It fully appears, from the preceding accounts, that reformation in these schools is absolutely necessary; it remains to consider the means best suited to that end. As a friend of youth, I presumed, in the two former editions of this work, to suggest such hints as I have long thought adapted to the purpose, in hopes that, at least, it might pave the way for some better observations on the subject, from persons of more information and discernment than myself. In this hope I have been disappointed, but now revive it; as conceiving it a matter of too much importance to society, to be left without further notice.

We must expect to find the teachers of youth under the same general disposition of mind, as is common to this nation.

A spirit, breathing the language of independence, is natural to Englishmen, few of whom are disposed to brook compulsion, or submit to the dictates of others, when not softened by reason, or temperéd with kindness.

I am sometimes sorry to hear sensible, intelligent men, talk of reformation in this respect by a compulsive law; as coercion of any kind grates upon our very hearing, and generally fails of its effect. I wish always to submit with deference to the opinions of those I respect; but I am likely to continue decided in the opinion, that teachers or parents of any spirit will not bear attempts to reform them by force, however respectably sanctioned.

I introduce these remarks, from a fear that rich men sometimes presume too much upon their riches; holding out the dictatorial language of lordlings, when doing the poor an act of kindness, instead of performing it as a duty, incumbent on them as men and Christians. I am persuaded, that if any attempt is made to improve the education of the poor, and such an unmanly spirit should guide the resolution of a society or committee for that purpose, it would

render the design abortive. Success would depend upon the leading persons concerned in promoting such an undertaking. It is not to be supposed, a design of its magnitude could be carried far into effect without public aid and concurrence. In such a case, it would be almost sure of success, if the active members of a society established for that purpose, were inclined to meet the poor as men, as brethren, as Christians, and the sincere teachers of youth not with an intention to dictate to them, but to give additional force to their well-meant endeavours, and raise them to public esteem.

Let me add, that a society for this purpose should be established on general Christian principles, and on them only. Mankind are divided into sects, and individuals think very differently on religious subjects, from the purest motives; and that gracious common Parent, who loves all his children alike, beholds with approbation every one who worships him in sincerity. Yet it cannot be reasonably expected that conscientious men should promote a religious opinion directly contrary to their own: a Presbyterian, Baptist, Quaker, or any other, cannot, with sincerity, sacrifice his opinions to those of his amiable and Christian brethren in the establishment. Neither can the last, conscientiously, unite entirely in opinion with those of other denominations; but the grand basis of Christianity alone is broad enough for the whole bulk of mankind to stand on, and join hands as children of one family. This basis is "Glory to God, and the increase of peace and goodwill amongst men."-It is the duty of every man to imitate the conduct of the good Samaritan, Where is the sincere Churchman or Dissenter that would not readily unite to pour the oil and wine into the poor man's wounds. Ah, then! let the friends of youth, among every denomination of Christians, exalt the standard of Education, and rally round it

for their preservation; forgetting for a while their private religious differences in opinion, and pursuing two grand objects for the public good:-The promotion of good morals; and the instruction of youth in useful learning, adapted to their respective situations.

This metropolis abounds with many charitable institutions, which nobly display that grand characteristic of the British nation, Humanity. We have many societies, whose benevolent exertions contribute much to the public good; but among them, I know of none, except that called the Sunday School Society, which operates, in a general way, to instruct the poor, and improve their morals: from the short time the children attend such schools, its good effects must be but limited. Indeed, it is not to be wondered at, that no general plan of this kind has been adopted; there are few things in which it would appear, at first sight, that the different religious interests of sectarians would clash more: and so they must, if a plan of this kind is eagerly pursued by one or more parties, with a view to increase proselytes, or make it a vehicle to convey their favourite tenets. It has been generally conceived, that if any particular sect obtained the principal care in a national system of education, that party would soon be likely to possess the greatest power and influence in

the state.

Fear that the clergy should aggrandize themselves too much, has produced opposition from Dissenters to any proposal of the kind; on the other hand, the Clergy have opposed any thing of this nature which might originate with Dissenters, locally or generally, fearing an increase of the dissenting influence might prove likely to prejudice the interests of the establishment. This difference has frequently produced bitterness and rancour, not consistent with the religious professions of either party; whose conduct

ought to adorn the doctrines of their Lord and Master. When we view the consequences, they appear very mortifying to the benevolent mind, completely degrading to human nature, and unworthy of any place in the breasts of Englishmen.

Many thousands of youth have been deprived of the benefit of education thereby, their morals ruined, and talents irretrievably lost to society, for want of cultivation: while two parties have been idly contending who should bestow it.-However, there is hope yet left; the common ground of humanity is adapted to all, none can conscientiously scruple to meet there. All are agreed, that the increase of learning and good morals are great blessings to soci ety. If they cannot unite to do good in every particular instance, let them be fellow-helpers as far as they can, and cordially assist to do it with one mind; that society at large may no longer suffer loss, by a set of the most valuable and useful men our nation can boast, employing themselves to little better purpose, than to declaim, or make wry faces at one another.

Now, if good men of all parties, would but seriously consider what harm accrues to the rising generation, from their merely doing nothing at all, in consequence of their religious opinions and mutual fears, and join shoulder to shoulder, hand to hand, in helping forward this noble and benevolent cause, should we not fairly have reason to hope, that a Divine blessing would attend endeavours of this sort, which must ultimately end in making mankind generally acquainted with the Divine will, as detailed in the Scriptures of truth. We have, it is true, a Bible Society; but of what avail is a Society for giving away Bibles, when so many cannot read them. Does not that Society need, as a counterpart, the very object I am now recommending; the formation of a Society, under whose patronage ALL the youth in

these KINGDOMS may be instructed to read their BIBLES; and to impress on their memories the knowledge of those most essential parts which relate to the history and theory of Christianity.

The principal evils attendant on the usual mode of education among the poor, are first, Improper and immoral persons having youth under their care. What can we expect from the children of the poor, when the gamester, the drunkard, the profane, and the infidel, are entrusted with their education? Painful instances of this kind have come within my knowledge.

The poverty often distinguishing many teachers of this class, and the consequent want of that respect from parents, which contributes materially to support the master's authority with the children, is another source of discouragement.

The uncertainty, not only the poor, but persons in circumstances rather superior, are under, as to the character and abilities of the teacher they send their children to: which generally produces disappointment; and, not unfrequently, a loss of half their time.

The bad accommodation common school-rooms afford to the poor children who attend them; many of whom suffer materially in health, by the confinement at their seats, winter and summer, without variation, and almost without moving from their places for a great while together.

The almost total want of system, and a proper stimulus to action in the minds of teachers and scholars: not but many teachers are qualified to act upon present occasions, by a deal of past experience; but the arrangement of ideas, that regular connection of a whole with each dependent part, which forms the chief characteristic of a system, is a thing seldom existing in their minds.

The diversity of methods of teaching used in