolutely fretting 
 and wearing away, because others 
 are more beloved and caressed than 
 themselves. Mothers are often 
 cruel enough to fan this jealous 
 flame, which, however, is of service 
 in extreme cases of indolence and 
 stupidity — but then you should set 
 before the child the examples of 
 those who are but very little supe- 
 rior — for disproportionate examples 
 of .those who are greatly superior, 
 serve only to discourage and dis- 
 may. 
 
 Let her, occasionally, gain some 
 little victories over those of whom 
 she is jealous: make her, if you 
 can, laugh heartily with yourself at 
 her timidity : and set before her 
 
16 INDIRECT INSTRUCTIONS. 
 
 those, equally timid with herself, 
 who have conquered their disposi- 
 tion to fear : make her sensible, 
 by indirect instructions, and the 
 example of others, that timidity and 
 idleness destroy all the mental 
 energies ; but be careful not to 
 give these instructions in an austere 
 and impetuous manner : nothing 
 wounds the inmost feelings of a 
 mild and timid child so much as 
 boisterous treatment : on the con- 
 trary, let the application which 
 becomes indispensible, be seasoned 
 and relieved by such little circum- 
 stances of amusement and recreation 
 as are suited to her disposition. 
 Perhaps it will be sometimes neces- 
 sary to check her by reproaches ; 
 but this should not be done by 
 yourself : employ some inferior 
 
INDIRECT INSTRUCTIONS. T7 
 
 person, or another child, without 
 appearing yourself to be acquainted 
 with it. 
 
 St. Austin relates, that his mother 
 was once reproached by a servant 
 for drinking pure wine ; an ill habit 
 which she had contracted from her 
 infancy, and of which she was cured 
 by the servant's reproach, though 
 all the vehemence and severity of 
 her governess was unable to effect 
 it. In short one should endeavour 
 to excite a taste in the minds of 
 such sort of children, in like manner 
 as one tries to excite it in the palate 
 of those who are sick. They are 
 permitted to have any thing which 
 may cure their loathing; they are 
 indulged in many whims at the ex- 
 pence of certain prescribed rules, 
 provided it be not carried to a 
 dangerous excess. It is much more 
 
78 INDIRECT INSTRUCTIONS. 
 
 arduous to create a taste in those 
 that are void of one, than to regulate 
 the taste of those who have not a 
 correct one. 
 
 There is another kind of sen- 
 sibility extremely difficult and 
 important to impress them with, 
 and that is, friendship. As soon as 
 a child is susceptible of it, there 
 can be no doubt but that you should 
 turn her heart towards those who 
 may be useful to her. Friendship 
 will give her every accomplishment 
 that you desire ; you have then a 
 certain tie on her, if you know how 
 to regulate it : excess, or a bad 
 choice, are the only things you 
 have to dread. There are, however, 
 some children who are born cun- 
 ning, reserved, and callous, and who 
 bring every thing home, as it were, 
 to their own bosoms : they deceive 
 
INDIRECT INSTRUCTIONS. 79 
 
 their parents, whom fondness has 
 made credulous : they appear to 
 love them : they regulate their in- 
 clinations to conform to them : 
 they seem more docile than other 
 children of the same age, who in- 
 dulge, without restraint, in all their 
 humours and follies : their supple- 
 ness, or rather hypocrisy, which 
 conceals a savage temper, assumes 
 a softness of character ; and their 
 real disposition does not discover 
 itself till it is too late to reform it. 
 If there really be any child on 
 whom education is incapable of 
 producing a good effect, it is one 
 of the foregoing description; and 
 it must be allowed that the 
 number is greater than we imagine. 
 Parents bring themselves with diffi- 
 culty to believe that their children 
 have a bad heart : when they shut 
 
80 INDIRECT INSTRUCTIONS 
 
 their own eyes upon them, no other 
 person will have the courage to 
 convince them of it ; and thus the 
 evil is hourly augmenting. The 
 principal remedy is, to place 
 children, from their earliest in- 
 fancy, in such a situation where 
 their tempers may be discovered 
 without disguise. Always know 
 the very bottom of their heart, be- 
 fore you correct them. They are 
 naturally simple and open ; but as 
 soon as you plague them, or give 
 them an example of disguise, they 
 will no longer return to their origi- 
 nal simplicity. Jt is true, that a 
 good and tender-hearted disposi- 
 tion comes from God alone ; we 
 can only endeavour to excite it by 
 generous examples, by maxims of 
 honour and disinterestedness, and 
 by a contempt of those people who 
 
INDIRECT INSTRUCTIONS, 81 
 
 set too high a value on themselves. 
 We must endeavour to make chil- 
 dren betimes sensible of the most 
 natural modes of conduct, and of 
 the pleasure arising from a cordial, 
 and reciprocal friendship. Nothing 
 so much conduces to this end, as an 
 intercourse with people who have 
 nothing about them harsh, severe, 
 low, or selfish : children might 
 better associate with those who 
 have other faults, than with those 
 who possess the foregoing ones. 
 We should praise them for every 
 thing they do on the score of friend- 
 ship, provided it be not misplaced 
 or too violent. Parents must like- 
 wise appear to them to be animated 
 with the sincerest friendship towards 
 them ; for children oftentimes learn 
 of their parents to have no affection 
 for any one object. In short I 
 
82 INDIRECT INSTRUCTIONS. 
 
 would check, before friends, all su- 
 perfluous compliments, all artificial 
 demonstrations of esteem, and all 
 feigned caresses: for by these things 
 you teach them a great deal of 
 deceit towards those whom they 
 ought to regard. 
 
 There is a very common fault 
 among girls, the opposite to what 
 we have been mentioning ; namely, 
 the affecting to be uncommonly 
 struck and delighted with the most 
 insignificant things. They cannot 
 see two people who are both equally 
 bad, without taking the part, in 
 their hearts, of one against the 
 other. They are full either of 
 affection or aversion, without the 
 least cause : they perceive no defect 
 in what they esteem, and no one 
 good quality in what they despise. 
 You must not, at first, make a 
 
INDIRECT INSTRUCTIONS, S3 
 
 formidable opposition to all this — 
 for contradiction will only fortify 
 them in their vagaries : but observe, 
 by degrees, to a young girl, that you 
 know better than herself what good 
 there is in that which she likes, and 
 what evil in that which she detests. 
 Take care also, occasionally, to 
 make her sensible of certain defects 
 which are sometimes found in the 
 object of her regard, and of certain 
 good qualities which are discernible 
 in that of her hatred : do not be 
 too urgent : press her not too 
 much, and you will find that she 
 will come to herself, and coincide 
 with your sentiments. After which, 
 make her reflect on her past ca- 
 prices, and the most unreasonable 
 circumstances attending them : tell 
 her, gently, that she will by and 
 bye see those of which she is not 
 
 G2 
 
S4< INDIRECT INSTRUCTIONS. 
 
 yet cured, when they cease to act. 
 Recount to her similar errors of 
 your own when you was of her age. 
 Above all, shew her as clearly, and 
 as sensibly as you can, that good 
 and evil are inherent in every 
 object of our love and aversion : 
 this will repress her ardour in the 
 indulgence of either the one or the 
 other. 
 
 Never promise children, by way 
 of reward, fine clothes or dainties; 
 this has two direct evils attending 
 it : the first will teach them to set 
 a value on what they ought to 
 despise ; the second deprives you 
 of an opportunity of establishing 
 other rewards which would faci- 
 litate your labour. Be on your 
 guard against threatening them to 
 make them study, or subjecting 
 them to any formal rule. Make as 
 
INDIRECT INSTRUCTIONS. 85 
 
 few rules as possible : and when 
 there is an absolute necessity for 
 one, make it pass lightly under the 
 child's notice, without giving it 
 such a name ; and always give 
 some reason why a thing is done 
 at one time and in one place, rather 
 than in another. You run a risk of 
 disheartening children if they are 
 not praised when they have done 
 well. Praise may sometimes be 
 apprehended on account of its 
 exciting vanity ; but it should 
 nevertheless be employed to ani- 
 mate, not to intoxicate, children. 
 
 We find that St. Paul has often 
 made use of it, in encouraging the 
 weak, and in softening his re- 
 proaches. The Fathers have also 
 made the same use of it. It is true, 
 that to make it serviceable, it must 
 be so tempered that it take away 
 
86 INDIRECT INSTRUCTIONS. 
 
 all exaggeration, and flattery, and 
 that the good resulting from it be 
 attributed to God alone, as the 
 source. Children may be recom- 
 pensed by innocent and industrious 
 games ; by walks and recreations, 
 in which conversation may take a 
 useful turn : by little presents which 
 may be a kind of prize — as pictures, 
 prints, medals, maps of geography, 
 or gilt books. 
 
87 
 
 CHAP. VI. 
 
 Of the Use of History for Children, 
 
 Children are passionately fond 
 of marvellous tales : one sees them 
 everyday transported with joy, or 
 drowned in tears, at the recital of 
 certain adventures. Do not fail to 
 profit by this propensity. When 
 you find them disposed to listen 
 to you, relate to them some short 
 and pretty fable: but choose some 
 ingenious and harmless one respect- 
 ing animals : repeat them just as 
 they are composed, and shew them 
 the moral resulting therefrom. As 
 to pagan fables, a girl will be happy 
 in her total ignorance of them, as 
 they are extremely indelicate and 
 
88 USE OF HISTORY. 
 
 replete with impious absurdities. If, 
 however, you are not able to keep 
 a child ignorant of them, impress 
 her with a sense of their horror. 
 When you have repeated one fable, 
 wait till you are asked to begin 
 another — thus leaving the child 
 hungry, as it were, for more mental 
 food. When curiosity is at last 
 excited, recount certain choice his- 
 tories, but in as few words as pos- 
 sible : connect them together, and 
 postpone the sequel from one day 
 to another, so that you keep the 
 children in suspense, and impatient 
 to know the termination. Be ani- 
 mated and familiar in your manner 
 of repeating — make the personages 
 speak — and children, who have a 
 lively imagination, will fancy they 
 hear and see them. For instance, 
 relate the history of Joseph — make 
 
USE OF HISTORY. 89 
 
 his brothers speak like brutal cha- 
 racters, but Jacob like a tender and 
 afflicted father — then let Joseph 
 himself speak — taking pleasure, as 
 being at the head of an Egyptian 
 establishment, in concealing him- 
 self from his brothers — in making 
 them afraid of him ; and, at last, in 
 discovering himself to them. This 
 natural representation, joined to 
 the extraordinary circumstances of 
 the history, will delight a child ; 
 provided she be not teased with 
 too many similar recitals. You may 
 let her express a desire for such 
 stories, and promise them as a 
 recompense for a prudent conduct, 
 provided they assume not the form 
 of study — provided the child is not 
 obliged to repeat them ; for these 
 repetitions, if not voluntarily un- 
 dertaken, will discompose and fret 
 
90 USE OF HISTORY. 
 
 her, and take away all pleasure 
 arising; from such sort of narrations. 
 It must be observed that if a 
 child has any facility in speaking, 
 she will, of her own accord, relate 
 to those whom she likes, such his- 
 tories as have pleased her most : 
 but do not let her make a rule of 
 it. You may employ some one, 
 who is on a footing of perfect in- 
 timacy with the child, to appear 
 anxious to learn of her a particular 
 story : the child will be delighted 
 in repeating it. Do not appear 
 yourself to listen very earnestly to 
 it — let her go on as she likes, with- 
 out checking her in her faults. The 
 consequence will be, that when she 
 is more accustomed to repeat, you 
 may gently make her sensible of a 
 better manner of narrating, by ren-' 
 dering it short, simple, and easy ; 
 
USE OF HISTOUY. • 91 
 
 and by a choice of circumstances 
 better calculated to represent for- 
 cibly the nature of each thing. If 
 you have many children, accustom 
 them by degrees to represent the 
 historical characters whom they 
 read of — one may be Abraham, the 
 other, Isaac. These representations 
 will charm them more than any 
 other games — will accustom them 
 to think, and to utter serious things 
 with pleasure — and will indelibly 
 fix such histories on their memory. 
 We should strive to give them a 
 taste for scriptural history rather 
 than for any other; not in telling them 
 that it is finer, which they will pro- 
 bably not believe — but in causing 
 them to feel it to be so. Make them 
 observe how important, wonderful, 
 and curious those histories are : 
 how full of natural representation, 
 
92 USE OF HISTORY. 
 
 and a spirit of noble simplicity. 
 Those of the creation, the fall of 
 Adam, the deluge, the call of Abra- 
 ham, the sacrifice of Isaac, the ad- 
 ventures of Joseph (which have- 
 been briefly discussed), and the birth 
 and flight of Moses, are not only 
 calculated to awaken the curiosity 
 of children, but in discovering to 
 them the origin of religion, fix the 
 foundations of it in their bosoms. 
 We must be strangely ignorant of 
 the essential parts of religion not to 
 observe that they are chiefly histo- 
 rical : it is by a tissue, as it were, 
 of marvellous facts that we discover 
 its establishment, its perpetuity, and 
 all that can induce us to believe 
 and to practice it. It is not to be 
 supposed that by all this we wish 
 children to be plunged into pro- 
 found knowledge — on the contrary, 
 
USE OF HISTORY. 93 
 
 these histories are short, various, 
 and calculated to please the meanest 
 capacity. The Almighty, who best 
 knows the faculties of that being 
 whom he has created, has clothed 
 religion in popular facts, which, far 
 from overpowering the simple, as- 
 sists them in conceiving and retain- 
 ing its mysteries. For example, tell 
 a child, that in God there are three 
 equal persons, but of one nature : 
 by the habit of hearing and repeat- 
 ing these terms, she may retain 
 them in her memory ; but 1 doubt 
 whether she will understand the 
 sense of them. Relate to her that 
 as Jesus Christ went up out of the 
 waters of Jordan, the Almighty 
 caused these words to be heard — 
 " This is my beloved son in whom 
 I am well peased — hear him :" add, 
 that the Holy Ghost descended on 
 
94 USE OF HISTORY. 
 
 our Saviour, in the form of a dove — 
 and thus, you make her sensible of 
 the Trinity, in a history which 
 she will never forget. Here are 
 three persons which she will distin- 
 guish by the difference of their 
 actions ; you have nothing more, 
 therefore, but to inform her that all 
 these together make but one God. 
 This example is sufficient to shew 
 the use of history. Although it 
 may seem to make instruction more 
 tedious, it really abridges it ; and 
 renders the dryness of catechism, 
 where mvsteries are detached from 
 facts, unnecessary. We may ob- 
 serve that history was an ancient 
 mode of instruction. . The admi- 
 rable method which St. Austin has 
 pointed out for the instruction of the 
 ignorant, was not suggested by that 
 father alone — it was the universal 
 
USE OF HISTORY. D5 
 
 method and practice of the church : 
 it consisted in shewing, by a succes- 
 sion of historical facts, religion to 
 be as ancient as the world — Jesus 
 Christ conspicuous in the Old Tes- 
 tament, and pervading every part 
 of the New : which, in truth, is the 
 foundation of christian instruction. 
 All this demands a little more 
 time and care than are devoted to 
 the usual habits of instruction with 
 which many people content them- 
 selves : but in adopting such a 
 mode, religion will be truly taught: 
 whereas, when children are not so 
 instructed, they have only confused 
 ideas of Jesus Christ, the Gospel, 
 the church, of the necessity of 
 absolute submission to its decrees, 
 and of the foundation of those 
 virtues with which the christian 
 character should inspire us. The 
 
96 USE OF HISTORY". 
 
 historical catechism, which is simple, 
 short, and more perspicuous than 
 the ordinary catechism, includes 
 every thing necessary to be known 
 thereupon — so that it need not be 
 said that much study is necessary. * 
 Let us now add to the facts before 
 mentioned from scripture, the pas- 
 sage of the Red Sea, and the so- 
 journing of the people in the 
 desert — where they ate bread which 
 fell from heaven, and drank water 
 which Moses caused to flow from 
 the rock, by striking it with his 
 rod. Represent the miraculous 
 conquest of the promised land, 
 where the waters of Jordan went 
 backwards toward their source, and 
 the walls of a city fell down of 
 
 * I have omitted the remark which here follows — 
 because it alludes to the catechism of the Council of 
 Trent, with which we have nothing to do in this 
 country. 
 
