Mount Holyoke Female Seminary.

The character of the young ladies, who shall become members of this Seminary the first year, will be of great importance to the prosperity of the Institution itself, and to the cause of female education. Those, who use their influence in making out the number, will sustain no unimportant responsibility. It is very desirable, that the friends of this cause should carefully consider the real design of founding this Institution, before they use their influence to induce any of their friends and acquaintances to avail themselves of its privileges.

This institution is to be founded by the combined liberality of an enlarged benevolence, which seeks the greatest good on an extensive scale. Some minds seem to be cast in that peculiar mould, that the heart can e drawn forth only by individual want. Others seem best fitted for promoting public good. None can value too much the angel of mercy, that can fly as on the wings of the wind to the individual cry for help as it comes over in tender and melting strains. But who does not venerate those great souls - great by nature - great by education - or great by grace - or by all combined, whose plans and works of mercy are like a broad river swallowing up a thousand little rivulets. How do we stand in awe, when we look down, as on a map, upon their broad and noble plans, destined to give untold blessings to the great community in which they dwell - to their nation - to the world. As we see them urging their way forward, intent on advancing as fast as possible, the renovation of the whole human family - and on hastening the accomplishment of the glorious promises found on the page of inspiration, we are sometimes tempted to draw back their hand, and extend it forth in behalf of some traveller by the wayside, who seems to be overlooked. But we look again, and we behold the dearest personal interests of the traveller by the wayside, and those of a thousand other individuals included in their large and warm embrace.

This is the class of benevolent men who will aid in founding this Seminary; these the men who are now contributing of their time and money to carry forward this enterprise.

It is ever considered a principle of sacred justice in the management of funds, to regard the wishes of the donors. The great object of those, who are enlisting in this cause, and contributing to it, as to the sacred treasury of the Lord, cannot be misunderstood. It is to meet public and not private wants. They value not individual good less, but the public good more. They have not been prompted to engage in this momentous work by a desire to provide for the wants of a few of the daughters of our land for their own sakes as individuals, but by a desire to provide for the urgent necessities of our country, and of the world, by enlisting in the great work of benevolence, the talents of many of our daughters of fairest promise. This Institution is expected to draw forth the talents of such, to give them a new direction, and to enlist them permanently in the cause of benevolence. We consider it as no more than a due regard to justice, to desire and pray, that a kind Providence may send as scholars to this Seminary, those who shall go forth, and by their deeds, do honor to the Institution, and to the wisdom and benevolence of its founders. The love of justice will also lead us to desire and pray, that the same kind Providence may turn away the feet of those, who may in after life dishonor the Institution, or be simply harmless cumberers of the ground, though they should be our dearest friends, and those who for their own personal benefit, need its privileges more than almost any others.

The grand features of this Institution are to be an elevated standard of science, literature, and refinement, and a moderate standard of expense; all to be guided and modified by the spirit of the gospel. Here we trust will be found a delightful spot for those, 'whose heart has stirred them up' to use all their talents in the great work of servin gtheir generation, and of advancing the Redeemer's kingdom.

In the same manner, we doubt not, that the atmosphere will be rendered uncongenial who are wrapped up in self, preparing simply to please, and to be pleased, whose highest ambition is, to be qualified to amuse a friend in a vacant hour.

The age of the scholars will aid in giving to the Institution a choice selection of pupils. This Seminary is to be for adult young ladies; at an age when they are called upon by their parents to judge for themselves to a very great degree and when they can select a spot congenial to their taste. The great and ruling principle - an ardent desire to do the greatest possible good, will we hope, be the presiding spirit in many hearts, bringing together congenial souls. Like many institutions of charity, this does not hold out the prospect of providing for the personal relief of individual sufferers, nor for the direct instruction of the ignorant and degraded. But it does expect to collect, as in a focus, the sparks of benevolence, which are scattered in the hearts of many of our daughters, and after having multiplied them many fold and having kindled them to a flame, and given them a right direction, to send them out to warm and to cheer the world. Some of them may be the daughters of wealth, and the offering will be no less acceptable, because they ahve something besides themselves to offer to the great work. Others, may be the daughters of mere competency, having been fitted for the service by an answer to Agur's petition. Others, again may struggle under the pressure of more moderate means, being called to surmount the greatest obstacles by persevering effor, and the aid of friends. But provided they have kindred spirits on the great essential principles, all can go forward together without a discordant note.

