The Sun.
London, England, 1856-03-07 00:00:00

LOCAL DUES ON SHIPPING.

In answer to a question from Mr. DISRAELI,
Lord PALMERSTON said it was not his intention
to postpone the appointment of a committee on this guts
tion beyond Friday next.

the house and granted to the various training and elemen-
tary schools throughout the country—that the sum has been
well expended and has given a good return. (Hear.) But
it is impossible not to admit that while such have been the
advantages of the system there have been else great defi-
ciencies. However, before I go into these deficiencies let
me state that I do not think it was intended by those who
in lgn began this system, that the plan should be such as
that it should provide the people of this country with a
complete system of education. On the contrary, the
object was to :thew nem such models of teaching,
to show them such improvements in the modes of
education as that in time the obstacles that stood
in the way of a national system might be removed, and a
scheme might at last be framed with every improvement
that experience might suggest. In looking at the reports
made in 1854 by th inspectors of schools, I am sorry to say
that the tone of many of them, lasing, as they are, melt of
eminent atta.inments, and naturally -attached to the system
which they wish to promote—that their tome is frequently
one of despondency and discouragement. They observe
that a very great proportion of the boys leave the schools
at a very early period, and that every year that period be-
comes still earlier. So that the education, wleich was at
first extended to the ages of eleven and twelve years, is
now only extended -to ten. I will take the liberty of read-
ing some extracts from Mr. Moseley's-report, because he is
a person in whom the "Melee may entirely confide, having
conducted, with distinguished success, the task confided
to him by the Council, .and- being now retired to an-
other situation. Mr. Moseley seye, that by the ensue
of 1851 the nuMber of boys between 10 and 15 years. at
school, were only 36 per cent. of the whole number. The
number at school was 348,430 ; at work, 356,872 ; at
neither, 259,681 a making total of 932,987. He goes
on to say, " 411 your lordship' effcrts have hitherto
had for their object the perfection of the elementary
schools, and a hope was entertained- by me that when
the children of the poor found that they derived more
good than before from the schools their parents would send
them for longer time, and that thus, by degrees, there
would be created such a public opinion favourable to the
schools as would induce them to make sacrifices of the
children's wages for the necessary time. I will not conceal
from your lordships that in that hope I have been disap-
pointed. In many cases the result has been the reverse.
The parents reasoned that the schools being now so good,
the children might gut their education in less time, and
therefore they take them away sooner." But the evidence
of Mr. Moseley is corroborated by that of other inspectors,
of whose opinions I shall only trouble the house with two
or three instances. The inspector fur the eastern coun-
ties had inquiries made with respect to the schools in his
district, in which there were 2,606 boys. Of these only
232 were twelve years old, and in 1848 these 232 had be-
come laboureis. In the counties of Gloucester and War-
wick there were in 1850 above twelve years of age at school
9 per cent., above nine 33, making 42 per cent. of the
whole at school above nine years of age. That was no
very encouraging proportion, but in 1853 there were, above
twelve years of age, only 8 per cent., above nine, 31 per
cent., making 39 per cent., instead of 42 above nine years
obi. Now, Mr. Moseley justly asks whether the higher
classes in this country would be satisfied with an educa-
tion for their sons which should end at the age of 9 or 10
years? A. clergyman, who writes to one of the inspectors
from Ipstone, says :—" He really thinks that comp sring
the present time with several years ago there are fewer
who can read and write in his parish than there were at
that time." (Hear, hear.) In the report given last year
by Mr. Norris, of an examination. he made of the boys
employed in the mines of Staffordshjre, he •says that
on examining several boys then at school, he found
that the greatest ignorance prevailed. They had been
at school from nine years, and he examined them at
fourteen or fifteen. (Hear.) They were unable to say
how much 3s. a day wits a week ; and when he examined
them with regard to their religious knowledge they did
not knew the names of the Evangelists, could not
name the Font" Gospels, and when he asked which of the
apostles betrayed Jesus, one said Peter, and anoth r Abra-
ham. (A laugh.) Such was the amount of knowledge
among the boys who had received their education at the
local schools. (Hear.) Mr. Norris, as I shall have again
occas on to mention, has.siece than taken great pains to
improve the education of these boys from the ages of ten
to fifteen. Such, then, being the defects that prevail, that
that these boys and girls above ten years old hardly receive
