LC 1422 H hssbruhq SB888Btt»8Ba«gS Jblfl UiMTiiiiiiBiniim tlil mm MM »§8 »» r\^ o " o *Z^ •» *>* 4*^ r oV W •0* oV/« ^O <* <>t- **& ^o c^ s • • , ^S. A v ^* * *x f\> o •» o . *>■> U jr ** O „ ' o « s 3 o ^\.*^\X" C°* .*^I->o -«* r *^ ^o^ ,0 K oV ^•^ ^ ,plu*|p£ into the depths of science, when we propose all these histories ; they are on the contrary, brief, various, and adapted to the tastes of all, even of the most uninstructed. The Deity, who knows better than any mor- tal that human soul which he has formed, has made religion dependent on facts within the comprehension of ordinary understandings ; and these facts facilitate our conception and recollection of the mysteries. Tell a child, for instance, that in the Deity three equal USES OF HISTORY. 77 Persons constitute one nature 5 by means of hearing and repeating these terms, she will retain them in her memory; but I doubt whether she conceives their meaning. Tell her that when Jesus Christ was ascending from the waves of Jordan, there came a voice out of heaven from the Father, saying, " This is my beloved Son in whom I am well pleas- ed." Say likewise, that the Holy Spirit descended on the Saviour in the form of a dove ; in this way, you make her clearly dis- cover the Trinity — by means of a history which she will never forget. Here are three Persons that she will always distinguish* by the difference of their actions ; you will have only to teach her that they all constitute but one God. This example is sufficient to show the utility of history ; though it appears to prolong the process of instruction, it in reality abridges it, and frees it from the dullness of catechisms, in which mysteries are detached from facts ; thus we find that, anciently, the prevalent mode of instruction was through the medium of history. The admirable 7 78 FEMALE EDUCATION. method, of instructing all the ignorant, recom- mended by St. Augustine, was not a system which this father alone had introduced ; it was the prevailing system and practice of the church. It consisted in showing, by the course of history, that religion is coeval with the world. Jesus Christ expected in the Old Testament, and reigning in the New, consti- tutes the summary of Christian instruction. This method requires more time and atten- tion than the instruction to which many confine themselves ; but when this detail is familiar, the course of religious instruction is complete, while, on the other hand, if this is unknown, no clear ideas will be entertained with respect to Jesus Christ, the gospel, the church, and the circle of Christian virtues. A historical catechism, simple, short, and more intelligible than ordinary catechisms, might contain all that is necessary in this way ; so that it cannot be said that very much study is required. We may join to the histories just noticed, the passage of the Red sea, and the sojourn- USES OF HISTORY. 79 ing of the children of Israel in the wilderness, where they had bread from heaven for food, and drank water which Moses caused to flow from the rock by smiting it with his rod. Represent the miraculous conquest of the promised land, when the waters of Jordan rolled backward to their source, and the walls of a city fell of themselves, in the view of the besiegers. Present a lively and natural description of the battles of Saul and David ; represent the latter, in his youth, without armor, and in his shepherd's dress, victorious over the gigantic Goliah. Never forget the glory and wisdom of Solomon ; introduce him deciding the quarrel of the two women who lay claim to a child ; but especially ex- hibit him falling from the height of this wis- dom, and dishonoring himself by luxury and effeminacy, the almost inevitable conseqences of extreme prosperity. Introduce the prophets addressing kings in the name of God ; let them be represented reading in the future as in a book ; let them appear humble, austere, and suffering con- 80 FEMALE EDUCATION. tinual persecutions for having declared the truth. Describe in the proper place, the first fall of Jerusalem ; let them see the temple burnt, and the holy city in ruins, as a punish- ment for the sins of the people. Recount the Babylonish captivity, in which the Jews lamented their beloved Zion. Before their return, describe briefly the delightful adven- tures of Tobit and Judith, Esther and Daniel. It would not be without advantage, to make children give their opinions upon the different characters of these saints, for the sake of knowing who are most agreeable to them. One would prefer Esther, and another Judith ; and this would excite between them a little dispute, that would impress these histories more deeply upon their minds, and w T ould assist in forming their judgments. Then conduct again the people to Jerusalem, and represent them repairing its walls ; give an agreeable picture of its peace and prosperity ; soon after, present to their view the cruel and impious Antiochus, who dies in a false penitence ; show, in the times of this perse- USES OF HISTORY. gj cutor, the victories of the Maccabees, and the martyrdom of the seven brothers of that name. Proceed to the miraculous birth of St. John. Give more in detail, that of Jesus Christ ; after which, you can select from the Gospels all the most impressive passages of his life ; — his appearance in the temple at the age of twelve years, — his baptism, — his retire- ment into the wilderness and temptation there, — the calling of his apostles, — the multiplica- tion of the loaves, — the conversion of the woman that was a sinner, who anointed the feet of the Saviour with perfumed ointment, washed them with her tears, and wiped them with the tresses of her hair ; — represent like- wise the Samaritan woman instructed, the blind man. healed, Lazarus raised from the dead, Christ's triumphant entry into Jerusa- lem ; make his sufferings on the cross visible ; picture him rising from the tomb. Next, you can bring to view the familiarity with which he remained forty days with his disciples, till they saw him ascend to heaven ; — the descent of the Holy Spirit, the stoning of St. Stephen, 82 FEMALE EDUCATION. the conversion of St. Paul, the calling of the centurion Cornelius, the journeys of the apostles, and particularly of St. Paul, are es- pecially entertaining. Select the most won- derful histories of the martyrs, and something in general of the heavenly life of the early Christians ; introduce here the courage of young virgins, the astonishing austerities of recluses, the conversion of the emperors and of the empire, the blindness of the Jews, and their terrible punishment which continues to this day. All these narrations, discreetly managed, would prepare the lively and tender imagina- tions of children to receive with delight the whole series of religious history, from the creation to the present time ; and, in this way, their understandings would be filled with very grand and impressive ideas, which would never be effaced. They would even see, in this history, the hand of God always raised to de- liver the just, and to confound the purposes of the wicked. They would be accustomed to discern the Deity acting in every thing, USES OF HISTORY. 83 and secretly directing according to his own purposes, those who appear most distant from them ; but in these histories it is necessary to combine every thing that yields the most agreeable and magnificent images, because all our efforts should be of such a kind as to render religion amiable, attractive and august, while, on the contrary, it is generally repre- sented as something feeble and melancholy. Beside the inestimable advantage of com- municating religious instruction to children in this way, the treasure of pleasing narratives thus accumulated in the memory, awakens their curiosity respecting serious things, ren- ders them sensible to the charms of intellec- tual enjoyment, and makes them interested in what they hear of other histories that have some connection with what they already know ; but, once more, it is necessary sedu- lously to avoid imposing any compulsory ob- ligation upon them to listen to these accounts, or to retain them in mind ; they should by no means be considered regular lessons ; let all this be done solely by the attraction of 84 FEMALE EDUCATION. pleasure. Do not press them ; you will at- tain your object, even with understandings not above mediocrity ; you have only to leave them unconstrained, and let their curiosity be gradually stimulated. " But," you will say, " how can we relate these stories in a lively, concise, natural, and agreeable manner ?" " Where are the governesses who are capa- ble of doing this ?" To this I reply, that my object in proposing this, is, to induce the choice of persons well qualified to take the charge of children, and to inspire them, as far as practicable, with a fondness for this method of teaching ; each governess will fol- low it according to the extent of her own ca- pacity ; in fine, however little enlargement of mind those who engage in this employment may possess, the work of education will be conducted in a less erroneous manner, when they are habituated to this method, which is simple and natural. Conversation on these subjects may be assisted by means of such engravings or pic- tures as give a pleasing representation of sa- . USES OF HISTORY. 85 cred history. Engravings will be sufficient, and may be furnished for common use ; but should an opportunity offer of showing chil- dren good pictures, it should by no means be neglected ; for the vividness of the colors, together with the size of the figures, will affect their imaginations much more forcibly. CHAPTER VII. RELIGIOUS INSTRUCTION. We have already remarked that early in- fancy is not adapted to the exercise of the reasoning faculty, on account of the limited knowledge of children, and their natural disinclination to observe and connect their thoughts. We should, nevertheless, endeavor, without placing their faculties under unnatural restraint, gently to turn the first exercise of their reason to the knowledge of God. Im- bue their minds with Christian truth, without suggesting subjects of a doubtful nature. They see some one die ; they know that he is interred ; you can say to them, " Is this dead man in the grave ?" " Yes." " Is he not then in heaven ?" " Pardon me ; he is there indeed." " How is he then in the RELIGIOUS INSTRUCTION. 87 grave and in heaven at the same time ?" " It is his soul that is in heaven ; his body is laid in the grave." " His soul, then, is not his body ?" " No." " The soul is not dead ?" " No ; it will live forever in heaven." You may say in addition, " And do you wish to be saved ?" " Yes." " But what is it to be saved ?" " It is to have our souls go to heaven when we die." " And what is death ?" " The separation of the soul from the body, and the return of the body to the dust." I do not assert that you will at first lead children to such answers ; I can aver, how- ever, that several have made me similar re- plies, when at the age of four years ; but if the understanding be less quick and active, you have, at the utmost, only to wait patiently a few years. You can show children a house, and ac- custom them to comprehend that this house was not built of itself. " These bricks," you can say, " were not laid without the help of some person to bring them." You may even 88 FEMALE EDUCATION. show them the masons that built it; then make them look abroad upon the heavens and the earth, and the principal things that God has made for the use of man ; say to them ; " You see how much more grand and beautiful the whole world is, than a house." "Was it made of itself?" "No, doubtless it is God who has built it with his own hands." At first follow the method of Scripture; affect forcibly their imaginations ; propose to them nothing that is not arrayed in the garb of sensible images. Represent to them the Deity, seated upon a throne, his eyes more glittering than the sunbeams, and more piercing than the lightning. Introduce him as speak- ing ; describe him as hearing every thing, as sustaining the universe in his hands, with his arm constantly raised to punish the wicked, yet with a heart overflowing with the tender- ness and affection of a father, ready to ren- der all that love him happy. The time will come when their knowledge of all these sub- jects may be made more accurate. Observe RELIGIOUS INSTRUCTION. $Q every opening with which the understanding of the child presents you ; make use of various methods, so as to ascertain in what way great truths may find the most easy access to her mind. Especially observe to tell her nothing new without making it familiar by some obvi- ous comparison. For instance, ask her if she would rather die than renounce Jesus Christ ; she will say, " Yes." You add ; " What ! would you give up your life for the sake of going to heaven ?" " Yes." So far, the child thinks she should have sufficient courage to do it ; but though you wish to make her feel that she can do nothing without divine assistance, you will gain nothing by simply telling her that she cannot be faithful without the aid of grace ; she does not understand all this ; and if you should teach her to repeat