LC 1422

hssbruhq SB888Btt8BagS
JblflUiMTiiiiiiBiniim tlil

mm

MM

r\^

o " o

*Z^

*>*

4*^ oV

0*

oV/ ^O
<*

<>t-

**&

^o

c^

^S.

Av

^*

*x

f\>

*>>

U
3

jr

**

O
o
K -*

' o

^\.*^\X" *^ oV
r

C*

.*^I->o
^o^

^^
,0

^
*

,<?^

,V<*

VALUABLE BOOKS
PUBLISHED BY PERKINS & MARVIN,
114 Washington Street, Boston.

ICELAND or the JOURNAL of a RESIDENCE in that ISLAND, during the years

:

1814 and 1815. Containing Observations on the Natural Phenomena, History, Literature, and
Antiquities

and the Religion, of its InhabiCustoms and Character, Manners, in PhiDoctor Henderson, By Ebenezer tants. second the from Abridged losophy, &c. &c. and map a with Illustrated Edinburgh edition.
of the Island
;

engravings.
Extract
11

from

the Advertisement to the

American Edition.

To high Dr. Henderson is a traveller of the right sort. active, indefatigagentleman, a and scholar as a qualifications faithful in deseriptio^he ble, accurate in observation, and devoted Christian adds the generous spirit and noble aims of a Hence the moral charm of this volume. Un philanthropist.
every scene, whether of nature or of human society, light from a higher world."
is

thrown

surrounded follow the traveller on his route, we find ourselves most terrible with some of the grandest scenes of nature, and the and workings of the power of Him, who ' looketh on the earth, INor, hills, and they smoke. it trembleth ; who toucheth the

From the Spirit of the Pilgrims. " For our part we can truly say, that we have seldom perused For as we a volume of this kind with more thrilling interest.

Books Published by Perkins

fy

Marvin.

on the other hand, will the Christian be less interested in the character and manners of the people who inhabit these inhospitable shores,

so

artless, so intelligent, so pious.

To crown

the

whole, a moral charm is thrown over the entire volume by the spirit of devotion everywhere breathed, and the constant recognition of the presence and agency of the Supreme Disposer."
Extracts from E?iglish Reviews of the above work. journies and observations of these gentlemen [preceding travellers] were confined to particular parts of the Island, and nearly to the same parts. In this respect, Dr. Henderson has gone far beyond them all. He has visited every corner of the island, and is the first, at least of our countrymen, who has crossed the great central desert, skirted the northern and eastern coasts, and passed a winter among the natives."
11

The

" We must here close our account of this interesting volume, which we venture to say will be found productive of a very high degree of instruction as well as amusement, by all who have any relish for the grand and awful scenes of nature, or for the honest and artless simplicity, now so rarely found, of an uncorrupted race of people." London Quarterly Review. " This is one of the comparatively few narratives of travels, the restriction of which to a circulation in manuscript among the author's friends would have been altogether unpardonable. Dr. Henderson has traversed, more extensively than any other British traveller, a field which we will confess to be more captivating to our imagination than any other scene , more so than any fair tract that may have been denominated the garden of the world; more so than the region bearing the most majestic monuments of imperial Rome 5 more than even that on which linger the fame and the exquisite memorials of Grecian genius and art 5 and more so than those other portions of the world which display
the sublimities of nature." " Displeased as we sincerely are with the measureless length of this article, we are yet willing to hope that the extraordinary interest of the book, of which after all it is but a slight abstract,

The grand and the strange pheform, perhaps, on the whole, the most attractive portion of descriptive narration brought to us from foreign climes; and in this order of subjects, this Journal in Iceland contains as much as could be collected from some twenty respectable contemporary books of travels." Eclectic Review.
be an accepted apology.

may

nomena of nature

[O

after the

first

translation of this work appeared in Germany soon publication of the original, and is spoken of in very

high terms in the Literary Journals of that country.

Books Published by Perkins

fy

Marvin.

AN ESSAY ON THE HIEROGLYPHIC SYSTEM of M. Champollion, Jun., and on the

advantages which it offers to the criticism of the Sacred Scriptures. By J. G. H. Greppo, Vicar General of Belley. Translated from the French, by Isaac Stuart. With Notes by Rev. M. Stuart, Professor of Sacred Literature in the Theological Seminary, Andover.
The subjects treated of are deeply interesting" to all who regard the Bible as a credible record of facts, and a book of Divine origin and particularly to those who make the Scriptures a subject of deep and attentive study. The work contains two lithographic engravings, exemplifying the nature of hiero:

glyphic writing.
Extracts from the North American Revieiv for January.
of M. Greppo s work has been very creditably executed by Mr. Isaac Stuart. It is enriched with an Appendix, consisting of JNotes, partly by the translator and partly by his father, Professor Moses Stuart, whose reputation in the departments of sacred philology and literature, will prepare the reader to expect, what he will find in those portions of the appendix which proceed from his pen, a choice specimen of learned and critical reading. The whole volume is well calculated to awaken a taste lor hierogiyphical studies, and to possess the reader with a general knowledge of the progress made in this interesting and novel region of investigation. 77 #####<*< His labor [the translator's] has been bestowed upon this undertaking at a very seasonable moment ; and we close our article with recommending it in the strongest terms to the lovers of learning in our country. It will open to the philologian a wide field of ingenious literary speculation. The student of history will find that it puts him on a path to rich and hitherto unexplored regions. The theologian will be made acquainted with a new source from which the sacred volume may be illustrated j and the general reader will derive from it within a small compass, a large accession of new and curious views. 77
7

"

The translation

From
"

the Spirit

of

the Pilgrims.

is to apply the discoveries of this great Egyptian scholar [Champollion] to the purposes

The

special design of this

work

Books Published by Perkins

&f

Marvin.

of sacred criticism. have for some time wished to meet something' of die kind, and acknowledge ourselves obliged, not only to the Vicar of Belley for his very acceptable book, but to his judicious and faithful translator. In respect to the merits of the translation, we add our cheerful testimony to the perspicuity and purity of the style ; and, considering the nature of the work, we can well conceive, that it must have cost no small labor to give it an English dress so neatly finished. Its value is greatly enhanced by the original and learned notes included in the appendix. The mechanical execution is of the first order, and the whole work, as to matter and form, is not unworthy the interesting subject of which it treats. YVe recommend to every person who may read this article, if he has aught of the enthusiasm of the biblical antiquary, to procure the book, and give it a thorough perusal.
7
'"

We

A MEMOIR OF THE REV. HENRY MARTYN, B. D. Late Fellow of St. John's

College, Cambridge, and Chaplain to the Honorable East India Company. By the Rev. John Sargent, M. A. Rector of Lavington. From the tenth London Edition, corrected and enlarged.

With an introductory Essay and an Appendix, by the American Editor.

From
11

the Quarterly Register.

have long regarded this volume as one of the most finished and delightful specimens of biography in the language, and we are much gratified in seeing a new edition."

We

From
"

(he

Boston Recorder.

beautiful edition of this instructive and captivating piece Marvin of biography has just issued from the press of Perkins in this city, enriched with an Introductory Essay of great value, and an Appendix embodying many scattered facts of permanent interest, prepared by the American Editor, whose name we know not. Having long since read the Memoir in its original form, with emotions never to be forgotten, we confess ourselves

&

solicitous that in

its

improved character,

it

may have

a wide cir-

culation. 'Ten editions, at least, have been published in England. Five or six have been issued from the press in this country, and it has been translated into the French language, besides

Books Published by Perkins

schools. 7

fy

Marvin.

being thrown into an abridged form for the use of Sabbath Not any work designed for the commemoration of humble and fervent piety, richly furnished intellect, missionary zeal and devotion, has met with so cordial a reception from the whole Christian community of Great Britain and the United States indeed, we are not aware of any other that has superior claims to such distinction. Martyn eminently possessed the spirit of his Lord. The meek simplicity of his character, the ardor of his devotedness, the depth of his piety, the disinterestedness of his labors, the fearlessness with which he encountered dangers, the self-denial that led him to the willing sacrifice of friends, and home, and honors, and wealth, and life itself ail combine to kindle in the soul of the reader who has aught of a kindred spirit, a glow of delight like that which fills his mind, as he sits at the foot of the cross contemplating a suffering Redeemer. With the following remark of the editor, our opinions ' fully coincide. Unless we are altogether mistaken, the influence of this Memoir is but just commenced. Other and future ages wiH read with delight the story of this missionary of the Cross. In comprehensiveness of plans, and fervency of desire for the promotion of human happiness, Martyn was altogether in advance of his age. His name will be cherished in sweeter remembrance, when men have more love and devotedness to
;

hesitate not to say, that among Lord and Redeemer.' the most powerful instruments of awakening and preserving alive the holy zeal that shall convert the world to Christ, will be reckoned in future ages, the Memoir of Henry Martyn.' "
his
'

We

From the Spirit of the Pilgrims. have made this most interesting Memoir a mere text for what we had to say. have a good apologj' for it, as no Memoir has been more read than this. The present edition, however, will compel the owners of the former ones to lay them aside. Beside the additions to the body of the work, are a full and interesting Appendix, and an Introductory Essay, written with great purity, and crowded with striking and just thoughts. All who love Henry Martyn, or the cause of Christ, are under great obligations to the American Editor."
"

We

We

CAMBRIDGE AND SAYBROOK PLATFORMS of church discipline, with the confession

of faith of the New England Churches, adopted in 1680 ; and the heads of agreement

Books Published by Perkins

&f

Marvin.

assented to by the Presbyterians and CongregaEngland in 1690. Illustrated with historical prefaces and notes.
tionalists in
Extracts from the Preface.

''The Cambridge Platform never has been superseded or formally annulled in Massachusetts 3 though by the gradual introduction of laws and usages, in a period of almost two hundred years, several of its requisitions have come to be no
longer observed. Still, in many of its parts, it is of distinguished excellence and of high authority 3 it is an instrument to which reference is often made ; and as a monument of the ecclesiastical order of our venerated fathers, it is exceedingly valuable.'
7

LETTERS ON MISSIONS,
Swan, Missionary
in Siberia.

by William
Intro-

With an

ductory Preface, by the late William Orme, Foreign Secretary to the London Missionary
Society.

From the
;

Quarterly Register.

" The subjects discussed in this work are of great practical On the choice of importance among them are the following a missionary life, Difficulties arising from a diversity of temper
:

among Missionaries, On the best means of convincing the heathen of the truth of Christianity, Defects in the mode of advocating the cause of Missions, Objections to engaging in missionary service, dec. The work is executed in an earnest, simple, practical manner, by one who has shared in the burdens were particularly struck with the and heat of the day. sentiments in the xvmth letter, urging the importance of high intellectual attainments in a Christian Missionary, and refuting some popular errors on this subject. The late Mr. Orme, Foreign Secretary of the London Missionary Society, has prefixed an Essay to the work, in which he has overthrown the views advocated in the 'New Model for Christian Missions/ relative to the amalgamation of all our missionary societies into one great establishment."

We

Extract from the Preface

11

to the

American Edition.

Mr. Swan's style is simple, perspicuous, and earnest ; and he has performed a work which was greatly needed, in a very satisfactory manner. Native good sense, enlightened by expe-

Books Published by Perkins

rience, reflection and piety,
is

&f

Marvin.

in every one of his pages, serious perusal of students in theology, of preachers of the gospel, and indeed of all the proIf read with a proper spirit, it fessed disciples of Jesus Christ. will not fail to throw new light on the path of their duty ; and it is one of the few books, concerning which we may venture to say, that aspirants for the sacred ministry ought by all means to read it, before they determine to spend their lives among the churches, or even the waste-places, of their own country."

seen

and

his

work

is

commended

to the

THE TRUTHS OF RELIGION.

James Douglas, Esq.
tion.

By

From

the

Edinburg Edi-

From

the Quarterly Register.

" Mr. Douglas has treated of the fundamental points of Christianity. He has held up to our eyes the great features of our faith. are persuaded that he has performed an important service. On two or three points there will be much diversity of opinion, but no diligent reader can peruse this volume without advantage. Mr. Douglas does not contend for a sect, but for the common cause of Christianit}'."

We

to which is added, Essay on the influence of a moral life on our judgment in matters of Faith. By Rev. Samuel From the second LonCharles Wilks, A. M. don Edition.
:

CHRISTIAN ESSAYS

An

From the Introduction to the American Edition. " No apology can be necessary for introducing to the American public a work from the pen of the Editor of the Christian Observer. The ability with which he has conducted that celebrated journal, and the sterling value of several of his separate
works, have given Mr. Wilks a reputation, which must attract notice to any production bearing his name."

From
11

the Spirit

The work
'

consists of eleven

of the Pilgrims. Essays on the following sub-

jects, viz.

True and false repose in" death ;' 'Full assurance of understanding;' ' Full assurance of faith ;' 'Full assurance of hope;' 'Christian obedience;' 'The form and power of religion;' 'Sources of error in opinion;' 'False modesty in

Books Published by Perkins

'Affection

fy

Marvin.
and
their
flock;'"

religion;'

between

ministers

'Natural and revealed religion;' and, 'The influence of a moral life on our judgment in matters of faith.' " The thoughts are just and important ; the reasoning clear and conclusive; the spirit evangelical ; the style extremely neat and often rich ; and the entire execution fitted to fix the attention of The intelligent and sincere Christians in an uncommon degree. business of the excellent author, as Editor of the Christian Observer, while so useful to others, is here shown to have been not He has evidently observed with a Chrisunprofitable to himself.
tian eye

and a Christian

spirit."

THE CHRISTIAN STUDENT,

to assist Christians in general in

designed

acquiring Re-

ligious
for

Knowledge. With a list of books suitable By the Rev. E. Bicka minister's library. ersteth, Minister of Sir George Wheler's Chapel, From the second London EdiSpital Square.

tion.

THE VERACITY OF THE GOSPELS

and Acts of the Apostles, argued from the undesigned coincidences to be found in them, when compared, 1. with each other, and 2. with

Josephus.
"

By

the Rev. J.
the Spirit

J.

Blunt.

From
a pleasure
in

of the Pilgrims.
to the perusal

great satisfaction, and feel of others. (i The general argument, in its nature and objects, is substaiu tially the same with that pursued in reference to other portions a work of the New Testament, by Paley, in his Hone. Paulinawith which every one should be familiarly acquainted. It is a popular argument, and in the common concerns of life, has

We have read this treatise with

recommending
it

great influence. " It is not our object, however, to give an exposition of this argument. Its nature and objects will be best seen, and its force most readily felt, by attentively perusing the treatise before us. The undesigned coincidences here noticed establish, beyond all controversy, the fact, that the writers of the Gospels and the

Books Published by Perkins

fy

Marvin.

Acts of the Apostles, were independent witnesses of the facts which they relate, and that each wrote from personal knowledge of his subject ; and they cannot be contemplated, with the incidental remarks accompanying them, without a conviction, or an increased persuasion, that the writings in which they are contained are true. None, of common intelligence, will begin to read this work, without finishing it. We hope it may have, as it deserves, an extensive circulation."
-

LETTERS TO THE REV. WILLIAM

E.

CHANNING,
From
ilie

agency of Fallen

Spirits.

D. D. on the existence and By Canonicus.

Spirit of the Pilgrims.

"This work is designed, and admirably adapted, to aid in drawing the lines more and more distinctly between truth and
error, in defending the former, and features of the latter. Its

and in exposing the true form main object is to investigate,

according

to

sound and well established principles of interpre-

tation, die testimony of the word of God on the existence and agency of fallen spirits, and to vindicate evangelical views on this subject from the false philosophy and false interpretation

of the liberal party."

CHURCH PSALMODY:

collection

of

Psalms and Hymns, adapted to Public Worship. Selected from Dr. Watts and other authors.
This collection contains about 450 metrical pieces from the Psalms, and 731 Hymns; about one half of the former and about two fifths of the latter having been taken from Dr. Watts, and the remainder from numerous other well known evangelical
authors.

The compilers have kept constantly in mind a distinction, which they suppose ought to be maintained in such a work, between portions of sacred poetry which are adapted to be read, and those which are adapted to be sung. It is believed that the book contains nothing which is not suitable for the latter purpose. Special pains have, therefore, been taken to give all the pieces a lyrical character, and to adapt them to musical purposes by omitting, as far as practicable, narrative and didaclive stanzas, by making the pieces of suitable length, by giving them unity, by introducing a great variety of subjects and
,

10

Books Published by Perkins

$f

Marvin.

metres, and by rendering the several stanzas regular as to strucand measure ; also, Insetting tunes to each piece, which are not only appropriate in their general character and movement, but whose accent corresponds with the measure, emphasis, and pauses of the several stanzas, and by indicating the manner of the performance by a system of musical expression and an appropriate punctuation. In making the selection, special regard has been had to the present circumstances of the church at this period of revivals and of religious benevolent institutions and labors. On subjects connected with these, and in Hymns appropriate to various important occasions, it is believed that this book will be far more copious than any one now in use. Room has been made for this by rejecting such pieces as, owing to faultiness in poetry, language, imagery, sentiment, regular movement, or animation, are not adapted to be sung, and would, if inserted, be nearly
ture, accent,

useless.

The aim has been to give the selection throughout a sufficiently elevated character to adapt it to the purposes of public worship on the Sabbath, and at the same time to introduce into it such a variety of subjects, and such an amount of simplicity, warmth, and animation, as should render it suitable for use in all social meetings and in families. There has been added to the book a collection of the words used in the most common and useful chants, anthems, and other set pieces, some of them metrical and others not. In preparing the work the compilers suppose that they have had before them nearly all the important collections, and nearly all the good lyrical poetry contained in the English language.

Among

the materials of which free use has been made, are eight or ten extensive and valuable collections, and many smaller ones, published in England within a few years, and which have never been republished or for sale in this country. As the same

Psalms and

very often found in different shapes has been the aim of the compilers to take that edition which was best suited to musical purposes, without
in different books,
it

Hymns were

inquiring whether the Psalm or Hymn was originally written so or not. The pieces founded on each Psalm have been arranged according to their respective metres, and the parts are numbered The Hymns continuously, in the manner easiest for reference. have been arranged according to subjects, and are also numbered through continuously, without being divided into books. Indexes to the first lines, to the subjects, and to the names of the author of each piece, when known, are given.

Books Published by Perkins

&{

Marvin.

11

SERMONS,
by

delivered on Various Occasions,

Lyman

Beecher, D. D.
From
the Sjririt

of the Pilgrims.

u No young clergyman, or theological student, should be without these Sermons. It was Locke, we believe, who recommended the study of Chillingworth to those who desired to reason.

Those, who wish to clarify their perceptions, and give them strong utterance, who wish to think, and to make others think, would do well to become familiar with these Sermons."

EXEGETICAL ESSAYS
relating to future punishment.

on several words By Moses Stuart,

Professor of Sacred Literature in the Theological

Seminary, Andover.
of the late MRS. wife of the Rev. Dr. Paterson, St. Petersburgh. Containing extracts from her Diary and Corres-

MEMOIR

PATERSON,

pondence.
Selinginsk.

By Rev. Wm. Swan, Missionary

at

LETTERS OF MARIA JANE JEWSBURY,

is

addressed to her young friends, to which added Legh Richmond's advice to his daugh-

ters.

THE TEN COMMANDMENTS,

briefly

explained and enforced, in the form of question and answer, with Scripture Proofs. For the use of families and schools, of all Christian denomiBy Luke A. SpofTord, Minister of the nations.
Gospel.

CHRISTIANS, being DAILY a promise and another Scriptural portion for together with a verse of every day in the year
;

FOOD FOR

Hymn.

12

Books Published by Perkins

&f

Marvin.

TODD'S JOHNSON'S DICTIONARY, 8vo. royal

calf

and WALKER'S and medium, in

and sheep binding. and

SPEECHES
MENTS,
graving.

FORENSIC ARGU-

by Daniel Webster, in one volume 8vo, in fine cloth, with a highly finished en-

on the passage of the Bill for the removal of the Indians, delivered in the Congress of the United States, April and May, 1830.
In one volume, 12mo.

SPEECHES

ESSAY on the practicability of cultivating the Honey Bee, in maritime towns and cities, as a source of domestic economy and profit. By Jerome V. C. Smith, M. D.
From
11

AN

the

New England

Farmer.

This Essay is written in a pleasing and perspicuous style 3 it embraces a very important and interesting topic of domestic economy, and will be read with pleasure as well as profit by all whose tastes are not vitiated by luxurious habits, and time not
engrossed by the frivolous pursuits of the votaries of dissipaThe cost of keeping Bees is nothing, but perhaps a hive tion. or two to begin with, a dark, unfurnished, empty apartment to serve as a work shop for the little artists, and some manual like that which we would now recommend to public attention, containing concise, but plain and practical rules for the management of the little laborers; workmen whose lives are devoted to our service for a compensation so trifling that the poorest cottager in the country, or tenent of a ten feet domicile in the city

employ them by

millions."

HISTORIES. The History of an Enthusiast. The History of a Nonchalant. The History of a Realist. By Maria Jane Jewsbury.

THE THREE

TREATISE
ON THE

Ms

EDUCATION OF DAUGHTERS
TRANSLATED FROM THE FRENCH OF

FENELON,
ARCHBISHOP OF CAMBRAY.

BOSTON:
PUBLISHED BY PERKINS
114,

&

MARVIN,

Washington

Streot.

1831.

v^

Entered according

to

act of Congress, in the year 1831,

By Perkins & Marvin,

in the Clerk's Office of the District Court of Massachusetts.

r/

CONTENTS.

