THE EDUCATION OF THE HEART. 阿 CHAPTER I. FEMALE EDUCATION. N considering the subject of female education, it is necessary to take into account its far-reaching tendency as influencing the welfare of a future generation. Regarding education in general, in its highest sense, as a preparation for life, it is necessary to go back to the education of women; because if men are the after teachers and trainers of children, mothers, or women filling the place of mothers, will have been beforehand with them in the task, and will even have taught and trained the teachers themselves. This condition of human life is absolute-that women have the care of childhood, and that, during the period of childhood, impressions are made, whether intentionally or not, which often give to character a peculiar bias, such I as may influence the whole course of after life. Hence the importance attaching to this subject, and the necessity for its being thoroughly understood in its relation to the well-being of society in general. So much, however, has already been said and written on female education that I must, in the outset, disclaim all intention of treating it as a mere matter of teaching, in the ordinary way of instruction as pursued in schools. With that I have nothing to do, only so far as to recognize those changes in public opinion which appear to be tending rapidly towards the adoption of a system calculated to render the education of women more solid, more profound, and, in all important respects, more like that of men. The tone of injury or complaint in which this demand is not unfrequently made, renders it necessary for those who know something of the practical working of the matter to enter their protest against blame being laid upon the conductors of schools. Of all people, these are the parties who would most cordially welcome the introduction of a more complete and solid education for women. Their position is such that, if they educate at all, they must supply the kind of education for which there is a demand on the part of the public. It is their interest to do so. Indeed, schools, like manufactories, cannot exist on any other terms. It is consequently |