would think that the point should be settled forever, even by so simple an argument as the one used by Crambé with his master Martinus Scriblerus, when invited to join a society of free-thinkers. Crambé's advice was, “by no means to enter into their society unless they would give him sufficient security to bear him harmless from any thing that might happen after this life.” This is a kind of calculation which must always have some weight even with the most reckless, hardened sinner. As here presented in the identical words of Dean Swift, it may possibly have the appearance to some, of unbecoming levity on so momentous a subject. But I trust not, as nothing is more remote from my own intentions. No matter which can possibly engage our attention, can bear the smallest comparison with this in importance; and in this respect, the reformation of our schools throughout the country, is a subject of the deepest—the most vital interest. In many, very many of them, no religious instruction whatever is given; nor indeed, is there any regular, systematic course of moral study pursued as the most essential of the whole course; but (as I have before remarked) languages and sciences—sciences and languages, alternated in all imaginable modes and forms, constitute nearly the whole process of education for our sons; while our daughters, to compensate for their not being allowed to go quite so deep into such matters, have their feet and fingers taught to execute many truly marvellous tricks—and moreover, are instructed in the grand art of getting husbands by “dress and address,” as the quintessence of female education. The sum and substance of all my remarks on this, as on former occasions, will prove, I hope, that many great and radical obstacles exist to the adoption and practice of a correct system of education, which are far from being necessary evils, although the various mischiefs done by them may be considered as working most fatally on the very vitals of society. Many of these obstacles have been, most justly, as I believe, ascribed to parents—many to teachers, numerous others to scholars, and not a few to the public in general. Whether these last will find any parents willing to acknowledge them, is more than I can tell. But believing that their existence cannot be denied—for they are seen and deeply felt every where—the conclusions to be drawn from such facts remain in their full force.