' * idbl ,during its last Session, monsoon’ its. CllARLOTTETOWN,PRlNCE EDWARD ISLAND, TUESDAY, JANUARY20, 1852. WINTER ARRANGEMENT OF MAILS. HE DIAILS for the neighbouring Provincos, during the Win- tsr, will bo made up at this Otlice every FRIDAY MORN- ING ut Elovou o'clock, to be forwarded vis Cape Traverse and Caps Torinsntiuo cornmencin on FRIDAY the 19th of Decetnbttr, ':a.sdtaut, and tho Mails for Bag and will be forwarded on that day, on Friday 80th January, “ 18th February, and " 27th February. 'l‘lIO.\lAS OWEN. Posttitaster General. Gsusrsl Post Oflieo, Charlottetown, Dec. 0, 1851. The Mails from Nova Scotin will be due every Monday uiglit. (All the Papers.) Coinmlssnrlnt. Notice to persons desirous of staking Remittances to Halifax. THE Cornmissarittt Olficcr in clinrge at this Station will receive into the Military Chi.-st, British Specie, or Dollars, for whit-.|t ho ill give Drafts, payable at sight, on the Military Chest at Halifax. ROBERT RO0'l‘lI, Dep. A. Coin. Gen. Charlottetown, Jun. 5, I852. LEGISLATIVE LIBRARY, ERSONS huvirtg BOOKS in their possession bt-longing to tho I.IGllI.A'l‘lVI: Liuitaitv, tuo Itetoby particularly request- ed to return tlte same forthwith, especially those taken previous to to the lat instant. I II. IV. LOBBAN, I.il.truriiin. 5th January, I852. NOTICE. ALF Lot Number 26, tlte property of Messrs. 'l‘iioassoN's, H of Belfast, Ireland. Notice is hereby given, that any person fnandtrespassiiig in an way upon the unlettscd property of the above Gentlemen, will be prosecuted to the utmost rigour of the law, without distinction. J. R. BOURKE, Agent, January 13, 1552. s 1 ' ' Charlottetown Mutual Fire lniirancc lompiny. OTICE is hereby given, that the Annunl (lent.-nil Meeting of the above Company, for the up intmetit of Officers for the 'cut'rsnt ear, and other urpoocs, will tu e place at the Town Hall, on FRIDAY EVENIN , the 28d day of January instant, at 7 o'clock. By Order of the Directors, HENRY l’Al.\ll-Ill, Secretary 6; Treasurer. Socretar ’s Olfics, Kent Street, l2t January, I852. To the Tenants on Lots 9 Gt. 6!. HE Subscriber having, by Power of Attorney, dated the 6th ‘ du of March, 1851, been a pointed Agent to take charge of LOTS 9 6|, in this Island, the roperty of Lawrcncs Sulivan Esq., notifiss the Tenants on those Townships, that all rents, and Arrears of Rest, due on the said Property, are required to ' to hint forthwith, ho alouo boing authorized to receive the same. JAMES YEO. Port Hill, April 9, I851. Ll. persons having any legal demands against the Estate o A. Jasals M‘DorsAi..n, lats of Georgetown, Esquire. deceased, are requested to furnish the same duly attested to lllr. Andrew J. .M‘DonaId, of Georgetown, within Six cnlendur months; and all persons indebted to the mid Estate are requested to make imtttcdinte payment of their respective Accounts, Promissory Notes, &c., &c., to Mr. A. hl‘Donsld. E. TIIORNTON, . M.-\ll'l‘lN BYRNE, gilxecutois. DANIEL BRENAN, Gsorgetowu, 8lst 0ctr., IBM. R. B. IRVING, NOTARY PUBLIC, COJVVEY./1.NC1-IR, And Public Accountant : Oflice,—Hon. Jlfr. Lord’: Commercial Buildings, Donci-ii:s'rs:it S-nut:-r. Deeds of Conveyance of all descriptions, of l.eitssboltl rind |-‘pg. old Fstnte, including Assignments, Mort nges, &c., Letters o Attorne , Ilonds. Indentures of Apprenticcsliip, llills of Sule,Cltnr- tor Parties, Atbitrntion Ilontls und Awnrds, Petitions, 6Lc., prepar- cd with accuracy and desputch; zllcr-.-hunts‘ Books, l’nrtnership und other complicated Accounts, &c., arranged and balanced, at me- dorute charges. Charlottetown, 0th December, 185i. 3 Council. Orricis, June 19, 1851. HERE.-IS application has been made to His Excellency the W Lieutenant Governor in Council, to close that part of an old Road commencing at the East side of Joseph Al]lcck's Farm, on Township No. 85, and running there frotn to the Main Road, acrou Frsuch Fort Settlement. Notice is hereby given, that the iaid Rood, so far as it runs through the above mentioned Lands, will be closed at the aspiration of six months front this drtte, unless sulhciont cause be shown to t o contrary, in the terms of the Act of I . 4 C . 88. W” l ‘P CHARLES DESBRISAF, C. C. To 'l_'cnsntry residing on portions ot"I‘own- ships 31, 40, 53, 5'7, 58, 59. 