He adds with reference to the subject generally, 'The more carefully the question of religion in connection with a system of common schools is examined, the more clearly, I think, it will appear, that it has been left where it properly belongs--with the local school municipalities, parents, and managers of schools; the Government protecting the right of each parent and child, but beyond this, and beyond the principles and duties 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 earthly father, and that