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CHAPTER X.

RELIGIOUS OR BIBLE EDUCATION FOR BOYS.

Utility of pictorial illustrations of Scriptural subjects-Who should give religious instruction-Consequences of the neglect of religious culture-Mr. Owen's "Social System"-" The Revivals"-Evils arising from violent party feelings-We should receive the national education offered-The Bible should not be prostituted to a task book-Beautiful theories not always workable-What is religion?— The mind inust be prepared to receive it-Ignorance of some teachers on this subject-Dreadful effects of evil example-Children must be taught not alone to say but to do what is right-Schoolmasters should not be violent political partizans-The public mind will no longer be deceived by externals-The clergy must not be excluded from the schools-The school-master should not be independent of the clergyman-No scheme of education can be perfect at first-Mr. Wyse, M. P.-Professed Christians do not act up to their profession-Folly of cramming children with doctrinal creedsA more rational system wanted-Specimens of Scripture lessonsDaniel in the lion's den-The story of Ananias and SapphiraIncidental discourse and hymn-Concluding observations-Letter of Lord Brougham on national education.

Ir will be seen by what I have said on the subject of religious education for girls, that I consider the Bible as a sine qua non in every school for children of either sexes, who are above seven years of age; and that even in infant schools for the youngest children, I consider pictorial representations on certain subjects, judiciously chosen from the Sacred Volume, equally or more important. The Scriptures abound with suitable subjects, and God grant that some able, clever, and judicious artist may turn his attention to this matter, and produce a set of plates, so that nothing should be represented but what is strictly true, and no false representation be given, so as to lead the young mind astray. All the plates I have yet seen are defective,

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those that I published myself being amongst the number. But these imperfections I did not sec until they were brought into practical use before the children: these little critics soon convinced me, by the questions they put, that they judged more accurately of representative objects than I myself had done, for they were sure to ask the why and the wherefore such a thing was represented. Hundreds of questions were put to me which I had not scen mooted in books; for example, they would ask, "Please sir, do angels always have wings?" and when I confessed my ignorance on the subject, they would, with the greatest artlessness, rejoin, "Then, please sir, if you are not sure its true, why is it put on the picture ?" Again, in shewing them the picture of Abraham offering up his son Isaac, they would say, "Please sir, is it a good thing for a father to kill his son ?" I should say, "No, my dears; but Abraham did this to shew his faith and dependence on God;" and I remember some of them answered, "But plcase sir, was not the poor little boy very much frightened, did he know that ?" and I soon found that they got me into innumerable difficulties. I hence threw that plate aside, as not being the best adapted for the end in view; for to explain the minutia of faith to children so young satisfactorily, I found, with all my theological reading, was utterly impossible. Again, when exhibiting to them the plate of David and Goliah, they would get me into the same difficulties, by asking me "if it was right for a little man to kill a big one;" and numerous other questions, that soon convinced me that this was another subject injudiciously chosen for the instruction of children at that carly age in Scriptural knowledge, and soon found that at least half the things I had suggested, and thought most highly of, were obliged to be thrown aside. I can mention a number, however, that have succeeded, such as "Christ fccding five thousand," "Little children being brought to Christ," “Moses being found in the bulrushes," "Peter denying

Christ," "The good Samaritan," "Lazarus raised from the dead," "Christ raising the widow's son at Nain," and a great many others, which I have found not open to the same objections with regard to the subject, but only with regard to their execution; and this is the reason that I pray that some clever artist may turn his attention to the matter for the good of the rising generation. I am of opinion that pictorial representations of Scriptural subjects, judiciously chosen, are useful in every school, because it appeals to one of the great inlets of the mind. I am sure missionaries would find them equally useful as auxiliaries to assist them in their labours to give correct notions to the heathen; but nothing should be represented but what is strictly true and correct, and the fancy of the artist should never be carried away from the simple subject referred to in the text. When such a set of plates are published, with suitable lessons attached to them, it will be a great boon to the religious public; and I would willingly help, and indeed have it in contemplation, to do something of the sort. The only difficulty I have to contend with is, the means; for not being supported by any society, and never having called upon the public for any assistance, I find it not always easy to carry out my own views.

