I have given what I believe to be a good reason for the assumption, that the keeping at school of boys, who are to be handicraftsmen, beyond the age of thirteen or fourteen is neither practicable nor desirable; and, as it is quite certain, that, with justice to other and no less important branches of education, nothing more than the rudiments of science and art teaching can be introduced into elementary schools, we must seek elsewhere for a supplementary training in these subjects, and, if need be, in foreign languages, which may go on after the workman’s life has begun. The means of acquiring the scientific and artistic part of this training already exists in full working order, in the first place, in the classes of the Science and Art Department, which are, for the most part, held in the evening, so as to be accessible to all who choose to avail themselves of them after working hours. The great advantage of these classes is that they bring the means of instruction to the doors of the factories and workshops; that they are no artificial creations, but by their very existence prove the desire of the people for them; and finally, that they admit of indefinite development in proportion as they are wanted. I have often expressed the opinion, and I repeat it here, that, during the eighteen years they have been in existence, these classes have done incalculable good; and I can say, of my own knowledge, that the Department spares no pains and trouble in trying to increase their usefulness and ensure the soundness of their work. No one knows better than my friend Colonel Donnelly, to whose clear views and great administrative abilities so much of the successful working of the science classes is due, that there is much to be done before the system can be said to be thoroughly satisfactory. The instruction given needs to be made more systematic and especially more practical; the teachers are of very unequal excellence, and not a few stand much in need of instruction themselves, not only in the subjects which they teach, but in the objects for which they teach. I daresay you have heard of that proceeding, reprobated by all true sportsmen, which is called “shooting for the pot.” Well, there is such a thing as “teaching for the pot”—teaching, that is, not that your scholar may know, but that he may count for payment among those who pass the examination; and there are some teachers, happily not many, who have yet to learn that the examiners of the Department regard them as poachers of the worst description. Without presuming in any way to speak in the name of the Department, I think I may say, as a matter which has come under my own observation, that it is doing its best to meet all these difficulties. It systematically promotes practical instruction in the classes; it affords facilities to teachers who desire to learn their business thoroughly; and it is always ready to aid in the suppression of pot-teaching.