the benefits of education, and as the evil is becoming
greater instead of less, owing to the improvement in the
quality of education required, it becomes this house to con-
eider what remedy ought to ho applied to the case. The
right hon. gentleman opposite mentioned last year one ob-
vious defect in the system of the Committee of the Privy
Council, which, as he sail, belonged to the original founda-
tion, but which, if you shoal I consider in another year the
scheme of a national education, is deservine of your utmost
attention. The right hon. gentleman seiedr most truly th
the plan is one to give assistance to those who are able to
afford a great portion of the sum required for education
themselves, who, whether by sal so iptions or by school
pence, or by any otihr means, can themselves furnish the
necessary funds. The consequence of such a system is, that
in those places which either being poor have nettlee money
or being rich have not the inclination, the cause of educa-
tion does pot prosper, and those places remain in their origi-
nal darkness. Having stated those defects, hiving stated
them very generally, I wish now to state generally what in
my opinion should be the attempt of Parliament on ill's
great subject. It appears to me that we ought to lay down
two principles, from neither of which we ought, if possible,
to depart. The one is to make the education complete, and
the other is to maintain, to encourage, and :is much as poi-
sible to improve that which we have found t 3 be gout in
the existing system. Now with respect te the first of these
objects, I do not think that our end would be obtained, un-
less we brought the education of the people of this country,
this rich, intelligent, and free country to the state towhich it
has been brought in countries which have adopted national
schemes of education. In Switzerland, in the most ad-
vancel cantons—Berne, for instance —nearly one in four
are receiving education at the schools. In the New Eng
land schools one in five are receiving education. If we
take the population of this country from the census of
1851 et eighteen millions —and it must be a larger number
at the present time, but take it at eighteen millions—and
if we Sty one in five ought to receive education, then
3,600,000 out of the fair millions between the ages of five
and fifteen ought to be receiving education. Ido not
think this is by any means too high an estimate. It is
what has been attained in other countries, in other coun-
tries not subject to absolute or arbitrary rule, but iu free
countries which value their liberties, and value their na-
tional independence. We can et least vie in riches wi-h
Switzerland, and I trust eiti can vie with New England in
libertyl; and I do not think we ought to have less educa-
tion than either of these countries think necessary fcr
themselves. (Hear, hear.) There is one country too, near
ourselves, in which—although it may be a sto ject of cons
e trovers at the present titne—emost remarkable results have
been achieved' by a system of national education —I mead
Scotland. (Hear.). We. have hel ever since the Reforma-
tion a system of national education established in Scotland,
which was further strengthened after theßevolution of 1688,
and which every statesman who hes spoken, every philoso-
pher who has written on the subject, has considered not
only a,source of pride to Scott had, but a source of the
greatest development as regarded the moral qualities of her
people. (Herr.) In the parish in which I happened to be
',sledding some three or four years since, daring the Admi-
nistration of the Earl of Derby, I inquired of the minister
of religion there how many of the children cld not receive
education, and I was toll there was no child above seven
years old who could not read fluently. and also write
little. We have, therefore, before as with respect to the
general amount of education, Ursa examples of Scotland
and S witzerland, as well as that of the most enlightened of
the United States of America. Let us next consider that
which is said to he another element for our consideration,
namely, the system which is at present in action, and the
schools that have been already established. I have stated
that these schools receive a grant of 500,0001. aunitally,but
it is obvious that they are founded on this plan, that appli-
cations are made either to the inspector or to the committee
of the Privy Council for aid by those who wish to establish
a school, and that there is no inquiry and no obligation with
respect to the place in which the school is to be established.
I propose then to commence—perhaps 1 should Fey a few
words before I do so with regard to the plan of the right
hon. gentleman opposite (Sir J. Pekington), and which ho
proposed last year. The right hon. gentleman proposed a
plan of rating, and made various regulations, to which, I
think; some serious objections may be taken. 'ln the fitst
place ho made it permissive ; and I, must admit that the
same objection applied te the bill introduced by myself. In
the next place he proposed that the schools should be free.
