election, "took upon himself, in what seemed to him to be the public interest," to send to the newspapers an extract from Huxley's article, "The School Boards: what they can do, and what they may do," which was to appear in the December number.

In this article will be found ("Collected Essays" 3 page 374) a full account of the programme which he laid down for himself, and which to a great extent he saw carried into effect, in its fourfold division--of physical drill and discipline, not only to improve the physique of the children, but as an introduction to all other sorts of training--of domestic training, especially for girls--of education in the knowledge of moral and social laws and the engagement of the affections for what is good and against what is evil--and finally, of intellectual training. And it should be noted that he did not only regard intellectual training from the utilitarian point of view; he insisted, e.g. on the value of reading for amusement as] "one of its most valuable uses to hard-worked people."

[Much as he desired that this intellectual training should be efficient, the most cursory perusal of this article will show how far he placed the moral training above the intellectual, which, by itself, would only turn the gutter-child into] "the subtlest of all the beasts of the field," [and how wide of the mark is the cartoon at this period representing him as the Professor whose panacea for the ragged children was to] "cram them full of nonsense."

[In the third section are also to be found his arguments for the retention of Bible-reading in the elementary schools. He reproached extremists of either party for confounding the science, theology, with the affection, religion, and either crying for more theology under the name of religion, or demanding the abolition of] "religious" [teaching in order to get rid of theology, a step which he likens to] "burning your ship to get rid of the cockroaches."

[As regards his actual work on the Board, I must express my thanks to Dr. J.H. Gladstone for his kindness in supplementing my information with an account based partly on his own long experience of the Board, partly on the reminiscences of members contemporary with my father.

The Board met first on December 15, for the purpose of electing a Chairman. As a preliminary, Huxley proposed and carried a motion that no salary be attached to the post. He was himself one of the four members proposed for the Chairmanship; but the choice of the Board fell upon Lord Lawrence. In the words of Dr. Gladstone:--

Huxley at once took a prominent part in the proceedings, and continued to do so till the beginning of the year 1872, when ill-health compelled him to retire.

At first there was much curiosity both inside and outside the Board as to how Huxley would work with the old educationists, the clergy, dissenting ministers, and the miscellaneous body of eminent men that comprised the first Board. His antagonism to many of the methods employed in elementary schools was well known from his various discourses, which had been recently published together under the title of "Lay Sermons, Addresses, and Reviews." I watched his course with interest at the time; but for the purpose of this sketch I have lately sought information from such of the old members of the Board as are still living, especially the earl of Harrowby, Bishop Barry, the Reverend Dr. Angus, and Mr. Edward North Buxton, together with Mr. Croad, the Clerk of the Board. They soon found proof of his great energy, and his power of expressing his views in clear and forcible language; but they also found that with all his strong convictions and lofty ideals he was able and willing to enter into the views of others, and to look at a practical question from its several sides. He could construct as well as criticise. Having entered a public arena somewhat late in life, and being of a sensitive nature, he had scarcely acquired that calmness and pachydermatous quality which is needful for one's personal comfort; but his colleagues soon came to respect him as a perfectly honest antagonist or supporter, and one who did not allow differences of conviction to interfere with friendly intercourse.

The various sections of the clerical party indeed looked forward with great apprehension to his presence on the Board, but the more liberal amongst them ventured to find ground for hoping that they and he would not be utterly opposed so far as the work of practical organisation was concerned, in the declaration of his belief that true education was impossible without "religion," of which he declared that all that has an unchangeable reality in it is constituted by the love of some ethical ideal to govern and guide conduct,] "together with the awe and reverence, which have no kinship with base fear, but rise whenever one tries to pierce below the surface of things, whether they be material or spiritual." [And in fact a cleavage took place between him and the seven extreme "secularists" on the Board (the seven champions of unchristendom, as their opponents dubbed them) on the question of the reading of the Bible in schools (see below (Bishop Barry calls particular attention to his attitude on this point, "because," he says, "it is (I think) often misunderstood. In the "Life of the Right Honourable W.H. Smith" (for instance), published not long ago, Huxley is supposed, as a matter of course to have been the leader of the Secularist party.")

