,transcriber's note3 ,text enclosed by underscores is in italics 7italics74 ,small capital text has been replaced with all capitals4 ,page #c3 ,,john ,,joseph ,,lynch--the denotes a cross symbol4 99 99 99 99 99 ,illustration3 cover ,illustration3 ,ryerson statue ,,ryerson ,,memorial ,,volume3 ,,prepared ,,on ,,the ,,occasion ,,of ,,the ,,unveiling ,,of ,,the ,,ryerson ,,statue ,,in ,,the ,,grounds ,,of ,,the ,,education ,,department ,,on ,,the ,,queen',s ,,birthday1 #ahhi4 ,,by ,j4 ,,george ,,hodgins1 ,m4,a41 ,,ll4,d41 ,,barrister-,,at-,,law1 ,,and ,,deputy ,,minister ,,of ,,education4 ,,toronto3 ,,printed ,,by ,,warwick ,,sons #fh ,,and #gj ,,front ,,street ,,west4 #ahhi4 ,,prefatory ,,note4 ,i have two reasons to give for the part which ,i have taken in the preparation of the latter part of this ,memorial ,volume4 ,the first is mentioned in the following paragraph from the brief resum of the historical and personal facts given in the volume1 and which ,i read on the day of the unveiling of the statue1 as follows3-- ,it devolves upon me1 as ,chairman of the 7,ryerson ,memorial ,statue7 ,committee1 and at the kind request of my colleagues--no less than as the life-long friend and fellow-labourer of him whose deeds and memory we honour to-day--to trace back to their source the origin and underlying principles of our system of education1 and to show that these underlying principles and other vital forces were so combined by a master-hand as to form the groundwork1 as they have1 in their combination1 become the charter of our educational system of to-day4 ,the second reason is contained in the following paragraphs--containing a brief record of ,dr4 ,ryerson's thirty-two years in the ,public ,service1 taken from ,the ,story of ,my ,life1 page #cea4 ,during my connection with the ,education ,department--from #ahdd to #ahgf--;,i made five educational tours of inspection and enquiry to educating countries in ,europe and the ,united ,states4 ,i made an official tour through each county in ,upper ,canada1 once in every five years1 to hold a ,county ,convention of municipal councillors1 clergy1 school trustees1 teachers and local superintendents1 and thus developed the ,school system as the result of repeated inquiries in foreign countries1 and the freest consultation with my fellow-citizens of all classes1 in the several ,county ,conventions1 as well as on many other occasions4 ,during the nearly thirty-two years of my administration of the ,education ,department1 ,i met with strong opposition at first from individuals--some on personal1 others on religious and political grounds2 but that opposition was1 for most part1 partial and evanescent4 ,during these years ,i had the support of each successive administration of ,government1 whether of one party or the other1 and1 at length1 the co-operation of all religious persuasions2 so that in #ahgf ,i was allowed to retire1 with the good-will of all political parties and religious denominations1 and without diminution of my public means of subsistence4 ,i leave to ,dr4 ,j4 ,george ,hodgins1 my devoted friend of over forty years1 and my able colleague for over thirty of these years1 the duty of filling up the details of our united labours in founding a system of education for my native ,province which is spoken of in terms of strong commendation1 not only within1 but by people outside of the ,dominion4#a #a ,it is the purpose of the writer of this ,retrospect 7in accordance with ,dr4 ,ryerson's oft expressed wish7 to prepare another volume1 giving1 from private letters1 memoranda1 and various documents1 a personal history of the founding and vicissitudes of our educational system from #ahdd to #ahgf inclusive4 ,my own estimate of ,dr4 ,ryerson's educational life and labours is contained in the following paragraphs1 which were written by me in #ahhc3-- ,dr4 ,ryerson's fame in the future will mainly rest upon the fact that he was a distinguished ,canadian ,educationist1 and the ,founder of a great system of ,public ,education for ,upper ,canada4 ,what makes this distinguishing excellence in his case the more marked1 was the fact that the soil on which he had to labour was unprepared1 and the social condition of the country was unpropitious4 ,english ideas of schools for the poor1 supported by subscriptions and voluntary offerings1 prevailed in ,upper ,canada2 free schools were unknown2 the very principle on which they rest--that is1 that the ratable property of the country is responsible for the education of the youth of the land--was denounced as communistic and an invasion of the rights of property2 while compulsory education--the proper and necessary complement of free schools--was equally denounced as of the essence of ,prussian despotism1 and an impertinent and unjustifiable interference with the rights of ,british subjects4 ,it was a reasonable boast at the time that only systems of popular education1 based upon the principle of free schools1 were possible in the republican ,american ,states1 where the wide diffusion of education was regarded as a prime necessity for the stability and success of republican institutions1 and1 therefore1 was fostered with unceasing care4 ,it was the theme on which the popular orator loved to dilate to a people on whose sympathies with the subject he could always confidently reckon4 ,the practical mind of ,dr4 ,ryerson1 however1 at once saw that the ,american idea of free schools was the true one4 ,he moreover perceived that by giving his countrymen facilities for freely discussing the question among the ratepayers once a year1 they would educate themselves into the idea1 without any interference from the ,state4 ,these facilities were provided in #ahej2 and for twenty-one years the question of free schools versus rate-bill schools 7fees1 etc47 was discussed every ,january in from #c1jjj to #e1jjj school sections1 until free schools became voluntarily the rule1 and rate-bill schools the exception4 ,in #ahga1 by common consent1 the free school principle was incorporated into our school system by the ,legislature1 and has ever since been the universal practice4 ,in the adoption of this principle1 and in the successful administration of the ,education ,department1 ,dr4 ,ryerson at length demonstrated that a popular 7or1 as it had been held in the ,united ,states1 the democratic7 system of public schools was admirably adapted to our monarchical institutions4 ,in point of fact1 leading ,american educationists have often pointed out that the ,canadian system of public education was more efficient in all of its details1 most practically successful in its results1 than was the ordinary ,american school system in any one of the ,states of the ,union4 ,thus it is that the fame of ,dr4 ,ryerson as a successful founder of our educational system1 rests upon a solid basis4 ,what has been done by him will not be undone2 and the ground gone over by him will not require to be traversed again4 ,but ,i forbear1 as ,i hope to devote a volume to the private and personal history of our educational system4 99 99 99 99 99 ,the first part of this volume contains an interesting account from the leading daily papers of ,toronto of the ceremony of unveiling the great statue to a distinguished native of ,ontario and a truly representative man--representative of her enterprize1 energy and progress4 ,as such1 many of the leading men of the ,province assembled on the ,queen's ,birthday to do honour to his memory4 ,it also contains the addresses in full of those gentlemen who were appointed by their respective institutions1 etc41 to that duty1 and who kindly consented to take part in the ceremonies and proceedings of the day4 ,the second part of the volume contains a statement of the origin1 with illustrations1 of the underlying principles of our system of education--primary1 secondary and university4 ,there has also been added at the end some historical and personal sketches--some of them of a humorous cast--but all illustrative of the early days of education in this ,province1 and its vicissitudes of light and shade4 ,they admirably serve to bring out in strong relief the present state of efficiency of our system of public instruction1 as well as the substantial progress which has been made by it in its various departments since the early educational pioneers of ,upper ,canada first attempted to give it form and substance1 over fifty years ago4 ,the photograph from which the frontispiece is printed was by ,mr4 ,j4 ,bruce1 of #aah ,king street west1 ,toronto4 ,j4 ,g4 ,h4 ,,toronto1 #bdth ,may1 #ahhi4 ,,personal ,,note4 ,a few days after the ceremony of unveiling the ,statue1 ,i received the following very kind note from ,rev4 ,dr4 ,ryerson's only son3-- #bg ,,cecil ,,st41 ,,toronto1 ,may #bhth1 #ahhi4 ,,my ,,dear ,,dr4 ,,hodgins1--,the #bdth of ,may was indeed a red-letter day to me and to my family2 and one ,i shall never forget4 ,the ,statue and ,pedestal are beyond anything ,i expected2 and the likeness is excellent4 ,allow me to thank you very heartily for your eloquent ,historical ,paper1 and the touching references to my dear ,father4 ,i know that all you did was a labour of love4 ,but ,i cannot allow this event to pass without expressing to you our deep gratitude for the time and pains you have taken in successfully carrying out this splendid memorial to my revered ,father4 ,mrs4 ,ryerson joins me in very kind regards4 ,believe me1 ,yours very faithfully1 ,c4 ,,egerton ,,ryerson4 ,j4 ,,george ,,hodgins1 ,esq41 ,,ll4,d41 ,toronto4 ,,contents4 ,,page4 ,title and ,prefatory ,note iii4 ,,chapter ,i4 ,preliminary ,remarks #a ,appeal for ,funds for the ,erection of the ,statue #c ,the ,financial ,results of the ,appeal ,made--,particulars of the ,statue #e ,programme of ,arrangements for ,unveiling the ,statue #e ,inscription on the ,statue ,pedestal #f ,record of ,rev4 ,dr4 ,ryerson's ,services #g ,,chapter ,,ii4 ,report of ,ceremony of ,unveiling the ,statue 7from ,the ,globe7 #h ,address of the ,hon4 ,g4 ,w4 ,ross1 ,minister of ,education #i ,the ,statue ,unveiled by ,sir ,alexander ,campbell1 ,lieutenant-,governor #aa ,report of the unveiling by ,the ,empire and ,the ,mail #ac ,comments of the ,press on the ,unveiling of the ,statue #ae ,,chapter ,,iii4 ,,the ,,addresses ,,delivered ,,at ,,the ,,unveiling ,,of ,,the ,,statue1 ,,viz43 #a4 ,by ,mr4 ,robert ,mc,queen1 ,president of the ,teachers' ,association of ,ontario #ag #b4 ,by ,alderman ,mc,millan1 ,acting ,mayor of ,toronto #ai #c4 ,by ,hon4 ,senator ,macdonald1 representing the ,university of ,toronto #bj #d4 ,by ,rev4 ,dr4 ,burwash1 representing the ,university of ,victoria ,college #bb #e4 ,by ,sandford ,fleming1 ,,ll4,d41 ,c4,m4,g41 representing the ,university of ,queen's ,college #bc #f4 ,by ,rev4 ,professor ,clark1 ,m4,a41 representing the ,university of ,trinity ,college #bd #g4 ,by ,professor ,t4 ,h4 ,rand1 ,d4,c4,l41 representing ,mc,master ,university #be ,,chapter ,,iv4 ,,education ,,in ,,ontario1 ,,past ,,and ,,present--,,an ,,historical ,,retrospect1 ,,by ,j4 ,,george ,,hodgins1 ,m4,a41 ,,ll4,d41 ,,viz43 ,significance of the ,event of the ,day #bg ,the ,ontario ,system of ,education--,its ,influence ,abroad #bg ,comprehensive ,character of the ,ontario ,educational ,system #bh ,character and ,system of ,education ,abroad1 and ,lessons ,therefrom #bi ,educational ,lessons to be ,learned ,outside of ,ontario #bi ,three ,educational ,periods in the ,history of ,ontario #cj ,colonial ,chapter in the ,history of ,american ,education #cj ,the ,nine ,british ,colonial ,universities in the ,thirteen ,colonies #cb ,the ,united ,empire ,loyalist ,period in ,upper ,canada #cf ,governor ,simcoe's ,educational ,views in #agie #cg ,early ,beginnings of ,education in ,upper ,canada1 #aghe-ahje #cg ,state of ,education in ,upper ,canada1 #agie-agii #ch ,first ,official ,educational ,movements in ,upper ,canada1 #agig1 #agih #ch ,educational ,pioneers in ,upper ,canada #ci ,early ,efforts to ,establish ,common ,schools1 #ahaf-ahbj #dj ,state of ,education in ,upper ,canada1 #aghd-ahai #da ,fitful ,educational ,progress from #ahbb to #ahbi #da ,state of ,education in ,upper ,canada1 #ahbg-ahbi #db ,rev4 ,dr4 ,strachan's ,course of ,study in ,grammar ,schools1 #ahbi #dc ,rev4 ,dr4 ,strachan's ,system of ,school ,management #dd ,rev4 ,dr4 ,strachan's ,career as a ,teacher #de ,mr4 ,joseph ,hume's ,essay on ,education1 edited by ,mr4 ,w4 ,l4 ,mac,kenzie #df ,vicissitudes of ,education in ,upper ,canada1 #ahcj-ahci #df ,educational ,efforts in the ,house of ,assembly1 by ,mr4 ,m4 ,burwell1 #ahca-ahcf #dg ,efforts at ,educational ,legislation1 by ,dr4 ,charles ,duncombe1 #ahca-ahcf #dh ,continued ,educational ,efforts of ,mr4 ,burwell in the ,house of ,assembly #ej ,early ,opinions on the ,necessity for ,manual or ,industrial ,education in our ,schools #ea ,later ,opinions 7on the same subject7 #ea ,further ,educational ,efforts in the ,house of ,assembly1 #ahce1 #ahcf #eb ,analysis of ,dr4 ,charles ,duncombe's ,report on ,education1 #ahcf #ec ,summary of1 and ,reflection on1 these ,educational ,efforts from #ahcj to #ahci #ed ,extracts from ,official ,reports on ,education in ,upper ,canada in #ahch #ee ,influences by ,american ,teachers and ,school ,books ,deprecated #ee ,extracts from ,report of an ,education ,commission in #ahci #eg ,educational ,opinions of ,prominent ,public ,men in #ahci #eh ,separate ,educational ,forces ,shaping ,themselves in ,upper ,canada #ei ,noted ,educational ,leaders--,dr4 ,strachan and ,dr4 ,ryerson #ei ,the ,educational ,efforts of the ,u4 ,e4 ,loyalists and the ,ruling ,party #fj ,an ,educational ,glance ,backwards #fj ,provision for ,higher ,education in ,upper ,canada by the ,imperial ,government #fb ,rev4 ,dr4 ,strachan as an ,educator #fb ,rev4 ,dr4 ,strachan's ,reasons for ,establishing a ,university in ,upper ,canada #fd ,rev4 ,dr4 ,strachan1 the ,founder of ,two ,universities in ,toronto #fe ,the ,university of ,toronto #ff ,the ,university of ,victoria ,college #ff ,the ,queen's ,college ,university #fi ,the ,university of ,trinity ,college #gj ,the ,r4 ,c4 ,university ,college at ,ottawa #gj ,the ,western ,university1 ,london #gj ,the ,mc,master ,university #ga ,upper ,canada ,college--,albert ,college--,woodstock ,college--,the ,school of ,practical ,science1 and various colleges and schools1 etc4 #ga ,rev4 ,dr4 ,ryerson's advocacy of ,popular ,rights1 #ahbg-ahda #gb ,educational ,legislation in the ,united ,parliament of #ahda and #ahdc #gb ,origin of the annual grant of #bjj1jjj for ,common ,schools in #ahda #gc ,educational efforts of ,rev4 ,dr4 ,ryerson up to this time #gd ,first appointment of a ,superintendent of ,education for ,upper ,canada1 #ahdb #gd ,appointment of ,rev4 ,dr4 ,ryerson as ,superintendent of ,education1 #ahdd #ge ,rev4 ,dr4 ,ryerson's ,report on a ,system of ,public ,instruction for ,upper ,canada #ge ,chief features of ,dr4 ,ryerson's first report and ,school ,bill1 #ahdf #gg ,objections to ,dr4 ,ryerson's ,school ,bill of #ahdf1 answered4 #gg ,first and ,second ,councils of ,public ,instruction1 #ahdf and #ahej4 #gh ,religious ,instruction in the ,common ,schools1 #ahdf4 #gi ,state of ,common ,school ,education in ,upper ,canada1 #ahde4 #hj ,school ,houses and ,school ,teachers in #ahde-ahej4 #ha ,combined opposition to the projected system of ,education4 #hb ,educational ,proceedings of ,district ,councils in #ahdg1 #ahdh4 #hc ,estimate of ,lord ,elgin's character by ,hon4 ,w4 ,h4 ,draper4 #hd ,invaluable assistance given to ,dr4 ,ryerson by ,lord ,elgin4 #he ,proceedings of the ,first ,council of ,public ,instruction4 ,the ,normal ,school4 #hf ,laying the corner stone of the ,new ,normal ,school ,buildings1 #ahea4 #hg ,the ,county ,model ,schools of #ahdc-ahej4 #hh ,fundamental ,principles of ,dr4 ,ryerson's ,scheme of ,education4 #ij ,can ,upper ,canada ,emulate the ,state of ,new ,york in ,educational ,matters8 #ij ,establishment of the ,educational ,depository and its ,results4 #ib ,abstract of ,depository ,schedule ,presented to the ,legislature in #ahgg4 #ib ,dr4 ,ryerson a ,commissioner on ,king's ,college1 ,new ,brunswick1 in #ahed4 #ic ,chronological ,sketch of ,dr4 ,ryerson's ,educational ,work1 #ahee1 etc4 #id ,bishop ,fraser's ,estimate of the ,upper ,canada ,system of ,education in #ahfc4 #ie ,character of the ,important ,school ,legislation of #ahga4 #ig ,review of the ,school ,legislation of #ahga4 #ih ,objections to ,improve our ,school ,system ,answered4 #ih ,necessity for the ,change in the ,school ,law of ,ontario in #ahga4 #ajj ,hon4 ,adam ,crooks on the ,school ,inspection ,legislation of #ahga4 #aja ,inspector ,harcourt's opinion of the effect of the ,school ,act of #ahga4 #aja ,inspector ,mc,kee1 of the ,county of ,simcoe1 on the ,school ,act of #ahga4 #aja ,,chapter ,v4 ,a ,,special ,,chapter ,,on ,,the ,,state ,,of ,,education ,,in ,,the ,,olden ,,time ,,in ,,upper ,,canada4 #ajc ,hon4 ,j4 ,sandfield ,macdonald's ,school ,days--,his ,reminiscences of them4 #ajc ,hon4 ,charles ,clarke on ,education in the ,county of ,wellington under ,dr4 ,ryerson's ,administration4 #ajd ,early ,school ,legislation in #ahda1 #ahdc and #ahdf4 #ajd ,inferior ,qualification of ,teachers and ,varied ,methods of ,teaching4 #aje ,dr4 ,ryerson's ,test of the ,intelligence of a ,school ,section4 #aje ,the ,character of the ,school-,house1 also a ,test4 #ajf ,school ,condition of the ,county of ,wellington in #ahdg4 #ajf ,great ,educational ,advance made by the ,province of ,ontario since #ahdg4 #ajg ,great ,advance also in the ,standard of ,teaching ,ability4 #ajh ,rev4 ,w4 ,h4 ,landon on the ,state of ,education in ,upper ,canada in #ahdg-ahdi4 #aji ,the ,old ,log ,school-,house and its ,belongings4 #aaj ,the ,pioneer ,teacher and the ,trials of ,boarding-,round4 #aaa ,the ,old ,school ,house 7,poetry74 #aac ,mr4 ,canniff ,haight on the ,schools ,fifty ,years ,ago4 #aac ,a ,school ,teacher's ,personal ,experience in #ahfe4 #aad ,mr4 ,james ,cumming's ,reminiscences of ,education in ,hamilton in #ahdg-aheb4 #aaf ,education in the ,county of ,simcoe1 #aheb-ahgb4 #aag ,,chapter ,,vi4 ,,personal ,,chapter ,,relating ,,to ,,the ,,rev4 ,,dr4 ,,ryerson #aai ,his ,early ,life1 as ,sketched by ,himself #aai ,rev4 ,dr4 ,ryerson as a ,teacher #aba ,the ,rev4 ,dr4 ,ryerson and ,his ,native ,county of ,norfolk #abb ,closing ,official ,acts and ,utterances of ,dr4 ,ryerson #abd ,reasons for ,dr4 ,ryerson's ,retirement as ,chief ,superintendent of ,education #abe ,dr4 ,ryerson's ,letter of ,resignation in #ahfh and ,reply to it #abf ,dr4 ,ryerson's ,letter of ,resignation in #ahgb and ,reply to it #abh ,a ,,few ,,words ,,personal ,,to ,,the ,,writer ,,of ,,this ,,retrospect #acj ,,the ,,ryerson ,,memorial ,,volume4 ,,preliminary4 ,the ,rev4 ,dr4 ,ryerson's death occurred on the #aith of ,february1 #ahhb4 ,early in the next month the following circular was issued3-- ,a preliminary meeting of trustees1 inspectors and teachers connected with ,public1 ,separate and ,high ,schools--past and present--will be held in the theatre1 or public hall1 of the ,education ,department1 on ,tuesday afternoon1 the #adth instant1 at #d4cj1 to consider the proposal to erect a monument or other tribute of love and esteem to the memory of the late revered founder of the educational system of ,ontario4 ,j4 ,,george ,,hodgins1 ,toronto1 ,march1 #ahhb4 ,convener4 ,the following account of the meeting appeared in ,the ,mail newspaper of the #aeth ,march3-- ,a meeting of those connected with educational matters was held in the theatre of the ,normal ,school yesterday afternoon1 to consider the proposal to erect a monument or other token of esteem to the memory of the late ,dr4 ,ryerson4 ,there were present1 ,drs4 ,hodgins1 ,davies1 ,carlyle1 ,tassie2 ,inspectors ,hughes1 ,mc,kinnon1 ,mc,brien1 ,little1 ,fotheringham2 ,messrs4 ,james ,bain1 ,g4 ,mc,murrich1 and ,crombie1 ,public ,school trustees1 ,toronto2 ,thomas ,kirkland1 ,m4,a41 ,normal ,school2 ,mrs4 ,riches1 ,misses ,e4 ,a4 ,scarlett1 ,m4 ,l4 ,williams1 ,boulton and ,tomlinson2 ,messrs4 ,mc,allister1 ,doan1 ,lewis1 ,spence1 ,mc,causland1 ,martin1 ,clarke1 ,coyne1 ,parker1 ,cassidy1 ,campbell1 teachers of ,toronto city schools4 ,dr4 ,hodgins was appointed chairman1 and ,mr4 ,james ,l4 ,hughes secretary4 ,letters expressing regret at inability to attend were read from ,mr4 ,g4 ,w4 ,ross1 ,m4,p41 ,inspectors ,scarlett1 ,bigg and ,platt1 and ,mr4 ,w4 ,j4 ,gage4 ,also a letter from the ,minister of ,education1 to the effect that every inspector and teacher was at full liberty to take such action as he might think proper in connection with so laudable an object as the erection of a memorial to the late superintendent4 ,dr4 ,hodgins related the circumstances which had led to the calling of a meeting1 and said that the object was to unite all persons in any way connected with schools in a tribute of affection to the late chief1 even the children might contribute a mite4 ,there was some difference of opinion as to whether the tribute should take the form of a monument in the cemetery1 or a statue in the ,normal ,school grounds4 ,he mentioned ,dr4 ,ormiston as having taken a very strong interest in the matter4 ,on motion of ,mr4 ,mc,allister1 seconded by ,mr4 ,mc,murchy1 a resolution expressing the approval1 by the meeting1 of the proposal to erect a memorial was unanimously adopted4 ,mr4 ,hughes suggested that a central committee of organization be appointed1 and that local associations be formed in every county4 ,messrs4 ,fotheringham1 ,mc,murchy1 ,george ,mc,murrich1 ,mc,allister and ,brother ,odo1 were appointed to nominate the central committee4 ,their report was presented to the meeting1 and adopted with some amendments4 ,in the discussion which took place1 the general opinion was that the memorial should take the form of a statue of the late ,chief ,superintendent1 to be erected in the ,normal ,school grounds1 ,mr4 ,bain being one of those who strongly urged this view4 ,mr4 ,inspector ,fotheringham thought that the amount of the contribution should be limited so as to make it general1 and suggested one dollar for each teacher and trustee1 and ten cents for each child1 corporate bodies being left to their own discretion4 ,the chairman having called for suggestions as to the formation of local committees1 ,mr4 ,little1 ,inspector for ,halton1 thought that the inspector for each county should appoint the teachers and trustees of each school to open a subscription list4 ,mr4 ,mc,brien1 ,inspector for ,ontario ,county1 suggested that the inspectors should send a postcard to every teacher in the county1 requesting him to convene a meeting in his section4 ,mr4 ,mc,kinnon1 ,inspector for ,peel1 was in favor of ,mr4 ,little's plan4 ,there was also considerable discussion as to whether others besides those directly connected with the schools should be asked to contribute4 ,it was urged on the one hand that the tribute would come more fittingly from those more peculiarly interested in education1 and on the other that it should be made national in its character1 especially as a large majority of the people had been educated1 and their characters formed under the school system of which ,dr4 ,ryerson was the founder4 ,these questions were left for future consideration1 