Advertisement

CHAPTER

I.

The importance

of female education

CHAPTER

II.
.

Evils of the prevalent system of education.

15

CHAPTER
Infant education

III.

21

CHAPTER

IV.

Evils to be apprehended from imitation.

...

33

CHAPTER
Indirect instruction

V.

36

CHAPTER

VI.

The

uses of history in the instruction of chil72

dren

CHAPTER
Religious instruction

VII.

86

IV

CONTENTS.

CHAPTER

VIII.

THE SAME

SUBJECT CONTINUED

112

CHAPTER
Prevalent female defects

IX.

123

CHAPTER

X.

The

vanity of beauty and dress

132

CHAPTER XI. The appropriate duties of women CHAPTER The same subject continued CHAPTER
Conclusion
XII.

143

154

XIII.

172

ADVERTISEMENT.
The
to those

design of this translation,

is to

present

who

are not familiar with the language

of the original, a work, no less recommended by

the interesting nature of
intrinsic merits,
its

subject, than

by

its

and the high reputation of

its

author.
tions,
it

Although one of

his earliest producto

was the means of introducing him

the

notice of Louis XIV., by

publication, he

whom, soon

after its

was appointed preceptor

to the

Duke

of Burgundy.

The

moral transformation

effected in the character of this

young Prince,

while under the instructions of Fenelon, affords

at

once the most convincing evidence of the

admirable talent of his instructor, and of the

mighty influence of a well-conducted education.

It
is,

therefore, natural to suppose, that- a

subject,

work

on

this

from one whose opinions have,

in so remarkable a degree, the sanction of sue1

vi

ADVERTISEMENT.
would be extensively circu-

cessful experiment,
lated,

and perused with no

common

avidity.

The

Treatise here presented to the public,

discloses a complete system of education, at once

philosophic in
details
;

its

principles,

and practical

in its

evincing the most profound knowledge

of the

human

heart,

united with original and

comprehensive views of the nature and objects

of education.

Nor down by any means

tion, as the
title

are the principles here laid

so limited in their applica-

of the work

may seem

to indi-

cate.

It

may

be asserted with confidence, that

no one, intrusted with the responsible charge of

guiding the youthful mind, can peruse
deriving important advantage.
desirable,
that,
it,

without
is
it

Especially

in

promoting the religious

in-

terests of the

young,

task,

the delicacy of

which

is

seldom

sufficiently felt,

the

method

here developed of rendering scriptural knowledge

attractive, should

be extensively introduced.
in

Those passages
culiar to the

the original, which, from

their reference to doctrines

and ceremonies peto

church of Rome, would be,

many
of
It is

readers, either unintelligible,

or productive

erroneous impressions, are here omitted.

no

slight evidence of the

exalted

genius and

ADVERTISEMENT.
rational piety

vii

of the Archbishop of Cambray,

that though a prelate of the

Catholic Church in
his

the 17th century, he has

writings so

left in

numerous

few

sentiments in

the least degree

uncongenial with a purer religion and a more

enlightened age.

In different parts of this work, especially in the first and twelfth chapters, a few passages
occur, doubtless more appropriate to the circum-

stances of the time

the present period
;

when

it

was

written, than to

these, however, are generally

to

retained, from the wish

impair, as

little

as

possible, the fidelity of translation.

W.

C. D.

A TREATISE
ON THE

EDUCATION OF DAUGHTERS.

CHAPTER
Female
neglected
often
left
;

I.

THE IMPORTANCE OF FEMALE EDUCATION.

education
the whole
to
is

generally very

much
it

management of
even
is

is

the

direction
It
is

of custom and
a

maternal

caprice.
little

prevalent

opinion, that

instruction

requisite for
is

the female sex.

The

education of boys,

esteemed an

affair

of the highest importance,

in relation to the

community

and, although

this
girls,

is

scarcely less
is

defective

than that of

there
is

at least

a persuasion that great

its

care

necessary to ensure

success.

The
in

most eminent men have been assiduous

1*

10

FEMALE EDUCATION.

giving information and devising plans to ac-

complish
leges

this

object.

Instructors

and colare

are

numerous.

Great

expenses

incurred for books, for scientific researches,

for

methods of learning the languages, and

It
is

for the choice of professors.

this

true, that

grand array of means has often more of

real value
;

show than of
importance.

still,

it

indicates

that the education of boys

is

viewed of great
it

With respect

to girls,

is

said,

"

it is

not necessary that they should

;

become
af-

learned
fected
;

curiosity renders
it is

them vain and

they should
affairs,

sufficient, that

how

to

manage household
is

know when the

their

occasion

presented,

and

to

obey

husbands without arguing."

is

This position
to

strengthened

by reference

numerous

instances of

women whom
Hence

science has renit

dered ridiculous.
girls

is

inferred that

may be
is

implicitly confided to the direc-

tion of ignorant
It

and indiscreet mothers.

idea of making

true that the

them

conceited

pedants,

should

be viewed with

apprehension.

Women

have usually minds

ITS IMPORTANCE.

\\

more

feeble, as well as
it

more

inquisitive, than

men

would, therefore, be injudicious to

occupy

their attention with studies in

which
;

they might

become

too

much absorbed

they

are not destined either to govern the State,

or to carry on war, or to minister in sacred

things
;

they

may

therefore dispense with ac-

curate investigation of subjects connected with

politics,

with the military

art,

jurisprudence,
all

philosophy, and theology.

Nearly

the

chanic arts are likewise unsuitable to they

are

methem ;

formed

for

moderate
their

exercises.

Their corporeal, as well as

ars, are less

mental pow-

vigorous and patient of fatigue,

than those of the other sex.

On

the other

hand," nature has assigned to them, industry,

neatness, and

economy,

to

engage them

in

the tranquil occupations of their appropriate

sphere.

But what
ness
?

follows from their natural

weak-

Only a stronger

obligation to strengthen

and support them.

perform,

Have they
which
lie at
?

not duties to

duties

the very foun-

dation of

all

human

society

Does

it

not

12

FEMALE EDUCATION.
families
shall

depend on them, whether

established or ruined
?

he

Are they not

called

to regulate the detail of domestic affairs, and,

consequently, to decide on that which most

deeply concerns the whole community

this

In

way they
either

exercise a predominant influ-

ence,

good

or

evil,

in

forming the

morals of society.
religious

discreet, diligent,

and

woman,
;

is

the presiding genius of a

it

great family

she establishes in

the order
spiritual

essential to temporal prosperity,

and

advancement.

It is

even

true, that

men, who

have

all

the authority in public affairs, cannot,

by

their deliberations, effect

any real good,

without the aid of female influence to carry

their designs into execution.

Society
it

is

not a

mere mental
all

abstraction

is

the aggregate of
it
;

the families

comatten-

posing

and who can manage the domestic

policy of a family with

tion

more accurate

than

women, who, beside

their natural

authority and their assiduity at

also the to

home, have

advantage of being naturally disposed

to
detail, industrious,

be careful, attentive

ITS IMPORTANCE.

13

engaging,

and persuasive

And
that

can

men

expect

to

enjoy any delight in

life,

if their

most intimate connection,

be the
stitute,
if

of marriage,
?

prove a source of unhappiness

fate of children,

What

will

who

are soon to con-

in their turn, the

whole community,
they are
?

from their

earliest years,

made

the victims of maternal indulgence

Such then are the appropriate

woman
it

duties of

duties

scarcely less necessary to

the public welfare, than those of men, since

devolves on her to regulate domestic

con-

cerns, to promote the happiness of her hus-

band, and to bestow a

good education on
than to

her children.

Consider also that virtue per-

tains not less to

women
still

men

and

if

we

cease to contemplate them as influencing

society,

they are

half of that the

human

family,

redeemed
and destined

by
to

blood

of Jesus
life.

Christ,

an immortal

In

fine,

we

should consider,

beside

the
in-

good which they accomplish, when well

structed, the
evil

which they cause

in

the

world,

when

destitute of a virtuous education.

14

FEMALE EDUCATION.
bad education of women
than that of men, since
often spring, both from

It is certain that the

produces more
the excesses of the
vicious

evil

men

education

received

from

their

mothers, and from the passions with which

other

women have
at

inspired them, before they

have arrived

mature years.

What

intrigues are presented us in history

what subversion of the laws and of morals what bloody wars

to religion

what

what

innovations hostile

revolutions in the state

all

arising

from female depravity and licentious-

ness

Such are the considerations which

the importance of correct female edu;

show
which

cation

let

us

now

consider the means by

it

may be

effected.

CHAPTER

II.

EVILS OF THE PREVALENT SYSTEM OF EDUCATION.

That young

persons should be oppressed

with ennui, and should not

know with what

to

employ themselves,
ignorance.

is

the natural result of their

When

a child has arrived at a

certain age, without applying herself to affairs

of real importance, she can have no taste for

them

whatever
;

is

serious,

to

her appears

gloomy
which

whatever requires protracted attenher

;

tion, fatigues
is

the inclination to pleasure,

strong during youth, the example of

persons of her
in dissipation,

own
all

age,

who

are

immersed

serve to inspire her with

life.

an aversion to a sober and laborious

this early period,

At
the

she

is

wholly destitute of the

requisite
for

experience

and

authority

16

FEMALE EDUCATION.
affairs
;

management of domestic
not even

she

does

know

the importance of applying

herself to them, unless her mother

may have

taken care to point

observation.

it

out particularly to her

is

If her family

of high rank,

she will be exempt from

the necessity of

manual labor
said, she

she

will,

indeed, be occupied
it is

during a few hours in the day, because

knows not why,

work
;

that
it

it is

genteel for

ladies to
straint,

but often,
will not

will

be but a reto

and she

accustom herself

any serious occupation.

In this condition, what shall she do
society of a
?

mother who watches her,

to

The who

reprimands her, who thinks that

educate

her properly consists in never excusing her

who wears a sad countenance in her company, who makes her endure her whims, who appears always oppressed with domestic
defects,

cares,

is

to

her

in

the highest degree dis-

heartening and repulsive.

At the same time,

to insinu-

she has around her females of an artful and

flattering disposition,

who, seeking

ate themselves into her affections

by base and

PREVALENT
pernicious complaisance,
selves to
all

EVILS.

17

accommodate themin

her humors, and converse on every

her mind a dis-

subject

which can excite

taste for

what

is

good

religion appears to
at

her a tiresome formality, a system

with every pleasure.
she employ herself?
indolence
habit.

war
This

In what way, then, will

In nothing useful.

gradually

becomes an

incurable

Here then
pect to
fill

is

a void which
is

we cannot ex;

with what

of real value

trifles

must therefore intrude.

ness
soul,

In this want of oc-

cupation, the child abandons herself to idle;

and idleness, which

is

is

a languor of the

an

inexhaustible
herself to

source of ennui.
sleep

She accustoms
perfect health.

one third

longer than would be necessary to maintain

This protracted sleep serves

only to enervate, to render her more delicate,

and more exposed

to the attacks

of sickness

while, on the other hand, moderate repose,

accompanied with regular exercise, produces

cheerfulness, vigor, and strength
;

qualities

which, doubtless, constitute the true perfection

18

FEMALE EDUCATION.

of the animal system, at the same time that

they are essential to the

the intellectual powers.

full

development of

From
bility

this

languor and inactivity, united

with ignorance, there springs a morbid sensiin

relation

to

shows and diversions.

Here,

too,

we

find the source of a vain

and

insatiable curiosity.

Those whose minds

are well informed,

and

who

are occupied with pursuits of real im-

portance, are usually free from an inordinate'

curiosity.

What

they know, inspires in their

for

minds a contempt
ignorant
;

much

of which they are

they see the worthlessness and ab-

surdity of most of those things

which persons

of narrow views,

who know

nothing, and have

nothing to do, are eager to learn.

On
girls

the contrary, uninstructed and ignorant

are always possessed of an erratic imagi-

nation.

For want of

solid
is

nourishment,

all

the ardor of their curiosity

directed toward

vain and dangerous objects.

Those who

are

not without talent, often

entirely to the perusal of

devote themselves

books which tend

PREVALENT
to cherish their vanity
;

EVILS.

19

they have a passion-

ate fondness for novels, plays, narratives of

romantic adventures,

in

which
;

licentious love
in fine,

occupies a prominent place

bituating

by haheads

themselves to the high-flown lantheir

guage of the heroes of romance,

are
filled

with visionary notions.

In this way,

they even render themselves unfit for society

for all these fine sentiments, these

generous

passions, these adventures

which the author

of the romance has invented to gratify the

imagination, have no connection with the true

motives that excite to action and control the

interests

of society, or with the disappointaffairs.

ments invariably attendant on human

A poor
vellous,
sal of

girl, full

of the tender and the marin the

which have charmed her

is

peru-

such works,

astonished not to find in

the world real characters resembling these

heroes

she would wish to live like those

imaginary princesses,

who

in

the fictions of

romance are always charming, always adored,

always placed beyond the reach of necessary
duties.

What must be

her

disgust,

when

20
compelled

FEMALE EDUCATION.
to

descend from these

flights
life

of
!

fancy to the humble details of domestic

There
spirit

are

some who cany

this inquisitive

still

farther,

and undertake, however

be, to decide

incompetent they
in religion
;

may

on points

but those

who have

not sufficient

enlargement of mind

to indulge in a curiosity

of this kind, fix upon other subjects proportioned to their capacities

to
;

they eagerly desire

is is

know

everything that

said or done

song, a story, an intrigue,

always welcome
letters,

they are
reading

fond of receiving
those

and of
;

which others receive

they
;

wish to hear and to repeat everything

are vain, and vanity renders

they
;

them loquacious

they are inconsiderate, and levity prevents

those reflections that would often
silent.

make them

CHAPTER

III.

INFANT EDUCATION.

In the application of a remedy

evils,
it is

to all these

of vast importance that the educa-

tion of girls should

commence

in their earliest
is

infancy.
to the

This

first

period, which

resigned

charge of injudicious, and, sometimes,

is,

of profligate females,
in

notwithstanding, that
will

which the deepest impressions

be

made, and which, consequently, has an important bearing on their whole future
life.

Before

children

are

completely

able

to

speak, they

may be
perhaps

prepared for instruction.

appear
it

This

may
;

an

extravagant
it is

assertion

but to render

credible,

only

needful to

consider
it

how an

infant

is

emIt is

ployed, while

is

yet unable to talk.

2*

22

FEMALE EDUCATION.
it

learning a language which

will

soon speak

with more correctness than scholars are able

to
attain
in

speaking

the

dead languages, what con?

which they have studied with so much labor

in the
sists

most mature age.

Now,
to

in

the process of learning a language

in

Not
great

merely

committing

memory
in

number of words, but

infant, says St.

also

observing the

meaning of each word

and

in particular.

The
its

Augustine, in the midst of

cries

its is

sports, observes of

what object
does, some-

each word
times

the

sign

this

it

by considering
out.

the

natural

motions

which point

the subjects of conversation,

and sometimes by remarking the

repetition of the

frequent
the

same word,
is

to

signify

same

object.

It

true that the mental con-

stitution
facility

of infants gives

them

wonderful

of impression from sensible objects

but, surely, steady attention

to distinguish these

must be

requisite,

objects from each other,

its

and

to give to

each

appropriate term.
this

Consider

also,

how, from

tender age,

children seek those

who

gratify

them, and


IN INFANCY.

23

avoid those

how
to

well

who place them under restraint; they know when to cry, and when
order to obtain the object of

be

silent, in
;

their wishes

how much

artifice

and jealousy

they already begin to discover.

It

may
;

then be assumed as a principle,

that children

know more than

in

is

ordinarily
to

imagined

it is

your power, therefore,

communicate
inclination to

to

them, through the medium

of words, assisted by tones and gestures, the

be with virtuous persons, rather
than
in

with

others for

whom
different

they might be

danger of contracting a fondness.

a

You
of

may, beside, by

expression

countenance, and by the tone of your voice,

represent to them the horror with which you

regard those
passion, or

whom

they have seen in a

fit

of

guilty of

any other excess

you

can

also

assume a gentler tone and a more

signify
to

benignant aspect, to

them your

admiration for any instances they

may have
I

seen

of wisdom

and

modesty.

do not

notice these things as being of great importance, but simply

to

show

that

these

early

24
dispositions
that
this

FEMALE EDUCATION.
should
not

be

neglected

and

mode

of seasonably prepossessing

their minds, has imperceptible

consequences

which
If

facilitate the
still

work of education.
doubts whether these
let
first

any one

prejudices have any power over men,

him
of
of

only observe
in

how
age,
in

lively

and
the

affecting,

even

advanced

are

recollections
If,

what we loved
inspiring
ritions

infancy.

instead

children with vain

spirits,

fears of appa-

and

which,

by making too

powerful an impression, only enfeeble their

sensitive

and tender minds,

instead of per-

mitting

them

to follow all the fancies of their

nurses respecting what they ought to love or

to

shun,

it

were our uniform endeavor

a pleasing idea of

to

give

them

what

is

good,
pretheir

and a

frightful idea of

what

is

evil, this

possession would
practice of
practice
is

ever

after

facilitate

all

the virtues.

But the common

the very reverse of this.

in black, is
;

cler-

gyman dressed

held up to them
is

as an object of dread

death

never men;

tioned but for the purpose of terrifying them

IN INFANCY.

25
in

they are told that the dead return by night

frightful

forms

all

this

serves only to rento preju-

der the mind feeble and timid, and

dice
it

against the best things.

It is

of great importance, in the

first

years

of infancy, to consult the health of children,

to

invigorate

their

constitutions
diet,

by a well
their
at

chosen

and

simple

to

regulate

meals, so that they

may

eat

every day

nearly the same hours,

that they

may

not

eat at other times, as this serves to overload

the stomach, while the digestion

plete,

is

incom-

that they taste

no high-seasoned food

to excite

them

to eat

more than
their

is

needful,

and
is

to

render distasteful such nourishment as

to

more favorable

health

in

fine,

that they

may

not be served with too

for a variety

many

different things,

of successive

dishes stimulates the appetite, after the real

necessity of eating has ceased.

It is,

however, of

still

higher importance,
till
;

not to press instruction on the mind,

its

powers have acquired

sufficient strength

to

avoid every thing which

may

rouse the pas-

26
sions
5

FEMALE EDUCATION.
and gradually and gently
to

accustom

children to be deprived of things for which

they have manifested extreme eagerness, that they

tain

may

never too confidently expect to obdesire.

what they

However unfavorable
of children

the natural

disposition

may

be,

they

may

in this

way be rendered
and mild
early
;

docile; pa-

tient, firm, cheerful,

while, on the
is

other hand,

if

this

age

neglected,

they become restless and impatient through

their

whole

lives

;
;

the passions
the

are violent,
tender, and

habits are

formed

body

still

mind yet unbiassed toward any object, take a wrong direction, which is the source
the

of a thousand excesses in future

life.

When

they have arrived

at that
is

period in

which the reasoning faculty

every word that
tend to
in
is

fully

developed,

addressed to them should

love truth, and to inspire

make them

them the

greatest

contempt

for

every

species of dissimulation.
fore avoid

We

should therefalse

making use of any

pretence

for the sake of appeasing

them, or of making
;

them comply with our wishes

in this

way,

IN INFANCY.

27

We

only teach them

a cunning which they

never forget;

as far as possible, they should

be led by reason.

But
tion
detail

let

us examine particularly the condi-

of children, that

we may
to

see
state.

more

in

what

is

suited

their

Their
in-

mental powers are

tellects

still
;

feeble,

and their

unfurnished
thing
is

they

know
are the

nothing,

every

new
it

they

extremely
surprise

susceptible

of impression;

of

novelty renders
ity

easy to excite their curios-

and

admiration.

Such a

constitution,

united with a natural

warmth of temperament,
be constantly
in

produces
motion
;

in

them

a desire to

hence

arises that restlessness, habit-

ual in children,
tion

who can never

fix their atten-

on any object, or remain quiet

in

any

place.

On
notice
others

the other hand,

as

children

do not

know how

to think or act for themselves, they

every

thing,

and

say

little,

unless
to

injudiciously
It is

accustom them

be

talkative.

often the case, that the pleato derive

sure that

we wish

from pretty

chil-

28
dren, spoils

FEMALE EDUCATION.
them;

we encourage them

to

say whatever comes into their minds, and to

speak of things respecting which they have

as yet

no

distinct

knowledge

and hence they

retain

during their whole lives the habit of

judging with precipitation, and of speaking,

on subjects of which they have no clear ideas.

Few
that
still

mental characteristics are more inauspi-

cious than habits of this kind.

This pleasure
children,

we wish

to

derive from
;

has

another pernicious effect

they perceive

that they are regarded with

satisfaction, that

every thing that they do

is

observed, that
In this

they are listened to with pleasure.

way they
will

are led to believe that every one

always be devoted to them.

this period, in in

During

which they are uni-

formly flattered, and

which they know

nothing of contradiction, they conceive certain visionary

hopes which prepare

in

for

them
life.

innumerable disappointments
I

future

who thought that they were always spoken of, when others conhave seen
children

versed privately, because they had observed

IN INFANCY.
that this

29

was not unfrequently the case. They

in

imagined that everything

them was

extra-

ordinary and worthy of admiration.

Children

then should receive proper attention, without being led to discover that
observant of them.

we

are constantly
that your

Show them
to

attention to their conduct arises

ship,

from friend-

and the need of care

is

keep them from

what
their

wrong, and not from admiration of

genius.

