volume; but we will endeavor to take as general, yet comprehensive, a
view of the subject as our limits will permit. The instruction of youth
has ever been an honorable and useful calling: in an enlightened and
refined community an institution of the first class always stands high.
The influence of a teacher over her pupils is almost unbounded. Pupils
watch the looks and actions of their teachers with a closeness of
observation surprising to those unaccustomed to children. A teacher
should strive to be consistent, for any palpable inconsistency will
greatly lessen the respect of scholars. There are many systems of
teaching; many plans; many theories. Much may be learned from visiting
schools, and selecting, for one's own use, such improvements as suggest
themselves. But the most valuable assistant in teaching is a thorough
and extensive knowledge of mental and moral philosophy. They bear
directly on the subject. They will prove the best guides, if penetration
and judgment, patience and perseverance are used in the application.
There are laws governing mind just as there are laws governing matter.
Learn the opinions and wishes of parents as far as possible, but always
act independently. Never permit yourself to be trammelled by them. The
European method of giving instruction is by lectures. The plan is used
in the professional schools of our country, and to some extent in our
colleges, but in our seminaries, academies, and high schools the method
is seldom practised. The inability of a hearer to apply to a lecturer,
in case the subject is not understood, or the meaning of the lecturer
not rightly apprehended, renders the method as a general thing
objectionable to the young and inexperienced. Where students are
instructed by lectures, a thorough examination on the lectures should be
made the day after, and an explanation given if any parts are not
rightly understood. One difficulty with a lecturer to the young is
likely to be in gaining their entire attention, and presenting ideas to
them in a clear, forcible manner. In the majority of girls' schools no
oral instruction is given. Recitations are heard from text books, and
frequently the pupils are unable to understand what they, parrot-like,
recite in class. We think a combination of the two plans mentioned is
best; that is, for the teacher to deliver lectures on some subjects, and
hear recitations from text books on others. The more oral instruction
given by a competent instructor the better. A teacher needs ability to
command order, to promote discipline, and work systematically. A teacher
should endeavor to produce harmony and a proper balance among the mental
faculties, while they are being expanded. No unnatural and undue
prominence should be given to any one of the faculties. Too many
exercise the memory only. Those studies that will be most serviceable to
a pupil should be pursued. Religious principles, common sense, good
health, and a uniformly cheerful disposition are necessary to make a
good teacher. A teacher should well understand the springs of human
action. Add to these, ability to discriminate, perfect command of
temper, unwearied perseverance, patience that never flags, and tact for
imparting knowledge, and you have the desiderata for a most excellent
teacher. If there is any office in life that calls for the exercise of
every virtue, it is that of a teacher. It is the most responsible office
in life except that of parent. Teaching is a vocation peculiarly fitted
to women, and will ever be open to women of superior talents and
extensive attainments. In worth and dignity it is inferior to none of
the professions of men. It is finally taking its place among the learned
professions. Female education has been too superficial. A more thorough
and extensive course is needed in most of our schools. Woman must be
taught to think for herself, and to act for herself. She needs to depend
more on her own abilities--requires more self-reliance. Miss Beecher
maintains that there is no defect in temper, habits, manners, or in any
intellectual and moral development, which cannot be remedied. There are
said to be more than 2,000,000 of children in our land out of school,
and requiring 100,000 teachers to supply them. We would not give the
impression that if 100,000 ladies were to prepare themselves to teach,
they would find 100,000 places awaiting them. No; we believe the supply
now fully meets the demand; and we are sorry to see the impression being
so often given by editors and others, that teachers are needed and in
demand; because we think many ladies of limited means are thereby
induced to spend what little they have in preparing themselves to be
teachers; and when they are qualified, ten chances to one, if they get a
school, it is only for three months out of the twelve, and that not
regularly. A precarious subsistence is obtained, and, to those without
homes, certainly a most unreliable one. We love to see ladies educated,
and would gladly see them all qualified to teach; but we do not like to
see inducements thrown out to qualify themselves, under the impression
that there are hundreds of places vacant only because they cannot obtain
teachers. There is no employment more uncertain than that of a teacher.
