of order, industry, and attention. We rejoice in its rapid progress; and in spite of the insinuations, too illiberal to be worthy of a more particular notice, which have been thrown out on the subject, we rejoice to see the church rising in her strength to claim the guidance and management of this powerful engine. No one, who rightly appreciates either her sound and scriptural doctrine, or her pure and apostolical discipline; who has found the spirit of supplication in her admirable liturgy, or the spirit of wisdom and understanding in her full, yet concise, catechism, can doubt of the propriety of making our national religion the groundwork of our national education. It is an established truth, that the growth of the tree follows the early bent of the sapling; that the germs of our most lasting attachments, and the grounds of our most adhesive habits, are formed in the ductile and impressible season of youth. It is evident, therefore, that the only security for the maintenance of that veneration for our national religion, which is an inheritance from those, who, in the good cause of its establishment and preservation, counted not their lives dear to them, is the ensuring to the great body of the people an education adapted to its principles. With this view many societies have been instituted in different parts of the kingdom, the plans and proceedings of which are distinctly and usefully detailed in Mr. Iremonger's publication, particularly those of the Hampshire Society, of which he is a secretary, and which has been distinguished for its judicious and effective exertions.

He was particularly well qualified for the task he has undertaken, by "an extensive official correspondence" in which he had been engaged, and which "enabled him to compare the means pursued by other diocesan or district societies, with the plans adopted by the central committee at Winchester; not however satisfied with the partial advantages which an epistolary corre spondence can at best afford, he is lately returned from a very extensive tour through the country, undertaken solely with a view of personally obtaining the assistance and advice of those who have been his most active co-adjutors, and of enquiring into the regulations of large or small societies, as well as of separate schools."

The volume is avowedly, in part, a compilation; but the word must, in this instance, convey an idea very different from that of an excuse for idleness, which is generally attached to it. It is evidently a collective mass of information gained at a considerable expence both of mental and bodily exertion; and we think that the spirited manner in which its author devoted himself to the task of acquiring this information would have entitled

him to public gratitude had he been even less successful in the

search.

He begins with an account of the institution and proceedings of the Hampshire Society, written with that sort of lively interest which shews that it is fortunate in having a secretary whose heart is in the cause. Our limits will not allow us to enter into any of the details which occupy the first part of this volume, and which are the fruits of the author's laborious undertaking to enquire personally into the measures and plans of all the diocesan and district institutions. Those who are connected with societies of this kind, as yet in their infancy, or have it in contemplation to promote their establishment, will find the statement particularly useful, as affording them models of judicious arrangement, and enabling them to profit by the experience of others.

The resolutions of the society at Wandsworth (page 43), and the proceedings of the committee for the deanery of Tendering (page 65), are particularly worthy of attention. The whole aecount is calculated to prove, that those difficulties which are discouraging to many in the outset, will vanish by degrees before the persevering assiduity of the resolute and intelligent prómoters of the system. In minds of the proper temper for public usefulness, resistance provokes exertion, and difficulty is the 'parent of success.

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The fifth chapter contains a collection of " addresses" to various orders of people, written by different hands, but breathing the same spirit of zeal in the service, and calculated to convey information and remove prejudices. In the first part of these, the address to the great, by the Rev. Thomas Scott, secretary to the deanery of Tendering, there is a short hint, to which we shall be glad to afford an additional chance of catching the eye of those for whom it was intended.

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But shall the gentlemen of England take care of sheep and oxen only, and pay more regard to the breeding of cattle, to the training of a horse, or even to the breaking of a dog, than to the education of a countryman and fellow Christian ?**

The address to farmers, churchwardens, and overseers, written by the Rev. G. Heathcote, abounds in judicious observations, and exposes most ably and satisfactorily the futility of the preva lent grounds of objection to the education of the poor. We are tempted to quote one or two passages passages from it.

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If, indeed, they were merely to be taught to read, it might be doubtful whether such a degree of instruction would be an advantage to them or not; but it should always be recollected (though, unfortunately, it is always forgotten by objectors to the education

of the poor!) that when we propose to teach the children of the poor to read, the great object is, to make use of this ability to read, when they have acquired it, for a particular purpose, viz. that of instructing them in the doctrines and duties of the Christian Religion; that, being brought up in the fear of God and the faith of the gospel of Christ, they may be useful, sober, and honest members of society in this world, and obtain eternal happiness in the next. This, I say, is the great object, and the art of reading is to be considered as only subservient to it. The extreme ignorance of those poor persons who have never been at school, as to the nature, history, and obligations of their religion (notwithstanding all the pains taken to instruct them) is truly lamentable! Every parish minister who has been accustomed to prepare his young parishioners for confirmation will attest this fact.

