The term lady. Its various significations. How should woman be educated. As a Human Being. For a Peculiar Sphere. The Persian Women. Hindoo Doctrine. Temperament and Susceptibilities. Madame de Stael’s Opinion. Influence. Remark of Cato. Isabella’s Influence. Should receive the Best Education. The Whole Nature to be Developed. Wordsworth’s Description. The Future. To be Educated partly in Public. Good Intellectual training. Imparts Vigor. Good Taste. Knowledge. Secures good Mental Habits. Is Practical. Qualifies for Every Station. Inspires Virtue. Madame Neckar’s View. Mrs. Jameson’s. Conversation, an Art. Speak from your own Mind and Heart; of Principles, not Persons. Make Friendships Improving. Intimacies of the School-room. Self-education at Home, and in Private. Reading. Meditation. Extract from Coleridge.

The prophet Isaiah, when predicting the fate that awaited the renowned Babylon, uses the following striking expression: “And thou saidst, I shall be a lady forever; so that thou didst not lay these things to thy heart, neither didst remember the latter end of it.” The term lady, here employed in personifying a prosperous city, is one of various significations. Its etymology is Saxon, it being derived from a word meaning “loaf-giver;” which refers to the custom of females distributing bread among retainers, after the feasts which were held in the halls of barons. In later periods it has been used, under monarchical governments, to designate women of rank, the wives of knights, and the daughters of earls. It is used by the apostle John as a title of honor: “The elder unto the elect lady and her children.” We find it employed by the prophet in still another sense, that of dominion and power: “Thou shalt no more be called the lady of kingdoms.” In our modern use of it, there is perhaps a union of these two significations. I shall be a lady forever, would be now understood to mean, “I shall be always an object of supreme attention, and of honor. To me will also belong all power, so that I can command the services of whom I will, and be free myself from all care and effort.”

Before proceeding to my main topic, let me premise, that the word woman is, in my judgment, an honorable appellation; and that, under our republican institutions especially, it should be regarded as no ordinary praise, to say of a female, she is a true woman. Better, far better aspire to deserve this name, than to repose indolently on a rank and a title deduced from monarchies, to say to thyself, “I shall be a lady forever.” But our present associations with the term lady being such as they are, and so many in every condition being jealous of their claims as ladies, I am compelled to adopt that appellation in order to guard against injurious misapprehensions.

Having spoken already of the capacities of this sex, and said something also of their Influence, we are now prepared to answer the great questions, “How should woman be educated? Under what training should she be placed? and what is the End of her tuition?”

First, I reply, she should be educated as a Human Being, possessed in common with man, of an intelligent, moral, and spiritual nature. Christianity recognizes no distinction of the sexes, so far as the broad principles of piety and virtue are concerned. Both are endowed with the same conscience. To each is allotted the same sphere of discipline; and unto both is the gospel of Christ, in its solemn appeals, its sacred encouragements, hopes and promises, and its fearful sanctions, alike addressed.

Contemplate this holy companionship, and how insignificant seem those barriers raised between the two sexes, in some ages and countries, by the pride, the caprice, and the despotism, of man. Are we destined to a common moral tribunal? Pitiful is his spirit, who, for any fancied or real, outward advantages, shall here and now, with the ancient philosopher, “thank God that he was born a man, and not a woman.” And contracted or misjudging must she be, who allows herself, even in the secrecy of her heart, to look on one of the opposite sex with the murmur, “O that Heaven had made me such a man.” In all that is noblest, purest, divinest, thou art a man. Defile not thy spirit with invidious prayers. Thank God that thou dost share with man all that dignifies him, all that is worthy the high aspirations of immortality. Educate thyself as a human being; unfold the godlike powers, which are thy joint possession with man; prize and improve thy blessed partnership in the bequest of Jesus, and thou shall rejoice evermore.