these words with- out understanding them, you would accom- plish very little. What then shall you do ? Relate the story of St. Peter ; represent him saying in a presumptuous tone, "Though I should die with thee, yet will I not deny 8 90 FEMALE EDUCATION. thee ; though all should desert thee, yet will not I." Then describe his fall ; he three times denies Jesus ; a female servant terrifies him. Tell why God permitted him to prove so feeble ; then refer to the case of an infant, or a sick person, unable to walk alone, and make the child perceive that we need that God should sustain us as a nurse carries her child ;. in this way you will explain the mystery of grace. But the truth which will be understood with the greatest difficulty, is, that we have souls more precious than our bodies. Chil- dren are early taught to speak of their souls, and this is well ; for this language which they do not understand, scarcely ever fails to ac- custom them to form some confused idea of a distinction between the body and the soul, before they are able to conceive of it. As the prejudices of infancy are pernicious as far as they lead to error, so they are useful when they accustom the imagination to truth, before reason is sufficiently developed to comprehend it. But it is necessary to estab- RELIGIOUS INSTRUCTION. Ql lish a firm persuasion of this truth. How is this to be done ? By perplexing the mind of a child with the subtleties of philosophy ? Nothing can be worse. Confine yourself to making clear and obvious to her, if possible, what she hears and repeats every day. As for her body, she is but too well ac- quainted with it ; every thing inclines her to gratify its propensities, to adorn it, and to make it her idol ; it is of great importance to lead her to slight it, by showing something within her far more noble and excellent. Say then to a child in whom reason has begun to be active, "Is it your mind that eats?" If she answers incorrectly, do not reprove her ; but gently tell her that her mind does not eat. " It is the body," you will say, " that eats ; it is the body that is like the brutes." " Have brutes any understand- ing? are they learned?" "No," the child will answer. " But they eat," you may say, " though they have no understanding." " You see then, very plainly, that it is not the mind that eats ; it is the body that takes food 92 FEMALE EDUCATION. for its nourishment ; it is this that walks, and that sleeps." " And what does the mind do ?" " It reasons, it knows persons ; it loves certain things ; and there are others that it regards with aversion." Say likewise, as if in sport, " Do you see this table ?" "Yes." "You know it then?" "Yes." " You see then that it is not made like this chair ; you know very well that it is made of wood, and that it is not like the chimney, that is built of bricks ?" " Yes," the child will answer. Do not proceed any farther, unless you perceive by her eyes, and by the tone of her voice, that these simple truths have made an impression on the child. Then you can say, " Does this table know you ?" You will find that the child laughs at the absurdity of the question. It is no matter ; you may con- tinue. " Which loves you best, this table or this chair ?" She will laugh still more. Pro- ceed, " Is the window very learned ?" Then endeavor to advance one step further. "And does this doll answer, when you speak to it ?" " No." " Why not ?" " Has it not any un- RELIGIOUS INSTRUCTION. 93 derstanding ?" " No, it has not any at all." " It is not like you then, for you know it, and it does not know you." " But after your death, when you are laid in the ground, shall you not be like this doll ?" " Yes." " You will not feel anything again?" " No." " You will not any longer know any one ?" " No." " And will your soul be in heaven ?" " Yes." " Will it not see God there ?" " Yes, it will." " And where is the soul of the doll now ?" You will find that the child answers you with a smile, or at least gives you to un- derstand that the doll has not any soul. By resorting to these and similar methods, you may gradually accustom children to attribute to the body the properties which belong to it, and to the mind its peculiar operations, if you do not indiscreetly propose certain actions that are common to the body and mind. «*?Vvoid these intricacies that tend only to ob- scure truth, and always be content with clearly bringing to view those things in which the distinction between body and mind is most marked and obvious. There may be found, 8* 94 FEMALE EDUCATION. perhaps, understandings so wanting in acute- ness, that with all the advantages of a good education they will not be able to understand fully these truths ; but we should consider, not only that one often understands a subject, without being able to unfold it clearly to oth-* ers, but also that the Deity sees better than we can what he has placed in the human minct to aid in the knowledge of his mysteries. With respect to children who discover an understanding capable of advancing still fur- ther, it is in your power, without plunging into a study which savors too much of philos- ophy, to make them comprehend, according to the extent of their ability, what they say, when they are made to repeat that God is a spirit, and that their soul is a spirit likewise. I believe that the best and most simple method of making them conceive of this spiritual na- ture of the Deity and of the soul, is to lead them to observe the difference between a dead man and a living one : In the one, there is only the body ; in the other, the body is united to the soul. You can show them that RELIGIOUS INSTRUCTION. 95 that which reasons is more perfect than that which has only figure and motion. Convince them next, by a variety of examples, that bodies are never destroyed, that they are only separated ; thus the parts of burnt wood fall into ashes, or ascend in smoke. "If then," you will add, " that ashes, which is in- capable of knowing or thinking, never per- ishes ; with much more reason we conclude that the soul, which knows and thinks, will never cease to exist. The body can die, that is, it may be left by the soul, and be re- duced to ashes ; but the soul will live, for it will always think." Teachers should, as far as possible, render instruction of this kind intelligible to the minds of the young, as it lies at the founda- tion of all religion ; but, when they cannot succeed in this, instead of being disheartened by finding the understanding feeble and slow, they should cherish the hope that God will enlighten these dark minds. There is even a very obvious and practical way of confirm- 96 FEMALE EDUCATION. ing this belief of a distinction between the body and the mind ; it is to accustom chil- dren to disregard the one and esteem the other in the whole course of their conduct. Praise that instruction which nourishes the soul and promotes its growth ; revere the great truths which animate mankind to be- come wise and virtuous ; despise luxury in food and dress, and whatever tends to ener- vate the body ; make them sensible that honor, a good conscience, and religion, are far superior to sensual pleasures. By such sentiments, without reasoning on the nature of the body and of the mind, the ancient Ro- mans taught their children to slight the body, and reduce it to subjection, in order to im- part to the soul the pleasure arising from vir- tue and glory. Among them, not only per- sons distinguished by birth, but the whole body of the people, were temperate, disinter- ested, full of contempt for life, sensible only to honor and wisdom. When I speak of the ancient Romans, I mean those who lived be^ RELIGIOUS INSTRUCTION. 97 fore the period when the growing greatness of the empire corrupted the simplicity of their manners. Let it not be said that education cannot impart to children such prepossessions. How many maxims do we find established among us, in opposition to the suggestions of the senses, by the influence of custom. An in- stance of this is the custom of duelling, found- ed upon a false notion of honor. It was not the result of reasoning, but of receiving with- out reasoning, the established maxim respect- ing the point of honor, that life was exposed, and that every military man lived in continual peril. He who had no quarrel, might be en- gaged in one at any moment with those who sought a pretext for signalizing themselves in some rencounter. However moderate a man might be, he could not, without losing his honor, according to this false notion, either avoid a quarrel by an explanation, or refuse to act as second for any one who chanced to wish to fight. How decisive was the author- ity requisite for abolishing so barbarous a 98 FEMALE EDUCATION. custom ! Hence observe the strength of the prejudices of education. They will be much more so on the side of virtue, when they shall be sustained by reason and the hope of inher- iting eternal life. The Romans, of whom we have already spoken, and, before them, the Greeks, in the better ages of their republic, cherished in their children a contempt for luxury and effeminacy ; they taught them to esteem nothing but glory; to desire, not to possess riches, but to conquer kings who possessed them ; to believe that they could be happy only by being virtuous. This spirit was so universal in these republics, that they performed incredible achievements, in con- formity to these maxims so contrary to those of all other nations. The example of so many martyrs, and of others among the early Christians of every condition and age, is evi- dence that the grace of baptism, coming in aid of the influence of education, could pro- duce still more wonderful effects among the faithful, to make them rise superior to what pertains to the body. RELIGIOUS INSTRUCTION. 99 Seek then always the most agreeable ex- pressions, and the most lively comparisons, to represent to children that in our bodies we resemble the brutes, and in our spirits, the angels. Show them that the mind is in re- spect to the body what the horseman is to the animal on which he rides. Hence you may infer that the mind is very weak and unhappy, when it suffers itself to be carried away by the body, as by a furious horse that hurls it from a precipice. Show them likewise that personal beauty is a flower that blooms in the morning, and at evening is withered and trampled under foot ; but that the soul is the image of the immortal beauty of the Divinity. There is, you will add, a system of things so much more excellent, that it cannot be dis- cerned by the dim eye of sense, which sees that every thing below is subject to change and corruption. To make children feel that these are real existences which neither the eye nor the ear can discover, you can inquire of them if some one whom they know, is not wise, and if another has not a great deal of *■& 100 FEMALE EDUCATION. wit. When they have answered yes, say, " But did you ever see the wisdom of that person ?" " Of what color is it ? did you ever hear it ? does it make much noise ? have you touched it ? is it warm or cold ?" The child will laugh ; she will treat in the same way similar questions with respect to the mind ; she will appear astonished that you should ask her of what color a mind is ; whether it is round or square. Then you can make her observe that she knows some things that are real, which she can neither see, nor touch, nor hear ; and that these things are of a spiritual nature. But great care is necessary in conversing on such sub- jects with girls. I should not at this age pro- pose topics of this nature for any except those whose curiosity and reasoning would lead them without your guidance to such subjects. Your course must be modified according to the extent of their capacity. Restrain their thoughts as much as possi- ble within common bounds, and teach them that their sex should cherish a modesty with RELIGIOUS INSTRUCTION. 1QI respect to scientific subjects, nearly as deli- cate as that which inspires the abhorrence of vice. At the same time, the imagination should be made subservient to the advancement of the mind, so as to give them delightful views of those truths of religion which cannot be discerned by the eye. The glories of heaven should be described to them as they are rep- resented by St. John ; there all tears are wiped away ; there is no more death, neither sorrow, nor crying ; calamities shall be passed, sighing shall flee away ; an eternal joy shall roll over the heads of the blessed, as the waters rise above the man who is swallowed up in the depths of the sea. Show that heavenly Jerusalem, of which God himself shall be the sun, to create an eternal day ; a river of peace, a torrent of delight, a foun- tain of life, shall water it ; all there shall be gold, pearls, and precious stones. I am aware that all these images are drawn from sensible objects; but, after having presented children with so beautiful a representation in 9 102 FEMALE EDUCATION. order to gain their attention, you can recur to the means which have been suggested, to lead them back to spiritual things. Bring them to the conclusion, that we are on earth but as travellers at an inn, or under a tent ; that the body will soon perish ; that its dissolution can be delayed but a few years 5 but that the soul will wing its way to that celestial country where it will enjoy a never-ending life. If you can thus form in children the habit of contemplating these great subjects with pleasure, and of estimat- ing common things with reference to hopes so elevated, you will remove at once a multi- tude of obstacles. I should wish likewise to endeavor to give them strong impressions with regard to the resurrection of the body. Teach them that nature is but a prevalent system which God has established in his works, and that mira- cles are only exceptions to these general rules ; that thus it is as easy for God to per- form a hundred miracles, as it is for me to leave my chamber a quarter of an hour be- RELIGIOUS INSTRUCTION. 