pursued; and by the next afternoon their boats were overtaken and attacked at Skenesboro' falls. Two of the American galleys surrendered; three were blown up; and after setting fire to their works, mills, and batteaux, that portion of the army escaped up Wood Creek, to Fort Ann. The vanguard of the corps that set out by land, under St. Clair, had arrived at Castleton; the rear had rested at Hubbardston, when it was overtaken and attacked by General Frazer, on the morning of the seventh. An obstinate battle ensued, which at length, after Reidesel came up, resulted in dispersing the Americans, who left many of their soldiers, together with their brave commander Col. Francis, dead on the field. St. Clair after hearing this news, struck into the woods in an eastern direction. To these was added a detachment of seven hundred | the British had not a house caught fire on Mount Inrangers, under Colonel St. Leger, destined to make dependence, which betrayed by its light all that had an incursion into the country of the Mohawks, and to taken place. The Americans were immediately seize Fort Stanwix. According to the plan, the principal army of Burgoyne was to be joined by two thousand Canadians, including hatchet-men, and other workmen whose services were necessary to render the ways practicable. A sufficient number of seamen had been assembled, for manning the transports. Besides the Canadians that were to be immediately attached to the army, many others were called upon to scour the woods in the frontiers, and to occupy the intermediate parts between the army, which advanced towards the Hudson, and that which remained for the protection of Canada: the latter amounted, including the highland emigrants, to upwards of three thousand men. They were furnished by the sanguine ministry with a liberal profusion of provisions, military stores, and other conveniences, amongst which was also comprehended a large quantity of uniforms, destined for the loyalists, who, it was not doubted, would after victory flock from all quarters to the royal camp. A great number of cruel and intractable savages were also added to their numbers, through the influence of Governour Carleton. Burgoyne was seconded by many able and excellent officers; among whom we may number Major-general Phillips, the brigadier-generals Frazer, Powel, Hamilton, and Specht, with the Brunswick majorgeneral Baron Reidesel. The whole army shared in the ardour and hopes of its chiefs, and not a doubt was entertained of an approaching triumph, and the conquest of America. The English generals next resolved to drive the Americans from Fort Ann. Aften a sanguinary combat they finally succeeded in this, by bringing suddenly to their aid the former savages. The Americans set the fort on fire, and retired to Fort Edward, where General Schuyler had posted himself. On the twelfth, St. Clair also arrived there, with the remains of the garrison of Ticonderoga. This it was expected would be the next point of attack. But Burgoyne was detained at Skenesboro' by want of provisions and stores. Gen. Schuyler took advantage of this delay, and neglected no means to procure recruits and to impede the progress of the enemy. Bur The British succeeded in obtaining possession of The first movement of Burgoyne was to encamp Fort George, and with much difficulty their army atnear the little river Bouquet, on the western bank of tained the banks of the Hudson near Fort Edward. Lake Champlain, a short distance north of Crown The Americans moved down to Stillwater. Point. Here he made addresses to the Indians to goyne soon experienced a great deprivation of prorepress their ferocious propensities, and sent procla-visions. While Col. St. Leger, was investing Fort mations into the country to intimidate the people. Stanwix, on the Mohawk, he detached five hundred He next made a short stop at Crown Point, and then soldiers and Indians to procure cattle at Bennington. proceeded to invest Ticonderoga. The right wing To favour this expedition he moved his army down took the western bank of the lake, the left advanced to the bank opposite Saratoga. A company of proupon the eastern, and the centre was embarked upon vincials had assembled from different quarters at the lake itself. The American army, destined to Bennington, and were under the command of Col. oppose the progress of the royal troops, and to de- Stark. They met the enemy on the borders of the fend Ticonderoga, was altogether insufficient. Gen-town, and after an obstinate contest bravely repulsed eral Schuyler, who commanded the American troops him; the British, however, were again strengthened in this quarter, had been disappointed in procuring by a new detachment that again attacked the Amerreinforcements, and his force did not amount to over icans; victory however declared for the latter, and five thousand men. the former lost seven hundred men and all their baggage. Ticonderoga was very strongly fortified on every side, and its defence was intrusted to General St. Clair, with a garrison of three thousand men ; one third of them were militia, and all illy equipped. Although Gen. St. Clair used all his exertions to retard the operations of the advancing enemy, yet in a few days they succeeded in getting possession of Mount Hope and Mount Defiance, two very important positions, one of which commanded the American lines to a dangerous degree, and the other overlooked the entire fort. Ticonderoga being thus easily hemmed in on every side, a council