On this page
-
Text (2)
-
Untitled Article
-
Untitled Article
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
-
-
Transcript
-
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
Additionally, when viewing full transcripts, extracted text may not be in the same order as the original document.
Untitled Article
I wish I had reason to believe that a satisfactory approach were made to the species of education which was sketched in the former paper on this subject . But experience assures me that the wish is vain . Advert to the great seminary of the youthful poor , and tell me if it affords what is needed . What do we there find
taught ? the mere rudiments of an education . The child is instructed to trace with the eye , —to enunciate with the lips , —perhaps to describe with the hand , a certain number of letters . In many instances , of the little taught still less is understood , because explanation does not accompany the guiding of the eye and hand . To these all but mechanical acts , a somewhat intellectual process is in some schools added , and the poor child is taught a little of
the practice but nothing of the theory of numerical calculations . The deficiencies of this mental education , the treasures of a library may in some cases , and in some ( but a small ) extent , supply . In fact , the large majority of Sun day-scholars enjoy not all even of these advantages . In most cases , I fear , writing and arithmetic are proscribed , at least in the regular business of the Sunday School . When this error is committed on principle , I cannot but
respect the principle , while I deplore the error ; and sure I am , that those who commit it would act more in unison with the spirit of Christianity , and the spirit of him who declared , both by word and practice , that it was lawful to do good on the Sabbathday , if instead of restricting they widely extended the subjects of Sunday School tuition . Surely the mental discipline that I have noticed is not too great . No—its only fault is that it is too limited ; and why should we give knowledge with a grudging hand ? What do we by our parsimony but declare , either that we who have it find it injurious , or know that the poor are incapable of receiving it , or if they received it would use it badly . All these implications are as far from truth as the poles of the wide-extended heavens . Knowledge in itself is power to rich and poor alike—it is food for which all have a relish , and which proves to
all who get it no less nutritious than grateful . Why not rather widen the range over which the youthful poor might extend their mind ? Why not open the book of creation , and lay before them the treasures it contains ? Why not avail yourselves of every opportunity to make to them fresh disclosures of truth ? Why not increase the furniture of your own minds , that you may enrich
and fructify theirs ? What is history , but a detail of God's dealings in providence with man ? Will a knowledge of his ways with his creatures be injurious ? What is science , but a detail of God ' s workings in the heavens above and on the earth beneathin the mighty waters , and the wonderful mechanism of animated nature ? Will the tracing of the Creator ' s footsteps—the discovery of his might and wisdom—will the sight of his acts of bene-
Untitled Article
234
Untitled Article
SUNDAY SCHOOL EDUCATION . Art . 2 .
-
-
Citation
-
Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), April 2, 1832, page 234, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1810/page/18/
-