One of the earliest proposals laid before the Board was a resolution to open the meetings with prayer. To this considerable opposition was offered; but a bitter debate was averted by Huxley pointing out that the proposal was ultra vires, inasmuch as under the Act constituting the Board the business for which they were empowered to meet did not include prayer. Hereupon a requisition--in which he himself joined--was made to allow the use of a committee-room to those who wished to unite in a short service before the weekly meetings, an arrangement which has continued to the present time.

At the second meeting, on December 21, he gave notice of a motion to appoint a committee to consider and report upon the scheme of education to be adopted in the Board Schools.

This motion came up for consideration on February 15, 1871. In introducing it, he said that such a committee ought to consider:--]

First, the general nature and relations of the schools which may come under the Board. Secondly, the amount of time to be devoted to educational purposes in such schools; and Thirdly, the subject-matter of the instruction or education, or teaching, or training, which is to be given in these schools.

[But this, by itself, he continued, would be incomplete. At one end of the scale he advocated Infant schools, and urged a connection with the excellent work of the Ragged schools. At the other end he desired to see continuation schools, and ultimately some scheme of technical education. A comprehensive scheme, indeed, would involve an educational ladder from the gutter to the university, whereby children of exceptional ability might reach the place for which nature had fitted them.

The subject matter of elementary instruction must be limited by what was practicable and desirable. The revised code had done too little; it had taught the use of the tools of learning, while denying all sorts of knowledge on which to exercise them afterwards. And here incidentally he repudiated the notion that the English child was stupid; on the contrary, he thought the two finest intellects in Europe at this time were the English and the Italian.

In particular he advocated the teaching of] "the first elements of physical science"; "by which I do not mean teaching astronomy and the use of the globes, and the rest of the abominable trash--but a little instruction of the child in what is the nature of common things about him; what their properties are, and in what relation this actual body of man stands to the universe outside of it." "There is no form of knowledge or instruction in which children take greater interest."

[Drawing and music, too, he considered, should be taught in every elementary school, not to produce painters or musicians, but as civilising arts. History, except the most elementary notions, he put out of court, as too advanced for children.

Finally, he proposed a list of members to serve on the Education Committee in a couple of sentences with a humorous twist in them which disarmed criticism.] "On a former occasion I was accused of having a proclivity in favour of the clergy, and recollecting this, I have only given them in this instance a fair proportion of the representation. If, however, I have omitted any gentleman who thinks he ought to be on the committee, I can only assure him that above all others I should have been glad to put him on."

[That day week the committee was elected, about a third of the members of the Board being chosen to serve on it. At the same meeting, Dr. Gladstone continues:--

Mr. W.H. Smith, the well-known member of Parliament, proposed, and Mr. Samuel Morley, M.P., seconded, a resolution in favour of religious teaching--"That, in the schools provided by the Board, the Bible shall be read, and there shall be given therefrom such explanations and such instruction in the principles of religion and morality as are suited to the capacities of children," with certain provisos. Several antagonistic amendments were proposed; but Professor Huxley gave his support to Mr. Smith's resolutions, which, however, he thought might be trimmed and amended in a way that the Reverend Dr. Angus had suggested. His speech, defining his own position, was a very remarkable one. He said] "it was assumed in the public mind that this question of religious instruction was a little family quarrel between the different sects of Protestantism on the one hand, and the old Catholic Church on the other. Side by side with this much shivered and splintered Protestantism of theirs, and with the united fabric of the Catholic Church (not so strong temporally as she used to be, otherwise he might not have been addressing them at that moment), there was a third party growing up into very considerable and daily increasing significance, which had nothing to do with either of those great parties, and which was pushing its own way independent of them, having its own religion and its own morality, which rested in no way whatever on the foundations of the other two." [He thought that] "the action of the Board should be guided and influenced very much by the consideration of this third great aspect of things," [which he called the scientific aspect, for want of a better name.]

"It had been very justly said that they had a great mass of low half-instructed population which owed what little redemption from ignorance and barbarism it possessed mainly to the efforts of the clergy of the different denominations. Any system of gaining the attention of these people to these matters must be a system connected with, or not too rudely divorced from their own system of belief. He wanted regulations, not in accordance with what he himself thought was right, but in the direction in which thought was moving." [He wanted an elastic system, that did not oppose any obstacle to the free play of the public mind.

Huxley voted against all the proposed amendments, and in favour of Mr. Smith's motion. There were only three who voted against it; while the three Roman Catholic members refrained from voting. This basis of religious instruction, practically unaltered, has remained the law of