and1 after a vote of thanks to the chairman1 the meeting adjourned4 99 99 99 99 99 ,as the result of that meeting the following circular was issued by the secretary on the #aeth ,march3-- ,at a preliminary meeting of trustees1 inspectors and teachers connected with ,public1 ,separate and ,high ,schools1 held in the public hall of the ,education ,department on the #adth instant1 the following gentlemen were appointed members of a central committee to carry out the resolution unanimously agreed to by the meeting1 viz43 to collect funds with which to erect a monument or other tribute of love and esteem to the memory of the late revered founder of the educational system of ,ontario1 viz43-- ,dr4 ,hodgins1 chairman2 ,rev4 ,principal ,davies2 ,principal ,mc,cabe2 ,rev4 ,dr4 ,ormiston1 of ,new ,york2 ,president ,wilson and ,prof4 ,g4 ,p4 ,young1 ,toronto ,university2 ,archbishop ,lynch2 ,rev4 ,provost ,body1 ,trinity ,college2 ,rev4 ,principal ,caven1 ,knox ,college2 ,rev4 ,president ,castle1 ,toronto ,baptist ,college2 ,rev4 ,father ,vincent1 ,superior1 ,st4 ,michael's ,college2 ,rev4 ,president ,nelles1 ,victoria ,university2 ,very ,rev4 ,principal ,grant1 ,queen's ,university2 ,a4 ,mc,murchy1 ,m4,a41 ,president of ,ontario ,teachers' ,association2 ,very ,rev4 ,dean ,grassett1 ,chairman of ,collegiate ,institute ,board2 ,edward ,galley1 ,esq41 ,chairman1 ,public ,school ,board2 ,vicar-,general ,rooney1 ,chairman1 ,separate ,school ,board2 ,dr4 ,mc,lellan1 ,inspector1 ,high ,schools2 ,mr4 ,white1 ,inspector1 ,separate ,schools for ,ontario2 ,rev4 ,brother ,tobias1 city ,inspector of ,separate ,schools2 ,j4 ,s4 ,carson1 ,esq41 ,chairman of inspectors' section ,ontario ,teachers' ,association2 ,r4 ,lewis1 ,esq41 chairman of ,public ,school section2 ,d4 ,c4 ,mc,henry1 ,m4,a41 chairman of ,high ,school section2 also the ,public ,school ,inspectors throughout the ,province as ex officio members1 7,messrs4 ,d4 ,fotheringham and ,j4 ,r4 ,miller74 ,mr4 ,james ,l4 ,hughes was appointed secretary of the committee1 and ,mr4 ,walter ,s4 ,lee1 treasurer4#b #b ,james ,carlyle1 ,esq41 ,m4,d41 ,master in the ,normal ,school1 was subsequently appointed joint secretary with ,mr4 ,hughes4 ,both rendered most valuable service in promoting the object in view4--,j4 ,g4 ,h4 ,as some gentlemen here named declined1 and others ceased to act1 the committee was finally reduced to nineteen members1 including the chairman1 secretaries1 treasurer and the new appointments4 ,only those whose names are printed in italics were members of the committee at the time the statue was unveiled in #ahhi--seven years after their appointment4 ,the following were the members of the committee at the time of the unveiling1 viz43-- ,rev4 ,principal ,caven1 ,d4,d41 ,rev4 ,dr4 ,potts1 ,hon4 ,g4 ,w4 ,ross1 ,minister1 ,rev4 ,h4 ,w4 ,davies1 ,d4,d41 ,hon4 ,senator ,macdonald1 ,principal ,kirkland1 ,m4,a41 ,rev4 ,w4 ,h4 ,withrow1 ,d4,d41 ,principal ,dickson1 ,m4,a41 ,rev4 ,hugh ,johnston1 ,d4,d41 ,rector ,mc,murchy1 ,m4,a41 ,mr4 ,g4 ,h4 ,robinson1 ,m4,a41 ex head master ,collegiate ,institute2 ,mr4 ,david ,fotheringham1 ,inspector of ,north ,york2 ,mr4 ,r4 ,doan1 ,mr4 ,s4 ,mc,allister1 public school teacher1 ,toronto1 and ,mr4 ,j4 ,r4 ,miller1 ex-inspector4 ,chairman1 ,j4 ,george ,hodgins1 ,,ll4,d42 joint secretaries1 ,mr4 ,james ,l4 ,hughes and ,james ,carlyle1 ,m4,d42 treasurer1 ,mr4 ,walter ,s4 ,lee4 ,the artist-sculptor was ,mr4 ,hamilton ,mc,carthy1 ,r4,c4,a41 and the contractor for pedestal1 ,mr4 ,f4 ,b4 ,gullett1 monumental sculptor4 ,,appeal ,,for ,,funds ,,for ,,erection ,,of ,,the ,,statue4 ,at a subsequent meeting of the committee1 ,rev4 ,dr4 ,ormiston and ,dr4 ,hodgins were requested to draw up an appeal soliciting aid for the proposed memorial4 ,dr4 ,ormiston did so as follows3-- ,appeal to ,trustees1 ,inspectors1 ,teachers and ,pupils--past and present--connected with ,public1 ,separate#c and ,high ,schools1 and to the other friends of ,education in the ,province of ,ontario2 from the ,general ,committee appointed at ,toronto on the #adth ,march1 #ahhb1 for the collection of funds with which to erect a ,monument1 or other ,tribute of ,esteem and ,admiration to the memory of the late ,rev4 ,dr4 ,ryerson1 founder of the ,educational ,system of ,ontario3 #c ,having asked ,archbishop ,lynch to commend this and subsequent appeals to the teachers of the ,separate ,schools1 he replied as follows3-- ,,st4 ,,michael',s ,,palace1 ,toronto1 ,december #ab1 #ahhb4 ,,my ,,dear ,,dr4 ,,hodgins1--,i do not like to assume a prominent part in writing to the teachers of the ,separate ,schools outside of my own diocese1 or to set an example which ,i fear would be criticized4 ,however1 ,i send you my subscription 7#aj7 towards the erection of the statue to the late lamented ,dr4 ,ryerson4 ,i am1 yours very sincerely1 ,,john ,,joseph ,,lynch1 ,archbishop of ,toronto4 ,j4 ,,george ,,hodgins1 ,,esq41 ,,ll4,d41 ,chairman1 etc4 7,the ,very ,reverend ,vicar-,general ,rooney also sent #aj1 as his subscription to the fund74 ,i also wrote to the ,rev4 ,father ,stafford1 of ,lindsay1 on the subject4 ,in his reply1 dated ,march #ith1 #ahhb1 he said3-- ,you ask my opinion as to whether the erection of a monument to the late ,dr4 ,ryerson will receive support from the ,separate ,schools8 ,not much from ,separate ,schools as such1 nor much from ,separate ,school supporters4 ,the recollection of the old controversy with the bishops of our ,church1 is still fresh in the memories of many4 ,i think some of the ,separate ,school teachers will subscribe--perhaps many of them4 ,personally1 ,i must give my mite4 ,i always found ,dr4 ,ryerson1 as you are aware1 very kind with me1 and very attentive to any suggestions ,i had to offer1 and very just in all his dealings with me4 ,i admired his ability and his love and enthusiasm for his work4 ,no one knows better than you my admiration for that man4 ,my idea is that the monument ought to be something very respectable--say1 got up something like the one to ,grattan1 or ,moore1 or ,burke1 near ,trinity ,college1 ,dublin2 and it ought to be erected in the ,normal ,school grounds4 ,i wished to send a word of sympathy to ,dr4 ,ryerson's family1 but ,i did not know where to address them4 ,will you kindly say a word for me to the proper person8 ,yours faithfully1 ,m4 ,,stafford1 ,pr4 ,,dr4 ,,hodgins1 ,toronto4 ,although still young our ,province has already been called to mourn the removal of not a few of her gifted sons1 who have severally adorned the different walks of public life4 ,in weight of character1 wealth of manhood1 and width of human sympathy1 the late ,chief ,superintendent of ,education1 stood amongst the foremost and mightiest of them all4 ,egerton ,ryerson was a man of rare diversity of gifts1 of remarkable energy1 and of abundant mental resources4 ,it would have been easy for him to have excelled in any one sphere of human greatness1 but it was his to stand high in several4 ,he was a many-sided man2 richly endowed in various ways4 ,he was a laborious farmer--a zealous student--a successful teacher--an eminent preacher--a prominent ecclesiastic--an influential editor--a forcible writer--a sagacious counsellor--a most efficient principal and professor--but he was chiefly noted as a great public educationist4 ,for a third of a century he was the head and inspiring genius of our school system1 establishing1 moulding1 adapting1 controlling it2 and this1 the main work of his life1 will endure and command in the future1 as it has in the past1 the admiration of all1 both at home and abroad4 ,during all these years he was the teacher's true friend1 and the ardent well-wisher of the young4 ,his sympathies--tender and true--as helpful as they were healthy1 went out to every earnest worker1 whether in acquiring or imparting knowledge4 ,the enquiring left his presence directed2 the downcast1 cheered2 the doubtful1 confirmed4 ,unselfish1 generous1 disinterested1 he devoted himself wholly to his work4 ,how often did his lip quiver and his eye fill when he addressed the gatherings of teachers and pupils1 upon whom he looked not only with the eye of a patriot1 but of a parent1--,ye are my children all4 ,we can never forget him2 we profoundly mourn our loss2 we fondly cherish his memory4 ,affection1 gratitude1 a sense of what is due to so eminent a man1 impel us to perpetuate that memory in some suitable way1 which will render such a noble life an inspiring example to young men now and in the coming days4 ,in obedience then1 to one of the purest and loftiest instincts of our nature1 let us unite in paying a common tribute of admiration and regard to the memory of him to whom we all sustained a common relationship1 and to whom we also1 without distinction as to nationality1 political preferences1 or religious belief1 can pay sincere homage1 as the founder of our present excellent and comprehensive system of education4 ,in honoring him we do honor to our common country1 and recognize our obligation to pay fitting homage to the great men of our ,dominion1 whose names1 with his1 are inscribed high upon the roll of ,canada's famous sons4 ,at intervals1 during the years #ahhb-ahhf1 circulars were issued by the committee to inspectors1 trustees and masters of ,high1 ,public and ,separate ,schools1 urging the collection of the necessary funds to erect the proposed memorial4 ,in order to aid in this work1 #g1ejj copies of a biographical sketch of ,dr4 ,ryerson and his educational work1 prepared by the chairman1 was sent to the inspectors for distribution4 ,the chairman also made the following suggestions to inspectors 7with a view to facilitate the collections from pupils71 which was generally acted upon1 viz43-- ,permit me to suggest a simple way of securing a response from each school3 ,you might request the teacher to give notice that1 on the following week1 he would devote five minutes at noon of each day to taking down a list of contributions 7from a cent upwards7 to the fund4 ,in this way the pupils--and everyone in the locality1 through the children--would have an opportunity of contributing his or her mite to the erection of a statue to one of ,canada's most honored sons4 ,the final circular issued by the committee was as follows3-- ,the appeal on behalf of the ,ryerson ,memorial ,fund has been responded to by about two-thirds of the public1 and less than one-third of the ,high-,schools in ,ontario4 ,the sum thus received amounts to #d1dbe4jj1 including accrued interest on the moneys received and invested4 ,the #g1ebj masters and teachers now employed in the ,public and ,high ,schools of ,ontario1 have not yet been appealed to1 as a body1 to contribute to this most desirable and patriotic object1 although many of them have sent in their subscriptions4 ,the ,general ,committee have1 therefore1 decided to make this appeal to them through the various teachers' associations4 ,the committee trust1 therefore1 that the individual masters and teachers concerned 7if they have not already done so7 will heartily and promptly respond to this appeal4 ,the words with which ,dr4 ,ormiston closes his appeal on behalf of this fund we would heartily commend to your sympathy and kind consideration4 ,we do so with the earnest hope that you will give them a substantial and practical application4 ,dr4 ,ormiston says3-- ,in obedience then1 to one of the purest and loftiest instincts of our nature1 let us unite in paying a common tribute of admiration and regard to the memory of him to whom we all sustained a common relationship1 and to whom we also1 without distinction as to nationality1 political preferences1 or religious belief1 can pay sincere homage1 as the founder of our present excellent and comprehensive system of education4 ,in honouring him we do honour our common country1 and recognize our obligation to pay fitting homage to the great men of our ,dominion1 whose names1 with his1 are inscribed high upon the roll of ,canada's famous sons4 ,the ,rev4 ,t4 ,bowman ,stephenson1 ,l4,l4,d41 delegate from the ,british to the ,general ,conference of the ,methodist ,church in ,canada1 in his recent address to that ,conference1 said1 referring to the late ,rev4 ,dr4 ,ryerson3-- ,that gentleman visited us in ,england twice4 ,old man as he then was1 he seemed younger than most of us4 ,i take him to have been one of those rare men who are never young and never old--old in wisdom whilst young in years--young in heart and feeling when already the snow is on the head4 ,eloquent1 logical1 far sighted1 generous1 independent1 courageous1 with an unhesitating faith in duty1 and a boundless love of freedom and justice1 he 'served his generation4'--,o how well the inspired words describe him--by the will of ,god1 'he fell on sleep4' ,,the ,,financial ,,results ,,of ,,the ,,appeals ,,made--,,particulars ,,of ,,the ,,statue4 ,the following is the financial result of the labours of the committee up to the date of its final meeting on the #ast of ,june1 #ahhi1 viz43-- ,subscriptions received #d1fdg #ie ,legislative grant #b1jjj #jj ,city of ,toronto grant #ejj #jj ,interest on deposits #a1aai #ad --------- #h1bfg #ji ,cost of bronze statue #e1ajj #jj ,coat of granite pedestal #b1fjj #jj ,fees and incidentals #cha #ji --------- #h1jha #ji --------- #ahf #jj ,to be expended on the ,memorial ,volume #ahf #jj ------- ,height of bronze figure #i feet #f inches4 ,height of granite pedestal #aj feet #f inches4 ,the granite of the pedestal is from a quarry at ,st4 ,george1 in ,new ,brunswick--a ,province which was the first early home of ,dr4 ,ryerson's father and mother1 after the close of the ,american ,revolutionary ,war4 ,dr4 ,ryerson's mother was a native of ,new ,brunswick as were his elder brothers and sisters4 ,,programme ,,of ,,arrangements ,,for ,,unveiling ,,the ,,statue4 ,the following was the programme of arrangements agreed to by the ,committee to be observed on the ,queen's ,birthday1 #ahhi1 at the ceremony of unveiling of the statue of the ,rev4 ,egerton ,ryerson1 ,d4,d41 ,,ll4,d41 founder of the school system of ,ontario1 #ahdd-ahgf1 ceremony to commence at two o'clock p4m43-- ,chairman for the ,day4--,the ,hon4 ,george ,w4 ,ross1 ,,ll4,d41 ,minister of ,education for ,ontario4 ,dedicatory ,hymn4--7,all ,people that on ,earth do ,dwell1 ,old ,hundred7 to be announced by the ,rev4 ,john ,burton1 ,b4,d4 ,selection of ,scripture4--,to be read by the ,rev4 ,john ,potts1 ,d4,d41 ,secretary of ,education of the ,methodist ,general ,conference4 ,dedicatory ,prayer4--,by the ,rev4 ,g4 ,m4 ,milligan1 ,b4,a41 ,minister of ,old ,st4 ,andrew's ,church1 ,toronto4 ,opening ,address4--,by the ,hon4 ,george ,w4 ,ross1 ,,ll4,d41 ,chairman of the ,day4 ,unveiling of the ,statue4--,by the ,hon4 ,sir ,alexander ,campbell1 ,k4,c4,m4,g41 ,lieutenant-,governor of ,ontario4 ,patriotic ,school ,song by the ,city ,school ,children4--,hurrah1 ,hurrah1 for ,canada6 to be led by ,mr4 ,perrin1 ,music ,teacher1 ,city ,schools4 ,historical ,paper on ,education in ,ontario4--,the abstract only was read by ,j4 ,george ,hodgins1 ,m4,a41 ,,ll4,d41 ,deputy ,minister of ,education for ,ontario4 ,address on behalf of the ,ontario ,teachers' ,association4--,by ,mr4 ,mc,queen1 ,president of the ,association1 #ahhi4 ,address on behalf of the ,citizens of ,toronto4--,by ,his ,worship the ,mayor1 ,e4 ,f4 ,clarke1 ,esq41 ,m4,p4,p4 7,mr4 ,clarke having gone to ,england1 the address was read by ,alderman ,mc,millan1 ,president of the ,city ,council1 and ,acting ,mayor pro tem74 ,patriotic ,song by the ,city ,school ,children4--,the ,maple ,leaf for ,ever6 ,address on behalf of the ,university of ,toronto4--,by the ,hon4 ,john ,macdonald1 ,senator4 ,address on behalf of ,victoria ,university4--,by the ,rev4 ,n4 ,burwash1 ,s4,t4,d41 ,chancellor of ,victoria ,university4 ,address on behalf of ,queen's ,university4--,by ,sandford ,fleming1 ,esq41 ,,ll4,d41 ,c4,m4,g41 ,chancellor of ,queen's ,university4 ,address on behalf of ,trinity ,university4--,by the ,rev4 ,professor ,william ,clark1 ,m4,a4 ,address on behalf of ,mc,master ,university4--,by ,t4 ,h4 ,rand1 ,esq41 ,d4,c4,l4 ,the ,national ,anthem4 ,benediction4--,pronounced by the ,right ,rev4 ,arthur ,sweatman1 ,d4,d41 ,d4,c4,l41 ,bishop of ,toronto4 ,representatives present4--,the ,mayor and ,corporation of the ,city of ,toronto1 ,chairman and members of the ,high ,school and ,collegiate ,institute ,board of ,toronto1 ,chairman and members of the ,public ,school ,board of ,toronto4 ,upper ,canada ,college1 ,hon4 ,john ,beverley ,robinson2 ,knox ,college1 ,rev4 ,william ,mc,laren1 ,d4,d42 ,wycliffe ,college1 ,colonel ,gzowski1 ,a4,d4,c42 ,mc,master ,divinity ,hall1 ,rev4 ,chancellor ,mc,vicar1 ,d4,d4 ,,ll4 ,d42 ,brantford ,ladies' ,college1 ,t4 ,m4 ,macintyre1 ,esq41 ,ph4 ,d42 ,alma ,ladies' ,college1 ,colin ,macdougall1 ,esq41 ,q4,c4#d2 ,oshawa ,ladies' ,college1 ,rev4 ,a4 ,b4 ,demill4 #d ,in a kind note received from ,mr4 ,macdougall1 dated ,st4 ,thomas1 ,may #bith1 #ahhi1 he said3--,the ceremonies of unveiling were everything that could be looked for1 and were well carried out4 ,the speaking was good and quite sufficient of it4444 ,it must be to you and to your family a gratifying reflection that you will be remembered in history as having largely contributed by personal exertion towards the erection of a monument to the memory of one of ,canada's greatest sons4 ,the following replies from other ,colleges were received by the ,secretaries1 viz43-- ,,assumption ,,college1 ,,sandwich1 ,march #ab1 #ahhi4 ,,dear ,,sir1--,i beg to return thanks for your invitation to the unveiling of the ,statue to the late ,doctor ,ryerson4 ,i do not think it will be possible for any representative of this ,college to be present on that occasion4 ,i remain1 dear ,sir1 yours respectfully1 7,sgd7 ,,dennis ,o',,connor4 ,j4 ,,carlyle1 ,esq41 ,secretary4 ,,st4 ,,michael',s ,,college1 ,,toronto1 #aeth ,march1 #ahhi4 ,,dear ,,sir1--,i received in due time your letter inviting me to the unveiling of the ,statue to the late ,dr4 ,ryerson on the #bdth of ,may next4 ,your invitation ,i must respectfully decline1 and thanking you for it4 ,i remain yours very sincerely1 7,sgd7 ,p4 ,,vincent4 ,,james ,,carlyle1 ,esq41 ,secretary4 ,,college ,,of ,,ottawa1 ,march #ba1 #ahhi4 ,,dear ,,sir1--,i am in receipt at your circular1 dated ,march #abth1 with which you kindly favored me4 ,please accept my best thanks for your cordial invitation to send a representative of our ,college to the unveiling of the ,statue of the late ,dr4 ,ryerson4 ,i am greatly sorry to state that it will be hardly possible to anybody of us to go on the #bdth of ,may4 ,please excuse us and believe me4 ,yours sincerely1 7,sgd47 ,j4 ,m4 ,,feayard1 ,o4,m4,j4 ,mr4 ,j4 ,,carlyle1 ,secretary4 ,no replies were received from the other ,colleges in ,ontario to which invitations had been sent by the ,secretaries4 ,the following representatives were also present3 ,ontario ,teachers' ,association1 ,public ,school ,section1 ,mr4 ,robert ,alexander2 ,inspectors' ,section1 ,mr4 ,david ,fotheringham2 ,high ,school ,section1 ,mr4 ,archibald ,mc,murchy1 ,m4,a4 ,inscription on the pedestal of the bronze statue of ,rev4 ,dr4 ,ryerson1 as approved by the ,general ,committee1 ,november1 #ahhg1 to be placed on the front of the pedestal1 facing ,bond ,street3-- ,,egerton ,,ryerson1 ,,founder of the ,,school ,,system ,,of ,,ontario4 ,to be placed on the rear of the pedestal3-- ,,born ,,in ,,charlotteville1 ,,county ,,of ,,norfolk1 ,,ontario1 ,,march #bd1 #ahjc4 ,,died ,,at ,,toronto1 ,,february #ai1 #ahhb4 ,record of ,rev4 ,dr4 ,ryerson's services1 as approved by the ,general ,committee1 ,november1 #ahhg1 and intended to have been engraved on the ,pedestal4 ,it was afterwards decided not to do so1 but to insert the name only1 as founder of the ,ontario ,school ,system4#e #e ,having submitted the draft of this inscription to several of ,dr4 ,ryerson's clerical friends1 ,i received the following in reply3-- ,from the ,rev4 ,dr4 ,douglass1 ,montreal3-- ,thanks for your very kind favor4 ,the name of ,dr4 ,ryerson will be forever sacred in my heart's best affection4 ,i have read the proposed inscription with very much care and interest4 ,i think it is comprehensive in its scope1 and accurate and elegant in detail4 ,i really can offer no suggestion4 ,i congratulate you upon the completeness with which you have executed your talk4 ,with best wishes1 ever and truly yours1 ,g4 ,d4 ,from the ,rev4 ,j4 ,a4 ,williams1 ,d4,d41 ,toronto3-- ,i very much approve of the proposed inscription for the memorial to the late lamented ,dr4 ,ryerson4 ,it recognizes his worth and distinguished ability1 as a writer1 as an educationist1 and as a patriot4 ,it is a fitting tribute from one who knew him well and so long4 ,with much and sincere respect1 ,i am1 yours very truly1 ,j4 ,a4 ,w4 ,from the ,rev4 ,john ,potts1 ,d4,d41 ,toronto3-- ,no pen but yours should write the inscription for ,dr4 ,ryerson's monument4 ,what you enclose is an elegant and eloquent tribute to our dear departed father4 ,the committee will accept the inscription with thanks4 ,ever yours1 ,j4 ,p4 ,from the late ,rev4 ,dr4 ,nelles1 ,cobourg 7whom the committee wished to be consulted on the matter74 ,he said3 ,the inscription1 in its present form1 pleases me best of all1 and is well nigh perfect1 doing 'credit to your head and heart1' as the phrase is4 ,i am sure we shall get the thing perfect before we leave it4 ,and the old ,doctor deserves that two such loving sons should bestow their best efforts in such a matter4 ,the 'final revise' subsequently sent may1 ,i think1 now be accepted4 ,it will bear criticism4444 ,you have in you an illimitable power of improvement1 and this last is still better than any other4 ,affectionately yours1 ,s4 ,s4 ,n4 ,from the ,rev4 ,alexander ,sutherland1 ,d4,d41 ,toronto3-- ,i have read the draft of the proposed inscription for the ,ryerson ,statue with great care and a great deal of interest4 ,it covers the whole ground1 and contains nothing that could well be omitted4 ,the extracts from the ',letter of ,acceptance' and ',official ,circular' give it a completeness which leaves nothing to be desired4 ,yours faithfully1 ,a4 ,s4 ,from the ,rev4 ,ephraim ,b4 ,harper1 ,d4,d41 ,brampton3-- ,i have read over and over again with all possible attention and care your proposed inscription for ,dr4 ,ryerson's ,memorial1 and candidly allow that ,i could not propose the change of a word1 or even of a letter in it4 ,i prepared something similar1 twenty-three years ago1 for a gravestone for the late ,rev4 ,dr4 ,stinson1 and know well the difficulty of compressing important facts within the limits permissible for an inscription4 ,it could not have fallen into better hands1 when it fell to your lot to write it4 ,as ever1 dear doctor1 yours affectionately1 ,e4 ,b4 ,h4 ,from ,rev4 ,w4 ,h4 ,withrow1 ,d4,d41 ,toronto3-- ,i think the inscription admirable4 ,yours1 ,w4 ,h4 ,d4 ,,this ,,statue ,,is ,,erected ,,as ,a ,,memorial ,,of ,,the ,,great ,,public ,,services ,,of ,,the ,,rev4 ,,egerton ,,ryerson1 ,d4,d41 ,,ll4,d1 ,,son ,,of ,,colonel ,,joseph ,,ryerson1 ,a ,,british ,,officer ,,who ,,served ,,during ,,the ,,american ,,revolution1 ,,and ,,who ,,was ,,one ,,of ,,the ,,united ,,empire ,,loyalists ,,who ,,settled ,,in ,,this ,,province4 99 