not mean that flimsy cover for ignorance which is called instruction in fashionable boarding-schools, nor do I mean a proficiency in the arts of music and painting, even in those rare instances where anything like a competent knowledge of them is attained. No-the education we want, is that moral teaching which is capable of bringing the mind into a pure and healthy state, and which, while it strengthens the understanding, imposes no check on the imagination, excepting such as may render it subservient to reason.

It is generally contended, that though women have more quickness of perception, and more readiness of apprehension, they have less steadiness than men; that this constitution renders them incapable of serious study, and that it is consequently useless to teach them what they can never learn.

I must confess that women in general deserve to be thus characterised, but I utterly deny that the rule is of universal application. There is as much variety in the natural capacities of women as of men. It is the want of a proper education which has reduced them, as a class, to one uniform and inferior standard. In the earliest childhood we do not see that girls are in any measure inferior to boys. I should say, they are generally superior. So long as the sisters and brothers in a family continue to be educated together, the sisters generally make the greatest progress. In some schools also, where girls and boys are assembled together in classes, and instructed in classical literature, the girls are almost invariably more intelligent than boys of the same age, and even than those some years older.

It is not, therefore, from any want of natural capacity that women become superficial thinkers, and inconclusive reasoners. The fact is, they are never taught to think, and their mental powers from disuse absolutely die of inanition. Their minds are never exercised; indeed, I doubt whether one in fifty amongst well-educated (!) women know what an effort of the mind really is. The greatest intellectual exercise they are accustomed to, is a mere effort of memory, and consists in the repetition of a certain number of verses, or French fables, or detached portions of chronology. With these employments, though tedious and annoying to youthful imaginations, the mind has properly nothing to do. Memory, although a useful handmaid to learning, is not a mistress, and the error (error not confined to female education) of making memory the test of ability has often a fatal effect on the future improvement of the pupil.

The few women of genius who have turned their attention to literature, have generally had a long and painful course of education to commence for themselves after their school-days were over; rendered the more difficult from the absence of any foundation, or the obstruction of a false one. For what are women in general taught, but the most frivolous accomplishments? Take ninety-nine women out of one hundred, and what do they know? They sing, they play, they draw, they dance, they speak French, read Italian, and they make purses and workbags. It is true, they are professedly instructed in "history, geography, and the use of the globes," and some other branches of knowledge, in the better class of boarding-schools, and by governesses at home. But let us examine these boasted acquire

ments. What principles are they taught? How are they made to apply facts, to study and combine the chain of events, to look for the causes which have led to great changes in civil or religious institutions; to examine, compare, and apply the records of past events to the state of things as they now exist?

I will venture to say, the idea of instructing a pupil in this manner has rarely entered the mind of any schoolmistress. A much easier method is adopted, by which the pupil (to use the words of Mr. Hamilton) is "made to learn," not taught. She reads abridgments of history, in which the events of a hundred years are compressed into one page. She is next questioned from little books, got up for the especial accommodation of governesses, under the titles of "Catechisms," and "Questions," and perhaps enters the information thus acquired into a common-place book. Thus several histories are gone through with equal success, and at the end of six or seven years, the young lady, if diligent, and possessing the organ of "eventuality," may have her memory stored with a tolerable number of unconnected facts. She may be able to relate, without making a mistake, the names of all the kings of England, the dates of their accession, length of their reign, &c.; may give an account of some of the most remarkable events which occurred at different epochs, and, in short, be a small compendium of chronology. But take her from facts to principles, and she is silent. "It was not in the book." The wonder of the school, the idol of the mistress, feels herself unable to enter into conversation on equal terms with a man of the most ordinary intellect; and, although rather disappointed, consoles herself with the reflection that politics, either of ancient or modern times, are not a fit study for ladies, and that it is therefore perfectly excusable in her to be ignorant of such subjects.

