The Sun.
London, England, 1863-10-12 00:00:00

THE SUN, LONDON, MONDAY EVENING, OCTOBER 12, ISM

The Earl of Derby on Middle-class Education

On , Saturday the Lecture-hall of the Collegiate Institution,
Live rpool, was crowded, even to inconvenience, by a most
100 ant assemblage of ladies and gentlemne, the attraction
bein g the appearance of the Earl of Derby, who had con-
sentol to break through a long-established rule and to pre-
side on the founder's anniversary; and deliver prizes to some
of tb e pupils connectedL with the institution, viz., The Mas-
ters, University Exhibition ; the prizes given by his lord-
shill), and obtained by pupils of these schools, this year and
last year at the 07. ford local examinations ; the other prizes
and the certificates obtained this year at the two University
Local Examitv.tions ; and some of the prizes gained by
pupils of the institution in the Liverpool School of Art.
Those invited to be present were stationed in the body of
the hall and first gallery, and the boys, whose noisy and
jovial demonstrations at intervals proved them to be in ad-
mirable health /and spirits, occupied the galleries.
About 50 of the collegiate cadets, in unform, were very
attentive in stowing visitors to their seats, and making
themselves otherwise useful.

The Earl of Derby (who was received on entering with a
hearty burst of cheering) was surrounded on the platform by
write of the oldest and most influential friends of the institue
tic ea, including the Rev. Dr. Howson (principal) and other
masters, the Mayor, Mr. C. Turner, M.P., the Rev. Rec-
tor Campbell, Rev. Cannon M'Neile, Mr. J. A. Tobin, Mr.
J. K. Rounthwaite, Mr. N. Waterhouse, Mr. Alderman
-.Bennett, Mr. J. A. Tinne, Mr. C. Parker, Mr. Alderman
Dover, Mr. Alderman S. Home, Mr. C. Bushell, and other
well known clergymen and gentlemen.
The proceedings commenced at noon with the singing of
"King Alfred's Hymn," after which
The Rev. PRINCIPAL, in alluding to the presence of the
th2e3
Earl of Derby, stated that it was in the same month
years ago that his lordship laid the foundation-stone
institution, and since he had accepted the office of ofthis
patron
to the institution no one could possibly have as great a
right to preside at its meetings.
Dr. Howsoer then gave the list of prizemen, and for-
mally introduced his Lordship to the assembly.t
The Earl of DERBY was received with
Ipathroeleonagneddandhearty cheering.
gen-
tlemen, and boys ofli telie sajd
oTleMgira Institution. .te Principal,
The Prin-
cipal has told you
truly that it now is within a few
verysis l _ had the honour of laying the first
days of 23 years
stone of this imporian, an
It a magnificent building in which
we are now as,embled. wants but little more than three
months of being
21 years since the time when this building
was first opened for the purposes ofl education, and when its
by b
opening was inaugurated an and eloquent address
from the, right hon. gentleman now the Chancellor of the
Elchas,ee. (Loud applause.) Twenty-three and 21 years I
short period as compared with that which he hopes will be
the life. of this -young institution, but a period occupying no
inconsiderable space in the life of each individual man—a
period during which many of those who took an interest
in the earlier proceedings and attended the first establish-
ment of this institution have passed away from these scenes
and have ceased from their earthly labours; a period
(luting which a whole generation in this busy bustling
centre of commercial activity has grown up from infancy
to manhood, from boyhood to maturer age ; and it may
not be irrelevant or important that, when this college is
entering upon its majority, we should take the opportunity
of casting a retrospective glance upon the circumstances
which have led to its establishment, and upon the progress
which it has made hitherto; and that I should also say a
few words upon its present position, and what we hope for
its future prospects. I need not say to those who know
the history of education in this country that 50 years ago
—I speak of a, time when I myself was a boy at Eton—
the education of this country was upon a deplorably low
standard; that the amount afforded of public education
for any Class of society was exceedingly scanty in amount,
and as•.ceedingly deficient in character. It is true, indeed,
that a certain portion of the higher, or at all events the
wee Allier classes the public schools afforded a certain degree
of instruction and of education ; but at the same time, with-
r,ut wishing in the least degree to disparage thoseclassical
studies which at that time formed the almost entire and
exclusive subject of instruction at Eton—those studies from
which I hope that I have myself derived some advantage,
and which I am sure have procured foe me great enjoyment
—I say without in the slightest degree disparaging studies
which I hope will always be considered as an essential por-
tion of a liberal education in this country, I am bound to
say that at the time of which I -speak.—things have much
improved since—whatever benefit a boy derived from his
instruction at Eton was derived much more from the effect
produced upon his character by the social influence of that
little miniature world of which he was a citizen than by
any cultivation of his intellect or expansion of his mental
powers which he could derive from the ordinary business of
the school. I believe that Eton was a tolerable representa-
tive at that time of the state of the public schools gene-
rally, and such as that education was it is quite evident that
with some few exceptions, the education which it did afford
were only available to the wealthier classes, and to persons,
at all everts, in easy circumstances of life. With regard to
the other classes, education was infinitely more deficient still.
The ancient grammar schools—excellent as they were in
their original intention, and adapted to the time for which
they were founded—were insufficient to meet the require-