99 99 99 99 ,a ,,distinguished ,,minister ,,of ,,the ,,methodist ,,church1 #ahbe-aheb4 ,,he ,,obtained ,,for ,,that ,,church ,a ,,royal ,,charter ,,in ,,england ,,for ,,the ,,establishment ,,of ,,upper ,,canada ,,academy ,,at ,,cobourg1 #ahbh-ahda4 ,,afterwards ,,the ,,university ,,of ,,victoria ,,college1 ,,of ,,which ,,he ,,was ,,the ,,first ,,president4 99 99 99 99 99 ,,in ,,founding ,,the ,,school ,,system ,,of ,,his ,,native ,,province1 ,,and ,,in ,,promoting ,,the ,,establishment ,,of ,,free ,,schools1 ,,he ,,displayed ,,the ,,rare ,,gifts ,,of ,a ,,far-,,seeing ,,and ,,enlightened ,,statesman1 ,,and ,,for ,,thirty-,,two ,,years ,,was ,,the ,,able ,,administrator ,,of ,,that ,,system1 #ahdd-ahgf4 99 99 99 99 99 ,,erected ,,by ,,contributions ,,from ,,school ,,trustees ,,inspectors1 ,,teachers1 ,,pupils ,,and ,,others2 ,,aided ,,by ,a ,,grant ,,from ,,the ,,city ,,of ,,toronto ,,and ,,the ,,legislature ,,of ,,ontario4 ,,chapter ,,ii4 ,,ceremony ,,of ,,unveiling ,,the ,,statue1 #bd,,th ,,may1 #ahhi4 ,the ceremony of unveiling of the ,statue is thus described by ,the ,globe of ,may the #beth 7abridged73-- ,the number of truly great men is not large in any country4 ,ontario is not old yet in its physical and intellectual development1 and yet it is with pride her people recall the memory of a few great men who are now with the overwhelming majority4 ,among the greatest of ,canadian public men was ,rev4 ,dr4 ,egerton ,ryerson1 the founder of the ,ontario ,public ,school system of education4 ,posterity recognizes this1 and posterity seeks to perpetuate his memory in that loving manner which bespeaks gratitude1 thankfulness and patriotism4 ,the generation that now is speaks affectionately and reverently of him1 who1 by sheer force of character1 founded a system of education which places the child of the poor man on an equal equality with that of the rich1 and who so admirably developed his system that every office in the ,state is open through a complete system of elementary and secondary education to all classes in the ,province4 ,but this generation has done more4 ,it erected a monument to the great man1 so that generations yet unborn may not be unmindful of the heritage which shall be theirs1 as the result of the untiring zeal and ability displayed by the ,chief ,superintendent of ,education in ,ontario for the moral and intellectual advancement of his country4 ,the unveiling of this monument1 fittingly erected in a commanding position of the ,normal ,school grounds1 which were the scene of the labors of the grand teacher1 took place yesterday afternoon before a large concourse of people4 ,there were there statesmen and politicians1 presidents of universities and eminent divines1 men learned in the law and merchant princes1 manufacturers and agriculturists1 teachers and pupils--all being assembled to do honor to the name of him whose monument was unveiled and whose virtues were extolled4 ,the gathering was truly historical and unique in its character--there being seen representatives of the old class of teachers who presided over the school1 houses of the country when there was no system of education in ,ontario1 and who1 therefore1 could the more appreciate the revolution wrought by the master mind of ,dr4 ,ryerson1 when he undertook to mould into shape the heterogeneous elements of public instruction over forty years ago4 ,then1 again1 it is seldom in the history of a nation that all classes1 creeds and colors could be got together to do honor to the memory of one man1 and seldom could there be seen such an array of intellectual leaders in all the walks of life as held seats on the platform when ,her ,majesty's representative unveiled the form of him whose memory is sought by it to be perpetuated4 ,the sky itself seemed to favor the auspicious occasion4 ,the weather could not have been finer if it had been designed to gladden and rejoice the hearts of those who were present1 and thereby to assist in making the proceedings pass off as pleasantly as possible4 ,a temporary platform was erected nearly in front of the monument commanding an admirable view of it1 while seats were placed on both sides of the centre of attraction4 7,among those present not mentioned in the programme were3 ,ex-,governor ,aikens1 of ,manitoba1 ,sir ,daniel ,wilson1 ,hon4 ,oliver ,mowat1 ,rev4 ,dr4 ,scadding1 ,rev4 ,dr4 ,rose1 ,judge ,mc,dougall1 ,rev4 ,leroy ,hooker1 ,thomas ,hodgins1 ,q4,c41 ,mr4 ,f4 ,e4 ,hodgins1 ,rev4 ,dr4 ,parker1 ,rev4 ,dr4 ,d4 ,g4 ,sutherland1 ,mr4 ,wm4 ,houston1 ,lt4-,col4 ,allan1 ,rev4 ,john ,hunt1 ,mr4 ,d4 ,rose1 ,dr4 ,h4 ,h4 ,wright1 ,professor ,ashley1 ,mr4 ,j4 ,j4 ,withrow1 ,o4 ,a4 ,howland1 ,mr4 ,a4 ,marling1 ,james ,beatty1 ,q4,c41 ,rev4 ,dr4 ,thomas1 ,mr4 ,j4 ,e4 ,bryant1 ,mr4 ,f4 ,b4 ,hodgins1 and ,members of the ,city ,corporation1 etc4 ,a very large number of ladies were also present1 and many unenumerated old friends of the venerable ex-,chief47 ,the proceedings were opened by ,rev4 ,john ,burton giving out ,psalm #ajj1 which was sung by the audience4 ,rev4 ,john ,potts1 ,d4,d41 read a portion of ,scripture1 and the dedicatory prayer was offered by ,rev4 ,g4 ,m4 ,milligan4 ,,the ,,hon4 ,g4 ,w4 ,,ross' ,,address4 ,hon4 ,g4 ,w4 ,ross1 ,minister of ,education1 spoke as follows3-- ,we are assembled to-day to do honor to the founder of the school system of the ,province of ,ontario4 ,on the #ahth of ,october1 #ahdd1 the ,rev4 ,egerton ,ryerson received a commission from ,sir ,charles ,metcalfe as ,superintendent of what was then called the ,common ,schools of ,upper ,canada4 ,at the time he entered upon his duties there were in existence #b1hhe ,common ,schools1 with a registered attendance of #if1gef children of school age4 ,the entire revenue from all sources for school purposes amounted to #cdj1jjj4 ,when he retired in #ahgf there were #e1jib schools1 with a registered attendance of #dhi1ffd pupils1 and a revenue of #c1cgc1jce4 ,besides the ,common ,schools in existence there were #be ,grammar ,schools attended by #ieh pupils1 and maintained at an expense of #af1cbj annually4 ,at the close of his long career there were #ajd ,high ,schools attended by #h1eda pupils1 and maintained at an annual expense of #cjd1idh4 ,the accommodation for the pupils attending the ,common ,schools was supplied by #b1hhg school houses1 of which #bac were brick or stone1 #a1jjh frame and #a1fff log4 ,the teachers numbered #c1jhf1 and were possessed of such varied qualifications as might be expected when ,i tell you that they obtained their certificates in most cases from the ,boards of ,trustees which employed them4 ,when he surrendered his commission there were #d1ibf school-houses1 of which #a1ica were brick or stone1 #b1bec frame1 and only #gdb log1 all in charge of a staff of highly educated and accomplished teachers1 numbering #f1ahe4 ,the school law in existence at the time of ,dr4 ,ryerson's appointment to office consisted of #ga sections1 and was as crude in many respects as the education which was obtained under it4 ,there were practically no authorized text-books1 no ,boards of ,examiners1 no ,inspectors1 no ,department of ,education4 ,it was an era of primitive simplicity1 but an era1 nevertheless1 the possibilities of which no man could estimate1 the development of which no man could foresee4 ,the deep surge of nations yet to be had struck our shores4 ,thousands of sturdy pioneers were at work hewing down our forests and wrestling with such social and political problems as are incident to a primitive order of things4 ,the materials out of which to organize society on a higher plane were abundant though undeveloped4 ,it was a great opportunity for a man possessed of a genius for organization4 ,in the appointment of ,dr4 ,ryerson the opportunity and the man met face to face1 and the splendid system of education which we to-day enjoy is the best proof that the man was as great1 if not greater1 than the opportunity4 ,but1 while the opportunity was a great one1 it must not be forgotten that the difficulties to be overcome1 to a less vigorous and courageous man1 would have been overwhelming4 ,the executive machinery for administering the affairs of several thousand distinct corporations1 with all the complex details necessarily connected with electing trustees1 collecting rates1 appointing teachers1 framing a curriculum of studies1 regulating the discipline of pupils and supplying text-books1 had all to be re-cast1 if not invented1 and put into operation4 ,cabinet ,ministers1 ,members of ,parliament and ,municipal ,councils had to be indoctrinated with the new education4 ,the press had to be directed1 and the whole people educated to receive with favor a school system which ignored well established theories and deeply founded prejudices4 ,even popular indignation had to be set at defiance1 and amid misrepresentation and calumny the master builder had often to do his work and to await the verdict of posterity for the vindication of his wisdom and foresight4 ,it is well known1 when ,dr4 ,ryerson first proposed to make all the ,common ,schools of ,upper ,canada free alike to rich and poor1 to citizen and alien1 that he was charged with encroaching upon the rights of the subject1 that he was charged with appropriating the money of the taxpayer who perhaps had no children to be educated for the benefit of the thriftless and pauperised classes of the community4 ,what was his answer8 ,it was this3--,the education of the people irrespective of rank or race or creed is a better investment even for the taxpayer than houses or lands1 because it guarantees the safe possession of all his goods--it does even more--it guarantees his personal liberty and therefore the taxpayer must be made to pay for the common safety of the people4 ,when he asked authority for trustees to erect school houses wherever1 in their opinion1 the public interests required them1 he was told such a law would be arbitrary and harsh1 that it would place too much power in the hands of a few men4 ,his answer was3 ,school houses are cheaper than gaols1 teachers are cheaper than police officers1 the taxpayer must be made to pay for the common morality of the people4 ,when he said3 ,teachers must be educated and trained for their work1 the success of thousands of children depend upon skilful handling and discipline in the school room1 we must have ,grammar ,schools and ,normal ,school and ,township libraries and ,boards of ,examiners1 he was told that the country could not afford such luxuries1 that he must wait till the people were richer4 ,his answer was3 ,efficiency is the highest economy4 ,if the springtime of life is wasted1 life's greatest opportunities are wasted4 ,the taxpayer must be made to pay for the common intelligence of the people4 ,as a result of all this courage--may ,i not call it heroism--in the defence of sound principles of education he placed his native ,province in the van of all the ,states of ,america and all the ,colonies of the ,british ,empire4 ,well may we to-day assemble to do honor to his memory4 ,not only ,ontario1 but ,canada1 owes much to his breadth of mind1 his sagacity and his tremendous force of character4 ,for thirty-two years his active brain and busy pen were devoted to the work of propagating sounder views on popular education4 ,for thirty-two years he labored to establish the democracy of mind--the common citizenship of every child attending a ,public ,school4 ,with a patriotism which no man ever questioned1 with talents which no man could fail to appreciate1 with a tenacity of purpose which no difficulty could daunt1 he devoted his life to one purpose1 the establishment of a school system which would fully meet the wants of a free1 strong and progressive people4 7,applause74 ,it is said of ,augustus that he found ,rome brick and left it marble4 ,it may be said of ,dr4 ,ryerson that he found our school system without any definite organisation1 he left it highly organized4 ,he found it weak in influence and poor in circumstances1 he left it endowed with houses and lands and millions of treasure4 ,he found it tolerated as traditionally respectable1 he left it enthroned in the affections of a free people4 ,well may we honor his greatness1 for we share in all it has produced4 ,well may we search our quarries for a fit emblem of the durability of his work1 on which to carve his name1 that generations yet unborn may recall the record of his life and be stirred to emulate his example4 ,and yet when we have done all this1 when we have committed his memory to the keeping of the bronze and granite now before us1 ,i believe the judgment of those who know his work will be that all the monuments which mortal hands can erect1 and all the eulogies which affection or admiration can prompt his contemporaries to utter1 will be ephemeral and perishable compared with the educational edifice which his own hands builded or the intellectual life which of his own genius he imparted to his fellow countrymen4 ,,the ,,statue ,,unveiled ,,by ,,sir ,,alexander ,,campbell4 ,at the close of his address ,mr4 ,ross invited the ,governor to unveil the statue4 ,before doing so the ,governor1 turning to the audience1 said in feeling terms3-- ,dr4 ,ryerson was known throughout the length and breadth of this ,province4 ,no ,representative of ,her ,majesty has had ever as pleading a duty given to him to discharge as that which falls to my lot in unveiling the monument of that great man4 ,sir ,alexander1 accompanied by the ,minister and ,deputy ,minister of ,education1 proceeded then to the statue1 and the work of unveiling was only the question of a few moments4 ,as soon as the ,british ,canadian flag1 which covered the massive form of the statue1 was raised1 the audience raised a cheer which is rarely heard within the ,normal ,school grounds1 ,it was the reflex of the inner gratitude of the sharers in a great heritage4 ,the sculptor1 ,mr4 ,mc,carthy1 who did his work well1 was then introduced to the ,lieutenant-,governor by the ,minister of ,education4 ,the statue having been exposed to full view the song ,hurrah for ,canada was sung by city school children1 led by ,mr4 ,perrin1 music teacher1 city schools4 ,the children acquitted themselves admirably4 ,,educational ,,retrospect ,,by ,,the ,,deputy ,,minister ,,of ,,education4 ,it was fitting that the next speaker should be a gentleman so long and so closely connected with ,dr4 ,ryerson in moulding the educational institutions of the ,province4 ,the ,chairman therefore introduced ,dr4 ,hodgins1 ,deputy ,minister of ,education1 who read a masterly and comprehensive historical paper on ,education in ,ontario4 ,dr4 ,hodgins traced the growth of education in the ,province from #ahda1 dealing minutely and with a thorough knowledge of details with the difficulties encountered by ,dr4 ,ryerson in gaining public endorsation for his scheme of popular education1 and the phases through which the system passed until at the ,centennial ,exhibition1 held in ,philadelphia in #ahgf1 the ,chief ,superintendent of ,education was gratified by the ,commissioners making the following award3-- ,for a quite complete and admirably arranged exhibition1 illustrating the ,ontario system of education and its excellent results4 ,also for the efficiency of an administration1 which has gained for the ,ontario department a most honorable distinction among ,government educational agencies4 ,dr4 ,hodgins concluded as follows3--,having been intimately concerned in all of the events and educational matters to which ,i have referred1 it may not be out of place for me to add a few words of a personal character in conclusion4 ,at the end of this year ,i shall have completed my more than #de years' service1 as chief of the staff of the ,education ,department of ,ontario4 ,for over #dj years ,i enjoyed the personal friendship of the distinguished man whose memory we honor here to-day--#cb years of which were passed in active and pleasant service under him4 ,how can ,i1 therefore1 regard without emotion the events of to-day8 ,they bring vividly to my recollection many memorable incidents and interesting events of our educational past known only to myself4 ,they also deeply impress me with the fleeting and transitory nature of all things human4 ,the chief and sixteen councillors1 appointed and elected to assist him1 have all passed away4 ,his great work remains1 however1 and his invaluable services to the country we all gratefully recall to-day1 while his native land lovingly acknowledges those services in erecting this noble monument to his memory4 ,truly indeed and faithfully did ,egerton ,ryerson make good his promise to the people of this ,province1 when he solemnly pledged himself1 on accepting office in #ahdd-- ,to provide for my native country a system of education1 and facilities for intellectual improvement1 not second to those of any country in the world4 ,god grant that the seed sown and the foundations thus laid1 with such anxious toil and care--and yet in faith--may prove to be one of our richest heritages1 so that in the future1 wisdom and knowledge1 in the highest and truest sense1 may be the stability of our times6 ,,the ,,teachers' ,,representative4 ,the audience was then introduced to ,mr4 ,r4 ,mc,queen1 ,president of the ,ontario ,teachers' ,association1 who eulogised ,dr4 ,ryerson for his marked individuality1 tenacity of purpose1 and the grand results he achieved through his influence for popular education in his native country4 ,he deserved a monument from a thankful posterity because his whole aim in life was to ameliorate the condition of his fellow-countrymen4 ,he was there in behalf of the teachers of ,ontario to express their joy at the tribute paid to the memory of a great teacher and founder of a system of education4 ,,the ,,acting-,,mayor ,,responds4 ,in the absence of ,mayor ,clarke1 ,ald4 ,mc,millan was called on to reply in behalf of the citizens of ,toronto4 ,the ,acting-,mayor said that ,canada owes ,dr4 ,ryerson a deep debt of gratitude4 ,his life was grand and versatile2 he was a teacher and a ,christian2 a combination of the scholar and gentleman2 a leader of men4 ,he impressed his genius on the educational institutions of the ,province1 he was loyal to the country of his birth1 and he abhorred falsehood and oppression4 ,therefore it was eminently fitting that his greatness and worth should be commemorated by a public tribute4 ,the school children at this stage sang the well-known ,canadian song3 ,the ,maple ,leaf for ,ever4 ,,the ,,universities ,,of ,,ontario4 ,the ,universities of ,ontario owe much to the painstaking care of the late ,dr4 ,ryerson over the development of ,public and ,high ,school education4 ,the efficiency of the ,university and its possible influence depend on a sound and thorough system of elementary education4 ,the ,high ,school depends on the ,public ,school and the ,university on the ,high ,school4 ,our ,universities have made tremendous strides during the last ten years1 and without a doubt the cause of this has been due to the fact of the elementary schools putting forth the fruit of the good seed sowed thirty years ago4 ,the ,universities therefore were not unmindful of what they owe to the genius of ,dr4 ,ryerson at yesterday's re-union4 ,these five institutions were well and ably represented on the platform4 ,the addresses of these representatives were one series of eulogies on the life and labors of him1 whose memory they met to do honor to4 ,senator ,macdonald1 after praising the ,ontario system of education1 turned to the young people of the audience and said3 ,you are forcibly reminded to-day that ,canada will cherish the memory of all those of her sons who will work patriotically and nobly for the good of their country4 ,rev4 ,dr4 ,burwash spoke of ,dr4 ,ryerson as a public educator1 but he would be great1 the speaker said1 in any other profession4 ,ontario1 however1 remembers him as an educator1 statesman1 philanthropist and ,christian teacher in the highest sense of the word4 ,chancellor ,fleming honored the name of ,dr4 ,ryerson for having laid such a broad and national system of education as enables ,ontario to rank among the first of enlightened nations4 ,rev4 ,professor ,clark thought that the spirit of ,dr4 ,ryerson was to provide such a system of education as would make men of earnestness1 character and patriotic ardor4 ,the ,university with which he was identified honored the name of ,dr4 ,ryerson1 and he was there to add his tribute to the worth of so great a ,canadian4 ,professor ,rand1 eulogised also the elementary and secondary system of education in ,ontario1 declaring that its founder richly deserved to be commemorated by a public monument4#f #f ,these addresses are given in full1 commencing on page #ag4 ,the audience then sang the national anthem4 ,bishop ,sweatman pronounced the benediction1 and the statue of the great educationist was left to posterity to admire and to preserve intact and inviolate4 ,the report of ,the ,empire necessarily traversed the same ground4 ,i can therefore only give the salient points in addition to those referred to by the ,globe1 it said3-- ,the great educational lights of the ,province were present in front of the ,education ,department building yesterday afternoon1 when the statue of the ,rev4 ,dr4 ,ryerson was unveiled4 ,the day was appropriate for doing honor to the memory of a man who had so ably served his ,queen and country4 ,a large crowd of citizens witnessed the unveiling and listened to the addresses that were delivered4 ,the following relatives of ,dr4 ,ryerson were present3 ,mr4 ,charles ,egerton ,ryerson1 7his only son71 ,mrs4 ,c4 ,e4 ,ryerson and their two sons1 7,egerton and ,stanley71 ,mrs4 ,edward ,harris1 7his only daughter71 ,dr4 ,g4 ,s4 ,ryerson 7his nephew7 was absent with the ,grenadiers at ,berlin1 ,mrs4 ,g4 ,s4 ,ryerson and son were present2 also1 ,mrs4 ,hardy 7his niece7 and her daughter1 ,miss ,ethel ,hardy1 ,dr4 ,john ,beatty1 of ,cobourg1 and ,mr4 ,james ,r4 ,armstrong1 7brothers-in-law71 ,mrs4 ,j4 ,r4 ,armstrong1 ,mrs4 ,george ,duggan1 7sister-in-law71 ,his ,honor ,judge ,mc,dougall1 7a connection by marriage74 ,the main points of ,the ,mail report were as follows3-- ,it would perhaps be too much to say that1 while the gay and thoughtless were seeking amusements in other parts of the city1 it was only the wise who repaired to the grounds of the ,education ,department to take part in the unveiling of the ,statue of the late ,egerton ,ryerson2 yet it cannot but be admitted that those who assembled to witness and assist in this ceremony were men and women worthy to have the privilege of publicly honoring the memory of ,canada's greatest educationist4 ,among those present were men who have attained to eminence in every department of public life1 and it was but right that they should pay the tribute they did to the memory of him who was the founder and for many years the head of the greatest of all departments4 ,there were men present who for years were associated with ,dr4 ,ryerson in his great work2 men whose characters were to a great extent moulded by his example1 and men whose ambitions have been wakened and whose purposes have been inspired by the contemplation of his achievements4 ,early in the afternoon the crowd