&c., and by eliciting from them answers and observations rela ting to such facts, to sharpen their judgment, and to awaken their faculties of thought and reflection. We think these exercises which must be seen to be well understood, next to religious instruction the most important branch of the whole system excluding by its very nature the use of monitors.)

Herewith I close this short paper on the state of primary education in Prussia, which, incomplete as it is, in combination with the fact that regular quarterly returns on all juvenile delinquincies in the kingdom, are sent by the courts of law to the minister of public instruction, and that we have in Prussia now, twenty-eight institutions for juvenile delinquents, or houses of reform, none for more than sixty pupils all of the same sex, will give some idea of the subject treated. But I must still add that all this is only a part of the whole system, and that it is as a whole that the national education of Prussia is worthy of study and imitation. No work can be better adapted to give an introductory view of the general organization of this system, than Mr. Cousin's report on the state of Public Instruction in Prussia, printed in the beginning of this year in London.

New York, 12th December, 1834.

Extracts from the works of
Miss Edgeworth.

To make any progress in the art of education, it must be patiently reduced to an experimental science; we are fully sensible of the extent and difficulty of this undertaking, and we have not the arrogancy to imagine, that we have made any considerable progress in a work which the labours of many generations, may, perhaps, be insufficient to complete; but we lay before the public the result of our experiments and in many instances the experiments themselves. In pursuing this part of our plan, we have sometimes descended from that elevation of style which the reader might expect in a quarto volume; we have frequently been obliged to record facts concerning children which may seem trifling, and to enter into a minuteness of detail which may appear unnecessary.No anecdotes, however, have been admitted without due deliberation; nothing has been introduced to gratify the idle curiosity of others, or to indulge our own feelings of domestic partiality.

In what we have written upon the rudiments of science, we have pursued an opposite plan, so far from attempting to teach them in detail, we refer our readers to the excellent treatises on the different branches of science and on the various faculties of the human mind, which are to be found in every language.-The chapters that we have introduced upon these subjects, are intended merely as specimens of the manner in which we think young children should be taught. We have found from experience that an early knowledge of the first principles of science may be given in conversation, and may be insensibly acquired from the usual incidents of life; if this knowledge be carefully associated with the technical terms which common use may preserve in the memory, much of the difficulty of subsequent instruction may be avoided.

The sketches we have hazarded upon these subjects, may to some appear too slight and to others too abstruce and tedious. To those who have explored the vast mines of human kno vledge, sinall specimens appear trifling and contemptible, while the less accustom. ed eye is somewhat dazzled and confused by the appearance even of a small collection; but to the most enlightened-inind, new combinations may be suggested by a new arrangement of materials, and the curiosity and enthusiasm of the inexperienced may be awakened, and excited to accurate and laborious researches.

With respect to what is commonly called the education of the heart we have endeavoured to suggest the easiest means of inducing useful and agreeable habits, well regulated sympathy, and benevolent affections. A witty writer says, "Il est permis d'ennuver en moralites d'ici jusquà Constantinople" unwilling to avail our selves of this permission we have sedulously avoided declamation, and wherever we have been obliged to repeat ancient maxims and common truths we have at least thought it becoming to present them in a new dress.

On religion and politicks we have been silent because we have no ambition to gain partizans or to make proselytes, and because we do not address ourselves exclusively to any sect or to any party. The scrutinizing eye of criticism, in looking over our table of contents, will also probably observe that there are no chapters on courage and chastity. To protend to tench courage to Britons, would be as ridiculous as unnecessary; and except among those who are exposed to the contagion of foreign manners we may boast of the superior delicacy of our fair country-women, a delicacy acquired from domestic example, and confirmed by public approbation. Our opinions concerning the female character an understanding have been fully detailed in a former publication; and u willing to fatigue by repetition, we have touched but slightly upon these subjects in our chapters on temper, female accomplishments, prudence, and economy.

We have warned our readers not to expect from us any new theory of education; but they need not apprehend that we have written without method, or that we have thrown before them a heap of desultory remarks and experiments which led to no general conclusions, and which tend to the establishment of no useful principles; we assure them that we have worked upon a regular plan, and where we have failed of executing our design, it has not been for want of labor or attention. Convinced that it is the duty and the interest of all who write to enquire into what others have said and thought upon the subject of which they treat, we have examined attentively the works of others, that we might collect whatever knowledge they contain, and that we might neither arrogate inventions which do not belong to us, nor weary the public by repetition. Some useful and ingenious essays may probably have escaped our notice; but we flatter ourselves that our readers will not find reason to accuse us of negligence, as we have pursued with diligent attention every work upon education that has obtained the Banction of time or of public approbation; and tho'we have never bound ourselves to the letter, we hope we have been faithful to the spirit of their authors. Without encumbering ourselves with any part of their systems which has not been authorized by experience, we have steadily attempted immediately to apply to practice such of their

ideas as we have thought useful; but while we have used the thoughts of others, we have been anxious to avoid mean plagiarism; and wherever we have borrowed, the debt has carefully been acknowledged.

The first hint of the chapter on Toys was received from Dr. Beddoes; the sketch of an introduction to chemistry for children was given to us by Mr. Lovell Edgeworth; and the rest of the work was resumed from a design formed and began twenty years ago. When a book appears under the name of two authors it is natural to enquire what share belongs to each of them; all that relates to the art of teaching to read in the chapter on tasks, the chapters on grammar and classical literature, geography, chronolo gy, arithmetic, geometry and mechanics, were written by Mrs. Edgeworth and the rest of the book by Miss Edgeworth. She was encouraged and enabled to write upon this important subject by having for many years before her eyes the conduct of a judicious mother in the education of a large family. The chapter on obedience was written from Mrs. Edgeworth's notes, and was exemplifi. ed by her successful practice in the management of her children; the whole manuscript was submitted to her judgement and she revised parts of it in the last stage of a fatal disease.

