I have expressed the belief, justified, as I think, by my own observation, that the prevalent system of Education, has had the effect of diminishing the number of instances wherein mothers teach their own children. Yet it is unquestionably true, that the progress and improvement which girls or boys either make at public schools, depend much more upon this domestic, elementary Education, than upon any subsequent course of scholastic discipline under which they may be elsewhere placed. First impressions, and above all, _those made by a mother_, are always more permanent than almost any that can be made at a later period of life, after parental instruction is changed for that of strangers. In confirmation of my own observations, teachers of great experience have assured me, that where natural talent has been equal, they have invariably found those pupils the most docile, most intelligent, most correct in their conduct, and best informed, who have longest received the benefit of a parent's tuition, although they may not actually have gone to school longer than others who have been taught only in public seminaries. It is therefore of the highest imaginable importance that the lessons given to children at home, previously to going abroad to school, should all be such as are calculated to give them good tempers, amiable dispositions, and sound moral principles; for unless this all essential work be performed under the parental care, it is rarely, if ever accomplished afterwards. The power indeed, of _feigning them_, may be acquired by the constant suggestion of worldly and prudential considerations; but the actual possession is scarcely ever gained under any other instructer than the parent. Nay, _how can it be_, when the proportion of pupils under public teachers, compared with the children of one mother, is often ten, fifteen, twenty to one; when the indispensable attention of the instructers to the usual scholastic exercises of their scholars, engages nearly their whole time; and when the forming the heart to virtue, the regulation of the passions, the strengthening the understanding and judgment, which are the only really valuable ends of all Education, cannot possibly be attained in the very short time commonly allowed for the public instruction, (at least of our daughters,) and under all the circumstances in which they must necessarily be placed at all large public schools. Hence, in a great measure, the numerous failures of the best public teachers to do what is too often expected of them; that is, in a few months, or even in a year or two, to reform the dispositions and characters of their pupils, at the same time that their minds are required to be stored with all imaginable learning; although the conviction alone of the vicious propensities and bad habits which they may have contracted at home, would require a much longer period than the whole time usually allotted for all scholastic acquirements put together. Public schools