USE OF HISTORY. 97 
 
 themselves in the sight of the 
 besiegers. Describe, in as natural 
 colours as possible, the combats of 
 Saul and David: and how the latter, 
 a youth, without arms and habited 
 like a shepherd, became the con- 
 queror of the fierce and gigantic 
 Goliah. Do not forget the glory 
 and wisdom of Solomon : how he 
 decided between the two women 
 who disputed about a child — but do 
 not forget to impress on the mind, 
 how he fell from this height of wis- 
 dom ; dishonouring himself by an 
 effeminacy, which is almost the 
 inevitable consequence of over- 
 grown prosperity. 
 
 Next make the prophets, as dele- 
 gated from heaven, converse with 
 kings : shew how they read the 
 future as if in a book : how they 
 suffered continual persecution for 
 
 H 
 
93 USE OF HISTORY. 
 
 having spoken the truth. Speak, 
 in succession, of the first destruc- 
 tion of Jerusalem — represent the 
 temple burning, and the holy city 
 in ruins on account of the sins of 
 the people. Relate the Babylonian 
 captivity, and how the Jews wept 
 " when they thought on Sion." 
 Before their return, represent the 
 interesting adventures of Tobit, 
 Judith, Esther, and Daniel. It 
 may not be amiss to let children 
 give their opinion on the different 
 characters of these holy persons, to 
 know which of them they admire 
 the most. One will prefer Esther, 
 the other Judith — and this may 
 excite a little controversy between 
 them, which will impress those 
 histories more strongly on their 
 minds, and form their judgments 
 thereupon. Afterwards, bring back 
 
UbE OF HISTORY. 99 
 
 the Jews from captivity to Jeru- 
 salem, and make them repair their 
 desolated city ; then paint, in smil- 
 ing colours, the peace and hap- 
 piness which succeeded. Shortly 
 you will have to draw a picture of 
 the cruel Antiochus, who died in 
 false repentance : describe, under 
 this persecutor, the victories of the 
 Maccabees, and the martyrdom of 
 the seven brothers of that name. 
 
 Descend regularly to the mira- 
 culous birth of St. John : and relate, 
 more in detail, that of our Saviour 
 Jesus Christ : after which you must 
 select in the four Gospels all the 
 remarkable occurrences of his life — 
 his preaching in the temple at 
 twelve years of age — his baptism — 
 his retreat and temptation in the 
 desert — the calling of the apostles — 
 the miracle of the loaves — -the 
 
 H2 
 
100 USE OF HISTORY. 
 
 conversion of the sinful woman,who 
 anointed the feet of our Saviour 
 with a precious perfume — washed 
 them with her tears, and dried 
 them with her hair. Represent 
 the Samaritan woman instructed ; 
 Lazarus restored to life ; and Christ's 
 triumphant entry into Jerusalem. 
 Next describe his passion, and his 
 resurrection from the tomb. After- 
 wards make them remark the fami- 
 liarity with which he continued 
 forty days with his disciples, until 
 they saw him ascend into heaven. 
 Next will follow the descent of 
 the Holy Ghost ; the stoning of 
 Stephen ; the conversion of St. Paul; 
 and the calling of the centurion Cor- 
 nelius : the voyages of the apostles, 
 and particularly of St. Paul, are 
 yet extremely interesting. Select 
 the most wonderful histories of 
 
 
USE OF HISTORY. 101 
 
 the martyrs, and give a general 
 outline of the celestial life of the 
 first christians : mingle with it the 
 courage of young virgins, the as- 
 tonishing austerity of those who led 
 a solitary life, the conversion of 
 emperors and of the empire, the 
 blindness of the Jews, and the pu- 
 nishment which yet awaits them. 
 
 All these histories (managed with 
 discretion) of the whole series of re- 
 ligion, from the creation to the pre- 
 sent time, would make an agreeable 
 impression on the lively and tender 
 minds of children ; and would fill 
 them with such noble ideas of it as 
 would never be forgotten. They 
 would even see, in this narration, 
 the hand of God always lifted up 
 to protect the good, and to punish 
 the wicked. They would accustom 
 themselves to behold the Almighty, 
 
102 USE OF HISTORY. 
 
 working all in all, secretly directing 
 the movement of creatures however 
 remote from himself. But care 
 must be taken to select such passages 
 in these histories as afford the most 
 beautiful and magnificent images ; 
 for every faculty must be employed 
 to shew religion to children adorn- 
 ed with every thing amiable, pleas- 
 ing, and august; and not to represent 
 it, as is too commonly the case, as 
 something sad and disagreeable. 
 
 Besides the inestimable advantage 
 of teaching religion in this manner 
 to children — such a series of pleasant 
 histories, which they learn betimes 
 to remember, awakens their curio- 
 sity for serious things ; makes them 
 sensible of the pleasures of the 
 mind, and excites an interest in the 
 hearing of other histories which 
 have some connection with those 
 
USE OF HISTORY. 103 
 
 they already know. But again I 
 repeat, never make a rigid law that 
 they should hear and retain these 
 things — much less let them be in- 
 culcated as regular lessons : for the 
 pleasure which they take in such 
 recitals should be voluntary, and 
 without this, nothing important can 
 be effected. Do not urge them 
 much — you will attain the desired 
 end, even with ordinary under- 
 standings :* you have nothing to 
 do but exercise their capacities 
 moderately, and let their curiosity 
 
 * I may be permitted to add, that if children do not 
 discover any propensity to these studies, we should 
 neither neglect nor despise them ; provided their dispo- 
 sitions and conduct be good and regular in other matters. 
 Besides, nothing conclusive can, at first, be drawn from 
 their inattention to these subjects ; for a child at twelve 
 years of age may evince as great a regard for them, as she 
 did indifference, at ten. There is little consistency in 
 the human intellect at such a volatile period : the girl of 
 gaity and dissipation at eighteen, may become the devotee 
 at Jive and twenty. T. 
 
104 USE OF HISTORY. 
 
 be excited, by degrees. But you 
 will say, how are those histories to 
 be repeated in a lively, short, natu- 
 ral, and agreeable manner? Where 
 are the teachers who can ac- 
 complish such a thing? To this I 
 answer, that I propose it only that 
 you should endeavour to choose 
 persons of an excellent understand- 
 ing to govern your children, and 
 that they be gifted, as much as 
 possible, with this method of teach- 
 ing: every governess will undertake 
 it in proportion to her talents. But 
 if there be only a candour and 
 openness of intellect, the thing 
 will go on with good effect when 
 children are formed to this manner, 
 which is natural and simple. 
 
 To discourse or description, may 
 be added the sight of pictures, 
 which represent sacred subjects. 
 
USE OF HISTORY. 105 
 
 Prints will be sufficient, which may 
 be preserved for ordinary use — but 
 when an opportunity offers of shew- 
 ing a child good paintings, it must 
 not be neglected ; for the force of 
 colouring, and the grandeur of 
 composition, will strike the imagi- 
 nation with greater effect. 
 
106 
 
 CHAP. VII. 
 
 Of Inculcating Principles of Religion in 
 the Minds of Children. 
 
 It has been before observed that 
 the first years of childhood are not 
 calculated for reasoning : not that 
 children are divested of those ideas 
 and general principles of reason 
 which hereafter become manifest, 
 but that they are ignorant of many 
 facts which hinders the application 
 of their reason ; and, moreover, 
 leaves that agitation of the brain, 
 which prevents them from con- 
 necting their ideas. 
 
 We should, however, without 
 pressing them, gently direct the use 
 of their reason towards a knowledge 
 
PRINCIPLES OF RELIGION. 107 
 
 of God. Persuade them of Chris- 
 tian truths, without giving them 
 subjects of doubt. They observe 
 some one to be dead : they know 
 that burial afterwards follows : say 
 to them — " Is this dead person in 
 the tomb?" Yes. " He is not then 
 in paradise ? "Pardon vie, he is." 
 " How can he be in the grave and 
 in paradise at the same time ?" " It 
 is his soul which is in paradise— -his 
 body only in the grave." His soul 
 and body then are not the same 
 thing? "No." The soul, therefore, 
 is not dead? "No — It will live for ever 
 in heaven." Add : " And you, do 
 you wish to be saved ?" " Yes." 
 But what is being saved ? " It is the 
 soul's going into paradise." And 
 what is death ? " It is the mouldering 
 of the body into dust, zvhen the soul 
 has left it." 
 
103 PRINCIPLES OF RELIGION. 
 
 I do not pretend to say that 
 children may at first be taught to 
 answer in this manner : though I 
 may add that many have given me 
 such answers when they were four 
 years of age. Let us, however, sup- 
 pose a child to be extremely reserv- 
 ed and uninstructed — the worst that 
 can happen is, the waiting only a 
 few more years with patience. 
 
 Shew children a house, and make 
 them comprehend that this house 
 did not build itself. The stones or 
 bricks, say you, were not elevated 
 without some one's carrying them 
 so high. It may be as well, too, to 
 shew them the masons at work : 
 then make them contemplate heaven 
 and earth, and the principal things 
 which God has made for the use of 
 man : say to them " how much 
 more beautiful and better made is 
 
PRINCIPLES OF RELIGION. 109 
 
 the world than a house ! Was it 
 made of itself? No — assuredly it 
 was made by the hands of the 
 Almighty." 
 
 First follow the method of scrip- 
 ture. Strike their imaginations in 
 as lively a manner as possible — 
 propose to them nothing which 
 may not be clothed with sensible 
 images. Represent God as seated 
 on a throne- — with eyes more bril- 
 liant than the rays of the sun, and 
 more piercing than the lightning — 
 represent him with ears that hear 
 every thing ; with hands that sup- 
 port the universe; with arms always 
 stretched out to punish the wicked; 
 and with a tender and paternal 
 heart to make those happy who 
 love him. The time will come 
 when this information may be ren- 
 dered more exact. Observe every 
 
110 PRINCIPLES OF RELIGION. 
 
 opening of the mind which a child 
 presents to you: try her by different 
 methods, so that you may discover 
 how these great truths will best 
 occupy her attention. Above all, 
 talk of nothing new, without fami- 
 liarising her to it by some obvious 
 comparison. 
 
 For example — ask her if she 
 would rather die than renounce 
 Jesus Christ — she will answer — Yes. 
 Then say — " how, would you suffer 
 your head to be cut off in order to 
 enter paradise ?" Yes. The child 
 will now think she has sufficient 
 courage to do it. But you. who 
 are willing to make her sensible 
 that nothing can be effected with- 
 out grace, will gain nothing, if you 
 merely say that grace alone is suffi- 
 cient to produce faithfulness — the 
 child does not understand those 
 
PRINCIPLES OF RELIGION. Ill 
 
 words ; and if you accustom her to 
 repeat them without understanding 
 them, you gain nothing by it. 
 What then is to be done ? Relate 
 to her the history of St. Peter : re- 
 present him saying, in a presump- 
 tuous tone of voice — " I will follow 
 thee even unto death, though all 
 the rest should desert thee, yet will 
 I never abandon thee." Then de- 
 scribe his fall : he denies his master, 
 Christ, three times — even a servant 
 makes him tremble. Declare why 
 God permitted this weakness — then 
 make use of the comparison of a 
 child or sick person who cannot 
 walk alone — and make her compre- 
 hend, that as an infant must be 
 supported in the arms of its nurse, 
 so we stand in need of the Almigh- 
 ty's assistance. Thus you will make 
 her sensible of the mystery of grace. 
 
112 PRINCIPLES OF RELIGION. 
 
 But the most difficult truth for a 
 child to comprehend is, that we 
 have a soul more precious than our 
 body. Children are at first accus- 
 tomed to talk about the soul; and 
 the custom is advantageous — for this 
 language, which they do not under- 
 stand, is perpetually exciting them 
 to have a (confused) notion of the 
 distinction of body and soul, until 
 they are able really to conceive it. 
 In proportion as early prejudices 
 are pernicious when they lead to 
 error, so are they useful when they 
 conduct the imagination to truth, 
 until reason is gradually directed 
 towards it by the force of prin- 
 ciples. But, at length, we must 
 fix a true persuasion — and how are 
 we to set about it ? Is it in plung- 
 ing a young girl in philosophi- 
 cal subtleties? Nothing is worse 
 
PRINCIPLES OF PvELIGION. 115 
 
 calculated for it. We must confine 
 ourselves to render clear and dis- 
 tinct to her mind, what she hears 
 and speaks every day. 
 
 As to her person, she is perhaps 
 too well instructed in the knowledge 
 of that : every thing induces her to 
 flatter, adorn, and idolise it. An 
 essential point is gained if you can 
 inspire her with contempt for it, 
 by observing something of greater 
 value about her. 
 
 Say then to a child who is capa- 
 ble of a little reasoning — Is it your 
 soul that eats? If she answers ab- 
 surdly, do not be harsh with her — 
 but tell her mildly that the soul 
 does not eat — It is the body that 
 eats — the body, which resembles 
 the brutes. Have brutes intellect — 
 are they learned ? No, the child will 
 answer. But they eat, you will add, 
 
114 PRINCIPLES OF RELIGION. 
 
 although they have no intellect : 
 you see, therefore, that it is not the 
 soul which eats — it is the body 
 which takes food to nourish it — it 
 is that which walks, and which 
 sleeps. And what does the soul do? 
 It reasons — it knows every one — it 
 loves certain things, and dislikes 
 others. Go on, in a playful manner, 
 " Do you know this table ?' 3 Yes. 
 66 You know it then ?" To be sure. 
 " You see clearly that it is not made 
 like that chair, which is formed of 
 wood, and not like the chimney 
 piece, of stone ?" Yes, the child will 
 reply. Proceed no farther without 
 being convinced, by her tone of 
 voice, and by the child's eyes, that 
 these simple truths have struck her. 
 Then say — But does this table know 
 you? You will see that the child 
 will begin laughing, and ridiculing, 
 
PRINCIPLES OF RELIGION. 115 
 
 as it were, such a question. — No 
 matter : go on — Which loves you 
 the best, that table or that chair ? 
 She will still keep laughing — but 
 pursue the discourse — Is the win- 
 dow very wise? Then try to go 
 further — Does this doll answer you 
 when you speak to it ? No. Why — 
 has it no intellect ? No, none. It is 
 not then like you; for you know 
 it, and it does not know you. But 
 after death, when you will be under 
 the ground, shall not you be like 
 this doll ? Yes. You will no longer 
 feel any thing ? No. You will no 
 longer know any body ? No. And 
 your soul will be in heaven ? Yes. 
 Will it not then see God? True, it 
 will. And where is the soul of the 
 doll at present ? You will perceive 
 that the child will answer with a 
 laugh — or at least that it will make 
 
 12 
 
116 PRINCIPLES OF RELIGION. 
 
 you understand the doll has no 
 soul. 
 
 Upon this foundation, and by 
 means of these simple illustrations, 
 enforced at different times, you may 
 accustom the child, by degrees, to 
 attribute both to the body and the 
 soul, that which is peculiar to each- 
 provided you do not indiscreetly 
 propose to her consideration, cer- 
 tain actions which are common to 
 the one and the other. All subtilty 
 must be avoided, as it perplexes 
 truth ; and we must content om> 
 selves to point out, with care and 
 correctness, those circumstances that 
 mark distinctly the difference be- 
 tween the body and soul. Some- 
 times one meets with such stupid 
 characters, whom even the help of 
 a good education will not assist in 
 the comprehension of these truths : 
 
PRINCIPLES OF RELIGION. 117 
 
 however, they may be sometimes 
 clearly conceived, without being per- 
 spicuously expressed. God sees 
 better than we do into the spirit of 
 man, what is there placed for the 
 knowledge of his mysteries. 
 
