In speaking of the obstacles created by teachers as a class, I charged them with deficiency of moral courage in pursuing the course essential to the maintenance of that high station in society to which all well qualified teachers who faithfully discharge their duties are justly entitled. I accused them of making the business of teaching a mere stepping-stone to some other pursuit, rather than a regular profession for life; and, of course, neglecting the necessary means to give it that respectability and influence in society which it ought to have, and certainly would possess, if they took the same care to prepare themselves to become good teachers, that other men take to distinguish themselves in the particular professions which they have finally determined to pursue. Another charge against them was, that instead of always aiding each other as members of the same fraternity, their insane jealousy often operated in such a way, as to bring their whole class into disgrace and contempt; that their grand panacea for stimulating to study, is _emulation_—a nostrum, which may perhaps cure the disease of idleness, but will leave in its place those diabolical passions—jealousy, envy, hatred, malice, and all uncharitableness; that their favorite punishments generally are corporeal ones, which can never do more than effect some temporary amendment of their pupil's conduct, without producing any in their bad principles; that the application of these punishments—these skin-deep remedies—is much oftener a process to work off the teacher's own angry passions, than to cure the pupil's faults—these last being considered rather as school annoyances, to be put out of the instructer's way with the least possible trouble and delay, than as deep-rooted diseases of the heart, requiring the utmost tenderness and skill in the methods of cure—diseases too, which must utterly destroy the sufferer's happiness, unless radically conquered. I also endeavored to show, that in their modes of teaching as well as in the books taught, they either obstinately follow the course in which they themselves have been taught, thereby precluding themselves from adopting any real improvements which the progress of society may produce; or they run wild in pursuit of every new project which the reckless spirit of innovation is so constantly obtruding on the public. It was likewise alleged against them, that their efforts, even when most zealously made, were too generally directed, solely to stocking the minds of their pupils with words, instead of being applied with still greater assiduity to fortifying their hearts with just principles of thought and action; that they made education to consist simply in what is called school learning, instead of rendering it a development as perfect as possible, of all our faculties, both intellectual and physical; hence the ascendancy given to mere scholastic and scientific