Many causes tend to produce this. Among them are dissatisfaction on the
part of teacher or people, low wages, the fluctuating condition of
country schools at different seasons of the year, a large mass of people
not knowing the advantages of an education, and the want of endowed
institutions of learning. If a lady has sufficient capital to establish
herself permanently as a teacher, she will be far more likely to
succeed. As new places are settled and population advances there will no
doubt be openings, but they will require teachers willing to endure the
hardships and privations incident to a new country. Some lady teachers
might get employment if they would go to the country, but the variety
and excitement of the city they are not willing to relinquish. An active
life is happiest, and none, if well filled, affords more constant
employment than that of a teacher. Evening schools are established in
most of our large cities, for the accommodation of those that labor
through the day. In New York these schools are in session two hours, and
a teacher receives one dollar an evening. Some lady teachers are
employed in schools for the blind and for the deaf and dumb. In Germany,
teachers are treated with a degree of respect and delicacy that should
serve as a model to other countries. The acquisition of knowledge has
long been too mechanical an operation. Girls are expected to receive as
undoubted truths all they meet with in their school books. They are not
taught to pause and consider if statements are grounded on certain or
uncertain premises. They are not taught to exercise their own thoughts
and judgment. School agencies in the large cities of the North are
establishing branches in the South and West. Where there is no
established organization of this kind, families and neighborhoods are
often at a loss how to obtain a governess or teacher, while a teacher is
equally at a loss to know of such situations as she desires. There is
considerable difference in the character and qualifications of the
teachers sent out by the different agencies of New York. Connected with
these agencies might be a means of communication for obtaining
amanuenses, copyists, and translators. Few parents are willing to
intrust their children to those who are not trained for their business.
The establishment of schools for the preparation of teachers is one of
the great inventions of the age. There is one in almost every State.
There was, and probably still is, an educational association, that
centres in New York city, which has for its object the _free_
instruction of a limited number of young ladies desirous of preparing
themselves for teachers. One of the institutions is in Dubuque, Iowa;
the other in Milwaukee, Wisconsin. The principal of the Normal School,
New York, receives $600 a year, and he does not hear a single
recitation. He spends five hours in the room every Saturday, which, for
all the year of 48 weeks, equals 240 hours--nearly $3 an hour, merely
for the light of his countenance. The number of governesses in England
is very large. Their duties are more severe and their remuneration less
than in any other country. In the United States, governesses receive
higher salaries in the Southern than the Northern States, and are
treated more like members of the family. The salaries of teachers are
also higher, but it costs more to live in the South. One way in which so
many men get situations as teachers to the exclusion of females, "may be
attributed, in a degree, to favoritism of Odd Fellows' and other social
and political bonds." As time advances, more attention will be given by
the ladies to special branches of education. There will be professors of
mathematics, languages, &c., just as there are in male institutions.
Each one will cultivate most highly a knowledge of that science to which
her talents and wishes incline. In the public schools of New York, there
are thirty-nine gentlemen conducting the male departments, who receive a
salary of $1,500 per year; while, of the lady principals of the female
departments, there are only ten getting a salary of $800, the highest
salary paid a lady in the public schools of New York. There are said to
be 1,183 female teachers in New York city. In Louisville, Ky., the
gentleman principals of the grammar schools receive a salary of $1,000 a
year, the lady principals $650. In the male and female high schools, the
principals receive $1,600 a year. The lady preceptress in the female
high school has a salary of $900. The lady who teaches mathematics in
the Female Presbyterian College of Louisville receives a salary of $900.
