Chapter IV: Education in Ontario--Past and Present (4)

[His Majesty] being always ready ... to assist and encourage the
exertions of his Province in laying the foundation for promoting
sound learning and a religious education, has condescended
to express his [desire] to comply with the wishes of the
Legislature ... in such a manner as shall be judged to be most
effectual--

_First_, by the establishment of free grammar [classical]
schools in those districts in which they are called for, and--

_Secondly_, in due process of time, by establishing other
seminaries of a larger and more comprehensive nature, for the
promotion of religious and moral learning, and the study of the
arts and sciences.

Such were the terms in which the King, through his Colonial Minister, intimated his desire that classical and university learning should be promoted in this Province. The very comprehensiveness and express terms of the duke of Portland's dispatch on this subject gave rise to a protracted controversy in after years, especially as the controverted expressions were embodied in substance in the royal charter for a university obtained in 1827 by Rev. Dr. Strachan (afterwards first Church of England Bishop of Toronto). Around the expressions--"religious education," "religious and moral learning," and "other seminaries of a larger and more comprehensive nature," etc., a fierce war was waged for many years, which, though virtually over now, has yet left traces of the bitter conflict.

The result of the instructions to President Russell was, that 549,217 acres of crown lands was set apart for the twofold purpose set forth in the Colonial Minister's dispatch. Of these acres, 225,944 were, in 1827, devoted to the university that was virtually established, on paper, in that year, and by royal charter in 1828.

As these lands thus set apart were, in those early days, unproductive of revenue, nothing could be done to give practical effect to the gracious act of the King. A principal for the proposed university was, however, selected in Scotland. The position was first offered to the afterwards justly celebrated Rev. Dr. Thomas Chalmers, but declined. It was then offered to a successful parish schoolmaster, Mr. (afterwards so distinguished in this Province as the Rev. Dr.) Strachan.

THE REVEREND DOCTOR STRACHAN AS AN EDUCATOR.

Rev. Dr. (afterwards Bishop) Strachan, though not a versatile man, was in many respects a many-sided one. In his day he had to do with all of one great public questions which came before the country. On many of them (and in their settlement), he has left the impress of his active mind and persistent will. This was particularly the case in regard to those questions which more deeply touched the best interests of Canadian life, in its religious and social aspects. And it was a singular yet characteristic fact, that the more he was opposed by those who differed _in toto_ from the policy of his acts, the more strenuously he persevered in his purpose--even against the wiser counsels and calmer judgment of many leading public men of his time. But this opens up a question which it is not my purpose to discuss.

Dr. Strachan, as I have said,--although not versatile,--was a many-sided man. And this was quite true in regard to that department of his career which I desire to illustrate. He was both an educator and an educationist. In the former capacity he was successively the parish schoolmaster, near St. Andrew's, and at Kettle, (Scotland). He had there as a pupil the afterwards celebrated Sir David Wilkie. In Canada, he was first a tutor in the family of the Hon. Richard Cartwright, at Kingston; then master of the Cornwall Grammar School, at which most of the distinguished public men of the Bishop's later years were educated. Subsequently he was Chairman of the Provincial Board of Education at York. He was named by the late Hon. Peter McGill as first Principal of McGill College, Montreal--although he never was in a position to undertake its duties. He was afterwards President of King's College, Toronto, and subsequently President of Trinity College University.

In his capacity as an educator, Dr. Strachan was considered one of the most successful teachers which this Province has yet produced. His aim was to call into active play the varied mental powers of his pupils, and to stimulate any desire which they had to excel in knowledge and virtue. One of his earliest _brochures_ is _a Letter to his Pupils_, and is in the nature of an appeal on behalf of the Christian religion. This, he inscribed, "as a mark of esteem to Mr. Andrew Stuart and Mr. James Cartwright, students-at-law." This letter was printed at Montreal, in 1807, in the quaint old type of the time. It is evidently a warning appeal against the infidelity and excesses of the French revolutionists.

Dr. Strachan's early and practical experience as a teacher gave to him an additional and keen sense of the educational wants of the country. His success as an educator proved to him what could be done in that direction. It also enlisted his feelings and fired his ambition to be the founder of an institution of superior learning, in which the young men of the Province could be thoroughly educated. The education of the masses was not provided for by him, but in an Act passed in 1819 and relating to classical schools (which he promoted), it was agreed--

That in order to extend the benefits of a liberal education
to promising children of the poorer inhabitants, trustees [of
common schools wherever established] shall have the power of
sending scholars, not exceeding ten in number, to be chosen by
lot every four years, to be taught gratis at the [classical]
schools.

Thus, in this exceptional manner, provision was made so that, should a limited number of the children of the poorer inhabitants develop ability or taste for learning, they should not be wholly excluded from the privileges so liberally provided for children of the richer classes. These class distinctions have, happily, forever disappeared from our statute book. They were no doubt conceived in a benevolent spirit, and were characteristic of the social ethics of the times, but they were pernicious as a principle to embody in a school law.

In his "Appeal" in behalf of a university in Upper Canada, published early in 1827, Dr. Strachan gave a fuller expression to this idea of providing education only for the wealthier classes. He said:--

It is indeed quite evident that the consequences of a university
... possessing in itself sufficient recommendations to attract
to it the sons of the most opulent families, would soon
be visible in the greater intelligence and more confirmed
principles of loyalty of those who would be called to various
public duties required in the country--_i.e._, the governing
classes.

