male exertions. By being enabled to see, more clearly, the peculiar obligations which devolve upon you, in your various relations, and to discern the boundary between your duties, and those of the other sex, shall it be, that you will the more seek to pass that barrier, which the Almighty himself, in the peculiarities of physical, as well as mental, constitution, has established between the sexes? You are not called upon, to lead armies, to make and execute laws, and to preside over public safety; but you may be called upon, to preside over the domestic circle, to regulate families by your wisdom, and to guide and enlighten the youthful mind. In the proper performance of these duties, will you need all that clearness of reason, and solidity of judgement, to which a thorough and wellconducted education may conduce. The object, in all attempted improvements in female education, should not be, to lead woman from her own proper sphere, but to qualify her for the better discharge of those duties which lie within it. It is for you to prove, by meek and gentle manners, by your pious walk and conversation, that the daughters of Eve may eat of the tree of knowledge, without danger, or sin. No law, divine or human, forbids that the female mind should seek to penetrate the mysteries of science; and may we not hope, that the sad consequences of the disobedience of the first woman will, in some degree, be averted from the earth, by enlightening the minds of her daughters?

But we have wandered from our immediate subject, in following a train of thought, which naturally presented itself. We have spoken of the origin and meaning of geometry. It remains briefly to trace its progress. From Egypt, it is said to have been carried to Greece, by Thales, who, not satisfied to teach the Greeks what he had learned from the Egyptians, enriched the science with many propositions of his own. Pythagoras afterwards sucessfully cultivated geometry, and added to it, among other propositions, that of the square of the hypotenuse. Anaxagoras and Plato studied to explain the quadrature of the circle; but Euclid, who lived four hundred years before Christ, and fifty after Plato, collecting all the truths

that his predecessors had discovered, and adding many of his own propositions, may be considered as having established the science on a firm foundation. Of all sciences, none now remains, so nearly as it existed in ancient days, as that of geometry. The work of Euclid, although many improvements have professedly been made, still remains much as he left it.

When natural philosophy is illustrated by mathematical science, we term the study, mixed mathematics; here is made a practical application of algebra and geometry. You should, as far as possible, connect with your investigations, the idea of actual substances; for the mere theory of mechanics or optics is of little use, without a knowledge of their applications to the common objects around you. I recently heard a young lady, who had studied optics, call that a shadow upon the water, which was a reflection. Females are not, in general, as practical as the other sex; they are much less abroad, where the operations and phenomena of Nature may be observed, and they find it more difficult to transfer their views from books to Nature. You may learn much practical science from an unlettered farmer or mechanic, who, although he could not explain the principles of motion and force, by mathematical demonstrations, might yet teach you many useful facts, acquired by experience and observation.

In concluding this chapter, I would remark, that it is far from my intention to depreciate those many excellent and elevated women, who have honorably discharged their duties in life, without a knowledge of mathematics, or without those advantages for mental improvement, which females, at the present day, enjoy. Such cases do not invalidate any of the arguments we have offered on this subject. These are the very women, who, with lofty views of female duty and influence, and a sense of the weakness of their sex, would be the first to plead that they might be better fitted to discharge their duties, to exert a more beneficial influence, and that their minds might be strengthened and enlarged, by a judicious and liberal education.

CHAPTER XXIII.

RHETORIC.-CRITICISM.-COMPOSITION.

THE studies of rhetoric and criticism are more especially designed for the cultivation of those faculties of mind, called taste, and imagination. Taste, by many writers, has been termed a simple, independent power, or sense. By Dr. Brown, it is considered as a complex state of mind, which may be analyzed into judgement, and emotion. The human mind is formed with a susceptibility of certain emotions, as beauty, sublimity, and ludicrousness ; these are the emotions on which taste chiefly depends, or which, in conjunction with judgement, constitute taste. Thus, a painter, having experienced the emotion of beauty, exercises his judgement in forming such combinations as may produce, in others, the same emotion. A poet must have experienced emotions, before he can, by an effort of art, produce them in others; and he exercises his judgement, in the selection and combination of his images, no less than the chemist, who puts together substances, in order to produce a certain result. That is, both the poet and chemist judge of the fitness of ideas, and of objects, to produce their determinate effects.