begin to gather around the statue1 the front part of which was veiled by a large ,british flag1 the folds of which hung almost to the foot of the pedestal4 ,in front of the statue1 under the shade of a couple of the maples that help to make the grounds of the ,education ,department and ,normal ,school so attractive1 a platform had been erected for the use of those who were to take part in the ceremony1 and around it were placed a number of seats4 ,at the close of his address 7given on pages #i-aa71 ,hon4 ,mr4 ,ross invited ,sir ,alexander ,campbell to unveil the statue4 ,before proceeding with the ceremony ,sir ,alexander advanced to the front of the platform and briefly expressed himself as feeling highly honored by being called upon to perform such a task as the one that on this occasion had devolved upon him4 ,he thought no pleasanter duty could fall to the lot of a ,lieutenant-,governor of any province than that of assisting in honoring one of the province's noblest men4 ,he then stepped down1 and taking hold of the cords that kept the flag in place1 drew them aside and the drapery fell to the ground4 ,as the sunlight flashed on the exquisitely chiselled features1 and the form so well known to many of those present stood out for the first time as it will stand1 it is hoped1 for many years to come1 a prolonged cheer burst from those who had up to this moment watched ,sir ,alexander's movements with almost breathless interest4 ,after a pause of a few moments1 during which the naturalness and finish of the statue was freely commented on1 ,hon4 ,mr4 ,ross called forward ,mr4 ,hamilton ,mc,carthy1 the sculptor1 and amid great applause introduced him to ,sir ,alexander1 who spoke in flattering terms of the pleasure he felt in meeting a man who had shown himself capable of producing so excellent a work of art4 ,the bronze statue1 nine feet six inches in height1 represents the late ,dr4 ,ryerson in the attitude of addressing an audience in the cause of education4 ,the head is turned a little to the right1 with the lips slightly parted1 and with the massive brow and flowing locks1 give a correct and forcible expression1 in harmony with the action of the advanced arm and firm position of the right leg4 ,the proportions of the figure are well kept through the ample folds of the ,doctor's gown1 which in their various lines1 lend richness and interest to the work1 and take away the stiffness of the modern costume4 ,the left hand is raised nearly to the breast1 and in it is grasped a book4 ,a little to the left and rear of the figure stands a short pedestal bearing three books1 carelessly laid one upon another2 and on one of the panels of the pedestal is the arms of the ,department of ,education under ,dr4 ,ryerson's regime4 ,dignity of bearing1 repose and action1 and distinct force of character1 eminent qualities in the personality of the late doctor1 mark the expression of the figure2 and it is evident that no pains have been spared by the artist in the modelling of the details4#g ,mr4 ,hamilton ,mc,carthy has also been very successful in the design of the pedestal1 which has excited general admiration4 ,it is #aj ft4 #f in4 in height1 and is of ,new ,brunswick granite4 ,the conception is unique in character4 ,pilasters at the four angles terminate in buttresses to the ground1 and support above beautifully designed capitols with dentils on the face4 ,the pyramidal form of the whole work gives it an effect of rising out of the ground4 ,the finely polished panels of the die1 in each of which a classic shield is outlined1 contain the inscriptions4 #g ,in a note from ,sir ,john ,macdonald1 he said3-- ,many thanks for your note1 and for the photographic model of our dear old friend1 ,dr4 ,ryerson4 ,the apparent frown on the brow is perhaps too pronounced1 the expression was modified after receipt of this note4 ,the pose seems to me very good4 ,rev4 ,j4 ,k4 ,smith1 ,d4,d41 of ,galt1 in a note to me also said3-- ,please except my sincere thanks for the excellent photo of the lamented ,dr4 ,ryerson which is an admirable likeness4 ,it is ,i suppose1 as nearly perfect in every respect as a statue could be4 ,i am persuaded that the statue will be a splendid one1 and ,i rejoice that his great name is thus to be handed down to successive generations of our ,canadian youth as a sacred memory and a powerful stimulus4 ,mr4 ,mc,carthy can be congratulated upon the success of his work1 and the province can be congratulated upon the possession of so noble an addition to the few works of art now in the country4 ,mr4 ,gullett1 the contractor for the erection of the pedestal also performed his duties carefully and faithfully1 as not the slightest hitch occurred1 and no damage was sustained by the granite4 ,,comments ,,of ,,the ,,press ,,on ,,the ,,unveiling ,,of ,,the ,,statue4 ,the ,evangelical ,churchman of ,may the #ith1 anticipating the unveiling of ,dr4 ,ryerson's statue1 said3-- ,on the #bdth of this month1 the ,queen's ,birthday1 ,ontario will do honor to one of her most distinguished sons4 ,on that day will be unveiled the statue to the memory of ,egerton ,ryerson1 the founder of the school system of his native province4 ,the ceremony will be unique in many ways1 not the least interesting fact in connection therewith being that the statue of ,dr4 ,ryerson will be the first one erected by the ,province of ,ontario to one of its own sons4 ,dr ,ryerson was a thorough ,canadian and was born in ,ontario4 ,thus this signal honor to his memory acquires additional lustre1 and does much to redeem ,ontario from the reproach an often uttered that a prophet is not without honor save in his own country4 ,it reveals1 indeed1 another fact which1 in a new country1 is not without a peculiar significance4 ,it is this1 that national life is commencing in earnest1 and that national characteristics are developing themselves4 ,a country which can step aside1 as it were1 in the rush and hurry of existence to do honor to one of its sons1 is not without aspirations after a national existence1 is not wholly given up to considerations of material interest1 and possesses within it something that is full of promise of permanence and true greatness4 ,the ,hamilton ,times of the #beth of ,may1 under the beading of ,the ,memory of a ,great ,canadian1 said3-- ,the unveiling of the ,ryerson statue in the ,normal ,school grounds1 at ,toronto1 yesterday1 was the occasion of recalling the achievements of the late ,dr4 ,ryerson in connection with ,ontario's educational system4 ,from #ahdd until #ahgf ,rev4 ,egerton ,ryerson was ,chief ,superintendent of ,education in this ,province4444 ,but ,dr4 ,ryerson's services to ,canada did not begin in #ahdd4 ,he was a great man before he touched the educational ,system4 ,he was born in the ,county of ,norfolk in #ahjc1 and when he was about #bj years of age he was studying in ,hamilton in a little house on ,jackson ,street1 not far from the place where the new ,y4,m4,c4,a4 building is in the course of construction4444 ,in #ahbf ,archdeacon ,strachan preached a sermon on the death of ,bishop ,mountain4 ,the ,methodists at that time were the most numerous religious body in upper ,canada but ,dr4 ,strachan set forth the claim of the ,church of ,england to the ,clergy ,reserves4444 ,mr4 ,ryerson was junior preacher under the late ,rev4 ,james ,richardson1 who had his arm shot off while in naval service near ,sackett's ,harbour during the war4444 ,when ,dr4 ,strachan's sermon was published1 it was agreed that ,mr4 ,richardson and ,mr4 ,ryerson should each write a reply to it4 ,they separated1 each going to a different part of their large circuit1 and when they met a few weeks later young ,ryerson had prepared his paper1 but ,mr4 ,richardson had nothing ready4 ,it was read before the other preachers and published4 ,the battle had now begun1 and it did not end until the ,clergy ,reserves were secularised in #ahed4 ,during nearly all that time ,mr4 ,ryerson was a leading character in ,canadian public life4 ,he wrote1 he spoke1 he worked1 appearing before ,parliamentary committees1 interviewing the statesmen of ,great ,britain and occasionally taking his stand upon the hustings4444 ,dr4 ,ryerson was born in #ahjc and became ,superintendent of ,education in #ahdd4 ,he was only #db years of age at the time of his appointment1 yet he had performed a greater share of work1 and had attained a greater degree of prominence in those forty-two years than most public men can boast of as the achievements of a lifetime4 ,how many men in this latter end of the century get into the thick of the fight and make their influence felt while under #dj years of age8 ,the point we wish to impress is this3 ,had ,egerton ,ryerson died in #ahdd1 instead of becoming ,superintendent of ,education and living until #ahhb1 his history would still have been worth writing1 and he would have deserved a monument ,for the services he performed for his native ,province4 ,his long connection with educational affairs to a great extent blotted out the memory of his earlier work and struggles in another connection4 ,he had much to do with founding ,victoria ,college and getting that institution fairly established4444 ,the impression remains with us to this day that if ,dr4 ,ryerson had been a lawyer he would have made all other ,canadian lawyers look small2 if he had gone into politics he would have been perpetual ,premier3 in short1 he was the ablest native ,canadian who has so far helped to make history4 ,the ,christian ,guardian of the #bith ,may1 said3-- ,the unveiling of the statue of the late ,d4 ,egerton ,ryerson1 last ,friday1 in the ,normal ,school grounds in this city1 recalls the memory of a worthy and honored ,canadian1 widely known as a successful journalist1 a gifted and learned divine1 and an eminent educationist4 ,it will hardly be questioned that the principle of perpetuating the memory of benefactors of a country is a laudable one1 or that the individual in this case was worthy of this honor4 ,no one who has travelled in ,britain or other ,european countries1 has failed to have his attention arrested by statues1 or other memorials1 of eminent men whom the county delighted to honor4 ,it is well adapted to inspire the young with high purpose to note that however partisan strife may obscure the patriotic services of public men during active life1 when the work of life is over1 as a general rule1 men of all parties cheerfully recognize the value of the service rendered by those who have faithfully labored for the public good4 ,owing to the intensity of political feeling in ,canada1 there is a strong tendency to underestimate the work of our statesmen and politicians1 until they have gone where human praise or blame cannot affect them4 ,though ,dr4 ,ryerson passed through many fierce controversies1 and at times came into conflict with hostile opponents1 to-day men of all creeds and parties are ready to give him his due meed of praise as one of the greatest of ,canada's sons1 who achieved a work in organizing and building up a system of public education that shall tell powerfully for good through all coming time4 ,he founded no cities2 he led no armies to victory2 he had no special influence on the material prosperity of the land2 but in organizing a system of public schools1 which placed the elements of a sound education within the reach of every boy and girl in this ,province1 he has exercised an undying influence over the future intellectual life of the country1 that shall largely determine its place in the scale of civilization4 ,it is not only since his death that the strife of tongues has ceased1 and the value of his work has been generally acknowledged4 ,for several years before his death the echoes of old battles had become silent2 old strifes were healed2 and he lived in a peaceful ,beulah land awaiting the ,master's call to cross the dark river4 ,in the beginning of #ahgi at the request of the editor of the ,guardian1 he wrote an article for the ,jubilee number of this paper1 of which he was the first editor4 ,after giving an interesting account of the origin and growth of the paper1 he concluded by saying2 ,may the success of the past be as a dim dawn to the success of the future6 ,such is the prayer and hope of the first editor of the ,guardian--now retired from all office in ,church and ,state1 near the fifty-fifth year of his ministry and the seventy-seventh year of his age--looking for a better country and waiting for a heavenly home4 ,the ,presbyterian ,review of the #cjth ,may1 said3-- ,the various speakers dwelt upon the immense service which the late ,dr4 ,ryerson rendered to the country in laying broad and deep the foundations of our educational system1 and testified their satisfaction that gratitude and veneration had found expression in the noble work of art before them1 which would perpetuate his name to many generations of students and scholars4444 ,dr4 ,hodgins and the other gentlemen associated with him on the ,ryerson ,statue ,committee are to be heartily congratulated on the result of their well-directed efforts and well-sustained efforts to assist in perpetuating the memory of a native-born ,canadian who1 notwithstanding some errors of judgment1 proved himself worthy to be held in grateful remembrance by his countrymen4 ,the ,week of the #cast ,may1 said3-- ,that was a grand purpose to which ,rev4 ,egerton ,ryerson pledged himself on accepting office as the first ,superintendent of ,education for ,ontario in #ahdd1 ,to provide for my native country a system of education1 and facilities for intellectual improvement1 not second to those of any country in the world4 ,the form and loftiness of the promise marked the courage1 individuality and conscious strength of the man who made it4 ,the statue in the ,toronto ,normal ,school grounds1 which was unveiled with appropriate ceremonies on the #bdth inst41 will henceforth stand as the testimony of the people of ,ontario1 especially of its teachers and others interested in educational work1 to the faithfulness and ability with which the pledge was redeemed through thirty-two years of indefatigable toil and struggle4 ,the artistically wrought monument in bronze will also serve as a fitting reminder to all who visit the ,educational ,department that the people of ,ontario do not mean to let those who faithfully served their country in its earlier days be forgotten4 ,a monument more enduring than bronze stands out to view wherever a free public school is efficiently doing its work in training the young of both sexes and of all classes to become intelligent and patriotic citizens of this growing commonwealth4 ,whether it be literally true or not that ,dr4 ,ryerson placed his native ,province in the van of all the ,states of ,america and all the colonies of the ,british ,empire1 as the ,minister of ,education avouches1 his plan was certainly comprehensive and statesmanlike1 and was followed out with a courage1 perseverance and success1 for which the ,province must ever remain his debtor4 ,the ,toronto correspondent of the ,montreal ,witness1 under date of #cast of ,may1 says3-- ,one of the noblest public tributes ever paid to the memory of any man in ,canada was paid the other day to the memory of the late ,rev4 ,egerton ,ryerson4 ,from the time of his death1 early in #ahhb1 till now1 the work of collecting subscriptions for the erection of a statue has gone steadily on4 ,the amounts contributed were individually small1 but the contributors were numerous1 and now in front of the ,departmental ,buildings1 in ,st4 ,james' ,square1 stands a memorial of him which will fairly convey to future generations some idea of what the man himself was in personal appearance4 ,the massiveness and rugged strength are there1 and there were1 after all1 the most marked traits of ,dr4 ,ryerson's personality1 though he was by no means lacking in sympathy and intellectual ability4444 ,the addresses were admirable alike for brevity and good taste1 and nothing occurred to mar the success of the ceremony4 ,the ,educational ,journal of ,june #ast1 said3-- ,the statue of the late ,dr4 ,ryerson1 which has been so long in course of preparation1 has been set up on the ,normal ,school grounds1 and was unveiled1 with appropriate ceremonies1 on the #bdth ult4 ,the ceremony of unveiling was performed by ,sir ,alexander ,campbell1 the ,lieutenant-,governor1 who said that he thought no pleasanter duty could fall to the lot of any ,lieutenant-,governor than that of assisting in honoring one of the ,province's noblest men4 ,the status is of bronze1 nine feet six inches in height1 and stands upon a pedestal of ,new ,brunswick granite1 ten feet six inches high4 ,it represents ,dr4 ,ryerson in the attitude of addressing an audience in the cause of education4 ,the head is turned a little to the right1 with the lips slightly parted1 and with the massive brow and flowing locks1 gives a correct and forcible expression1 in harmony with the action of the advanced arm and firm position of the right leg4 ,the proportions of the figure are very well kept through the ample folds of the doctor's gown1 which in their various lines1 lend richness and interest to the work1 and take away the stiffness of the modern costume4 ,the left hand is raised nearly to the breast1 and in it is grasped a book4 ,a little to the left and rear of the figure stands a short pedestal bearing three books1 carelessly laid one upon another2 and on one of the panels of the pedestal is the arms of the ,department of ,education4 ,dignity of bearing1 repose and action1 and distinct force of character1 eminent qualities in the personality of the late doctor1 mark the expression of the figure2 and it is evident that no pains have been spared by the artist1 ,mr4 ,hamilton ,mc,carthy1 in the modelling of the details of both statue and pedestal4 ,the statue stands in a commanding position in the ,normal ,school grounds4 ,it will add a new object of interest to the many attractions which these grounds present to teachers and others visiting the ,department4 ,the ,irish ,canadian of the #fth of ,june1 under the heading of ,a ,graceful ,tribute1 said3-- ,on the #bdth of ,may 7the ,queen's ,birthday71 was unveiled the statue erected in the ,normal ,school grounds to the memory of the ,rev4 ,egerton ,ryerson1 the founder of the common school system of education in ,ontario1 and its ,superintendent from its inception in #ahdd till #ahgf1 when he retired in the fullness of years1 and after his labors had been crowned with signal success4 ,the ,catholics of this ,province1 in the matter of education1 have nothing for which they should be thankful to the distinguished divine4444 ,for all that1 ,dr4 ,ryerson was a man of great and good parts2 and1 from a ,common ,school point of view1 he has left a noble heritage in a system of education that will bear favorable comparison with the best of any land4 ,it was the occasion of the unveiling of his statue that his co-laborer in the ,education ,department--,dr4 ,j4 ,george ,hodgins--paid the memory of ,dr4 ,ryerson a graceful tribute4 ,who so capable for so delicate a task as he who had been ,dr4 ,ryerson's right-hand man1 his able support1 during his long and varied career in the ,education office8 ,and happily has the story of the ups and downs of the ,common ,school system been told by the learned ,deputy ,minister1 to whose ripe judgment1 in no small degree1 was due the system's unmeasured success4 ,the part that ,dr4 ,hodgins played1 however1 is kept in the background2 and we see only what ,dr4 ,ryerson done during his lengthened incumbency1 and the difficulties with which he had to contend in maturing his plans and bringing them as nearly as possible to his own ideal of perfection4 ,dr4 ,hodgins' retrospect goes back to the period of the ,u4 ,e4 ,loyalists1 and thence downward to #ahgf4 ,it leads us by degrees from the primitive system in vogue prior to the grammar schools 7in one of which the late venerable ,bishop ,strachan taught as master71 through a series of changes aiming at higher education1 till we arrive at the year in which the foundations of the present system were laid4 ,the corner-stone having been placed1 the superstructure rose in fair proportions2 and the edifice having been completed1 to furnish it with all the adjuncts necessary to the best educational training was the ,superintendent's constant care4 ,how ,dr4 ,ryerson finally overcame every obstacle to his darling object is told with tender affection by ,dr4 ,hodgins1 who1 in laying a chaplet on the grave of his dead chief1 does honor not only to the memory of a good man1 but also to his own generous instincts4 ,the ,canada ,educational ,monthly for ,june-,july1 said3-- ,the ,rev4 ,dr4 ,ryerson has long been widely known as a gifted and learned divine1 as well as a successful journalist1 who took a prominent part in the religious and moral development of our country in its early days1 444 but the fitting memorial which was unveiled on ,her ,majesty's seventieth birthday1 is erected to him chiefly as a worthy ,canadian and an eminent educationist4444 ,the life work of this able man has now passed into other hands2 in itself it forms a whole superstructure1 and if the enlightened principles which he laid down and acted upon are carried out in their integrity1 they must exercise an undying influence for good upon the intellectual life of the country1 upon its gradual advance in the scale of civilization and refinement1 and upon its moral and religious life4 ,the ceremony of unveiling the statue brought together many true1 patriotic and representative men4 ,some of his personal friends and fellow-workers were there1 and others who remembered him with affection and gratitude4 ,the ,government1 the city1 the public and secondary schools1 the colleges and universities were all represented1 and all united in honoring the memory of the founder of the ,ontario school system4 ,,chapter ,,iii4 ,,the ,,addresses ,,delivered ,,at ,,the ,,unveiling4#h #h ,the ,historical ,paper--an abstract of which was read by ,dr4 ,hodgins1 will be found on page #bf4 ,,the ,,teachers' ,,association ,,of ,,ontario4 ,mr4 ,robert ,mc,queen1 ,president of the ,ontario ,teachers' association1 spoke as follows3-- ,your ,honor1 ,mr4 ,chairman1 ,ladies and ,gentlemen3 ,we are gathered here to-day to do honor to the memory of one to whom this country owes a debt of deep and lasting gratitude2 and should ,i fail entirely to give expression to any thought worthy of the man or the occasion1 ,i feel certain that all will be overlooked1 when ,i simply utter the two words ,egerton ,ryerson4 ,he was a man of marked individuality of character1 of energetic action1 of great power of will1 and tenacity of purpose4 ,his life-work bears the marks of his individuality and energy1 the results he achieved are evidences of his power of will and his tenacity of purpose4 ,and1 in view of the results which he achieved1 it is a meet and a becoming thing1 that1 as a people1 we should meet and do honor to his memory1 as we have gathered here this day to do4 ,men1 even great men1 only act permanently1 as they act upon the institutions of their country4 ,the greatness that centres in the individual is dependent upon and contingent on the existence of