In Chicago, the maximum salary of female teachers is $400 a year. In the
Cleveland Female Seminary, in 1854, the lady teacher of rhetoric and
English literature received a salary of $500 and board; of English
branches, $500 and board; of history, $500 and board; of mathematics,
$500 and board. We have seen it stated that female teachers are growing
scarce in Maine, because the wages are so low. "At the New York Central
College for students of both sexes, there is one female professor in the
faculty, and she receives the same salary as the other members, and has
the same voice." It is a manual labor school, where the same justice is
not exercised in regard to the pupils, as the "male students get eight
cents per hour for labor, females but four cents an hour." In the
twelfth ward of New York city, the subject of paying lady teachers the
same salaries as those of the other sex was agitated last winter: the
result I did not hear. Higher prices are paid to lady teachers in Boston
than any other city of the United States, except the cities of
California, where ladies conducting the same branches as gentlemen
receive as good salaries. The majority of teachers in San Francisco are
ladies. In the United States there are 150,000 teachers in the public
schools, and 4,000,000 scholars. "There is one scholar for every five
free persons; in Great Britain there is one scholar to every eight
persons; in France, one to every ten persons." According to an estimate
made by Rev. T. W. Higginson, there are in fourteen of the United
States, in all schools, both public and private, 152,339 male teachers,
and 162,687 female teachers. In the New England States, according to his
estimate, there are 45,619 male teachers, and 87,645 female teachers. In
the Western States, settled mostly by New Englanders, we find the
proportion of lady teachers greatest. We hope the number of lady
teachers may increase in the different States in proportion to the
increase of the population. In Brooklyn, L. I., there is a female
seminary endowed by Mrs. Packer, which usually, we believe, has an
attendance of between 300 and 400 pupils. "Matthew Vassar, Esq., of
Poughkeepsie, it is said, has devoted a sum which will soon amount to
$400,000 to the endowment of a college for girls in that city. He hopes
to make it a rival of Yale, Brown, and Harvard. It is not to be free,
but the tuition rates will be very low. In the plan provision is made
for a library, cabinets, apparatus, galleries of art, botanical gardens,
and the like. If well carried out, this institution may be a lasting
monument to the wisdom and benevolence of Mr. Vassar."
=28. Teachers of Bookkeeping.= In the catalogue of Comer's Commercial
College, Boston, we find the following statement: "As an inducement to
ladies to prepare themselves for mercantile employments, a discount of
twenty per cent. from the terms for gentlemen is made, although the
course of instruction is precisely the same." Twelve free scholarships
have been founded in the institution for deserving cases of either sex.
With all large commercial schools is now connected a separate department
for ladies; and efforts are made by the principals to obtain situations
for their pupils as they leave school. A letter from Misses McIntire and
Kidder, Boston, states: "We have been engaged in preparing ladies for
bookkeepers, saleswomen, &c., for the past ten years. It was at first
difficult for ladies to obtain such situations; but as those who did
succeed gave entire satisfaction, others were induced to give them a
trial; and now they are very generally employed in our retail stores, at
prices varying from four to eight dollars per week, and a few at a still
higher salary. The time required for a person who has received a common
English education, is from six weeks to three months. The terms for the
complete course in bookkeeping, which embraces improvement in writing,
with rapid methods of calculating interest and averaging accounts, are
$14; and for bookkeeping only, $12; and three months' time is allowed.
The chances for obtaining employment are very favorable, as more
situations are opened to them every year. Each student is instructed
separately and assistance rendered in obtaining employment. Bookkeepers
are usually employed ten hours a day. The employment is not so unhealthy
as needlework. Women are superior to men in faithfulness in the
performance of duties." The principal of a mercantile college in
Brooklyn says he thinks "many ladies might obtain employment as
bookkeepers, if they would only properly qualify themselves for the
duties. He had six or seven lady pupils that are now employed as
bookkeepers in New York. Their compensation depends on their abilities
and the amount of labor they have to perform. They are not so well paid
as male bookkeepers. Much depends on the kind of friends a lady has to
secure her a place. It is the same case with a young man. If he acquires
a reputation for integrity and faithfulness, he may get even as much as
$2,500; while one more obscure and unknown may be as competent, but not
able to command more than one third as much. So, one may have to work
but a few hours; another, from eight in the morning until twelve at
night. Some have a great deal to do in some seasons, and but little in
others; while some are kept nearly equally busy all the year." This
gentleman charges $10 for instruction. Mr. D., who teaches writing,
bookkeeping, and arithmetic, in New York, gives private instruction to
ladies at his rooms. They are comfortably fitted up. He charges for
bookkeeping, practical course of twenty lessons, $15; unlimited course,
$25;--arithmetic, commercial course of twenty lessons, $10; of sixty
lessons, $20. His charges for all branches required to prepare pupils
practically for business are, for one month, two or three hours per day,
$15; three months, $30; for twenty lessons in writing, public room, $10;
private room, $15. Mr. B., of the firm of B. S. & Co., says a person of
good abilities could learn bookkeeping in one month, by spending most of
the day at it. His price for ladies is $25. It entitles them to an
attendance at one of their branch schools, of which there are eight in
the Northern and Western cities. They endeavor to secure places for
those who learn bookkeeping with them. They also assist their pupils to
open books when they have obtained situations. Millinery establishments,
trimming and fancy stores, &c., are the kind that mostly employ women as
bookkeepers. Many wives of business men learn bookkeeping, that they may
keep their husbands' books.
