portion of each week day, it is not intended that the functions of the common school teacher should supersede those of the parent and pastor of the child.  Accordingly, the law contents itself with providing on this head, ’that in any model or common school established under this act, no child shall be required to read or study in or from any religious book, or to join in any exercise of devotion or religion, which shall be objected to by his or her parents or guardians; provided always, that within this limitation pupils shall be allowed to receive such religious instruction as their parents or guardians shall desire, according to the general regulations which shall be provided according to law.’  And it authorises under certain regulations the establishment of a separate school for Protestants or Roman Catholics, as the case may be, when the teacher of the common school is of the opposite persuasion.

Clergymen recognised by law, of whatever denomination, are made ex officio visitors of the schools in townships, cities, towns, or villages where they reside, or have pastoral charge.  The chief superintendent.  Dr. Ryerson, remarks on this head: 

[Sidenote:  The clergy.]

’The clergy of the county have access to each of its schools; and we know of no instance in which the school has been made the place of religious discord, but many instances, especially on occasions of quarterly public examinations, in which the school has witnessed the assemblage and friendly intercourse of clergy of various religious persuasions, and thus become the radiating centre of a spirit of Christian charity and potent cooperation in the primary work of a people’s civilisation and happiness.’

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?]