country 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 co-operation in the primary work of a people’s civilization and happiness.”

With reference to religious instruction at the normal schools, Dr. Ryerson has kindly furnished me with the following statement:—­“A part of each Friday afternoon is set apart for this purpose, and a room allowed for the minister of each of the religious persuasions of the students, to give instruction to the members of his church, who are required to attend, as also to attend the service of such church at least once every Sunday.  Hitherto we have found no difficulty, reluctance, or neglect, in giving full effect to this system.”

The only difficulty in these matters that I have heard of, is a long dispute with the Roman Catholic bishop of Toronto; but such an event one must be prepared for when dealing with a church which claims infallibility.  I have no doubt the tact and moderation of Dr. Ryerson have ere this thrown oil on the troubled waters, and restored the harmony which existed between the former Roman bishop and the reverend doctor.  To those who take an interest in education, the report of the system used in Canada, drawn up by Dr. Ryerson, and printed by order of the Legislative Assembly, will afford much pleasure and information.  It is, of course, far too large a subject to enter upon in these pages, containing, as it does, so vast an amount of matter worthy of serious reflection.  I will, however, indulge such of my friends as were taught to read in the last century, with a quotation from page 67, which will probably astonish them.

Mr. Horace Mann, so long the able Secretary of the Board of Education in Massachusetts, after pointing out the absurdity of worrying a child’s life out, in teaching the A B C, &c., and their doubtful and often-varying sounds utterly destitute of meaning, instead of words which have distinct sounds and distinct meaning, thus winds up:—­“Learning his letters, therefore, gives him no new sound; it even restricts his attention to a small number of those he already knows.  So far, then, the learning of his letters contracts his practice; and were it not for keeping up his former habits of speaking, at home and in the playground, the teacher, during the six months or year in which he confines him to the twenty-six sounds of the alphabet, would pretty near deprive him of the faculty of speech.”