the individual1 and the influence exercised by him as it centres in him1 dies with him1 passes away when he leaves the scene4 ,but the man who leaves his impress on the institutions of his country1 exercises an influence that is permanent in its action1 pervasive in its power1 and1 within the range of these institutions1 is universal in its beneficence4 ,every amelioration of these institutions is an abiding good1 shared in by all who come within their sphere of operation4 ,it becomes the common heritage of all4 ,such was the impress made1 such still is the influence exercised by the individual to whose memory and life-work we have met this day to do honor4 ,his connection with1 his charge over1 and his influence upon the educational institutions of this country1 reaching backward nearly half a century from the present time1 and lasting over a period of nearly thirty years1 was that of a formative and meliorating kind4 ,from the time of his acceptance of office in #ahdd1 down to the period when he resigned his trust1 his energies were directed1 his powers brought to bear on organizing1 modelling and consolidating the school system of this province4 ,let us for a few moments trace briefly the history of that system for the last fifty years4 ,the ,education ,bill of #ahcg may be said to have been the first legislative attempt at organization4 ,this bill provided for the annual expenditure of fifteen thousand pounds for common school purposes1 and that as soon as the permanently available ,public ,school ,fund of this ,province amounted to ten thousand pounds per annum1 a superintendent of common schools should be appointed by the ,governor under the ,seal of the ,province1 whose duty it should be to report annually to the ,legislature on all matters pertaining to the administration of the public schools4 ,the union of the ,provinces brought the ,act of #ahda1 introduced by the ,hon4 ,mr4 ,day4 ,this ,act was simplified and improved by the ,bill of #ahdc1 introduced by the ,hon4 ,f4 ,hincks4 ,by the provisions of that ,act the ,secretary of the ,province was ex-officio ,chief ,superintendent of ,schools4 ,in #ahdd that office was tendered to the late ,dr4 ,ryerson1 and in the autumn of that year it was accepted by him on two conditions3 7#ast71 that the administration of the school system should constitute a separate and distinct non-political department2 7#bnd71 that he should be permitted to act by a deputy for one year and have leave of absence for that period1 in order to enable him to visit and examine the educational systems of other countries1 in ,europe and ,america1 before attempting to lay the foundations of a system in ,upper ,canada4 ,the whole of #ahde was spent in these inquiries and investigations4 ,the results were embodied in a report to the ,legislature in #ahdf4 ,along with this report was a ,draft ,school ,bill1 which was introduced and carried through by the ,hon4 ,w4 ,draper1 and became law in ,june1 #ahdf4 ,in a few mouths a draft bill for cities and incorporated towns was submitted and carried through by the ,hon4 ,j4 ,h4 ,cameron1 and became law in ,june1 #ahdg2 these two ,acts1 with modifications and improvements1 suggested by time and experience1 were incorporated in the ,school ,bill of #ahej1 which was introduced by the ,hon4 ,f4 ,hincks1 and was the first ,act to which the ,earl of ,elgin gave the ,royal ,assent after the removal of the ,seat of ,government to ,upper ,canada4 ,the provision of this bill embodied the basis of our present system4 ,it introduced the principle of free schools1 leaving the adoption of that principle to the option of each school section4 ,subsequent changes and modifications were embodied in the ,act of #ahgj1 which abolished the office of township superintendent1 introduced the county inspectorate1 and made free schools compulsory4 ,this ,act may be said to be the last touch of the ,master ,hand4 ,in order to apprehend the true nature and extent of that impress which he made1 of that influence which he exercised and exerted1 we have only to look around1 to look on that noble structure1 whose foundations he was permitted and honored to lay1 and whose superstructure he was so largely enabled to rear4 ,our school system is his true memorial4 ,i have already said that it is a meet and a becoming thing for a nation to honor the memory of its public benefactors4 ,the nation that ceases to cherish and manifest a grateful remembrance of those who have devoted their energies to the promotion of its welfare and spent their lives in its service1 gives evidence of deterioration and decay1 gives evidence that it is on the down grade of national existence4 ,to-day we have gathered here to give expression to our gratitude in tangible form1 by the erection in this public place1 of this costly and enduring memorial of the individual and his life-work1 that by its very presence it may speak to all who behold of the grateful sense of benefits received1 cherished by the people of this ,province4 ,yet there is another way in which we may manifest our gratitude1 viz41 by seeking to conserve1 to consolidate1 to ameliorate1 our school system1 which has thus come down to us from the moulding hand of the departed2 and not only seeking to preserve what has thus been handed down to us1 so far as the school system itself is concerned1 but to seek to make it practically effective in its operation1 so that all who live under its shadow1 may share to the full of the blessings and privileges which it is fitted to confer and intended to bestow4 ,our sense of gratitude will thus assume a practical and beneficent form4 ,that the management of our school system has fallen into1 and now is in good and wise hands1 we all feel confident4 ,that its success depends largely on the energy1 the zeal and the faithfulness of those who are entrusted with the education of the youth of this ,province1 our high and public school teachers1 together with the co-operation of the people at large1 of all classes and of all creeds1 all will be prepared to admit4 ,in one word3 ,it is only by the united and concerted action of all three1 the executive skill1 the zeal and energy of the teachers1 and the popular sympathy and support that we can hope to secure the full benefit of our school system on the one hand2 and on the other1 show ourselves worthy of the heritage that has been handed down to us by those who have gone before us4 ,,address ,,of ,,the ,,acting ,,mayor4 ,alderman ,mc,millan1 ,president of the ,city ,council and ,acting ,mayor of ,toronto1 in the absence of ,mayor ,e4 ,f4 ,clarke1 ,m4,p4,p41 in ,england1 spoke as follows3-- ,i regret very much that ,his ,worship the ,mayor is not with us to-day to represent the citizens of ,toronto on this interesting occasion4 ,it is his loss1 however1 and ,i fear it will be your loss also1 that it has fallen to my lot to act as his substitute and to speak on his behalf and on behalf of the citizens of ,toronto4 ,knowing my own unfitness for the task1 ,i have hesitated2 feeling my own inability1 ,i have shrunk from the duty imposed on me4 ,deeply conscious as ,i am of the fact that it requires more eloquence than ,i possess to do justice to the occasion1 or to speak in fitting terms of the great work of the eminent divine and educationist to whose memory this statue has been erected4 ,no more appropriate place could have been selected for its erection than here on the grounds of the department which is the creation of his genius1 and in front of a building which stands a monument to the energy of its founder4 ,he will be but a poor student of the history of his country who has not yet learned from its pages the deep debt of gratitude which every ,canadian owes to the man whose memory is held in most affectionate rememberance by all classes of the community4 ,he will be a poor judge of mental power or moral worth who has not yet learned to prize the grandeur of his life-work or the versatility of the attainments of the man who was not only a deep thinker and a notable teacher but an earnest and a humble ,christian--a happy combination of the scholar and the gentleman4 ,during a long and eventful career1 and at a crucial period in our country's history the active part he played in public affairs has left on the institutions of our province the impress of his vigorous intellect4 ,prompted by pure motives1 and guided by sound judgment1 he gave evidences of an uncommon genius1 which he devoted to the service of his country and the best interests of the people1 and thus he became a leader among men4 ,in the school system of this province he built for himself a more lasting monument than the granite and bronze we now raise to his memory4 ,with fluent speech and ready pen he has oft been the defender of our most sacred rights and cherished privileges4 ,a lover of truth1 he abhorred falsehood4 ,a lover of freedom1 he hated oppression2 and the cause of truth and of freedom found in him an able and willing champion4 ,a staunch defender of ,british connection1 he yet manfully battled for equal rights and privileges to all classes of the people4 ,he loved the land of his birth with no ordinary affection and1 during a long and busy life1 he helped to mould her destiny and shape her course--guiding her feeble and often erratic steps1 leading her into the paths of truth and righteousness which1 we are assured1 most surely exalteth the nation4 ,in the pages of ,canadian history the ,story of his ,life and labors will ever be instructive reading4 ,in the chronicles of the ,methodist ,church of ,canada 7the church of his choice7 his name will always stand pre-eminently conspicuous as one of her ablest scholars and one of her most eminent divines--an earnest preacher and a devoted missionary4 ,filled with a fervent love for his ,lord and ,master1 he labored earnestly in ,his vineyard seeking souls for ,his hire4 ,i am proud of the privilege ,i enjoy of being here on behalf of the citizens of this great city--pleased to be able to bear testimony to the high appreciation we have of his services and the strong affection we bear to the memory of the ,rev4 ,egerton ,ryerson4 ,i am also pleased to have this opportunity of being allowed to tender my own humble tribute of respect to the memory of him who was both a statesman and a scholar1 a patriot and a ,christian4 ,,representative ,,of ,,the ,,university ,,of ,,toronto4 ,the ,honourable ,senator ,john ,macdonald1 speaking on behalf of the ,university of ,toronto1 said3-- ,i wish first to express my regret--a regret ,i have no doubt in which you share--that some one better fitted than myself had not been selected to represent the ,university of ,toronto upon this important occassion4 ,my embarrassment is lessened however1 and possibly your disappointment1 in view of the handsome tribute paid to the memory of the great man by the ,minister of ,education in his admirable address1 by the presentation of the historic paper by the ,deputy ,minister1 and last1 though not least1 by the speech of ,alderman ,mc,millan on behalf of the city of ,toronto4 ,patriotism is that passion which aims to serve one's country1 either in defending it from invasion or protecting its rights and maintaining its laws and institutions in vigour and purity4 ,if then we accord1 as we ought to do1 a place among the patriots of our country to those who readily respond to its call in the hour of danger1 to those who bring their wisdom and judgment to bear in the making of laws for its good and healthful government1 to those1 also1 who as diplomats in the carrying on of delicate and subtle international negotiations do so in such a way as not only to maintain their country's honor but to make their country respected1 what place shall we assign to him who devoted his life to the best interests of the young of his own province in order that they might be fitted rightly to take their part in life1 to do this all the better by reason of that educational system of which he was the moving spirit and which it was his to found8 ,what place ,i ask1 if it be not the very first place in the front rank of that distinguished class4 ,egerton ,ryerson may fairly be regarded as the founder of the school system of his own province and as a consequence must1 throughout all time1 occupy a foremost place in the history of his country4 ,his was a life spent not in the promotion of his personal ends4 ,indeed it may be affirmed that his devotion to his life-work so absorbed his time1 his thoughts and his energies as to have disqualified him for making that suitable provision for the close of life for which his great abilities so eminently fitted him4 ,it would scarcely be fair to claim for him all the honour of perfecting the school system of ,ontario1 scarcely fair to say that to him exclusively belongs the results seen to-day which give to the school system of ,ontario so prominent a place among the school systems of other countries4 ,a measure of the praise is doubtless due to the able staff of workers by which he was supported4 ,his was the directing mind2 'twas theirs to carry out his plans4 ,it would not be fair to ascribe to the architect all the credit for the grace1 symmetry and safety of the most magnificent public buildings4 ,true1 he it was who planned the foundations1 made them deep and broad1 as that they might be safe and enduring4 ,true1 he it was who gave grace and beauty to the elevation1 as that it might not only answer its purpose1 but that it might be at the same time a thing of beauty2 but how easily might not only the safety of the building be imperilled but its beauty marred by careless and by ignorant treatment2 but skilful treatment has produced the needed strength1 and has secured the grace of outline1 and the building is perfect and harmonious in all its parts4 ,what the architect is to the building that was ,egerton ,ryerson to our school system4 ,his it was to lay the foundation upon which a structure which might be at once the pride and the glory of our ,province could be erected2 his it was to lay these deep and broad and enduring4 ,how wisely and how well he did his work4 ,how well his efforts have been supplemented by the able band of workers who were associated with him the splendid school system of our ,province to-day abundantly testifies4 ,it is fitting1 therefore1 that his statue should be placed on these grounds1 so that the coming generations may be made familiar with the general appearance of the man who has done so much for the educational interests of his country4 ,but it is not here1 faithful as the bronze may speak of the man1 that his most fitting and most enduring monument must be found4 ,the group of happy faced children which throng our sidewalks wending their way each morning to our schools1 the pupils of our ,model ,schools1 our ,high ,schools1 the under-graduates of our ,universities1 and these seen not only in their school period1 but in their subsequent career taking their place in our country as its legislators1 its professional men1 its merchants1 mechanics1 farmers1 its matrons1 taking their places in life1 and taking them all the better for their own good and that of their country for the training1 sound1 thorough and scholarly1 which they have received in the schools1 colleges and universities of their own country1 helping them to make their homes homes of comfort1 elegance and refinement4 ,here must be found the true and abiding monument of the man2 here the enduring fruit of his life-work1 more imperishable also than either brass or marble4 ,statistics have been freely given1 and these need not be repeated4 ,not often does it fall to the lot of one man to leave behind him such a record as that left by ,dr4 ,ryerson in his life-work of thirty-three years4 ,to see the old-log school house1 with its imperfect appliances1 supplanted by the palatial school buildings with their perfect equipment of our own day4 ,to see the work done by our ,high ,schools1 our ,colleges and ,universities1 which challenges not the attention only1 but the admiration of other countries1 that is an honour1 even with the capabilities which exist in a young country like ours1 reserved but for few1 and yet among that number he stands out promptly whose statue has this day been unveiled by ,his ,honour the ,lieutenant-,governor4 ,any words of mine are poor and weak indeed in dealing with a matter so full of interest1 not to the people of ,ontario only but to the people of ,canada1 but full of interest to my own mind1 as it must be to the mind of others1 is the estimate placed upon ,dr4 ,ryerson's work by many eminent men1 all well qualified to judge from an educationalist standpoint4 ,dr4 ,hodgins has spoken of the late ,dr4 ,fraser1 ,bishop of ,manchester4 ,few men were so well able to form an opinion upon any educational system4 ,himself a great scholar1 an ,oriel man1 an enthusiast on all matters connected with the educational system of his own country1 appointed by the ,royal ,commission as an assistant commissioner to visit and report upon the educational system of the ,united ,states and ,canada1 thus speaks of our school system and of ,dr4 ,ryerson4 ,after referring to the system says3 ,it shows what can be accomplished by the energy1 determination and devotion of a single earnest man4 ,through evil report and good report1 he has found others to support him in the resolution that free education shall be placed within the reach of every ,canadian parent for every ,canadian child4 ,egerton ,ryerson has deserved well of his country4 ,his best days and his best energies were given to the upbuilding of its grandest institution4 ,well should his country guard and cherish his memory1 so that the young who are here assembled to-day may learn this lesson1 that he who devotes his life for his country's good1 his country will hold his memory not in fragrant only1 but in perpetual remembrance4 ,,representative ,,of ,,victoria ,,university1 ,,cobourg4 ,the ,rev4 ,n4 ,burwash1 ,s4,t4,d41 ,president and ,chancellor of ,victoria ,university1 spoke as follows3 ,ladies and ,gentlemen3 ,it is particularly appropriate that on this occasion ,victoria ,university should speak4 ,we meet to do honor to one of the greatest of ,canada's sons4 ,dr4 ,ryerson has written his name indelibly upon the pages of his country's history4 ,he has done so not merely by superior gifts of intellect1 although to few men have more noble talents been entrusted4 ,nor has he done so merely as the successful leader of a great party in ,church or ,state1 although he was a leader1 one of the first three in one of ,canada's greatest movements towards a perfect political constitution4 ,the success of this movement1 after a struggle stretching through the lifetime of a full generation1 and its results of which all good men now approve1 might well ennoble the name of any man4 ,but that for which we honor ,dr4 ,ryerson's name and memory to-day is his work as an educator2 and from ,victoria ,university he first received the call to consecrate his life to his work4 ,he was the first ,president of ,victoria ,college4 ,he1 a ,canadian of the ,canadians1 was the first ,canadian to occupy that position in our ,province2 and ,victoria has maintained the ,canadian succession unbroken from his day to the present4 ,victoria was the first institution in this ,province in active operation as a teaching institution with ,university powers4 ,and it fell to ,dr4 ,ryerson to shape its character and curriculum1 and to give it a form1 many features of which it has retained to this present hour4 ,it was from this duty of laying the foundations of our ,university in this young ,province that ,dr4 ,ryerson was called to the wider field of fashioning the primary and intermediate education of the whole people4 ,it would be presumption on my part to attempt to speak to-day of the difficulties which beset him in his task1 and of the skill and judgment with which those difficulties were met and overcome4 ,that has already been the more appropriate duty of one who has just spoken1 and who was for long years his most valued and honored associate in his life-work4 ,but1 as a ,canadian of the fourth generation1 and as a ,canadian school boy who has enjoyed the advantages of the great work which to-day we commit to the perpetual memory of our country1 ,i may venture to refer to the peculiarly ,canadian character of the system founded by ,dr4 ,ryerson4 ,the early schools of this country were very varied in their type4 ,prepossession and usage rule imperiously in education4 ,each little colony or settlement1 as it was called1 had its national prepossessions4 ,here was an attempt to reproduce a miniature ,english ,eton or ,rugby4 ,there was a genuine ,scottish parish school with its ,bible and ,catechism4 ,here was an ,irish school with its predilection for difficult problems in arithmetic and algebra4 ,there was a ,yankee school with its spelling-matches and dialogues on examination day4 ,these were the heterogeneous elements of forty-five and fifty years ago4 ,to-day1 we have everywhere the ,canadian school as unique in its character as any of these1 and as well-known in its results all over this continent4 ,the skilful mind that took possession of these materials1 that carefully separated the good from the bad1 that patiently and wisely removed or overcame prejudices1 that calmly waited till the public mind was ready for each progressive movement1 and then with vigor pushed it forward to speedy completion--this was the ----le gift which ,dr4 ,ryerson devoted to his country's service4 ,gathering his materials for building up a perfect educational system from all lands1 and from the wisdom and experience of all ages1 this great man wrought out his life-task in the face of political prejudices1 of national prejudices and of sectarian prejudices4 ,i know of no man of his day who rose more fully than did he above the narrowness of all these4 ,from the elevation of a broad catholicity1 he grasped the great outlines of a comprehensive and national system of education for the ,upper ,canadian people1 and patiently did he work toward that as his ideal4 ,it would be too much to say that he completed the ideal4 ,such is not often given to mortal man4 ,there are problems in this work still unsolved4 ,there is still something for us to do4 ,but in the solution of these problems we may well thank ,god for the broad1 strong foundations1 and structures planned1 and so nearly completed by this master workman4 ,in the inaugural address with which ,dr4 ,ryerson opened his work in ,victoria ,college1 ,i find this passage ,the education imparted in this college is to be ,british and ,canadian4 ,youth should be educated for their country as well as for themselves4 ,this motto1 never forgotten1 has given character to his great life-work1 and has given us a system of public schools and intermediate schools which more enduring than any monument will perpetuate to our children for generations to come1 the name of ,egerton ,ryerson4#i #i ,w4 ,kerr1 ,q4,c41 ,vice-,chancellor1 of ,victoria ,university1 in explaining the causes of his absence from the ceremonies of unveiling1 said3--,i thank you very much for your ever thoughtful kindness in sending me a programme of the ceremonies of