 With respect to those children 
 in whom we discover a mind ca- 
 pable of further researches, one 
 may, without throwing them into 
 a study which savours too much 
 of philosophy, make them con- 
 ceive, according to their incli- 
 nation, what is meant when it is 
 said that God is a spirit, and that 
 the soul is also a spirit. I think 
 that the best and most simple 
 method of making them con- 
 ceive this spirituality of God 
 and of the soul, is, to make them 
 remark the difference between a 
 dead and living man : in the one, 
 there is nothing but a body ; in 
 
118 PRINCIPLES OF RELIGION. 
 
 the other, the soul is united with 
 the body. Afterwards you may 
 shew them that that which is ca- 
 pable of reasoning, is more perfect 
 than that which has mere form 
 and motion. Then illustrate, by 
 various examples, that no body pe- 
 rishes — that it is only separated : 
 thus, pieces of burnt wood fall 
 into charcoal, or evaporate in 
 smoke. If then, you will add, that 
 which is of itself only charcoal (in- 
 capable of knowing and thinking) 
 perishes not — how much more shall 
 the soul, which is capable of both 
 kowledge and thought, endure for 
 ever ! The body may die — that is 
 to say, may quit the soul and shrink 
 into dust — but the soul will live ; 
 for it will always have the faculty 
 of thinking. 
 
 Those who instruct children, 
 should develop, as much as pos- 
 
PRINCIPLES OF RELIGION. 119 
 
 sible, these truths, which are the 
 foundation of all religion. But if 
 success should not crown their 
 exertions, especially with dull ob- 
 stinate children, let them hope 
 that God will enlighten internally. 
 There is, however, a sensible and 
 practical way of confirming this 
 knowledge of the distinction be- 
 tween body and soul — and that is, 
 accustom children to despise the 
 one, and regard the other, through- 
 out their manners and intercourse 
 with the world. Praise that instruc- 
 tion which nourishes the soul and 
 causes it to expand : esteem those 
 great truths which animate it to be- 
 come wise and virtuous. Despise 
 luxury of diet and dress, and every 
 thing which enervates the body : 
 make them sensible how much 
 honour, a good conscience, and 
 
120 PRINCIPLES OF RELIGION. 
 
 religion, are above these sensual 
 pleasures. By the force of such 
 sentiments, without reasoning upon 
 the body and the soul, the ancient 
 Romans taught their children to 
 despise the body, and to sacrifise it 
 to every thing which could inspire 
 their minds with the pleasure of 
 virtue and glory. With them, it 
 was not simply persons of high 
 birth, it was the entire mass of the 
 people who lived temperately, dis- 
 interestedly, despising life, and sen- 
 sible only of honour and wisdom, 
 which excited their applause or 
 imitation. When I speak of the 
 ancient Romans, I mean those who 
 lived before the extension of their 
 empire had corrupted their simpli- 
 city of manners. 
 
 Let it not be said that children 
 are incapable of receiving these 
 
PRINCIPLES OF RELIGION. 121 
 
 prejudices from education. How 
 often do we discover certain max- 
 ims which have been established 
 among us, against the impression 
 of our senses, by the force of cus- 
 tom alone. For instance, that of 
 duelling— founded on a false prin- 
 ciple of honour. It is not by 
 reasoning, but by taking for granted, 
 without reasoning, the maxim to be 
 established on a principle of honour, 
 that life is exposed, and that every 
 man who carries a sword lives in 
 continual danger. Those who have 
 no quarrel may have one every mo- 
 ment with certain people, who are 
 seeking every pretext to signalize 
 themselves in some duel. However 
 moderate one may be, such moder- 
 ation is hardly preserved, without 
 violating that false honour, which 
 will not suffer you to avoid a quarrel 
 
122 PRINCIPLES OF RELIGION. 
 
 by an explanation, or to refuse 
 becoming the second of some one 
 who has an inclination to fight. 
 What authorities have not failed in 
 eradicating; so barbarous a custom ! 
 See, therefore, how powerful are 
 the prejudices of education — But 
 how much more powerful will they 
 be on the side of virtue, supported 
 by reason, and animated with the 
 hope of happiness hereafter ! 
 
 The Romans of whom we have 
 been speaking, and before them the 
 Greeks — in the good times of their 
 republics, brought up their children 
 in the contempt of luxury and effe- 
 minacy : they taught them to esteem 
 glory — to be ardent, not to heap up. 
 riches, but to conquer those kings 
 who possessed them — to believe that 
 virtue alone was the road to happi- 
 ness. This spirit was so strongly 
 
PRINCIPLES OF RELIGION. 123 
 
 established in the foregoing repub- 
 lics, that they atchieved incredible 
 things according to those maxims 
 which were so contrary to the opi- 
 nions of all other people. The 
 examples of so many martyrs, and 
 of other primitive christians of all 
 conditions and ages, demonstrates 
 that the grace j of baptism being 
 united with the help of education, 
 may make impressions still more 
 wonderful among the faithful, to 
 enable them to despise every thing 
 which is attached to the body. Seek 
 then for every agreeable circum- 
 stance, every striking comparison, 
 to convince children that our 
 bodies are like the brutes — our 
 souls like angels. Represent a 
 knight mounted on a horse and di- 
 recting its course : and say, that the 
 soul is to the body, what the horse- 
 
124 PRINCIPLES OF RELIGION. 
 
 man is to the horse. Finish your 
 remarks by observing that the soul 
 is weak and miserable, when aban- 
 doned to the direction of the body; 
 which, like a furious horse, would 
 hurl it down a precipice. Relate, 
 also, that the beauty of the body, 
 or external person, is like a flower 
 which blossoms in the morning, 
 and withers and is trod under foot 
 in the evening — but that the soul 
 is the express image of the immortal 
 beauty of God. There is, you may 
 add, an order of things much more 
 excellent, which cannot be seen by 
 the gross eyes of the flesh — whereas 
 every thing here below is subject 
 to change and corruption. In order 
 to make children sensible that there 
 are really certain things, which nei- 
 ther the eyes nor the ears can ap- 
 prehend, you may ask them whether 
 
PRINCIPLES OF RELIGION. 125 
 
 it is not true that such a person is 
 wise — and that such an one is witty 
 or ingenious. — When they have 
 answered yes, you may observe — 
 " But have you seen the wisdom of 
 such a person ? Of what colour is 
 it ? Have you heard it ? Does it 
 make much noise? Have you touched 
 it? Is it cold or hot?" The child 
 will laugh : nevertheless put the 
 same questions relating to wit or 
 ingenuity. — She will appear quite 
 astonished when she is asked of 
 what colour is wit — whether it is 
 round or square ? Then you may 
 make her remark that she knows 
 there are many things in reality 
 which she can neither see, touch, 
 nor hear; and that these things are 
 spiritual. But you must enter with 
 great soberness and caution on these 
 sort of conversations with girls. I 
 
126 PRINCIPLES OF RELIGION. 
 
 only propose it here for the sake of 
 those, whose curiosity and reason, 
 will bring you, in spite of every 
 effort to the contrary, to such ques- 
 tions. You must regulate the dis- 
 course according to the bias of the 
 child's mind, and the necessity of 
 the case. 
 
 Retain their understandings, as 
 much as possible, within common 
 limits : and teach them that there 
 is a modesty with regard to science, 
 which belongs to their sex, almost 
 as delicate as that which is inspired 
 by the horror of vice. 
 
 At the same time you must bring 
 imagination to the aid of intellect ; 
 to give them pleasing images of the 
 truths of religion, which the gross 
 senses of the body are unable to 
 behold. Paint to them the glory 
 of heaven, such as St. John has 
 
PRINCIPLES OF RELIGION. 127 
 
 represented it ! — tears wiped away 
 from every eye— neither death, dis- 
 ease, nor lamentation — all agonies 
 ceasing, all evils at an end — eter- 
 nal joy on the head of the righteous, 
 like the waters on the head of a 
 man immersed in the sea ! Display 
 that glorious Jerusalem, of which 
 God himself will be the Sun, to 
 create days without an end — a river 
 of peace, a torrent of delight, a 
 fountain of life, shall water it — 
 there, every thing shall be gold, 
 pearls, and precious stones. 
 
 I am well aware that all these 
 images are attached to things sen- 
 sible ; but after having animated 
 children with such a beautiful spec- 
 tacle so as to rivet their attention, 
 one may adopt the method just 
 recommended to bring them to 
 spiritual things. 
 
128 PRINCIPLES OF RELIGION. 
 
 Conclude, that we are, in this 
 world, like travellers in an inn, or 
 . under a tent : that the body is 
 hastening to decay, and that all our 
 efforts can retard its corruption but 
 a few years : but that the soul will 
 fly away to that celestial country, 
 where it will live for ever with 
 God. If children can be brought 
 to contemplate these grand objects 
 with pleasure, and to judge of the 
 common things of life through the 
 medium of such high hopes, we 
 shall have accomplished a most 
 important task. 
 
 I would even try to impress them 
 with strong ideas of the resurrection 
 of the body. Teach them that na- 
 ture is but the common order which 
 God has established in his works, 
 and that miracles are only excep- 
 tions to this common order ; so that 
 
PRINCIPLES OF RELIGION. 129 
 
 it is as easy for the Almighty to work 
 an hundred miracles, as it is for 
 me to go out of my room a quarter 
 of an hour before my usual time of 
 departure. Then call to recollec-* 
 tion the history of the resurrection 
 of Lazarus, of Jesus Christ, and of 
 those apparitions which were re- 
 cognised for forty days by a great 
 number of persons. Next, shew that 
 it cannot be difficult for that Being 
 who created man, to bring him to 
 life after dissolution ; and do not 
 forget the comparison of a grain of 
 corn which is sowed in the earth, 
 and decays, in order to reproduce 
 and multiply its species. 
 
 Moreover, these moral lessons must 
 not be taught children by memory, 
 in like manner as they are taught 
 the catechism : such a method 
 would have an immediate tendency 
 
 K 
 
130 PRINCIPLES OF RELIGION. 
 
 to convert religion into an affected 
 language, or at least into trouble- 
 some formalities : only assist their 
 understanding, and put them in the 
 way of comprehending the forego- 
 ing truths on their proper founda- 
 tions : they will, in consequence, 
 appear more consistent and agree- 
 able, and become more vividly im- 
 pressed on the mind. Take ad- 
 vantage of every opportunity to 
 make them develop with clearness, 
 what they at present confusedly 
 behold. 
 
 Always bear in mind that nothing 
 will be more dangerous than to 
 speak to them with contempt of 
 this life, when, by the tenor of your 
 conduct, they discover that you do 
 not deliver your sentiments with 
 sincerity and truth. In every period 
 of life, example has an astonishing 
 
PRINCIPLES OF RELIGION. 131 
 
 effect upon us — in infancy, it is 
 every thing. Children are very 
 fond of imitation ; they have not 
 yet acquired habits which render 
 the imitation of another difficult— 
 besides, not being of themselves 
 able to judge profoundly of things, 
 they judge much more from the 
 example of those who propose, than 
 from the reasons which they adduce 
 in proposing, them. Actions are 
 much more striking than words : 
 so that if they observe your actions 
 do not correspond with your pre- 
 cepts, they will be disposed to 
 consider religion only as a specious 
 ceremony, and virtue as an imprac- 
 ticable idea. 
 
 Never indulge yourself before 
 children, in any railleries about 
 things which have relation to reli- 
 gion, or on the indiscretion of any 
 
 K2 
 
1 32 PRINCIPLES OF RELIGION". 
 
 pious persons : you may think all 
 this innocent — you are mistaken — 
 it will have its certain consequences. 
 Never speak of God, or of what re- 
 gards the worship of him, but with 
 seriousness and respect, free from all 
 levity — observe decorum in every 
 thing, but particularly on this head. 
 People who are very nice observers 
 of it in what regards the world, are 
 frequently gross and negligent in 
 respect to religion. 
 
 When a child shall have made 
 such necessary reflections as lead to 
 a knowledge of herself and of God — 
 add to them the historical facts in 
 which she has already been instruct- 
 ed : this union will enable her to 
 have a correct idea of the whole of 
 religion : and she will remark with 
 pleasure the connection between 
 such reflections and the history of 
 
PRINCIPLES OF RELIGION. 133 
 
 mankind. She will have observed 
 that man did not make himself, that 
 his soul is the image of God, that 
 his body has been formed with so 
 many admirable resources, by an 
 industry and power which can only 
 be divine — and she will then recol- 
 lect the creation. Afterwards she 
 will think that he is born with in- 
 clinations contrary to reason, that 
 he has been deceived by pleasure, 
 carried away by anger, and that his 
 body hurries on his soul, contrary 
 to reason, as a furious courser rushes 
 forward with a horseman ; instead 
 of the soul governing the body. 
 She will perceive the cause of this 
 disorder in the history of the sin of 
 our first parents ; and this history 
 will lead her to that of the Saviour, 
 who reconciles man to God. Such 
 is the foundation of religion. 
 
13i PRINCIPLES OF RELIGION. 
 
 To make young people better 
 understand the mysteries, actions, 
 and precepts of Christ, we must 
 dispose them to read the Evange- 
 lists. They must, therefore, be 
 early prepared to read the word of 
 God, as they are prepared to receive 
 the holy communion of the Sacra- 
 ments.* 
 
 Remember, then, to place before 
 their eyes the Gospel, and the great 
 examples of antiquity ; but not till 
 you are assured of their docility, 
 and simplicity of faith. Provided 
 you lay the foundation of humi- 
 lity, submission, and an aversion to 
 
 * Here follows, in the original, certain matter which 
 may be thought to savour too strongly, on the one hand, 
 of the authority due to the Romish Church ; and on the 
 other, of principles (resulting therefrom) which are now 
 called Evangelical ; and as such, contrary to the doctrine 
 and tenets of the established Church of England. 
 
PRINCIPLES OF RELIGION. 135 
 
 all suspicious singularity, you will 
 shew young people, with great be- 
 nefit and effect, every thing the 
 most perfect in the Iaw r of God, in 
 the institution of the Sacrament, 
 and in the practice of the ancient 
 church. I know that one cannot 
 hope to give these instructions, in 
 their full latitude, to all sorts of 
 children; I propose it only, in order 
 that we may make use of them, 
 as exactly as possible, according 
 to circumstances, time, and the 
 dispositions of them whom we 
 instruct. 
 
 Superstition, without doubt, is to 
 be avoided in the sex : but nothing 
 eradicates or prevents it better than 
 solid instruction : this instruction, 
 although it ought to be restrained 
 within proper bounds, and different 
 
136 PRINCIPLES OF RELIGION. 
 
 from the studies of the learned, 
 produces greater effects than is 
 ordinarily imagined. A person 
 sometimes thinks himself to be 
 well informed, who in reality is 
 not so ; and whose ignorance is 
 even so great that he is not in a 
 condition to feel what he wants in 
 order to know the foundation of 
 Christianity. 
 
 Never suffer any thing to be 
 mixed with the faith, or the prac- 
 tices, of religion, that is not drawn 
 from the Gospel. Carefully guard 
 children against certain abuses 
 which are but too common, and 
 which are, therefore, too apt to be 
 considered as points of present dis- 
 cipline in the church. These er- 
 rors are not to be guarded against 
 without recurring to the source, 
 
 
PRINCIPLES OF RELIGION. 137 
 
 and knowing the origin of the 
 usages and customs of holy men of 
 the primitive ages. Children who 
 are naturally too credulous, should 
 never be used to admit lightly certain 
 histories without authority ; nor to 
 attach themselves to certain devo- 
 tions which are the offspring of an 
 indiscreet zeal. The true way of 
 instructing them in these subjects, 
 is, not to criticise those things 
 which have often been introduced 
 from pious notions, but to shew, 
 without passing a severe censure, 
 that they rest on no solid founda- 
 tion. Content yourself with omit- 
 ting these matters in your instruc- 
 tions relating to the christian reli- 
 gion : this silence will be sufficient, 
 at first, to enable children to form 
 a perfect idea of Christianity, with- 
 
13S PRINCIPLES OF RELIGION. 
 
 out adding practical cautions : In 
 the course of your instructions, you 
 may prepare them, by degrees, 
 against the reasoning of Calvinists : 
 I think this will not be useless, as 
 we mingle every day with people 
 prejudiced in favour of Calvinistical 
 opinions, who deliver them in the 
 most familiar conversations. 
 
