child-like orison when, for a moment, the world's glare is forgotten, and the soul takes a single glance upon the world eternal. Strength and weakness, greatness and humility, wealth and poverty, turn for a moment from the cares of life to repeat this longremembered prayer-so simple, so powerful, so full of a mother's memory and a mother's teachings.

With such high power, and such profound responsibility, it is not to be supposed that any young women will be educated without some attention to their religious duties. The common spring of all knowledge on this head-the purest, richest, and best-is the Bible; and on the study of the Bible I have said, in another place (Chapter XIII.), all that I have to suggest.

DOMESTIC ECONOMY.

The only idea which remains to suggest is, that some knowledge of domestic economy seems essential to any proper course of female education. Generally, this has been left to home-teaching. But common sense seems to teach, that there are a great many elementary ideas of home economy which might well be taught in a female seminary; and, as the very best ideas on that subject would be given, it is very certain that many of the pupils would get information which they could not obtain at home. Upon this subject, however, as I know little, I shall say little. I believe some attention is paid to this subject in most

of our female schools. At any rate, it may safely be left to the sagacity of the ladies. They are well enough aware, that while we endeavor to send the spirit forth over the widest horizon, and strengthen its pinions for the noblest flights, yet the body must be cared for, and much of happiness depends upon its little comforts. This is peculiarly the province, in our American society, of the wife, mother, and sister. In the following programme, I have arranged a general formula of the suggestions made in the previous pages. It will serve to give a bird's-eye view of the principles I wish to bring out. Some one may say, why have you not inserted this or that particular study, which is frequently taught. For example, why have you said nothing about Latin and Greek? Because under the, general term language in the table, is included any language which may be thought by teachers the best adapted to the end in view. Again: the study of the dead languages may safely be left discretionary, to be pursued or not, as may seem wisest in the particular circumstances in which a pupil is placed. They may be very proper

and useful in some cases and not in others.

Again it may be asked why I did not enumerate 1 botany and other minor subjects. Because my object was to suggest the elements and principles of education, and what course of study is necessary to bring out and strengthen the several faculties of mind, and not to determine an order of study, which is more properly the business of an actual teacher.

I do not pretend to have arranged the development of the faculties of the mind with precise philosophical accuracy; but I have given a general formula of what I think is the proper order of study, and of those branches which are necessary to exercise in succession all the talents, and make a well-balanced mind. Of course, two or three branches may be studied at the same time; science and language may be pursued very well together: some one of the accomplishments may be taken as an accompaniment. This is the usual course; but I may remark, that mixing too many studies together is one of the prevailing faults of modern education. Two studies and one accomplishment are as much as ever ought to be pursued at one time. The mind does not act clearly or strongly when it is diverted into many channels; nor does it proceed so fast. Let it pursue each subject distinctly and accurately, and both more progress will be made, and the faculties developed will be more strengthened.

ELEMENTARY IDEAS.

In what has here been presented on the subject of American education, I am conscious there are no discoveries. I have simply attempted to bring out the leading ideas of what is necessary for the education of a free people. The fundamental ideas are these:

1st. A free people govern themselves.

2d. A free people must have free minds.

3d. Free minds must be enlightened; ignorance makes slavery.

4th. To enlighten mind, the soul itself must be strengthened and developed, intellectually and spiritually.

5th. That to strengthen the soul, it is first necessary to think.

6th. That to think rightly, on all subjects, it is necessary to bring out and strengthen all the facul

ties of the mind.

7th. That to bring out all the faculties in succession, education should instruct and discipline the mind in the laws of nature (science), the laws of expression (language and literature), the laws of social nature (conversation, manners, and government), and the laws of spiritual nature (the Bible and intellectual philosophy); and in addition to these instructions, such teachings as may be deemed peculiarly necessary to women.

8th. The ultimate idea in the whole scheme I have laid down is, that the great object is to give POWER AND DEVELOPMENT TO THE MIND. A strong and clear mind can turn its talents to any object or any business, and succeed better than those who have been educated to that particular business by a routine instruction. In our country, all the conditions of society, the nature of the government, and the tastes of the people, require the development of general prin