But perhaps far less of sacred knowledge than all this pleading admits and assumes to be indispensable to them, will answer the end. For it is but a slender quantity of it that is, in effect, proposed to be imparted to them by those who would give them very little other knowledge. They will talk of giving the people an education specifically religious; a training to conduct them on through a close avenue, looking straight before them to descry distant spiritual objects, while shut out from all the scene right and left, by fences that tell them there is nothing that concerns them there. There may be rich and beautiful fields of knowledge, but they are not to be trampled by vulgar feet. Now, may we presume that by knowledge, or information, is meant a clear understanding of a subject? If so, it is but little religious information that _can_ be imparted while that of a more general nature is withheld. The case is so, partly because, in order to a clear conception of the principal things in the doctrine of religion, the mind wants facts, principles, associations of ideas, and modes of applying its thoughts, which are to be acquired from the consideration of various other subjects; and partly because, even though it did _not_, and though it _were_ practicable to understand religious truths clearly without the subsidiary ideas, and the disciplined mental habit acquired in attention to other subjects, _it is flatly contrary to the radical disposition of human nature_ that youthful spirits should yield themselves to a bare exclusively religious discipline. It were supposing a reversal of the natural taste and tendency, to expect them to apply their attention so patiently, so willingly, so long, and with such interest, to this one subject, as to be brought to an intelligent apprehension through the almost sole exercise of thinking on this. By thinking on this!--which is the subject on which they are by their very nature the least of all inclined to think; the subject on which it is the most difficult as well as the most important point in education to induce them to think; the subject which, while it is essential to give it the ascendency in the instruction of both the lower classes and all others, it requires so much care and address to present in an attractive light; and which it is so desirable to combine with other subjects naturally more engaging, in order to bring it oftener by such associations into the thoughts, in that secondary manner, which causes somewhat less of recoil.