Nor is this view at variance with the position that to woman is assigned a peculiar sphere of duty and action. Her gifts differ, in some important respects, from those of man. Her station and relations in life are not his.

A second point then is this, that she should be so educated as to know her appropriate sphere. There are two errors in this respect, which she is liable to commit. She may undervalue her capacities, and imagine, that being able to acquire or perform little, nothing need be attempted; or that her influence is trifling, that she helps few and harms less, and therefore, whether she be ignorant or learned is of no consequence. Or she may pass to the opposite extreme, and believe herself all-competent, qualified by nature to cope with man in every situation. This view will lead her to self-satisfaction, and of course prove unfriendly to her moral character, and to her spiritual culture. The affectation that has sometimes accompanied learning in females, has led not a few men to abhor the very name of a “literary lady.”

A good education will so expand her mind and mature her judgment, as to rescue her from the dangers of these fatal extremes. A refined intellect will not consent, with the women of Persia, to dwell in the harem; nor subscribe to the Hindoo doctrine, that “the female who can read or write, is disqualified for domestic life, and is the heir of misfortunes.” Neither will such a one aspire to the baubles of office, pant to join in harangues to the crowd, or to compete with man at the ballot-box.

Woman has rights; but how shall she truly understand them? Not through ignorance, not by being half-educated, or miseducated. It can be only through a liberal culture of all her faculties. So trained, she will ever bear in mind “that knowledge is not to elevate her above her station, nor to excuse her from the discharge of its most trifling duties. It is to teach her to know her place, and her functions, to make her content with the one, and willing to fulfil the other. It is to render her more useful, more humble, more happy.”

“Such a woman will not seek distinction, and therefore she will not meet with disappointment. She will not be dependent on the world, and thus she will avoid its vexations. She will be happy in the fulfilment of religious and domestic duty, and in the profitable employment of her time.”

Woman should be educated according to her Constitutional Temperament and Susceptibilities. If, in any respect, her endowments be, as they certainly are, superior to those of man, then let there be but a secondary degree of culture given to these faculties. Has she naturally a nicer perception of beauty, or propriety, a more correct taste than man, then do not bestow your chief care on the developement of this quality. Is she less gifted with strength of intellect, with calmness, or comprehensive understanding than man, employ the greater efforts to supply this defect. Let the solid preponderate over the merely ornamental. Plant not the pliant osier, but the firmer elm. Instil principles of severe reasoning, and form habits of connected thought. Is she rich in imagination? Madam de Stael tells us she is, that this is the chief of her faculties, and that “her sentiments are troubled by her fancies, and her actions dependent on her illusions.” If this be so, then strengthen her judgment. Does she love God, inspire her with a boundless philanthropy. Thus will she be a true companion and undisputed equal of man. Excitableness and acute sensibility will be beautifully tempered in her by the spirit of sound knowledge and good sense. The whole character shall be fitly framed together in Christ and in life.

Let the education of woman be commensurate with her influence. Is it true that, in the complexion of social life, she is mistress of that which decides its hues? Then let her be trained to wield this fearful power with skill, with principle, and for the salvation of social man. Does she sometimes bear the sceptre of a nation’s wellbeing in her hand? Cato said of his countrymen, “The Romans govern the world, but it is the women that govern the Romans.” The discovery of this very continent testifies to the political influence of woman. Who favored the bold genius of Columbus? Do you say Ferdinand of Spain? I answer, it was Isabella, prompting her partner to the patronage he so reluctantly bestowed. Her influence unexerted, the Genoese mariner had never worn the laurel that now graces his brow. Will you leave this all-potent being illiterate, to rear sons debased by ignorance, and to become dupes of the demagogue?Look at the Domestic circle. Not more surely does the empress of night illuminate and beautify the whole canopy of heaven, than does woman, if educated aright, irradiate, and give its fairest tints to, her own fireside. To leave her uncultivated, a victim to ignorance, prejudice, and the vices they entail, is to take home to our own bosoms a brood that will inflict pangs sharper than death. For the love and honor of our homes, let us encourage the most liberal culture of the female mind.