103 fore the usual time. Then recall the history of the resurrection of Lazarus, that of the resurrection of Christ, and of his familiar appearance to so many persons during forty days. In fine, show them that it cannot be difficult for him who has created men, to raise them from death. Never forget the comparison of the wheat which is sown in the earth, and which turns to corruption that it may revive again and produce an abundant harvest. These moral lessons are not indeed to be committed to memory by children, as they are taught the catechism ; this method would serve no other purpose but to turn religion into an affected language ; at least, into wea- risome formalities ; be content with simply assisting their minds, and leading them to derive these truths from the exercise of their own understandings ; they will thus become more their own, as well as more agreeable to them ; they will make a more lively impres- sion ; avail yourself of proper opportunities 104 FEMALE EDUCATION. to render those subjects clear, of which they have still only a confused notion. It should be observed, however, that there is nothing so dangerous as to speak of the present life with disregard, without making them perceive, by the whole course of your conduct, that you are sincere. In every period of life, example has an astonishing power over us ; but in infancy it can accom- plish every thing ; children delight in imita- tion ; they have formed no habits which render it difficult for them to imitate others ; besides, not being capable of judging them- selves of abstract principles, they judge of things much more by what they see in those who propose them, than by the reasons which are urged in their favor ; actions are much more palpable and obvious than words ; if then they see you practise the contrary of what you teach, they will be induced to con- sider religion a beautiful ceremony, and virtue a visionary idea. Never take the liberty to ridicule in the RELIGIOUS INSTRUCTION. 105 presence of children anything that has any connection with religion. You may, perhaps, laugh at the devotion of some weak-minded person, and think that all this is harmless ; but you are deceived ; nothing is without in- fluence in this matter. You should never speak of God, or of anything pertaining to his worship, but with a solemnity and rever- ence very distinct from such liberties. Never allow yourself in any deviation from propriety, but especially in relation to these subjects. It is not unfrequently the case that those who are the most polite and delicate in other things, possess very little sensibility with re- spect to religion. When the child has been led to make the reflections necessary for the knowledge of herself, and of the Deity, you can bring to view the historical facts in which she has been already instructed ; this union will give her a connected view of religion. She will observe with delight the relation that subsists between her own reflections and the history of the human race ; she will be convinced 9* 106 FEMALE EDUCATION. that man is not his own maker ; that his soul is the image of the Divinity ; that his hody was thus curiously and wonderfully framed by the wisdom and power of God ; the history of the creation will at once occur to her mind. She will next observe that she is born with inclinations contrary to reason ; that she is enticed by pleasure, and conquered by passion, and that her body overpowers her mind, as a furious horse spurns the control of his rider, while on the contrary her mind ought to govern her body ; she will recognize the cause of this in the history of Adam's transgression ; this will turn her thoughts to the Saviour, whose office it is to reconcile man to God ; and here we find the very fundamental principles of religion. That young persons may better understand the mysteries, the character, life, and precepts of Christ, they should be prepared to read the Gospels. Let them peruse the word of God, believing it the only guide to Jesus, and seeking to be enlightened by the Spirit of truth. Do not fail to read often with children RELIGIOUS INSTRUCTION. 107 the passages in which Christ promises to sustain and animate his church, that she may- conduct her children in the way of truth. Especially endeavor to impart to young fe- males, that sober and temperate wisdom that St. Paul recommends ; lead them to fear the enticements of novelty, the love of which is so natural to their sex ; inspire them with a salutary dread for unreasonable singularity in religious concerns; offer to their view that exalted piety, that wonderful harmony, which reigned among the early Christians ; make them lament our degeneracy ; make them aspire after that evangelical purity ; but banish with the utmost care every thought of presumptuous censure, and imprudent re- form. Place before their eyes the gospel, and the great examples of antiquity ; in connection with the promises made in Scripture to the church, point out its continued existence during the lapse of so many centuries, in the midst of so many assaults and revolutions, as clearly exhibiting the fulfilment of the divine 108 FEMALE EDUCATION. promises. Superstition is undoubtedly to be dreaded in the female sex ; but nothing more effectually eradicates or prevents it, than sober and correct instruction ; such instruc- tion, although it should be confined within proper limits, and be far removed from the researches of scholars, is, nevertheless, much more extensive than is ordinarily believed. There are many who esteem themselves well instructed, whose ignorance is so great that they are unable to perceive their gross defi- ciencies with respect to the very essentials of Christianity. Nothing should mingle with Christian faith or practice, that is not de- rived from the gospel, or authorized by the continued approbation of the church. Let females, then, who are naturally too credu- lous, be early instructed not to believe, on slight grounds, certain histories unworthy of credit, and not to attach themselves to certain acts of devotion which are destitute of the proper sanctions. The true method of form- ing their opinions on such subjects, is, not to criticise those irregularities which have often RELIGIOUS INSTRUCTION. 109 arisen from pious motives, but to show, with- out harsh censure, that they have no solid foundation. Be content with never introducing these things in your instructions respecting Chris- tianity. This silence will be sufficient to accustom children at first to conceive of the Christian religion in all its extent and per- fection, without the addition of the practices to which I have alluded. You may, as they advance in years, guard them against errone- ous opinions in theology ; I believe that in- struction here will not be useless, since we are every day in company with persons who are prejudiced in their opinions, and who make these prejudices a constant topic of conversation. Cherish the desire in children to understand the reasons of all the ceremo- nies of religion. Form their taste, not for sermons full of empty and affected ornament, but for rational and edifying discourses, which explain clearly the true meaning of Scrip- ture ; make them observe how beautiful and impressive is the simplicity of such instruc- HO FEMALE EDUCATION. tions, and give them a preference for that church in which the pastor speaks with so- lemnity and feeling, however destitute he may be of talent or power. But at the same time teach them to love and respect the pious of all denominations. Accustom the imagina- tion of children to hear often of death ; to see without terror, a pall, an open tomb, sick persons who are just expiring, and even those who are already dead, if you can do it with- out exposing their sensibilities to too violent a shock. Nothing is more grievous than to see many persons of wisdom and piety unable to think of death without trembling 5 some turn pale on finding that the number of persons at table is just thirteen, or because they have had certain dreams, or have seen a salt-cellar overturned ; the fear of all these imaginary ill omens is a palpable relic of paganism ; de- monstrate its vanity and absurdity. Though women have not the same opportunities for the display of courage that men have, they ought nevertheless to possess it. Cowardice RELIGIOUS INSTRUCTION. m is always contemptible, always productive of evil consequences. A female should know how to resist vain alarms ; in order to be resolute in unforeseen dangers, and to refrain from tears and dismay, on common occasions, she must be sustained by virtue. When an individual of either sex is a Christian, cow- ardice is no longer venial. The soul of Christianity, if the expression may be per- mitted, is the contempt of this life and the love of the other. CHAPTER VIII. THE SAME SUBJECT.— Continued. The great object which should be con- tinually placed before the eyes of children, is Jesus Christ, the author and finisher of our faith, the centre of all religion, and our only hope. I do not here undertake to say how far it is necessary to teach them the mystery of the incarnation ; for an attempt of this kind would lead me too far from my present purpose, and there is no scarcity of books in which this subject is fully discussed. When the principles are established, all the opinions and actions of the pupil should be formed after the model of the Saviour himself, who took a mortal body that he might teach us to live and to die, by showing us in that RELIGIOUS INSTRUCTION. H3 human nature, like our own, which he as- sumed, all that we are bound to believe and practise. It is not necessary, indeed, to compare every moment the child's sentiments and conduct with the life of Jesus ; this com- parison would become tiresome and indis- creet ; but children should be accustomed to regard the life of Christ as our example, and his word as our law. Select from his dis- courses and his actions w T hat is most suited to the youthful capacity. If the child is impa- tient in suffering any inconvenience, bring to her mind the remembrance of Jesus Christ upon the cross. If she cannot resolve on some disagreeable task, show her the Saviour laboring as an artisan to the age of thirty years. If she is too anxious to be praised and esteemed, speak of the ignominy that was heaped on the Saviour. If she cannot be on good terms with her companions, lead her to contemplate Jesus conversing with sin- ners, and even with the most abominable hypocrites. If she manifests resentment, hasten to represent to her Jesus dying on the 10 114 FEMALE EDUCATION. cross for his very murderers. If she suffers herself to be transported with excessive joy, describe to her the gentleness and moderation of the Saviour, whose whole life was so grave and serious. In fine, let her often represent to herself what Jesus Christ would think, and what he would say, with respect to our con- versations, our amusements, and our most serious occupations, were he still visible among us. " What would be our astonish- ment," you might continue, " should he ap- pear suddenly in the midst of us, while we are regardless of his law ?" " But will not this be the case with each one of us at death, and with the whole world, at the hour of uni- versal judgment?" You can then describe the destruction of the universe, the sun dark- ened, the stars falling from their places, the flaming elements rolling like waves of fire, the earth shaking to its foundations. " With what eyes then," you can say, " should we view this heaven over our heads, this earth which sustains us, these houses that we in- habit, and all these other objects that surround RELIGIOUS INSTRUCTION. H5 us, since they are reserved for conflagration ?" Then describe the opening tombs, the dead assembling their scattered relics ; Jesus Christ descending in the clouds with overpowering majesty ; that book opened, in which are written even the most secret thoughts of the heart ; that sentence pronounced in presence of all nations and ages ; that glory which will be revealed to crown the righteous, and make them reign with Christ forever ; and finally, that fiery gulf, that eternal darkness and horror, that gnashing of teeth and rage in common with devils, which shall be the doom of the guilty. Do not fail to give a thorough explanation of the decalogue ; show that it is a summary of the law of God, and that we find in the gospel