setts, while it points out and inculcates the duty of the teacher to give moral instruction, is carefully drawn to avoid giving countenance to any attempt to impart sectarian in

struction.

"It shall be the duty of the teachers to use their best endeavors to impress upon the minds of the youth committed to their care and instruction, the principles of piety, justice and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry, frugality, chastity, moderation, temperance and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded; and they shall endeavor to lead their pupils, as their ages and capacities will allow, into a clear understanding of the tendency of these virtues to preserve and perfect a republican constitution and secure the blessings of liberty, as well as to promote their own happiness; and also to point out to them the evil tendency of the opposite vices."

As these principles could not be expressed in better language, it has been copied almost word for word into the General Regulations of Upper Canada. Many of our towns have incorporated it in substance in their school regulations.

It is well known that the greatest obstacles to establishing systems of education in England and Ireland have grown out of the question of religious instruction. The commissioners of national education in Ireland, state that in the schools under their charge "the importance of religion is constantly impressed upon the minds of children through works calculated to promote good principles and fill the heart with love for religion, but which are so compiled as not to clash with the doctrines of any particular class of Christians." The books prepared for the Irish schools are in high repute.

The common school law of Upper Canada provides "that in any model or common school established under this act, no child shall be required to read or study in or from any religious book, or to join in any exercise of devotion

or religion, which shall be objected to by his or her parents or guardians."

I have adverted to these laws and regulations of foreign countries because they have there already encountered the very difficulties we are now contending with here, and that we may have the benefit of their experience. They show that even in countries where there is a church established by law, it has been found impossible to support any national or general system of education without most cautiously guarding against sectarianism.

If sectarianism is to be excluded from our Schools, the question then arises, can prayer be made to express the sectarian peculiarities of the person who makes the prayer? But one answer, an affirmative one, can be given to this question.

It is the right and duty of every person to pray at the times and in the mode approved by his own conscience. But it seems equally plain that one person has no right to compel another to hear his prayers, if they are not agreeable to him. And it would amount to compulsion, if prayer is made a regular exercise of the school, and a pupil cannot come to the school without hearing it or violating the regulations of the school.

Prayer may be a very proper and useful exercise in school, and yet government have no right to enforce attendance on it. Compulsory attendance on any religious worship is against the express provisions of our ancient declaration of rights, the substance of which is incorporated in our present Constitution.

The conclusion, and the only conclusion that seems to me possible, is that prayer cannot be made a part of the regular school exercises except by general consent.

Any other rule would authorize a majority of a district, Episcopalian, Unitarian, Roman Catholic, or whatever denomination they might be of, to prescribe forms of worship

for schools and to compel the children of the minority to hear them, or to be absent during their performance.

It is probable however that if a teacher, while he introduces the forms of christianity into the school, would also exhibit an example of the effects of genuine christianity in his own life, temper and language, avoiding occasions of offending the feelings of those who differ from him, he would seldom meet with any objection to his religious exercises. To the Lord's Prayer, or any in a similar spirit, probably no one would object.

Religious exercises must therefore be left to voluntary arrangement between the trustees, teachers and parents. Any attempt to subject them to precise regulations, would be considered as an infringement on the religious liberties of the people, and at variance with the fundamental principles of Or public school system.

In bringing these remarks to a close, I would invite your attention briefly to consider the peculiar advantages we enjoy as a State for the education of our people. About twothirds of our whole population is in cities and villages. Our agricultural population is comparatively small. No other State in the Union is situated as we are. And as compact places can always support higher schools, we can therefore without extravagant expenditure give a good education to a greater portion of our whole people, than any other State in the Union, Massachusetts not excepted. Politically too we have more need of it than any other State in the Union, to guard against those sudden flaws of popular passion to which all small communities are liable. In a few short years Rhode Island may be the best educated community in the whole world. If we can do this, if we can take this honorable stand among the nations of the earth, let us resolve to do all that in us lies to accomplish it.

E. R. POTTER, Comm'r of Public Schools. KINGSTON, Jan. 24, 1853.

Table No. 1, accompanying the Report of the Commissioner

of Public Schools.

34997.89 55805.91 10209.79 8014.65 6131.97 115160.21 98135.44 9625.50

Those marked thus have increased their appropriations.

†Deduct this from 46,873 79 and you have what has been spent for repairs, fuel, &c.

$1352 50 from tax Woonsocket.

$$1078 from fund.

TA fund of $2000, but no income.

4

Table No. 2, accompanying the Report of the Commissioner of Public Schools.

††Nos. 3 and 4 are a consolidated district at Wickford. No report from 12.

A joint district with Richmond.

A joint district at Carolina Mills.

SSJoint at Carolina Mills, Usquepaug, Iron Works and with Exeter

15 and 10 no returns.

***Estimated. No returns from several districts.

tttSupported by $100 appropriated by State.

al, 2, 19 and 20 consolidated.

bEstimated-av. only given between the terms.