It has been stated, that the literary standard of this Institution will be high. This is a very indefinite term. There is no acknowledged standard of female education, by which an institution can be measured. A long list of branches to be taught, can be no standard at all. For if so, a contemplated manual labor school to be established in one of the less impproved of the western states, whose prospectus we chanced to notice some two or three years since, would stand higher than most of our New England colleges. Whether the institution was ever established we know not, nor do we remember its name or exact location. But the list of branches to be taught as they appeared on paper, we do remember, as for the time, it served as a happy illustration of a general principle, relating to some of our attempts to advance the cause of education among us. In a seminary for females, we cannot as in the standard of education for the other sex, refer to established institutions, whose course of study and standard of mental discipline are known to every literary man in the land. But it is believed, that our statement cannot be made more intelligible to the enlightened community, than by simply saying, that the course of study, and standard of mental culture will be the same as that of the Hartford Female Seminary - of the Ipswich Female Seminary - or of the Troy Female Seminary - or of some other institution that has stood as long, and ranked as high as these seminaries. Suffice it to say, that it is expected, that the Mount Holyoke Female Seminary will take the Ipswich Female Seminary for its literary standard. Of course there will be room for a continued advancement; as that institution has been raising its own standard from year to year. But at the commencement, the standard is to be as high as the present standard of that seminary. It is to adopt the same high standard of mental discipline - the same slow, thorough, and patient manner of study; the same systematic and extensive course of solid branches. Though this explanation will not be universally understood, yet it is believed that it will be understood by a great many in New England, and by many out of New England - by those, who have long been intimately acquainted with the character of that seminary, or who have witnessed its fruits in the lives of those whom it has sent forth to exert a power over society, which cannot be exerted by mere goodness, without intellectual strength. 'By their fruits ye shall know them.'

The following is an extract from the last catalogue of the Ipswich Female Seminary.

The regular couse will consist of primary studies, and a two years' course in the regular classes, denominated Junior and Senior.

It is not expected that all who enter the school, will pursue the regular course. Those among the more advanced pupils, who design to continue members of the school no more than one year, may either pursue an outline of the branches here taught, or make it an object to gain a thorough knowledge of such studies as seem best suited to promote their individual improvement. In recitations, the regular classes are not kept distinct; but all the pupils are arranged in temporary classes as may best promote the good of individuals.

Mental Arithmetic,
Written Arithmetic,
English Grammar,
First Book of Euclid's Geometry,
Modern and Ancient Geography,
Government of the United States,
Modern and Ancient History,
Botany,
Watts on the Mind.

Written Arithmetic completed,
English Grammar continued,
The Second, Third, and Fourth Books of Euclid's Geometry,
Natural Philosophy,
Chemistry,
Astronomy,
Intellectual Philosophy,
Rhetoric.

Some of the preceding studies reviewed and continued,
Algebra,
Ecclesiastical History,
Natural Theology,
Philosophy of Natural History,
Analogy of Natural and Revealed Religion to the Constitution and Laws of Nature,
Evidences of Christianity.
Reading, Composition, Calisthenics, Vocal Music, the Bible and several of the above branches of study, will receive attention through the course. Those who are deficient in spelling and writing, will have exercises in these branches whatever may be their other attainments. Linear drawing will also receive attention. It is desired, that so far as practicable, young ladies before entering the Seminary, should be skilful [sic] in both mental and written Arithmetic, and thoroughly acquainted with Geography and the History of the United States.