=29. Teachers of Gymnastics and Dancing.= Dancing, calisthenics, and
gymnastics furnish excellent exercise for young people, and in many
boarding and day schools for young ladies gymnastics are now taught. A
lady teacher of calisthenics and gymnastics told me that in winter a
fire is kept in the dressing room, and in very cold weather the
practising room is warmed a little. Gymnastics are performed with
apparatus. Calisthenics are arm exercises. The terms of this teacher are
$6 for one month, $15 for three months, and $20 for six months' tuition.
In New York and Philadelphia there are schools where instruction is
given to girls as well as boys in gymnastic exercises. At one gymnasium
in New York the terms are $16 a year for tuition, $10 for six months,
and $7 for three months. At a ladies' gymnasium in Brooklyn, I was told
by the instructress that her prices for tuition are $4 a quarter in
summer, giving three lessons a week. A physician prescribes the kind and
amount of exercise necessary.
=30. Teachers of Drawing and Painting.= There is scarcely any branch of
mechanical labor in which a knowledge of drawing is not an advantage.
Correct drawing is essential to the success of an artist; but coloring
is something very difficult and desirable, particularly the coloring of
the flesh. It is indispensable to the portrait painter. A lady artist of
some note told me that artists do not ground themselves in drawing as
they should; that drawing tells almost the whole story of a picture:
coloring only gives beauty and adds strength. She thinks there are many
openings in the South and West for first-class teachers of drawing and
painting. Miss G. received a salary of $800, as teacher of painting in
the School of Arts in Baltimore. It is folly for any one to devote
herself to art as a career, unless she has some genius and a fondness
for it. Mrs. H., of Boston, the wife of the sculptor, has supported her
family by painting and giving instruction in the art. Teachers in oil
painting are well compensated, if they have pupils enough to occupy all
their time. Prices vary in cities from fifty cents a lesson of one hour
to two dollars. Art classes have been formed, both in New York and
Philadelphia. Some artists receive pupils, but the time required for
instruction renders it objectionable to most. Miss G. charges $15 a
quarter of twenty-four lessons, two hours each. In ordinary times, she
gives but one hour's instruction at a lesson. Miss J. charges $10
dollars for instruction in oriental painting. Mrs. C. was profitably
engaged, in Providence, in teaching drawing and taking crayon portraits.
One lady, who taught for several years with success, charged fifty cents
a lesson, the pupils attending at her room. Those working in crayon in
the New York school draw almost entirely from casts; those in the
Philadelphia school, from plates. There is now a life school in New
York, where instruction is given at $20 per quarter of eleven weeks--two
lessons a week. For instruction in drawing from plates, $12 per quarter
of eleven weeks. In some of our public schools, drawing is taught free
of expense to the scholars.
=31. Teachers of Fancy Work.= The accomplishments of women are useful in
their times and places. Music and drawing are elegant accomplishments,
the earliest as well as the most universal pastimes known. Those
teachers of accomplishments that have acquired a reputation can command
in a city a high price. At Madame D.'s, crochet work and embroidery are
taught at 25 cents a lesson of one hour. Misses H., Philadelphia, give
five lessons in leather work for $6, and charge, for giving instruction
in wax fruit and flowers, paper and rice paper flowers, &c., $1 a
lesson; in embroidery in silk, gold bullion, &c., $15 for twenty
lessons--the same for hair flowers and bead work; for the arrangement of
shells with mosses and grasses, $1 a lesson. Madame N., who teaches
crochet work and fancy knitting, charges 50 cents an hour. One stitch
can be learned by a quick person in an hour. She thinks there is plenty
of that kind of work to supply all and even more hands than are so
occupied. She employs a number, and pays by the piece. They work at
home, and can earn from $3 to $4 a week.
