the children are much out of doors, that they may have the benefit of sufficient exercise in the open air. In this trainingschool the children remain two or three years, according to their bodily strength and mental capacity; when they have attained as much strength and instruction as to enable them to unite, without creating confusion, with the youngest classes in the superior school, they are admitted into it; and in this school they are taught to read, write, account, and the girls, in addition, to sew; but the leading object in this more advanced stage of their instruction, is to form their habits and dispositions. The children generally attend this superior day school until they are ten years old; and they are instructed in healthy and useful amusements for an hour or two every day, during the whole of this latter period. Among these exercises and amusements, they are taught to dance; those who have good voices, to sing; and those among the boys who have a natural taste for music, are instructed to play on some instrument. At this age, both boys and girls are generally withdrawn from the day school, and are put into the mills or to some regular employment. Some of the children, however, whose parents can afford to spare the wages which the children could now earn, continue them one, two, or three years longer in the day school, by which they acquire an education which well prepares them for any of the ordinary active employments of life. Those children who are withdrawn from the day school at ten years of age, and put into the mills, or to any other occupation in or near the establishment, are permitted to attend, whenever they like, the evening schools, exercises and amusements, which commence from one to two hours, according to the season of the year, after the regular business of the day is finished, and continue about two hours; and it is found that out of choice about 400, on an average, attend every evening. During these two hours there is a regular change of instruction, training, and healthy exercise, all of which proceed with such order and regularity as to gratify every spectator, and leave no doubt on any mind, of the superior advantages to be derived from this combined system of training, instruction, exercise, and amusement. The 400 now mentioned are exclusive of 300 who are taught during the day. On the Sunday, the day scholars attend the school an hour and a half in the morning and about the same time in the afternoon; and the evening scholars, as well as their parents and other adults belonging to the establishment, attend in the evening, when either some religious exercises commence, or a lecture is read, and afterwards the regular business of the evening Sunday school begins. These proceedings seem to gratify the population in a manner not easily to

be described, and, if stated much below the truth, would not be credited by many; inspection alone can give a distinct and comprehensive view of the advantages which such a system affords to all parties interested or connected with it.

How many masters have you in the day schools ?-Generally ten or eleven; in the evening schools usually two or three more.

Is the expense of this institution considerable?—It is, apparently; but I do not know how any capital can be employed to make such abundant returns, as that which is judiciously expended in forming the character and directing the labour of the lower classes. I have made out a short statement of the expense of the instruction of the Institution at Lanark, and the expense of the instruction for 700 scholars, part taught in the day and part in the evening, supposing schools to be erected and furnished: One rector or superior master, at 250l. per annum; ten assistants, males and females, at 301. each on the average; light, heat, and materials of all kinds, 150l.; making together 700l. or 20s. per year for each child, which if taken under tuition at three years old, and retained to the age of ten, would be 77. each, for forming the habits, dispositions, and general character, and to instruct in the elements of every branch of useful knowledge; which acquirements would be of more real value to the individual, and through him to the community, than any sum of money that at present it would be prudent to state. The expenses attending the exercise and amusements are all included.

Have you any means of estimating the expense of instruction under the common-day-school plan ?-It varies according to circumstances; I have heard the examinations of the former witnesses upon this point, and I consider their estimates to have been too low; it is very possible to give a cheap nominal instruction, but to me such instruction appeared to be the least beneficial to the individual and to the community.

What is the expense of building a school in the cheapest manner, capable of instructing 500 or 600 children?-That will vary very much in different parts of the kingdom, depending materially upon the facility with which the materials for building can be procured.

Should you think 800l. a large sum for this purpose, on the average? No, not if the school is to be made complete in all respects for the purposes of a useful education.

Is it too small a sum for the purpose?—I think 1000/. would be a better average in many situations.

Exclusive of the expense of the school, what should you

say was a fair expense for educating a child in a school of 500 or 600 children ?-To educate a child in the manner, which appears to me to be the most useful to a child and to the community, the expense would not be much less than 20s. per head.

Increasing upon a smaller number of children, and diminishing upon a larger number of course?-Not very materially, because I contemplate a material change from the present practice; I would recommend the schools to have a much greater number of masters.