Now I shall not disease, at the present moment, the ques-
tion of whetherthe education should be free ; but it is clear
that you cannot maintain the present system if you have
schools receiving grants froui the Privy Council and at the
same time being mainly supported by subscription, and also
have entirely free schools. I think it is obvious that when
'free schools are established those who wish their sons and
daughters to receive education would resort to those free
schools, and that those who have maintained the present
schools,bytheir subscriptions, and have worked with earnest-
ness and zeal year after year, and month after month, in
furtherance of their object, employing to the utmost every
means for establishing these schools, would be unable to
make any further effort, so that the schools under the new
system would be fatal to these which are at present in ex-
istence. To this abjection I think the right hon. gentleman's
plan is open; butin proposing as I do to go on the foundation
of the present syetois, it is first to be considered in how far
that system can be improved ; and on this subject I donotenter
intodetails,becauee we have atthis moment a measure before
us which is likely to provide us with the most efficient means
of remedying everything—that may be objectionable—l
mean the bill giving to the Crown power to appoint aVice
President of the Committee of the Privy Council on Educa-
tion. There are many things in the present system which I
think are matters of doubt, and in which I think improve•
ments may be made ; and I think that, having the Vice-
President of the Committee of Privy Council in the house
with us, discussing the various details when the grants
come to be moved,will bedrlte means of understanding and
of originating those improvements, and of amending the
present system. I will give an instance of one mode byre
which the system of grants might be enlarged. There
on
various restrictious which might have been necessa
the first establishment of these minutes of cthnu.rYFleuotr
which I do not believe are necessary to bacce.:ch and otherl uncil
instance; it is said with regard to the Church
denominations, that when a school is connecterinwt itfrhoemitthhere
church or chapel, it shall not reeeniireestantY;ligs_ a
h good sys-
committee. I believe that if y
tam of inspection, if Youtentddyoonohry school a good school,
to secular instruction,
and your inspection is n
you ought not to makeehit an objection that the school was
dissenting chapel. (Hear.) There
connectedpwoiinthtsawchhuiFrhc
lotrhink it might be useful to have
are other
re-considered. I think it may also be said with truth thate
these minutes of • council have been adopted at various
times, and as new questions arose. It would be a moat
useful work, I think, to consolidate these minutes, so that
that they might be more intelligible to the honee,and more
available in working out an extended plan. 'At present
they are scattered up and down the various volumes in a
manner that makes it very difficult to find the rule on any
particular question. I should therefore propose, in the
first resolution which I shall have the honour to move
this evening, "That, in the opinion of this house, it
is expedient to revise and consolidate the minutes of
the Committee of Privy Council." I come next
to that fact, which is certainly a defect in a na-
tional system, namely, that where there is light you acid
light, and that where there is darkness you do not in.

EDUCATION.
Lord J. RUSSELL said—l never rose with deeper
anxiety to address the house than I do on the present occa-
sion. The important subject which I have to bring under
consideration has at various times occupied the attention
of the house ; but no attempt to carry say general measure
into effect has hitherto been successfully made. The task
was attempted by Mr. Whitbread. It was attempted by
Lord Brougham ; and, in the course of last year, the right
hon. gentleman opposite, the member for Droitwich (Sir
J. Pakington),, brought forward, with great research and
great ability, a proposition for a bill on this subject. I
am, therefore, about to - embark upon a sea, not only
noted for dangerous shoals and hidden rocks, but °Awed
with the wrecks of the noble vessels which have preceded
me. I trust, however, that the time is becoming more
and more propitious for the adoption of a system of edu-
cation which shall place, this country on a more equal
footing with the other enlightened countries of the world.
