Waterloo was won-that such training as there exists and has existed for centuries, matures the heroic and manly temper of Englishmen into stern fulfilment of duty, stern defence of the injured and the weak, stern repression of the unjust aggressions of other nations.

Can we wonder at the large share Montalembert gives to the public school life of English boys in the acknowledged superiority of England ? Can there be a more striking contrast than that which exists between tho cramped and confined and constantly watched training of a foreign schoolboy, and the free and healthy play of life and vigor and self-reliance in an English schoolboy? Where such results are visible, and undeniable, there must be some potent influence at work to have first established, and then maintained it in such vigor for so long a time.

To what can we attribute this traditional training of all our public men, our legislators, our clergy, our barristers and judges, our physicians, our county magistrates, our country gentlemen, but to the fact of the strong impress which our school education, with its wholesome mixture of freedom and restraint, of lessons and games, of internal self-government under the authority of a responsible head-has stamped upon successive generations of Englishmen ?

Of the importance which has ever been attached in England to such traditional training, we can have no stronger proof than in the great number and variety of our Foundation Schools. Until one looks closely into the matter, it would scarcely be believed how rich England is in such institutions: and their number is hardly more surprising than their inherent vitality. Years pass on, generations die out, dynasties change, revolutions are accomplished; but through lapse of time and change of circumstance, here last these wondrous schools of England; one, like Wantage, claiming, with every appearance of truth, Alfred for its founder; others founded but as yesterday, and gaining success just so far as they keep up with the main traditional type of grammatical training. While so much changes around, "these most English Institutions in England," (as they have been called by the Times in a recent review of that racy school book, "Tom Brown's School Days,") "these most English Institutions in England' have shown a tenacity of life and a vivaciousness, such as could only have resulted from the wise system on which they are conducted, as well as from the wise forethought that founded and endowed them. Of course, with so many schools, and so many more schoolmasters in the lapse of centuries, the actual effect of a given school must have varied, in all degrees from the lowest inefficiency to the highest development of which it was capable; but taking these schools as a whole, the average amount of educational training which they have imparted to the youth of England has been incalculably great and invaluable, and remember that this invaluable training has had its effect and worked out its due result in many and many a man, who never has gone to college, or who has never there distinguished himself in academic struggles for eminence. Here is their great praise the high average of a generally diffused education which they have kept up-their pyov is not to educate stars of the first magnitude-prize-gainers and distinction-hunters, but to modify and train all who come within their influence to such a standard as shall fit them to serve their God, their church, their country, in the several stations to which they shall be called. This is their epyov, by their attainment of this, or by their failure to attain it, must their operation be judged; and it is because

they have, on the whole and in the main, actually effected thus much, that they claim not to be left out, when the influences that modify our national character are taken into account.

The numbers then, and the vitality of our foundation schools are the points I would at present urge on your attention.

Remember that besides all these foundation schools, there are at work in England some thousands of commercial and private classical schools, and National and infant schools, and the often despised but not always despicable dames' schools-all of which in their measure and degree help to keep alive the lamp of learning and to dispel the darkness of ignorance.

Another noticeable point is the fact that nearly all these schools were founded by churchmen, the majority of them are taught by churchmen, and those mostly clergymen. In old times this arose from the clergy being the only well educated persons; now it arises from parents feeling that the clerical character is in a measure a sure safeguard and a guarantee of good principles and high social standing.

To descend from generalities to particulars. A few statistics as to the dates and numbers of our grammar schools may be interesting.

Of course both the invention of printing, and the breaking up of the Greek empire on the capture of Constantinople by the Turks in 1453 and the consequent spread of the culture of the Greek language in the south and west of Europe had an immense effect upon education, amongst other ways, in stimulating the foundation of schools. But far beyond these two causes in efficacy must we place the Reformation, with its attendant breaking up of the monastic system. The dissolution of the monasteries gave both an incitement to the foundation of free grammar schools, in order to supply the place of the monastic schools which were thereby broken up, and furnished large pecuniary means for their endowment.

Besides 436 Foundation Schools which I have arranged in chronological order, there are three marked [in Parker's Educational Register] as very ancient, date unknown." Kibworth, Oswestry and Rugeley; 26 "date unascertained" including the Mercer's School, London, Chard, Frome, Salisbury Close, and Kidderminster schools.

Of schools, whose date is ascertained, and which were antecedent to the foundation of Eton College in Henry Sixth's reign, there are but eight, Derby, Huntingdon, Newbury, Ashburton, Wisbeach, Hereford, Wottonunder-Edge, Sevenoaks, and WINCHESTER COLLEGE, the date of which is 1387. (Richard II.)

In Henry the Sixth's reign, ETON was founded in 1441, and three others, Ewelme and Towcester and the City of London School (revived in 1834). In the reign of Edward IV. four; Edward V. none; Richard III. only one, and that not due to the King, but to William of Wainfleet, the founder of Magdalen College, Oxford.

In the reign of Henry VII. the tide in favour of the foundation of Grammar Schools begins to set in rapidly, and goes on with steady increase till the reign of James the Second, when it as rapidly begins to ebb, and in the reign of William IV. I can find but one, and in the reign of the present Queen, also but one grammar school of the old type, and calling itself a grammar school, founded.

In Henry the Seventh's reign twelve schools were founded, including those of Reading, Wimborne Minster, and Bridgnorth.

In the reign of Henry VIII. no less than 49 were founded, including Manchester, Taunton, Berkhampstead, and Warwick, and the Cathedral schools attached to St. Paul's, London, Bristol, Worcester, Ely, Durham, Peterborough, Canterbury, Rochester, Chester, Gloucester, Coventry, and Carlisle.

