considered as certain forms to be taught, or certain modes of conduct
for which rules are to be made: and observes that some of the Greek
states maintained professors to teach manners; in connection with which
she immediately adds the following paragraph:

"Is this making manners a distinct branch of education consistent with
their nature? Are they not the sign of inward qualities--a fitting
expression of the social virtues? Are they not a mirror which often
does, and always should, reflect the soul? For instance, is not a
person of mild temper, gentle in manners? Has not another a bold and
independent disposition, a forward and fearless manner? It has been
well said, that real elegance of demeanor springs from the mind;
fashionable schools do but teach its imitation."

Here she quotes, with apparent approbation, the views of Mr. Locke.
This writer, in speaking of the moral education of a young person, has
the following paragraph:

"If his tender mind be filled with veneration for his parents and
teachers, which consists in love and esteem, and a fear to offend them,
and with respect and good will to all people, that respect will of
itself teach _those ways_ which he observes to be most acceptable."

Miss Sedgwick also makes the following judicious remarks:

"I pray you to bear in mind, that manners are but manifestations of
character. I must premise that by manners I do not mean the polished
manners of the most highly educated and refined of other countries, nor
the deferential subservience of their debased classes--so pleasing to
those who prefer the homage to the friendship of their fellow