A more general diffusion of the privileges now enjoyed by a few only, would prevent the envy of others, no less than the vanity of the favored ones. It would assimilate the tastes, and multiply the sympathies, of the sexes; it would repress the arrogant sense of superiority in man, and convince him that woman was neither made for a household drudge, nor yet for an education of mere show and accomplishment. The useful would be seen to benefit her at least as much as man.

Some are fearful that women may become too learned, that they will then be discontent with their ordinary occupations, and become tinged with “blue,” and lose their native simplicity. Such should recollect that it is “shallow draughts” of knowledge, which “intoxicate the brain.” A truly learned person seldom affects superiority to others, or gives himself airs. I know of no better security against the tyranny of fashion, against caprice, ennui, and the languishments of indolence, than a well stored mind. She who best comprehends her nature and relations, will usually best adorn any and every sphere in which Providence may place her.

I am led here to say, that if a distinction must exist in the education of the sexes, that, which is deemed the weaker, should receive the best. Is it not palpably unjust to assign woman a low rank in the scale of intellect, when we do nothing to elevate her to an equality in this respect with man? Why educate the girl only in the graces of learning, while you give the boy tasks which try his utmost power? Are accomplishments all she needs to place her on a level with man? Yet how often do we see her

Give her facilities for the full culture of her understanding and the highest faculties of her soul, and if she then fail, with more reason may you repeat the taunt about her mental inferiority to man.

This leads to the remark, that female education should embrace our whole nature, and not one portion of it. Why sacrifice the body to the improvement of the mind? It is a melancholy spectacle to witness the pale countenances and attenuated forms of many youth of this sex, as they issue from the school-room. How long shall consumption prey on so many at this age? When will American females imitate those of our fatherland, where sickness among this sex is almost as rare as perfect health is in our own country?

And why should the Moral powers be neglected as they are, and their culture postponed to that of the intellect? For manifold reasons these faculties should be simultaneously developed. The best interests of the mind demand it. Increase the moral energies, and you strengthen the intellect. Vice does not more corrupt the soul, than it darkens the judgment. A pure heart is a well-spring of clear thought. Again, virtue promotes mental composure. It confers inward peace; it secures that tranquillity, without which no science can be successfully pursued. Sin disturbs the reason. Putting evil for good leads one to substitute error in general for truth. Nero was said to be as deficient in taste, as he was cruel and wicked. The imagination of a profligate cannot be other than depraved. And then, as regards the great objects of life, do good, and you perceive these with more and more clearness. Thus is “light” always “sown to the righteous.” Live in God, and you enjoy a perpetual sunshine.

Earnestly, therefore, would I plead with all occupied in female education, that while they encourage the study of the philosophy of life, they join with it the practice of its duties. Let knowledge be the herald of goodness. Let intellectual improvement conduct to active virtue, and sincere piety. Unite with literary excellence a devotion to home, to charity, to faith and prayer. I have now in mind a picture of moral purity surmounting skill in the divine tones of music, and the exercises of the pencil and the brush.—Virtuous maiden,

Of what avail indeed is the best literary education, if the heart be left barren and dead? Can any degree of knowledge compensate for a selfish spirit? Let envy, pride, jealousy, vanity, be nurtured by the studies that engage the mind of a young lady, and who can rejoice at her intellectual progress? Better have less learning, less mental power, than increase these possessions only to desecrate them in the service of iniquity. Ignorance is always a less evil than guilt. No amount of literary acquisitions can atone for the want of a spiritual mind, for frivolity, heartlessness, and irreligion. Let then the desire to be useful, to be holy and heavenly, crown and consecrate the education of woman. Let her ponder on wisdom and learning, and “lay all these things to her heart.”