 Give children a taste for plain, 
 sensible, and edifying discourses — 
 not for those that are full of vain 
 and affected ornament : accustom 
 their imagimitions to hear death 
 spoken of : to see, without pertur- 
 bation, a funeral pall — an open 
 grave — sick people who are dying, 
 and those already dead : if you can 
 do so without exposing them to 
 violent emotions of fear. 
 
 Nothing is more to be lamented 
 
PRINCIPLES OF RELIGION. 139 
 
 than to see many people, who are 
 really religious, express, a continued 
 dread of death : some absolutely 
 turn pale at finding the number 
 thirteen at table — or on having had 
 certain dreams— or having seen a 
 saltseller thrown down : the fear 
 arising from these imaginary pre- 
 sages is a gross remnant of pagan- 
 ism: make children see the folly 
 and absurdity of them. Although 
 women may not have the same op- 
 portunities of shewing their courage, 
 as men, they ought nevertheless to 
 possess it. Cowardice is despicable, 
 every where, and has always bad 
 effects. A woman should know 
 how to resist vain alarms, and 
 should be firm against unforeseen 
 danger : let her cry and be agitated 
 on great occasions only, and in 
 
140 PRINCIPLES OF RELIGION. 
 
 them let virtue be her chief support. 
 A christian of either sex should 
 never be a coward. The soul of a 
 christian, if one may so express it, 
 is the contempt of this life, and the 
 love of that which is to come. 
 
141 
 
 CHAP. VIII. 
 
 On Religious Studies.* 
 
 1 he preceding observations have 
 sufficiently convinced us of the 
 importance of religion, both as it 
 affects our temporal and eternal 
 welfare. It now follows that we 
 instruct our children in the reading 
 of certain religious works, which 
 are not only considered to contain 
 wholesome doctrine, but which 
 may strengthen us in the opinions 
 we have cherished, and establish, 
 on an unshaken basis, " the reason 
 of the hope that is in us." 
 
 * The present original chapter is substituted for that 
 of Fenelon, as being more applicable, in the opinion of 
 the translator, to the generality of female readers ; at 
 least to those of his own country. 
 
142 ON RELIGIOUS STUDIES. 
 
 Without a pretty accurate infor- 
 mation of those data, on which our 
 religion is formed, we become sub- 
 ject to the caprice or violence of 
 certain artful characters, who sel- 
 dom fail to perplex us, and under- 
 mine many of the essential articles 
 of the christian faith ; and who 
 ultimately leave us, after pulling 
 down the fair fabric we had built, 
 in all the misery of doubt and dis- 
 traction. The scriptures may be 
 said to be written with the finger 
 of God, on adamant which can never 
 perish : it is not in the power of 
 man to shake their authority, or to 
 divert their proper influence on a 
 sincere and pious mind. It is our 
 duty to be careful to comprehend 
 them thoroughly, to have as clear a 
 conception as possible of their more 
 mysterious parts, without harassing 
 
ON RELIGIOUS STUDIES. 143 
 
 our minds if some things still re- 
 main for future revelation. We 
 are not to censure what we do 
 not, at first, understand: reason and 
 knowledge are progressive — by de- 
 grees, the mist of ignorance is 
 cleared away, and the sunshine of 
 intelligence succeeds. Above all, 
 let us not presumptuously conclude 
 certain passages to be irrecoverably 
 obscure, without consulting the 
 many able commentators who have 
 treated on them ; but as the library 
 of a mother may not be extensively 
 theological, let us apply for infor- 
 mation to those pious pastors, and 
 studious men, who have made these 
 commentators their particular study. 
 If we are so eager to satisfy ourselves 
 and our children on the trifling to- 
 pics that ordinary conversation gives 
 rise to, how much more anxious 
 
1 44- ON RELIGIOUS STUDIES, 
 
 should we be to obtain certainty and 
 truth on the important doctrines of 
 revelation ! 
 
 I do not, however, mean that a 
 child is to be always reading the 
 bible, or sermons, or the catechism — 
 nothing is so injudicious. At her 
 tender years she can comprehend 
 little of the doctrinal points of scrip- 
 ture ; and besides, from such con- 
 stant habits of perusing religious 
 books, she may become fatigued 
 and disgusted, and turn an indif- 
 ferent ear to all future application 
 to them. Let us avoid making 
 children affectedly knowing in those 
 subjects which sometimes require 
 the mature years and profound study 
 of divines to comprehend. Nothing 
 is so disgusting as cant; as religious 
 quotations in young people, who 
 cannot, from their years and habits, 
 
ON RELIGIOUS STUDIES. 145 
 
 have formed an accurate idea either 
 of the meaning or application of 
 what they quote: such things savour 
 strongly of those suspicious singula- 
 rities which Fenelon is so anxious 
 to eradicate. The habit of quoting 
 scripture in young persons of either 
 sex, carries with it a pertness and 
 conceit, which all judicious parents 
 will be careful to discourage. Sa- 
 cred truths, or religious denuncia- 
 tions, are not to be enforced by the 
 levity of youth ; ignorance and hy- 
 pocrisy may be suspected where 
 such premature sanctity prevails. 
 If there be one thing more than 
 another, which destroys the simpli- 
 city and harmless cheerfulness of 
 girls, it is the giving them notions 
 of puritannical gravity, and artificial 
 sobriety of behaviour: joy and elas- 
 ticity of spirits are not of themselves 
 
146 ON RELIGIOUS STUDIES. 
 
 criminal. If we repress these inno- 
 cent ebullitions, by inculcating for- 
 mality and fastidiousness, we do as 
 much mischief to the growth of the 
 mind, as we should do to that of an 
 upright and proportionate body, by 
 the application of bandages and 
 ligatures. 
 
 No small degree of care and skill 
 is requisite for the direction of reli- 
 gious studies in young people, and 
 especially in females ; because the 
 opposite sex, which is always fond 
 of triumph, will be exerting every 
 art, and trying every expedient, to 
 weaken and subvert their arcm- 
 ments. If reason or superior know- 
 ledge fail, ridicule is resorted to ; 
 and this, it must be confessed, has a 
 very strong effect on those young 
 people of a disposition above de- 
 scribed. In early years, religious 
 
ON RELIGIOUS STUDIES. 147 
 
 impressions should be kept solemnly 
 within the breast: they should be our 
 consolation in affliction, our hope 
 in distress, and the grand stimulus 
 to prayer and meditation. It is 
 well known, that from a premature 
 disclosure of crude religious senti- 
 ments, ridicule and disgust are ex- 
 cited ; and many an amiable and 
 pious girl has suffered her principles 
 to be shaken, and her faith to be 
 overturned, by the buffoonery and 
 sarcasm of a weak and contemptible 
 antagonist. Let us endeavour to 
 guard against this ; and to prevent 
 any ill effects arising from those 
 important studies, which should be 
 the ornament and solace of our 
 lives. 
 
 From no quarter can a child 
 receive religious instruction with 
 more benefit than from a mother; 
 
 L2 
 
148 ON RELIGIOUS STUDIES. 
 
 and in proportion to the ignorance 
 or indiscretion of the latter, will be 
 that of the former. If a child is 
 unaccustomed to see books of reli- 
 gion in her mother's library, she 
 can have but little curiosity to pe- 
 ruse them ; and if they at last be 
 obtruded on her, she will naturally 
 suspect the sincerity of her instruc- 
 tor, who produces works which she 
 deems of the highest importance to 
 her pupil's welfare, but of which 
 she herself does not possess a single 
 copy. This evil is easily remedied, 
 if parents would only consider the 
 importance of religious education ; 
 if, instead of crowding their shelves 
 with the flimsy productions of no- 
 velists and romancers, they would 
 admit a few judicious works, which 
 treat of the evidences of the Chris- 
 tian religion, and describe the chief 
 
ON RELIGIOUS STUDIES. 1 }.'i 
 
 doctrines by which it is upheld. 
 A portion of these studies might be 
 given at stated times, or as the in- 
 clination of the child prompts, so 
 as not to make them too formal or 
 severe. 
 
 By the blessing of providence, we 
 have, in our own country, a great 
 abundance of excellent religious 
 tracts, which display the rise, pro- 
 gress and establishment of the Chris- 
 tian religion. Men of eminence 
 and piety— archbishops, bishops, 
 divines of every rank, and laymen, 
 have all contributed their talents, 
 with various ability and success, to 
 set forth the glory of the gospel, 
 and the truths of the kingdom of 
 heaven. Let us, therefore, attend 
 to the doctrines which these wise 
 and virtuous men, who have passed 
 a long and studious life, as labourers 
 
150 ON RELIGIOUS STUDIES. 
 
 in the vineyard of Christ, have il- 
 lustrated and enforced. Let us not 
 indulge chimeras and conceits of 
 our own ; but, with a diffidence and 
 timidity, listen to those opinions of 
 the learned and the good, whose 
 abilities and opportunities have best 
 entitled them to pronounce judg- 
 ment. Nothing should be so much 
 avoided as hasty and obstinate con- 
 clusions, drawn from premises which 
 are not sufficiently understood. 
 
 In proportion to the breadth and 
 depth of the foundation, will be 
 the strength of the superstructure ; 
 and if we take care to place in 
 the hands of young religious pupils, 
 such sound and serious books as 
 awaken piety, without kindling en- 
 thusiasm — as lead and satisfy the 
 reason, without exciting vain and 
 sceptical curiosity — as strengthen 
 
ON RELIGIOUS STUDIES. 151 
 
 the mind, and meliorate the heart, 
 without creating vanity, selfishness, 
 and hypocrisy — we shall, I ardently 
 conceive, have effected that which 
 it was our wish and duty to per- 
 form. 
 
 Agreeably to these principles 
 and reflections, I am desirous of 
 recommending such plain, perspi- 
 cuous, and sound works, as com- 
 prehend every thing relating to the 
 elements, doctrines, and practice of 
 Christianity ; and such as may not 
 be difficult, or attended with great 
 expence, in the procuring. 
 
 1. The Ten Commandments ; 
 and the 5th, 6th, and 1th Chapters of 
 the Gospel, according to St. Matthew. 
 These important parts of holy writ 
 contain a fund of the most excel- 
 lent and essential doctrines for a 
 christian to know and practice ; 
 
152 ON RELIGIOUS STUDIES. 
 
 the primitive christians used to 
 commit them to memory, and in- 
 struct their children in the applica- 
 tion of them.* 
 
 2. Dr. Doddridge's Three Ser- 
 mons on the Evidences of Christianity, 
 
 * Perhaps it may be advisable to have them printed 
 separately, in large striking letters, so as to be impressed 
 stronger on the child's imagination. 
 
 The following production may be worth obtaining ; 
 " An Abstract of the Historical Part of the Old Tes- 
 tament, with References to other Parts of the Scripture, 
 especially to the New Testament ;" which are placed at 
 length in an opposite column. London : printed by 
 W. Bowyer, 1730, Svo. This is a very useful, though 
 not generally known, publication. If it has not been 
 reprinted, it is now probably scarce. 
 
 The work is c< inscribed to the founders, benefactors, 
 and trustees, of the charity schools." It was composed 
 by that learned printer, Mr. Bowyer; and the introduc- 
 tion, written by way of preface, bears strong marks of 
 the piety and talents of its author. It is followed by 
 a " Translation of a Letter from the Earl of Mirandola 
 and Concordia, to his nephew, then an officer in the 
 army of the Emperor Charles V." This letter, which 
 is too long to extract, is serious and impressive ; and 
 such as docs great honour to the religious principles, 
 and sound sense of the writer. 
 
ON RELIGIOUS STUDIES. 153 
 
 separately published, from the par- 
 ticular superintendance and recom- 
 mendation of the present Bishop of 
 London. It is an useful tract, and 
 is sold very cheap. 
 
 3. The (present) Bishop of Lon- 
 don's Summary of the Evidences of 
 Christianity, &c. which may be con- 
 sidered one of the most useful, and 
 perspicuous treatises extant ; it is 
 very cheap. 
 
 4. Mr. Addison's Treatise on the 
 same. This (which should properly 
 have been first noticed) is a beauti- 
 ful and masterly dissertation, and 
 worthy of the celebrity of its pious 
 and ele orant author. 
 
 5. Grotius on the Truth of the 
 Christian Religion. Every enlighten- 
 ed mother will derive great pleasure 
 and benefit from the perusal of this 
 incomparable treatise. It has been 
 
15 i ON RELIGIOUS STUDIES. 
 
 translated by John Clark, and lately 
 by the Rev. Mr. Madan, from the 
 Latin of the famous Grotius. Stu- 
 dents in divinity are usually exam- 
 ined in the original when they 
 present themselves for holy orders. 
 
 6. Bishop Prettyman's Elements 
 of Christian Theology. This is a 
 work of deserved repute, and will 
 be found greatly instructive. The 
 historical events of scripture are de- 
 tailed in an interesting manner, and 
 cannot fail to afford the most pleas- 
 ing conviction of the truth of what 
 is related. There has been an 
 abridgment of it in one large 8vo. 
 volume, by the Rev. Mr. Clapham. 
 The original is in 2 vols. 8vo. 
 
 7. Secker (Archbishop) on the 
 Catechism : and Wilson (Bishop) 
 on the Sacrament. These are truly 
 excellent treatises : their established 
 
ON RELIGIOUS STUDIES. 155 
 
 celebrity renders no further recital 
 of them necessary in this place. 
 
 8. Sermons: by Dr. S.Clarke; 
 Abp. Seeker, Sherlock, Jortin, Balguy, 
 Porteus, (Bishop of London), Blair, 
 and Carr.* These among many 
 other excellent ones, whose enu- 
 meration would swell the list to an 
 unnecessary size, may be perused 
 and meditated on with great ad- 
 vantage. They are not selected in 
 rejection of others, but solely as 
 containing much sound and edify- 
 ing matter, which may bring forth 
 " sixty and an hundred fold.'*' 
 
 9. Wilson's (Bishop) Bible, with 
 Commentaries : in 3 vols. 4to. Bath : 
 printed by Crutwell. Perhaps, the 
 
 * Miss Boudler lias published a small volume of useful 
 sermons to a country congregation, which it may be 
 advisable to procure. Her name is not prefixed to the 
 work; but it is published by Cadcll and D avies, in the 
 Strand. 
 
1.56 ON RELIGIOUS STUDIES. 
 
 most judicious and unexception- 
 able illustration of the sacred text 
 extant. 
 
 10. Gisborne's Duties of Women, 
 and Familiar Survey of the Christian 
 Religion, are both very excellent 
 performances, and reflect great cre- 
 dit on the head and heart of the 
 distinguished and benevolent writer. 
 
 11. The Whole Duty of Man. 
 
 12. The Ladies' Calling. These 
 two last works are from the same 
 anonymous author, whose publica- 
 tions are, indeed, purer than gold — 
 " yea, than much fine gold." 
 
 Such are the works recommended 
 to the perusal and meditation of se- 
 rious and enlightened parents : and 
 such, it is hoped, will not bring 
 forth " bitter fruits." 
 
 There are moments of languor 
 and heaviness, of dulness and de- 
 
ON RELIGIOUS STUDIES. 151 
 
 spondency, to which the best of 
 mothers may be exposed, and which 
 may be removed, or relieved, by a 
 perusal of some of the foregoing 
 writers : in such moments, she will 
 know the full value of their works, 
 and will not repent the trouble or 
 expence incurred in the procuring 
 of them. She will then be con- 
 vinced that the common produc- 
 tions, which amuse the ignorant 
 and the foolish, could not have 
 supplied the want of them; whether 
 in soothing the pangs which arise 
 from a deceased husband or child, 
 or in teaching her to bear up with 
 fortitude against the frowns of a 
 persecuting world. The balm of 
 consolation, which arises from these 
 studies, she will pour into the bo- 
 som of a dutiful daughter ; and the 
 knowledge that she has gained by 
 
158 ON RELIGTOUS STUDIES. 
 
 experience, will be imparted to, 
 and grow up with, her rising pos- 
 terity. 
 
