d other
similar, institutions, such females as are anxious to obtain a good
education, and are destitute of the means. If this enterprise is
continued, with the same energy and perseverance as has been manifested
during the last few years, that State will take the lead of her sister
States in well-educated women; and if the views in the preceding pages
are correct, this will give her precedence in every intellectual and
moral advantage.

Many, who are not aware of the great economy secured by a proper
division of labor, will not understand how so extensive a course can be
properly completed in three years. But in this Institution, none are
received under fourteen; and a certain amount of previous acquisition is
required, in order to admission, as is done in our colleges. This
secures a diminution of classes, so that but few studies are pursued at
one time; while the number of well-qualified teachers is so adequate,
that full time is afforded for all needful instruction and illustration.
Where teachers have so many classes, that they merely have time to find
out what the pupils learn from books, without any aid from their
teachers, the acquisitions of the pupils are vague and imperfect, and
soon pass away; so that an immense amount of expense, time, and labor,
is spent in acquiring or recalling what is lost about as fast as it is
gained.

Parents are little aware of the immense waste incurred by the present
mode of conducting female education. In the wealthy classes, young girls
are sent to school, as a matter of course, year after year, confined,
for six hours a day, to the schoolhouse, and required to add some time
out of school to learning their lessons. Thus, during the most critical
period of life, they are for a long time immured in a room, filled with
an atmosphere vitiated by many breaths, and are constantly kept under
some sort of responsibility in regard to mental effort. Their studies
are pursued at random, often changed with changing schools, while book
after book (heavily taxing the parent's purse) is conned awhile, and
then supplanted by others. Teachers have usually so many pupils, and
such a variety of branches to teach, that little time can be afforded to
each pupil; while scholars, at this thoughtless period of life, feeling
sure of going to school as long as they please, manifest little interest
in their pursuits.

The writer believes that the actual amount of education, permanently
secured by most