minutes. The numbers attached to boys' names in the class-list, are all estimated alike. These numbers are never changed by precedence and improvement in learning. They remain fixed for the sake of order, and have not the slightest connection with the system of rewards and encouragement adopted in the school.

ON

FEMALE EDUCATION

AND

EMPLOYMENT.

THIS is indeed a subject of the greatest importance to society. It is important in itself: but, when we consider the many thousands of our countrywomen who are a prey to every vice, for want of a religious and guarded education, whereby their minds would be strengthened to resist the first assaults of temptation, the consequence increases beyond conception. I am fully persuaded that great numbers of the rising generation have had their morals vitiated by the depravity of their pa rents-sincerely sorry am I to have observed, that all their mothers have not acted as they ought to have done. A mother is a domestic character, and has a double influence on the father and on the children. The infancy of the rising generation of both sexes is entrusted to mothers; and they imbibe virtuous or vicious principles from them, as soon as reason begins to dawn. When so large a number of the females of the present day, have been educated in the sink of vice and corruption, is it any wonder that the contagion should extend to their offspring? Can any thing but a religious and guarded education be found likely to improve the K

female character, and restore it to its proper rank in society? Are not the generality of the poor female youth untaught, or badly taught? Does their education qualify them for the stations they were designed to fill in society? Are they principled in the sacred truths of our holy religion? Are they trained to habits of virtue and industry-or, are they deserted and neglected? Is it not common among the lower ranks of society, for the boys to be well educated, and for the girls to be kept in ignorance? It is but in vain we look for fruit from ground uncultivated-we shall find nothing but briars and thorns. If females are more in need of protection than the other sex, they ought surely to experience it. But is this the case, in regard to education, or not? Take for answer, that forty thousand impures drag on a miserable existence in the metropolis of this nation; and, if there is any feeling and benevolence yet left unexhausted, let something be devised to lighten this intolerable load of human misery. Let public, if not national benevolence, alleviate the consequences of this dreadful profligacy; and, let the national eye be directed to the education and employment of females, as a means to obviate the evil in future. The hand of Providence has already visited us-we know not how soon we may again be visited in righteous retribution. If national crimes entail national calamities on their authors, may I not ask if this evil, in its origin, in its progress, and in its dreadful conclusion, is not a national evil, committed by some, connived at and tolerated by others; and, however it may be mentally felt, nothing but cold pity is extended-nothing is known like effectual relief? And if it is a national evil-unless we amend, what are we to expect? Have not the nations around us been awfully, yea dreadfully, visited-and, if we are treated according to our deserts, it is possible

the sword of indignation may be whetted, or the glittering spear may be furbished against us also. It therefore becomes us, as thinking men and Christians, to break off our sins by righteousness, and our iniquities, by showing mercy to the poor. If so be, it may be a lengthening of our tranquillity; and, if we seriously think on these things, we must see it not only our solemn duty to ameliorate the condition of the poor, but to prevent the growth of evil, by giving a religious, guarded education to their youth, especially females.

The object of education and industry is to qualify youth for future life. On this plan education includes all that is needful to that important end; but, does the common routine of school education include this? The complete education of a female consists in a knowledge of reading, writing, and the elements of arithmetic; the art of cutting out garments, both linen and woollen; various kinds of needle-work; a knowledge of the domestic duties of servants; and a familiar acquaintance with the principles of Christianity. In giving this education to female youth, practice must be considered more than theory; but not to the exclusion of theory which has practice for its basis.

I have not been much in the habit of attending to female education, till lately. I have not had much experience, but I have had enough to convince me, that the methods of teaching reading, writing, arithmetic, &c. which I have seen applied with so much success to boys, are equally applicable to girls. I recommend that, in schools for females, where learning and industry are combined, one part of the day should be entirely devoted to learning, without the interference of any other object. When one thing is pursued at a time, perfection is sooner obtained, and the attention is more unembarrassed, than when it is distracted by a diversity of objects.

This applies not only to the scholars but to the teachers. When a schoolmistress has to teach some children to read, and others to work, at the same time, a number must be waiting in idleness, for directions how to proceed; but, if one half the day is entirely dedicated to work, and the other half to learning, instead of mixing them indiscriminately together, each object is rendered much more simple, easy, and sooner attained. Another advantage is, that it admits of two systems of classification: one for learning, and another for industry. All the children who work at the same kind of work, may be classed together; and emulation may be created among them, who shall work best for precedency, and for a picture, or some trifling prize.

Two kinds of classes are needful: one for work, and one for learning; and yet, both systems of classification being totally different, cannot be in practice together, without interfering with each other. But this arrangement supersedes every obstacle, and gives full effect to the united plans of learning and industry, without difficulty, and without confusion. If we wish to save thousands of female youth from ruin, it can only be done by training them in the knowledge of Christianity. In doing this, new sources of industry must be opened, and the question is, "How, and in what way, are these sources of industry to be found."

There is one in particular I could recommend, which is, the colouring of botanical and other prints an employment that naturally belongs to girls and women; and is already pursued by some females with success. It is a thing that might be taken up and pursued by the Ladies' Committee, with much success. It is but for them to design a series of instructive prints on any subject; and, for these prints to be coloured by youth. If the designs and colouring are well executed, the demand