The British Press; or, Morning Literary Advertiser. — London, England, 1820-06-29 00:00:00

i~ 0. • a , • , Tr y • . 44 1•04 4.,e7W - " 'noisy Members; how it woe made op it was she less necessary to say, be,:astse that might be mated in one of ton k.F.s, which it would yet be Werill.ery to frame to it. It we% noon the information thus brought_ before Parliament, and which exh•hited in — 'apie, or rather in dif- fervent sieves, the state. of 'Education in every - -tavoisey. 'any, town. and part of England. and vittilleihewed not unly the ns of education put -10044S tateh, but its defer** sad the disposition of Atte iiihabitants, and their iv won* to Avail themselves tv4f !Itte adventages of places. f ins4ruction, that the -plan which 'he meant to submit was ; founded as a peached mreeere. When his Isle much-respected , friend, Mr. Whitbread, had pro Posed a plan many scare since very different from his (Mt. Bronghern's). it was objected to by Mr. Perceval, for want of • previnue inquiry. He said, let there be a Com mittee to inquire into the actual state of educatiou, :yid then when we have discovered its defects, Irt a niesaure he proposed applicable to the circnmetance• and remedying what is deficient. His (Mr. 11.'s) Wan was founded on that information which was • aerated hs Mr. Perceval ; and if it were necessary, he c. , tehl prove by a remarkable instance how dan gerous it was to propose any plan in the absence of • .formation. He had in his hand nn" Essay on Edit. • coif Ts." published by the late Dr. Colquhoun its In('. lie thought. on the whole, that Gentle- Mat, .49 a very lively and agreeable writer, but that when be treated of political subjects, he had here frequently very wide of the mark.--(Hear.) But never in ally of his speculations had he been so snort, sa is when he entered OR the rubjeet of edu cation. First of all, he laid down that there were • two willow of poor children without the means of education in England and Wales, sod fifty thou • said. in London. Now it did so happen, that there w e r e he r two millions of poor children in existence in this kingdom of that age when education was rip. heable to them ; for the proportion of all unedu cated children to the whole population was consi dered toseeterith—so that a population of 20.000,000 ' , rook, be necessary in order that there should be 2.000,000 of uneducated children in else. But if the poor children only were taken into account, taking these at one-half of the whole number, tbea, to justify the calculation, a population of aa 4100.090 would he required for England rind Wales.—(l-leur, and a tuageS.l—Mr. Brougham tli• in f aeces-deal to inatssice other errors which ap t rand in Dr. Coltpilloures Inset, for the purpose f.i.rwtog the danger of proposing measures 1.1 an lent-twice of the subject. Bin there was uric material difficulty in the opinion of mane in general education, and it was, or had nn ui jectioss that instruction was detrimental ta ;he lower order.; and lie could not avoid advert. tez to the dangerous purposes which agitators had tinmed the expression he had just used. They aeolit have the people believe that the term de graded them ; but the words, lower orders, as every • OOP knew, were applied to the poor not with any ' such unesit, lint by way of diatioction from the rest of secirty, as that House was called the Lower House, without supposing its dignity thereby at all • impaired. But let them abstain from using the • terms, and say the humbler classes, or the poor. • Bat with respect to the difficulty he bad men buried, he said it was a very great folly to assert that education spoiled the poor, and rendered them bad subjects; sod he wisher! to chew how very re • can't -that objection was. He thought that the force of it had riot been felt either in early times, or re - ceeitly, to any extent; and hr believed that the prevalence of suet% • feeling was limited to the ten years between the commencement of the French - eavelittion and the peace of Amiens. The Ho t s. oral Learned Gentleman then, in support of this t?sition„ produced instances from the history of - tiotland, Scotland, and France, to prove the lire .. valecce of general education in these countries in *try early tinier, and that legislative provisions had been adopted in them for that purpose. lie then quoted a sentence from a bull of Pope Benedict, so the year 1734, a rather intolerant era lit the itotet*fi church, issued for the purpose of pieparing instruction for the poor, which con. tamed the fullowing words ignorantia Goodson arigine moiorum. prcesentini is illis (pi egestate oppressi stint. et qui elements Chris lie.-2 refigionis persape ignorant." He alluded ta the formation of the Society of the Peres (.16etiens in France by La Sidle, about live years - berate the revocation of the Edict of :Setae, and cited the declaration of the Lieutenant of Police of Paris lei 1738, that since the ignorantine schools had been planted in the Faubourg St. Antoine, the police Led 'cost him 30,000 francs a-year less.