ments of the present age, even if they had not in many cases,
from apathy, from neglect, from abuse, and from insufficient
endowment became wholly or partially insufficient. At the
time of which I speak—God be praised that a change has
taken place since—there were many excellent men who ap-
prehended serious danger from communicating instruction
and education to the lower classes of society, and thought it
was absolutely essential to the well-being of the country that
these classes, in order that they might not be dissatisfied
with their condition, should be kept in a state of profound
ignorance. lam speaking of opinions and feelings which
prevailed many years ago. A change, however,—a vast
change,—has come over the feelings of society upon these
subjects; and I am not quite sure that we do not, with re-
gard to the lower class of society, run some risk of falling
into the opposite error, not of over, educating—for I think
it is impossible to over-educate boys who are capable of re-
ceiving such an amount of instruction as may be given to
them during the short period to which their school attend-
ance is confined ; but I am afraid there is some risk with
regard to the lower classes that our education should be too
ambitious, and that in striving to crowd a vast amount of
instruction into the very limited apace of time which alone
can be afforded, we run the risk of getting, not a sound
wholesome, elementary education, but a superficial smat-
tering of a great deal without a solid knowledge of that
which is most useful. (Applause.) The great improve-
ment, however, which took place in the education of the
lower-classes made still more apparent the lamentable
deficiency of any proper provision for those whom we call,
by a familiar and colloquial expression, the "middle-
classes" of society; and it was to meet the want which was
then more and more felt, and felt more especially in the
great commercial towns of this country, that almost simul-
taneously were established, as I believe, the Collegiate In-
stitution of Liverpool, the school at Rossall, the Colleges of
Marlborough and Cheltenham, and, I believe, several esta-
blishments of a similar description. Now, I have used the
term middle classes, because it is one which has a certain
colloquial and wall-understood significance, although it is
one
define.
I believe it would be found exceedingly difficult
to
In point of fact--and it is one of the great hap-
piness% of our social condition in thol'scbo t it is almost
impossible to draw a line of distinction
classes and the grades of between —the various
o
the lowest, society is distributedclasses l.ut Therew which
isc h
h,
of rt oime
thishigheeesut t
coun-
try, as in many others, a broad, clear, and sharp line of dis-
tinction between different r
aspoevrnieran fromand
dut barrier
the
on
differente sciodnedoirti othnse
which it is impossible to pas
other, and which keeps up
between the
country different classes of society. In thisthereiois no such
line. The distinction of rank and social'.
poshdoubt, understood and respected , but, on the onenh auarde,tnhoe
descendant in the second generation of the highest
peer
the realm has no distinguishing mark to separate himfroin
the community at large. He is rather absorbed, I would
say, in the general class of society, and his position from
that time must be dependent,
like the position of all others,
upon
his own industry, his own talents, and his own abilities.
(Applause.) On the other hand,see d •
we ally the ranks of
the peerage and of the highest classes recruited from the
middle and lower class of the community, giving fresh
fresh blood, and fresh energy to the ranks into which they
enter, and giving more
But.) stimulus
Bcup_
to those from which they proceed.
I think after all
classes,
posing we were to draw a line, d.
would be a very inexact one, and supopo
iddle
class we were to exclude, as belong!.n e, tsoethfreohim t hee r m
gh
all those who from inherited fortune or position
the means
have had
the opportunity of obtaining for themselve
s and ,
of giving to their children a liberal education, and are
.
independent of the necessities of applying to any provision
an
leaose, on the other hand, we exclude as belonging to thedependent
weatelass all those whose daily subsistence is
upon their
vast daily manual labour—l ask you to look what a
,anlount, what an immense social range, what infinite
gradations
gradation&aauredlerfatutetween these two extremes, all of which
middle-clasaes of . sconstitute that which we mean by the
easy to Bay
et
this
ssoociety in this country. It wouldebe very
higher
classes, this one belongs
that person " he belongs to the
class," but for to etigs to the middle, and that to the lower
hundreds of
curately define,he/vrehose position you could distinctly, ac-
impossible to say, andawv'e whom it would be
bably would not ag.ree,:b.hethregard to whom two people pro-
or higher-middle, to the lo weer they belonged to the higher,
Such is the happy fusion by
vriddle, or to the lower class.
absorbed
one rank and one grada-
tion melts into and is
harmonious chain by which the Ns% another,
(Loud
of society is bound
forming the
together in this happy country.
is not without a purpose that I have ell'ers.) Now, it
may appear to be somewhat irrelevant_ fired
mea:l6l.V, a discus-
upon what
direct
sign of what may be intended and
middle-class." I have done so because itbyhthe terms
baring upon the object and intention with whichatshiB:
tution was founded. Looking to the extent of the still-is"-
classes as I have defined them—that active, energetic l'oolye
le
the leaven of the whole social community—which has f
nisbeel no inconsiderable, number of our statesmen, which
bas furnished by far the largest proportion of the liberal
professions, the bar, the
bench,
and the episcopal bench,
also, which has efistinguished itself in the army, which, in
point
tof fact, has supplied every liberal profession with
some of its brightest ornaments. If I might be permitted

