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THE

EDINBURGH REVIEW,

JULY, 1861.

No. CCXXXI.

ART. I.-1. Report of the Commissioners appointed to inquire into the State of Popular Education in England, and the Reports of Assistant Commissioners, Evidence, &c. Presented to both Houses of Parliament by command of Her Majesty. Six volumes 8vo. March, 1861.

2. Popular Education in England, being an Abstract of the Report of the Royal Commissioners on Education: with an Introduction and Summary Tables. By HERBERT S. SKEATS. London: 1861.

3. The Popular Education of France, with Notices of that of Holland and Switzerland. By MATTHEW ARNOLD, M. A., Foreign Assistant Commissioner to the Education Commission, one of H. M.'s Inspectors of Schools. London: 1861. 4. Suggestions on Popular Education. By NASSAU W.

SENIOR, Esq., one of the Commissioners appointed to inquire into the State of Popular Education. 8vo. London: 1861.

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IXED Commissions of Inquiry, composed of able and independent men, have on many occasions rendered great service to the work of legislative improvement and social reform in this country. These bodies, selected for a temporary and defined purpose, partake at once of the character of a Parliamentary Committee and of that of an Administrative Board -they have something of the representative composition of the former, and something of the unity of purpose of the latter. But their responsibility is, like that of a jury, rather personal than collective; the members of such a Commission are com

VOL. CXIV. NO. CCXXXI.

B

monly selected, not because they agree, but because they differ, each of them representing some one class of opinions prevailing in society; they have no antecedent bond of union; and they have no interest as a body in the ulterior results of their own proceedings. Hence it arises that although these Commissions are excellent instruments for the purpose of inquiry, they are usually less effective in the work of legislative construction or positive administration. In truth, notwithstanding the eminent services which these Commissions have frequently rendered, they neither can nor ought to attempt anything which properly falls within the duties and the responsibility of the Government itself.

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The Royal Commission, whose elaborate Report is now before us, yields certainly to no preceding Commission in the high character of its members-the Duke of Newcastle, a Secretary of State; Sir John Coleridge, a member of the Privy Council, known alike for his remarkable attainments, for his attachment to the Church of England, and for his private virtues; Mr. Senior, whose services on the Poor Law Commission of 1832 and the Handloom Weavers Commission entitle him to the lasting gratitude of the country; Mr. Miall, an earnest and intelligent representative of the Nonconformists; and from the Universities three eminent men the Rev. William Charles Lake, the Rev. William Rogers, and, last but not least, Professor Goldwin Smith. Assistant Commissioners were sent to the agricultural, the manufacturing, the mining, the maritime, and the metropolitan districts of England. These inquiries were even extended to Germany, France, Switzerland, and Holland. An enormous mass of evidence has been taken and digested, and the result is that a complete history of the proceedings of the Committee of Council on Education, and a full account of the state of the lower branches of education in England, is now before us. The Reports of the Assistant Commissioners, especially that of Mr. Fraser, are of the very highest merit and interest; and we know of no publication which has thrown such a flood of light, not only on the special subjects of education, but on the habits and opinions of the population of England at the present day.

We shall not attempt, in this place, to lay before our readers any abstract of this voluminous production, which fills no less than six large octavos. Those who require an abridgement will find it executed with ability by Mr. Herbert Skeats, in a little work, which may be procured for half-a-crown. shall confine ourselves to a brief selection of the leading facts necessary to the object we have in view, namely, the discussion

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