when she is further told, that these young ladies owed their
_success_ entirely to the superiority of their accomplishments: she
will consider, for one moment, what is meant by the word success; she
will, perhaps, not be of opinion that "'tis best repenting in a coach
and six;" she will, perhaps, reflect, that even the "soft sounds" of
titled grandeur lose their power to please, and "salute the ear"
almost unobserved. The happiness, the permanent happiness of her
child, will be the first, the last object of the good and the
enlightened mother: to this all her views and all her efforts will
tend; and to this she will make every fashionable, every elegant
accomplishment subservient.

As to the means of acquiring these accomplishments, it would be
absurd, and presumptuous, to present here any vague precepts, or
tedious details, upon the mode of learning drawing, dancing, and
music. These can be best learned from the masters who profess to teach
them, as far as the technical part is necessary. But success will not
ultimately depend upon any technical instructions that a master can
give: he may direct the efforts of industry so as to save much useless
labour; he may prevent his pupils from acquiring bad practical habits;
he may assist, but he cannot inspire, the spirit of perseverance. A
master, who is not expected, or indeed allowed, to interfere in the
general education of his pupils, can only diligently attend to them
whilst he is giving his lessons; he has not any power, except that
pernicious motive, competition, to excite them to excel; his
instructions cannot be peculiarly adapted to their tempers or their
understandings, because with these he is unacquainted. Now a sensible
mother has it in her power to supply all these deficiencies; even if
she does not herself excel in any of the accomplishments which her
daughters are learning, her knowledge of their minds, her taste, her
judgment, her affection, her superintending intelligence, will be of
inestimable value to her children. If she has any skill in any
accomplishment, she will, for the first years of her daughters' lives,
be undoubtedly the best person to instruct them. By skill, we do not
mean superior talents, or proficiency in music or drawing; without
these, she may be able to teach all that is necessary in the early
part of education. One of the best motives which a woman can have to
cultivate her talents after she marries, is the hope and belief, that
she ma