=32. Teachers of Horsemanship.= The prices of the riding school, New
York, attended by the most aristocratic classes, are: 16 lessons, $20;
10 lessons, $15; 5 lessons, $8; single lessons, $2; road lesson, one
pupil, $5; two or more pupils, each $3. For exercise riding, single
ride, one hour, $1.50; single ride, half hour, $1. After taking 16 or
more lessons, the prices are somewhat reduced. At another riding school
in New York, the terms are: 20 lessons for gentlemen, $25; 20 lessons
for ladies, $20; 10 lessons for gentlemen, $15; 10 lessons for ladies,
$12; single lessons, $2. The rules are very good, and laid down in the
circulars. At another riding school in New York the prices are: $20 for
20 lessons, $12 for 10 lessons, $7 for 5 lessons; single lessons, $1.50;
road lessons, one person, $5; road lessons, three or more, each $3; 20
exercise rides for $15; evening rides for $1; road rides, 10 for $8;
single, $1; road ride to a lady, $2.50. The regulations are very good.
The expenses for keeping up a riding school are considerable; so it may
not prove as profitable as the prices would seem to indicate.
=33. Teachers of Infant Schools.= Teaching is interesting to those that
love children. But I would say, let not those without patience and
tenderness, or those whose feelings can in an hour change from the
boiling to the freezing point, attempt to teach young children. In
ordinary schools, young children are liable to be either cramped or
stunted. If children must be placed at school early, let it be where
they can exercise their little bodies frequently, and not be confined in
school long at a time. To accomplish this, we think the infant school
the most efficient. Lord Brougham gives it as his opinion that a child
learns more the first eighteen months of its life than at any other
period; and that it settles, in fact, at this early age, its mental
capacity and future well-being. Mr. Babbington fixes the period of the
first nine years as the seedtime of life. Some object to infant schools,
on the ground that they divert the mind, and unfit it for continued and
concentrated thought in after life. But we cannot think so, unless the
course is pursued an unreasonable length of time. The first two years of
a child's schooling may be passed profitably in an infant school; at any
rate, if the child enters as early as six years of age. Indeed, we think
the variety embodied in the infant-school system is one of its most
pleasing and useful features. The minds of children cannot rest long on
any one subject, any more than their bodies can retain the same posture
long at a time. It stagnates thought, prevents boldness of spirit, and
stunts the growth of a young child to sit quiet hour after hour. Some
mothers send their children early to school to have them out of their
way. Such children could be more pleasantly and more efficiently taught
in an infant school than in any other. Yet, we are rather inclined to
the opinion that a child should be taught the alphabet at home. Gentle
but firm treatment is necessary for children, who need much sympathy and
affection; and it therefore requires the greatest patience on the part
of a teacher, in order to conduct an infant school successfully. Infant
schools are scarce in the United States; but still they exist in some
parts of New England. There was an infant school in Troy, some time ago
(and perhaps it is still in existence), in connection with one of the
public schools. The infant-school system has been partially adopted in
some of the public schools of our Western cities; and the same system
applied to Sabbath schools has been extensively and happily carried into
effect, both in the South and West. There are several infant Sabbath
schools, of which we know, numbering considerably over one hundred
children. These schools are usually conducted by ladies. The exercises
are varied, as in day schools, and consist generally of chanting
responses, catechism, memorizing from cards, telling Bible stories,
lecturing, explaining pictures, singing, &c. This order of exercises,
sustained in a lively manner, cannot fail to interest children, and make
the school room for them a happy and longed-for place. Nature itself
points out the course to be pursued in the education of a child: first,
physical training; second, moral training; and third, mental training.
Mind and body are so closely united that an injury to one is resented by
the other. One is placed as a protector to the other, and will not
permit injury to its companion with impunity.
=34. Teachers of Languages.= A knowledge of Latin is desirable for
ladies that expect to devote much time to books. The study of it is fine
discipline for the mind. The German and French are studied by many
ladies: the French more for the purposes of light literature and
conversation; the German by those that wish to dive into metaphysics.
These languages are, both, useful to ladies engaged in stores: the
French mostly in New York city and in the South; the German more at the
North and West. In Italy, at different times from the fifteenth to the
nineteenth century, learned women occupied chairs in the universities,
as professors of music, drawing, philosophy, mathematics, and the
languages, both ancient and modern. The author of "Women and Work" says:
"Women should teach languages and oratory. Aspasia taught rhetoric to
Socrates. The voice of woman is more penetrating, distinct, delicate,
and correct in delivering sounds than that of man, fitting her to teach
both languages and oratory better." The prices paid for private
instruction in the languages are higher than when received in a class,
and run from 25 cents an hour to $1. A language is best taught by a
native of the country in which said language is spoken.
=35. Teachers of Music.= Vocal music is taught in most of our schools,
and is required to be taught in the public schools of Germany and
Prussia. In Germany, instrumental music is also taught free of charge.
