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Chairman has informed you that the subject which I am to bring before you to-night is that of education; I may add, of education considered in its relation, to the State. It is a subject of infinite importance. It is the question of the day. It is a matter of great difficulty, and one on which there is great diversity of opinion. I have not come here to seek popularity, I have not come here to say what might be agreeable to the audience; I have come here to tell you the result of some experience and much reflection on this subject; and therefore I throw myself on your indulgence, that, in case—as I fear myself it may be—I may say anything that may be displeasing to any part of you, you will think I do it merely in the discharge of what I conceive to be my duty on such an occasion as this, and that you will kindly excuse it, and not take offence at what may be said. I have much to say, and I am anxious not to trespass on your patience; and, therefore, without further preface, I will address myself to the subject of the evening. The question of education naturally divides itself into two branches—the education of the poor or primary education, and the education of the middle or upper classes. I have a word or two to say of each in their turn.

And, first, I will address myself to that which appears to be of the greater consequence of the two—the education of the poor as far as it is connected with the State. Now, we have had for many years a system of State-aided education; and I think, without wearying you with what you know very well—the general outlines of that system—that we can infer from what