60 and 62. N0'I‘ICE—'I‘hat a majority of the present Ilouse of As- ~ passed an Act, which deter- that I Ruivrs due in this Colony, shall henceforth be paid ctsrrsuf sionsy. I do, therefore, hereby Notify Tenuiits residin on the various Townships undor m management, tltut all Rents an Taxes must hcrsuher be liquidat in Money, as it becomes due. or (J will bsrigidly snforcsd; sud also, that no excuses will in future bsreceivod for its nonpayment; or indulgsuco be permitted then: as formerly. ’l‘ltosc persons in Arrears of Root are requested to come to an immediate arrungsm_snt for'the payment of their respec- tive Accounts, to prevent my being obliged to have recourse to lo nl ings for its recovery , or cyectrnent. V enunts vv o vs performed labour on these Est:iiss—-or made payment in any other way—ou account of items, and vtho have not_ beep settled with for the sums, are requested to call at my oflics in (.hurlotto- town without debty. Ovllcl Hou its from 10 to 4. _ Ii person or persons found Trcspassrng upon any of tho idotuess Iiundo. on the above Estates, are notified that they will ho prosecuted to tho utmost rigour of the law, without distirtctinn. ‘. 'l‘hoso'I‘snsnts wishing to dispose of tlteir l.cassAold Infor- out in Ihrns, can apply in writing forthwith, stating terms, num- bsv of Acres under cultivation, and buildings thereon, free of arrears '”“" wii.t.iAit nouss. Charlottetown. Doc. 3, I051. Land Agent. ANTED, darlag.I'h‘o Winter ssssoa from Tenants, to be do- llvorod at " Iolhhh" uoro, I0,000 Bushels of clean .Umh¢oIools» Groin. for which Cash will be given, or all owed in payment ofltouts, at tho lashst Prl-s. lttnstrstsd London Hogs. ‘ ' , and the Jlnohnc ‘Lo: 1863. Fossalo II oso. T. miszaitirs sooitum. It ‘I I1-re. s Doc. 10. PROFESSOR RYERSOJV, ON THE SYSTEM OF FREE SCHOOLS. (From l-‘M Jfnrmal Report of the JVbrnuil. Model and Common 0 Scliools in Upper Canada, for 185 .) I beg to.tnvite the attention of the Public Preu. of District Councillors and School Trustees. of Clergy and Magistrates. and of all persons anxious for the education ofour Canadian Youth, to the principle 0l’I‘WlI|Cll the expense of promoting that object should b_edefr:iyed. lhe Sc ool Law authorises two methods, in sddi- tion to that of voluntary contribution; the method of rats-bill on ‘parents sending children to school, and the method of assessment on the property ‘of ull,-.—thus securing to the children of all equal access to scliottlinstruction. 'l‘lio discretionary power of adopting °|ll|¢'_|||¢ll|Ull. it placed by Ittw-—where I think it ought to be plu- ced-;-itt the lli|.lItIil.0l- the people themselves in each Municipality. My present objwt is_stuiply to submit to your consideration, the P|’||N'||_NIl teaptttiu which in ace me to think that one of these nie- t ods nl better than the other, in order to secure to your children ill“ “‘l"““'"1Gl9| 0f I good education. The method which I believe you wfll fiid tnost eliictent, has been thus defined :—“ A tax upon the property ofull, by the ittujoriiy, for the education of all." I.‘ hly prst reason l'or_connttt.-nding this as the best method of providing sr the educntioirof your children is, that the people who have been educated under it for two hundred years, are distinguish- ed for personal independence, gcnerul intelligence, great industry, econtgriy und prosperity,_und ii wide diffusion of the comforts mid enpvynietits of dmitestic life. The truth of this rcmrtrlt, in refer- ence to tire Cll:I.I’:td:l8f and condition of the people of the New ling- |nnd_ filtntc-s, will, I presume, be disputed by none. lftlieir system of civil govcrnttient be thought less fuvouruhle to the cultivaitioii und exercist: ofsttttie of the higher virtues, than that tvliicli we eti- J-‘~_v, the efficacy uftlieir school system is the tiiore npptiieiit under _ . Ol . ' " ' ,, I will give the origin cl this school system in the words ofthe English "Quarterly Jour- llttlqol‘ liduciittuii "—pub|isht2d under the tiuperintendence of the Society for the llilfusinn of Useful Knowledge, and at n time when Lord Brougltnnt was Chairntun, atid Lord John Russell Vice-(.