—incur.) Hon. and Learned . Gentleman then adverted to A'. Mandeville's censure. of charity schools. wiser, he said, that the minds of the people were debauched by being taught high church wilt ciples. That writer's antagonist had replied— ', Go into them all. and pull them down if yuu god an thing there of this excessive loyalty." So he (Mr. Brougham) said to those who cum iiharted of the unsound opinions alleged to be totaght at schools in Lancashire, let Ulm be esamined, and, if the charges were true. be shut up.. The present Pope seemed to have some sound views on the subject of education. Here Mr. iffortglians read a quotation from what we under stood to be a circular letter from Rome to the - Catholic Clergy of Ireland, dated the c... 9111 Sept. lto. stating in substance. that every effort ought to he wade to keep any the youth from those eetrioli where auauthorisral versions of the Scrip tures were read ; that to detest the scheme, of the mivereary. no plan seamed better calculated than to establish schools where what was goul miglit be teught. in which object his Holiness besought the brellireu to labour by day and by night. This was lira authority for maintaining the advantages of edit s:riling the poor, and be was glad it was so good a ia'. He now came to a new topic. Let it not he thought that be wanted to teach the l ino any thing improper fur their intuition — Friends of his seemed to imagine that he SaraLed•to teach them Greek and Latin and fluisions. .13;al tar from it ; on that subject he was of opinion that for the poor all the languages kosown in Europe were not to be compared ni point of &Wit with the kirowlerige of one mechanical art. Hair, hear, hear.)--Ile theu cited the passage from that writer. au which he said, that though a thglliat Light pride himself an the possessiun of 11. the Imagoages lute which Babti had split * slag Set a be were iiptersati a the Ennis t. contained its them, he were nothiiif to "G'lo mock esteemed s wise man as • ;mod mechanic. Hr held in his hand a letter from °insert Berm, the brother of the poet, a main of greet veils., and 141 Sole though in a grebe, tltralOre self taught, would cause the scenes of his noun land to. be remembered owl loved by her children in whatever quarter of the globe they were placed. He had expressed himself thus in • letter to Dr. Currie j, be had taken up the pen-with the same hand with which half mu hour before he had held the plough:— " leas say. from wry own esperience, that there is no sort of farm-labour inconsistent with the must refined and pl ble state of the mind that 1 ant arryisinted with, thrashing alone excepted.—( A lassghJ—That, indeed, 1 have always considered as insupportable drudgery, and think the ingest' mechanic who invented the thrashing machine ought to have a statue among the benefactors of his country, and should be placed in the niche nest to the person who introduced the culture of potatoes Into this Wand." He would time call the attention of the House to the results which flowed from the documems coo nested with the laborious inquiries of their Com mittee. The first general result was, that its all England there were educated its the nisendowed schools 490,000 children ; to this cumber he worth! add 11,000 for returns which had not yet been forthcoming. There were then in the endowed schools 165,492, making a total for all England. to rperik in round numbers, and subject to arsine small drawbacks, of 'lnwards of 644,000, or, to give the fullest twee to the returns, of about 655,000 as the average number of children for whom education is provided throughout all Erigland. This number, as compared to the whole population, is 1.14111 or 1.15 th of the whole ; obviously grounding the ages at from seven to thirteen to make the esti mate. The Breslow 'rabies, as calculated by the French arithmeticians, do not afford in this instai,ce as practical a solution as the case w;ts Otherwise susceptible of. Ile, therefore, in preparing the digest tool tables which upon this question were sotonitted In Parliament, checked the Breslow 'rabies, to muke the results more directly practical. Taking upon these the scale of educated, as compared with the whole population, it would be found to he about 1-9th or I-10th. Any thing snider that demonstrated is deficiency in education for the community. The Home rill see by a re ference to the 3d and 4th column in the division of unendoered schools, that of the number of 655,000 educated, 53,000 only are educated in what are called dame schools. This latter mode, as a faun dution for the discipline of youth, was very useful ; but in point of education, strictly speakiiig, it was none tit all, for the children went too young to be taught reading