and Art Department from the Board of Trade has not affected them, except to enable the President and Vice-President to render the working of any points of contact between primary and secondary education harmonious and consistent.

The teaching of the applied sciences-chemistry, physics, natural history, mechanics, navigation, and the fine arts, taking drawing as an indispensable beginning constitutes the precise object of secondary education, developed in various ways by means of museums, schools, public examinations, payments for results, and the preparation of examples. Whatever advantages the Department is enabled to offer to the public may be obtained without requiring any denominational test, which the primary division of the Education Board at the present time demands. Except in the case of the public museums, which the public enter without payment at certain times, the aid tendered by the Department can only be obtained by a voluntary coöperation on the part of the public, and moderate payments, varying according to the means of the applicants for instruction, afford the test that the assistance sought is really valued. To obtain the assistance of the Department in establishing schools, there must be subscriptions from the benevolent to provide a capital for starting-the fees of students provide in great measure the current expenses and a partial payment to the teachers, whilst the Department comes in aid in various ways in paying for the instruction itself. Under this system all classes are enabled to take their proper share in it, and equal opportunities are afforded to the whole people for developing any talents they may be endowed with. The work thus done is mainly done by the public itself on a self-supporting basis as far as possible, whilst the State avoids the error of continental systems, of taking the principal and dominant part in Secondary Education.

No Danger of Over-educating.

It has been said, and particularly in reference to drawing, that the State is instructing people beyond their stations. I will not defend drawing, the necessity for which may be left to be dealt with in Mr. Burchett's lecture, except to say that Adam Smith half a century since observed, that "There is scarce a common trade which does not afford some opportunities of applying to it the principles of geometry and mechanics, and which would not therefore gradually exercise and improve the common people in those principles, the necessary introduction to the most sublime as well as to the most useful sciences. The public can encourage the acquisition of those most essential parts of education by giving small premiums and little badges of distinction to the children of the common people who excel in them." I will, however, answer the general argument against the over-education of the poor, by calling as my witness Archbishop Cranmer. It was proposed three centuries ago to admit to Canterbury Grammar School none but the sons of gentlemen; "Whereunto," as Strype in his Memorials relates, "the Most Reverend Father the Archbishop, being of a contrary mind, said, that he thought it not indifferent so to order the matter; 'for,' said he, 'poor men's children are many times endued with more singular gifts of nature, which are also the gifts of God, as with eloquence, memory, apt pronunciation, sobriety, and such like, and also commonly more apt to apply their study than is the gentleman's son, delicately educated.' Hereunto it was on the other part replied, that it was meet for the ploughman's son to go to plough, and the artificer's son to apply the trade of his parent's vocation; and the gentleman's children are meet to have the knowledge of government and rule in the Commonwealth. For we have,' said they, as much need of ploughmen as any other State; and all sorts of men may not go to school.' 'I grant,' replied the Archbishop, 'much of your meaning herein as needful in a Commonwealth; but yet utterly to exclude the ploughman's son and the poor man's son from the benefits of learning, as though they were unworthy to have the gifts of the Holy Ghost bestowed upon them as well as upon others, is as much as to say as that Almighty God should not be at liberty to bestow His great gifts of grace upon any person, nor nowhere else, but as we and other men shall appoint them to be employed, according to our fancy, and not according to His most godly will and pleasure, Who giveth His gifts, both of learning, and other perfections in all sciences, unto all kinds and states of people indifferently.' 'The poor man's son by painstaking will for the most part be learned, when

*

*

*

the gentleman's son will not take the pains to get it. And we are taught by the Scriptures that Almighty God raiseth up from the dunghill, and setteth him in high authority. And whensoever it pleaseth Him of His divine providence, He deposeth princes unto a right humble and poor estate. Wherefore if the gentleman's son be apt to learning, let him be admitted; if not apt, let the poor man's child that is apt enter his room.'"

