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the additions which he made to it , he claimed the title of inventor , and soon collected a very great number of ch Idrcn of both sexes , who received most important benefit from his instruction . " ( ib . )
The Prebendary ' s eulogium on Mr . Lancaster , will not be suspected of flowing from a partial pen . Yet he ought further to have excepted from tb ^ apathy which he laments , the multitude
of persons , of every rank and name , who countenanced this most deserving man . Upon the points originally at issue between the friends of his plan and those
of Dr . Bell ' s , our readers will find their advantage in consulting what has been written by Sir Thomas Bernard , on the one side , and by Mr . Joseph Fox anoT the Edinburgh reviewers , on the other .
Ib . amd 9 . But objections having arisen from the eireutn stance of his [ flfr . Lancaster ] being a professed dissenter , and from disapprobation of some of the addition * which he had made to the original system , Dr . Bell was at last prevailed upon to quit his retirement , and
to organize some large schools , in strict conformity to his own tried plan ; and from that time forward he has practically displayed its advantages , and with indefatigable zeal and unbounded generosity , he has devoted his time , his labour and his fortune , to this most
important object . " Mr , Bowyer will permit us to ask , what was the interval between Dr . Bell ' s retiring to his benefice in Dorsetshire , and his quitting it , in order u to organize 4 bme large schools ?' ¦ ' When was bis scheme first tried in England ?
How long was it before certain ministers and members of the church discovered , or thought they discovered , in Mr . Lancaster ' s system an hostility to our civil ^ nd ecclesiastical establishments ? In the Answers which
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these questions receive , every thing of importance in this controversy is involved . We suspect either the sincerity or the justness
of accusations preferred at a late and singular period ; a period when our revered Monarch , the generous patron of the Lancastrian plan , is unhappily , in a situation which forbids him to hear and
silence the clamour ? virtually raised against his patriotism , munificence and discernment . 10 , 11 > 12 . Some remarks follow upon the supreme moment and necessity of eonttnunicating
religious instruction to the young . Few objects are dearer to our hearts . How . evsr , if Mr . Bowyer proposes to contrast the two systems in this respect , his argument , sound as it may be in the abstract , is needless and impertinent .
Were we to judge of the Lancastrian system from the conversation or the writings of its opponents , we should infer that it does not provide for any kind or degree of instruction in religion . Such
are . the extent and inveteracy of this prejudice , that in a well edited diurnal print , ( the GrJobe of Dec * 19 th , 1811 ) the Madras system is represented as combining all the simplicity and economy of
Mr . Lancaster ' s , while it 4 i embraces , in addition , the religious principle of " education / ' On read-. ing such language , we are tempted to ask , is the Bible , or is it not .
the religion of Protestants ? In the Lancastrian schools , without exception , the pupils are taught to read from the Bible , and in some the church . catechism is also
used . If , moreover , the value of religious instruction can be estimated by its efficacy , we may take high ground in our recom-
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46 Review . — Bowyc ? and Dr . Marsh on Education .
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Jan. 2, 1812, page 46, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1744/page/46/
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