The Bible, Worcester's Abridgement of Webster, or some other English Dictionary, the Eclectic Reader, by B B. Edwards, Porter's Rhetorical Reader, Colburn's First Lessons, Adams's Arithmetic, Smith's and Murray's Grammar, Simson's or Playfair's Euclid, Woodbridge's Larger Geography, Sullivan's Political Class Book, Goodrich's United States, Worcester's Elements of History, with Goldsmith's England, Greece, and Rome, Mrs. Phelps's Botany, Olmstead's Natural Philosophy, Wilkins's Astronomy, Abercrombie on the Intellectual Powers, Newman's and Whateley's Rhetoric, Baily's Algebra, Marsh's Ecclesiastical History, Paley's Natural Theology, Smellie's Philosophy of Natural History, Butler's Analogy, Alexander's Evidences of Christianity.

The time for admitting into the regular classes is near the close of the winter term. The pupils, who at that time have been members of the seminary a year, and in some cases only six months, on passing a thorough examination on the primary studies, or on such studies of the course as shall be equivalent to the primary studies, can be admitted into the Junior Class: and those who can pass a similar examination in such of the studies as shall equal all the primary studies, and those of the Junior Class, can be admitted into the Senior. Those who in addition are well acquainted with the studies of the Senior Class, receive at the close a testimonial of having completed with honor the course of study in this institution.

In order that this new institution may accomplish the greatest good to the cause of female education, it is desirable that the pupils should advance as far as possible in study before entering the Seminary. To many who are expecting to become members, it is a subject of deep regret that the commencement of operations should be delayed so long. To all, who are expecting to enter this seminary when it opens, it is ernestly recommended to spend as much of the intermediate time as possible in study. It is very desirable that the least improved of the pupils should have a thorough knowledge of arithmetic, geography, history of the United States and English grammar, though this may not be rigidly required of every individual the first year. These branches may be pursued privately without a regular teacher, or in the common district school, or in the young ladies' village school, or in any other situation, which may be convenient.

Those who wish to pursue these branches without a regular teacher to direct them, may derive advantage by pursuing something like the following order of study.

1. Colburn's First Lessons to the 11th Section;
2. A general course of Geography;
3. Adams' New Arithmetic to Fractions;
4. Rudiments and general principles of English Grammar;
5. Colburn's First Lessons completed;
5. Adams' Arithmetic to Proportion;
7. History of the United States;
8. Thorough course of Geography;
9. Thorough course of English Grammar.
10. Adams' Arithmetic completed.

This book should be studied through so many times, and with such close attenion, that all the difficult questions in every part of the book can be solved with great readiness, an dthe manner of solution described. In studying this, recitations are very important. In recitations the book should not be opened by the learner. If the questions cannot be remembered, and all parts comprehended, as they are received from the lips of a teacher, it may be safely inferred, not that there is any deficiency in the ability of the learner, but that more hard study is still requisite. If a young lady attempts to gain a thorough knowledge of this book by private study at home, it is important for her to recite daily to a brother, or sister, or some other friend. In recitations, whether of a class, or of an individual, every answer, and every description should be given with great clearness, accuracy, and promptness. The effects of a continued practice of reciting in this way, both on the mind, and degree of intelligence in the manner of an individual, can rarely be realized by those unaccustomed to observe them.

In pursuing this branch of study, two things should be gained.

1. Perfect Accuracy. It should not be considered sufficient, that a question is finally solved correctly. No standard of accuracy is high enough, except that which will enable the learner to avoid all wrong steps in the statement, and all errors in every part of the process to be corrected by a second trial. Where a deficiency is observed in these respects, more close and careful study should be applied - the preceding parts of the book should be slowly and carefully reviewed - and every question should be solved the first time very slowly, and with an undivided attention, till accurate habits are acquired.

2. Readiness and Rapidity. These habits can be gained only by abundant practice. Reciting, that is, solving questions given out by another, will be very useful. This study may be pursued without a regular teacher, but the learner should recite daily to some friend as recommended in Colburn's First Lessons. If any one is under the necessity of being her own teacher, of solving her own questions, and of overcoming her own difficulties, she will receive aid from observing the following rule. 'Whenever you are involved in difficulties, from which you know not how to extricate yourself, go back to the beginning, or nearly to the beginning of the book, and solve every question in course till you come to the point of difficulty.'

