Having now finished the particular examination of the faults and vices most common among parents, teachers and scholars, which form the mass of obstacles to education, there are many general reflections that suggest themselves as proper to be stated—so many indeed, that the present lecture cannot embrace them all, without trespassing too far on your time. A few of them however, I beg leave to present on the present occasion. To describe in general terms all the hindrances heretofore attributed to the three great classes who establish, fill, and regulate schools, we may say, that there is not, in the first place, sufficient care, either in the selection of suitable means, nor subsequently, in regard to the best means of applying them. Parents themselves are too often badly educated, or not at all. They are too frequently incompetent, either from sheer ignorance—from defects in temper and principle—or from utter blindness to their children's faults, to direct in the great business of their education. Teachers are much too often suffered to decide on their own qualifications, and are encouraged to proceed in the vital undertaking, without any thing like an examination into their fitness by competent judges. Scholars too, are not unfrequently suffered to choose for themselves, not only _what_, but _where_, and _how_ they shall learn, as well as to decide on the time to be devoted to scholastic pursuits; although it is most manifest, on a moment's reflection, that none are competent to form a correct judgment on all these important points, but those who have already received a liberal education, and have some experience in the ways of the world, as well as knowledge of the various advantages and disadvantages of its chief callings, trades and professions. Upon the prevalent let-alone-plan, boys and girls are often left to do, as their immature judgments may direct, what their criminally neglectful fathers and mothers ought to do for them; and an inverse order of proceeding is thus established, which cannot possibly end in any thing but “confusion worse confounded.” A still more fatal error than this transfer of the right and duty of judging for their children to the children themselves is, that the religious principles (I do not mean sectarian opinions,) of their teachers are rarely ever made a subject of inquiry, much less of anxious solicitude. They may be heathens, or confirmed infidels, for aught that is known or cared about them; neither is any concern felt or taken to know what particular provision is made in schools for the moral and religious instruction of the many thousand children, who are there to form their principles of conduct for all future time. Yet, if the question were asked, whether any thing in the whole circle of sciences and the arts, be at all comparable in importance _with these principles_, a negative answer would assuredly be given, even by the most careless of all those