But what time do modern girls have for the formation of quiet, domestic habits? Until sixteen they go to school; sometimes these years are judiciously spent, and sometimes they are half wasted; too often they are spent in acquiring the _elements_ of a thousand sciences, without being thoroughly acquainted with any; or in a variety of accomplishments of very doubtful value to people of moderate fortune. As soon as they leave school, (and sometimes before,) they begin a round of balls and parties, and staying with gay young friends. Dress and flattery take up all their thoughts. What time have they to learn to be useful? What time have they to cultivate the still and gentle affections, which must, in every situation of life, have such an important effect on a woman's character and happiness? As far as parents can judge what will be a daughter's station, education should be adapted to it; but it is well to remember that it is always easy to know how to spend riches, and always safe to know how to bear poverty. A superficial acquaintance with such accomplishments as music and drawing is useless and undesirable. They should not be attempted unless there is taste, talent, and time enough to attain excellence. I have frequently heard young women of moderate fortune say, 'I have not opened my piano these five years. I wish I had the money expended upon it. If I had employed as much time in learning useful things, I should have been better fitted for the cares of my family.' By these remarks I do not mean to discourage an attention to the graces of life. Gentility and taste are always lovely in all situations. But good things, carried to excess, are often productive of bad consequences. When accomplishments and dress interfere with the duties and permanent happiness of life, they are unjustifiable and displeasing; but where there is a solid foundation in mind and heart, all those elegancies are but becoming ornaments. Some are likely to have more use for them than others; and they are justified in spending more time and money upon them. But no one should be taught to consider them valuable for mere parade and attraction. Making the education of girls such a series of 'man-traps,' makes the whole system unhealthy, by poisoning the motive. * * * * *