A PLEA 
 
 FOR THE EDUCATION OF 
 
 THE WORKING CLASSES, 
 
 THROUGH THE MEDIUM OF 
 
 EVENING SCHOOLS 
 
 AND 
 
 EDUCATIONAL 
 
 BY 
 
 A LATE PUPIL OP THE MODEL SCHOOLS, 
 
 MAR LBOROUGH-STREET, DUBLIN. 
 
 “There is the same difference between one learned and unlearned, as between the 
 living and the dead.” — Aristotle 
 
 “ I wonder not much, considering what human nature is, that some should tliink 
 the education of the poor an evil: 1 do wonder at their not perceiving it to be 
 inevitable ."— Archbishop Whately. 
 
 DUBLIN: 
 
 JAMES M C GLASIIAN, SACKVI LLE-STREET. 
 
 1855. 
 
 Price Sixpence . 
 
372)-"V'>5 
 
 T7\ 
 
 THESE ESSAYS 
 
 ARE 
 
 TO THE COMMISSIONERS OE NATIONAL EDUCATION 
 IN IRELAND, 
 
 AS A SLIGHT TESTIMONY 
 
 OF THE 
 
 INESTIMABLE ADVANTAGES WHICH 
 
 ^utjjor 
 
 HAS DE IlIVED FROM 
 
 THE IRISH NATIONAL SYSTEM OF EDUCATION, 
 AS TAUGHT IN 
 THE MODEL SCHOOL 
 OF THE COMMISSIONERS, 
 
 M A RLBOROUG II-STREET, 
 
 DUBLIN, 
 
 0 55003 
 
INTRODUCTION. 
 
 The Author of these Essays has devoted many 
 years to the consideration of the subjects to which 
 the following pages are devoted, and the opinions 
 recorded in them are the result of much enquiry 
 and of long, careful and anxious personal inspection. 
 
 A thoughtful man has written of a thoughtful book, 
 “ There are a hundred faults in this thing,” and, 
 doubtless, there may be many faults in these Essays 
 of which the author cannot flatter himself, with the 
 consoling thought, that “ a hundred things might be 
 said to prove them beauties but he sincerely trusts, 
 that the difficulties he has had to encounter in 
 endeavouring to popularize a correct knowledge of 
 one of the most important social subjects of the 
 time, will be taken into account ; and, above all, he 
 hopes that his experiences, hardly wrought out from 
 his own every-day toils, may incite men, whose 
 leisure and whose position in life must give weight 
 to their efforts, to carry out those projects for the 
 amelioration of our industrious poor, the feasibility 
 of which he believes he has made as manifest as their 
 necessity is patent. 
 
 Dublin, June , 1855. 
 

 
 
 Digitized by the Internet Archive 
 in 2017 with funding from 
 
 University of Illinois Urbana-Champaign Alternates 
 
 https://archive.org/details/pleaforeducationOOIate 
 
A PLEA, 
 
 Sfc. 
 
 ADULT EDUCATION. 
 
 Among the many means devised to ameliorate the condition 
 of our working classes none, perhaps, contributes more to 
 their moral and social improvement than the opening of 
 Evening Schools. 
 
 Had public Evening Schools been in operation twenty years 
 ago, how different would be the state of society at the present 
 day ! We should not have the thousands that we at present find 
 unable to read and write : had we taught adults then , they 
 would be more earnest for the education of their children now, 
 and would have prepared for them opportunities of self-improve- 
 ment that might have saved them from pauperism, and perhaps 
 from crime. 
 
 Much, no doubt, has been done for the education of the 
 people since the National System of Education was introduced 
 into this country; and doubtless, succeeding generations will 
 feel and appreciate its happy effects ; but we are to remember 
 that, notwithstanding the many glorious and successful efforts 
 made to educate the poor, our “ laboring multitudes” remain, 
 to a very great extent, in a sad state of immorality and 
 intellectual deficiency. This can be accounted for in a great 
 measure by the poverty or selfishness of parents who, seeing 
 a demand for juvenile labor, accept, through necessity or a 
 desire of gain, even the low remuneration for it ; and remove 
 the child from school, to which, perhaps, he never returns : 
 thus sacrificing, at the altar of slavish toil, a child gifted 
 
8 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 possibly by nature with talents which, if properly cultured, 
 would raise him to a position in society that was unattainable 
 by any of his forefathers.* For such, therefore, we see the 
 great necessity not only for Evening Schools, but also for 
 having these schools placed under the management of properly 
 qualified persons. 
 
 There are few w r ho do not acknowledge that by the influence 
 of these asylums of morality and instruction, and such these 
 schools would be if properly carried out, the progress of vice 
 may be retarded, haunts of blasphemy and intemperance 
 deserted, the seeds of knowledge disseminated, and a taste for 
 literature and self-improvement cultivated among that class of 
 society who otherwise might have plunged into the dark abyss 
 of crime, for which ignorance affords but too many avenues. 
 The task that is before us, therefore, is to educate, — as far 
 as existing circumstances will permit, those waxing into 
 manhood, or with whom some of its years have already elapsed. 
 
 * Children of the laboring classes are employed at an early age — 
 some permanently, others temporarily — at a rate of recompence which, 
 though apparently but trifling, is sufficient for their maintenance, and 
 more than sufficient to induce their parents to remove them from school. 
 It is evident that even the lowest amount of wages which the child of 
 a laboring man will receive— (from Is. 6d. to 2s. per week) must be so 
 great a relief to the parents as to render it almost hopeless that they 
 can withstand the inducement, and retain the child at school, in the 
 face of such temptation. And this inducement will be almost equally 
 powerful, whether or not there be one where payments from the child- 
 ren are required. It is not for the sake of saving a penny per week 
 that a child is transferred from the school to the factory or the fields, 
 but for the sake of gaining a shilling or eighteen pence a week; and the 
 mere opportunity of saving the penny by sending the child to a free 
 school would not restrain the parents from making a positive addition 
 to their weekly income, if the absence of the child from school would 
 ensure it. 
 
 Many children obtain permanent employment at the age of nine, and 
 all from that age upwards are considered capable of certain kinds of 
 agricultural labor. Indeed, some persons qualified to judge, are of 
 opinion that the business of a farm laborer cannot be thoroughly 
 acquired if work be not commenced before eleven or twelve. 
 
 In mechanical employments, labour begins even at an earlier age. 
 Children begin to be employed in factories, in needle-making, button- 
 making, as errand boys — and in various other capacities, some as early 
 as six, others at any time from six to ten. Among the middle classes, 
 children remain longer at school, and the boys become apprentices etc., 
 at the age of fourteen or fifteen. In very few cases — excepting those 
 where the sons are destined' for professional pursuits, and placed by 
 fortune beyond the necessity for labour, or proceed to college — is the 
 period of education protracted beyond fifteen. Mann's Report on 
 Education in Great Britain, page 9. 
 
ADULT EDUCATION. 
 
 9 
 
 It Ins long been obvious to those acquainted with that 
 state of society which consists of our uneducated laboring 
 classes, that intemperance, and that immorality which proceeds 
 from intemperance, are the predominant crimes to which they 
 fall a prey. Unfortunately no great improvement has been 
 effected among this class as yet, nor have we any assurance 
 that there ever will be, unless men of higher standing and 
 greater weight in society than the teacher take an active part 
 in bringing back the lost sheep to the fold. Unhappily, 
 Philanthropists, in causes like this, are seldom or never to be 
 found in Ireland ; and, we fear, under the existing state 
 of things, we can scarcely hope that they ever will. 
 
 Prom the managers of National Schools, however, much 
 may be expected, because they have already accomplished 
 a good deal in juvenile education. Still, in the cause of what 
 may be properly called adult education, much remains for 
 them and for us all to do. To establish Evening Schools, 
 which are the schools fit for adults, in every parish, on a 
 proper system ; to secure by the most judicious means a full 
 and constant attendance at these schools, and to manifest our 
 solicitude for the improvement of those pupils who are most 
 anxious for their own progress — would be the first and most 
 important steps for securing a thorough reformation in the 
 social and moral condition of the working classes of our country- 
 men. No amount of zeal in such a cause should be considered 
 too great, since the consequences of its success are so many 
 boons to society. 
 
 By educating the adult, and inculcating in his breast the 
 principles of morality and industry, you save him from the 
 wretched misery and disgrace of the felon’s dungeon and the 
 pauper’s home. Prom boyhood he has been inured (o labor, 
 and most likely to hardship — his moral as well as literary 
 education neglected — and fitted only for employments where 
 physical strength and animal endurance are required.* 
 
 * A child is trained up to working — he is hammered into a hardy 
 laborer, a stout material bone and muscle for the state — this is good 
 so far as it goes : but it is bad because it goes no farther. He is not 
 taught reading, nor religion — above all, he is not taught thinking. 
 He never looks into his other-self ; he soon forgets its existence, the 
 man becomes all body, his intellectual and moral being lies fallow. 
 The growth of such a system will bj a race of machines, delvers and 
 soldiers, but not men. So much brute physical energy swinging loosely 
 through society at the discretion of more spiritual natures, to whom the 
 education, neglected or perverted in another way gives wickedness 
 
10 a plea for the education of the working classes. 
 
 We do not attempt to describe the condition of the in- 
 structed and ignorant artizan, but we reiterate what we have 
 stated in a previous part of this paper regarding the great and 
 zealous care evinced in the education of children attending 
 the Daily National Schools ; but that to which we wish to 
 direct the attention of the reader is, the education of those who 
 in early youth were compelled, perhaps by the poverty of their 
 parents, to seek employment which would enable them to 
 contribute to the support both of their parents and themselves. 
 Tor them should our earnest solicitude be enlisted as well as 
 for those attending our day schools. 
 
 What we would, therefore, suggest is, that in every parish 
 an evening school be opened under the patronage of the man- 
 agers of the daily schools situated in the parish, and that some 
 of the most influential gentlemen of the parish be requested to 
 form a Committee, and that the management of these schools 
 be entrusted to none but competent and efficient teachers. 
 We entertain very little apprehension for the success of these 
 schools under such an arrangement as is stated here ; and it 
 would render their success still more certain if a preference 
 were shown on the part of employers for the educated operative. 
 Of course this is but a mere suggestion of ours, knowing as 
 we do the difficulty and inconvenience that would be likely to 
 attend such a proceeding, and how unjust it would be to 
 prevent the uneducated, but well inclined operative from 
 providing for the wants of a family, which of course we could 
 by no means advocate. However, in employing boys whose 
 age does not exceed sixteen years, it would have a most ad- 
 mirable effect on their education, if some slight difference were 
 made between those who could read and write, and those who 
 could not. This distinction, however trivial, coupled with a 
 manifest desire in the employer to encourage the spirit of 
 self-improvement in the employed, would contribute most 
 considerably to the elevation of the social condition and to the 
 temporal interests of the latter. This in itself would be a 
 sufficient inducement to them to attend to their own education 
 in the evenings, and endeavour to acquire as extensive a know- 
 ledge as possible of the subjects pertaining to their daily 
 avocations. 
 
 with power, and teaches the secrets of mind only as an instrument to 
 crush or play with men for their own selfish purposes Wyse on Educa- 
 
 tion Reform, Vol. I. Page 324. 
 
ADULT EDUCATION. 
 
 11 
 
 By these means many of the temptations to evil that bestrew 
 the paths of our laboring multitudes would be avoided, and 
 once the desire for improvement is secured it will be our fault 
 if it does not continue ; because, when the seeds of knowledge 
 are diffused among them they are sure to be followed by a 
 spirit of enterprise and a desire for independence : the people 
 will begin to feel that the power of bursting the bonds that 
 fetter them to slavery and toil is placed in their own hands. 
 The smallest amount of education opens avenues to employ- 
 ment on which the wholly uneducated can never enter, and the 
 mind of the instructed artizan or laborer being accessible to the 
 knowledge contained in books, he can always find employment 
 “ in his hours of ease,” which will tend to the amelioration of 
 his worldly condition and the improvement of his heart. Let 
 him but feel this, let him but know the blessings that flow 
 from a good education, and the evil consequences of ignorance 
 and debasement, a happy reformation of character will set in 
 and become abiding, and conduce, as it must, to prevent — 
 
 ts The Widow’s tears 
 
 And the Orphan’s cry of woe.” 
 
 How many of the industrious classes say, “ if we only knew' 
 how to write and read we should be much happier and better 
 off and surely if these poor toil-worn creatures were enabled 
 to read a chapter in that Book of Books, wdiich contains a 
 balm for every wound sent by Providence or inflicted by their 
 fellow-man, what a boon would be conferred on them ! If, 
 on the other hand, we w r ere duly to consider the great connex- 
 ion between ignorance and irreligion, and their consequences 
 — pauperism and crime — doubtless we would have long since 
 devised some plan calculated to ensure greater success than 
 has yet attended our efforts to educate our laboring population. 
 But let us now begin, let our greatest efforts and most zealous 
 exertions be directed to the education of this class of our 
 fellow creatures, ere they become too far advanced in years ; 
 if not, much apprehension may we entertain of effecting 
 among them any change calculated to further their spiritual 
 or temporal welfare. If we look around among the uneducated 
 working poor, how few do we see that have reached an ad- 
 vanced age ; the prime of their life was spent between over 
 laborious toil and excessive debauch — foolishly thinking to re- 
 pair the fatiguing effects of the former by indulging in the 
 
12 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 latter, and thus were they hurried to a premature and perhaps 
 a pauper's grave.* 
 
 In Germany and other countries in Europe where the law 
 obliges parents to provide for the education of their children, 
 how different is the state of the working classes ! There, should 
 the parent be selfish enough to detain the child from attend- 
 ing school for the sake of enriching himself with the small 
 remuneration paid for his labor, he is prevented ; and succeed- 
 ing generations must feel the influence of so just a law.t 
 The parents being educated themselves, they appreciate edu- 
 cation too well not to have their children educated also, con- 
 sequently there is a willingness on their part to contribute to 
 the fund set apart for popular education In countries where 
 so much attention must be paid to the education of youth, 
 the necessity for Evening Schools does not exist as patently 
 as in those where the education of the child rests solely on 
 the will of the parents. A single glance at the social condition 
 of the Working Classes of both countries will be sufficient to 
 show the happy effects arising from enforcing education among 
 these classes, and the evil consequences of leaving it optional 
 with them as is in these kingdoms. 
 
 Inability to pay the school fees cannot now be alleged by 
 parents as a cause, justifying them in permitting their children 
 to grow up uneducated, for too many schools exist, wherein they 
 may receive an education gratuitously and of a very superior 
 
 * The aged operative is now almost unknown, his old age is the wrinkle 
 on the brow of youth, cheeks sunk with premative labour, hair grey 
 with juvenile debauch. Neither is he ever young! his childhood has 
 passed away without a single childish reminiscence — he is initiated in 
 the gin glass almost from his mother’s milk, he lives with the practised 
 vices and is pinched with the true misery of grown up men. And if 
 he flies for consolation at home, he has no true home, a wife sickened 
 over with the same wretchedness as himself, giving birth to children 
 dying from their birth, a progeny, numerous, ricketty and scarcely able 
 to sustain the burthens of life, till they reach the age when they too shall 
 be devoted at the same altar ! this is the perspective on which his 
 thoughts of the future must rest, this is the inheritance which he is to 
 leave to his country. From this serious error in the physical manage- 
 ment of his class necessarily flow a series of intellectual and moral evils 
 
 Wyse on Education Reform, Vol. I. Page 324. 
 
 f Yet we are told that all Government interference with the education 
 of the people is at variance with sound principle, involving a departure 
 from the legitimate province of the Government. Against this de- 
 claration the proceedings of the National Association have been a strong 
 and unwavering protest in the name of liberty and of progressive 
 civilization. — Public Education, by Sir James Shuttleworth, Bt. Page 46. 
 
ADULT EDUCATION. 
 
 13 
 
 nature. Therefore, when we see so many of our working 
 classes ignorant, we can only attribute it to the indifference 
 of their parents, and the low estimate in which they held the 
 education of their children. But even now we can adopt 
 such measures as may seem best calculated to remove this evil, 
 and prevent the same indifference to education in the rising 
 generation. 
 
 The plan that strikes us as the most effectual is the opening 
 of a well conducted class of Evening National Schools 
 throughout the most populous districts, and enlisting in their 
 support the patronage and interest of the most influential 
 gentlemen residing in the vicinity in which they may be situ- 
 ated. We admit that attempts have been made to establish 
 this class of Schools and have failed ; but there is no effect 
 without a cause, and the causes of the failure of these Schools, 
 in Dublin at least, we shall endeavour to explain, and at the 
 same time suggest the means that seem to us best calculated 
 to ensure their future success. 
 
 It is greatly to be feared that the failure of these schools is 
 to be attributed to the want of co-operation on the part of 
 those who should evince the greatest solicitude in their pro- 
 motion, and also to indifference and want of energy in the 
 teachers. Long experience and careful observation justify us 
 in making an assertion which we otherwise would be most 
 careful to avoid. We have already adverted to the great 
 anxiety manifested by the managers of day schools for the edu- 
 cation of the children of the poor, an anxiety which must 
 awaken in their hearts feelings of the deepest gratitude in 
 years to come, and entitle, as it does, those gentlemen who 
 labor so energetically in the cause of Popular Education to 
 the respect of all parties anxious for the moral and social im- 
 provement of the poorer classes of society. But what we urge 
 is, the necessity of providing for the education of those who 
 have been compelled at an early age, either to seek their own 
 maintenance, or assist their parents in providing for that of 
 their families, whilst by this means they are prevented from 
 availing themselves of the opportunities which our daily Na- 
 tional Schools afford for their improvement. 
 
