364 . Moral Statistics of France. 



When Milton took it in hand to write " of the reforming of education," 

 he treats it as "one of the greatest and noblest designs that can be thought 

 on, and for the want whereof this nation perishes." And he aimed at 

 nothing less than " to point out the right path of a virtuous and noble edu- 

 cation, laborious indeed at the first ascent, but else so smooth, so green, so 

 full of goodly prospect and melodious sounds on every side, that the harp 

 of Orpheus was not more charming."* Since the time of our divine poet, 

 we may hope that a partial advance has been made to the attainment of this 

 "goodly prospect;" but as respects the great bulk of the youthful popu- 

 lation, we have yet to discover and agree upon the best mode of imparting 

 to them a virtuous and noble education ;t — an education which shall give 

 the children of every class an accurate knowledge of their true position in 

 society, and shall impress them with the conviction, that "all their fa- 

 culties and blessings, their senses, talents, and reason, are held either for 

 use or abuse ; eitiier to be ill or well employed : and that they will ac- 

 cordingly reap the fruits, eitlier of their diligence or of tiieir neglect." 



Tills is not the place to discuss the question of the expediency of com- 

 pulsory education by the state; — "a question which seems dependent on 

 the general circumstances of a country, and which must be determined by 

 social and political diversities rather than by universal and inflexible prin- 

 ciples." But without calling for its interference to such an extent as this, 

 we may consistently urge the duty of the state to promote the cause of 

 education in other ways, particularly by grants in aid of voluntary do- 

 nations, and by the establishment of Normal schools for the education of 

 well-qualified teachers. At present we have masters to teach what they 

 know but indifferently themselves, and one of the highest offices a human 

 being can perform is frequently entrusted to persons who can bring no 

 certificate of their proficiency, and whose low qualifications effectually 

 degrade what should be a high and honourable profession. J "It is the 



• Letter to Mr. Samuel Hartlib, 1650. 



-f- Less perhaps to discover than to realize. The complete and luminous develope- 

 ment of the principles of a sound education suited to all classes, — in its threefold division 

 of physical, intellectual, and moral, — for which we are indebted to Mr. Simpson, 

 must leave us as a people without excuse in continuing longer in the old ways, which 

 in this instance at least, experience proves to be those of error and disappointment. 

 No one can rise from the perusal of Mr. S.'s work without the conviction that he has 

 laid open the true path to national improvement, and that if we neglect longer the 

 manly culture of the popular mind, " the sin lieth at our door." Were not Mr. S. 

 "one who is above the pursuit of praise," the cordial admiration of his labours 

 which his countrymen have publicly expressed, would be all that he could desire : 

 but his enlightened patriotism will find its best reward in the testimony of conscience 

 and in the anticipation of those blessings, which his country will ultimately derive 

 from his exertions. 



J " Until some care be taken to give the same security by law for the health of 

 the mind, as is given for the health of the body ; until schoolmasters are subjected 



