persons who have the control of the whole subject of education in all its parts. That the peace, comfort, prosperity, and happiness of all orders in society, depend upon the soundness of their moral and religious principles, none, I believe, will be either so foolish or wicked as to deny. And yet, where shall we find the schools in which the acquisition of knowledge in various other matters, such as physical science, foreign languages, and what are called polite accomplishments, is not made the chief, if not the sole object of pursuit? The great springs of all human action—the powerful regulators of all human conduct—such as it ought to be, are either not thought of at all, or it is taken for granted that the whole have been so carefully adjusted while the poor children were taking pap in their nurseries, or conning over their alphabet, while under their good mother's supervision, as to require no farther care. When we consider well the nature, tendency, and general prevalence of the faults which I have enumerated among all the parties concerned in the great business of education, together with the errors so commonly committed in regard to its chief ends and purposes, or rather in the choice of means for their attainment, and then endeavor to measure the destructive power of their combined influence, the contemplation is truly appalling. It is in vain to turn our eyes to the bright region of science and the arts, displaying all their glories, and diffusing their innumerable blessings over the whole face of our happy country. None can rejoice in such a delightful prospect, nor give more heartfelt thanks to God for it, than I do. But alas! I cannot always avoid the sight of the dark, portentous, and terrific clouds of vice and crime which always obscure, in some direction or other, and often threaten to destroy this heavenly view. I cannot avoid asking myself why these things should be; nor have I the power to shut the eyes of my understanding against the soul-sickening {566} conviction, that we have abundant means at our command of making a glorious change, but will not use them. These means, I am most thoroughly persuaded, are neither more nor less, than _to require_ and _to see_, that in all places of instruction, from the lowest to the highest, the moral and religious principles of the students be made the chief—the paramount objects of pursuit. But what proportion of our schools, either public or private, will the most partial advocate of modern improvements in education say, that we shall find to be conducted on these principles? The whole number taken together, counting all kinds, will constitute a mere drop compared to the entire aggregate. For, let any individual try the experiment, by naming to himself all that he knows or has heard of, wherein the true motives and means to mental improvement are uniformly inculcated. Their great scarcity, I will venture to assert, would surprise him very much.