Some pains have been bestowed to take care that the facilities in obtaining increased knowledge in science and art offered by the State shall not weaken or supersede individual exertions, but, on the contrary, aid and stimulate them by doing only those things which must either be done by some central authority or would otherwise be left undone. The argument is still held, but with less pertinacity than heretofore-the world becoming gradually more anxious to get at the great result than to quarrel about the means-that the State ought to abstain from all interference whatever in public education. One ground is that every thing should be left as much as possible to the laissez faire principle, and another, that whatever the State undertakes it must necessarily do less well than the individual could do it. Both these positions, true as broad principles, have in respect of public education been so unanswerably controverted by the first and most liberal of modern English writers on Political Economy, John Stuart Mill, that it is only necessary to refer to his work, where he proves that education is one of those things which it is admissible in principle that a Government should provide for the people, and that help in education is help towards doing without help, and is favorable to a spirit of independence.

Examples of the Utility of State Interposition.

Passing from the question of general education to the specific action of the Department, it will be right to give some instances of its functions which could not be carried out by any private agency. Neither Navigation Schools nor Schools of Art, in the present state of public intelligence, could well exist without the assistance that the State affords to them. The collecting of casts and examples of art from the national museums of other countries could only be systematically carried on by a Government agency. Already the French Government have permitted electrotypes and casts to be taken of the finest original works in the Louvre, Hotel de Cluny, and Musée d'Artillerie, at Paris, and these repetitions may be seen in the Museum. Arrangements have been made to obtain similar privileges in Dresden, Berlin, Frankfort, Vienna, &c. Thus in a few years copies taken by means of electricity and photography of the great Art-treasures in Europe will be collected for the benefit of this country; and, by a self-acting process be distributed as prizes to local museums and schools, and thus will lay the foundations for the establishment of local museums of art, wherever the people themselves may make the necessary arrangements for housing and preserving them. Another instance of the necessity for a central action, which may be open to public criticism, and be above the suspicion of partiality in administration, is shown by the establishment of the Educational Museum. This Museum is for the most part the assemblage of voluntary offerings of books, objects, and appliances for aiding education produced by different agencies, all competitors with one another. The producers of educational books and apparatus here willingly submit in competition to the public the publications they have issued. The public here may consult and compare together the different models of schools recommended by the National Society, the Home and Colonial Society, the Homerton College, and others. The Society of Arts, at the instigation of Mr. Harry Chester, originated the Educational Museum, and devoted several hundred pounds to its maintenance for a few months; but the loss arising from this useful enterprise proved that no private agency could maintain an Educational Museum. Whilst, for the benefit of general literature, the copyright law obliges the publisher to send to the British Musuem Library a copy of every work that he issues, the Educational Museum accomplishes for national education a similar object almost wholly by the voluntary contributions of producers. The State provides the house-room and custodyship, whilst the public themselves supply the con

tents.

Importance of Science to the Industrial Arts.

A somewhat narrow defence of State interference in promoting Science and Art may be found in the influences which they exercise upon the material prosperity of the country. It seems almost a truism to say that the successful results of all human labor depend upon the right application of the laws of science, which are not the less necessary because they may be unknown. In the early life of a people those laws are employed empirically. The savages of Lahore or Delhi have been great adepts in the application of the laws of color to manufactures, and have had no schools of art. The hides of oxen, in all quarters of the globe, were made into leather by means of scientific principles, long before chemistry had been matured into a science. But in these days of the scientific discovery of Nature's laws, the value of production, in all its infinite varieties, is materially affected by the right application of those laws; and such is especially the case among the more modern nations. Follow the history of the sheep, for example, in all its details, as shown in the Animal Museum. Liebig has taught us how essential to success are the proper relations between the earth and the food of the sheep, and the mutual reaction of each of them. The Duke of Richmond and Mr. Jonas Webb know well enough how to apply scientific laws that influence the production in the same animal of the greatest quantity of the best wool for manufactures, and of the largest amount of mutton for food. In every stage of the preparation of wool, chemistry and mechanics are brought to bear. Since the beginning of the Patent Laws in this country up to 1852, when the reform took place, upwards of 370 patents had been taken out bearing upon the preparation and uses of wool; and between 1852 and 1855, 142 patents have been taken out. These facts only indicate partially the amount of mechanical science applied. The combing, the carding, the drying, the felting, the spinning and weaving, are all good or bad in proportion as scientific laws are obeyed or not. And then, whether or not the garment, the hangings, the tapestry, and the carpet gratify the taste, is altogether dependent on the application of the laws which regulate beauty. To offer to every one in this kingdom the elementary knowledge whereby his labor may have the best chances of fruitful and profitable development, appears to be the aim, in its broadest sense, of all public expenditure on behalf of Science and Art.

