uties of morality common to all classes,
neither compelling nor prohibiting; recognising the duties of pastors
and parents as well as of school trustees and teachers, and
considering the united labours of all as constituting the system of
education for the youth of the country.'

Lord Elgin himself had always shown a profound sense of the importance of
thus making religion the groundwork of education. Speaking on occasion of
the opening of a normal school, after noticing the zealous and wisely-
directed exertions which had 'enabled Upper Canada to place itself in the
van among the nations, in the great and important work of providing an
efficient system of general education for the whole community' he
proceeded:--

[Sidenote: What is education?]

And now let me ask this intelligent audience, who have so kindly
listened to me up to this moment--let me ask them to consider, in all
seriousness and earnestness, what that great work really is. I do not
think that I shall be chargeable with exaggeration when I affirm, that
it is _the_ work of our day and generation; that it is _the_
problem in our modern society which is most difficult of solution;
that it is the ground upon which earnest and zealous men unhappily too
often, and in too many countries meet, not to co-operate but to
wrangle; while the poor and the ignorant multitudes around them are
starving and perishing for lack of knowledge. Well, then, how has
Upper Canada addressed herself to the execution of this great work?
How has she sought to solve this problem--to overcome this difficulty?
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 eart