‘h:iir- Inuit, of the Coniiiiittee : " 'l‘hc first hint of this system-—the great principle of which is, that the property of all shall be taxed by the mnjority for the edu- cation of ull—is to e found in the records of the city of Boston for the year I635, when at it public or ‘ body‘ meeting, 8 schoolmaster was appointed ffor the teaching and nurturing of children among _’ and a rtton of the public lutids given him for his support. This, it should be remembered, was done within five years after the first peopling ofthnt littlo peninsula, and before the hutnblettt wants of its inhabitants were supplied; while their ver subsistence, front year to year, was uncertain; and when no man in the colotiy slept in his bed without apprt-liension from the savages, who not oii_l ever where crossed their borders, but still dwelt in the m st oft em. ‘f This was soon imitated in other villages and hamlets s ringing up in the wilderness. Winthorp, Ilie earliest gover or o the co- lony, arid the grctit patron of res Schools, says ‘his jour- nul, under date of I645, thut divers Free Schools wt.-rd recited in that year in other towns, and that in Boston it was rmined to allow, for over, £50 a-year to the master, with it house, and £30 to on usher. But thus far only the individual towns had acted. In I047, however, the Colonial Assembly of Massachusetts made provision, by law, that every town in which there were-fifty flirti- lics should keep it Free School, in which reading and writin could o taught; and every town where there were one ltuudred ilics should keep a school where youth could be prepared in Latin Greek, a mathematics, for the College or University, which in 1638 had been established b the same authority at Cambridge. 1672, the colonies of Connecticut and New Haven, enacted similur laws; and from this time, the system spread with the extending population ofthat part of merica, until it'becoinc one of its settled and prominent characteristics, and has so coutiitu- ed to the present day." I Will now present the character ofthis system in the words of those who best understiin ' That great American Statesman, Daniel Webster,‘ received his enrl training in a Free School, ttnd stated on one occasion, t at ady in us many children as old Priam Iiitnself, he would send them all to the Free School. Mr. Webster, in his published I ech on the Constitution of hl;issnchu- setis, expresses himself on tie Free School system in the following wor s:-— “In this particular, New England may be allowed to claim, I think, a merit of pcculinr character. She earl adopted and hue constnntly maintained the principle, that it is the undoubted duty of Government, to provide for the instruction of all youth. That which is elsewhere left to chance, or to charity, we secure by law. For the purpose of public instruction, we hold every man subject to taxation in proportion to his property, and we look not to the question, whether he liirnself have, or have not, children to be be- nufitcd by the education l'or which lie pays. “'13 regard it as it wise and liberal system of policy, by which property, and life, and thepcnce of society are secured. \Ve seek to prevent, in some nice- uure, the extent oftlte penal code, by inspiring u siilutary und con- servative principle of virtue and knowledge iii an early it c. \ 0 hope to excite a feeling ofrespectnbility rind rt sense of character, by enlarging the capacity, an increasing the sphere of intellectual enjoymcttt. y gcncrul instruction, we seek. us far as possible, to purify the whole moral atmosphere; to keep good sentiments uppermost, and to turn the strong current of feeling and opinion. as well its the ccnsures of liiw, and the denunciations of religion, against immoralit and crime. \’Vc ho e for it security, beyond tltc law, and above tie lt\w,,in the prevalence of enlightened nnd well- principled moriil sentiment. o rope to continue, and prolong the time, when, in the villages and farm-houses of New England, there tnny be undisturbed sleep within unbnrred doors. And know- ing thut our (iovernnicnt rests directly on the public will, that we may preserve it, tve endeavour to give it safe and roper direction to that public will. \Vo do not, indeed, expect all men to he phi- losopliers or statesmen; but we confidently trust, and our expecta- tion ofthc duriition of our system of government reels on that trust, that by the diliiision ofgenerul knowledge nn good virtuous sen- timents, the political fabric may be secure, as well against open vio- lence and overthrow, as against the slow but sure undermining of licentiousnesa." 