field, still the palm of victory was not openly awarded him till after he had declared himself upon the power of TRUTH;—and then the whole assembly gave a shout of approbation and applause.

Wherefore, seeing the question was not expressly and fully decided in the Persian court, and that it still is open to remark and discussion, I will venture to hazard a few thoughts upon it.

Granting then, what hardly admits of doubt, that, in the comparative view of the sexes, women are strongest—it is but fair to state, on the other side, that they seldom seem to know exactly where, and in what their great strength lies; and for this reason it is, that they so often meet with sore discomfitures and defeats. When woman contests it with man in his own rough'way, there are more than ten chances to one against her. In playing the man she is no match for man. Her masculine air and manner, move only his laughter and contempt. Instead of taking fright at her violent vociferations, her menaces, and the glare of rage in her visage, nothing, except love and esteem, is further from his heart than fear. She renders herself no less impotent than disgusting; unless she happens to be yoked with one possessing neither nerve nor gristle-in which case, such a victory over such a husband could afford her but a worthless triumph at best.

The legitimate strength of woman lies quite the other way. Almost ever it exerts itself to the best advantage on the heart and will of man, or in gently taking his mind prisoner, rather than in stout attempts at subduing his physical powers. Woman is strong in proportion to her seeming weakness. In willingly and cheerfully yielding to man his due prerogatives, she takes the readiest way of ensuring her own. By leaning on his arm she makes that arm her's, and nerves it for her own support and defence. It is her fidelity, her modesty, her sweetness, her soft persuasive force, both in word and deed, which render woman invincible, and invest her with a kind of paramount power.

Nor is this a thing of art, or of cunning contrivance : so far otherwise, even the least appearance of art would spoil the whole compound. It is only to act the wo

man naturally: it is only to act the well-instructed, well-principled woman, in a manner truly consonant to the peculiar station and distinct qualities of her

sex.

CHAP. LXII.

Of Moral Education.

FEW subjects have employed a greater number of tongues and pens than that of Education, and yet few subjects are so generally misunderstood. Most admit the importance of education, though perhaps scarcely one in twenty is sensible of the full meaning of the

term.

Education in the common or popular acceptation, is made to mean mere learning. So that when people talk of education, they generally understand by it little or nothing else than teaching children reading, writing, orthography, grammar, arithmetic, and so on; and when they have got these, and whatever else of learning that is taught in the schools, they are accounted well educated, and it is thought to be altogether their own fault if they fail to act well their part upon the stage of life. Often it is said that such and such youths have an excellent education, when nothing farther is intended by it than their having been accurately taught in the rudiments of what is called learning.

But, that learning is not the whole of education, nor even the most essential part of it, is a truth evinced by the divine testimony concerning Abraham, which here follows:-"I know him, that he will command his children and his household after him to do justice and judgment."

Abraham, one of the greatest and best of the race of Adam, was peradventure, of all men the most careful to train up his children in the way they should go; and his unequalled care in that respect, was the means of entailing distinguishing blessings upon his posterity. Yet, till several ages and centuries after Abraham's

day, nothing which we call learning had existence in the world. There were no writers nor readers: not even the letters of the alphabet were known by any body living.

by no means meant to be regarded as one of far more to be valued Indeed we can hardly

What has been said above, is depreciate learning, which is to the choicest of human blessings; than treasures of gold and silver. be sufficiently thankful that we live in an age so far exceeding all former times, in the facility of the means of imparting learning to the rising generation, and for zeal ous co-operations to diffuse it among all classes of society. A happy prospect will this open, provided the means be directed to the right end. Otherwise, giving children learning, makes them wise but to do evil; for the increase of faculty effected by learning, will be turned to good or ill, to benefit or mischief, according to the direction it receives in the early years of life.