to pause for a moment, I have often heard the late Sir
Robert Peel make it a subject of boast that he belonged to
and had sprung from the middle classes of society—(hear,
hear)—and we all know that, by his own energy and in-
dustry the father of Sir Robert Peel raised himself from a
position certainly not entitling him to be placed above the
middle classes. I remember that, 20 years ago, another
right hon. gentleman, and an ornament of this country at
the present time—l mean the Chancellor of the Exchequer
—made it his boast that he, too, was sprung from the middle
class of society, and he pointed with pride to the honourable
example and the honourable position which had been at-
tained by his respected father, who was well known in Liver-
pool as a merchant, and respected by all who knew him.
(Cheers.) From the middle class have sprung such lawyers
as Eldon, and Stowell, and Lyndhurst, and St. Leonards.
(Cheers.) From the middle class have sprung such soldiers
as Clyde. (Renewed cheers.) From the middle class have
sprung men of science too numerous to be mentioned, and
among whom it would be invidious to draw a distinction by
naming any one. Bat what I was about to say was this—
that, looking to the infinite gradations which are comprised
in this middle class, to the various prospects of life, to the
various abilities and circumstances of those comprised within
that great range, the idea of establishing an education for
the middle classes in a single school will at once he seen to
be absurd and preposterous. The education necessary and
becoming for the son of a wealthy merchant or banker, or
even for the higher classes of the tradesmen, would be far
above that which would be requisite or desirable for, or
within the means and capacities of, the small tradesman
and shopkeeper, who also belong though to the lower stages
of the middle class. How, then, was it possible in one insti-
tution to give at once an education suited to the position, to
the fortunes, and to the prospects of classes of society rang-
ing over so vast an extent and including among them so
many differences ? The only mode which could possibly
meet the difficulty was that which has been adopted in this
Collegiate Institution—namely, in opening within the same
building not one but three separate educational establish-
ments, into any of which it might be permitted for any
parent to enter his son according to the position which he
himself held, to his pecuniary means, and to his son's pro-
bable prospects and future destiny in life. Of course, the
higher education includes a higher payment; but the pay-
ment even of the highest is one of the most moderate de-
cription, while, on the other hand, the sum for which a
sound, plain English education can be obtained in the lower
school is within the compass of almost any parent mixing in
ordinary society,and certainly conveying in parts an amount
of benefit to the boy infinitely surpassing the expense to
which the parent is put to obtain it. (Hear, hear.) The
three schools, therefore, into which it is at the option of any
parent to enter his son, and thereby himself to appraise and
assess, as it were, his own position, are the higher, the
middle, and the lower school. These are not, as the terms
would perhaps suggest, grades of the same school, from one
of which a boy might be passed in accordance with the pro-
gress made in his education, but they are entirely separate
and distinct schools, though under the same management—
entirely separate and distinct in the amount, at all events,
of the education which they give. I may briefly say the
lower school applies itself to what is called an ordinary Eng-
lish education, with some knowledge of French, but to the
exclusion altogether of any classical studies whatever. The
middle school, of course, requires a larger range and affords
a higher cultivation. It includes a knowledge of German,
mathematics, and Latin; but it does not go tc the higher
kind of classics, and does not, I believe, include any know-
ledge of Greek. The upper school, from which a certain
portion, at all events, go to the Universities, includes also
among its studies those classical studies to which I have
referred, as well as various branches of learning which are
deemed essential to a modern, although not thought
essential to an ancient education. Now, I have said that
these are separate schools, and they are separate to
all intents and purposes, although it is at the option of any
parent to place his son in any of them ; but to this separa •
tion there is one exception—an exception which I think has
worked very beneficially. In each half- year, it is compe-
tent of the managers of the school to elect for merit some
one boy from the lower school to the middle, and from the
middle to the higher, that raising not involving (as it would
he unjust that it should) an additional pecuniary payment
to the parent, but obtaining for the boy, at the lower rate
.of payment, a higher class of education, that higher class
of education having been earned by his own merits, talent,
and industry. (Loud applause.) And lam happy to say
that among those to whom it will be my pleasing duty to
offer prizes for success upon the present occasion, are two
who have both commenced in the lower school, have worked
their way successfully to the middle, and from the middle
to the upper school, and in the upper school have not only
placed themselves in the first class of University examina-
tions, but have both been at the very head of those local
University examinations, not for the centre of Liverpool
alone, but for the whole of the United Kingdom. (Cheers.)
Now, I have stated the causes which led to the formation of
this institution, and to the want which called it forth. I
may say, perhaps, now a few words upon the progress
which, in the space of 21 years, this institution has made.
For some years after its establishment its success appeared
to be in some doubt—and from the year 1843 to 1847 the
numbers in the several schools, so far from increasing, had