'l'he llonourtible Edward I"Iverett,—lntc I’res‘dent of Ilnivnrtl University, lute Governor of the State of Massachusetts, and late American Atnbnssudor to En lxind—rcmnrks as follows, in his ll‘ dress on the “ Advantages of Useful Knowledge to Workin Men." “ ’l‘liink ofthe inestimttble good conferred on all succeeding ge- nerations b the esrly settlers of America, who first established the system of ublic Schools, where instruction should be furnished gratis, to all the children in the coniniunit . No suc thing \\‘t.lI before known in the world. There were Schools and Colleges sup- ported by funds which ltitd been bequeathed by charitable indi- vidtutls: and in consequence, most o the Common Schools of this kind in Europe, were regarded as establishments for the poor. So deep-rooted isthis idea, that when I have been applied to for information as to Public Schools from those parts where no such system exists, I hovo frequently found it hard to obtain credit, when Ihuvo declsrsd, thrttthers was nothiu disreputable in the public opinion hero, in sending children to schools supported at the public charge The idea of free Schools for the when people, when it first crossed the minds of our forefathers, was entirely original; but how ntuch of the prosperity nnd happiness of their children und posterity IIXII flowed from this living spring ofpublic intelligence!" 'l'lia following extracts from the Annua School Rs no of I84‘! and I848. prepared by the Secretary of the Massachusetts Board of Education, dssorvs special uttsntion,as we for the beauty of their language, as for tho noblcness of tho sentiments which they as ross :- l,"l‘ho eoont yonr (I547) completes the second century since the Froo hools of Massachusetts were lint established. In 1647, when a fow scattsrod and foebls settlements, almost buried in the depths of the forests, were all that constitutsd the Colony of Mao- sachusetts; whoa tho outiro po ulatioti consisted of twonty-one thousand souls; whoa tho ostosnul moons of the psopls wars small, thslr dwellings humble, and their rsitusat sud subsistsucs scanty sad tsly; when the whole valustloo of ‘ tho colosisl sstutss, both public and to, would hsrdl squol tho iyaootsry of many - P!‘;‘°_.‘.'!‘}_'_ -' -' "'° P""' 1* '''.°.-..-.x.-.:' 0 Now [in IBM] estrstsry of its ntttott Itatss. -a ,‘..‘, s j‘ l the savage was nightly seen glaring from the edge of the surround‘ ing wilderness, and no defenceor succour was at hand; it was then, amid all these privstions and dangers, that the Pilgrim Fu- thers conceived the magnificent idea of a Free and Universal Edu- cation fur the people: and, amid all their poverty, they stiuted themselves to u still scziniier pittance; sinid all their overty, they imposed upon themselves still more burdensome aibourr, timid all their perils, they braved still greater dangers, that they might End the time and the means to reduce their grand conception to practice. 'l‘wodivino idens filled their great hcurt.s,—their duty to God and to pos rity. For the one. they built the Cburcli; for the other, they opened the School. Religion and Know e go !— two sttributes cfthe saute glorious and oternu trutli,—und that truth, the only one on which immortal or mortal happiness can be securely fnuiide . ‘ s stt innovation upon till pre-existing policy and usages, the establishment of Free Schools was the boldest ever promulgated, since the commencement of the Christian ern. it theory, it could liuve been refuted and silenced b a more formidnltls unity of iirguiiteut und expericitce tltnn was ever tnnrshnlled ngninst any other-opinion of hutitnn origin. But time liili rntified its soundness. Two centuries now proclaim it to be wise as it wits courageous, as bencficent us it was disinterested. It was one ofthose grnritl rrientnl rind mornl experiments whose effects citnnot be determined in is single generation. But now, according to the manner in which human life is completed, we are the sixth generation from its foun- ders, und have we not reason to be grateful both to (‘rod and imin for ll! unnumbered blessings.’ The sincerity of our gritiitutle tit-i.-'t be tested by our efforts to perpetutito and improve what they cs- tiiltlislied."—('l‘entli Annual Report to the Board of I'Zduc.'itioti, for I847. pp. 101, I08 " The .\I(IltlflCl||ltlEIIS School system represents favourably the system of nll the New England Status. Not one of them has an elem:-nt of prosperity or of permanence, of security ngziiiist decay within, or the invasion of its rights from without, which ours oes not possess. Our law requires that ii school should be sustained in every town in ilie Stute.—-even the smallest und poorest not bein exct-pied;-—ttnd that this School llitlll be as open and free to all the children us the light of day, or the nir of lieuven. No child is meron the threshold of the school-house door, to be asked for mo- ney, or whether his pnrents are native or foreign, whether or not they pay a titx, or wltut is their faith. The School-house is com- mon proper! . A about it are enclosures and hedges, indicating private ownership ttnd forbidden iittrusiou; but there is a spot which even rnpiicity dares not lay its linger u n. ‘ e ntoot uvaricious would as soon think of inonopolising the summer cloud, as it comes flouting up from the west to shed its trensurcs upon the thirsty earth, us of rtionopnlizing these fountains of knowledge. Public opinion —thct sovereign in representative government,—is in harmony with the law. Not unfrequently there is some private opposition, and occasionally it uvows itself an assumes an attitude of hostility; but perseverance on the pztrt of the friends of progress, always sub- ues it, and ilie success of their mensures eventually shsmes it out of existence.“—(Elevcnth Annual Report, 1848, .) " It is a gratifying circumstance, that many of our sister States, convinced by our success, have followed our example; and at the reseut time, in the rich and populous County o ucashire, in ngllaud, in movement is on foot, on by some of the best man int c United Kingdom. whose object it is to petilion Parliament foracharter, empowering that County to osta lish a system of Free Schools, on a basis similar to ours."——(Ib. p. 24.) The extracts contain the testimony of the ntost competent wit- nesacs as to the principles and elficiency of the Free School sys- tem; whilc the well-known character of the New En laud people for solf-reliance, economy. industry, morulit , iute ligcnce and geneul enterprise, is a snlficient illustrstina o t influence and tendency of t a system, over under the admitted disndvsntu e of a defective Christi:iuity and a peculiar form of Government. Vhat such a system of Schools has accomplished in tho lsssgenial climate of New England under such circumstances.’ It is worthy of re- tnarlr, that in no state or city where the Free School system has been fairly tried, hits it cvcr been abandoned. 'l‘|to inliabitmiis of New linglnnd who have tried it or two centuries, (mid they arc second to no people in their rigid notions of economy and indi- viduitl rights), regard it as the greatest blessing which their coun- try cnjoys, mid her highest glory. Other cities, town and sttiles are adopting the New Iinglztnd system ofsupporiing schools no fast as they become acquainted with its principles and operations. 2. Tire second ground on which I commend this system of sup- porting Common Schools to your fnvourultle consideration, is its chcnpness in parents educating their cltildu.-n. I nill select the t-xnmple ofone District, rnther better than an average specimen; iiitd tho same mode of reasoning \\ ill npply to cverv District in Upper Cnlllttlfl, and with the smite results. In one istrict there were re rted 200 schools iti operation in 1848; the average time of keeping open the schools was eight months; the uverage salaries of tencliers was 45 7 I; the IOI-ll amount of tire money availa- ble for the teuclit-rs‘ sttlztries, including the Legislative Gr:tiit, Council AflS(‘l.‘4ll|ellIllntI IItIlc~I)lllS, was £7,401 18 4.}; the whole number of pupils between the ages of five und sixteen on the Sclivp-l llcgisiers, wns 9,147; the total number of children betwr.