be her situation on arriving at
womanhood? Must she assume responsible stations? Have we here the germ
of the conjugal tie, and the elements of maternal influence? How then
can we forget these relations, and train a being fit only to bask in the
beams of praise? Let not this be. Address now the same motives as you
must in subsequent years. If there must then be self-denial, toil, and
care, for the love of humanity, leave not the young heart, at this
stage, to become steeped in selfishness. Let the glory of God and the
good of man become now solemn and effective considerations.

We come here to speak naturally of the Place, the theatre, on which the
young female must be educated.

It is to be done partly in public, at the schools instituted for this
purpose. But I do not design to enter the halls of science and
literature. I would rather, adverting here to the conclusion of her
studies, confine myself to the use which a young lady should make of the
education she has received at school. The advantages, now enjoyed by the
youth of our land for mental culture, are rare. Parents are solicitous
that their children should spend much time at the seats of learning. The
daughters are receiving a far higher intellectual training than their
mothers enjoyed. But is this all a sure good? Have the thousand rivulets
of learning that now flow fast by our homes, sprung all from a crystal
fount? Do they, in a word,--for that is the test question,--so penetrate
the life and soul of the young, as to give them solid, practical
excellence? I fear not.

Much is said about "finishing the education." And finished, in one
sense, is that of many females in this age. For, between their school
culture and their subsequent character, there is as little connection
as between the body and its dress. The school-room is left, and the
garment, so beautiful to the eye, falls at once off. Into the centre and
essence of the individual's being, the permanent character, nothing has
passed. The books once studied are gladly thrown aside. Not a single
motive is felt, to press forward in the noble work of self-education.
Languages have been learned; but their great object, as keys to the
study of foreign literatures, is left unanswered. History is a dull
theme; philosophy is merged in the newest novel; dress and gossip, a
little fancy needle-work, and a world of castle-building,--oh! it is
sad; it is humiliating; would to God it were false. I speak to the wise