We moat, ,waive that proud ambition; of svehich Milton
spoke when he acid, "England should not forget her pre-
cedence in teaching the nations how to live." We have
before us the example of other nations in adopting the
schemes of national education, which have been most suc-
cessful in their operation, sad have elevated the character
of the inhabitants of the countries in which they hare been
adopted. (Hear.) When, a little while ago, my right hon.
friend the Secretary of State for the Home Department
was interrogated with respect to the enactment of a gene-
ral code of laws, and the examples of Justinian and Napo-
leon were pointed out to him, he answered very justly and
reasonably that it was easier to frame and enact a code by
the will of an absolute sovereign than to carry it through
the legislature of a free country. Bat no such objection
applies to the present question. Wherever order is valued,
in those countries where authority is most rigid, systems
of education have been adopted. In Austria mad in Prus-
sia a general system of education has been framed and
carried into effect. Again, where liberty is valued, as in
Switzerland and the New England States of America,
schemes of education have been framed, and have become
law. In this country, where liberty and order have pre-
vailed together, where they are jointly upheld, we ought
not to be behind other nations in devising and carrying out
a system which shall be consonant with our liberties, and
adapted to the exigencies of our political system. Sir,there
is a sentence, which I found in one of the answers which
were given to Mr. Ted-leton, when he was inquiring into
the American plan of education, which, as it is a sentence
falling from a man who cannot bs suspected of any want of
regard fo: liberty, and who cannot certainly be considered
as deficient in great attainments —I mean the late Daniel
Webster—is worthy, I think, of the attention of the house.
After answering with respect to the particular scheme, Mr.
Webster says :—" I may be permitted to say that in my
judgment as the present tendeney, almost everywhere,
is to extend leveler power, the peace and well-being
of society require at the same time a correspondiag
extension of popular knowledge." Whatever be the
scheme to be adopted, I cannot but think that that
sentence betokens great wisdom. It is one which the Legis-
lature of this country will do well to ponder upon ; and
as we see in every year an extension of popular power, so
we ought in the like measure to increase the means of edu-
cation. We ought to take care that practical knowledge
is the foundation of the political power of the people of this
country. Sir, the first question to which I shall address
myself is the present state of education in this country.
In so doing, I think it due to the right hon. hart. (Sir J.
Pakington) to say that in following him I have carefully
looked into the various authorities which he cited, and I
may say that his research has been most correct, and that his
statements are deserving the attention and consideration of
the house. I will not say that to the inferences which he
drew—certainly net to the particular conclusions at which
he ea-dye:l—l can, in many instances, giro my assent ; but
the general picture which he drew of the state of educa-
tion in this country was, I believe, truly drawn from
the facts which were before him ; which facts
he drew from the most trustworthy sources of information.
I shall not, therefore, sir, taking it for granted that the
h use bears in mind the statement which the right hon.
baronet made, and which was made known not only in the
ordinary manner, but was furnished in an accredited form
by himself, think it necessary again to go over the same
particulars. The census of 1851, pee eking generally, shows
that there were about 4,000,003 children between the ages
of 5 and 15 years in this country. The observations made
by Mr. 11. Mann show that 2,000,000 of these children
were entered upon school books, and that about 1,750,000
were in attendance. When, however, these figures come
to be further inquired into, it will be found that they give
a very false notion as to what is the present state of public
education in this country. The number attending the
schools visited by our inspectors was only 510,000, being
oily about one-eighth of the whole number of boys
between the ages of 5 and 15 years. With regard to
the rest, the number who are in day schools of the
lowest description, and who are nominally receiving an
education, but who really are not instructed, comprise the
groat majority of the balance, as shown by the last census.
I think there are 8,000 teachers belonging to the Church of
England at the head of schools who do not receive more
than 28'. a-year, and there are a groat many women con-
ducting dame schools at 21'. a-year, so that we have here a
body of schoolmasters and mistresses receiving respectively
lls. and Bs. a-week remuneration for their teaching. That
such persons should be competent to give even an ordinary
amount of instruction is, I think, hardly to be believed ;
indeed the right lion. gentleman opposite called attention
to the fact last year that 70 of those persons who pro-
fessed to be teachers did not sign their names, but made
their marks. (near.) Mr. Horner, in sue of his latest
reports respecting the state of education under the Facto-
ries Act, mentioned how much he had been struck with
the ignorance of the scheolmastere. He says—" I asked
one man, could he read ?" He said, " Yes, I can, cum-
mut ;" but it did not appear that title man could read with
any fluency. Thus it appears that a great deal which at
first seems, and on the surface, to be education, is not
that education which can be of any use to the persons who •
use up their time in acquiring it. I come now, however,
to the education given .under the auspices of the Educa-
tional Committee of the Privy Council, and on this sub-
ject I think we should consider, first, what are the advan-
tages which have been conferred, and next, the defects
and imperfections of the system as it at present exists.