-en those ngus resident in the District, 20,600; cost per pupil for eight months, sixteen sltillin s. Here it will a seen, that more than one-half of tire children of school-age in the District |\ ere not attending nny schoo . Nmv, suppose the schools be kept open the whole year, iiisleiid of two.thirds of it; suppose the mole and fettinle teachers to he equatl in number, and the salaries ofthe former to atverugu £60, and those of tire lntter £40; suppose the 20,600 children to be in the schools instead of 9,l-47 of them; the whole sum required for the salaries of teachers would be £ l0,000——the cost pet‘ pupil would be less than Icn shillings—less than five shillings per inim- bit:tnt—which would be reduced still further, by deducting the amount of the Legislative School Grnnt. Thus would fl provision be made for the education of every child in the District for the whole year; there would be no trouble or disputes nbout qunrterly school rate-bills; there would be no dilliculty in getting good tench- crs; the character nttd et'liciciic_v of the scliools woul he as ntuch improved its the iittetitlnnco o pupils would be increased; every child would be educated by the coiitriliutioii of every man accord- ing to his ntcnns. 3. This is also the most effectual method of providing the best, as well as the cheapest, school for the youth of each section. Our schools are now often poor and feeble, because it latrgc portion of the best educnted inhabitants st.-ind ttloof frotit them, its unworthy of their sup rt, its unfit to unite their cliildrten. Thus the Common Sr: ouls are frequently left to the cure rind support of the least instructed part of the population. and tire then cotitplninetl of its inferior in chitrnctcr and bntlly supported. The Free School system makes every man it supporter ol the school according to his roperly. All persoiis——nnil especially tlte more wc:ilthy—wlio are thus identified with the school, will feel interested in it; they will be rtitxious that their contributions to the school should be as ellect- ive :is possible, and that they themselves may derive ltll possible benefit front it. \Vhen all the inliitliitzinls of ii school section thus become concerned in the school, its chnrncter und efiiciency will inevitably be ndvnnced. The more wealthy contributors will seek to make tlte school fit and efficient for the English education ofiheir own children; the Trustees willbe under no fears from tho disin- clinntion or opposition of pniticulnr individuals in employing n tench- er rind stipu ating his sztltiry; ntid thus is the foundation llIl(I for a good school, adapted to all th' youth of the section. The cli:i- rncter of tho school will be its much ntlvnnced. as the expense uf it to irtdividunl parents will be diminished; the son of the poor Illitll, equally with Ilteson of the rich iitiin, will dtittk front the stream o knowledge at the common fountain, and will ex rience corres- ponding slsvsiion of thought, ssntirncnt, feeling it pursuit. Such a sight cannot fail to lnddcn the rt of Christian humanity. 4 rec Schoo system is the true. and I think, only olI'ec- tuul remedy for the pernicious and psupsrising systetn which is at resent incident to our Common Schools. ' kept from school on tho ullogod grounds of this excuse is we found , is immaterial to tho question I of the fact of the sscuso itself, and of its widsaprsad, blasting iulloosoo, than can be no doubt. rustoos of schools are also is- vsstsd with authority to sxcneruts poor parsets, dssirou of odo- cai' their children, from tbs payment of a school ruto-hill- a ' ioual amount of rsto-bill being in woolthy to of children attending tho . sptho oososisusd by thssxont iouof psrsuis. Bush psrwits urs thus lsvutsd whh N0. 1138. pets; their children are educated as pauper childrsn; While other parents sooner than attach to themsslvu and childroili such a desig- Iltlllon, will keep their children from the school a tlisr—thus entailing upon them the curss of ignoranco, if not o idlsnsas, I1. uddition to the misfortune of povsrt . Now, while one class o poor children are deprived of the benefits of all sducstiou by paren- tal prhle or inditference; the other class of thorn are ednca as unpsrs or its ring so o ur It is not likely, that children odo- cuted under this character, will imbibe the spirit of it? If we would wish them to feel and act, and rely upon thcmsolvos as froomeri when they grow up to msnliood, let them be sducatcd in that spi- rit when young. Such is the spirit of the Freo School system. It b.