In justice to Dr. Strachan, it is proper to state that a few years afterwards (in reply to a question put to him by a committee of the House of Assembly) he laid down a broader, a nobler and a more comprehensive principle in regard to a system of national education. He said:--

The whole expense [of education] in a free country like
this should be defrayed by the public; that promising boys,
giving indication of high talent, though poor, might have an
opportunity of cultivating their faculties, and, if able and
virtuous, taking a lead in the community.

LACK OF COMPREHENSIVENESS IN THE EDUCATIONAL POLICY OF THE TIMES.

The policy of the country in regard to education in these early times was further marked by a lack of comprehensiveness in its aims.

The framework of the educational system, then projected, was constructed on a principle the very reverse of natural. And this fact led to the existence, subsequently, and for many years, of a singular anachronism as the result of its application of that principle. Thus, in 1797, lands were set apart in Upper Canada by the Crown for the establishment of district grammar schools and a university. But no provision was thought of for the establishment of elementary schools. These grammar schools were first established in 1807--eight in all, viz., at Sandwich, Townsend (London District), Niagara, York, Cobourg, Kingston, Augusta (District of Johnstown), and Cornwall. But no provision was made for elementary schools (and then only for four years) until 1816--nine years after the district grammar schools were established.

Dr. Strachan's feelings in this matter were evidently in harmony with this spirit of the times, and he directed his efforts exclusively to the establishment of these higher institutions of learning. He never lost sight, however, of the crowning institution of all--the university. His speeches and addresses on education all pointed to "this consummation, devoutly to be wished."

Referring to this educational anomaly, or anachronism, of establishing higher institutions of learning before providing for elementary schools, an English resident in a book entitled "Three Years in Canada," and published in 1839, thus forcibly points out the singular want of foresight in this matter. He says:--

"The Provincial Board of Education either assumed that
elementary education in Upper Canada had attained its zenith
or deemed it better to begin at the apex and work downward to
the base of the structure they were called upon to rear than to
follow the old-fashioned custom of first laying the foundation
and then working upwards."

The fact was, and the chief reason for the perpetration of this educational anachronism was, that the friends of popular education, while all-powerful in the House of Assembly, were few and consequently uninfluential in the Legislative Council. They were, therefore, not able at all times to influence that body so as to secure its assent to the elementary education bills passed by the popular branch. We have seen that, in 1838, the Council refused to concur in the Common School Bill passed in that year by the House of Assembly. Before another School Act was introduced, both Houses had ceased to exist in the Union of the two provinces in 1840.

REV. DR. STRACHAN'S REASONS FOR ESTABLISHING A UNIVERSITY IN UPPER CANADA.

The reasons which Dr. Strachan gave for urging the early establishment of a Provincial University were reasonable and weighty in themselves, had the other necessary kind of school been established and provided for. I shall give these reasons in Dr. Strachan's own words. They are characteristic of the Bishop's own feelings in regard to American institutions and their influence on the young. He said:--

"There is not in either province any English seminary ... at
which a liberal education can be obtained. Thus the youth of
300,000 Englishmen have no opportunity of receiving instruction
within the Canadas in law, medicine or divinity.

"The consequence is that many young men ... are obliged to look
beyond the province for the last two or three years of their
education--undoubtedly the most important and critical period
of their whole lives ... The youth are, therefore, in some
degree, compelled to look towards the United States, where means
of education, though of a description far inferior to those of
Great Britain, are yet superior to anything within the province,
and a growing necessity is arising of sending them to finish
their education in that country."

Dr. Strachan then proceeds to point out in his own graphic language, the peculiarly adverse influences to which loyal Canadians from youth were then subjected while attending schools and universities in the United States. He says:--

"Now, in the United States a custom prevails unknown to or
unpractised in any other nation; in all other countries morals
and religion are made the basis of public instruction, and
the first books put into the hands of children teach them
the domestic, the social and religious virtues; but in the
United States politics pervade the whole system of education;
the school books, from the very first elements, are stuffed
with praises of their own institutions, and breathe hatred to
everything English."

Dr. Ryerson came to the same conclusions as did Dr. Strachan in regard to the character of American school books. Speaking on the same subject, twenty years afterwards, he said:--

"With very few exceptions American school books abound in
statements and allusions prejudicial to the institutions and
character of the British nation."

Dr. Strachan still further refers to the anti-British influences of education obtained by Canadian youth in the United States. He said:--

"To such a country our youth may go, strongly attached to their
native land ... but by hearing its institutions continually
depreciated, and those of the United States praised ... some may
become fascinated with that liberty which has degenerated into
licentiousness, and imbibe, perhaps unconsciously, sentiments
unfriendly to things of which Englishmen are proud."

Dr. Strachan then proceeded to point out the advantages of having the youth of the province "carefully nurtured within the British Dominions." He said:--

"The establishment of an university at the seat of Government
will complete a system of education in Upper Canada from the
letters of the alphabet to the most profound investigations of
science.... This establishment, by collecting all the promising
youth of the colony into one place, will gradually give a new
tone to public sentiment and feelings ... producing the most
beneficial effects through the whole province. It is, indeed,
quite evident that the consequences of an university ...
possessing in itself sufficient recommendations to attract to
it the sons of the most opulent families would soon be visible
in the greater intelligence and more confirmed principles of
loyalty of those who would be called to various public duties
required in the country."