Be
if

content to instruct them

gradually,
arise
;

whenever opportunities naturally

even

for

you could greatly advance

without
it

the
their

education

of children

tasking
still

powers too severely,

should

be

remembered,
than the

that the danger of their

is

becom-

ing vain and presumptuous

fruit

always greater

of these premature educations

extolled.

which are so much

We

should be content to follow nature, and

;

to assist her operations

children

know
;

little,

they should not be pressed to talk

they are ignorant of

but as

many
;

things, they

have

many

questions to ask
inclined
to

and, in fact, they are

inquisitive.
It
is

naturally

be

30

FEMALE EDUCATION.
to

enough

answer their questions correctly,

little

sometimes adding certain

comparisons,

so as to render your explanations

more
of

easily

understood
thing

if

they form a judgment of any

without a good
to

knowledge

it,

it

would be well
out being
too

puzzle them with some

new
the

question, that they

may

see their

fault with;

rudely confounded

at

same time, show them, not by unmeaning flattery, but by some real mark of esteem,
you approve them, when they doubt, and when they inquire into what they do not
that

know, much more than when they make even

the most correct decisions.

This

is

the true

method of

fixing in their minds, together with

great politeness, an unaffected modesty, and

a contempt for those

disputes which are

so

common among young

little

persons

who have very

information.
as their

As soon

reasoning powers appear

it is

somewhat strengthened,
presumption.
see that

proper to

make

use of their experience to guard them against

You may say to them, "You you are wiser now than you were a

IN INFANCY.

31
will

year ago

a year hence,

you

know many

things that you

are

not capable of under-

standing now.
to

If last year

you had wished

judge of things that you know now, but

then,

were ignorant of

you would doubtless

unwise, had you

have formed a very incorrect opinion of them.

You would have been very

above your capacity.
things

attempted to understand what was entirely

Now
will

there are

many
At

of which you are

future time

still

ignorant.

some

you

perceive

perfect

are

your

present

how imjudgments. You

should therefore place the greatest confidence

in the counsels of

persons

you

will

yourselves,

who judge now as when you come to posis

sess their age and experience."

The

curiosity of children

a natural proit

pensity which opens the way, as

their instruction
;

were, for

do not

fail to

take advan-

tage of

it.

For

instance, while riding in the

may chance to see a mill, and you can then they wish to know what it is show them how the food that nourishes us is prepared. They observe some reapers, and
country, they
;

32

FEMALE EDUCATION.

you can explain what they are doing, how

wheat
is

sown, and

how

it

multiplies

in

the

ground.

In the city, they see shops in which

various trades are carried on, and where different

articles
;

are

sold.

Never be

tired of

their questions

these are the openings that

nature offers you to facilitate the work of instruction

in
this
all
;

show

that they give

will

you pleasure

way, you

insensibly teach

them

how
to

those things are done, that are useful

that lie at the foundation of

men, and

com-

merce.

By

degrees, without any particular

formal study, they will be acquainted with

the proper

method of doing necessary work,

;

and the ordinary price of different articles

a kind of

knowledge which

is

the

true basis

of economy.

Information of this kind, which

ought not to be despised by any one, (since

all

need
their

to avoid being

deceived with respect

especially

to

expenses,)

is

necesssary

for females.

CHAPTER

IV.

EVILS TO BE APPREHENDED FROM IMITATION.

The

ignorance of children
habits, renders

who have

as yet

formed no

them

susceptible of
to imi-

every impression, and disposes them

tate every thing

which they see

their

it is

there-

fore

of the

highest

importance that good

eyes.

models should be before

should be permitted to

None

approach them, but

those whose examples are worthy of imitation

;

but as

it is

impossible that they should

not see

some

improprieties, they should sea-

sonably be led to observe the folly of certain

vicious and profligate persons,

whose reputa;

tions are already irretrievably lost

we

should

show them how miserable, how despised, and

how worthy

to

be

so, are

those

who abandon

3 *

34

FEMALE EDUCATION.

themselves to the impulse of their passions,

and neglect to cultivate their reason.

Thus,

without forming the habit of mimicry, their

taste

may be

cultivated,

and they

may be

made sensible of what constitutes propriety we should not be deterred from apprising
them
in general

of certain

faults,

even by the

fear of opening their

eyes to the foibles of

to respect
;

some whom they ought

side that
just, that
it is

for,
is

benot

not to be expected, and

they should be kept in ignorance on

these subjects, the surest

method of

retaining
that that

them

in their

duty

is

to convince

them

we must tolerate the defects of others, we should not decide upon these on
grounds,

slight

is

that they often appear greater than

they really are,

that

they are counterbal-

anced by good

qualities,

and

that, as

nothing
is

on earth most
free

perfect,

we

should admire what

from imperfection.

In fine, though
till

such instructions should be reserved

quired by necessity,

re-

we
is

should impart to them

correct principles, and preserve

imitating the evil that

them from

before their eyes.

BAD EXAMPLES.

35

We
those

should prevent them from mimicing

ridiculous
;

who render themselves

for
it

this species

of farce and burlesque has in

something mean and contrary to noble and

generous sentiment.

Children are

in

danger

of contracting this habit, because the warmth

of their imaginations and the pliancy of their
bodies, as well as their natural gaiety,
it

make
ludi-

easy for them to assume every variety of

to represent

form

what appears

to

them

crous.

This proneness

to imitation,

common
evils,

in children, is

productive of countless

when they

are consigned to the

charge of

persons destitute of virtue,

who

feel scarcely

any constraint

in

their presence.

But, by

means of

this

propensity in children,

God
is

has

given us the power of easily inclining them

to the practice of every virtue
in

which

placed

their

view.

Often, without even speak-

ing,

we have

only to

make them observe

of them.

in

another, what

we wish

CHAPTER

V,

INDIRECT INSTRUCTION,
I

believe

that

it is

often useful to

have
is

recourse to that indirect instruction, which

not so wearisome as lessons and admonitions,

simply for the purpose of awakening the

tention of children to the examples

at-

which are

placed in their view.

Some one might

occasionally in their pres-

ence ask another, "

do you do this ?" and the other might reply, " I do it for such
a reason."
confess

Why

For instance,"
fault?"

your,

"Because
one,

Why
if

did you
I

should
I

have committed
basely disclaimed

a
it

greater

had

by a falsehood, and beto say

cause nothing
frankly,

is

more honorable than

have done wrong.' "

Then

the

INDIRECT INSTRUCTION.
first

37

might

commend
it

the

one who accused

in a simple

herself; but

must

all

be done

and natural manner,

for children
;

have more
and from

penetration than most are aware

the

moment

that

they discover anything of

the

artifice in

those

who have

management of

them, they lose their natural simplicity and

confidence.
It

has been already remarked that chil-

dren are very susceptible of impressions, and

that the

most

lively

images of sensible objects

are formed

in

their minds.

This favorable

opportunity for fixing impressions should be

seasonably improved

but

in

a receptacle so

narrow and yet so precious, nothing should be

deposited that
is

not of the choicest kind

at this

we

should remember that

not to
instil

any thing

into the

we ought mind, that we

age
impressions
in

are not desirous should continue there during the

whole

life.

The
it is,

deepest

upon our minds are those which are made

early
life
;

hence

that the

aged remem-

ber distinctly the

their

events which occurred in

youth,

although

remote,

while

their

38

FEMALE EDUCATION.
occurences are less
place,

recollections of recent
vivid,

because,

when they took

lost
its

the

mind had already

ideas.

first

quickness of
with other

perception, and was

also replete

Though
to,

reasonings of this kind are listened

It is

they scarcely gain assent.

that

however
not

true

men

often,

though unconsciously,
Is
it

reason in precisely the same manner.

said every day, "
I

have formed

my

habits, I

am

too old to change them,

was brought up

in this

way

of thinking "?

Beside, do

derive a singular pleasure from the

we not remem-

brances of our youth

inclinations

Are not our

strongest

those which were contracted at

that tender

period

Now
is

all

this

proves

that the earliest habits

are the

most deeply

rooted.
pressible,

Although infancy
it is

peculiarly im-

not equally adapted to reasonall

ing.

Constant motion effectually prevents

close application.

The mind
in a place

of a child
to

is

like a

candle lighted
Its light is

exposed

the wind.

always wavering.

The

child puts a question

INDIRECT INSTRUCTION.
to you,

39

and before you answer, her eyes wanall

der to the ceiling, she counts

the figures
in the

on the paper, or the panes of

glass

windows
first

if

you wish
in

to

recall

her to her

object,

you constrain her

a

as really as if

you confined her

prison.
till

You must
her
intelj

therefore consult her capacity,

lectual
in

powers are strengthened

be prompt

answering her questions, and permit her

propose others, just as she chooses.

to

En-

deavor simply to gratify her curiosity, and

store a

mass of good materials

in

her memory.

The
will

time will

come, when these materials

is

mingle of themselves,, and, as the mind

invigorated, the child will

cess of reasoning.
fine yourself

In the

simply to

commence the promean time, consetting her right, when

to

she reasons incorrectly, and

making her
and
to as she

understand, without precipitation

gives

you opportunity, what

it

is

draw a

correct conclusion.

Permit children
struction with

to

play, and mingle in;

their sports

let

wisdom

dis-

play herself only at intervals, and with a smil-

40
ing aspect
;

FEMALE EDUCATION.
avoid fatiguing them by a rigor-

ous and indiscreet exactness. If children form

sad and melancholy ideas of virtue,
larity
if

irregu-

and licentiousness present themselves

all
is

under an agreeable aspect,

labor in vain.

lost,

you
flat-

Never

suffer

them

to

be

by weak and profligate people. It is natural to love the manners and sentiments of
tered
those for

whom we

have contracted a fondis at first

ness

the pleasure that

experienced

in the society of licentious persons, gradually

produces an esteem

for

what

in

them

is

really

deserving of contempt.
In order to render

persons

of virtuous

character agreeable to children,

make them

observe whatever amiable and engaging qualities

they

may

possess

their sincerity, their

fidelity,

modesty, their disinterestedness, their

their

discretion,
is

but,

above
all

all,

their

piety,

which

the
this

source of
class, is

the rest.

If

any

one of

possessed of qualities
tell

which are not pleasing,

them
:

that piety

does not occasion these defects

contrary,

that,

on the

where

it

exists

in

an eminent de-

INDIRECT INSTRUCTION.
gree,
it

41

removes,
is

or,

at

least, softens

them.

After

all, it

not necessary to

resolve to

make

children fond of certain pious persons

is

whose exterior

displeasing.

However watchful you may be to show them only the bright side of your own character,
in

do not expect that they

5

will

discover

you no defect
trivial

often they will detect your

St.

most

errors.

Augustine informs

us that he had remarked from his infancy the

vanity and pedantry of his instructors.
will find
it

You

of the greatest

utility

and imporwell as the

tance to
child

know your own faults, as can know them, and for this

purpose, to
It is

obtain the aid of a few sincere friends.

generally the case that those

who have

the

superintendence of children, show them no

favor with respect to their
their
faults,

but view

own

failings

with great lenity.

This

excites in children a spirit of malignant criti-

cism, so that,

when they

discern any imperdelighted

fection in their governess, they are

with the discovery, and seek only to show

their disregard for her.

42

FEMALE EDUCATION.
Avoid
this evil
;

. never fear to speak of the

you
in

defects visible in you, and of the faults

may have committed

dren

presence of the chil;

under your

care

if

you

find
tell

them
them

capable of reasoning on the subject,

that

you wish

to

show them the example of corby correcting your own.

recting their faults,

In this way, you will draw from your very imperfections,

instruct

expedients by which you

may
same

and improve them, and encourage

correct their faults
will avoid
;

them
time,

to

at

the

you

exciting that disregard

yourself,

and
your

aversion
failings

toward

with

which

might otherwise inspire them.

Every method should be taken to make what you require of them agreeable ; if you
have anything unpleasant
to propose,

make

them understand that the pain will be soon followed by the pleasure ; show them the utility of what you teach ; make them see the
advantage of
course of
stations
life
it,

with reference to the interduties

and the

of different
will

and

offices.

Otherwise study

appear to them useless and vexatious labor,

INDIRECT INSTRUCTION.
unconnected with the business of
life.

43
"

Of
are

what use can

selves, "
to

it

be," say they within themall

learn

these things that

conversation, and

never

mentioned

in

that

have nothing to do with

common occupations ?"

all
is

They
say to

should have a reason assigned for

their studies.

" This
to give
at

designed," you

may
will

them, "

you the
do,

ability to per-

form well, what,

some
to

future

time,

it

be necessary
judgment,
rectly on

for

you

all

to

form your
reason cor-

to

accustom you

to

the circumstances of life."

You
in

should always present to them an important

and pleasing
labor,

object,

to

encourage them
to

and should never attempt

compel

them by a severe and absolute exertion of

authority.

As

their reason improves,

you can more

fre-

quently converse with them on the system of

education proper for them, not to follow implicitly their sentiments,

but to profit by them

when they

discover their true situation, and the

as well as
rel-

advancement which they have made,

to test their discernment,

and give them a

44

FEMALE EDUCATION.
which they are engaged.

ish for all the studies in

Never assume, unless from absolute necessity,

an austere and imperious

air,
is

as this in-

variably terrifies children.

This

frequently

mere
to

affectation and pedantry

in

those
;

who

have the management of the young

children, they

for, as

are

generally injured by
bashfulness.

their

own

timidity

and

By

adopting such a course, you would close the

avenues to their hearts, and remove that confiding trust

which

is

so essential

in

conduct-

ing the
tions
;

work of education. Gain their affeclet them be free with you, and not
let

dread to

you perceive

their

faults.

To
who
;

attain this

end, be indulgent to those

in

never wear any disguise

your presence
irritated

appear neither surprised nor

by

their

wrong

inclinations

on the contrary, be favor;

able to their weaknesses

it is

true

that this

inconvenience will sometimes

will

result, that
;

they

be

less
is

restrained

by

fear

but,

when
rig-

every thing

taken into view, confidence and

sincerity are

more

useful to

them than

orous authority.

INDIRECT INSTRUCTION.
It

45

must be admitted, however, that, if confidence and persuasion are not sufficient, recourse must be had to authority
;

but

it is

begin by an open, cheerful, and familiar conduct, without meanness, as you

to

proper

may

in

this

way

see

children

act in

their

natural

character,

and thus
of

may

obtain a

thorough knowledge

their

dispositions.

Indeed, though you should even reduce them, by the exercise of authority, to observe all

your

rules,
;

plished

your object would not be accomevery thing would be changed into

a formal and oppressive routine, and perhaps

into hypocrisy;
tasteful,

you would make

it

that dis-

which

should be your great object

to render pleasing.

If the wise rents to

if

man

has

recommended

to pa-

keep children constantly

of

in subjection

he has said that the father who,

his

in

the

management
amusement,
not his
gentle and
cation.

children,

seeks
;

only
it is

will eventually

be sorrowful
to

design by any
patient

means

condemn a

mode

of conducting edu-

He

censures only those weak and

4*

46

FEMALE EDUCATION.

inconsiderate parents,

who

gratify

the pasin-

sions of their children, and

who, during

fancy, desire only

to

be amused

by them,

while they indulge them in every species of

excess.

The

necessary

conclusion

then

is,

that

parents should always preserve authority to

enforce obedience, since there are some dispositions

still,

that can

be subdued only by fear

I repeat the assertion, this

all

method should

never be adopted, but when

unavailing,

other

means

are

A child

being actuated solely by

associating in her

her imagination, and

those things that
in

mind

are

presented to her view

connection with each other, hates study

virtue,

and hates

because she

is

prepossessed

with an aversion toward the person

who

re-

commends them
which she

to her.

Hence

arises that

melancholy and even

frightful

idea of piety,
life
;

retains during her

whole

and

this is often

the only remaining vestige of a

It
is

severe education.
tolerate

often
to

necessary to

things

which need

be amended,

and

to wait for

the favorable

moment when

INDIRECT INSTRUCTION.
the child
proof.
will

47
by refirst

be disposed to

profit

Never reprimand a
excited
If

child in the

impulse of
part, or

feeling,

either

on her
irritated

on yours.

you do, while you

yourself, she perceives that

act with pas-

sion

and precipitation, and not with reason

;

and friendship
losing

you are
in

in

danger of entirely

your

authority.
is
ill

If

you reprimand,
is

while the child

humor, her mind

not in a proper state to acknowledge her fault,

to

overcome her passion, or

to feel

the im-

portance of your advice;

you even expose

her to lose the respect that she owes you.

Always make her

self-possession
;

sensible that

you

retain

your

nothing will afford so convinc-

ing proof of this as your patience.

Watch
if

every opportunity for several days,

sary, in order that reproof

neces-

may be

well-timed.

Do

not speak to the child of her fault, with-

out at the

same time suggesting some way of

it
;

overcoming

in this

way you
If

will avoid the

chagrin and disappointment which unmitigated

reproof always occasions.

in

we
I

find a child

some degree reasonable,

believe

we

.48

FEMALE EDUCATION.

should insensibly lead her to request us to

tell

the faults to which she

is

prone.

In this
painful

way

she

may be
;

told of

them without

excitement

but take the precaution not to

at a time.

speak
It

to

her of more than one

should always be considered that chil-

dren have feeble minds, that their age ren-

them desirous only of pleasure, and that an exactness and sobriety are often demanded of them, of which those who require it would
ders

be themselves incapable.

There

is

even a

dangerous impression of sadness and melancholy

made upon
to

their ardent

temperaments,

from talking

them

continually of words
in

and things which they do not

understand
fulness,
;

the least

they find no liberty, no cheer-

nothing

but the lesson, silence,

constrained posture, correction, and threats.

The
It

ancients understood

this thing better.

was through the pleasing medium of poetry

of virtue, and the refinements of

and music that the principal sciences, the

maxims
ners,

man-

were introduced among the Hebrews,

the Egyptians, and the Greeks.

Those who

INDIRECT INSTRUCTION.
have read
this, so far
little,

49
to believe

find

it

difficult

removed

is it

from our customs

anything of history,

but no one

who knows
it
;

can doubt that

for

was the prevalent method

and we

many

centuries

may

at

least

endeavor, in our times, to mingle the useful

and the agreeable, as

far as is in

our power.

But though we can scarcely expect always to

avoid having recourse to authority in the

agement of the generality of children,

manwhose

natural dispositions are rude and untractable,

we

should nevertheless resort to this method

all

only after having patiently tried

dies.

other reme-

Children should always be

it is

understand distinctly what

of them, and in what

that

made to we require
satisfied

way we

shall

be

with them

for

it is

of great importance that should be cheerful

their ordinary disposition

and confiding

otherwise, their understand;

ings are clouded, and their spirits depressed

if
;

possessed of quick feelings, they are irritated

if

weak and
in

timid, they are rendered stupid.

violent
;

Fear resembles those

are used

medicines that

extreme cases

they remove the

50

FEMALE EDUCATION.
same time they impair the
;

disease, but at the

constitution

and enfeeble the whole frame

fear
is

mind

led

by

always feeble.

Although
ing, tends to
is still

to threaten often without punish-

make menaces
inflict
it is

contemptible,

it

proper to

punishment
;

less fre-

quently than

threatened

if

chastisements
slight as

be necessary, the pain should be as

possible, but

accompanied with every circumfill

stance suited to

the child with

shame and
all
;

remorse.

For
to

instance,

show her

that

you

have done

avoid this extremity

appear

much
those
to

afflicted

with

it

converse with other

persons in her presence on the misfortune of

who have

not reason and honor enough

keep them

from the necessity of being

punished; withdraw your accustomed marks

of friendship,
to
lic
till

you perceive
this

that she needs

be consoled; render be more useful

punishment pub-

or private, according as
to

you judge

that

it

will

the child to occasion

her great mortification, or to show that you

spare her feelings;
reserve
this
;

public

dis-

grace for the

last

extremity

get the assis-

INDIRECT INSTRUCTION.
tance of some judicious person
fort the child,

51

who can com-

can say to her what you could

not with propriety say yourself, can alleviate

her sense of shame, and dispose her to return

to

you

and

to

whom

she can open her heart

more
that

freely than

she would venture to do in

your presence.

Especially

make

it

appear

you require only necessary submission

to

endeavor to lead her

condemn

herself, to

do

it

voluntarily,

and

to leave nothing for

you

to do, but to soften the severity of her affliction.

General rules should however be acto

commodated

particular necessities.

Dif-

ferent individuals, especially children, do not

always possess the

feelings
;

same

dispositions

and

it

is

also

true that
;

what

is

good

to-day,

is

hurtful

to-morrow

a perfect uni-

formity of method cannot be useful.

It is

generally advantageous to impose as

;

few formal lessons as possible

of information, even

a vast variety

more

useful than lessons,

can be communicated
conversation.
I

in cheerful

and familiar

have seen several children

who have

learned to read, while engaged in

52
play
;

FEMALE EDUCATION.
it

was simply necessary

to

relate, in

their presence,

some
to

entertaining story taken

from a book, and

learn the letters
;

make them

insensibly

afterward they are

them-

selves eager to repair to the source from

which

they have obtained so

much

gratification.

There are two things extremely prejudicial the method of making them learn to read at
what they are wholly unable
and thus taking away
;

first

to

under-

stand,

all

the pleasure

of reading

and

that of wishing to

accustom

them

to

pronounce with a forced and ridicu-

lous emphasis.

