We shall contend, as before expressed, that all verbs are of one kind, that they express action, for the simple yet sublime reason, that every thing acts, at all times, and under every possible condition; according to the true definition of action as understood and employed by all writers on grammar, and natural and moral science.  Here we are at issue.  Both, contending for principles so opposite, can not be correct.  One or the other, however pure the motives, must be attached to a system wrong in theory, and of course pernicious in practice.  You are to be the umpires in the case, and, if you are faithful to your trust, you will not be bribed or influenced in the least by the opinions of others.  If divested of all former attachments, if free from all prejudice, there can be no doubt of the safety and correctness of your conclusions.  But I am apprehensive I expect too much, if I place the new system of grammar on a footing equally favorable in your minds with those you have been taught to respect, as the only true expositions of language, from your childhood up, and which are recommended to you on the authority of the learned and good of many generations.  I have to combat early 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.