culation, and the substitution of a specific declaration of conformity to the Church; but even this was rejected. The fact is, the existing legislative body of the University never will admit any concession whatever affecting certain points which they consider the unalterable principles of the University constitution. Nothing ever will be done, we are firmly persuaded, without the vigorous interference of the legislature. Any one who examines the University constitution will perceive that, as in former times, it received all its statutes from royal authority; so, by its very construction, it could never have been designed for the functions of legislation. As the initiative of every measure rests with the heads of Colleges, the Vice-Chancellor singly, and the Proctors jointly, having an absolute veto on all measures, and as all statutes are propounded and passed or negatived in toto, without the power of alteration or amendment in convocation, and nothing is permitted in that assembly but a show of debate carried on in Latin (resembling Queen Elizabeth's license of debate to her obedient Commons)-it is manifest that hardly anything worse calculated for furthering beneficial changes could have been contrived, or more skilfully adapted for keeping things just as they are. If, therefore, any great improvement is to be accomplished in the form and constitution of our Universities, it must be effected upon the recommendation of a commission for inquiring into the entire University system. Such a commission, if composed of able and unprejudiced men, well acquainted with the Universities, sincerely desirous to maintain all that is good in them and to extend their benefits still more widely, would be the first step towards placing the higher education of this country on a more enlarged and permanent basis.

Measures now passed or in progress seem likely to remove all distinctions in the medical and legal professions between persons properly qualified, without respect to religious distinctions; that is, without reference to their having graduated at universities which impose religious restrictions. Without in the slightest degree undervaluing the just and liberal spirit in which these measures have been conceived, it is plain that they do not meet all the exigencies of the case. The measures alluded to are those of particular bodies exercising their right of legislating for the regulation of particular professions, and the conferring of privileges connected with the exercise of those professions. The present argument refers to the enactments of the state with regard not merely to

* See Oxford News, May 20th, at the end of the Journal.

professional qualifications, but to the general, systematic education of a large and important part of the community.

Those, indeed, who consider university education as merely a preparation for holy orders in the Established Church, and for the professional education of those members of the Church who choose to avail themselves of it, may think that the regulations referred to supply the deficiencies of the university system, and render all further attempts at alteration in that system superfluous.

But those who look at the universities as places of more comprehensive education, and especially those who are the strenuous advocates for the general cultivation and discipline of the mind as the proper and necessary preparation for all professions and all situations in church and state, (the favourite plea of the very heads and tutors themselves,) they, above all others, must admit that a far deeper and more extensive reform in our academical education is necessary. Without this reform, the nation will never possess a body of well-educated men, competent to discharge the various and important administrative functions in the state; nor will any of the professions, commonly called 'liberal,' reckon among their members a large majority of intelligent, well-instructed, and honourable men.

Besides Mr. Denison's pamphlet, another publication has recently appeared in Oxford, the production of one of the most highly distinguished members of that university, which, though treating more generally on the theological question between the Church of England and the Dissenters, yet refers specifically to the subject of academical subscription. It is entitled Observations on Religious Dissent; with particular reference to the Use of Religious Tests in the University.' By R. D. Hampden, D.D., Principal of St. Mary Hall. The author is the advocate of freedom of conscience, and in his former works has elaborately examined the nature and tendency of religious dogmas. In the present instance, though we entirely agree in the liberal view which he takes of the subject upon theological grounds, yet we doubt whether his claim for the maintenance of the university as exclusively a Church of England institution is quite consistent with those opinions which he has expressed in previous publications. He also deprecates all legislative interference, which we should object to as much as he does, if we thought that the changes, which we believe to be necessary, could be effected in any other way.

ON THE INSTITUTION OF INFANT SCHOOLS IN LOMBARDY, AND OF HOLIDAY SCHOOLS BOTH IN

LOMBARDY AND IN TUSCANY.*

THIS is an interesting report, by the Abate Aporti, on the progress of popular education in Lombardy, and more especially on the introduction of infant schools at Cremona, effected through the exertions of Aporti himself, who has been for several years director of the elementary schools of the same town, and is also the founder of the Cremona school for the deaf and dumb. The report refers, in the beginning, to the low state of morality in which the great mass of the people in Lombardy, and especially the humbler classes, were sunk at the close of the late war, after so many political changes which had destroyed the influence of former social habits and opinions, and left nothing to supply their place except the religious instruction administered, and the devotional rites performed by the parish priests on holidays. But this imperfect and irregular instruction could be of little use to hardened and uncultivated minds. A gross ignorance of the fundamental principles of religion, as well as of all social duties, had spread over the country, and threatened to plunge the population into utter degradation. Some fresh and powerful impulse was required to rouse the people from their torpor. The system of universal popular education was introduced by the government; and in 1821, the upper elementary schools were opened at the expense of the public treasury, in the chief towns of every province. In the following year, 1822, the minor elementary schools were ordered to be opened in and at the expense of every commune. the rapid progress of this system in Lombardy we have spoken in former articles of this Journal. Aporti dwells on its beneficial effects, especially on the moral discipline, the habits of order, propriety, and self-control to which young people become thus early accustomed, and on the kind and social feelings which their common education must impart to them. Rich and poor are mixed together in the schools without distinction; they become friendly to each other; they learn to esteem each other, independently of the chances of birth and fortune; and feelings thus early conceived are likely to retain a salutary influence in after life. It seems that the clergy of Lombardy have heartily concurred

