and she will soon feel that very much indeed remains in her own hands.

To become in course of time a wife and a mother, is, we may fairly assume, the ambition and expectation of every young woman.

Whether this wish is destined to be realised or not; or whether its fulfilment is certain to render her happy; are questions which I do not at present intend to touch upon. But, inasmuch as this is at once the wish of all and the actual destiny of many, it is as well to ask ourselves what part of the education received in the schoolroom is calculated to fit us for the duties which the position of wife and mother entails.

Giving to accomplishments the precedence which they obtain in education, we will just ask of what use the amount acquired before leaving school is, to the woman at the head of a family. Really, to witness the indifference which girls exhibit about keeping up or increasing their knowledge of languages, music, drawing, &c., we should be justified in coming to the conclusion that they had no other object in studying them at school than to be able to say,

“ I have learnt French," or

taught me the piano,” and that it was to obtain this valuable result their parents had expended so much money, and perhaps submitted to many personal sacrifices. For the sake of playing in company, indeed, or to wile away an idle hour, a young lady will perhaps continue to practise on the piano, or she may even occasionally draw a landscape or paint a group of flowers; but these occupations are no longer regarded as duties, and by the time her knowledge would be valuable to her, to enable her to direct the education of her children or to amuse her husband, she has got so "out of practice” that she might as well never have learnt at all. Let her parents take her to France and Italy too, a year or so after she has left the schoolroom, and although her governess may have assured them that nothing but French was ever spoken, and that in Italian also she had the true “ parola Toscana, bocca Romana," yet it is a chance if they find her able to hold the simplest conversation with a native of either country, even if she can accurately give any order.

In geography, history, science, it is the same thing. In the course of a year or two she has forgotten nearly all she ever knew, and as far as any practical benefit to be derived

om accomplishments, might as well never have been at school at all.

All this arises from the first error of supposing that her education is completed when she leaves school, when in fact it is but just commencing.

The object of the years passed in the schoolroom, of the studies pursued, and the discipline enforced, is not merely to pass those years without injury to ourselves or others, but to fit us to take the reins of government into our own hands, to teach, to improve, and to discipline ourselves.

When her studies come to be regarded in this light, and a girl on leaving the schoolroom sets herself seriously to consider what are her duties in her new position, and in what way she can put to the best account the acquirements of previous years, we may hope to see a race of women fitted for their destiny in life, regarding every succeeding day and every talent as a trust committed to them for which they must give an account.

For it is not the ignorance of this or that branch of learning or language or art which constitutes the evil; it is the wasted time, the neglect of talent and opportunity. Nothing indeed should be begun without an aim ; but, being begun, it should be steadily pursued as one of the regular duties of life. Each day a given period should be devoted to each study which has hitherto occupied you, so that at least you may retain all you have acquired at school, and make some progress towards further improvement. How most efficiently to pursue your studies by yourself will be the subject of future chapters; meantime, permit me to say something more of “life and its objects."

The cultivation of a woman's head is something, -the development of her heart is infinitely more important. She may dispense with every accomplishment in the education of her children, for she may find masters and teachers to impart them; but what can compensate for a temper unregulated,—for a proud, revengeful spirit,-for habits of sloth and untidiness,-for rude or coarse manners, or a harsh and bitter tongue. And next to these in importance is a deficiency in household economy, in a knowledge of how to make home “the happiest place on earth” to her family. We smile at the ignorance of Dickens' “Dora,” but how many young ladies marry with as little domestic knowledge, , and perhaps also without that abundant stock of love on both sides, which would enable the husband to overlook his wife's blunders, and the wife to endeavour to correct them.

It may sound very refined to say, “Oh really I know nothing of household economy;" but be sure that the woman who is so ignorant has neglected one of the great duties of life.

“ To study household good, And good works in her husband to promote, Is woman's highest honour and her praise.”

To cultivate the heart, the head, and the mind, is then the duty of every girl on leaving school. There is another thing I would suggest, and that is, to endeavour to form the cha