under one master, and setting them to teach each other. The grand error of the system is, that boys are brought up without any reverence for their teachers; and it is to be feared that the teachers themselves acquire habits of self-importance, which are not good for them. I have not unfrequently observed what might be termed a disgusting degree of intelligence and self-possession in these young leaders, which augured ill for their happy course in after-life. They would be just the youths to make Radical spouters and Chartist leaders. Their behaviour causes something of the same sensation in one's mind as to witness an impudent democrat on his trial in a court of justice, cross-examining witnesses, and addressing the jury, with all the coolness of villany and conceit. In both instances there is an outraging|| of propriety and consistency; and I am not without fear lest the unnatural precocity in a national-school teacher may have the effect of bringing him to the position of the Chartist leader. However, I fear we are not likely to get rid of our monitorial schools. The only remedy or palliative of this system is, when a school is so pervaded by the watchful eye of the master, that his authority seems present every where, when the teachers seem to be merely his mouthpiece. To accomplish this object, a high degree of order and discipline are necessary. When the master is not personally present in any class, the established discipline and prescribed rule should be his representative, both to curb the caprice of the boy-teachers, and to impress the children with the feeling of an unseen authority. It is very possible for an exceedingly able master to infuse this spirit into a school conducted by monitors; but it requires a better training for the masters themselves than they have hitherto received, though I sincerely hope and trust that the training-schools now springing up in each diocese, and the attention now paid to the subject of education, may be blessed by Divine Providence, to an increase of good masters, and consequently of good schools."

CHAP. XXII. On State-Education. The archdeacon found Mr. Primer able to give him so much valuable information on the subject of schools, that he often availed himself of opportunities to call in and talk with him.

"There are many," said the archdeacon, "in the present day, who seem to look on education as the great panacea for all our national evils. Give the people education, imbue them with the love of knowledge, and they will see the folly of drunkenness and immoral habits, and become good moral members of society."

Mr. P. "I am afraid that the notion that education,-understanding by that term, as the persons you allude to understand it, the com

munication of knowledge, -is efficacious to
prevent crime has been found by experience
to be altogether fallacious. Many of the most
regular frequenters of low beer-shops, and
other places of evil resort, are sharp and clever
fellows. The inmates of our jails are many of
them as well educated, as regards mere know-
ledge, as persons in the working-classes can
be. It appears to me that the mere teaching
to read and write, or communication of know-
ledge to any extent, has no influence what-
ever on the moral character. The highest edu-
cation of this sort only makes the immoral
man somewhat more refined in his vices; it
has no tendency whatever to rid him of them."
Archd, 66
You are quite right. The grace
of God alone can effectually amend the heart';
and, if this be so, then that education alone
is valuable which brings the motives or con-
straints of religion to bear upon the indivi-
dual character."

Mr. P. "There is a fallacy with regard to the influence of education which deserves to be noted. It is observed that persons in the respectable classes of life, as they are termed, are less prone to gross sins than the lower; and it is certain that these persons are, generally speaking, the best educated. Hence it is inferred that education is the cause of their superior morality. Whereas the truth is, that it is not their education, but their position in society, the restraints imposed on them by their external connexions, the fear of losing caste, which preserves them from openly gross vices. That it is so, and not their education, is evident from two facts: first, that persons in the upper or middle classes are often as really sensual and vicious as those below them, only their vice is less gross and obtrusive; secondly, that when the external restraint of public opinion is removed, the educated and the uneducated are equally vicious, unless influenced by religious motives."

Archd. "I think, as far as my experience goes, that your observation is quite correct. The clever Chartist lecturer, who deludes and influences a number of men, draws up resolutions, issues placards,-what good has his education done him? It has only made him more mischievous, and desperately perverted. He is a worse member of society even than the illiterate man whom he deceives and directs; and consequently it appears that education, without sound religious principle, would be no boon to a nation; on the contrary, would only make the people more turbulent and unmanageable."

Mr. P. "And this argument, so far from being an argument against education, is rather an argument for it, provided it be good and sound."

