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There is a memorable passage in the book which I hold in my hand, and which, though here and there there be enough to make a careful reader very suspicious of what the real purpose and object of the book would prove in the end to be, is so valuable as a repertory of sound and equitable principles of administration, that I carry it about with me wheresoever I go. I mean vol. i. of "Minutes of Committee of Council on Education, 1839-40," p. 24. I will read the passage to the House, But let me say first, with all respect, that unless a man knows this book as I know it, and I have been learning it some twenty-five years, he is in no position to discuss this question. And a man should know other things besides, which are part of this question and necessary as such to be known. I remember in a late debate in the House upon the reception of the report of the Committee of the House on this subject, an excellent friend of mine got up to oppose me, and made a mistake of ten years out of twenty -five in the history of the Committee of Council, I submit that we should know our facts before we make them the basis of an argument.
The passage is a memorable passage on many grounds; but on no ground more than this, that it testifies emphatically against the present principles and practice of the same Committee.
"Their Lordships are strongly of opinion that no plan of education ought to be encouraged, in which intellectual instruction is not subordinate to the regulation of the thoughts and habits of the children by the doctrines and precepts of revealed religion.'
A remarkable passage—what can be better? and "my Lords" will doubtless say that they abide by every word of it. But then come in "my Lords" acts; and men are judged by what they do, and not by what they say.
"The Doctrines of revealed religion:" not the "Precepts" only, you see, but "the Doctrines," if the two could be separated, which they cannot. Now let us see a little. What are "the Doctrines of revealed religion?" The Churchman says—to me,