From these wise and practical remarks, it will be seen how truly Bishop Strachan estimated the great advantages to the youth of the country of university training obtained within our borders. In this view he was far-seeing enough. But yet his range of vision, as to its beneficial effects, did not extend beyond "the sons of the most opulent families"--which was another indication of the prevailing feeling of the times, that higher education in the form of university training was not thought of even for "the promising children of the younger inhabitants." Happily our public men, and the Bishop himself, outgrew this narrow feeling and social prejudice. He even lived to see, and with great satisfaction as to the results, that, under the fostering care of men of large sympathies and more generous impulses, the doors of the educational institutions of the country, from the highest to the lowest, were thrown wide open to every boy, rich and poor, high and low, and to all the youth of the province, without distinction of race, or creed, or social rank.

Rev. Dr. Strachan succeeded in getting a Royal Charter for the university in 1828. This charter virtually placed the proposed university under the control of the Episcopal Church. When its terms were known in Upper Canada it was fiercely assailed. The charter was subsequently modified, in deference to public opinion; but it was not until many years afterwards that the university was, by statute, declared to be free from denominational control. Out of the controversy which the Duke of Portland's despatch and the charter caused, arose other colleges and universities, viz, Victoria and Queen's.

REV. DR. STRACHAN, THE FOUNDER OF TWO UNIVERSITIES IN TORONTO.

In the Rev. Dr. Scadding's most interesting sketch of the "First Bishop of Toronto,--a Review and a Study"--occurs the following striking passage in regard to the founding of the "Twins of Learning" in Toronto:--

The results of the life of the first Anglican Bishop of Toronto are tangible realities.... He built the principal church edifice appertaining to his own communion four times.... "Twins of Learning" witness for him; he founded two universities in succession (1842 and 1852), both invested with the character borne by such institutions as originally instituted, by Royal charter--procured in both instances by his own personal travail; the later of the two by an individual and solitary effort, to which it is not easy to find a parallel. He saw both of them in operation, investigating, conserving and propagating truth, on somewhat different lines indeed, but probably with co-ordinate utility, as things are. The very park, with its widely renowned avenue, the Champs Elysées of Toronto, in which the bourgeoisie of the place love to take their pastime, are a provision of his--that property having been specially selected by him, as President of King's College, with the same judiciousness and the same careful prescience of the need of amplitude for such purposes which guided him also in choosing the fine site and grounds of Trinity College.

THE UNIVERSITY OF TORONTO.

This university was originally established under the charter obtained by Rev. Dr. Strachan in 1828. But it only existed on paper until 1842-43.

In April, 1842, the corner-stone of the new institution was laid by Governor-General Sir Charles Bagot, (M.A. of Christ Church, Oxford). In June, 1843, it was opened under the style and title of the "University of King's College," Toronto, by the Right Rev. John Strachan, D.D., LL. D., President of the University. In October of that year, an effort was made by Hon. Attorney-General Baldwin to introduce a comprehensive scheme of university reform, but it was defeated in the Legislature. In 1845 and 1847 other abortive attempts were made to "reform" the university; but in 1849 a comprehensive measure was introduced into the Legislature and passed into a law, by which it was reincorporated under the name of the "University of Toronto," and made a purely provincial institution, by placing it under the sole control of the Government, and of a senate and officers appointed by the Government.

In 1853 another Act was passed, under which the University was constituted with two corporations, "The University of Toronto," and "University College," the functions of the former being limited to the examination of candidates for degrees in the several faculties, or for scholarships and honors, and the granting of such degrees, etc.; those of the latter being confined to the teaching of subjects in the Faculty of Arts.[39] By this Act certain institutions, from which students might be examined, were affiliated with the University.

[39] By recent legislation University College has been merged in the
University of Toronto.

In 1873 further amendments were made in the constitution of the University. The Chancellor was made elective for a period of three years by Convocation, which was then re-established. By this Act the powers of the Senate were extended to all branches of knowledge, literature, science and arts, and also to granting certificates of proficiency to women; the power of affiliation was likewise extended; the Senate was also empowered to provide for local examinations.

Latterly, the faculties of law and medicine have been restored and other extensions of the University course have been made.

THE UNIVERSITY OF VICTORIA COLLEGE, COBOURG.

The Rev. Dr. Ryerson, who was the founder of this University, thus speaks of its early history, in an address to the students when he was appointed its first principal in 1841. He said:--

His late Most Gracious Majesty William IV., of precious memory, first invested this institution, in 1836, with a corporate charter as the Upper Canada Academy--the first institution of the kind established by Royal Charter unconnected with the Church of England, throughout the British colonies. It is a cause of renewed satisfaction and congratulation that, after five year's operation as an academy, it has been incorporated as a university and financially assisted by the unanimous vote of both branches of the Provincial Legislature--sanctioned by more than an official cordiality, in Her Majesty's name, by the late lamented Lord Sydenham, Governor-General, one of whose last messages to the Legislative Assembly was a recommendation to grant £500 as an aid to the Victoria College.... We have buoyant hopes for our country when our rulers and legislators direct their earliest and most liberal attention to in literary institutions and educational interests. A foundation for a common school system in this Province his been laid by the Legislature, which I believe will, at no distant day, exceed in efficiency any yet established on the American continent;[40] and I have reason to believe that the attention of the Government is earnestly directed to make permanent provision for the support of colleges also, that they may be rendered efficient in their operation and accessible to as large a number of the enterprising youth of our country as possible.

[40] This memorable prophecy, made by Dr. Ryerson in 1841, was
abundantly verified in after years, chiefly as the result of his own
labors in maturing the school system, of which he was the founder.