of officers con cluded to evacuate the fort. They, accordingly withdrew on the night of the fifth of July. All was done in good order and profound silence, and the stores, artillery, and provisions were put on board two hundred batteaux and five armed galleys. They would probably have escaped unperceived by But at this time, General Harkimer, who marched to the relief of Col. Ganzevort at Fort Stanwix, was ambushed by the savages, who dispersed his corps with most frightful carnage. The Indians grew disaffected, however, soon, and the British were obliged to raise the siege and retreat. These successes of the Americans at Stanwix and Bennington, inspired them with new confidence, The harvests were ended, and the country people took arms in multitudes, and hastened to the camp elated with the expectation of vanquishing the vaunting regulars of the king. Gen. Gates, a man of great military renown, was appointed to the command of the army, which also gave a new spur to their alacrity. They were also excited by the inhuman cruelties of the savages under St. Leger and Burgoyne the affecting death of Miss M'Crea, Gen. Burgoyne having amassed about thirty days' provisions, resolved to pass the Hudson, engage the American army, and force a passage to Albany. Towards the middle of September, he crossed the river, and encamped on the heights and plains of Saratoga, Gates being then near Stillwater. Burgoyne had now to rely, almost entirely, on his German and British regular troops, and a battle was soon expected. This was reserved for the nineteenth of September, and the question was to be decided, whether the Americans could resist the English upon equal ground, in fair and regular battle. which was also fresh in their minds, exasperated British army, whose situation was therefore ren them to the extreme. The savages deserted Bur- dered very perilous. Burgoyne operated a change goyne, and the Canadians were frightened to their of ground. But Gen. Gates had taken the precauhomes by the sinister aspect of affairs. Gen. Lin- tion, to station strong divisions on almost every side, coln, with a strong corps of New Hampshire and to prevent the enemy's escape. Burgoyne retired Connecticut militia, assisted by Colonels Brown and to Saratoga, but so miserable was the condition of, Johnston, with great secrecy and celerity obtained his army that it occupied nearly two days to effect repossession of Forts Edward, Ann, and George, this small movement of six miles. He left his hos-, Mount Hope, and Mount Defiance. pital in the hands of the Americans. He now hoped to cross the river at Saratoga, and retreat to the lakes to save his army. But he soon found that Fort Edward, on the opposite bank, was too strongly manned to attempt to effect it. He then turned his attention to Fort George, in hopes of crossing there; but he soon learned that the Americans were strongly intrenched in that direction also. General Gates, with the main body of the army, thirsting for, battle, was in his rear. In this state of affairs he relinquished all hopes of saving himself by his own efforts. His only refuge from despair was the faint hope of co-operation from the parts down the river, and he looked for the aid of Clinton with the most intense desire. His army was in a pitiable, condition. Worn out, abandoned, half their number slaughtered, and amongst them the most distinguished officers; reduced in numbers from ten thousand to five thousand, and invested by an army of four times their own number, who refused to fight from a knowledge of their helpless condition, and who, from the nature of the ground, could not be attacked. But Burgoyne's troops, even while the rifle and grape shot fell thickly around them in this forlorn state, retained their ordinary constancy, and while sinking under a hard necessity, showed themselves worthy of a better fate. They betrayed no want of temper, or of fortitude cision. He left but one alternative for the British general-he must either sign the articles or prepare for battle. On this day, the seventeenth of October, the American army amounted to fifteen thousand men; the English to five thousand, seven hundred and ninety-one. The articles were signed, and they were principally these: Some small woods only separating the two armies, they were early on the nineteenth formed in the order of battle. The right wing of the British army rested upon the high grounds, and the left wing and artillery, under Phillips and Reidesel, kept along the road and meadows by the river side. Gates took the right of the American army, and gave the left to Arnold. Smart skirmishes immediately ensued between the foremost marksmen of either party, and the two soon met. General Frazer repulsed the Americans. Finding the right flank of the enemy's right wing so well defended, they left a sufficient guard to defend this passage, made a rapid movement to their right, and vigorously assailed the left flank of the same wing. Arnold exhibited upon this occasion all the impetuosity of his courage; he en- The British army had but three days' provisionscouraged his men with voice and example. The no succour came-no hope remained. A capitulation action became extremely warm; the enemy fearing was concluded upon, Gen. Gates, while he acted. that Arnold, by cutting their line, would penetrate in the matter with moderation, also acted with debetween their wings, as was manifestly his intention, hastened to reinforce the points attacked. General Frazer came