But again: not only is the female stopped in her studies at a time of life when she is becoming most capable of acquiring knowledge, but, even whilst at school, her studies are of a lighter character, contributing more to _accomplishment and grace_, but far less to intellectual vigor than those of the boy. Much of her time is consumed in music, painting, needle work, &c. while the boy is laboring over his Greek and Latin. I do not pretend to condemn this difference in education. It arises principally from the opposite position of the two sexes in society, as we shall soon see. But I would like to see a classical education become more fashionable among the ladies than it has heretofore been. I would not insist upon such studies at a later period of life, when the mind might be capable of mastering those of a higher and more useful order; but between the ages of ten and fifteen, there is nothing with which I am acquainted that can be so advantageously studied as the Latin and Greek. "The grammatical education," it has been justly observed by D. Stewart, "which boys receive while learning Latin, by teaching them experimentally the aid which the memory derives from general rules, prepares them for acquiring habits of generalization when they afterwards enter on their philosophical studies." I am happy to find the great authority of Mr. Stewart to be decidedly in favor of giving to females a classical education. In a foot note of Vol. III of Philosophy of the Human Mind, he says: "Latin, I observe with pleasure, is now beginning to enter more into the system of female education, and nothing could have so long delayed so obvious an improvement, but those exceptionable passages with which the Latin classics abound, and from which it is devoutly to be wished that the common school books were carefully purged, in editions fitted for the perusal of youth of both sexes." Not only, however, are boys confined to studies which invigorate and discipline the mind more thoroughly than those of the girls, but they are much more stimulated and encouraged by parents, guardians, and friends, to persevere in the arduous, and at first excessively disagreeable career of study and literary labor. Whilst the father is perfectly contented with the most superficial knowledge--with the little music, and the few graces and accomplishments which his daughter acquires at a boarding school--he watches narrowly the progress of his son. He stimulates him by every means to assiduity and exertion. He impresses upon his mind the important truth, that his standing, his career in after life, his ultimate success, all may depend upon these his preparatory exertions. It is to be expected, under this unequal system of stimulation, that the efforts of the boys will generally be greater than those of the girls.