peculiarities; namely, the consciousness of being distinguished by personal attractions. The effects of this consciousness on the female character, which, if confidered by themselves, are extremely striking, and in many cafes are ultimately combined with those which refult from the qualities and difpofitions already fpecified, will receive further notice in the progrefs of our enquiries.

CHAP. IV.

ON FEMALE EDUCATION.

In the preceding chapter fome of the prin

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cipal materials on which the hand of education is to operate were enumerated. The next object is to confider how they are to be employed.

The early attainments defirable to the one sex are in so many points the fame, or nearly the fame, with those which are important to the other, that feveral of the following remarks on the inftruction of youth will neceffarily be of a general nature. The culture, however, of the female mind is the point to which they will all be directed.

The primary end of education is to train. up the pupil in the knowledge and application

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cation of those principles of conduct, which, under the fuperintending influence of the divine mercy, will lead probably to a confiderable fhare of happiness in the prefent life, but affuredly to a full measure of it in that which is to come. The fecondary end is to fuperadd to the poffeffion of right principles, those improving and ornamental acquifitions, which, either from their own nature, or from the prevailing customs of a particular age and country, are in fome degree material to the comfort and to the usefulness of the individual. The difference in point of importance which subsists between these two objects is fuch, that the dictates of fober judgement are palpably aban→ doned whenever the latter is fuffered, in the flightest manner, to encroach on the priority of the former. The modes of attaining both objects, and of pursuing the fecond in due fubordination to the firft, require to be adjufted according to the circumftances which characterise the perfons who are to receive inftruction. Hence in female education,

that

that inftructor is ignorant or regardless of a duty of the highest concern, who, in transfufing into the youthful hearer thofe fundamental truths which equally concern every human being, does not anxiously point out their bearings on the particular weakneffes and errors, whether in judgement or in action, into which the female fex is in efpecial danger of being betrayed. An attempt to efface the discriminating features which the hand of God has impreffed on the mind, is in every cafe impoffible to accomplish and would be in every cafe, were it practicable, the height of folly and prefumption. To efface thofe of the female mind, would be to deprive women of their distinguishing excellences. But to anticipate the mistakes, to restrain the exceffes, to guard against the unwarrantable paffions, which originate in the very source whence those excellences flow, is to confer on the workmanship of God the culture and the care which he intended that it should receive

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receive from the hand of man. It is humbly to contribute towards the progress of its improvement that mite of affiftance, which, in the counfels of fupreme wisdom, he thought fit to leave dependent on human co-operation.

Are we then authorised, in point of fact, to affirm, that in this country, and in the present times, the instruction of young perfons of the female fex is generally carried on with a fyftematic and due regard to each of the two purposes of education; and also, with lively and uniform folicitude to counteract the feductive errors and temptations, which derive much of their strength from the peculiarities of the female character?

As the education of girls is fometimes conducted at home, fometime at a public school; any reply which may be offered to the preceding queftion must refer distinctly to both plans.