up with the twenty-fourth regiment, some light infantry, and Breyman's riflemen; he would have drawn more troops from the right flank, but the heights on which it was posted, were of too great importance to be totally evacuated. Meanwhile, such was the valour and impetuosity of The army should march out of camp with all the the Americans, that the English began to fall into honours of war and its camp artillery, to a fixed place, confusion; but General Phillips soon appeared with where they were to deposite their arms and leave the fresh men and a part of the artillery: upon hearing artillery. To be allowed free embarkation and pasthe firing he had rapidly made his way through a sage to Europe, from Boston, upon condition of their very difficult wood to the scene of danger. He re-not serving again in America, during the present stored the action at the very moment it was about to war. The army not to be separated, particularly the be decided in favour of the Americans. The latter, men from the officers. Roll-calling, and other duties however, renewed their attacks with such perseve-of regularity to be permitted. The officers to be ring energy, that night only parted the combatants. admitted on parole, and to wear their side arms, After this battle, Burgoyne waited nearly a month All private property to be retained, and the publick to hear from General Clinton. At length he re-delivered upon honour. No baggage to be searched ceived intelligence, but it was of such a nature as or molested All persons, of whatever country, aponly to increase his disappointments and render his pertaining to, and following the camp, to be fully situation more hopeless. Driven to extremity, he comprehended in the terms of the capitulation, and resolved to make another effort to force a passage to the Canadians to be returned to their own country, Albany by the enemy's left. In this he utterly liable to its provisions. failed, and his troops were driven back to their intrenchments, and pursued with eagerness and great loss even to their camp. The Americans had now acquired an opening on the right and rear of the Gen Gates ordered his troops to retire within their lines, that they might not witness the shame of the English, when they piled their arms, Such was the fate of the British expedition upon the Hudson. ESSAY ON THE EDUCATION OF FEMALE TEACH- BY CATHERine e. beecHER. The topick proposed for consideration in this essay cannot properly be presented, without previously adverting to certain difficulties in regard to female education; and, in the same connexion, suggesting the most practicable methods of securing their remedy. | education is, a remedy for the desultory, irregular, and very superficial course of education now so common in all parts of our country. When young men are sent to obtain a good education, there is some standard for judging of their attainments; there are some data for determining what has been accomplished. But in regard to females, they are sent first to one school, and then to another; they attend a short time to one set of studies, and then to another; while every thing is desultory, unsystematick, aud superficial. Their course of study is varied to suit the notions of parents, or the whims of children, or the convenience of teachers; and if a young lady secures a regular and thorough course of education, it is owing either to the uncommonly good sense and efforts of parents, or to the rare occurrence of finding teachers sufficiently stationary and persevering to effect it. One of the first objects that need to be attempted in regard to female education, is to secure some method of rendering female institutions permanent in their existence, and efficient in perpetuating a regular and systematick course of education. This is secured for the other sex, by institutions so endowed that the death or removal of an individual does not hazard their existence or character. They continue year after year, and sometimes for ages, main- The remedy for this evil (in addition to what is taining the same system of laws, government, and suggested in previous remarks) is to be sought in course of study. But in regard to female institutions, co-operating efforts among the leading female schools every thing is ephemeral; because, in most cases, in the country, to establish a uniform course of educaevery thing depends upon the character and enter- tion, adapted to the character and circumstances of prise of a single individual. A school may be at the females, to correspond with what is done in colleges height of prosperity one week, and the next week for young gentlemen. The propriety of giving titles entirely extinct. Communities seem almost entirely of honour to distinguished females may well be dependant upon chance, both for the character and questioned. It certainly is in very bad taste, and the perpetuity of schools. If good teachers stray would provoke needless ridicule and painful notoriinto their bounds, they are fortunate; if poor ones, ety. But if leading female institutions combine to they have no remedy. Thus the character, the con- establish a regular course of study, which is approduct and the continuance of those who are so exten-priate and complete, it will prove an honour and adsively to mould the character of the future wives and mothers of this nation, are almost entirely removed from the control of those most deeply interested. One method which tends to remedy this evil is, the investment of property in