The Sun.
London, England, 1839-05-30 00:00:00

exasperate them more against the Whig
Government, which depends on the middle
classes, than ever they were exasperated against the
Tories. Then they began to act exclusively for
themselves, and entered into those unions and
combinations which have frightened the middle
classes, and made many of them embrace Toryism
out of sheer terror. They obstinately refused to aid
!the middle classes in procuring the repeal of the
Corn-laws. The Tories whom their union terrified
in 1830, seeing them disunited in 1839, scorned
their demands, and continued the most odious tax
that ever was submitted to by a partially free people.
Now, as the bulk of the middle classes, and all
the working classes, are engaged in similar indus-
trious pursuits, and neither can live, much more
thrive without the other, and as the real
opponents and oppressors of both are the great
horde of persons who live in idleness on taxation,
this disunion between the middle and lower classes
is the true cause of the strength of the Tory party.
The weakness of the Liberal party in Parliament is
the consequence of this disunion, and can
only be reicedied by restoring the union.
How that is to be effected is the real problem for
Liberal politicians now to solve.
It is a most important one to which we beseech
our readers of both classes to turn their attention.
We shall not now enter upon it ; we shall only
remark that it is of far higher importance than
merely keeping a iNlini:er in place, for the same
union which would give a predominancy to the
Liberal party would reconcile the working and
middle classes, and put an end to that fear of
convulsion and mischief which now haunts many
minds.

We are happy in bearing our testimony to the
moderate and conciliatory spirit which pervades the
etter of Dr. KAY on the Government scheme of
Education. It carefully avoids all irritating topics,
and is a calm and tempefate rebuke to the Rev.
Gentleman to whom it is addressed. Should the
opponents of the scheme be induced to follow the
example of its able supporter, much useless decla-
mation will be avoided, and for once we may have
a specimen of controversy without acrimony, even
though founded on religious disagreements.
That.the schools for the education of poor chil-
dren in England, are, for the most part, conducted
in such a manner as to render them totally ineffi-
cient, is matter of such notoriety as to admit of
no dispute. Nor can we wonder that such is the
case, when we consider that the absence of funds
precludes the possibility of procuring well-informed
teachers throughout the greater part of the king-
dom. It is true that in many parishes there are
considerable endowments, and that such endow-
ments are not unfrequently augmented by mu-
nificent subscriptions, and where it hap-
pens that theie advantages are at the. disposal
of active and sensible men, the poor enjoy the bene-
fit of a really useful education. At the same time,
even with this most important combination, a diffi-
culty of procuring the aid of qualified teachers is
constantly felt. For this fact we may safely appeal
to all who have interested themselves in such mat-
ters-in Aheir several localities, and sure we are, that
the greater the experience of the testifying party,
the more decided will be his assent to our proposi-
tion. If, then, in large towns, where educational
funds are ample in proportion to population, a
scarcity of instructing. capacity is found, what must
be the state of smaller.communities—what the hope
of providing that capacity at all in remote or rural
districts, where means are deficient, and where
such as exist are not at the disposal of intelligent
men?