This institution originated with the Wesleyan Methodists in 1828-30. The conference in the latter year agreed to establish it as an Academy, and the following year, Dr. Ryerson, in the _Christian Guardian_ newspaper, of which he was then editor, issued a strong appeal in behalf of the proposed institution on the 21st April, 1831. On the 7th June, 1832, the foundation stone of the Academy was laid; and on the 18th June, 1836, it was formerly opened under the designation of "Upper Canada Academy." In the previous year Dr. Ryerson was deputed to go to England to collect subscriptions on behalf of the institution. He was there enabled to obtain a Royal Charter for the Academy and a grant of $16,400 from the Local Legislature.

Amongst the last public acts performed by Lord Sydenham was the giving of the Royal assent to a Bill for the erection of the Upper Canada Academy into a College with University powers. This he did on the 27th August, 1841. Dr. Ryerson thus refers to the event, in a letter written from Kingston on that day:--

The establishment of such an institution by the members of the Wesleyan Methodist Church in Canada attests their estimate of education and science; and the passing of such an Act unanimously by both Houses of the Legislature, and the Royal assent to it by His Excellency in Her Majesty's name, is an ample refutation of recent statements and proceedings of the Wesleyan Committee in London ... while the Act itself will advance the paramount interests of literary education amongst Her Majesty's Canadian subjects.... For the accomplishment of this purpose, a grant must be added to the charter--a measure ... honorable to the enlightened liberality of the Government and Legislature. When they are securely laying a broad foundation for popular government, and devising comprehensive schemes for the development of the latent resources of the country, and the improvement of its internal communication, and proposing a liberal system of common school education, free from the domination of every church, and aiding colleges which may have been established by any church, we may rationally and confidently anticipate the arrival of a long-looked for era of civil government and civil liberty, social harmony, and public prosperity.

The Academy was thus incorporated as a University, in August, 1841. In October, 1841, Rev. Dr. Ryerson was appointed the first president of the University, a position which he held until he was appointed Chief Superintendent of Education for Upper Canada in 1844. He was succeeded by the Rev. Dr. Macnab, now rector of Darlington. In 1850 the late accomplished president (Rev. S. S. Nelles, D.D., LL.D.) was appointed. He had been a pupil under Dr. Ryerson, but finished his university education at the Wesleyan University, Middletown, Conn., and graduated there. He received the degree of D.D. from the Queen's University, Kingston, and that of LL.D. from his own university. His career was an unusually long and prosperous one; and under his administration the university has taken high rank amongst the sister universities of Ontario.[41]

[41] It it a gratifying fact that Victoria College was the first
university in Upper Canada whose doors were open to receive
students. The first session commenced in October, 1841; that of
Queen's College University in March, 1842, and King's College
University in June, 1843. The first graduate in arts who received
a diploma in Upper Canada was sent out from Victoria College in
1845-46.

In the original appeal made by Dr. Ryerson in England on behalf of the Academy (in 1835), he stated the "specific objects of the institution" to be as follows:--

1. To educate, upon terms equally moderate with similar institutions in the neighboring republic of the United States, and with strict attention to their morals, the youth of Canada generally.

2. To educate for common school masters, free of charge, poor young men of Christian principles and character, and of promising talent, who have an ardent thirst for knowledge.

3. To educate the most promising youth of the recently converted Indian tribes of Canada as teachers to their aboriginal countrymen.[42]

[42] Several promising Indian youth were educated at Victoria
College, and some of them became useful teachers and missionaries.

These extracts are highly interesting, as showing the noble and comprehensive aims, in these early days of educational effort, which Dr. Ryerson had in view in founding this valuable institution of learning. He goes on then (apart from these objects) to show the grave necessity which existed for the early establishment of such an institution. He said:--

For want of such an institution upwards of sixty of the youth of Canada are now attending seminaries of learning, under a similar management, in the United States, where nearly two hundred Canadian youth have been taught the elementary branches of a professional education during the last eight years. There is good reason to believe that nearly, if not quite, all the Canadian youth now being taught in the United States seminaries of learning, will return to Canada as soon as this institution shall have been brought into operation....

In behalf, therefore, of this institution--most important to the best interests of a healthy, fertile and rapidly improving British colonial possession, the inhabitants of which have in this, as in other instances, shown the strongest desire to help themselves to the utmost of their very limited means--a respectful and earnest appeal is made to British liberality, an appeal which it is devotedly hoped will be responded to in a manner that will contribute to draw still closer the bonds by which the loyal Province of Upper and the British population of Lower Canada are united to the Mother Country.

This appeal was endorsed by the Governor of the Province, Sir John Colborne (afterwards Lord Seaton), in the following terms:--

The Rev. Egerton Ryerson proceeds to England ... to solicit subscriptions ... to enable [the conference here] to bring into operation a seminary established at Cobourg, in Upper Canada.... As I am persuaded this colony will derive the greatest advantage from the institution and from the exertions of the conference to diffuse religions instruction, I cannot but strongly recommend that it may receive encouragement and support from all persons interested in the welfare of Upper Canada.

The "appeal" was also heartily endorsed by the Hon. Peter McGill, founder of McGill College University, Montreal, and by other distinguished gentlemen and merchants in Montreal. In his letter Mr. McGill referred to Dr. Ryerson as "a gentleman who has distinguished himself in Upper Canada by his writings in defense of religion, order, and good government."