"Recollect farther, how useful the knowledge of reading is to the poor in the case of severe illness. It is proper that the minister of a parish should visit the sick; and his business then is not only to pray with them, but to enlighten their minds with religious instruction, and to excite in them true faith and repentance. Judge then, how difficult it must be to inform the ignorant, or to awaken hardened and thoughtless sinners to a sense of their spiritual danger at such a moment, if they are unable to read! Bodily pain and disease distract and weaken the understanding: and hence it is found that ignorant persons, labouring under sickness, are slow in comprehending spiritual information and advice, and that their attention can be kept up only for a short time. Little, therefore, can be taught at each visit; and, except in lingering diseases, many visits can seldom be made before the sufferer is either insensible or deceased. On the other hand, when those persons are afflicted with sickness who have been taught to read in their youth, and have been otherwise well instructed, the minister generally finds them not only acquainted with the gospel truths, and constantly capable of understanding his observations, but he is enabled, by recommending certain parts of the scripture to their perusal, and by leaving with them some suitable sermons or religious books, to continue, as it were, his instructions to them even during his absence and it is a fact, that instruction thus conveyed by reading at this awful season, generally makes a strong and lasting impression."

"But it is farther objected by some, that

"II. When the poor are thus instructed, they become high-minded, and are above doing the work proper for their station. I much doubt the correctness of this remark. There may, perhaps, be some few Sinstances of such an effect having been produced by education; but the generality of the children who have been brought up in Sunday and weekly schools will be found, upon enquiry, to have no such disposition. Those who have been instructed in the schools of this description with which I am acquainted, have, on the contrary, proved well-behaved, humble. and industrious, in whatever way they

have been employed. The fact is, that the instances of high-mindedness and discontent alluded to have been occasioned by the want of a more general system of instruction for the poor. For when there are few schools for gratuitous education, and consequently a small number only of the children of the poor can be instructed in them, among those who are so taught there may be some who, on account of the education which they have received, will fancy themselves qualified for higher situations than those for which they are designed. But if all were taught upon the same plan (which is the object of the new institutions), it is obvious that no one could pretend to higher qualifications (with respect to instruction) than the rest; and, consequently, the more you make the education of the poor general, the more effectually do you remove the ground of this objection. What is the case in Scotland,where all the children of the poor are regularly instructed in parish schools? Are they above their work in consequence of being taught? by no means. They are the most orderly and industrious class of people in the united kingdom; and you may depend upon it, the poor people of this country, if properly and universally instructed in what is necessary for them in their rank of life, would be equally humble, orderly, and industrious." (P. 94-100.)

The whole of this address does credit to the good sense and practical wisdom of its author, and we join in the wish expressed in a subjoined note by Mr. Iremonger, that it may be printed in a detached form, and widely circulated.

Much good advice is contained in the addresses to parents; and we would wish in particular to recommend the following enforcement of parental responsibility to general attention.

"Remember the solemn account you must one day give before the awful judge of quick and dead. Consider that the children entrusted to your care will be strictly required at your hands; and that if their destruction be owing to your neglect, their blood will rest on your heads. Strive, therefore, to bring them up in the nurture and fear of the Lord. Use your endeavours to lead them in the right way, and let your example be to them for good, and not for evil. Be frequent and earnest in prayer to the throne of grace, that they may be preserved long from all the temptations of the world, the flesh, and the devil: that the seed now sown in their infant minds may be watered by the dew of heaven, and bear fruit unto life everlasting. Thus may you humbly hope for comfort during life, and peace of conscience in the hour of death; and that having seen your children adorn their high and holy profession here on earth, you may be able to stand in the last great day, and to say with joy and confidence- Behold me, Lord, and the children whom thou hast given me."

The last of these addresses contains some useful hints to schoolmasters, or schoolmistresses, under instruction in the new system of education.

The sixth chapter is devoted to a discussion on the best mode of applying the Madras system to the education of the female poor, who are much indebted to the author for the very close attention which he seems to have paid to this part of his subject. Indeed the minute information about straw plat, coarse and fine marking, binding petticoats, sewing gathers," &c. would have led us to suspect that the title of M.A. included arts not strictly academical, had it not been for an acknowledgment of advice and information from some female friends in this part of the "Suggestions." We really think no part of the volume more creditable to the author than this, because it marks so decidedly his paramount wish to be useful; and we can assure those of our readers, who are anxious to form schools on the new system, for the benefit of the female sex, that they cannot apply to a better source for guidance as to their mode of proceeding. In the account of different feniale schools, which forms part of this chapter, we meet with a phenomenon which puts in a strong point of view the great leading feature of Dr. Bell's improved system (p. 157). "It is a remarkable circumstance, that the mistress of this (the Hereford) school cannot herself read. She was elected from her knowledge of work, and the excellence of her general character." The fact also bears pretty strong testimony to the diligence of the ladies who superintend this esta blishment, as well as to what we may call the judicious boldness which marked their choice,

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The seventh chapter affords good instruction as to the best mode of deriving benefit from endowed schools. The making admission into them a reward of good conduct in the new schools, which thus assume a probationary character, seems a particularly desirable one. The author here also, with that evident feeling of real interest which gives a pleasing character to his whole work, follows the scholars beyond the walls of the school, and points out a method of retaining a hold upon them after their entrance into life, and influencing them to the practice of the good principles which have been inculcated upon their minds. It is not a matter of mere speculation, but has been adopted in the Circus-street school at Liverpool; the regulations of which, on this point, will be found in the 179th page of the “Sugges tions." The remainder of this useful volume contains a great deal of matter calculated to obviate. the difficulties which are often met with in the first institution of schools on the improved system, and also to prevent the evils arising from their mismanagement. In the first class may be reckoned the bints on the subject of building school-rooms, which are accompanied by a drawing of

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