486 
der our view, and a brief sketch of one 
or two will enable us to ascertain the 
degree of intelligence that is requisite 
to fulfil them. 
What principally strikes one in re- 
gard to the regulation of a family, is the 
nuinber of duties it includes—the va- 
riety of persons and things it has to do 
with—the unceasing vigilance and at- 
tention it requires—and the versatility 
of mind.required, not only from the ex- 
tent of the objects it embraces, but 
from the rapidity of their succession, 
which latter demands equal rapidity of 
conception, judgment and execution. 
Upon the proper performance of this 
duty depends in no mean degree the 
happiness of us all, “every day, and all 
day long;” and its being well or ill 
executed, will make a corresponding 
increase or diminution of our happiness. 
Among the subdivisions of this head, 
are :— 
Ist. The general management, clean- 
liness, and comfort and safety of a 
house, furniture, &c. 
2d. Purchasing, making, cleaning, 
washing, &c. most articles of clothing, 
bedding, &c. 
3d. Purchasing and dressing of food. 
4th. The good management of ser- 
vants. 
5th. Purchasing at the proper time, 
in proper quantity and quality, and 
registering almost every article that 
enters a house. 
It.is alleged that these duties are 
learnt best by practice, and that they 
donot fall within the scope of education. 
It is not contended that any art can 
be: attained without practice; but the 
best mode of practising it, as proved by 
the united experience of ages, may be 
taught, in conjunction with practice, in 
a very short time; whereas much time, 
vexation and trouble would be spent, 
and often spent in vain, by aperson en- 
deayouring to discover it himself. Do- 
mestic economy is as capable of. being 
reduced to rules as any other art, and 
might even be united with practice, and 
taught at a boarding-school, without 
much interruption to the usual accom- 
plishments. Still every art that com- 
prizes innumerable details, and details 
which are frequently varying, like do- 
mestic economy, must demand a strong 
exertion and good education of the fa- 
culties—much more, indeed, than many 
trades. A tailor’s knowledge, for in- 
stance, need not form a ninth part of 
that which is requisite for the manage- 
ment of a family; yet the tailor requires 
Female Education. 
seven years of instruction in his busi- 
ness, <A servant cannot be expected to 
behave well to a mistress, who does not 
know what her work is, nor how it 
should be done, especially if she be a 
trifling or contemptible character ; for 
the good conduct of servants depends 
universally upon the conduct of those 
who are placed above them* | Thus, 
whatever branches of education are es- 
sential to form the mind of a young 
man, are no less requisite for the im- 
provement of a young woman, even. as 
regards domestic economy. 
The entire education and, manage- 
ment of children, to their tenth year, 
devolves upon the females: man will 
not, or cannot, interfere. Yet upon 
the education received at this period, 
much of our future happiness depends. 
A well-timed word, or action, will often 
modify the character through life. The 
education of children does not, then, 
consist in combing their heads and 
sending them to school, to be out of the 
way—a most barbarous doctrine; but in 
judiciously training and developing every 
faculty of the mind and body, and in- 
stilling sound principles and correct ha- 
bits.. This task, adequately performed, 
argues no mean portion of knowledge 
and intelligence. The laws of the bu- 
man mind, of morality, and of the mo- 
tives or springs of action, are quite in- 
dispensable; as also are all the leading 
principles of the most useful sciences, a 
minute acquaintance with those objects 
that should form the early studies of 
children, and a thorough knowledge of 
the principles of education. The art 
of teaching is in itself a difficult art; 
and no mistake is more common or per- 
nicious than to suppose, that a person 
is necessarily capable of teaching that 
which he knows. ; ve 
What ! (it is exclaimed), would you 
attempt to turn young females into sage 
philosophers, and upset the existing or- 
der of society? Whether this know-. 
ledge would, or would not, place females 
upon a par with philosophers, is not the 
question: we have only to inquire what 
knowledge the welfare of society re- 
quires that females should possess. If 
it be objected that. the intellect of fe- 
males is inadequate to such exertion, I 
would refer to the preceding observa- 
tions 
* A list of the thousands who are an-_ 
nually ruined by ignorance and neglect of 
domestic economy, would be a painful but 
convincing proof of the great importance 
of this art. nt Fae 