You

should give them a book

gilt,

handsomely bound and

ornamented with
to choose a
stories
;

well printed, and

fine

pictures.
;

Whatever
endeavor

pleases the fancy, facilitates study

book

full

of short and wonderful

when

this is done, there

need be no
the
child's
fa-

apprehension

with
;

respect

to

learning to read
tiguing her

you should even avoid

;

by requiring accuracy

let

her
;

pronounce naturally, just as she speaks

different

tone

is

always bad, and savors of

;

scholastic

declamation

as

her lungs grow

INDIRECT INSTRUCTION.
Stronger,

53

and the habit of reading becomes

will

more

fixed, she

easily read

with more

grace and distinctness.

A
how

similar

method should be adopted

;

in

teaching her to write

to

when

children

know

read a

little,

they can amuse them-

selves with forming the letters, and, if several

of them

are

together, emulation
this

should be

made
if

to

promote

object.

Children are

naturally disposed to

draw

figures

on paper;

you can
it

assist this inclination

without conthe let-

straining

too

much, they
and
will

will

make

ters in their play,

gradually learn to
stimulated

write.

They may even be

by the
taste,

promise of some reward suited to their

and free from injurious consequences.

You can
all this

say,

"Write me a

billet;

tell

your brother or your cousin, such a thing

pleases

;"

children, provided that there

be no repulsive appearance of a regular lesson

to

disturb their

enjoyment.

St. Augustine,

speaking of his

own

experience, says, that an

unrestrained curiosity excites the

children

minds of

more powerfully than system and

5

54
necessity

FEMALE EDUCATION.
imposed by
fear.

Observe one
of educa-

great defect of the

tion
;

common mode
is
;

all

the

pleasure

placed on one side,

all

and
sure

all
is

the fatigue on the other

the pleaall

connected with

diversion,

the

fatigue with study.

What

could be expected

of a child, but impatience under this severe

restraint,

and eager pursuit of amusement

to

Endeavor
pearance

change
5

this
it

system

make
permit
little

study agreeable

disguise

under the ap;

of liberty

and pleasure

children sometimes to interrupt study by

sallies

of gaiety and sport

these are needful

for recreation.

Suffer their minds to

casionally indulge

wander
in

little

oc-

them

some

digression,

or amusement, that their thoughts

at large
;

may wander

then gradually and gently bring

to the point.

them back
in

Excessive strictness
intermission,
is

demanding study without

;

very injurious

though

it

is

often

the

case

that instructors
it

aim

at this regularity,

because
to

is

more convenient

to

them, than

be

constantly on the watch for favorable oppor-

INDIRECT INSTRUCTION.
tunities.

55
should re-

At the same

time,

we

move from the sports of would too much engross

excite
their

children whatever
their attention

and

feelings

but every thing that

can recreate the mind, afford

variety, satisfy the
curiosity, or

an agreeable
exercise the
in-

body

in

any useful occupation, should be

troduced into their diversions.

those in which the
are content
if

They
motion

prefer
;

body

is

in

they

they can be continually chang;

ing their place

a ball or a shuttlecock

is all

they wish.

Of

course, there

is

no need of

anxiety in providing them with pleasures

they are themselves sufficiently inventive ; you

have only
serving
it

to let

them manage

their play, ob-

yourself with a cheerful counteit

nance, and moderating

too violent.
It

when

it

becomes

may be
is

useful to

make them
as conver-

enjoy, as far as

practicable, the pleasures

which the mind can supply, such

sation, stories,

and various exercises of ingenot without advantage in edurespect, however, the incli-

nuity that are

cation.

In

this

nation

and

taste of children

should not be

56
forced
the
will
tivity
;

FEMALE EDUCATION.
it

should be our object simply to open

as

way
be

they grow older, their bodies

disposed to motion, and the ac-

less

of their minds will be

proportionably

increased.

The

care thus taken

that serious

occupawill

tions should

be enlivened with pleasure,

also tend

very

much

to

abate the

ardor of

youth

in the pursuit

of dangerous amusements.

It is restraint,

and the feeling of disgust and

weariness,, that create so

much

impatience for
free

amusement.
from ennui

If a daughter

were more

in the

company of her mother, she

her

would not
and go
in

feel so strong a desire to leave

search of less innocent companions.

it is
;

In the choice of diversions,

to

important

shun

all

suspicious

company
girls,

every asgirls

semblage of boys and

and even of

whose characters are not deserving of the

utmost confidence, should be avoided.
of a dissipating
require
are

Plays

and exciting nature, or that

such violent motions of the body as

in

immodest

young

lady, frequent

ab-

sences from home, and conversation tending;

INDIRECT INSTRUCTION.
to

57

produce a desire
be prohibited.

for

such absences, should

course of dissipation
if

also

If a

has not been commenced,

sion has yet

no ardent paswill not

its

been excited, enjoyment

health
;

be

difficult

and innocence are

true sources

but those

who have had

to

the

misfortune to

be early accustomed

plea-

sures of an exciting nature, lose the taste for

tranquil enjoyment,
in a restless

and are always miserable

reach after happiness.

The

taste for

amusement

is

vitiated in the
;

same manner

as that

for food

the palate

is

so habituated to

high-seasoned meats, that

insipid.

nourishment of a simple kind becomes

We

should therefore view with apprehension

those great excitements of the

are followed

mind which
disgust
;

by weariness and

par-

ticularly are they to

be dreaded

in children,

who
ings,

resign

themselves entirely to their feelto

and wish
;

be always

in a state

of ex-

citement

we
;

should cherish in them a taste

that high-seasoned

for simplicity

food

may

not be necessary for their nourishment, nor

constant
diversions
for

their

enjoyment.

5*

58

FEMALE EDUCATION.
sufficient

Moderation always gives

without
the

appetite,
it

necessity of
that

quickening
to

by

stimulants

lead

intemperance.
is

" Temperance," says an ancient writer, "

the

handmaid of pleasure

with temperance
;

we have always a tranquil and moderate joy we need no artificial means, no shows, no expensive amusements
;

some

little

sport that

we

invent,
that

some

entertaining

book,

some

work

we

undertake, a walk, an innocent

conversation, that refreshes us after our labor,

make

us feel a purer pleasure than the most

charming music."

The
and

simple pleasures are indeed less lively

;

affecting

the other kind

;

charms the soul

by moving the passions

happiness

but those that are

simple and natural tend more to permanent

;

they impart an equable and

last-

ing delight, unattended with any hurtful con-

sequences
other

they are always beneficent

are
like
at
first

while

pleasures

the

adulterated

wines, which please

more than the

its taste, is

genuine, but impair and ruin the constitution

the balance of the soul, as well as

INDIRECT INSTRUCTION.

59

destroyed by the search after these lively

and

piquant, pleasures.

All that can be done

is

for the children

under our care,

simple
life,

to

accus-

tom them
this

to

this

to

strengthen

habit in their minds as long as possible,

io apprise

them of the

evils
to

connected with
leave

other pleasures, and

themselves, as
is

not

them
age

to
in

usually done, at an

which the passions are

their strength,

just beginning to

show

and when, of course, they most

restraint.
that, of all the

imperiously
It

demand

must be acknowledged

difficulties that

we meet
children

with in the work of

that

instruction,

none can be compared with

of educating
sensibility.

who

are deficient in
disposi-

Young persons whose

and
;

tions are quick

sensitive, are

capable of

dreadful excesses

but they have also great

capacities of recovery, and they often return

from wide deviations

breasts a latent

instruction
that

is

in their

germ

one day shoots up

in
at

and bears

fruit,

when experience comes

;

aid of reason, and the passions are cool

least,

we know by what means they can be

ren-

60
dered

FEMALE EDUCATION.
attentive,

and how their curiosity can be

kept awake.

There are methods of interesting

moving them by an

thern in their studies and

appeal to their sense of honor, while, on the

contrary,
it

is

impossible to obtain any hold

upon sluggish

and

insensible

dispositions.
;

The

thoughts of such are always wandering

;

they are never where they should be

even

punishment excites no
every thing, and
ness
child

sensibility

they hear

feel nothing.

This sluggish-

produces negligence,
disgusted
;

and makes the

that

with

every thing
is

she

does

the best education

then in danger of
is

total failure, unless

the

evil

encountered

and resisted from the

earliest infancy.

Many
is

persons of superficial views, conclude from

this

want of success, that nature alone

in
is

concerned
education

forming

men
;

of merit, and that

while, in fact,

powerless

the

legitimate conclusion would be, that there are

some

dispositions
is

on which, as on
in

sterile soils,

culture
still

bestowed

vain.

The

result

is

more deplorable, when these educations,

difficulty, are

conducted with so great

coun-

INDIRECT INSTRUCTION.
teracted,

61

or

suffer

from neglect, or take a

wrong
It

direction in their

commencement.
dispositions
at
first

should likewise be observed that there

children in

are
are

many much

whose

we

deceived.

They

appear

engaging, because the early graces of infancy

have a charm that invests every thing.

We

discover a certain tenderness and affection,

that prevent us

from carefully examining the

particular features of the mind.

Every mark
in

of intelligence

that

we

perceive

them,
entirely

surprises us, because at their age

it is

unexpected.

All

their

errors

in

judgment

are considered venial, and

for

we

praise

them

their ingenuousness

a certain constituthat always

tional vivacity

and sprightliness

appear

in children,

are taken for quickness

it

of genius.
to promise
little.

Hence
so

is

that infancy appears

that
it

much, and

yields
that

so

It

has often

been the

case
at

child, celebrated for her genius

the age

of five years, has sunk into obscurity and

contempt just

in

proportion

as

she has ad-

vanced

in age.

Of

all

the qualities that

may

62

FEMALE EDUCATION.
in the

be discerned
affording
a

young, there

is

not one

better

ground of confidence, than

;

good judgment
their
its

if
;

well cultivated,

it

grows

with
fade,

growth

the

charms of infancy
;

vivacity declines

even the tender

affections

of the heart often disappear, be-

cause the strength of the passions, as well as

intercourse

with

deceitful

men,

insensibly

check the tenderness of young persons who

are

entering upon

life.

Aim,

then,

at

dis-

covering, in the midst of the engaging charms

of infancy,

if

the disposition which

you are

to

manage,

fails in curiosity,

and

is

insensible to

an honest emulation.
there
is

If this

be the case,
all

reason

to

fear

that

who

are
will

charged with the work of education,

revolt

from

a labor so difficult

and so unsuc-

cessful.

It is

necessary then to

move

all

the

springs of action in the child's mind, in order

to

draw her from

If

this

state of sluggishness
this evil,

and torpor.

you foresee
first,

do not

press upon her, at

instructions
;

a continued series of

carefully
it is

avoid burdening her

memory,

for

in this

way

that the

mind

is

INDIRECT INSTRUCTION.

63

overwhelmed and exhausted

enliven and divert her

do not fatigue
;

her with oppressive regularity and system

;

since she falls into

the opposite extreme from

presumption, do

not fear to

show

her, in a prudent way,

;

what

she

is

capable of accomplishing

be content
;

with a small degree of improvement

make

her observe her slightest success her

represent to

how unnecessary was

in
;

her fear of not

things that she
aid of

being able to succeed

some

understands well
tion.

call in the

emula-

Jealousy

is

stronger in children than

;

would be readily supposed

there are

some

who
It is

pine

away

in

secret

languor, because

others are

more loved and caressed than they. a species of cruelty too common among

mothers, to
ing
;

make them undergo

as

this

suffer-

but in pressing emergencies this

a

may
;

be employed

remedy

for

indolence

place before the child

cating,

whom you

are edu-

other children

promising than

who are little more herself. Examples disproonly in-

portionate to her weakness would

crease her discouragement.

64

FEMALE EDUCATION.
Give her occasionally
little
;

victories over

those of

whom
to
;

she

is

jealous

induce her,

if

you can,
timidity

laugh freely with

see

you

at

her
as

timid as

make her herself, who

;

some who

are

finally get the

victory

over this weakness

instructions

teach her, by indirect

to the

and reference

example of

others, that bashfulness

and

sloth enslave the

mind, and that sluggish and indolent persons,

whatever natural talents they possess, render

themselves feeble and degraded
;

but do not

by any means convey these

austere
effectually

instructions in an
for

and impatient tone,

nothing so

checks
as

all

frankness in a dull and

bashful child,
contrary,
facilities

harsh

treatment
in

on the

be more

assiduous

supplying

and pleasures suited

to

her disposi-

tion,

to

diminish the labor with which you

entirely

cannot

dispense

perhaps

it

will

even be sometimes necessary to excite her

feelings

by contempt and reproaches.

let
it

You

should never do this yourself;

be done

by some

inferior person, another child, per-

INDIRECT INSTRUCTION.
haps,

65
are

and
it.

let

it

not

appear that you

aware of
St.

Augustine says that a reproach which

child,

his

mother received, when a

from a

female servant, affected her so sensibly as to

recover her from a bad habit of drinking
clear wine,

when

the severity and

vehemence
to

of her governess had been wholly unavailing.

In a word,

we should endeavor

impart

sensibility to the

cording to

minds of such children, acthe method adopted to heal the

maladies of certain sick persons.

left

They

are

themselves to seek the means of overtheir distaste

;

coming

some of

their fancies

are indulged, even at the

larity

expense of reguinto

and order,

if

they do not run

It
is

dangerous excesses.
cult to inspire those

with

much more diffitaste, who do not

possess
in
it

it,

than to cultivate the taste of those

it

whom
There

is

very

far

from being such as

should be.
is

another species of sensibility, the

cultivation of

which

is

still

more

difficult

and

important

mean

that

of friendship.

As

66

FEMALE EDUCATION.
is

soon as a child

capable of exercising

it,

it

should be a primary object to turn her affections

toward those who

will

will

be useful
to

to her.

Friendship

conduct her
;

almost everyto

thing that you desire

if

you know how

take advantage of this method, you will find

it

of constant

utility

in attracting her to to

what

is

good
the

you have then only

ardor of her

dread excess
or

in

feelings,

a wrong

choice of their object.

There

are children,
is

however,

w hose
r

natural disposition
dissimulation,

marked
are en-

by cunning and
tirely

who

absorbed

in selfish pursuits,

and wholly
;

indifferent to the welfare of others

they de-

ceive their parents,

whom
a

tenderness renders
loving

credulous

they

make
;

show of

them

they study their inclinations that they

may

conform

to

them

they appear more docile

than other children of their age,

who

follow

their inclinations without disguise; their pli-

ancy, which conceals a disagreeable temper,

appears

to

be

real

gentleness;

and

their

natural dissimulation does not

tirely,
till it is

show
it.

itself

en-

too late to repress

INDIRECT INSTRUCTION.
If there
is

67

any disposition and yet

in

a child, over
it

which education has no power,

said to be this
;

may be

it

must be acknowthis

ledged that instances of

are

more nuParents

merous than

is

generally supposed.

cannot bring themselves to believe that their

children are wrong at heart
;

as they

do not
and

wish to perceive

it

themselves, no one ven-

tures to undertake to convince

them of

it,

the

evil

increases

daily

the best

remedy
earliest

would be,

to give children,

from their

infancy, the greatest

their inclinations.

freedom

in discovering

Their characters must be

are
naturally

thoroughly understood, before they can be

reformed.
unaffected
;

They
but
if

open and
least

placed

under the

constraint, or

where they see any example of

they never return to
It is

concealment,

this

first

state of simplicity.

true that

God

alone
;

bestows a kind and affectionate heart

that

all

we can do is to excite it by generous examples, by maxims of honor and disinterby showing our contempt
supremely
selfish.

estedness, and

for

those

who

are

Before

68

FEMALE EDUCATION.
first

children have lost this

natural inclinations,

simplicity in their

we

should endeavor to

make them

enjoy the pleasures of cordial

and reciprocal friendship.

Nothing

will

more

tend to promote this object than early familiarity

with those persons whose characters

free

are

from

any

mixture

of

rudeness,

falsehood or

mean

selfishness.

Other defects

may be

tolerated, if persons conversant with

children are exempt from these.

Children

should even be
the

commended

for performing

kind

offices
is

of friendship,

unless

this

friendship

either misplaced or excessive.

Parents should always manifest towards them

the most sincere affection
;

for children often

learn from their parents to be insensible to

love.

In a word, I should wish to banish

all

from their presence,

superfluous compli-

ments

to friends, all affected

all

demonstrations

of friendship, and

feigned endearments, by
to deceive with

which children learn

professions those

empty

whom

they ought to love.

to that

There

is

a fault

opposed

which we

have just mentioned, and very

common among

INDIRECT INSTRUCTION.
girls
;

69
en-

it

is

that of having their feelings

trivial

listed

on the most

occasions.

They

cannot see

two persons who are offended

they are
;

with each other, without immediately taking

sides in the quarrel
less partialities
;

full

of cause-

and aversions

they never see

esteem, nor

any defect

in those

any good quality

in

whom they those whom

they dislike.
in this,

They
to

should not

at first

be opposed

for opposition

would give additional strength

;

whims but you can by degrees make them sensible that you perceive better
these

than they every thing that

is

commendable
the

in

what they
in

love,

and every thing unfavorable

;

what displeases them

at

same time,

take care to show them, on proper occasions,

the evils that result from the defects of what

they admire, and the advantages arising from

those
favorable
qualities
;

that

are

found in

what they
urgent, and
selves

dislike

do not be too hasty or

you

will find that they will

them-

correct their

errors

then

you can
all

point out their past prepossessions with

their

most unreasonable circumstances, and gently

6*

70

FEMALE EDUCATION.
same manner
not

insinuate that they will in the

perceive those
cured,

of which they are

yet

when they had

fell

freed themselves from

into

their influence.

Mention similar errors

at their age.

which you

when

Especially
is

show, as clearly as possible, that there

every thing that

in

we

love and hate, a great

evil
;

mixture of good and

will diminish the

in this

way, you

vehemence of
to

their fondness,

and

their dislike.

Never promise
articles of dress, or

reward children with

;

delicacies for the palate

evils are

for in this
first
is,

way two

occasioned

the

that

you thus
you

inspire

them with a
;

regard for what they ought to despise

second,
that

the

deprive

yourself of the
that

power of proposing other rewards

facilitate the

may

accomplishment of your object;

threatening

carefully

avoid

study, or to subject
as

them
;

to

make them some rule. Make

to

few rules as possible

dispense

and since you canthem,

introduce

not wholly

with

them

in an easy

manner, without giving them

the name, and always offering

some

suitable

INDIRECT INSTRUCTION.
reason for doing a thing
place rather than at another.
at

7X

one time and

There
unless

is

danger
are

of discouraging

children,

they

sometimes commended when they do well.

Though
tendency

praise
to

is

to

be

dreaded

from

its

promote vanity, we should enit,

deavor, by means of

to

encourage children

without making them conceited.

We
and
to

see that St.

Paul frequently makes

use of commendation to encourage the feeble,

induce them to bear reproof more

patiently.

The

ancient fathers availed themIt

is

selves of the

same means.

true that
to

praise should be so
all

tempered as
flattery,

exclude

exaggeration and
is

and

to refer all

that

good

to

God

as

its

source.

Children

may

also

be rewarded by such amusements

as are innocent,
dress,

and are managed with ad-

by walks, during which the conversanot without

utility,

tion

may be

or

by

little

presents, such as pictures, medals, maps, or

elegant books.

CHAPTER
CHILDREN.

VI.

THE USES OF HISTORY IN THE INSTRUCTION OF

Children
taining stories

are passionately fond of enter;

we

see

ported with joy, or

them every day transdrowned in tears, while

which are related
advantage of
to
this

listening to adventures

them
to

do not

fail

to take

inclination.
listen

When
you,
;

you

find

them disposed
short and

to

tell

them some

diverting story
fables

but particularly choose such

as

of animals,
;

are innocent
as fables
;

and

in-

genious

relate

them

and point

out the moral that

may be

derived from them.

As

to the fables of ancient

mythology, they

are so impure, and so replete with impious

absurdities, that
to
it

would be well

for females

remain

in

ignorance of them during their

If you cannot prevent the

whole

lives,

know-

USES OF HISTORY.

73

ledge of them, lead the child to regard them

with aversion.
fable, wait
till

When you

have repeated one

tell

she requests you to

her
in

others

in this

way, always leave her

;

kind of hunger for more information

then,

when her curiosity is excited, repeat to her some well chosen selections from history, but
in

few words

let

these extracts have a con-

nection with each other, and defer the event

of the narrative

to

another

clay,

so as to re-

tain her in suspense,

and make her impatient

to

know

the end

enliven your narrative with

sprightly and

familiar
;

tones

introduce

all

the characters

children of lively imagina-

tions will think that they see

them and hear them the

brethren,
his

them speaking.
story

For
;

instance, tell

of Joseph

introduce

speaking in a brutal and unfeeling manner

Jacob, as a tender ana" afflicted father
;

let

Joseph himself speak

himself from

exhibit

him

as taking

pleasure, being master of Egypt, in concealing

his
in

brethren, in

exciting

their fears,

and then

making himself known

to

them

this

simple representation, together

74

FEMALE EDUCATION.

with the marvellous nature of this history,

will

charm a

child, if

you do not burden her

similar narratives, if
if

memory
you wait
are

with too
till

many
as
a

she asks for them, and

they

promised her

reward when she

is

makes improvement.

It

important, like-

wise, that these stories should not have the

appearance of study, and that the child should

not be obliged to repeat them
titions,
;

for

such repea constories

unless they are voluntary, are

straint,

and take away

all

the

charm of

of this kind.
It musl;

be observed, however,

that, if

the

child has any facility in speaking, she will un-

dertake, without the suggestions of others, to

repeat to those

whom she

loves, the stories that

;

have given her the most delight

still, it is

not wise to establish any rule in this respect.