In the reign of Edward VI., short though it was, the prudent forethought of Cranmer procured or gave the stimulus to the erection of no less than 44 schools, including those of Norwich, Lichfield, Sherborne, Bury St. Edmunds, Sudbury, Macclesfield, Shrewsbury, Bedford, Birmingham, Leeds, Ludlow, St. Alban's, Bath, Southampton, Giggleswick, my own school at Bromsgrove, and beyond all others, in the substantial aid it has given to thousands of parents in the feeding, clothing, and educating of their children, Christ's Hospital, London.

In the reign of Mary twelve schools were founded, including those of Ripon and Repton.

Queen Elizabeth carried on vigorously and effectively the educational movement begun by her father and continued by her brother. Long though her reign was, yet equally long is the list of schools founded during the years she held sway. No less than 115 date from her reign, and among them Westminster (1560), Merchant Taylor's (1561), Guernsey (1563) Ipswich (1565), Richmond (1567), Rugby (1567), Cheltenham (1578), St. Bee's (1583), and Uppingham (1584), all now effective and flourishing schools, doing large work in the education of this day.

In James the First's reign 48 were founded, including Charterhouse (1611) and Dulwich (1618), and others of less note.

The disturbances of the reign of Charles I. had their effect in preventing the foundation of schools. Only 28 date from his time, none of any remarkable note at the present day.

In the interval between the death of Charles I. and the Restoration, 16 were founded.

In the reign of Charles II. thirty-six.

In the reign of James II. only four.

In the reign of William and Mary, seven.

In the reign of Ann, eleven.

In the reign of George I. seventeen.

In the reign of George II. seven.

In the long reign of George III. only twelve.

In 1837, Tavistock.

In 1842, Southampton Diocesan School; and so ends the list, which, commmencing with Wantage in the reign of Alfred, contains 436 schools, 422 of which have sprung into existence in the 435 years that have elapsed since the foundation of Eton College by Henry VI. in 1441.

The following is a succinct account of the schools founded in each reign :

And now a few remarks on the past, and a few suggestions as to the future must close this paper.

1. There can be no doubt that hundreds of schools existed in the monasteries, and fell with them. This fact will account for the few schools which can date before the Reformation. The desire to supply their place will account for the vast outburst of educational foundation which marks that great epoch. The spoils of the monasteries no doubt in many schools, especially those of royal foundation, supplied the endowment for the new institutions. This is a probable conjecture as to the majority of Henry the Eighth's schools, a certain fact as regards those of Edward VI. Had Cranmer's life been spared, he would have saved much more property from the wreck of the monasteries for educational purposes. It is well that such noble foundations as Christ's Hospital, London, and King Edward's School, Birmingham, exist to testify his wise forethought, and the young King's pious liberality.

2. We see that the troubles of Charles the First's reign and of the times of Cromwell materially checked, though they did not stifle, the foundation of new schools.

3. The Restoration was marked by a revival of school-founding, as well as by the rehabilitation of Church and State.

4. The suspicions entertained of James the Second's designs, and the uncertainty of the continuance of Protestantism allowed but of four new schools being founded in his reign.

5. During the period subsequent to the Restoration, grammar school founding (eo nomine) declines, and in George the Fourth's reign absolutely

ceases for two reasons.

a. The enormous number of previously existing schools rendered fresh foundations less absolutely necessary.

b. The absorption of men's minds in ever-changing politics, and the apathy and religious indifference of the 18th century, kept the necessity of fresh educational institutions in the back-ground.

6. George the Third's reign is signalized by a great educational movement in another direction-the establishment of Sunday schools, and of the National Society for the education of the poor. And

7. George the Fourth's reign is marked by a great outburst of vigor, due mainly to our noble President, Lord Brougham, in the foundation of the London University, which caused the subsequent rise of King's College, with the numerous affiliated branches of these two great institutions all over the country; followed by the establishment of numerous Proprietary Colleges, (some of which are pure grammar schools under another name, as Cheltenham and Marlborough,) of Mechanics Institutes, & Diocesan Training Colleges for schoolmasters and for clergy, which ought not to be left out in a summary of the educational efforts of later times, though of course they do not fall within my defined subject-grammar schools. I must not omit the establishment of a real middle-class grammar school at Hurstpierpoint, an institution deserving of all praise, which has now fought its way into acknowledged success.

8. Notice also the inherent vitality of the old foundations, and the power of reviving which they possess-e. g. Cheltenham School, King Edward's, Birmingham; otwv eis ola, as Iphicrates, the cobbler-general of Athens, used to say. The latter school started in 1552 with an income of £7, and in 1852 had reached £10,000 a year.

With regard to the future, it seems to me that it would be desirable

1. To have (besides the great public schools) from two to six good grammar schools in each county, so as to place a thoroughly sound classical education, of a high stamp, within the reach of all who require it.

2. To improve the smaller endowed schools, so as to afford a good practical middle-class education for the majority who do not go to the Universities; the headmaster might teach the few classical pupils wholly, the other master or masters give a good English education, of an enlarged and improved kind, with the elements of Latin, Mathematics, and, if required, French.

3. To enlarge the curriculum of learning in all schools, by introducing such a system of instruction in History, Geography, and Modern Languages, combined with Classics, as Dr. Arnold had the boldness to originate at Rugby, and which in twenty years has pervaded all the best schools in the kingdom. The necessity for a Modern Department has increased of late with the increase of competitive examinations for the public service, the army, India, &c.

4. The Charity Commissioners ought to be armed with peremptory powers (to be cheaply applied) for modifying ancient foundations; not destroying their old character, but adding many new features, called for by the lapse of time and change of circumstances.

5. And in modifying the endowments, care should be taken to arrange them, so that both master and pupil shall be stimulated to exertion thereby, and no pensioning of laziness and inefficiency allowed. To effect this, there is nothing so good as the foundation of scholarships or exhibitions.

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