unveiling of the statue of our late great chief founder of the peerless school system of ,ontario4 ,i should very much like to have the privilege of being present on the occasion and of listening to the speeches and addresses1 but especially your ',historical ,paper on ,education in ,ontario1' which no man now living so well understands as yourself4444 ,how often ,i think of the late chief's farsightedness and patriotic efforts in connection with the ,upper ,canada ,academy and subsequently with ,victoria ,university4444 ,,representative ,,of ,,queen',s ,,university1 ,,kingston4 ,sandford ,fleming1 ,c4,e41 ,,ll4,d1 ,c4,m4,g41 ,chancellor of ,queen's ,university1 spoke as follows3-- ,your ,honor1 ,mr4 ,chairman1 ,ladies and ,gentlemen3 ,in the name of ,queen's ,university1 and at the special request of the ,senate of that institution1 ,i come here to-day to take part in these interesting proceedings4 ,on behalf of higher education in ,eastern ,ontario ,i have the honor to bear tribute to the memory of ,dr4 ,egerton ,ryerson4 ,however unworthy the individual whom ,queen's has sent on this occasion1 ,i am warranted in stating that no institution in this country is more thoroughly alive to the importance of sound education for all classes of the community than the ,university ,i come here to represent4 ,moreover1 ,i venture to say that there is no one here present who more fully appreciates the incalculable value of the school system of ,ontario and the work accomplished in its establishment1 by him to whose memory we are this day assembled to do honor4 ,it is not simply an agreeable duty ,i am called upon to perform1 ,i feel it to be a high privilege to be allowed to take part by my presence on this auspicious occasion4 ,i have but to look back over a period of forty years to recall the living form of the sculptured figure before us1 and to remember the time when in the zenith of his strength and intellectual power1 he brought to bear on the great work of his life that wisdom and foresight1 that indomitable perseverance and patriotism1 that zeal and devotion with which he was gifted4 ,i have but to recollect his persistent efforts to initiate and put in successful operation a comprehensive system of common school education in this province1 to express my unalloyed satisfaction that those efforts--those great and sustained efforts were not in vain4 ,i rejoiced then1 as ,i rejoice now1 that the noble work in which he took so conspicuous a part has been crowned with signal success4 ,i thought then1 and ,i think now1 that the people of this province1 ,i may indeed say the people of the whole of ,canada1 of all ages1 of all classes1 of all colors and of all creeds1 owe a deep debt of gratitude to ,dr4 ,ryerson1 and ,i cannot be wrong in the firm opinion that we all do well to revere and perpetuate his memory4 ,while ,dr4 ,egerton ,ryerson attached most importance to the establishment of the common schools of the country on a sound and efficient basis1 he also warmly sympathized with every effort to promote higher education4 ,he took an active part in founding ,victoria ,university1 of which he was chosen the first president4 ,he was a strenuous supporter of that institution up to the day of his death1 firmly believing that the resources of the country could support1 and that the people of ,ontario should possess1 well endowed1 independent seats of learning of different types4 ,as a member of the community ,i have always had the highest esteem and veneration for this great pioneer of education in ,canada4 ,i feel now and have always felt with unnumbered thousands that his life has indeed been that of a foremost public benefactor4 ,i am1 therefore1 greatly gratified that it has fallen to my lot1 on behalf of ,queen's ,university and higher education in ,eastern ,ontario to bear tribute to the memory of the founder and first administrator of our system of public instruction1 a far-seeing ,canadian1 an enlightened statesman1 a man who in his distinguished career rendered the most important services to the country of his birth4 ,i am glad to have an opportunity of taking part in the formal inauguration of the work of art which we see before us4 ,at the same time ,i cannot forget that ,dr4 ,egerton ,ryerson has left behind him an inheritance to unborn generations of ,canadians in the schools which we behold everywhere throughout the land and the free public instruction which they represent4 ,these are now and must always be recognized as his best and most enduring monument4#aj #aj ,in his letter enclosing the manuscript of his address1 ,chancellor ,fleming1 said3--,i write to congratulate you on the complete success of the affair of last ,friday4 ,even the weather was every thing we could desire4 ,it was a genuine pleasure for me to be present on the occasion4 ,in the few remarks ,i offered ,i meant every word ,i said1 ,the only omission was the absence of any reference1 or sufficient reference1 to the right hand man of ,dr4 ,ryerson during all the years he laboured4 ,this often happens2 but you have the happy consciousness that your work and your life has so largely entered into the imperishable monument which he has raised in the school system of the century4 ,,representative ,,of ,,trinity ,,university1 ,,toronto4 ,the ,representative of ,trinity ,university1 ,rev4 ,professor ,clark1 remarked that he had the honor of representing the smallest of the universities of ,ontario1 but one in which they strove to do their work in a spirit of loyalty to their country as well as to their own convictions4 ,he had naturally prepared to make some remarks on the distinguished and illustrious man in whose honor they were then assembled2 but1 as he supposed1 nearly everything which had occurred to him as being suitable to be said had been anticipated by previous speakers4 ,as he looked upon those ,normal ,schools by which they were imprinted1 he could not help being reminded of the words inscribed on the interior of ,st4 ,paul's in memory of its founder1 ,sir ,christopher ,wren1 ,si monumentum requiris circumspice4 ,if you ask for his memorial look around you4 ,with equal propriety we might point to those schools as a monument and memorial of ,dr4 ,ryerson1 the founder of the educational system of this ,province1 no less fitting than the statue which had just been uncovered4 ,but more enduring than the building or the effigy was the intellectual and moral work which he had accomplished in our educational institutions1 for that work was eternal4 ,its effects and influences would never pass away1 but would go on leavening generations yet unborn4 ,whatever changes or revolutions might occur1 his work and its consequences would still live on4 ,in one respect1 perhaps1 it was fortunate that others should have borne testimony to ,dr4 ,ryerson's work and ability1 and to the greatness of the work which he had done4 ,his own knowledge of the man and of the work was only second-hand1 and he could not speak with the freshness and vividness of those who had personal knowledge of them4 ,segnius irritant animos demissa per aurem4 ,but although he had not direct and immediate knowledge of ,dr4 ,ryerson1 he had the opportunity of studying several of the publications which gave an account of his history1 and especially of his educational work--more particularly some of those written by ,dr4 ,hodgins4 ,from these he had learnt something of the spirit in which the work had been accomplished1 and the principles which were embodied in it2 and these would account for the eulogiums which had already been bestowed upon the work and its principal doer4 ,they might learn from such investigations something that would help to guard them from dangers which attended their educational work4 ,it seemed to him that ,dr4 ,ryerson's conception of the work of education was singularly simple1 earnest1 deep and comprehensive1 free from affectation and one-sidedness4 ,they were in danger of forgetting some of these elements1 of making education showy instead of solid1--of forgetting that it was the education and discipline of the man and of the mind that we had to accomplish1 and not the outward adornment of him1 or the mere imparting of knowledge4 ,some of our dangers have been forcibly pointed out by the ,president of ,university ,college1 ,sir ,daniel ,wilson1 in the ,march number of the ,canada ,educational ,monthly4 ,it would not be proper to go into details on such an occasion1 but he would recommend those who were interested in these questions to study that article4 ,there was great danger of their being one-sided in education1 of their taking up cries on one side or another4 ,we have often heard of a foolish ,anglomania by which some people were possessed4 ,but there are other manias which are quite as silly4 ,there was an ,americano-mania and a ,canada mania 7mania ,canadensis1 said the ,minister71 and they were all equally foolish4 ,it was egregious folly merely to imitate an ,englishman or an ,american4 ,but it was equally foolish to imagine that we had everything and could do everything by ourselves4 ,our business was not to make ,englishmen or ,americans or ,canadians1 but to make men1 furnished with sufficient knowledge1 with cultivated1 disciplined minds1 with vigorous wills4 ,this is our work1 and we must do it with our might1 remembering the limitations of our position and realizing what we could and could not accomplish4 ,we must not at present expect the results of the education given at the great ,german universities or at ,oxford and ,cambridge1 but we might make the best with the materials at our disposal4 ,we might foster in the rising generations a love of truth and goodness1 and instil into them a deep sense of duty1 and thus help to qualify them for the position they would have to occupy1 and the work which they had to perform4 ,,representative ,,of ,,mcmaster ,,university4#aa #aa ,dr4 ,rand1 in sending the manuscript of his address1 said3--,i think the exercises were very successful indeed1 and that the memorial volume1 if brought out with some expedition1 will prove very helpful in quickening a true appreciation of the great work done by ,dr4 ,ryerson in building up the educational system of ,ontario4 ,professor ,theodore ,h4 ,rand1 ,m4,a41 ,d4,c4,l41 representative of ,mc,master ,university spoke as follows3-- ,twice before it has been my privilege to unite in doing honor by a public memorial to the name of distinguished educationalists1--that of ,horace ,mann1 of ,massachusetts1 and ,alexander ,forrester1 of ,nova ,scotia2 but in view of the breadth of the area over which ,egerton ,ryerson wrought1 and the really national character of his work1 this has been an occasion of surpassing interest to me1 and one1 ,i am sure1 which marks an epoch in the educational history of ,ontario4 ,in speaking as a representative of ,mc,master ,university1 which is just now being organized as one of the instruments of the higher education of this country1 ,i may be permitted to say that the ,christian denomination which controls the destiny of that ,university has in all parts of the world been in active sympathy with popular education1 and in two of our ,canadian provinces has been foremost in efforts to secure the efficient organization of systems of free education under government control4 ,when a country has risen to the position of making adequate public provision against the blighting and destructive influences of ignorance1 it has undertaken the discharge of one of those contingent and great obligations which1 perhaps1 will always await any people who are pressing forward to the attainment of the possibilities of ,christian civilization4 ,with all its imperfections our system of public education in an eminent degree commands the affectionate regard of our people and the admiration of strangers4 ,while ,ontario was not the first of our ,canadian provinces to organize a free system of public schools1 and while she has not maintained intact the principle which lies at the basis of the common schools1 the grandeur of the outline of our system and the general completeness of its details are1 ,i believe1 unsurpassed by those of any other system on this continent or throughout the empire4 ,this is especially true of the completeness of the provision made for passing from the elementary schools into the work of the higher education4 ,ontario occupies this advanced position to-day1 with all its immeasurable advantages1 largely because of ,egerton ,ryerson4 ,he was possessed of a profound conviction that mind is the great creative power by which all resources of nature are to be turned to account4 ,he had no idea that material good is a good at all only as it is a means for the development of the moral and social possibilities of the individual and of the nation4 ,he did not argue1 as many others in the country did1 that since the area of the ,province is vast1 its population widely scattered1 its forests waiting to be felled1 its lands to be cleared and drained1 therefore the organization of an efficient school system was a thing of the far future4 ,on the contrary1 having before him such examples as ,prussia1 ,scotland1 ,ireland1 the ,new ,england1 ,middle and ,western ,states1 and believing that our civic institutions should afford social conditions inferior to those of no country in the world1 he poured all the energy of his great heart and mind into the effort to make available even to the remotest hamlets of the ,province the blessings of knowledge4 ,intelligence1 industry and morality were felt to be inseparably bound up with the progress of education4 ,a system good enough for the rich and poor alike1 and supported at the public expense1 was his aim and his final achievement4 ,the ,christian communism underlying our systems of public education on this continent is proving one of the great safeguards of society against the forms of a false communism2 and there is yet room1 in my judgment1 for a still wider application of kindred principles in our social system4 ,the work of ,egerton ,ryerson furnishes an additional illustration of the truth that systems of popular education are1 so to speak1 the gift to the people of the ,colleges and ,universities4 ,his relations to the higher education enabled him to grasp all the elements involved in the great problem he undertook to solve for ,ontario1 and to bring all parts of the educational system into helpful and sympathetic relations4 ,our ,universities must always be sources of stimulus and enrichment to the schools of the ,province at large1 if they discharge in any original and adequate measure their functions to society4 ,in attributing so important a share to ,egerton ,ryerson in the establishment of our school system1 ,i am not1 of course1 unmindful of the public men who seconded his efforts1 and above all1 of the teachers and inspectors by whose self-sacrificing toils educational advance was rendered possible1 and has been sustained4 ,were he whom we honor in our midst to-day he would be the first to speak thus1 and especially of his friend1 ,dr4 ,hodgins1 who for so many years was his able assistant and valued confidant4 ,this bronze memorial is well--may it long testify to the patriotic virtues of a noble man--but it is as nothing1 ,i trust1 in comparison with the living and imperishable memorials of enriched and ennobled human lives4 ,as time witnesses the increasing development of the material and spiritual forces of the present and coming generations of our people1 as our social and national institutions are more fully perfected and widely recognized1 we shall have hereby and herein perennial memorials of the founder of the school system of ,ontario throughout all coming time4 ,,chapter ,,iv4 ,,education ,,in ,,ontario--,,past ,,and ,,present4 ,,an ,,historical ,,retrospect ,,by ,j4 ,,george ,,hodgins1 ,m4,a41 ,,ll4,d41 ,,barrister-,,at-,,law1 ,,and ,,deputy ,,minister ,,of ,,education ,,for ,,ontario4 ,to-day will long be memorable in the educational history of ,ontario--for to-day has been unveiled the first statue ever erected in this province to one of its own sons4 ,it will be still more memorable from the fact that that special subject of public interest and national concern which has been signally honoured to-day1 is the pre-eminently important one of popular education4 ,these two facts combined give to the celebration and pleasant incidents of the day a peculiar significance and a special interest4 ,,significance ,,of ,,the ,,event ,,of ,,to-,,day4 ,one of the first indications of a growing national life and a patriotic national spirit is the erection of statues to noble sons who have rendered such valuable services to the state as are recognized and honoured here to-day4 ,it is a most hopeful sign1 as well as an assuring and happy augury for the future of a country1 when its patriotism takes the grateful and graceful form of doing honour to those who have aided in laying the foundation of its future greatness and prosperity4 ,this1 we all rejoice has been done by ,ontario to-day in the unveiling of the statue of the distinguished founder of her educational system4 ,she has reared to-day to one of the sons of her soil a noble monument1 expressive of grateful acknowledgment for services of the greatest importance and value to her and to the thousands of her sons and daughters yet unborn4 ,the erection of this statue emphasizes in a striking manner a notable fact1 chronicled by ,john ,milton1 which the mature judgment of the nineteenth century has everywhere endorsed1 that-- ,peace hath her victories no less renowned than war4 ,that is1 that it is not heroic deeds of valor alone which call forth a nation's gratitude4 ,it further shows us that unswerving devotion to duty in any of the departments of the public service1 or professional or private life1 which have to do with matters which concern a nation's progress and welfare1 is equally recognized1 if not more signally honoured1 than were deeds of prowess in the days gone by4 ,we have1 at all events on this continent1 many notable examples of distinguished honour being done to literary men1 to men of science and to noted educationists4 ,any one who has visited the chief city of ,massachusetts cannot fail to have seen1 on the broad terrace in front of the capitol1 a massive bronze statue to ,horace ,mann1 the well-known ,founder of the ,public ,school system1 not only of ,massachusetts1 but practically of the ,new ,england ,states4 ,,the ,,ontario ,,system ,,of ,,education--,,its ,,influence ,,abroad4 ,so1 in like manner we unveil to-day the statue1 not only of the ,founder of the ,school ,system of ,ontario1 but of one1 the impress of whose hand1 and the practical suggestions of whose mature experience1 may be recognized in the systems of education of some of the ,maritime ,provinces1 and in those of ,manitoba and ,british ,columbia4 ,the first ,superintendent of ,british ,columbia1 and the second of ,manitoba were trained in the schools of ,ontario1 and were thus experienced pioneers in the new ,provinces of their educational systems4 ,also in the ,west ,indies the educational example of ,ontario was felt to be of some value by ,sir ,francis ,hincks1 when ,governor of the ,windward ,islands4#ab #ab ,in a letter from ,barbados1 dated #cast ,may1 #ahef1 he said3 ,as to education1 in which you will take the greatest interest1 all ,i can say is that my own hopes are centered in getting a good ,normal ,school in humble imitation of yours4 ,i think with that all will be well4 ,if we could train good teachers we would have an admirable system4 ,there have been some attempts1 but not to much effect4 ,i want your advice as to the establishment of this school4 ,tell me how to go to work to get good men1 etc4 ,i must have your plan of boarding the ,normal ,school pupils at the public expense1 which ,i think essential4 ,i also want to introduce the national books 7as you did74 ,any advice or information will be conducive to good results4 ,even the grand old ,mother ,country has not failed to acknowledge her indebtedness to him whom we honour to-day1 for practical suggestions in the solution of the educational problems which confronted her public men1 notably the ,duke of ,newcastle and the ,right ,hon4 ,w4 ,e4 ,forster1#ac during the years reaching from #ahfj to #ahgj4 #ac ,full information in regard to the working of our system of education was communicated from time to time to the ,privy ,council ,committee on ,education in ,england4 ,this was of great practical value 7as he assured us7 to the ,right ,hon4 ,w4 ,e4 ,forster1 promoter of the noted ,english ,school ,bill of #ahgj4 ,in #ahge ,mr4 ,forster visited the ,education ,department of ,ontario4 ,the ,journal of ,education of ,april1 #ahgf1 thus refers to ,mr4 ,forster's visit3-- ,during the recent visits of the ,right ,hon4 ,w4 ,e4 ,forster and ,hepworth ,dixon1 ,esq41 to the ,ontario ,education ,department1 they were kind enough to explain and discuss some of the new problems in the ,english ,educational system1 and made enquiries as to the success of our attempts at a practical solution of the same question4 ,the two principal subjects referred to by ,mr4 ,forster were compulsory education and denominational schools1 and on these two points full explanation of our ,ontario system were given4--,journal of ,education1 ,province of ,ontario1 ,volume xxviii41 page #di4 ,in #ahfj1 at the request of the ,duke of ,newcastle1 who accompanied the ,prince of ,wales to ,canada1 ,dr4 ,ryerson prepared an elaborate sketch of the system of education in ,upper ,canada1 and contrasted it with the ,english and other ,european systems of education4 ,this report was embodied in a letter to the ,duke1 dated #abth ,october1 #ahfj4 ,as to the appropriateness of our erecting a ,statue to ,egerton ,ryerson in ,ontario1 as was done to ,horace ,mann1 in ,massachusetts1 ,i may here quote a reference to the equal value of the labors of those two noted men which was made twenty-five years ago by that acute observer and experienced educational commissioner1 the late well-known and distinguished ,bishop ,fraser1 of ,manchester4 ,he said3 ,what ,education in ,new ,england owes to ,horace ,mann1 ,education in ,canada owes to ,egerton ,ryerson4 ,to-day we honour ourselves by seeking to discharge that obligation1 at least in part4 ,there is one circumstance connected with the erection of this statue which1 to my mind1 gives it a peculiar value and significance4 ,the erection of statues by popular vote1 or by the ,legislature1 gives a quasi1 if not a real national character to such erection1 but1 a statue erected from the proceeds of thousands of small contributions1 as in this case1 shows that deep down in the hearts of the people of this country there must have been genuine regard for the man whom they thus seek to honour4 ,when a memorial takes such a form as that we may well regard it as more enduring and precious than either the bronze or marble which constitute the material of its structure4 ,,comprehensive ,,character ,,of ,,the ,,ontario ,,educational ,,system4 ,it devolves upon me1 as ,chairman of the ,committee having charge of this work1 and at the kind request of my colleagues1--no less than as the life-long friend and fellow-laborer of