An accession of power to the Roman Catholic clergy was, of course, dreaded; and all the more because it was known that the scheme met with the approval of the Archbishop; that it was, indeed, a compromise with the requests made in a petition which that prelate had lately sent in to the Governor; a petition which seems to me most rational and temperate.

It was argued, too, that though the existing Act--that of 1851--had more or less failed, it might still succeed if Lord Harris's plan was fully carried out, and the choice of the ward schoolmaster, the selection of ward school-books, and the direction of the course of instruction, were vested in local committees.

The simple answer was, that eighteen years had elapsed, and the colony had done nothing in that direction; that the great majority of children in the island did not go to school at all, while those who did attended most irregularly, and learnt little or nothing; {290} that the secular system of education had not attracted, as it was hoped, the children of the Hindoo immigrants, of whom scarcely one was to be found in a ward school; that the ward schoolmasters were generally inefficient, and the Central Board of Education inactive; that there was no rigorous local supervision, and no local interest felt in the schools; that there were fewer children in the ward schools in 1868 than there had been in 1863, in spite of the rapid increase of population: and all this for the simple reason which the Archbishop had pointed out--the want of religious instruction.

As was to be expected, the good people of the island, being most of them religious people also, felt no enthusiasm about schools where little was likely to be taught beyond the three royal R's.
I believe they were wrong.

Any teaching which involves moral discipline is better than mere anarchy and idleness.