to form an opinion on public morals by the number of punishable offences committed. And, indeed, the records of courts furnish but incomplete evidence of the number of punishable offences actually committed; for where one criminal is brought to the bar of justice, ten escape detection. We have the authority of a very eminent Judge for this remark. But there are wrongs which are not punishable by the law, being too small and undefinable for its cognizance. It is the bad faith which enters into contracts, and deceives the honest purchaser, or dupes the confiding vendor; the baseness which conspires to wink down credit; the avarice which greedily takes advantage of poverty, or the craft which converts it into a weapon of fraud; the scandal which sets neighbor against neighbor; the fretful harshness which clouds the domestic fireside; the ingratitude which spurns parental influence; the selfishness which would trade in principles, and bargain away public measures for private gain,—these, and such as these, are the conclusive proofs of public vice. Even the deplorable appearances which penury exhibits are counterfeited, and we hesitate to give alms lest we should encourage an impostor. The benevolent man distrusts the beggar who asks for a night's lodging, and turns him away, fearful that he might prove an assassin or a robber; or he reluctantly calls him back, lest he should revenge himself by burning his barn. There are common symptoms which show a patient's sickness, though they do not indicate the particular nature of his disease. So this mutual distrust, which characterizes the dealings of men, indicates the debility of public morals, and points with unerring certainty to the neglect of early discipline.

But an inspection of the schools will afford us the most reliable evidence on this subject. From the system of instruction now pursued in our best common schools, a scholar of ordinary capacity is enabled to become a good reader, writer, and speller; to acquire a very good knowledge of geography and arithmetic, and a little insight into natural philosophy, physiology, grammar, and history, as well as to gain some habits of order and correct deportment. It is true also that in some schools considerable efforts are bestowed on moral culture: this, however, depends upon the peculiar character of the teacher. Yet it cannot be denied, that intellectual improvement is treated as of paramount importance; and that, if any attempts are made at moral training, they are purely incidental; being considered collateral to the other lessons. Surely no one will think of reproaching teachers for this condition of things; for they are governed by the public opinion of the district or town they teach in, as much as the statesman is governed by the public opinion of the country. The voice of the district is silent on the subject. The committee who examined or engaged them did not allude to that part of their duty, or inquire into their qualifications for discharging it. If the teacher goes through the term in harmony, and succeeds in advancing his pupils in an ordinary degree in the common branches, he is acknowledged to have accomplished his entire duty.

In attempting to show the manner in which the right development of character may be blended with the development of the mental faculties, it might be proper to advert to the method a teacher could pursue with the greatest success. A very imperfect idea only of any policy can be given, inasmuch as the duty must be left to his own discretion. No set plan can be adhered to; neither could text-books be used to advantage. He should not have an appointed time for such an exercise, nor resort to formal lectures, nor rely upon the studied maxims which moralists have framed in the closet, nor depend upon the stereotyped precepts of philosophers. As the sentiments he inculcates are addressed to the heart, so