what is not contained in the decalogue except by remote inference. Explain what is meant by counsel ; and do not permit your pupils to please themselves, as is the common practice, with making too wide a distinction between counsels and precepts. Make it evident that counsels are given to facilitate 116 FEMALE EDUCATION. obedience to the precepts, to secure men against their own frailty, to remove them from the verge of the precipice, toward which they are attracted by their own weight ; that, in fine, counsels become absolute precepts for those who cannot, on certain occasions, observe the precepts without the counsels. Often repeat this truth, that the mere observ- ance of the external rites of religion is useless and even injurious, if it be not internally ani- mated by the spirit of love and of religion ; render this clear and intelligible ; — show that God requires to be honored with the heart, and not with the lips ; that ceremonies serve to express our religion, and excite it, but that ceremonies do not constitute religion ; that this resides within, since God seeks the homage of those who worship him in spirit and in truth ; that it is necessary for us to love him in our hearts, and to regard him as if there were no other beings in the universe beside God and ourselves ; that he needs not our words, our suppliant postures, or even our treasures ; that our hearts are what he RELIGIOUS INSTRUCTION. H7 requires ; and that we ought not merely to do what the law demands, but to do it for the sake of obtaining that recompense which compliance with the requisitions of the law is adapted to supply. Observe also, in this connection, that not all who shall cry, Lord, Lord, will enter into the kingdom of heaven ; that, unless we entertain the true sentiments of love to God, renunciation of the world, consciousness of our unworthiness, and dread of temptation, we make Christianity an illusive phantom, which serves only to deceive our- selves and others. You can next proceed to explain the nature of the sacraments ; in this way, you will pro- duce a conviction that it is a great thing to be a Christian, and that it is base and wretched to be devoted to the vanities of the world. Show that the examples and maxims of the world, far from having any authority over our minds, ought to make us view with suspicion whatever comes from so dangerous a source ; do not fear even to represent, with St. Paul, the devil reigning in the world, and agitating 10* 118 FEMALE EDUCATION. the hearts of men with all the violent passions, that make them seek riches, glory, and pleas- ure. This pomp, you will say, proceeds more directly from the prince of darkness than even from worldly men ; this w T orld is a vain show to which a Christian ought neither to open his eyes nor his heart. The first step in religion is the renunciation of earthly pomp and vanity ; to plunge again into the allurements of the world is a kind of apostacy, like that of a recluse who, notwithstanding his vows, should quit his retirement, and his penitential dress, to mingle again in worldly scenes. Show that we are under obligation to disregard the groundless contempt, the impious ridicule, and even the violence of the world, since we have become the sol- diers of Christ to encounter this enemy. " We are not living," you can say, " in the days of persecution, when those could be put to death who would not renounce the gospel ; but the world, which cannot cease to be the world, that is, corrupt, always carries on an RELIGIOUS INSTRUCTION. H9 indirect persecution against piety ; it spreads out its snares to procure its fall, it vilifies it, it ridicules it, and it renders the practice of it in most situations so difficult, that even in the midst of Christian nations, and where the sovereign authority supports Christianity, one is in danger of being ashamed of the name of Christ and of the imitation of his life. Represent in a lively and impressive man- ner the happiness of being made members of the body of Christ by the eucharist ; in bap- tism, he makes us brethren ; in the eucharist, he makes us his members. As by his incar- nation he has given himself to mankind in general, in the other sacrament, which is a natural consequence of his incarnation, he gives himself, in a special manner, to every disciple. But to approach this ordinance, without living by the spirit of Christ, is to eat and drink judgment to ourselves. The Sa- viour himself says, " He that eateth me, shall live by me." Praise the infinite goodness of the Son of God, who has appointed pastors to instruct us in his name, to minister to the 120 FEMALE EDUCATION. edification of saints and to the conversion of sinners, that the church may be preserved without interruption through every age. Show that we have reason to rejoice that God has given such power to men ; that we should venerate these men of God, and that the dis- covery of anything in them which brings re- proach upon their office, should excite our deepest sorrow. The doctrine that they preach is not their own ; he who listens to them, listens to Christ himself; when they come in the name of Christ to explain the Scriptures, the Holy Spirit speaks through their lips. Their time is not their own ; from so high a ministry, in which they ought to give themselves wholly to preaching the word and prayer, we should not wish to withdraw them, for the purpose of mingling in secular affairs. The wish to withhold from them a proper support is, therefore, unjustifiable ; but it is still more criminal to desire to edu- cate relatives and friends for this most solemn and responsible office, with a view merely to their temporal interests. -RELIGIOUS INSTRUCTION. 121 It remains to show the necessity of prayer, grounded on the need of grace to which we have already alluded. You can say to a child, " God requires us to ask the aid of his grace, not because he is ignorant of our wants, but because he chooses to subject us to a supplication that leads us to be sensible of our need ; thus it is the humiliation of our hearts, the feeling of our misery and helplessness, and confidence in his goodness, that he re- quires of us. This supplication which God requires us to make, consists in nothing but the intention and the desire ; for there is no necessity for our words. Many words are often repeated without prayer, and often there is inward prayer where not a word is pronounced. These words are, nevertheless, very useful, for they excite in our minds, if we are attentive, the thoughts and feelings which they express; it is for this reason that Christ has given a form of prayer. How great a consolation is it for us to know, from the lips of the Saviour himself, in what man- ner we should approach the Father ! What 122 FEMALE EDUCATION. power must there be in the petitions that God himself instructs us to use ! How can he fail to grant that which he has taken care to in- struct us to ask ? You can next show how simple and sublime is this prayer, how con- cise and yet how full of every thing which we can hope to receive from on high. CHAPTER IX. PREVALENT FEMALE DEFECTS. We have yet to speak of the care requisite to preserve young ladies from several faults usually prevalent with their sex. They are educated in a softness and timidity that ren- der them incapable of acting with firmness and resolution. There is at first much affec- tation, and afterward much of the power of habit, in these groundless fears, and these tears which they turn to so good account ; contempt for such affectation may be very useful in its correction, since so much of it is to be ascribed to vanity. It is necessary also to repress their too ten- der friendships, their little jealousies, their flattery, and their extreme eagerness in the 124 FEMALE EDUCATION. pursuit of some favorite object; all this is in- jurious to them, and accustoms them to re- gard every thing grave and serious as unin- teresting and severe. We should likewise lead them to consider it important that they study to converse with conciseness and pre- cision. Talent in conversation consists in re- trenching all expressions that are useless, and in saying much in few words ; most females, on the contrary, use many words to express very few ideas ; they take fluency in speak- ing and a lively imagination, for wit ; they exercise no discretion in selecting from the multitude of their thoughts ; they follow no order with respect to circumstances which they are to relate ; their imagination is com- pletely occupied with every subject on which they converse, and this excitement makes them talkative ; but nothing of real worth can be expected from a young lady, unless she is taught to reflect, to examine her thoughts, to communicate them in concise and appropri- ate language, and to be able afterward to keep silence. DEFECTS OF FEMALES. 125 Another thing contributes not a little to the formation of this loquacious disposition in young ladies ; — they are naturally somewhat inclined to artifice, and are prone to use indi- rect means in the attainment of their objects ; cunning they esteem laudable ; and how should it be otherwise since they know no better prudence, and this is usually the first thing that they are taught by example ? They have a natural facility in assuming any char- acter ; tears cost them nothing, their passions are violent, and their knowledge limited ; hence they neglect nothing which can en- hance the probability of their success ; they resort to means which to more discreet and judicious persons would appear improper ; they scarcely exercise their reason in exam- ining whether the object of their wishes is re- ally desirable ; but they are very industrious in the pursuit of it. Add to this that they are timid and full of bashfulness ; and here we find another source of dissimulation. Now to prevent so great an evil, we should be careful never to place 11 126 FEMALE EDUCATION. them under the necessity of resorting to de- ceitful conduct ; and we should accustom them frankly to make known their inclina- tions respecting every thing that is not pro- hibited. Let them be at liberty to show their weariness, when they are tired. Do not constrain them to appear pleased with particular persons or books which they dislike. If they are so unfortunate as to have form- ed the habit of disguising their sentiments, the way to remedy this evil is to give them solid instruction in the maxims of true prudence 5 as we see that the method of rendering them disgusted with the frivolous fictions of ro- mance, is to inspire them with a taste for such histories as are useful and pleasing. If you neglect to cherish in them a rational cu- riosity, they will have an inordinate one ; and, in the same manner, if you fail to imbue their minds with true prudence, they will become habituated to that false prudence, which is no other than cunning. Show them, by examples, that a person, without having recourse to deceit, may be not DEFECTS OF FEMALES. ]27 only discreet and cautious, but diligent in using the lawful means of success. Tell them that real prudence consists in saying little, and being more distrustful of ourselves than of others ; not in using deceitful words and acting in an assumed character. An un- disguised course of conduct, and an established reputation for probity, inspire more confidence and esteem, and consequently are more ad- vantageous, even if we consider temporal concerns alone, than any deviations from openness and integrity. This probity, united with discretion, reflects real honor on its pos- sessor. But remark further how mean and con- temptible is the object sought by dissimula- tion ; it is either a trifle unworthy of notice, or the gratification of a pernicious passion. When we desire only what may with propri- ety be desired, we seek the object of our wishes by using with moderation the appro- priate and obvious means. What is more agreeable and rational,, than to be sincere, always tranquil, at peace with ourselves, hav- 128 FEMALE EDUCATION. ing nothing to fear or to feign ? While, on the contrary, a deceitful person is always ex- posed to agitation, danger, remorse, and the deplorable necessity of concealing one artifice by a hundred others. With all this dishonorable anxiety, these dissembling persons by no means escape the evils that they strive to avert. Soon or late their characters are fully known. If people are deceived by them in some detached cir- circumstance, they are not so with respect to the general tenor of their lives ; they are al- ways suspected in some way ; not unfrequently they are the dupes of the very persons whom they wish to deceive ; for such will often pre- tend to be deceived when they are not ; and thus these artful, dissembling persons often think themselves esteemed, when in fact they are the objects of contempt. But however successful in their schemes, they will at least be regarded with suspicion ; and what is more adverse to the advantages which a pru- dent regard to our own interest would prompt us to seek, than a constant exposure to suspi- DEFECTS OF FEMALES. 