ction, is the primary object to be sought in preparing
American women for their arduous duties; duties which will demand not
only quickness of perception, but steadiness of purpose, regularity of
system, and perseverance in action.

It is for such purposes, that the discipline of the Mathematics is so
important an element in female education; and it is in this aspect,
that the mere acquisition of facts, and the attainment of
accomplishments, should be made of altogether secondary account.

In the Institution here described, a systematic course of study is
adopted, as in our colleges; designed to occupy three years. The
following slight outline of the course, will exhibit the liberal plan
adopted in this respect.

In Mathematics, the whole of Arithmetic contained in the larger works
used in schools, the whole of Euclid, and such portions from Day's
Mathematics as are requisite to enable the pupils to demonstrate the
various problems in Olmsted's larger work on Natural Philosophy. In
Language, besides English Grammar, a short course in Latin is required,
sufficient to secure an understanding of the philosophy of the language,
and that kind of mental discipline which the exercise of translating
affords. In Philosophy, Chemistry, Astronomy, Botany, Geology and
Mineralogy, Intellectual and Moral Philosophy, Political Economy, and
the Evidences of Christianity, the same textbooks are used as are
required at our best colleges. In Geography, the most thorough course is
adopted; and in History, a more complete knowledge is secured, by means
of charts and textbooks, than most of our colleges offer. To these
branches, are added Griscom's Physiology,[E] Bigelow's Technology, and
Jahn's Archaeology, together with a course of instruction in polite
literature, for which Chambers's English Literature is employed as the
text-book, each recitation being attended with selections and
criticisms, from teacher or pupils, on the various authors brought into
notice. Vocal Music, on the plan of the Boston Academy, is a part of the
daily instructions. Linear drawing, and pencilling, are designed also
to be a part of the course. Instrumental Music is taught, but not as a
part of the regular course of study.

To secure the proper instruction in all these branches, the division of
labor, adopted in colleges, is pursued. Each teacher has distinct
branches as her department, for which she is responsible, and in which
she is independent. One teach