In the first place, we perceive that the grants which, since
1839, have been distribete I under the superintendence of
the President of the Council, and the committee have been '
the cause of great impro'vements in education. Firstly,
there were in 1839 no normal schools, no special instruction
for teachers, while since that time there have been
established fourteen normal schools for teachers of the
Church of England, 1.1. for school-mistresses of the
same denomination. and about 8 for other persuasions,
making altogether 35 or 36 training schools established
at an expense of 350,000'. or 400,030/ , and fully
capable at the present time of efficiently performing their
duty. Likewise, the education in the elementary schools
has been very greatly improved. I find in the report of the
Rev. Mr. Cook, one of the inspectors, an account of what
he thinks a boy of 12 years old at a good school is now able
to answer. I find, from Dr. Cook's report, that on the fol-
lowing subjects-there was not much falling off from the
acquirements of the continental schools which have been
the subjects of so much praise. I find that a boy of fair
average attainments, aged 12, and who has been at a good
school, has learned, first, to read fluently and with intelli-
gence ; secondly, to write neatly and correctly from dicta-
tion and memory ; hirdly, to work all the elementary
rules of arithmetic with accuracy and rapidity; fourthly,
to parse sentences—although Dr. Cook says that the pro-
gress in grammar is not satisfactory ; fifthly, is acquainted
with the element; of English history; sixthly, that the
progress in geography is satisfactory ; seventhly, has a
fair knowledge of the elements of physical science ; Sthly,
knows the principles of political economy, more espe-
cially as they refer to the remuneration of labour ; and,
ninthly (iu several schools), can diaw in'chalkg with great
neatness and accuracy. Now I think that is a very favour-
able account of the state of things in our elementary
schools, where the pupils have the advantage of a good
master, and consequently of being properly taught. It
May be stated, and T think it was stated last year, that it
is a disadvantage attending these schools, and attending
the system in general, and those who are the most promis-
ing boys do net afterwards, according to the original in-
tention, become schoolmasters, but in the great majority
of instances go off to other occupations. Mr. Moseley
states that of 800 pupil teachers little more than 300 re-
mained for training instruction. But I must say that I
cannot look upon this circumstance as so great a disadvan-
tage as it has been represented, because I observe that
those who have spent their time in instructing others
have also been instructed themselves, and many of them
being drawn from the poorest classes of society, they
are competent to rise by their industry, and achet
exercise of those virtues which have been instillinto
them at school, and thus ultimately to rise to stations not
only respectable, but of high importance in the community.
We pride ourselves in this country on the fact that he
man, however humble his station, may rise to the.hig t
position, but unless he has received an education it is im-
possible he should do so, for it is not only penury but i(gnehreonce keeps him back from attempting to rise bey 1 t
position in which their original lot has placed them.onThose
boys who have acted as pnpil teachers, whether they go
into commercial houses, whether they are employed in con-
fidential situations, or whatever line they may follow, they
have received their education ate hose schools by public
grant, and the result is that by imeans a career has been
opened to them of usefulness, honour, and distinction.
In a country like this, then, which boasts that the robe is
open to all, I think it rather an advantage than a disad-
vantage that such a state of things should arise. (Hear,
hear.) I think, then, both with respect to the number
of teachers educated and with respect to the educa-
tion of the children to the amount of 500,000 brought
1,41 setie sylitca, tag to fam ;lowed by i.te vote* of

.~..


