'However, apart from particular arguments, I am myself in favour of the principle of compulsion; and if I do not argue in favour of it, it is partly because I am myself already committed to it, but chiefly because I feel the State is already committed to it.

'In 1855, I put forth a pamphlet in this sense; called upon in 1861 to answer questions on these matters from the Duke of Newcastle's Commission, I said, without abandoning my view in itself, that in the intervening term the course of public opinion seemed to have been tending away from the compulsory principle. The Commissioners in their Report seemed to agree in this belief. I am disposed to think that since 1861 the current has again set in the opposite direction.

'But what I wish to insist on, and what is by no means always borne in mind, is the fact that as a principle, compulsion to send their children to school has long ago been adopted by the law. There can be no difference in the essence of the question, whatever there may be in its practical manipulation, between Lancashire and Sussex: between a population working in cotton factories or in potteries, and one working in the fields or in shops. And it is idle to say that since the passing of the Factory Acts there is not, in the intention of the law, virtually compulsory education in the trades and districts to which they apply. It is the thinnest possible disguise even of professed compulsion when the law says to a parent 'I by no means force you to send your child to school, only if you do not, he shall not work at this staple, this infinitely predominant labour of the district, the only one open to him to get his living by.' Not only, if any will not work neither shall he eat but if any do not go to school, neither shall he work.

'A slight acquaintance with the uniform testimony of the Inspectors of Factories in their reports will justify the assertion that though there are still many imperfections in the educational provisions of those Acts, imperfections strongly illustrated by recent investigations into the actual condition of the people of Manchester, still on the whole they must be considered among the most successful instances of English legislation, as tested by the improved state of the people in the cotton districts, and still more, perhaps, in the Staffordshire Potteries.

"The principles of our legislation are not wont to go backward, and I desire that the attention of Parliament and the country should be steadily fixed on the fact that the principle of compulsion has been conceded, and that it ought only to be a question of practicability and convenience how to extend it so as to reach the labouring class.

'The next day the special question before the Department was, 'Is it expedient to make primary education compulsory; and if so, on what conditions ?' Mr. Sandford, one of Her Majesty's Inspectors, read the first paper. He gave information on the working and results of those Acts which at present embody the principle of compulsion. To reach that large class of young factory operatives who still were found to be unable to read or write, we want a clause added to the Factory Act requiring boys under 16 to attend day or night schools three times a week. Still the great bulk of the children in the country could not be reached by these Acts. Without a compulsory enactment those most requiring education will never be reached. Under a compulsory system a rate would be necessary.'

Dr. Hawksley also read a paper advocating compulsion. His recommendations, embodied in resolutions, were to this effect. That primary education should include moral and industrial training. That the law should require the education of all children, affording aid where needed. That free choice should be left to individuals of method, of religion, and of industry, examination simply testing the results.

That schools should as much as possible be made self-supporting by becoming industrial.

Mr. Jesse Collings reviewed the state of education in Birmingham, and advocated free secular schools under local management and Government inspection, local rates being supplemented by Government grants; and that all children should be compelled to attend some school.

The Rev. Canon Gover denied that the principle of compulsion had been conceded in the Factory Act. It was a new principle, incompatible with the genius of English society, needless, and oppressive.

Sir W. Dennison read a paper, and was followed by Miss Mary Carpenter, who argued that we had no right to say compulsion was necessary until we had tried free schools. So far from doing this we had so framed our enactments as virtually to exclude from participation in our grants those who needed them most.

In the general discussion that followed the papers, many speakers defended, and not quite as many opposed, compulsory education; and the Chairman, having summed up the arguments, drew the conclusion that the question was not yet sufficiently ripe to admit of a deliberate and mature opinion, though the need of some great change was generally admitted.

On the third day (Saturday, October 3), there was no special question for consideration. Papers were read on a proposed new college for women, and on the necessity of collegiate schools in England. These were followed by one on the South Staffordshire Association for the Promotion of Adult Education. Finding school attendance irregular, and prize schemes having failed to induce very many to remain at school for a longer time, a few gentlemen met at Dudley in 1860, to devise means for promoting the scheme of examinations put forth by the Society of Arts. They did so with fair success, establishing also elementary examinations of their own. Night schools and working men's clubs were subsequently received into union. In the fourth year they organized classes also to work up to the South Kensington examinations. For the last four years, however, the results had been disheartening. Candidates had been fewer, and their success less.

