cords, springs, pullies and levers—not as mere living animals, incapable of any other impulse than fear or ambition, but as rational beings, made after God's own image, and gifted by him with immortal souls, whose appropriate regulators are the high, celestial, ever glorious attributes of reason, judgment, and understanding—all which are to be kept in continual exercise by the ardent love of truth, wisdom, knowledge, and virtue. The faults of children will all continue to grow with their growth, and strengthen with their strength; nay, they will live and die with them, as surely as that death itself will come to them all, unless their treatment in all future time, be made to conform, from the nursery even unto the college, to the principles just stated. This is not said in any spirit of presumptuous dictation; for neither is the principle itself any discovery of my own, nor have there been wanting many writers of great ability and experience in teaching, to recommend it most earnestly and zealously. But it is a thing of such deep and universal importance to the happiness—not only of the present generation, but to that of millions yet unborn, that it cannot be too frequently insisted upon—especially while so many parents and teachers are to be found, who appear almost entirely to disregard it. If this were not strictly true, could we possibly find either so many private families or schools as we do find, wherein it is manifest, that unpolished manners and awkwardness of person appear to be infinitely more dreaded, than deformities of mind or diseases of temper; where external attractions are evidently prized far above all intellectual acquirements, and where children in fact are educated much more assiduously for all the purposes of the present life, than for any of that everlasting life which is to come?