The neglect of moral and religious instruction in schools generally, may arise, in a great measure, from a belief in the teachers, that this all essential work has been properly attended to at home. But it should never be forgotten, that the injunction "to train up a child in the way he should go," should be deemed obligatory during the whole period of pupilage, on all concerned in his Education, lest if it be intermitted at any time, the effects of the whole previous training should be lost. It should always be remembered too, by those who have the care of youth of either sex, that the oftener the young coursers are permitted to run out of this track of moral and religious training, the more apt they will be "to fly the way," not only while the training is managed by others, but after it becomes their own exclusive duty. It _must therefore_, be made a primary and vital object, throughout the entire course of Education--not only at home, but abroad--not only in the private, domestic circle, but in every public school to which young people may be sent, or the great moral ends and purposes of instruction will inevitably be defeated. The _hearts_ of the pupils must first be educated, and all their motives and dispositions brought, as nearly as practicable, to what they ought to be, or it will be utterly vain to expect that _their actions_ can be either generally or permanently right. It is true, that a right action--that is, one so called--because beneficial to others, may sometimes be performed from a wrong motive. But this can do no possible good to the agent, whose condemnation in the eyes of God is only the greater, when he plays the hypocrite to gain his ends.
I will not go so far as to affirm that the prevalent systems of our schools will certainly make vain, ambitious, worldly minded men of our sons, and actresses and _figurantes_ of our daughters, rather than qualify the boys for fulfilling all their moral and religious duties in the best possible manner, and the girls for becoming modest, virtuous, intelligent, exemplary wives and mothers. But I _will say_, that if these systems do not work such mischief in most cases, it will be more owing to some powerfully counteracting anterior cause, over which they have had no control, than to the doctrines which they inculcate, the branches of human learning which they most recommend, or the practices which they cause to be followed. It is entirely immaterial _what_, or _how much_ instruction they profess to give, or really do impart in all other things, but such as will insure the fulfilment of our moral and religious duties; the vital objects of all correct Education will be utterly lost, if matters are so managed in our schools, that the ever restless, insatiate desire for general admiration becomes the main spring of action, rather than the love of knowledge for its own sake, and for the power it will give us of contributing to human happiness. If once _such_ desire be substituted for _such_ love, the fountain head of our whole conduct is literally poisoned. No pure water can possibly flow from such a source; no essential good--none I mean, which can impart real value to character, or contribute one mite towards the eternal felicity of the individual, can ever be effected by him. The only result to be calculated on with any certainty is, that an eager pursuit of merely external arts and showy attainments, will take the place of sincere, steady, deep solicitude to enrich the heart and adorn the understanding with all those principles of really useful knowledge and exemplary conduct, which alone can fit us both for time and eternity. Let the project be tried when, where, and by whom it may, of stamping indelibly on the human heart such principles of action as all admit it should have, at least all whose opinions should be regarded in so momentous and vital a concern, and it will prove abortive as certainly as it is undertaken, unless "religion, pure and undefiled" as it came from the voice of God himself, be made the basis of the whole proceeding. _Is this generally done in our schools, either public or private?_ I most conscientiously believe it is not--at least, as the gospel commands us--"line upon line, and precept upon precept;" or even as a matter to be taught first and above all others. But if any man attempt "_to build on other foundation_,"--if he strive ever so much to erect the edifice of Education on any other groundwork, he may possibly rear a very showy and even attractive house, but most assuredly his materials will be nothing better than "straw and stubble," continually liable to take fire from every flying spark--forever in danger of being blown down by every assailing wind.