After much delay and great discouragement, Dr. Ryerson succeeded in the objects of his mission--money and a royal charter; but at the close of his mission he writes to the Academy Committee as follows:--

Thus terminated this protracted [business], ... though I had to encounter successive, discouraging and almost insurmountable difficulties [in obtaining the charter]. Not having been able to effect any loan ... on account of the agitated state of the Canadas, and being in suspense as to the result of my application to the Government, I was several months pressed down with anxiety and fear, by this suspense and by reason of the failure of my efforts to obtain relief. In this anxiety and fear my own unassisted resolution and fortitude could not sustain me. I had to rely upon the unfailing support of the Lord my God.

I have given these particulars somewhat in detail, as they afford a striking narrative illustration of the almost insurmountable difficulties which the early pioneers of education in this Province encountered in endeavoring to found these valuable institutions which have been so useful to this country, and which have shed such lustre upon their founders' names. It is also due to Victoria University, and (as I shall show) to Queen's University also to state these particulars, from the fact that the first practical, yet entirely abortive, attempt to make King's College a provincial university, was made in 1843, two years after the Methodists and Presbyterians had, in self-defence, been compelled to found universities of their own. This they did at a great sacrifice.

By the time that the liberation of King's College took place, in 1849-'53, the really provincial universities at Cobourg and Kingston had become recognized as most important factors in our educational system; and from them alone, up to that time, could students of all denominations obtain a university education.

In connection with the university, Faraday Hall, or School of Practical Science, was erected in 1877. It is a handsome and spacious building, and is admirably fitted up for the purpose of science teaching.

THE QUEEN'S COLLEGE UNIVERSITY, KINGSTON.

As early as 1829 it was felt among the members of the United Presbytery of Upper Canada that a seminary, or college, for the training of their ministers was highly desirable. As the management of King's College at Toronto was in the hands of the adherents of the Church of England, it was felt that such an institution could not be made available for Presbyterian theological instruction. A committee of the British House of Commons, to which had been referred petitions from Canada in 1828 and 1830 against the exclusive character of the charter of King's College, Toronto, were disposed to solve the difficulty by suggesting that two theological chairs be established in King's College (and did so recommend)--one for students of the Churches of England and Scotland, respectively. Nothing, however, of the kind was done; nor was there any arts college then open on equal terms to all the youth of the country. The Presbyterians, like the Methodists, had, therefore, to found an institution of their own. Steps were taken by the synod of the Church in 1831 and 1839 to found such an institution. At a meeting held in Hamilton, in November, 1839, the commission appointed for that purpose prepared the draft of a charter for the proposed college. Kingston was selected by the synod as the site for the new institution.

An Act embodying the charter was passed by the Provincial Legislature in February, 1840, incorporating the "University of Kingston." The Act was, however, disallowed by the imperial authorities, on the ground that it conflicted with the royal prerogative of granting charters. A royal charter was, however, issued in 1841, incorporating the institution under the name of Queen's College, with "the style and privileges of a university."

The opening of Queen's took place on the 7th of March, 1842. Rev. Thomas Liddell, D.D., of Edinburgh, was the Principal and Professor of Divinity, and Rev. P. C. Campbell, of Brockville, Professor of Classics. Rev. James Williamson, D.D., LL.D., in 1842, became Professor of Mathematics and Natural Philosophy. He is, therefore, the oldest college professor in Ontario.

After the opening of King's College, Toronto, in 1843, an agitation commenced with the view to unite the three universities then in operation into a single provincial institution. Many plans were proposed, and several measures tending to that end were introduced into Parliament and fully discussed. In 1843 the Hon. Robert Baldwin introduced a university bill, which, though it presented many popular features, was strongly objected to by the churches named and others also, because it was deficient in providing for religious instruction.

A bill was introduced by Hon. W. H. Draper, in 1845, to amend the law so as to make it more generally acceptable to the religious bodies of the country; and in 1847 the late Hon. John Hillyard Cameron introduced a measure in which it was proposed to devote a large part of the endowment to increased support of high schools and also to largely subsidize the denominational colleges. The measure failed to carry in Parliament, however, and this practically ended the agitation for the union of colleges for many years.

In 1846 Dr. Liddell resigned his position as Principal and returned to Scotland. Rev. J. Machar, D.D., was next appointed Principal, and under his administration there was slow but real improvement.

Rev. Dr. Cook, of Quebec occupied the position of Principal for a time, but he refused to accept the position permanently. Rev. Dr. Leitch was next appointed, but his early death deprived the institution of his services. He was followed by the Rev. Dr. Snodgrass, and on his retirement the Rev. George Monro Grant, D.D., of Halifax, was appointed. Dr. Grant entered on his arduous duties with his accustomed energy, and occupies that position with great acceptance. He is an able speaker and a wise administrator. Queen's College has now faculties of arts, theology, and law, and there are affiliated with it the Royal College of Physicians and Surgeons, also in a prosperous condition, and the Kingston Women's Medical College.

In 1869 it was resolved to make an appeal to the country for aid. The people of Kingston raised about $25,000, and the result of the whole effort was that about $103,000 was raised for the equipment of the college.

In 1878 Principal Grant made the proposition to raise $150,000, in order to provide new buildings, additional professors, and apparatus. The appeal was successful; additional ground of about twenty acres was at once purchased--a site of rare beauty and convenience--and the present noble building was erected.

THE UNIVERSITY OF TRINITY COLLEGE, TORONTO.