129 cion? Suggest such observations as these, gradually, as you find opportunity, and as ne- cessity, and their own capacities demand. Observe likewise that artifice and dissimu- lation always spring from a mean disposition and a narrow mind. Persons resort to cun- ning and concealment, either because they are not such as they ought to be, or because, desiring things which are not improper, they employ unworthy methods to effect their pur- pose, for want of sufficient knowledge to guide them in the choice of more honorable means. Lead children to remark the folly of certain acts which they see practised, and the contempt which they bring upon those who practise them ; and, in fine, make them thoroughly ashamed of their conduct when they are detected in any instance of deceit. Occasionally deprive them of what they love, because they wished to obtain it by indirect means, and say that they shall have it when they ask for it with simplicity ; do not fear to be lenient to their little frailties, that they may be encouraged to avoid concealing them. 11 * ] 30 FEMALE EDUCATION. Extreme diffidence is a most dangerous evil, and one to which a remedy should early be applied ; for, unless carefully watched, it renders all others incurable. Undeceive them with regard to those re-» finements in dissimulation, by which they en-» deavor to make others deceive themselves, and so to avoid the reproach of having de- ceived them ; there is more baseness and fraud in this species of cunning, than in com- mon artifice. Others practise deception with a species of candor and plain dealing, (if such an expression may be allowed ;) but these make use of a new disguise to give credit to the other. Say to the child that God is truth itself ; that for any one to trifle with truth in his words, is to trifle with God ; that her language should be precise and exact, and that she should speak little in order that she may say nothing but what is correct, and thus may maintain the greatest reverence for truth. Beware of imitating those persons who commend children when they have displayed DEFECTS OF FEMALES. 131 their ingenuity in the practice of deception. Instead of manifesting pleasure on such occa- sions, censure them severely, and manage so that all their artifices shall fail of success ; in this way experience will render them distaste- ful. By praising them for such faults, you persuade them that cunning and deception are proofs of talent. CHAPTER X. THE VANITY OF BEAUTY AND DRESS. Nothing is so much to be feared in girls, as vanity ; they have naturally a strong de- sire to please. The paths which conduct men to fame and influence being inaccessible to them, their whole attention is bestowed on the culture of intellectual and personal graces ; hence proceeds their agreeable and insinuat- ing conversation ; hence it is, that they so eagerly aspire after beauty and all external attractions, and that they have so passionate a fondness for ornaments ; a cap, a ribbon, a curl somewhat higher or lower, the choice of a color, are so many important concerns in their estimation. These things are carried to a greater ex- BEAUTY AND DRESS. 133 trerae in our nation than in any other ; the fickle disposition that reigns among us, causes a continual variety in the fashions ; thus to the fondness for dress is added the charm of novelty, which has singular power over such minds. These two follies united, annihilate all distinctions of rank, and vitiate the public morals. As there is no longer any establish- ed distinction in dress and furniture, there is nothing in fact to mark the different grades of society ; for as to the private table of indi- viduals, it is beyond the reach of public scru- tiny; each one chooses according to his wealth, or rather, without wealth, according to his ambition and vanity. This luxury and splendor ruin families, and the ruin of families involves the corrup- tion of the morals of society. On one side, all this pomp and show excite in the minds of persons of humble birth, the passion for hastily amassing wealth, a propensity which the Holy Spirit assures us cannot be indulged without sin. On the other hand, people of quality, finding themselves without resources, 134 FEMALE EDUCATION. are guilty of the most unworthy and infamous conduct in the attempt to support their ex- penses ; in this way, however, fidelity, pro- bity, and natural affection, even among the nearest relatives, gradually become extinct. All these calamities spring from the author- ity that vain women have in deciding on the fashions ; they assail with ridicule and con- tempt all those who wish to preserve the gravity and simplicity of ancient manners. Be solicitous then to make young ladies sensible that the honor which springs from a good character and from real capacity, is far more estimable than that which is derived from their hair or their dress. Assure them that beauty deceives the person who possesses it, even more than those who are dazzled by it ; it disturbs and intoxicates the soul ; its possessor views herself with greater fondness than is felt by the most impassioned lovers for those of whom they are enamored. A very few years constitute the difference be- tween a fine woman, and one who is destitute of personal charms. Beauty can be only in- BEAUTY AND DRESS. 135 jurious, unless it procure a young lady an advantageous marriage. But how can it do this, unless it be sustained by merit and virtue ? She cannot expect to marry any one but a young fool, unless her wisdom and modesty render her attractive in the estimation of men who possess cultivated minds, and who are sensible of the superior excellence of moral qualities. Those whose beauty is their only recommendation, soon become ridiculous ; they unconsciously arrive at an age when their beauty fades, and they continue to be charmed with themselves, though every one else, far from being pleased, is disgusted with them. In fine, it is as unreasonable to value beauty alone, as to wish, like savage and barbarous nations, to make all merit consist in muscular' strength. From beauty we pass to consider the sub- ject of dress ; real graces depend not on vain and affected ornament. We may indeed re- gard neatness, decency and propriety in the adjustment of our necessary attire ; but, be- yond this, the garments that cover us, and 136 FEMALE EDUCATION. which we may render convenient and agreea- ble, can never confer upon us real beauty. I would even lead young ladies to remark the noble simplicity apparent in the statues and other representations which remain to us of the Grecian and Roman women ; they would here see how graceful and majestic are those figures, where the hair is tied behind with an air of negligence, and where the drapery is full and flowing. It would also be advantageous to them to hear the conversation of painters, and other persons who have this exquisite taste for the models of antiquity. If their minds rise in any degree above the prejudices of custom, they will soon conceive the greatest dislike for their unnatural modes of curling the hair, and for those dresses that are made in the extremity of the fashion. I am well aware that we should not wish them to conform to the ancient models ; it would be extravagant to desire it ; but they might, without any singularity, form a taste for that simplicity of dress, which is so dignified, so graceful, and, at the same time, so suitable BEAUTY AND DRESS. 137 to Christian morals. In this way, while externally conforming to present fashions, they would at least know what to think of these fashions. They would comply with custom, as they would submit to a tiresome servitude, and they would yield to it only what they could not refuse. Make them observe, seasonably and frequently, the vanity and frivolousness that produce this incon- stancy in the fashions. It is a very ill-judged thing, for example, to swell the head dress with I know not how many caps piled one upon another ; the true graces follow nature, and never place her under constraint. But the fashion destroys itself; it is always aiming at perfection, and yet never reaches it ; at least, it is never willing to stop at that point ; it would be reasonable, if it changed for the sake of remaining fixed, after having attained perfection in convenience and ele- gance ; but to change continually, merely for the sake of changing, is nothing less than to seek inconstancy and confusion, instead of true refinement and good taste. We gene- 12 138 FEMALE EDUCATION. rally find nothing but caprice in the fashions. The ladies have the power of deciding in these concerns. They are indeed the only persons to whom we should wish to consign this charge ; it is true, however, that the most ignorant and frivolous take the chief direc- tion ; they neither choose nor refuse anything on rational principles ; if any tasteful inven- tion has been long in fashion, that is a suffi- cient reason for its being so no longer ; it is displaced, and something else, however ridiculous, takes its place on the ground of novelty, and is admired. When these principles are established, you may proceed to point out the rules of Chris- tian modesty. We learn by the sacred Scrip- tures, that man is born in the corruption of sin. His depraved passions and appetites are a source of temptation to his soul. Jesus Christ teaches us to place all our virtue in the distrust and dread of ourselves. " Would you then be willing," you can say to a young lady, " to expose your own soul and that of your neighbor to danger, for the sake of BEAUTY AND DRESS. 139 gratifying a foolish vanity ?" " Abhor then all immodest exposure of the person ; though faults of this kind should be committed, with- out being prompted by any wrong passion, they originate at least in vanity, and an im- moderate desire to please." " Does this vanity justify, in the view of God, and in the estimation of men, conduct so rash, so scan- dalous, and so pernicious in its influence on others ?" " Is this inconsiderate desire to please, becoming in a Christian, who ought to regard as idolatry every thing which turns away the affections from the Creator to fasten them on creatures ?" " But what is the ob- ject in thus seeking to please ?" " Is it not to excite the passions of men ?" " Are these passions so much under our control that we can check them ?" " If they become too ve- hement, ought not all the consequences to be imputed to us ?" " And do they not always go too far, however slightly they may be in- flamed ?" " You prepare a subtle and deadly poison ; you pour it on all who behold you, and yet think yourself innocent !" Refer to 140 FEMALE EDUCATION. examples of persons whom their modesty has made esteemed and respected, and of others to whom their immodesty has proved a source of evil ; but especially permit nothing in the exterior of young ladies, that is above their station. Rigidly repress all their whims and lofty notions. Show them the danger to which they are exposed, and how much they are despised by persons of wisdom, when they thus forget what they are. What remains to be done is to undeceive young ladies with respect to their ideas of wit and genius. Unless care is exercised, when they possess a degree of vivacity, they put themselves forward, they wish to give their opinion on every subject, they decide upon works far above their capacity, they af- fect to suffer ennui from extreme delicacy. A young lady ought never to speak except when there is a real necessity for it, and then she should speak with an air of doubt and deference ; she should not give her senti- ments on subjects that are above the capacity of ordinary young ladies, even though she BEAUTY AND DRESS. 141 should herself be acquainted with them. However admirably she may be endowed with memory, vivacity, pleasantry, the faculty of conversing with ease and gracefulness, these are qualities which she will possess in common with a great number of other females who have very little good sense, and who are very contemptible ; but let her main- tain an undeviating and consistent course of conduct, an equable and well-balanced mind — let her know how to be silent and to share in the management of important concerns — and these rare qualities will distinguish her from her sex. False delicacy and the affec- tation of ennui should be repressed, by con- vincing her that good taste consists in being pleased with things just in proportion to their utility. Nothing is truly estimable but good sense and virtue ; both these lead us to regard dis- gust and ennui, not as marks of a commen- dable delicacy, but as the weaknesses of a disordered mind. 3 ( 12 Since we cannot avoid living with those 142 FEMALE EDUCATION. who are destitute of refinement, since we must engage in occupations not always in ac- cordance with our taste, reason, which is the only genuine delicacy, consists in making our feelings conform to the views and feelings of those around us. A mind which can taste the pleasures of refinement, but which can dispense with politeness, when it is necessary in order to attain more important objects, is infinitely superior to those delicate minds which are rendered powerless by their own fastidiousness. CHAPTER XI. THE APPROPRIATE DUTIES OF WOMEN. We come now to the particular examina- tion of things in which women should be in- structed. What are their occupations ? They are intrusted with the education of their chil- dren ; of boys till they have arrived at a cer- tain age ; of girls till they leave the paternal roof; — they have charge of the conduct of domestics, their morals, and their occupa- tions ; — the detail of expenses, the means of disposing every thing in a creditable and economical manner, and, not unfrequently, the management of business, and the disposal of property. The knowledge of women, like that of men, should be confined to instruction relat- 144 FEMALE EDUCATION. ing to their appropriate duties ; and the dif- ference in their employments should induce a correspondent change in their studies. It is necessary then that the instruction of fe- males should be limited to those things which we have just enumerated. An inquisitive woman will think that this is assigning very narrow bounds to her curiosity ; she is in an error ; the truth is, she is by no means aware of the importance and extent of what I now propose. A mother must possess no small share of discernment, to know the disposition and genius of each of her children, to adopt that course respecting them that is best suited to discover their inclinations and talents, to re- press their rising passions, to imbue their minds with good principles, and to rectify their errors. What prudence must she not possess, to -acquire and maintain authority over them, without losing their friendship and confidence ! Has she not also need of ob- serving and knowing thoroughly the charac- ters of those to whom she intrusts them ? DUTIES OF WOMEN. 