and writing, and when their age enabled them to learn, they were taken from the dame schools. They were generally lout at three years of age, and taken away at five ; so that if the 53,000 so situated were struck off from the larger number, the overage of education for the people would be as one-fourteenth, and even this mon- bre was made such quite within the last few years, and only as it were of yesterday. These new schools were on the Bell and Listicasterian plans. On them, since 1803, 1,520 schools and upwards had been erected, giving education to 200,000 children. So that were it not for this addition, ow ing to the plans of the two names he mentioned, the ratio of education would lie, instead of 655,000 fur all England. and as one-fourteenth or thereabouts of the population. reduced to 455,000, or the one. twenty-first part of the education, making Eng. laud before that recent period. almost the worst educated inert of Europe.—(Neer, hear.)—lf they looked to Scitlstill. there indeed they world find a better picture. Taking the juveoiie population I at 637,000 souls in twelve counties. the education is one-ninth of the whole population, that iv more than the French academicians deem nee y, and higher than he aimed at being able to accomplish in England. Wales would be found at the rate of 1-40th—England, before the year 1803, at 1-26th. He would now advert to the state of education in three foreign countries, not indeed from the docu ments contained in printed books, bet from official communications which he had received from emi nent and distinguished foreign authorities; some of whom, whew he moned them, would be received with the universal weight they so much d d. First was Baron de Start. who had a hereditary claim upon their attention ; then the Duke de Broglio; Monsieur envier, who was at the head of the French Commission of Education in Holland ; and Monrieter - Laborde, who was at the head of the Education Commission in Paris. The pro portion of education in England, which they must keep in mind, was 1-14th or 1-16ili. in France it was 1-28th. He took it from the Report made at the end of the year 1819. which showed a great improvement as compared with three years pre ceding. The educated poor of France were now rated at 1,070,000, or 1.28 th part of the whole po pulation, assuming that to be, as their neighbours assumed it, a population of thirty millions, 'hewing an extras of education, as compared to 1817, of 200.000 children. The moment the French Govermaient were apprited of the want of education among their people, they heartily set to work to remove the evil. In 1817 their ratio of silo cation was only 866,000 children, or 1.35 th part of the whole population, thereby makitur the whole of Frat T-e as bed as the county of Middlesex here, the worst educated part of the civilised world, though placed in so important a local situation with re ference to the great metropolis of this country. France, in the two short years following 1817, planted 7,120 schools for educating 204,000 addi tional children, providing thus at a rate for two millions of pet whole population, an *deniers well worthy of general inotution.—(Heor.)—lf France continued (as was contemplated and Mean* taken for the purpose) to go rot at that rate, in ten years there would nut be an uneducated child in the whole of her territory. lie had from his amiable friend, Moos. Dumont. a statement of education at present in Switzerland, sod from this it appeared that in the Pays . de Vaud there was not one in viz.."' to be found who did not know how to read or write—(flear)—and he had sten a letter from Mims. Durnout's riervunt, who was taught at the pariah school, written in • a most beautiful hand. and as a specimen of the general profit:Wiry. Su that the estimate in Sestierland r of mole in sixty. war twelve times more thell the present nitioutort of eduestiott oftioitg the kind peewit to Prnkski,4l. (fitst kb the report df Blotisteur Covier in Helloed, there were 'there 4.451 educating 190,000 children, or one-tenth part of the whole population. He had already totaled the ratio of ettuceitins in England. anti its proportion to the population. He would now state, with a view or shewiiig the result through another mode of putting. it, the number wholly .desti tute of education i n England. Taking 655,000 the educated as before, slid adding to it the small newness's of education given to 100,000 at Sunday schools, which were moot useful as far as they went, the number would be increased to a total o f 7.55,000, who received some sort of education. and *hewed a provision for seven Milhous and a half of their population, still leaving two millions wholly uneducated. that is, leaving every fifth person in England without the means of obtaining educe tion.—(llear.)