Archd. "Many well-intentioned persons have been anxious to see a general scheme

adopted by the State for educating all the government, may think of this sort of interpoorer classes, such as exists in many conti-ference with their family concerns, it is quite nental nations, especially Prussia, where it is certain that it would be very repugnant to thought that education has made greater pro- our English feelings and habits; and the atgress than in this country. England is sup-tempt to enforce education would only set posed by these persons to be the worst-edu- our people against it." eated country in the world; what think you, Mr. Primer?"

Archd. "No wonder the Prussians can boast of a larger average number of the population under education than there are in England, if this is the way in which they beat up for recruits in their schools."

Mr. P. "It may be admitted that education is not cared for as it ought to be in England. The immense increase of our population, the early age at which they are obliged Mr. P. "There is another objection to the to work, the unmanageable masses which are Prussian system, which would render it even congregated in the manufacturing districts, more unpalatable to the English than the all these have been great drawbacks in the compulsory arrangement. What I mean is, way of education, and perhaps may cause the the impossibility, under the existing religious statistics of English education to be inferior divisions in this country, of teaching children to those of Prussia or France. And yet this whose parents are of different religions in one may be no reason for our adoption of the con- school. The English have determined rightly tinental system, which is, in truth, the off- that religion must be taught, or that education spring of the revolution. I suppose it may is worth nothing; and they are also rightly be assumed that education makes the man; very jealous that true religion should be taught why, then, should we adopt the system of fo- their children. People who do not care much reign nations? We do not want our children about the distinction of religion-such as are to be Frenchmen or Prussians, but good, true- || your latitudinarian education doctors-cannot hearted Englishmen. Therefore, let us in-understand why all the children should not be quire what system of education has made our taught some general sort of religion which nation what it is, and trained up the national may suit them all-why they should not mind; and let us endeavour to carry it out to merge their religious differences, and imbibe perfection, and make it co-extensive with the the latitudinarian notions of their would-be wants of the people." managers. But we have to thank God that this sort of half-infidel way of dealing with the matter is not acceptable to the English people. English parents, or at least a large proportion of them, desire that their children shall be brought up in the same religion as themselves. Dissenters do not like the notion of their children being brought up as Churchmen: Churchmen have no notion that a religious education can be a good one, which will suit equally his child and that of the Dissenter. He sees at once that it is all a delusion to tell him so. The members of the reformed Church justly object to such an education as will admit the child of the Romanist, and will leave his own child unguarded against the errors of popery. The latitudinarian wonders at this feeling, and does not perceive that he himself is actuated by an intolerance of what he supposes bigotry, and wishes to force all people to adopt his own latitudinarian notion. He cannot endure that people should differ from him in opinion; and would, if he were able, be quite as arbitrary as those whom he most blames, and force them all to be latitudinarians, by educating them at his latitudinarian schools."

Archd. "I agree with you, that the sort of education under which our forefathers were trained could not have been a bad sort of education, or they would not have been the men they were. But might we not adopt the Prussian method of extending education throughout all ranks of the people?"

Mr. P. "I doubt whether we could adopt the Prussian method in England with advantage. There are several insuperable objections which render it inapplicable to our national ways and habits."

Archd. "What are they?"

Mr. P. "In the first place, it is compulsory; enforced by state-regulations, fine and imprisonment. Look here, sir, at an extract from a recent volume published by Mr. Laing. 'I asked an intelligent Prussian,' he says, 'what would be done if a parent refused to send his child to school. He told me that he || had recently been at a police-office when a man was brought in for not sending his girl to school. She could not read, although advancing to the age to be confirmed. The man said his wife had a large family of young children, and his girl had to keep them, when she came from her work, while her mother was washing for them, and doing other needful family works, which she could not do with a child in her arms. The man was told that he would be committed to prison, if he and his wife did not send their girl to school.' Now whatever the Prussians, with their military

Archd. "You seem to think, then, that a common state - education is undesirable in England."