145 The mother of a family should therefore be fully instructed in religion, and should pos- sess a mind at once discreet, resolute, assidu- ous, and skilful in the science of government. Can any one doubt whether these cares properly belong to women, while it is evident that they naturally devolve on them, even during the life of their husbands, whenever they are occupied abroad? These cares still more nearly affect them, if they become widows. In a word, St. Paul himself makes this an important part of their duty. I do not here bring to view in detail all the knowledge requisite in a mother for the education of her children, as this brief sum- mary is sufficient to show the extent of that information which she must possess. Con- nect with this charge, that of economy ; most ladies neglect this as a mean employment, fit only for peasants and laborers, or at most for stewards and housekeepers ; it is par- ticularly the case that those who have always lived in luxury and idleness, are too proud and indolent for all this detail. They esteem 146 FEMALE EDUCATION. rural life not unlike that of the savages of Canada ; if you wish to converse with them on the sale of corn, the cultivation of land, the different kinds of revenue from it, the management of farms, or the appointment of stewards, they think that you wish to degrade them to mean and unworthy occupations. It is, however, nothing but ignorance that leads us to despise this science of economy. The ancient Greeks and Romans, so distin- guished for talent and refinement, were most assiduous in the acquisition of knowledge on these subjects ; those among them who pos- sessed the greatest genius, composed, from their own experience and observation, books still extant, in which they have descended to the minutest details of agriculture. We know that their victorious warriors did not disdain to engage in the labors of husbandry, and to return from triumph to the plough. This is indeed so widely different from our customs, that it would not be credited, could we find in history any pretext for denying the fact. But is it not natural that they should think of de- DUTIES OF WOMEN. 147 fending their native country, or enlarging her territory, only that they might cultivate it in peace? Of what use is victory, unless we may reap the fruits of peace? After all, a sound judgment would lead us to wish to un- derstand thoroughly, the nature of whatever intimately concerns the interests of society. Now the strength and prosperity of a state consist not in having many provinces left without Cultivation, but in obtaining from the land already possessed all that is necessary to support with ease a numerous people. It undoubtedly requires a far more elevated and comprehensive genius to be acquainted with all the arts which are connected with economy, and to be qualified to conduct the affairs of a whole family, which is a little re- public, than to play, to talk about the fash- ions, and to be accomplished in the petty re- finements of conversation. That kind of tal- ent is very contemptible, which extends no farther than to make its possessor converse with propriety. We not unfrequently meet with women whose conversation is full of cor-* 148 FEMALE EDUCATION. rect sentiments, but who, for want of season- able care and diligence, discover nothing but frivolousness in their conduct. But beware of the opposite fault. Fe- males are in danger of rushing to extremes in every thing ; it is well to accustom them in infancy to take charge of some little busi- ness, to keep accounts, to observe the mode of purchasing every thing which is bought, and to understand the proper way in which every thmg should be done ; but always be careful that their economy do not degenerate into avarice ; show them particularly all the absurdities of this passion. You can then say to them, "Be assured that avarice gains little, and dishonors much ; a rational mind should only seek, by a frugal and laborious life, to avoid the shame and injustice at- tached to a wasteful and ruinous prodigality. We should retrench all superfluous expenses, only that we may possess the power to meet more readily those which propriety, or friend- ship, or charity, demand. It is often a great advantage to know how to lose at proper DUTIES OF WOMEN. 149 times ; it is from a good system permanently established, and not from sordid savings, that great advantages arise. Fail not to represent to them the gross mistake of those women who congratulate themselves on saving a wax candle, while at the same time, they are de- ceived by a steward respecting their most im- portant interests. Regard neatness as Well as economy ; accustom young ladies to leave nothing that is not clean and in order ; let them notice the least irregularity in a family ;• make them likewise observe that nothing con- tributes more to economy and neatness than the habit of always keeping every thing in its place. This rule appears at first of small im- portance ; it would, however, if scrupulously observed, be very extensively useful. If you wish for any thing, you will never lose a mo- ment in searching for it ; confusion, debate, and embarrassment, are entirely avoided ; you lay your hand upon it at once, and when you have made use of it, you immediately return it to its proper place. This perfect arrange- ment constitutes no small part of neatness ; it 13 150 FEMALE EDUCATION. is this exact order that strikes the eye with the most pleasure ; besides, the place as- signed to each article being that which is most suitable for it, w T ith respect not only to its appearance, but still more to its preserva- tion, it is less injured by use than it would otherwise be ; it is not usually destroyed by any accident ; it is also kept neatly ; as, for instance, a dish will be neither dusty nor in danger of being broken, when it is replaced immediately after being used. The same spirit of care that occasions articles to be disposed with precision, causes them also to be kept clean. Add to these advantages that of repressing in domestics the disposition to be idle and careless. This habit, moreover, contributes much to render service prompt and easy, and to remove the frequent temp- tation to impatience on account of delay, aris- ing from difficulty in finding things that have been misplaced. But at the same time, avoid the extreme of neatness and nicety. Neatness, when not immoderate, is a virtue ; but when it is carried too far, it degenerates DUTIES OF WOMEN. 151 into littleness of mind ; good taste rejects excessive delicacy ; little things it treats as little things, and is not sensibly affected by them. You may then in the presence of children, ridicule the passionate fondness for trifles which is discernible in some women, and which leads them insensibly into very indiscreet expenses. Accustom them to a neatness that is simple and easily practised ; show them the best method of doing things, but be still more careful to show them how to do without them ; make them sensible how much narrowness of mind and meanness there is in being irritated because a soup is not well seasoned, a curtain not properly folded, or a chair not sufficiently high or low. It is undoubtedly a mark of a better mind to be voluntarily indifferent to some points of propriety, than to be scrupulously nice with regard to things of so little importance. This pernicious delicacy, if indulged in females who possess talent, is even more dangerous in relation to their intercourse with society, than as affecting other things ; most persons 152 FEMALE EDUCATION. appear to them uninteresting and tiresome ; the least failure in politeness appears mon- strous ; they are always scornful and dis- gusted. They should seasonably be made to perceive that nothing is so injudicious as to form a superficial judgment of persons from their manners, instead of examining thoroughly their mental endowments, their sentiments, and their useful qualities ; show them by various examples, that a countryman, whose manners are unpolished, or, if you please, ridiculous, with all his tiresome com- pliments, is, if possessed of a good heart and a well regulated understanding, far more esti- mable than a courtier, who, under a finished politeness, conceals a disposition, ungrateful, unjust, and capable of every species of dis- simulation and baseness. Say, likewise, that there is always weakness in those minds which have a strong propensity to ennui and disgust. There are none from whose con- versation we may not derive some advantage, although, when our choice is unrestricted, we should choose the best ; but when we are DUTIES OF WOMEN. 153 reduced to the necessity of holding inter- course with those of a different cast, there is this consolation, that they can be led to speak of what they know, and that intelligent per- sons can always obtain some information even from the most ignorant. But let us return to the consideration of those things in which a young lady should be instructed. 13 CHAPTER XII. THE SAME SUBJECT.— Continued. The art of being well served, is one of no inconsiderable importance ; servants must be chosen, who are not insensible to the claims of honor and religion. It is necessary for you to understand the duties which fall to their lot, the time and labor requisite for each particular thing, the manner of doing it well, and the expense necessarily incurred. If you are ignorant of household affairs, if, for instance, you know nothing respecting the price and the quantity of sugar, and of other things necessary for the articles that you wish to have prepared, you are in danger of being either the dupe or the tyrant of your do- mestics. DUTIES OF WOMEN. 