The immediate cause of the founding of this College and University was the suppression, in 1849, of the Faculty of Divinity in King's College, now the University of Toronto. In consequence of this the Right Rev. J. Strachan D.D., Bishop of Toronto, issued in February, 1850, a pastoral appeal to members of the Church of England for funds to enable him to establish a Church University and College. In response to this pastoral, the Bishop succeeded in raising a large endowment from voluntary subscriptions from churchmen in Canada, England, and the United States, so that on April 30, 1851, the foundation stone of the college building was laid, and on January 15, 1852, the work of instruction was begun, the staff consisting of four professors in arts, besides those in the faculties of law and medicine. During the last thirty years the endowment has been largely increased by liberal contributions made from time to time, so that the original amount is now about trebled. In 1878 a large and handsome convocation hall was erected, and in 1884 a long felt want was supplied by the erection of a finely proportioned and beautiful chapel.

The University of Trinity College at present consists of the faculty of arts and divinity, of an affiliated Medical School with a commodious building and a large staff of professors, and an affiliated Women's Medical College. Provision is also made for the higher education of women in connection with the Bishop Strachan School in Toronto, and connected with the University is a large school for boys at Port Hope.

THE R. C. UNIVERSITY COLLEGE AT OTTAWA.

The College (or University) of Ottawa is under the direction of the Roman Catholic Church. It was founded in 1848 by the Right Reverend Joseph Eugene Guignes, O.M.I., D.D., first R. C. Bishop of Ottawa. In 1856, the Bishop confided the direction of the college to the "Society of the Oblate Fathers of Mary Immaculate." The total value of the college building and grounds is about $75,000. It has also a good library and cabinet of natural philosophy (or physics), and of chemistry and natural history. The college obtained university powers in 1866. It confers degrees in arts, science, and literature--B. A., B. Sc., B. L., as well as M. A.

THE WESTERN UNIVERSITY, LONDON.

This institution, in connection with the Church of England in Canada, was incorporated in 1878, with power to affiliate with Huron Theological College and to confer Degrees in Arts, Divinity, Medicine and Law. The affiliation between that College and the University took place in 1881, and the University was inaugurated in the month of October of that year. The object of its establishment was, as a Church of England Institution in the Diocese of Huron, to obtain the same power of conferring Degrees as was possessed by the sister University of Trinity College; also, that a liberal Education in Arts, Science and Literature might be extended to that extensive portion of the Province of which London is the geographical centre.

THE MCMASTER UNIVERSITY.

By the munificence of the late Hon. Wm. McMaster, McMaster University is being established on a sound financial basis. McMaster Hall, Woodstock College and Moulton College (for ladies) are affiliated institutions.

UPPER CANADA COLLEGE.

Upper Canada College was founded in 1828 upon the model of the great public schools of England, and was endowed with a grant of 66,000 acres of public lands, from which it now derives an annual income of $15,000, in addition to its building and grounds in the city of Toronto. It is governed by a committee of the senate of the Provincial University. The curriculum extends over a six years' course of study in the same number of forms, and embraces the usual subjects.

In other forms, known as the lower and upper modern, commercial and scientific training can be obtained. Scholarships may be established by the different county councils, while four exhibitions have been founded out of the University funds. This college and the high schools constitute the principal feeders of the Collegiate Institutes and provincial University.

ALBERT COLLEGE, BELLEVILLE.

This institution, founded in 1854, was the product of the zeal of the Methodism of that early day. Accordingly, the General Conference of the Methodist Episcopal Church, in 1854, adopted a scheme--initiated in the Bay of Quinté Conference in the preceding year--for the erection and maintenance of an educational institution of high grade in Belleville. Having been chartered by Parliament in 1857 as "Belleville Seminary," it was opened in July of the same year, and entered upon its work under very favorable auspices.

In the year 1886, by Act of Parliament, the name was changed to "Albert College," and a senate created with ample powers. By the terms of the union of the Methodist Churches of Canada, Albert College was retained in Belleville, and adopted by the General Conference of the United Church as a church school. The charter was amended and the college was affiliated to the Victoria University, Cobourg. The senate has full powers to examine, grant prizes, scholarships, medals, honor certificates, and diplomas in music, fine arts, commercial science, collegiate courses, etc.

WOODSTOCK COLLEGE.

Woodstock College, formerly "The Canadian Literary Institute," was founded in 1867, principally through the exertions of the late R. A. Fife, D.D. Under his presidency, ably assisted for eighteen years by Prof. J. E. Wells, M.A., the school constantly increased in efficiency and power, until from a small beginning it has attained its present large proportions and wide influence.

THE SCHOOL OF PRACTICAL SCIENCE, TORONTO.

Prior to the year 1871 there was no institution in the Province for practical instruction in the industrial sciences. In 1870 the Government of the Province issued a commission to Dr. Hodgins, Deputy Superintendent of Education, and to Dr. Machatt of London, directing them to proceed to the United States for the purpose of inspecting and reporting upon any Technical or Science Schools or Colleges there established, as to their buildings, departments of study and general appliances. On their return a report was submitted to the Government, with full details as to the cost of the proposed institution. The Government acted upon the information contained in their report, and with a grant of $50,000 established a "College of Technology" in Toronto. In 1877 the name was changed to the School of Practical Science, and the Hon. Adam Crooks, Q.C., Minister of Education, had a suitable building for it erected close to the Provincial University, four of the University Professors are engaged in Departments of the School. The new building was opened for students in September, 1878.

VARIOUS OTHER COLLEGES AND SCHOOLS, ETC.

There are numerous superior colleges and schools for boys and colleges for ladies in Ontario, but the limits of this paper forbids a further reference to them, or to the other numerous educational institutions--theological, literary and commercial--in the Province.

