wledge of what life is, and
what is due to her and from her in all the relations of life, has a
thousand chances for happiness through life unknown to the belle of the
boarding-school, who, away from home influences, is artificially
educated to be in all things prominent before the world, and entirely
useless in the discharge of domestic duties. She may figure as the
lady-president or vice-president of charitable associations, or the
lady-president of some prominent or useless society; but never as a
dutiful, devoted wife, or affectionate, instructive mother to her
children. Her household is managed by servants, and about her home
nothing evinces the neat, provident, and attentive housewife.

The whole system of education, as practised by the Protestants of the
United States, is wrong; religious prejudice prevents their learning
from the Catholics, and particularly from the Jesuit Catholics, who are
far in advance of their Protestant brethren. They learn from the child
as they teach the child. In the first place, none are permitted to
teach who are not by nature, as well as by education, qualified to
teach; nature must give the gentleness, the kindness, and the patience,
with the capacity to impart instruction. They learn, first, the child's
nature, the peculiarities of temper, and fashion these to obedience and
affection; they first teach the heart to love--not fear; they warn
against the evils of life--teach the good, and the child's duties to
its parents, to its brothers and sisters, to its teachers, to its
playmates, and to its God. When the heart is mellowed and yields
obedience in the faithful discharge of these duties, and the brain
sufficiently matured to comprehend the necessity of them, then
attention is directed to the mind; its capacities are learned and
known, and it is treated as this knowledge teaches is proper: it is, as
the farmer knows, the soil of his cultivation, and is prepared by
careful tillage before the seed is sown. The vision of the child's mind
is by degrees expanded; the horizon of its knowledge is enlarged, and
still the heart's culture goes on in kindness and affection. The pupil
has learned to love the teacher, and receives with alacrity his
teaching; he goes to him, without fear, for information on every point
of duty in morals, as on every difficult point of literary learning. He
knows he will be received kindly, and dealt with gently. Should he err,
he is never rebuked in public, nor h