You may have

will to

recourse to some one

who
seem
child

be free with the child, and

to

who

will

wish

hear her

tell

the story.
it ;

The

will

be delighted
her

to repeat
it

do not appear to

listen, let

tell

without correcting her

mistakes.

When

she has

become accustomed

USES OF HISTORY.
to this exercise,

75
to her, in

you may point out

an easy and gentle manner, the best method

of telling a story, which consists in rendering
it

short, simple,

and natural, by the choice of

fact.

such circumstances as best represent the

If

you have several children^ you can gradu-

ally instruct

them how

to

represent the per-

sonages
learned
Isaac
;
;

of the
let

histories

which they have

one be Abraham, and another

these representations will please

them

much more
custom them

than other amusements, will acto

think and

speak of serious
impress these

things with pleasure, and will

histories indelibly

on their memory.

You

should endeavor to inspire them with

for

a greater relish

sacred histories than for

any others, not by

better,

telling

them

that they are

which they

will

not perhaps believe,

but by making them feel that they are so.

Lead them to observe how important they are, how remarkable, how wonderful, how
full

of natural description, and vivacity temwith

dignity.
fall

pered

creation, of the

The histories of of Adam, the deluge,

the

the

76
calling of

FEMALE EDUCATION.
Abraham, the
sacrifice of Isaac, the

adventures of Joseph to which

we have

just

alluded, the birth and flight of Moses, are not

only well adapted to excite the curiosity of

children, but also,
religion, to

by disclosing the
foundation of
in

origin of
it

lay the

in

the

mind.

He
is

must be
in

profound ignorance of

what

essential
it

religion,

who does
;

not
it is

perceive that
in

has

its

basis in history

a succession of wonderful facts, that

its

we

find

establishment,
it

its

perpetuity, and every

thing that

leads us to practise and believe.

that

None need imagine

>plu*|p

we
;

wish them to

into the depths of science,

all

when we
to the

propose

these histories

they are on the

contrary, brief, various,

tastes of
all,

and adapted

even of the most uninstructed.

The

Deity,

tal that

who knows better than any morhuman soul which he has formed, has
dependent on
facts within the
;

made

religion

comprehension of ordinary understandings

and these

facts facilitate our conception

and

recollection of the mysteries.

for

Tell a child,

instance, that in

the Deity three equal

USES OF HISTORY.
Persons constitute one nature

77

by means of 5 hearing and repeating these terms, she will retain them in her memory; but I doubt
whether she conceives their meaning.
her that
Tell

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 pleased."

when Jesus

Christ was

Say

likewise,

that

the

Holy

Spirit

descended on the Saviour in the form of a dove ; in this way, you make her clearly discover the Trinity

by
will

means of

history

which she

will

never forget.

Here
you

are three

Persons that she

always distinguish*
;

by

the difference of their actions

will

have

only to teach her that they

all

constitute but

one God.
the
utility

This example
of history
;

is

sufficient to
it

show

though

appears to
it

prolong the process of instruction,

abridges
it,

in reality

it from the dullness of catechisms, in which mysteries are detached

and frees

from

facts

thus

we

find

that, anciently, the

prevalent
the

mode of instruction was through medium of history. The admirable

7

78

FEMALE EDUCATION.
all

method, of instructing

the ignorant, recom-

mended by
which
church.
this

St. Augustine,

was not a system

;

father alone

had introduced
showing,
is

it

was the prevailing system and practice of the

It

consisted

in

by the

course of history, that religion

the world.

coeval with

Jesus Christ expected in the Old

in the

Testament, and reigning

tutes the

New,

consti-

summary of
the

Christian instruction.

This method requires more time and attention

than

instruction
;

to

which
this

many
is

confine themselves

but

when

detail is

familiar, the course of religious

instruction

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.

historical

catechism,

simple,

short,

and

more

intelligible
all
it

than
that

ordinary
is

catechisms,
in

might contain

necessary

this

way ; much

so that

cannot be said that very

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

from the rock by smiting

for food,

and drank water which Moses caused

it

to flow

with his rod.

Represent the

miraculous conquest of the

promised land, when the waters of Jordan

rolled

backward
fell

to

their

source,

and the

walls of a city

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

Never forget the glory and wisdom of Solomon ; introduce him deciding the quarrel of the two women
over the gigantic Goliah.

who
hibit

lay claim to a child

but especially exthis wis-

him

falling

from the height of

dom, and dishonoring himself by luxury and

effeminacy, the almost inevitable conseqences

of extreme prosperity.

Introduce the prophets addressing kings

the

in

name of God

let

them be represented
;

reading in the future as in a book

let

them

appear humble, austere, and suffering con-

80
tinual
truth.
fall

FEMALE EDUCATION.
persecutions for having declared the

Describe

in the
;

proper place, the

first

of Jerusalem

let

them see the temple

Recount

burnt, and the holy city in ruins, as a punish-

ment

for

the sins of the people.

captivity, in

the Babylonish

which the Jews

Before their adven-

lamented their beloved Zion.

return, describe briefly the
tures of Tobit
It

delightful

and Judith, Esther and Daniel.

to

would not be without advantage,

for

make

children give their opinions upon the different

characters of these saints,
the

sake of

knowing who are most agreeable to them. One would prefer Esther, and another Judith ;
and
this

would excite between them a

that

little

dispute,

would impress these

their their

histories

more deeply upon

assist

minds, and

in

forming

judgments.
to
its

w ould Then
T

conduct again the people

represent

Jerusalem, and
walls
;

them

repairing
its

give an

agreeable picture of

peace and prosperity

soon

after,

present to their view the cruel

in
this

and impious Antiochus, who dies

penitence
;

a false

show, in the times of

perse-

USES OF HISTORY.
cutor, the victories of the

gj

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
all

which, you can select from the

Gospels
his life
;

the most impressive passages of

his

appearance

in the

temple

age of twelve years,

at the

his baptism,

his retire-

ment

into the wilderness

and temptation there,

the calling of his apostles,

tion

of the loaves,
that

the multiplica-

the

conversion of the

woman

was a

sinner,

who

anointed the

feet of the Saviour with

perfumed ointment,
;

washed them with her

wise the

tears,

with the tresses of her hair

and wiped them

represent likethe

Samaritan

woman

instructed,

blind man. healed, Lazarus raised from the

dead, Christ's triumphant entry into Jerusa-

lem

make
him

his sufferings
rising

on the cross

visible

picture

from the tomb.

Next, you

can bring

to

view the familiarity with which

disciples,
till

he remained forty days with his

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
apostles,

Cornelius,

the

journeys

of

the

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

astonishing
austerities

young

virgins, the

of

recluses, the conversion of the

emperors and

of the empire, the blindness of the Jews, and

their terrible
this

punishment which continues

to

day.

All these narrations, discreetly managed,

would prepare the

tions of children

lively

and tender imaginadelight the

to receive with

whole

series

of religious history, from the

;

creation to the present time

their understandings

and, in this way,

filled

would be

with very

grand and impressive ideas, which would never

be effaced.
history, the

They would even see, in hand of God always raised to

and
to

this

de-

liver the just,

confound the purposes

of the wicked.
to

They would be accustomed

every thing,

discern the Deity acting in

USES OF HISTORY.
and secretly directing according
purposes, those
to his

83

own
from

who appear most

it is

distant

them

but in these histories

necessary to
the

combine
our

every thing that

yields

most

agreeable and magnificent images, because

all

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 communicating religious instruction to children

this in

way, the treasure of pleasing narratives

thus accumulated in the

their curiosity respecting

memory, awakens
serious things, ren-

ders them sensible to the charms of intellectual enjoyment,

and makes them interested

histories

in

what they hear of other

that

have

some

connection
;

with

what they
it is

already

know

but,

once more,

necessary sedu-

lously to avoid imposing any compulsory obligation

upon them

to listen to these accounts,

in

or to retain

them

mind

they should by
;

no means be considered regular lessons

all

let

this

be done solely by the attraction of

84
pleasure.
tain

FEMALE EDUCATION.

Do

not press them

you

will

. at-

your object, even with understandings

;

not above mediocrity

you have only

to leave

them unconstrained, and

gradually stimulated.

let their curiosity

be

" But," you will say,

"

how can we

relate these stories in a lively,

concise,

natural,

and

agreeable

manner

?"

"

Where
in

are

the

governesses

who
to

are capa-

ble of doing this ?"

To

this I reply, that

is,

my

object

proposing

this,

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

will fol-

method of teaching
low
it

each governess

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
this

manner, when
is

they are habituated to

simple and natural.

method, which

Conversation
assisted

on these

subjects

may be
pic-

by means of such engravings or

tures as give a pleasing representation of sa-

USES OF HISTORY.
cred history.

85 be
sufficient,

Engravings
for

will

and may be furnished

dren good pictures,
neglected
;

common

use

but

should an opportunity offer of showing chilit

should by no means be

for

the vividness of the colors,

will

together with the size of the figures,

affect their imaginations

much more

forcibly.

CHAPTER

VII.

RELIGIOUS INSTRUCTION.

We
fancy

have already remarked that early

is

in-

not adapted to the exercise of the

reasoning faculty, on account of the limited

knowledge

of
to

children,

and

their

natural

disinclination

observe and connect their

nevertheless, endeavor,

thoughts.

We should,

without placing their faculties under unnatural

restraint, gently to turn the first exercise

of

their reason to the

knowledge of God.
truth,

Im-

bue

their

minds with Christian

subjects

without
nature.
that

suggesting

of a
die
;

doubtful

They
is

see

some one
;

they
to

know

he he
is

interred

you can say

grave
?"
?"

them, "

Is this

dead man

in the

" Yes."

"
;

Is

not then in heaven

there

" Pardon
is

me

he

indeed."

"

How

he then

in

the

RELIGIOUS INSTRUCTION.
grave and
is

87
?"
is

in

heaven
is in

at

the

same time
;

"

It

his soul that

heaven
"

his

body
is

laid

in

the grave."
?"
;

" His soul, then,

not his

body
"

" No."
it

The

soul

is

not dead ?"

No

will live forever in

heaven."

You
to

may

say in
?"

addition, "

And do you
" But what

wish
to

be saved
saved ?"

" Yes."

is it

be
to
is

"

It

is

to

heaven
death ?"

when we
"

have our souls go " And what die."

The

separation of the soul from

the body, and the return of the

dust."
I

body to the
at
first

do not assert that you

answers
;

will
I

lead

children to such
ever, that several
plies,

can aver, how-

have made

me

similar re;

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

custom them
to

children a house, and

that this

ac-

comprehend
laid

house

was not

built of itself.

" These bricks," you

without the help of

can say, " were not

some person

to bring

them."

You may even

88

FEMALE EDUCATION.
that built it;

show them the masons

then

make them

look abroad

upon the heavens

and the earth, and the principal things that

God
them

has
;

"

made You

for

the use of

man
is,

say to

see

how much more grand

whole world
than
a

and beautiful the

house."
doubtless

"Was
it is

made of itself?" "No, God who has built it with his

it

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

glittering

more

than the sunbeams, and more piercing

than the lightning.

ing
;

Introduce him as speakas hearing every thing, as

describe

him

sustaining

the universe in his hands, with his

arm

constantly raised to punish the wicked,

yet with a heart overflowing with the tenderness and affection of a father, ready to ren-

der

all

that love
their

him happy.
knowledge of

The
all

time will

come when
jects

these sub-

may be made more

accurate.

Observe

RELIGIOUS INSTRUCTION.

$Q

every opening with which the understanding of

the child presents you
;

make
in

use of various

methods, so as to ascertain
truths

what way great

to

may

find the

most easy access

tell

her

mind.

Especially observe to
it

her nothing

new

without making

familiar

by some obviwould rather

;

ous comparison.

For

instance, ask her if she

die than renounce Jesus Christ

she will say,

" Yes."

You add
life

"

What

would you give

heaven
?"

up your
" Yes."

for the sake of going to

far,

So
to

the child thinks she should

it
;

have

sufficient

courage to do
feel

but though

you wish

make her
by simply

that she can do

nothing without divine

gain nothing

assistance,
telling

you

will

her that she

aid of grace
;

cannot be

faithful

without the

she does not understand

all this

and

if

you

should teach her to repeat these words without understanding them, you would
plish very
little.

accom?

What

then shall you do

;

Relate the story of St. Peter

saying
I
in

represent him

presumptuous tone,
I

"Though
not deny

should die with thee, yet will

90
thee
;

FEMALE EDUCATION.
though
all

should desert thee, yet will

fall
;

not I."

Then

describe his
;

he three

times denies Jesus

a female servant terrifies

him. Tell
feeble
;

why God

permitted him to prove so

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

truth

grace.

But the
souls

which

will

be understood

with the greatest

difficulty, is, that

we have
Chil-

more precious than our

for this

bodies.

dren are early taught to speak of their souls,

and

this is well

language which they

fails to

do not understand, scarcely ever

custom them
to

ac-

form some confused idea of

a distinction between the

body and the

it.

soul,

before they are able to conceive of

As

the prejudices of infancy are pernicious as

far as they lead to error, so they

are useful

when they accustom

before

the imagination to truth,

reason
it.

is

sufficiently

developed

to

comprehend

But

it is

necessary to estab-

RELIGIOUS INSTRUCTION.
lish a firm

Ql

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
to her, if possible,

making clear and obvious

what she hears and repeats every day.

As
gratify

for

her body, she

it ;

is

but too well ac-

quainted with
its

every thing inclines her to

it,

propensities, to adorn
;

and

to

make

it

her idol

it is
it,

of great importance to

lead her to slight

within her far

by showing something
excellent.

more noble and

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

tell

reprove her

but gently

her that her mind

does not
say,

eat.
;

"

It
it

is

the body,"

you
is

will

" that eats

is

the

body

that

like

the brutes."

" Have brutes any understand-

ing? are they learned?"

will

"No,"
eat,"

the child

answer.

" But they

you

may

say,

" though they have no understanding."

see then, very plainly, that
;

"

You

it is

not the

mind

that eats

it is

the

body

that takes food

92
for
its

FEMALE EDUCATION.
nourishment
" "
;

it is

this that

walks, and

that

sleeps."
It

And what
it
;

does the mind

;

do

?"

reasons,
things

knows persons
Say
this

it

loves
that
as
it

certain

and there are others

likewise,
table ?"

regards with aversion."

in

if

sport,

"

Do
it

you see
it

"Yes."
chair

"You know

then?"
not

"Yes."
like this

" You see then that

;

is

made
it is

you know very well

it is

that

made of

wood, and that

is

not like the chimney, that

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.

say, "

Does

this table

Then you can know you ?" You will

you may conmore.

find that the child

laughs at the absurdity of

the question.
tinue.

It is

no matter

"

Which

loves
will

you

best, this table or

still

this chair ?"

She

laugh

Pro-

ceed, "

Is the to

window
answer,

very learned ?"

endeavor
does

advance one step further.

Then "And

this doll

" No."

"

Why

when you speak to it ?" " Has it not any unnot ?"

RELIGIOUS INSTRUCTION.
derstanding ?"

93
all."

" No,

it

has not any at

"
it

It is

not like you then, for you

know

it,

and

does not

know you."
like this doll ?"

" But after your

death,

when you
not
feel

are laid in the ground, shall

you not be
will

" Yes." again?"

"

You
?"

anything

" No."

" You
" No."

will not

any longer know any one

will
it

"

And

" Yes."
it

" Will
"

heaven ?" not see God there ?" " Yes,

your soul be
in

will."
?"

now

And where is the soul of the doll You will find that the child answers
smile, or at least gives

you with a

you

to un-

derstand that the doll has not any soul.

resorting to

By

these

and similar methods, you

may
and

gradually accustom children to attribute

to the

body the properties which belong

to

it,

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
distinction

those

things

in

which the
is

between body and mind

obvious.

most

marked and

There may be found,

8*

94

FEMALE EDUCATION.

perhaps, understandings so wanting in acuteness, 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

ers,

it

clearly to oth-*

but also that the Deity sees better than

in the

we can what he has placed

to aid in the

human

minct

knowledge of

his mysteries.

With respect
ther,
in

to children

who

discover an
still

understanding capable of advancing

it

fur-

is

your power, without plunging

philos-

into a study

which savors too much of

ophy, to

make them comprehend, according

what they say,
are

to the extent of their ability,

when they
spirit,

made

to repeat that
is

God

is

and that their soul

a spirit likewise.

believe that the best and most simple

method
to lead

of making them conceive of this spiritual nature of the Deity and of the soul,
is

them

to

observe

the

difference

between a

dead man and a

is

living
;

one

In the one, there

only the body

in

the other, the

body

is

united to the soul.

You can show them

that

RELIGIOUS INSTRUCTION.
that

95

which reasons

is

more

perfect than that

which has only

figure

and motion.

Convince
that

them next, by a
bodies
are

variety of examples,

never
;

destroyed, that they are

only separated
fall

thus the parts of burnt

wood
"If
is

into

ashes, or

ascend

in

smoke.

then," you will add, " that ashes, which

in-

capable of knowing or thinking, never perishes

;

with

much more
to
exist.
left

reason

we conclude
will die,

that the soul,

which knows and thinks,

never cease
that
is, it

The body can

soul,

may be
;

by the

and be relive, for it

duced
will

to ashes

but the soul will

always think."
as far as possible, render

Teachers should,
instruction

of this

kind
as
it

intelligible
lies

to

the

minds of the young,

tion

at the

founda-

of

all

religion

but,

when they cannot

being disheartened

succeed

in this, instead of

by

finding the understanding feeble

and slow,

they should cherish the hope that

enlighten these dark minds.

God
is

will

There

even

a very obvious and practical

way of confirm-

96
ing this

FEMALE EDUCATION.
belief of a distinction
;

between the
chil-

body and the mind

other in the whole

it

is

to

accustom

dren to disregard the

one and esteem the

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

vate
the

virtuous

despise

luxury in

food and dress, and whatever tends to ener-

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 Romans taught their children to slight the body,
and reduce
tue and
it

to subjection, in

order to im-

part to the soul the pleasure arising from virglory.

Among

them, not only per-

sons distinguished by birth, but the whole body of the people, were temperate, disinterested, full of
to

contempt

for life, sensible only

honor and wisdom.

When
those

speak of the
lived be^

ancient

Romans,

mean

who

RELIGIOUS INSTRUCTION.
fore the period

97

when

the growing greatness

of

the

empire corrupted the simplicity of

their

manners.
it

Let

not be said that education cannot

impart to children such prepossessions.

How
among

many maxims do we
us,
in

find

established

opposition to the

suggestions of the

senses,

by the influence of custom.

is

An

in-

stance of this

the custom of duelling, found-

ed upon a

false notion of

honor.

It

was not
respect-

the result of reasoning, but of receiving with-

out reasoning, the established

ing the point of honor, that

maxim

life

was exposed,
in continual

and that every military man lived

peril.

He who
in

had no quarrel, might be en-

gaged

one at any moment with those

who

sought a pretext for signalizing themselves in

some rencounter.
might be, he

However moderate
not, without

man

could

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
for

decisive was the authorso

ity requisite

abolishing

barbarous a

98
custom
!

FEMALE EDUCATION.

Hence observe
on the side

the strength of the

prejudices of education.

more

so

They will be much of virtue, when they shall

of

be sustained by reason and the hope of inheriting eternal life.

The Romans,

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

to desire, not to

esteem nothing but glory;

possess
riches, but
;

to

conquer kings who

they could

possessed them

to believe that

be happy only by being virtuous.

This

spirit

was

so universal in these republics, that they

in

performed incredible achievements,

formity to these

con-

maxims

so contrary to those

of

all

other

nations.

The example
among

of so

many

martyrs, and of others

the early
is

Christians of every condition and age,

eviin

dence that the grace of baptism, coming

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 expressions,

and the most

lively comparisons, to

represent to children that in our bodies

we
the
re-

resemble the brutes, and

angels.

in

our

spirits,
is in is

Show them

that the

mind

spect to the body what the horseman

to the

*&

animal on which he rides.

infer that the

Hence you may mind is very weak and unhappy,

be carried away by
it

when

it

suffers itself to

the body, as by a furious horse that hurls

from a precipice.
personal beauty
is

Show them
a flower that

likewise that

blooms

in the

morning, and

at

evening
;

is

withered
is

and
the

trampled under foot

but that the soul

image of the immortal beauty of the Divinity.

There

is,

you

will add, a

system of things so
it

much more excellent, that cerned by the dim eye of

that every thing

cannot be dis-

sense,

which sees

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,

if

is

not

wise, and

another has not a great deal of

100
wit.

FEMALE EDUCATION.

When
"

they have answered yes, say,

" But did you ever see the wisdom of that

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
person ?"
child will laugh
;

she will treat in the same

respect
to

way
mind

similar
;

questions with

the

she will

appear astonished that you

of what color a

should

ask
it

her
is

mind

is

whether

round or square.

Then you

can make her observe that she knows some

things that are real,
see,

which she can neither

;

nor touch, nor hear

and that these

things

are of a spiritual nature.

But

great

care

is

necessary in conversing on such subI

jects with girls.

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

ble within

much

as possi-

common

bounds, and teach them

that their sex should cherish a

modesty with

RELIGIOUS INSTRUCTION.
respect to
scientific

1QI
deli-

subjects, nearly as

cate as that which inspires the abhorrence of

vice.

