or physical attainments, when
coupled with vice, lead directly and invariably to corresponding depths
of degradation and misery. No one, we think, can deny this as a general
principle; and if it be admitted, the question is settled; for no person
acting rationally would seek the _lesser_ good for his child, at the
expense of the _greater_.

Another proof of the same fact is, that Nature has provided for the
physical and intellectual education of the young, by means of the animal
or "common sense;" while morals are, in a great measure, left to the
education of the parents. The principle of common sense, as we have
seen, begins its operations and discipline in early infancy, and
continues to act through life; but the culture of the moral sense,--by
far the most important of the two,--is left during infancy and childhood
very much to the affections of the natural guardians of the child, and
to the results of their education. Hence it is, that while Nature amply
provides for the _neglect_ of this duty, by the developement of the
legislative powers of conscience towards manhood, they are comparatively
feeble, and in ordinary cases are but little thought of or observed,
wherever this duty has timeously been attended to. From all these
circumstances we infer, that it is the intention of Nature, that the
establishment and culture of religion and morals should in every case
form the chief objects of education,--the main business of the family
and the school;--an intention which she has pointed out and guarded by
valuable rewards on the one hand, and severe penalties on the other.
When the duty is faithfully attended to, Nature lends her powerful
assistance, by the early developement of the executive powers of
conscience, and the virtue of the pupil is the appropriate reward to
both parties; but, when this is omitted, the growing depravity of the
child becomes at once the reproof and the punishment of the parents, for
this wilful violation of Nature's designs.

In conclusion, it may be necessary to remark, that from these latter
circumstances, another and a directly opposite inference may be drawn,
which we must not allow to pass without observation.--It may be said,
that the very postponement of the legislative powers of conscience till
the years of manhood, shews, that religion and morals are not designed
to be taught till that period arrive. Now, to this there are two
answers.--_First_, if it were correct, it would set aside,