quality, while their fingers are employed, I should wish them to engage in that kind of work in which, by the exercise of skill and ingenuity, toil is not unmingled with pleasure. Works of this nature can possess no real beauty, unless they are disposed in subservience to the rules of design; hence it is that almost all the figures that we now see in cloth, lace, and embroidery, are in bad taste; every thing is confused, and inconsistent with the rules of design and proportion. These things are esteemed very fine, because they cannot be made or purchased without a great sacrifice of time and money; their splendor dazzles those who view them at a distance, or who do not understand the nature of the work; the ladies have taken these as models of the fashions; whoever should venture to doubt their excellence, would be ridiculed as whimsical. The admirers of these things would, however, be undeceived, if they would learn the art of painting, and thus enable themselves, at a moderate expense and with no small pleasure, to finish works in a style

of beauty far above the capricious irregularity of fashion.

Young ladies should regard a life of idleness with equal dread and contempt. Let them consider that all the first Christians, of every condition in life, labored, not merely for the sake of amusement, but that they might thus be engaged in a sober, constant, and useful occupation. The natural order of things, the penance imposed upon the first man, and through him upon all his posterity; that of which the new man, who is Jesus Christ, has left us so noble an example, all engage us to a laborious life, according to the requisitions of the station in which we are placed.

In conducting a young lady's education, we should consider her station, the scenes in which she is to pass her life, and the duties which will probably fall to her lot; do not let her indulge in expectations above her fortune and rank in society. There are few persons who have not suffered from having entertained too aspiring hopes; that which might have

made them happy, is only disgusting, when their minds have contemplated a higher station. If a young lady is to live in the country, direct her attention without delay to the employments in which she is to be engaged, and do not permit her to form a taste for the amusements of the city; show her the advantages of a pious and active life; if she holds a moderate station in the city, avoid introducing her to the higher circles; intercourse with them would only lead her to assume a demeanor unbecoming her situation; confine her desires and expectations within the limits of her condition, and instruct her in those things which will form the occupation of her future life.

CHAPTER XIII.

CONCLUSION.

I FORESEE that this plan of education will be esteemed by many persons a chimerical project. "There is need," it will be said, "of extraordinary discernment, patience, and talent, to reduce it to execution." "Where are the governesses capable of understanding it ?" "And still further, where are those who can follow it?" But I desire that it may be attentively considered, that when we undertake a work on the best education of which children are susceptible, it is not consistent with our object to give imperfect rules. It is therefore incorrect to censure us because we aim at perfection. It is true that every one will not be able to advance as far in practice as we can easily extend our plans

on paper; but if absolute perfection cannot be attained, it will not be without advantage to have kept it in view; as this is the best means of approaching it. This work does not, however, suppose an unusual excellence in the disposition of children, or a concurrence of all the circumstances most favorable to a complete education. On the contrary, I endeavor to suggest remedies for dispositions which are either untoward, or which have been injured by wrong management; I proceed on the supposition that they have been exposed to the mistakes usual in education, and I have pointed out the most simple methods of reforming, wholly, or in part, whatever requires amendment. This little work does not indeed contain any directions for bringing a neglected or ill-conducted education to a favorable result; but should this excite surprise? Can any thing more be desired than that we should propose certain simple rules, the exact observance of which will constitute a thorough and finished education? I admit that much less than is here