be zealous for a sect and to be conscientious in
morals are widely different. To inculcate the peculiarities of a sect
and to teach the fundamental principles of religion and morality are
equally different.

I can aver, from personal experience and practice, as well as from a
very extended inquiry on this subject, that a much more comprehensive
course of biblical and religious instruction can be given than there is
likely to be opportunity for in elementary schools, without any
restraint on the one side, or any tincture of sectarianism on the
other--a course embracing the entire history of the Bible, its
institutions, cardinal doctrines and morals, together with the evidences
of its authenticity.

With the proper cultivation of the moral feelings, and the formation of
local habits, is intimately connected the corresponding development of
all the other faculties, both intellectual and physical. The great
object of an efficient system of instruction should be, not the
communication of so much knowledge, but the development of the
faculties. Much knowledge may be acquired without any increase of mental
power; nay, with even an absolute diminution of it. (See Chapter li.)

In founding the System of Public Instruction, Dr. Ryerson wisely laid
down certain great principles which he believed to be essential to the
success of his labours. These general principles may be thus summarized:
1. That the machinery of education should be in the hands of the people
themselves, and should be managed through their own agency; they should,
therefore, be consulted in regard to all school legislation. 2. That the
aid of the Government should only be given where it can be used most
effectually to stimulate and assist local effort in this great work. 3.
That the property of the country is responsible for, and should
contribute towards the education of the entire youth of the country, and
that as a complement to this, "compulsory education" should necessarily
be enforced. 4. That a thorough and systematic inspection of the schools
is essential to their vitality and efficiency. These, with other
important principles, Dr. Ryerson kept steadily in view during the whole
thirty-two years of his administration of the school system of Ontario.
Their judicious application has contributed largely, under the Divine
blessing, which he ever sought, to the wonderful success of his labours.

Notwithstanding the zeal and ability with which Dr. Ryerson ha