offend as often as inclination prompts them—not only against good manners—but truth, justice, and honor, without the least hazard to their reputations. To crown the obstacles to correct education, created by the faults and errors of youth, I will state one omitted in its proper place, which prevails to a most deplorable extent; it is the belief, that the matters usually taught in schools, such as will enable the pupils to get a college diploma, comprehend the whole of what is called _education_; and that these requisites to collegiate honors are to be obtained, if at all, merely for worldly purposes, not as auxiliary means only, towards perfecting, as far as practicable, all those admirable faculties bestowed on us by God himself for the noblest of all uses—that of promoting human happiness, both in time and eternity. Superadded to all these formidable obstructions to education as it should be, many more arise from other classes of society than parents, teachers, and scholars. The chief of these are, the want of persevering zeal in this vital cause, and the general neglect of all whose business it should be to inquire minutely and thoroughly into that part of the management of schools, which, very rarely, if ever, is made the subject of newspaper publication or individual scrutiny. Yet is this, beyond all comparison, the most important; I mean the particular methods of instruction, and the conduct of the teachers towards their pupils both _in_ and _out_ of school.