demned to utter ignorance, and those where their faculties of mind are cultivated, though but partially.

No true woman ever considered it derogatory to her, that she did not exercise the same kind of influence, or engage in the same employments as men--she only asks to have her own duties elevated to a corresponding rank; to have them considered important and rational; and to enjoy that equality of education which shall invest her with the dignity of a reasoning being. And it is the tendency which such works as the one before us must have, in accelerating this revolution in public sentiment, already begun, which renders it, in a high degree, deserving the attention of women. It shows the true method by which they may give importance to their station, the practical manner by which they may obtain their full share of influence and privileges.

The author, an Englishwoman, tells us she was the mother of six children; three sons and three daughters; that she endeavored to educate these children, and kept a diary of all she tried and all she effected for twenty years, and has published the book as the result of her experience; hoping the hints may prove useful to others. We hope they will-we hope many American mothers will be induced to follow so admirable an example. We have often thought, that if the philosophy of mind was ever perfectly developed, it would be the work of some highly intelligent, affectionate, attentive and indefatigable mother. What philosopher has, like her, the power of watching the progress of intellect? She has done more than see ideas unfolded; she has implanted them-she has watched the beginnings of reason she has assisted the first efforts of thought--she has, so to speak, made a mind—and she might know,--she ought to know every step in the mighty work; and trace every clue in the operation. O, it is lamentable that women, mothers should be ignorant, when the minds, the passions, the destinies of their children, depend so much on their influence and example.

We think this work more valuable as a pattern of perseverance in a course of maternal instruction, than for any new ideas on education. It has another merit; it is better adapted to our state of society, our republican habits of thought, than European works usually are. Still, there is a deficiency in one important particular. In the enumera

tion of books necessary to be read, from four years old to twenty, not a volume relative to America, or its history, is named. This defect may be remedied by the mother, superintending the studies of her children; but we think it would have been better, had the American publishers adapted the work somewhat more particularly, which they might easily have done, to our own country. We are very earnest on this point of national literature; and think it of the utmost importance to our mental independence, that American children should be early imbued with associations connected with their country. Our own writers and publishers, who judiciously foster this taste, are deserving of every encouragement.

We give a few extracts, from which may be gathered the spirit and tendency of the work; but hope our readers will not rest satisfied, till they have examined and judged for themselves, of its character.

'Let not mothers fancy they have not time for educating their children. In the gayest and busiest life some portion can be at command; and in the disposition of time, can any claim be more imperative?

Let not mothers fancy they are not capable of instructing their children. Let them look at the list of what is to be taught. Let them remember that a well-grounded initiation is the chief business claimed. Let them recollect how many excellent books can be found to assist their efforts. Let them be aware that, as they proceed in teaching, they will advance in learning; and, above all, let them deeply feel that, in the elementary part of education, none other can do so well.

Fenelon thus briefly sums up the qualities necessary to form a good preceptor :-'Let him have at least a correct moral sense, an agreeable disposition, and a true fear of God;' qualities very common, and very attainable. Mothers need not regret they can only teach the rudiments of learning. In some walks of life, that, followed by the after efforts of the pupil, will suffice. Where higher excellence is demanded, masters must be called in. Few, if any individuals are so highly gifted as to understand all things. The teacher who bounds his study to one art, must teach that art with more skill than he who engages in many.

Let not mothers fear the result of their labors; if patience, perseverance, and unremitting attention have been exerted, it will assuredly be favorable. A mother best knows the powers of her children, and can adapt her demands upon their attention accord

ingly. She can explain herself appropriately to the capacity of each of her pupils; her love will teach her modes of instruction unknown in schools; her solicitude will guide her to instil what is wisest, discreetest, best."

Children rationally educated, often appear to make a slower progress than those taught at schools. The fact is, that they are fundamentally taught. That building will stand the most firmly, the foundations of which are the deepest, but it will rise the most slowly from its profound and secure basis.

As some encouragement to mothers desirous of being the first preceptors of their children, it will be as well to state, that a lady, after having given the rudiments of learning to the elders of her family, partly in the wish of making an experiment, and partly in the hope of benefiting the younger members, gave up their initiation to masters. After the lapse of a reasonable time, she found, on inspecting the progress of her pupils, that it was by no means so advanced, as in those she had herself initiated, at the end of the same lapse of time. Having kept memoranda of dates, ages, &c., she was enabled to be very exact in making her calculations and inferences. The masters she employed did not appear to have been deficient; but perhaps it is not easy for a superiorly gifted teacher to stoop to the drudgery of initiatory instruction. Whatever the cause, such was the fact. And be it remembered, that the mother's is a daily lesson, that of the master twice or thrice a week, or perhaps only weekly."

