2,528,387. There were in that year of public and private primary schools, 2,832. The number of children attending the schools was 304,459.

In Hanover the population is 1,684,000. There are 3,428 primary schools, containing 214,524 scholars, or 1 in 7.9 of the population. There are six Normal schools.

The population of Denmark in 1838 was 2,032,265, the number of children of age to go to school, 300,000; the number of elementary schools was 4,600 ; the number of scholars in attendance on them, 278,500 ; so that the whole population was receiving instruction.

And now having stated what has been done, what our probable resources are, and what is requisite to be done in order to place the education of the people of our own country in the same advantageous position as education in other nations, I think that we must come to the conclusion, that without some more direct interference on the part of the State than that which now exists, we cannot succeed in the great object which every patriot as well as every Christian must have at heart. Upon the present system of educating through the instrumentality of voluntary associations, assisted by the State, there is no probability of our obtaining a sufficient number of efficient primary schools, or that systematic training for the great mass of the people which is an essential

of education. That the present system has been tried, every one must be glad, because unless the experiment had been made, the persons in this country, whether Churchmen or Dissenters, who are earnest

part

in their religion, would never have been satisfied. With one voice, the Church and Dissent demanded that they might be permitted to attempt that universal education of the people to which both parties had directed their attention before the question of Education became a popular one. The two parties have acted not so much in a spirit of opposition to each other as in a spirit of generous rivalry. The experiment has been made, and it has failed: I mean failed so far as to convince practical men that further measures are absolutely necessary, and that the State must effect what voluntary associations will never accomplish.

Let us, then, see what steps may be taken, without violation of religious principle, and, if so, what steps ought to be taken. In order to do this, let us ascertain why there has been so strong an objection on the part of religious men, whether Churchmen or Dissenters, against every proposal which has hitherto been made in favour of a State Education.

Statesmen, as well as others, will always find that it is the part of sound policy, as well as of honesty, to " tell the truth and shame the devil.” When a suspicion exists that falsehood lurks at the bottom of a measure proposed for our acceptance, repugnance to it is straightway excited. If the State promises what it is quite clear the State is unable to give, then, because its promises are known to be false, a prejudice is excited against its proposals. It is abundantly clear that the State cannot give a religious education, as the word religion is understood by unsophisticated minds. The assertion that it is desirable thst the

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State should educate, and that its education must be a religious one, which is, as I shall show, in one sense true, must greatly awaken suspicion when the assertion is made by those who are known to have no religion, properly speaking, themselves. It is suspected that an evasion is intended, and that it is meant to keep the word of promise to the ear, but break it to the hope. There is an instinct in the religious mind, which excites a suspicion that the principle is enunciated merely to silence opposition ; and the question at once occurs to the practical English mind (to which religion is not a sentiment, but a reality); when

you speak of religion, what religion do

you

intend? The Churchman asks, is education to be based on my religion? if it be, I am ready to sacrifice every thing in order to work with the State. But no; this cannot be; for this would exclude a large and influential portion of the community, the Protestant Dissenters. And then comes the question from the Dissenters; will you base education upon protestantism, or the admission of every species of doctrine and opinion except those which are peculiar to the Church of Rome? This cannot be; because it would lead to the rejection of Roman Catholics. Will you base religion, then, on the Bible, and the Bible only? The difficulty now occurs as to the version to be used, whether the authorised version, the Roman Catholic, or the “ Unitarian" version. What, then, is the religion the Statesman will give us as the basis of education ? Upon investigating the subject, we find that a notion prevails among careless people, that religion may be treated as either general or special: special religion

is doctrinal, and general religion is some system of morals which, being divested of all doctrine, looks so like no religion at all, that religious persons at once perceive, that when people talk of an education based on such a religion, they seek to deceive themselves as well as us, and utter a falsehood.

Now all really Christian persons must stand opposed to any system of education which being professedly based

upon this general religion, which is no religion, will in fact unchristianise this country. To sepårate the morality of the Gospel from the doctrines of the Gospel, every one who knows what the Gospel is, knows to be impossible. The doctrines of grace and of good works are so interwoven that they must stand or fall together. Faith and works, doctrine and morality, are like body and soul; the pretended mother

may be willing to divide them, they who know what the Gospel is, like the true mother before the throne of Solomon, will suffer any affliction before they will consent to it. Satan could devise no scheme for the extirpation of Christianity, more crafty or more sure than this, which would substitute a system of morals for religion. The generality of mankind content themselves always with the lowest degree of religion, which will silence their conscience and aid their self-deception : they desire to believe as little as they may without peril to their souls, and to do only what the majority of their neighbours say they must. On this general religion, which is no religion, this semblance of religion, this shadow put for the substance, the majority of the people of England will, under such a system of education, be taught to rest as

on

sufficient. Instructed that this will suffice, they will proceed no further. They will be brought up to suppose that Christian doctrine is a thing indifferent, an exercise for the ingenuity of theologians, but of no practical importance. They will thus be educated in a state of indifference to the Christian religion ; indifference will lead to contempt, contempt to hostility: they will regard the Blood of the Covenant as an unholy thing, and crucify afresh the Lord of Life. Such a system of education would be indeed like snow, it might reflect light, but could not be a source of heat.

I believe that all religious sects and parties will, on this ground, combine to resist any State education which is professedly religious; and I believe that it is because statesmen have supposed it necessary, in order to conciliate religious persons, which they have entirely failed to do, by talking of their education as based upon religion, that the strong feeling of opposition to State education has been excited. But their position will be changed, if they tell us that while the State recognises the necessity of a religious education, it can itself only give a literary and scientific education; and that it will obtain from others a blessing which it cannot confer itself. It makes an essential difference whether a part is put for the whole, which is the fact under the systems hitherto proposed; or whether the literary education of the State be declared of itself insufficient, and only one department of a great work. If the State says that it will make provision for literary or secular instruction, calling in the joint aid the Church and Dissenters to complete the education ; if it divides education into two departments, assuming