under the reform -act, ,and there is, besides, the Isle
of Wight. I do not say that these divisions could
be ex,ctly maintained, but I thick that abOnt the seine
area as one' county, on the division of a larger county,.
would be a stitlicient district fur a sub-inspector, and
would sufficientlyaccupy his tin. 0 and attention.. I pro-
pose, therefore, in the ascend resolution, to znoge—
" That it is expedient to. add to the present inspectors. of
Church schools SO sub-inspectors, and to divide'England and
Wales into SO tlivieions,ferthe purposes of sahication., That - s
it is expedient to appoiut, sub inspectors ofdlritisla*csleyan, s
and other Protestant schools not connected with the 'Church
.
an I also the Itomau Catholic schools, according to the.pre- • •
seat proportions of inspectors of such schoolste the inspec- •
tars of Church schools. That On the report: ef.the inspectors --•.-
and Sub-inspectors, ,the. Cemmittee of .Priesseenecil.elesuld •
have power to form is each divieionsehool districts,. Coneist-
ing of single or united parishes, or parts of parishes."
It is obvious that the present division of the country. into
parishes is not one which in all cases is most corivenient
for the purposes of education. The . right hon. gentleman
opposite urged last year, and I -somewhat differed from
him, bat I znustown that he was right, and that iti many
cases two or three small parishes might hounited, while in
others there are parishes too large
itarges would.'
dee,
begozedeeeien, set
to
single school district, and which
divide for that purpose. What I propose by
this resolutionis that the sub-inspectors should submit to the leases...dors
their views, and that the President of the Councili having
the whole case before him, should divide into school die-
• triete the whole of England and Wales. Of vourseitwould
be is matter of consideration and detail whether- the divi-
sions thus made should not receive the authority of an
order in council, but it appears to me that if yen had, es at
present, 24 inspectors and SO sub-inspectors, they would
be able to make very-convenient divisions, and to consider
the subject with great practical effect. The conseqaence
of these proceedings would b.e that the sub-inspectors, who
would be of course an entire novelty in the scheme, would
be able to ascertain and report the exact "places in which
the means of education were deficient. I propose, there-
fore, in another resolution, that the sub-inspector of
each division should be instructed to report on the-avail-
able memo of education in his particular division.
Now, it may be that many of the parishes—for after all
a great portion of the divisions would be parishes—being
thus inquired into and examined, there would be in many
cases a willingness on the part of the owners of parishea,
and on the part of the people generally, to build.schools,
and to introduce the present.system. But yotemust see
what aid we can further obtain for this end: There was
one kind of assistance which is now certainly received, but
which I think might be considerably enlarged: I think aid
might-he obtained from the endowed charities of thocous•
try. I have the honour of being one of the commissioners
•f: charities--not certainly a very active one—but in atone
ing sittings of that commission I have seen- enough-to-be
convinced that while tho commissioners are most. -zealous
and laborious in the performance of their duties, the
powers they possess are insufficient for the purposes
for which the commission was appointed, 'and that Par- '
Himont ought to extend them. (Hear, hear.) Theede- •
facts are of several kinds. One is, that there are scarcely
any et sea in which the commissioners have poWer to do
more than to give advice. If that advice is taken, the
trustees of charities are subject to no penal consequences
if it be not acted upon ; but, if they do not take it, there
are no means of compelling them to do so.' Tee commis-
sioners have themselves pointed out these defects( -in a re-
port recently laid upon the table. In instances whose the
trustees are willing to act upon the advice of the commis-
sieners, aid to snake the charities more effective:4l;W times
fill, it is necessary, according to the act of Parliament, '
that the commissioners should send them before seine
courl; to maintain that which they desire to de. Thus a
very heavy expense is incurred, often unreasonably large
when compared with the means of the charity. There were
more then 28,000 charities reported upon by the commis-
sion, and of these there were upwards of 20,000—1 think
21,000--whose incomes were under 201. a year each—some
of them as low as 51.; and there are many of the larger one
that are unable to bear the expense of an application-to
the Court of Chancery for a decree, which is seldom
less than 301. One or two instances that have come -
to my knowledge, I will refer to, as showing the grievance of
the present law in this respect. One is the case of a charity
the trustees of which, laudably asl believe anal from the best
of motives, wishing to remove a schoolmaster they consi-
dered incompetent or otherwise unfitted to conduct the
Bch 01, applied to, the court. Tho schoolmaster resisted,
and pat, them to an expense of 2001. There heppetzed to
have been some technical defect ie the mode of proceeding,
and the deci• ion of the court was against them. They went
again to the Court of Chancery, aud, this time the school-
master was removed, but at an expense to the trustees of
1,2091.; so that they had to pay 1,4001. for their endea-
veers to reform the charity and make it more perfectly
available for the objects fur which it was founded. 'But I
may be told there was a remedy for this. What was that
remedy? Why, these trusts es who had thus spent 1,4001.
