Under the regulations to which I refer, a schoolmaster can set up a class in one or more branches of science; his pupils will be examined, and the State will pay him, at a certain rate, for all who succeed in passing.  I have acted as an examiner under this system from the beginning of its establishment, and this year I expect to have not fewer than a couple of thousand sets of answers to questions in Physiology, mainly from young people of the artisan class, who have been taught in the schools which are now scattered all over Great Britain and Ireland.  Some of my colleagues, who have to deal with subjects such as Geometry, for which the present teaching power is better organized, I understand are likely to have three or four times as many papers.  So far as my own subjects are concerned, I can undertake to say that a great deal of the teaching, the results of which are before me in these examinations, is very sound and good; and I think it is in the power of the examiners, not only to keep up the present standard, but to cause an almost unlimited improvement.  Now what does this mean?  It means that by holding out a very moderate inducement, the masters of primary schools in many parts of the country have been led to convert them into little foci of scientific instruction; and that they and their pupils have contrived to find, or to make, time enough to carry out this object with a very considerable degree of efficiency.  That efficiency will, I doubt not, be very much increased as the system becomes known and perfected, even with the very limited leisure left to masters and teachers on week-days.  And this leads me to ask, Why should scientific teaching be limited to week-days?

Ecclesiastically-minded persons are in the habit of calling things they do not like by very hard names, and I should not wonder if they brand the proposition I am about to make as blasphemous, and worse.  But, not minding this, I venture to ask, Would there really be anything wrong in using part of Sunday for the purpose of instructing those who have no other leisure, in a knowledge of the phenomena of Nature, and of man’s relation to nature?

I should like to see a scientific Sunday-school in every parish, not for the purpose of superseding any existing means of teaching the people the things that are for their good, but side by side with them.  I cannot but think that there is room for all of us to work in helping to bridge over the great abyss of ignorance which lies at our feet.

And if any of the ecclesiastical persons to whom I have referred, object that they find it derogatory to the honour of the God whom they worship, to awaken the minds of the young to the infinite wonder and majesty of the works which they proclaim His, and to teach them those laws which must needs be His laws, and therefore of all things needful for man to know—­I can only recommend them to be let blood and put on low diet.  There must be something very wrong going on in the instrument of logic, if it turns out such conclusions from such premisses.