buildings, furniture, and apparatus devoted to this object, under the care of a suitable corporate body. It thus becomes the business of certain responsible men, that the property thus invested shall secure the object for which it has been bestowed. But this method alone will not avail, for though the probabilities are greater that endowed institutions will be well sustained, it is often found that they do fail in securing a systematick and perpetuated plan of education. There needs to be added a well devised plan of government and course of study, together with that division of labour existing in colleges, which secures several able instructers to the same institution, and in such a way that the removal of any one teacher does not interrupt the regular system of the institution. vantage to young ladies to have it known that their education is thus secured; and it will also prove an advantage to the schools that thus gain the reputation of sending out uniformly well educated pupils. Other schools will gradually adopt the same plan; and thus the evils alluded to will, to a great extent, be remedied. These measures will have the same effect on female education, as medical and theological schools have upon those professions. They tend to elevate and purify, although they cannot succeed in banishing all stupidity and empiricism. Another object to be aimed at in regard to female education is, to introduce into schools such a course of intellectual and moral discipline, and such attention to mental and personal habits, as shall have a decided influence in fitting a woman for her peculiar duties. What is the most important and peculiar duty of the female sex? It is the physical, intellectual, and moral education of children. It is the care of the health, and the formation of the character, of the future citizen of this great nation. That this can be accomplished in regard to female seminaries, as well as those for the other sex, is no Woman, whatever are her relations in life, is nelonger problematical, for it has already been done; cessarily the guardian of the nursery, the companion and what has been, can be done again. One female of childhood, and the constant model of imitation institution, at least, can be referred to, in which a It is her hand that first stamps impressions on the regular system of government and instruction has immortal spirit, that must remain for ever. And been carried on for a course of years, until an ade- what demands such discretion, such energy, such quate number of teachers and pupils has been fitted patience, such tenderness, love, and wisdom, such to perpetuate the system, so that as one teacher after perspicacity to discern, such versatility to modify, another was called away, others were prepared to such efficiency to execute, such firmness to persevere, take their places; and thus the whole number of as the government and education of all the various teachers, from the principal to the lowest monitor, characters and tempers that meet in the nursery and has been repeatedly changed, and yet the same sys-school-room? Woman also is the presiding genius tem and course of study have been preserved; while who must regulate all those thousand minutia of there is as fair a prospect of future perpetuity as is domestick business, that demand habits of industry, afforded by most of our colleges. order, neatness, punctuality, and constant care. Another object to be aimed at in regard to female | And it is for such varied duties that woman is to be 9 trained. For this her warm sympathies, her lively small portion of education. Certain portions of imagination, her ready invention, her quick percep- time should be devoted to fitting a woman for her tions, all need to be cherished and improved; while practical duties: such, for example, as needlework. at the same time those more foreign habits, of pa- Other pursuits are designed for the cultivation of tient attention, calm judgment, steady efficiency, and certain mental faculties, such as attention, persevehabitual self-control, must be induced and sustained. rance, and accuracy. This, for example, is the influis a weak, undisciplined, unregulated mind, fitted ence of the study of the mathematicks; while the to encounter the responsibility, weariness and watch- conversation and efforts of a teacher, directed to this ing of the nursery; to bear the incessant care and end, may induce habits of investigation and correct perplexity of governing young children; to accom-reasoning, not to be secured by any other method modate with kindness and patience to the peculiarities Other pursuits are designed to cultivate the taste and frailties of a husband; to control the indolence, and imagination: such as rhetorick, poetry, and waywardness, and neglect of servants; and to regulate all the variety of domestick cares? The superficial accomplishments of former periods were of litle avail to fit a woman for such arduous duties; and for this reason it is, that as society has advanced in all other improvements, the course of female education has been gradually changing, and some portion of that mental discipline, once exclusively reserved for the other sex, is beginning to exert its invigorating influence upon the female character. At the same time the taste of the age is altered; and, instead of the fainting, weeping, vapid, pretty plaything, once the model of female loveliness, those qualities of the head and heart that best qualify a woman for her duties, are