On Monday the special subject was, 'In what form, and by what means, can instruction in science and art be provided, so as to promote the improvement of our manufactures ?"

Dr. Stephenson McAdam described at some length, as a model for imitation, the working of the Watt Institution at Edinburgh. These technical colleges for artisans, he thought, should be established in large towns, the expense of maintaining them being borne partly by the locality, partly by the State. Principles and facts of science alone could be taught in them; all knowledge of handicrafts must be gained in factories.

Mr. Hibbs read a paper, the main purpose of which was to advocate each trade having its own special educational institute.

Professor Hennessey followed him, maintaining in his paper the necessity of establishing all colleges of applied science in centres of industry. It was folly to look to the universities.

Miss Jessie Boucherett followed, claiming for women a share in the advantages afforded by technical schools and colleges.

A spirited discussion was provoked by the papers, but no general conviction was arrived at except this, that a good system of primary education might, by opening up the way to higher education, give all that the foreign systems afford.

Dr. Karl Dammann also read a long and elaborate paper of great interest on the school system of Germany.

Annual Meeting of Old Students at Cheltenham.

The annual gathering took place this year on October 2. Although the number of those who took the opportunity of revisiting their College was not quite so great as on either of the two preceding years, no less heartiness of feeling was manifested. There sat down in the dining hall about 130 in all, including present and former students. On adjourning to 'the large gallery,' Mr. Chamney, the Principal, spoke a few words of welcome. Mr. Waterworth, who from having been associated so intimately with the movement which led to the foundation of the College, and having afterwards been one of its original officers, was so well qualified to be its historian, then read a paper which may be described as a page from the earliest annals of the Institution. He related the circumstances that led him first to become the Master of the Trinity Church School. Application having been made to him for permission to work with him there by one who afterwards became a devoted missionary in Newfoundland, the attention of others was directed to that school as a place of training. To the new work thus opened to him he devoted himself with increasing interest as his opportunities extended. As many as fifteen young persons at a time were soon to be found studying under Mr. and Mrs. Waterworth the art of teaching. Other schools in the town followed the example thus set, and he calculated that between four and five hundred persons had been trained in this manner in Cheltenham, before the idea was even suggested of establishing a College in the town. Of these Mr. and Mrs. Waterworth had trained about 150. The idea of giving permanence to these efforts by founding a College, originated with Mr. Codnor. He had interviews with Mr. Close and the clergy of the town, and after much discussion and many meetings, a committee was formed, and proceeded to action. On a near view, however, the greatness of the responsibility seemed so alarming that the project was almost abandoned. It was taken up again, but with Islington instead of Cheltenham as the centre of operation. Mr. Codnor again intervened, and the Islington committee resolved, 'That as so much practical work had been carried out in Cheltenham with such success, it would be unwise to make any change of place.' Accordingly the Cheltenham committee set to work again, and appointed the Rev. C. H. Bromby (ɑow Bishop of Tasmania), Hon. Principal, and Mr. and Mrs. Waterworth Superintendent and Matron of the Institution. The College was opened in June, 1847, in a private house, with 7 male students. Soon after a female department was added. Eighteen months after the opening, 78 students had been trained, 39 male, and 39 female. The foundation stone of the present building was laid on the 19th of April, 1849. As there were some present who remembered Mr. Waterworth's early labours, and had been his pupils when as yet the Institution was in its infancy, his paper was received with much interest. A discussion was started later in the evening, by some remarks from the Vice-Principal on the teaching of the 'extra subjects.' The dryness of debate was enlivenel at intervals by some very effective part music, given by the present students, under the direction of Mr. Brereton. On the following day, after breakfast, the Principal reported on the application which had been made by him of the Exhibition and Prize Fund which had, by the liberality of former students, been placed in his hands. Thence the greater number adjourned to the cricket field, where a match was played, the result of which (but cricket matches are, everybody knows, all chance) justified every laudator temporis acti.

Meeting of Islington Church Schoolmasters.

A preliminary meeting of Islington teachers took place on Tuesday, October 6, at Canonbury Tower. Mr. Dewhurst, master of the Chapel-of-Ease Schools, presided.