Most individuals will probably find it necessary to go through the whole book two or three times, in order to gain the needful accuracy and readiness.

But few succeed in studying this except with a regular teacher. Though the manner of pursuing this branch is very important, it is not easy to give short and specific directions. We will only say, Be very thorough. Study every lesson closely and carefully.

The manner of studying this branch must depend much on the teacher. One direction may be given for the use of those who study it without a teacher. After studying regularly through some book, and reviewing it carefully once or twice, let the learner select a complete outline, embracing prominent facts relating to every part of the world. This outline should be reviewed weekly or monthly for months, or for a year or two, till the facts are so indelibly fixed on the memory, that the lady at any future time of life, could recall anything in this outline almost as readily as she could recollect the order of the letters of the alphabet.The learner is referred to a lecture delivered before the American Institute in 1833.

In studying history, some systematic method is very important. But very little dependence can be placed on mere reading. Here and there a mind can be found, which will by a regular reading of history, select and arrange its materials so systematically, that they can be laid up for future use. But such minds among young ladies in the present state of female education are rarely found.. History furnishes to the teacher an almost boundless field for the exercise of the inventive powers. But the most successful parts of almost every system of teaching history, cannot be so described as to be used by a young lady without a teacher. An intelligent young lady might use the 'Topic System' as it has been called to considerable advantage in the following manner. After gaining a general view of the book to be studied, let the young lady select a list of topics or subjects through the whole, to be learned and recited to some friend, like a connected narration. In learning these topics, it would not be well to charge the memory with every item which can be found, but with those which are the most important. In reciting, she should not attempt to state anything, of which she is not confident, but in what she does attempt to communicate, she should not allow herself the least indulgence for inaccuracy. She should charge herself with deficiency for the least inaccurate statement, even though she should correct it the next moment. The list of topics might with profit be recited through two or three times. If Goodrich's History of the United States is studied, Emerson's Questions may be used wiht advantage in connexion [sic] with the topics. Any one not accustomed to recite by the topic system, might use the Questions as a general guide in selecting items under each topic. Beginners have often found it useful in a few of the first lessons, to write out th eitems under each topic. But very soon, the mind will be able to collect and arrange its materials without consuming so much time. When topics are written, no use should be made of the notes during recitations.

If the whole of this course cannot be completed before entering the Seminary, let the first part be taken in order, and let what is done, be done thoroughly. After completing the preceding course in the manner described, young ladies can select for themselves from the regular course of study pursued at Ipswich. It is desirable to advance in study as far as possible before entering the seminary, provided that every branch taken up receives thorough attention. A superficial passing over any branch before commencing it regularly in school, is always an injury instead of a benefit. But the greater the real capital, which any one possesses of improvement on entering the institution, the greater will be her proportionate income. Any who hope to be so far advanced as to enter the Senior Class at first, and complete the regular course of study in one year, may need some more specific directions and information relative to preparatory studies, to prevent disappointment. Such can obtain further information by directing a letter to Miss MARY LYON, South Hadley, Mass. A thorough knowledge of a definite number of branches, is a term, which to different individuals has very different meanings. Some of the members of the Ipswich Female Seminary, who had gone through the regular course, except the studies of the Senior Class, have been successful teachers in some of the most important female seminaries in our country. The same high standard will be taken in this institution. But notwithstanding this, a few individuals, who ar enow making their arrangements with reference to a hope, that they shall be its members the first year, can be prepared to complete the course, and others there doubtless will be, who could do it by devoting all the time that they can command, before the institution commences, to pursuing the most important studies, and to reviewing those which they have gone over.

This institution will do much, we hope, to raise among the female part of the community a higher standard of science and literature - of economy and of refinement - of benevolence and religion. To accomplish this great end, we hope by the influence of the institution on the community, to lead many to discover and use the means within their reach, instead of mourning in indolence after those they can never enjoy. We hope to redeem from waste a great amount of precious time - of noble intellect, and of moral power.