Mr. P. "Rather, I should say, impracticable; and this is one amongst many sins for which the Dissenters, and they alone, are responsible. If they had not sinfully left the

in the mere mechanical management of a school,-this may easily be acquired, and yet he who acquires it may be entirely deficient in those sound principles by which alone he can educate youth in the paths of virtuous knowledge, but the primary object of the Diocesan Board was to train up young men in the sound religious principles of the Church, so that they might be able to communicate the same to those whom they were appointed to teach. It would have been difficult to find a man more fit to be placed at the head of an establishment of this sort than Joseph Primer. The archdeacon plainly set before him the advantages and disadvantages of the appointment. The emolument was perhaps not greater than what he now obtained, but his power of doing good would be greatly increased ; for instead of being a mere master of an ordinary school, he would now become a teacher of teachers. Joseph Primer, though a humbleminded man, was not unaware of his peculiar suitableness for this office, and therefore at once accepted it, and entered upon his office determined to devote the whole energies of his mind to the performance of his responsible || duties.

Church, a general system of education might easily have been adopted. But this is rendered impossible by their sinful separation. For in the present temper of men's minds, slaves as we are of liberalism, even under a Conservative government, a minister dare not take the straightforward, manly course of aiding the Church in her education of the people, and leaving those who cannot avail themselves of such education to do as they please. If he proposes a grant of money. for education at Church-schools, an impudent liberal gets up and demands whether the education of the country is to be placed in the hands of a sect; and the minister, having the fear of liberalism before his eyes, and, in truth, the taint of it in his heart, shrinks from giving the answer which he ought; namely, that he recognises not the claim of any sect, but desires to place the education of the country in the hands of the Church-the Church of the living God the recognised and established Church of England. Perhaps under such circumstances the less government interferes with education the better. The simple question with a government should be this: can we, under existing circumstances, give effectual aid to the Church in educating the people In order to qualify him for his office, by in true religion? If they can, that would be giving him the weight of authority, the bithe right straightforward course. But if they shop himself suggested that he should be cannot do this, let them beware of meddling. admitted to holy orders. Whether persons For the same body to educate Churchmen in occupying the position of Mr. Primer ought Church-principles-to educate Dissenters, so not to be admitted to the dignified offices of that they may be the more able to attack the || the Church-whether the suspended prebends Church--to vote money to Romanist schools, might not be most properly applied to this and breed up enemies of the reformed faith,- purpose or, if that is not to be expected, wheis so preposterous a way of acting, that we may ther some other mode of attaching them to hope its very absurdity will prevent it from our diocesan establishments may not be debeing carried to any great extent. The grant vised,-may possibly deserve the considerato Maynooth College is one of the greatest tion of our rulers in Church and State. At anomalies in our very anomalous actual con- any rate, none who know the arduous nature dition; and its entire failure as a healing of a schoolmaster's office will dispute that measure is a standing memorial of the ab-handsome retiring pensions should be prosurdity, or rather sin, of doing evil that good||vided for those who diligently and conscienmay come of it."

CHAP. XXIII.-The Conclusion. Not long after the circumstances related in the foregoing chapter, an offer was made to Mr. Primer, the acceptance of which removed him to one of the most responsible and influ- || ential offices in the country. This was the management of the Diocesan Training-School. The great defect in the character and qualification of many national and commercial schoolmasters, and the ascertained fact, that many of the latter were men imbued with dissenting principles, had roused the attention of influential persons; and a scheme had been devised for remedying these evils, one prominent feature of which was the establishment of a diocesan college or school, at which young men might be trained as masters. It was not only intended that they should be exercised

tiously perform their duties.

We must not take leave of our reader without informing him of the destiny of some of Mr. Primer's pupils with whom he has been made acquainted. Any one might safely have foretold that George Freeman would turn out well. High abilities, industry, and prudence, are sure to obtain deserved success. Young Freeman is on the high road to respectability, competency, and probably to eminence. At the same time, one who views the world with the eye of a Christian will at once discern, that of all stations, worldly success brings with it the most of danger and temptation. Ambition, covetousness, pride, forgetfulness of God, over-attachment to the world, these are the trials to which the successful man is subject. We sincerely hope that our young friend will be enabled by the grace of God to surmount these difficulties. If any thing can keep him

form the settlement of our superabundant population. Many unknown species of animals and plants were carefully noted. At length, in the midst of these discoveries, a large portion of their provisions was lost in crossing a

safe, it is the sound principles instilled into him by his excellent master. And we have heard of acts of self-denial and high principle on the part of George Freeman, which enable us to hope and believe that he will not fall into the overwhelming tide of world-river. The small stock which remained was liness and covetousness with which the world is beset, but will follow his Redeemer's steps, and prove a bright example to the men of his generation.

