Influenced by such sentiments and considerations, I now send you five manuscript lectures, delivered about two years ago, before the Lyceum of Fredericksburg, "On the Obstacles to Education arising from the peculiar faults of Parents, Teachers, Scholars, and those who direct and control our Schools and Colleges." Trite as the subject of Education is, it can never cease to be deeply--nay, vitally interesting, so long as the happiness of the whole human race--both in their private and public relations--both in this world and the next, so entirely depends upon the nature of the objects embraced by it, and the manner in which it is conducted. Deep and deadly too will be the guilt of any wilful neglect, error, or perversion, on the part of all those who direct the physical and intellectual training of the youth of our country. Unless both become what they should be, neither our forms of government, nor our political nor literary institutions, can ever accomplish any of the great ends for which they were designed. I remain, dear sir, yours with regard, JAMES M. GARNETT. _Elm-Wood, August 1835_. INTRODUCTORY LECTURE To a Course on "The Obstacles to Education arising from the peculiar faults of Parents, Teachers, Scholars, and those who direct and control our Schools and Colleges," delivered before the Fredericksburg Lyceum, by James M. Garnett. Once more, my friends, I am about to address you--although at present, on a subject by far the most important that can engage the attention of intelligent, social, and moral beings. This subject is _Education_; in regard to the true meaning and object of which, as many and as fatal errors have been committed, as in relation to any other term in our language--although nothing less than our happiness in both worlds depends upon its being rightly understood, and properly applied. From the earliest ages to the present day, men have differed widely, not only as to the particulars which should be comprehended under the term itself, and the modes and the means by whose instrumentality they should be taught; but a large portion of society have attached the utmost importance to certain acquirements which others have deemed at least useless, if not actually and deeply pernicious. Literally, Education means an elicitation, a drawing or leading forth--and when applied to a human being, should be understood to indicate such a full development of all his powers and faculties, both physical and intellectual, as will best promote his own happiness, and that of his fellow-creatures; in a word, it embraces "every influence by which man becomes what he is, or may be made what he should be," and never ceases until death terminates our earthly pilgrimage. Every one, I think, may agree that any other general definition less comprehensive of this all-important term would be false, and consequently lead to mistakes. But the great misfortune is, the moment we approach the