 Let it always be impressed on our 
 minds, that if we are so anxious to 
 procure costly furniture, or splendid 
 apparel, which the moth eats, or 
 the thief steals, how much more is 
 it our duty to devote a compara- 
 tively trifling sum towards the ac- 
 quisition of those mental treasures, 
 of which neither treachery nor 
 violence can dispossess us, and 
 which fit us, by degrees, for the 
 eternal mansions of happiness and 
 rest. 
 
 It has been observed; that the 
 female sex is more liable to fanati- 
 cism than the male ; the history, 
 however, of religious sectaries, does 
 not authorise this observation : in- 
 stances of violence and mad perse- 
 
ON RELIGIOUS STUDIES. 159 
 
 cution may be adduced, in which 
 females have taken a very subor- 
 dinate part, or indeed none at all ; 
 and while the examples of Athana- 
 sius and Arius are fresh in the me- 
 mory, we need not resort to another. 
 That the warmth and susceptibility 
 of a female mind renders it exposed 
 to strong impressions, before the 
 judgment begins to operate, cannot 
 be disputed. What pleases on the 
 first impression is not easily eradi- 
 cated ; and we conclude that to be 
 true, which flatters some previous 
 opinion, or favour some secret bias. 
 Error, thus introduced, is not extir- 
 pated without difficulty : and if to 
 the pliancy and sensibility of a 
 female mind, we add, that oppor- 
 tunities are seldom offered of go- 
 ing into deep critical investigations, 
 or listening to opposite opinions, 
 
160 ON RELIGIOUS STUDIES. 
 
 which are founded on reason and 
 experience, it will not appear sur- 
 prising that women are sometimes 
 warm in their religious sentiments, 
 and slow and reluctant to abandon 
 them. 
 
 Hence follows the necessity of a 
 proper religious instruction — of an 
 adherence to those doctrines and 
 opinions, which, on a careful sur- 
 vey of the many that have agitated 
 mankind, seem to be the best cal- 
 culated for ensuring our present 
 and future welfare. In thus offer- 
 ing advice on so important a sub- 
 ject, the translator has ventured to 
 advance certain sentiments, and to 
 recommend certain works, which 
 in his humble apprehension, ap- 
 peared likely to be productive of 
 some assistance and advantage. 
 When he recommends a confor- 
 
ON RELIGIOUS STUDIES. 1G1 
 
 mity to the tenets of the estab- 
 lished CHURCH OF THIS COUN- 
 TRY, he does so from a conscien- 
 tious conviction of its purity and 
 excellence ; from a recollection of 
 the many great and good men who 
 have lived and died in its cause ; 
 and whose works remain a glorious 
 monument of their diligence, piety, 
 and learning. While reason, inte- 
 grity, and virtue, have any influence 
 on the human character, while prac- 
 tical good is acknowledged to be 
 superior to plausible theory, so long 
 shall the luminous and illustrious 
 divines of the English Church rise 
 above all the pretensions of fanatical 
 and self-inspired teachers, who turn 
 the word of God into crafty and use 
 the name of Jesus with their lips, 
 while their hearts are estranged 
 from him. 
 
 M 
 
162 ON RELIGIOUS STUDIES. 
 
 That the foregoing sentiments 
 may tend to promote true sober- 
 minded religion — to adorn the fe- 
 male character with those charms 
 which arise from the substance, and 
 not the form, of piety — to excite 
 cheerfulness without levity — seri- 
 ousness without despondency — and 
 happiness in this present state with- 
 out groundless anxieties of the 
 future — -is the earnest and ardent 
 wish of their author. 
 
163 
 
 CHAP. IX. 
 
 Remarks on Ordinary Defects among Girls. 
 
 W e are now to speak of the care 
 and attention which are requisite 
 to preserve girls from many defects 
 to which they are too commonly 
 addicted. They are oftentimes 
 brought up in so effeminate and 
 timid a manner, as to be rendered 
 incapable of a firm and regular 
 conduct. At first there is much 
 affectation, which afterwards be- 
 come habitual, in those ill-founded 
 fears, and in those tears, which are 
 so cheaply and plentifully bestowed. 
 A contempt of such affectations 
 would operate greatly in correcting 
 
 M2 
 
164 ORDINARY DEFECTS AMONG GIRLS. 
 
 them ; as they are in a considerable 
 degree the offspring of vanity. 
 
 They should also be repressed in 
 the indulgence of too violent 
 friendships, little jealousies, exces- 
 sive compliments, and flatteries : 
 all these things spoil them, and ac- 
 custom them to imagine that dry- 
 ness and austerity belongs to every 
 thing which is serious and grave. 
 We should strive to effect this, so 
 that their common mode of par- 
 lance be short and precise. A 
 good understanding consists in re- 
 trenching all superfluous discourse, 
 and in saying much in few words : 
 whereas, the greater part of women 
 say little in many words. They 
 mistake facility of utterance and 
 vivacity of imagination for good 
 sense : they make no selection of 
 their thoughts they observe no 
 

 ORDINARY DEFECTS AMONG GIRLS. 165 
 
 order in regard to the things they 
 have to explain : they are passionate 
 in every thing they utter, and pas- 
 sion produces loquacity. Nothing 
 very excellent can be expected of a 
 woman, if she is not obliged to re- 
 flect on consequences, to examine 
 her thoughts, to explain them in a 
 precise manner, and afterwards to 
 be silent. 
 
 Another circumstance which 
 greatly contributes to the loquacity 
 of women, is, that they are natu- 
 rallv artificial, ' and use a round- 
 about manner to arrive at the proper 
 end. They are fond of Jinesse : 
 and how is it possible they should 
 be otherwise, when they are igno- 
 rant of a more prudent method — 
 and when it is usually the first thing 
 which example has taught them ? 
 They have a soft and ductile nature 
 
166 ORDINARY DEFECTS AMONG GIRLS. 
 
 which enables them easily to play 
 a part in every thing : tears cost 
 them nothing : their passions are 
 lively, and their knowledge limited: 
 hence it is that they neglect nothing 
 to come off successful — and that 
 they admire certain methods, which 
 to a serious and prudent woman 
 would appear very exceptionable : 
 they seldom stop to enquire whether 
 such a thing is desirable, but are 
 anxious and indefatigable only in 
 obtaining it. Add to this, they are 
 timid and full of what is called 
 " mauvais honte ;" which is another 
 source of dissimulation. The me- 
 thod of preventing so great an evil, 
 never to put them under a necessity 
 of finessing, but accustom them to 
 declare ingenuously their sentiments 
 upon every lawful topic. Let them 
 be at liberty to express their ennui 
 
ORDINARY DEFECTS AMONG GIRLS. 167 
 
 whenever they feel it : and let them 
 never be subjected to feign an 
 admiration of certain persons or 
 certain books, which in realitv clis- 
 please them. 
 
 Sometimes a mother is prejudic- 
 ed against a governess, and under- 
 takes the management of the child 
 herself, while the daughter cun- 
 ningly acts contrary to her taste. 
 When children are so wretched 
 that they are under the necessity of 
 disguising their sentiments, the way 
 of extricating them from such a di- 
 lemma, is, to instruct them solidly 
 in the maxims of true prudence — 
 as one perceives that the method of 
 correcting a taste for novels and 
 romances, is, by exciting a turn for 
 useful and agreeable histories. If 
 you do not encourage a rational 
 curiosity, they will entertain an 
 
1GS ORDINARY DEFECTS AMONG GIRLS. 
 
 irrational one — in like manner, if 
 you do not form their minds on 
 the principles of true prudence, 
 they will become attached to false- 
 hood, which is, in fact, finesse. 
 
 Shew them, by examples, how 
 one is able, without duplicity, to 
 be discreet, foresighted, and attach- 
 ed to legitimate means of succeeding. 
 Tell them that prudence consists 
 chiefly in speaking little — in enter- 
 taining a greater distrust of oneself 
 than of others, and not in uttering 
 false sentiments, and playing a 
 deceitful part. An upright con- 
 duct, and a general reputation for 
 integrity, begets more confidence 
 and esteem, and, in the end, even 
 more temporal advantages, than 
 perverse and suspicious habits. 
 How much does this judicious 
 rectitude of conduct distinguish a 
 
ORDINARY DEFECTS AMONG GIRLS. IGD 
 
 person, and render her fit for the 
 most important undertakings ! 
 
 But add, how base and contemp- 
 tible is premeditated Jinesse ! it is 
 either an account of some trifle 
 which one is ashamed to mention, 
 or it must be considered as a perni- 
 cious passion. When one wishes for 
 that which it is lawful to wish for, 
 the request is made openly — and it 
 is sought for in a direct and proper 
 method, with moderation. What 
 is there more delightful and agree- 
 able, than to be sincere ? always 
 tranquil — always content — having 
 nothing to fear or to feign ? On the 
 contrary, a dissimulating character 
 is always in agitation — remorse — 
 and danger — and under the de- 
 plorable necessity of covering one 
 Jinesse by substituting an hundred 
 others. 
 
110 ORDINARY DEFECTS AMONG GIRLS. 
 
 With all these shameful disqui- 
 etudes, artificial characters never 
 escape that, misery from which they 
 are constantly flying — sooner or 
 later their real character will ap- 
 pear. If the world has been their 
 dupe in some single action, it will 
 not continue so during the whole of 
 their lives : oftentimes they are the 
 dupes of those whom they wished 
 to deceive : for there is sometimes 
 an appearance of being dazzled by 
 them, and they think themselves 
 beloved — at the very moment, per- 
 haps, when they are despised. At 
 least they cannot prevent suspi- 
 cion — and can any thing be more 
 contrarv to the rational interests 
 of a prudent woman, than to see 
 herself always suspected ? Unfold 
 these things by degrees — according 
 as opportunity, necessity, or the 
 
ORDINARY DEFECTS AMONG GIRLS. 171 
 
 bent of your pupil's intellect, may 
 suggest. 
 
 Observe, however, that cunning 
 (or JinesseJ is always the offspring 
 of a base heart and narrow-minded 
 spirit. In proportion as we wish 
 to conceal our views we become 
 cunning — being convinced that we 
 are not as we ought to be — or, 
 that, seeking for lawful objects, we 
 adopt unworthy means of obtain- 
 ing them— ^-which arises from our 
 ignorance in seeking such objects. 
 Make children remark the imper- 
 tinence of certain artifices that they 
 see practised — the contempt which 
 it draws on those practising them — 
 and lastly, make them ashamed of 
 themselves when you detect them 
 in some dissimulation. As they 
 grow up, deprive them of what 
 they love, when they wish to 
 
172 ORDINARY DEFECTS AMONG GIRLS. 
 
 obtain it by artifice— -but declare, 
 that they shall possess it when they 
 ask openly : do not be afraid even 
 of indulging their little weaknesses, 
 in order to give them an opportunity 
 and the courage of shewing them. 
 False shame is the most dangerous 
 of evils and the most difficult to 
 cure ; and this too, if great care be 
 not taken, will render all others 
 irremediable. 
 
 Paint, in their proper colours, 
 those infamous artifices by which 
 they would wish to deceive their 
 neighbour without having the re- 
 proach of deceiving him : there is 
 more perfidy and knavery in these 
 refinements, than in common arti- 
 fices. Some people, one may say, 
 boldly practice deception — but 
 wretches of the preceding descrip- 
 tion, add novelty and disguise to 
 
ORDINARY DEFECTS AMONG GIRLS. 173 
 
 authorise it. Tell a child that God 
 is truth itself — that it is mocking 
 him when we jest at truth in our 
 discourse — which should be precise 
 and correct, and should consist in 
 few words, that truth be not vio- 
 lated. 
 
 Be on your guard not to imitate 
 those who applaud children, when 
 they have discovered sharpness of 
 intellect by somejinesse. Far from 
 supposing these tricks pretty and 
 diverting, check them severely— 
 and manage it so, that all their ar- 
 tifice may end unsuccessfully, and 
 experience at last may disgust thenl 
 with it. In praising them for such 
 and such faults, we, in fact, per- 
 suade them that ability and deception 
 are one and the same thing. 
 
174 
 
 CHAP. X. 
 
 The Vanity of Beauty and Dress. 
 
 .[Nothing is more to be dreaded 
 among young girls, than vanity — 
 as they are born with a violent de- 
 sire to please. Those roads which 
 conduct men to authority and fame 
 being shut to them ; they strive to 
 be recompensed by the charms of 
 intellect and person : hence flows 
 their conversation so soft and so 
 insinuating — hence it is that they 
 aspire, as well to beauty, as to all 
 the exterior graces, and become 
 passionately fond of dress. A tur- 
 ban or bandeau is of the greatest 
 importance in their estimation. 
 
vanity of Beauty and dress. 175 
 
 This excess is carried farther in our 
 country* than in any other. That 
 volatile disposition so remarkable 
 among us, causes a continual variety 
 of fashions : so that, to the love of 
 dress is added the love of novelty, 
 which has strange charms for some 
 people. These two follies united, 
 reverses all orders and conditions, 
 and corrupts all manners. As soon 
 as certain rules are done away in 
 respect to our clothes and furniture, 
 the same irregularity prevails in our 
 conditions. Public authority can- 
 not settle a " table of particulars :"f 
 every one, therefore, chooses ac- 
 cording to his money ; or rather, 
 withouc money, according to his 
 ambition and vanity. 
 
 * France. 
 
 f This is construed in the above manner in preference 
 to " the table of particular persons:" conceiving that 
 Fenelon means " certain rules or laws" to be observed 
 in regard to living and dressing, T, 
 
176 VANITY OF BEAUTY AND DRESS. 
 
 This passion for splendor ruins 
 families; and the ruin of families 
 brings with it a corruption of man- 
 ners, on the one hand, it begets, 
 in persons of mean extraction, a 
 passion for a large fortune (which 
 religion assures us is sinful); on the 
 other, among people of quality who 
 find their resources exhausted, it 
 produces mean and dirty practices 
 in order to support their extrava- 
 gance : hence, honor, fidelity, in- 
 tegrity, and benevolence, (even 
 towards their nearest relatives,) are 
 extinguished for ever ! 
 
 These evils arise from the in- 
 fluence of vain women in directing 
 the fashions ; they ridicule those, 
 as antiquated dames, who wish to 
 preserve the gravity and simplicity 
 of ancient manners. 
 
 Be particularly zealous, therefore, 
 
VANITY OF BEAUTY AND DRESS. 177 
 
 to make girls understand how much 
 more estimable is that honor which 
 flows from an upright conduct and 
 sound capacity, than that which arises 
 from the elegance and splendor of 
 dress. Beauty, you may say, de- 
 ceives the possessor of it much more 
 than it does those whom it dazzles : 
 it agitates and intoxicates the soul ; 
 we are more foolishly idolising our- 
 selves, than the most passionate lovers 
 the object of their affection. A few 
 years only make the difference be- 
 tween a beautiful and ordinary wo- 
 man. Beauty is not desirable unless 
 it produces advantageous marriages: 
 and how should it effect this, un- 
 supported by merit and virtue ? A 
 girl, merely beautiful, can only 
 hope to be united to a giddy young 
 man, with whom she is pretty cer- 
 tain of misery : on the contrary, her 
 
 N 
 
17$ VANITY OF BEAUTY AND DRESS. 
 
 good sense and modesty would 
 cause her to be sought for by pru- 
 dent men, sensible of such solid 
 qualifications. Those whose fame 
 consists only in their beauty, soon 
 become ridiculous : they approach, 
 without perceiving it, to a certain 
 age in which their charms begin to 
 fade ; still, however, indulging the 
 dear delusion of self-gratification, 
 when the world has long ago been 
 disgusted with their vanity. In 
 short, it is as unreasonable to be at- 
 tached solely to beauty, as to concen- 
 trate all merit in strength of body ; 
 a maxim, which barbarians and 
 savages only inculcate. 
 