-inishes the very idea of pauperism from the school. No child comes there by sufi'erunce; but every one comes there upon the ground of right. The poor mun as well as the rich man pays for the school according to his means; and the right of his son to the school is thus its legal, as that of the rich man's son. It is true, the poor man does not pay as large a tax in the abstract as his rich neighbour; but that does not the loss entitle him to tlis pro- tection of the law; nor should it less entitle him to the advantages provided by low for the education of his children. Thsgrovolling and slnvish spirit of pnuperism becomes extinct in the a of the Free School. Puuperism and poor laws are unknown in Frss School countries: and a system of Free Schools, would in tbs half a century, supersede their necessity in any country. 6. The system of Free Schools makes the best provision and fur- nisltesthe strongest inducements for the education of every youth in each School Section of the hind. To cornpol the ucation_of the children by the terror of legal pains and penalties, at varni- ance with my ideas it the true method of promoting uuiversul edu- cation; but to plnce before parents the strongest motives for educat- ing their children, und to provide the best facilities for that purpose, is alike the dictnte of sound policy and Christian patriotism. The qutirterly rote-bill system holds out un inducement and temptation to it rent to keep his child from the school. The rent's turnp- tiition and ditiiculi y is increased in proportion to t o number of children he hits to educate. The rrtto-billis alwsys sulficisnt to tempt the indifferent parent to keep his child or children froru the school; it often coutpels the poor man to do so, or else to get them educnted ns puupors. n proportion to the smallness of the so I will be the largeucss oftbe into-bill on each of the few supporters of it, in order to tnsks up the salary of the teacher; and as the school diminishes in pupils, will the rate-bill increase on thcao that remain. The withdruwmeut of every pupil from the school, the resources of the Trustees to fulfil their engugeineut with tho teacher, and increases the temptation to others to remove their children also. 'I‘bus are Trustees oflen em and porploxod —tcachers deprived of the just fruits of their labonrs—good touch- ers retiring and poor ones substituted—schools ttllsn closed. and hundreds ttnd thousands of children left without school instruction of uny kind. Now, the Free School s stein ofsupporting schools puts on end to most of these evils. X into being imposod Iptll ouch inhabitant of u School Section accordi tohis moans, sion is at once made for the education of every child in suehssctica. Every arent feels that having paid his school-rate—wlIsthor Iitllo or ntucli.—he has paid what the law requires for that year's Coun- titlsd by law to tho benefits of the school. may be, having paid what the law requires, be up _ education of his children as a legal right, and not supplicate it as a cringing beg or. His childreit go to school, not in ths_ character and spirit o ragged puuperisin, but in the ounobling spirit of son- _ Futch ps- I fore, the uartorl rato-bill or u il ion tom i keep hid t 2 sclloldl, e anti) ..r..".I.-_t propefiy furnish: each rent with at corresponding to so his children to so l—-relieving Trustees at the some time from all four and uncertainty its to the means of providing for the teacher's salary. It is not, therefore, surprising to find that where- ver tlte Free School system has been tried in Upper Canada or elsewhere, the attendance of pupils at school has increased from fifty to tlireo hundrod per cent. The facilities thus rovided for the education of each child in it School Section, will save the ig- uoraut, careless, or unnatural parent without excuse for t e u- cntionul neglect of his children. The finger of universal rcproof and scorn pointed at him, will soon prove more powerfu than sta- tute law, and without infringing any individual right, will morally com I him, it connexion with higher considerations, to send is chil ten to school. This system of " conipulsor education,” I tvislt to see every where in opcr:itiou—the com ulston of proviyion for the education of children-—the compulsion 0 their universal right to be cduc.1ted—thc compulsion of universal interest in t so I —the compulsion of universal concentrated opinion in behalf of the education of every child in the land. U er such a system. in the coutso of ten years, an uneducated Canadian youth would be is monstrous phenomenon. 