Do you consider a greater number of masters to be absolutely necessary, than is given upon the new plan?-Yes.

Does not this sacrifice the great advantage of the new plan, which consists in enabling one master to teach a great number of children?-I consider that circumstance to be a defect in the present system; it is impossible, in my opinion, for one master to do justice to children, when they attempt to educate a great number without proper assistance.

What are the obstacles to children being taught at the National schools?—The principle on which the schools are founded, which obliges the children of Dissenters to learn the Catechism, and to attend the Established Church on a Sunday.

Do you believe that that prevents many Dissenters from attending?—I can have no doubt of it, particularly because many Dissenters have had no godfathers or godmothers at the children's baptism, and when their children are compelled to repeat the catechism of the Church of England, they are compelled solemnly to repeat falsehoods.

How does a Dissenter's child answer the question respecting godfathers or godmothers in the catechism?-In the usual mode.

Suppose a Dissenter's child, in answer to that question put, says "I had no godfather or godmother," what objection would be made by the catechist-That it was not the regular reply to the question that they put.

Would there be any objections to admitting such questions as that, and to confine the catechism to such parts as both Dissenters and Churchmen can answer?-I know of none; but I am not compentent to speak upon such a subject.

From what you have seen of the managers of such schools, do you apprehend there would be any objection, on their part, to such a modification of the catechism?-I should think not.

If those difficulties were got over, and the children allowed to attend their own place of worship, what objection could there be to Dissenters sending their children to the National schools None, that I know of.

In a small place, not capable of maintaining more schools than one, do you apprehend that the establishment of the National school prevents the lower orders from being educated at all?-I think it very probably would.

Suppose in any one town, where two schools may be established, one upon each principle; do you apprehend that that exclusive plan can have any bad effects?—Yes.

What are they?—I consider the children would be necessarily trained, in some degree, in opposition to each other, and not in those principles of cordiality towards each other, which would be so beneficial in general society; and therefore, that one general system of instruction would be far more beneficial.

What has been your own practice with reference to religious instruction?-That no child has been asked to learn any particular religious creed, contrary to the wishes of its parents.

Can you give the Committee the ages of the children in your establishment?-This paper contains them.

[It was delivered in, and read, as follows.]

The Reverend JAMES BLENKARNE called in, and Examined, You are assistant minister of the Established Church at Saint Olave's?—Yes, I ain; I was curate.

What is the Saint Olave's school?-It is called Queen Elizabeth's Free Grammar School,

Have you got a copy of the charter?-I never saw the charter; the governors are in possession of it.

How many children are educated at that school?-Two hundred and seventy we have now in the three schools. Are you master?—I am.

Of what ages are those children?-They are of various ages: I have masters under me.

What are the children taught?-They begin with English, reading, and accounts, Latin and Greek: I am the master of the grammar school.

Is it a day school?-Yes.

None boarded?-No.

How many is the school founded for?-I believe the number is indefinite; but it will not contain many more than 270, which has been the greatest number. We have three distinct schools. There are sixty boys in the grammar school, of which I am the head master: the second master of that school is also a clergyman and a master of arts. Then there are three masters in the English school, which consists of 170 boys: there are two masters in the writing school, in which school there are 30 upon what we call writing; when they are more advanced they are allowed that privilege, after about thirteen.

At what age are the boys admitted?-About six or seven years; as soon as they can read we admit them into the English school.

How long do they remain in?-Generally till they are about fourteen; but with regard to the boys in the Latin school, it rests with the parents: we have two exhibitions, and they may go to the university, if their parents think proper.

Do the children pay any thing?—No, they have every thing free.

What are the funds of the school?-That I cannot exactly speak to; it consists of estates and freehold houses; but what the real income of the school is I cannot positively speak to.

What are the expences of the school?-The head master has 1157. a year, and a house to live in; the second master of the grammar school has 1007. only, no house; the head master in the writing school has 1007. a year, and a house to live in; the second master in the writing school has 757. a year; the first master in the reading school has 907. the second, 75. and the third, 657. The boys have their books and every thing found them, they are not put to the least expence possible; the governors find them books of all kinds, which, I should suppose, amounts to about 70l. a year. The school was originally founded by some inhabitants of