"Truly it is not so much on the superior talents, as on the patience, perseverance, and common sense of the mother, that success in education depends. This is a consoling consideration, for these three requisite qualifications are pretty generally possessed, and, if not possessed, may be very easily acquired."

"Children can be early made to feel and understand that they can do nothing without time, and that to make the best of time, it must be regulated. Beginning with short periods of study and occupation for very young children, let such periods be lengthened annually, until six or eight hours are daily apportioned to useful and improving employment. If possible, by twenty, let the appropriation of eight hours to business, mental or bodily, be fixed into a habit.

Adults will be struck with the suggestion of mental improvement continuing to almost the close of life; not finishing at the best period of mental vigor. Before twenty, the rudiments of all knowledge can be most efficiently laid; but, after twenty, the intellects are most capable of the highest and noblest efforts. Hence we see the necessity of early inculcating a desire for knowledge, and a conviction of its usefulness; since only after the period of

usual pupilage, is the mind in its best vigor, and is then, therefore, only to be advanced by voluntary study.

A truly well-educated young woman ought to form some such standard as the following, for the result of her studies :—

To read well, and write a good hand; to have a thorough knowledge of all needle-works, of arithmetic, of geography, of the French language.

To possess considerable acquaintance with general history, a closer intimacy with that of her own, and to be familiar with the best poetry, travels, essays, &c.

To acquire an improved skill in any one branch of painting or drawing; as excellence in painting flowers,' or 'drawing landscapes,' or 'sketching heads.'

To attain a moderate execution of music, with correct time and pure taste, so as to please others and amuse herself.

Also some insight into the Italian language, botany, natural history, and all the branches of natural and experimental philosophy, as astronomy, &c.

Perhaps a peep into mathematics and the Latin language.

SCHOOL FOR YOUNG LADIES.

Mrs. A. M. Wells is about opening a Female Seminary at Windsor, Vt. The writings of this amiable and intelligent woman, particularly her pure poetry, have made her name extensively and favorably known, and she can hardly fail of encouragement in an enterprise in which she has engaged from the most laudable motives.

The daughters of a house are its dearest treasures; and we know of no station more delicate, arduous and responsible than that of the woman who undertakes to form the minds, morals and habits of young females. Mrs. Wells, by her virtues, talents and accomplishments, seems gifted for the task; and moreover, she has that experience which the practice of maternal instruction bestows. No education developes so fully and efficiently the powers of reason and judgment in a woman, as the training of her children; and we should unhesitatingly give the preference to a mother, when placing our daughters entirely under the care of a female guardian and instructor. The village Mrs. Wells has selected for her school, has many attractions. Few towns in New England, for salubrity of situation, and romantic and picturesque scenery, surpass Windsor. It is the land of mountain and of flood;' and young misses from the city would find a residence there conducive to the strengthening of the mind, as well as the constitution. For terms, &c. see the Magazine Advertiser.

LITERARY NOTICES.

THE TALISMAN; A TALE FOR BOYS. Boston. Wait, Greene, & Co. pp, 105. THE LITTLE PHILOSOPHER, OR THE INFANT SCHOOL AT HOME. By Erodore. Boston: Carter & Hendee. pp. 36. These books were both prepared for children, and apparently by those skilled in the useful and important task of training the infant mind. The Talisman was written by a woman, and mother, and is an exceedingly happy effort to impress correct moral principles on the young heart, and show the benefits of a deep, inwrought Christian feeling; such as may, by a good and judicious mother, be implanted in the bosom of every child. There is a very happy, though, probably an unintentional exemplification of the advantages, indeed, necessity, that women should possess an education qualifying them to understand the management of every department of business, and yet that their talents were not intended for display. Did not Mrs. Courtland, while superintending the affairs of her family during her husband's absence, and educating her children require as much mind, and one as well disciplined to fulfil her duties, as did her husband to support his station in the legislature? Yet who does not see the perfect propriety that her abilities should be differently employed from those of Mr. Courtland? Ladies may have sufficient and adequate exercise for all their faculties and learning, though acknowledged equal with those of the men, without encroaching on masculine employments.

The Little Philosopher is somewhat on the plan of Miss Hamilton's book of questions; and is intended to lead children to think, not to recite from memory what they have never endeavored to understand. The author does not subscribe to the doctrine that there are more things in heaven and earth, than are dreamed of in philosophy. He includes all things in the term. The following extract will show the manner of the writer; and as we think it an important one in the influence it will have on the preparing of children's books, we hope mothers, and those who feel interested in such subjects, will attentively consider it.

Mother. Come here, my little children; I have bought a new book, and am going to teach you Philosophy.

Ann. Oh, mother, a new little book; but it is too hard; we cannot learn Philosophy.

William. What is Philosophy, mother?

Mother. It is the first thing which children learn.

William. Why mother, the first thing? then it must be the a, b, c. Whe would think that would be called by such a name?