Education. 279 



terns of instruction have been adopted for the other 

 sex, various as the countries, the government, the 

 religion, the climate, and even as the caprices of 

 the writers, who, at different periods, have under- 

 taken to compose them. But, by a strange fata- 

 lity, women have been almost wholly omitted in 

 the account, as if they were not gifted with reason 

 and understanding, but were only to be valued for 

 the elegance of their manners, the symmetry of their 

 forms, and the power of their blandishments." In 

 the history of the earliest nations, we occasionally 

 meet, indeed, with accounts of females who had 

 elevated and powerful minds, and who were well 

 informed for the period in which they lived. In the 

 history of Europe, during the sixteenth and seven- 

 teenth centuries, we also find a few instances of 

 distinguished women, some of whom, in talents, 

 learning, and virtue, have, perhaps,, never been ex- 

 celled since that period. But the number of this 

 description was so inconsiderable, the circum- 

 stances in which they were placed were so peculiar, 

 and the influence of their character and example so 

 small, that they scarcely form exceptions to the ge- 

 neral statement which has been given. The great 

 mass of the sex still remained unacquainted with 

 letters and science; their whole attention being 

 directed either to the allurements of personal deco- 

 ration, or to the details of domestic economy. 



The eighteenth century produced a memorable 

 change of opinion and of practice on this subject. 

 The character and talents of the female sex have 

 become, during this period, more highly esti- 

 mated; their importance in society better under- 

 stood, and the means of rendering their influence 

 salutary, more familiarly known and adopted; 

 in short, a revolution radical and unprecedented 

 with respect to their treatment and character, has 

 taken place, and wrought very perceptible effects in 



