There are many, at the present time who suppose that the discipline of the female mind should be the same as that of the other sex, & that the same mode of education will answer for either. With this opinion I cannot entirely coincide: not because I have any doubts on the natural equality of the female intellect, or any jealousy of their superior mental attainments, or any prejudice against intellectual cultivation, but my belief is that mental discipline must be accommodated to the different stations, that man & woman are destined to occupy, & that many studies & employments, proper in the education of man, will be useless in that of woman. Still, the same general habits of intellectual exertion, the same attention to the cultivation of the powers of the mind are necessary to both. In both cases the memory is to be stored with useful facts, but not crowded with the unnecessary furniture, that a more technical knowledge of names would give; the imagination is to be checked in its career, & placed subordinate to the reason; habits of nice discrimination and deep research, of laborious & painful investigation, of accurate classification are necessary to both. Instructors are often asked by their pupils “of what use will the knowledge of such a science be to us?” The answer should be always ready “to discipline the mind,” & if it produce that effect, its aim is gained, tho’ of no radical utility in after life. Even if some royal road could be discovered to the acquisition of science, I still doubt its use to the young mind which needs the patient investigation of a difficult and abstruse study to strengthen its capacities, invigorate its faculties, & prepare it for similar contests in after life.—Every study, therefore, that will, in the education of man, produce this mental discipline, may be employed with equal advantage, in giving the same heathful tone & vigor to the female intellect. After this great object is attained, the most important in education, aside from the moral discipline of the heart, then the different employments & stations of the different sexes must be taken into consideration. The difference in their employments requires a diversity of personal qualifications, but not a difference of intellectual exertions. The object of female education is not to qualify woman to controul the councils of our nation, to command armies for our defence, to move forward the wheels of government, by their eloquence in the legislative hall, to regulate the science & literature of our universities, or to direct from the pulpit the immortal destinies of perishing sinners: no: the station of woman is less exposed, but not less valued. Her hall of legislation is the quiet home of her nursery, & her eloquence the power that moulds & forms the rising hopes of our country, & of the church. The whole duty of early education devolves upon her; & every thing, in her own discipline of mind, should tend to that one great point. Her own amusements the desire