chial seminaries, of which the benefit began to be sensibly felt about the period above mentioned." This quotation is taken from a sermon, preached by the Rev. Francis Wrangham, F.R.S. before the judges of assize, at St. Peter's cathedral, York. The simple circumstance of "un-needed gaols," in so extensive a country as Scotland, affords a striking proof, that the doctrine of the illustrious Bacon, is something far beyond theory; and on that account, I have thought it better suited to my purpose, to draw the reader's attention to so strong a fact, than even to state the opinion of that great and wise man. Scotland, as well as un-needed gaols, has poor laws like England,* but her educated children scorn to seek for charitable relief. The Lord Advocate, Hope, is reported to have stated in the House of Commons, that "there were more convicts transported in one quarter session from Manchester, than from all Scotland in twelve months." He observed also, that "the executions in Scotland, on an average, did not amount to more than six in the course of any one year." I confine myself to the single observation, that no great change in the diminution of crimes can take place,, excepting by the establishment of some system of education which shall extend itself to every class of the community, and impress the rising generation with a knowledge of their duties, and furnish incitements to perform them. The greater number of criminals, in every state of Europe, are of that class which is the most destitute of every species of education, whether of instruction, or of example, which latter is more powerful than precept. Scotland, where education is more general than in any other country of Europe, is likewise the least degraded by crimes. The tables, given in the works of Howard, shew that fifty-eight prisoners only have been condemned to death in the space of twenty years, in this kingdom; whose population amounts to at least 1,600,000 souls, an average of scarcely three in each year; while during the same period, four hundred and thirty-four have been condemned to death, in the circuit of Norfolk, in England; comprehending six counties, whose population can be hardly estimated at more than 800,000 persons, besides eight hundred and seventy-four sentenced to transportation, making an annual average of sixty-six capital convicts. In New England,+ where (Rhode Island excepted) the laws and manners of the people powerfully concur to render education general among every class of citizens, there are comparatively fewer crimes committed than in any other part of America (excepting where the system of criminal jurisprudence has been altered, and in Pensylvania, where the new management of prisoners has taken place). Education is within the reach of the great body of the peo * See the Notes to Mr. Whitbread's Speech, by Mr. Horner, and the Rev. Sir Harry Moncrief. Cobbett's Parliamentary Debates, vol. viii. p. 878. + A comparative view of mild and sanguinary laws, and the good effects of the former exhibited in the present economy of the prisons of Philadelphia. By the Duke De Liancourt, p. 41. to e ple; but there the penal code is milder, and the discipline of the prisons more strict, more severe, and more accordant to the principles of justice. In this latter state, out of ten convicts, in general seven at least are strangers, and natives of Ireland in particular, who bring from their own country, little else besides poverty, ignorance, and habits of indolence, the seeds of every vice; which, however, have not produced their fruit so plentifully there as in other countries, the price of labour being high, and employment easily obtained. On this account, the acquisition of the means of subsistence is so facilitated, as scarcely to leave any one, although ever so idle, in danger of want. The criminals, who are natives of the states, are likewise commonly of that class which is the most destitute of education. Can these facts, which are so well authenticated, and of such indubitable authority, leave any doubt, as to the methods we ought to pursue to correct and diminish crimes, or of what success we may expect from the attempt? 9* Well might Drennan say of Knowledge— "Majestic tree that proudly waves, "And the world's garland deck thy boughs."+ Having devoted this chapter to the subject of education, I find it impossible to discuss it in a manner satisfactory to myself, without adverting to the religious differences in Ireland, which I intended to reserve for a separate discussion. But the farther I proceed in my inquiry, the more strongly do they force themselves upon my attention, and by closer examination, I find these differences so intimately connected with my leading object, that they could not be separated from it entirely. The people of Ireland are, I may almost say, universally educated: many of my readers will, no doubt, smile at this expression; but I must beg leave to re-assert, that I do not know any part of Ireland so wild, that its inhabitants are not anxious, nay, eagerly anxious for the education of their children; yet "crowded gaols, ferocious turbulence, habitual slothfulness, gloomy bigotry,"§ are traits in the Irish character, constantly exhibited to the public view. How can such faults exist where the people are educated?—This seeming inconsistency requires explanation. During a part of the time I was in Ireland, I traversed nearly a whole province in company with my friend the Rev. Joshua Rowley, See Duke de Liancourt, ibid. p. 41. + Drennan's Glendalloch, London edit. Mercier, 1802. See the Eleventh Report of the Commissioners for Education, in Ireland, where this is stated with warious authorities. Rev. Mr. Wrangham's Sermon. Rector of Stoke, by Neyland, in Suffolk, to whom the education of the poor is at all times a particular object of investigation. Were it necessary, therefore, to call for any evidence of the existence of universal education in Ireland, I should refer to that gentleman, by whom it was particularly observed: "amidst some of the wildest mountains of Kerry, I have met with English schools; and have seen multitudes of children seated round the humble residence of their instructor, with their books, pens, and ink, where rocks have supplied the place of desks and benches."