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In 'High-church Education, Delusive And Dangerous,' Francis Close delivers a detailed exposition and critique of the educational system implemented by Reverend W. Sewell at St. Peter’s College, Radley. This volume presents a series of sermons addressed to the students, revealing the high-church principles that underpin the curriculum. Close argues that these principles are not only delusive but also dangerous, advocating for a different approach to religious education.Close meticulously analyzes Sewell’s methods, challenging their theological foundations and practical implications. This book offers valuable insights into the debates surrounding religious education in the 19th century and provides a fascinating case study of the tensions between different theological viewpoints within the Church. 'High-church Education, Delusive And Dangerous' remains relevant for those interested in the history of education, religious thought, and the dynamics of theological discourse.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
