man must have it that the church is in danger from the zeal and enthusiasm of dissenters. This conduct is certainly too contemptible to be taken notice of, were it not for the influence it may have on the destiny of Ireland: {

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Here it is manifest, that no liturgy or church catechism belonging to any Protestant church can be employed in any system of national education which may be introduced; since in that case the catholics will consider themselves excluded. The bible, however, may be introduced without offending their prejudices. It is read in all the schools that are under the patronage of the Hibernian Society, where children of every religious denomination attend;

And surely this, as a religious book, is sufficient, without any commentary, to improve and enlighten;-to promote all the ends of christian morality. Indeed, it seems not a little singular, that professing christians should oppose a plan of instruction in which the daily reading of the sacred writings is included, and where the benefit of millions is concerned, because their favourite catechetical exposition, is, for reasons of expediency, omitted. In the case of Ireland, we have to consider, not what is the best possible system of education, and what those religious books are

which in such a system should be included, but the nature of that plan which is adapted to existing circumstances, which is universally practicable and efficient.

In the last place, a national system of education in Ireland, in order to be useful, should be minutely accommodated to the varying cir cumstances of the people. It is of so great importance to attend to this peculiarity, that the very best scheme of instruction will be frustrated by its neglect.-If, for example, the school-masters in those districts where the Irish is spoken, are acquainted only with the English language, and are unable to teach the people in their own tongue, it is perfectly evident that little good can be expected. Though half a dozen of such school-masters should be ap-: pointed to each parish, their exertions will be of little avail to remove ignorance and superstition; to conciliate the favour and secure the good will of the natives, while they are ignorant of the only tongue through which these natives can receive information. The first qualification requisite for the majority of Irish teachers, though there should be one in every parish, is a knowledge of the Irish language. Without it, their best efforts will be almost useless; with it, the happiest effects will result in a very few years: and that po

consider as dan

pulation which is now sunk in poverty and wretchedness, and which some gerous to the security of the

British empire,

will gradually rise to comfort and opulence, and by their firm and steady attachment to the liberties of their country, will remove the suspicions and jealousies which their more fortunate brethren entertain respecting them.

After all, is the introduction of the plan of education, which I have now adverted to rather than described, practicable? In ascertaining the truth on this particular, it is necessary to attend to the extent of funds requisite, to the facility or difficulty of procuring qualified teachers, and to the disposition which the Irish discover to receive instruction.-As to the fund necessary to support a national system of education, it must no doubt be very considerable; but when viewed in relation to the magnitude and utility of the object which it is to promote, and to the wealth of that country and government from whose revenue it must proceed, it will appear trifling. That sum of money must indeed be immense, which is too great to be expended in removing ignorance, in diminishing vice, in increasing the intellectual strength and resources of the empire, in rendering less necessary the presence of military power, and in augmenting the happiness

of the very useful though inferior orders of society. The money expended in this way, though its returns are not direct, is far from being fruitless: it may with propriety be compared to the exercise of the husbandman in sowing the seed, which, to a perfect stranger to agriculture, may appear folly, since the scattered corn may seem for ever lost as the abundant crop, however, rewards the patience of the husbandman, he receives the grain which he has committed to the earth many fold: so, that national system of education which requires much labour and a large expenditure of wealth, and whose cost seems immensely disproportionate to the effects which it produces, will imperceptibly tend to enrich the empire by an increase of industry, of enterprising genius, and will ultimately more than compensate for all the money which its institution and support have required. It is, then, so far from being a pecuniary loss, a considerable gain to the state with which it is connected; it directly saves money to the government by rendering the presence of an extensive military establishment unnecessary; and it puts the whole community in possession of those qualities and powers by which its opulence and prosperity are indefinitely augmented.

Besides, the fund requisite to support a na

tional system of education in Ireland is not so great as it might seem. The salary of a school-master in that country, may, owing to the cheapness of provisions, be very moderate; while the trifling fee which in most cases it will be expedient to receive from the scholars, will form an important addition to the teacher's income.

I have already expressed my opinion as to the possibility of procuring an adequate supply of school-masters. There are many in the Highlands of Scotland, who for a small salary, and on account of the respectability which they associate with the character of a teacher, would willingly go to Ireland. The number of candidates will increase with the demand: if this be great, there will be no scarcity in the market. And for my own part, I can perceive no obstacle whatever arising from the want of school masters, to the establishment of an universal system of national education in that country,

But the most important of all inquiries on this subject is, are the people of Ireland disposed to favour the establishment of schools; are they anxious to educate and enlighten their children? And, yet, when we advert to some circumstances connected with the history of Ireland, this question, when put with regard

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