 The managers of most, if not all, the National Schools in 
 Dublin are clergymen whose influence, if brought to bear on 
 the adults of their parishes, could not fail to secure the fullest 
 
14 A PLEA. FOR THE EDUCATION OF THE WORKING CLASSED. 
 
 attendance.* None can promote education among our 
 laboring poor so much as the clergy, for once their interest 
 is enlisted in the education of their flock, very little is to 
 be feared for its success, and in no country is this more 
 strikingly exemplified than in Ireland. 
 
 What we require therefore, is the co-operation of managers, 
 united with that of other influential gentlemen, anxious to 
 promote education among our industrious poor. Could this 
 be effected, we have every reason to believe that nost satisfac- 
 tory improvements would soon be visible in the moral and 
 social condition of the latter. 
 
 We are not at all surprised at the want of success that has 
 marked all the efforts hitherto made to educate the working 
 classes of this country, when we reflect upon the small amount 
 of energetic influence that was exercised in its behalf, and 
 the miserable salaries given the teachers for this purpose, which 
 but half stimulated their efforts, and made them indif- 
 ferent to the success of so laudable an undertaking. That 
 such is, and has been, the case, the failure of evening schools 
 alone affords sufficient proof. Another cause to which we may 
 justly attribute the failure of our efforts to promote education 
 among this class of society, is the fact of having the same 
 teachers to discharge the duties of both day and evening Schools. 
 Any person acquainted with school teaching knows, if 
 justice be done the pupils during the day, the teacher must 
 necessarily be too fatigued to resume the still more arduous 
 duties of an Evening School a few hours afterwards. We 
 hold, therefore, that no teacher should be allowed to exercise 
 the duties of both schools, and, indeed, such is the opinion 
 of those most competent to judge on matters pertaining to 
 education. Knowing from experience how injurious such an 
 arrangement has proved to the cause of Adult Education, we 
 feel justified iii urging its discontinuance, and in recommending 
 that teachers be selected whose business would be to educate 
 our working classes only. This, no doubt, would create ad- 
 ditional claims against the funds of the Commissioners of Edu- 
 cation, but so trifling, that it should not form an objection to an 
 arrangement being made, calculated, as the one proposed is, to 
 
 * The clergy have their duty to perform, but they have also their 
 rights. The most important branch of education belongs to them, they 
 ought to be reciprocally associated in its general direction and support — 
 Wyse on Education Reform , Vol I. Page 270. 
 
ADULT EDUCATION. 
 
 promote the advancement of the operative classses in those 
 departments of literature most conducive to their interests and 
 social improvement, 
 
 The want of an effective “ teaching power,” has also con- 
 tributed to the failure of Evening Schools in Dublin : we 
 must state that, with one single exception, we have never seen 
 in any of these schools, what we could term an efficient staff 
 of teachers. The consequence was, tliat the adult pupils re- 
 quiring more attention than could possibly be given them, 
 left, and in leaving, spread the report abroad, that proper at- 
 tention was not paid them, thus injuring both the character of 
 the teacher and the school. 
 
 We have now stated what to us seem the true causes of 
 want of success in the Evening Schools of Dublin ; and though 
 there may be many divisions of opinion on the subject, yet 
 we feel convinced that were these causes removed, the result 
 would be, that these schools could compete in success with 
 the daily National Schools of our city, and most materially ad- 
 vance the education of our labouring poor. 
 
 Having stated that we would suggest the means that appear 
 to us calculated to remedy the defects of the system at present 
 adopted in conducting Evening Schools, we now proceed to do 
 so, and for this purpose we deem it expedient first to offer a few 
 observations on the qualifications and duties of the teachers to 
 whose charge those schools should be confided. 
 
 Besides their literary attainments there are other qualifica- 
 tions which we hold to be of great importance in all teachers, but 
 especially in those conducting Evening Schools attended by 
 pupils who, perhaps, have already attained the age of manhood. 
 They require to have a knowledge of the social condition of 
 such pupils, and also of the nature of their different employ- 
 ments, in order to instruct them in those subjects most likely 
 to conduce to their advancement in life. Adults require to be 
 treated very differently from children ; and this it is which leads 
 us to believe that the system on which our daily National 
 School is conducted, is not at all calculated to succeed in an 
 Evening School. In the first place, that passive obedience 
 which is yielded by a juvenile pupil, can never be expected 
 from an adult, nor should a teacher demand it. Every teacher, 
 who has had any experience in conducting Evening Schools, 
 will admit how imprudent such a line of conduct would be ; 
 he must be aware of the unpleasant consequences that enforc- 
 
16 A PLEA i'Oil THE EDUCATION OP THE WORKING CLASSES. 
 
 ing obedience generally entails. We would strongly urge that 
 teachers appointed to the management of Evening Schools, 
 should divest themselves of that imperative tone of voice, and 
 set aside the airs that so frequently mark the man of petty 
 authority, and assume that frank and easy manner which 
 characterizes the man whose education consists, not merely 
 in book learning, but in a knowledge of the world also. 
 They should be affable and kind to their pupils when imparting 
 instruction, for many of them being fatigued from the weary 
 toil of the day, if treated with harshness are likely to retort, 
 and bid defiance to the teacher’s authority, and from experience 
 we have found that a rebellious pupil meets many others to 
 sympathize with him. Kindness, therefore, should be shown 
 to those pupils, for they must be well disposed and deserving, 
 or they would not be found attending these schools, evincing 
 as they do the greatest anxiety to improve. It behoves every 
 teacher to gain evening after evening, on the affections of his 
 pupils by his kindness and affability, and by conforming himself 
 to their views so long as it does not compromise or interfere 
 with his own authority, of which by the way, he should not be 
 over tenacious on some points. In a school where a teacher 
 governs by affection every thing goes on well. The greatest 
 and most learned teachers have governed their schools 
 in this way, and most gratifying were the results, both in 
 the moral and intellectual improvement of their pupils. - * 
 Perhaps this will be found even more necessary in governing 
 adult pupils : in fact w r e hesitate not a moment in asserting, 
 that it is the only way by which a teacher can hope to secure 
 their attendance. In no case is it judicious to resort to cor- 
 poral punishment ; with such pupils it can effect no good, but 
 leads to very unpleasant consequences. Adults see their own 
 interest as clearly as a teacher does his ; they have already 
 experienced the many disadvantages arising from the want of 
 
 * The teacher knows little of his profession if he does not understand 
 that no faculty in a child is more powerful than example. Let him be his 
 lesson and it will soon penetrate. Let him, in the intercourse of every 
 day, every hour, seize every avenue to instil by deed the sacred theme. 
 Let him be just and generous, and mild and kind, himself, and he will 
 have already preached, and more than preached, those virtues to his scho- 
 lars. In the silence of the young heart their unobtrusive voice will be 
 soon heard. He will be surprised by the blossom and the fruit even 
 before he imagines the root has struck. Virtue is to be caught ; it in- 
 fects as well as vice. — Wyse on Education Reform, VoL /. /?. 242. 
 
ADULT EDUCATION. 
 
 17 
 
 education, and, therefore, require attention, and not punish- 
 ment, from the teacher ; and, if properly dealt with, their 
 anxiety to learn will fully show that their sole object in attend- 
 ing school is to improve themselves. No teacher but one 
 ignorant of the human character will attempt to exact obedience 
 from adults by force. With the adult the teacher's command 
 should assume the nature of a request, and made with calmness 
 and gentleness, yet in a tone expressing a wish to be obeyed. 
 Suaviter in modo,fortiter in re , should be the maxim of every 
 teacher. This will not compromise or lessen his dignity, but, 
 on the contrary, gain for him the affection of his pupils, and 
 this once secured, obedience soon follows, and that respect is 
 paid him which neither punishment nor threats could ever 
 enforce. Every teacher should evince solicitude for the im- 
 provement of his pupils, but particularly for those whose 
 education has been neglected in early youth. It is surprising, 
 and argues well for the character of the Irish, when we observe 
 the gratitude and respect with which a pupil in after life 
 speaks of a teacher who has shown himself really interested in 
 his education. We could here record, did time or space 
 permit, numerous instances that have occurred indicating the 
 gratitude of the Irish to their teachers, which, if equalled, have 
 never been surpassed in any other country. We w r ould have 
 teachers to remember that pupils have their “ Public Opinions," 
 and not only among themselves is this opinion maintained, but 
 we regret that it too often happens that parents and guardians 
 are influenced by it, for we frequently see them remove the 
 child from school because the teacher has incurred the 
 displeasure of the latter. With adult pupils this “Public 
 Opinion" is calculated to serve or injure the character of a 
 school most considerably. The questions generally put by an 
 adult about to attend an Evening School, to another who has 
 already attended the same school, or who may know others 
 that have, are — Is it any good ? tv hat sort of a man is the 
 teacher ? Is he a good teacher? &c. &c, Now upon the 
 answers given to these questions depend the attendance or 
 non-attendance of the interrogating adult, or, in other words, 
 on the Public Opinion held relative to the school by those 
 adults, who either have attended themselves, or have heard the 
 opinions of those who were pupils. 
 
 Every teacher who has had experience in adult education 
 must be aware of what is here stated ; and as the “ Public 
 B 
 
18 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 Opinions” of pupils affect the interest of the school, we would 
 recommend not only teachers of Evening Schools, but teachers 
 of all schools to enlist the “ Public Opinions” of their pupils 
 in their favor, for by doing so they are establishing their own 
 popularity and attaining a character for themselves and their 
 schools. — The best plan that can be adopted to effect this is 
 to treat the pupils more as a parent would his children, 
 than as such men generally treat those placed under them. 
 
 Having premised so far what we consider important 
 qualifications for those allowed to exercise the duties of a 
 teacher in an Evening School, we shall now proceed to mention 
 the subjects which they should not only be thoroughly 
 acquainted with, but possess a method of imparting to the 
 adult that they may be rendered lucid and interesting. The 
 subjects belonging to an elementary education are those 
 required most by pupils attending an Evening School, 
 therefore to the teaching of these subjects should the teacher 
 pay particular attention. If we can give the adult a sufficient 
 knowledge of the elementary branches, that will place the 
 power in his own hands should he feel inclined to prosecute 
 the study of those of a more advanced nature, we do as much 
 as can reasonably be expected from us. Every adult should 
 be taught Spelling, Reading, Writing, Arithmetic, the 
 outlines of Grammar, and the Geography of his own country 
 at least. This is a very simple but a very useful course, and 
 if effectually taught, the teacher has done his duty with justice 
 to the pupil and credit to himself. There are other 
 subjects to be mentioned hereafter, which if time and circum- 
 stances permitted, their introduction would add materially to 
 the character of the school. But having stated what 
 appear to us the essential subjects that should engage the 
 attention of the teacher, we beg to offer a few suggestions on 
 the methods of teaching them. Of course we do not here 
 pretend to offer more than a suggestion, knowing the many 
 admirable plans at present adopted by competent and experi- 
 enced masters to whom the subject of teaching is more familiar: 
 however, having seen the systems w T e are about to describe 
 carried into practice effectually, and believing them superior 
 to any others at present in use, we should consider it a neglect 
 of duty on our part were we to omit mentioning them here. 
 
 In teaching Orthography, the method we propose to be 
 adopted is, to have the adult to write on some subject, and the 
 
ADULT EDUCATION. 
 
 19 
 
 more familiar the subject is to him the better ; or to desire him 
 write down some of the principal events he remembers to have 
 taken place in the country within the last month, year, or any 
 period of time the teacher may wish to mention. Now adults 
 take the greatest interest in such exercises, and do all in their 
 power to vie with each other in expressing their ideas in the 
 best manner they can. There is scarcely any lesson at which 
 the spirit of emulation is carried to such a pitch, or which 
 receives more of their attention. 
 
 Objections to this system may be urged on the grounds that 
 it does not etfect enough ; we admit this, but if it effects some- 
 thing it answers our purpose. We are aware that we do not 
 add to their stock of words, but if we are not doing that we 
 are teaching them how to spell those words with the 
 meaning of which they are already acquainted, and how to 
 arrange them in proper order. The teacher may, at the same 
 time, introduce words better adapted to express the same ideas 
 where he sees it necessary. By this system it is clear that the 
 pupil is being taught easy lessons on composition or indeed 
 we might term it, natural composition, for we suppose him 
 ignorant of the rules and principles of grammar. It does 
 not occur to us that there is any other disadvantage attending 
 the system stated here, but that to which we have just referred, 
 and to remedy this the master has only to teach Orthography 
 by Dictation. “ It is simply this,” writes Dr. Sullivan ; “ the 
 teacher reads a sentence from a book or dictates one composed 
 by himself, to the pupils, who either write it down verbatim, 
 or merely spell the words as they occur as if they were writing 
 them down.” By these means, the pupils may write down 
 words whose meaning they do not understand, and perhaps 
 words they never heard before ; it remains then for the teacher 
 to explain to them the meaning of such words and correct any 
 mistakes that he may find in the Orthography. We hope 
 that our suggestions in teaching this subject may meet the 
 approbation of and be adopted by those teachers who are 
 sending from their schools day after day, to fill respectable 
 situations in society, pupils sadly deficient in this most essential 
 branch of education. It is to be regretted that even in what 
 are termed respectable academies the old system of making a 
 pupil get by heart a column of words and repeat them Parrot- 
 like to the master, is still continued, a practice that should be 
 discountenanced by every intellectual teacher. 
 
20 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 We are happy to state that in the National Schools of 
 Ireland, this ridiculous and stupid system is not permitted, 
 but by means of that valuable little work, The Spelling Book 
 Superseded, by Dr. Sullivan, a system of Orthography is 
 taught that bids fair to render the pupils of these Schools 
 superior to most others in this most useful branch of 
 learning. We strongly recommend this book to the parents 
 and guardians interested in the education of children, and we 
 certainly feel no hesitation in asserting, that the system for 
 teaching Orthography laid down by the author is one that 
 every teacher should adopt. 
 
 Teaching reading to the adult pupil is a tedious and difficult 
 task, perhaps there is no instance where the teacher's patience 
 is so strongly tested, and he must be a teacher and not a mere 
 scholar who will accomplish it. The plan we should suggest to 
 be adopted in teaching this branch is, to make the pupil put 
 together every little group of words that makes sense , and 
 when he has spelled them some few times over, to ask him 
 when he has gone through a sentence in this way, what he 
 understands from it. This is an arduous and monotonous 
 task no doubt, and one that can only be effected little by 
 little, and by proceeding steadily and slowly along. To an 
 intellectual teacher, various plans will suggest themselves, we 
 will therefore leave him to adopt any one that he thinks best 
 calculated to suit the faculty of the pupil, submitting 
 our own merely for his consideration. Adults having but 
 little time to devote to literary acquirements, it should be the 
 business of every master to teach them what is really practi- 
 cal and of the most service to them in their various stations 
 of life. Now when teaching them to write, after teaching 
 them to form the letters of the alphabet, we would suggest 
 that they should be then taught to write their names. This 
 will be doing more for them than could be accomplished by 
 many lectures from the w r riting-master. When able to write 
 small-hand in a legible style they should be taught to 
 draw out an account in a proper and business-like manner. 
 This is sure to receive their greatest attention, for they 
 have already learned its utility, and felt the great disadvantage 
 of not being able “ to make out a bill/’ as they say themselves. 
 We now suppose the adult competent to write from 
 dictation, in which he should be exercised at least 
 twice a-week. On the remaining evenings w^e would 
 
ADULT EDUCATION. 
 
 21 
 
 strongly recommend letter writing ; it will be found 
 to afford an instructive and most useful exercise. By 
 adopting this plan the master will give the adult practical 
 and really useful knowledge, which should be the object 
 of every teacher anxious to raise the character of the opera- 
 tive poor. In Arithmetic let the pupil be first taught those 
 rules that are indispensable to his business in life, and let 
 him be taught them well . Let him be given none but 
 practical questions of which others of a similar nature 
 are likely to occur in the business of every day life, and not 
 such as he may never again hear repeated except by the 
 teacher himself. Notation and Numeration should be well un- 
 derstood by the pupils before other rules are introduced, or 
 his knowledge of Arithmetic must necessarily be defective, 
 and the farther he advances in this science the more unwilling 
 will he be to return to these rules, for he looks upon learning 
 them then as commencing the elementary branches again. 
 In many schools we find these rules sadly neglected. 
 
 English Grammar is a subject in which we cannot expect 
 an adult to make great progress, as he considers other matters 
 of more importance to him. His opinion on this point is 
 indeed very correct, and we would therefore recommend 
 teachers of Evening Schools not to devote too much time to 
 this branch if they find their pupils deficient in others more 
 essential. However, we hold that every pupil who can read 
 tolerably well should be acquainted with the parts of speech, 
 and know how to connect subjects — Verb and Object, and 
 Preposition and Object together, in order to understand 
 properly what he reads. 
 
