ly
prejudices, and systems long considered as almost sacred. But I have in
my favor the common sense of the world, and a feeling of opposition to
existing systems, which has been produced, not so much by a detection of
their errors, as by a lack of capacity, as the learner verily thought,
to understand their profound mysteries. I am, therefore, willing to risk
the final decision with you, if _you_ will decide. But I am not willing
to have you made the tools of the opposite party, determined, whether
convinced or not, to hold to your old _neuter_ verb systems, right or
wrong, merely because others are doing so. All I ask is _your_ adoption
of what is proved to be undeniably true, and rejection of whatever is
found to be false.

Here is where the matter must rest, for it will not be pretended that it
is better to teach falsehood because it is ancient and popular, than
truth because it is novel. Teachers, in this respect, stand in a most
responsible relation to their pupils. They should always insist with an
unyielding pertinacity, on the importance of truth, and the evils of
error. Every trifling incident, in the course of education, which will
serve to show the contrast, should be particularly observed. If an error
can be detected in their books, they should be so taught as to be able
to correct it; and they should be so inclined as to be willing to do it.
They should not be skeptics, however, but close observers, original
thinkers, and correct reasoners. It is degrading to the true dignity and
independence of man, to submit blindly to any proposition. Freedom of
thought is the province of all. Children should be made to breathe the
free air of honest inquiry, and to inhale the sweet spirit of truth and
charity. They should not study their books as the end of learning, but
as a means of knowing. Books should be regarded as lamps, which are set
by the way side, not as the objects to be looked at, but the aids by
which we may find the object of our search. Knowledge and usefulness
constitute the leading motives in all study, and no occasion should be
lost, no means neglected, which will lead the young mind to their
possession.

Your attention is now invited to some critical remarks on the
distinctions usually observed in the use of verbs. Let us carefully
examine the meaning of these _three kinds_ and see if there is any
occasion for such a division; if they have any foundation in truth, or
application in the correct use