Average Attendance.

Day Schools, Year ended August 31.1882.1883.1884.
Church1,538,4081,562,5071,607,823
British, &c.245,493247,990253,044
Wesleyan125,109125,503128,584
Roman Catholic160,910162,310167,841
Board945,2311,028,9041,115,832
3,015,1513,127,2143,273,124

Voluntary Contributions.

Day Schools, Year ended August 31.1882.1883.1884.
£. s. d.£. s. d.£. s. d.
Church581,179 5 3577,313 16 5585,071 11 10
British, &c.75,132 11 871,519 2 972,978 10 0
Wesleyan15,705 2 215,271 14 116,802 2 0
Roman Catholic51,283 11 751,564 15 257,672 1 2
Board1,545 2 21,420 1 31,603 7 10
724,845 12 10717,089 9 8734,127 12 10

From these Tables it appears that in spite of the surrender of some Church Schools to Boards, a process which is always to some extent going on, and which causes an increase in the number of Board Schools beyond that produced by actual building, the accommodation in Church Schools rose in 1884 by 41,112, and the average attendance by 45,316. The Church was also educating about half as many again as were being educated in Board Schools, and the amount voluntarily contributed during the year was more than 585,000l., in addition to a large sum expended on buildings and improvements.

This does not look much like speedy extinction, and we sincerely trust that that event is still far distant. It is not so much that we are opposed to Board schools on principle, still less that we disapprove of the national determination that every child shall be educated, which logically leads to some national machinery involving the principle of Board Schools in some form or other,—not so much this, as that we are persuaded that the existence of Voluntary Schools is an unspeakable benefit even to the Board Schools themselves. We hold that a definite system of religious teaching, according to which the religious studies of the school and the secular are co-ordinate and equally regarded, and the religious atmosphere which such consideration implies, are of the very essence of a rightly ordered school; the ideal may be reached in a Voluntary School, it is impossible that it should be reached in a Board School; nevertheless, there may be Board schools and Board Schools; in some there may be simple secularism, and in others there may be a good religious spirit and fair religious teaching; and the degree in which the average quality of Board Schools will approximate to the latter limit rather than the former, will depend very much upon the standard set up by the Voluntary Schools. A reference to the Report of the Committee of Council on Education proves that Voluntary Schools are worked more cheaply, and, so far as can be judged by the results of examination, are secularly not less successful than schools upon the Board system; and therefore even with reference to economy there is some advantage in keeping the two classes of school going side by side. But all questions of comparative economy, and of advantages arising from an honourable competition, are as nothing compared with the reflected influence in the direction of bringing up the average religious character of Board Schools to the highest point which the shackles of legislation allow.

In addition to the work of voluntary elementary schools, there are two other departments in which voluntary efforts are doing much in support of the religious and Christian character of English Education.

There are no less than thirty Training Colleges in connection with the Church. The pupils trained in these Colleges are not in general bound by any rule to accept posts only in Church schools; as a matter of fact, many are drafted into Board Schools; but it is impossible to exaggerate the importance to the subsequent influence for good, in a school of whatever kind, of a thorough religious training in youth upon definite religious principles. So far as an opinion can be formed, it would seem that these Training Colleges must always rest upon a voluntary foundation; it is difficult to conceive of their being carried on upon State principles; you may make religious teaching optional in an elementary day school, and the evil results may be not easily perceptable; but when eighty or a hundred young men or young women are brought together into one home, to lead a common family life with common purposes and prospects, the religious equality principle breaks down; you must have common religious teaching and common worship, and these must be utterly vapid and miserable, unless there be a hearty agreement upon the grounds and articles of faith, such as is only possible for those who are of one Church, or at all events of one denomination. Doubtless on this very account efforts have been made, and efforts will be made, to break down the Church Training College system, or to erect something on broader principles which shall gradually extinguish it; but on all grounds we trust that these efforts may fail, and that at all events no change may be introduced which shall be successful in rendering impossible the carrying on of institutions, to which we are convinced that the education of the poor children of England is indebted more than to almost any other. We have but been working out under new conditions the great problem which De la Salle perceived to lie at the root of elementary education: the forming of the instrument wherewith to do the work was, as he clearly perceived, the great thing to be accomplished; and for that purpose personal influence was needed; it was necessary to stir up in each young aspirant to the office of a teacher something of the enthusiasm of teaching, to breed a high conception of the value and responsibilities of the office, to make it felt that self-denial and self-devotion were essential conditions of any lasting success. English Training Colleges differ very widely from that community which De la Salle established, and over which he presided; in our opinion, they, at least their managers, might profit by studying his work and emulating his spirit; but after all, they will still be widely different, and any attempt at exact imitation amongst ourselves would perhaps produce a parody rather than an adequate copy. Any one who can remember the early work of Derwent Coleridge at St. Mark's, Chelsea, and the vast change which was brought about in the training of the schoolmaster, the estimate of his qualifications, and his general status, by the admirable and laborious efforts of that good and able man, will be conscious that a work has been done amongst us in these latter days, upon which De la Salle himself would have looked with a kindly smile of approval, though in some respects he might have imagined, and perhaps with justice, that it was not so thorough as his own.

The other department of voluntary action to which we proposed to refer, is that which is known as Diocesan Inspection.

This system of inspection is carried on by Clergymen, who are appointed with the approval and in connection with the Bishops, and whose stipends are provided by voluntary contribution. The action is not uniform throughout the Dioceses, but there is scarcely a Diocese in which the work is not carried on with great energy. These Inspectors visit the schools, in some Dioceses and Board Schools as well as those in connection with the Church; they examine the children, confer with the masters and mistresses, give advice and encouragement as may seem to be necessary and fitting, and make a report upon the general condition of the school with reference to religious knowledge. In most Dioceses there is in addition some kind of prize scheme, by means of which children are encouraged to give special attention to the religious side of their education.