Let it be comprehended that men are not born to be slaves—that it is a brutal error to suppose our fellow mortals are created to flatter our laziness and pride; that servitude being established against the natural equality of mankind, we should endeavour to soften it as much as possible; that masters themselves, though above their servants in situation, are not free from errors, and therefore should not expect an exemption from them in domestics; especially as they have not had the benefit of instruction and good example—and lastly, if servants become good for nothing by serving ill, masters also, frequently, become so, by being served well: for a facility of accommodation in every wish, and an immediate gratification in every desire, only softens and effeminates the soul, and renders it peevish and irritable under every trifling inconvenience.
Nothing is so well calculated to effect this domestic government, as the being early initiated in it. Give a young woman something to manage herself, on condition of her rendering you some account of it: this confidence will delight her, for youth is highly pleased when it is thought worthy of confidence, and capable of doing serious business. The example of Queen Margaret is a fine illustration of this. That princess informs us, in her memoirs, that the most sensible pleasure she ever experienced, was in seeing the queen, her mother, begin to converse with her, when she was very young, as with a person of years and maturity—she felt transported with joy on entering into the secrets of state with the queen and her brother the Duke of Anjou, reflecting that, not long ago, she had been immersed in the pastimes of children. Overlook the faults of a child in her first attempts at these things, and sacrifice something in order that she may ultimately gain instruction. Make her sensible, in a mild manner, of what she should have said or done, to avoid the inconveniencies into which she has been betrayed. Relate to her what has happened to yourself, and be not anxious to suppress faults, similar to her own, which you committed when young. Thus will you inspire her with confidence; without which, all education is but a formal wearisome task.
Teach a girl to read and write correctly. It is a shameful thing, but too common, to see women of understanding and good breeding, who cannot accurately pronounce what they read: either they stammer, or have a sort of singing or whine in their reading—whereas good reading consists in a simple and natural, but firm and even, tone of voice. They are, moreover, sometimes grossly deficient in orthography; either as to the manner of forming, or connecting, their letters when writing: at any rate they should be taught to write straight, and in a character neat and legible.
A girl should know the grammar of her own language; not, however, that she is to be taught by rule, as schoolboys are taught the Latin language—but that she be used to distinguish the different tenses, in an obvious and easy manner; to make use of proper terms; and to explain their thoughts, in a way, at once clear and concise. By these means you will enable her one day to teach her own children to speak accurately without previous study. It is well known that in ancient Rome, the mother of the Gracchi contributed greatly, by a sound education, to improve the language of her children, who became afterwards such eminent characters.
Females should also be instructed in the first four rules of arithmetic; namely, in addition, subtraction, multiplication, and division; which will be of essential use to them in keeping accounts. This, though a very important, is a very disagreeable, occupation with many people; but early habits, joined to a facility of quick reckoning, by the help of rules, will overcome every antipathy, and enable us to arrange the most perplexed accounts. No one can be ignorant that a correct method of keeping them is often productive of good order throughout an establishment.
It will be prudent also to give them a knowledge of the principal rules of justice: for example, of the difference between a gift and a thing bequeathed; between a contract, an entail, and a copartnership of inheritance; the general rules of law, or the particular customs of a country, which render these things valid; what is exclusive, and what is common, property; what goods are moveable, and what immoveable. When women marry, they will find a knowledge of these things of great importance to them.
But, at the same time, convince them, how incapable they are of entering deeply into the subtilties of law: how much the law itself, by the weakness of human reason, is subject to obscurity, and doubtful rules: how it varies: how uncertain every thing is that depends upon judicial decision, clear and upright as it may seem: how ruinous and insupportable is the law's delay, even in the most obvious cases.[13]
All this is of importance for women to know, in order to abate their fondness for lawsuits, and to prevent their trusting implicitly to counsellors, who would dissuade them from peaceful measures. When they are widows, or mistresses of their estates in any other way, they may do well to hear their agents, but not blindly follow them. They should act with the utmost caution in any suits their agents may advise them to undertake; and consult men of greater ability, and such as are more inclined to recommend the advantages of compromise: in short they should be assured, that the best ability in law causes, is, to foresee the mischiefs of them, and to know how they may be avoided.
Young women of rank and large fortune should be acquainted with the duties more particularly attached to great estates: tell them therefore, what should be done, to prevent the abuses, violence, tricks and treacheries so common in the country; how they ought to establish little schools and charitable societies, for the relief of the sick and needy: shew them also the handicraft trades, that may be set on foot in certain countries, to help the poor; and above all, how they may be taught useful knowledge and christian conduct; this however will lead to a detail too long to be here discussed.
[14]These instructions having been attended to, I think it may not be improper to allow young women, according to their leisure and capacity, the perusal of profane or classical writers, provided there be nothing in them to inflame or mislead the passions: these will be a means also of giving them a distaste for plays and romances. Put into their hands, therefore, the Greek and Roman historians; they will there see prodigies of courage and disinterestedness: let them be acquainted likewise with the history of their own country, which has its excellencies also, and with that of the neighbouring or foreign countries, judiciously written. All this will serve to enlarge their understandings, and to fill their hearts with noble sentiments, provided you guard against vanity and affectation. It is generally thought a necessary part of a good education, for a young lady of rank to be taught the Italian and Spanish languages: for my part I see no use in these acquirements, unless the lady is to be connected with some Spanish or Italian princess:[15] besides these two languages often lead them to books that are dangerous, and which might increase the faults to which they are liable; there is much to lose, and little to be gained, by these studies. Latin might be of some use; even in cultivating the elegancies of language, they will find the Latin more perfect than the Italian and Spanish, which are full of quaint conceits, and a wantonness of imagination bordering on extravagance: Latin however should be taught to young women of good judgment and discreet conduct only; who will set no greater value on this study than it deserves; who will renounce all vain curiosity, and have no other view than their own edification.