—He had already %hewn, that Swit. Zefiroorl was in this rerpect twelve times better off than England. France has twenty millions unedu cated, that is, two-thirds of her whole population ; but yet if she goes on at the rate of the last two year., the ten ensuing ones will wipe the whole • way. lii his last view of one branch of the question, as 'hewing the state of education in Eng land, he would state the number of parishes that had school., and the number that had not. There were about 12,000 ecclesiastical districts, parishes, or chapelries in 3,500 of which hail not the vestige of an endowed or an unesolowed school. He did pot mean to say that in those pa rishes the whole of the children were absolutely without education, for same went to adjoining pa rishes when the distance was not prohibitory. Three thotisand districts had endowed schools, and several others had unendowed, which, though available while they were upheld, yet were necessarily casual and uncertain in their duration. In Scotland not parish was to be found without one, often two endowed schools by public support, exclusive of unendowed ones, which the parishes engrafted as it were on the endowed schools. He would again beg of the House to fix its attention on the mass of edu cation in Eitgland—.the average being (to take a medium between the 1-14th and 1-16th) 1-15th of the whole population. In this mass, the average for Middlesex alone would prove to be es compared with all England 1-4611 i, if they excluded the Bell and Lancasterian schools since 1803, and the dame schools. This was a grievous state of things when the proportion ought to be I.9th or 1-10111, and particularly when the re lative situation of Middlesex to the metropolis was considered. l'he proportion of Lancashire was l-241h of all England. The north of England, and as a native of that part, he was proud of it, set a high example to the rest of the country. The four eiortherti counties, viz. Northumberland, Cum berland, Westmorland. and Durham, were, in point of education 'truly as well off as Scotland, they were 1-10th. Westmorland within it.elf was, indeed, 1-7th or 1-19th nearly as goody. the Pays de Vend. The six midland counties, viz. Berkshire, Bedfordshire, Cambridgeshire, Hertfordshire, Hunt. I ingdonshire, and Northamptonshire, most resem- bled each other. and. deducting the dame school., were as 1-24th. The three eastern courilie., Essex, Norfolk, and Suffolk, were as 1-21. So mersetshire mod Wiltshire as 1-24th. Some of these counties were obviously liable to the three great disturbing causes which operated upon the general calculation, viz. facility to the coast, inten sity of population, and kind of occupation, which, for a variety of reasons, had a tendency to affect mural habits. These causes did not operate as strongly as might at first view he supposed in the northern counties. The Honourable and Learned Gentleman then referred to the tables of criminality in the differesit districts of England and Wales, to awn the effect of a want of educa tion upon the morals of the people. In all Eng land the average of commitments upon charges of crime, were as one in 14,000 of the whole popula tion. In the four northern counties, the propor tion was as one in 4,200. The midland counties were as one to 2,100. In Somersetshire and Wilt shire. the imputed criminality was as one to 1.864. The four northern counties educated for nothing 16,300 children, mud there were in the same district. 37,300 who 'mid for education, ,hew ing an extraordinary advantage, for the proportion who paid fur education iii all England. was in equal numbers with the unpaid. In Westmor land there were only forty-eight out of 2,700 children to the unendowed schools, who did nut !pay something for their education. In the six midland counties there were 18,000 who paid fur education, and 26,000 who gist it for nothing. to Wiltshire and Somersophire there were 11,000 who paid, and 16,000 who did not. In the three eastern counties there were 24,000 who paid, and 36,000 who did not. In Scotland there was hardly such a thing as gratuitous education. If in draw ing up the returns for that part of the King'. do minions, the paper of two columns had been sent under the heads of " Paid" and " Unpaid Schools," the return to the " paid" would be nO.-4 Bear, hear.)—Here the Hon. and Learned Gentleman drew a fine character of the Scottish peasantry. their iiidependence, and desire to pay for the Ow: cation of their children, and contrasted their feel ings with those unfortunately of the peasantry in England. whose principles were undermined, which' would have the time effect in Scotland, if ever extended there.—( Hear, hear, hear.)