* Lord Selkirk, who is well known wherever he goes to travel to good purpose, has seen much of Ireland; and on the 5th of May, 1810, his lordship remarked to me, that he was struck with "the extraordinary anxiety of the lower orders in every part of Ireland where he had been, to educate their children." Mr. Ensor assures me, "that education is universal, and that those parents who cannot read and write themselves, are the most anxious that their children should learn these useful arts:"+ It would be tedious to adduce farther authorities for the fact which I have stated. So long ago as 1779, Mr. Young remarked the same thing; Mr. Newenham speaks of it in the south of Ireland; and I could refer to passages in most of the County Surveys, which prove it beyond a doubt. It is, however, to be understood, that I allude here to the education acquired by the great mass of the common people, and the only thing connected with it, the remembrance of which gives me pleasure, is the desire manifested to obtain it. As to the manner in which it is conveyed, I cannot speak in terms of sufficient reprobation. The common schoolmaster is generally a man who was originally intended for the priesthood; but whose morals had been too bad, or his habitual idleness so deeply rooted, as to prevent his improving himself sufficiently for that office. To persons of this kind is the education of the poor entirely intrusted; and the consequence is, that their pupils imbibe from them enmity to England, hatred to the government, and superstitious veneration for old and absurd customs. I cannot call to mind the character of a common Irish schoolmaster, without comparing it with the description of a Scotch one, as given in the preamble to the Act of 1803, where it is stated, We'd's Killarney, p. 167. + A desire of knowledge is the natural feeling of mankind, and every human being whose mind is not debauched, will be willing to give all that he has got to get knowledge. Johnson, see his Life by Boswell, vol. i. p. 423. Dr. Adam Smith, speaking of the inhabitants of a country, remarks, that " the more they are instructed, the less liable they are to the delusions of enthusiasm and superstition, which among ignorant nations, frequently occasion the most dreadful disorders." Wealth of Nations, vol. iii. p. 192. "Science is the great antidote to the poison of enthusiasm and superstition; and when all the superior ranks of people were secured from it, the inferior ranks could not be much exposed to it." Ibid. vol. iii. p. 206. ak "that the schoolmasters of Scotland are a most useful body of men, and essential to the public welfare.” Mr. Whitbread, on the 19th of February, 1807, delivered a speech in the House of Commons upon this subject, in which he observed, that in Ireland "the poor had no instruction:" this gentleman was misinformed about, the state of the country; but he most amply compensated for his mistake on that point, by as luminous a speech as was ever delivered in the house, and which displayed a most extensive knowledge of human nature.* It abounds with instructive and useful observations, and ought to be carefully perused by those who desire information on a subject, which although highly interesting is too much neglected. In Ireland, at schools, the youth of both sexes assemble, where they are taught English reading, writing, and ciphering; a school-mistress, teaching girls needle work, is a rare sight. I saw one at Carlow on the 15th of June, 1809, and I remember that I considered it as an extraordinary circumstance. Mr. Dutton, in his Survey of Clare,+ gives an account of Irish education, which is strongly corroborated by my own observations throughout the greater part of the kingdom. Though schools abound," says he, "in this country, yet, with the exception of those highly respectable ones of Ennis and Killaloe, the state of education is at a very low ebb indeed. The common county schools have generally from 20 to 100 scholars each, boys and girls mixed together; but they are badly attended in winter, as they are usually kept in small damp cabins, or in the Roman Catholic chapels, to the disgrace of the priest and his flock, equally damp and dirty. It may be justly imagined, that no respectable man would suffer the hardships the masters do, when the remuneration is so very inadequate to a task so irksome. The stipend for education in some places is very different from that in others; some receive six shillings per annum for teaching to read and write, with the common rules of arithmetic, for reading and spelling, only four shillings. Low as these prices are, and fixed at a period when the value of money was much higher than at present, yet, custom has so firmly established it in the minds of the parents, that any attempt to raise it, would be probably accompanied with the withdrawing of the pupil from the school, and even this pittance is very badly paid; sometimes a trifling addition is made to the master's little income, by drawing examinations, bail-bonds, petitions, summonses, &c. "As the cold and damp situations of country schools generally drive the chil dren home in winter, the master during this season goes from house to house, and teaches the children for his diet. The Irish peasants partaking in common with the higher classes in this peculiarity, that they would rather give five shillings in eatables, than one shilling in cash. It often happens, that for want of employment some masters are under the necessity of employing themselves in manual labour for sub * Cobbett's Parliamentary Debates, vol. viii. p. 865. + Page 235. sistence. The distance being sometimes great between the master and children, he is obliged to neglect some in winter; and they often forget in that period, what they had learned in the previous summer. "The state of education may be easily appreciated, when it is known, that with the exception of a few universal spelling-books, the general cottage classics are,* History of the Seven Champions of Christendom. Montelion, Knight of the Oracle. Parismus and Parismenes. Irish Rogues and Rapparees. Francis, a notorious Robber, teaching them the most dex- History of the most celebrated Pirates. Jack the Bachelor, a noted Smuggler. Fair Rosamond, and Jane Shore, two prostitutes. Donna Rozina, a Spanish Courtezan. Ovid's Art of Love. History of Witches and Apparitions. Moll Flanders, highly edifying no doubt! "Whilst these are the books from which our poor have their education, it can hardly be expected that the lives of pirates, dexterous thieves, witches, smugglers, and illustrious prostitutes, can have any but the very worst tendency. The fault must be, in a good measure, attributed to the total neglect of the Roman Catholic clergy. Did they pay attention to the schools as they ought, such books would not, for half a century, have continued to disgrace and corrupt the children of their persuasion, of which the scholars almost exclusively are; for good spelling books, and the many little cheap tracts published by the society for discountenancing vice, and sold by Mr. Watson in Capel Street and in some country towns, are not dearer or more difficult to procure, than the infamous publications of which I have given a disgusting but small catalogue." * " I deny not, but that it is of the greatest concernment in the church and common-wealth, to have a vigilant eye, how books demean themselves as well as men; and thereafter to confine, imprison, and do sharpest justice on them as malefactors; for books are not absolutely dead things; but do contain a potency of life in them to be as active as that soul was, whose progeny they are; nay, they do preserve as in a viol, the purest efficacy and extraction of that living intellect that bred them. I know they are as lively and as vigorously productive, as those fabulous dragon's teeth; and being sown up and down, may chance to spring up armed again." Millon's Areopagitica in his Works, edit. 1697, p. 374. รา |