a tendency to diminish. In the upper school, undoubtedly,
the numbers have gradually increased from the original
foundation—but in the middle schools between 1843 and
1847, the numbers had fallen from 240 to 137. The lower
had increased certainly from 208, but only to 230; :and
the total decrease in the numbers of the three schools
was from 507 down to 454. But from that period the
destinies of the institution have materially changed, and
during the 14 years under which it has had the
advantage of the presidency of the respected and honoured
Principal, now by my side—the Rev. Dr. Howson—(loud
cheers)—the progress of these schools had not only been
satisfactory, but I think I may venture to say unprece-
dented. (Cheers.) I make less account of the mere numeri-
cal progress of the schools, but it may be satisfactory to
know that between 1847 and 1863 the numbers of the upper
school have increased from 87 to 159, of the middle school
from 137 to 325, of the lower school from 230 to 363,
making a total increase in the course of the 16 years of
from 454 to no less than 847. (Loud applause.) But I said
I laid less stress upon the actual numerical amount than
upon the distinctions and the honours which pupils of these
schools have obtained. I see, also, another gratifying proof
that the parents in this town are becoming daily more and
more sensible of the advantages of a higher class of educa-
tion, and that the numbers of those who, at their own op-
tion, are being removed from the lower to the middle, and
from the middle to the upper school, are constantly on the
increase, In the course of last year 14 boys have removed
from the middle to the upper school, from the lower school
13 to the middle, and three from the lower to the upper
school at once. Now, I think this affords a satisfactory
proof, not only that the people of this town appreciate the
value of a liberal education, but also that they feel that the
liberal education is to their own eyes and knowledge freely
and generously offered by the Collegiate Institution.
(Cheers.) Far the greater portion of those educated even
in the upper school are intended for business and for va-
rious professions, which renders it necessary that they should
leave at a comparatively early age. I wish, I confess, that
parents took a different view, and permitted boys, even
when intended for professions, to remain to a much later
age. But a very small proportion of those educated at this
college have been intended for and have gone to the Univer-
sities, and they are almost the only boys whose future
course can be traced with accuracy. It is true, certainly, that
one of our earliest prizemen has, within the last year or
two, stood first in the highly scientific institution of Wool-
wich, and has obtained a commission in the Engineers by
competitive examination. It is also true, and a most grati-
fying fact, that within this year two of the former prize
hoes of the institution have been successful candidates for
the Indian Civil Service Examination—no slight test of
their general knowledge and ability. But I think the cir-
cumstance I have to mention with regard to the Universi-
ties are such as it is difficult, if it is possible, to match with
regard to any other educational establishment. In the last
two years there have been from this college no less than five
Wranglers from the University of Cambridge. (Cheers.) In
course of kit year we had adopted no less than three, and
two
of those have held respectively the very high position
of fourth and eighth Wrangler. Besides this I hold in my
of
fatmbridge upon
apphroeplriasatteyleyarn.
hand a list of distinctions which have been conferred at
of the most rising young
pupils from this institution in the course
named
de lsisitniksehr,eabdeeeadubeye ahgeeonptpleemarans
tom obset
oinne-
the Scholefield Prize,
distin-
guishing mark for Hebrew. and laughter.) Mr' Sink men of the present day. (Cheers
Steer has at Trinity College obtained
the Cams University
Wranglers in the present
e obtained the first class Theological Tri-
pes,e for Biblical Greek, and the distin-
I have mentioned already three
lege prizes for reaein year. Two of these, besides the
4second class classical tripes and col-
wrangteLehie,
has obtained the degree
of regularitye of conduct, while ono
f whom it will legs
lreo
y Greek
spo
kTeeisi aamnedn(t)
This
scholarship by
t h r another ovjt let eormt hle
have Co-
l nal° r (S;P:l7'
award a prize this day, has obtained be
my pleasing duty to
e year, and when I men-
this collage to
competition at Catherine Collsg©,
the course
Prizes obtained at Cambridge in one is is the small list of
tion that the average of boys who go f
the Universities does not exceed four orrfininve
of a year, I think this amount of distinction,
pt iaorna
lteol the(
(Applause.)
abuse sent,re.
frwoemmute'h :11,0Pbr:rovra.-:
any educational institution in the world to may
challenge
gfr,e
tions upon the education given here I ought to mention
one subject, which is not only of the highest, but of
unparalleled importance—I mean that in all cases, and in all
the schools—the highest, and lowest, and the middle—they
make an essential part of education here given a sound re-
ligious instruction according to the doctrines and principles
of the Church of England. (Applause.) Whatever else
the different ranks into which these schools are divided,
may be necessary, unnecessary, or superfluous for each of
'which is of equal im-
portance is, at all events,
high,thtios othnce smuibdjdeleet:
toand to the low, and
which it is the boast and the honour of this institution to
have, from its first foundation, incorporated with and made
an essential part of the instruction to be given to all those
who Come within its walls. From the first foundation of
•
etivt,ituuttoionaliltthhaespnuoptilosn'slhyobuleednbdeeocfidaeds that the educa-
tiontrictly religious
chant "on
with the g
et", hut also that it should be in close connection
with • • •
service, discipline, and doctrine of the Church of