demanded and admired. other branches of polite literature. Some studies are fitted to form correct moral principles, and strengthen religious obligation: such as mental and moral philosophy, the study of the evidences of Christianity, the study of the Bible, and of collateral subjects. Other studies are designed to store the mind with useful knowledge; such, for example, as geography, history, and the natural sciences. The proper selection and due proportion of these various pursuits, will have a decided influence in forming the mental habits and general character of the pupils. Another important object in regard to female education is, the provision of suitable facilities for instruction, such as are deemed indispensable for the other sex, particularly apparatus and libraries. While the branches now included in a course of education for females of the higher circles have increased, till nearly as much is attempted, as, were it properly taught, is demanded of young men at college, little has been done to secure a corresponding change, in regard to the necessary facilities to aid in instruction. To teach young men properly in chymistry, natural philosophy, and other branches of science, it is deemed necessary to furnish a teacher for each separate branch, who must be prepared by a long previous course of study who shall devote his exclusive attention to it, and who shall be furnished with apparatus at the expense of thousands of dollars; while, to aid both teachers and pupils, extensive libraries must be provided, and all at publick expense. But when the same branches are to be taught to females, one teacher is considered enough to teach a dozen such sciences, and that too without any apparatus, without any qualifying process, and without any library. None will deny the importance of having females properly fitted for their peculiar duties; and yet few are aware how much influence a teacher may exert in accomplishing this object. School is generally considered as a place where children are sent, not to form their habits, opinions, and character, but simply to learn from books. And yet, whatever may be the opinion of teachers and parents, children do, to a very great extent, form their character under influences bearing upon them at school. They are proverbially creatures of imitation, and accessible to powerful influences. Six hours every day are spent with teachers, whom they usually love and respect, and whose sentiments and opinions, in one way or another, they constantly discover. They are at the same time associated with companions of all varieties of temper, character, and habit. Is it possible that this can exist without involving constant and powerful influences, either good or bad? The simple fact that a teacher succeeds in making a child habitually accurate and thorough in all the lessons of school, may induce mental habits that will have a controlling influence through life. If the government If females are to have the same branches included of schools be so administered as to induce habits of in their education as the other sex, ought there not cheerful and implicit obedience, if punctuality, neat-to be a corresponding change to provide the means ness, and order in all school employments are pre- for having them properly taught; or are our sex to served for a course of years, it must have some be complimented with the intimation that a single influence in forming useful habits. On the contrary, teacher, without preparatory education, without apif a child is tolerated in disobedience and neglect, if paratus, and without libraries, can teach young laschool duties are performed in a careless, irregular, dies what it requires half a dozen teachers, fitted by and deficient manner, pernicious habits may be form- a long course of study, and furnished with every fa ed that will operate disastrously through life. It is cility of books and apparatus to teach young gentle true that mismanagement and indulgence at home men? We certainly are not ambitious of such may counteract all the good influences of school; compliments to the intellectual superiority of our sex and the faithful discharge of parental duty may It is true such extensive publick endowments are counteract, to some extent, the bad influences of not needed for females as for the other sex, because school but this does not lessen the force of these their progress in many of the sciences never needs considerations. to be so extensive: but, if these branches are to constitute a part of female education, is not something of this kind demanded from publick munificence, that all be not left to the private purse of the teacher, who Nor is the course of study and mental discipline of inferiour consequence. The mere committing to memory of the facts contained in books, is but a must furnish it from slender earnings, or remain unsupplied? But the most important deficiency, and one which is equally felt by both sexes, is the want of a system of moral and religious education at school, which shall have a decided influence in forming the character, and regulating the principles, and conduct, of future life. obedient? How many are more strict ir. regard to veracity, honour, and honesty? How many have improved in a spirit of magnanimity, self-command, and forgiveness of injuries? How many have learned to govern their tongues by the law of charity, so as not to speak evil of others, or to propagate scandal ? How many are more regardful of the duties owed to parents, and