in _their_ principles, and vicious in _their_ conduct, these suppliant teachers permit all _their_ abstract notions of right to vanish into thin air, and will frequently abandon, not only their modes of teaching, but the matters to be taught, although confident of their great importance, that they may keep in favor with such really worthless patrons. It may be urged, at least, in mitigation of this, as well as several other faults of teachers, that they have to act both a difficult and most arduous part; for they have many wills, opinions, and principles besides their own to consult; many pernicious whims and wayward caprices to encounter; numerous prejudices to overcome; and not a few practices to oppose, which have either the parental sanction openly avowed in their favor, or that silent acquiescence in them, on which most children rely with equal confidence. Possessing little more than a mere nominal authority, and having always much work expected from them—such, for example, as making models of good conduct and literary acquirement out of all kinds of children—not only the well trained, but those who have been immeasurably petted and indulged—not only the talented, but the stupid—teachers are driven to the expedient of taking what generally appears to them “the shortest cut.” This is, if possible, to produce among their pupils, that anxious struggle for pre-eminence and victory over each other in scholarship, which can neither be excited nor kept alive without calling into action some of the worst passions of the human heart. But such struggle being recommended by the imposing misnomer of “noble, generous {616} emulation,” passes without examination into its moral tendencies, and is almost every where resorted to, as the only effectual means to secure diligence, ardor, and perseverance in the pursuit of scholastic knowledge. To fulfil, therefore, the unreasonable expectation of such persons as seem to calculate on a child's education being finished with almost as great despatch as a dexterous cooper sets up and turns off his flour barrels—as well as to save themselves trouble, seems to be the chief, if not the only reason why teachers have so generally cultivated the principle of emulation in their schools, as a species of “king-cure-all.” It is a poor excuse however, for instilling into the youthful mind a poison which rarely fails to baffle all the future efforts of moralists and divines who attempt its extirpation. That it is entirely unnecessary, has been again and again demonstrated by some of the most eminent writers, and most successful teachers who have ever lived. All who are concerned in the business of education should make common cause against this fell destroyer of the soundest principles of instruction; and he or they who could succeed in its utter extinction, would deserve the united blessings of every parent and child in the United States.