 Geography affords, and particularly that of their own country, 
 a most interesting lesson to adults. We know of no plan so 
 effective as that of teaching by means of outline or sketch-maps. 
 The natural features of a country are so engrafted on the 
 mind by these maps that they are never forgotten, and the 
 pupil is ever afterwards familiar with the position of every 
 principal town, mountain, river, and lake, of the land that 
 gave him birth. In Prussia, and many other States on the 
 Continent, every pupil is obliged to know the Geography of 
 his own country, and indeed were that plan adopted in these 
 kingdoms, we should not have so many pupils unable to tell 
 the source of the Shannon, though at the same time conversant 
 with all the particulars of the Ganges. 
 
22 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 We recommend masters, when teaching the geography of 
 any country, to sketch the boundaries first, and make the 
 pupils acquainted with the outline and principal features, so 
 that when they come to be taught from the regular maps, they 
 may be able to tell at once the names of the principal cities, 
 mountains, rivers, and lakes, without waiting to read their 
 names. By teaching Geography in this way it becomes an in- 
 tellectual and an interesting subject, and not a mere wordy 
 exercise, as it is in many of our private academies at the 
 present day.* 
 
 * Mr. Mann thus describes a Prussian teacher instructing according 
 to this plan * — 
 
 The teacher stood by the black-board, with a chalk in his hand. 
 After casting his eye over the class to see that all were ready, he struck 
 at the middle of the board With a rapidity of hand which my eye 
 could hardly follow, he made a series of those short diverging lines or 
 shadings employed by map engravers, to represent a chain of moun- 
 tains. He had scarcely turned an angle or shot off a spur, when the 
 scholars cried out, Carpathian Mountains, Hungary, Black Forest 
 Mountains, Westernburgh ; Giants’ Mountains, (Riesin Gebirge) Pine 
 Mountains, (Ficlitel Gebirge,) Central Mountains, (Mittel Gebirge,) 
 Bohemia, &c. &c. 
 
 In less than half a minute, the ridge of that grand central elevation 
 which separates the waters that flow northwest into the German Ocean, 
 from those that flow north into the Baltic and south east into the Black 
 Sea, was presented to view, — executed almost as beautifully as an en- 
 graving. A dozen crinkling strokes made in the twinkling of an eye 
 represented the head waters of the great rivers which flow in different 
 directions from that mountainous range ; while the children almost as 
 eager and excited, as though they had actually seen the torrents 
 dashing down the mountain sides, cried out, “ Silesia,” “ Metallic 
 Mountains,” “Danube,” “Elbe,” “Vistula,” “Oder.” The next 
 moment I heard a succession of small strokes or taps, so rapid as to be 
 almost indistinguishable, and hardly had my eye time to discern a large 
 number of dots made along the margin of the rivers, when the shouts 
 of “ Lintz,” “Vienna,” “Prague,” “Dresden,” “Berlin,” &c., struck 
 my ear. At this point in the exercise, the spot which had been occupied 
 on the black board was nearly a circle, of which the starting point or 
 place where the teacher first began, was the centre; but now a few 
 additional strokes round the circumference of the incipient continent, 
 extended the mountain ranges, outward towards the plains — the chil- 
 dren calling out the names of the countries in which they respectively 
 lay. With a few more flourishes, the rivers flowed onwards towards 
 their several terminations ; and by another succession of dots, new cities 
 sprang up along their banks. By this time the children had become as 
 much excited, as though they had been present at a world making ; they 
 rose in their seats, they flung out both hands, their eyes kindled, and 
 their voices became almost vociferous, as they cried out the names of the 
 different places, which, under the magic of the Teacher’s crayon, rose 
 into view. Within ten minutes from the commencement of the lesson, 
 there stood upon the black board a beautiful map of Germany with its 
 mountains, principal rivers and cities, the east of the German Ocean, of 
 the Baltic and Black Seas, and all so accurately proportioned, that I 
 
ADULT EDUCATION, 
 
 23 
 
 We have now offered our suggestions on teaching the ele- 
 mentary subjects, and proceed to write on the more 
 advanced branches that should, if possible, be taught in 
 Evening Schools — they are but few, viz., Book-keeping, 
 Practical Geometry, Mensuration and Mechanics. In teaching 
 Book-keeping to adults, who as we have already stated, can 
 devote but a short time to study, we would recommend the 
 little treatise written on this subject for the use of the National 
 Schools in Ireland. It is an excellent work and exceed- 
 ingly simple. It may be urged that it does not contain suffi- 
 cient matter, but to this objection we would reply — it does not 
 pretend to teach more than is sufficient to prepare the pupil 
 for the counting-house, and give him a general and practical 
 insight into the subject. Eor these purposes it will be found 
 perhaps the most useful treatise that has as yet appeared, 
 and we have no doubt that in teaching adults, it will 
 be found superior to any other, from its perspicuity 
 ond simplicity. The work on Mensuration, issued by 
 the Commissioners of National Education in Ireland, is 
 a most excellent book. It contains a course of practical 
 Geometry admirably calculated to aid the working artizan in 
 the improvement of his craft. Mechanics is a subject of great 
 interest to the aspiring apprentice of the present day. Teachers, 
 if possible, should provide themselves with a model of the 
 steam engine, and make their pupils as conversant as possible 
 with its mechanism, for which purpose a knowledge of 
 mechanics will be found essential. We have now enumerated 
 the subjects which we think comprise the most useful course 
 that possibly could be taught in a school intended for the 
 education of the working poor. 
 
 think only slight errors would have been found, had it been subjected to 
 the test of a scale of miles. A part of the Teacher’s time was taken up 
 in correcting a few mistakes of the pupils ; for his mind seemed to be in 
 his ear as well as in his hand ; and notwithstanding the astonishing ce- 
 lerity of his movements, he detected erroneous answers and turned 
 round to correct them. The rest of the recitation consisted in questions 
 and answers respecting productions, climate, soil, animals, &c., &c. Com- 
 pare the effect of such a lesson as this, both as to the amount of the 
 knowledge communicated, and the vividness, and of course the 
 permanance, of the ideas obtained, with a lesson, when the scholars look 
 a few names of places on a lifeless atlas, but never had their imaginations 
 abroad over the earth, and when the Teacher sits listlessly down before 
 them, to interrogate them from a Book in which all the questions are 
 printed at full length, to supersede on his part all necessity of knowledge. 
 
24 A PLEA FOE THE EDUCATION OF THE WORKING CLASSES. 
 
 A teacher possessing the qualifications we have indicated, 
 must be fairly remunerated, or he will not devote his time to 
 the tedious and laborious duties of an Evening School. The 
 poor salary given at present, renders it impossible to procure 
 the services of competent and energetic masters to conduct 
 these schools. With very few exceptions does the grant to 
 Evening Schools, in connexion with the Board of National 
 Education in Ireland, exceed £5 per annum. This sum, with 
 the receipts of the school, comprise the salary of the teacher, 
 which, including both, does not exceed, save in a very cases, 
 £12 per annum. Even this sum is considered by many to 
 be considerably above the average. It is obvious, therefore, 
 that no competent teacher will undertake the arduous task of 
 conducting an Evening School efficiently, for so small a salary 
 as this. Consequently we find these schools directed by masters, 
 fagged and fatigued from the effects of teaching during the 
 day — their energy completely spent, and requiring rest or 
 recreation much more than additional toil. There is no alter- 
 native ; the salary given would not compensate a teacher if 
 he were to devote his time exclusively to an Evening School, 
 and under such circumstances it is better that trained teachers 
 however fatigued, should be entrusted with their management. 
 But certainly a change in the system is much to be desired, for 
 so long as the present plan is continued little hope can be 
 entertained that Evening Schools will effect the object for which 
 they were intended. Indeed it is, and ever has been, our 
 opinion, that until we have s body of efficient, energetic, and 
 qualified teachers to conduct these schools, adult education 
 can never be advanced beyond its present wretched state. 
 But surely not for ten or twelve pounds per annum, are we to 
 hope to procure the services of the ’master required. We must 
 therefore expect to witness the decline of these admirable 
 schools, until the salary of our daily school teachers is such as 
 will raise them above the necessity of resuming the weary task of 
 instructing in the evening, and a proper remuneration given to a 
 competent master who will undertake the task — teachers whose 
 vigor and energy have not been impaired nor diminished by 
 previous toil.* There is, perhaps, no country in the world 
 
 * If this were the country it boasts itself to be, if it were a country in 
 which the public really aspired to elevate the human mind, to assign 
 intellectual superiority its proper station, long since its laws would have 
 regarded the profession of teacher, as one in great degree invested with 
 
ADULT EDUCATION. 
 
 25 
 
 where a teacher is so poorly recompensed as in Ireland, or 
 where some provision is not made for him in his old age by 
 the state, but in Great Britain. He is miserably paid for his 
 labor when life is in its prime ; and the only prospect he 
 sees in perspective at its decline, is the work-house or the 
 pauper's grave. Contrast this with the treatment and the 
 respect Schoolmasters receive in other countries. Throughout 
 Germany no profession is more respected than that of a 
 teacher ; not only is it respected, but he rests secure that he 
 will be provided for when incapacitated by illness or old age, 
 to exercise his duties ; but still more, if found deserving, his 
 widow and orphans will be provided for also.* * 
 
 paternal and religious rights. If there be many instances in which 
 Teachers themselves have derogated from this dignified position, and 
 converted what ought to have been the most important of social duties 
 into a mere trade, it is only the natural result of our unwise and niggard 
 
 legislation, and belongs not to the profession nor to the men Wyse on 
 
 Education Reform, Vol. I. Page 292. 
 
 * Mr. Kay in his admirable work, “ The Social Condition and Educa- 
 tion of the People,” thus speaks of the Austrian Teachers. The Teacher 
 is protected from neglect, insult, or injudicious interference, while he is 
 at the same time kept under a wholesome check. His close connection 
 with the emissary of Government of the empire gives him a standing 
 among his neighbours, and covers himself and his office with the respect 
 of the people. The Austrian Government has indeed so strongly felt 
 the importance of making the teachers respected, that one of the laws 
 expressly requires the Overseer to address the teacher at the Public 
 examination with the Title of Mr. and Sir, and forbids the overseer to 
 allow himself to treat the Teacher with any undue familiarity or care- 
 lessness before his pupils. 
 
 Besides these wise enactments, a series of laws has been framed, by 
 which a pension and livelihood is secured to every superannuated teacher, 
 and to the Orphans and Widow of every deserving Teacher who dies in 
 the public service. These enactments are for the most part similar to 
 those which I have already described as in force in Prussia. 
 
 By these means the Teachers are released from all anxiety about 
 providing for the support of themselves in old age, or of their families 
 in case of their own decease, and are, consequently, freed from any 
 temptation to divert any of their thoughts from their school duties to 
 mercantile, or money-making pursuits, and are enabled to devote the 
 whole of their faculties, thoughts, and energies to the duties of their 
 profession. 
 
 Besides these advantages, the people are by these different regulations 
 impressed with a high consideration and respect for the profession, as 
 they see it an object of the anxious solicitude of the Government. They 
 know that the Teachers must be learned men, or they could not have 
 gained their situations, and that they must be men of high character, or 
 they would not be allowed to hold their offices. They see the Teachers 
 in continual correspondence with the agents of the imperial Government. 
 They see how respectfully the teachers are treated by the overseers and 
 civil magistrates. 
 
2G A P3.EA FOR TIIE EDUCATION OF THE WORKING CLASSES. 
 
 We are now, perhaps, diverging from the subject before 
 us, but we hope at a future period to advocate the cause of 
 National Teachers, and to show the great injustice done those 
 whose lives have been spent in educating the poorer classes 
 of our fellow subjects. 
 
 What we are now to consider is, the remuneration that 
 should be given to an efficient and properly qualified teacher 
 charged with the management of an Evening School. The 
 time generally devoted to these schools we admit is short, 
 perhaps too much so ; but, on the other hand, when we take 
 into account the fatigue of adults consequent upon the toil 
 they have undergone during the day, it might not be prudent 
 to make the time for study much longer than is devoted to 
 it at present. Three hours we think should be the maxi- 
 mum, say from 7 until 10 o’clock each night, during which 
 time the teacher requires to be energetically and constantly 
 employed to do justice to his pupils. Now in the most econ- 
 omical point of view we consider him entitled to a salary of at 
 least £60 per annum, and any sum under that is not sufficient 
 to compensate him for the duties that devolve upon him, if 
 he really interest himself in tlie education of his pupils. 
 This salary may be objected to on the ground that many 
 teachers of Day Schools have not salary equal to it ; with 
 this we have nothing to do, as we are to suppose their merits 
 do not entitle them to it, or that there are not sufficient funds 
 placed at the disposal of the Commissioners to reward them, 
 which we believe is really the case. The school fees should 
 be assigned to the teacher and form part of the salary 
 here mentioned. We hold this to be an excellent plan, since 
 it must serve to stimulate the teacher to procure a good 
 attendance to the school ; but in any case the salary above 
 mentioned should be secured to the teacher. 
 
 The payment by pupils should be insisted upon, for there is 
 no pupil who will present himself for admission to an Evening 
 
 This respect reacts upon the children in the most beneficial manner. 
 They see the Teachers welcomed at home, honored by the agents of the 
 imperial Government, cared for by the Government in sickness and old 
 age, comfortably lodged, and treated by every one with respect. 
 
 This begets in the minds of the scholars a respect for their instructors, 
 makes them pay attention to their advice and instruction, makes them 
 anxious to win their good opinion, and thus gives a double weight to all 
 the counsels, advice and admonitions of these excellent monitors. 
 
 It is impossible to exaggerate the value of the labours and of the 
 influence of sucli a body of men working among the poor. 
 
ADULT EDUCATION. 
 
 27 
 
 School wliocannot afford to pay — and were adult pupils admitted 
 free, they would not appreciate the instruction given to them, 
 no matter how superior might be its nature. This is the case 
 in Ireland at all events, however different it may be in other 
 countries. Out of the smallest means, the Irish are ever willing 
 to pay for education. — It may then be asked, why there are so 
 many uneducated adults among the operative classes, if the 
 Irish are so willing to pay for education ? Our only answer to 
 this question is, that either the poverty of the parent, or the 
 negligence of the child is the cause. However, no advantage 
 should be taken of their willingness to pay, since we know in 
 many cases it exceeds their ability. A rate of payment 
 within the reach of the poorest adult should be laid down ; we 
 would recommend that such a scale of payments be adopted 
 as would be in proportion to the circumstances of the pupils, 
 and at the same time so moderate as to be within the power of 
 the poorest to pay. — By adopting this course an accumulative 
 scale of payments inevitably takes place ; but we would strongly 
 urge that this scale should not be regulated according to the 
 subjects taught , for every person acquainted with the organiza- 
 tion or management ot‘ a school must be aware that such an 
 arrangement has a very injurous effect on the progress of the 
 pupils and on the working of the school. By w r ay of example, in 
 support of our views in this matter, let us suppose two pupils 
 placed side by side in the same class, the parents of one being 
 better to do in the world than those of the other ; now, both 
 are sufficiently qualified to enter a class where the course of 
 instruction is carried further, but in order to enter this class 
 a higher fee is to be paid. To the pupils whose parents are 
 able to pay the fee there can be no difficulty, for parents 
 willingly pay for the education of their children when circum- 
 stances permit ; but the pupil whose parents are unable to 
 pay the fee demanded, remains behind, not for incompetency 
 or want of intellectual qualifications, but solely on account 
 of his parents’ poverty. All will admit that poverty is no 
 crime, but few will deny that it is a misfortune, and certainly 
 debarring the talented child of the poor man the means 
 of raising himself from the lowly state in which he is 
 placed by the circumstances of his parents, is not the mode 
 by which to imbue him with a spirit of nationality or indepen- 
 dence ; on the contrary, it tends to depress this spirit and to 
 make poverty hereditary. 
 
28 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 We regret that in many schools receiving public aid the 
 fees are regulated according to the subjects taught, a system 
 both unwise and unfair, and one we would strenuously 
 oppose, for we hold that in no schools supported by the State or 
 by other public endowments, should such a system be tolerated. 
 
 The teachers of these schools are public officers and should 
 make no distinction between their pupils while discharging 
 their duties in the school-room. All should equally share 
 their attention, and be eligible to any class for which their capa- 
 city or proficiency would qualify them. Public or National 
 Schools were provided for the education of the poor, and the 
 State in conferring this invaluable boon on society, never 
 intended a “ royal road” to be opened in these schools on 
 which the poor man's child dare not enter. 
 
 While we advocate the rights of the poor to National Schools, 
 we do not desire that these institutions should be solely 
 attended by the children of the poor ; on the contrary, we are 
 of opinion that these schools should be open to all classes, 
 for the fact of the children of the poor associating with those 
 of the middle classes, has a most desirable effect on both, 
 and contributes most materially to the success and character 
 of the school.* But what we contend for is, that the poor 
 man's child be as eligible to receive instruction in any subject 
 taught in the school as that of the rich man's, though the 
 latter may pay a higher fee. 
 
 Before concluding this portion of our paper we would wish 
 to suggest, that when teachers receive salary in addition to 
 the school fees, the rate of payment for each pupil should not 
 exceed 2d. per week ; and in cases where they receive their 
 entire salary from sources independent of the school fees, the 
 latter should not exceed one penny per week for each pupil. 
 And this payment, we would further suggest, should be insisted 
 upon, for it is desirable that every pupil should pay in a 
 school that is not understood to be a Tree School. Bor 
 the present we have confined ourselves to Evening Schools, 
 but in our next paper we hope to be able to show the 
 great want existing in our Metropolis for such Mechanics' 
 Institutes as those advocated in England by Lord Brougham, 
 and other zealous friends of the cause of Popular Education. 
 
