without the express permission of the council of public instruction." This effectually relieves the educational system of that greatest of all hindrances to its efficiency which arises, as in the United States and in some respects in England. from an endless variety of text-books in the schools, and which renders any uniform standard of classification impossible. It is certain that on no light grounds should such power be reserved to the state; but like some of these invaluable safeguards which must be thrown around even the most equitable and evenly balanced systems of human government, it was found to be absolutely necessary to impose this salutary restriction on the eccentric tastes or mere caprice which often governs parties in the selection of textbooks. Besides, although it was admitted that isolated text-books might be found possessed of many superior excellencies in themselves, still, such books being written or compiled without any connection with others of a series, or uniformity of design, were felt to be serious hindrances rather than helps in the process of instruction, as the intermediate steps or links of a complete series were entirely wanting, or but imperfectly supplied. The question was, therefore, reduced to the simple one of whether an uniform series of books, constructed with a view to the progressive improvement of the scholar, and leading in complete and easy steps from the mere elements of knowledge to the higher branches of learning, should be prescribed; or whether the schoolmaster should be compelled to gather a confused variety of instruction from disconnected books, in each of which the same ground might have to be gone over again. The wisest course was therefore adopted; and an uniform series of text-books, based upon an intelligent system of classification, was adopted and recommended for general use in the schools. Not a single book in use was proscribed; but by providing a better and cheaper description of text-books, the old ones gradually disappeared from

the schools and were replaced by those recommended. The result has justified what was at first felt to be a delicate experiment, though an imperative necessity; and the Irish National series of text-books are now in universal use throughout the province, at a cost far below what had hitherto been paid for a heterogeneous variety of inferior books, incapable alike of classification or of limitation in number and variety even in the same school.*

4. Intimately connected with the foregoing is the manner in which library books have been selected for the public schools. To the same central authority is entrusted the difficult and delicate duty of recommending suitable reading books for the public school libraries. The reasons for this course, although identical in some respects with those which apply to the selection of text-books, are yet in some impor tant particulars essentially different in their character. They were chiefly to prevent the introduction by skillful vendors or from other sources, of unsuitable, immoral, irreligious, or disloyal books.† The selection made by provin cial authority amounts to about 8,000 volumes, and em braces works in every department of human knowledge and learning, including works on Christian Evidence and Natural Theology. From this extensive list, the local authorities are at liberty to make a selection, while new works of value or interest are constantly being added to the list.

5. The fifth peculiarity relates to the facilities provided by the educational department for supplying the public schools with library and prize (but not text) books, and with maps, charts, diagrams, and apparatus. Not content with

* A progressive series of text-books (especially Readers), prepared in and for Canada, would be preferable as a whole; but, until they are available, the use of the Irish National text-books, being a symmetrical series, should be continued.

+ The example of the state of New York (among other states) furnishes most valuable and instructive warning for Upper Canada in library matters.

merely authorizing the use of certain books and apparatus, the Upper Canada educational department has undertaken to supply the schools of the province, directly from its own depositories, with all these valuable requisites. To aid in the performance of this duty more effectively and advantageously, the Legislature, with a most enlightened liberality, granted $30,000 a year, to be expended in supplying the schools with library and prize books, maps, charts, and apparatus, and other adjuncts to their efficiency and success. The principle upon which this fund is distributed is a just and liberal one. It is as follows:-Whenever a school or municipal corporation contributes a sum of money for the purchase of library or prize books, maps, or apparatus, &c., at the educational depository, the department contributes an equal amount, and supplies the parties applying with articles at a reduced rate of from 20 to 25 per cent. to the value of the sum thus augmented. A premium is thus held out for local exertion and liberality, and each locality is aided according to its works, and not arbitrarily, whether such aid is required or not, as is done in some of the American States; while all are encouraged to contribute to the utmost of their ability to promote the efficiency of the schools. Thus in a deep and expanding volume is permitted to flow freely and continuously into every part of the province streams of knowledge and of intellectual life, purified alike from every poisonous principle and noxious element.

6. The principle involved in the sixth and last peculiarity is a new one in its application to the Canadian school system. It is that of pensioning the worn-out teachers of the province.

It has long been maintained, and with justice, that the profession of teaching has been a most laborious and illrequited profession in the world; that, while to it we owe our very superiority as an intelligent people, with a heart

less indifference and ingratitude, we neglect, in old age, the hand that early supplied us with intellectual food, and leave its possessor to pine and die in solitude and want. Canada has nobly removed this stigma from her character. She has extended her generous sympathy and aid to a most deserving class of men; men, too, who, amid privations and discouragements doubly endured in a new country, devoted themselves to the public service, when even the very existence of a public system of education itself was imperiled, or languished for want of legislative aid and recognition.

7. We can scarcely leave this part of our sketch without quoting one paragraph illustrative of the religious character of the Canadian school system, from the speech of the Earl of Elgin (at present Governor-General of India,) in 1851, on the occasion of his laying of the corner-stone of the spacious and commodious buildings devoted to the purposes of the normal school and the department of public instruction for Upper Canada,-"the seed plot of the system," as he has graphically styled it. At the same time, it is but just to refer to the enlightened policy of Lord Elgin. in regard to popular education in Canada during the seven years in which he so ably administered the Government of British North America. As an eloquent and accomplished statesman, he stood out prominently among the many distinguished men who have occupied the high position of Her Majesty's representative in Canada; and it must ever be a source of pride and pleasure to the Canadians, and of satisfaction to himself, that while Governor-General, he identified himself, personally as well as officially, throughout his whole administration, with the general education of the people of Canada. Speaking, on the occasion referred to, in reply to the Chief Superintendent of Education, who had presented to him an address on behalf of the council of public instruction, Lord Elgin impressively remarked:-" Sir, I understand from your statements,-and I come to the same

conclusion from my own investigation and observation,that it is the principle of our common-school educational system, that its foundation is laid deep in the firm rock of our common Christianity. I understand, Sir, that while the varying views and opinions of a mixed religious society are scrupulously respected-while every semblance of dictation is carefully avoided,—it is desired, it is earnestly recommended, it is confidently expected and hoped, that every child who attends our common schools, shall learn there that he is a being who has an interest in eternity as well as in time; that he has a Father towards whom he stands in a closer, and more affecting, and more endearing relationship than to any earthly father, and that Father is in heaven; that he has a hope far transcending every earthly hope; that he has a duty, the duty of striving to prove by his life and conversation, the sincerity of his prayer, that that Father's will may be done upon earth as it is done in heaven. I understand, Sir, that upon the broad and solid platform which is raised upon that good foundation, we invite the ministers of religion of all denominations, the de-facto spiritual guides of the people of the country, to take their stand along with us; that, so far from hampering or impeding them in the exercise of their sacred functions, we ask and we beg them to take the children-the lambs of the flock which are committed to their care-aside, and to lead them to those pastures and streams where they will find, as they believe it, the food of life and the waters of consolation."

The opinion of Lord Elgin, as to the religious character of the common-school system of Upper Canada (which he has here so beautifully and clearly expressed,) is fully borne out, as will be seen from the following official regulations on the subject:

1. The Act itself provides (section 129) that "No person shall require any profit in any such school to read or study in or from any religious book or join in any exercise of de