The most prominent and pernicious of these barriers or obstacles are so glaring, that any attempt to point them out will escape, I hope, all imputation of presumption. No extraordinary sagacity is necessary to detect, nor any great power of language to expose, what all who have had any thing to do with the business of Education must long have experienced, and deeply deplored. In fact, the undertaking to educate the youth of our country as they should be educated, will be almost a hopeless task, until most of these impediments are removed; and the fortunate individual who could discover the effectual means to eradicate them, would much better deserve a public triumph for so glorious a victory over human prejudices and passions, than any warrior ever gained by the most splendid of his conquests. The more free our government and institutions generally, the more necessary will good Education continually become to preserve them, since neither sound morals, nor wise and salutary laws, nor social and political happiness can exist without its general diffusion. But before such Education can possibly be imparted to any great extent, the minds of all the parties concerned must be entirely disenthralled from every opposing obstacle. In regard to bodily maladies, to know the cause and nature of the disease is said to be half the cure. Why then, may it not be equally true in relation to the mind? Experience tells us that so much depends upon this previous knowledge, as to render the course both of the mental and bodily physician exceedingly dangerous without it. Neither must make a quackery affair of his business. No guess-work nor chance-medley will do in either case; for the death both of soul and body often follows the administration of improper medicine. Many constitutions of excellent original stamina have been utterly destroyed by physic, when all that was really wanting was healthful diet, and proper exercise; and numerous minds of the fairest promise have been blasted forever, by the equally injudicious--equally fatal application of unsuitable intellectual regimen. This surely ought to happen much less frequently than in bygone times, since schools of every grade, especially for females, have greatly multiplied of late years--and consequently, many more mothers than formerly, ought to be qualified so far as schools can effect it, for the arduous task of imparting to children at least the elementary branches of knowledge. Yet I believe it is unquestionably true that private, domestic Education, is less common than it used to be. But two rational explanations can be given of this fact. Either mothers and fathers must be so naturally averse to teaching their own children as very rarely to do it when avoidable, and therefore less often attempt it, since it has become easier to transfer the duty to others--or the prevalent systems of Education itself have had the effect of preventing parental affection from exerting itself in this way. To the