Public Grants to Science and Art.

The total national expenditure for promoting Public Education and Science and Art in every way through the primary division of the Education Board, the British Museum, National Gallery, grants to Universities, and grant to this Department, may be taken, at the present time, to be in round numbers a million of pounds sterling, which, divided among our population, say, of 30,000,000, makes the contribution of each to average eight pence per head per annum. It is difficult to calculate the annual value of the production of this country; but I think, seeing that our imports and exports last year amounted to 288,545,680, it is not an over-estimate to place it as being worth 400,000,000l. a year. The State contribution towards Education, Science, and Art, which vitally influences this enormous amount, bears therefore the proportion of the outlay of one pound on behalf of Education, Science and Art for every 4001. of production, or one penny in every 1. 13s. 4d. The annual Parliamentary vote for the Science and Art Department only, being under 75,000l., is less than a five-thousandth part of the estimated annual production, and is about a thousandth part of the annual taxation of the country.

The Education Boards in England and Ireland, the Schools of Design, and the greater number of the grants for promoting Science and Art, have all arisen since the passing of the Reform Bill in 1830. It was rather the influence of the Crown that created the Royal Academy in 1768 than any public demand. And so feeble was the expression of public opinion through the Commons representatives in 1810 on the subject of Public Galleries, even if it existed at all, that the then Chancellor of the Exchequer is said to have refused to accept the Dulwich Gallery of Pictures as a gift to the nation, on the condition of housing

* Increased in 1868-9 to £1,614,433.

and taking care of the Pictures. Last year the Government, through Lord Stanley of Alderley, as President of the Board of Trade, built a structure on their own responsibility to secure Mr. Sheepshanks' munificent gift of pictures, valued at 60,000l., and Parliament afterwards cheerfully voted a sum, under 5,000, requisite for its cost. In half a century such has been the change of public opinion in respect of National Galleries of Pictures.

Art and Art- Teaching.

At

Inheriting the old Schools of Design, the Department, on behalf of Art, exercises a more direct and positive action than for Science; but even in Art every one may take any of the advantages offered, either in recommendations to masterships or prizes, whenever he may have acquired the requisite ability. It is not essential that he should have been a student in any school of art. present it seems necessary to have a Central Training School of Art for masters. There are no symptoms whatever that, if this function were not undertaken by the State, it would be performed at all; and certainly the provision of competent teachers is a first necessity to promote knowledge. Any one, however, can offer himself for a certificate of competency, although he has not been trained in the school. But the feebleness of voluntary efforts is shown in the fact that, since its establishment five years ago, only one person, not a student, has offered himself for such examination and succeeded at once in obtaining an Art master's certificate.

Science Schools.

The establishment of a Local School of Science, Navigation, or of Art, orginates entirely with the locality that wants it, and before the Department acts, certain things must be done, suitable premises must be found, and a certain constituency registered as being willing to be taught for a given time. The Department then grants partial aid in furnishing the necessary examples, recommends a master, who is appointed by the local committee if approved, inspects the working, tests the results by examination, and awards prizes. This partnership having been thus matured, all the advantages of the Central Museum and Library, and any experience the Department may have to offer, are placed at the disposal of every school, to use as it finds occasion.

The number of Navigation or Science schools of all kinds at the present time in connection with the Department is twenty-two. The number of Schools of Art throughout the United Kingdom at the present time is sixty-nine; and, according to the last returns, they were the means of educating upwards of 35,000 students in drawing and painting. These numbers include children in poor schools under instruction in drawing. Since the Schools of Design were expanded into Schools of Art, and made to embrace the teaching of drawing in public schools, the progress has been as follows:-In 1851, 3,296 students learning drawing cost the State 31. 28. 4d. each. In 1856, 35,000 students cost the State about 15s. each, as nearly as can be estimated.