 * See Report on the Clonmel District Model School for the year 1850, 
 by James W. Kavanagh, Esq., Head Inspector of National Schools : see 
 also Mr. .Frederic Hill’s admirable work on National Education. 
 
ADULT EDUCATION. 
 
 29 
 
 In closing our present paper, we consider it but just 
 to mention the name of The Eight Honorable Alexander 
 Macdonnell, Eesident Commissioner of the Board of Irish 
 National Education, to whom the adult portion of the working 
 classes of this city is deeply indebted for the part he has taken 
 in encouraging Evening Schools. — Frequently has he contri- 
 buted from his private purse to their support, and his benevo- 
 lence to many a poor and hard-working teacher is too well 
 known to call forth any comments from us. With his name 
 we feel justified in coupling those of Dean Meyler, Commis- 
 sioner of National Education ; and the Eev. Mr. Farrell,* 
 manager of the Andrean Male National School. These 
 gentlemen have been indefatigable in promoting the cause 
 of National Education, and well may they be proud of the 
 signal success that has attended their united efforts in 
 endeavouring to place the schools of their parish on a footing 
 with some of the best organized schools under the Commis- 
 sioners of National Education. We should not omit mention- 
 ing here the name of the Eev. Dr. Flanagan, who for many 
 years supported, at his own expense, an Evening School, which 
 was attended by a very large number of the laboring poor. 
 We regret that this school has been closed for some time, 
 owing to this liberal gentleman’s funds being exhausted. 
 
 * See Report on the admirably-conducted Ragged School under the 
 management of this gentleman, given in Irish Quarterly Review, 
 Vol. IV., No. 16, p. 1237. 
 
MECHANICS’ INSTITUTES. 
 
 In the foregoing paper we endeavoured to show of what vast 
 importance properly organized Evening Schools would be to the 
 laboring classes. We also showed, that in proportion to the 
 importance of these schools, is the difficulty in establishing 
 them and of securing to them a considerable attendance. This, 
 we stated, is made manifest in Dublin by the very few schools of 
 this character at present in operation. Having offered every sug- 
 gestion in our power on the management of these schools, 
 we have done our duty as far as it came within our pro- 
 vince. We can only hope, that for the common interests of 
 society, these, or some other suggestions calculated to promote 
 the intellectual and social improvement of the working classes 
 may be adopted, for we should remember 
 
 — “ The mind untaught 
 
 Is a dark waste where fiends and tempests howl ; 
 
 As Phoebus to the world, is knowledge to the soul.” 
 
 Before entering on the immediate subject of the present 
 paper, we would ask our readers to bear with us while we 
 examine the classes of adults and boys generally to be 
 found attending the Evening Schools. Our object in this, 
 is to ascertain if these schools are sufficient in themselves 
 to supply the kind of education sought for by the more ad- 
 vanced members of the working classes ; for, if so, we cannot 
 
mechanics’ institutes. 
 
 31 
 
 see the utility of advocating the establishing of Mechanics’ 
 Institutes, which may be considered Adult Schools on a larger 
 scale. 
 
 Now by enquiring what class of pupils attends Public 
 Evening Schools, and the course of education taught in these 
 schools, we shall find a large proportion consists of those, 
 whose education has been sadly if not wholly neglected in youth, 
 and who are, consequently, learning the mere rudiments of 
 knowledge ; while a small, a very small proportion indeed, is 
 engaged upon the higher branches. It is clear therefore that, 
 under such circumstances, the course of education in these 
 schools can be little more than elementary. 
 
 Again, w r e also know that the Teacher’s time must be more 
 or less engaged by the majority of his Pupils, and the majority 
 in the present case consists of those pupils scarcely able to 
 read and write. It is manifest then the minority is neglected, 
 which therefore quits the school, and be it remembered, this 
 minority forms the intellectual portion of the school. They 
 see that they are neglected, they know that the Teacher of an 
 Evening School cannot devote his time to a few and neglect 
 the many. The consequence is, that advanced pupils are 
 scarcely ever to be found attending Evening Schools, and no 
 matter what their anxiety and solicitude may be to perfect 
 themselves in knowledge, there is no opportunity afforded them 
 to do so in these Institutes. It will appear here from what 
 we have stated, that Evening Schools as they are at present 
 conducted in Dublin, are not schools where those who have- 
 passed through our primary National Schools may pursue 
 their studies, and in so doing acquire a knowledge of those 
 subjects w T hich their pursuits in life may require. The demand 
 for a higher class of schools or institutes is increasing daily, 
 and will continue to do so till it becomes irresistible. Eurther, 
 it is our belief, that no matter how efficiently Evening Schools 
 be conducted, they will not be attended by that class of adults 
 whose object is to advance themselves above the mere working 
 man. We may look on these schools as preparatory, and we 
 have little doubt, if properly managed, would become so many 
 feeders to Mechanics’ Institutes of a like class. When we write 
 that these schools are merely preparatory, and the course taught 
 in them purely elementary, we do not assume that teachers in 
 these schools possess only the literary acquirements necessary 
 to impart instruction in the rudiments of knowledge ; how 
 
32 A plea for the education op the working classes. 
 
 ridiculous would it not be to teach Algebra or Astronomy to a 
 pupil to whom Arithmetic and Geography are only known by 
 name. The advanced branches not being taught argues in 
 no way against the qualifications of the Teachers ; as well might 
 it be said that a man cannot speak French because he happens 
 to speak English. Those acquainted with Evening Schools 
 and the class of pupils attending must know that mere 
 elementary instruction is all that can be expected to be 
 given in them, since the teachings must always be adapted 
 to the capacity of the pupil, yet by this class of instruction 
 much good can be effected among the poor creatures, simple 
 as it be, and could Evening Schools succeed in only doing 
 this, there is no doubt that they would effect the object for 
 which they were intended — to impart education to those 
 who have been debarred its blessings in early youth. 
 
 A large majority indeed of the working classes of our city 
 consists of those either wholly illiterate, or those, as has been 
 already hinted, whose education has been sadly neglected : 
 but, from the very nature of things, this majority, 
 we are happy to state, must necessarily continue to 
 diminish, and institutes of a higher order will appear, and the 
 working classes attain a more exalted rank in the social scale 
 than they at present occupy. 
 
 We have now shown the portion of the working 
 classes attending Evening Schools, their capacity to 
 receive instruction, and the course of instruction that 
 must necessarily be taught in these schools. We have 
 also endeavoured to prove that these schools cannot be sub- 
 stituted for Mechanics' Institutes. We would next direct the 
 attention of our readers to the more advanced and intellectual 
 class of the Working multitude, and we feel happy to be able to 
 declare, that this class is by no means inconsiderable. — This is 
 the class that is debarred the means of pursuing their studies 
 in the more advanced branches of knowledge, which are entered 
 upon in our primary schools, and hence we find that some of 
 the brightest and most promising of our youths w 7 hen at school, 
 allow their minds to slumber, and so wax into indifference 
 until at last the bright future which lay before them is darkened 
 and dispelled by their want of progress ; they become reckless — 
 the prospect of toil and sorrow 7 takes the place of the happy 
 manhood, which they^have painted for themselves ; w'ant of mental 
 occupation drives them to the ale-house, and thus they are early 
 
mechanics’ institutes. 
 
 33 
 
 made the victims of the many vices that beset the path of 
 young men at their first outset in life. 
 
 For the future education of this class, Mechanics’ Institutes 
 are required as we have already stated : no matter how 
 efficiently an Evening School may be conducted, they will not 
 attend, knowing as they do, that the course of instruction is 
 merely elementary. — In fact, they would look upon a properly 
 managed Mechanics’ Institute in the same light, as a youth in 
 our private schools look upon a University. — The very fact of 
 being a member of such an Institute, would have a mighty 
 influence upon them, and especially if they know it is presided 
 over by those free from sectarian bigotry, and whose only 
 object is to raise their moral and intellectual character. — We 
 agree with the Rev. Dr. Hook, vicar of Leeds, who wisely 
 says : — 
 
 ** In short, we want for the working classes institutions similar to 
 those which the more opulent, when they quit school, find prepared 
 for them in our Universities. It is astonishing how soon the mind 
 runs to seed, and how quickly, when the waters cease to rise, the w ell 
 becomes hard and dry. I make no doubt but that there are many 
 who have felt mortification, as I havp done, at finding, after the 
 lapse of ten or fifteen years, how some of those children who were 
 at one time the ornament of our schools, have, for want of continued 
 mental cultivation, become as void of intelligence as their worst edu- 
 cated associates. If it is worth while to give an education, it is 
 worth w T hile to take care that the education given is not thrown away. 
 If it is our duty to instruct the children of the working classes, it is 
 equally our duty to afford to adults the means of reaping the advan- 
 tages of our past labour and youthful industry. The truth of this has 
 been perceived, and attempts have been made to fill up the void 
 of which the complaint is not unfrequent, but the attempt has not 
 been made on a scale commensurate to the requirements of the case. 
 Or if the institutions for adult education at present in existence, be 
 sufficient in number and magnitude for the present wants of the 
 people, the quality of the education provided is lamentably deficient, 
 and the deficiency becomes daily more apparent as the quality of 
 education in our primary schools under trained and certificated 
 masters becomes more effective. To meet the requirements of the 
 case the Mechanics’ Institutes were first in the field. — This honor 
 they may claim, and it should willingly be assigned to them.” * 
 
 To prove the correctness of what is just stated, let us lake, 
 for example, a boy who has graduated from class to class in any 
 Public School, say for instance the Model National School of 
 Marl borough-street, till he has reached the highest class, and not 
 
 * “Meliora” 1st Series, p. 2d. 
 
 C 
 
34 ) A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 only that, but has distinguished himself so much in that class 
 as to merit an appointment as monitor. He continues to gra- 
 duate in the rank of monitor, until he becomes Head Monitor 
 or Head Pupil Teacher in the School. He is then recalled 
 from school by his parents, apprenticed to some Mechanic, or 
 placed in an office or counting-house. Such a boy desires to ad- 
 vance himself in those branches that apply to the business in 
 which he is now engaged. The spirit of emulation has not as yet 
 passed away, his desire to distinguish himself among men is now 
 his object, to give him an opportunity of doing so is a public 
 duty. All we can do is to offer advantages, which if availed 
 of will stimulate the mind to enquiry, and point out the sources 
 of more minute and accurate knowledge. Let us do what we 
 can to induce him to devote those hours that might be passed 
 in indolence and folly, in attaining a higher end than the mere 
 amusement of the passing hour. It has been said by a wise 
 and good man, “ It is our high and holy mission to serve 
 mankind/’ This we can best do by educating them, for, by 
 the diffusion of knowledge, morality is secured, liberty protected, 
 and the vices avoided which ignorance and idleness engender. 
 
 Before we have done with the case we have now before us, 
 we regret to write that frequently have we known many of 
 the most intellectual and promising pupils of our schools, 
 when they left to pursue the callings for which they were sever- 
 ally destined, become the associate of companions whose minds 
 were evil and designing, whose only pleasure was vice, whose 
 haunts, when toil permitting, the public house or gin shop. 
 Example had its effect — the once promising and talented pupil 
 became the prematurely old and dissipated man. What is 
 here mentioned has but too frequently come under our notice, 
 and this it is that has induced us to take up the subject of 
 Mechanics’ Institutes, feeling fully convinced that, to the want 
 of such is mainly attributable many of the miseries of the 
 working poor. Eor had we proper educational institutes 
 awaiting the youths when their school instruction ends, and 
 they begin to follow' their various pursuits in life, doubtless 
 many whose leisure hours are spent worthlessly, if not crimin- 
 ally, would be found devoting these hours to mental culture 
 and pursuing those studies congenial to their faculties. To those 
 who have not received an elementary education, their wants 
 can be supplied by Evening Schools ; and for those poor 
 persons should those schools be supported, and that too w r ith 
 
mechanics’ institutes. 
 
 35 
 
 no meagre hand, if we desire to remove the thick veil of 
 ignorance from the minds of our working men and enable 
 them to appreciate that liberty which the uneducated can never 
 fully value. 
 
 We have described the class of pupils that will not 
 attend Evening Schools, and in doing this, we have stated 
 what appears to us the main cause of their absence. By 
 what we have asserted, it cannot fail to strike the minds of a 
 thinking public, that a great deficiency exists in the means that 
 have, up to this, been adopted to educate the working poor of 
 this country. And it must be acknowledged by those who really 
 think on the subject, that the opening of Mechanics’ Institutes 
 is the only way in which this defect can be remedied. But before 
 we examine what the character of these institutions should 
 be, and how they should be conducted, it may be well to 
 anticipate the question that we regret so often to hear asked, 
 by men whom we should suppose would espouse and 
 advocate the cause of the education of the Working Classes; 
 the question we allude to is, — ■“ What use is it for the Working 
 Man to trouble himself about education, more than to know 
 how to read and write ?” This question has been often put, 
 but let us ask by whom. Is it not by those whose ideas and 
 faculties of mind extend to the mere ability to add up a 
 column of Pounds, Shillings and Pence? whose minds from 
 morning till night are engrossed with the mercenary thought 
 of wealth, who make riches their god, and to accumulate them, 
 will, through their thirst of cupidity and love of gain, exact 
 the sweat of the poor man’s brow with the same eagerness and 
 anxiety as the astute and mercenary Jew will sweat the golden 
 coin to satiate his thirst for the precious metals. Again we 
 hear the same question put by those whose position in society 
 should assure us that they would aid and abet in every way to 
 promote the culture of the mind among the laboring poor, — 
 but such, we regret to write, is not the case; they become jealous 
 that those whom they call plebeians should advance themselves, 
 lest in a few years, by perseverance and mental enterprize, they 
 aspire to, aud attain a position for which their own qualification, 
 render them unfit. Doctor Whately, in alluding to this class, 
 thus writes — “ Some, again, there are, of the higher classes (in 
 birth and station,) who are jealous of the classes below them 
 treading on their heels, by becoming their equals, or superiors 
 in the literature and science, of which they themselves, perhaps. 
 
36 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 possess do great share. This, again, is a feeling which no one is 
 very likely to avow. They persuade, as far as they can, both others 
 and themselves, that what they dread is the unwise, ill-regulated, 
 and indiscriminate diffusion of knowledge.” — Knowing the 
 feelings of the two classes we should rejoice to think that their 
 influence on society is weak. — Were it otherwise, how vain would 
 it be for the son of the plebeian to devote his energies for 
 years, perhaps scantily fed and thinly clothed, prosecuting 
 his studies within the peasant’s cot, or the Avails of some 
 miserable abode in one of our back and secluded streets. 
 
 We would wish to ask those who fear or deprecate the 
 diffusion of knowledge among the poor, is it by keeping 
 them in darkness and ignorance that they can best secure 
 the happiness of a people, or the prosperity of a nation ? Is 
 it not by doing so superstition and bigotry are engendered, 
 the spirit of anarchy and rebellion fostered, and religious 
 hostility between man and man encouraged ? If their object 
 be, as we fear it is, to make the poor the instruments of the 
 rich, to be used by them for whatever purpose they may 
 think proper, we can understand their not considering the 
 education of the poor necessary or advisable. But what a 
 wretched contrast do they form, when compared with such a 
 man as Thomas W 7 yse, who, showing the necessity for educating 
 the poor thus writes — “ Under the most favourable circum- 
 stances, the superior whether clergyman or proprietor, can do 
 little with a still brutal and sluggish population. lie must 
 begin like Oberlin with first de-brutalizing them ; he 
 must awaken the soul before he can make use of it, he must 
 first teach and then civilize. This is true in a greater 
 or less degree, whether we have to deal with Indian or 
 European. It is an indispensable condition of improvement. 
 Education thus becomes not merely a benefit to all, but an 
 object to all of the first necessity.” The wisdom and justice 
 of this statement need no comment. Every friend ot' Edu- 
 cation must fully agree with Mr. Wyse on this point ; we 
 may justly rank Mr. Wyse among the champions of Popular 
 Education of whom England can proudly boast. As the 
 current of public opinion in favor of this noble project flows 
 on, it is swelled day after day, by the opinions of those who 
 were most adverse to the education of the poor. But we 
 should take care, lest those who come over do more to oppose 
 than to advocate its cause. We cannot be too vigilant on 
 
MECHANICS* INSTITUTES. 
 