From these remarks it will be seen that I view Bible education as of the greatest moment, and that in any system for the universal education of the people, it must not and cannot be dispensed with. For boys, therefore, whose minds are somewhat stronger than mere infants, subjects might be introduced which would be objectionable for the latter; and the same will hold good with regard to girls, which a judicious and deeply read Bible teacher would readily perceive. It is perfectly clear in my mind that religious education cannot be given from any other source than the Holy Bible. It may be assisted by every object in nature, but it can only be completed by the aid of the

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310 WHO SHOULD GIVE RELIGIOUS INSTRUCTION.

Bible itself. If I had my will, I should like the Bible divided into three parts, for the use of schools: giving the most simple and easy matter in the first stages of religious education; the second, as the children grew older and more advanced; and the third, or last part, at the fit and proper opportunity. This would be more economical than giving the whole Bible, and would be casier and lighter for the child to hold in his hand, and, on that account alone, would be worth consideration. I do not ask for any thing to be left out, or any thing to be added to the Holy Word; I am willing to take it as it is, being quite sure, from grcat experience, it is the best book that we can draw instruction from, and that a good school-master is as competent to tcach from it as he is from any other book; and if he is not, he is not fit for a school-master. If he has been properly taught himself, he can also teach the children, in all that appertains to a school education. I do not want him to do the duties of the clergyman, they are quite distinct; the one may give Bible education and Bible training, the other will teach doctrine, and finish the superstructure, school-master must lay the foundation, the clergy must ornament and finish the building. If the school-master is cut off from giving his portion of religious instruction, the foundation will be rotten; for when "the winds blow and the floods come," such a building will not be able to withstand the shock.

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No age has ever produced stronger evidence of the truth of this remark than the present. Thousands are carried away by mere phantasies, for the want of having had a proper basis laid in childhood. The most unphilosophical, the most irrational, the most ignorant, and the most bigoted men, will gain a hearing from the multitude, just in proportion as they go into opposite extremes. If such men as Mr. Owen address them under the specious pretext of making them all happy, by merely uniting them toge ther, like a flock of sheep, to eat and drink together, to

sleep together, if they think fit, and to enjoy all the propensities of the natural man just as mere animals would do, they will listen to him, set him down as a wonderful philosopher, and collect money to build what they call

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a Hall of Science," in such a thickly populated place as Manchester, look upon him as little less than a god, and give him credit for things which he himself would never claim; and, in short, go so far as to say that all men are irrational, and never did know how to live, nor ever will know how to live, until they can swallow all down as gospel which he chooses to assert. We are to have the most wonderful changes in the shortest time; the population of whole towns are to be changed in a few months; the greatest wonders are to be accomplished by the mighty genius and unwearied philanthropy of this individual and his followers, and woe be to those who dare stand up and call any of these nostrums in question; they settle the matter at once by calling him an ignorant fool.

According to the system advocated by these people, all the social ties are destroyed, the family compact is broken up, and the ideas that I have heard mooted in Manchester, Stockport, and other places, on the subject of marriage, are so shocking, so utterly at variance with all history, both ancient and modern, and, above all, so contrary to the views laid down on that subject in the sacred Scriptures, and by Christ himself, that I will not insult my readers by repeating them; suffice it to say, that, as an individual, I view such sentiments with the utmost abhorrence; I think they are calculated to do immeasurable injury to the youth of our country; and I hold it a most solemn duty to protest against them in the strongest manner. I have no uncharitable feelings towards the men, I do not venture even to impugn their motives, for they can be known only to the Deity himself: my religion teaches me to protest against what I conceive to be error, but still to have charitable feelings towards those who think they do right, by

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