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 1833, and Archdeacon of Chichester in 1840. On the death of Cardinal Wiseman in February, 1865, he was made Archbishop, and ten years later raised to the dignity of Cardinal. He became a teetotaler in the autumn of 1868, and has been a firm adherent to teetotal principles ever since.

But the photographer is waiting. As the Cardinal sat down for a special picture for these pages he exclaimed wittily, "Well, you look like assassins, waiting to 'take' me." He tells a photographic story, too, whilst the operator is changing one of the plates, as to how a member of his clergy was preaching in the open air in the East End, and an itinerant photographer elbowed his room through the crowd and prepared to "catch" the cleric. The audience, however, were so much interested in the discourse, that one of them shouted out, "Now, then, get out with that shooting gallery!"

My visit to the Cardinal, however, was not only for the purpose of gathering some delightful reminiscences, but to ask his opinion on one of the burning questions of the hour. The great affection he has always had for the welfare of children, and the thoughtful kindness he has ever directed towards parents, suggested "Free Education," and His Eminence said:—

"In the sense understood in America in their system of common schools, free for all classes and conditions, or in the sense understood in France, where the State pays for all degrees of education, I am as much opposed to free schools as possible. Lord Salisbury has spoken of assisted education, and I can attach to these words a sound meaning. Free schools display only a destructive part of State education." [sic]

"What do you mean by 'national' system?"

"I mean a system in which the nation educates itself. The education of children is a natural duty, or responsibility of the people itself, in all its homes and in all its localities; and until parental duty has been fulfilled to the utmost, by the intelligence and energy of individuals, I believe the intervention of the State to be premature and mischievous, because it obstructs the fulfilment of parental and natural duty." [sic]

"Do you believe that a national system of education can ever exist without the assistance of the State?"

"No, unless it be in a very low and imperfect manner; but I believe that the whole greatness of the Empire, and all our world-wide commerce, and all our national character itself, is the creation not of the State but of the intelligence, energy, and free-will of individuals. This was the original principle from which it sprung. The State has come in to assist when the first foundations have been laid, and gives permanence and extension to the work of individual energy. It is said that 'trade follows the flag,' but there was no flag when trade first entered upon the foreign lands which have become our colonies. Individual energy goes first, and the State follows after. I apply this to what is termed the voluntary system of education in England. Individuals began educating themselves and others, before the State granted a halfpenny to their