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a very feiytec <* ge the great elei ^ eji t&rx truths of rgiM ^ a 4 an < rnQ » e bu $ the § e , sh » U be explained to them ; that with the progress , o £ yeprs when they have beea p ^ epe ^ fid , to consider evidence , the ftt ^ ts of the C hristian history shall be laid before them * aud every assistance given to them in estimating'the authority and interpreting the contents of the books or the Old and New
Testament . In the mean time , habits will have been formed under the inspection and training of proper persons , who never lose sight of thenq , ( for on this circumstance the success of the whole
plan chiefly depends , ) and who , while they inculcate Christian maxims and rules of conduct , accustom them to the habitual application of the great precepts of Christian morality in all their amusements and mutual
intercourse , as well as in the hours of business , and in the presence of their teachers . In the mental training , the principle which should direct the whole process will be , that the
knowledge of facts lead on opinions , and that the opinions which they are taught to receive as first principles of knowledge , be sucli only as are easily resolved into the constituent facts .
The different branches of instrumental learning , comprehending ancient" and modern languages , the elem £ fttfc of pure science , and , as shall be judged expedient or proved useful , agricultural , mechanical and ornamental arts , will variously accompany the mental and moral discipline ; and thus abroad
and sure basi 3 will be laid for every degree of intellectual attainment and moral excellency . All this appears in speculation to be very practicable in a well-instituted plan of public education , of which a part only , and that perhaps not the most valuable part , is to be accomplished eitlier in the present domestic education , or in the public or private schools which now
exist . It is here then that reform , reli gious , moral , political , ought to l ? egin ; and ^ they will provp themselves tfie greatest benefactors . of mankind , who ahull be able to shew by facts , who shall be $ ble to shew by / acts
, that they ; baife > laid the foundation o £ - \ a / r ^ formecl education . Tame jnay shew * whither * the names ot £ ellenberjg > a ^ Owen are to ' 3 twi ! cl first ° n this hottaurable list . , If , Jioiyeverthe title abafl be happily established
by the r ^ ults preset experiments , of $ ge . thyag mjm ^ l try&t » m # m 1 k dent—that ther ^ will not be wanting numbers , who , conceding to them the praise of discovery and projection , will rejoiqe to co-operate according to their means , by pecuniary aids or personal
exertions m carrying on so great a work . It is not possible to imagine an object more worthy or more likely to kindle the most active zeal of every enlightened , philanthropist , let it only be made to appear a practicable one .
If the condition of society is ever to be greatly improved , great improvements and great changes in the general education of mankind must precede and prepare it . Mr . Owen has well remarked , in an Address delivered to
the inhabitants of New Lanark on the opening of the institution , that " the ; minds of children . are now impressed * with f ^ lse notions , of themselves and . of mankind ; and instead of being
conducted into the plajn path leading to health and to happiness , the utmost pains are taken % o compel them to pursue an opposite direction , in jvhich they can attain only hjcottsistency and
error : " " That it must be evident to common observers , that though children may be expeditiousIy taught by either Dr . BelPs or Mr . Lancaster ' s system , to read , write , account and sew , yet they may , at the same time ,, acquire the worst ^ habits ^ and have , their minds rendered irrational for
life : " ** That reading and vyrlthig are merely instruments by ; which knowledge , either true or false , " ( truth or error , ) " may be imparted ; and when given to children are of little comparative value , unless they are atsb taught how to make a proper use of them : "
" lhat the manner of givixjg ^ instruction is one thing , the matter or instruction itself another ; and no two objects can be more distinct . Tt ^ worst manner may be appjie ^ tcj g | ve the best instruction ; or the wpt-mimner to give the worst instruction /*
May I be allowed tp request , Sir , that any of your correspondents in the North , would communicate , thjrougjh the medium of your valuable j $$ pd&itory , whatever useful and interesting
information they may p < 5 ? gess pespectiog that br anc h 6 fjj ^^ m ^ ( u ^ bfishpent ^ w ^ wh ^ MMm e ^ ucauo ^ tfmmmr J wwW this favour t |*^ your correspqn < teut %
of * ; Dr . Morell 071 Mr . Owen ^ Systen ^ of Edtw ^ tion . ^ 7
Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Jan. 2, 1822, page 7, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2508/page/7/