Female culture should always have reference to the Future. It should lead to a remembrance of the “latter end” of life’s course. How much has been done, in this work, for the present, for show and effect. Instead of rearing a thorough edifice, of sound materials, and on a firm foundation, the endeavor has too often been to build up in a day a specious structure. So has it been, that, when, the storms of life came on, the moral building was rocked by the winds, the rain pierced its thin covering; it rested on the sand; it fell, and great was its fall.

Here is a young school-girl. What is to be her situation on arriving at womanhood? Must she assume responsible stations? Have we here the germ of the conjugal tie, and the elements of maternal influence? How then can we forget these relations, and train a being fit only to bask in the beams of praise? Let not this be. Address now the same motives as you must in subsequent years. If there must then be self-denial, toil, and care, for the love of humanity, leave not the young heart, at this stage, to become steeped in selfishness. Let the glory of God and the good of man become now solemn and effective considerations.

We come here to speak naturally of the Place, the theatre, on which the young female must be educated.

It is to be done partly in public, at the schools instituted for this purpose. But I do not design to enter the halls of science and literature. I would rather, adverting here to the conclusion of her studies, confine myself to the use which a young lady should make of the education she has received at school. The advantages, now enjoyed by the youth of our land for mental culture, are rare. Parents are solicitous that their children should spend much time at the seats of learning. The daughters are receiving a far higher intellectual training than their mothers enjoyed. But is this all a sure good? Have the thousand rivulets of learning that now flow fast by our homes, sprung all from a crystal fount? Do they, in a word,—for that is the test question,—so penetrate the life and soul of the young, as to give them solid, practical excellence? I fear not.

Much is said about “finishing the education.” And finished, in one sense, is that of many females in this age. For, between their school culture and their subsequent character, there is as little connection as between the body and its dress. The school-room is left, and the garment, so beautiful to the eye, falls at once off. Into the centre and essence of the individual’s being, the permanent character, nothing has passed. The books once studied are gladly thrown aside. Not a single motive is felt, to press forward in the noble work of self-education. Languages have been learned; but their great object, as keys to the study of foreign literatures, is left unanswered. History is a dull theme; philosophy is merged in the newest novel; dress and gossip, a little fancy needle-work, and a world of castle-building,—oh! it is sad; it is humiliating; would to God it were false. I speak to the wise, judge ye, and say if the picture has not some counterpart within your personal knowledge.

But how should the young lady improve the literary privileges of her early days? Let her not depend on the reputation of the teacher who instructed her, nor of the school, high though it be, which she last attended; nor yet again on the branches she has studied, however numerous or unusual they are. It is her own efforts, the attention, the application, and the intellectual toil she passed through, on which alone she may reflect with satisfaction. What effect did all these studies produce on her mind? Is the tree laden with fruits, or did the profusion of blossoms fall barren to the earth?

Among the results of a good intellectual training is this; it gives vigor to all the powers of the mind. Memory is cultivated, but not at the expense of the understanding. Female pupils often shine in those branches which depend on mere memory, while they fail in those which task the reason. Geography and history are their delight; mathematics and metaphysics, their aversion. This should not be.

Woman is exposed, by her habitual seclusion, to many narrowing influences. She has little of that severe discipline of the mind to which man is daily subjected. His intercourse with the world is more extensive. His whole life is a school for the intellect, while she is restricted, to a great degree, within the limits of home. Her duties consist much of details; and small subjects engender contracted views. Therefore should her early days be devoted to studies that, in after life, will serve to counteract this evil tendency. It should be made a matter of principle with teachers and parents,—and the pupil must, of course, co-operate in their plan,—to enlarge her mental vision, to fortify her intellect against limited notions, and to strengthen her judgment. The atmosphere of the fireside is often close and oppressive; let her in her youth, breathe the free air of heaven. So will her mental constitution be invigorated and prepared for all coming duty.