It is not uncommon to see a German mechanic performing on the piano.
Instrumental music is probably the most expensive accomplishment
attending the education of a young lady. Music is more generally
cultivated in the United States than any other accomplishment. It is
better appreciated by the mass, and, consequently, becomes more
ingrafted in the national element. In a few years our musicians will
probably equal the most celebrated of Europe. A skilful musician need
never suffer in America. If competent to give instruction in music,
there will be opportunities to do so in our cities. Most seminaries
require one teacher of music, and often two or more.
=36. Teachers of Navigation.= "One of the best and most popular teachers
of navigation and nautical mathematics and astronomy in England is a
lady, Mrs. Janet Taylor. Her classes are celebrated, and numerously
attended by men who have been at sea as well as by youths preparing for
the merchant service." Not long since, she received a gold medal and a
premium of £50 annually from the British Government.
=37. Teachers of Swimming.= There is a swimming school in Paris,
containing as pupils ladies of all stations in life. Swimming schools
for both sexes have been established in New York. In the one for ladies
and girls instruction is given by one of their own sex, and a charge
made of 25 cents a lesson. From the New York _Observer_ we copy an
article: "A few years ago, a gentleman well known in the philanthropic
world established a school in New Jersey, not far from New York, with
the intention of making physical training a prominent part of his
educational system. He began with his own children and a few others. The
school has gradually grown until it numbers eighty pupils, both boys and
girls. Every pupil at this school is a gymnast; every one can row a
boat; and every one, down to the smallest girl, can swim. The boys and
girls are formed into separate boat clubs, seven to each club, rowing
six oars, with the seventh for coxswain. So they row races whenever the
weather permits, and they do not mind a little rough weather. Every day,
too, during the warm season, they all have a swim. The boys swim by
themselves; and the girls, in suitable bathing dresses, go elsewhere,
with a teacher. One year of such training and exercises will lay up
stamina for a lifetime." A school has been commenced in New York for
teaching swimming out of the water, by machinery. The prices are 25
cents a lesson in a class, and $1 a lesson for private instruction.
=38. Translators.= Translations published in the United States are
mostly made in England. Some languages are susceptible of a much more
correct and graceful translation than others. It requires study to get
the exact meaning of some authors, and taste and genius to convey that
meaning. A literal interpretation will not always convey the meaning of
an author as well as a looser translation getting more the spirit of the
original. A person should have general information on the subject to be
treated. A translator of history must be a good historian. It requires
time to establish a reputation as a translator, but even a translator's
career must have a beginning. Dr. G., who has charge of the editorial
department of one of the most extensively circulated magazines in the
United States, says translations from French and German are not so well
liked in magazines as original matter, and anything to be translated for
his magazine he does as a recreation from more serious duties. Owing to
the international copyright law of England and France, a French author
will send his manuscript over to England and have it rendered, securing
the right to the translation. The translation often makes its appearance
very nearly as soon as the original. Most of the valuable works in
French have been translated. Mr. W. told me, however, that there are
some scientific French works that might be rendered into English, and
some on mechanics; but it would require some one acquainted with the
subject, on account of the technical terms. Dr. G. thinks the chances a
thousand against one that an individual could find constant employment
translating. He has frequent applications from translators for work in
that line. So we have reason to think translating is a very precarious
occupation. The best way is to find some French book that will be
popular in America, and translate it, and offer it to a publisher. Some
translators look over catalogues of foreign books and examine such as
they think will be likely to please. They take it to the publisher, who,
if he thinks it will be available, gives the individual the task, if
they can settle on satisfactory terms. A lady, who translates
considerably, told me that she receives $5 a page for a finished
translation from the French for magazines. Books are generally done for
so much, according to the contract of the parties. The price charged for
verbal translation would doubtless depend on the amount of time
consumed; but for a written translation, the charge would be made by the
page or volume. In most of the Government departments translators are
employed, and their salaries are no doubt good. Interpreters are also
employed in some of the courts, but they usually unite their occupation
with that of copyist. In some private establishments interpreters are
employed. Where there is sufficient business to occupy all the time of a
lady, she would doubtless find her services as an interpreter lucrative.
ARTISTIC PURSUITS, AND EMPLOYMENTS CONNECTED WITH THE FINE ARTS.