insuperable obstacles to the corrective efforts of their teachers.
Each child brings into the school some portion of acquired evil,
making, when united, a formidable aggregate, and affording every
facility for mutual contamination. Add to this, the counteracting
effect which the bad examples they meet with in the course of six days
must have upon the good they hear on the seventh, and it will be seen
how little comparatively is really practicable. I do not say this to
dishearten those who are engaged in this labour of love, or to abate
the zeal of its promoters. At the same time that their experience
confirms the truth of my observations--and I know they would candidly
confess that it does so--they must have many gratifying instances of a
contrary nature, in children, who from evil habits have been won to
a love of goodness and religion, shewn not merely in a punctual
attendance at their school, but in that good-will toward their
fellow-scholars, and grateful love to their teachers, which are the
only infallible signs of a change in the affections. These things
encourage them, in spite of many difficulties and mortifications, to
persevere in well doing; and may the God of love bless their labours
with an increase of fruitfulness! It is only my purpose here to state,
that the most likely human means to produce such an increase, is the
establishment of infant schools;--schools designed, particularly, for
the cultivation of the affections,--for preparing the heart to receive
that wisdom which teaches us to love God supremely, and to love our
neighbour as ourselves. As to the system of instruction pursued in
Sunday schools, as well as other free schools, it is, indeed, my
opinion, that some alteration for the better might be made, but as I
intend to speak of this matter in a future place, I shall say no
more on the subject at present, but pass on to notice prison
discipline--which is, I fear, entitled to any term but that of a
_remedy_.