If I may venture to recommend one study in particular, for its invigorating influence, I would name the practice of frequent composition. She who writes daily, whether it be in her journal, or essays on indifferent subjects, or even good letters, will, in addition to many other benefits of this practice, strengthen in herself greatly the habit of connected and profitable thought.

Study should form intellectual Tastes. To what purpose has the girl been placed all these years at school, if, when her privileges terminate, she has no fondness for study? Why lead her through the pleasant fields of learning, if, at the close of her walk, she is to possess no relish for these scenes? She has drank at “the wells of English undefiled,” and shall she now turn aside and imbibe the turbid waters of a corrupt and corrupting literature? Alas! that she should now prefer fiction and folly to the healthful writings of wise men. Deplorable is it, that her past lessons of instruction, so many and so faithful, must now, by her own indolence or perversion, prove to have fallen on her ear, like snow-flakes that melt on the ocean.

Another office of education at school is to impart Knowledge. It has been said that a woman must possess either beauty or knowledge to commend her to favorable notice in the world. The former is the rare gift of nature; while the latter may be always acquired. John Wilkes, who was as famous for his ugly face as for being universally popular in society, on being asked the secret of his popularity, answered, that “it took him but five minutes to talk away his face.” What a talisman might every young woman thus bear with her into society, would she early cultivate and store her mind. How should it be, that she who has spent years over grammar, cannot now write a letter to a friend without violating its fundamental principles? I have read of one, who, when at a loss how to spell a word, put a dash under the doubtful letters, that if wrong, they might pass for a jest. Miserable subterfuge! What better is it to pass the most precious period of life in a school room, if such be the fruits, than to live uneducated and ignorant? Those are indeed the truly and unpardonably ignorant, who leave their studies with no accurate knowledge. Better is her lot, who was constrained to give her whole youth to manual labor, if she have a thirst for knowledge, and devote her leisure frugally to profitable reading.

The young lady should not finish her school occupations without securing good Habits of mind. Let her carry through life her present mental discipline. Let her accustom herself, if she read a book, to review and give an account to herself of its contents. Is she listening to a discourse? What a valuable means may it be made of intellectual improvement. Let her reflect on each topic, and on the order, the arrangement and connection, of the whole. After listening to an interesting conversation, let her recall, and strive to impress on her mind, every useful thought that was advanced. Indeed, her whole earthly experience may be so improved as to be a continual seminary of self-instruction and mental advancement. How infinitely better is it thus to construct a firm bridge across the entire river of life, than to trust to the frail bonds of ice, the work of a night, and to be dissolved before the next meridian sun.

This leads me to say that female education should be of a Practical description. The girl is destined to be a house-keeper, and yet she is, perhaps, doing almost nothing to prepare herself for that station. She thinks a knowledge of housewifery comes by instinct; and so it is that she cares more for her French and her piano than for those studies which would fit her for domestic duty. But in vain do this sex receive high degrees of culture, if they are still unable to apply their knowledge to any useful purpose. Why train the mind so sedulously, if it prove in the end but a leaden instrument, too flexible for service? Every woman should be trained for a variety of situations. Let her be educated for self-subsistence. What a miserable creature is she, if incompetent to obtain her own livelihood. That she is now placed in independent circumstances, affords no assurance that she will be always thus situated. Can any one forget the fearful reverses of fortune, especially in this land of pecuniary adventure and adversity? A lady, who had once rode in her own carriage, and lived in Eastern splendor, was seen, not long since, seated in Broadway, New York, selling nuts to the passengers. Talk we of independence! Who are free from bondage to others, and slavery to time and circumstance, but those who cannot earn their own subsistence?

Among the causes for gratitude, that woman now has, not the least is the circumstance that new avenues for female industry are constantly opening in this age. To some one at least of these, should every young lady direct her attention. No one should be entirely unskilled as a teacher, a housewife, and above all, in the use of the needle.