work for the benefit of the middle-classes in general in a
England. How, then, it may be asked, can this system
community which Comprises among its members a very
considerable number of Protestant Dissenters ? I think the
solution has been found by acting upon a very simple prin-
ciple, and demonstrating that, where this principle is fairly
and honourably carried out, there is less difficulty—at all
events with regard to the point of religions education—with
Protestants of different denominotions than is usually sup-
posed to exist. It has been determined in this college to
introduce that which, with regard to the Government
schools, is known as the "conscience clause"—that is, while
we require that the service of the Church of England should
be exclusively made use of, that every boy should attend
those services, that the teaching should be in conformity
with the doctrine of the Church of England, and that the
teachers, with the exception of those of foreign languages,
should be members of the Church of England ; it has also
been decided, and I think with a judicious and wise tolera-
tion, that those boys whose parents object to their being
instructed in the catechism and formularies of the Church
of England should be exempt from so much of attendance
upon and teaching of the services of the Church. And the
best proof that can be given that this a sound and reason-
able principle is, that a few years ago—and I have no
reason to suppose the proportions are materially changed
--the number of Nonconformists in the higher school
amounted to 10 per cent., in the middle school to 20 per
cent., and in the lower school to no less than 30 per cent. of
Ihe whole population, thus showing that while wo adhere
strictly to the doctrine and discipline of the Church of
England, there is no intolerable obstacle to our affording
with perfect satisfaction to a large body of Dissenting Pro-
testants a sound religious education. (Cheers.) I now pro-
ceed to a point of very considerable importance, and which
has been adverted to by the Principal—viz., the subject of
University Local Examinations. Within the last few years
the range of education given at the Universities themselves
has been considerably extended. New schools of natural
and physical science have been introduced and made the
subject of direct competition, ani conditions for obtaining
degrees. The Universities themselves, therefore, have con-
siderably enlarged their range of teaching as qualifications
for obtaining the University degree; and it is a great satis-
faction to me to think that the measure adopted by the
Universities of thus communicating with the whole mass of
the community has been satisfactorily carried out by the
happy adoption of a principle which introduces to the teach-
ing and to the examination of the members of the Univer-
sity those whose circumstances or position do not enable
them to become members of the University itself. I have
always felt, with all the fondness for the Universities which
I sincerely entertain, that we have been too much aloof
from the great mass of the population, and that the great
body of the country did not take that interest in them which
their real importance and value eminently deserve. But I
think by the quasi incorporation of a large number of
schools in the teachings and examinations of the University
a most important connecting link has been introduced be-
tween them and the population at large, most beneficially
for the Universities themselves, and most beneficially, also,
for those colleges and establishments which are brought
into immediate connexion with them. (Cheers.) The ex-
aminations adopted by the examiners from Cambridge and
Oxford act, necessarily, as a great stimulus, and confer a
great distinction upon the members of the middle, and
even the lower classes. They act as a great stimulus to the
boys, and I am not sure that they are not of almost equal
importance inlacting as a great stimulus to the masters of
the various schools throughout the country. These exami-
nations bring together the candidates for honours from all
the various schools, and it is a matter of justifiable and
laudable ambition in the master of a school that has boys
should be able to distinguish themselves in competition with
those from other schools in the same centre, and, indeed, in
the country at large. There is only one risk attending
this, and I am sure it is ono which the discretion and
good judgment of your respected principal will prevent
him ever falling into ; it may act as a temptation to masters
to concentrate a great portion of their time and attention
upon the most promising boys, and those who are likely
to reflect honour upom them in the University, to the com-
parative neglect of less promising boys, and those from
whom they may expect to derive a less amount of credit.
(Hear, hear.) I am certain this is a danger
which only
requires to be pointed out to be at once recognised and
understood, and in this instance, at all events) I am
satisfied that, being recognised and understood, it is one
which will be studiously avoided. (Hear, hear.) I will
required to be
not take up your time by entering upon a discussion of
the character of the examinations that are
gone into by the candidates for academical honours. Of
course they vary in extent, and still more in the amount of
knowledge required according to the senior or junior classes.
The senior classes, you are aware, must not be above the
age of 18 years, and the junior class at the two Universities
must not exceed the ages of 15/. These are the restrictions,
and it is provided that, before entering up m
any examina-
tion at all, it is necessary for a preliminary examination to
take place, in order to satisfy the examiners that in attend-
ing to the higher branches of knowledge the elementary
instruction has not been overlooked or partially taken up.
The preliminary examination comprises, reading aloud,
writing, parsing, English, arithmetic, some knowledge of
geography, and the outlines of English history, the quality
of the handwriting, and the spelling are also taken into ac.
count. These are the preliminary examinations to qualify
the junior candidates for entering upon the competitive'ex
aminations. They are then to be instructed, and be exa-
mined in the rudiments of faith and religion ; that is,
not only a knowledge of the contents of the Bible, but
also in the Catechism, the Morning and Evening Ser-
vice; and the Litany. For these, distinguishing
marks will be given, to count in estimating the
whole scale of merit. There is some difference between the
two Universities with regard to this religious question.
They both of them adopt the same principle, in point of
fact, which has been adopted in this school—namely, that
boys whose parents object should not be examined in the
distinctive doctrines of the Church of England, in the
Church of England Catechism, and the Church of England
Prayer Book, although they may obtain marks for profi-
ciency in these if they choose to make them up to the
University of Oxford; an arrangement differing from that
of Cambridge, which refuses a certificate to boys by a set
of examinations in what is called the rudiments of faith and
religion, unless they should have gone up in both exami-
nations. At an early period the University of Oxford, from
what I think was a mistaken view of the reverence and
respect due to religious studies, thought it was disparaging
those studies to make them the subject of examination. I
understand perfectly the sentiments which dictated this,
but I think the principle was erroneous and has proved to
be so. It has been abandoned by the University of Oxford
since, and that step has been attended by consequences
which I am about very shortly to mention. I think it was
a mistaken view, because I know perfectly well that such is
the nature not of boys only, but of men, that they will
give their greatest attention to, and take the greatest pains
with, those subjects by which they are to obtain immediate
distinction and immediate honour. But if you say to a boy
you shall be examined in this or that subject—no matter
how important it ise-but your examination, however, shall
not count in any way towards a mark of distinction yonare
to obtain from the University, the boy naturally declines to
compete upon a disadvantage, and he applies himself to
those subjects, and those subjects only, from which he is to
obtain distinction and honour. (Cheers.) Well, now, what
has been the result in the years 1861 and 1862 of the altera-
tion made in the University examinations ? In 1861 there
were 935 examined, of whom 571 were examined in the rudi-
ments of faith and religion, and 338 satisfied the examiners.
The next year the University determined to give marks for
this examination, and next year the numbers examined
increased from 939 to 1,021, the whole number examined.
The numbers examined in faith and religion amounted
to 939 out of the 1,021, including 217 not examined in
the Cathechism and the Church of England, and the num-
bers who satisfied the examiners were not, as in the pre-
vious year, 338, but no less than 538; in itself a con-
vincing proof of the wisdom of the alteration, and that
i loBt6hoe thatr
attention to faith and to religion was not disparaged or
brought into contempt by being made a portion of the
ol centre
general examination, and placed, as it were, on a level
with
studies.many bo(Aypapfrinamuseth.)o
LNiovwer,riot happened
failedi n lBsi
n 9
and
the rudiments of "faith and religion." On the contrary,
since this alteration has been made, and since prizes have
always been given, which are not restricted to those who
have so satisfied the examiners, the number of boys who
have satisfied the examiners in " faith and religion" has
very largely increased, and forms a very considerable portion
of those who go up from this centre for public examina-
tion. Now I think, considering that the range of examina-
tion comprises so many subjects as it does of high attain-
ment, and that classical studies form a very prominent,
though not exclusive part of it, it will be obvious to all
who do me the honour of listening to me that boys from
the middle and lower schools enter upon these competitions
at a great disadvantage. They are able to take up a much
smaller range of subjects, and to put themselves upon all
equality with their competitors, they are obliged to be much
more accurately and thoroughly versed, and much more
successful, in those fewer studies in which they go to be
examined; and it is a matter I think of great congratula-
tion in the present year that among those who have attained
the two first classes in the University of Cambridge there
is one boy who comes from the middle school. There are
five at Cambridge who have attained a first class, and one
of these is from the middle school. There are none in the
second class, none in the third class, none in the fourth
class. At the Oxford examination we have three boys in
the first class, and it is a very remarkable
circumstance
that all these three boys should win first-class
honours,
one a senior, and the other two juniors. All are boys who
have raised
themselves from the lower to a higher school,
one has
to passed from the lower to the middle, and again'
the upper school - o
the „liver,
one
has
ne has passed from the middle to
school, and one still passed from the lower to the middle
I consider the high diistinction t'he middle school has earned what
of being placed in the first
class of the college
second class there are examinations.
Of those who are in the
two exceptions, from the sevenn(two
juniors), and all, with
the disadvantages under whit e class ; and looking to
I will not say at an equal honour,
middle school spirts,
of which they may well be proudiobut it is an honour
to a second class, going out at an earlyhave attained, even
the middle to the upper school. ago, and from
There is one boy in the