him whose deeds and memory we honor to-day--to trace back to their source the origin and underlying principles of our system of education1 and to show that these underlying principles and other vital forces were so combined by a master-hand an to form the groundwork1 as they have1 in their combination1 become the charter of our educational system of to-day4 ,and here1 in this connection1 a thought or two strikes me2 and each thought contains for us a moral and a lesson4 ,the first is that educational systems are essentially progressive in their character and purposes1 and truly they never continue in one stay4 ,the second is that the earliest sources of what might be called our educational inspiration are now uncertain guides1 and1 as such1 are to-day of doubtful authority4 ,no one will venture to affirm that even--as it was then considered--the broad and comprehensive scheme of public education sketched by ,dr4 ,ryerson in #ahdf1 should be considered as the acme of our educational achievements of to-day4 ,nor would any one at all conversant with the condition and progress of education on this continent alone be content to draw his inspiration from1 or limit his range of observation to1 the ,new ,england ,states as formerly4 ,the examples to be seen1 and the experience to be consulted1 and the systems to be studied1 must to-day1 so far as the ,united ,states is concerned--be sought for in the far-off ,western ,states4 ,in this matter ,i speak of what ,i know2 and ,i speak1 therefore1 with the more emphasis on this point1 because of the primary importance of keeping this ,province and the ,dominion educationally abreast of the most advanced ,states of the ,american ,union--our near neighbors1 and our energetic and actively progressive educational rivals4 ,as an illustration of these notable facts1 ,i may state that having been selected by the ,united ,states ,bureau of ,education to act as one of the seven international educational jurors1 at the ,new ,orleans ,exhibition in #ahhe1 it was1 during six weeks1 my duty with others1 to examine into and report upon the condition and results of the various state systems of education in the ,union1 and in other countries4 ,,character ,,of ,,systems ,,of ,,education ,,abroad1 ,,and ,,lessons ,,therefrom4 ,i need not more than state1 what you likely anticipate1 that ,france1 by her enlightened educational legislation of #ahha--providing for manual1 or industrial1 training in all of her schools--and ,germany1 by her earlier and more systematized educational legislation1 stand at the head of ,european ,states1 as does ,japan at the head of the whole ,eastern ,world4 ,but1 in this connection1 the interest to us should be to note the fact that the educational centre in the ,united ,states has within the last few years been gradually shifted from the east to the west4 ,as an illustration1 ,i may say that the highest award for the extent1 variety and completeness of its educational system in all its details1 was unanimously made by the jurors to ,minnesota1 while ,massachusetts and other ,new ,england ,states1 with ,new ,york1 ,pennsylvania1 etc41 were entitled to only second and third class honors4 ,france and ,japan justly received first-class honors1 while ,england and other countries 7omitting ,germany7 had to be placed in the second and third class ranks as educating countries4 ,a revelation of these and other suggestive facts in regard to the progress of education in countries outside of our own1 more than ever convinced me of the wisdom of ,dr4 ,ryerson's policy of observation while head of the ,education ,department4 ,he laid it down1 not so much an educational axiom1 as a wise dictum--the result of his educational experience1 that-- ,there is no department of civil government in which careful preparation1 varied study and observation1 and independent and uniform action1 are so important to success and efficiency1 as in founding1 maturing and developing a system of public instruction4 ,he1 therefore1 wisely devoted a large portion of his time to this careful preparation1 as well as to varied study and observation of systems of education in ,europe and ,america4 ,and this fact largely accounts for the success and efficiency of his efforts in founding1 maturing and developing our system of public instruction4 ,in a reply to a resolution from the ,council of the ,county of ,norfolk1 in #ahea1 ,dr4 ,ryerson thus referred to this subject3-- ,there is no poetry in the establishment and development of a public school system2 it is a matter-of-fact-work from beginning to end2 and its progress1 like the growth of body and mind in an individual1 is gradual1 and is the joint result of time and labour4 ,i am happy1 however1 to know that our school system has already become so far developed in its principles1 objects and character as to command the attention and almost unanimous approbation of the country4 ,i have laid it down as a first principle to educate the people through the people themselves1 by their own voluntary co-operation and exertion1 through the usual elective municipalities and other acknowledged and responsible organs of a free people4 ,,educational ,,lessons ,,to ,,be ,,learned ,,outside ,,of ,,ontario4 ,when we reflect upon the fact of the immense growth1 and the comprehensive character of the educational machinery in operation on this continent alone1 and the vast sums expended to keep it in motion1 we cannot fail to be profoundly impressed with the serious and grave responsibility which is constantly imposed upon our educational leaders1 of being forever on the watch-tower of observation1 to note the changes1 improvements and advances which are continually taking place in the educational world outside4 ,we are too apt to be content with our own progress1 and to measure ourselves by ourselves4 ,in this connection the words recently addressed to the ,kingston ,board of ,school ,trustees by the ,very ,rev4 ,principal ,grant1 are of special value as an apt illustration of my meaning3-- ,during my absence ,i have studied the school systems of many countries1 and have learned lessons that ought to assist me in coming to right conclusions4 ,the world is wider than ,canada1 or than ,america4 ,the ,british ,empire itself is wider than this continent1 and within its boundaries there are so many educational systems and methods that a man who travels with eyes and ears open cannot help learning many things that confirm opinions previously held1 and suggest improvements on what he may have thought perfect1 or the necessity of revising his former judgments4 ,he gets new points of view1 and that of itself is a great matter4 ,our ,american neighbors became fully alive years ago to the evils of the fluctuating and uncertain character of the prevailing system of educational administration in vogue amongst them4 ,they saw that new and officially untrained men1 of merely local experience and knowledge1 were constantly being elected to take charge of the administrative department of the schools of a state4 ,such men were often able educators1 but by no means experienced educationists1 or masters of systems of education4 ,the ,american people1 shrewd and practical as they are1 felt the absolute necessity1 therefore1 of furnishing such men1 and the vast army of their educationists and educators1 with full and accurate information on systems and plans of education all over the world4 ,with this object in view1 they established a central observatory1 or ,bureau of ,education at ,washington4 ,i need hardly say how ably the work of this ,bureau was systematized and most efficiently performed under the direction of the ,hon4 ,john ,eaton1 ,commissioner of ,education4 ,his successive reports and periodical circulars of information are mines of educational wealth4 ,their fullness and comprehensiveness have been a marvel4 ,they have aroused and stimulated educational workers everywhere4 ,they are largely welcomed1 and are highly prized in these ,provinces and elsewhere1 as suggestive1 and as invaluable storehouses of information1 and of the practical details of education all over the world4 ,they have1 therefore1 largely supplied the place of personal inquiry and research1 and yet have greatly stimulated both4 ,it was ,dr4 ,ryerson's ideal that sooner or later a similar ,bureau would be established by the ,central ,government at ,ottawa1 the object of which would be1 not only the supplying of abundant and reliable information to each province on the subject of systems and plans of education1 but also1 by intercommunication1 to secure a general harmony of aim and purpose4 ,and that further1 without attempting any interference in local administration1 the ,bureau would be the means of keeping up an active yet friendly intercolonial rivalry2 and thus1 on ,dominion and national lines1 to build up the confederacy1 and to stimulate and encourage the efforts made in each province for the promotion of substantial educational progress1 combined with efficiency and economy4 ,,three ,,educational ,,periods ,,in ,,the ,,history ,,of ,,ontario4 ,the educational history of ,ontario naturally divides itself in three periods1 viz43-- #a4 ,the early settlement1 or ,united ,empire ,loyalist period4 #b4 ,the period preceding the union of ,upper and ,lower ,canada in #ahdj4 #c4 ,the period since that union1 and including the administration of the ,education ,department by the ,rev4 ,dr4 ,ryerson1 down to #ahgf4 ,the ,united ,empire ,loyalists period takes us back to a period antecedent to that of their historical prominence as a factor in the events of the war of the ,american ,revolution4 ,in order1 therefore1 to estimate the value of the educational influence of those times on the future of the provinces in which the ,u4 ,e4 ,loyalists settle1 we must take a glance at the ,colonial chapter in the ,history of ,american ,education4 ,,colonial ,,chapter ,,in ,,the ,,history ,,of ,,american ,,education4 ,it is1 therefore1 interesting in taking note of our educational progress to give a brief glance at what was done by our fellow colonists at a corresponding early period in the history of the old thirteen colonies1 which formed the nucleus of the present ,american ,confederation4 ,it has been the custom1 probably unwittingly1 but chiefly on the part of certain ,american writers1 to exalt every good in their political and social condition1 as of revolutionary origin1 and reluctantly to admit that anything which was really excellent in both1 in the early colonial times1 was of ,british origin4 ,one unacquainted with the processes and progress of civilization in ,america would1 on consulting such writers1 suppose that1 ,minerva-like1 the young ,republic had sprung from the head of ,revolutionary ,jove1 fully equipped1 if not fully armed for the battle of life1 into the arena of the new world1 and that this phenomenon happened just at the extinction of ,british power in the old colonies1 and as the result of it4 ,the policy of these writers has been either to ignore the facts of history1 or to keep entirely out of view the forces which had been operating in the ,british colonial mind1 before and at the time of the ,revolution4 ,they have never stopped to enquire as to the source whence they derived their idea of political freedom1 but have attributed it to their own sagacity1 or regard it as the outgrowth of their own enlightened speculations and thinkings when emancipated from ,british control4 ,there never was a greater mistake as to fact1 or a greater wrong done to the memory and example of such noble ,english patriots as ,hampden and his compeers1 who laid down their lives for political principles which1 considering the times in which they lived1 were even more exalted and ennobling than those which were professed by the ,american revolutionists of #aggf4 ,in fact1 no proper parallel can be instituted between them4 ,john ,hampden1 in our humble judgment1 was as far superior to ,john ,hancock1 ,president of the ,continental ,congress1 in the purity of his political motives and aspirations1 as ,cromwell was above ,jack ,cade4#ad ,however1 it is not our purpose to discuss this question1 but rather to vindicate the sagacity of the old colonists1 who 7at a time when loyalty was the rule1 and not the exception71 laid the foundation of those educational institutions1 which to this day are the glory of the ,american ,republic4 #ad ,thus1 in regard to the chivalrous destruction of tea in ,boston harbour1 in #aggc1 an ,american historian says3 ,the object of the mother country in imposing a duty of three pence per pound on tea imported by the ,east ,india ,company into ,america1 while it was twelve pence per pound in ,england1 was mainly to break up the contraband trade of the colonial merchants with ,holland and her possessions4444 ,sons of the merchants of ,boston had become rich in the traffic1 and a considerable part of the large fortune which ,hancock ,president of the ,insurgent ,congress inherited from his uncle was thus acquired4444 ,it was fit1 then1 that ,hancock1 was 444 was respondent in the ,admiralty ,courts1 in suits of the ,crown1 to recover nearly half a million of dollars1 444 should be the first to affix his name to the declaration of independence which1 if made good1 would save him from ruin4444--,sabine's ,american ,loyalists1 ,vol4 ,i4 7,boston1 #ahfe71 pages #h1 #i1 #ac4 ,so much for the much-valued patriotic act1 which was a vast pecuniary gain to ,hancock and other contraband tea merchants of ,boston4 ,nor were the ,british colonists into those early times peculiar in their zeal for the promotion of ,education4 ,the ,dutch1 ,swedish1 and ,irish colonists who settled in ,pennsylvania1 ,new ,york1 and ,maryland did their part in his great work1 and on the whole did it well1 according to the spirit of the times4 ,in #afcc1 the first schoolmaster opened his school in the ,dutch ,colony of ,new ,amsterdam2 and in #afch1 the articles for the colonization and trade of ,new ,netherlands1 provided that1 each householder and inhabitant shall bear such tax and public charge as shall hereafter be considered proper for the maintenance of schoolmasters4 ,general ,eaton1 the ,united ,states ,commissioner of ,education1 in his valuable report for #ahge1 says3 ,we find1 in numerous instances1 the civil authorities of these ,dutch colonies acknowledging1 7#a7 ,the duty of educating the young1 7#b7 ,the care of the qualification of the teacher1 7#c7 ,provision for the payment of his services1 and 7#d7 ,the provision of the school-house4 ,when1 in #afec1 municipal privileges were granted to the ,new ,amsterdam ,new ,york1 the support of schools was included4 ,in #afdb1 the instruction sent to the ,governor of ,new ,sweden ,pennsylvania1 was to urge instruction and virtuous education of youth and children4 ,in #afic-f1 large numbers of primers1 tracts and cathechisms were received from ,sweden1 for these schools on the ,delaware4 ,this was the educational state of the ,swedish settlement in what was afterwards known as ,pennsylvania1 on the arrival of its noble ,english founder1 ,william ,penn4 ,his views on education were well expressed in the following declaration3 ,that which makes a good ,constitution must keep it1 viz43 men of wisdom and virtue2 qualities which1 because they descend not with worldly inheritance must be carefully propagated by virtuous education of youth1 for which spare no cost2 for by such parsimony1 all that is loved is lost4 ,the first real systematic efforts to promote popular education began in ,new ,england1 from thence it has spread in all directions4 ,in #afce the first school was opened at ,boston1 ,massachusetts1 and brother ,philemon ,purmount was appointed schoolmaster by the ,town ,committee4 ,thirty acres of land were given for his support4 ,in #afdb the ,general ,court1 7or ,legislature7 passed a resolution enjoining on the local authorities3 ,to keep a watchful eye on their brothers and neighbors1 and above all things to see that there be no family in so barbarous a state1 that the head thereof do not himself1 or by the help of others1 impart instruction to his children and servants1 to enable them to read fluently the ,english language1 and to acquire a knowledge of the penal laws1 under a penalty of twenty shillings for such neglect4 ,speaking on this subject1 in his inaugural address in #ahec1 ,president ,walker of ,harvard ,university said3 ,what most distinguishes the early settlers of ,massachusetts1 is the interest and care they took in education1 and especially in the institution of a system of common schools1 to be sustained at the public charge4 ,here they were first4 ,in other things they thought wisely and acted nobly2 but in this1 and perhaps in this alone1 they were original4 ,honor1 immortal honor to the men1 who1 while still struggling for a scanty and bare subsistence1 could yet find the means and the heart to do what had never been done or attempted before3 placing the advantages of a competent instruction within the reach of all4 ,by taking this course1 what a noble confidence they manifested in the truth of their principles and in the justice of their measures4444 ,but the founders and early settlers of ,massachusetts did not limit their views of education to common schools4 ,many of their leading men had studied at the ,english ,universities and were imbued with1 or at least1 could appreciate the highest scholarship of that day4 ,they also knew1 on general grounds and as practical men1 that the public good requires the advancement1 as well as the diffusion1 of knowledge2 in short1 that both must go together2 that the streams will soon cease1 if the fountains fail4--,pages #cc1 #cd4 ,to be brief on this point ,i may state that in #ahdg1 the first legislative enactment in favor of schools was made in ,massachusetts2 and in #afgj1 the ,governor of ,connecticut declared that one-fourth of her revenue was devoted to schools4 99 99 99 99 99 ,general ,eaton in his comprehensive report of #ahge says3 ,history1 with hardly a dissenting voice1 accords to the ,english ,colonists of ,new ,england1 the credit of having developed those forms of action1 in reference to the education of children1 which contained more than any other the distinct features of the systems adopted in this cuntry4 ,in the early colonial times1 before the revolution1 there were nine colleges established in seven out of the thirteen colonies4 ,these colleges1 with the date of their foundation1 are as follow3-- #a4 ,harvard--,massachusetts1 in #afch #b4 ,william and ,mary--,virginia1 in #afic #c4 ,yale--,connecticut1 in #agjj #d4 ,nassau ,hall 7now ,princeton7--,new ,jersey1 in #agdh #e4 ,kings 7now ,columbia7--,new ,york1 in #aged #f4 ,brown--,rhode ,island1 in #agfe #g4 ,dartmouth--,new ,hampshire1 in #aggj #h4 ,queen's 7now ,rutgers7--,new ,jersey1 in #agga #i4 ,hampden--,sydney1 ,virginia1 in #agge ,the ,legislature of ,massachusetts1 aided by the ,rev4 ,john ,harvard1 founded ,harvard ,congregational ,college1 in #afch1 and the colonists of ,connecticut1 established the ,yale ,congregation ,college in #agjj4ae #ae ,the project of founding a ,college in ,connecticut was early taken up 7in #afeb71 but was checked by well-founded remonstrance from ,massachusetts1 who 7sic71 very justly observed that the whole population of ,new ,england was scarcely sufficient to support one institution4--,president ,dwight's ,travels in ,new ,england1 vol4 ,i4 p4 #afh4 ,the ,legislature made a grant of #ej a year to ,yale ,college1 from #agja to #agej1 when it was discontinued on account of the heavy taxes occasioned by the late ,canadian ,war4--,c4 ,k4 ,adams1 in ,north ,american ,review for ,october1 #ahge1 p4 #cha4 ,the ,new ,hampshire colonists endowed the ,congregational ,college at ,dartmouth with #dd1jjj acres of land in #aggj4 ,the ,episcopalians of the ,english colony of ,new ,york1 aided by the ,legislature1 founded ,king's now ,columbia ,college1 in #agec4 ,indeed1 so true were the ,english colonists to the educational instincts of the mother land1 that when the ,dutch ,province of ,new ,netherlands fell into their hands in #afdd1 the ,king's ,commissioners were instructed to make due enquiry as to what progress hath been made towards ye foundaon and maintenance of any ,college ,schools for the educaon of youth4--7,colonial ,history of ,n4 ,y41 ,vol4 ,,iii4 p4 #ec47 ,the ,english ,province1 par excellence1 of ,virginia made various praiseworthy efforts to promote education4 ,in #afai1 soon after the settlement of ,jamestown1 ,sir ,edwin ,sandys1 ,president of the ,virginia ,company1 had #aj1jjj acres of land set apart for the establishment of a ,university at ,henrico for the colonists and ,indians4 ,the churches in ,england gave #a1ejj sterling in the same year to aid in the education of the ,indians4 ,in #afba1 #a1jjj acres of land as an endowment1 and #aej were granted to establish a school at ,charles city4 ,other efforts were made in the same direction in #affj and #afhh4 ,the colony also nobly determined to establish a ,university2 and in #afib-c1 the project was practically realized by the founding by the ,king and ,queen1 under royal charter1 of the ,church of ,england ,college at ,williamsburgh1 of ,william and ,mary4 ,to this ,college the ,king gave nearly #b1jjj1 besides #bj1jjj acres of land1 and one penny per pound on all the tobacco exported from ,maryland4 ,the ,legislature also gave it in #afic1 the duty on skins and furs exported1 and on liquors imported4#af ,the plans of the ,college were prepared by ,sir ,christopher ,wren4 ,among the first donors to the ,college was the celebrated ,robert ,boyle4#ag ,of all the colonial ,colleges few exercised a greater educational influence among the leading men than did this royal college4 ,jefferson1 ,munroe1 ,marshall 7afterwards ,chief ,justice of the ,united ,states71 the two ,randolphs1 and ,governor ,tyler1 of ,virginia1 received their education here4 #af ,circular of ,information1 ,u4 ,s4 ,bureau of ,education1 ,no4 #a1 #ahhg1 page #ae4 #ag ,general ,eaton1 ,united ,states ,commissioner of ,education1 in an educational retrospect in his ,report for #ahge1 speaking of this college1 says3--,the first commencement1 in #agjj1 was a noted event4 ,several planters came in their coaches1 others in sloops1 from ,new ,york1 ,pennsylvania1 and ,maryland4 ,even ,indians had the curiosity to visit ,williamsburgh1 the seat of the ,college4--,page xix4 ,the ,irish ,roman ,catholic ,province of ,maryland was not1 at least in purpose1 much behind her ,english sister4 ,in #afga an ,act was passed by one of the ,houses of the ,legislature for the establishment of a ,school or ,college1 but owing to religious differences the other ,house did not concur4 ,in #afib1 the ,legislature passed an ,act for the encouragement of learning2 and in #afif1 ,king ,william's ,free ,school1 ,annapolis 7afterwards ,st4 ,john's ,college71 was established4 ,new ,jersey was one of the colonies which early promoted higher education by founding the ,presbyterian ,college at ,princeton1 under the name of ,nassau ,hall1 in #agdf1 and the ,dutch ,reformed ,college at ,new ,brunswick 7,n4,j471 under the name of ,queen's1 now ,rutger's ,college1 in #aggj4 ,the little colony of ,rhode ,island did not fail