teachers, or the patrons. Now let him, when he has contemplated this scene, consider how the greatest part of this numerous company would have been employed during the same hours, whether of the Sabbath or other days, but for such a provision of means for their instruction. And, for the contrast, he has only to leave the school, and walk a mile round the neighborhood, in which it will be very wonderful, (we may say this of most parts of England,) if he shall not, in a populous district, especially near a great town, and on a fine day, meet with a great number of wretched, disgusting imps, straggling or in knots, in the activity of mischief and nuisance, or at least the full cry of vile and profane language; with here and there, as a lord among them, an elder larger one growing fast into an insolent adult blackguard. He may make the comparison, quite sure that such as they are, and so employed, would many now under the salutary discipline of yonder school have been, but for its institution. But the two classes so beheld in contrast, might they not seem to belong to two different nations? Do they not seem growing into two extremely different orders of character? Do they not even seem preparing for different worlds in the final distribution? The friends of these designs for a general and highly improved education, may proceed further in this course of verifying to themselves the grounds of their assurance of happy consequences. A number of ideas, the most important that were ever formed in human thought, or imparted to men from the Supreme Mind, will be so communicated and impressed in these institutions, that it is absolutely certain they will be fixed irrevocably in the minds of the pupils. And in the case of many, if not the majority of these destined adventurers into the temptations of life, these important ideas, thus inserted deep in their souls, will distinctly present themselves to judgment and conscience an incalculable number of times. What a number, if the sum of all these reminiscences, in all the minds now assembled in a numerous school, could be conjectured! But if one in a hundred of these recollections, if one in a thousand, shall be efficacious, who can compute the amount of the good resulting from the instruction which shall have so enforced and fixed these ideas that they shall inevitably be thus recollected? And is it altogether out of reason to hope that the desired efficacy will, far oftener than once in a thousand times, attend the luminous rising again of a solemn idea to the view of the mind! Is still less than _this_ to be predicted for our unhappy nature, while, however fallen, it is not abandoned by the care of its Creator!