ling
patience, he met these difficulties. For over thirty years, he devoted
his matured manhood and great endowments to the task of developing a
public sentiment in favour of education, and of building on sure
foundations a system of elementary and secondary schools that is the
just pride of our Province and his own best monument.

In 1876 he resigned his position of Chief Superintendent, and was
succeeded by a Minister of Education. He had nobly fulfilled the promise
he made on accepting office in 1844--"to provide for my native country a
system of education, and facilities for intellectual improvement not
second to those in any country in the world."

He died in 1882. To honour him in his death as he had served it in his
life the whole country seemed assembled, in its representatives, at his
funeral. Members of the Legislature, judges, University authorities,
ecclesiastical dignitaries, thousands from the schools which he had
founded, and above all, the common people, for whose cause he never
failed to stand, followed to the grave the remains of the great Canadian
who had lived so faithfully and well for his country.

NOTE.--If the pupils have been told about the Pilgrim
Fathers, and the U.E. Loyalists, a review of those stories will add
interest to this lesson; if not, it will serve as an introduction
to them.

For a Form IV class, the following should be included in the lesson:

With the close of the War of 1812 there opened a new era in the
history of Canada. Its people had realized that their country was
worth fighting for, and they had defended it successfully. A new
interest in its political life was awakened, new movements
inaugurated. These were along three lines--one, political with
responsible government as its object; another, religious with equal
rights and privileges for all churches as its aim; a third,
educational with equal and efficient instruction for all without
distinction of class or creed as its purpose. The first movement is
known as the struggle for Responsible Government--the struggle for
equal political rights; the second, as the Secularization of the
Clergy Reserves--the struggle for equal religious rights; the third
as the University Question--the struggle for non-denominational
control of education. In the second and third movements Dr. Ryerson
played a very prominent part and, because these