At the same

time, the imagination should

to the

be made subservient

advancement of
delightful views

the mind, so as to give

them

of those truths of religion which cannot be

discerned by the eye.

The
;

glories of

heaven

should be described to them as they are represented by St. John

there
all

tears

are

wiped away

there
;

is

no more death, neither

an eternal joy shall

sorrow, nor crying

sighing shall flee
roll

calamities shall be passed,

;

away

over the

heads of the blessed, as the

waters rise above the

man who
sea.

is

swallowed

up

in

the

depths of the

heavenly Jerusalem, of
shall

Show that which God himself

day

be the sun,

to create an eternal

a river of peace, a torrent of delight, a fountain of life, shall water

it ;

all

there shall be
I

gold,

pearls,
all

and precious stones.

am

aware that

these images are drawn from

sensible objects; but, after having presented

children with so beautiful a representation in

102

FEMALE EDUCATION.

order to gain their attention, you can recur

to the

means which have been suggested,

to spiritual things.

to

lead

them back

Bring them to the conclusion, that

on earth but as travellers
a tent
its
;

we
;

are

at

an inn, or under
that

that the

body

will

soon perish

dissolution
5

can be

delayed but
its

few
to

years
that

but that the soul will wing

way

celestial

country where
life.

it

will

enjoy a
in

never-ending
children
the

If

you can thus form

contemplating

habit

of

these

great subjects with pleasure, and of estimating

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
nature

strong impressions

with regard to the

resurrection of the body.

is

Teach them

that

but a prevalent system which

God

has established in his works, and that miracles

are
;

only

exceptions
it

to

these

general
to per-

rules

that thus

is

as easy for
it

God
is

form a hundred miracles, as

leave

for

me

to

my chamber

a quarter of an hour be-

RELIGIOUS INSTRUCTION.
fore the usual time.

103

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.
difficult

In fine,
for

show them

that

it

cannot be

him who has created men, to Never forget the raise them from death. 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
committed
to

lessons are not indeed to be

memory by
;

children, as they
this

are taught the catechism

method would
wea-

serve no other purpose but to turn religion

into an affected language
;

at least, into

risome formalities
assisting

be content with simply

their

minds, and leading

them

to

derive these truths from the exercise of their

own understandings
more
them
sion
;

they will thus become

to

their
;

own, as well as more agreeable

will

they

make

more

lively impres-

avail yourself of

proper opportunities

104
to

FEMALE EDUCATION.

render those subjects clear, of which they

still

have
It
is

only a confused notion.

should be observed, however, that there

nothing so dangerous as to speak of the

life

present

with disregard, without

making
every

them perceive, by the whole course of your

conduct,
that
life,
;

you

are

sincere.

In

period of

example has an astonishing

but in infancy
;

power over us
tion

it

can accom-

plish every thing

;

children delight in imita-

they
it

have

formed no habits which

render

difficult for

them

to imitate others

besides, not being capable of judging

selves of abstract principles,

them-

they judge of

much more by what they see in those who propose them, than by the reasons which are urged in their favor actions are much
things
;

more palpable and obvious than words

what you teach, they
a visionary idea.
will

if

then they see you practise the contrary of

be induced

to

con-

sider religion a beautiful

ceremony, and virtue

Never take the

liberty to

ridicule

in the

RELIGIOUS INSTRUCTION.

105

presence of children anything that has any

connection with religion.

You may,
all

perhaps,

laugh

at

the devotion of

some weak-minded
this is
is

person, and think that

harmless

but you are deceived

fluence
in this

nothing

without in-

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

the

who

are

most

polite

and delicate

in

other

things, possess very

little sensibility with re-

spect to religion.

When
herself,

the child has been led to

make

the

reflections

necessary for the knowledge of

and of the Deity, you can bring to

historical facts
;

view the

in
this

which she has

union will give

been already instructed

her a connected view of religion.

She

will

observe with delight the relation that subsists

between her own

of the

reflections
;

and the history

human

race

she will be convinced

9*

106
that
is

FEMALE EDUCATION.

man

is

not his

own maker
;

that his soul

the image of the Divinity

that his

hody

was thus curiously and wonderfully framed

by the wisdom and power of God

of the creation will at

the history

once

occur to her
she
is

mind.

She

will

next observe that

contrary
to

born with inclinations

that she
is

reason

enticed

by pleasure, and conquered

by
his

passion,

and that her body overpowers her

while on the contrary her mind
;

mind, as a furious horse spurns the control of

rider,

ought to govern her body

she will recognize

the cause of this in the history of

transgression
;

Adam's

this will turn

her thoughts to
is

the

Saviour,
to

whose
;

office

it

to

reconcile the

man

God

and here we

find

very

fundamental principles of religion.

That young persons may

the mysteries, the character,

better understand
life,

and precepts

of Christ, they should be prepared to read

the Gospels.

Let them peruse the word of

it

God, believing

the only guide to Jesus, and

Spirit of

seeking to be enlightened by the

truth.

Do

not

fail

to read often with children

RELIGIOUS INSTRUCTION.
the passages
in

107
to

which Christ promises

sustain and animate his church, that she may-

conduct her children

in

the

way

of truth.

Especially endeavor to impart to young females, that sober and temperate

St.

wisdom

that

Paul recommends

lead them to fear the

is

enticements of novelty, the love of which

so natural to their sex
;

inspire

them with a
view that

salutary dread for unreasonable singularity in

religious concerns; offer to
their

exalted piety, that

wonderful harmony, which

;

reigned

among
after

the early Christians

;

make
but

them lament our degeneracy

aspire
that

make them
purity
;

evangelical

banish

with the utmost

care every thought

of presumptuous censure, and imprudent reform.

Place before their eyes the gospel, and the

great examples of antiquity
;

in

connection

with the promises

made
its

in

Scripture to the

church,

point

out

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
promises.

FEMALE EDUCATION.
Superstition
is

undoubtedly
;

to

be

dreaded

in the

female sex
or

but nothing more

prevents
;

effectually

eradicates

it,

than

sober and correct instruction

tion,

such instruc-

although
limits,

it

should be confined within

far
is,

proper

and be

removed from the

nevertheless,

researches of scholars,

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 deficiencies with respect to the very essentials of
Christianity.

Nothing should

mingle
is

with

Christian faith or practice, that

not de-

rived from the gospel, or authorized

by the
Let
on

continued approbation of the church.

females, then,
lous,

who

are naturally too creduto believe,

be early instructed not

slight grounds, certain histories

unworthy of
of the

credit, and not to attach themselves to certain

acts of devotion

which are

destitute

proper sanctions.

The

true

method of formis,

ing their opinions on such subjects,

criticise those irregularities

not to

which have often

RELIGIOUS INSTRUCTION.

109

arisen from pious motives, but to show, with-

out harsh censure, that they have no solid

foundation.

Be
tianity.

content with never introducing these

things in your instructions respecting Chris-

This silence

will

be

sufficient

to

accustom children

at first to
all
its

conceive of the

Christian religion in

extent and per-

fection, without the addition of the practices

to

which

have alluded.

You may,
;

as they

advance

in years,
in

guard them against erroneI

ous opinions

theology
will

believe that in-

struction here

we are every day in company with persons who are prejudiced in their opinions, and who make these prejudices a constant topic of
not be useless, since
conversation.

Cherish the desire

in children

to understand the reasons of all the

ceremonot for

nies

of religion.
full

Form

their taste,

sermons

of

empty and

affected ornament,

but for rational and edifying discourses, which

explain clearly the true meaning of Scripture
;

make them observe how

is

beautiful

and

impressive

the simplicity of such instruc-

HO
tions,

FEMALE EDUCATION.
and give them a preference
in

for that

church
lemnity

which the pastor speaks with sofeeling,

and

however

destitute
at the

he

may be

of talent or power.

But

same

time teach them to love and respect the pious

of all denominations.
tion of children
to

Accustom

the imagina;

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.

more grievous than to see many persons of wisdom and piety unable to think of death without trembling 5 some turn pale
Nothing
is

on finding that the number of persons

is

at table

just thirteen,

or because

they have
a

had

certain

dreams, or have seen

;

salt-cellar

overturned
ill

the fear of

all

these imaginary

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
it.

have, they

ought nevertheless to possess

Cowardice

RELIGIOUS INSTRUCTION.
is

m
know
to refrain

always contemptible, always productive of

evil

consequences.
to
resist

female should
;

how

vain

alarms

in

order to be

resolute in unforeseen dangers,

and

from tears and dismay, on

she must be sustained
individual of either sex

common
virtue.

occasions,

by
is

When

an

a Christian, cow-

ardice

is

no

longer

venial.

Christianity, if the

expression

The soul of may be perlife

mitted,

is

the contempt of this

and the

love of the other.

CHAPTER

VIII.

THE SAME SUBJECT. Continued.

The

great object which should

be conis

tinually placed before the eyes of children,

Jesus Christ, the author and finisher of our

faith,

the centre of
I

all

religion,

and our only

to say

hope.
far
it is

do not here undertake

how
this

necessary to teach them the mystery

;

of the incarnation

for

an attempt of

kind would lead

me

too far from

my

present
in

purpose, and there

is

no scarcity of books
fully discussed.
all

which

this subject is

When

the principles are established,

the opinions

and actions of the pupil should be formed

after the

model of the Saviour

that

himself,

who
that

took a mortal body

to live

he might teach us
in

and

to

die,

by showing us

RELIGIOUS INSTRUCTION.

H3
and
to

human
sumed,

nature, like
all

our own, which he asare

that
It

we
is

bound

to believe

practise.

not

necessary,

indeed,

compare every moment the

and conduct with the
parison
creet
;

child's sentiments
;

life

of Jesus

this

comindis-

would become tiresome and

but children should be accustomed to

life

regard the
his

of Christ as our example, and

Select from his dis-

word

as our law.

courses and his actions

the youthful capacity.
tient in suffering

w hat
T

is

most suited
is

to

If the child

impa-

any inconvenience, bring to

her mind the remembrance of Jesus Christ

upon the
laboring
years.

cross.

If

she cannot resolve on

some disagreeable
as an
If she

task,

show her the Saviour

to the

artisan
is

age of thirty

too anxious to be praised

and esteemed, speak of the ignominy that

was heaped on the Saviour.

her

If she cannot

be on good terms with her companions, lead

to

contemplate Jesus conversing with sin-

ners,

and even with the

If

most abominable
resentment,

hypocrites.

she

manifests

hasten to represent to her Jesus dying on the

10

114

FEMALE EDUCATION.
If she suffers

cross for his very murderers.

herself to be transported with excessive joy,

describe to her the gentleness and moderation

of the Saviour, whose whole

life

was so grave
think,

and

serious.

In fine,

let

her often represent

to herself

what Jesus Christ would

our

and

what he would
versations,

say, with respect to our con-

amusements, and our most

serious

occupations,
us.

were

he

still

visible

among

"

What would be

our astonish-

ment," you might continue, " should he appear suddenly in the midst of us, while we " But will not are regardless of his law ?"
this

be the case with each one of us

at the

at death,

and with the whole world,

versal

hour of uni-

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
the earth shaking to
its

fire,

foundations.
say,

" With

what eyes then," you can

view
this

" should
this

we
in-

heaven over our heads,

earth

which
habit,

sustains us, these houses that

we

and

all

these other objects that surround

RELIGIOUS INSTRUCTION.
us, since

H5

they are reserved for conflagration ?"

Then

describe the opening tombs, the dead

;

assembling their scattered relics

Jesus Christ

descending
majesty
;

in the

clouds with overpowering

in

that

book opened,

which are
presence
will

written even the most secret thoughts of the

heart

that sentence

pronounced
;

in

of

all

nations and ages

to

that glory

which
and

be revealed

crown the
that

righteous, and
;

make
and

them reign with Christ forever

that
fiery
gulf,

finally,

eternal

darkness

horror,

that

gnashing of teeth and rage in

common
of the

with devils, which shall be the

doom

guilty.

Do

not

fail to

give a thorough explanation

;

of the decalogue

show

that

it is

summary

of the law of God, and that

gospel what
is

we

find in the

not contained in the decalogue

except by remote inference.

is

Explain what

meant by counsel

and do not permit your

is

pupils to please themselves, as

practice, with

the

common
Make
it

making too wide a between counsels and precepts.

distinction

evident that counsels are given to facilitate

116

FEMALE EDUCATION.
to

obedience to the precepts,

against their

secure

men

own

frailty,

to

remove them
that,

from the verge of the precipice, toward which

they are attracted by their
in
fine,

own weight
absolute

counsels

become

precepts

for those

who

cannot, on certain occasions,

observe the precepts without the counsels.

Often repeat

this truth, that the

rites
it

mere observis

ance of the external

of religion

useless

and even
render

injurious, if
spirit

be not internally ani-

mated by the

of love and of religion

intelligible
;

this clear

and

show
it,

that

God

requires to be honored with the heart,

lips
;

and not with the

that

ceremonies serve
but that
;

to express our religion,

and excite

ceremonies do not constitute religion

this

that

resides

within,

since

God

seeks the
in
spirit

homage of
and
love
if

those
;

who worship him

it

in truth

that

is

necessary for us to

him

in

our hearts, and to regard him as

there were no other beings in the universe

beside

God and
;

ourselves

that

he needs not

our words,

our suppliant postures, or even

that our

our treasures

hearts are what he

; ;

RELIGIOUS INSTRUCTION.
requires
;

H7
to
for

and that we ought not merely

to

do what the law demands, but

do

it

the sake of obtaining that recompense which

compliance with the requisitions of the law

adapted to
supply.

is

Observe
all

also,

in

this

connection, that not

who

shall cry,

Lord,

Lord,

will enter into the

kingdom of heaven
true sentiments

that, unless

we

entertain the

of love to God, renunciation of the world,

consciousness of our unworthiness, and dread

of temptation,

we make

Christianity an illusive
to deceive our-

phantom, which serves only

selves and others.

You can next proceed

of the sacraments
;

to explain the nature

in this
it

way, you
is

will pro-

duce a conviction
be devoted
that the

that

a great thing to

be a Christian, and that

to

it is

base and wretched

world.

to the vanities of the

Show

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
the hearts of
that

FEMALE EDUCATION.

men

with

all

the violent passions,

make them seek

This pomp,
directly

riches, glory,
will

and pleasproceeds

ure.

you

say,

more
vain
to

from the prince of darkness

than even from worldly

men

this

w orld
T

is

show

to

which a Christian ought neither

eyes nor his heart.
is

open

his

The

first

step in religion

the renunciation of earthly

;

pomp and

vanity

to

plunge again into the

is

allurements of the world

like that of a recluse

a kind of apostacy,
his

who, notwithstanding
his

vows,

should

quit

retirement,

and

his

penitential dress, to mingle again in worldly

scenes.

Show
disregard

that

we

are

under

obligation

to

the

groundless

contempt,
the

the

impious

ridicule,

and

even

violence
the sol-

of the world, since

diers

we have become
encounter
this

of Christ

to

enemy.
"
in

"

We

are not living,"

you can

say,

the

days of persecution, when those could be put

to

death

who would
is,

not renounce the gospel

but the world, which cannot cease to be the

world, that
corrupt, always carries

on an

RELIGIOUS INSTRUCTION.
indirect persecution against piety
;

H9
it

spreads

out
it

its

snares to procure
it,

its

fall, it vilifies it,

ridicules
in

and

it

renders the practice of

it

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

life.

Christ and of the imitation of his

Represent

in a lively

and impressive man-

ner the happiness of being

the

made members
;

of

body of Christ by the eucharist

he makes us brethren
his
;

in

bap-

tism,

in the eucharist,

he makes us

members.

As by

his incar-

nation he has
general, in
natural
the

given himself to mankind in

other sacrament, which
his
is

consequence of

incarnation,

he

gives himself, in
disciple.

a special manner, to every

But

to

approach
spirit

this

ordinance,
is

without living by the

of Christ,

to eat

and drink judgment to ourselves. The Saviour himself says, " He that eateth me, shall
live

by me."

Praise the

infinite

goodness of
pastors
to

the

Son of God, who has appointed

name,
to minister

to instruct us in his

the

120

FEMALE EDUCATION.
and
to the conversion of

edification of saints

sinners,

that the

church

may

be preserved

Show that we have reason to rejoice that God has that we should given such power to men venerate these men of God, and that the diswithout interruption through every age.
;

covery of anything

in

them which brings

doctrine
;

re-

proach upon their

deepest sorrow.

office,

should excite our

that

The
own

they
to

preach
them,

is

not their
to

he who

listens

listens

Christ himself;

when they

come

in the

Scriptures,
their lips.

name of the Holy

Their time

Christ to explain the

Spirit
is

speaks through

not their

own

from
to

so high

ministry, in

which they ought

give themselves wholly to preaching the

word

and prayer, we should not wish

to

withdraw
in secular

them, for the purpose of mingling

affairs.

The wish
support
still

to

withhold from them a

unjustifiable

proper
but
it is

is,

therefore,

more criminal
office,

to desire to

edu-

cate relatives and friends for this most solemn

and responsible
their

with a view merely to

temporal

interests.

-RELIGIOUS INSTRUCTION.
It

121

remains to show the necessity of prayer,

to

grounded on the need of grace

have already alluded.
child, "

which we
say to a

You can

God

requires us to ask the aid of his

is

grace, not because he

ignorant of our wants,

but because he chooses to subject us to a

supplication that leads us to be sensible of our

need
the

thus

it is

the humiliation of our hearts,

feeling of our
in

misery and helplessness,

his

and confidence
quires of us.

goodness, that he re-

This supplication which

God
no
are

requires us to make, consists in nothing but

the intention and the desire

necessity for our words.
often

for there is

Many words
prayer,

repeated
is

without

and often
is

there

inward prayer where not a word

pronounced.

These words

are, nevertheless,
if

very useful, for they excite in our minds,

we

are

attentive, the

thoughts
it is

and feelings

which they express;

great a consolation

for this reason that

Christ has given a form of prayer.

is it

How

for

us to know, from

the lips of the Saviour himself, in

what man!

ner

we

should approach the Father

What

122

FEMALE EDUCATION.
in the petitions that
!

power must there be

to grant that

God
fail

himself instructs us to use

How can

he

which he has taken care

?

to in-

struct us to ask

You can
is

next show
prayer,

how
con-

simple and sublime

cise

this

how

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

ladies

to preserve

young

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.
tation,

There

is at first

much

affec-

and afterward much of the power of

in

habit,

these

groundless fears, and

to

these

tears

which they turn

for
its

so

good account

contempt
useful in
to

such affectation

correction, since
to vanity.

may be very so much of it is

be ascribed
It is

necessary also to repress their too tenlittle

der friendships, their

flattery,

jealousies,

their
in the

and their extreme eagerness

124
pursuit of

FEMALE EDUCATION.
some
favorite object;
all this is in-

jurious to them, and

accustoms them

to re-

gard every thing grave and serious as uninteresting

and severe.

We
it

should likewise

lead them to consider

important that they

study to converse with conciseness and precision.

Talent
all

in conversation consists in re-

trenching
in saying

expressions that are useless, and

in

much
;

few words

most females,
to express

on the contrary, use many words

very few ideas
ing and

they take fluency in speak;

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
is

they are to relate

their imagination

comwhich

pletely occupied with every subject on

they converse, and

this

excitement makes

them

talkative

but nothing of real worth can

is

be expected from a young lady, unless she

taught to reflect, to examine her thoughts, to

communicate them
ate

in

concise and appropriable

language, and to be
silence.

afterward

to

keep

DEFECTS OF FEMALES.
Another thing contributes not a
formation of this
loquacious
little

125
to the
in

disposition

young
rect

ladies

they

are naturally

somewhat

inclined to artifice, and are prone to use indi-

means

in the attainment of their objects

cunning
should
it

they

esteem laudable

and how

be otherwise since they know no

is

better prudence, and this

usually the
?

first

thing that they are taught

by example

They

have a natural
acter
;

facility in

assuming any chartheir passions

tears cost

them nothing,
their

are

violent,

and

knowledge limited
they

hence they neglect nothing which can enhance the probability of their success
resort to
;

means which

to

more

discreet and

judicious persons would

appear improper

they scarcely exercise their reason in examining whether the object of their wishes
ally desirable
in the pursuit
;

is

re-

but they are very industrious

it.

of

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.
resorting to de-

them under the necessity of

ceitful

conduct

and we

should accustom
their inclinais

them frankly
hibited.
their

to

make known
at

tions respecting

every thing that

not proto

Let them be

liberty

show

weariness,

not constrain

when they are tired. Do them to appear pleased with

which they
dislike.

particular persons or books

If they are so unfortunate as to

have form-

ed the habit of disguising their sentiments, the

way
as

to

remedy

this evil is to give

them

solid

instruction in the

we

see that

maxims of true prudence 5 the method of rendering them

them with a
them a
to taste

disgusted with the frivolous fictions of ro-

mance,

is

to

inspire

for
If

such histories as are useful and pleasing.

you neglect
riosity,

to cherish in

rational cu;

they will have an inordinate one

and,
their

in the

same manner,

if

you

fail

imbue

minds with true prudence, they

other than cunning.

will

become
is

habituated to that false prudence, which

no

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
that

lawful
real

means of success.
in

Tell
saying

them
little,

prudence consists

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
temporal

and esteem, and consequently are more advantageous,

even

if

we

consider

concerns

alone,

than

any

deviations

from

openness and integrity.

