ference to the education of youth, religious instruction; nor can its place be supplied by the mere moral teaching which is enjoined, and practised as far as opportunity offers and the ability of the teacher extends to give it. And in reference to all who do attend the Sundayschools, it may be added, without, I think, much fear of contradiction, and without in the least degree undervaluing the zealous and selfdenying efforts of the immense number of voluntary Sunday-school teachers throughout the land, both here and in the United States, that the religious instruction given by persons unaccustomed to teach, and usually not trained to deal with the subject in the manner most capable of presenting it in all its parts to the minds of children, cannot be so precise and effectual as when it forms, as in all our Church and Denominational schools, a prominent part of the business of the school for an hour of every day in the week.

The conclusion I arrive at from the above facts, drawn from portions of the United States having populations similar to our own, is, that

inasmuch as the great majority of all classes and denominations in this country agree that no system under the sanction of and aided by the State could be consented to which did not in some way or other make effectual provision for religious as well as secular education, the example and experience of the United States, in so far as the localities above referred to are concerned, cannot be quoted as having fulfilled that requirement.

The question remains, in what particulars do the New England States generally, and Massachusetts in particular, differ from the localities above referred to, and to what extent do those differences affect the point at issue.

In the first place, in the New England States, instruction of all kinds, religious and secular, has been zealously attended to from the earliest period of their history.

The indication of this general feeling in the New England States is to be recognised in their earliest laws, as in the following instance from the laws of Massachusetts.

The first settlement of the town of Boston

took place in 1630. In the year 1637 the following law was passed relating to

"Sect. 1.-It being one of the chief projects of Satan to keep men from the knowledge of the Scriptures, as in former times keeping them in unknown tongues, so in these latter times, by persuading from the use of tongues, that so at least the true sense and meaning of the original might be clouded and corrupted with false glosses of deceivers; to the end that learning may not be buried in the graves of our forefathers in Church and Commonwealth, the Lord assisting our endeavour,

"It is therefore ordered by this Court and authority thereof,

"That every township in the jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith appoint one within their towns to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those that order the prudentials of the town shall appoint. Provided that those which send their children be not oppressed by paying much more than they can have them taught for in other towns.

“2. And it is further ordered, that when any town shall increase to the number of one hundred families or house

* Sic.

holders, they shall set up a grammar-school, the master thereof being able to instruct youth so far as they may be fitted for the University." [May, 1647.]

In the year 1671 the following enactment was added:

"Forasmuch as it greatly concerns the welfare of the country that the youth thereof be educated, not only in good literature but in sound doctrine,

"This Court doth therefore commend it to the serious consideration and special care of the overseers of the College, and the select men in the several towns, not to admit or suffer any such to continue in the office or plac of teaching, educating, or instructing youth or children in the college or schools, that have manifested themselves unsound in the faith or scandalous in their lives, and have not given satisfaction according to the rules of Christ."[May, 1671.-Ancient Charters and Laws of Massachusetts Bay.]

It is not necessary in this place to do more than allude to the divergences of doctrine which so soon began to manifest themselves among the early settlers; the second of the above laws indicates its existence, and the desire to keep it in check; but the whole taken together are a striking proof of the manner in which, without venturing to lay down a test of what "sound

doctrine" was, they endeavoured to maintain the principle that learning in "Church and Commonwealth" should proceed together, and to declare their conviction that it "greatly concerned the welfare" of their country that their youth should be educated, "not only in literature, but sound doctrine." And it cannot be doubted that the existence of these township schools from that early period has produced in the New England States (for I believe they were adopted in all the other States as soon as they rose into Commonwealths) a general average of intelligence, and a general appreciation of the duties of parents in those particulars, beyond what is found, or what it is reasonable yet to expect, in the younger States of the Union.

Secondly, the strong religious feeling, derived from their Puritan forefathers, still pervading the New England States, imposes a social as well as a moral obligation upon every father of a family to attend to the religious education of his children; and this duty is to a great extent fulfilled, I am informed, even in the towns, with the exceptions hereafter to be noticed. As