unremitted attention to these matters. But every body's experience, who has taken much notice of the manner in which schools are generally conducted, is sufficient to convince them that such promises are more matters of profession than practice; or, that they are complied with in such a way, as unavoidably to impress the pupils with a belief that it is rather an affair of form than substance. Does any one doubt this fact? let him only take the trouble to ask the majority of the scholars of any school the following questions, and his skepticism will soon vanish. "What has been the course of your moral and religious instruction? What books have you read, or have been read to you on these subjects? What do you know of the principles of Ethics and Christianity? How many times a week or month have you received lessons on them? If nothing has been read specially on these all-important topics, what has been the manner in which they have been recommended to your attention? Has it been both by precept and example, or by the first only; and what rank have your teachers assigned to such studies, in the scale of importance?" Need I add, that unless such questions can be answered to the entire satisfaction of all such persons as really believe that the eternal welfare of the rising generation is a matter of infinitely deeper interest than any thing which can possibly happen to them in the present life, the conclusion is inevitable, that _in all such cases_, by far the most important part of Education has been either shamefully neglected, or miserably and wickedly perverted. Let such tests be applied to _all_ schools, from the highest to the lowest, and we shall soon remove much the most powerful of the many causes which prevent them from answering so fully as they ought to do, the great purposes for which they have been established and should be sustained, until the heads of every family become capable of educating their own children--the girls _entirely_, and the boys until the few last years of their pupilage.