This probity, united

its

with discretion, reflects real honor on

sessor.

pos-

But remark
temptible
tion
;

further

how mean and conby dissimulanotice,

is

the object sought

either a trifle

it is

unworthy of

or the gratification of a pernicious passion.

When we
ety be

desire only

what may with proprithe object of our

desired,

we seek

wishes by using with moderation the appropriate

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
always ex-

the contrary, a deceitful person

is

posed

to

agitation, danger,

remorse, and the

deplorable necessity of concealing one artifice

by

hundred others.
all

With
evils

this

dishonorable anxiety, these

dissembling persons by no means escape the

that they strive to avert.
fully in

Soon or

late

their characters are

known.

If people
cir-

are deceived

by them

some detached
they are

circumstance, they are not so with respect to

the general tenor of their lives
;

al-

ways suspected

in

some way
for

not unfrequently

they are the dupes of the very persons

they wish to deceive tend to be deceived
thus these
artful,
;

whom
;

such

will often pre-

when they

are not

and

dissembling persons often

think themselves esteemed,

are the
objects

when in fact they But however of contempt.

and what
is

successful in their schemes, they will at least

be regarded with suspicion

more adverse

to the advantages

which a pruwould prompt

dent regard to our

own

interest

us to seek, than a constant exposure to suspi-

DEFECTS OF FEMALES.
cion?

129

Suggest such observations as these,

gradually, as
cessity,

you

find opportunity,

and as ne-

and their own capacities demand.

artifice

Observe likewise that

lation

and dissimu-

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

to effect their pur-

employ unworthy methods

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

practise

who

them ;

and, in fine,

thoroughly ashamed of their

make them conduct when

they are detected in any instance of deceit.

Occasionally deprive them of what they love,

because they wished

to obtain
shall
;

it

by

indirect
it

means, and say that they

they ask for
it

have

when
they

with simplicity
their
little

do not

fear to

be lenient

to

frailties, that

may be encouraged
11 *

to avoid concealing

them.

30

FEMALE EDUCATION.
diffidence
to
;

Extreme
and one
applied

is

most dangerous

evil,

which a remedy should early be

unless
carefully

for,
all

watched,

it

renders

others incurable.
to those
re-

Undeceive them with regard

finements in dissimulation,

by which they

en-

deavor to

make
;

others deceive themselves,

and so

to avoid

the reproach of having dethere

is

ceived them

fraud in this species of cunning, than in

more baseness and complain

dealing, (if

mon
a

artifice.

Others practise deception with

species of candor and

such an
these

expression

make
is

use of

may be allowed ;) but a new disguise to give

Say
to

credit to

the other.
itself ;

the

child

that

God
that

truth

that for
is

any one

to trifle

with truth in his words,

to trifle with

God
and
order

her language

should

be precise
little

exact, and that she should speak

that she

in

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.
their ingenuity in

131

the practice of deception.

Instead of manifesting pleasure on such occasions,

censure them severely, and manage so

their artifices shall fail of success
will
;

that
this
ful.

all

in

way experience

render them distastefor

By

praising

them

such

faults,

you

persuade them

that cunning

and deception

are proofs of talent.

CHAPTER

X.

THE VANITY OF BEAUTY AND

DRESS.

Nothing
as vanity
sire to
;

is

so

much

to

be feared

in girls,

they have naturally a strong de-

please.

The

paths

which conduct
bestowed on
;

men
to

to

fame and influence being inaccessible

is

them, their whole attention

the culture of intellectual and personal graces

hence proceeds
ing conversation

their agreeable
;

and insinuatthat they so

all

hence

it

is,

eagerly aspire after

attractions,

beauty and

external

and that they have so passionate

;

a fondness for ornaments

curl

a cap, a ribbon, a

somewhat higher or lower, the choice of

a color, are so
their estimation.

many

important concerns in

These

things are carried to a greater ex-

BEAUTY AND DRESS.

trerae in our nation than in any other
fickle disposition that reigns
;

133
the

among

us, causes
;

a continual variety in the fashions

the fondness for dress
is

thus to

added the charm of

united, annihilate
vitiate the public

novelty,

which has singular power over such

minds.
all

These two

follies

distinctions of rank,

and

morals.

As

there

is

no longer any establishand furniture, there

is

ed

distinction in dress

nothing in fact to

mark

the different grades

of society
viduals,

for as to the private table of indi-

it is

beyond the reach of public scruchooses

according
to

tiny;

each one

his

wealth, or rather, without wealth, according

to his ambition

and vanity.
families,

This luxury and splendor ruin

tion of the morals of society.
all this

and the ruin of families involves the corrup-

On

one

side,

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
penses
bity,
;

in the in

attempt to support their ex-

this

way, however,

fidelity,

pro-

and natural

nearest relatives,

affection, even among the gradually become extinct.

All these calamities spring from the authority that vain

women have

in

deciding on the

fashions

they assail with ridicule and conthose

tempt

all

who wish

to

preserve the

gravity and simplicity of ancient manners.

Be

solicitous then to

make young
real capacity,

ladies

sensible that the honor

which springs from a

is

good character and from

far

more estimable than

that

which

is

derived

from their hair or their dress.

that beauty deceives the person
it,

Assure them

who

possesses

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.

very few years constitute the difference be-

tween a

fine

woman, and one who

is

destitute
in-

of personal charms.

Beauty can be only

BEAUTY AND DRESS.

jurious,

135

unless

it

procure a young lady an

advantageous marriage.
this,

But how can

it

do
?

unless

it

be sustained by merit and virtue

to

She cannot expect

young
fool, unless

marry any one but a

of

her wisdom and modesty

in the estimation

render her attractive

men
are

who

possess cultivated minds, and

who

sensible of the superior excellence of moral

qualities.

Those whose beauty

soon

is

their only

recommendation,
they

become
at

ridiculous

unconsciously
fades,

arrive

an age

when
to

their beauty

and they continue

be

charmed with themselves, though every one

else, far

from being pleased,

In
fine, it is

is

disgusted with

them.
beauty

as unreasonable to value

alone, as

to

wish, like

savage and

barbarous nations, to
muscular' strength.

make

all

merit consist in

From

beauty we pass to consider the sub;

ject of dress

real graces

depend not on vain

indeed re-

and affected ornament.

We may
attire

gard neatness, decency and propriety in the

adjustment of our necessary
;

but, be-

yond

this,

the garments that cover us, and

136

FEMALE EDUCATION.

which we may render convenient and agreeable, I

can never confer upon us real beauty.

to

would even lead young ladies

remark
us

the noble simplicity apparent in the statues

and other representations which remain

of the

to

Grecian

and

Roman women
is

they

would here see how graceful and majestic are

those figures, where the hair
tied

behind

with an

air

of negligence,

and where the

It

drapery

is full

and flowing.

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
I

of curling the hair, and for those dresses that

are

made

in the

extremity of the fashion.

am
to

well aware that

to

we

should not wish them

;

conform

the ancient models

to desire
it
;

it

would

be extravagant

but they might,

without any singularity, form a taste for that

simplicity of dress,

which

is

so dignified, so so suitable

graceful, and, at the

same time,

BEAUTY AND DRESS.

to

137

Christian

morals.

In
to

this

way,

while

externally

conforming
at

present

fashions,

they would
these

least

fashions.

know what to think of They would comply with

to
it

custom, as they would submit to a tiresome

servitude,

and they would yield

only

what they could not refuse. and frivolousness that produce

stancy in the fashions.
thing, for
It is

Make them
this

observe, seasonably and frequently, the vanity

incon-

a very ill-judged

example,
not
;

to

swell

the

head dress

with I

know

how many

caps piled one

upon another

the true graces follow nature,

and never place her under constraint.

But
aiming
it ;

the fashion destroys itself;

at perfection,
it is

it is

always

and yet never reaches

at that

at least,
;

never willing to stop

if it

point

it

would be reasonable,

changed

for the sake of

remaining fixed, after having

attained

perfection in

convenience and ele-

gance

but to change continually, merely for

is

the sake of changing,

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.

persons to
this

They are indeed the only whom we should wish to consign

;

charge

it is

true,

however, that the most

ignorant and frivolous take the chief direction

;

they neither choose nor refuse anything

;

on rational principles
tion has

if

any

tasteful invenis

been long
for
its

in

fashion, that

a suffi;

cient reason
is

being so no longer
else,

it

displaced,

and something
its

however

ridiculous, takes

place on the ground of

novelty, and

is

admired.

When
may
tian

these principles are established,

you

proceed to point out the rules of Chrismodesty.

We learn by the sacred

is

Scrip-

tures, that
sin.

man

born

in the

corruption of

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
to a

you then be

willing,"

you can say

young

lady, " to expose your

own

soul and that of

your neighbor

to

danger, for

the

sake of

BEAUTY AND DRESS.

gratifying a foolish vanity ?"
all

139

" Abhor then

;

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,

moderate

desire

to

please."

and an im" Does this

vanity justify, in the view of God, and in the

estimation of men, conduct so rash, so scandalous,

and so pernicious
"
Is
this
in

in its influence

on
to

others ?"
please,

inconsiderate
a Christian,

desire

becoming

who ought
which turns

to regard as idolatry every thing

away the affections from the Creator to fasten them on creatures ?" " But what is the object in thus seeking to please ?"
to excite the passions of

"

Is

it

not

men

?"

" Are these

passions so

much under
?"
all

our control that

we

can check them

to us ?"

" If they become too vethe consequences to be

hement, ought not

imputed
go too

"

And

do they not always

far,

however
"

slightly they

may be

in-

flamed ?"
poison
;

You

prepare a subtle and deadly

it

you pour

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

to

respected, and of others

whom
;

their

immodesty has proved a source

above their

of evil

but especially permit nothing in the

is

exterior of young ladies, that

station.

Rigidly repress

all

their

whims and
danger
to

lofty

notions.

Show them

the

which they are exposed, and how much they

are

despised by persons of wisdom,

when

they thus forget what they are.

What remains
young
wit and
genius.

to

be done

is

to

undeceive

ladies with

respect to their ideas of

Unless care

is

exercised,

when they
their

possess a degree of vivacity, they

put themselves
opinion on
far

forward, they wish

to

give

every subject, they decide

af-

upon works
fect to

above their capacity, they

suffer

ennui from extreme delicacy.

to

young lady ought never

there
is

speak except
it,

when

a real necessity for

air

and then

she should speak with an

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.
should
herself be

141
with

acquainted

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
females

with

great

number
but
let

of

other

who have very

little
;

good sense, and

her main-

who
tain

are very contemptible

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

qualities
will

and these rare

distinguish

her

from her sex.

False delicacy and the affec-

tation of ennui should

be repressed, by conconsists in being

vincing her that good taste

pleased with things just in proportion to their

utility.

Nothing
and virtue
;

is

truly estimable but

to

good sense
regard dis-

both these lead us

gust and ennui, not as

marks of a commen-

dable delicacy, but as the weaknesses of a

disordered mind.

Since

we 3 cannot
(

avoid

living

with those

12

142

FEMALE EDUCATION.
are
destitute

who

of refinement, since

we
the

must engage

in occupations not

always

in acis

cordance with our

taste, reason,

which

only genuine delicacy, consists in making our

feelings

conform
us.

to the views

and feelings of
taste

those
the

around

mind which can

pleasures of refinement, but which can

dispense with politeness,

in order to attain
infinitely

when

it is

necessary
objects,
is

more important
to

superior

those

delicate

minds

which are rendered powerless by

fastidiousness.

their

own

CHAPTER

XI.

THE APPROPRIATE DUTIES OF WOMEN.

We

come now

to the particular

examinain-

tion of things in

which women should be

are their occupations
?

structed.

What

They

are intrusted with the education of their chil-

dren
tain

of boys
;

till

they have arrived

till

at a cer-

age

of

girls

they leave the paternal

the

roof;

tions

they have charge of morals, and domestics, of expenses,

their
;

conduct of

their

occupa-

the detail

the

means of
and

disposing

every thing

in

creditable

economical manner, and, not unfrequently,

the

management of business, and

of

the disposal

of property.

The knowledge

women,

like

that

of

men, should be confined

to instruction relat-

144

FEMALE EDUCATION.
duties
;

ing to their appropriate

and the

dif-

ference in their employments should induce a correspondent change in their studies.

is

It

necessary then that the instruction of feto those things

males should be limited

which

we have just enumerated. An inquisitive woman will think that this is assigning very
narrow bounds
error
;

to her curiosity
is,

she

is

in

an

the truth

she

is

by no means aware
I

of the importance and extent of what

propose.

now

mother must possess no small share of

to

discernment,

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 repress

their
rising

passions, to
principles,

imbue
to

their

minds with good

their errors.

and

rectify

What prudence must

and maintain

she not
authority

possess, to -acquire

over them, without losing their friendship and

confidence
!

Has she

not also need of ob-

serving and knowing

ters

thoroughly the characshe

intrusts

of

those to

whom

them

DUTIES OF WOMEN.

145

The mother
sess a

of a family should therefore be

in

fully instructed

religion,

and should pos-

mind

at

once discreet, resolute, assidu-

ous, and skilful in the science of government.

Can any one doubt whether properly belong to women, while

that

these
it is

cares

evident

they naturally devolve on them, even

life

during the

of their husbands, whenever

they
still

are

occupied abroad?
affect

These cares
if

more nearly

them,

they become

widows.
this

In a word, St. Paul himself makes

an important part of their duty.

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
as

ladies neglect this

fit

economy ; most a mean employment,

is

only for peasants and laborers, or at most

for

stewards and housekeepers

it

par-

ticularly the case that those

who have always

lived

in

luxury and idleness, are too proud

all this detail.

and indolent for

They esteem

146
rural
life
;

FEMALE EDUCATION.
not unlike that of the savages of
if

Canada
on the

you wish

to converse with

them
the

sale of corn,

the cultivation

of land,
it,

the different kinds

of revenue from

management of
them
It

farms, or the appointment of

stewards, they think that

to
is,

you wish

to

degrade

mean and unworthy

occupations.

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 poscomposed, from

observation, books
to

sessed the
their
still

greatest genius,

own experience and

extant, in

which they have descended

the minutest details of agriculture.

that their victorious warriors
to

We know

did not disdain

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.

is it

But

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

use
is

it

in

peace?

Of what

victory, unless

we
a

may

reap the

fruits

of peace?
to

After

all,

sound judgment would lead us

wish to un-

derstand thoroughly, the nature of whatever

intimately concerns the
interests of society.
state
left

Now

the strength and prosperity of a

consist

not

in

having

many
all

provinces

without Cultivation, but in obtaining from the

land already possessed
that
is

necessary to

support with ease a numerous people.

It

undoubtedly requires a

far

more elevated
be acquainted

and comprehensive genius

with
all

to

the arts which are

to

connected with

economy, and
affairs

be qualified to conduct the

is

of a whole family, which

little

re-

public, than to play, to talk

ions,

about the fashin the petty re-

and

to

be accomplished

finements of conversation.
ent
is

That kind of talpossessor converse

very contemptible, which extends no

farther than to

make

its

with propriety.
with

We

not unfrequently meet

is full

women whose

conversation

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

males are
in
;

fault.

Fe-

danger of rushing to extremes

it is

in every thing

well to

accustom them
little

in infancy to take

charge of some
to observe

busi-

ness, to

keep accounts,

the
is

mode
which

of purchasing every thing

which

bought,
in

and

to

understand the proper

;

way

every thmg should be done

careful that their
into avarice
;

but always be

economy do not degenerate show them particularly all the

absurdities of this passion.

You can
;

then

say

to

them,

"Be

assured that avarice gains

a rational

little,

and dishonors much

mind
at-

should only seek, by a frugal and laborious

life,

to

avoid the

shame and
all

injustice

tached to a wasteful and ruinous prodigality.

We

should retrench

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.
times
;

149

it is

from a good system permanently

and not from sordid savings, that
Fail not to represent

established,

great advantages arise.

to

them the gross mistake of those women

congratulate themselves on saving a

who

wax

candle, while at the

same time, they are de-

ceived by a steward respecting their most important

as
interests.
;

Regard neatness

as Well
to leave
;

economy

accustom young ladies

is

nothing that

not clean and in order

let
;

them

notice the least irregularity in a family

make them
tributes

likewise observe that nothing conto

more

economy and neatness than

its

the habit of always keeping every thing in

place.

This rule appears

;

at first
if

of small imscrupulously
If

portance

it

would, however,

observed, be very extensively useful.

you

wish for any thing, you

will
;

never lose a mo-

ment

in

searching for

it

confusion, debate,
;

and embarrassment, are

lay your

entirely avoided

you

hand upon

it

at

once, and

when you

have made use of

it

it,

you immediately return

This perfect arrange;

to its

proper place.

ment

constitutes

no small part of neatness

it

13

150
is

FEMALE EDUCATION.
exact order that strikes the eye with
pleasure
;

this

the most

besides,

the

place

asis

signed to

each

article
it,
T

being that which

most
its

suitable for

w ith

respect not only to

to
its

appearance, but
it

still

more

preservait

tion,

is

less
;

injured
it
it

by use than

would

otherwise be

is is

not usually destroyed

also kept neatly
;

by

any accident

as, for

instance, a dish will be neither dusty nor in

danger of being broken, when

it is

replaced

immediately
spirit

after

being

used.

The same
to

of care that occasions

articles

be

disposed with precision, causes them also to

be kept clean.
of repressing
in

Add

to these

advantages that

domestics the disposition to

be

idle

and careless.

This

habit,

moreover,

contributes

much

to

render service prompt

and easy, and to

remove the frequent tempon account of delay,

aris-

tation to impatience

ing from difficulty in finding things that have

been misplaced.
Neatness,

But

at

the

same time,
a virtue

avoid the extreme of neatness and nicety.

when
it is

not immoderate,
far,
it

is

but when

carried too

degenerates

DUTIES OF WOMEN.
into
littleness

151
taste
it

of mind
;

good
things

rejects

excessive delicacy
little

little is

treats as

things,

and

not

sensibly affected

by them.

You may
is

then in the presence of

children, ridicule the passionate fondness for

trifles

which

discernible

in

some women,
into

and which leads them insensibly

indiscreet expenses.

very
to

Accustom them

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

a
curtain

is

not well seasoned,

not

properly

folded, or a chair not sufficiently high or low.

It is

undoubtedly a mark of a better mind

to

to

be voluntarily indifferent

some

points of

propriety, than to be scrupulously nice with

regard to things of so
pernicious
delicacy,

little

importance.

This

if
is

indulged in females

who

possess talent,

even more dangerous

in relation to their

intercourse with society,

;

than as affecting other things

most persons

152
appear
to

FEMALE EDUCATION.
them uninteresting and tiresome

the least failure in politeness appears

strous
;

mondis-

they are always scornful

and

gusted.

They
a

should seasonably be

made

to perceive that nothing is so

injudicious as

to

form

superficial

judgment of persons
instead

from their manners,

thoroughly their

of examining
their

mental

endowments,
;

sentiments, and their useful qualities

show
you

them by various examples,

please, ridiculous, with
all

that a

countryman,
or,
if

whose manners are unpolished,

pliments,

his tiresome

comesti-

is, if

possessed of a good heart and

a well regulated understanding, far

more

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

in

there

is

always

weakness

those
to

minds

which have a strong propensity

disgust.

ennui and

versation

There are none from whose conwe may not derive some advantage,

although,

when our choice

;

is

unrestricted,

we
are

should

choose the best

but

when we

DUTIES OF WOMEN.
reduced
to

153

the

necessity

of holding interis

course with those of a different cast, there

this consolation, that

they can be led to speak

of what they know, and that intelligent persons 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
chosen,

art of

being well served,

;

is

one of no

inconsiderable importance

servants must be

who

are not insensible to the claims

It
is

of honor and religion.

necessary for
fall

you

to

understand the duties which

to

their lot, the time

and labor requisite

for
it

each
well,

particular thing, the

manner of doing

and the expense necessarily incurred.

If
for

you

are ignorant of household affairs,

if,

instance,

you know nothing respecting the

you wish

price and the quantity of sugar, and of other

things necessary for the articles that
to

have prepared, you are

the

in

danger of being

either

dupe or the tyrant of your do-

mestics.

DUTIES OF WOMEN.

155

You must
dispositions,

also
to

be able

to

understand then-

influence their minds, and to

govern
lent,

this little republic, usually

very turbuAuthority
are
is

on Christian principles.
needful
;

doubtless

for

if

persons
is

not

governed

by reason, there

the

greater

necessity that they should be restrained

fear
;

by

but since Christian servants are brethChrist Jesus, and, as his members,
to

ren in

have a claim

your regard, you are under

obligation to have recourse to authority only

when persuasion

fails.

Endeavor then
familiarity

to

gain the love of your

servants without stooping to any

;

unbecoming
conversation

do not enter
at the

into

with them

same

time, do not fear to

speak to them occasionally respecting their

concerns, with affection, and without haughtiness.

