by any one who chooses to attempt it? Nay, more, in these times, men of the highest order of talent and greatest acquirements, very rarely devote themselves to it. Hence, in public estimation, it has fallen nearly into the lowest ranks, whereas it once held, and ought again to occupy at least an equal grade with the highest of all the professions. None, I presume, will deny that the proportion of human talent is much the same in all ages. But education being the great moving power which enables this talent to exert itself efficaciously, the evidences of this exertion must always increase both in number and degree, if the modes of culture improve as fast as the subjects increase, upon whom they are to be exercised. Is this the fact?—_if it is_, where are the proofs in regard to the present times? Let those who have them bring them forward. There can be no doubt that a most delightful and fascinating picture might be given of the present state of society by any one who would exhibit all the good which is to be found in it, leaving entirely out of view every thing which is bad. But this last must even grow worse in education, as in every thing else, if it be not exposed with an unsparing hand. Having spoken, as some perhaps may think too harshly, of the fault committed by teachers who claim for themselves any great and novel discovery in teaching, let me endeavor equally to expose those who tempt them to the commission. It is with modes of instruction as with schools themselves—the newest are generally believed to be the best; and this seems often to be taken for granted, even by those who ought to know better. Not that novelty alone should constitute a valid objection to any thing; but surely it never should be considered of itself a sufficient recommendation to any scheme or project, the obvious design and effect of which will be, to subvert something long established and well approved. Yet in regard to schools, it is often sufficient to insure abundant patronage to utter strangers who offer to instruct young persons of either sex, if they will only profess to teach _old things_ in a _new way_, or something purporting to be altogether new, and will dignify with the name of “_system_” what they are pleased to claim as a method of their own, or of some person equally unknown to the solicited patrons or patronesses. This fascinating term “_system_” settles all doubts, and the new broom sweeps all before it. I say not this with the slightest view of discouraging the establishment of new schools. Nothing, indeed, is farther from my thoughts—for I wish with all my heart that a good one could be fixed in every neighborhood throughout the United States. But the remarks have been made to inculcate the absolute necessity for avoiding all precipitation in the choice of schools, and for adopting some better measure of their merits than their own pretensions. It is