 From beauty let us pass to dress. 
 True grace does not depend on a 
 vain and affected exterior ; although 
 propriety, and some little skill may 
 be shewn in our necessary clothing. 
 
VANITY OF BEAUTY AND DRESS. 179 
 
 But after all, these silks or satins, 
 which may be pretty enough, can 
 never be considered as ornaments 
 which confer beauty. 
 
 I would even make young girls 
 remark that noble simplicity which 
 appears in the drapery of statues, and 
 in many figures which yet remain 
 of Grecian and Roman costume. 
 They should contemplate the supe- 
 riority of hair negligently tied be- 
 hind, and of the broad folds of a 
 full and floating drapery. It would 
 also be as well for them to hear 
 painters and connoisseurs, who pos- 
 sess a true taste for the antique, con^ 
 verse on these subjects. 
 
 In proportion as their under- 
 standing rose superior to the pre- 
 judices of fashion, they would hold 
 in contempt those artificial modes 
 of twisting and curling the hair, 
 
 N2 
 
180 VANITY OF BEAUTY AND DRESS. 
 
 and all the paraphernalia of a fa- 
 shionable woman. I am aware 
 that one should not wish them to 
 assume an entirely-antique costume 
 of dress, which would be extra- 
 vagant, and sometimes indecent : 
 but they might, without the affec- 
 tation of singularity, model their 
 taste on that simplicity of attire, 
 which is so noble, so delightful, 
 and in all respects conformable to 
 the manners of christians. Make 
 them observe often, and by times, 
 the vanity and frivolousness of that 
 mind which is sacrifised to the 
 inconstancy of fashion.* True 
 
 * A preceding and subsequent sentence in the origi- 
 nal is here omitted ; because it has an allusion to anti- 
 quated high head dresses ; Avhich are now, I believe, 
 banished not only from France, but from Europe. The 
 present simple and unaffected mode of female dress, 
 (with some ridiculous and indelicate exceptions) is in 
 general very conformable to the taste and advice of 
 Feneldn. 
 
VANITY OF BEAUTY AND DRESS. 181 
 
 grace follows, but never does vio- 
 lence to, nature. 
 
 Fashion, however, soon destroys 
 itself:, it is perpetually aiming at 
 perfection, and never finds it ; at 
 least, it never stops when it has 
 found it. It would be reasonable 
 enough if all changing and altera- 
 tion were to cease after having 
 found perfection, comprising both 
 elegance and utility : but to change 
 for the sake of changing, appears 
 very much like sacrificing true po- 
 liteness and good taste to incon- 
 stancy and confusion ! Fashions are 
 frequently founded on mere caprice. 
 Women are the sole arbitrators of 
 them ; and it being difficult to say, 
 who is to be believed or imitated, 
 the most giddy and least informed 
 seduce and influence the rest. They 
 neither choose nor leave any thing 
 
1S2 VANITY OF BEAUTY AND DRESS. 
 
 according to rule : it is quite suffi- 
 cient if one thing, though useful, 
 has been long adopted : it ought 
 to be discarded : and another thing, 
 though perfectly ridiculous, but 
 having the charm of novelty, is 
 immediately substituted in its place, 
 and becomes the admiration of all. 
 After having laid a proper founda- 
 tion, describe to them the rules of 
 christian modesty. We learn, you 
 will say, that man is born in the 
 corruption of sin : his body, exposed 
 to a contagious malady, is an inex- 
 haustible source of temptation to 
 his soul. Our Saviour has taught 
 us to place all our virtue in fear 
 and distrust of ourselves. Would 
 you, we may exclaim, hazard your 
 own soul and that of your neigh- 
 bour by the indulgence of a foolish 
 vanity ? Look, therefore, with hor- 
 
VANITY OF BEAUTY AND DRESS. 183 
 
 ror upon the exposure of the bosom 
 and all other indecencies ! When 
 these absurdities are even commit- 
 ted without any premeditated pas- 
 sion, they, at least, savour strongly 
 of vanity, and betray an unbridled 
 desire to please. Does this variety 
 justify, before God and man, so rash 
 and scandalous a conduct, and so 
 likely to be imitated by others ? 
 This blind passion of pleasing, is it 
 conformable to a christian character, 
 which should consider every thing 
 as idolatrous, that perverts the love 
 of God, and kindles the contempt 
 of his creatures ? When such giddy 
 female characters strive to please — 
 what is their real object? Is it not 
 to excite the passions of men ? And 
 can they regulate these passions 
 when in their possession ? If wo- 
 men go too far, ought they not to 
 
184 VANITY OF BEAUTY AND DRESS. 
 
 be answerable for the consequences? 
 And do they not always go too far, 
 when their minds have been but 
 little enlightened? You are abso- 
 lutely preparing a subtile and deadly 
 poison, and pouring it on the spec- 
 tators beneath, and yet you imagine 
 yourself innocent ! When you ad- 
 dress your pupils in this strong 
 manner, add to it, the example of 
 those whom modesty has recom- 
 mended, and those whom indeli- 
 cacy has covered with dishonor. 
 Above every thing, never suffer 
 childrens' minds to be filled with 
 ideas that suit not with their con- 
 dition. Repress severely all their 
 whims and fantasies — shew them 
 the inevitable danger which fol- 
 lows — and how much they make 
 themselves despised by wise and 
 discreet people, in thus assuming 
 
VANITY OF BEAUTY AND DRESS. 185 
 
 a character which does not belong 
 to them. 
 
 What now remains to be effected, 
 is, the managing of children of high 
 and animated spirit. If care be 
 not taken of this, when they have 
 any vivacity, they intrigue : they 
 wish to speak on every topic : 
 they decide on works the least cal- 
 culated for their capacity, and af- 
 fect, through extreme delicacy, to 
 be easily fatigued and overpowered. 
 A girl should never speak but when 
 necessity prompts : and then, with 
 an air of deference and doubt : 
 they should never even discuss sub- 
 jects above the level of a common 
 understanding, how well soever 
 versed in them. Let a child possess 
 a good memory and vivacity — shew 
 pleasant little turns, and a facility 
 of graceful eloquence — all these 
 
1S6 VANITY OF BEAUTY AND DRESS'. 
 
 qualifications she may have in 
 common with a great number of 
 other stupid and contemptible wo- 
 men. But an exact and uniform 
 conduct — an equal and regulated 
 spirit — when to be silent, and when 
 to speak — these rare qualifications 
 will indeed distinguish her among 
 her sex. As to squeamish delicacy 
 and affectation of ennui, she must 
 be repressed in both — by shewing 
 her that a correct taste and good 
 understanding consist in accommo- 
 dating oneself to every thing in 
 proportion to its utility. 
 
 Good sense and virtue are alone 
 estimable. These will teach her 
 to consider disgust and ennui-, not 
 as a commendable delicacy, but as 
 the weakness of a diseased mind. 
 
 Since one must sometimes asso- 
 ciate with gross characters, and 
 
VANITY OF BEAUTY AND DRESS. 137 
 
 mingle in occupations not altoge- 
 ther congenial — reason, which is 
 the only real delicacy to be in- 
 dulged, should instruct us to ac- 
 commodate ourselves according to 
 every emergency. An understand- 
 ing which knows in what true po- 
 liteness consists, and practises it, but 
 which aspires to objects beyond 
 it, in the hope of enjoying more 
 solid attainments — is infinitely su- 
 perior to delicate and merely polite 
 characters, who are subject to be 
 disgusted by their own nicety and 
 refined taste. 
 
188 
 
 CHAP. XI. 
 
 Instruction of Women in their Duties. 
 
 Ljet us now discuss, in detail, 
 those particulars of which it is the 
 duty of a woman to be well inform- 
 ed. What are her employments ? 
 She is charged with the education 
 of her children — of the boys, till a 
 certain age — of the girls till they 
 are married ; of the conduct, man- 
 ners, and morals of her domestic 
 attendants ; of the whole detail of 
 household expenses ; of the means 
 of managing every thing with credit 
 and economy ; and sometimes, of 
 the regulation of farms and the 
 receipt of profits which arise from 
 them. 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 189 
 
 Women, as well as men, should 
 adapt their pursuits in literature 
 and science to their situations and 
 functions in life ; and according to 
 their occupations, should be their 
 studies. We must, therefore, con- 
 fine the instruction of women to 
 the foregoing circumstances. But 
 a curious "woman, wishing to pry 
 into every thing, may fancy that 
 these instructions will confine her 
 curiosity within narrow limits in- 
 deed — she is mistaken, because she 
 knows not the importance and ex- 
 tent of the particulars in which I 
 wish her to be instructed. 
 
 What discernment is necessary to 
 know the disposition and genius of 
 each of her children ! to find out 
 the proper mode of conduct so as 
 to discover their humours, inclina- 
 tions, and talents ! to check those 
 
190 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 passions which are born with them, 
 to inculcate good maxims, and to 
 cure them of their errors ! What 
 prudence should she possess, to ac- 
 quire and preserve authority over 
 them, without forfeiting their con- 
 fidence and esteem ! Has she not 
 also need of observing and tho- 
 roughly knowing those people 
 whom she places near them ? Un- 
 doubtedly she has : a mother of a 
 family ought to be completely in- 
 structed in religion, and to possess a 
 mature firm mind, adapted to, and 
 experienced in, the government of 
 her children. 
 
 Can it be supposed that women 
 ought not to be explicitly and for- 
 mally instructed in these duties, be- 
 cause they naturally fall into them 
 during the lives of their husbands, 
 who are generally engaged in busi- 
 
Instruction of women in their duties. 191 
 
 ness from home? Or, if widows, they 
 still attend to them more closely ? 
 St. Paul generally attaches the sal- 
 vation of mothers to the good edu- 
 cation of daughters ; for by these, 
 he assures them, they will be 
 saved. 
 
 I do not here take upon me to 
 explain all that a woman ought to 
 know for the education of her 
 daughters ; because such a memo- 
 rial would make them sufficiently 
 feel the extent of that knowledge 
 which it is their duty to obtain. 
 
 To the government of families, 
 add economy. The greater part 
 of women neglect it as a mean con- 
 sideration, fit only for country folks 
 or farmers ; or, at best, for inn- 
 keepers and housekeepers. Wo- 
 men nursed in the lap of affluence, 
 luxury, and idleness, not only 
 
192 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 neglect, but despise, this domestic 
 virtue ; and seem to be forgetful of 
 a middle state between the rusticity 
 of a peasant, and the wildness of a 
 Canadian savage. If you speak to 
 them of the sale of corn, of the 
 cultivation of lands, of the different 
 kinds of revenue, of the receipt or 
 raising of rents and other seignoral 
 rights, of the best method of laying 
 out farms, and appointing receivers, 
 they imagine that you wish to re- 
 duce them to occupations, unworthy 
 of their rank and character. 
 
 Ignorance is the offspring of their 
 contempt for economy. The an- 
 cient Greeks and Romans, so dis- 
 tinguished for their ability and po- 
 liteness, studied economy with the 
 utmost care : some of their finest 
 writers, from their own experience, 
 have composed w T orks which we 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 193 
 
 still possess, and in which they give 
 an account of the latest improve- 
 ments of agriculture. It is well 
 known that even their conquerors 
 did not disdain to work in the field; 
 and instances have come down to 
 us in which the splendor of a tri- 
 umph was followed by the care and 
 conduct of a plough. All this is 
 so foreign to our own customs and 
 manners, that we should not credit 
 it if it were not supported by his- 
 torical truth. But is it not natural 
 that the defence or augmentation 
 of a country should be subordinate 
 to the ultimate object of cultivating 
 it peaceably ? Of what advantage 
 is victory, if it enable us not to 
 gather the fruits of peace? After 
 all, solidity of intellect consists in 
 wishing to be exactly informed of 
 
 the way in which those things 
 
 o 
 
1D4 INSTRUCTION OF WOMEN IN THEIR DUTIES-. 
 
 operate, which constitute the foun- 
 dations of human life : the greatest 
 occurrences are regulated, by this 
 principle. The strength and feli- 
 city of a country consists, not in 
 the possession of provinces badly 
 cultivated, but in the enjoyment 
 of those productions of the earth 
 which are necessary and sufficient 
 for the sustenance of a numerous 
 people. 
 
 Without doubt it requires a more 
 elevated and comprehensive genius 
 to be instructed and well informed 
 in all the particulars relating to 
 economy, and to be thereby able 
 to regulate an entire family (which 
 is a little republic), than to play, 
 talk of the fashions, and be expert 
 in all the little polite arts of con- 
 versation. That is a contemptible 
 mind indeed, which aspires not 
 
 y 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 195 
 
 beyond perfection in the talent of 
 conversation : one sees, on all sides, 
 women whose discourse is full 
 of sound sense and solid maxims — 
 while this, conduct is replete with 
 frivolousness and absurdity — the 
 effect of not applying by times to 
 better pursuits. 
 
 But take care of the opposite de- 
 fect : women run a risk of being 
 in extremes in every thing. It 
 would be advisable for them, from 
 their infancy, to have the manage- 
 ment of some trifling affair — to 
 keep accounts — to see the mode of 
 bargaining for what they purchase, 
 and to know how each thing should 
 be made to answer a good use. 
 Take care, also, that economy 
 borders not on avarice : shew them, 
 in detail, all the absurdities atten- 
 dant on this latter passion. Tell 
 
 o 2 
 
 #r 
 
196 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 them that " avarice gains little, 
 and dishonors itself greatly." A 
 reasonable mind will seek, in a 
 frugal and laborious life, only how 
 to avoid the shame and injustice 
 attached to a prodigal and ruinous 
 conduct. Superfluous expenses are 
 to be retrenched as they enable a 
 person to devote a portion of mo- 
 ney to satisfy the claims of benevo- 
 lence, friendship, and charity : great 
 gain is frequently the result of sea- 
 sonable forbearance : good order 
 and management, and not sordid 
 savings, are the source of profit. 
 Do not fail to expose the gross 
 error of those female economists 
 who pertinaceously forbid a mold 
 candle, while they suffer their 
 whole affairs to be subjected to the 
 knavery or rapacity of a steward. 
 Respect propriety as well as eco- 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 197 
 
 nomy. Accustom young people 
 to do nothing in a slovenly and 
 disorderly manner, and to remark 
 the least disarrangement in a house. 
 Make them also sensible that no- 
 thing so much contributes to pro- 
 priety and economy, as the keeping 
 of every thing in its proper place. 
 This rule appears too trifling to 
 mention ; nevertheless it goes a 
 great way if it be rigidly observed. 
 For instance — are you in want of 
 any thing ? not a moment is lost in 
 finding it — there is neither trouble, 
 disputation, nor embarrassment at- 
 tending its search : you put your 
 hand immediately upon it, and 
 when satisfied, replace it in the 
 situation where you found it. This 
 nice order constitutes one of the 
 essential parts of propriety ; and 
 every eye is struck with the neat 
 
198 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 appearance of so exact an arrange- 
 ment. Moreover, a particular place 
 allotted to each article, not only 
 has a pleasing appearance, but, in 
 reality, tends to the preservation of 
 that article. It is used less than it 
 otherwise would be— it is not so 
 frequently spoilt by accident — it is 
 even more respected and treasured : 
 for example, a vase would never be 
 covered with dust, or become liable 
 to be broken, if it were instantly 
 put away after being done with. 
 A passion for arranging things 
 orderly, produces a love of neat- 
 ness ; and this will appear very ad- 
 vantageous, if it be considered that 
 by such means servants are never 
 encouraged in idleness and confu- 
 sion. Again, something is gained 
 by making their service prompt 
 and easy, and depriving us of an 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 199 
 
 opportunity of becoming impatient 
 and impetuous, which is generally 
 the case when things cannot be 
 found from confusion and irregu- 
 larity. 
 