--The di gest of the report of the Scottish clergy was the most interesting, mod in many instances most affecting document be lead ever read. From it the extreme zeal of the Scotch would be found carried to such an Went, that in some places where they could not afford to puy for the whole year's eta cation of their children they set them to work one half of the year. rod with the 40s, which the chil dren's lahour produced, they paid for their educe titbit (the charge bring very small) during the re maining half of the year. They did not appropti ate the little earnings of their ctiildreu,, as was the case elsewhere, where lie would not mention. for their (the parents) own debauched mid diver/lute purposes. mid to the injury of the health and morals of the child, as well as the loss by the pre mature exertion of the infant of that valuable time which was destined for education, but on the con. filmy reserved it fur his education, instead of de sttnying the health as well as mi-applying the time at the infant. mid unskiug it a stuck purse fur the perent's dissirivtiMi. at dirt iiivalienWe period - wised ritinri as die 'Noire, Port. say., may " be &shunt. a l l i ke the wet clay." The Scottish movie wale POI nolo, I it ~ ` •i not, indeed, like classes in the ems - walk of life elsewhere. full ,of thetieetieal knoaledge ; Scottlnnen were not upeesdollits or ',histories.— [The Hon. mid Learned Gentleman hen elicited some laughter by his accidentally turning to Sir J. Meckintosh, who sat nest him, when he uttered these worded Ile begged pardon for having by his acci dental gesture turned towards his Hun. and Learn ell Priest t, who was an ornament to his country. Ile knew Scotland had her speculative philoso phers and men of the greatest 'caroler. but what he m ean t to a v wot this, that 999 out of 1,000 of the general loa'r of Scoichmeso had as t t.eat a Iciest.- tom as could be against embark ii. 4 in any, to them title, abstrect theories, or indeed in any specu- Lotions which did not tend to their real practical ad vantage. respecting which they were generally able to make the most iwrfect calculation.—(flear.)— His praise of the Scotch was founded oil this fret, that they detested ignorance and sloth, mod vene rated the Book which proacritted such habits. He would name tine instance among many, to shew the zeal with which the Scnihsl, peasantry prose cuted the education of their children. In some pa rishes, which were fifteen miles long and am broad, and where there was but one schoolmaster, and the extent of the pariah prohibitory of . the children go ing from one cod to the other to one particular school, it watt the common custom for the school master to take his rouods, staying a certain num ber of days iu one part—and so on through she district. ethicatilig the children, and receiving from the parents his siiirsietence (all they could give) out of the coarse fare which they had the mean, of procuring. —(Hear, hear.)—lt was remarkable to see how the same t ircuinstances begat the same re sults, though in • remote and different population; for in the French Report he paw that the school master in the district of the Pyrenees was exactly thesame ambulatory personage as he was in Scot land, performing his office in the same manner, and receiving the same return in lieu of salary.— This part of the French Report was eurionshy word ed. It said, I. Happy was the schoolmaster who inhabited the range of districts in the Pyrenees (aad these districts, by the by, were reckoned the wildest in Europe), for there, at least, he was sure of some kind of subsistence ;" that is, be was happy, because lie did not run' the risk of being starved to death in porsumg his oc cupation of teaching the poor children to reed and write. Such was exactly the state is. the Highlands, in what lie would call the Pyrenean parts of Scotland. He would join these poor ',route in preferring the humble and pious prayer of their clergy (the Scottish) for the love of God to grant them more widely the means of edu cation ; for the love of that religion which their Divine Master said was preached for the rich as well as the poor, he itnplored Parliament not to be .stingy on this brooch alone of their internal admi nistration. mid not to limit to an annuity of 10/. the stipend of the teacher who was to assist in this good work.—/Hear./—lt was probable lion if they did, some persons would be found to contrast :heir ill-starred economy on this point with their profu sion upon canal projects. Indeed lie could edu cate all England and Scotland over and over spin for half the money that Parliament had thrown away upon the Caledonian Canal.—/Hear.)—The Hon. and Learned Gentleman here took a review of the practical bearings lie had deliberately kept in view in framing the whole of this measure, which he had taken so long a time to digest, and the careful outliner in which lie had steered clear of many prejudices and conflicting inte rests in his coarse. Ile theta touched upon the plan which it wits his object to submit to Par liament respecting this stiouneutous subject. It would consist of finir several branches-Ist, as re lating to the foundation of schools-0, as to the appointment and removal of masters-3J, as to tie sdniissiou of echolars and their tuition in the schools, and 4th, as to the means of iinproviiig all endow/wilts for the purposes of educatiers. There different branches had a natural relation to each other. The machinery with which he meant to work his plan watt as follows :.