6. The system of Free Schools may also be commended upon the ground of its tendency to promote unity and mutual affection among the inltnbitants of ouch school division. The im ition of quarterly rate-bills is a source of frequent noighbourh disputes and divisions. The imposition of an nnnuul rate upon all the in- hubitunts of ii School Section according to property, puts an end to quarterly ratc—hill disputes and divisions. unites the feelings as well as the interest of all in one object, and tends to promote that unity and mutual affection which a unity of obiects and a oneness of interest ure $ "-lrpd to create. The cars and interest of one will be the carwn, Junterest of ull—tliat is, to have the best school ossible; and Inn atlectual light of that school, like the material light f l|eavoI,"Will freely beuru upon every child in the School Section. 1. l thittk the system of Free Schools is, furthermore, most eon- sonnnt with the true principles and ends of civil overnment. Can .1 more noble and economicttl provision be made or tile seclrity of life, libert and property, than by removin and prevcnti the accumulation of that ignorance and its nttcn not vices whic arc the great sources of insecurit and danger, and the invuriablo pre- text, ifriot justificntion, of espotisni? Are any natural rights iiioro fundttmeutitl and sacred than those of children to such an edu- cution as will lit them for their duties as citizens. If a rent is mnemtble to the laws who take away a child's life by vio once, or wilfully exposes it to starvation, does he less violate the inhegent rights of the child in exposing it to moral and intellectual starvation’ It is noble to recognise this inalienable right of infanc and youth by providing for them the means of the education to w ich they are etttitlc-d,—not us children of particular families, but its children of our nice and country. And how perfectl does it rtnonilo with tlte true principles of civil government or every man to support the laws and all institutions designed for the common food, accord- ing to his ability. 'l'bis is the ncknovvlrdged princip s ' taxation; and ' is the true principle of universal education. It links every man to his fellow-mun in t e obligations of the corn- nton interests; it wars with that greatest, meanest foe to all social advuncernent—the isolation of selfish Individuality; and implants and nourishes the spirit of true patriotism by making each rrian feel that the welfare of the whole society is his welfnre-that collective interests are first in order of importance and duty, and separate interests sro second. And such relations and obligations have their counterpart in the spirit and injunctions of our Divine Christianity. There, wltile every man is requir to hear his own burden ac- cording to his ability, the stron are to sid the weak, and the rich tire to supply tlts deficiencies o the poor. 'l‘his is the pervading foa- ure and nmmitting spirit of the Christian rcl' ion; and it is the basis of ihnt system of supporting Public Schoo which dsisoods tlto contribution of tho poor man according to his psnury, soil of the riclt ntan according to his abundance. Iltit against this system of Free Sc been made; the princi I of which I will briefly answer. First objection :—-“ ‘ho Cornrnon Schools are not It to odocato A .—'I‘hs tofttt‘ 'iiosistlis ‘fig .... ':.":_'..-... ...'. ;.':?.. .....r.°f"°°.......... ..::'t::.'.':.:!... us triottc sopsrunost oft woulthtor classes from tho Co-incl Sunni, usssd its and ion ,» Had the msiuty .i.... with tho olsiloo Schools ly with their rs.—ss is the case b hos Isflal wosldhovshssa IIMho& W . s - a .9 ,' ‘IO 0 hools, curtain objections hso V q.. -..... .’...s... g__,_, ...-.c-nus.-as-....... _ ....-_-_- -........ V‘, V‘, .._--. -..- ... rt?-téc -wzu-s—sv—-v '-w¢o—@os- O ,,,....;....... -‘V’ ..-is-3.4 ._ (‘O “ '