It is not made necessary to create separate and special schools for teaching elementary science and drawing. Rules are established whereby they may be introduced into primary and existing public schools. Ten or fewer primary schools, offering in the aggregate 500 children for instruction in drawing, may obtain the services of a certificated teacher of Art, and the aid of the Department. This is a temporary measure until the general schoolmasters have acquired the power of teaching drawing concurrently with writing. The Primary Division of the Education Board will add eight pounds annually to the schoolmaster's certificate allowance when he is able to do this. It will be a great step when one town can show that drawing is taught in all its public schools; the schoolmasters teaching the elements, and the art-master of the district teaching an advanced class and inspecting the whole. Besides this direct action, the Department further aids by examination and prizes. There are three grades of examinations, and every one, however taught, is free to offer himself or herself for examination and take the prize attached to the grade. These prizes begin with a pair of compasses, and terminate with ten pounds' worth of works of art given to the School of Art which produces the student who successfully competes with all the other students of the whole schools.

Improved Diagrams and Examples.

The suggestion of improved diagrams and examples is another function of the Department. It is not too much to say, that the publication of Diagrams like Professor Henslow's for Botany, Mr. Patterson's for Zoology, and Mr. Marshall's for Physiology, all suggested by the Department, but published in the ordinary channels of trade, are the best which can be shown in Europe. In the Paris Exhibition there was no parallel exhibition to our own of the aids for teaching Science and Art, and this result is due to the abstinence of the Department from invading the province of the tradesman, which is too.common abroad. In the use of these examples by poor schools only, the Department is authorized to grant an aid of about forty per cent. Since this system was instituted in 1852, upwards of 1,500 public schools have been assisted, and all the private schools in the country have had better examples placed before them.

South Kensington Museum.

It has been said that the contents of the Museum here are very heterogeneous, although Science or Art is the basis of all the collections. The remark is just. These collections come together simply because space was provided for their reception. For years they had been for the most part either packed away unseen, or were very inadequately exhibited, and the public deprived of the use of them. The architectural collections belonging to the Department for years were buried in the cellars of Somerset House, and were but most imperfectly shown at Marlborough House. The prints and drawings possessed by -the Department had never been seen by the general public. The casts of the Architectural Museum are surely better displayed here than in Cannon Row. The union of these collections, and the addition of the models of St. Paul's and various classical buildings, betoken what an Architectural Museum may become, if the individuals and the State will act together. Every foreigner who has seen this commencement sees in it the germ of the finest Architectural Museum in Europe, if the public support the attempt. But for this iron shed, a Patent Museum might have remained a theory. The educational collections were packed away for three years unused, awaiting only house-room to show them. Since the Exhibition of 1851, the Commissioners had been compelled to store away the Trade collections which either are so attractive here, or have been usefully distributed to local museums. The Iron Museum is only to be regarded as a temporary refuge for destitute collections.

Besides proving the public value of these collections, the provision of space has signally demonstrated the willingness of the public to cooperate with the State when space is found. The Museum, covering above an acre, is already more than filled, although every division of it is far from complete. But even the present collections, crude and imperfect as they are, have sufficiently attracted public attention, to confirm their public utility; and it may be expected that the public will not grudge that proper house-room for their more systematic arrangement and development should be provided. It was prudent at least to try the experiment, which has been fully justified by success. Distinct buildings of a permanent and suitable character are wanted for the Patent Collection; for the products of the Animal Kingdom, which logically seems to be an appendix to the national collection of the animals in the British Museum; and for the collections of Education and of Art, as well architectural as pictorial, sculptural, and decorative. For each of these collections prudence would provide very ample space, as they must continue to grow as long as they exist. Models of patented inventions, specimens of animal produce, architectural casts, objects of ornamental art, and sculpture, can not be packed as closely as books or prints in a library. They require to be well seen in order to make proper use of them; and it will here be a canon for future management that every thing shall be seen and be made as intelligible as possible by descriptive labels. Other collections may attract the learned to explore them, but these will be arranged so clearly that they may woo the ignorant to examine them. This Museum will be like a book with its pages always open, and not shut. It already shows something like the intention which it is proposed to carry out. Visitors may see in the system of labeling, especially in the Animal Collection, how instructive every thing may be made. What would be otherwise passed