tent, or nearly so, of religious instruction, and
yet to ensure their love for the times, and places, and circumstances, of
this communication. You must allow that you do a very dangerous thing
indeed, when you make that wearisome which you wish to be most loved. I
must confess that it has often struck me, that we insist upon too much
religious attendance from children of a tender age; and, considering what
we know of the impatience of the human mind, I cannot but think that such
a system is often most prejudicial. I say these things with much
hesitation, and some fear of being misunderstood; and I do not venture to
enter into details, or to presume to say what should be the exact course
in so difficult a question. What I wish, is to draw the attention of
those engaged in instruction to a point of view which may sometimes
escape them, or which they may be tempted to neglect for the sake of
appearances, the household gods of this generation.

* * * * *

There is one maxim which those who superintend schools should ponder
well; and that is, that the best things to be learnt are those which the
children cannot be examined upon. One cannot but fear that the masters
will be apt to think school-proficiency all in all; and that the founders
and supporters of schools will, occasionally, be tempted by vanity to
take most interest in those things which give most opportunity for
display. Yet the slightest inferiority of moral tone in a school would
be ill compensated for by an expertness, almost marvellous, in dealing
with figures; or a knowledge of names, things, and places, which may well
confound the grown-up bystander. That school would in reality be the one
to be proud of, where order was thoroughly maintained with the least
admixture of fear; where you would have most chance of meeting with
truthful replies from the children in a matter where such replies would
criminate themselves: and where you would find the most kindly feeling to
each other prevalent throughout. Yet these are things not to be seen on
show days, that cannot be got up for exhibition, that require unwearied
supervision on the part of masters and benefactors, that will never be
attempted but by those who, themselves, feel deeply the superiority of
moral excellence to all else. Such teachers will see how the kindness of
children to each other may be encouraged. They will take more notice of
a good-natured thing than a