This was written for the benefit of those, who are making inquiries about the qualifications for admission into this Seminary. It has been printed to save the labor of transcribing. Those into whose hands it may fall, are requested to make no other use of it than they would of a written communication.

M.L.
South Hadley, Sept. 1835.

"God gave her a vigorous and well-balanced physical constitution. Her stature was at a medium; the muscular powers were displayed in great strength and vigor; the vital apparatus was very strong, so as to give a full development to the whole system, and impart great tenacity of life. The brain was largely developed, and in proper proportion to produce a symmetrical character. The nervous system was full, yet free from that morbid condition which in so many produces irritation, dejection, or unhealthy buoyancy of the spirits, and irregular action of the mind. In short, all the essential corporeal powers were developed in harmonious proportion. You could not say that any of the marked temperaments were exhibited, but there was rather a blending of them all.

"Now just such a physical system seemed essential to the part in life for which this lady was destined. Many, indeed, have been distinguished as instructors of youth whose constitutions were frail, and whose shattered nerves thrilled and vibrated in every exigency. But Miss Lyon had another office besides teaching to execute, which demanded unshrinking nerves and great power of endurance. In building up a new seminary, not conformed in many respects to the prevailing opinions, she could not but meet many things most trying to persons of extreme sensibility, and needing an iron constitution to breast and overcome.

"And it gives a just view of the character of her mind to say that it corresponded to that of her body; that is, there was a full development of all the powers, with no undue predominance to any one of them It were easy to find individuals more distinguished by particular characteristics, but not easy to find one where the powers were more harmoniously balanced, and where, as a whole, the mind would operate with more energy and efficiency. She did, however, exhibit some mental characteristics, either original or acquired, more or less peculiar. It was, for example the great features of a subject which her mind always seized upon first. And when she had got a clear conception of these, she took less interest in minute details; or, rather, her mind seemed better adapted to master fundamental principles than to trace out minute differences. Just as the conqueror of a country does not think it ncessary, after he has mastered all its strongholds, to enter every habitation, to see if some private door is not barred against him, so she felt confident of victory when she had been able to grasp and understand the principles on which a subject rested. Her mind would work like a giant when tracing out the history of redemption with Edwards, or the analogies of nature to religion with Butler, or the great thuths of Theism with Chalmers; but it would nod over the pages of the metaphysical quibbler, as if conscious that it had a higher destiny. And yet this did not result from an inability to descend to the details of a science when necessary.

"The inventive faculties were also very fully developed in our friend. It was not the creations of fancy merely, such as form the poet, but the power of finding means to accomplish important ends. Nor was it invention unbalanced by judgment, such as leads many to attempt schemes impracticable and quixotic. For rarely did she attempt anything in which she did not succeed; nor did she undertake it till her clear judgment told her that it would succeed. Then it mattered little who or what opposed. At first she hesitated, especially when any plan was under consideration that would not be generally approved; but when, upon careful examination, she saw clearly its practicability and importance, she nailed the colors to the mast, and, though the enemy's fire might be terrific, she stood calmly at her post, and usually saw her opposers lower their flag. She possessed, in an eminent degree, that most striking of all the characteristics of a great mind; viz., perseverance under difficulties. When thoroughly convinced that she had truth on her side, she did not fear to stand alone and act alone, patiently waiting for the hour when others would see the subject as she did. This was firmness, not obstinacy; for no one was more open to conviction than she; but her conversion must result from stronger arguments, not from fear or the authority of names. Had she not possessed this feature of character, Mount Holyoke Seminary never would have existed, at least not on its present plan. But its triumphant success for one-third of a generation is a striking illustration of the far-reaching sagacity and accurate judgment of its originator.

"Besides this seminary, the most striking example of the inventive powers of our friend is that only volume which she has left us, - I mean the 'Missionary Offering,' - called forth by an exigency in a cause which she dearly loved, and whose most striking characteristic is its missionary spirit. Yet it is, in fact, a well-sustained allegory, demanding for its composition no mean powers of invention and imagination.

