ble
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
cond