A MINISTER OF PUBLIC INSTRUCTION.

349

mittees in every school district, I would have one other officer, and he should be among the highest in the State, indeed, a member of the Cabinet; and whatever might be his name, he, in fact, would have to fulfil the functions of the minister of public instruction. The business of his office would be a general supervision of all the national schools in the kingdom. He would have to determine, on the application of the school committees, what extra schools should be built. He would apportion the sum of money to be given to each district, for masters, for books, and repairs, and a hundred other things. Besides this, the Normal schools would be wholly under his control, and he would have to select for himself, and on his own responsibility, the masters and governors of each. In addition to these duties (and it will be understood that I am only giving a rough sketch of what those duties would be), in his character of general supervisor of schools, it would be his duty to make suggestions as to improved modes of teaching, and as to subjects that might be taught. Suggestions coming from a Minister of his high station would always have great weight, so that, by care and industry, he might materially and constantly improve the whole system of education. In furtherance of the same end, also, it would be a very important part of his duty to watch over the composition of books of instruction. The vital importance and great difficulty of this task can only be duly appreciated by those who have paid great and minute attention to the subject of education. The composition of books for the education of mere children is one of the most difficult portions of art. On this point M. Cousin well remarks, when touching on this matter :—“Je ne reprocherais M. le Ministre, de ne pas appeler quelques instans de votre attention sur les livres qui sont employés dans les écoles populaires, de diverse importance en Saxe Weimar. Rien n'est plus difficile à bien faire que de pareils livres, et le defaut d'ouvrages convenables en ce genre est une des grands plaies de l'instruction populaire en France." It may be said to be so of all instruction whatever in England; and no Minister could perform a greater service for his countrymen than by providing for the composition of works adequate to the business of instruction. Further into the details of my plan I need not now enter. All these matters must necessarily be made the subject of very close and careful inquiry, over which, it is to be hoped, wisdom will preside, unswayed by passion, prejudice, or partial interests. I have now, Sir, gone through

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EDUCATION AND THE FUTURE OF ENGLAND.

the whole of this very dry and unamusing detail, and have performed, to the best of my ability, the onerous task I had proposed to myself. The subject itself is not attractive; and it has, I fear, been rendered still less so in consequence of the inadequate ability of him who has brought it before you. I cannot, however, quit this subject, and leave it in the hands of the House to be dealt with according to their judgments, without appealing to them with the most unfeigned and deep anxiety, to weigh well, and without the bias of any party feeling, the great question which is now before them. They are not now to determine upon any minute portion of the general welfare, but upon the whole of the multitudinous interests of this mighty empire. They are called upon, in their high character of legislators, to determine on the future destinies of many millions yet unborn ; and to say whether their happiness shall be left to the caprices of chance, or be fostered, guarded, and directed, by the paternal care of a wise and benevolent Government. You have this day to declare whether the Legislature of England is imbued with the spirit— whether it possesses the character and feeling—which should distinguish the rulers of an enlightened and generous people; whether we are anxious for the welfare of all, however lowly, and solicitous to provide for the well-being of the most helpless classes amongst us. Perhaps, I may be permitted to observe (and I do so without any intention of manifesting disrespect for this House) that we have not, perhaps, a body of legislators who could have satisfied the expectations that are formed respecting us. There is but too generally received an opinion, that we are not solicitous concerning the wellbeing of the mass of the population of the poorer classes---but that all our acts and determinations result from personal, or certainly from partial, considerations. The most effectual answer that we could give to such statements, the most powerful means we could employ to regain our place in the affections of the people, would be to prove to them, by passing the Resolutions which I shall immediately read, that we are alive to their dearest interests, and that we have determined industriously to forward them by the most effectual mode which our judgment can devise. If we do this, we may be regardless of all hasty and partial declarations concerning our motives and our conduct. A patient and thoughtful people, such as the people of this country, will truly appreciate the benefit conferred on them by this beneficent determination, and bestow on

THE NATIONAL EDUCATION OF THE WHOLE PEOPLE. 351

us a reward that the proudest would gladly receive-a grateful nation's heartfelt and affectionate approbation.-The hon. Gentleman concluded, by reading the following Resolution:-"That this House, deeply impressed with the necessity of providing for a due education of the people at large; and believing, that to this end the aid and care of the State are absolutely needed, will, early during the next Session of Parliament, proceed to devise a means for the universal and national education of the whole people."

INDEX.

(See also Table of Contents, Table of Statutes cited, Table of Cases cited,
and Table of Ecclesiastical Documents cited.)