 37 
 
 this point, for, says Archbishop Whately — “ I know for a 
 fact, that there are some persons, who deprecate the diffusion 
 of knowledge; but yet they will give in to it, and profess 
 to favour it, merely because they find that they must swim 
 with the stream, because they cannot oppose it. I am con- 
 tinually meeting with persons who are for embarking in the 
 vessel of education, in order that they may be able to retard 
 its course. They are deprecators, above all things, of too great 
 a diffusion of knowledge — too much education for the people — 
 too much knowledge for their station in life, which they say, 
 is likely to puff them up.’* 
 
 These are the persons we are to guard against, and, we 
 regret to write, they form no inconsiderable a class in point of 
 number. But as we have already intimated, their influence 
 and power are such that no danger is to be apprehended 
 from them; their opponents are too powerful, the public mind 
 has become too enlightened, the love of knowledge has taken 
 too deep a root, even among the poorer classes, to submit to 
 what they should when literature was the privilege of a 
 cloistered few. TsTo, for the plebeian now sees that he lives 
 in an age when his education can compensate for the meanness 
 of his birth, and his industry for his fortune. This is well 
 engrafted upon the minds of the poorer classes, and its effect 
 is manifesting itself day after day among them. They 
 have learned to despise those who would shut them out from 
 the temples of knowledge, and prevent its diffusion among 
 the poor. The State has, more or less, provided education for 
 them, and in doing so, it has only done its duty, but as 
 this duty might no doubt be neglected, we are to look upon 
 it in the light of a favor and feel grateful. It is a wise 
 provision, for by it we are enabled to see with Sir David 
 Brewster that — 
 
 “ There are men who denounce railways and steam boats, 
 and even the cheap intercourse of minds, and who would 
 willingly doom to penury, or even to gradual annihilation, 
 the industrious millions whose title to existence is as good as 
 their own. These men would cheerfully step back a few 
 centuries to feed on the flesh and clothe in the skins of the 
 beasts of prey, and perchance to offer up their meats to idols, 
 not less respectable than the mammon which they worship.’* 
 
 Whatever may be the objections urged against the Educa- 
 tion of the Working Classes, the bounds to which anti- 
 
38 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 educationists would limit it, or the restrictions which they would 
 impose upon it, we will not now pause to consider. However 
 we would remind them that, “ The man who does not look 
 up is sure to look down,” — this is a short but a very true and 
 pithy saying, and one which, if duly considered, could not 
 fail to exercise a vast influence on the minds of those prejudiced 
 against Popular Education. To afford every advantage to the 
 working portion of the community, to improve their moral and 
 intellectual character, is a public duty, and one that should call 
 forth the interference of the State. Only by educatingthe labor- 
 ing multitudes can we safely get them to “ look up,” and this 
 spirit once engendered and coupled with industry and per- 
 severance, must necessarily tend to elevate them in no incon- 
 siderable degree. “ Look up,” we would therefore say 
 to the poorest of our fellow creatures, for by doing so you can 
 only hope to reach that ever-to-be-desired goal — independance : 
 on the other hand, i( look down,” and the pauper’s home, 
 or felon’s cell, will be the reward awaiting you at life’s 
 decline. Every day brings about facts that clearly prove 
 the correctness of both statements ; we see the industri- 
 ous and persevering soar above their class, while the indolent 
 and improvident become the victims of poverty and crime. 
 Education is the best antidote for these miseries, especially for 
 the latter. Those most competent to judge of the matter 
 believe this to be the case. “ Where crime was in abeyance,” 
 speaks Lord Campbell, “ good education existed.”* Again, 
 Archbishop Whately, in his address delivered to the members 
 of the Manchester Athenseum says — “ Men are liable to be 
 deceived and misled, but it is in darkness more than in light ; 
 in twilight more than in full sun, that error is liable to be 
 mistaken for truth.” 
 
 While fully concurring with such high authorities 
 in their statements on this point, let us hope that some- 
 thing may be done to raise the social character of our toil- 
 ing poor. And as we consider that this can best be accomplished 
 by the opening of an Educational Institute adequate to their 
 wants, the great necessity for such an institute in Dublin is 
 obvious. The opening of it wouid be an invaluable boon to 
 the numbers of the working community of our city : that it 
 would be so if properly organized and conducted is a fact too 
 palpable to need demonstration. W 7 hy should we fold our 
 
 * Speech on National Education, House of Lords, July, 1854. 
 
MECHANICS* INSTITUTES. 
 
 39 
 
 arms and look on the mechanics and artizans of our cities 
 and large towns, still in ignorance and made the instruments 
 of wily politicians, without aiding them to dispel the dark 
 cloud, enabling them to see into and repair the evils of 
 neglected early training. 
 
 It must have been obvious long since, to those acquainted 
 with the character of the working classes of Dublin, that a 
 proper educational institute, that is an institute having for its 
 objects the intellectual improvement of the working man, is 
 not only desirable but indispensable, if we wish to ameliorate 
 his moral and social condition. “ To a thinking man,** writes 
 the Rev. Mr. Beames, “ the condition of the working classes is 
 a subject not merely of interest, but alarm. It has been shown 
 that the proportion of criminals to the honest and industrial 
 classes is increasing; that though our laws are infinitely 
 milder than they were, even thirty years ago, the number of 
 convictions is larger/** In our opinion the education of the 
 working classes is a subject well deserving the attention of 
 the State. In England ample provision is made for it. In 
 Ireland none. In the former it occupies the attention of the 
 noblest of her peers, the ablest of her statesmen, the most 
 learned of her judges, the most scientific of her philosophers. 
 But in Ireland it has few active advocates. These classes 
 have been styled “the pith and marrow** of the people, by a true 
 friend of Mechanics* Institutes, the Earl of Carlisle, whose 
 anxiety and solicitude for the improvement of the working man’s 
 condition never tires. “Let,** speaks Jthe noble Earl in his 
 address at Huddersfield College, 1843, “education be provided 
 for the heirs of poverty and the children of toil, as a relaxation 
 from the weary hours of labour ; let it be provided for them 
 os a solid and sustaining nurture for the intellectual, the moral 
 and the spiritual cravings of nature. And let me give this 
 parting exhortation to you, that within the whole range of your 
 several spheres, according to the best of your abilities, you 
 should promote the united cause of a free conscience and 
 universal education.” 
 
 Such an exhortation, and coming from such a source, 
 should stimulate the professed friends of Popular Education in 
 this country, to follow the example of the noble earl, and in- 
 
 Meliorn,” vol. ii, p. 70. 
 
40 A FLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 dace them, as far as in them lies, to provide for the educa- 
 tional wants ofthepoor Irish apprentice and of the neglected ar- 
 tizan. Were we duly to consider the evils arising from igno- 
 rance or want of education, and contemplate the miseries it 
 entails, we surely would not have remained so long indifferent 
 to the social condition of the working poor. Did we afford 
 to the Irish artizan advantages similar to those offered him in 
 the sister country, many an avenue to poverty would 
 have been closed, many an ill-fated marriage would have been 
 prevented, and instead of feeding work-houses, and prisons 
 with poverty-stricken and forsaken offspring, we would be pro- 
 viding for the premature and thoughtless father means of men- 
 tal culture and enlightenment, which would, in a more auspicious 
 period of life, enable him to acquire for himself and his little 
 ones, a cheerful homestead, secure from the blighting blast of 
 poverty. Whatever may be the divisions of opinion regarding 
 the cause or causes of early marriages, we hold that ignorance 
 is the main and most powerful. Is it not among those who 
 have been debarred the blessings of education in youth, or those 
 whose after education has been neglected, that the majority of 
 unhappy marriages take place; marriages, in wdiose train follow 
 misery, discord, and but too often abandonment of either pa- 
 rent. We merely allude here to early and improvident mar- 
 riages, as one of the many evils arising from the neglect of the 
 after education of the working classes, or in other words, indif- 
 ference to improve the condition in which they have been placed by 
 Providence. As long then as w ? e continue unheedful of, and indif- 
 ferent to what may be justly entitled the right of every working 
 man, no matter however poor or insignificant he may be, so 
 long may v ; e expect to have an increasing demand for work- 
 house and prison accommodation. And we would further add, 
 that by debarring the working portion of the community the 
 means which properly managed Mechanics' Institutes would 
 afford, we are indirectly aiding to encourage rather than to 
 suppress the spirit of religious hostility still existing among its 
 already formed victims. Bigotry is fast disappearing from among 
 the most enlightened classes of Ireland, and we thank heaven that 
 it is so ; but let it not be understood, that among the low er and 
 uneducated portion it is on the decline. No, the bitterest spirit 
 of bigotry is still existing among the poorer of our fellow country- 
 men ; a bigotry that could only issue from a darkened and un- 
 enlightened mind, and we fear things must remain in this sad 
 
MECHANICS* INSTITUTES. 
 
 4J 
 
 state if some effectual means be not adopted to bring the 
 Protestant and Roman Catholic artizan to a greater, and 
 more friendly intercourse with each other. Any man ac- 
 quainted with the character of the working poor of Ireland, 
 must see the necessity for this ; and we would state that any pro- 
 fessed friend of Ireland, having a true wish to regenerate her, 
 must direct his attention to, and urge the necessity and justice 
 of, educating and enlightening this important body. It has 
 been truly said, “that half our animosities arise from ignorance 
 of each other; 1 * and there can be no doubt that the other half 
 is, in a great measure, attributable to the want of proper educa- 
 tion. From ignorance proceeds that spirit of faction and re- 
 ligious hostility among the poorer classes, which has ever been 
 the greatest obstacle to their social and moral improvement. 
 “ What years of distrust and dissension, how many genera- 
 tions of misery and crime has it sent forth from its prolific 
 womb. We have seen these things, but have seen them 
 very late. We have attacked the consequence, but the causes 
 are not yet extinguished.*’* To contribute our aid in remov- 
 ing this cause is now the object of our serious consideration. 
 We therefore propose the opening of Mechanics* Institutes 
 throughout the country, where the necessity for doing so can be 
 shown, clearly and satisfactorily. 
 
 In Dublin, the want of a proper Mechanics’ Institute has 
 been sadly felt by the working classes, and educationists 
 of every party will admit its need. Perhaps in Europe, 
 there is not a city where the after education of the artizans 
 is more neglected. We could not point out one institute 
 in Dublin affording to the poor mechanic opportunities 
 of acquiring the knowledge suited to his taste, or con- 
 genial to his faculties. In fact, the education of the parent is 
 a thing seldom or never spoken of. The laboring multitudes 
 of this city seem too insignificant a body to engage the 
 attention of the educationists of the country, or if they do, 
 there are none philanthropic enough to come forward to advo- 
 cate the cause of their instruction. It is a vast work no doubt, 
 but it is of vaster importance, vaster than we might at first 
 imagine. Educate the parent, and he will be earnest for the 
 education of his children ; offer advantages of continued educa- 
 tion to the children now attending our Public Schools, and 
 
 Wysc — '* Education Reform,” vol. I. 
 
42 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 when they become parents themselves, they will be anxious that 
 their children shall experience the same abiding fruits. "What 
 have we done in Dublin up to this for the education of her 
 poorer citizens ; we have given them opportunities, doubtless, 
 to have their children instructed in the elementary branches of 
 knowledge for a few years, but after they have left the 
 “ friendly shelter” of our schools, their education ceases to be 
 worthy of our notice, or sufficiently important to engage our 
 attention. 
 
 “ The teacher thinks his duty done the moment the pupil quits the 
 school. His duty is done, but not that of the pupil. The education 
 must be continued. In the upper classes of society this is not diffi- 
 cult. Daily occasions, long leisure, abundant means, provide in most 
 instances for its prosecution. The middle and lower orders are less 
 fortunate. The active and stern interests of life press upon them. 
 Physical wants usurp their own being — intellectual pursuits are over- 
 powered — mere culture is forgotten. 
 
 ******** 
 
 This aiTer education, if so it may be called, is in general neglected, 
 or when applied, it is generally on so limited and local a scale, that 
 its influence is scarcely perceptible. But it is essential. A building 
 does not consist in foundation. If elementary education be justly 
 an object of national solicitude, so also are the means by which this 
 elementary education may be given, through every successive period 
 of life, its full value and efficacy.”* 
 
 We have allowed the minds of many pupils of our National 
 Schools to sleep, never it would seem to waken. We have 
 done worse, we have not held out any inducement to counter- 
 act that of the public house or political assembly. Our school 
 doors were closed against him when the toil of the day was 
 over, though he was still willing to prosecute those studies 
 upon which he had already entered, while attending our 
 national and other public schools. The leisure hours should be 
 employed, and in the majority of cases how were they devoted ? 
 We speak from conviction when we assert, that they were 
 devoted to anything but advantage to himself or to mankind. 
 We have seen many who were justly considered the most 
 promising pupils when at school, become degraded members 
 of society, bearing the brand of the drunkard and vagabond — 
 being contaminated by those who considered themselves their 
 equal as regards social position, and would laugh them to 
 
 Wyse on “ Education Reform,” vol. I., p. 289. 
 
mechanics' institutes. 43 
 
 scorn were they to manifest an intention or a desire to soar 
 above their class. 
 
 Our experience of the character of tradesmen of the old 
 school, who boast of still pursuing the craft of their fathers 
 and grandfathers, justifies us in offering these opinions. 
 These men view with no very friendly feeling those of their 
 class who attempt to rise above the position of their parents. 
 The young aspiring mechanic is an object of envy to those 
 who are either too indolent or too incompetent to make one step 
 in improving their condition, beyond putting in, as they say 
 themselves, an extra quarter clay of animal labor. The char- 
 acter of the working classes cannot be arrived at by mere 
 cursory observations, we must have intercourse with them, we 
 must hear their opinions from their own lips on matters that 
 concern them or bear upon their interests. Still further, 
 we must not deem it beneath us to hold friendly inter- 
 course with them, and now and then to concur with them, in 
 their opinions on many points w T here neither integrity nor 
 truth is compromised. There is more sincerity and more 
 unsophisticated honesty in one warm shake-hands of an honest 
 and “ hard-handed” mechanic, than in a thousand of those 
 patronizing ones w hich we so frequently see given by those in 
 high station to the man of intrinsic worth. How frequently 
 do we see even the teachers, whose duty it is to encourage a 
 desire of education among the working classes, pass by and 
 consider their most industrious and intellectual pupils beneath 
 them. Feeling that we are in some measure competent to 
 judge on this point, w r e would state, that unless those teachers 
 descend from their imaginary high position (and this they 
 can do and be really greater men and more useful members of 
 society), and become more acquainted with the condition and cha- 
 racters of the toiling poor, any attempt of theirs to educate pa- 
 rents or growm adults wmuld be absurd. We do not think the term 
 absurd too strong, for w T e are led by long experience and 
 conviction to give an opinion upon matters respecting the 
 condition and social character of this class of the community. 
 In Dublin, at least, our experience of the intellectual and 
 social condition of the operative classes, is in some degree con- 
 siderable. Many of the married members of this body can 
 never be educated, no matter what means may be devhed to 
 diffuse knowledge among them. We must, therefore, be at 
 rest about these, and do all that we can to prevent 
 
44 A PLEA FOR. THE EDUCATION OF THE WORKING CLASSES. 
 
 another such generation appearing among us. In England 
 every means is taken to effect this, while in Ireland it forms 
 but a secondary consideration. It is true, as we have already 
 stated, much has been done and is doing for juvenile education, 
 but why not provide liberally for adult education also ? Should 
 we not regret that in such a city as Dublin not one Public 
 Educational Institute exists, affording advantages to the young 
 apprentice or grown adult adequate to their wants. f ‘ Perhaps,” 
 writes Mann, “the most extravagant expenditure of funds 
 and efforts in erecting, and supporting, and improving elemen- 
 tary schools, would have but small effect in lengthening 
 school attendance, in comparison with that which would result 
 from half the labour and expense applied to bring within the 
 reach of those emerging from the school, the means of culti- 
 vating as a pleasure intellectual occupations, which in school 
 they followed as a task.” We admit that there are many 
 practical difficulties in the way of the satisfactory success of 
 adult education, but we also insist that these difficulties can 
 be surmounted ; and farther we would assert, that not only can 
 these difficulties be overcome, but most satisfactory results 
 produced if proper and judicious means be employed. We 
 again repeat what we have already stated, that little, very little 
 indeed, has been done in the department of adult or continuous 
 education as far as Ireland is concerned. The obstacles to it 
 are few, the advantages to be derived from it are many, and 
 the necessity for it too evident to need demonstration. Appre- 
 hension seems to have been felt by many educationists, not as 
 to the necessity or importance of the education of the laboring 
 classes of Dublin, but as to the impossibility of getting these 
 classes to attend, no matter what might be the opportunities 
 afforded them for intellectual improvement. 
 
 Well, every great undertaking is attended with proportional 
 difficulties, and we will agree with those entertaining the ap- 
 prehension on this point so far as to admit, that we have many 
 obstacles to surmount before we can succeed in bringing about 
 results that would compensate for the trouble and amount of 
 money that must be expended in the task. But, on the other 
 hand, we hold the education of the working poor to be a mat- 
 ter of sufficient importance to induce us to make a trial; and 
 knowing well that the thing is practicable and only requires 
 enterprise, energy, and a well organized system to remove the 
 obstacles in the way, we urge the undertaking, and in doing 
 
MECHANICS* INSTITUTES. 
 
 45 
 
 so we feel we are discharging a just debt which we owe to the 
 industrious and well-disposed classes of Ireland. The present 
 state of the society in Dublin, composed of these classes, is 
 favorable and auspicious ; the tendency to seek for knowledge 
 suitable to their occupations or callings in life is every day 
 increasing, and we declare, no matter how confined they may be 
 by the duties of such, still they exhibit a desire of devoting the 
 little leisure at their disposal to the acquisition of that know- 
 ledge which they believe will make them more respectable and 
 more happy. Opportunities for the acquirement of such 
 knowledge they should have, and from no matter what source 
 the support of organized and judiciously managed institutes 
 should come, we hold it to be a duty incumbent upon us to 
 provide them. We should provide for the moral as well as the 
 physical stamina of their existence, as only b^ doing so we can 
 surely enable them to hold command — 
 
 “ O’er the mind’s sea in calm and storm. 
 
