and puffing them up with knowledge. These two educators jogged on, however, regardless of opposition, and with a few mutual growls, till by the late census the National Schools had increased to 3,995, with 493,876 scholars, and the British to 852, but extending their plan to others, including 200,000 scholars. But it was not till Kay Shuttleworth and Mr. Tuffnell established their training school at Battersea, that the most decisive improvements were introduced into popular schools. These two zealous men exerted themselves in various ways, and spent a large sum of money to procure the most approved apparatus, the best methods of teaching, and men of first rate talent as teachers, as well as to discover and introduce all that was most valuable in the systems adopted throughout Europe. This invaluable training school, the parent of so many others, was principally supported by individual effort, and fed a little by Whig promises till that party went out of office, when the church party took it up. It has done the cause of education good service; and its mathematical teacher, Mr. Tate, in particular, has published a great number of very useful elementary works which have acquired an extensive circulation.

While these schools were busily at work, diffusing information through the rising generation, other and more general influences were in active operation on the public mind. The speeches of Lord Brougham, Mr. Roebuck and Mr. Wyse, on education, together with the efforts of the "Society for the Diffusion of Useful Knowledge," called forth new educational efforts from all parts of the kingdom. Amongst these was the prominence given to the Pestalozzian mode of teaching, or teaching as much as possible from objects. Mr. Dunning, the principal master of the Home and Colonial School in Gray'sInn-Road, was for many years a very distinguished teacher of this mode. Dr. Mayo of Cheam, by the publication of his "Lessons on Objects," carried the introduction of this method into many schools, and we have lately beheld a return to the Pestalozzian doctrine by the Dean of Hereford, and by Lord Ashburton, in their recommendation of the teach

ing of "Common Things," as if it were something new, and Peslatozzi were forgotten.

were

But amongst the most prominent individuals at the time we speaking of, who recommended various improved plans and methods of education, were Mr. James Simp son, Advocate of Edinburgh, in his very excellent work, "The Philosophy of Education;" George Combe, in his "Lectures on Popular Education ;" Mr. Henry Dunn, Secretary of the British and Foreign School Society in his "Principles of Teaching ;" and still later, Mr. Stow of Edin burgh, in his "Training System."

The labours of these and other eminent men were not lost. Independent of the effect on the minds of the juvenile population, the working classes were not slow to perceive the great advantages of an improved system of education. In 1837 they formed themselves into an association in London, called "The Working Man's Association," and issued an address in which they proposed to erect public halls or schools for the people, to be maintained by penny subscriptions. subscriptions. In these halls they were to have during the day, infant, preparatory, and high schools, in which the children were to be educated in physical, mental, moral and political science; and in the evenings, the rooms were to be used for public lectures, discussions, readings, musical entertainments, and dancing. They were to have Normal,or Teachers' Schools, Agricultural and Industrial Schools, Circulating Libraries, and even a Printing-office for the purpose of diffusing information. These halls were to have a commodious playground, a pleasure-garden, baths, a museum, a laboratory, and general work-shop. Teachers were to have agreeable apartments; and there were to be "healthful recreations for the industrial classes after their hours of toil, and to prevent the formation of vicious and intoxicating habits." Political improvements, of course, were not forgotten. It was from the bosom of this association that the peoples' celebrated Charter issued, which gave to the English language the words chartist and chartism; and their petition for this charter was signed by no fewer than one million two hundred and eighty-three thousand men. In

Such were the magnificent ideas and dreams of social and intellectual advance which the rapid radiation of knowledge awoke in the minds of the multitude, which began to imbibe its quickening spirit and to feel the stirrings of its power. It is needless to say that the greater portion of this glittering but unsubstantial fabric fell to the ground. It was speedily demolished by the rugged realities of life. The aspiring masses soon found that the growth of intellectual and social improvement was not that of a mushroom shooting forth full-formed under the first shower of spring, but more like the English oak, slow and enduring, suffering many a shock, and twist, and buffet from the eleinents, ere it arrives at maturity and triumph. Their favourite charter was quickly seized on by bold and unprincipled adventurers, wrested to aims of violence, and stamped in the eye of the public with characters that its originators never contemplated. Of all those superb halls, the so-called National Hall in Holborn is the only one which ever arose. It remains a solitary misnomer, yet still a school and a lecture room, in which the father and framer of the Charter, one of the mildest and best men living, still labours for the children of the poor. William Lovett, always averse to that physical force which O'Connorism imprinted, much to his disgust, on his bantling, the People's

Charter, will be found there, one of the most indefatigable and enlightened of schoolmasters; and he has, moreover, promulgated in an admirable little work, Social and Political Morality," the most elevated and philanthropic views.