second class who still being in the lower school, and not
being able to take up any classical studies, has succeeded in
the University examinations in obtaining a second class.
(Loud applause.) There is one subject more, and I will re-
lease you from what I am aware must have been a very
tedious and protracted examination. (No, no, and cheers.)
There is one change about to be made in the arrangements
of this institute which 1 think promises to be of signal
benefit to the boys and to the college itself. For the first
half-year of its existence the college was in a state of doubt-
ful prosperity, and involved in a considerable amount of
debt. Happily that debt has been cleared off, and not only
so, but a considerable reserve fund acquired by the college
to meet any contingencies, and provide additional improve-
ments. Now it was, of course, a matter of consideration with
the managers and directors of the school how the overplus
money should be applied. It might have been applied in
increasing the emoluments of the masters ; it might have
been applied in diminishing the cost of education to the dif-
ferent classes; it might have been resolved to meet future
contingencies ; but it was decided—and I think wisely, look-
ing rather to the future advantage than to the immediate
profit of the school—that £2OO a-year should be devoted to
the establishment of 20 scholarships, each to be hell for half
a year only, four in the upper, eight in the middle, and eight
in the lower. The practical result of these scholarships will
be that in each of these schools the boy will obtain for that
half-year a gratuitous education, and I apprehend there is
no reason why a boy, having obtained a scholarship in
one half-year, should not compete for another in a suc-
ceeding half-year. Three of these scholarships are intended
for boys upon an examination on their first entrance. The
remainder are to be given to boys as a reward for profi-
ciency in several classes, and for position in the class lists ;
but, at the same time, having reference to the ages of the
boys, so that out of the eight different scholarships one will
be held by a boy of 13, another 'ay a boy of 11, another by a
boy of nine, and so on. That every boy will have a stimulus
to exert himself in his own class, as compared with those of
his own age, the younger not being placed at a disadvan-
tage with their superiors in age, and a stimulus being given
to the advancement of the boys and to the progress of the
college, while an additional inlucement is afforded to pa-
rents to send their boys where they can obtain not only these
scholarships, which give a gratuitous education, but which
afford also contingent advantages, furnished by the Univer-
sity local examinations in the prospect of University honours
and emoluments. In conclusion, his Lordship observed
that though the remarks which he made contained probably
nothing new to many of those present, yet as they would
go forth far beyond that assembly, he thought it due to the
town of Liverpool and to the Collegiate Institution that the
country at large should know how high a value that great
commercial town set upon the benefits of a liberal and clas-
sical education. (Loud applause.) The institution had
been singularly fortunate in having at its head the respected
and esteemed Principal, the Rev. Dr. Howson (great cheer-
ing), under whose management and guidance, his lordship
anticipated for it, not only a continuance of its success, but
a constantly increasing prosperity and honour, from the
distinction gained by its pupils, and the benefits conferred
upon the neighbourhood. His lordship resumed his seat
amid loud cheering.

