The Sun.
London, England, 1853-04-04 00:00:00

THE MINISTERIAL BUDGET.

Mr. GLADSTONE —I will, also, take this opportu-
nity of mentioning, that I propose to state the intentions
Government with respect to finance on this day fort-
night, the 18th instant.
CANADA CLERGY RESERVES BILL.
In reply to Mr. DISRAELI,
Lord J. RUSSELL said he proposed to take the
third reading of the Clergy Reserves Bill on Monday
next, and he would, therefore, postpone the third read-
ing of the Jewish Disabilities Bill for that day until the
Friday following, the 15th.
Mr DISRAELI—Perhaps the noble lord will state
on what day the Government intend to make their
statement with respect to their proposals concerning
the East Indian territories.
Lord J. RUSSELL—I cannot state the exact day,
but as soon as we are prepared with that measure, I
shall state the nature of it to the house. (A. laugh.)
On the motion of the noble lord, the orders of the day
were postponed until after the notices of motions.
EDUCATIONAL SCHEME OF THE GOVERN-
MENT.

Lord J. RUSSELL then rose to state the intentions
of the Government with respect to education in England
and Wales, previous to moving for leave to bring in a
bill on that important subject ; and in doing so he
said he should not think it necessary to ask the
attention of the house, because he was sure, however in-
adequately he might perform the duty he had under-
taken, the subject was one of so much importance, it

affected so deeply the religion, morality, and
future well-being of the country, that the house
would readily give its attention to any statement
which might be made, and any propositions which
might be brought forward upon such a subject. (Hear.)
He would begin by stating what had been the course
with respect to the education of the poorer classes in this
country from the commencement of the establishment of
public day schools. He might here observe that these
day schools were commenced at the beginning of the
present century. At that time two persons,
who had both given great attention to
education, and who were both deserving of
commemoration as well for their intelligence, as for the
laudable efforts which they made—he meant Mr. Joseph
Lancaster and Dr. Bell—were instrumental in establish.!

ing large day schools for the education of the poorer
classes. Both of them proceeded on the system of
having monitors in the schools, chosen from among the
boys attending the schools, by whom lessons should be
given to the children who were not sufficiently advanced
to receive better instruction from the masters. It was
believed, and it was certainly the fact, that a
larger number of children could be educated by
these means than by having a greater number of
separate establishments ; but no doubt that sys-
GcLa rl,lO j ter,vlrcavuk
educated through the instrumentality of persons who
were themselves little advanced in learning, and who
had no peculiar aptitude for imparting instruction.
There was, however, a difference upon a topic of
a most exciting nature in regard to the system
adopted by the advice of these two persons. The
system of Mr. Joseph Lancaster was adopted
by the British and Foreign School Society about
the year 1805, and it proceeded on the principle of
teaching the bible to all children in theiT, schools. It
was the distinctive feature, he might say of that
system. King George 111. gave his immediate pa-
tronage to this plan, and many persons anxious
to promote education—his (Lord J. Russell's) father, the
late Duke of Bedford, among the rest—combined in
placing themselves at the head of the institution. Lord
Brougham, Sir Samuel Romilly, and many others, aided
with their abilities the new establishment. At the same
time, while these schools were thus promoted, there
arose on the part of the Established Church, an objec-
tion that, although the bible was taught, there was no
instruction given in the formularies of the Church of
England, and accordingly, at a later period, in the year
1811, a society called the National Society was formed,
in order to give instruction not only in the bible
but also in the catechism ; and it was proposed, at the
same time, that the children belonging to other schools
should attend the Established Church on Sundays.
Differences, however, soon arose as to the mode in which
the schools of the National Society were conducted. It
was not necessary for him to dwell upon this branch of
the subject. The conduct of the Church stirred up the
Dissenters, and the system carried on by these two so-
cieties gave rise to the establishment of a great number
of schools. About 1831 or 1832 Lord Grey proposed
that the State should make an annual grant to these so-
cieties not exceeding 10,0001., and that grant continued
to be made until 1839, when Lord Melbourne's Govern-
ment proposed that a committee of council should be
formed for the management of the educational grants.
He happened at the time to hold the office of Secretary
of State for the Home Department, and at the time he
isued a letter stating that it was the wish of the
Crown to promote the education of the youth of the
country without interfering with the rights of conscience.
A normal school, for the purpose of training school-
masters of all religious denominations, was established
by the state, and the new system remained in force
down to 1846. In that year other' changes were
proposed for improving the state system of education,
and the system had since been carried out upon the
minutes that were agreed to in a Council. The house
would therefore perceive that the plan of national educa-
tion in this country had been essentially carried out
upon the voluntary principle. Great improvements had
been introduced into the system, and what he proposed
to do now was to state the position in which the ques-
tion now stood. At present the day schools numbered
44,898; the number divided into public and private
schools, and from returns which he had received from the
Registrar-General, he found thation the 31st of March,
1851, the number of scholars attending the public schools
was 1,115,237, and the number attending the private
schools was 635,739. The attendance of the two, as
compared together, was as 95 to 18 per cent. The
schools in existence of all\ denominations numbered
19,856, and the attendance of scholars amounted to
1,281,077. The total incomes of these school's were
estimated at 1,046,9791., derived in this way, from local
endowments 69,5371., local subscriptions 366,8231., col-
lections 114,1091., school pence 413,044/., and other
sources 83,0761. The item of school pence
was rather understated, and they might
safely put it down at half a million a year. Now, half
a century ago, there was nothing known about Sunday
schools, and it was therefore gratifying to know that
the poorer classes of the country were now contributing
half a million annually for the education of their children.

That circumstance should encourage Parliament to con-
tinue its efforts to improve the existing system of
education. It would not be wise or judicious to
disturb that system, but much might be done
to improve and extend it. He had already pointed
out what had been done in the way of establish-
ing training schools. The plan now in force was this :
A boy or a girl who showed capacity for teaching was
retained as a pupil teacher for five years, and at the
expiration of that period the pupil teacher enters
a training college, and is prepared for the office
of schoolmaster. The importance of that office
could not be overrated, and he was rejoiced to
know that the time was rapidly approaching when its
value and usefulness would be highly appreciated.
Since 1844 up to the year 1851, the amounts
expended in training schools was 353,402/., of
which 137,6281. consisted .of grants. Last year
upwards of 130,0001. was expended in improving the train-
ing schools, which numbered something like forty. No
grants which had been sanctioned by Parliament had
produced more beneficial results than those which had
been expended, and in proof of that he need only refer to
the reports of the School Inspector. A system of exa-
mination was carried on by the Council of Education,
and about 2,700 persons had received certificates of
merit. He now came to the question of what should be
done 'in the present state of affairs. Should they con-
tinue the system and adopt another, or should
they they attempt to improve it ? Before he
came to state the intention of the Government, he
would take leave to discuss this question. He could
not agree with those who thought that there was any
rrinciple or scruple which should prevent the State from
affording religious instruction to the rising generation,
and it appeared to him that it was the duty of the State
to see that in any system of education which it
should sanction it should embrace the religious aliment.
But there was another plan proposed, and that was the