REV. DR. RYERSON'S ADVOCACY OF POPULAR RIGHTS, 1827-1841.[43]

[43] In the preface to the _Story of My Life_, I thus referred to
this period of Dr. Ryerson's labours:--"Public men of the present
day looked upon Dr. Ryerson practically as one of their own
contemporaries--noted for his zeal and energy in the successful
management of a great Public Department, and as the founder of a
system of Popular Education.... In this estimate of Dr. Ryerson's
labours they were quite correct. And in their appreciation of the
statesmanlike qualities of mind, which devised and developed such a
system in the midst of difficulties which would have appalled less
resolute hearts, they were equally correct.

"But, after all, how immeasurably does this partial historical view of his character and labours fall short of a true estimate of that character and of those labours!

"In a point of fact, Dr. Ryerson's great struggle for the civil and religious freedom which we now enjoy, was almost over when he assumed the position of Chief Director of our Educational System. No one can read the record of his labours from 1825 to 1845, as detailed in the pages of this 'story' without being impressed with the fact that, had he done no more for his native country than that which is therein recorded, he would have accomplished a great work, and have earned the gratitude of his fellow-countrymen."

During all this time the friends of popular education were not idle. From 1827 and for many years Dr. Ryerson was engaged in waging war with the opponents of liberal institutions and religious equality. His chief antagonist was Dr. Strachan. The subjects in dispute related to a dominant church, the application of clergy-reserved lands to the purposes of education, and the liberation of the provincial university from exclusive control under the presidency of Dr. Strachan, first as archdeacon and afterwards as bishop. Not being eligible to the popular branch of the Legislature (being a minister), Dr. Ryerson had to develop his powers of resistance to the dominant and ruling party in other directions; and this he did with wonderful success. As a writer and debater few equalled him in his presentation of facts, and in his skill in detecting the weak points of his adversary's position or argument. As a controversialist and pamphleteer he had confessedly no rival. He, therefore, was able to furnish his friends in the House of Assembly with facts and arguments which were irresistible. They passed resolutions and school bills time and again, but could not always induce the Legislative Council (Senate) to concur in their adoption. This state of things continued for many years, and with disastrous effects on the intellectual growth and well-being of the province. This fact is attested by indubitable witnesses, and is recorded in the proceedings of the House of Assembly of the time, as is shown in the extracts from its proceedings which I have already given.

EDUCATIONAL LEGISLATION IN THE UNITED PARLIAMENT OF 1841 AND 1843.

In 1840 the House of Assembly and Legislative Council of Upper Canada ceased to exist, and the two Provinces of Upper and Lower were united under one Legislature.

The momentous political events which preceded this union, and which led to the total disruption of all political parties and combinations, were very salutary in their effects. Under the liberal policy pursued by the Home Government, after the publication of Lord Durham's report, grievances were redressed, and a broad and comprehensive scheme of popular government inaugurated. The result was that the wise and statesmanlike measures, designed to promote public tranquility and local self-government, were proposed to and adopted by the Legislature.

Amongst these was a measure providing for the establishment of a municipal council in each local division of the Province of Upper Canada (and partly so in Lower Canada) for the regulation of internal matters.

In recommending the scheme of Common School Education to the favorable consideration of the first Parliament of United Canada, in 1841, Lord Sydenham, the first Governor-General, used the following language:--

A due provision for the education of the people is one of the
first duties of the State, and, in this province especially,
the want of it is grievously felt. The establishment of an
efficient system, by which the blessings of instruction may be
placed within the reach of all is a work of difficulty, but its
overwhelming importance demands that it should be undertaken.
I recommend the consideration of that subject to your best
attention, and I shall be most anxious to afford you, in your
labours, all the co-operation in my power. If it should be found
impossible so to reconcile conflicting opinions as to obtain a
measure which may meet the approbation of all, I trust that, at
least, steps may be taken by which an advance to a more perfect
system may be made, and the difficulty under which the people of
this province now labor may be greatly diminished, subject to
such improvements hereafter as time and experience may point out.

The enlightened expectations of the Governor-General were, happily, realized. But so diverse were the populations of the two Canadas thus united, and so different were their social conditions, that the School Act then passed was repealed two years afterward (in 1843), and a school bill for each Province was passed by the Legislature in that year. Provision for Roman Catholic and Protestant Separate Schools was made in both Acts.[44]

[44] This Retrospect would not be complete without reference, in
fuller detail, to the history of the Separate School question and
to legislation on it in Upper Canada. It was found, however, to be
so extensive a subject that no adequate justice could be done to
it in this somewhat brief Retrospect. The writer has, therefore,
prepared a full and exhaustive paper on the subject, which will be
published separately, should it be considered desirable. The details
given are largely personal, and, therefore, of special interest.
In addition to private letters bearing on the subject, the paper
contains official and other authentic information in regard to the
whole question.

On this system was ingrafted, by means of a separate Act applicable to the whole Province, a scheme of public education, with a liberal provision ($200,000 per annum) for its maintenance.

ORIGIN OF THE ANNUAL GRANT OF $200,000 FOR THE COMMON SCHOOLS IN 1841.