Mr. Wm. Baker, master of St. Bartholomew's Schools, made some introductory remarks on the desirability of forming an Association of Schoolmasters in Islington. Mr. W. T. Berry, of Paddington (All Saints), explained the operations of the Central Association of Church Schoolmasters, of which Mr. Lawson (of St. Mark's College) is the secretary.

A discussion ensued, and during the evening it was resolved

1. That it is desirable to form an Association of the Church Schoolmasters of Islington.

2. That the object of this Society be to secure united action among the teachers of this district, more especially with regard to preventing the children so frequently changing schools.

3. That Mr. Wm. Baker act as Secretary pro tem. for the Association.

4. That a meeting be held a few days previous to the meeting of the central body on the 30th of October.

The South Staffordshire and North Worcestershire Schoolmasters'

Association.

This Association of Church of England Schoolmasters, held its seventeenth annual meeting at Dudley, on Friday last. The proceedings of the day commenced with a kind of Conference, which took place at one o'clock in St. Edmund's Schoolroom. The Rev. Canon Norris presided.

Mr. Watson Marshall, of the Parish Church Schools, Dudley, read a paper on 'The Influence of the Teacher.' He showed that it must be gained-1. In the schoolroom; 2. In the playground; 3. By association. In the schoolroom it must be gained by teaching, by example, and by formation of good habits in the children. Under each of these heads Mr. Marshall gave sensible and judicious advice. In speaking of the power to be gained by the master associating with the scholars out of school hours, he observed, 'I believe that if this means were used by teachers more generally, their work would show much better fruits, both intellectually and morally. For this association would of course be confined entirely to the pupils of the upper class, who naturally become the leaders of the rest, and they could help him much in working out his plans and raising the tone of the school. It is often the only chance of getting a good public opinion amongst them. Let him mix freely with them, tell them of his plans, show what he likes and dislikes, and I am sure the battle will be half won. They will make his influence over them felt throughout the whole number, and whatever little trouble, if such it is, this overwork may give, his labour indoors will be so much lighter that he will be no loser in the end.'

A discussion followed.

The Rev. Canon Lea then read a Paper entitled 'The Proportion of Children at School in our Large Towns.' From an elaborate examination of statistical evidence he came to the conclusion that attendance was most unsatisfactory, and that the present system could not be expected much to mend it. The absentees were of a class that no legislation could touch. He thought compulsion was necessary. The Chairman, on summing up the discussion that this Paper provoked, pertinently asked, who would compel ? and gave it as his opinion that if a Compulsory Act were passed, it would be a dead letter.

The members of the Association and their friends afterwards dined together. The Report showed the financial position of the Society to be most satisfactory.

Technical Education.

Mr. J. Scott Russell, C.E., F.R.S., delivered an address, October 7th., at the Birbeck Institution, Southampton-buildings, upon the subject of technical education. Referring to the subject of mechanic's institutions, Mr. Scott attributed their comparative failure in the country to the fact that they were deficient of the preliminary knowledge which was necessary for them to become popular. The great evil to be deplored was the low standard which, as a nation, we had been satisfied with for the education of our people. It was considered enough to constitute a public school if reading, writing, and arithmetic, were taught within its walls. These things, however, did not constitute knowledge; they were merely the vehicles by which true kuowledge was conveyed. The same error had been committed by other countries; but those countries had long since awoke from their error, while England still lagged behind. Education in England was inadequate for practical purposes, mainly because we did not, in the first instance, lay down a sufficiently broad and distinct foundation upon which afterwards to rear the more special education required for our duties in life. After twenty years' acquaintance with many of the most educated nations in Europe, he was bound to say that the people of those countries received an ordinary and technical education calculated to fit each man for his own vocation in life to a degree of profundity and excellence of which we in this country had not yet formed the slightest conception. He would not say whose fault it was that England was not the best educated country in the world. Some persons said it was the fault of the working classes, who would not educate themselves. This, however, was a fallacy. In no country did the ignorant educate themselves. It was, therefore, the duty of the educated to instruct those who were not. In Switzerland every man had a complete course of technical education calculated to fit him for the duties of life, and a similar state of things he desired to see brought about in England. It was the duty of their governors to help the advancement of technical education by providing them with the best masters and means whereby to acquire the requisite knowledge. Let the members of such an institution as the one he was now addressing bring the matter before the government, and then perhaps the results which he desired to see might be brought about.