155 You must also be able to understand then- dispositions, to influence their minds, and to govern this little republic, usually very turbu- lent, on Christian principles. Authority is doubtless needful ; for if persons are not governed by reason, there is the greater necessity that they should be restrained by fear ; but since Christian servants are breth- ren in Christ Jesus, and, as his members, have a claim to your regard, you are under obligation to have recourse to authority only when persuasion fails. Endeavor then to gain the love of your servants without stooping to any unbecoming familiarity ; do not enter into conversation with them ; at the same time, do not fear to speak to them occasionally respecting their concerns, with affection, and without haughti- ness. Let them be secure of finding counsel and sympathy ; never reprimand them se- verely for their faults ; do not appear either surprised or discouraged by these, as long as you do not consider them incorrigible ; reason with them gently, and often bear with their 156 FEMALE EDUCATION. failings in service, that you may be able to convince them by your coolness that you speak without feeling vexed or impatient, and much more for their advantage than for your own. It will not be easy to accustom young persons in the higher rank of life, to this gentle and charitable course of conduct ; for the impatience and ardor of youth, together with the false notions instilled into their minds from their birth, lead them to consider domestics as little above the brutes ; they believe themselves to be of a different nature from those who wait on them ; they imagine that servants were made only for the con- venience of their masters. Endeavor to make them sensible how contrary these max- ims are to modest views of themselves, and huamnity to their neighbors. Convince them that men were not made merely for the pur- pose of being served ; that it is a brutal error to believe that some are born to gratify the indolence and pride of others ; that the dis- tinction of master and servant being estab- lished in opposition to the natural equality of DUTIES OF WOMEN. I57 men, we are bound to render the condition of servants as agreeable as possible ; that as masters, who have had better instruction than their servants, are full of defects, it is not reasonable to expect that servants should have none, since these have not enjoyed the advantages of education, or of good exam- ples ; that, in fine, if servants injure them- selves by misconduct, what is ordinarily styled being well served, is still more injurious to masters ; for this facility of gratifying them- selves in every thing, and of delivering them- selves entirely to their desires, tends only to enervate their minds, and to render them ardent and impetuous in pursuit of the slight- est gratifications. It is very useful to accustom daughters early to the management of domestic con- cerns ; give them something to take charge of, on condition of their rendering an account of it to you. This confidence will charm them ; for the young receive very sensible pleasure, when others begin to repose confi- 158 FEMALE EDUCATION. dence in them, and they are permitted to share in the direction of important concerns. We see a fine example of this in queen Mar- garet ; this princess relates, in her memoirs, that the most lively pleasure which she ever felt, was occasioned by her perceiving that the queen her mother began to converse with her, when she was yet very young, as if she had arrived at years of discretion ; she was transported with joy at being received into the confidence of the queen, and of her brother, the duke of Anjou, respecting se- crets of state ; as till then she had known nothing but the sports of children. You can even permit a daughter to fall into some error in such attempts, and thus sacrifice something to the higher interests of her education ; show her, in a mild and gentle manner, what she should have said or done to avoid the incon- veniences to which she has exposed herself; relate your own past experience, and do not be afraid to tell of similar faults which you yourself committed when young ; in this way, DUTIES OF WOMEN. 159 you will inspire her with confidence, without which education becomes a formal and irk- some restraint. Let young ladies be taught to read and write correctly. It is disgraceful, but not uncommon, to see ladies not wanting in wit and politeness, who are yet unable to pro- nounce well what they read ; they either hesitate, or, they read with a disagreeable tone, instead -of pronouncing with firmness and smoothness, in a simple and natural manner. They fail still more grossly in chirography ; they should at least be accus- tomed to make their lines straight, that what they write may be neat and legible. They should also understand the grammar of their own language ; I do not mean that they should learn it as boys learn Latin at school ; only teach them without affectation, to avoid taking, one tense for another, to use proper terms ; to communicate their thoughts with perspicuity, conciseness, and precision ; you will thus put it in their power one day to teach their children the art of speaking well 160 FEMALE EDUCATION. without formal study. We know that in ancient Rome the mother of the Gracchi contributed much, by a good education, to impart grace and power to the eloquence of her sons, who afterward became so distin- guished. They should likewise understand the four rules of arithmetic ; you can bring their knowledge of this into practice with great advantage by making them keep accounts. This is to many persons a very difficult occu- pation ; but a habit formed in infancy, united with the facility of performing, by the aid of rules, a variety of difficult calculations, will very much diminish this distaste. Nothing is more certain than that good order in fami- lies is often dependent on exactness in cal- culation. It would also be well for them to know something of the fundamental principles of justice ; for instance, the difference between a legacy, and a donation ; the nature of con- tracts ; the principal laws and customs of the country in which they reside, a compliance DUTIES OF WOMEN. 161 with which is necessary to the validity of these acts ; the nature of civil society ; and the distinction between real and personal estate ; if they marry, their most important concerns will be dependent on these. But at the same time show them the difficul- ties connected with the administration of jus- tice ; that through the weakness of the human understanding, justice itself is full of obscuri- ties and doubtful rules ; that jurisprudence is Various ; that every thing dependent on judges, however clear it may seem, becomes un- certain ; that the tedious delays of the best causes are often ruinous in their consequen- ces. Show them the agitation of the courts, the fury of chicanery, the pernicious arts and subtleties of pleading, the immense expense which it involves, the misfortunes of those en- gaged in litigation, the industry of attorneys and registers, in enriching themselves, while they are impoverishing the parties concerned ; inform them likewise of the means by which the administration of justice is counteracted by the forms of law, and by arraying the deci- 14 162 FEMALE EDUCATION. sions of one tribunal against those of another 5 — if your ease comes under the cognizance of one court, it is decided in your favor ;• if referred to another, it is lost. In fine, do not forget to notice the differences among attor- neys and judges on the same affair ; in con- sultation you gain the cause, but when the verdict is finally announced, it is against you. All this information appears to me valuable to females, to preserve them from precipita- tion in business, and from blindly abandoning themselves to counsels inconsistent with peace, when they are widows, or, in a different situ- ation, mistresses of their own property ; they should listen to those who superintend their business, but never trust themselves implicitly to their direction. They should distrust their counsel when they advise them to engage in litigation, and should consult persons whose minds are more enlarged, and who are more sensible of the advantages resulting from an accommodation ; and, in fine, they should be convinced that skill in the management of DUTIES OF WOMEN. 163 business consists in foreseeing the approach of evils, and in knowing how to avert them. Young ladies of birth and fortune need to be instructed in the peculiar duties of propri- etors of land. Point out to them, therefore, the means that can be employed to hinder the abuses, the violence, the chicanery, and deceit, so common among those who have the management of estates in the country. Di- rect their attention to the methods of estab- lishing little schools, and charitable associa- tions for the assistance of indigent sick persons. Show them how trade can sometimes be es- tablished in certain regions to diminish pov- erty ; but more particularly in what manner useful instruction and the principles of reli- gion may be diffused among the people ; all this would require details too minute for ad- mission here. After these instructions, which should hold the first place, I believe that it is not without advantage to indulge young ladies, as they have leisure, and as their taste directs, in the 164 FEMALE EDUCATION. perusal of such literary works as contain nothing tending to inflame the passions. This is the true method of creating a distaste for plays and romances. Give them the histories of Greece and Rome ; they will there find prodigies of valor and disinterested patriotism ; do not leave them in ignorance of the history of their own country, which has also its beau- ties ; they should likewise have access to those of neighboring countries, and to such descriptions of distant regions as are judi- ciously composed ; works of this kind serve to enlarge the mind, and to elevate the soul to noble sentiments, if vanity and affectation are avoided. It is generally supposed that a young lady of elevated station, cannot be well educated, without being acquainted with the Spanish and Italian languages ; but I see nothing less advantageous than these studies, unless intercourse with families from Spain or Italy is contemplated ; . otherwise, these two languages serve scarcely any purpose but to facilitate the perusal of pernicious books, suited to aggravate the faults to which females DUTIES OF WOMEN. 1G5 arc subject; there is more loss than gain in pursuits of this kind.* The study of Latin has more to recommend it, as this is the lan- guage of the church; it is also true that those who seek for the beauties of composi- tion will find them more genuine and in far greater profusion in Latin than in Italian and Spanish, in which we find a playfulness of wit and brilliancy of imagination, too little controlled by taste and judgment ; but I would recommend the study of Latin for those young ladies only who possess discre- tion and modesty, who would attach to it no disproportionate value, who would not be guided by an idle curiosity, but would be con- tent to conceal what they have learned, and to seek no other object but their own improve- ment. I would also permit them, but with great care in the selection, the perusal of books of eloquence and poetry, if they discover a taste for them, and if their judgment is sufficiently * It must be admitted that this reasoning is extromely incon- clusive. — Tk. 14* 166 FEMALE EDUCATION. established to form a proper estimate of these things ; but I should dread to excite too pow- erfully their vivid imaginations, and should de- mand in all this the greatest moderation ; whatever tends to inflame the passion of love, appears to me, the more it is softened and disguised, so much the more dangerous, Music and painting require the same pre* cautions; all these arts pertain to the same genius and the same taste. We know that the ancients esteemed nothing more detri- mental to a well regulated republic than the introduction of effeminate music ; it enervates men ; it renders the soul soft and voluptuous ; the languishing tones of passion would never communicate a pleasure so thrilling, if the soul did not abandon itself entirely to the allurements of the senses. It was for this reason that the Spartan magistrates broke all those musical instruments, the harmony of which was too delicious, and this was one of their most important regulations ; for this rea- son, too, did Plato banish from his republic, all the melting tones of Asiatic music ; surely DUTIES OF WOMEN. 167 then, Christians, who ought never to seek pleasure merely for its own sake, have far greater reason to dread these pernicious amusements. Poetry and music, if directed solely to their proper objects, might be employed with great advantage to excite in the soul the high and ennobling sentiments of virtue ; how many poetical works do we find in scrip- ture, designed apparently to be sung by the Hebrews. Before the scriptures were given, songs were the first means of preserving among men the memory of divine things. We have seen the power of music, even among pagans, to elevate the soul above the sentiments of the multitude. The church has never administered consolation to her af- flicted children more successfully, than by chanting the praises of God. We should then never abandon these arts which the Holy Spirit himself has consecrated. Music and poetry, devoted to Christian purposes, would be most powerful auxiliaries in creating a distaste for unhallowed pleasures ; but 168 FEMALE EDUCATION. while groundless prejudices are so prevalent in society, a taste' for these arts can scarcely be unattended with clanger. If then a young lady discovers sensibility to impressions from these sources, she should early be made to feel how many charms there are in music, when retained in connection with religious subjects. If she has a good voice, and a taste for the delights of harmony, do not expect that she will always remain in igno- rance of these endowments. Absolute pro- hibition would inflame desire. It is much better to direct the torrent into its proper channel, than to attempt to arrest its course. Painting is, among us, more easily turned to a useful purpose ; it is also specially adapted to the occupations of females ; their needlework could not be well performed, if left entirely without the aid of painting. I know that they might confine themselves to such simple kinds of work as require no exercise of skill ; but in prosecuting the de- sign which, I think, should always be kept in view, of occupying the minds of ladies of DUTIES OF WOMEN. 