provided in their gaol, that no time will be lost in providing those
means by which imprisonment may be made a real punishment, by which
offenders may be reformed during their imprisonment, and by which the
idle and dissolute may be prevented from any inclination to return
there."[A]

[Footnote A: From the time the judge referred to made the above
remarks, other judges, down to the present time, have added similar
sentiments. From 1823, until 1852, proof upon proof, has been added,
to show us the advantage of early training; and though much has been
cramming, and not training, still the results have been good. What
would they have been had the schooling given, really been _training?_
and what, if the training of children had been studied as _art_, if
the public looked on the teachers as artists, and treated them with
the consideration they deserve? Anticipations cannot be too sanguine
in estimating the results that must accrue to society from a system of
spiritual, intellectual, and moral culture, becoming universal, and
worked out by minds who will, I am sure hereafter, be able fully to
develope, from study, and practice of the _art_ of teaching, the great
principles of spiritual truths, intellectual vigour, and the moral
strength of the coming generations, which have been allowed to remain
in a state of torpor in the present.]

I have hitherto only being considering the _prudential_ motives which
should induce us to promote the education of the poor. I have shown,
that it will be for the benefit of society, inasmuch as it is likely
to decrease the number of those who transgress its laws--that it will
prove a greater security to our persons and property than laws or
prisons afford. But there are other motives which, if these selfish
ones were wholly wanting, might be sufficient to advocate, in every