"Miss Lyon possessed, also, the power of concentrating the attention and enduring long-continued mental labor in an extraordinary degree. When once fairly engaged in any important subject, literary, scientific, theological, or economical, there seemed to be no irritated nerves or truant thoughts to intrude, nor could the external world break up her almost mesmeric abstraction.

"Another mental characteristic of our friend was her great power to control the minds of others. And it was done, too, without their suspecting it; nay, in opposition often to strong prejudice. Before you were aware, her well-woven net of argument was over you, and so soft were its silken meshes that you did not feel them. One reason was that you soon learnt that the fingers of love and knowledge had unitedly formed the web and woof of that net. You saw that she knew more than you did about the subject; that she had thrown her whole soul into it; that, in urging it upon you, she was actuated by benevolent motives, and was anxious for your good; and that it was hazardous for you to resist so much light and love. And thus it was that many a refractory pupil was subdued, and many an individual brought to aid a cause to which he was before indifferent or opposed.

"Finally, I must not omit to mention her great mental energy and invincible perseverance. That energy was a quiet power, but you saw that it had giant strength. It might fail of success to-day, but in that case it calmly waited till to-morrow. Nay, a score of failures seemed only to rouse the inventive faculty to devise new modes of operation; nor would the story of the ant that fell backward sixty-nine times in attempting to climb a wall, and succeeded only upon the seventieth trial, be an exaggerated representation of her perseverance. Had she lacked this energy and perseverance, she might have been distinguished in something else, but she never would have been the founder of Mount Holyoke Female Seminary.

"Yet it is in her religious character, and there alone, that we shall find the secret and the powerful spring of all the efforts of her life which she would wish to have remembered. But I approach this part of her character with a kind of awe, as if I were on holy ground, and were attempting to lay open that which she would wish never revealed. In her ordinary intercourse, so full was she of suggestions and plans on the subject of education, and of her new seminary, that you would not suspect how deep and pure was the fountain of piety in her heart, nor that from thence the waters flowed in which all her plans and efforts were baptized and devoted to God. But as accidentally, for the last thirty years, the motives of her actions have been brought to light, I have been every year more deeply impressed with their Christian disinterestedness, and with the entireness of her consecration to God. Without a knowledge of this fact, a stranger would mistake for selfishness the earnestness and exclusiveness with which she often urged the interests of the seminary. But in the light of this knowledge, the apparent selfishness is transmuted into sacred Christian love. Her whole life, indeed, for many years past, has seemed to me to be only a bright example of missionary devotedness and missionary labor. I have never met with the individual who seemed to me more ready to sacrifice even life in a good cause than she was; and, had that sacrifice been necessary for securing the establishment of her favorite seminary, cheerfully, and without a moment's hesitation, do I believe, she would have laid down her life. I would, indeed, by no means represent her as an example of Christian perfection. I could not do so great injustice to her own convictions. But since her death, I have looked back over the whole of my long acquaintance with her in almost every variety of circumstance, to see if I could recollect an instance in which she spoke of any individual in such a way as to indicate feelings not perfectly Christian; or if I could discover any lurkings of inordinate worldly ambition, or traces of sinful pride, or envy, or undue excitement, or disposition to shrink from duty, or of unwillingness to make any sacrifices which God demanded; and I confess that the tablet of memory furnishes not a single example. What I considered errors of judgment I can indeed remember; but not any moral obliquity in feeling or action. They doubtless existed, but it needed nicer moral vision than I possess to discover them." [sic]

"We are amazed when we look back at the amount and magnitude of her labors. Very few females have done so much for the world while they lived, or have left so rich a legacy when they died. Nor is the fair picture marred by dark stains, save those of microscopic littleness. From the days of her childhood to the time of her death, all her physical, intellectual, and moral powers were concentrated upon some useful and noble object, while selfishness and self-gratification seem never to have stood at all in the way, or to have retarded the fervid wheels of benevolence. I cannot, therefore, believe that it is the partiality of personal friendship which leads me to place Miss Lyon among the most remarkable women of her generation. Her history, too, shows the guiding hand of special providence almost as strikingly as the miraculous history of Abraham, of Moses, of Elijah or of Paul. O, it tells us all how blessed it is to trust Providence implicitly when we are trying to do good, though the darkness be so thick around us that we cannot see forward one hand's breadth, and bid us advance with as confident a step as if all were light before us.

