person chiefly interested in removing the unfounded imputation, is, in general, the more diligently made known to others. With all these, the characters of the teachers are deeply injured, if not entirely ruined, without the possibility of a vindication, from utter ignorance of its being any where necessary. Persons who are thus regardless of what they say of schools and their conductors, and who are so careless as to the sources from which they seek a knowledge of their characters, are liable to be greatly deceived, even when making inquiries, in a manner that appears to them most likely to obtain correct information. Thus, in the opinion of these precipitate and reckless judges, it is at once concluded, that if an individual of their acquaintance has merely been _at_ any particular school, whether in casually passing or specially to see it, this person must necessarily be well qualified to tell, describe, and explain every thing about it; and therefore, that the sentence of approval or condemnation produced by this off-hand judge, must be decisive, although it may go no farther than a simple “_ipse dixit_”—“he or she said it.” Details are rarely, if ever asked by such inquirers, (for I have often witnessed their method of proceeding) but the mere opinion of the informant, for or against the school, is deemed all sufficient; the brief assertion, “I've no notion of it,” or “I like it mightily,” settles the question. It seems never to be even suspected, that to form a just and impartial judgment in regard to the merits or demerits of any school, requires much more time, learning, knowledge of the principles and management of schools in general, acquaintance with the various modes of instructing youth, but, above all, more power of discrimination than most persons possess. Hence, the characters both of schools and teachers, are generally at the mercy of individuals extremely incompetent to determine what they really are. Another common fault with many parents and guardians, has always reminded me of the old miser who inquired of his merchant for a pair of shoes, that must be at once “very neat, and strong, and fine, and cheap.” They confound together cheapness and lowness of price, although no two things generally differ more widely; and hence they always endeavor to purchase their schools as they do their merchandise. It is certainly true that a _high_ price does not necessarily make either schools or merchandise of good quality; but it is equally true, that a _low_ price can never have any such effect. The principle of equivalents must be alike consulted in both cases, or no fair, equitable bargain can be made, either for bodily or mental apparel. If much is required, much must be given, provided both parties are free to give and take; and those who act upon different principles—be they parents, guardians, or teachers, deserve to _be_, and generally _are_, utterly disappointed.