To this conclusion my own mind has been irresistibly brought by the whole course of my observations and experience for the last forty years of my life. But as some of my auditors may possibly differ from me, I will respectfully ask leave now to state more particularly my views of the great objects of education and the errors into which we have fallen in pursuit of them--errors which I verily believe will never be corrected but by voluntary and numerous associations, similar at least in design, to the one here established. These objects are, _the perfecting of all our faculties, both of mind and body_; but chiefly, the full developement of man's _moral nature_, as the means of leading him thoroughly to understand, as well as voluntarily, constantly, and anxiously to aim at accomplishing all the glorious ends of his creation. Nothing deserves the name of education which does not tend directly and intelligibly to these great objects. Judge then, I pray you my friends, how little what is usually called education is entitled to be so styled! But first hear that you may judge. Is it not the sole aim in all our schools of the lower kinds to enable pupils to enter those of a higher grade, not by the evidences they can produce of advancement in the knowledge and practice of moral and religious principles, but by their proficiency in the elements of certain languages and abstract sciences? And what are the great, the ultimate purposes to be achieved after reaching these higher schools--the colleges and universities of the land? Are there any other, generally speaking, than merely to obtain a college degree--a diploma for a more extended proficiency in the same or other languages and abstract sciences? Is moral and religious acquirement ever made a pre-requisite? Is moral and religious conduct always rendered indispensable? Yet man without these is either a drone or a nuisance in society. Surely then, I may assert without fear of contradiction, that education conducted on any of the plans most prevalent among us, is really _not what it should be_,--for it continually places objects of scholastic pursuit in the highest rank, which have no just claim to any such elevation; but should ever be held subordinate to the far more exalted and all essential acquisition of sound, moral and religious principles. No more of these however, than will superinduce general conformity to college rules, and decency of general conduct, are ever required of candidates for collegiate honors; and all these may be and frequently are obtained without other proof either of moral or religious attainment, than what has just been stated.