Mr. Roebuck, M P„ on Working Men's

Institutions.

Mr. Roebuck, M.P., delivered an address at the Mowlent
Institute, Swanage, Dorsetehire, on Wednesday evening,
on the inauguration of a series of lectures to be delivered at

that institution, John Mowlem, Esq., founder of the hod.

tute, occupied the chair.
Mr. ROEBUCK, after some introductory remarks, said he
considered working men's institutions should be supple-

mentary to the other educational facilities in the town. lle
continued—Whether a man is destined to be a philosopher,

or whether he is destined simply to be a shopkeeper in this
town, the beginning of his education—the beginning of the
education of these two men—is the same. They must both
of them learn to read, they must both of them learn to write,
and they must both of them learn the elements of arithmetic.

That which peculiarly distinguished the human being from
all the other animals is, first, that hecan acquire knowledge
by experience; and, secondly, that he can store it up. Th 3
brute animal starts exactly where his father began, in this

man is distinguished from all the other animals, he can ac

quire knowledge by experience, and he 0111 store it up, and can
mould it into such a shape that it becomes capital for the
offspring who succeed him. The:man who succeeds him starts

where he left off; and this is the great peculiarity of man •
kind. Therefore, we learn first to read—that teaches us to
acquire knowledge ; then; we learn how to write—that
teaches us to hoard knowledge, so that others who come

after us may learn what we have learned much more easily

than we have done. Morally and intellectually, all instruc-
tion ought to be alike. They ought all to be morally taught
alike. The morals of the poor man ought to be like the
morals of the rich man. One class of human beings can set
an example to another, so that improvement may come
up.on improvement, whilst they wend their way from the
cradle to the grave, growing better, and better, and better.
There are means now held to every man that enable him to
improve himself in a way that our fathers knew not. The
printing press has enabled all men to attain the means of
education, however low may be their position. At this
present moment there are in London publications so
cheap that they are within the reach of every man ; and
I would mention, in particular, to the gentlemen who
govern this insti'ution, the publication of Cassell. (Heart
hear.) They are really so good that they may be put into
anybody's hands, and so cheap that anybody may obtain
them. And now, sir, I would address myself to another
point, I mean the lectures that are to be delivered in this
hill. When a man or woman loaves school their education

