It will, perhaps, here be necessary to say something of Mrs. Adair; I will not, however, enter upon her motive for opening a boarding-school. It is a well known fact that the loss of fortune, contracted incomes, or troubles in one shape or another, are the origin of almost all female seminaries. I never heard but of one lady beginning a school, and persevering to the conclusion of a protracted life, without any motive but benefiting a friend. To her credit let me remark, that she never regretted this, as it may justly be styled, “labour of love.”

Mrs. Adair’s personal appearance and manner were calculated to excite respect and deference from pupils. The general cast of her countenance was serious, to a degree bordering upon severity; but when she did unbend, the cheerfulness that beamed in her features, and the benevolent expression of her dark and pleasing eyes, invited confidence and regard from every beholder. She had been a widow several years, and was going to commence a school patronized by respectable friends. I shall not attempt to describe her daughters, for beauty is of so perishable a nature, and of so little value without good qualities, it is but time wasted dwelling on the subject. Jane, the youngest, had been some time in a delicate and declining state of health; and, viewing life as uncertain in its tenor, had wisely adapted her mind to passing circumstances. Next to her brightest hopes, was her desire to be useful whilst she remained upon earth.

Elizabeth had high health and spirits, and could ill brook the idea of the restraint and confinement of a school. But the evening was now arrived previous to beginning “the irksome task,” as she styled it.

Mrs. Adair had been looking over her folio, and her daughters were seated at their work, when she observed, “We may consider ourselves particularly fortunate, for I have now the promise of fifteen pupils. Several things, however, we must take into consideration. Elizabeth, you are sometimes a little petulant in temper: remember you must never be rash in deciding, or hasty in punishing; curb the bold, but encourage the timid. We must likewise be cautious to treat the parents of every child with equal respect; not allow ourselves to be dazzled with glittering equipages, or dashing manners. And let us be tender and careful of children who are deprived of a mother: give them all the aid in our power, to make them a credit to their father’s house.”

“And I think, my dear mother,” said Elizabeth, “it will be necessary to fix children of weak capacities in one class: let all the dunces go together.”

“But we must first weigh their talents justly,” returned Mrs. Adair; “and always recollect, that ‘children of the present age are the hope of the one to come.’

“There is one thing I particularly charge you to avoid: never speak in a tone of ridicule of any lady who has previously instructed a pupil; there is something contemptible in trying to depreciate the talents of another. We are not to consider ourselves as supreme in wisdom, for our abilities are moderate; if we can do good, I believe it is the chief merit we can claim.”“I hope one thing,” said Elizabeth, “that the young ladies must never be allowed to learn their lessons at meals; for I am persuaded they will think more of the present participle loving than of declining the verb to love. And I trust likewise, my dear mother, that you will never let them read their own themes at public examinations: for the voice I am certain will tremble when hundreds are listening.”

“We will not talk of public examinations, my dear, until we have tried our own abilities at teaching. But I must caution you never to criticize letters from parents or friends; nor look upon a teacher as a solitary being, without friends and without feelings.”“I hope you do not think I would exact too much, or be unreasonable in any command to a teacher,” said Elizabeth.

“I do not say that you will do so; I only wish to remind you, that we should have due consideration for those persons who are dependent upon us. And now I have only to observe, that we must not think entirely of the time our pupils are to be with us, but extend our thoughts to the period when they will be enabled to judge by what spirit we were actuated. In teaching, punishing, or rewarding, let us always consider whether the means we then pursue will be useful to the young lady in future life.”

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