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Mr . DrUmmond , though " he differed from the gentlemen who opposed the bill on the ground that it would un-Christiaiuze the House . He did not think the measure could lave been entertained until the House was already un-Christianized . ( Laughter . ") The expression no doubt required explanation . They had by Liberalism completely obliterated all the essential principles which had hitherto guided this country in' ecclesiastical and political matters . When the amendment was introduced
by hon . gentlemen opposite , the . question was asked , Why not , in a religious matter , appeal to your Bishops ? Why , because they knew they would have six Bishops on one side and six on the other . What did they see every day ? The enormous cathedral of St . Paul empty , and Westminster Abbey empty , and Bishops going to an unconsecrated concert-room to preach , and then having the impudence to go down into the country and squabble with dissenters about unconsecrated burial-grounds . " ( Hear , hear . " )
The O'Donoghue objected to the bill , not because it admitted Jews , but because it refused equal rights to Roman Catholics , and virtually re-enacted the Act of 1829 , making the measure , in his opinion , a mere Ministerial job . —Mr . Ball spoke in support of the bill , but obtained a very reluctant hearing . —Mr . Dillwyn , who was likewise very unwillingly listened to , condemned the concession of the Government in admitting the clauses excluding Jews from certain offices , which imposed a disability . —Mr . Collins objected to the retention of
the Roman Catholic oath , and Mr . Bowyer opposed the bill because it reaffirmed and re-enacted that oath . — Mr . Deasy said , with the deepest regret , he could not vote for tlxe third reading of tnis measure , which , in his view , created for the first time an invidious distinction between the Koman Catholic subjects of her Majesty and those belonging to all other religious persuasions . At the same time , he could not bring himself to vote against the bill . ^—Upon a division , the third reading -was carried by a majority of 123 , there being 291 Ayes to 168 Noes . —The bill then passed .
THE METROPOLITAN WORKHOUSES . On the motion for going into Committee of Supply , Viscount Ratnham moved , as an amendment , that a select committee should be appointed to inquire into the condition and administration of the metropolitan workhouses , and into the arrangements made and carried out by the parochial authorities of the metropolis for the relief of the poor . —After a few words from Mr . Williams ( who disputed some of the facts alleged by Viscount RaynhanO , Mr . Bouverie deprecated the appointment of a committee , promising , at the same time , that the Poor-law Board should fuily investigate every case of mismanagement in a metropolitan workhouse which might be submitted to them . — Some further discussion ensued , and the House divided , negativing the amendment by 73 to 52 . The House then went into Committee of
SUPPLY . The discussion on the Civil Service Estimates was resumed , wien , on the vote of 361 , 233 / . for education , Mr . CowrER detailed the progress that had been effected in providing means of instruction for the community . During tne past year , grants of public money had been issued towards building 242 new schools and enlarging 262 existing establishments , supplying altogether additional accommodation for 32 , 000 pupils . In all , 7508 schools had been built , and were now subject to inspection ; the corresponding number in 1854 having been to be
4788 . Out of five million children now computed living in the United Kingdom between the ages of three and fifteen , the national inspectors reported that at least three millions were attending or had attended schools of some kind or other . —A prolonged discussion followed , of u very discursive chaructor . Ultimately , a division took place upon an amendment , moved by Lord Melgvni > , reducing the vote by 91 , 020 / ., being the amount of increase on this year ' s estimate as compared with 1856-7 . The amendment was negatived by 168 to 7 . The original vot « was then carried .
Several bills having been advanced a stage , on the House resuming , an adjournment took place at a quarter-past two .