is really net finished. Reading, writing, and arithmetic
are not knowledge ; they are the means of acquiring know-
ledge. You may give them after they have left school in-
struction of the greatest possible importance, and if you
deliver it in the shape of lectures, you deliver it in a way
in which in olden time many were compelled to receive in-
struction. It may be of advantage to make a programme,
and that programme I will now endeavour to make. I will
do it in this way. I will suppose a centre, several concentric
circles are drawn from the same centre, but at different
distances from that centre. The first circle contains the
circumstances that regard man as an individual; the next
circle will contain those circumstances that regard man in
his family relations; the third circle the circumstances
that regard man in his social relations ; and the fourth
circle the circumstances that regard man in his political
associations. (Hear, hear.) Hitherto the labouring man—
by far the larger number of community—has been consi-
dered of very little worth when men are talking about edu-
cation. It has been felt that his lot in life was to labour,
to eat and drink, to continue his race, and to die. But I
have a higher conception. (Cheers.) I believe that he has
a soul to be saved, a mind to be taught, a great destiny to
fulfil, many pleasures to enjoy ; and being, in my mind,
one of the larger number of the community as well as the
much more important part, his welfare becomes to me of
the greatest consideration. (Hear, hear.) I would ask
myself what there is in the life of a labouring man that pre-
vents him aspiring to all the finer emotions of mankind.
If I see a clerk whose business it is to drive the quill over
a sheet of paper during the long-life toil of his days, no
man would tell me that he cannot have all these finer
feelings. But is there anything in that man that proves
him to be a more important being, or one more natu-
rally capable of enjoying existence than the labouring
man ? I say that S 4 man like that may have a mind capable
of anything of greatness, of goodness, and of intellect.
(Hear, hear.) That man, being an Englishman, is one of
that race that has weighed the planets in the balance,
told us how this universe is conducted through its days and
hours, tracked the comet in its vagrant course through the
pathless sky—and shall we tell him that in point of intellect
he is not capable of anything ? Therefore, I say, a great
book may be written upon what the poor man can and ought
to be taught, and if you can find a lecturer who shall teach
the poor man what he can be taught you would have put
your hand upon a jewel of price. (Hear, hear.) Thus far,
sir, then upon the first circle. What can we make of the
working man ? I say you can make anything of him ; the
stuff is there. Let me ask you, sir, to find lecturers—if you
can find them—who shall instruct the labouring classes in
their various family relations of husband, wife, and parent,
In all these various relations that class has much to learn.
Unfortunately, I believe the moral duties of the working
man are not pressed upon him as they ought to be. The
son does not understand the sort of love that he ought
to bear to his parents. (Hear, hear.) He says, "I am
here, I did not bring myself here. I must make the
most of what I can get, and I shall not be very careful
and not very solicitous about those around me." Then,
again, when young people leave school I suppose they
think of getting married. Yet, what do they know and
what do they think of the duties of a father or a mother ?
Little or nothing. They have not studied the character of
children—they have not studied even what is necessary for
1 bringing up their children. All this, sir, might be taught
if you could get a lecturer to teach them. Now, sir, I come
to consider the working man in his social relations. The
first great relation of the working man is the relation of em-
ployer and employed.
I want to know where are the work-
ing men generally—l ask you are they in Dorsetshire--who
understand the real relations of employer and emploed ?
Why, sir, until a few years back the educated classes did not
understand it; and there wore, I am sorry to say, in this
neighbourhood very
great men who set their faces dis-
tinctly against instructing the working man upon the
pre-
lations of employer and employed. (Hear, hear.) These
men have passed away, and their ideas have passed away,
and that unfortunate science which is called political
economy has become one of the things which it is
thought requisite to teach the working class. Now, sir,
if you can catch a labourer who can make political eco-
nomy understandable by the working man, you will have
got another jewel of great price. Agriculture at the pre-
sent moment is becoming a science, and I want to know what
poor John in the fields knows about the science of agricul-
ture. He whistles after his horses, he ploughs with them,
he sows the seeds, be reaps the grain, be thrashes it, and
perhaps he eats some of it, but not much, and there ends his
concern with the matter in hand. The science of the steam-
engine must be taught the labourer, and more than that,
the great science connected with hie business in life might
Ibe taught him. Again, sir, I would ask the lecturer who
comes here for the purpose of descanting upon the natural
sciences to consider the best means of instructing them

that will hear him. The great object to which he ought to
turn the results of his science is to instruct the people
around him ; not to make a parade of his learning ; not to
make use of long words, and Latin, and Greek—and rather
bad Latin and bad Greek. It is not that we want—what
we want is to instruct the labouring men around us—we
want to make them equal—and I use the word advisedly
—equal in intellect to ourselves, and then we shall make
this earth the paradise for which it was intended. Now,
sir, I am going to speak of the political relations of the
working man. The large majority of Englishmen know
really nothing of the institutions under which they live.
The poor uneducated man thinks that he is bound to the
narrow circle in which he was born, and that his mind need
net travel beyond that circle; but, Eir, if the mind of England
were commensurate with the extent of its population, how
much greater should we be—how many more bright intel-
lects should we employ in making ourselves more prosperous
than we are now ? And where one man now strives for this
and thousands would be employed in the same business.
(Cheers.) The poor man walks in safety through the
streets as the richest man amongst us. His rights are
as well protected, his being is as safe as that of the
Queen upon her throne. Why is this, sir ? It is because
there have been men of England who have understood their
position, who have fought for all they have gained, and who
have made us what we are—a well-governed people. Well,
sir, there is no harm in extending that knowledge through
all classes of society. Time was, indeed, when it was
said that great mischief might arise from instructing the
people. I have known our forefathers say there was
danger in putting arms into the hands of the people ;
but I have lived to see the time when the volunteers of Eng-
land—(cheers)—are armed for a purpose. If they choose
they could do great mischief to us ; but, instead of that,
they are our great defence ; and England is impregnable
because her people can be armed. (Hear, hear.) Well, with
respect to the constitution of England, I do see through the
great mischiefs that have arisen and are daily arising from
the mass of mankind, ignorant and ill-conditioned, having
the power to govern a great people. I wish the people to be
instructed and then to have the power of employing that
instruction, and that they may have all the benefit of
their condition in life and all the mighty good which is
around them. I would ask you, sir, again to get that
lecturer who shall tell and teach the people their great poli-
tical interests.
After a few other remarks upon the benefits arising from
the application of steam to printing, the hon. gentleman
concluded by commending the institution to the sympathies
of the public.
A vote of thanks was accorded to Mr. Roebuck, and
briefly acknowledged.