Let them be secure of finding counsel

;

and sympathy

never reprimand them se;

verely for their faults

do not appear either

reason

surprised or discouraged by these, as long as

you do not consider them

incorrigible

with them gently, and often bear with their

156
failings in

FEMALE EDUCATION.
service, that

you may be able

coolness
that

to

convince them by your

you

speak without feeling vexed or impatient, and

much more
own.

for their

advantage than for your

It will

not be easy to accustom young

life,

persons in the higher rank of

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

little

them

to consider
;

domestics as

above the brutes

they

believe themselves to be of a different nature

from those who wait on them

that servants

they imagine
for

were made only

masters.

the conto

venience

of their
sensible

Endeavor

make them
ims are
to

how

contrary these

max-

modest views of themselves, and

Convince them
for the

huamnity
that

to their neighbors.

men were

not

made merely
;

pur-

pose of being served

to believe that

that

it is

a brutal error

some

are born to gratify the

;

indolence and pride of others

tinction of master

that the dis-

and servant being estab-

lished in opposition to the natural equality of

DUTIES OF WOMEN.
men, we are bound
masters,
to

I57

render the condition

;

of servants as agreeable as possible

that as

who have had

are
full

better instruction than

their servants,

of defects,
that

it

is

not

reasonable

to

expect

servants

should

have none, since these have not enjoyed the advantages of education, or of good examples
;

that, in

fine, if

servants
is

injure

them-

selves

by misconduct, what
is
still

ordinarily styled
injurious
to

being well served,

masters
;

more

for this

facility

of gratifying them-

selves in every thing,

and of delivering themand

render them

selves entirely to their desires, tends only to

enervate their minds,

to

ardent and impetuous in pursuit of the slightest gratifications.

It
is

very useful to
the

accustom daughters

early to

cerns
of,

give

management of domestic conthem something to take charge

This confidence
will

on condition of their rendering an account

it

of

to
;

you.
the

charm
sensible

them

for

young receive very

pleasure,

when

others begin to repose confi-

158

FEMALE EDUCATION.
in

dence

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
felt,

most

lively pleasure

which she ever

that

was occasioned by her perceiving

the queen her mother began to converse with

her,

when

she was yet very young, as

at

if

she

had arrived
the

years of discretion
at

she was

transported with joy

being received into queen,

confidence

of the

and of her
se-

brother, the

duke of Anjou, respecting

;

crets of state

as

till

then she had

nothing but the sports of children.

known You can

even permit a daughter

in

to fall into

some error show

such attempts, and thus sacrifice something

;

to the higher interests of her education

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

to
tell

be afraid

of similar faults which you

yourself committed

when young

in this

way,

DUTIES OF WOMEN.

159

you

will inspire her with confidence, without irk-

which education becomes a formal and

some
write

restraint.

Let young

ladies
It

be taught
is

to

read and
but not
in wit

correctly.

disgraceful,

uncommon,

to see ladies not

wanting
to

and politeness, who are yet unable

proeither

nounce well what they read

hesitate,
or,

they

they read with a disagreeable

tone,

instead -of pronouncing with firmness

and

smoothness,

in
fail

simple

and natural
grossly
in

manner.

They
;

still

more
at least

chirography

they should

be accus-

tomed

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
to
;

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,
will

and precision

you
to

thus put

it

in

their

power one day

teach their children the art of speaking well

160
without
ancient

FEMALE EDUCATION.
formal
study.

We

know

that

in

Rome

the

mother of the

Gracchi

contributed much, by a good education, to

impart grace and power to the eloquence of

her sons,
guished.

who

afterward became

so distin-

They
rules

should likewise understand the four

;

of arithmetic
this

you can

bring

their

knowledge of
This

into

practice with

great

advantage by making them keep accounts.

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
is

much

diminish this distaste.

Nothing
in fami-

more

certain than that

good order

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

tracts
;

the nature of con-

the principal laws and customs of the

in

country

which they

reside, a

compliance

DUTIES OF WOMEN.
with which
these acts
the
;

161

is

necessary to the validity of

;

the nature of civil society

and

distinction
;

between real

and

personal

estate

if

they marry, their most important

concerns

will

be dependent on these.

But
ties

at the

same time show them the

difficul-

connected with the administration of jus;

tice

that through the

weakness of the human

itself is full
;

understanding, justice
ties

of obscuriis

and doubtful rules

that jurisprudence

Various ; that every thing dependent on judges,

however clear
certain
;

it

may

seem,

becomes unconsequen-

that

the tedious delays of the best

in

causes are often ruinous

ces.

their

Show them

the agitation of the courts,

the fury of chicanery, the pernicious arts and

subtleties

of pleading, the

immense expense

which
gaged
and

it

involves, the misfortunes of those enlitigation,

in

the industry of attorneys

registers, in

enriching themselves, while

they are impoverishing the parties concerned

inform them likewise of the means by which
the administration of justice
the forms of law, and
is

counteracted by

by arraying the deci-

14

162

FEMALE EDUCATION.
5

sions of one tribunal against those of another

if

your ease comes under the cognizance

it is

of one court,

decided
it is

in

your favor

if

referred to another,

lost.

In fine, do not

forget to notice the differences

among
;

attor-

neys and judges on the same

sultation

affair

in con-

you gain the cause, but when the

is

verdict

finally

announced,

it

is

against

you.
All this information appears to
to females, to preserve

me

valuable

them from

precipita-

tion in business,

and from blindly abandoning

themselves to counsels inconsistent with peace,

when they
should

are widows, or, in a different situ-

ation, mistresses of their

listen to those

own property ; they who superintend their

should distrust their

business, but never trust themselves implicitly

to their direction.

They

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
convinced that

and, in fine, they should be

skill

in

the

management of

DUTIES OF WOMEN.
business consists in foreseeing the

163

approach
to

of

evils,

and

in

knowing

how

avert

them.

Young

ladies of birth

and fortune need

to

be instructed
etors of land.

in the peculiar duties

of propri-

Point out to them, therefore,

the

means

that

can be employed to hinder

the abuses, the violence, the chicanery, and

deceit, so

common among
attention to

those

who have

the

management of
rect their
lishing
little

estates in the country.

Di-

the methods of estab-

schools,

and charitable associa-

tions for the assistance of indigent sick persons.

Show them how

erty
;

trade can sometimes be es-

tablished in certain

regions to diminish pov-

but more particularly in what manner

principles of reli-

useful instruction and the

gion
this

may be
would

diffused

among

the people

all

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.
literary

perusal of such

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
in

they

will

there find

prodigies of valor and disinterested patriotism

do not leave them

they should

ignorance of the history

its

of their own country, which has also

ties
;

beauto

likewise

have

access

those of neighboring countries, and to such

descriptions of distant

regions

as

are judi-

ciously

composed
the

works of

this

kind serve
the soul

to enlarge

mind, and

to elevate

to noble sentiments, if vanity

and affectation

are avoided.

It is

generally supposed that a

station,

young lady of elevated

Spanish

cannot be well

educated, without being acquainted with the

and

Italian

languages

but

see

nothing less advantageous than these studies,

unless intercourse with
families
;
.

from Spain
these

or

Italy

is

contemplated

otherwise,

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.
arc subject;

1G5
than gain in

there

is

more

loss

pursuits of this kind.*

The
it, it

study of Latin
is

has more to

recommend

as this
is

the lan-

guage of the church;

those

also

true that

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

playfulness of
little

wit and brilliancy of imagination, too

controlled

by

taste

and judgment

but

would recommend the study of Latin

those young ladies only
tion and modesty,

for

who

possess discreto
it

disproportionate

value,

who would attach who would

no
be

not

guided by an

idle curiosity, but

would be conto

tent to conceal

what they have learned, and

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,

for them,
*
It

if

they discover a taste

is

and

if

their

judgment

sufficiently

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

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,

it

appears to me, the more

disguised, so

is

softened and

much

the

more dangerous,
same
that
detri-

Music and painting require the same pre*

cautions;
all

these

arts pertain to the

genius and the

the
ancients

same

taste.

We

know

esteemed nothing more

mental

to a well regulated republic

;

than the
enervates
;

introduction of effeminate music

it

men

it

renders the soul soft and voluptuous

the languishing tones of passion would never

communicate a pleasure so
soul did not abandon

thrilling, if

the
the

itself entirely
It

to

allurements of the senses.

was

for this
all

reason that the Spartan magistrates broke

those

musical instruments, the harmony of

delicious,

which was too

their

and

this
;

was one of
for this rea-

most important regulations

from

son, too, did Plato banish

all

his republic,
;

the melting tones of Asiatic music

surely

DUTIES OF WOMEN.
then,
Christians,

167

pleasure
greater

who ought never to seek merely for its own sake, have far
to

reason

dread

these

pernicious

amusements.
Poetry and music,
if

directed

solely to

their proper objects, might be

employed with
the
soul

great

advantage

to

excite

in

the

high

and ennobling
poetical

sentiments

of

virtue

how many
Hebrews.
songs

works do we

find in scrip-

ture, designed

apparently to be sung by the

Before the scriptures were given,

first

were the
the

means of preserving
of divine things.

among men

memory

We

have seen the power of music, even

to elevate

among pagans,
sentiments

the soul above the

of the multitude.

The church
than by

has never administered consolation to her afflicted

children

more

successfully,

chanting the

praises

of God.
arts

We

should

then never

abandon these

which the

Holy

Spirit himself has consecrated.

to

Music

and poetry, devoted

Christian purposes,
auxiliaries in creating

would be most powerful

a
distaste
for

unhallowed

pleasures

but

168

FEMALE EDUCATION.

while groundless prejudices are so prevalent

in society, a taste' for

these arts can scarcely

If then a

be unattended with

clanger.

young
to

lady discovers sensibility to impressions from

these sources, she should early be

made

how many charms there when retained in connection

feel

are in music,

with religious

subjects.
taste for

If she

has a good voice, and a

the

delights of
will

harmony, do not
Absolute proIt
is

expect that she

always remain in igno-

rance of these endowments.

hibition

would inflame
direct the

desire.
into

much
proper

better

to

torrent

its
its

channel, than to attempt to arrest

course.

Painting
to

is,

among

us,
;

more
it

easily turned
also

useful

purpose

is

specially
;

adapted to the occupations of females

their
if

needlework could not be well performed,

left

entirely without the aid of painting.

that they

know
such

might confine themselves to

as

simple

kinds of work
skill
;

require

no

exercise of

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.
qualit}',

1(J9

while their fingers are employed, I

should wish them to engage in that kind of

work

in

which, by the exercise of

toil is

skill

and

ingenuity,

not unmingled with pleasure.

Works
ence

of this nature

can

possess no
in

real

beauty, unless they are disposed

to the
all

subserviit

rules of design

hence

is

that
in

almost

the figures that

we now
in

see

cloth, lace,

and embroidery, are

is

bad

taste

every thing

confused, and inconsistent with

the rules of design

things are

and proportion.
fine,

These

esteemed very

because they

cannot be

made

or purchased without a great

sacrifice of time. and

dazzles those
or

money; their splendor who view them at a distance,

who do
;

not understand the nature of the

work

the ladies have taken these as models

;

of the fashions

whoever should venture

admirers of

to

doubt their excellence, would be ridiculed as

whimsical.

The
art

these things
if

would, however, be undeceived,

learn

they would

the

of painting,

and thus enable

themselves, at a moderate expense and with

no small pleasure,

to

finish

works

in a style

170
of beauty
far

FEMALE EDUCATION.
above the capricious
irregularity"

of fashion.

Young

ladies should regard a life of idle-

ness with equal dread and contempt.

Let

them consider
for

that

all

the

first

Christians, of

every condition in
the

life,

labored, not merely

sake of amusement, but that they

in a sober, constant,

might thus be engaged

and useful occupation.

things,

The

natural order of
first

the penance imposed upon the

all his

man, and through him upon

that

posterity;
is

of which the

new man, who

Jesus
all

Christ, has left us so noble an example,

engage us

to a laborious life, according to the in

requisitions of the station

which we are

placed.

In conducting

young
her

lady's education,

we

should consider her station, the scenes in

is

which she

to pass

life,

and the duties

lot;

which

will

probably

fall to

her

do not

let

her indulge in expectations above her fortune

and rank

in society.

There
that

are few persons

who have

not suffered from having entertained

;

too aspiring hopes

which might have

DUTIES OF WOMEN.

171

made them happy,

their
tion.

is

only disgusting,

when
sta-

minds have contemplated a higher

If a

young lady

is

to live in the

coun-

try, direct

her attention without delay to the

in

employments

which she
to
;

is

to

be engaged,
taste for the

and do not permit her

form a

amusements of the

city

show her the advanlife

;

tages of a pious and active

if

she holds

a moderate station in the city, avoid introducing her to the higher circles
;

intercourse
to

with them would only lead her

assume a
;

demeanor unbecoming her

situation

confine

her desires and expectations within the limits

of her condition, and instruct her in those
things
future

which
life.

will

form the occupation of her

CHAPTER

XIII.

CONCLUSION.

foresee

that this plan of education wilr

be esteemed by many persons a chimerical " There is need," it will be said. project.

" 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

desire that
that
it

who can follow it ?" But I may be attentively considered,

which children are susceptible,
sistent

when we
not con-

undertake a work on the best education of

it

is

with
It is

our

object

to

give

imperfect

rules.

therefore incorrect to censure us

at perfection.
It is

because

we aim

true that
far

every one will not be able to advance as

in practice as

we can

easily extend our plans

CONCLUSION.
on paper
;

173
cannot

but
it

if

absolute perfection

be attained,
to

will
it

not be without advantage

have kept

in

view

as this

is

the best

means of approaching
not,
in

it.

This work does

however, suppose an unusual excellence

concur-

the disposition of children, or a

all

rence of
to a

the circumstances most favorable

complete education.

On

the contrary, I

endeavor to suggest remedies for dispositions

which are

either untoward,

or which have
;

been injured by wrong management

pro-

ceed on the supposition that they have been

exposed
and
I

to the mistakes

usual in education,

have pointed out the

most
in

simple
part,
little

methods of reforming, wholly, or

whatever requires

amendment.

This

work does not indeed contain any

cation to a favorable result

directions

for bringing a neglected or ill-conducted

;

edu-

but should this

excite

surprise

desired than that

Can any thing more be we should propose certain

simple rules, the exact observance of which

will constitute a

thorough and finished educa-

tion

admit that
15

much

less

than

is

here

174
suggested

FEMALE EDUCATION.

may be done and

;

ordinarily
it

is

done

for children

but at the same time

is

too evident that the young are sufferers from

this neglect.

ever

long

it

The may
it

path which
appear,
is,

show, howin
fact,

the
point

shortest,
at

as

leads

directly
;

to

the

which we desire
that of fear,

to arrive

the other path,

mean
is

and a

superficial culture
it

of the understanding, though

short,

may seem
scarcely

very long
at

for

by

it

we can

ever arrive

the real object of education,

which
and

is,

to influence the

to inspire

mind by persuasion, Most a sincere love for virtue.

are guided in this path, have
their education
;

children
to

who commence

when

it

appears

really finished
first

and

after

they have spent the

years of their entrance into society in

faults

committing

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
I

observed that
to

this first

care which

require

be bestowed upon children, and which the

CONCLUSION.

175

inexperienced regard as burdensome and impracticable,

removes many vexatious

evils,

and

levels obstacles that

become insurmountaconsider
that,
it

ble in the course of a careless and unfinished

education.

In

word,

in

adopting this scheme of education,

quisite, not so

is

re-

much to accomplish what demands uncommon talent, as to avoid those

gross errors which have
larly

here been particucases,

all

noticed.
is

In

many

that

is

necessary

simply to avoid placing children

under constraint, to give them proper attention,

to

inspire

them with

confidence,
a sensible

to

answer

their little questions in

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 conducted by a bad governess

;

nothing more

can be rationally demanded, than that

we

should propose such rules as will ensure success 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

influenced

disposition,

and be

by an unfeigned
and practical

fear

of

God
in this

such a governess will find every thing

work

plain

even though she

it,

should not fully understannd every part of

she will comprehend the prominent points,

and that

is

enough
give

let

her read

it
it

several

times, and take the trouble to read

yourself

with her

her permission to interrupt

you whenever she does not understand any

direction, or
assist
tice,
is

not convinced of

its

utility

her to reduce these principles to prac-

and whenever you

perceive

that,

in

speaking to the child, she loses sight of the

rules here laid
to follow,

down, which she had resolved

it

you can gently intimate

This diligent attention
;

to her in

private.
first

will

be

at

laborious

but

if

you are the

it is

father or

the mother of the child,

ble duty
;

your indispensa-

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
tend
will

without

your

guidance.

It

will

also

much

to

diminish your labor, that she

little

find in this

work

the principal into children

structions to

be communicated

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

the

child
to

on things

which

it

is

most
is

difficult

make her
and

comprehend.
education
follow

This

kind of practical
understand
It

which

she

will

wkh

the utmost ease.

must, how-

ever, be

acknowledged
talents, (for
I

that these persons of

moderate

ask nothing more,)

qualifications
in this

are rarely found. are indeed not

to

But proper

be dispensed with

work

the most simple things are not done

ill

of themselves, and they are always done

by persons who want

either

capacity.

Choose then,

from your family, your dependents, or

15*

178

FEMALE EDUCATION.

your friends, some young lady

think

whom you
qualified
this

capable of being

properly

begin in season to educate her for

em-

ployment, and retain her in your family long

enough
charge.
this

to bring her qualifications to the test,

before you intrust her with so important a

Five or six teachers educated

in

manner would soon be capable of inNot unstructing a great number of others.

would be disappointfailure

frequently, indeed, there

ment and

but these would be amply

counterbalanced by success in the great majority of cases

;

nor would

it

be long before
in selecting

that

extreme embarrassment
is

gov-

ernesses which

now

common

occurrence,

would

entirely cease.

In seminaries for the

ladies, there

instruction of

young

might also

be a department

for the

education of teachers.
of obtaining

But although the

suitable teachers
is

difficulty
it

great,
is

must be acknow-

ledged that there

obstacle
all
;

another more serious

;

mean
It

the irregularity of parents

other

means

are ineffectual, without their

lies

co-operation.

at

the foundation of

CONCLUSION.
every thing valuable
in

179

education, that chil-

dren should be influenced by correct principles and instructive examples on the part of
parents.

This

is

the case

however

in

very

few

families.

In
is

the
to

greater

number of

houses, nothing

be seen but confusion,

change, and a crowd of servants always occasioning

mischief and
for

dissension.

What

wretched school
quently a mother

children

Not unfrelife in

who

passes her

card-

playing, at the theatre, and in improper conversation, gravely complains that she cannot
find

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
says,

we

find parents, as St.

Augustine

who

take their children with them to

public shows, and other diversions that cannot

fail

to excite in

them
life

a distaste for that sober

and laborious
desire

which these very parents

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 powerful stimulus of

hibitions, after

music and impassioned exthe}'

which

are incapable of

steady application.
taste for the

They

impart to them a

excitement of the passions, and

easily induce

them

to consider every species

of pleasure innocent.
still

After

all

this,

they

wish that their education should succeed,

if it suffer

and,
evil,

from

this

mixture of good and

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 woman

;

given of a virtuous and accomplished

*'

Her

price," says he, "

is

far

above

rubies.

The
She

heart of her husband doth safely

trust in her, so that

spoil.

he

shall

have no need of
evil all

will

do him good and not

life.

the days of her

flax,

She seeketh wool and

and worketh willingly with her hands.

is

She

like the

merchants' ships, she bringeth

her food from afar.

She

riseth

also

while

CONCLUSION.
it is

181

yet night, and giveth meat to her house-

hold,

and a portion
field,

to

her maidens.
it
;

She

considereth a
fruit

and buyeth

with the

of her hands she planteth a vineyard.

loins

She girdeth her

her merchandize
not out by night.

with

strength,

and
that

strengthened her arms.

is

She perceiveth
;

good

her candle goeth

to

She layeth her hands

hand
to the

the spindle, and her hands hold the

distaff.
;

She She
hold

stretcheth out her

poor

yea,

she reacheth forth her hands to the needy.

is
;

not afraid of the

for all

snow

for her

house-

her household are clothed with

scarlet.

She maketh herself coverings of

is silk

tapestry, her clothing

and purple. Her

husband
teth

known in the gates, when he sitamong the elders of the land. She
is

maketh

fine linen,

and

selleth

it,

and deliverStrength and

shall rejoice

eth girdles unto the merchant.

honor are her clothing; and she

in

time to come.
in

She openeth her mouth

her tongue
to
is

with wisdom, and

kindness.

the law of

She looketh well

the

ways of

her household, and eateth not the bread of

182
idleness.

FEMALE EDUCATION.

Her
;

children arise up,

also,

and

call

her blessed
eth her.

her husband

and he prais-

Many

daughters have done virtu-

ously, but thou excellest

deceitful

them
;

all.

Favor

is

and beauty

is

vain

but a

woman
let

that feareth the Lord, she shall

be praised.
her

Give her of the

fruit

of her hands, and

own works
and the
figures,

praise her in the gates."

Although the great diversity of customs,

conciseness
this

and

boldness

of the

render

language

at first sight

ob-

scure,

we here

find a style so spirited

and so
it

copious, that on examination

replete with

we
is,

perceive
I

charms

but that which

that

wish

should be specially observed,

we have

here the authority of Solomon, the wisest of

men
to

even

that of the
is

Holy
in

Spirit himself,

whose language
lead us to

thus beautiful and splendid,

a rich

admire

and noble

woman,
industry.

simplicity of manners,

economy, and

28* 84

*'.

%
p

t.

.0*0

**

y>

++

P!*
V

**

%
"*W
V

-^

.^%*V

"

sl&ra &&

.:.'*.>". MmWUMMlltowWM^MWMlg
-;;-r.

''.;

/: =.'.'
r?

-.'-': ''

sHir

j-IBRARY

OF CONGRESS

019 654 045 3

gs

hhBhhHhHH

'

mi m&

':..-
bOOOWlOMOUBOOWMiOOQOOC

KSEH

w H

_-WfflHll

hhhb

ManKSoMI