AGRICULTURAL EDUCATION. 191 



in the negative. I learned that classical learning was by no 

 means uncommon in Ireland, and among some even of the 

 poorest of the people. Schools, likewise, of a more humble 

 character, abound in Ireland, and benevolent efforts are making 

 to extend and improve them. 



It would be wrong, however, to infer, from what I have stated 

 above, that education in Ireland is every where of a high char 

 acter, or that it is universal. I might do wrong to say even that 

 it is general, though it is certainly much more general than is 

 usually supposed. Many parts of Ireland are wrapped in thick 

 darkness, with its usual concomitant, the grossest superstition. 

 Indeed, without impugning the prevalent religion of Ireland, a 

 fair proportion of the ministers of which are indefatigable in 

 their pastoral labors, and disinterestedly devoted to the welfare 

 of their flocks, it will not be denied that it discourages the 

 general or extended education of the people. I speak of what 

 strikes me as facts in the case, and neither attribute nor insin 

 uate any unworthy motives. Nor would England, as far as my 

 impressions go, gain much by a comparison with Ireland in this 

 respect. In England the higher classes are not without strong, 

 and it may be conscientious prejudices against the education of 

 the lower and laboring classes. The course of education, at the 

 national schools in England which I have visited, and they are 

 not a few, is certainly of a meagre and limited description, 

 embracing no more than reading, spelling, writing, and the 

 study of the Bible, the catechism and the creeds, with the com 

 mittal of hymns to memory. To my inquiry of a noble and 

 enlightened woman, the benevolent patroness and supporter of 

 a large school, and to whom, how much soever I might differ 

 from her in opinion, it would be impossible to ascribe any want 

 of kind regard for her dependants and beneficiaries, whether it 

 would not be useful to teach these children some geography, 

 and induce them to read some books of -general knowledge, her 

 reply was, that &quot; she wanted none of the ologies, neither geol 

 ogy, mineralogy, nor chronology, taught in her school ; and that, 

 in her opinion, it was quite enough of general knowledge for the 

 children to know their prayers and the catechism ; and of geog 

 raphy, for them to be able to find their way from their house to 

 their work, to the school, and to the church.&quot; If I had not met 

 with repeated instances of the same avowed sentiments, and of 



