used in their schools: and they employ Roman Catholic teachers on the condition that no other books are introduced into the schools. With such liberal views, with such a sound and rational system of education, so efficient and conciliating, it is impossible for them, even on their limited scale, not to be successful, and eminently useful.

But what is the nature of that general system of education which shall prove adequate to the instruction of the Irish poor? This is a question of the greatest importance, and merits a most serious attention. In a country, where the people are ignorant and superstitious beyond the conceptions or belief of the inhabitants of Britain, and where bigotry and prejudice exist in the same proportion, that system of education must indeed be happily constituted, which will have the effect of awakening from the stupor of barbarism and error, which will neither be regardless of the prejudices, nor inadequate to the wants of the populace. Such a system should be universal in its extent,-formed on liberal principles,--and minutely accommodated to the varying circumstances of the people.

It should be universal in its extent. It therefore evidently must come from government alone: private societies may do some good, but

infinitely less than what is required. At any rate the education of the inferior orders seems a matter far too important to be left to the casual and uncertain efforts of benevolent associations. Indeed, there seems no way in which education can become universal but by a legal establishment of Parochial Schools. In every parish, therefore, in Ireland, there should be at least one school; not supported by uncertain charities, but by the proprietors, under the express authority of law or, if one school be found inadequate, as I believe in most instances it will, let there be two. These, if conducted on the plan recommended by Bell or Lancaster, will be found sufficient in all the country parishes to afford instruction to the youth which they contain; at all events they will go a great way towards supplying the deficiency. As to the salary of the school-master, it should be respectable and yet moderate: if it be high, it will render him independent of his own exertions, and indifferent as to the number or the improvement of his pupils; if it be too low, it will render him inconveniently dependent on his scholars, and consequently less respectable. I should imagine that £ 25 on an average would be reckoned throughout Ireland a good salary; with the addition no doubt of a house, and school-wages at an inferior rate.

It has been thought by some, that the most efficient way in which government can promote the education of the various orders of the people, is by making the accomplishments of reading, writing, and arithmetic, essentially necessary to every subject at a certain age, or when entering on the different pursuits and professions into which human life is divided. "The public can impose upon almost the "whole body of the people the necessity of

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acquiring those most essential parts of educa“tion, by obliging every man to undergo an "examination or probation in them before he

can obtain the freedom in any corporation, or "be allowed to set up any trade either in a "village or town corporate.

"It was in this manner, by facilitating the "acquisition of their military and gymnastic "exercises, by encouraging it, and even by im"posing on the whole body of the people the "necessity of learning those exercises, that the "Greek and Roman republics maintained the

martial spirit of their respective citizens. They facilitated the acquisition of those ex"ercises by appointing a certain place for learn

ing and practising them, and by granting to "certain masters the privilege of teaching in "that place. Those masters do not appear to

"have had either salaries or exclusive privi

leges of any kind. Their reward consisted al"together in what they got from their scholars; "and a citizen who had learned his exercises "in the public gymnasia, had no sort of legal "advantage over one who had learned them pri"vately, provided the latter had learned them "equally well. Those republics encouraged "the acquisition of those exercises, by bestowing little premiums, and badges of distinc"tion upon those who excelled in them*."

A

This stimulus in the present state of society, would, of itself, prove inadequate to the promotion of general education; though united with parochial schools its utility must be immense. The public may distribute among the youth attending these seminaries prizes and badges of honour, which, though trifling in themselves, will excite emulation, and will greatly further the ends of instruction. By this means the people are not only put in possession of the means of education, but reminded that the accomplishments which they acquire at school, are necessary to the improvement of their condition, to their advancement in the path of distinction and honour."

But in order to render a national system

*Smith's Inquiry, &c. v. iii. p. 188

of education truly useful in Ireland, it must be formed on the most liberal principles; there must be nothing connected with it unnecessarily offensive to the prejudices of the natives. Any inattention to this circumstance will render useless the best scheme of national education. It becomes the more needful to advert to it, since it appears that there is a party in the country whose proscribing notions will not permit them to encourage any national plan of education, unless the catechism and liturgy of a particular church be employed; a party that would rather witness the fair fields of Ireland lying waste and desert, than that any means of culture should be applied different from those which the episcopal body has ap pointed. When a poor nonconformist or methodist happens, from pure benevolence, to collect a few straggling and ragged children, and teaches them to read the bible, and attempts to impress its beautiful morality on their yielding hearts, these gentlemen exclaim against it as a deadly sin, as a most base, insidious, and heretical act, because the catechism and liturgy of the English church have not been consulted. If those poor children, to whose instruction the parish clergyman pays no regard, are so fortunate as to be taught by a quaker or methodist, this said clergy,

*