more kind and obliging to companions? How many are more mindful of their highest obligations to God? And how many, under the influence of fear and love to him, are practising more and more the self-denying duties of benevolence to all ?" Would not such questions, in most of our schools, awaken surprise, and be deemed irrelevant and almost impertinent, even if addressed to those whose Why is there this strange inconsistency between the avowed opinions and the practice of society? When it is asserted that it is of more consequence that women be educated to be virtuous, useful, and pious, than that they become learned and accomplished, every one assents to the truth of the position. When it is said that it is the most important and most difficult duty of parents and teachers, to form the moral character, the principles and habits of children, no one will dissent. All allow it to be a labour demand-express business it is to educate children ? ing great watchfulness, great wisdom, and constant perseverance and care. For what comfort would parents find in the assurance, that their children are Not because the moral and religious education of intelligent, learned, and accomplished, if all is to children is a matter with which teachers cannot be perverted by indolence, vice, and irreligion? And profitably employ themselves. None will deny that what is the benefit to society, in increasing the teachers, possessing the requisite character and power of intellect and learning, if they only add to experience, employed with the express understanding the evils of contaminating example and ruinous vice? that they are held responsible for the moral as well The necessity of virtuous intelligence in the mass of as the intellectual education of their pupils, and althe community is peculiarly felt in a form of govern-lowed sufficient time and opportunity for such duties, ment like ours, where the people are not held in could exert a constant and powerful influence over restraint by physical force, as in despotick govern-young and plastick minds, placed for six hours each ments, but where, if they do not voluntarily submit to the restraints of virtue and religion, they must inevitably run loose to wild misrule, anarchy, and crime. For a nation to be virtuous and religious, the females of that nation must be deeply imbued with these principles for just as the wives and mothers sink or rise in the scale of virtue, intelligence, and piety, the husbands and the sons will rise or fall. These positions scarce any intelligent persons will deny so that it may be set down as one of the current truisms of society, that the formation of the moral and religious principles, and habits, is the most important part of education, even in reference to this life alone. To this is added the profession of all who reverence Christianity, that the interests of an immortal state of being are equally suspended on the same results. But while this is the verbal opinion of society, what is the practical opinion, as exhibited in systems of education, particularly in schools? 永 We find in all communities a body of persons set apart for the express purpose of communicating knowledge, and cultivating the intellect of childhood and youth. At the same time we find both parents and teachers uniting in the feeling, that this is all that is required, and that it is not expected that they should attempt any thing more. As the care of the intellect is the business given to teachers, we find that some success always attend these efforts. However dull the child or incompetent the teacher, at the end of each year it will be found, that every child has learned something, and that the memory at least, if no other faculty, is to some extent cultivated. Parents and school visiters find, that the money employed is not spent entirely in vain, but that it does, to some extent, secure the object for which it was expended. But if parents or school committees should visit schools with such inquiries as these :-" How many pupils have improved in the government of their tem per the past year? How many are more docile and day under their entire control. And what peculiar advantages teachers enjoy, who, unbiassed by the partialities of parental fondness, can observe their charge when thrown into collision with all the various characters that meet in the school-room and play ground, where often are developed peculiarities of character and temper, that escape parental notice and care. Nor does this strange inconsistency exist because teachers cannot give instruction in all the relative moral and religious duties, nor because they cannot become intimately acquainted with the peculiar tem perament, habits, and deficiencies of every child, and point out its dangers, and set before it the appropriate motives to excite to virtuous effort. Nor is it because experience shows that it does no good to convince children of their faults, and to invite them to improvement. Nor is it because teachers cannot, with propriety and success, bring to bear upon the minds of children, the powerful motives of religious obligation; teaching them the claims of the Bible, the evidences of its authority, the proper mode of gaining a correct and independent knowledge of its contents: while they daily appeal to it as the standard of moral rectitude, and employ its solemn sanctions to sustain its precepts.—Continued. TO ONE BEREFT.-MELLEN. Or seen that looks and words have power But ye that suffer; who have felt |