 O’er the heart’s sunshine and its showers, 
 
 O’er Passion’s moments, bright and warm. 
 
 O’er Reason’s dark cold hours.” 
 
 The necessity of providing continuous education for these 
 young persons, who may have already received an elementary 
 education in our public schools, we have endeavoured to show, 
 and we have also attempted to point out the importance of 
 providing for the education of adults, or parents, if you will. In 
 doing this we have not omitted to mention that many obstacles are 
 to be first surmounted, ere we can be satisfied with the results of our 
 labor, or produce among these classes a proper estimate of the value 
 of education. The axe must be laid to the root. Years must roll 
 on, labor, zeal, and energy must be exercised, disappointments 
 must serve only to increase the labor, and invigorate those 
 employed in the undertaking, liberal means must be devoted and 
 the labourer be paid his hire, ere the working classes of Ireland 
 can be brought to think that the improvement of their moral 
 and social condition is an object of solicitude or consideration 
 to those whom Providence has destined to be their governors. 
 “Therefore it is,” speaks Lord Brougham," that the importance is 
 incalculable, of improving the minds of the parents themselves 
 by the promotion of adult education.”* As already intimated, 
 
 * Speech on National Education, House of Lords, July, 1854. 
 
46 A PL BA FOR THH EDUCATION OF THE WORKING CLASSES. 
 
 evening schools can be made to supply the wants of a consider- 
 able portion of the industrious classes, whose education has been 
 almost if not entirely neglected. But there are still required 
 institutes on a broader basis, for the more intellectual members 
 of this body, affording greater advantages than could be expect- 
 ed from the schools where elementary instruction only 
 is given. What we urge and strongly recommend, in the 
 Irish Metropolis especially, is an institute having for its object 
 the continuance of that education, of which the foundation has 
 been already laid in our primary schools, and at the same time 
 affording an opportunity to the uneducated but well disposed 
 adult, to commence the task which should have been learned in 
 youth. We want an institute purely educational, thoroughly 
 liberal and truly national. This is the class of Mechanics’ 
 Institutes which Ireland needs, and this class only will con- 
 tribute to her advancement. 
 
 The Irish have at all times manifested a tact for Polemics, 
 nor has this taste undergone any diminution among the oper- 
 ative classes of the present day. Wily politicians continue 
 still to encourage and keep among them this, what we might 
 term, national epidemic. Much no doubt must be done to 
 abate their propensity to political and religious discussions. 
 We do not look to stem the torrent of these discussions 
 where such discussions are necessary, we know that controversy 
 leads to the developement of truth in all matters. Yet when 
 we see the classes among whom those discussions are carried 
 on, and conscious of the unhappy feeling they engender in the 
 hearts of those classes, we feel it but just to employ every 
 means that would tend to prevent them, and contribute to make 
 every man, no matter what his creed or sect, live in harmony 
 and concord with his fellow man. 
 
 Let us then endeavour to dothis — let us have mixed education 
 for the adult as well as for the junior. Let the shepherds feed the 
 sheep as well as the lambs, in a word, let the doors of knowledge 
 be thrown open to the poor artizans of our country of every class, 
 of every persuasion. — To do this, we must have Mechanics’ 
 Institutes conducted on principles free from sectarian spirit 
 and party tendency. We have Model National Schools, why 
 not a Model National Mechanics' Institute P We see, and hear 
 of, the success of the former wherever they have been estab- 
 lished ; we are conscious of the great good they are effecting, 
 but we deplore that means are not taken to make this good 
 
MECHANICS* INSTITUTES. 
 
 47 
 
 more lasting. The absence, indeed the almost total absence, 
 of the means of continuous education, renders the National 
 System in Ireland incapable of conferring advantages it other- 
 wise could extend. The importance of adult education is beyond 
 all doubt, — its necessity unquestionable. The most enlightened 
 give it their attention, aid in its formation, and come forward to 
 advocate its cause. Among the resolutions laid before the 
 House of Lords in July, 1854, by Lord Brougham, when 
 speaking on national education, is the following : — 
 tl That the indifference which has been found amongst the parents in 
 many places to obtain education for their children, and a reluctance 
 to forego the advantage of their labour, by withdrawing them from 
 school, is mainly owing to the ignorance of the parents, and this can 
 be best removed by the encouragement of a taste for reading, by the 
 establishment of Mechanics’ Institutes, Apprentices* Libraries, and 
 Reading Rooms, and by the abolition of all taxes upon knowledge.” 
 
 Again, the Earl of Carlisle, showing the necessity for con- 
 tinuous education, when referring to those who have just 
 left off attending our daily schools to follow their various 
 vocations in life, declares, — 
 
 te Often, it seems to me, when we see or are brought into contact 
 with any number of young persons, be it the work people in a large 
 factory or the scholars in a large school, or any other assemblage of 
 our fellow beings, about to enter on the great theatre of human life, 
 and there to play their respective parts, we find ourselves disposed 
 to pass beyond the present hour and the petty interests which may 
 immediately engross us, to go out from ourselves, and enter into 
 communication as it were with the quick-coming fortunes of our 
 species. We cannot help travelling in thought over the parts that 
 these before us may have to play on that swelling scene. Do we see 
 in them the persevering agents of all our manifold and wondrous 
 British industry. The skilful inventors of new instruments and 
 methods — the vigorous colonizers of climes stretching under other 
 unfamiliar stars — or else the leaders in unseemly brawls and bois- 
 terous revelries, the dark perpetrators of crime, the tenants of the 
 felon’s cell, the candidates for the hangman’s gallows ? They may 
 now be at the very turning point from which to take one of these 
 diverging paths. My attention has of late happened to be much 
 occupied with the poet Gray, and the words of his most beautiful 
 stanzas come almost unbidden to my lips, but it can be said with 
 nearly more truth of any such assemblage of human beings left 
 wholly uucared for and untended, than of any departed tenants of a 
 village church-yard, — 
 
 * Perchance in this neglected spot is laid 
 Some heart once pregnant with celestial fire. 
 
 Hands that the rod of empire might have swayed, 
 
 Or waked to ecstasy the living lyre.’ 
 
48 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES* 
 
 And whatsis the obvious moral from these well known lines? What but 
 this, — that give the requisite opportunity, give the sufficient develope- 
 ment.and then you may have at least the chance of detecting, unbury- 
 ing, these latent powers and hidden excellencies, of bringing them to 
 the light of day, of calling them into real and beneficial exercise.”* 
 
 In our views on adult as well as continuous education, 
 our readers will perceive that we are fully supported by, 
 not only the noblemen just mentioned, but by other educa- 
 tionists of equally high authority. Having proved the necessity 
 of Mechanics’ Institutes, we shall now proceed to offer a few 
 suggestions on the manner in which they should be conducted 
 in order to render them as much as possible adequate to the 
 wants of the laboring and well disposed classes. By these 
 classes we mean all whose occupation prevents their attending 
 to education by day, and who are anxious to devote their leisure 
 hours each evening to its acquirements. 
 
 In the first place, we hold the Institute should be 
 educational in every point of view, and no person 
 should be eligible thereto unless he become a member of one 
 or the other of the classes opened in the Institute. This will 
 show that his object is mental culture, and not the mere 
 passing away of an idle hour on the stairs and lobbies of the 
 building. Secondly, no person should be admitted who is 
 not living by weekly wages ; of course apprentices in every case 
 should form an exception, but in no instance should employers 
 be admitted unless as visitors. This suggestion may appear 
 strange, but experience justifies us in urging it. It is evident, 
 employers w'ouid be above receiving instruction in the same 
 classes as those in which the poor adult or apprentice would 
 be found. And even were they disposed to devote their 
 leisure hours to the pursuit of knowledge, there are many 
 other places affording the advantages of doing so. Again, w r e 
 hold that employers should not be permitted to form a 
 committee or board, to govern the Institute, nor would we 
 have members of the working classes to do so either. In 
 many parts of England w r e believe the management of 
 Mechanics’ Institutes, and Public Reading Rooms, is left in 
 the hands of the working man. Now we would be glad that 
 this could be done in Ireland, but in our opiniou it is so 
 
 * “ Meliora” ii. pages 3 & 4. 
 
mechanics’ institutes. 
 
 49 
 
 impracticable that any effort made to effect it would be in vain. 
 To have a Mechanics’ Institute succeed in Ireland, men of 
 influence and high position must take the reins of its govern- 
 ment. The Irish deserve high patronage, and once procured 
 they do all they can to merit its continuance. In fact we 
 should set apart a Mechanics’ Institute as much as possible 
 for the Working Classes, and we believe, this can best be done 
 by excluding all parties who do not live by weekly wages, 
 and who are not known to be working men or apprentices. 
 This will clearly show to the laboring hands that the 
 institute is for their benefit only, which we have no doubt 
 would be most powerful in inducing them to attend. 
 
 W r e would also urge that weekly payments should be adopted ; 
 our reason for this is, — to the working man or poor ap- 
 prentice a few shillings are not at all times available, 
 while a few pence out of their weekly earnings may be con- 
 venient at any period. By shewing the operative classes that 
 you are consulting their interests you can best reckon upon 
 their attendance to the Institute. Again, we would suggest that 
 to the senior classes the respect that men should always have 
 more than boys, should be given; and this will attract in a great 
 measure the attendance of those more advanced in years. In 
 no case, if it can be possibly avoided, should boys be allowed 
 to intermix with adults while receiving instruction, for the lat- 
 ter always manifest the greatest unwillingness to assemble with 
 the former in class teaching. In fact, this has been, and 
 must continue to be a very great obstacle in the way of adult 
 education. — We would therefore recommend separate apart- 
 ments, or class or school-rooms, setting one aside for adults, 
 and another for the more junior pupils, and it would perhaps 
 be found advisable to name different times to admit and dismiss 
 the classes. Indeed such an arrangement seems to us very 
 judicious and one which if carried into effect would be attended 
 with satisfactory results. In each Mechanics’ Institute 
 there should be one spacious and well ventilated room which 
 would answer for a lecture hall or for any other purpose con- 
 nected with the institute,and in no instance should it be devoted 
 to meetings on any matter not bearing upon the business of 
 the Institute. 
 
 We have stated, in a preceding part of this paper, that we 
 did not advocate or desire to see opened Institutes solely Pro- 
 testant or solely Roman Catholic. Nor do we want Institutes 
 
 i) 
 
50 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 where party politics and religious differences will interfere with 
 their internal management. — "No, what we want to see estab- 
 lished in Dublin, and throughout the country, are. Mechanics' 
 Institutes having for their object the improvement of the minds oi 
 our fellow creatures, and the elevation of their moral and social 
 character. To effect these grand and laudable objects, all must 
 agree that politics, and every thing bordering on religious hosti- 
 lity, must not only be not tolerated but totally excluded. These 
 have ever proved the bane of every institution not only in 
 Ireland but throughout the world. In England the most 
 learned and the most philanthropic do all in their power to 
 prevent their introduction into any educational Institute es- 
 tablished to elevate the character of the operative classes 
 of their country. Mr. Disraeli in his address to the 
 members of the Manchester Athenaeum, in October, 1844, 
 attributes the decline of that model institute which but a 
 short time previous was, to use his own words, “ in the last 
 stage of its fortune,” to the sectarian feeling that pervaded 
 its management. We give the following extract from the 
 address of the Honorable Gentleman, who no matter how 
 people may differ from him on other points, all must 
 acknowledge to be a most zealous advocate for the 
 diffusion of knowledge, even among the poorest of his fellow 
 creatures : — 
 
 “ I would say in the first place, m ithout imputing the slightest 
 fault to the originators of this institution, wishing to be most dis- 
 tinctly understood as not only not imputing any fault to them, but 
 most decidedly being of opinion that the fault does not lie at their 
 door ; still, I cannot shut my eyes to the fact, that, in the origin of 
 this institution, by circumstances not foreseen, and which certainly 
 were not intended, a party, a limited and a sectarian feeling in some 
 degree pervaded its management. * * * * There are some 
 
 amongst us now, I know, who believe that the period has arrived 
 when a great effort must be made to emancipate this country from 
 the degrading thraldom of faction — to terminate, if possible, that 
 sectarian and limited view, in which all human conduct is examined, 
 observed and criticised — to put an end to that exclusiveness, which, 
 in its peculiar sphere, is equally deleterious as that aristocratical 
 exclusiveness of manners which has produced so much evil ; and, as 
 far as I can offer an opinion, these views have met with sympathy 
 from every part of the country.” 
 
 In the exclusion of Party politics, and sectarian principles 
 from every Educational Institute, we are fully supported by 
 the most learned, and the most wise, but to exclude them from 
 an institute attended by the industrious classes needs, no doubt. 
 
mechanics’ institutes. 
 
 5 ] 
 
 a wise and firm system of management. If every exertion 
 were not made to suppress party spirit and factious feeling, 
 instead of advocating the establishment of Mechanics’ 
 Institutes in the country, we consider we would be much 
 wanting in our duty were we not to give them our most 
 strenuous opposition. Ireland has suffered enough already 
 from party feelings, and party intolerance — she is more than 
 sufficiently pauperized now. Some effort should be made to 
 remove the cause before we can expect the effect to cease ; we 
 must make the working classes understand the difference 
 between their- true and false interests, between their apparent 
 and real friends. But to do this we must wean them from 
 their old habits, gradually but effectively; we must point out 
 to the son of toil, nobler and loftier occupation for his leisure 
 hours than seeking after information that tends only to foster 
 within his breast, feelings of political hatred and religious 
 animosity towards his fellow men. In fact, unless every 
 caution be taken and the greatest vigilance exercised to 
 prevent political and religious discussions taking place within 
 the walls of the Institution, and further, the exclusion from 
 among those to whose hands its management would be com- 
 mitted, any person or persons evincing the least desire to 
 advocate party feeling, the decline and certain fall of the 
 Institute will soon become manifest. Should we ever see 
 established for the working class of Dublin and other towns 
 in Ireland, Mechanics’ Institutes such as those whose opening 
 we now advocate, we would say to them, in the words of 
 Professor Nicholl, — 
 
 « Mix not up your Society, directly or indirectly, with the church 
 or religious politics of a candidate for a seat in your directions ; do 
 not ask of yourselves even to which of our various sects or churches 
 he belongs ; if you do, I prophesy for you, without the slightest mis- 
 givings, that this Institution will have no protracted existence. There 
 must be no paltering or only half sincerity on this point. It is easy 
 to see that the church with which a man worships ought never to be 
 a reason for holding him unfit to sit at the council of a Society like 
 yours, but neither ought it to be a reason why he should be there.” 
 
 It is unnecessary to dwell any longer on the importance of 
 having Mechanics’ Institutes non-sectarian, and free from any 
 party politics. We now take leave of the matter in the confi- 
 dent expectation that this indispensable part of the management 
 of the Institutions, the great necessity for which we are endea- 
 
52 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 vouriug to prove, will be fully and effectively carried out by 
 those in whom the power to accomplish it may be vested. If 
 this be done thereis very little tofearforthe success of Mechanics’ 
 Institutes, as they will then and then only assume the character 
 of establishments having for their common character — the 
 literary and scientific education of the working people. But 
 to effect this object, first class instruction must be placed within 
 their reach, and first class teachers must be had to impart it. 
 
 On the subjects that seem to us best calculated to meet the 
 wants of the thinking part of the industrious classes in Dublin, 
 and the large towns in Ireland, we would here offer a few obser- 
 vations. — The instruction given in Mechanics’ Institutes needs 
 to be of a more advanced character than that given in an 
 Evening School. The very nature of things requires this, as 
 has been already proved in a preceding part of this paper. 
 Indeed, if it could be done, we would be in favor of having 
 the class of instruction in the former such as would be required 
 by pupils on their leaving the latter. This, perhaps, would 
 not be doing justice to all parties, nor might it be prudent to 
 introduce such an arrangement. 
 
 For instance, were an adult to present himself for admission 
 to a Mechanics’ Institute, he would feel it very humiliating 
 if he were told that he should first graduate in an evening 
 school, as he did not possess the necessary qualifications for a 
 member. Now we believe this plan would never work, and 
 therefore we urge the establishment of institutions that will 
 afford an opportunity to the poor adult to learn to read, and 
 at the same time afford advantages to the more advanced 
 members of prosecuting their studies in those branches of 
 knowledge, which they may have already entered upon. It is 
 clear, then, elementary instruction must be afforded in such an 
 institute, and also the courses of instruction of a much higher 
 character must be taught. For the purpose of giving effect to 
 these arrangements, it will be necessary to have the advanced 
 members as much as possible apart from those learning the 
 rudiments of knowledge, and though we strongly recommend 
 an elementary evening school to be attached to every Mechanics’ 
 Institute, in no case we think should any pupil under sixteen 
 years of age be admitted to either. 
 
 The course of instruction taught in Mechanics’ Institutes 
 should more or less depend upon the class of members attend- 
 ing; for we hold, unless the capacity of the pupil be 
 
M ECH ANICS* 1 N ST IT UTE S . 
 
 carefully considered, the exertion of the teacher, or the 
 importance of the subject, will fail to produce the desired effect. 
 Again, if we do not give the mechanic or artizan the know- 
 ledge that he himself says is most requisite for him, and best 
 calculated to lead to the greater development of his craft, he 
 will not attend. From our experience of those of the citizens 
 of Dublin living by weekly wages, we are induced to recom- 
 mend the following courses to be taught in a Mechanics' 
 Institute : — 
 
 1st. Course. English Grammar, English Composition, Geo- 
 graphy, Algebra, Geometry, (Practical and Theoretical) and 
 Mensuration. 
 
