In my endeavors to expose the faults of parents, I gave one female example of ignorant interference with teachers. Having again just spoken of this pernicious practice, let me here cite an instance of a father, whose power to direct will best appear after the following statement. I once breakfasted, some thirty years ago, with one of those utterly incompetent parents, accompanied by two fine-looking little boys, apparently about eleven and twelve years of age. The father was more than half drunk, early as it was in the morning, and told me, with a look of most ineffable self-complacency, that “he had brought his boys from school to town, to see”—what think you, my friends? why, “a negro hanged,” adding, “that it had always been _his opinion_, you could not too soon _give boys a knowledge of the world by showing them everything that was to be seen_.” Can we wonder that this world should be what it is, when such animals in the form of men, direct the education of so large a portion of it? They possess the legal right of directing, and none can control them. The consequence is, that thousands of youths who might have proved ornaments and blessings to their country, are utterly lost to every valuable purpose in life. To judge better how far it is possible for teachers to mingle a worldly with a Christian system of instruction, let us endeavor briefly to state what we believe to be the only true and justifiable objects of education. These are—to insure, as far as human means can accomplish it, that there shall be “sound minds in sound bodies;” which can only be effected by fully developing the powers of both. If this be true, and not a rational man in the world, I think, will deny it, the merit of every plan of instruction must depend on its competency to achieve this great purpose by the direction which it gives to natural talent, and by its power to restrain or encourage the natural dispositions; to inculcate every species of useful knowledge; and to perfect all those corporeal powers, the exercise of which is essential to the procurement of health and the means of subsistence. Unless all these be done, and judiciously too, there cannot possibly be, _sound minds in sound bodies_. There may be abundance of science, a great knowledge of languages, a splendid assortment of accomplishments; but so far as depends upon scholastic instruction, there will be few or none of those great principles of human conduct which are to bear us triumphantly through all the perils both moral and physical of the present life, and lead us to heaven. The fashionable systems of the present day, can no more accomplish this, than they can teach children to fly. Religious principle, constantly demonstrated by religious practice, must, aye _must_ be the first and last thing taught and required; or all the science and literature of the schools will be utterly unavailing to human happiness. But how