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TUB EDUCATIONAX . CONFERENCE . Tub first of the three general Conferences held with a view to discussing fully the Educational question , « apecially -with reference to the early age at which the children of the working classes are removed from school , took place ot Willis's Booms on Monday . Prince Albort presided , ond several noblemen and gentlemen of distinction vero present . His Royal Highness addrossed tlio mooting as follows : — ' Gentlemen , we have mot to-day in the sacred cause
of Education—of National Education . This word , which moans no less than the moral and intellectual development of the rising generation , and , thorcfoso , the natlonul welfare , Is -well calculated to engross our minds , and opens o quostion worthy of a nation ' s deepest Interest and most anxious consideration . Gentlemen , the nation is nllvc to its importance , and our presence hero today gives further evidence ( if such evidence wTiro needed ) of its anxiety to give It that consideration . ( Ifear , hear , ) Looking to former times , wo find that
our forefathers , with their wonted piety and paternal care , had established a system of national education , based upon the parish organisation and forming part of parish life , which met the wants of their day , and had in it a certain unity and completeness which we may well envy at the present moment . But in the progress of time our wants nave outstripped that system , and the condition of the country has so completely changed , even within these last fifty years , that the old parochial division is no longer adequate for the present population . This has increased daring that period in England and Wales from , in round numbers , 9 , 000 , 000 to 18 , 000 , 000 , and , where there formerly existed comparatively small towns and villages , we now
see mighty cities like Liverpool , Manchester , Hull , Leeds , Birmingham , and others , with their hundreds of thousands , spr inging up almost , as it were , by enchantment , London having increased to nearly two and a half million of souls , and the factory district of Lancashire alone having aggregated a population of nearly 3 , 000 , 000 within a radius of thirty miles ! This change could not escape the watchful eye of a patriotic public ; but how to provide the means of satisfying the new wants could not be a matter of easy solution . While zeal for the public good , a fervent religious spirit , and true philanthropy are qualities eminently distinguishing our countrymen , the love of liberty , and an aversion from being controlled by the power of the State in matters
nearest to their hearts , are feelings which always most powerfully influence them in action . Thus the common object has been contemplated from the most different points of view , and pursued often upon antagonistic principles . Some have sought the aid of Government , others that of the Church to which they belong ; some have declared it to be the duty of the State to provide elementary instruction for the people at large , others have seen in State interference a check to the spontaneous exertions of the people themselves , and an interference with self-government ; some , again , have advocated a plan of compulsory education based upon local selfgovernment , and - others the voluntary system in its widest development . While these have been -some of the
political subjects of difference , those in the religious field have not been less marked and potent . We find , on the one hand , the wish to see secular and religioifs instruction separated , and the former recognized as an innate and inherent right , to which each member of society has a claim , and which ought not to be denied to him if he refuses to take along with it the inculcation of a particular dogma to which he objects , as unsound ; while we see , on the other hand , the doctrine asserted that no education can be sound which does not rest on religious instruction , and that religious truth is too sacred to be modified and tampered with , even in its minutest deductions , for the sake of procuring a general agreement . ( Mtich cJieering . y Gentlemen , if these differences were
to have been discussed here to-day , I should not have been able to respond to your iuvitation to take the chair , as I should have thought it inconsistent with the position which I occupy and with the duty which I owe to the Queen and the country at large . I see those here before me who have taken a leading part in these important discussions , and I am happy to meet them upon a neutral ground ; happy to find that there is a neutral ground upon which their varied talents and abilities can be brought to bear in communion upon the common object ; and proud and grateful to them that they Bhould have allowed me to preside over them for the purpose of working together in the common vineyard . I feel certain that the greatest
benefit must arise to the cause wo have all so much at heart by the more free exchange of your thoughts and various experience . You may well be proud , gentlemen , of the results hitherto achieved by your rival efforts , and may point to the fuct that , since the beginning of the century , while the population has doubled itself , the number of schools both public and private has been multiplied fourteen times . In 1801 , there were in England and Wales , of public sohools , 2876 ; of private schools , 487—total , 8368 . In 1851 ( the year of the Census ) , there were in England and Wales , of public sohools , 15 , 518 ; of private schools , 80 , 524—total , 46 , 042 ; giving instruction in all to 2 , 144 , 878 scholars ; of whom 1 , 422 , 982 belong to public schools , and 721 , 896 to the private schools . The rate of progress is further illustrated by statistics which show that in 1818 the proportion of day scholars to the population was 1 in These
17 j in 1888 , 1 in 11 ; and in 1851 , 1 in 8 . are great results , although I hope they may only be received as instalments of what has yet to bo done , But what must bo your feelings when you rcfleot upon the fact , the inquiry into which has brought ub together , that this great boon thus obtained for the mass of tho people , and which is freely offered to them , should have been only partially accepted , and , upon tho whole , bo , insufficiently applied as to render its use almost valueless ? ( I / ear . ) Wo are told that tho totnl population in England and Wales , of children between tho ages of 8 and 16 , being estimated at 4 , 908 , 696 , only 2 , 046 , 848 attend school at all , while 2 , 801 , 848 receive no instruction whatever . At tho Bamo time , an analysis of the scholars with reference to tho length of time allowed for their school tuition shows that 42 per cent , of them have been at school loss than one year , 22
