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upon the master ; and I have had opportunities of ascertaining that the moral condition of a whole parish had been changed by the appointment of a good or bad schoolmaster , and his continued residence
in the place . Were there space , some most striking instances of this fact might be given , showing the absolute necessity of what have been called Normal School ? ,, from the immense influence that primary schoolmasters exercise upon the moral condition of the people /' —p . 65 .
" To the few who entertain any doubt upon the subject , I will only cite the forcible words of Kroeger in his observations upon Cousin's report : s Do you demand proofs of capability , and of long 'appren ticeship / he exclaims , ' from a handicraft man , and yet confide the formation of your child ' s heart , and the direction of his mind , to a person who has undergone no such trial , who has received no such
preparation ? Are the heart and soul of your children not more mi portant than the manufacture of a shoe . ' "—p , 30 .
The various measures , both financial and administrative , that would be necessary , should a system of national education be established in England , are discussed at some length . Due allowance is made for the difficulties , but among * them Mr . James considers the expense should scarcely be reckoned . The
best experimental opinions decide that a part should be paid by the parents of the children taught ; and the very considerable funds already appropriated to the purposes of education ought of course to be applied to the national system . The sum then demanded of the state need be very small indeed ; and lie goes on to say
" I must not only contend that the burden , even at first , is more apparent than real , but also that ultimately , instead of a burden it would prove a relief . It can be statistically demonstrated that in all states where a well-organized system of education has been instituted , poverty , and its consequent claims upon the public , have been diminished in such a degree as to afford the certainty of an immense
diminution of that tremendous burden the poor ' s rales . Were such an educational institution established in Kngland , I do not say that it would extinguish them , for there must always be support provided for the old , the sick , and the incapable , of the poorer classes , but it would go far to reduce the poor rates to a name . " —p . 70 .
It is needless to point out the importance und the soundness of these ivmarks , or the earnest sincerit y of the following : — " After long and deep thought upon the subject—after having seen the working of different systems in different countries—after having marked the defects , the follies , the dangers , the vanities , which in various governments have impeded the progress of education in various states , — I remain profoundly convinced that a system of general education is absolutely necessary to Great Britain , and that it must , and can , and will , be introduced . The introduction of it
upon one grand and regular scheme , and not as a puc ^ nieal and incongruous mass , will immortalize tlte person who accomplishes it . " —!> 107 .
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The Educational Institutions of Germany * S 3
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No , 109 . P
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Jan. 2, 1836, page 33, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2653/page/33/
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