 At the same time, avoid the excess 
 of politeness and propriety. When 
 propriety is within moderation, it is 
 a virtue; but when we consult too 
 much our own tastes and fancies, it 
 is converted into a littleness of 
 mind. Good taste rejects excessive 
 delicacy : it treats little matters as 
 little ones, and is not hurt at any 
 unpleasant consequences resulting 
 therefrom. Ridicule, before chil- 
 dren, those knick-knacks and gew- 
 gaws, of which some women are 
 prodigiously fond, and which lead 
 them insensibly into unwarrantable 
 expenses. Accustom young people 
 to a propriety and decorum which 
 
200 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 is simple and easy of practice — 
 shew them the best way of manag- 
 ing things — but shew them also the 
 advantage of slighting them. Tell 
 them how paltry and contemptible 
 it is to grumble if a dish be badly 
 seasoned, if a curtain be unevenly 
 folded, or a chair be too high or 
 too low. 
 
 It is undoubtedly better to be 
 naturally coarse, than to have an 
 overweening delicacy in matters of 
 little moment. This pernicious 
 delicacy, if not repressed in women 
 of understanding, is more danger- 
 ous as it regards conversation than 
 every thing else : to females of this 
 stamp, the greater part of mankind 
 appears insipid or fatiguing : the 
 least deviation from politeness is 
 monstrous : and they are always 
 ridiculing and disgusted. Make 
 
INSTRUCTION OF WOMEN IN THEIR DUTIES. 201 
 
 such women know betimes that 
 nothing is so injudicious as judging 
 superficially of people by their 
 manners, instead of examining the 
 very bottom of their intellect, their 
 sentiments and useful qualities. 
 Convince them, by a variety of 
 proofs, how much a country wo- 
 man, with a coarse or even ridi- 
 culous manner, but with a good 
 heart and sound understanding, is 
 more estimable than a courtisan, 
 who, under an acquired politeness, 
 hides an ungrateful and unjust 
 heart, capable of every meanness 
 and dissimulation. Observe also, 
 that those characters are always 
 weak which incline to idleness and 
 disgust. There is no one whose 
 conversation is so bad, as that 
 some good may not, occasionally, 
 be drawn from it ; and although a 
 
202 INSTRUCTION OF WOMEN IN THEIR DUTIES. 
 
 person at liberty would prefer 
 choosing the best characters to 
 converse with, yet there is some 
 consolation, when reduced to con- 
 verse with inferior characters, that 
 we may make them talk on subjects 
 that they understand, from which, 
 perhaps, some information may be 
 gained. But let us now return to 
 those particulars in which a girl 
 should be instructed. 
 
203 
 
 CHAP. XII. 
 
 Continuation of the Duties of Women, 
 
 JL o the duties previously enume- 
 rated, may be added the art of 
 choosing and retaining servants. We 
 should employ such as have ho- 
 nor and religion : their offices 
 should be distinctly ascertained : 
 the time and trouble which each 
 thing requires, the manner of doing 
 it well, and the expense attending 
 it, should also be considered. It 
 would be absurd (for instance) to 
 find fault with a servant if you 
 wished her to dress any thing 
 quicker than it could be dressed ; 
 and if you have not some know- 
 
204 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 ledge of the quantity and price of 
 the ingredients which compose 
 dishes, you will be liable to be- 
 come the dupe or the scourge of 
 your domestics ; so that a know- 
 ledge of these matters is essential 
 to a mistress of a family. 
 
 It is also necessary to know their 
 humours, to manage their tempers, 
 and to regulate in a christian-like 
 manner this little household repub- 
 lic, which is, in general, sufficiently 
 turbulent. Authority, is absolutely 
 essential in this respect ; for the 
 more unreasonable servants are, the 
 more they should be made obe- 
 dient by fear : but as they are your 
 brethren- in Christ, and members 
 of his kingdom, a rigid authority 
 should never be exercised towards 
 them, unless previous persuasion 
 is found to fail. 
 
CONTINUATION OF THE DUTIES OF WOMEN. 205 
 
 Strive, therefore, to be beloved 
 by your servants, without descend- 
 ing to low familiarity ; enter not 
 into conversation with them, but at 
 the same time do not be backward 
 in occasionally speaking, with kind- 
 ness and affability, respecting their 
 wants and concerns ; and let them 
 be assured of finding in you a 
 compassionate counsellor. Do not 
 check them too eagerly in their 
 faults — appear neither surprised nor 
 dissatisfied, provided you think 
 them not incorrigible : let them 
 gently hear reason ; and submit 
 frequently to little losses by their 
 service, that you may be able coolly 
 to convince them, that it is not 
 from impetuosity and chagrin that 
 you correct them, but rather for 
 their own, than your, interest. 
 
206 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 It would be no easy task to ac- 
 custom young women of fashion to 
 adopt a conduct, at once so amiable 
 and benevolent. The impatience 
 and ardor of youth, united with the 
 false idea they are apt to entertain 
 of their birth, often induce them 
 to treat their domestics pretty nearly 
 the same as they do their horses — 
 they imagine that servants are any 
 thing but what they really are — and 
 made solely for the convenience 
 of their masters. Endeavour to 
 shew how revolting these principles 
 are to modesty in yourself, and 
 to humanity towards your neigh- 
 bour. 
 
 Let it be comprehended that 
 men are not born to be slaves — 
 that it is a brutal error to suppose 
 our fellow mortals are created to 
 
CONTINUATION OF THE DUTIES OF WOMEN. 207 
 
 flatter our laziness and pride ; that 
 servitude being established against 
 the natural equality of mankind, we 
 should endeavour to soften it as 
 much as possible ; that masters 
 themselves, though above their 
 servants in situation, are not free 
 from errors, and therefore should 
 not expect an exemption from 
 them in domestics ; especially as 
 they have not had the benefit of 
 instruction and good example — and 
 lastly, if servants become good for 
 nothing by serving ill, masters also, 
 frequently, become so, by being 
 served well : for a facility of ac- 
 commodation in every wish, and 
 an immediate gratification in every 
 desire, only softens and effeminates 
 the soul, and renders it peevish 
 and irritable under every trifling 
 inconvenience. 
 
208 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 Nothing is so well calculated to 
 effect this domestic government, as 
 the being early initiated in it. Give 
 a young woman something to ma- 
 nage herself, on condition of her 
 rendering you some account of it : 
 this confidence will delight her, 
 for youth is highly pleased when it 
 is thought worthy of confidence, 
 and capable of doing serious busi- 
 ness. The example of Queen Mar- 
 garet is a fine illustration of this. 
 That princess informs us, in her 
 memoirs, that the most sensible 
 pleasure she ever experienced, was 
 in seeing the queen, her mother, be- 
 gin to converse with her, when she 
 was very young, as with a person of 
 years and maturity — she felt trans- 
 ported with joy on entering into 
 the secrets of state with the queen 
 and her brother the Duke of Anjou, 
 
CONTINUATION OF THE DUTIES OF WOMEN. 209 
 
 reflecting that, not long ago, she 
 had been immersed in the pastimes 
 of children. Overlook the faults 
 of a child in her first attempts at 
 these things, and sacrifise some- 
 thing in order that she may ulti- 
 mately gain instruction. Make her 
 sensible, in a mild manner, of what 
 she should have said or done, to 
 avoid the inconveniencies into 
 which she has been betrayed. Re- 
 late to her what has happened to 
 yourself, and be not anxious to 
 suppress faults, similar to her own, 
 w T hich you committed when young. 
 Thus will you inspire her with 
 confidence ; without which, all 
 education is but a formal weari- 
 some task. 
 
 Teach a girl to read and write* 
 correctly. It is a shameful thing, 
 
 but too common, to see women of 
 
 p 
 
210 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 understanding and good breeding, 
 who cannot accurately pronounce 
 what they read : either they stain- 
 mer, or have a sort of singing or 
 whine in their reading — whereas 
 good reading consists in a simple 
 and natural, but firm and even, tone 
 of voice. They are, moreover, 
 sometimes grossly deficient in or- 
 thography ; either as- to the manner 
 of forming, or connecting, their 
 letters when writing : at any rate 
 they should be taught to write 
 straight, and in a character neat and 
 legible. 
 
 A girl should know the grammar 
 of her own language ; not, how- 
 ever, that she is to be taught by 
 rule, as schoolboys are taught the 
 latin language — but that she be 
 used to distinguish the different 
 tenses, in an obvious and easy 
 
CONTINUATION OF THE DUTIES OF WOMEN. 211 
 
 manner; to make use of proper 
 terms ; and to explain their 
 thoughts, in a way, at once clear 
 and concise. By these means you 
 will enable her one day to teach 
 her own children to speak accu- 
 rately without previous study. It 
 is well known that in ancient 
 Rome, the mother of the Gracchi 
 contributed greatly, by a sound 
 education, to improve the language 
 of her children, who became after- 
 wards such eminent characters. 
 
 Females should also be instructed 
 in the first four rules of arithmetic ; 
 namely, in addition, subtraction, 
 multiplication, and division; which 
 will be of essential use to them in 
 keeping accounts. This, though a 
 very important, is a very disagree- 
 able, occupation with many people ; 
 but early habits, joined to a facility 
 
212 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 of quick reckoning, by the help of 
 rules, will overcome every antipa- 
 thy, and enable us to arrange the 
 most perplexed accounts. No one 
 can be ignorant that a correct 
 method of keeping them is often 
 productive of good order through- 
 out an establishment. 
 
 It will be prudent also to give 
 them a knowledge of the principal 
 rules of justice : for example, of 
 the difference between a gift and a 
 thing bequeathed ; between a con- 
 tract, an entail, and a copartner- 
 ship of inheritance ; the general 
 rules of law, or the particular cus- 
 toms of a country, which render 
 these things valid ; what is exclu- 
 sive, and what is common, pro- 
 perty ; what goods are moveable, 
 and what immoveable. When 
 women marry, they will find a 
 
CONTINUATION OF THE DUTIES OF WOMEN. 213 
 
 knowledge of these things of great 
 importance to them. 
 
 But, at the same time, convince 
 them, how incapable they are of en- 
 tering deeply into the subtilties of 
 law : how much the law itself, by 
 the weakness of human reason, is 
 subject to obscurity, and doubtful 
 rules : how it varies : how uncertain 
 every thing is that depends upon 
 judicial decision, clear and upright 
 as it may seem : how ruinous and 
 insupportable is the law's delay, 
 even in the most obvious cases.* 
 
 All this is of importance for 
 women to know, in order to abate 
 their fondness for lawsuits, and 
 to prevent their trusting impli- 
 
 * I have here omitted two or three passages of the 
 original, because they describe such incongruity and 
 perniciousness in the law of France, as cannot be ap- 
 plicable to the modes observed in the British courts of 
 judicature. T. 
 
214 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 citly to counsellors, who would 
 dissuade them from peaceful mea- 
 sures. When they are widows, or 
 mistresses of their estates in any 
 other way, they may do well to 
 hear their agents, but not blindly 
 follow them. They should act 
 with the utmost caution in any 
 suits their agents may advise them 
 to undertake ; and consult men of 
 greater ability, and such as are 
 more inclined to recommend the 
 advantages of compromise: in short 
 they should be assured, that the 
 best ability in law causes, is, to 
 foresee the mischiefs of them, 
 and to know how they may be 
 avoided. 
 
 Young women of rank and large 
 fortune should be acquainted with 
 the duties more particularly at- 
 tached to great estates : tell them 
 
CONTINUATION OF THE DUTIES OF WOMEN. 215 
 
 therefore, what should be done, to 
 prevent the abuses, violence, tricks 
 and treacheries so common in the 
 country ; how they ought to estab- 
 lish little schools and charitable 
 societies, for the relief of the sick 
 and needy : shew them also the 
 handicraft trades, that may be set 
 on foot in certain countries, to help 
 the poor ; and above all, how they 
 may be taught useful knowledge 
 and christian conduct ; this how- 
 ever will lead to a detail too loner 
 to be here discussed. 
 
 * These instructions having been 
 attended to, I think it may not be 
 improper to allow young women, 
 according to their leisure and 
 
 * Another passage of the original is also here omitted ; 
 because it relates to the observance of certain feudal 
 rites, and to a knowledge of real property, which can 
 be of no service to a woman in this country. T. 
 
216 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 capacity, the perusal of profane 
 or classical writers, provided there 
 be nothing in them to inflame or 
 mislead the passions : these will be 
 a means also of giving them a dis- 
 taste for plays and romances. Put 
 into their hands, therefore, the 
 Greek and Roman historians; they 
 will there see prodigies of courage 
 and disinterestedness : let them be 
 acquainted likewise with the his- 
 tory of their own country, which has 
 its excellencies also, and with that 
 of the neighbouring or foreign 
 countries, judiciously written. All 
 this will serve to enlarge their un- 
 derstandings, and to fill their hearts 
 with noble sentiments, provided 
 you guard against vanity and affec- 
 tation. It is generally thought a 
 necessary part of a good education, 
 for a young lady of rank to be 
 
CONTINUATION OF THE DUTIES OF WOMEN. 217 
 
 taught the Italian and Spanish 
 languages : for my part I see no 
 use in these acquirements, unless 
 the lady is to be connected with 
 some Spanish or Italian princess :* 
 besides these two languages often 
 lead them to books that are dan- 
 gerous, and which might increase 
 the faults to which they are liable ; 
 there is much to lose, and little to 
 be gained, by these studies. Latin 
 might be of some use; even in cul- 
 tivating the elegancies of language, 
 they will find the latin more perfect 
 than the Italian and Spanish, which 
 are full of quaint conceits, and a 
 
 * Fenclon is certainly fastidious when, he censures the 
 acquirement of the Italian language, which is one of 
 the most soft and pleasing of any in modern Europe. 
 Nor does it at all follow that a knowledge of the Italian 
 language should lead to a knowledge of improper 
 books — the same argument may be applied to any 
 other language. T. 
 
21S CONTINUATION OF THE DUTIES OF WOMEN. 
 
 wantonness of imagination border- 
 ing on extravagance :. latin however 
 should be taught to young wo- 
 men of good judgment and discreet 
 conduct only ; who will set no 
 greater value on this study than 
 it deserves ; who will renounce 
 all vain curiosity, and have no 
 other view than their own edifi- 
 cation. 
 
 I would allow also, but with 
 great care, the perusal of works of 
 eloquence and poetry, if I saw they 
 had a taste for them, and solidity of 
 judgment enough to confine them- 
 selves to their real use : but fearful 
 of agitating too much their lively 
 imaginations, I would have the 
 utmost caution observed in this 
 respect : every thing that may 
 awaken the sentiments of love, 
 seems to me the more dangerous 
 
CONTINUATION OF THE DUTIES OF WOMEN. 219 
 
 in proportion as it is softened and 
 disguised. 
 
 Music and Painting require the 
 same precautions ; all these arts are 
 of the same taste and tendency : as 
 to music, we know that the ancients 
 thought nothing was more perni- 
 cious to a well regulated republic, 
 than to admit an effeminate melody : 
 it enervates men, unbending and 
 sensualizing their minds : languish- 
 ing and passionate tones please 
 only, by subjecting the soul to the 
 seducement of the senses, till it 
 becomes intoxicated by them. It 
 was on this account, that the ma- 
 gistrates of Sparta broke all the 
 instruments, the harmony of which 
 was too delicate ; and this was one 
 of the most important parts of their 
 policy. On the same account Plato 
 strictly forbids all the luxurious 
 
220 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 tones of the Asiatic music ; and 
 christians, who ought never to pur- 
 sue pleasure only for the sake of 
 pleasure, are under much stronger 
 obligations to guard themselves 
 against these dangerous entertain- 
 ments. 
 
 Poetry and music, directed to their 
 true end, may be of excellent use 
 to excite in the soul, lively and 
 sublime sentiments of virtue. How 
 many of the books of scripture of 
 the poetical kind, according to 
 all appearance were sung by the 
 Hebrews. Songs were the first 
 memorials which preserved more 
 distinctly, the tradition of divine 
 truths among men, before the in- 
 vention of writing. We see how 
 powerful music has been among 
 the heathen nations, in elevating 
 their minds above the sentiments 
 
CONTINUATION OF THE DUTIES OF WOMEN. 221 
 
 of the vulgar : and the church has 
 employed it,* for the consolation 
 of her children, in celebrating the 
 praises of God. We ought not 
 therefore to abandon these arts, 
 which the spirit of God himself 
 hath consecrated. 
 
