The necessity of imparting it being equally admitted by the adherents of the worldly system of morals, and by the believers in that system left to us by our blessed Saviour himself, as the only sure guide to happiness, either here or hereafter, neither party can find any justification for their most shameful neglect. By this, they leave those whom it is their sacred duty to guide, without either chart or compass to steer their course through all the difficulties and dangers of life. Some religious parents and teachers there are, who express such a mortal dread of what they please to call _sectarianism_, that they will not venture to teach even the great fundamental truths of religion, in which all christians, at least, entirely agree; and thus, religious instruction of every kind is excluded from the course of these marvellously scrupulous persons. Others again, who, without believing one word of the Holy Scriptures, are yet willing, as a matter of prudence, to treat both them and their doctrines with external respect—say, that _they_ teach nothing which is _contrary_ to christian morality and religion. Although it would be easy to prove that silence in such a cause is little, if any better than open hostility, I will meet the assertion in a more direct way, by denying its truth. The fact is, that in every school in the United States, wherein moral and religious instruction is neglected, many things are taught which _are contrary_ to the principles of christianity. To prove this, look at the direction given to the conduct of the pupils—the motives by which they are actuated, and the objects at which they are taught to aim. Are not these _all worldly_? Are not many of them _absolutely forbid_ by the plainest precepts of christianity? And what more need be asked to demonstrate the truth of my accusation? Numerous exemplifications have already been given of the false morality, and consequently false religion imbibed, if not actually taught, both under the parental roof, and in our schools. In fact, the instances are so abundant, that I have scarcely ever attempted to trace the immoral and irreligious opinions of any persons whatever to their primitive source, without discovering that these opinions were derived chiefly from the precepts and examples of their early instructers. Motives being the source of all actions, and principles their regulators, both _must be made_ what they _ought to be_, or the actions themselves can never be morally good: yet most teachers appear to think that the principles and motives of their pupils are matters with which they have little or no concern. If their heads be filled with what is called scholastic learning—if they can be made punctually to obey scholastic rules, the instructers generally deem their part of the business of teaching accomplished, and the hearts of their scholars are left to form themselves. But what, in reality, can avail all the scholastic