'268 EDUCATION OF THE PEOPLE. 



scholars schools whose existence is still upheld by an antiquated 

 and left-handed sort of benevolence which, with the view of keeping- 

 a few imbecile paupers out of the workhouse, would sacrifice the 

 intellectual and moral interests of hundreds and thousands of the 

 rising generation. 



It may indeed be said that many of the large charities are so con- 

 stituted, so oppressed by an incubus in the shape of managing com- 

 mittees, composed of ignorant persons whose money is their only claim 

 for interference, and so hampered by conditions of bequest, making- 

 the whole concern a mere absurdity, that all improvement is hope- 

 less. Be it so (and let them await their time of visitation from par- 

 liamentary commissioners) ; there is still a large number in which 

 the strong hand of the legislature is not required to interfere cha 

 rities which the good sense of individuals and school-societies can make 

 useful engines of national improvement. The example of Mr.Wood in 

 Edinburgh, whose sessional school may be justly regarded as a work- 

 ing model of our beau ideal has not been lost; for we could name 

 many instances in which schools have been established on the same 

 plan in the south of Britain, and wherever they have been established 

 they have succeeded most triumphantly. The British School-Society, 

 and two or three other public bodies, have also done much for the 

 advance of national cultivation. The spirit therefore is not wanting : 

 the elements are ready and only want to be combined into a system. 



We propose now to consider what ought reasonably to be insisted 

 on as the components of a fitting course of instruction for the opera- 

 tive classes. And here we wish it to be distinctly understood that we 

 are not of the party that would banish religion from the school on the 

 shallow pretext that it is better taught by the parent or the clergy- 

 man. We hold every course to be deficient in a main and essential 

 feature which is not based on religion, which does not proceed on the 

 principle that love to God is the parent source of, and is indissolubly 

 connected with, social duty, which does not give positive instruction 

 on Christian faith and Christian morals apart from sectarianism. 

 The theorist in his closet may talk and write of moral training and 

 social obligations as separate from religion, but the practiced school- 

 master who has observed the characters of children knows that there 

 is a want of something beyond mere human instruction, a want which 

 the book of our holy faith can alone supply. We are the advocates of a 

 religious system ; we would have the Bible read by the master as well 

 as by his scholars, its harder parts explained, its history made familiar, 

 and its moral lessons inculcated by catechetical instruction under a com- 

 petent and benevolent preceptor; but we would not, as some do, make 

 the Bible odious to children by placing it before them as a task-book to 

 be taken up with sorrow, and remembered with disgust; and, in our 

 regard for their immortal interests, we would not forget that in the 

 probationary state they have certain duties to perform, certain em- 

 ployments to hold, in that state of life to which it hath pleased God 

 to call them. We should give them knowledge, and teach them also 

 to apply the > power in doing good: nothing less will do at the present 

 time. In some places the people ask for knowledge as hungry men 

 craving for bread, and will satisfy themselves if those to whom they 