 Music and poetry employed on 
 sacred subjects, would have a pow- 
 erful influence in destroying the 
 relish for profane pleasures. But 
 while our present prejudices pre- 
 vail, these arts cannot be cultivated 
 without danger. Lose no time, 
 therefore, in making a young wo- 
 man who is strongly susceptible of 
 these impressions, sensible of what 
 charms may be found in music, 
 
 * An admirable sermon, " on the antiquity, use, and 
 excellence, of church music," by Bishop Home, niay be 
 seen among the 16 sermons separately published by that 
 amiable prelate, in 8vo. Oxford, 1795, 2d edit. T. 
 
222 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 even while it is confined to subjects 
 of religion: if she has a good voice 
 and a taste for music, never hope 
 to keep her in ignorance of it ; to 
 forbid it will only increase her pas- 
 sion for it. It will be much better 
 to give it a proper direction, than 
 to endeavour to stifle it. 
 
 Painting is more easily conver- 
 tible to good purposes ; besides, it 
 belongs in some degree to women ; 
 their needlework cannot properly 
 be executed without it. I know 
 they might be confined to employ- 
 ments that are simple and require 
 no skill ; but as I think we should 
 contrive to employ the head and 
 hands of women of condition at 
 the same time, I could wish they 
 had employments in which art 
 and ingenuity might season their 
 labours with some entertainment. 
 
CONTINUATION OF THE DUTIES OF WOMEN. 223 
 
 Their work cannot have any real 
 beauty, unless it be conducted by a 
 knowledge of the rules of drawing ; 
 for want of which, what one sees 
 in stuffs, lace, and embroidery, is 
 done in an ill taste; all is confused; 
 without design, without propor- 
 tion.* These things are reckoned 
 line, because they cost a great deal 
 of labour to those who work them, 
 and a great deal of money to those 
 who buy them. The lustre dazzles 
 those who do not closely examine, 
 or are not skilful in these matters. 
 The women on this subject have 
 made rules of their own, which if 
 any man should contest, he would 
 be thought capricious and absurd. 
 
 * I do not think this applicable to the present system 
 of fashion : women, in general display great taste in 
 patterns, and great elegance in the adjustment of 
 dress. * • 
 
221- CONTINUATION OF THE DUTIES OF WOMEN. 
 
 However, they might correct them- 
 selves by an attention to painting, 
 and so be able, at a moderate ex- 
 pense, and to their great entertain- 
 ment, to execute works of a noble 
 variety and beauty, which would 
 bid defiance to the -caprice and 
 uncertainty of fashion. 
 
 There is nothing which women 
 ought to guard more against, or 
 despise, than living in idleness. Let 
 them consider that the first chris- 
 tians of whatever condition of life, 
 all applied themselves to some em- 
 ployment, not as an amusement, 
 but as a serious, useful, constant 
 business. The order of nature, 
 the penance imposed on the first 
 man, and in 'him upon all his pos- 
 terity, the great example which our 
 Saviour Jesus Christ, hath set be- 
 fore us in this respect, all concur to 
 
CONTINUATION OF THE DUTIES OF WOMEN. 225 
 
 engage us, each in his station, to a 
 life of labour. 
 
 In the education of a young 
 woman, her condition ought to be 
 regarded, and the situation and cast 
 of life she will probably move in. 
 Take care that her expectations do 
 not exceed her fortune and rank ; 
 if they do, they will cost her many 
 sorrows ; what would have made 
 her happy, will become disgusting 
 to her, if she has cast a wishful 
 eye on a superior condition. If a 
 girl is to live in the country, turn 
 her attention betimes to the occu- 
 pations of the country ; keep her 
 a stranger to the amusements of the 
 town : shew her the blessings of a 
 simple active life. If her situation 
 be among the middle ranks of the 
 town, let her not come near the 
 people of the court; this intercourse 
 
2£6 CONTINUATION OF THE DUTIES OF WOMEN. 
 
 will only serve to give her unbe- 
 coming and ridiculous airs : confine 
 her within the bounds of her own 
 station, and point out to her good 
 examples among those of the same 
 rank : form her mind to what will 
 be the business of her life : teach 
 her the management of a trades- 
 man's family : the care that ought 
 to be taken of his income^ whether 
 from returns out of the country, or 
 rents of houses in the town : what 
 belongs to the education of her 
 children; in short the whole detail 
 of business or of commerce, into 
 which you foresee she may probably 
 be thrown, when she is married.* 
 
 * What follows, in Fenelon, relating to the religious 
 establishments of women, and taking the veil, is not 
 here inserted — as being wholly inapplicable to the laws 
 and customs of England. 
 
227 
 
 CHAP. XIII. 
 
 Of Governesses. 
 
 1 foresee that this plan of educa- 
 tion, will pass with many for a chi- 
 merical project : it requires, they 
 will say, an uncommon share of 
 discernment, patience, and skill, to 
 carry it into execution : where are 
 the governesses capable of follow- 
 ing, or even understanding it? But 
 it should be considered that when 
 we are laying down rules for the 
 best education that can be given to 
 children, we are not to give im- 
 perfect rules ; it is not matter of 
 reprehension then, that in such an 
 
 enquiry, we aim at what is most 
 
 Q 2 
 
22S OF GOVERNESSES. 
 
 perfect. It is true, we cannot go 
 so far in practice as our thoughts 
 go upon paper, where they meet 
 with no obstruction ; but after all, 
 though we are absolutely unable to 
 arrive at perfection in this business, 
 it will be far from useless to know 
 what perfection is, and to attempt 
 it at any rate ; which is the best 
 means of approaching it as nearly 
 as we can. Besides, my rules do 
 not proceed upon the supposition 
 of any thing extraordinary in the 
 disposition of children, or a con- 
 currence of circumstances happily 
 calculated for a perfect education ; 
 on the contrary I endeavour to ap- 
 ply remedies to tempers naturally 
 bad, or which have been spoilt : I 
 calculate the common mistakes in 
 education, and have recourse to the 
 most simple methods of correcting, 
 
 * 
 
OF GOVERNESSES. 229 
 
 in the whole or in part, what has 
 absolute need of correction. 
 
 It is true, you will not find in 
 this little work, the means of giving 
 success to an education neglected 
 or ill conducted ; but is there any 
 thing strange in this ? Is it not the 
 most that one can wish, to obtain 
 simple rules, by the observance of 
 which, a good education may be 
 acquired. I confess we may dis- 
 pense, and do dispense generally, 
 with much less than I propose ; but 
 it is likewise very obvious that 
 children suffer materially by this 
 neglect. The road I am pointing 
 out, though tedious in appearance, 
 is in reality die shortest, as it leads 
 directly to the object we are in 
 pursuit of. The other, which is 
 that of fear and of a superficial cul- 
 ture of the understanding, short as it 
 
230 OF GOVERNESSES. 
 
 may seem, is in reality long ; as it 
 hardly ever attains to the only true 
 end of education, which is to form the 
 mind, and inspire it with a sincere 
 love of virtue. The greater part 
 of those who have gone this latter 
 road, have to commence their jour- 
 ney anew, at a moment when their 
 education seems finished ; and after 
 having passed the first years of their 
 entrance into the world, in com- 
 mitting errors which are often irre- 
 parable, they are forced to learn 
 from experience, and their own re- 
 flections, those maxims, of which 
 that wretched and superficial edu- 
 cation had left them in ignorance. 
 It should be observed moreover, 
 that the first services demanded in 
 behalf of children, and which inex- 
 perienced people regard as oppres- 
 sive and impracticable; will preserve 
 
OF GOVERNESSES. 231 
 
 them from troubles much more 
 grievous ; and remove obstacles 
 which become insurmountable, in 
 the course of an education less 
 accurate and skilful. 
 
 Lastly it should be noticed that 
 in order to execute this plan of 
 education, the business does not 
 consist so much in doing any thing 
 which requires great talent's, as in 
 avoiding the gross errors previously 
 enumerated. There will be often 
 nothing more wanting than to be 
 calm and patient with children : to 
 be watchful over them : to inspire 
 them with confidence : to sive . 
 plain and intelligible answers to 
 their little questions : to let their 
 natural dispositions work in order 
 to know them the better: and to 
 correct them with temper, when 
 they are mistaken, or in fault. It 
 
232 OF GOVERNESSES. 
 
 is not reasonable to expect that a 
 good education can be conducted 
 by a bad governess ; it is enough 
 to deliver rules which will give 
 success to one, moderately qua- 
 lified : of such a person it is not 
 expecting too much that she be 
 possessed of good sense, a mild 
 temper, and the fear of God ; such 
 a one -will find nothing in this 
 treatise subtile or abstracted, and if 
 she should not understand the 
 whole of it, she will comprehend 
 the substance at least; and that will 
 be sufficient. Make her read it 
 over many times, and be at the 
 trouble of reading it with her ; al- 
 low her the liberty of stopping you 
 at any thing she does not under- 
 stand, or of the truth of which she 
 is not convinced ; then let her put 
 these instructions into practice, and 
 
OF GOVERNESSES. 233 
 
 if you should observe, that in talk- 
 ing to the child, she loses sight of 
 the rules which she had agreed to 
 follow, correct her privately in as 
 mild a manner as possible. This 
 application will be wearisome to 
 you at first, but if you are the father 
 or mother of the child, it is your 
 indispensable duty. Besides, your 
 difficulties will not be of long 
 continuance : your governess, if 
 she be sensible and well-disposed, 
 will learn more of your method in 
 a month by practice, than by long 
 arguments ; and she will soon be 
 able to go on in the right way by 
 herself. There will be this further 
 circumstance to relieve you, that 
 she will find in this little work, the 
 principal topics of conversation, 
 with children, upon the most im- 
 portant subjects already detailed for 
 
234 OF GOVERNESSES. 
 
 her ; so that she will hardly have 
 any thing to do but to follow them; 
 thus she will possess a collection 
 of the discourses she should hold 
 with children, upon subjects the 
 most difficult for them to under- 
 stand ; it is a kind of practical edu- 
 cation which will be an easy guide 
 to her. 
 
 You may likewise make excellent 
 use of the historical catechism before- 
 mentioned. Let the person you 
 are forming to educate your chil- 
 dren read it over so often, that it 
 may be familiar to herself, and that 
 she may enter into the spirit of 
 this method of teaching. It must 
 be acknowledged, however, that 
 persons of even moderate talents 
 for such services, are rarely to be 
 met with ; and yet nothing is to be 
 done in education, without a proper 
 
OF GOVERNESSES. 235 
 
 instrument for the business ; the 
 commonest things cannot be done 
 of themselves, and they are always 
 ill done by improper people. — 
 Choose therefore either out of 
 your own family, or among your 
 tenants, or friends, or from some 
 well-ordered society, some young 
 woman you thint capable of being 
 taught : apply yourself early to the 
 forming of her for this employ- 
 ment : have her near you for some 
 time, to make trial of her before 
 you commit to her so important a 
 trust. Five or six governesses 
 trained in this manner, would soon 
 be able to instruct a great number 
 of others ; many of these would 
 probably fail, but out of a great 
 number, we might always repair 
 the loss, and not be so wretchedly 
 compelled, as we continually are, 
 
236 OF GOVERNESSES. 
 
 to be seeking for a variety of 
 teachers. 
 
 But though the difficulty of find- 
 ing governesses is great ; it must 
 be confessed there is another yet 
 greater, which is the irregularity of 
 parents. All the rest will signify 
 nothing, if they do not co-operate 
 in the business : the foundation of 
 every thing is giving their children 
 right notions and edifying examples : 
 and yet this is only to be found in 
 very few families ; in most, one 
 sees nothing but confusion, perpe- 
 tual changes, a heap of servants, 
 who are not only quarreling with 
 one another, but are the cause of 
 disagreement among their masters 
 and mistresses. What a woeful 
 school is this for young children ! 
 The mother who passes her time in 
 gaming, at plays, and in indiscreet 
 
OF GOVERNESSES. 237 
 
 conversations, very gravely com- 
 plains that she cannot find a gover- 
 ness capable of bringing up her 
 children ; but what good can the best 
 of educations confer on children, 
 with the example of such a mother 
 before them ? One frequently sees 
 parents who themselves carry their 
 children to public diversions, and 
 other amusements,* which cannot 
 fail of giving them a disrelish for 
 that serious and orderly course of 
 life, in which these very parents 
 wish to engage them : thus they 
 mix poison with wholesome diet : 
 they talk indeed of nothing but 
 
 * I recommend the sensible mother, who has really 
 the happiness of her daughter at heart, to peruse and 
 reperuse the excellent observations on this head, which 
 are to be found in a little pamphlet, lately published by 
 the Rev. Mr. Owen ; entitled " The Fashionable World 
 Displayed." 
 
23S OF GOVERNESSES. 
 
 discretion, but at the same time 
 they are agitating the flighty ima- 
 gination of their children, by the 
 violent impressions of music, and 
 of passionate theatrical representa- 
 tions, which indispose them for 
 application, give them a taste for 
 what is passionate, and thereby 
 make them think innocent pleasure 
 insipid; and after all this still ex- 
 pect that the business of education 
 shall go on well, and consider it as 
 an irksome and austere thing, if it 
 will not admit of this mixture of 
 good or evil. Thus are they fond 
 of the reputation of being anxious 
 for the good education o f their 
 children, and yet are unwilling 
 to be at the pains of complying 
 with the most indispensable rules 
 of it. 
 
OF GOVERNESSES. 239 
 
 Let us conclude with the picture 
 which the wise man has drawn of a 
 
 virtuous woman. 
 
 " Who can find a virtuous woman ? for her price is 
 far above rubies. The heart of her husband dotli safely 
 trust in her, so that he shall have no need of spoil. She 
 will do him good and not evil all the days of her life. 
 She seeketh wool, and flax, and worketh willingly with 
 her hands. She is like the merchant ships, she bringeth 
 her food from afar. She riseth also while it is yet 
 night, and giveth meat to her household, and a propor- 
 tion to her maidens. She considereth a field, and 
 buyeth it ; with the fruit of her hands she planteth a 
 vineyard. She girdeth her loins with strength, and 
 strengthened! her arms. She perceiveth that her mer- 
 chandize is good : her candle goeth not out by night. 
 She layeth her hands to the spindle, and her hands hold 
 the distaff. She stretcheth out her hand to the poor ; 
 yea, she reacheth forth her hands to the needy. She is 
 not afraid of the snow for her household : for all her 
 household are clothed with scarlet. She maketh herself 
 coverings of tapestry, her clothing is silk and purple. 
 Her husband is known in the gates, when he sittetli 
 among the elders of the land. She maketh fine linen, 
 and selleth it, and delivereth girdles unto the merchant. 
 Strength and honour are her clothing, and she shall 
 rejoice in time to come. She openeth her mouth with 
 wisdom, and in her tongue is the law of kindness. She 
 looketh well to the ways of her household, and eatheth 
 not the bread of idleness. Her children arise up, and 
 call her blessed ; her husband also, and he praiseth her. 
 
240 OF GOVERNESSES. 
 
 Many daughters have done virtuously, but thou 
 exceJlest them all. Favour is deceitful, and beauty is 
 vain : but a woman that feareth the Lord, she shall be 
 praised. Give her of the fruit of her hands, and let her 
 own works praise her in the gates." 
 
 Though the great difference in 
 manners, and the brevity and bold- 
 ness of the figures, make this language 
 obscure at first, yet the stile is so 
 rich and animated, that we are soon 
 charmed with it on examination. 
 But what should be further remark- 
 ed in it, is, that it is the authority of 
 Solomon, the wisest of men ; it is 
 the Holy Spirit itself speaking in 
 this lofty manner, to recommend to 
 us, in the character of a woman of 
 rank and fortune, simplicity of 
 
 MANNERS, DOMESTIC ECONOMY 
 
 and industry. 
 
 H. Ruff, Printer and Publisher, Cheltenham. — 1805.