He lay

soon exhausted, and they began to retrace their steps, with no other sustenance but such as the woods and rivers provided. Here Scamper's skill with his gun and line was Our friend Harry Scamper's fate has been eminently useful. At last ammunition began different from that of his schoolfellow. The to fail; and, to add to their difficulties, the excellent discipline of Mr. Primer's school, natives shewed signs of hostility. It was in a and the high religious tone of his instruction generous attempt to prevent a collision beand management, were not without their ef- tween his party and the native tribes, in which fect on the mind of this young man. Never- Scamper exposed himself, almost alone, to theless, the natural or early-implanted spirit || prevent bloodshed, that he received a severe of restlessness and adventure adhered to him wound from the spear of one of the native through life, and brought him to a premature chiefs. This unprovoked attack was speedily end. On leaving school he was placed by his avenged by his companions, who dispersed friends in a merchant's office, and might, as it the assailants by a fire of musketry. For is termed, have done well. But the confine- several days they carried Scamper with them; ment of an office ill-suited his restless mind. until, seeing that in their exhausted state Heobtained permission from his parents to emi- the safety of the whole party was endangrate to Australia. Here he found occupation gered, he generously insisted on being left which suited him; and amidst the excitement behind, on the condition, that as soon as they of effecting a settlement in a newly discovered || arrived at the settlement, which was still discountry-amidst the wild scenes of nature, in tant six days' journey, they should send back a strange land, he found congenial objects for for him. Accordingly, giving him the small his ardent spirit. His excellent principles of portion of provision which they could spare, justice and integrity, based on Christian prin- they placed him in a thicket under a spreadciples, rendered him eminently useful in a ing palm-tree, and resumed their route. It country where the restraints of law are little was about ten days after, that those whom known, and society is, in a manner, reduced they sent returned to seek him. to its elements. In particular, his humane on the place where he had been left, his protreatment of the natives not only won their visions were consumed, but his life had deattachment, but was the cause of inducing parted from him. A calm and peaceful exmany to adopt the Christian faith. Still, his pression lighted his manly countenance, and early-implanted love of excitement remained in his hand was a small copy of the holy in full force, and induced him to join an ex- Scriptures, given him several years back by ploring-party which was setting out into the his beloved master, and from which, in all his interior of the vast and unknown continent. difficulties, he had derived a sure and certain There could be no reason why he should not comfort. We can scarcely lament the early join such an expedition, nor could any one be death of one who so died. more suited for it. We cannot say that this There is only one remaining pupil of Mr. is not an honourable and legitimate way of ex- Primer's with respect to whom our readers ercising the peculiar talent which he possessed. will expect to be informed. This is our little Successful explorers, Columbus, Cooke, and, friend Jack Wilkins. He was several years in later days, those who have explored the younger than the other two, and has but very Arctic regions, or the torrid zone, have been recently left the school. We are sorry that the means of introducing civilisation and it is not in our power to give our readers Christianity amongst tribes which hitherto any very certain intelligence of his prospects. have dwelt in heathen ignorance. And such Not that we have cause to speak of them as ardent spirits are deservedly admired by men; gloomy; on the contrary, we have great reaand, we doubt not, if they act on Christian son to hope that he will be a respectable, useprinciples, are rewarded by God. Neverthe-ful, and conscientious member of society. The less, they who embrace such a life must make up their minds to encounter imminent danger. || It is the price they pay for the gratification of excitement. The party to which Scamper joined himself penetrated, with great success, for many hundred miles; discovered rivers which may ere long bear ships of commerce on their bosom, and rich plains, which may

discipline of Mr. Primer's school has been of infinite use to him. At present, he seems disposed to do credit to his training. All depends on this one point, whether he continues in the right course in which he has been directed, or whether the scenes in which he is now again placed, and the examples of a somewhat ill-judging and doubtful-minded