The Express.
London, England, 1847-04-17 00:00:00

pause or the country, where multitudes were dying in
=leery and toiling in ignorance. (Hear, hear.) He held
in his hand a report presented to the government in 1843,
with regard to the quality of education in a number of dis-
tricts in Yorkshire, and he believed that very little improve-
ment had taken place since then. These shines it war the
duty of the government to remove, and he believed that
the poor man bad as much a right to claim from them in-
'Unction to prevent crime, as laws to punish it. (Cheers.)
The countries of Anetria and Prussia were instanced by the
oppesen of the present plan, as showing the ill effects of
government education • but the system was widely different,
as he Instanced by the catechism of the former country,
reading therefrom some extracts inculcating various
principles of blind submission to sovereignty ; and he asked
what was the general condition of the people of those coon-
trice compared to our own? There existed there a despotism
which was widely distinct from the government of th is country,
which could not, therefore, be subject to the same evils ; he
said then that those who talked of government education
being the introducer of despotism promulgated a gross fal-
lacy. It was nothing but the struggling upwards of the
God-like influence within men that had so recently obtained
from Prussia the commencement of a system which might
eventually establish the liberties of its people. Then there
was another fallacy abroad on the subject—government did
not propose to give them a new catechism or impose a new
system of teaching, nor would the schools be of a more reli-
gimes character than at present. Every school now
I existing was essentially a religious school, became religion
was taught therein; and, therefore, if the government
gave one penny to three schools, they must pay for teaching
religion according to the opposers of the plan; but he con-
tended that they paid for the schools and not for the reli-
gion. Then it was manifest that the plan was directed for
the secular improvement of the community and not for the
religious improvement, for while it provided for the superior
quality of the regular instruction, they left the religions in-
struction as they found it. Mr. Baiaes went on to center d
upon the general principles of what he advanced—the pre
sent want of education and the applicability of the proposed
measure in supplying it; concluding a long and impressive
speech, during which he was continu-ally interrupted with
applause, by expressing an earnest hope that by the
adoption of the proposed plan, there would be a
new title added to the many proud ones of the Queen,
which should be prouder than any other—that of " the
educator of the people," which he was assure" would
be the muse of a more bright and glorious destiny for the
land. He proposed a resolution to the effect that the meet
ing were fully sensible of the insufficiency of voluntary aid
for the purpose of education, and cordially approved of the
general principle of the government plan, without pledging
themselves to its details.
Mr. ROBLKTSON seconded the resolution in a few words,
and it was about to be put to the meeting, when
Mr. !Weems tone to move an amendment

That the education of the pandit is not within the province of go-
termed. _

Re proceeded in a long and distursive speech, often bearing
but little up..an the question, and occasionally quite apart from
it, to argue in opposition to the scheme, aware, he said, that
three-fourths of the people, and even one half of the non-
conform:des of the country were against him, but denying
that the fact constituted them in, the right. He was re-
ceived, however, with a continued opposition; which regaired
continual exertion on the part of the chairman (anlious, as
he said, that so impartial hearing should be given to both
aides) to suppress. Mr. Sewell seconded, and Mr. Ockendon
followed, on the same side, amidst much conflation and dis-
order; and Mr. O. F. Young then replied in favour of the
resolution, which, together with the amendment, wee then
put to the meeting—the former being carried with but few
dissentients. _ _

Mr. thitsuis, a schoolmaster, then moved the adoption of
a petition to the legislature, founded on the resolution which
had been adopted.
Mr. THOMPSON seconded the resolution, which, after some
opposition from Mr. Morris, was curled by a large majority.
Some complimentary votes concluded the proceedings.