—He proposed first, to give the initiative power of putting in motion the plan, or the authority to plant schools in four different classes of persona, who may alternately exercise the power vested in them, which poser was to origi nate an tripod in the first instance to the Quarter Sessions. 'flie Crania Jury were, first. to have the power, on bring urvritril of the want of a parochial school, to present or field a hill fur its erection, at the coming Quarter Sessions, the usual notices being complied with. Secondly, the Rector, Vicar, or perpetual Curate, were to have a similar power of presenting. Thirdly. two Justices of the Ecclesiastical Division were to have the same power of originating the measure, Fourthly, five mil dew householders might bring it forward. In each of the four cl was to be vested the power of ' , resettling to the ()darter Session.. which presentiment was to be triable at the next com monly called translation Sessions. The prevent meta should state the want of the school and the reason. in the clearest end most explicit manner. The Hot,. and Learned Gentleman then entered at some length into the provisions of bit Bill for arranging the mode of trying these presrul melds, and eariniatiog the experise of the proposed schools. stud also explained many of the detail.. He provided, that the education digest, and the population abstract, should be received is. vet deuce, but liable to he rebutted. The school master's salary was nut to be less than 204 Slur more than 30/. ; the resident irdiabitaials. or two thirds of them. to have e poser of raising the Sa lary. but not beyond att additional '2of. This discretionary power. be explained. would be use ful in • variety of ways, and an eocotirsgenteut to respectable masters. His object was not to snake *nth sitnations lucrative ; for hr thought it advisably that the schoolmaster should be leis to exercise, if lie had the opportimity without titter &hug with his school. stone auxiliary branch of ns tistry. such as a little land-aterveying in Ins leisure hours. aye. mail a little conveyancing tun—(A laugh/—for lie (JIG Brougham) is a professional man could have no objection to the schoolmaster's. occosionsi cultivation of the art of conveyancing, no he (Mt. If.) had often seers ist ‘Vesttainster Hall the advantage of cottony busi ness of this kiiid.—(,j iitegh)—There were a variety of innoeeitt ways in whirls Ihe seltoolusaster could. without interfeting with Ins school bttoinesa, procure iu the wry of lucrative employMent, oll• ~~~; ' S c-. • unities of exercising his talents—Am in correspondence of the fair, there was often employment for the epistolary twae of the village schoolmaster.—(Laughter.)—The Hon. anti Learn. ed Gentleman then come to his point respertfag the apponittnent and removal of asaster.:—F ine .-oil to the qualiticatioas for the togs, his BIN weak/ require a certificate of the applicant's couspetewey from his neighbouring clergyman and three riesidefit 'householders ; his age not to be under 44, nor above 40; his having taken the Sacrament one manili be fore his application. He, also provided that par s . ; clerks should be eligible to fill the office. TI Hen. and Learned Gesoleman expatiated on the advantages that would aisle from making that elaes of persons as reepectable as possible, and a t. laded to their former rank in society, su 1 ci on . pored it with, in many instance., their present i.i. different state. He then entertained the 1 lea, : with an anecdote of the varmus occupations Rik a panel' clerk had, whom he recollected some rears ago. Ile was by night an itinerant inuovies e t certain periods of the year, not indeed to a a.k,,, from their quiet and wholesome slumber* the boss rbsitraiiiittosobwye'lsisroefctortilieucstieetclhfretr c h e ie de ( i tlr e . Gouglil u'.) of his stare., When this work was done, the musician naturally required refreshment ; and beside. being in the star pariah clerk, and reading his parts of the duty as well as he could be raid to read them, lie was also a mole-catcher.—( toed larrelaer.)-11 • fareibly commented upon the advantage' to br :.- rived from a union in many cases of the tan titfi,•e• of parish clerk inn echoolmaster—then wits "pea to the provisions fur carrying into elf-ct tle application to the Quarter Sessions. Ile ov a came to the Treasury —the Hight Ilfesourable Gentleman opposite (the Chancellor of the Eeetie quel) scented to startle at this lent of the subject. though he had hitherto borne every thou: with good humour.