Whatever men do well without definite aim and without rules, it is clear to me, they would do better with these advantages. The same argument equally militates with all means of moral instruction. ‘The world,’ the objector may say, ‘will proceed as before, say what we may.’ But this would be deemed no just ground of objection to an attempt to improve the age, though the efforts may have little visible and apparent effect. Note 4, page 44. No term has been more hackneyed, in these days, than education. We have had system upon system, and treatise upon treatise; and more has been written and declaimed upon this subject than almost any other. And yet, scarcely a word has been said upon a grand and radical defect in all existing systems which reduces to a very humble scale the results of the best concerted efforts. I lay out of the question all other incongruities, that I might easily mention, and come directly to that which I have chiefly in my mind. Each of the different instructors, through whose forming hands the pupil passes, communicates to him different, militant and incompatible impulses; so that, instead of a continuous operation and an onward movement, it seems to be the work of each successive teacher to undo that of all the others. The father and mother, besides various minor inculcations, labor, as their highest object, to infuse into the mind of their child, ambition, the desire of preëminence and distinction. The school-master instils the same principles under such different circumstances as to render the envy, rivalry and competition of the school-room almost another series of impulses. The minister and the catechism enjoin humility, meekness and a disposition to prefer others in honor before themselves. ‘Be honest and high-minded,’ say the parents and teachers. ‘Be adroit, and circumvent those who are watching to take advantage of your weakness and inexperience,’ says the master at the counting-desk. The elder friends teach one class of maxims, and the younger another. The actual world inculcates rules different from all the rest. Thus the parents, the school-master, the minister, the politician, society and the world are continually varying the direction of the youthful traveller. No wonder that most people either have no character, or one that is a compound of the most incongruous elements. A pupil, to have a strong, wise, marked and efficient character, should have had it steadily trained to one end; and every impulse ought to have been in a right line and concurrent with every other. Such must be the case before honest and uniform characters will be formed.