the noble edifices which adorn the Irish capital, two of them not excelled by the Palace of Legislation or the Palace of Commerce in any capital of Europe, without thankfully remembering how much our country owes to the cultivated genius of the minority. If the races who inhabit these islands are ever to understand and honour each other, it must be on condition of comprehending the past, not hiding it away; and history is the reservoir from which such knowledge is drawn.

I know no civilised country, except Ireland, whose history is not familiar to its people. In England you encounter English history everywhere; in literature, in art, on the stage, and even in the pulpit. In France, not merely endless books, but museums and picture galleries are devoted to the illustration of French history. In the United States the schoolboy is taught the principles of the American constitution as part of the regular curriculum. Even in Australia its brief history of a single century has been made a school-book in State schools; but in Ireland the national history is never named in the schools called national, and that it may be known volunteers must attempt the task which the State has neglected and forbidden.

If the statesman gladly acknowledges that such intellectual discipline makes men better citizens, the moralist rejoices to know that it makes them better men. I can confidently affirm, for I have seen the prodigy wrought, that strenuous self-discipline, with love of country for its inspiration, burns up the grosser sentiments in young men, and teaches them that life has happier as well as nobler pursuits than self-indulgence; teaches them to abjure sensual and slavish vices, and warm their souls with the divine flame of patriotism. An Irish poet has named the teacher “God’s second priest,” and a great ecclesiastic, who was also a wise guide in mundane affairs, the illustrious J. K. L. declared more than half a century ago that religion could not dispense with this potent auxiliary.

One of the worst defects in our course of discipline in and out of school (for a young man gives himself his most effectual education after he has escaped from the hands of the schoolmaster) is that it is rarely practical. We learn little thoroughly, and little of a useful and reproductive character, and we commonly pay the penalty in a lower place in the world. As far as I am able to judge Scotsmen are not gifted by nature with qualities superior to those of Irishmen, but in more than one country I have seen Irishmen performing some of the roughest and most menial offices in gangs directed by Scotch overseers. And why? No intelligent man has any doubt of the cause. For nearly two centuries Scotland has had excellent parish schools, where the children of the industrious population get a practical and religious education at the cost of the State. In Dublin I have seen two of the most national institutions in the country, a great Irish journal and a great Irish publishing house, managed by Scotsmen. Again why? For no intelligible reason except that the Scotch boy is taught mathematics and trained early in business. This defect, like so many of our shortcomings, has an origin which we must search for in history. Till 1833 there were no public schools in Ireland which were not openly designed to proselytise the people, and since there have been neutral schools, the principal condition of their existence has been the exclusion from their teaching of the history and religion of the people. I remember Mr. Bright saying to me during some temporary repulse of the North in the American Civil War: “Be assured the end is not at all doubtful; the States which have had three generations of solid education must win against a mob of arrogant self-indulgent slave-drivers.” I felt bitterly that the converse of the axiom might be applied to our own country. And if we look into the matter the happiness and independence of nations seem everywhere to bear a strict proportion to their moral and intellectual training. Switzerland spends as much money on education as on soldiers and their costly equipment; Denmark half as much, and Belgium about a third, and these are all prosperous and contented little States. But the great empires which clutch territory and ignore men, spend prodigally on their armies and parsimoniously on their people. In Prussia education obtains scarcely a fifth of the amount lavished on preparations for war; in England only one-sixth the amount; in Italy less than a tenth; and in Russia a hundred pounds are squandered on turning peasants into soldiers for every twenty shillings spent on making the peasants fitter to perform their duties in the world. For my part I would rather see our people developed according to their special gifts than see them masters of limitless territory or inexhaustible gold reefs. A Celtic people trained to become all that their nature fits them to be—humane, joyous, and generous, living diligent, tranquil lives in their own land, and sending out from time to time, as of old, men whose gifts and faculties fitted them to become benefactors of mankind—that is the destiny I desire for my country. None of us can be ignorant of the fact that a change has come over the national character in latter times which is not altogether a change for the better. The people are more alert and resolute than of old, and that is well; but they are more gloomy and resentful, and something of the piety and simplicity of old seems to have disappeared. Nature made them blithe, frank, and hospitable; pleasant comrades and trusty friends; but hard laws and hard taskmasters have sometimes perverted their native disposition. To my thinking that patient, long-suffering, bitterly wronged people still preserve fresh and perennial many of the spiritual endowments which are among the greatest possessions of a nation. But, like soldiers returning from a long campaign, who bring back something of the manners and morale of the camp, twenty years of agitation, which however just and necessary was inevitably demoralising, has blunted their moral sensibility. Blessed be those who will warn them that to be just and considerate towards friends and opponents, to refrain from cruelty or wrong under any temptation, and to speak and act and applaud only the rigid truth, are the practices which make nations honoured and happy.

What writers ought to aim at, who hope to benefit the people, is to fill up the blanks which an imperfect education, and the fever of a tempestuous time, have left in their knowledge, so that their lives might become contented and fruitful. Let me take an instance—I have sometimes marvelled that no one has made it his special task to teach the “tenants at will,” who have become proprietors under the Land Purchase Act, what wonders they may accomplish for themselves and the country. To become prosperous and independent by systematic industry is not the greatest of their opportunities; by liberal education and healthy spiritualised lives, spent on the paternal estate, they may make their sons and daughters types of whatever is best in the Celtic character. But they have much to learn and few to teach