Were human nature perfect, did all act up to the light they have received, did the great principles of the divine law “thou shalt love thy neighbour as thyself,” operate on the heart, the teacher would have an easy task, a delightful labour—In the ruined state of the human heart, when the holiest motives are unknown, he is obliged to seize upon the best that remain to accomplish the great object of public instruction. He has the stupid to arouse; the sluggish to excite; the idle to leave or _drive into_ a life of industry; the irregular to habituate to a life of method— To accomplish these important objects, & to induce our pupils to make the greatest possible improvement of the time and advantages allowed them, we have adopted a system of rewards & punishments founded on the principle of an emulation to excel. Our utmost endeavours have always been made to prevent this system of emulation from engendering an unholy ambition, and the approbation of parents, & the plaudits of an approving conscience, have been the motives most frequently exhibited, and most affectionately urged upon the minds of our scholars. Our object has been, not to make learned ladies, or skilful metaphysical reasoners, or deep read scholars in physical science: there is a more useful, tho’ less exalted, and less brilliant station that woman must occupy; there are duties of incalculable importance that she must perform: that station is home; these duties, are the alleviation of the trials of her parents; the soothing of the labours & fatigues of her partner; & the education for time & eternity of the next generation of immortal beings—Our design has been, to give our pupils enough of science to conduct the early education of their children and to relish the conversation of the scientific around them. Our greater aim has been, however, to cultivate the judgement & improve the taste, to produce a relish for reading, & especially to create a correct & elegant style in conversation & letters, where alone, with few exceptions, women can manifest the extent of their information. The formation of character; the acquisition of correct habits; the controul of tempers, & the restraint of appetites; the discipline of mind, that will lead to perseverance & industry, to order & system hereafter, are of more importance than the principles of science, than the refinements of manners, or the elegancies of Literature— To these objects have our exertions been extended—Every moral precept that could be drawn from science or literature; from the rewards & punishments of the school, from the daily occurrences of life, is applied to these great purposes—Feeling as we do, the importance of forming the habits & the character, at such early periods, we use all our endeavours to fulfill the responsible duties devolved upon us—