Of

* Relazione del Sig. Abate Ferrante Aporti di Cremona sulle Scuole di Lombardia, e principalmente sulle Scuole Infantili. Atti dell' Accademia de Georgofili, vol. xi. 1833.

in fulfilling their share of the task. A lesson on religious doctrine forms part of the daily exercises. One statistical fact mentioned by Aporti will strike those who are acquainted with the customs of Catholic countries. It is customary to give boys, on their first receiving the communion, a small gift as a memento of this great event in their life. Owing to the illiterate state of former generations, rosaries were in most cases the only gift that could be of any use; the young communicant who could not read might count his beads while saying his prayers. But now, since the introduction of the elementary schools, out of 100 boys or girls there are hardly four or five to whom rosaries are given: the rest receive tracts and other religious books which they can read and understand. Again, ten or twelve years ago in Lombardy, there were no mistresses fit to keep girls' schools, except in the monasteries, but now there are 1100 well-qualified schoolmistresses. It was calculated in 1830 that about 436,000 boys and girls, of or above twelve years of age, had completed their elementary education in the schools, being more than one-fifth of the whole population. By the year 1840 it may be fairly reckoned that there will be very few persons in Lombardy under thirty years of age who will not have received their education in the schools, either public or private, all according to one uniform system. Making all due allowance for imperfections, individual cases of failure, and other incidental exceptions, still what a change will have been effected in the mind and habits of the people. This may be called a true regeneration of a whole nation, a regeneration effected quietly, without bloodshed, without violence, without costly sacrifices, without any injury to any one individual.

In the plan laid down by the government of Lombardy for universal education, the formation of Sunday, or rather holiday schools, (for in Catholic countries there are many more holidays than Sundays,) was suggested to the respective communes as a most desirable part of the whole system. The town and province of Cremona have been foremost in acting upon this suggestion. The population of Cremona is 26,000, and that of the province 180,000. In 1833 there were four holiday schools in the town, and fifty-five in the province, which were attended in all by about 800 pupils. Similar institutions were spreading in the other provinces; there were 208 in 1832 in all Lombardy (exclusive of the Venetian provinces), which were attended by between four and five thousand individuals. Boys above twelve years of age who have left the elementary schools, and have become apprentices or journeymen, receive instruction for two or three

hours every holiday, and thus not only retain what they have learnt before, but improve themselves still further. They are taught drawing applied to the mechanical arts, the principles of architecture, &c. At Mantua, Professor Vergani directs one of these schools, in which he teaches gratis linear mathematical and ornamental drawing, and the elements of various branches of mechanics connected with the mechanical arts. At Pavia, the Bishop has also instituted a holiday school. At Milan there are several holiday schools, in one of which, that of S. Luca, Colonel Young has instituted a course of gymnastics. An account of these and other benevolent institutions in the city of Milan is given in a little book, entitled Quadro Statistico degli Istituti di pubblica Beneficenza di Milano negli anni 1830-31: Compilato da Giuseppe Sacchi. The holiday schools are also frequented by grown-up artizans, who have not had the advantage of elementary education in their youth, and thus they answer the purpose of schools for adults,' a most important part, though one not sufficiently attended to, in every complete system of universal education. While our cares are turned to the instruction of the rising generation, and to laying the foundation of a better social state, we must not forget that for many years to come the grown-up part of the population will constitute the majority in point of strength; that this population has grown up for the most part in ignorance and prejudice, and often in vice; and that, unless we effect at least a partial change in their minds and habits, there will be less security for the future prospects of the rising generation. We wish and expect the children to be a very different race from their parents, but this must depend in a great measure on the good conduct of the parents_themselves, until the children have grown up into men. For this reason, as well as for the general security of society, while we educate the children, we ought not to lose sight of the parents; the greatest possible number of adults, men of mature years, and old men too, ought to be induced to partake of the general benefit of instruction and of moral education, that their ideas may be raised, and their habits humanized, that they may become sensible of the pleasures attending intellectual cultivation, and the advantages which they may derive from it even for their physical welfare. Adult schools, schools of industry, Sunday schools, mechanics' institutions, all these are means of raising the moral standard of the grown-up generation, among which we must continue to live, and with which we must move on for years to come, until those children that are now being educated shall have attained the age