 2nd. Course. French, Latin, Mechanics, Chemistry, and 
 Astronomy. 
 
 It may be said that these courses comprise too many sub- 
 jects, and the teaching of them would be carrying the education 
 of the million too far. Well, those who entertain this opinion 
 may do so, but for our part, we cannot see why the son of the 
 mechanic should not be as eligible to receive instruction in 
 any branch, as the child of the lawyer or surgeon. Of course, 
 were we aware that the former was destined to follow, and 
 never rise above the mere mechanical life of his father or grand- 
 father, we might say, that to teach them many of these branches 
 would be useless, and perhaps ridiculous. 
 
 But this we do not know, nor is it necessary we should, as 
 our object in urging the opening of Mechanics' Institutes is 
 to elevate and not depress, to encourage and not dishearten, to 
 enlighten and not to keep in darkness, the working multitudes 
 of our country, no matter what their position, no matter how 
 low their birth. To extend the blessings of education to all, 
 to disseminate the seeds of useful knowledge among all, to aid 
 all in acquiring knowledge that will enable them to advance 
 themselves in the world, and to afford them honorable and 
 usefulemployment for their leisure hours, are the feelings which 
 actuate us to advocate so vrarmly, the formation of what may 
 be justly termed, Mechanics' Institutes for the operative classes 
 of Ireland. We fully agree with the Lev. Dr. Hook, when he 
 says that “we demand for the working classes, the best article," 
 and we cannot see why it could not be procured forthem, if proper 
 means were resorted to. A great portion of the time of the Work- 
 ing classes who have attended our daily schools, was devoted to 
 the acquisition of the instruments of gaining knowledge, ra- 
 
54 A PLEA FOE THE EDUCATION OF THE WORKING CLASSES. 
 
 ther than that of knowledge itself. It is therefore clear, that 
 if no facilities be offered for their application afterwards, we 
 must expect the mind to degenerate ; and no matter how large 
 may be the number of elementary schools, the intellectual por- 
 tion of the laboring body must remain uneducated. Being 
 fully aware of this, we have ventured to recommend an Eng- 
 lish course, which in our opinion appears best adapted for the 
 class of persons for whose benefit Mechanics' Institutes are 
 intended. 
 
 Indeed, were we advocates for having the poor and unedu- 
 cated man's son no better than his father, or the laborer's son 
 a mere laborer too, in fact, were we to have the condition of 
 the lower classes of society to remain stationary, then we 
 might put greater limits to the course; or were we to en- 
 tertain the same opinion held by Mr. Cobbett when he said, 
 “ It was highly injudicious to teach the poor people to aspire 
 to anything but labour,"* w T e should oppose the diffusion 
 of knowledge among all who have been born poor, and keep it 
 in a storehouse for those who are fortunate enough to possess 
 the Cash to purchase it. Popular education is too far in ad- 
 vance now, and its friends too numerous to permit this system 
 of exclusion — we say with Archbishop Whately — “ I wonder 
 not much, considering what human nature is, that some 
 should think the education of the poor an evil : I do wonder 
 at their not perceiving it to be inevitable ." 
 
 Before closing the part of our paper relating to the class of 
 instruction that should be given in Mechanics’ Institutes, a 
 question arises, — Should the course of Education consist 
 of English only ? We can in great truth inform our readers 
 that we have given this matter our serious consideration for 
 some time, and we might say for years, and the result of our 
 consideration we shall now lay before them ; but before doing so 
 we would have them to bear in mind, that we are now advocating 
 the cause of continuous education, for those who have already 
 passed through elementary schools, as well as the education of 
 the poor adult, which may have been more sadly neglected. 
 
 Under such circumstances it must appear that persons will 
 attend, whose vocations in life must widely differ, but who, 
 nevertheless, form the working portion of the community. Of 
 
 * Mr. Cobbett’s speech on Mr. Roebuck’s motion for a committee to 
 enquire into the state of English Education. 
 
mechanics’ institutes. 
 
 55 
 
 this there can be no doubt, since our readers are aware that we 
 would have none eligible, except those living by their 
 weekly earnings. "We cannot expect to have all Mechanics, 
 nor do we expect to have all clerks, all shop-assistants, all 
 messengers, nor do we want such: but we must have all work- 
 ing for their bread, members of some class or other : this 
 must be insisted upon, as it will be a safeguard against persons 
 joining, through curiosity, or party intentions. 
 
 We have perhaps wandered too much from the result of our 
 consideration, relative to the teaching of languages in these 
 Institutes. But, duly considering all circumstances, we have 
 come to the conclusion, that the French and Latin languages 
 at least should be taught ; but the reader will understand that 
 by recommending those particular languages, we are not 
 undervaluing others. Indeed we well know there are many 
 young men in very humble circumstances in life, who would 
 think no amount of time devoted to the pursuit of classical 
 knowledge unprofitably spent. It must be remembered that we 
 are not endeavouring to show the subjects which might be useful 
 and desirable, but those which are requisite and suitable to the 
 wants of the class who would attend to be instructed in them. 
 We can best describe the education that we would have given, 
 by using the words of Thomas Wyse, who writes” — 
 
 “ The very first essential of the education for which we are con- 
 tending is not its extent, nor its elevation, nor the number of 
 things learned, nor their seeming importance, nor their facility — - 
 though all this be worth attending to — but, above all things, and in 
 all things, its applicability .” 
 
 It is our duty to provide for the educational wants of all, 
 but at the same time we should first see that we have pupils, 
 or at least a probability of having them, before we incur the 
 expense of paying Masteis to teach subjects that are not in 
 great demand, among the classes likely to attend the Institutions 
 which occupy our attention at present. This it is which makes 
 us recommend the teaching of the French and Latin Languages 
 oidy, at their starting ; and were we not convinced of the im- 
 portance, and thegreatestimation in which a practical knowledge 
 of them is held, we would be inclined to confine the course of 
 education in these Institutes to English subjects only. But 
 no matter what may be the character of the instruction given, 
 we should never forget that their principal object should be the 
 “ scientific cultivation” of the mind of the Mechanic ; and we 
 
56 A PLEA FOE THE EDUCATION OF THE WORKING CLASSES. 
 
 would urge the teaching of those principles of science most 
 nearly connected with the occupation of the pupil. By doing 
 this we are not preventing other members from availing them- 
 selves of any advantages that these Institutes may afford. No, 
 we would say to them, embrace every opportunity that we have 
 offered to you to acquire that knowledge suited to your capacities 
 and inclination ; and w r e would adopt the sentiments of the 
 Earl of Carlisle, when exhorting the junior members of the 
 Manchester Athenaeum to persevere, and addressing them in 
 the w r ords of Johnson, he said : — 
 
 — — Proceed, illustrious youth. 
 
 And Virtue guard thee to the throne of truth ! 
 
 Let all thy soul indulge the generous heat. 
 
 Till captive science yield her last retreat ; 
 
 Let Reason guide thee with her brightest ray. 
 
 And pour in misty Doubt resistless day. 
 
 But supposing that we offer advantages after advantages, 
 suppose every subject that possibly could be mentioned w^as 
 taught in these institutes, of what avail would it be if 
 proper teachers w'ere not procured, and a proper teaching system 
 adopted. A system may be good w T e will grant, but it does 
 not follow that a teacher acting upon it must be the same. 
 “ In a teacher is requisite not only a competent knowledge of 
 his subject, but an aptness to teach, wdiich can only be acquired, 
 generally speaking, by those who make teaching their sole oc- 
 cupation and study .” A teacher of the working classes should 
 be one competent to adapt his instruction to the position which 
 his pupils hold or are likely to hold in life, otherwise let him 
 not appear upon so important a stage. He must be a man of 
 ability, energy and morality, having his heart in his high calling, 
 and not one who looks on school-keeping as his last resource, 
 after having evinced his incapacity for all other pursuits. In 
 fact w’e hold that there could not be a calling in life more en- 
 titled to universal respect than that of a teacher, if honorably 
 and honestly exercised. “ There are few things,” speaks the 
 eminent Professor Nicholl , “ more to be wished than that some 
 competent pen would assume the important task of critically 
 examining how knowledge ought to be communicated to the 
 various minds thirsting for it.” Again, in our views on this 
 all important point, we are supported by the learned Professor 
 Tyndall, who, when delivering his lecture on the study of Physics, 
 
mechanics’ institutes. 
 
 57 
 
 at the Royal Institution of Great Britain, thus speaks of the 
 profession of a Teacher : — 
 
 “ If there be one profession in England of paramount importancy 
 I believe it to be that of the Schoolmaster ; and if there be a posi- 
 tion where selfishness and incompetence do most serious mischief, by 
 lowering the moral tone and exciting contempt, and where reverence 
 and notable truthfulness ought to be the feelings evoked, it is that 
 of the governor of the school. When a man of enlarged heart and 
 mind comes among boys — when he allows his being to stream through 
 them, and observes the operation of his own character evidenced in 
 the elevation of theirs — it would be idle to talk of the position of 
 such a man being honorable. It is a blessed position. The man is 
 a blessing to himself and to all around him. ****** * 
 
 For no matter what means of culture may be chosen, whether phy- 
 sical or philological, success must ever mainly depend upon the 
 amount of life, love and earnestnsss, which the teacher himself brings 
 with him to his vocation.” 
 
 Would that the profession was as justly estimated by the 
 State ; if it were, we should not see many an Irish teacher 
 who would have been a credit to both his vocation and his 
 country, compelled to seek the outdoor relief of the pauper, 
 or humiliated to share the shelter of the Workhouse home. 
 But a brighter day seems now to promise for them ; and it is 
 with much pleasure we find ourselves in a position to state, 
 that effective means have been latterly taken, by the Irish 
 Commissioners of National Education, to alleviate their distress 
 by increasing, as we are informed, the salaries of all teachers 
 of National Schools in proportion to their various merits. By 
 elevating the teacher in the social rank, you elevate his profes- 
 sion also, and this can be only done by giving him a salary 
 commensurate with the importance of his vocation, and the 
 duties he is called upon to discharge. 
 
 We will now proceed to offer a few observations on what must 
 be an adjunct of paramount importance to every Mechanics’ 
 Institute — a Library. We know of no greater boon that 
 could be conferred upon the intellectual poor, than placing 
 within their reach the advantages of a well selected library ; 
 nor do we know why such a public duty should have been so 
 long overlooked. Here may the poor mechanic, during the 
 intervals of toil, find something to soothe him, ere he retires to 
 seek that repose — 
 
 “ When Labor’s children sleep. 
 
 When Joy forgets to smile, and Care to weep,” 
 
58 a PLEA poll THE EDUCATION OP THE WORKING CLASSES. 
 
 To the working classes there could not be anything of greater 
 importance than the establishment of Tree Libraries ; every 
 effort, every pains should be taken to make these classes 
 a Leading People. It is an object well worthy our atten- 
 tion, and one which if accomplished would more than com- 
 pensate for any amount of toil employed in its achievement. 
 What greater pleasure, let us ask, could there be to those 
 who feel an interest in the social condition of the poor and 
 fatigued man of toil, than to see him, at the close of each day, 
 take his seat either in the Public Leading Loom, or find him 
 surrounded by his little ones on a winter evening, reading some 
 amusing or interesting book aloud by his own fireside. Let 
 us not be told that the poor artizans of our large towns cannot 
 be made a Leading People. Afford them the advantages of 
 becoming so, and no doubt their love of reading will soon 
 manifest itself The love of reading once diffused among the 
 operative poor,itmust necessarily have a most salutary effect. Its 
 great benefit has been felt in England, and why should it not 
 be in Ireland, if opportunity were offered ? Lord Brougham, 
 in his able speech on National Education, alluding to the 
 Public Leading Looms in Carlisle, says — “ This at least is 
 quite certain, that of the hundreds who belong to these libraries 
 and reading rooms, none have even been suspected of joining in 
 any corrupt proceedings, though from accidental circumstances a 
 more than ordinarily long canvas preceded the last general 
 election.” 
 
 But let us enquire what the nature of the books should 
 be composing a library calculated to suit the tastes 
 of the working portion of the community ? This is a 
 matter that requires to be dealt with very cautiously, 
 and one we would leave to be handled by special 
 authorities, did not our subject demand from us our opinion 
 on so important a point. Now, every educationist must admit 
 that the more entertaining the book, the greater will be the 
 demand for it. We are now writing, not of a library suited 
 to the Philosopher, the Lawyer, the Doctor, or the Divine, but 
 a library suited to the poor working man. To have such a 
 library, you must first consult the tastes of those men whose 
 attendance you are endeavouring to secure. To do this you 
 must move among them, speak with them, or become acquainted 
 with their character in every way possible. This, we assure 
 our readers, we have endeavoured to do for many years, and 
 from our experience we can say without fear of contradiction. 
 
MECHANICS* INSTITUTES. 
 
 59 
 
 that to have the working classes of Ireland a reading people, 
 we must first begin by placing within their reach books of an 
 amusing more than a philosophic nature. Works of fiction 
 will be eagerly sought for and greedily read by the people, and 
 such works must be provided for them or else we fail in the 
 undertaking. Now, be it understood, that we look upon the 
 introduction of those books more as an inducement to secure 
 their attendance, than as sources from which useful knowledge 
 is to be derived. But, at the same time, it cannot be denied 
 that much knowledge is to be derived from the reading of 
 works of the better class of fiction, and their reading is often 
 productive of great good. In our views on this point we are 
 fully supported by Sir J. P. W. Herschell, no mean authority 
 on such matters, who says : — 
 
 “ In short, you will find that in the higher and better class of 
 works of fiction and imagination duly circulated, you possess all you 
 require to strike your grappling iron into their souls, and chain them 
 willing followers to the car of advancing civilization. 
 
 When I speak of works of imagination and fiction, I would not 
 have it supposed that I would turn loose among the class of readers 
 to whom I am more especially referring, a whole library of novels. 
 The novel, in its best form, I regard as one of the most powerful 
 engines of civilization ever invented.’'* 
 
 These are the words of one of the most eminent education- 
 ists of the age; no mere theorist, but one practically acquainted 
 with the character of the labouring classes of his country. 
 The reason for dwelling so strongly on this class of reading 
 is, that it seems really the most powerful agent which we 
 could employ to gain the attention of those whom free libraries 
 are calculated to serve. Of course we would not wish to have 
 a library, opened for the benefit of the poorer classes, to consist 
 of novels only, no matter how good or how high their charac- 
 ter might be ; but we would urge their circulation on no 
 niggard scale ; for, unless we amuse in some way the mechanic 
 after the weary hours of toil, we fear he will continue to seek 
 amusement elsewhere, which no doubt will be attended with 
 greater danger to his moral and intellectual culture, than the 
 perusal of a novel coming from the pen of a Goldsmith or a 
 Scott. We must have recourse to light literature if we desire 
 to see the working classes a reading people, or to offer them 
 inducements sufficient to counteract the attractions of the public 
 
 * “ And with respect of fiction too, though I would not recommend it 
 as giving the same healthy tone and nourishment to the mind as other 
 
60 A PLEA FOB THE EDUCATION OF THE WORKING CLASSES. 
 
 house or dram shop. The biographies of great men will also be 
 read with remarkable avidity by the mechanic or the artizan, 
 particularly if the names of such men be familiar to him : con- 
 sequently, we would recommend the introduction of books of this 
 nature into a Mechanics* Library. If, to the classes of books just 
 mentioned, works of a scientific nature, treatises on practical 
 subjects, the leading reviews, selections from travels, and the 
 works of the eminent poets be added, we shall have a library that 
 cannot fail to be regarded as an object of the greatest interest 
 bv every well-disposed member of the working poor. 
 
 We should be considered as having made a great omission when 
 referring to the class of works that should constitute a library, a 
 library for the working classes, were we to neglect offering 
 some allusion to the introduction of News-papers. Now we do 
 not deprecate the reading of news-papers, nor are we in any way 
 opposed to such, but on the contrary look upon their reading in 
 a most favorable light, and as a most powerful means of 
 instructing man in the history of his age; but notwithstanding all 
 this, we fear very much that their introduction into institutes, 
 the opening of which we are now advocating, would be attended 
 with very unsatisfactory results. No doubt there are many who 
 entertain a different opinion to this, but it must be remembered 
 that to educate and unite all parties, no matter what their creed 
 or religious sects, arc the motives that induce us to take up the 
 subject of the present paper thus earnestly. To insure 
 success in such an undertaking, we certainly think that the 
 most prudent course would bs to exclude from every insti- 
 tute, intended for the benefit of the Working Classes, all 
 books and perodicals having a political or sectarian tendency. 
 We are not the only advocates of such a course. Sir John 
 Herschell, in his address delivered to the subscribers of the 
 Windsor and Eton Library, thus speaks: — 
 
 “ The caution which I would hold out is, that an extreme 
 scrupulousness should be exercised, with reference to the admission 
 of works on Politics and Legislation, into such a department. In- 
 deed I should strongly advocate their ex( fusion altogether. * * * 
 
 more practical pursuits, yet I am pleased to think, especially in later 
 times, that writers of fiction have treated it with so much refinement, 
 and so much enlargement of view, that lessons may be derived from the 
 best pages of tiie best writers of fiction, be they male or female, scarcely 
 inferior to what can be derived from the study of facts .” — Earl of Car- 
 lisle's Address at the Bradford Mechanics' Institute. 
 
mechanics’ institutes. 
 