In the same laudable spirit of humility she also remains contentedly uninformed respecting the institutions of her country, the tenets of her religion, and the constitution of her church-the plan of her education not admitting of any instruction on those points. In regard to religion, although there are abundance of pious women, very few really know anything of the faith they profess. Their education in religion is like their education in everything elsesuperficial. The piety of a "serious lady" is more frequently a work of the imagination than of the reason. This want of a systematic education in religion is often the cause of great disorders. Young and ignorant girls of ardent imaginations become impressed by the promises, or threatenings, contained in the Bible, and their imaginations being uncontrolled by reason, they too often not only "make shipwreck of their faith," but of their happiness and respectability along with it.

But it is not only in the momentous concerns of religion that the false principles adopted in the education of women become apparent. Their lamentable ignorance is evinced in the commonest occurrences of life. Few women are capable of transacting the most ordinary business. They are consequently obliged to entrust all their affairs to their relations, or to hired agents, by both of whom they are constantly defrauded and plundered. A woman who can keep any

accounts besides those of the "House Book," is either wondered at or laughed at, according as she may meet with sensible people or fools; though even the professed admirers of her "cleverness" cannot always refrain from such a sneer at the "managing lady" as was made by a gentleman, who, on being told that Mrs. (a widow lady of

good fortune) would not leave home until after her rent-day, exclaimed, "Pray, then, does Mrs. receive her own rents ?" The lady in question did not receive her rents in person; but, had she done so, where would have been the harm, or where the incongruity?

Pursuing the inquiry, we find that women are in general totally ignorant of the mathematical and physical sciences, (I do not speak of the exceptions which a particular bias, fashion, or opportunity may create,) and of metaphysics, many, I believe, have not even heard the name. A very intelligent girl of sixteen, who had been at the head of the "writing and arithmetic" class in what is denominated a "first-rate school," with great simplicity asked a friend the meaning of the word "algebra;" and her sister at twenty did not know what logarithms are! The best ascertained facts in science are unknown to the greatest proportion of women of leisure; and I imagine that few young ladies would not be puzzled to solve the simplest problem in astronomy or mechanics. Of composition, as an art, they do not know even the rudiments. In many schools the only exercise in original composition is the practice of writing on Sundays "recollections" of the sermon. When it is stated that the sermons frequently listened to are of the most wretched character, (so far as composition is concerned,) it may readily be imagined how well calculated "recollections" of them are to form the style of the pupils.

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I cannot forbear to give an outline of the plan of study in a boarding-school, where the education of each girl cost 1007. per The hours for each lesson were varied every day, according to the attendance of the masters; but a sketch of the business of a single girl during one day in the week will give a complete idea of of the system.

SCHEME OF EARLY STUDY.

Seven o'clock to nine-piano-forte or harp. Nine to elevenbreakfast and exercise. Eleven to twelve-singing lesson. Twelve to two-during these hours one girl in a class read aloud, while the rest were employed in drawing a happy method of combining manual dexterity with intellectual improvement. The books read in English were abridgments of history without "note or comment," and unaided by reference to maps. Perhaps this was the less important, for, as the composition of the class varied every day, and only those pupils attended who were not occupied with masters, any attempt to render the reading lesson useful would have been thrown away. The second hour was devoted to French and Italian. The works usually read in those languages were tragedies or novels in French, and Metastasio's operas in Italian.

Two to half-past three-dinner and play. Half-past three to halfpast five-writing, arithmetic, and French exercises. Half-past five

to half-past six--dressing, learning lessons, &c.-Half-past six to halfpast eight-repeating lessons, tea, prayers, and bed. The lessons consisted of spelling, &c. for the juniors; and of French and Italian grammar, small compendium of history and chronology, and the rudiments of geography, for the seniors.

In fact, from the little experience I have had, I should say nothing is more easy than to become a governess or a school-mistress; nothing more is required than to collect a certain number of the question and answer books before spoken of, which, assisted by a French vocabulary, and a "Clef de la Grammaire," will enable the teacher to make her pupil learn more than she knows herself.

Music is now considered so essential a part of female education, that competent instructors in that art are studiously sought for. I shall endeavour to show that the universal and excessive cultivation of music is undesirable; but no one can object to it being taught (when it is taught) in as efficient a manner as possible. Fashion has here worked the reformation, which in more important things we look for reason to do. A few years ago young ladies in remote countries, although devoting a twelfth part of their time to the practice of music, were rarely able to execute the most simple piece without immense application. Now, able professors are to be met with in almost every town, and few of those who learn are unable to play or sing agreeably when they leave school.