But let it not be imagined that I advocate the education of females for any one station or class of circumstances. Let her who is prepared to support herself by toil, either mental or manual, be also qualified, should Providence elevate her in life, to grace the highest social and intellectual circles. If there have been any single error in the training of this sex, more prominent than all others, it has been this, that they were prepared for one station, or for one event only, and that every influence was deemed quite unimportant, save those which tended to qualify them for that station or relation alone.

But it was not surely for marriage alone that God fashioned this associate and moral equal of man. Neither was it for high life, or low life, or middling stations, for east, west, north, or south, that she was made in the sacred image of her Creator. For all these circumstances, if Providence so appoint, should she be prepared. In one word, her whole nature, physical, intellectual and spiritual, should be fully developed; then is she truly educated.

Especially should the school-room give personal Virtue. It should train the conscience, the heart and its affections aright, and guide to consistency of character. “Want of perseverance,” says Madam Necker, “is the great fault of woman, in every thing, morals, attention to health, friendship, &c.” Her intellect is cultivated too exclusively, in our times. It is to be feared that her education now gives her little moral energy. This is a grievous error. Instead of being more frail in body, and less firm in mind, or thorough in morals and piety, than in past ages, she should be endowed with new force of character. Amid the increased dangers of society, what is to protect her, and lift her from feebleness and degradation, if not personal character? Man is to be educated for a vigorous encounter with the world; in him the stronger qualities, tempered by sensibility and affection, should predominate. Woman should be prepared to co-operate with him in the station he may fill, not openly and directly, but by a wise, gentle, and steady, domestic influence. In her, love should be the ruling star; but that love will avail him comparatively little, unless joined to a well trained intellect, a cultivated mind, and sound judgment. Amid the darkness, and tempestuousness, and growing perils of these latter ages, she should be a Pharos-tower, giving light and life to tempted man. If her moral culture do not correspond to her literary acquirements, they will prove but dangerous weapons in the hand of the lawless. Catharine de Medici was renowned, like her family, for talent and learning. She possessed unbounded influence over her son, the prince. But the horrid massacre of St. Bartholomew, the work of her spirit, is sufficient to render her name as infamous as it is distinguished. Let the intellect of this sex continue to be highly cultivated. But let

Mrs. Jameson inquires, and very properly, whether “where woman is idle and useless by privilege of her sex, a divinity, and an idol, a victim, or a toy, her position is not quite as lamentable, as false, as injurious to herself, and to all social progress, as where she is the drudge, slave and possession of man?”

Another scene for the education of woman lies in circles for Conversation. This is a pre-eminent means, not only of pleasure, but of improvement. It is a quickener of the intellect, a purifier of the affections, and an instrument of heightening our spiritual aspirations. I doubt whether woman especially is not more indebted to this, than to all her other facilities, for mental and moral advancement.

But how shall it be made conducive to the highest possible good? It must be studied, as an art. A girl may as easily be taught to converse well, as to recite lessons in philosophy. Persons differ, in this talent, it is true, as regards fluency; but this is by no means essential to useful conversation. Good sense, a respectable education, and a pure heart, are the great requisitions. She who has these, cannot fail, with suitable efforts, of becoming agreeable and edifying in her discourse.

To give the utmost effect to your privileges in this respect, learn first the talent of listening to others. Never pass even a few moments with one skilled in this accomplishment, without earnest attention. You will thus not only gather knowledge, but observe how this great art may be practised. You will perceive that no affectation and no insincerity are needed to enable you to improve in this precious power. Simplicity, naturalness, a truthful air and manner are, indeed, more frequently the result of labor than their opposites. It is hard, in this world of artifice, to be perfectly artless.

To educate yourself in this talent, resolve, in the outset, to speak always from your own mind and your own heart. Nothing is more fatal to improvement than being the echo of other voices. Let your remarks be like the gentle stream from the hill-side, which spreads freshness and verdure on its banks. Better say a simple thing of your own than a wise one purloined from your neighbor. Regard this great principle, and you will grow in the gift of conversation, and you will also keep your soul unpolluted by guilt.

