TEMAI.E FDUCATIlN.
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ance of education, or the propflety Ql ex-

 tending it to females. Tie days are past

 when knowledge of tent-stitching, and

 she composition of pudding or a cordial

 was esteemed the chief glory of half the

 creation. Scarcely more desirable was the

 onnosite era, which enforced drudgery of.

 accompIishments often pursued at the ex-s

 uense of true taste and rational knowledge 1;

 accomplishments, eventually sacrificed to

 the household deities, as the axle-tree of

 the nnptial chariot of the Grecian bride,

 was ancientiy broken when she crossed the

 threshold of her husband. These dynass

 ties revoked each otheEis decrees- one,

 like tho Egyptian house of bondage, dee ynanded, brick with0at straw, and the other satisfied with straw isstedd of brick. The females of the present generation may boast in the language of judicial astrology, a most suspicious nativity. Science allures them to her temple, and virtue commands them to dedicate to her altar that influence which they derive from the courtesy of re- fined society. The genius of their country as well as the spirit of the age, supplies an- other stimulant, prompting them to become

 worthy of name among the dignified and enlightened daughters of the greatest re-s public on earth.

 It has been remarked in the address con- tained in the first number of this Journal, that " there is already deep and strong tide ofopinion, undermining all that is .ise- less and cumbrous in instruction" Still, with regard to the education of females, theory has outrun practice; and we appre- hend that philosophic eye might discover in the plansof their best seminaries, much which is capable of amendment. But to establish asystem of rules, equally appI- cable to the different mediums of our c0un- try, would be impossible. Studies consid- cred requisite to the sex, and methods of pursuing them, must follow in some meas ure the varying standard of taste, rank, and circumstance. Yet if fashions vary, radi- cal principles are immntable. Itwould al- ways be safe for the Instructor of females to Ike p steadily in view the practical re- suits of education, to study the mental structure of the pupils, and to blend the good sense of the agriculturalist with the tenderness of the florist, and the spirit of the Christian.

 To tax the memory is usually the first step in the rudiments of education. Besides the importance of this faculty in every stage of intellectual progress, it has sepa- rate value to females, from it's agency in what the immortalp poet denominates shouse- hold good. To class minute and almost interminable details, and to elicit order and beauty, from what novice might deem chaos, is desirable art.F This may be fa- cilitated by the same course of study which is prescribed to remedy a defect of the re- tentive power, course of patient demon stration, and regular induction. Thus, those branches of science which might at first view be pronounced useless to females, rise into importance from the habits of mental discipline which they establish. It was formerly too much the custom to strengthen the memory at the expense of the understanding, by requiring long les- sons verbatim, or more properly parrotre- citations. But a dropsical habit, instead of vigorous health, was thus produced ;--one power was made to start forth in incorrect and the symmetry of the mind destroyed. The act ofthe memory which brings readily into use the treasures which it.has amassed, should be early cultivated in females, because one important part of their ultimate destinationis to be intelligent companions. The classic recollections of 1 a well-stored mind, are powerful adiuncts in conversation, and to habituate them to | promptness at every call, tine instructor should allow short intervals fox rational dis course with the pupils, where the subjects, arguments, and authorities quoted can have no aid from reconciliation.

 q The instructor of females should endeay- or to advance their knowledge of human nature. We do not of course mean that kind of Knowledge which is acquired by d painful observation of vice, or an intimacy with the scenes that shock the finer feelings of the soul. From these it's their pfiyilcge to be excluded. But, as in the domestic province, they may sometimes be called to manage obdurate materials, to reduce obli-, quities to the right line of. reason, and to sootile discordant spirits to harmony, their tasks will be greatly facilitated by the hab- it's of reyerting to those latentsprings ofac- ton which unlock the idiosyncracies of character. Teachers may render the study of history subsefvient to this point by connectingit with the exercise of ldivesting the actors on the great map of man, of an tacticious ornament, and by systematic dissection, presenting faults, virtues, and probable motives in the simple prominence of truth. Exercise wiIl be an auxiliarv ;n the formation of a correct illdgmente N ,,os-