It is with some degree of reluctance and apprehension, I touch upon another topic—­that of religious doctrine.  As schools for gratuitous instruction have been established by most of the religious sects extant, it is obvious that some dissimilarity of sentiment on religions subjects must exist, as imparted in such schools.  Let it not be supposed, that I would cast a censure on any religious body, for establishing a school devoted to such a blessed purpose.  On the contrary, I rejoice to see, that however various their theories may be, their opinion of Christian practice, as evinced in such actions, is the same.  But one thing I would say, to each and to all, let a prominence be given to those fundamental truths of love and goodness which Christianity inculcates.  Let the first sounds of religion which salute the ears of infancy, be that heavenly proclamation which astonished and enraptured the ears of the wakeful shepherds, “Peace on earth and good-will towards men.”  It was the herald-cry by which salvation was ushered into the world, and surely no other can be so proper for introducing it into the minds of children.  I must candidly own, that I have occasionally witnessed a greater desire to teach particular doctrines, than the simple and beautiful truths which form the spirit of religion; and it is against this practice I have presumed to raise a dissentient voice.

The conductors of schools, in connexion with the British and Foreign School Society, have generally spoken more highly of the Infant System than others, and this is certainly to be attributed to more congeniality, since in them the mental powers are more fully exercised, and there is a greater variety in the instruction given.  The only objection I can discover to them, is one that lies equally against the National Schools—­I mean the opportunities afforded for monitorial oppression; but this may be obviated in both cases by the judgment and vigilance of the teachers.  It should be added, that schools of both kinds demand occasional inspection from those intimately acquainted with the systems avowedly adopted, as they appear very different in different places.  I will only mention further on this topic, that many schools are too large.  No Infant School, I conceive, should exceed 200, nor should a National or British and Foreign School exceed 400, when under the care of one master.

One half of these numbers would be much better than the whole, and tend greatly to the success of the schools; but funds are so difficult to raise, from the apathy shown by persons in general to the instruction of the poor, and therefore the schools are so few in number, that it is absolutely requisite to place as great a number of children as possible under one master, that expense may be saved.  When will this sad state of things be changed, and the country at large see that the noblest object it can ever attempt is, to rear up its whole population to intelligence, virtue, and piety?