About ten years ago a new element might be said to be introduced into many of our common schools, by the benevolent and indefatigable William Ellis, that of "Social Science,” or what may be better expressed, as the "Science of Human Well-being." This gentleman, who for many years previously had taken a great interest in the education of the people, seems to have been forcibly struck with the lamentable want that was seen in new educational systems, in no provision being made for imparting to the child that kind of knowledge which would enable him to perceive the foundation on which his future well-being as a man would depend. He saw that with all the professed regard for his religious instruction, for making him a clever penman, a skilful arithmetician, and an accomplished scholar, there were no means taken for enabling him to perceive that his future welfare or wretchedness must be mainly dependent on his own exertions, commencing with his boyhood, and continuing through life.

That for want of this teaching and training, the boy, otherwise accomplished as he might be, was sent into the world to feel his way as he best could, like a ship at sea without compass or rudder. Like an earnest man, Mr. Ellis was not content with merely writing and theorising, but commenced practically to see whether it was possible to impart this description of knowledge to the young. We understand that his first efforts were made at Mr. Holmes' excellent school at Camberwell, and subsequently at the National Hall School to which we have just alluded, and at the Birkbeck schools, of which he may be said to be the founder.

Having thus shown the possibility of making children comprehend the laws on which the wealth, prosperity, and happiness of a country depend, and the knowledge, industry, and skill which they must individually acquire, and the habits they must form in order to secure their own well-being, he soon induced by his

example a number of others to assist him in the good work. He has written, though mostly anonymously, a number of very excellent little works to aid teachers in imparting this kind of knowledge. Amongst them may be named, "Outlines of Social Economy;" "Progressive Lessons in Social Science ;""Introduction to the Study of the Social Sciences;""Questions and Answers suggested by a consideration of some of the arrangements of Social Life," &c., and the manner in which this practical teacher of the people's children enunciates his docrines may be judged of by a brief extract from his work, "Education as a Means of preventing Destitution."-" If it be seen that men are dependent for their well-being upon an abundant supply of food, clothing, shelter and fuel, and that these can be only obtained by a general prevalence of industry, skill, knowledge, and economy, and that those who are deficient in these qualities must suffer from want, or procure relief from others who are pre-eminently gifted with them, does it not follow that to work, to apply, to learn, and to save are social duties? And if it be seen that division of labour, interchange, partnerships, buying and selling, credit, and confidence, materially assist man in making his la bour productive, does it not follow that honesty, fidelity, punctuality, and order are social duties ?" In this Socratic and impressive manner Mr. Ellis teaches the science of social life, and we are glad to learn that he is now regularly engaged by her Majesty to teach this useful knowledge to our young princes!

Another great essential in the education of youth, that of giving them some knowlege of their own wonderful structure, and of the laws on which their health and enjoyment depend, was introduced about six years ago by Mr. Lovett into the National Hall and Birkbeck schools; and the delight taken by the children in physiology has led to its introduction into a number of other schools, as into the People's College at Nottingham, the Heriot Hospital schools at Edinburgh, and into the School of Design, the gentlemen connected with that school having visited the National Hall expressly,

and thence taken up the subject. Lectures on anatomy and physiology have been given to their pupils, and they are now advertising a set of designs by Dr. Marshall, for illustrating lessons on these important subjects.