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So far all is well; but the improved instruction of the present day in this accomplishment by no means removes the objection to music being made an essential part of the education of every young lady. The principal reason for condemning it is the time it consumes. become a proficient on one instrument only, requires the labour of several hours each day for many years-hours frequently subtracted from the most important pursuits. In every case where music is made a part of education this time must be given, for so great is now the perfection to which the art is carried by professional performers, that a private player must have attained a considerable degree of proficiency to be even tolerated. Let the best instruction, then, be provided for all who show a decided talent; but for the greater number a far more efficient mode of teaching might be adopted, which would answer every purpose of amusement, and would more certainly cultivate a fine taste, and enable the pupil to enjoy the works of the great masters, than the lessons of the most esteemed professors. I allude to the custom of making children sing in parts without accompaniment, according to the system practised in the German schools. This, while it formed a most agreeable recreation, would also show which of the children were likely to become good musicians, and would prevent the girl without either ear or taste. being compelled, as she is now, to labour in dull drudgery at her piano during the best years of her youth.

Music, however, is frequently not cultivated for its own sake, or even on account of its fashionable reputation, but because it is a means of attracting attention, and thereby procuring a "good establishment." With this view, a young lady while at school sings and practises, and after her entrée into the world continues to do so for a

few years, or at least so long as she retains hope. To effect this object, it must be owned, music is a powerful and useful auxiliary. Excepting a beautiful face, perhaps there is nothing so attractive as an exquisite voice; indeed, it is difficult to say which will command the most attention. Besides, if the voice is deficient, or the performance merely instrumental, the bustle that takes place around a piano or harp affords an excellent opportunity for flirtation. The instrument is the general place of assembly for all the idlers. Young men, if they are not positive martyrs to "finery," continue to make themselves busy in placing the lights, arranging the music-desks, &c., and have at the same time an opportunity of admiring a pretty hand, or a well-formed figure. Compliments on the performance succeed, which are the prelude to further conversation, while perhaps the really clever and agreeable girl, who is "not musical," is seated beside a stupid elderly lady without exciting the slightest attention.

When such scenes are of daily recurrence, who can wonder at the predilection in favour of music felt by all manoeuvring mothers, who look on their daughters' success in that accomplishment as an earnest of their success in the more arduous business of after-life?

As for men, their interest is so deeply concerned in patronising any scheme which may perpetuate the subjugation of women, that independently of the pleasure of having a performer always at hand to entertain them when weary of reading, or indisposed to converse, they would be wanting in the most ordinary sagacity, if they did not perceive that they have only to use the tools already prepared to their hands. Accordingly, they pass the most extravagant encomiums on the art of music, commend it for being so 66 feminine an accomplishment, and pay enormous sums to have their daughters initiated into the mysteries of this all-important branch of knowledge.

And so long as women are contented unrepiningly to bear their fetters, it is perfectly consistent in them to cultivate music with such assiduity. So long as they allow that they ought to have no choice, but only a veto, in the most momentous event of their lives; so long is it their interest to bestow their time on external accomplishments, and to neglect all mental improvement. Their object, the only object of their lives, and indeed their only attainable object of ambition, is more likely to be gained by that method than by any other; and they enjoy, besides, the consolatory reflection, that what is most advantageous, is at the same time most agreeable.

The study of modern languages ranks, in the present system of female education, next to music. It would be impossible to deny that an acquaintance with one or more foreign languages is not only desirable, but may often prove extensively useful, as a means of acquiring information, both from books and from conversation with foreigners. But let us inquire what proficiency is generally made in this study.

In the families of the rich, who can afford to keep a foreign nurse or governess, one of the continental languages is frequently spoken with ease and fluency; but amongst the less wealthy classes, and in schools, the knowledge acquired is much more limited. In schools, the pupils are stated to "speak French" during school-hours; but