often very prejudicial.

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 th