In a letter to the writer of this Retrospect, from the Hon. Issac Buchanan, dated 11th April. 1883, in reply to some enquiries in regard to the appointment of Dr. Ryerson, Mr. Buchanan thus related the circumstances under which the munificent sum of $200,000 a year was granted by the Legislature in 1841 for the support of the then newly-established Common Schools in Upper and Lower Canada. He said:--"This first attempt of mine to get an endowment for education (out of the Clergy Reserve Fund), failed as there was no responsible government then. But five years afterwards when my election for Toronto had carried Responsible Government, and before the first parliament met, I was talking to the Governor-General (C. Poulett Thompson, Lord Sydenham). He felt under considerable obligation to me for standing in the breach when Mr. Robert Baldwin found that he could not succeed in carrying Toronto.... He spoke of Canada as 'a drag upon the mother country.' I replied warmly ... for I felt sure (as I told him), that if we were allowed to throw the affairs of the Province into regular books ... we would show a surplus over expenditure. His Excellency agreed to my proposal, and I stipulated that, if we showed a yearly surplus, one half would be given as an endowment for an educational system. Happily we found that Upper Canada had a surplus revenue of about £100,000 ($400,000), one half of which the parliament of 1841 laid aside for education, the law stipulating that every District Council getting a share of it would tax locally for as much more, and this constituted the fund of your educational system."

EDUCATIONAL EFFORTS OF DR. RYERSON UP TO THIS TIME.

Up to this time Dr. Ryerson's energies, as I have shown, were wholly engrossed in contending for the civil and religious rights of the people. He had also, ten years before, projected and collected money for the establishment of an academy or college for higher education at Cobourg, on the north shore of Lake Ontario. His efforts in this, and in the establishment of the Victoria College at Cobourg, as a university, in 1840, aroused a widespread interest in education generally, which bore good fruit afterward. This university has now been in operation forty-eight years, and from it the first arts graduate in Upper Canada was sent forth in 1846. Its first president was the Rev. Dr. Ryerson; the second was the Rev. Dr. Macnab, now of Bowmanville. Its late distinguished president, the Rev. Dr. Nelles, was Dr. Ryerson's pupil. He held his position with honor to himself for thirty-six years, and died in October, 1887, deeply and universally regretted by the entire community.

FIRST APPOINTMENT OF A SUPERINTENDENT OF EDUCATION FOR UPPER CANADA.

In the _Canada Gazette_ of May, 1842, the following announcement was made:--

"SECRETARY'S OFFICE, KINGSTON, 11th May, 1842.

"His Excellency the Governor-General has been pleased to make
the following appointments:--

"The Honorable Robert Sympson Jameson, Vice-Chancellor, to be
Superintendent of Education, under the Provincial Act, 4th and
5th Victoria, chapter 18.

"The Reverend Robert Murray and Jean Baptiste Meilleur, Esquire,
to be Assistant Superintendents of Education for Western and
Eastern Canada, respectively.

"By command,

"S. B. HARRISON, Provincial Secretary."

Had the Governor-General, Lord Sydenham, not met with the fatal accident which terminated his life, in September, 1841, the Rev. Dr. Ryerson would, without doubt, as I have shown in "The Story of my Life," have been appointed in that year. Mr. Murray, who was neighbor and friend of the Hon. S. B. Harrison, of Bronte, near Oakville, then Provincial Secretary, was nominated by him, and received his appointment from Lord Sydenham's successor, Sir Charles Bagot.

In point of fact, the appointment was first spoken of to Dr. Ryerson by Lord Sydenham himself, in the autumn of 1841. The particulars of that circumstance are mentioned in detail in a letter written by Dr. Ryerson to T. W. C. Murdoch, Esq., Private Secretary to Sir Charles Bagot, on the 14th January, 1842. Dr. Ryerson said:--

"In the last interview with which I was honoured by [Lord Sydenham], he intimated that he thought I might be more usefully employed for this country than in my present limited sphere; and whether there was not some position in which I could more advantageously serve the country at large. I remarked that I could not resign my present official position in the Church, with the advocacy of whose interests I had been entrusted, until their final and satisfactory adjustment by the Government, as I might thereby be represented as having abandoned or sacrificed their interests; but that after such adjustment I should feel myself very differently situated, and free to do anything which might be beneficial to the country, and which involved no compromise of my professional character; that I knew of no such position likely to be at the disposal of the Government except the superintendency of Common Schools (provided for in the Bill then before the Legislature), which office would afford the incumbent a most favorable opportunity, by his communications, preparation and recommendation of books for libraries, etc., to abolish differences and jealousies on minor points; to promote agreement on great principles and interests; to introduce the best kind of reading for the youth of the country; and the not onerous duties of which office would also afford him leisure to prepare publications calculated to teach the people at large to appreciate, upon high moral and social considerations, the institutions established amongst them; and to furnish, from time to time, such expositions of great principles and measures of the administration as would secure the proper appreciation and support of them on the part of the people at large. Lord Sydenham expressed himself as highly gratified at this expression of my views and feelings; but the passing of the Bill was then doubtful, although His Lordship expressed his determination to get it passed if possible, and give effect to what he had proposed to me, and which was then contemplated by him."

"What afterwards grew to be the Department of Education was (under the first general school law, passed in 1841, for the whole of the Province of Canada) originally a subordinate branch of the Provincial Secretary's office at Kingston. That for Upper Canada was managed by Assistant Superintendent Rev. Robert Murray, M.A., and one clerk (Mr. Robert Richardson). The nominal Chief Superintendent, as above noted, was the Hon. Vice-Chancellor Jameson. On the repeal of the General School Act of 1841 and the passing of a separate Act for each province in 1843 the Education branch of the Provincial Secretary's office was divided and reconstructed. The divisions then made were designated respectively "Education Office (East) and Education Office (West)."[45]