EXTRACTS

FROM AN ADDRESS TO THE PUBLIC

PARTICULARLY TO THE MEMBERS OF THE

Legislature of New-York,

PROPOSING A PLAN FOR IMPROVING

FEMALE EDUCATION

BY

EMMA WILLARD.

ADDRESS, &c.

The object of this address is to convince the public that a reform with respect to female education is necessary; that it cannot be effected by individual exertion, but that it requires the aid of the Legislature and further by showing the justice, the policy, and the magnanimity of such an undertaking, to persuade that body to endow a seminary for females as the commencement of such reformation.

The idea of a college for males will naturally be associated with that of a seminary instituted and endowed by the public; and the absurdity of sending ladies to college may, at first thought, strike

every one to whom this subject shall be proposed. I therefore hasten to observe that the seminary here recommended, will be as dif. terent from those appropriated to the other sex, as the female character and duties are from the male. The business of the husband is not to waste his endeavours in seeking to make his orchard attain the strength and majesty of his forest, but to rear each to the perfection of its nature.

That the improvement of the female education will be considered by our enlightened citizens as a subject of importance, the li berality with which they part with their property to educate their daughters, is a sufficient evidence; and why should they not when assembled in the Legislature, act in concert to effect a noble object, which, though dear to them individually, cannot be accomplished by their unconnected exertions.

If the improvement of the American female character, and that alone, could be effected by public liberality, employed in giving better means of instruction: such improvement of one half of society, and that half, which barbarous and despotic nations have ever degraded, would of itself be an object worthy of the most liberal government on earth; but if the female character be raised, it must inevitably raise that of the other sex: and thus does the plan proposed offer as the object of legislative bounty, to elevate the whole character of the community.

As evidence that this statement does not exaggerate the female influence in society, our sex need but be considered in the single relation of mothers. In this character, we have the charge of the whole mass of individuals who are to compose the succeeding generation; during that period of youth when the pliant mind takes any direction to which it is steadily guided by a forming hand. How important a power is given by this charge! yet little do too many of my sex know how either to appreciate or improve it. Unprovided with the means of acquiring that knowledge which flows liberally to the other sex-having our time of education devoted to frivolous acquirements, how should we understand the nature of the mind, so as to be aware of the importance of those early impressions which we make upon the minds of our children? how should we be able to form enlarged and correct views, either of the character to which we ought to mould them, or of the means most proper to form them aright?

or

Considered in this point of view, were the interests of male education alone to be consulted, that of females becomes of sufficient importance to engage the public attention. Would we rear the

human plant to its perfection, we must first fertilize the soil which produces it. If it acquires its first bent and texture upon a barren plain, it will avail comparatively little should it be afterwards transplanted to a garden.

In the arrangement of my remarks, I shall pursue the following order :

1st. Treat of the defects of the present mode of female education and their causes.

2nd. Consider the principles by which education should be regulated.

3rd. Sketch a plan of a female seminary.

4th. Shew the benefits which society would receive from such minaries.

Defects in the present mode of Female Education and their causes.

Civilized nations have long since been convinced that education, as it respects males, will not like trade regulate itself; and hence they have made it a prime object to provide that sex with every thing requisite to facilitate their progress in learning: but female education has been left to the mercy of private adventurers: and the consequence has been, to our sex the same as it would have been to the other, had legislatures left their accommodations and means of instruction, to chance also.

Education cannot prosper in any community, unless from the ordinary motives which actuate the human mind, the best and most cultivated talents of that community can be brought into exerc se in that way. Male education flourishes, because from the guardian care of Legislatures, the presidencies and professorships of our colle ges, are some of the highest objects to which the eye of ambition is directed. Not so with female institutions. Preceptresses of these are dependent on their pupils for support, and are consequently liable to become the victims of their caprice. In such a situation it is not more desirable to be a preceptress than it would to be a parent, invested with the care of children, and responsible for their behaviour, but yet depending upon them for subsistence, and destitute of power to enforce their obedience.

Feminine delicacy requires that girls should be educated chiefly by their own sex; this is apparent from con-iderations, that regard their health and conveniences, the propriety of their dress and manners, and their domestic accomplishments.

Boarding Schools, therefore, whatever may be their defects, furnish the best mode of education provided for females.

Concerning these schools, it may be observed.

1st. They are temporary institutions, formed by individuals whose object is present emolument. But they cannot be expected to be greatly lucrative; therefore the individuals who establish them cannot afford to provide suitable accommodations, as to room At night the pupils are frequently crowded in their lodging rooms; and during the day they are generally placed together in one apartment, where there is a heterogeneous mixture of different kinds of business, accompanied with so much noise and confsion as greatly to impede their progress in study.

2nd. As individuals cannot afford to provide suitable accommodations as to room, so neither can they afford braries and other apparatus necessary to teach properly the various branches in which they pretend to instruct.

3. Nother can the individuals who establish these schools afford to provide suitable instruction. It not unfrequently happens that one instructress teaches at the same time, and in the same room, ten or twelve different branches. If assistants are provided, such are usually taken as can be procured for a small compensation. True, in our large cities, preceptresses provide their pupils with masters, though at an expense which few can afford-yet none of these masters are responsible for the general proficiency or de. meanor of the pupils. Their only responsibility is in the particu lar branch which they teach; and to a preceptress who probably does not understand herself, and who is therefore incapable of judging whether or not it is well taught.