"This picture, too, is a complete one. Her life was neither too long nor too short. She died at the right time, with her armor on and yet bright. But her friends saw that, strong as her constitution naturally was, it was giving way under such severe and protracted labor, and the infirmities of declining years beginning to show themselves, even at the age of fifty-two. But with her Saviour, she could say, 'I have finished the work which thou gavest me to do.' All her important plans had been carried into successful operation, and tested by long experiment; and the institution was in the right condition to be committed to other hands. . . . I cannot wish to call her back. But I do feel, - and many who hear me I doubt not feel it too, - I do feel a strong desire to be borne upward, on an angel's wing, to the Mount Zion where she now dwells, and to hear her describe in the glowing language of heaven, the wonders of Providence, as manifested in her own earthly course, as they now appear in the bright transparencies of heaven. Yet further, I long to hear her describe the still wider plans she is now devising and executing for the good of the universe and the glory of God; and how admirably her earthly discipline fitted her for a nobler field of labor above; so that those providences, which appear to us to have been consummated on earth, were, in fact, only a necessary means of adapting her to a work which shall fill and delight all her powers throughout eternal ages. Gladly, too, would I listen to her intensely earnest inquiries respecting her beloved seminary and friends on earth; and learn whether, in some way unknown to us, she may not be still able to administer to their welfare."

Mary Lyon was born in Buckland, Franklin County, Mass., Feb. 28, 1797. Her ancestors were among the first settlers of the adjoining town of Ashfield. In the "Missionary Offering," a small book written by her in 1843, she draws a pleasing picture of the simple "mountain home" in which she grew up. Her educational opportunities were limited, but in the district school she made uncommon progress. One of her teachers said, "I should like to see what she would make if she could be sent to college." She began her career as a teacher near Shelburne Falls, Mass., receiving seventy-five cents a week with board. In 1817 she entered Sanderson Academy at Ashfield, maintaining herself there by the severest economy. At one time she resided for a season in the family of Dr. Hitchcock, then pastor of a church in Conway, afterwards president of Amherst College. We find her for one term in Amherst Academy; and it is interesting to note tha tafterwards, before locating her Seminary at South Hadley, Mount Pleasant in Amherst was one of the places she considered for it. In 1821, after teaching in various places, she went to attend Rev. Joseph Emerson's school at Byfield, Mass. The Adams Female Academy at Derry, N.H., where she afterwards taught, was conducted upon what she called the "Emersonian" plan; and Joseph Emerson's spirit and influence she cherished during her later teaching at Ipswich. The Ipswich Female Seminary was the germ of Mount Holyoke Seminary, which grew out of the earnest thought and indefatigable efforts of Miss Lyon in the half-dozen years before 1836, when the corner-stone was laid.

Miss Lyon's address to the friends of the school, setting forth her plans and program, published in the present leaflet through the courtesy of the president of Mount Holyoke College, has never before been printed save in the pamphlet form in which Miss Lyon circulated it in 1835. It is a document of distinct interest and value in the history of the higher education of American women. The noble character of Mount Holoke Seminary and the peculiar service which it rendered from the time when Mary Lyon brought it into being are well known. Her grave is in the Mount Holyoke grounds, and upon the monument are the words from her last instruction to the school: "There is nothing in the universe that I fear but that I shall not know all my duty or shall fail to do it."

There is a life of Mary Lyon by President Hitchcock of Amherst College, published in 1851, two years after her death. A new edition of this revised by Mrs. Eunice (Caldwell) Cowles, was published in 1858. A later memoir by Miss Fiske contains many selections from Miss Lyon's addresses and class instructions. Miss Lyon is the subject of one of the chapters in Thayer's "Women Who Win."