We have thus traced the progress of education amongst the working multitudes of our cities, because education is of no particular party, but of all parties; for it would give us a very lame and false view of the case if we recognised only what government, the church, dissent, or particular associations have done. The effect to be produced is upon the mass, and it is necessary to take into the inquiry the efforts of the mass and of its friends of all kinds. And, indeed, the results of education on what used to be called the mob, have been amongst the greatest marvels of modern times. Before this ameliorating influence was applied, what a frightful picture did the state of the labouring classes present! On every recurrence of public difficulties, riots, destruction of machinery, demolition of bakers' shops, burning of barns, of ricks, of mills and manufactories; governmental coercions and severities, arbitrary enactments, suppression of the freedom of the press and of speech, firing upon and riding over the insurrectionary crowds, public cruelty, private resentment and social misery, these were the conditions of the British public. But we have now no longer a mob, we have a people. By education, a divine work, to which all classes, parties, and professions have contributed, we have tamed the savage, and raised him into the man. It is only by strikes that we now recognize the last, self-inflicting traces of the ancient, uninformed plebs.

As education has advanced, the demand for cheap newspapers and cheap books has advanced with it. Multitudes of cheap volumes from the presses of Chambers, of Sims and MacIntyre, Bohn, Routledge, &c., have supplied the eager and advancing demand for information. Not only books but periodicals have been brought within the reach of the million; and the "Household Words," "Chambers' Journal," the "Leisure Hour," the "Family Herald," the "London Journal," "Cassell's Family Paper," and numbers of others give

a vast amount of daily reading, much of it of an excellent stamp, at the cost of two pence or a penny a week. We have penny and two-penny newspapers of enormous circulation; nay, we have whole troops of penny daily newspapers. Before this reduction of literary cost, there were very few coffee-houses in London; now there are above 2,000 there; 500 of them have libraries attached, and one of these, Potter's Coffee-house in Long Acre, frequented greatly by the working classes, has upwards of 2,000 volumes. In every town you have your mechanics' libraries and people's libraries, and every day the people become more intelligent, more orderly, and indeed often the conservators of order. The year 1848, which saw the people of almost every continental country rising in revolution against their governments, saw ours comparatively calm, steady, and satisfied that they were advancing by a better road to the blessings of enlightened government. It is true, that a great amount of infidelity exists amongst our working classes; but that which was created in an eminent degree by harsh treatment and neglect, is fast disappearing under a more genial state of things, and no indirect influence contributes more to its extinction than the insight which is given into the workings of the Almighty through physiology, geology, and other natural sciences. This effect is again corroborated by history, where they soon perceive the great fact of the failure of every infidel experiment in government, and the success of the revolution in the United States, conducted for the most part by men of sound moral and religious sentiments.

Now, among our educational experiments it cannot be denied that very considerable success has attended the government plan in Ireland, whatever objections may be urged against it. We have before us the Twenty-first Report of the Commissioners of National Education --and what do we find? That in 1853 the Commissioners had 5,028 schools in operation, attended by 556,478 children, and at the close of 1854, the schools had advanced to 5,178, and the children in attendance to 556,551, showing an increase of 155 schools and of 73 in attendance -the attendance being affected by a

decrease of 12,781 in workhouse schools. The Board had at the close of the year 1854 no less than 5,128 teachers, including 285 assistantteachers. Of these teachers 2,298 had been trained. There are 142 Workhouse schools, containing 41,191 scholars; 10 District Model Schools with 2,904 pupils; and 155 Model Agricultural Schools consisting of 35 Model Agricultural Schools; 47 ordinary Agricultural Schools; 70 Workhouse Agricultural Schools; and 3 School Gardens. The total expenditure of the Commissioners for the year 1854 was £208,649 10s. 6d.

