If any doubt it, let them inquire as impartially as they can, what manner of men those are in general who constitute the educated class? Are they in most instances moral and religious persons, or _are they not?_ Do they seem better qualified or more disposed to fulfil the various duties of life, than those who have not been blessed with equal opportunities for intellectual improvement? If they do not, we may be absolutely certain that some radical errors have been committed in their education,--since the great object of all that deserves the name, assuredly is to make men, not merely more learned, but wiser and better--more intelligent and more virtuous, than they could possibly be without it. That they _would be so_ under a proper system of instruction--a system wherein mere scholastic learning, in the common acceptation of the term, should never be considered synonymous with education, none can possibly doubt who have ever paid the least serious attention to the subject, or who have any faith in the scripture declaration that, _if we train up a child in the way he should go, he will never depart from it when he is old_. Whenever, therefore, we witness any departure among such of our young people as are said to be well educated, it amounts to a demonstration that _they have not been thus trained_. If they had been, such departures would be very rare, instead of being most fatally common; nor should we find, even after making all due allowances for the frailty and depravity of our nature, these educated youths, in so many deplorable instances, despisers of religion, loose in their morals, voluptuaries in practice as well as principle, ignorant or regardless both of their public and private duties, and devoted entirely to their own selfish, depraved gratifications. But the lamentable truth is, that in a vast majority of our schools, whatever promises may have been honestly promulgated to the contrary, the moral and religious principles of the pupils are _not made_ paramount objects of attention. On the contrary, it seems to be almost always presumed, that the great work of forming these principles has been accomplished under the parental roof, where alas! (to our shame be it spoken,) it is in thousands of instances utterly neglected! Each pupil is consequently left to form them for himself, after his last course of collegiate instruction, during which these all essential guides to present and future happiness are rarely put into requisition, farther than may be deemed necessary to the peace and good order of the establishment, or as a part of the mere compendious formulary of instruction. The fatal and almost certain consequence is, that multitudes of college graduates, after being emancipated from scholastic restraints, either plunge at once into the destructive vortex of folly and vice, or devote themselves so entirely to the pursuits of wealth, pride, vanity and ambition, as effectually to exclude from their minds all thoughts of