Adhere sacredly to the truth. Avoid exaggeration, the sin of the young and the ardent. Rather understate than exceed the facts of a case. This rule will save you from the two great vices of social intercourse, flattery, and detraction. It is right to tell another precisely what we think of his merits, if done discreetly. But to give him a better impression of our estimate of his character than the truth will warrant, is, although very common, a plain violation of the laws of God. Adhere to the truth, and you will always exhibit charity in your discourse. This central luminary will shine on your words with a noon-tide brightness. It will dispel the mists of scandal, and beautify, and write the law of kindness on, your lips.

Speak much of principles, and little of persons. You have enjoyed a good education, and why should you prefer the discussion of such beggarly topics as dress, or the private concerns of your neighbor, to those noble thoughts, which learning, morals, and religion, would always supply to your mind? Determine to carry with you childhood’s innocence, and angel love, and you will find the field of topics spread out before you an illimitable harvest of good fruits.Make your Friendships a means of intellectual and moral improvement. God has graciously given us this boon, as a burnisher of our existence:

The friendships of woman, from her being gifted with strong affections, exert a peculiar influence on her character and destiny. Therefore is it, that a young lady should choose her intimate associates with care. Let it not be accident, still less unhallowed gratifications, prejudice, pride, passion, folly, which form the basis of this holy structure. Where our friends can be selected, they should be those of attainments superior to our own, of pure principles, and virtuous habits.

The pursuits of the school-room afford opportunity for forming the closest friendships. The address of Helena to Hermia, is applicable to very many females who associate early in seminaries of learning:

Let the youthful female beware, in school and everywhere, of hasty preferences, of taking home to her inmost confidence the acquaintance of a day. Her own character is too precious to be exposed in heedless traffic. Purity and love, the loftiest powers of our nature, not time alone, but eternity also, should form the seal of her lasting friendships.

Educate yourself at home and in private. By fireside fidelity the soul is expanded and our being lifted toward God. View your relative connections as each a Heaven-sent teacher. Incline your ear to them, as if through their lips an oracle uttered its decrees in your hearing.

By your Reading, much may be accomplished toward correcting your taste, enlarging your intellectual vision, and sanctifying your spirit. Form now the habit of daily reading some volume with reference to your personal improvement. Let no engagement seriously interrupt this practice. Read the writings of your own sex. Woman takes up her pen, usually, from the promptings of sympathy and affection. The temple she builds to literature, may have an altar consecrated to reason, or to imagination; but it is love, a high and holy love, which she inscribes on its portals. Her works thus not only elevate the taste but amend the heart.

Woman is addicted to the eager perusal of works of fiction. I regard this fact as an indication of a want of her nature. Not, therefore, to eradicate but to control, and direct, and restrain, this propensity, would I make an endeavor. In the words of the afflicted Lady Russell, used on the anniversary of her husband’s execution, I would say, “I do not contend with nature, but keep her as innocent as I can.” Select only such writings of this class as some judicious friend has recommended. Read poetry. If it be true poetry, it is the twin-sister of religion. It will exalt and ennoble your soul. Study history. From that you will draw unfailing draughts of knowledge and wisdom. Be familiar with good biography. Above all, make the Word of God your constant study. So will you be educated for every stage of your existence, and ripe clusters of virtues will adorn your life.

But louder than those of books are the praises of Meditation. Reflect on your reading. Let each line raise a rivulet on the bosom of your being; let there be in it no stagnant waters. Be active in mind; meditate on your daily experience, your prospects, your deficiencies, your progress, your hopes. Wouldst thou have peace in this world,

Wouldst thou enjoy peace in the interminable future, “lay these things to thy heart.” Then shall thy inward beauties shine with a fadeless refulgence. All true power shall be given thee. Thou shalt be “a lady,” not indeed of an earthly kingdom, but of that high realm, boundless as thy desires, and enduring as God.