in going to the Court of Chancery had the power, if they
chose to exercise it, of applying to the court again to have
the 1,400!. repaid to them out, of the funds of the charity,
those funds being, in the case I am alluding to, 701.
a year. (Hear.) Take another case, one in which a diffe-
rence arose as to which particular parish was entitled to
he the recipient of the charity. The sum was sot large.
bat it led to a dispute between two adjoining parishes.
The commissioners nad ne other course but to send the
parties to the Coerts of Chancery. 1 ventured to ask what
would be the result of that, and I was told it would be
that the whole of the funds of the charity would he dissi-
pated in law expenses, and that nothing would remain for
the purposes for which the money had been left. • (Hear.A
Well, sir, that is the -remedy according to the present law.
I own it appears to me that w th respect to many of these
cases very great improvements might be effected. I had
placed in .my hands yes erday by -that excellent friend
of education, the Dean of Hereford, a sermon on the
misapplication of chaotic; and he places in the first
line the funds daft for charitable purposes—those
bequests and • other eleemosynary gifts, which are not
only not useful, but positively injarions to the
parishes to which they Wen. Now, if the com-
missianeis hul tl a power in these cases, and in
others such as I have mentioned, to apply the funds in
founding a good school, or enlarging an existing school. and •
where there aro apprenticeship premiums in making other
prizes to be given to tin se pupils who most distinguish
themselves, and enabling thew to get on in the world, I
think a very great benefit would result. I know of DO
reason why such a power should not be conferred upon the
commissioners, except Hilt both in this and the other house
of Parliament there is saes an amount of influence pea-
(leased by lawyers of the Chancery bar as to render the
chances of such a measure being carried very slight in-
deed; • unless, indeed. the subject were taken up by the..
Government theme:dyed • (Hear, anal a laugh.) A great
Chancellor of France, D'Aneuesseau, it is said, was once
asked if he was not struck with the abuses that were
going n in the courts that • were subject to him,. and
whether he had not thought of retormieg them:. His reply
was, " I have often thought of it ; I have often oonsia
dere(' it ; but when I reflect upon the number
of barristers and solicitors who would be mitred
by it I hesitate in taking such a step." I believe that re-
forms might be very usefully made in the direction I have
indicated ; and so tar from sharing in the apprehensions
of the Chancellor Vskegessoa.n, I believe that such cheuge
would ensure the lest' sad other busi less of the country,
and probably we should find the Chancery bar under them
even more flourishing than it is now. Therefore, sir; I
propose as my sixth resolution—
That for the purpose of extending such means it is expedi-
ent that the powers at present possessed by the Commissioners
of CLaritable Trusts be enlarged, and that funds now useless
or injurious to the community, be applied to the education of
the middle and poorer classes ofthe community.
Clauses to that effect, it will be remembered, were sub-
mitted to the ,kfouse of Lords last year or the year before—
]. am not sure which—but were not adOpted, because it
was thought dangerous to entrust such powers to any of
the courts. Having thus applied all the means which are
at present withie our reach, or which may come within
our reach by some simple enactments, I now come to con-
sider whether it is sufficient that we should have an ac-
count of the state of education in every parish, and .
whether the existing means, aided by increased grants,
should be applied to the remedying of the immense defi-
ciency that exists ? I am bound to say that in many cases
the existing messes would be found altogether inadequate.
