But an inspection of the schools will afford us the most reliable evidence on this subject. From the system of instruction now pursued in our best common schools, a scholar of ordinary capacity is enabled to become a good reader, writer, and speller; to acquire a very good knowledge of geography and arithmetic, and a little insight into natural philosophy, physiology, grammar, and history, as well as to gain some habits of order and correct deportment. It is true also that in some schools considerable efforts are bestowed on moral culture: this, however, depends upon the peculiar character of the teacher. Yet it cannot be denied, that intellectual improvement is treated as of paramount importance; and that, if any attempts are made at moral training, they are purely incidental; being considered collateral to the other lessons. Surely no one will think of reproaching teachers for this condition of things; for they are governed by the public opinion of the district or town they teach in, as much as the statesman is governed by the public opinion of the country. The voice of the district is silent on the subject. The committee who examined or engaged them did not allude to that part of their duty, or inquire into their qualifications for discharging it. If the teacher goes through the term in harmony, and succeeds in advancing his pupils in an ordinary degree in the common branches, he is acknowledged to have accomplished his entire duty. In attempting to show the manner in which the right development of character may be blended with the development of the mental faculties, it might be proper to advert to the method a teacher could pursue with the greatest success. A very imperfect idea only of any policy can be given, inasmuch as the duty must be left to his own discretion. No set plan can be adhered to; neither could text-books be used to advantage. He should not have an appointed time for such an exercise, nor resort to formal lectures, nor rely upon the studied maxims which moralists have framed in the closet, nor depend upon the stereotyped precepts of philosophers. As the sentiments he inculcates are addressed to the heart, so also from the heart should they spring. Every one knows that the events which transpire in and about the school-room furnish too frequent opportunities for this species of instruction. These acts of turpitude he should heed, and make the subject of his lessons. Report comes to him that some of his pupils have been guilty of insulting and ridiculing an aged and infirm person. He might give them time to reflect upon the nature of their act, and to decide themselves whether it was right or wrong. Then let him show the claims which age, combined with feebleness, has upon our respect and sympathy, and expose the cruelty and shame of that conduct which would increase its misfortunes. He learns, perhaps, that a pupil has used profane language during an intermission. As he requires the school to pause, let him speak in