“Whatever stir there is made about Latin, as the great and difficult business, his mother may teach it him herself, if she will but spend two or three hours in a day with him, and make him read the Evangelists in Latin to her: for she need but buy a Latin Testament, and having got somebody to mark the last syllable but one, where it is long, in words above two syllables (which is enough to regulate her pronunciation and accenting the words) read daily in the Gospels, and then let her avoid understanding them in Latin if she can. And when she understands the Evangelists in Latin, let her, in the same manner, read Æsop's Fables, and so proceed on to Eutropius, Justin, and other such books. _I do not mention this, as an imagination of what I fancy may do, but as of a thing I have known done, and the Latin tongue with ease got in this way._”—_Locke, p. 319._ Philadelphia, August, 1836. P. S. May I not assume that the knowledge of Greek and Latin, acquired by lads in Grammar schools, before they go to college, is superficial and of little use in after life? If this be granted, as I presume it will, it follows as the whole number of students in all the colleges in the United States is only about five thousand;[1] that the time devoted to those languages, by all the other scholars, who never enter a college, might be much better employed. [Footnote 1: See American Almanack for 1836, p. 11.] FOURTH LECTURE Of the Course on the Obstacles and Hindrances to Education, arising from the peculiar faults of Parents, Teachers and Scholars, and that portion of the Public immediately concerned in directing and controlling our Literary Institutions. BY JAMES M. GARNETT. _The Faults of Scholars._ On the present occasion, I shall attempt to expose the obstacles to all correct education, arising from the peculiar faults of youth, during the period of their pupilage.