details, vital differences of opinion present themselves, which often give rise to practices decidedly hostile to each other--thereby demonstrating, that until all such as are erroneous can be exploded, the good will be unavoidably counteracted if not entirely superseded, by the bad. The removal then, of all the obstacles to the universal adoption of the former, is the great, the truly arduous task to be performed; and the first step towards its achievement, will be to show what these obstacles really are. Although perfectly aware that many of the ablest writers in every age and nation, have been so frequently and long engaged in efforts to promote the cause of Education, as almost to preclude the possibility of saying any thing new on the subject, still I believe there is one view of it which has not yet been taken to a sufficient extent for all the salutary purposes to be accomplished by it:--I mean a connected and full exposure, apart from all other matter, of the various obstacles which have long impeded, and still greatly retard its progress among us. These I propose to examine thoroughly, and to trace to their respective sources, in such a manner as to lead, if possible, to their final removal. All of them, I believe, will be found in what may be called the peculiar mental maladies, and moral diseases, (if I may so express myself,) of parents, teachers, scholars, and that portion of society by whom our literary institutions are directed and controlled. This shall hereafter be made more fully to appear. In the meantime, before I commence the very delicate task of apportioning censure among such large classes of my fellow-citizens, I beg to premise that special care shall be taken so to generalize my remarks, that no just cause of offence shall be afforded either to any individual persons or schools. Nothing shall intentionally be said which can, by possibility, be fairly construed into invidious personalities, nor be with justice ascribed to any motives whatever but such as I have avowed. Having no other object in view--none other at heart, than to mark for universal reprobation and avoidance the many fatal obstructions to the general adoption of those great fundamental principles of instruction, without which neither public nor private Education can ever become what it should be, my hearers may rest perfectly assured, that every example, allusion, argument, or illustration I may use, shall be directed, in perfect sincerity and good faith, to this end and to this alone. Previously however, to any specifications of the obstructions interposed by either of the classes of persons already enumerated, I beg to be indulged in several general observations. These appear to me essential, by way of introduction to that minute exposure of their respective prejudices, faults, and vices which I design to exhibit--not like a faint hearted recruit, who shuts his eyes when he pulls trigger, and recoils from the report of his own