every age have enacted laws to deter from their commission, but do we not in a multitude of instances endeavour to hide the enormity of these crimes, when we cannot alter their character, and talk of a proper defence of honour, an affair of gallantry, and a fortunate stroke of policy?

"All these things the Gentiles did," and we, though professing to know God, by our imitation of their actions, dishonour him. Even when a stricter rule of morals is approved, the leading feature of heathen ages is still retained, and a boy is taught by the example of his teacher, and by the conduct of all around him, to regard religion as an affair of secondary importance,-at best to be viewed with awe at a distance-not to be brought into contact with all its aims and ends; as a something he must submit to of necessity, rather than choose as a source of his purest enjoyment. The peculiarities of the gospel, in principle, disposition, and conduct, are so far from being applauded or enforced, that the very reference to them on any occasion, would expose him to suspicion, scorn, and reproach.

This is no idle declamation, but a simple statement of facts; and it is worth while to enquire the cause of so lamentable a departure from the charac-. ter of true Christianity.

We will therefore examine the course of education pursued in this country, as it is conducted in public schools or by private tuition, and which if carried on, is usually completed at one of the uni

versities.

A public school presents some advantages. These consist chiefly, perhaps, in the superior ability and attainments of the masters, who are generally selected from the ablest scholars of the age. The pleas often urged, of the value of connections, and the knowledge of the world, (which to boys can neither be necessary nor useful,) seems to carry

little weight; and if allowed to possess any, is more than counterbalanced by the evils arising out of numbers, bad companions, and the neglect of the holy scriptures; which lay a foundation for habits and conduct in life beyond measure injurious. Many private schools abound with the same evils, and offer fewer advantages than the larger establishments. In both cases, it has been justly observed, instruction may be secured in the school-room, but education is carried on in the play-ground, or in the dormitory. There is seldom at such seasons any superintendence. Neither the eye nor the ear of the master is with his pupils, and they are, for the most part, left without control or restraint, to follow the devices of their own minds. A few elder boys prescribe the standard of opinion and conduct, and whatever may be erroneous or corrupt in the leaders, finds a ready acquiescence from those below them. Painful are the details of a Tyro, who either boasts or laments the fruits of these evil communications.

The neglect of religion in public schools has often been asserted, and the charge repelled with indignation. Certain it is, however, that the greater number of pupils leave these establishments and enter into life, with an ignorance and indifference towards religion, or with an avowed contempt for it. They have no idea of viewing it as the end of their being, the rule of their conduct, and to be carried by them as a governing principle into every event and transaction of life. It has evidently not been a prominent feature in their past studies. A form of prayer, a chapter in the Greek testament on the Sunday, or an exercise for the memory from some elementary author, (and such I believe to be the amount of religious instruction,) are poor substitutes for a constant reference to the commands and promises, the motives and models of the Bible,

-for a diligent cultivation of right habits and opinions. Can it be said with any truth that the word of God is read daily, or pains taken in its application to the heart and conscience? Although a decent respect may be inculcated for revelation, is a boy instructed by his teacher to regard the world as a bauble, and the service of God as his glory? Are sinful tempers watched over and reproved? Are heavenly dispositions cultivated and encouraged, with a close and intimate inspection of morals and the employment of leisure hours? They can best answer these questions who have been the victims of vices contracted in our public schools; or who, when awakened to real principle and piety in after years, have endured throughout life a kind of martyrdom in conflicting with the sinful habits of their youthful career.

The chief studies in our public seminaries are the classics. Science, till of late years, formed no part of them, nor has it even now more than a small share of the seven or eight years devoted to acquire an imperfect acquaintance with the authors of Greece and Rome.

The objections made to the use of heathen authors in Christian education are not always valid. Classical knowledge forms a good foundation for theological attainment, while it is considered as the handmaid of religion, and is made subservient to its purposes. An illiterate ministry is never a safe one, nor can a sound and accurate interpretation of the word of truth be expected without a knowledge of the original languages, and without that disposition to sober and patient investigation, which the habits and discipline of the mind under proper culture, seldom fail to inspire.

These objections apply rather to the manner of teaching the classsics,-to their being viewed as an end, not a means, and to the measure of time and

attention bestowed on them, to the exclusion of more important subjects which would counteract the evils incident to them.

While discussing the merits of school education, I cannot refrain from adverting to a modern system, which discards the aid of religion in the hours of instruction. I view this novel experiment with extreme alarm. The reduction of expense, and a plausible pretence to liberality of sentiment, has prevailed on men of real piety to give their sanction to it, and they have been seduced, in their simplicity, to approve a plan more worthy, of the enemies of religion than of its friends. The classical tutor must take the Bible in his hand with every book of instruction, or the mind of his pupil will necessarily be exposed to the daily influence of many things which are false in principle and vicious in practice. He will insensibly be led to prefer knowledge to its right use and application, and to estimate talent above piety. He will despise as unworthy of the manly age, the principles confined to the nursery and the family, and which are never brought before him by those whom he is taught to regard with superior veneration and respect. We may boast of the march of intellect, and treat with supercilious contempt the example and usages of former ages, but the diffusion of unsanctified knowledge will prove a great evil to the community. The feeblest recognition of a Deity, and the admission only of the forms of religion-nay, even superstition itself is preferable to the entire exclusion of all reference to a divine power.

"No institution," said my excellent friend, "can or ought to stand, in which Christ is not the foundation; and I wholly disapprove of all schemes which deliberately shut God out of their direction."

To schools, and particularly to the manner in which they are conducted, Mr. Richmond felt the

strongest repugnance. The sentiments which I have laid before the reader are in fact the substance of conversations with him on these subjects. He never spoke without emotion when he recollected the vices which his eldest son had contracted by a public education, and the sad influence of bad connections formed under those circumstances, and which, counteracting the good effects of early instruction at home, caused the ruin, as he used to say, "of his poor wanderer." He resolved in con

sequence to adopt the plan of home education, with the assistance of a private tutor.

Private teaching has certainly some disadvantages, but they are few in comparison of the benefits secured. I grant that there is a danger of irregularity in the hours of study, arising from visitors and invitations-the severity of needful discipline may be softened into a mischievous relaxation by affection ill-directed and unduly interfering with the teacher and the stimulus of competition, the desire of distinction and the love of praise, (very questionable motives, however,) are lost. But these and every other defect of a private education may be remedied, while advantages of the utmost importance in the formation of character are secured Regular habits may be established-interruptions of every kind prevented by a firm resistance of them-motives in unison with the Scriptures will be found more than adequate to every occasion-the devotional exercises of the closet may be watched. -hourly opportunities will be afforded for breaking off the shoots of evil as they spring up, an example of principle embodied in action may be presented to youthful observation, and affections of the best kind be cultivated between the members of the family-much useful general knowledge may be imparted, and a fair share of the learning of public schools be acquired. Numbers can only be