15. Authorizing the establishment of industrial schools. * * * * * Such were the main features of the comprehensive and progressive School Act passed in 1871. In many respects it revolutionized the existing state of things. It gave a wonderful impetus to the schools, and to every department of school system--the effects of which we feel to this day. We are a young country, placed in close proximity to a large and wonderfully progressive people. In the good providence of God, we are permitted to construct on the broad and deep foundations of British liberty, the corner-stone of a new nationality, leaving to those who come after us to raise the stately edifice itself. Apart from the vital Christianity of our people, what more lasting bond and cement of society in that new nationality, than a free and comprehensive system of Christian education for the youth of the land, such as we have sought to establish? Our aim should, therefore, be to make that system commensurate with the wants of our people, in harmony with the progressive spirit of the times, and comprehensive enough to embrace the various branches of human knowledge which are now continually being called into requisition in the daily life of the farmer, the artizan, and the man of business. In no department of social and national progress have our neighbors made greater advances, or prided themselves more justly, than, in that of free popular education. On the other hand, in no feature of progress under British institutions up to a late period has there been less satisfaction, as a whole, or less positive advancement than in that of public education. By many of our neighbors on the other side of the lines, such inertness and non-appreciation of a vital part of national life has been regarded as inherent in monarchical institutions. The fact, however, has been overlooked that the lingering effects of the long prevalence in Britain of the feudal theory, on which her social and political institutions were originally founded, has, in spite of various ameliorations in the condition of her people, exercised a sure but silent influence against the earlier adoption of the principle of the free and universal education of the people. But so surely and certainly has this latent feeling of opposition to popular education given way before the prevalence of more enlightened views, that, even in the most monarchical countries of Europe, the desire felt and the efforts put forth for the diffusion of public education in all its comprehensiveness and fulness have been remarkable. Nevertheless, even among ourselves, that principle of latent opposition to popular education did exist in the earlier stages of our educational history. Its gradual removal, therefore, under the beneficent operation of our School Laws, and the prevalence of juster and more patriotic views in matter of education are subjects of sincere congratulation to our people.