learning in the world, unless the possessors are first inspired {621} with the only true and proper motive for acquiring it, at the same time that they are taught its only justifiable use? This motive is social, philanthropic, heavenly; it is the love of God and his creatures. It impels to unceasing beneficence on earth, and leads us to look to heaven for our final reward. But the motives encouraged at least, if not openly taught in a great majority of schools, as well as by most parents, are essentially selfish and exclusive: for their objects are personal fame and personal aggrandizement, to be gained at any expense whatever, of mortification and suffering to others, which successful rivalry can inflict, or eager, insatiate competition can procure. Such motives and such morality interpose no effectual bar to the indulgence of any strong passion which happens to seize upon the individual governed by them, provided only such indulgence be openly tolerated by fashion, or silently permitted. For example, they never prevent our sons from drunkenness, gambling, or blowing out each other's brains for the most trivial causes imaginable, while they almost encourage, by failing to mark with utter reprobation, a species of profligacy too revolting to be mentioned. In regard to our daughters, the prevalent system of instruction cherishes a passion for dress—for public amusements of all kinds in which females are permitted to join—for company keeping—for general admiration—which unfits them for domestic life, and leaves their hearts a prey to all the tormenting distractions of envy, jealousy, and disappointed pride and vanity. Against these vices so destructive to the happiness of both sexes, I know of no regular course whatever of religious and moral instruction in our schools generally, especially of the preparatory kind. Recitations in languages, and elementary books of science, with a little writing and cyphering, comprise the sum total of the matters taught; and whether the children are Mohammedans, heathens, infidels or christians, is an affair which seems to be thought not properly cognizable by teachers at all. Here let me once more repeat, that I never would make, even had I the power, any alteration whatever in our systems of instruction, which would tend, in the slightest degree, to prevent the youth of our country from reaching the highest attainable excellence in all the justifiable pursuits of life. But I would have it thoroughly and deeply impressed on their hearts, under all circumstances—at every period of their pupilage, and at all times, _that truly moral conduct resulting from genuine religious principles, is “the one thing needful,” first and far above all, both for time and eternity_. Nothing should ever be taught in _any_ school, high or low, great or small, but in complete subordination to this most momentous, most vital truth: nor should any