3. We must likewise attend to the early education of our children. It is during infancy and childhood that our heads are filled with "nursery tales" and marvellous stories. They are told us by those to whose care we are early intrusted, either to frighten us into obedience, to gratify our thirst for the new and wonderful, or to while away a tedious evening. They sink into our confiding hearts, and leave impressions the most pernicious and the most lasting. Could a child be educated without any knowledge of such things, he would never be troubled with their baneful influence. Our duty is therefore plain. In taking the principal care of our children at home, we should not permit them to learn any such things from our own lips; and we should evince, too, by our daily conduct, that they exert no influence on our own feelings, character, or happiness. In intrusting our offspring in early life to the care of other persons, we must charge them, as faithful guardians of the young, to conceal every thing of the kind from their knowledge. And after our children become of sufficient age to associate with others, we must caution them to avoid believing or relating any superstitious tales as they would shun known falsehoods. By persevering in this course, we shall save them from the degrading influence of popular superstitions. 4. We must, moreover, endeavor to increase the means of public education. We generally find that the most enlightened are the most free from superstition; and it therefore follows that a high degree of mental cultivation will effect a general deliverance. And how shall this great object be accomplished? We must reason with them upon the immense value and importance of knowledge. We must show them, by an appeal to facts, that all our civil, social, domestic, and religious blessings depend on the intelligence and virtue of the people. But perhaps many will complain of the scarcity of money and the want of means. If so, we must also show them, by an appeal to incontrovertible facts, that more money is annually wasted, in all our towns, in extravagant living, dress, furniture, and equipage; squandered in shows, amusements, balls, and parties; in gaming, dissipation, public parades, and intoxicating liquors, than is expended for the instruction of the rising generation. No, there is not a lack of funds. Where there is a will there is also a way. The value and importance of the subject is not generally understood; or, if understood, is not properly appreciated. Almost every thing else seems of more consequence than learning and wisdom. Yet this will never answer. The world is growing wiser. Those who will not employ the requisite means must rest contented with comparative ignorance. Let _us_ not be of this unworthy number. If we feel the importance of the change in these respects, let us persevere in our laudable exertions, leaving no objections unanswered, no measures untried, until we