Now, as learning only supplies ability, the great thing is, to turn that ability to good account; to prevent its running into mischief, and to incline it toward things that are excellent. For what though one had all the learning of the schools? So much the worse would it be for himself and for society, if his inclination led him to make a vile use of it. Though a man have all knowledge, if he have not sound moral principle with it, he is the more dangerous and pestilent, in proportion to his superior advantages and faculties.

Every day's experience gives proof of this. The fraternity of forgers, swindlers, and cheats, so numerous and formidable at the present instant, consists, for the most part, of men of good education, as far as mere learning is to be regarded. Of that they have more than an equal share. But their early moral education having been neglected, their learning is a curse to themselves and to all about them. Who would not choose his son should rather never learn to write, than be tempted and led by means of his adroitness in penmanship, to the commission of felonious deeds that would fix him in "durance vile" for years or for life? And who can reasonably expect that the learning given his children will not be abused to their own shame and to

the shame of their kindred, unless he takes at least as much pains to shape aright their moral frame, as in schooling them?

Moral education, without which there is nothing of literature or of science but is liable to be perverted -to the worst purposes, is to be begun from the cradle. The first step is to teach the infantile subject implicit obedience to parental authority; and then, to rule with such moderation and sweetness, that it shall entirely trust and love the hand that guides it. In this way, the good impressions made upon the young mind, are likely to be indelible, and there is ground to hope that the moral and religious instructions you instil, will sink deep in the heart. Nor is it precept alone that will suffice. Though "precept upon precept" be given children, and their memories be stored with moral and religious lore of the purest kind, it will be of little avail except a corresponding example be daily presented before their

eyes.

"It is well known to the students in ornithology, that the younglings of singing birds listen to the old ones, and carefully learn their notes. And this propensity to imitation, is no less obvious in children. Like those little birds, or rather like little apes, they are prone to mimic whatever is done or said in their presence, and especially the ways and manners of their parents and instructers. So that the example set before them by those who have the care of their education, together with that of their young companions, has, of all human means, perhaps, the greatest influence in forming and fixing their characters for life.

In closing this subject, I will venture to throw out a few hints on a particular, to which has been paid far less attention than it obviously deserves.

The education of our youth should be adapted to the nature of our government. A free people, whose rulers by election proceed from themselves, have virtues to maintain as well as rights to defend; and unless they pay assiduous attention to the former, they must inevitably lose the latter: the only sure foundation of their liberty being an enlightened morality pervading the general mass. Nor is this all. In educating the rising

generation, which will soon succeed to the present busy occupants of the stage, besides teaching them useful learning in such measures as their various conditions and occupations may require, and besides the careful inculcation of religion and morality, which is the elixir of life to a community: there should be woven into their principles and habits, the republican virtues of industry, economy and frugality, together with practical patriotism; the patriotism, which consists in the assiduous discharge of all the social duties; which venerates our republican institutions, and makes the public good its paramount object; a patriotism which the female part of the community are capable of cherishing and promoting in a superlative degree by their united influences and examples.

Though human nature is radically the same every where, the variant modes and customs of different nations give it a diversified appearance; pomp and grandeur are in the natural appendages of monarchy, while simplicity or plainness, is a natural characteristic of a free republic, which ever assimilates to monarchy in proportion as it apes its manners and arrays itself in its trappings. It is therefore of no small importance that our customs, manners, and habits, be congruous with the genius of our political institutions, or that there be a distinct nationalness in the American character; and this can be effected only by a general system of education possessing in certain respects, republican peculiarities.

Such was the manner of Athens and Sparta; whose youth however, in one most important. respect, were incomparably less privileged than ours, who, not left to nature's light alone, have an unerring guide in the Star of Bethlehem-who are blest with a system of religion and morals, which, wrought into the hearts and practice of the general community, would contribute, more than all other means, to exalt its condition and secure its freedom.

It may be laid down as a maxim which should be engraven in the minds both of the rulers and the people, that the strongest bulwark of liberty is moral force, consisting in the united influences of knowledge and virtue.