Thus it appears that the spread of that education is already considerable, which has sprung up since the establishment of the Board in 1833, and which is every year increasing. From every part of the country the reports of the inspectors seem, so far as they go, satisfactory. Dr. Patten, the Head Inspector of Schools, in his report, says of the National Schools, Religious instruction is regularly given on Saturdays, and before or after the hours devoted to the ordinary school business on the other week days, under the direction of their respective clergy, and in accordance with the wishes of their parents." As to the quality of the education given, the President of Queen's College, Cork, makes this statement in the first number of the "Journal of Industrial Progress "-"The progress of industry in Ireland will be found specially facilitated by the admirable training which the young people of the labouring and artizan class are now receiving in the primary National Schools. This education, it must be recollected, is not by any means confined to reading, writing, and arithmetic, but embraces the lesson-books, and otherwise, the elements of natural philosophy and physical science, general notions of political economy, and other subjects of practical interest, together with, in the higher schools, the elements of drawing, of agriculture, and, for females, of embroidery. To this nothing equal exists in Great Britain, and scarcely in Europe; and, moreover, in what are called the Model Schools, originally intended as model primary schools, but which have become really secondary schools

of a very high class-as, for instance, at Clonmel-the instruction given furnishes the sons of the middle class with the best and most practical education that can be had anywhere for a mercantile career, when the parents do not propose putting the boy through a complete University course."

This praise may be too high, but if we take the evidence of the commissioners and inspectors as sufficing, it is to a great extent borne out. The girls in the Female Industrial Schools are taught not only knitting, sewing, making nets for fishing and domestic use, but embroidery, point-lace and crochet work, at which they earn commonly three, four, and five shillings a-week each. In the Youghal school, £740 3s. 114d. was paid for such work, and in the other schools similar sums in proportion to the number of scholars. But, perhaps more than all, the Agricultural Schools are benefiting Ire land. Wherever they are established, the inspectors give the most cheering accounts of them. The boys work on the farms with delight; their health is improved; a new spirit is awakened in the whole neighbourhood. The farmers watch the system followed; are eager to seize on every improvement, and thus these schools become the nuclei of a fresh progress of agriculture in Ireland.

"It is

most gratifying to see the spirit of agricultural improvement," says Mr. Sheridan, the agricultural teacher of the Model Farm at Cahersherkin, County Clare," which is now beginning to operate in this neighbourhood, where nothing but prejudice against improvement and innovating improvers prevailed a few years ago.' And here again the testimony is the same from all quarters. Manures are carefully conserved and applied; there is a better rotation and variety of crops; instead of the ubiquitous potato, turnips, carrots, parsnips, onions, mangel-wurzel, and other vegetables abound.

We must be understood as not intending to enter here upon the religious phase of the question; we confine ourselves to asserting that the Irish National system possesses great elements, and has been adopted with success both by New South Wales and Upper Canada, where also the Irish school books have been adopted.

The latest class of schools which have sprung up are the Ragged and Reformatory ones. These deal with a large amount of the juvenile population, which is the most neglected, the most exposed to corruption, and which, in consequence, falls into the hands of executive justice at an early age. The Ragged Schools have sought to prevent crime, by seizing on and training morally, religiously, and intellectually, the forlorn crowds of children in our large cities, which before grew up as naturally to the commission of evil, as weeds grow in every neglected spot of our gardens amid the more cultivated plants. They were the staple supply of the courts of justice, the hulks, and the gallows. The Earl of Shaftesbury, with a noble and indefatigable zeal, has devoted himself to the organization of these most invaluable schools, and now there are 3060 schools giving instruction to 18,000 children. industrial principle is introduced into the Ragged Schools, and tailoring, shoemaking, brushmaking, turnery, blacksmithing, lithographic printing, and various other trades are taught; with household work, straw-bonnetmaking, needlework, and the duties of the nursery, to the girls. The society equips and sends out young shoeblacks into the streets of London, where you observe their red, blue, or yellow uniform according to their district, and their pleasant respectable demeanour. There are ninetyfive of these boys at work, and in the last year they earned the sum of £1,443 78.

The

The Reformatory Schools set themselves to reclaim and restore to society the youthful offenders who have already fallen under the penal discipline of the laws. As a teacher and advocate of Reformatory Schools, Mary Carpenter of Bristol has won a high and deserved reputation, and her works on the subject are calculated to awake a lively interest in this Samaritan movement. The reader will find this branch of our subject discussed more at large in another place.

Very recently Miss Burdett Coutts has introduced prizes into schools, stimulating teachers of schools for the poor to make themselves acquainted with the practical details of domestic life, especially cookery,