g nothing from others, but in borrowing from all whatever is

the less valuable because of the quotations, nor does a reading of it tend to lessen one's respect for the writer. On the contrary, the aptness of the quotations and the skilful way in which Ryerson marshals his proofs, show his statesmanship and genius for organization. He saw enough during his European and American tours of investigation to convince him that Canada could, wit

te good citizenship. "By education I mean not the mere acquisition of certain arts or of certain branches of knowledge, but that instruction and discipline which qualify and disp

entific pursuit of mechanics, agriculture, and commerce must needs be provided to an extent corresponding with the demand and the exigencies of the country; while to a more limited extent are needed facilities for acquiring the higher education of the learned professions." The Report sets forth a great array of proof drawn from the United States, Britain, Switzerland, Germany, and other European countries, to show that the productive capacity of the people, their morality

in his Report is the recognition of Christianity as a basis of all instruction, and the teaching of as much of the Bible as could be given without offending any sectarian prejudices. "To teach a child the dogmas and spirit of a Sect, before he is taught the essential principles of Religion and Morality, is to invert the pyramid, to reverse the order of nature,-to feed with the bones of controversy instead of with the nourishing milk of Truth and Charity.... I can aver from personal experience and practice, as well as from a very extended enquiry on this subject, that a much more comprehensive course of Biblical and Religious instruction can be given than there is like

chool programme. Indeed, as one reads the Report he is inclined to repeat the old adage: "There is nothing new under the sun." Almost every subject introduced into Ontario schools during the last quarter of the nineteenth century, and many which yet, in the twentieth century, seem to have an insecure foothold, and are by many denominated "fads," were included by Ryerson in his memorable Report of 1846, and the arguments he uses in favour of their adoption would not se

something that was not generally known by other teachers. How are we to explain it? Had the German teachers by accident blundered upon better methods of teaching than were practised by other nations? Not so. The German methods were the natural result of the German philosophy. The work o

nto which it is naturally and formally divided,-and which must be distinctly marked,-should be associated with the names of some distinguished individual or individuals. The life of an individual often forms the leading feature of the age in which he lived and will form the best nucleus around which to collect, in the youthful mind, the events of an age, or the history of a period.... Every pupil should know som

or Primary Schools for every section of a township; District Model Schools, which would correspond with the German Real or Trade Schools; District Grammar Schools, which would correspond with the German Higher Burgher Schools and Gymnasia; and, completing all, one or more Provin

s would secure better teachers, and that better teachers would mean better schools. Ryerson believed that Normal Schools would elevate teaching to the rank of a profession. He believed that the people were intelligent enou

ence to this, Ryerson says: "The variety of textbooks in the schools, and the objectionable character of many of them, is a subject of serious and general complaint. All classification of the pupils is thereby prevented; the exertions of the best teacher are in a great measure paralyzed; the time of the scholars is almost wasted; and improper sentiments are often inculcated." The Report suggests that this matter must be under central control and not left to any local board or district superintendent. To fully appreciate the importance of this matter we need to remember that books meant more sixty years ago than they do to-day in any

were not educators. They often were intelligent men, but as a class were without any knowledge of how to guide schools or inspire teachers to nobler things. They received from ￡10 to ￡20 a year for their services, which sum was as good as wasted. The Act of 1841, and that of 1843, had made provision for local superintendents of

ho had founded the system said to him: "Be watchful in the choice of your inspectors; they are the men who ought to be sought for wi

ould be exercised directly by the

ended according to the intentions of the Legislature; that the conditions

the law as well as the objects of its app

nt of the schools, and the qualifications and character of the teachers, leaving t

ue of which Trustees or Committees may be enabled t

ppendages as one of the most important subsidiary means of securing good schools-a subj

ity and enquiry, and to satisfy it as far as possible by aiding in the establishme

ganization, classification and methods of teaching in the schools, giving counsel and instruction as to their management, carefully examining the pupils, animating teachers, trustees and parents by conversations and addresses, whenever practica

laid down by the Department. With this important exception it will be seen that the functions of the Government as exerci

things. He emphasized the importance of parents taking an interest in the school, of clergymen and magistrates visiting the school, of