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Untitled Article
q * - . acknowledge that I cannot in one instance subscribe to her reasoning , or be of opinion , , with your reviewer , * that on the "
material point" of day-schools claiming a < c decided preference" to charity-schools she has " fully made out her case / ' Indulge me in an examination of her arguments on this head .
Mrs . C . asks ( p . 24 ) , " What is the ground of the conclusion that the ancient charity-school where girls are boarded and lodged , is more desirable for the few individuals that are beneiitted by it , than the modern improved system of day-schools ? " And she afterwards puts the following questions ( p . 25 } : 4 < Are the girls
necessarily better taught to read and write , to cut out , make , and mend their clothes ? More thoroughly instructed in their duty as reasonable and accountable creatures ?
Are habits of order , cleanliness and useful subordination more effectually inculcated in the former than in the latter situation ?*' To the . three last inquiries I answer generally , we may well presume that the better and more effectual instruction will be found
in those seminaries where the greater share of time and attention is devoted to this object—to the arts of reading , writing , &c « and to the formation of < c habits
of order , cleanliness and useful subordination . " Charity-schools therefore in which , from the nature of the case , the pupils are
always , or for the most part , under the eye of a skilful and conscientious teacher , have , thus far , a rational claim of superiority to day-schools . ^—^_^ . ^ . ^ . IL . . Vol . IX , 45 * 6 .
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Mrs . C . ( ib . ) believes " it must be conceded , that in respect to that general experience so essential to the prudent conduct of the
children of the poor in future life , the advantage is decidedly in favour of day-schools , united with a home education . ' She is of opinion that where the supply even of the plainest food is *
constant and regular , without any care or foresight on the part of such children , or , as far as they can perceive , on that of any other person , they have no idea or apprehension of those occasional hardships and distressing privations to which the lower ranks even in this favoured country , are frequently subjected ; and as they , therefore , can have no knowledge of the actual state of human life
in their humble station , of its various trials and vicissitudes , they cannot have formed an early habit of guarding against , or of patiently enduring them . **
Facts , and facts alone , can determine the question now at issue between the respectable writer and myself . And certainly within the sphere of my own observation it has not been found that the poor girl who has received * a
home education , " is of necessity * ' enabled to struggle with and surmount misfortunes '' by which a girl , of the same class , educated in a charity-school , is " completely overwhelmed / ' If we allow for anunavoidable disproportion in the
number of those who are trained by the one and of those who share in the other kind of education , inquiry will perhaps shew that foresight and mental activity are in no unequal degree the growth of both situations . After all , instruction in moral and religious
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On Charity and Day-SchooU . 543
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Sept. 2, 1814, page 543, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2444/page/19/
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