Ireland and Scotland.
In 1869 it was Mr. Gladstone's turn, and he introduced and carried
two remarkable Bills--one for the disestablishment of the Irish
Church, and one for the amendment of land tenure in Ireland, the
latter passing into law in August, 1870. It had long been felt as a
bitter grievance by the mass of Irishmen that the Church established
in their country should be one which did not command the allegiance
of one-sixth of its people and though opinion in England was sharply
divided as to the question of Irish disestablishment, the majority of
Englishmen undoubtedly considered the grievance to be something more
than a sentimental one, and deserving of removal. Another startling
measure of reform was the abolition of purchase in the army, carried
in the face of a reluctant House of Lords by means of a sudden
exercise of royal prerogative under advice of the Government; the
Premier announcing "that as the system of purchase was the creation
of royal regulation, he had advised the Queen to take the decisive
step of cancelling the royal warrant which made purchase legal"--a
step which, however singular, was undoubtedly legal, as was proved by
abundant evidence.

A measure which may not improbably prove to have affected the
fortunes of this country more extensively than any of those already
enumerated was the Education Bill introduced by Mr. Forster in 1870,
and designed to secure public elementary education for even the
humblest classes throughout England and Wales. Hitherto the teaching
of the destitute poor had been largely left to private charity or
piety, and in the crowded towns it had been much neglected, with the
great exception of the work done in Ragged Schools--those gallant
efforts made by unpaid Christian zeal to cope with the multitudinous
ignorance and misery of our overgrown cities. It was very slowly that
the national conscience was aroused to the peril and sin of allowing
the masses to grow up in heathen ignorance; but at last the English
State shook off its sluggish indifference to the instruction of its
poor, and became as active as it had been supine. Mr. Forster's Bill
is the measure which indicates this turning of the tide. We do not
propose now to discuss the provisions of this Act, which were sharply
canvassed at the time, and which certainly have not worked without
friction; but we may say that the stimulus then given to educational
activity, if judged by subsequent results, must be ac