For a clear and interesting explanation of the elements of taste, and of its three most essential qualities, refinement, delicacy, and correctness, I would refer to you 'Newman's Rhetoric,' an interesting and useful work, in which the author has taken up the subject in a philosophical and practical manner. He at once informs the student, that the art of writing well is not to be obtained by a set of rules, but that "the storehouse of the mind must be well filled; and he must have that command over his treasures, which will enable him to bring forward, whenever the occasion may require, what has been accumulated for future use. He dwells, particularly, upon the necessity of mental discipline, especially the previous cultivation of

the reasoning powers; and observes, that "the student, who, in the course of his education, is called to search for truth, in the labyrinth of metaphysical and moral reasonings, and to toil in the wearisome study of the long and intricate solutions of mathematical principles, is acquiring that discipline of the mind, which fits him to distinguish himself as an able writer."

The different branches of knowledge, which we have already considered, are all conductive to one great end,that of enabling a person to compose with elegance and facility. And is this an object of little importance, even to our sex? We use the pen, as our tastes, genius, or mental acquirements, direct. Even the composition of a simple note of ceremony attests the fact of mental cultivation, or the want of it; and a letter, on the most common subject, plainly indicates what has been the writer's education. Higher efforts of mind, such as stories for children, religious tracts, and works in the various departments connected with education, are now considered as within the scope of female talents. But it must be remembered, that these talents should be cultivated, with the most assiduous care; that the various fields of knowledge should be explored, as far as possible, in order to become a successful candidate for literary distinction. The time has gone by, when a publication meets with indulgence, because its author is a woman. We must now expect to be judged by our real merits, and titles to approbation.

Grammar and rhetoric bear to each other an intimate relation. The former teaches the method of speaking and writing with accuracy; the latter, of arranging thoughts with propriety and elegance. The science of rhetoric is founded upon observations of the nature and operations of the human mind, and by a critical analysis of the style, and an examination of the methods of arrangement, of those authors whose works have been most generally approved. The chapter on literary taste, in Newman's Rhetoric,' is well written, and calculated to give just ideas of the peculiar merits of different authors; it also happily illustrates the proper use of rhetorical figures. The chap

ter on style is an interesting exposition of the qualities of a good style, and the modes of writing which characterize different individuals. This little work leads the pupil, in an easy and simple manner, to a knowledge of the rules and principles of rhetoric, and has the merit of more originality, than many school books, which profess to be improvements.

Blair's lectures on rhetoric have been deservedly popular. They are written in a pure and concise style; but the larger work is too voluminous for beginners, and the abridgement, as is usually the case with abridgements, is a mere skeleton, without suitable illustrations.

In pursuing the study of rhetoric, as in other branches of education, you should make it your constant aim to render your knowledge practical. You should examine authors, with a view of discovering their peculiar beauties or defects, and notice their use of the various figures of speech. This might be rendered interesting, as an amusement. When young ladies are passing leisure hours together, they might ask each other to point out, in any work before them, comparisons, metaphors, antitheses, or other figures. The suggestion, and proper uses, of figures, must be the result of much practice in composition, as well as the fruit of learning. The study of rhetoric will not, alone, give the power of writing with ease and elegance this requires a knowledge of books, of Nature, and of the human heart; a habit of deep and serious reflection; and a taste, at once delicate and refined.

Criticism.

Criticism is properly a department of rhetoric, but it has been treated separately, by some distinguished writers. The best works on this subject are those of Kames, Alison, and Campbell. 'Kames's Criticism' contains much valuable philosophy. The author appears to have studied the human heart with considerable success; his style is agreeable, and he carries his reader along with him, in an easy companionship. The study of this work is an excellent preparation for mental philosophy; indeed, it was, by the author, designed to hold a middle rank,