1(J9 qualit}', while their fingers are employed, I should wish them to engage in that kind of work in which, by the exercise of skill and ingenuity, toil is not unmingled with pleasure. Works of this nature can possess no real beauty, unless they are disposed in subservi- ence to the rules of design ; hence it is that almost all the figures that we now see in cloth, lace, and embroidery, are in bad taste ; every thing is confused, and inconsistent with the rules of design and proportion. These things are esteemed very fine, because they cannot be made or purchased without a great sacrifice of time. and money; their splendor dazzles those who view them at a distance, or who do not understand the nature of the work ; the ladies have taken these as models of the fashions ; whoever should venture to doubt their excellence, would be ridiculed as whimsical. The admirers of these things would, however, be undeceived, if they would learn the art of painting, and thus enable themselves, at a moderate expense and with no small pleasure, to finish works in a style 170 FEMALE EDUCATION. of beauty far above the capricious irregularity" of fashion. Young ladies should regard a life of idle- ness with equal dread and contempt. Let them consider that all the first Christians, of every condition in life, labored, not merely for the sake of amusement, but that they might thus be engaged in a sober, constant, and useful occupation. The natural order of things, the penance imposed upon the first man, and through him upon all his posterity; that of which the new man, who is Jesus Christ, has left us so noble an example, all engage us to a laborious life, according to the requisitions of the station in which we are placed. In conducting a young lady's education, we should consider her station, the scenes in which she is to pass her life, and the duties which will probably fall to her lot; do not let her indulge in expectations above her fortune and rank in society. There are few persons who have not suffered from having entertained too aspiring hopes ; that which might have I DUTIES OF WOMEN. 171 made them happy, is only disgusting, when their minds have contemplated a higher sta- tion. If a young lady is to live in the coun- try, direct her attention without delay to the employments in which she is to be engaged, and do not permit her to form a taste for the amusements of the city ; show her the advan- tages of a pious and active life ; if she holds a moderate station in the city, avoid introdu- cing her to the higher circles ; intercourse with them would only lead her to assume a demeanor unbecoming her situation ; confine her desires and expectations within the limits of her condition, and instruct her in those things which will form the occupation of her future life. CHAPTER XIII. CONCLUSION. I foresee that this plan of education wilr be esteemed by many persons a chimerical project. " There is need," it will be said. " of extraordinary discernment, patience, and talent, to reduce it to execution." " Where are the governesses capable of understanding it ?" " And still further, where are those who can follow it ?" But I desire that it may be attentively considered, that when we undertake a work on the best education of which children are susceptible, it is not con- sistent with our object to give imperfect rules. It is therefore incorrect to censure us because we aim at perfection. It is true that every one will not be able to advance as far in practice as we can easily extend our plans CONCLUSION. 173 on paper ; but if absolute perfection cannot be attained, it will not be without advantage to have kept it in view ; as this is the best means of approaching it. This work does not, however, suppose an unusual excellence in the disposition of children, or a concur- rence of all the circumstances most favorable to a complete education. On the contrary, I endeavor to suggest remedies for dispositions which are either untoward, or which have been injured by wrong management ; I pro- ceed on the supposition that they have been exposed to the mistakes usual in education, and I have pointed out the most simple methods of reforming, wholly, or in part, whatever requires amendment. This little work does not indeed contain any directions for bringing a neglected or ill-conducted edu- cation to a favorable result ; but should this excite surprise ? Can any thing more be desired than that we should propose certain simple rules, the exact observance of which will constitute a thorough and finished educa- tion ? I admit that much less than is here 15 174 FEMALE EDUCATION. suggested may be done and ordinarily is done for children ; but at the same time it is too evident that the young are sufferers from this neglect. The path which I show, how- ever long it may appear, is, in fact, the shortest, as it leads directly to the point at which we desire to arrive ; the other path, I mean that of fear, and a superficial culture of the understanding, though it may seem short, is very long ; for by it we can scarcely ever arrive at the real object of education, which is, to influence the mind by persuasion, and to inspire a sincere love for virtue. Most children who are guided in this path, have to commence their education when it appears really finished ; and after they have spent the first years of their entrance into society in committing faults often irreparable, experi- ence and their own reflections must supply them with all those principles which this con- strained and superficial education could never establish in their minds. It should also be observed that this first care which I require to be bestowed upon children, and which the CONCLUSION. 175 inexperienced regard as burdensome and im- practicable, removes many vexatious evils, and levels obstacles that become insurmounta- ble in the course of a careless and unfinished education. In a word, consider that, in adopting this scheme of education, it is re- quisite, not so much to accomplish what de- mands uncommon talent, as to avoid those gross errors which have here been particu- larly noticed. In many cases, all that is necessary is simply to avoid placing children under constraint, to give them proper atten- tion, to inspire them with confidence, to answer their little questions in a sensible and intelligible manner, to give free scope to their natural dispositions for the sake of better un- derstanding them, and to correct with patience their errors and faults. It is unreasonable to expect that a good education should be con- ducted by a bad governess ; nothing more can be rationally demanded, than that we should propose such rules as will ensure suc- cess to the efforts of a person of moderate qualifications ; -and it is not too much to ex- 176 FEMALE EDUCATION. pect of such an one, that she should possess good sense and a kind disposition, and be influenced by an unfeigned fear of God ; such a governess will find every thing in this work plain and practical ; even though she should not fully understannd every part of it, she will comprehend the prominent points, and that is enough ; let her read it several times, and take the trouble to read it yourself with her ; give her permission to interrupt you whenever she does not understand any direction, or is not convinced of its utility ; assist her to reduce these principles to prac- tice, and whenever you perceive that, in speaking to the child, she loses sight of the rules here laid down, which she had resolved to follow, you can gently intimate it to her in private. This diligent attention will be at first laborious ; but if you are the father or the mother of the child, it is your indispensa- ble duty ; beside, you will not have to strug- gle long with great difficulties in this work ; for this governess, if intelligent, and possessed of a good disposition, will learn more in one CONCLUSION. 177 month by means of her own experience and your advice, than by any long process of reasoning ; she will soon advance in the right path without your guidance. It will also tend much to diminish your labor, that she will find in this little work the principal in- structions to be communicated to children on the most important subjects, entirely prepared, so that she will have only to follow them as here laid down ; thus she will have before her eyes a collection of conversations that she should hold with the child on things which it is the most difficult to make her comprehend. This is a kind of practical education which she will understand and follow wkh the utmost ease. It must, how- ever, be acknowledged that these persons of moderate talents, (for I ask nothing more,) are rarely found. But proper qualifications are indeed not to be dispensed with in this work ; the most simple things are not done of themselves, and they are always done ill by persons who want capacity. Choose then, either from your family, your dependents, or 15* 178 FEMALE EDUCATION. your friends, some young lady whom you think capable of being properly qualified ; begin in season to educate her for this em- ployment, and retain her in your family long enough to bring her qualifications to the test, before you intrust her with so important a charge. Five or six teachers educated in this manner would soon be capable of in- structing a great number of others. Not un- frequently, indeed, there would be disappoint- ment and failure ; but these would be amply counterbalanced by success in the great ma- jority of cases ; nor would it be long before that extreme embarrassment in selecting gov- ernesses which is now a common occurrence, would entirely cease. In seminaries for the instruction of young ladies, there might also be a department for the education of teachers. But although the difficulty of obtaining suitable teachers is great, it must be acknow- ledged that there is another more serious obstacle ; I mean the irregularity of parents ; all other means are ineffectual, without their co-operation. It lies at the foundation of CONCLUSION. 179 every thing valuable in education, that chil- dren should be influenced by correct princi- ples and instructive examples on the part of parents. This is the case however in very few families. In the greater number of houses, nothing is to be seen but confusion, change, and a crowd of servants always occa- sioning mischief and dissension. What a wretched school for children ! Not unfre- quently a mother who passes her life in card- playing, at the theatre, and in improper con- versation, gravely complains that she cannot find a governess capable of educating her daughters ; but what effect can the best possi- ble instruction have upon their minds, while they continue under the eye of such a mother? Often too we find parents, as St. Augustine says, who take their children with them to public shows, and other diversions that cannot fail to excite in them a distaste for that sober and laborious life which these very parents desire them to lead. Thus they mingle poison with salutary nourishment. They talk of nothing but wisdom, but they accustom the 180 FEMALE EDUCATION. unsteady imagination of children to the pow- erful stimulus of music and impassioned ex- hibitions, after which the}' are incapable of steady application. They impart to them a taste for the excitement of the passions, and easily induce them to consider every species of pleasure innocent. After all this, they still wish that their education should succeed, and, if it suffer from this mixture of good and evil, they are much disappointed. What is this but to desire the credit of wishing chiU dren well educated, without being willing to take any trouble for the sake of it, or to be observant of the most necessary rules ? I close with the description that the wise man has given of a virtuous and accomplished woman ; *' Her price," says he, " is far above rubies. The heart of her husband doth 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 merchants' ships, she bringeth her food from afar. She riseth also while CONCLUSION. 181 it is yet night, and giveth meat to her house- hold, and a portion 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 merchandize 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 house- hold ; 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 sit- teth among the elders of the land. She maketh fine linen, and selleth it, and deliver- eth girdles unto the merchant. Strength and honor 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 eateth not the bread of 182 FEMALE EDUCATION. idleness. Her children arise up, and call her blessed ; her husband also, and he prais- eth her. Many daughters have done virtu- ously, but thou excellest them all. Favor 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." Although the great diversity of customs, and the conciseness and boldness of the figures, render this language at first sight ob- scure, we here find a style so spirited and so copious, that on examination we perceive it replete with charms ; but that which I wish should be specially observed, is, that we have here the authority of Solomon, the wisest of men — even that of the Holy Spirit himself, whose language is thus beautiful and splendid, to lead us to admire in a rich and noble woman, simplicity of manners, economy, and industry. H 28* 84 f *'. \ % ■p t. 1 •; A .° y> ** 4 V .0*0 ++ P!* ** y % -^ V .^%*V "*W V " Q m '■'•.;■ -;;-r. /: =.■'■.■' ■-.'-■': •'■'■ sl&ra & & r? ■.:.'*■•.■>"■■•■.■• —MmWUMMll— tow WM^MWMlg sHir «gs hhBhhHhHH j-IBRARY OF CONGRESS 019 654 045 3 ■ ' ■ m& mi ■'■■:..•■■■•-•■ bOOO Wl O MOU BOOW Mi OOQOOC KSEH w H _-WfflHll ■ - hhhb ManKSoMI