MERTON COLLEGE AND CANADA. 479 



in consequence achieved, would be an admirable text on Avhicli to 

 engraft ideas of permanent value on this most important question 

 [of education], as helping to shew that to reduce education to stuffing 

 the mind with facts, is to dwarf the intelligence, and to reverse the 

 natural process of the growth of man's mind : that the knowledge of 

 principles, as the means of discrimination, and the criterion of those 

 individual appreciations which are fallaciously called facts, ought to 

 be the end of high education." (Lord Elgin had said in the lecture : 

 " Bear in mind that the quality which ought chiefly to distinguish 

 those who aspire to exercise a controlling and directing influence in 

 any department of human action, from those who have only a subor- 

 dinate part to play, is the knowledge of principles and general laws." 

 In illustration, he contrasted the qualifications of the mason and car- 

 penter, and the ai'chitect; — of the steersman, and the master of 

 the ship ; — of the merchant's clerk, and the head of the establishment.) 

 We now come nearer home. I select a passage from a speech on 

 " the great and important work of providing an efficient system of 

 general. education for the whole community," delivered at Toronto, on 

 the occasion of laying the corner-stone of the Normal School in 

 1851. The statesman indoctrinated with the ideas (modernized) 

 of Walter de Merton again appears. " I do not think that I shall 

 be chargeable with exaggeration," Lord Elgin said, " when I affirm 

 that it is the work of our day and generation ; that it is the 

 problem in our modern society, which is most difficult of solution ; 

 that it is the ground upon which earnest and zealous men 

 unhappily too often and in too many countries meet, not to co- 

 operate, but to wrangle ; while the poor and the ignorant multitudes 

 around them are starving and perishing for lack of knoAvledge. 

 Well, then, how has Upper Canada addressed herself to the execution 

 of this great work 1 How has she sought to solve this problem — to 

 overcome this difficulty'? Sir [addressing the Rev. Dr. Ryerson], I 

 understand from your statements — and I come to the same conclusion 

 from my own investigation and observation — that it is the principle 

 of our common-school education system, that its foundation is laid 

 deep in the firm rock of our common Christianity. I understand, sir, 

 that while the varying views and opinions of a mixed religious 

 society are scrupulously respected, while every semblance of dictation 

 is carefully avoided, it is desired, it is earnestly recommended, it is 

 confidently expected and hoped, that every child who attends our 



