A MEEK spirit will not look out of itself for happiness, because it finds a constant banquet at home; yet, by a sort of divine alchymy, it will convert all external events to its own profit, and be able to deduce some good, even from the most unpromising: it will extract comfort and satisfaction from the most barren circumstances: "It will suck honey out of the rock, and oil out of the flinty rock."
BUT the supreme excellence of this complacent quality is, that it naturally disposes the mind where it resides, to the practice of every other that is amiable. Meekness may be called the pioneer of all the other virtues, which levels every obstruction, and smooths every difficulty that might impede their entrance, or retard their progress.
THE peculiar importance and value of this amiable virtue may be farther seen in its permanency. Honours and dignities are transient, beauty and riches frail and fugacious, to a proverb. Would not the truly wise, therefore, wish to have some one possession, which they might call their own in the severest exigencies? But this wish can only be accomplished by acquiring and maintaining that calm and absolute self-possession, which, as the world had no hand in giving, so it cannot, by the most malicious exertion of its power, take away.
THOUGHTS ON THE CULTIVATION OF THE HEART AND TEMPER IN THE EDUCATION OF DAUGHTERS.
I HAVE not the foolish presumption to imagine, that I can offer any thing new on a subject, which has been so successfully treated by many learned and able writers. I would only, with all possible deference, beg leave to hazard a few short remarks on that part of the subject of education, which I would call the _education of the heart_. I am well aware, that this part also has not been less skilfully and forcibly discussed than the rest, though I cannot, at the same time, help remarking, that it does not appear to have been so much adopted into common practice.
IT appears then, that notwithstanding the great and real improvements, which have been made in the affair of female education, and notwithstanding the more enlarged and generous views of it, which prevail in the present day, that there is still a very material defect, which it is not, in general, enough the object of attention to remove. This defect seems to consist in this, that too little regard is paid to the dispositions of the _mind_, that the indications of the _temper_ are not properly cherished, nor the affections of the _heart_ sufficiently regulated.