—('" No, no," . front the Chancellor of tke Ezeheqmer).--fie then explained, that On dila part of the subj, et his H.ll !provided that Inc first penile of building the .churl-house, it Ilia Molt. log of it were approvert by the proper meth*. rime, and provided the expense did not veered 400 f. in each parish, was to he advanced find out of the money in the hands of the county bra- Sorer, who was afterward s to be rennn,erated out of the consolidated fusel. The school-boner erec iioh ought to be provided for in that milliner, air else an insurmountable uhatacle to the et.easzti, of education would be thrown to the its .y. Bat 1;... the whole subsequent expense of maintainial thr school was to be defrayed by the dodruct. Hs stated that he had carefully homed his plan, so as In suit it to the ecclesiastical establishment of the mantra. Upon that in fact it was to be engrafted with tins eled scrupulous intention. The nrighbourtionit would make no objection to maintain the .eluok, hut often they might be found unable to meet the first expenee of setting the new estahltilimerst nil It was for this purpote alone he called on the Trea sury to aid the first step, a itbout which, indeed, th-re would beau cad to the greet attempt at oftioniveinero. He had been at first afraid of offending those who were not eonitec ed with the religious establish.. invite. He had dreaded that the Diasefitere might have said to him, and with great semblance of jos tier, s' You are seeking to establish a hew principle of power fur the church—to create a new sort of parson in each parish. whom you call upon us, net of your conregations, to pay." lie had felt force of this argument, and vitified to it. Bat whets afterwards he bad considered what au advan tage it must be to the plan, in reelect both to its usefulness and durability. to establish upon the ancient, well-known, sound, and extensive 11:1411 of the ecclesiastical establiehmfmt* of th e COllll - Its considered the advantages of haw. ing for the superintendence of the plan such a Ludy of itidividuals as the pious, learrie.i, and meritorious churchmen—men such as these. whose sersicee with respect to the present be had already had occasion to notice to the Howe, he felt himself obliged to yield to eiimiderAtjurg an powerful, and that if nothing else could hr ofF-Fr.l as a lesson why the plan should be kept their morel, the services which hr loot I:ea:- boned already as having been rendered I.y would be enough to prove the propriety of that part of the plan. But there were two other coma &rations which must have prevailed with hint, if the first had failed. First, it was essential that the education of the poor should have religtois for it. basis-.religion. which Wen all but every thing to the rich, was, without a figure. really every thing to the poor. To therm was (list religion rind 4011 preached by him who became the foettflotioil of it ; said a the poor were not to he preached to in a re. ligious way through the means of insi r ucti m i. then ibd the rich and powerful do but Inilf their 'lute. flow much more necessary did it appear aill tl.:. view of the case, to place the plan geiwrally ti.i.i.r the contra! of the choral. Again, the c4ur 'I Were not only teachers according to the direct•ini their religious duty. but he was pirparrd to pu‘i , that by law they were considered as the chief tract:- e,. in other matters besides religion. It was o n . passible to force them to disebaree the whole i f these duties, byelaw their labosins on ()di.r parts of the vineyard were too great to allow of it. %Vitae could be better then than to court their afeseststics. What could be more advantageous than to confers t the systems of reltgious inatraction s eedtht educa tion of the pour by connecting the 'separate teach ers ? lie would say that a church pasiott was y. clerical schoolmaster, as it might be with equal truth said. that a gond echoalfitarter was a lay rev son. This brought limos back to the questicti the connexion between Chora! and State, as si - glinted the effec.s of the plan. lie begged ft. Iluuse tit consider the zsiil and warns-itrartrdliv.ir already displayed by the clergy. They hail m t !weltered those difficult and multifarious statement. already met:booed for the porpoise of tilling up the evidence from which the digest had torn prepared ; they had DO ambition in what they h:til done. leasing their nouns inserted in the book, wlet.l) few men of the members of shin Hosed would ',ethyl,' read ; they did rat know that the' , labours were ever designed to receive lion, a that their stators would vier so we pear ; they hail accomplished a most clitficti't duty which had beets unposed upon them, and in most lust:wee* bad accompantral thew reline, with eipteesiette of earnest anxiety to assist io this great object of the Parliament. Their lettere wire full of brurdictious ou the plate which they gene- NN ..J