 61 
 
 We shall be taking on ourselves a deep responsibility, and one for 
 which I may conscientiously, for my own part, say I am not prepared, 
 by any step which may tend to interfere one way or the other, with 
 the free formation of public opinion on such subjects ; nor indeed 
 can I conceive a more probable cause of disagreement among 
 ourselves, which is of all things the most to be deprecated, than the 
 discussions which might arise on this point — the only way to keep 
 clear of which is to exclude such works altogether.” 
 
 There can be no doubt that the safest course would be that 
 recommended here ; in fact so strongly do we concur with this 
 able authority, that we should give our strenuous opposition to 
 the introduction of works of this nature. But, as we have already 
 stated, it is not from any jealousy of discussion, or out of any 
 spirit of opposition, that we recommend the non-introduction 
 of News-papers, — we wish to prevent, as far as in us lies, an 
 institute intended to be purely educational, from becoming the 
 arena of political discussions and party manifestations. We do 
 not desire men who join a Mechanics’ Institute for the sake of 
 reading News-papers — no, those are the very men that a 
 Mechanics’ Institute would do better without. The members we 
 seek for are those whose object is the acquirement of knowledge 
 of a loftier character than the mere perusal of a news-paper can 
 bestow; and for such men, no matter how humble their station in 
 life, we advocate the opening of Mechanics’ Institutes and Free 
 Libraries. We agree with the Attorney General for England, 
 that by excluding news-papers from these institutes we are 
 depriving the portion of the Working classes who would join 
 them, “of one of the principal attractions to be found in Public 
 Houses.” But if we can compensate them for it by placing in 
 their hands works of equal interest and of greater general enter- 
 tainment, we contribute to their social happiness and intellec- 
 tual improvement much more durably and effectively ; with 
 more benefit to the man, himself, and with greater advantage 
 toUhe commonwealth. 
 
 Scotland is an example worth our notice; Institutes 
 of the first character fcxist in many parts of that country, and 
 the noblest of her aristocracy are to be found presiding at 
 the meetings of their members. It may not be out of place 
 here to give the following extract from an address, delivered 
 to the Members of the Glasgow Athenaeum, by his Grace 
 the Duke of Argyle, relative to newspaper reading : — 
 
 Now the first advice which I would give to the young men of 
 Glasgow would be this, — not to spend their. time too much — I lay 
 
62 A PLEA FOll THE EDUCATION OF THE WORKING CLASSES. 
 
 stress upon the words ‘ too much’ — not to spend their time too much 
 in mere newspaper reading. I should have given this advice at any 
 time, and upon any occasion on which I might have appeared before 
 the citizens of Glasgow with a similar object in view ; but I have a 
 particular desire to give this advice upon this occasion, because, at 
 a late meeting of a similar institution in the city of Manchester, a 
 person very eminent in the political world — I mean Mr. Cobden — 
 gave a directly contrary advice. Mr. Cobden told the young men 
 of Manchester, if I recollect his words, that no reading could be 
 more useful than that of newspapers. Now, with all respect for 
 Mr. Cobden, I wholly differ from such a sentiment. I do not wish 
 to undervalue the high character and the very great ability of the 
 better portion of the British Press. In that character we are all 
 deeply interested, and we should be ungrateful if we did not ac- 
 knowledge that that character does stand high. I will not hesitate 
 to say that there are articles continually appearing in the daily press 
 which, for vigour of expression and for grace of composition, are equal 
 to the best specimens of English literature. All that I would say 
 is — and I again repeat it — do not spend ( too much ’ of your time in 
 newspaper -reading ; and I give that advice upon this ground, that the 
 knowledge which you acquire from newspapers is necessarily more 
 or less of a desultory and superficial character. I would say then 
 to the young men of Glasgow — if you wish to be living always in 
 the present — if you wish to have the din of its contentions always 
 in your ears, and the flush of its fleeting interests for ever on your 
 brow — above all, if you wish to have your opinions ready made for 
 you, without the trouble of enquiry and without the discipline of 
 thought — then I say come from your counting-houses, and spend the 
 few hours of leisure which you may have in exhausting the columns 
 of the daily press ; but if your ambition be a noble one — if your aim 
 be higher — you will often find yourselves passing from the door of 
 the news-room into that of the library — from the present to the past — 
 from the living to the dead — to commune with those thoughts which 
 have stood the test of time, and which have been raised to the shelves 
 of the library by the common consent of all men, because they do 
 not contain mere floating information, but instruction for all genera- 
 tions and for all time.” 
 
 From this extract it is manifest that the Duke enter- 
 tains opinions quite at variance with those ot Mr. Cobden 
 relative to newspaper reading, and though we cannot altogether 
 coincide with either gentleman, we must admire the principles 
 of the former. But, it is probable, had his Grace been addressing 
 a similar assembly of the young men at Dublin, he would have 
 recommended the exclusion of newspapers altogether. On 
 this point we have nothing further to observe, as it will be for 
 those who may take up the matter to adopt or reject the sugges- 
 tions we have made. 
 
 The primary cause of our advocating the opening of Me- 
 
mechanics' institutes. 
 
 bo 
 
 chanics' Institutes is to afford the mechanic, or any other 
 working man those opportunities of mental culture and harmless 
 amusement, which have been withheld to this period in Ireland, 
 especially in its metropolis. And in order to protect the 
 Institutes from the monopoly of persons in easier circumstances, 
 we have recommended that none but those living by weekly 
 wages should be considered admissible. The reason we assigned 
 for this, seems to us a very palpable one, namely — that 
 the presence of employers or superiors is calculated to prevent 
 the attendance of the operative classes. This is not only the 
 case in Ireland, but in England and Scotland also : Charles 
 Knight, writing on Free Libraries, states — 
 
 “ That the majority of Library Institutes in England comprise 
 professional men, the higher shopkeepers and the managers of large 
 hrms ; that the clerk and the shopkeeper will not go where they 
 have a chance of being looked coldly on by their employers or supe- 
 riors in service, and resort to Mechanics’ Institutes, where their 
 presence effectually drives out the fustian jacket.” 
 
 Mr Knight is a warm advocate for Free Libraries, and his 
 arguments in their favor show a thorough knowledge of 
 his subject, and a consciousness of the great good they must 
 necessarily effect among the operative classes of any country. 
 “ There could be nothing easier," writes this gentleman, 
 “ than to make the National School a Free Library also." 
 We consider that such could be very easily accomplished, but 
 not more so than to make the Mechanics’ Institute the same. 
 
 We have now submitted to our readers our views on Me- 
 chanics' Institutes suited to meet the educational wants of the 
 working classes of this country, and though we regret 
 the smallness of the number, we must not deny that through- 
 out Ireland there are to be found a “ happy few." In Clon- 
 mel, for instance, there is an Institute of which its supporters 
 may feel justly proud. The Evening School attached to this 
 Institute, we understand, is in connexion with the Commis- 
 sioners of Irish National Education, and perhaps in Ireland 
 there is not another school of a like character equal to it. 
 
 The influence that such Institutes, whose opening we so 
 strongly urge, would have upon the operative portion of society, 
 cannot fail to strike the most casual observer. “ Great indeed," 
 says the learned Sheriff Allison, “are the results to public and 
 private welfare which may be expected from the spread and 
 success of such institutions, in which the real treasures of 
 
G4 A PLEA FOP THE EDUCATION OF THE WORKING CLASSES. 
 
 genius are to be found, the fortunes of our descendants are 
 wound up with their success.” As an example of the influence 
 that may be expected from these institutes, we shall here 
 give our readers one instance which has occurred but a few 
 years back. 
 
 At the time when the Commissioners of Irish National 
 Education opened their Model School in Marlborough-st. for 
 the education of the working classes in the evening, there attend- 
 ed a young man named Dunne, whose occupation was that of 
 an ordinary day laborer. His anxiety to raise himself from 
 this position manifested itself by his perseverance and assiduity 
 in the acquirement of knowledge after the close of each day's 
 work, so much so, that he enlisted the attention, and we may 
 write, the admiration, of the Resident Commissioner, The 
 Right Honourable Alexander Macdonnell (who is ever 
 anxious to assist in raising the condition of those whose 
 merit entitles them to it). Dunne, feeling this, continued to 
 persevere, till in a short time he acquired knowledge sufficient 
 to qualify him to take charge of a Village National School, to 
 which he w 7 as appointed teacher by the Commissioners, This 
 school is situated in Stillorgan, a village a few miles beyond 
 Dublin, on the east side. After remaining at Stillorgan for 
 some time, and discharging his duties with satisfaction 
 to the Patron, justice to the pupils, and credit to himself, 
 he emigrated to Australia, wdiere he is now earning £300 
 per annum by school keeping. It w 7 ould be a great in- 
 justice to this exemplary young man, w 7 ere we to omit to 
 mention, that since fortune favored him in a foreign land, 
 he has sent several remittances to his family, amounting 
 in all to about £90, and by means of which they were enabled 
 to join him, and share in the justly earned fruits of his noble 
 industry. 
 
 Here is an instance of the great good that can be effected 
 by continuous education. It may be urged that this is a very 
 singular case, and w r e are far from denying that it is. We do 
 not want all labourers or mechanics to become schoolmasters, 
 but we want to raise their social condition as far as circum- 
 stances will permit. 
 
 Now, in addition to what w 7 e have already written on 
 the management of Mechanics' Institutes, w 7 e w 7 ould suggest 
 the following plan for adoption, as it strikes us to be 
 be a most powerful means to stimulate the young mechanic 
 
MECHANICS* INSTITUTES. 
 
 65 
 
 to perseverance, and create in his bosom a spirit of emulation. 
 The plan we allude to is — that each member be solicited to 
 bring to the institute a specimen of the craft in which he is 
 engaged, and at stated intervals that those specimens should be 
 submitted to the inspection of competent judges, and pre- 
 miums awarded to the successful competitors. Good results 
 would certainly arise from this plan if once carried into effect, 
 but in no case should any specimen be exhibited except by a 
 member of the institute. Yiewed in any light it will be seen 
 that these institutes would be calculated to improve the char- 
 acter of the working classes, and conduce to their social 
 welfare An institute such as this we earnestly hope to see 
 opened for the young mechanics and artizans of Dublin. But, 
 instead of this, what have we ? 
 
 An Institution bearing the title Mechanics’, a title which 
 it can in no degree of justice claim. It is an assembly house 
 for the middle classes, as may easily be discovered by any person 
 visiting the Reading Room attached to it. The visitor will 
 see there an assemblage of men of middle age, filling positions 
 in society from which they derive incomes of some hundreds 
 a year, while he is struck with the almost entire absence of the 
 working mechanic or youthful apprentice. We admit that 
 both one and the other are eligible to the institute, and we 
 also admit the desirability of having an institute open to all 
 classes ; but we see the almost total impossibility of having 
 men “ with the honorable stain of labor on their hands and 
 brows” intermix with fashionably attired gentlemen to whom 
 daily toil is only known by name. It would unquestionably 
 be a great advantage to have the employer and the employed 
 assemble in the same institute ; in fact, this is a system we 
 wmuld encourage, still, it was not designed by the originators 
 of Mechanics’ Institutes. No; these institutes were intended 
 to benefit mechanics or men depending on their weekly earnings, 
 and such only should be eligible thereto. That the so called 
 Dublin Mechanics' Institute is not an educational institute, 
 all acquainted with its character must admit, but that the com- 
 mon object of the gentlemen comprising its board is to render 
 it so, no person can deny. Yet we cannot see how this object 
 can be accomplished till the spirit of religious hostility and party 
 feeling on both sides shall have passed away, and indeed we re- 
 gret to observe that such has pervaded, and continues to pervade 
 its management at the present moment. Much credit, no doubt, 
 
66 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 is due to certain well meaningand influential gentlemen for their 
 untiring efforts to suppress and eradicate from the institution 
 those agents of its destruction, and which if allowed to con- 
 tinue, will render it inevitable. But if it is to succeed its 
 success we fear must be attributed to the support of the middle 
 ranks, who, we have just grounds to believe, are its main 
 supporters at present. 
 
 The classes of this institute are attended by persons 
 who should be made to seek instruction in other places 
 more suited to their positions. We advert to this feature 
 of its management because we are aware of the injustice 
 done to the children of mechanics or workmen, who would 
 be only too glad to send them to learn the subjects taught in 
 many of the classes. But if the Dublin Mechanics’ Institute 
 wrnre what its name imports, men of superior circumstances 
 and high positions would not be allowed to join it for the pur- 
 pose of having a “ cheap read/' and that their children might be 
 taught accomplishments at a “ cheap rate.” To certain gentle- 
 men connected with it we accord the praise that is justly due to 
 them for the active and zealous part they have taken to recon- 
 cile its members on more than one occasion ; yet we cannot 
 but observe, and at the same time regret, that there are still 
 connected with the Institution certain individuals who, it would 
 appear, glory in disseminating discord and party feeling among 
 those of the working classes who attend it. It is a subject of 
 regret, as we have already observed, that such an Institute should 
 be converted at times into an arena of party politics and reli- 
 gious bigotry. We are not now censuring any section, we are 
 merely stating what we, and thousands of others, know to be 
 the shameful fact. We know that the Mechanics' Institute of 
 Dublin was originated, fostered and brought to a high position 
 by some of the most benevolent and influential of our fellow 
 citizens ; that its board was composed of, and its affairs con- 
 ducted by many who had but one object in view, — the 
 welfare of the Mechanics. But unfortunately these gentle- 
 men allowed some turbulent, disaffected individuals to steal in 
 amongst them, who in the end drove the original founders out, 
 and made the Institute designed for the good of the poor, a 
 scene of politics and party spirit, a forum of debate for half- 
 fledged orators, instead of a school of science for the working 
 man. It is unnecessary for us to state how rejoiced we shall be 
 when we hear of harmony and good will existing among the 
 
mechanics’ institutes. 
 
 67 
 
 members of this institution, and that discord and religious 
 hostility shall be heard of no more. Its directors well know 
 that faces speak more forcibly than speeches, however eloquent ; 
 knowing this it would be perhaps wise to prevent many of those 
 would-be party leaders from delivering addresses calculated to 
 create ill and envious feelings among the unwary and credulous 
 portion of the members ; for, to say the least of some of 
 the meetings that have lately taken place in this institution, 
 they were anything but creditable. Let us hope that we shall 
 never witness such again. We shall now pass from it, and 
 in doing so, wish that some steps may be taken to entitle it to 
 the name it at present holds. If such be done there is no 
 doubt that the number on Rolls in the English class will far 
 exceed that given in the Directors’ Report for last year, which 
 we believe was thirty-seven. 
 
 In a preceding part of this paper we stated that we did not 
 desire Institutions devoted solely to the education of Protes- 
 tants or Roman Catholics, but one for the benelit of all classes, 
 without reference to any creed or sect. It is evident that an 
 institute like this would be really National : to render it so we 
 would strongly recommend that it should be placed under the 
 Commissioners of Irish National Education : we care not what 
 may be the objections urged against this, for our part we hold it 
 it to be the only way by which such institutes can be rendered 
 successful. Experience has strengthened us in this view, and 
 we could, if space permitted, adduce many cogent reasons for 
 entertaining this opinion. Our readers well know that the 
 National System is the only system suited to Ireland, and this 
 time itself has sufficiently proved. Could the Commissioners 
 be induced to give the matter their consideration, and 
 open for the working classes of Dublin a Model National 
 Mechanics’ Institute, such as we have endeavoured to describe, 
 there is no doubt it would be attended with the most signal 
 success, if committed to proper managers and Trained 
 Teachers. With the Commissioners are the confidence and well 
 wishes of the vast majority of the Irish people. These they 
 have justly earned, for till their appointment knowledge was 
 as a sealed casket to the Irish poor, and there is every 
 reason to believe it would continue so till this day, did not the 
 Legislature extend its powerful arm and burst the seal. There 
 never has been a greater boon conferred upon any country than 
 National Education has proved to Ireland, and it affords us 
 
G8 A PLEA FOR THE EDUCATION OF THE WORKING CLASSES. 
 
 more than ordinary satisfaction to see such men as Sir John 
 Pakington come forth to urge a similar system for England . 
 
 In closing onr paper we would have our readers to 
 bear in mind, that the grounds on which we urge the opening 
 of Mechanics' Institutes are exactly those on which our 
 Yiceroy, the Earl of Carlisle, urged their encouragement 
 and support, namely — “ to raise the toiling masses of 
 our countrymen above the range of sordid cares and low 
 desires — to eidiven the weary toil and drudgery of life 
 with the countless graces of literature, and the sparkling play 
 of fancy, — to clothe the lessons of duty and of prudence in 
 the most instructive as well as the most inviting forms — to 
 throw open to eyes, dull and bleared with the irksome mono- 
 tony of their daily task-work, the rich resources and bountiful 
 prodigalities of nature, — to dignify the present with the lessons 
 of the past and the visions of the future — to make the artizans 
 of our crowded workshops, and the inhabitants of our most se- 
 questered villages, alive to all that is going on in the big 
 universe around them, and amidst all the startling and repelling 
 distinctions of our country, to place all upon the equal domain 
 of intellect and of genius."