per cent , during one year , 15 per cent , during two years , 9 per cent , during three years , & per cent , during four years , and four per cent , during five years . Therefore , out of the two millions of scholars alluded to more than one million and a half remain only two years at school . I leave it to you to judge what the results of such an education can be . I find further that of these two millions of children attending school only about 600 , 000 are above the age of nine . Gentlemen , these are startling facts , which render it evident that no extension of the means of education will be of any avail unless this evil , which lies at the root of the whole question , be removed , and that it is high time that the country should become thoroughly awake to its existence and prepared
to meet it energetically . To impress this upon the public mind is the object of our conference . Public opinion is the powerful lever which in these days moves a people for good and for evil , and to public opinion we must therefore appeal if we would achieve any lasting and beneficial result . You , gentlemen , will richly add to the services which you have already rendered to the noble cause if you will prepare public opinion by your inquiry into this state of things , and by discussing in your sections the causes of it as well as the remedies which may lie within our reach . ( Cheers . ) This will be no easy matter ; but even if your labours should not result in the adoption of any immediate practical steps , you will have done great good in preparing for them . It will probably
happen that , in this instance as in most others , the cause which produces the evil will be more easily detected than its remedy , and yet a just appreciation of the former must ever be the first and essential condition for the discovery of the latter . You will probably trace the cause of our social condition to a state of ignorance and lethargic indifference on the subject among the parents generally ; but the root of the evil will , I suspect , also be found to extend into that field on which the political economist exercises his activity—I mean the labour market— -demand and supply . ( Hear . ) To dissipate that ignorance and rouse from that lethargy may be difficult , but with the united and earnest efforts of all who are the friends of the working classes it ought , after all , to be only a question
of time . What measures can be brought to bear upon the other root of the evil is a more delicate question , and will require the nicest care in handling , for there you cut into the very quick of the working man ' s condition . His children are not only his offspring , to be reared for a future independent position , but they constitute part of his productive power , and work with him for the staff of life ; the daughters especially are the handmaids of the house , the assistants of the mother , the nurses of the younger children , the aged , and the sick . To deprive the labouring family of their help would be almost to paralyze its domestic existence . ( Cheers . ) On the other band , carefully collected statistics reveal to us the fact that while about 600 , 000 children between the
ages of 3 and 15 are absent from school , but known to be employed , no less than 2 , 200 , 000 are not at school , whose absence cannot be traced to any ascertained employment or other legitimate cause . You will have to work , then , upon the minds and hearts of the parents , to place before them the irreparable mischief which they inflict upon those who are entrusted to their care by keeping them from the light of knowledge , to bring home to their conviction that it is their duty to exert themselves for their children ' s education , bearing in mind at the same , time that it is not only their most sacred duty , but also their highest privilege . Unless they work with you , your work , our work , will bo vain ; but you will not fail , I
feel sure , in obtaining their co-operation if you remind them of their duty to their God and Creator . ( Cheers . ) Our Heavenly Father , in his boundless goodness , has made his creatures that they should be happy , and in his wisdom has fitted his means to his ends , giving to all of them different qualities and faculties in using and developing which they fulfil their destiny , and , running their uniform course according to his prescription , they find that happiness which he has intended for them . Man alone is born into this world with faculties far nobler than the other creatures , reflecting the image of Him who has willed that there should be beings on earth to know and worship Him , but endowed with the power of self-determination , having reason given him for his guide . He can develop his faculties , place himself in harmony with his divine prototype , and attain that happiness which is
offered to him on earth , to bo completed hereafter in entire union with Him through the morcy of Christ . But he can also leave these faculties unimproved , and miss his mission on earth . Ho will thon sink to the level of the lower animals , forfeit happiness , and separate from his God , whom ho did not know how to find . ( Much cheering . ) Gentlemen , I say man lias no right to do this , he has no right to throw off the task which ii laid upon him for his happiness ; it 1 h Ma duty to fulfil his mission to tho utmost of his power ; but it is our duty , tho duty of those whom Providence bus removed from this awful struggle and placed boyond this fearful danger , manfully , unceasingly , and untiringly to aid by advice , assistance , and example , tho groat bulk of the people , who , without such aid , must almost inevitably Bucoumbto tho difficulty of their task . They will not cast from thorn tho aiding hand , and tho Almighty will
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June 27 , 1857 . ] THE LEADEB . 605
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Leader (1850-1860), June 27, 1857, page 605, in the Nineteenth-Century Serials Edition (2008; 2018) ncse2.kdl.kcl.ac.uk/periodicals/l/issues/vm2-ncseproduct2199/page/5/
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