e11.] 
jection. If aman best learns his duty 
by studying the Scriptures, he certainly 
must improve his disposition to fulfil his 
task in ‘ thatstate of life to which it has 
pleased God to call him.” ‘here is 
hardly achapter in the whole Bible which 
does not, in some part, directly or by 
inference, inculcate the doctrine of. in- 
dustry, and of subjection to lawful au- 
thorities. Let such be the lessons first 
sown in the minds of youth, and “in 
their old age, they will not depart from 
them.” 
This industry, -this submission, is 
taught, not in precept alone, but by ex. 
ample, in the plan of generous subor- 
dination used in the school of Lancaster, 
Boys are there elevated in proportion to 
their merit, to different offices, as teach- 
ers, censors, &c. over the children of 
less attainments. This scheme has a 
more comprehensive moral effect than 
may beat firstapprehended. It infuses 
a lasting spirit of subordination through- 
eut the whole little fraternity; it is in- 
spired' by a practice no where else at- 
tempted, and it is maintained by a con- 
viction of its justice. In the common 
methods of managing children, a boy is 
told to respect his parents and _ his 
ter. The grateful tenderness of a 
ng heart makes him easily admit the 
first injunction; and the second, he takes 
on trust, A sort of mysterious reverence 
binds his obedience. He never once 
says to himself, ‘I submit to my kindred 
and my masters, because I believe them 
to be wiser and better than I am:” 
No, (be cries) I obey them because f 
am commanded to do so; and I therefore 
suppose it is necessary, for some reason, 
that I should be obedient; though I can- 
not but think that they are not always 
quite reasonable in their arbitrary will 
over me!”. There is hardly a person who 
has been taught in the ordinary methods 
of teaching, who has not had to complain 
some time or other of the unjustly-ex- 
ercised ‘brief authority” of man or 
woman; and, in this belief, I shall not 
apologize for the latter part of my young 
pupil’s soliloquy, Time passes away; 
this boy emerges from under the parental 
eye; he leaves school; that world in 
which he is to become an actor is then 
before him; all men appear upon a par 
by the right of nature; short-sighted phi- 
losophers are ready to say the same 
thing ; rash-judging youths, his cotempo- 
aries, are enyer to swear it; and blown 
2p with self-consequence, all degrees of 
gank, all pretensions to superior merit, 
Thoughts on the Education of the Poor. 
219 
meet his contempt. None have any 
controul over him, but as they affect his 
interest or his pleasures. ‘* Who made 
thee a judge over me?” he would say 
to any discreet neighbour who would at- 
tempt to influence him to good, or to re- 
prove him for wrong. 
-But with the Lancaster plan, the 
habits which the youthful mind acquires 
have quite a contrary effect. No mys- 
terious power. is here exercised over the 
pupil, He is surrounded by a little 
world of human beings of the same ju- 
venile standing as himself; and by these 
very young ones, who in other respects 
are his equals, he finds himseif taught, 
advised, reproved, commanded: and 
why? .The reply is immediately made 
to him: they are better informed than hint- 
self; they are capable of teacking him 
good things that he knows not. For 
these reasons, lie sees his equals are put 
in authority over him; a superior power 
observes that they do it justly, and he 
reveres, submits, and obeys them. ' 
These impressions he carries with hina 
into the general concerns of life; and, 
from parity of argument, he believes 
every man in higher stations than him- 
self to have aclaim on his respect and 
deference ; and he pays it cheerfully till, 
comparing the great man’s words and 
conduct with the unalterable rule of 
right, perhaps he finds him undeserving: 
veneration and its effects must of course 
then cease; and thus, none but the 
wicked, the disobeyers of the laws, need 
fear insubordination from a pupil of the 
school of Lancaster. 
By simplifying the manner of teaching 
the essentials in a plain education, and 
by rendering the means cheap to the 
purchaser, a door is opened, which ad- 
mits, not merely hundreds, but thousands, 
to the temple of Saving Knowledge. 
Smail is the provision requisite to bring 
together those who, “ hunger and _ thirst 
after righteousness ;” “ only a few barle 
loaves :” but they will feed a multitude, 
for the Lord is with the dispensers: “ hie 
broke the bread and blessed it.” 
Under this beautiful plan of Mr. Lan- 
caster, we see the infant-outcast snatched 
from “the way that leadeth unto hell.” 
We see the offspring of guilt and poverty 
taken from beggary, from vice, from pre- 
mature death. The boy is taught to 
pray, and to eschew the curses of his 
evil tongue; he is made to look to God 
as the rewarder of his labours; not to- 
wards the ways of picking and stealing, 
not tg the highway, to shop-lifting, to 
murdery 
