characteristic. English was the language of the school, while Irish was the language of the fireside and of the street. Irish history was ignored: references to national and patriotic sentiments were carefully excluded, as a possible disturbing influence, from the approved text books: while the privilege of being "British," and the duty of feeling it to be a privilege, were carefully inculcated. It may seem extraordinary that such a system should have been accepted, even if the attempt to impose it were made. But in fact the bribe of knowledge is a great bribe; and in this case the consequence of taking it was in obscurity. To learn English was to possess the only key to the knowledge that was offered, and when English was learnt, the language of "progress" crushed the language of tradition. A few far-seeing Irishmen, like Archbishop MacHale, saw the inevitable tendency and endeavoured to correct it; but in general no one noticed that the Irish language was going until everyone noticed that it had gone. Men's minds were set upon other things. The struggle for political independence and political and social equality absorbed energy and attention, and the political struggle had to be carried on by men who understood English. O'Connell's election for the county of Clare struck a deadly blow at the preservation of the language and at all that the preservation of the language implied: he himself, with a miserable servility, refused to speak any tongue but the tongue of Parliament. The National Board of Education did not, it is true, escape criticism: but the criticism was directed not to its educational shortcomings or to its anti-national bias, but to its policy of "religious indifference." The Presbyterian ministers were up in arms against a system by which "the Gospel" was excluded from the schools. They claimed the right to conduct the schools supported by the Board in defiance of the terms upon which the Board had promised to support them. They contended for the principle of a programme in which the reading of the Bible might at any moment without notice be substituted by a Presbyterian teacher for any item on the programme for the day, any Catholic children who happened to be in attendance being allowed to withdraw, the responsibility for the child's spiritual loss being solemnly laid upon the shoulders of the parents. The Protestant clergy, who were supposed as part of their duty to keep schools in their parishes, though they had neglected the duty for generations, followed with similar claims. They stirred up their congregations until mobs took to wrecking the National Schools in counties like Antrim and Down, and rifle clubs were formed under the patronage of the local aristocracy for the defence of their threatened Bibles. Under the Ultramontane leadership of Cardinal Cullen the Catholic clergy adopted a similar attitude. They alleged that the National system was hostile to their faith.