I am bound likewise to say that I thick the remedy pro-
posed both by the right hon. baronet (Sir J. Pakiugton)
and myself, that we should give permissive powers merely
to parishes and districts of the country, would not be suf-
ficient or adequate. (Hear.) ft has been too freqhently
found that, in cases where there was the greatest Want,
the greatest disinclination to give was experienced and
the most influence was invoke to prevent the establish-
ment of schools. I am afraid that, if the permiasiee
power only were given, it would not, be seed ; the
deplorable ignorance which now prevailed in. Many
parishes and districts would continue. I have wrote
therefore, to tko conclusion that net only shoildei rate
in each case be allowed, but that there should be a•
power existing somewhere which should have the means of
compelling the parish or districts which had been marked
out in the way I have described by the isspeciasela andle-
clared by the Committee of Privy Council to
inade-
quately supplied with the means of education. to
rate. The mode by which I would do so
sessions llMVlP°lollelda
allow any persons to apply to the assist of ertear.er
inabe.
of the county, the city, or the borough, tii!
when a highway is impale.
and complain—as they do now
thet there werene means
ogrifbelde,ucaantdiorne,qourilt.ehsate°,boennpapireedexdating were inadequate,
and that, therefore, amorder nshoUld be made by the court
beameuntweefrtebeeornati
a matter that would have to
amount of the rate, that is
ofwhich
on the parish or district to. levy a rate. Ihavenotated the
detailstheimetofix
dered wen
The right hon. gentleman opposite proposed in hie scheme
settled in
ltdheb
ab itlhl whene
prope
proper
t
that it should not exceed sixpence in the pound. Poisibly it
might not be necessary that it should gO so far, but that
there should be a rate fully adequate for the purpose which
the means of education are wanting, I think' is absolutOlyi
essential. (Hear.) I should state that at present I should
propose the formation of district*, rated of course accord-
ing to the state of each parish, but that the grants, letsl
subscriptions, grants from the committee of privy ceincil,
and the addition of aid frOm charitable endevireents-of the
country, should be resorted to in the first instance. My
seventh resolution is—
That it is expedient that in any school district where the
means of education arising from endowment, subscription
Wee .
grants, and school-pence, shall be found deficient, rind shall
be declared to be so by the Committee of Privy etl for ,
Education, the rate-payers should have the power of tell.ns
themselves for the erectiee and maintenance of a school 0 .1'
schools. • - •
And the eighth declares— • .
se adequateeans
hoed dia.
tehbeelenataeoefiatndutaeryb,e IdBesLewnrhteren any
sessions of the
for
tr rc
shallthbaet
ea education.
after
quah ald have power to
for the county-, city, or borough a o
have
of the poor, the
peace •
impose a school-rate.
The ninth is : a school committee
elected by the rate-pay Ter apsepocl'int the schoolmasters
That where a school-rato i
and make regulations for the management of
and mistresses,
the schools.
the ratepayers themselves, or is their
by
Having thus arrived at the power to impose a school rate,
either voluntarily
pion of one of the most caht parts of the whole
default by the superior anthorittyd.of
ffi a court, I come to the

troduce any light WhateVer. I thick it necessary for consideration
the purpose of carrying out the policy which we have al- question. So long as you have subscribers who undertake
ready adopted, that you should inquire with respect to the management of the schools, you may rely, as Ton have
the state of education in any Tat, of the kingdom• For relied, upon thorn for the general principles upon which the
this purpose Ido not propose —I leave it entirely to the schools should be conducted. The Committee of Council on
president of the Committee of Council of Education—l do Education from the first adopted the mode of entrusting
not propose myself to increase the number of inspectors. either certain great societies, or persona well known from
There are at present 1 think 24 inspectors connected with their general views and their character, with the task of
the Church of England, and 16 for the other schools—but giving religious education to the poor of each district where
I propose to add to them a very numerous clas sub- the schools existed. In the case of the Church schools, after
inspectors, who might not be very highly paid, but who a very considerable time spent in disension and negotiation,
baying comparatively sisal, divisions of the country under it was agreed by my noble friend Lord Lansdowne and
their inspection may be liable to ascertain and to report some others, of whom I was one, on the part of the Com 4
on the state of education in their partienlar part of the mittee of Council on Education on the one part, and by tilt)
country. There are in England and Wales 52 count:es, Archbishop of Canterbury, tbe Bishop of London, and the
tw.-0 ca 26 cl: th®e cotiwe• T:1141 :WM Ima 4ividcd, -littabi42l)olsalißbz= ', Vzoot4eibtbettiloClArt4tcois

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