in its duty to higher education1 for in #agfd it founded the ,rhode ,island ,college1 now ,brown ,university4 ,the ,quaker colony of ,william ,penn1 following the example of the ,anglicized ,dutch colony of ,new ,york1 established the ,university of ,pennsylvania at ,philadelphia--the metropolis of the colonies in #agee4 ,of these nine ante-revolution ,colleges1 ,harvard1 ,yale1 ,columbia and ,princeton maintain an equally high reputation1 while ,brown ,university1 the ,university of ,pennsylvania1 ,rutgers1 ,william and ,mary and ,dartmouth ,colleges are more or less about the average standard of ,american ,colleges4 ,governor ,oglethorpe1 the founder of ,georgia1 was a graduate of ,oxford4 ,he1 with other ,english ,university colonists1 conceived the idea of a ,college for this1 the then youngest of the ,english colonies4 ,the project of his friend1 the ,irish ,bishop ,berkeley1 of ,cloyne1 of founding a ,college in the ,bermudas having failed1 he secured #aj1jjj of the ,bishop's funds to aid him in his settlement of the colony4 ,the seed sown by ,oglethorpe bore fruit2 and while ,georgia was still a colony1 provision was made for a generous system of education4 ,d4 ,c4 ,gilman1 ,esq4 7,president of the ,john ,hopkins' ,university1 ,baltimore71 in his admirable sketch of the growth of education in the ,united ,states during the last century1 pays a high tribute to the nine ,colonial ,colleges to which we have referred4 ,he says3-- ,these nine ,colleges were nurseries of virtue1 intelligence1 liberality and patriotism1 as well as learning2 so that when the revolution began1 scores of the most enlightened leaders1 both in council and upon the field 7on both sides7 were found among their graduates4 ,the influence of academic culture may be distinctly traced in the formation of the ,constitution of the ,united ,states1 and in the political writings of ,adams1 ,hamilton1 ,jefferson1 ,madison1 ,munroe and many other leading statesmen of the period4 ,a careful student of ,american politics has remarked that nothing more strikingly indicates the education given at ,cambridge than the masterly manner in which different problems of law and government were handled by those who had received their instruction only from that source4#ah #ah ,in illustrating the fact that college-bred graduates are considerably less numerous and less conspicuous in the professions and in political life than were men of a similar education #ej or #ajj years ago1 ,mr4 ,c4 ,k4 ,adams1 in the ,north ,american ,review for ,october1 #ahge1 says that1 of the #ef signers of the ,declaration of ,independence1 #cf were college-bred1 and #ae of the #bf ,senators in the first ,congress2 while now there are only #g of the #bf ,senators 'college-bred4' ,he thinks that the comparison1 if extended to the ,house of ,representatives and the ,state ,legislatures1 would be still less favorable as to the number of college-bred men in these bodies4 ,prof4 ,charles ,sprague ,smith1 ,a4,m41 7of ,columbia ,college7 in his essay on ,the ,american ,university1 read ,june1 #ahhg1 thus refers to the character of these colonial colleges3-- ,in ,new ,england the higher system at general education1 brought over from ,old ,england1 was divided here1 as there1 into the two studies of the ,college and the ,grammar ,school2 the latter being superceded in quite recent times by the so-called ,academy4 ,the curriculum of the ,american 7or ,colonial7 ,college was1 in the main1 modelled upon that of the parent country1 special consideration being given to theological science1 etc4--,page #ac4 ,a recent ,american publication on revolutionary topics1 thus deals with the question of the superior education of the ,british colonists who formed the first ,american ,congress3-- ,an examination of the ,continental ,congress1 composed as it was of leading men of all the colonies1 affords some light upon the topic of popular education at that period4 ,the ,congress1 whose sessions extended through some ten years1 comprised in all some three hundred and fifty members1 of whom one-third were graduates of colleges4 ,a recent writer in one of the most intelligent and accurate of ,american journals has#ai taken pains to collect and array a paragraph of important statistics upon this subject1 which we have taken leave to insert here1 though without verification1 that1 however1 being hardly necessary for our present purpose4 #ai ,new ,york ,evening ,post1 ,january1 #ahgf4 ,there were in the ,continental ,congress during its existence1 #cej members1 of these #aah1 or about one-third of the whole1 were graduates from ,colleges4 ,of these1 #bh were graduates from the ,college of ,new ,jersey in ,princeton1 #bc from ,harvard1 #bc from ,yale1 #aa from ,william and ,mary1 #h from the ,university of ,pennsylvania1 #d from ,columbia ,college1 #a from ,brown ,university and #a from ,rutger's ,college1 and #ba were educated in foreign ,universities4 ,these #aah graduates were distributed in the ,colonies as follows3--,new ,hampshire had #d ,college graduates among her delegates2 ,massachusetts had #ag2 ,rhode ,island had #d graduates2 ,connecticut had #ah graduates2 ,new ,york out of her large delegation had but #h graduates2 ,new ,jersey had #aa graduates2 ,pennsylvania had #ac graduates2 ,delaware had #b graduates2 ,maryland had #g graduates2 ,virginia had #ai graduates2 ,north ,carolina had #d graduates2 ,south ,carolina had #g graduates2 ,georgia had #e graduates4 ,we find that ,princeton had representatives from #aj of the colonies2 ,yale from #f2 ,harvard from #e2 the ,university of ,pennsylvania from #c2 ,william and ,mary from #b2 and ,columbia1 ,brown and ,rutger's from #a each4 ,fifty-six delegates signed the ,declaration of ,independence4 ,of these1 #bh1 or just one-half1 were ,college graduates4 ,incidentally1 and as illustrative of the influence of college-bred men in the ,legislature1 ,mr4 ,adams1 speaking of the great liberality of ,south ,carolina in founding a college in that ,state1 says3-- ,but no ,state ever made a better investment4 ,during the first part of this century the general accomplishments and political ability of the statesmen of ,south ,carolina were the just pride of the ,state1 and would have been the pride of any ,state4 ,in forming this high standard of intellectual and political power the influence of the ,college was immeasurable4--,north ,american ,review1 ,january1 #ahgf1 pages #bae1 #baf4 ,it is gratifying to us1 ,british ,colonists1 and to the descendants of the ,u4 ,e4 ,loyalists1 thus to have from so important a source1 an acknowledgment so candid and so honorable to men1 many of whom were the founders of ,ontario and the ,maritime ,provinces of the ,dominion4 ,it is an historical fact of equal significance1 and an element of social and political strength to us in these ,british provinces1 to know that it was to the thoroughness and breadth of culture which the ,american ,revolutionary heroes received in early days in ,british colonial institutions which fitted them afterwards to take so prominent and effective an intellectual part in the great struggle which took place when they were in the prime of manhood4 ,another gratifying reflection arises out of the fact that the high place which the ,united ,states has taken in later years as a great educating nation is due to her following out the traditional policy of the ,colonists of ante-revolution times4 ,this fact is clearly brought out by ,mr4 ,gilman in the ,north ,american ,review for ,january1 #ahgf4 ,we only quote the following remarks on this point1 he says3-- ,when the new constitution of ,massachusetts was adopted in #aghj public education received full recognition4 ,an article 7the spirit of which was fully in accordance with the legislation of #afdg more than #bjj years before7 was adopted1 and still remains the fundamental law of the ,state4444 ,the constitution of ,new ,hampshire1 as amended in #aghd1 transcribes very nearly the same words of that section of the constitution of ,massachusetts already quoted1 etc4--,pages #aih1 #aii4 ,thus ,andrew ,ten-,brook1 ,esq41 in his ,american ,state ,universities1 says3-- ,the introduction of an educational system into the ,new ,england ,colonies may be deemed substantially contemporaneous with their settlement4 ,it was of such a character1 too1 and so energetically prosecuted1 that education suffered little if any deterioration in passing from ,old to ,new ,england4 ,it was even more on this side than the other side of the ocean4444 ,thus ,common ,school instruction at least was provided for all4 ,higher schools1 too1 had an early beginning4 ,what afterwards was ,harvard ,college was established but six years after the settlement of ,boston4444 ,every town township of fifty families was obliged to support a school1 and the same general state of facts existed throughout ,new ,england4 ,classical schools followed in regular succession4 ,these were modelled after the ,grammar ,schools of ,england1 in which the founders of the ,colleges had themselves received their first classical training4444 ,as early as #agja1 the law of ,connecticut required every parent to see that he had no child or apprentice in his household who could not read the ,word of ,god1 and 'the good laws of the colony4' ,the system embraced a ,high ,school in every town township of seventy families1 a ,grammar ,school in the four chief county towns to fit pupils for college1 and a ,college to which the general court ,legislature made an annual appropriation of #abj4--,pages #a-c4 ,mr4 ,ten-,brook1 speaking of these ,new ,england schools1 which were afterwards transplanted to each of ,western ,states1 says3-- ,they were the elements of that noble system out of which has grown the present one1 by the natural laws of development1 etc4--,page #ah4 ,mr4 ,c4 ,k4 ,adams1 in his interesting paper on ,state ,universities in the ,north ,american ,review for ,october1 #ahge1 in speaking of the educational policy of the colonies1 pursued up to the time of the ,revolution1 says3-- ,in general terms it may be stated that1 through all the dark periods of our ,colonial history1 the encouragement of higher education was regarded as one of the great interests of the ,state4 ,it was no doctrine of the ,fathers that higher education was less entitled to the fostering care of the commonwealth than was the education offered by the ,common ,schools4--,page #cgd4 ,the ,free ,school idea1 of which we hear so much as the outgrowth of modern ,american civilization and enlightenment1 was due to ,colonial thought and foresight4 ,it was first broached by ,jefferson1 three or four years before the treaty with ,great ,britain was signed by which the ,united ,states became a nation4 ,his plan was so comprehensive that we reproduce it here4 ,in a letter to the veteran philosopher1 ,dr4 ,priestley1 he thus unfolds it3-- ,i drew a bill for our ,virginia ,legislature1 which proposed to lay off every county into hundreds1 or townships1 of five or six miles square4 ,in the centre of each of them was to be a free ,english ,school to be supported1 as his bill provided1 by taxation according to property4 ,the whole ,commonwealth was further laid off into ten districts1 in each of which was to be a college for teaching the languages1 geography1 surveying1 and other useful things of that grade1 and then a single ,university for the sciences4 ,it was received with enthusiasm 7he goes on to say71 but as he had proposed to make the ,episcopal ,college of ,william and ,mary the ,university1 the dissenters after a while began to apprehend some secret design1 etc4--,ten-,brook's ,american ,state ,universities1 pages #i1 #aj4 ,a writer in the ,north ,american ,review for ,october1 #ahge1 in referring to ,jefferson's scheme1 says3-- ,the view entertained by ,jefferson was by no means exceptional4 ,indeed1 a similar spirit had pervaded the whole history of our ,colonial life4--,page #cgi4 ,thus this comprehensive scheme of public instruction for ,virginia unfortunately failed2 and that noble ,old ,dominion is in consequence to-day immeasurably behind even the youngest of her then ,new ,england contemporaries in the matter of public education4 ,as to the abiding influence of the old ,colonial ideas in regard to higher education1 we quote the following additional remarks from ,mr4 ,gilman1 in the ,north ,american ,review1 he says3-- ,in reviewing the history of the century1 it is easy to see how the colonial notions of college organization have affected 444 the higher education of the country1 even down to our own times4 ,the graduates of the older colleges have migrated to the ,western ,states1 and have transplanted with them the college germs 444 and every ,western ,state can bear witness to the zeal for learning which has been manifested within its borders by enthusiastic teachers from the ,east4--,page #bag4 ,mr4 ,ten-,brook1 in his ,american ,state ,universities1 also says3-- ,the ,new ,england colonists left the mother country in quest of greater religious freedom4 ,their religious system was put first1 and carried with it a school system as perfect in organization1 and administered with equal vigor4 ,this formed an active leaven1 which1 at a later day1 was to spread to other parts4444 ,everywhere there was a considerable infusion of men who had received in the ,european universities a liberal culture1 which they desired to reproduce on those shores4 ,early action was full of promise4 ,probably1 at a period from just before the ,revolution to the end of it1 the average position of the colonies in regard to lighter education relatively as to age1 and to the population and wealth1 was quite as good as it is at the present time4--,pages #af1 #ag4 ,this opinion of the writer is a virtual admission that in reality higher education in the ,united ,states has not advanced in quality1 though it has in quantity4 ,to be in #ahgf merely where education was relatively in #aggf1 is no advance at all1 but rather retrogression4 ,the cause of this declension1 the writer thus incidentally admits3-- ,most of the colonies established1 or aided1 the 7ante-revolution colleges named74 ,the principle of the ,state support to higher learning was not merely accepted1 but was the prevalent one4--,page #ag4 ,mr4 ,gilman1 ,president of the ,johns ,hopkins' ,university1 touching on the same point1 says3-- ,there was a civil as well as an ecclesiastical element in most of these foundations4 ,harvard and ,yale were chartered1 and1 to some extent1 controlled by colonial government of ,massachusetts and ,connecticut1 and were for a long time nurtured by appropriations from the public chest4444--,page #bae4 ,these institutions were colleges of an ,english parentage and model1 not ,scotch nor continental universities4444 ,they were disciplinary in their aim1 and had more regard for the general culture of large numbers1 than for the advanced and special instruction of the chosen few4 ,they were also1 to a considerable extent1 ecclesiastical foundations--finding the churches and ministers their constant1 and sometimes their only efficient supporters4 ,harvard1 ,yale and ,dartmouth were controlled by the ,congregationalists2 ,princeton was founded by the ,presbyterians2 and ,new ,brunswick1 ,n4,j4 7,queen's1 now ,rutgers7 by the ,dutch ,reformed2 ,william and ,mary was emphatically a child of the ,church of ,england2 and ,king's ,college 7now ,brown ,university7 was under the patronage of the ,baptists4444 ,the declaration of the original supporters of these colleges indicate a desire to train up young men for service of the ,state1 not less distinctly and emphatically than to desire to provide an educated ministry4 ,individual aid was also expected and invited1 and the names of ,harvard and ,yale perpetuate the remembrance of such generous gifts4 ,then follows a eulogy upon these colonial colleges1 and a tribute to the intellectual vitality of their teaching1 as shown in the mental equipment and breadth of culture exhibited by men who took part in the perilous and stormy times of the ,american revolution4 ,to this we have already referred4 ,mr4 ,gilman1 in following up his remarks in the extract which we have just given1 says3-- ,hence these nine colleges were nurseries of virtue1 intelligence1 liberality and patriotism1 as well as of learning2 so that when the revolution began1 scores of enlightened leaders1 both in council and in the field 7and on both sides71 were found among their graduates4 ,the influence of academic culture may be distinctly traced in the formation of the ,constitution of the ,united ,states1 and in the political writings of ,adams1 ,jefferson1 ,madison1 ,munroe1 and many other leading statesman of the period4 ,a careful student of ,american politics has remarked that nothing more strikingly indicates the influence of the education given at ,harvard1 'than the masterly manner in which difficult problems of law and government were handled by those who had received their instruction only from that source4'--,pages #bae1 #baf4 ,,the ,,united ,,empire ,,loyalist ,,period ,,in ,,upper ,,canada4 ,we might pursue this branch of our subject further1 were it desirable4 ,but that is not necessary4 ,our object was to show that to ,british ,colonial foresight1 zeal1 and self-sacrifice1 was due1 not only the foundation of the best colleges and universities on the continent1 but the introduction and diffusion of the principle of free and universal education for the masses of the people4 ,this we have done on the authority of ,american writers themselves4 ,we might multiply examples on the subject2 but the fact is already sufficiently established4 ,we should rather seek to draw lessons of instruction from the noble example of the devotion to education on the part of our ,british colonial progenitors1 whose descendants have shed such a lustre of heroic self-sacrifice and patriotism on the history and exploits of the ,united ,empire ,loyalists of the thirteen colonies4 ,to the ,americans they have left a rich legacy from the colonial times in such universities as ,harvard1 ,yale1 ,columbia and ,princeton--of which the descendants of the expatriated ,loyalists1 no less than those of the victorious revolutionists1 are so justly proud4 ,let us1 as worthy representatives of these clear-headed and far-seeing ,loyalists1 bequeath to our children as noble a heritage as the fathers of the founders of this ,province did to ,new ,england1 and indeed to the whole ,republic4 ,trained in such an educational school1 and animated with the educational zeal of these old colonial times1 the ,united ,empire ,loyalists brought with them into ,canada their love for education and their devotion to the sovereign4 ,in order to keep up the historical sequence of this ,retrospect1 ,i shall now refer to the early beginning of ,educational life in ,upper ,canada1 and then take up the thread of the narrative at the point where the educational forces--afterwards directed by the ,rev4 ,dr4 ,strachan and the ,rev4 ,dr4 ,ryerson--took practical form and shape4 7,see page #ei47 ,,governor ,,simcoe',s ,,educational ,,views ,,in #agie4 ,lieutenant-,general ,j4 ,graves ,simcoe1 the first ,governor of ,upper ,canada1 arrived here in #agib4 ,he was a man of comprehensive views and noble impulses in regard to university education4 ,he was educated at ,eton ,college and partly at ,merton ,college1 ,oxford1 but entered the army before taking his degree4 ,he served with distinction under ,wolfe at ,quebec1 and during the ,american revolutionary war4 ,in ,april1 #agie1 ,governor ,simcoe addressed a letter to the ,protestant ,episcopal ,bishop of ,quebec4#bj ,in that letter ,governor ,simcoe uses the following striking language in describing the social condition of the people in the rural parts of ,upper ,canada1 and the utter absence of schools and churches1 as contrasted with their existence on the ,united ,states side of the lines4 ,he said3-- ,there was nothing1 in my late progress1 that has given my equal uneasiness with the general application of all ranks of the most loyal inhabitants of the ,province1 that ,i would obtain for them churches and ministers4 ,they say that the rising generation 7of the ,u4 ,e4 ,loyalist settlers7 is rapidly returning into barbarism4 ,they state that the ,sabbath1 so wisely set apart for devotion1 is literally unknown to their children1 who are busily employed in searching for amusements in which they may consume the day4 ,and it is of serious consideration that on the approach of the settlements of the ,united ,states1 particularly on the ,st4 ,lawrence frontier1 these people1 who1 by experience1 have found that schools and churches are essential to their rapid establishment 7as a nation71 may probably allure many of our most respectable settlers to emigrate to them1 while in this respect we suffer a disgraceful deficiency4 #bj ,for fuller details on this point1 see the section on the universities1 page #fa4 ,the remedy which ,governor ,simcoe suggested for the state of things which he so graphically described is thus set forth in the same letter to the ,bishop of ,quebec4 ,it was1 as will be seen1 entirely general in its character3-- ,nothing has happened since ,i left ,england1 in the least1 to invalidate1 to my own conception1 the policy of the measure ,i then proposed4 ,and as far as may be now in the power of ,his ,majesty's ministers1 ,i most earnestly hope that what remains to be effected--that is by giving the means of proper education in this ,province1 both in its rudiments and in its completion1 that from ourselves we may raise up a loyal1 and1 in due progress1 a learned clergy4 ,,early ,,beginnings ,,of ,,education ,,in ,,upper ,,canada1 #aghe-ahje4 ,a few particulars as to the kind of schools which existed in ,upper ,canada before and after the date of this letter may be interesting4 ,for instance1 the first school opened 7so far as ,i have been able to learn7 was by the ,rev4 ,dr4 ,john ,stuart1 a ,protestant ,episcopal clergyman1 and a ,united ,empire ,loyalist1 who had been chaplain to the provincial volunteers1 and came into ,upper ,canada with them as a refugee4#ba #ba ,rev4 ,john ,stuart4 ,d4,d41 was born in ,virginia in #agcf4 ,in #agfi he went to ,england to be ordained1 and returned to ,philadelphia in #aggj4 ,for seven years he labored as a missionary among the ,iroquois ,indians at ,fort ,hunter4 ,he was then aided by the famous ,brant in translating the ,new ,testament into ,mohawk4 ,in #agha he came to ,upper ,canada and labored in this province as a missionary among the refugee loyalists and ,iroquois4 ,he subsequently became rector of ,cataraqui 7,kingston71 and chaplain to the ,legislative ,council4 ,he died in #ahaa1 aged #ge years4 ,one of his sons was the late ,archdeacon ,stuart1 of ,kingston2 another was the late chief ,justice1 ,sir ,james ,stuart of ,quebec4 ,in the year #aghe ,dr4 ,stuart opened a select classical school at ,cataraqui1 7,kingston72 and a ,mr4 ,donovan taught the ,garrison school there4 ,in #aghf1 ,mr4 ,j4 ,clarke taught a school in ,frederickburg1 and ,mr4 ,smith one in ,ernestown4 ,in #aghi1 ,mr ,lyons kept school in ,adolphustown4 ,in the same year1 ,deacon ,trayes1 a ,baptist1 opened one at ,port ,rowan4 ,in #agib1 ,rev4 ,mr4 ,addison1 an ,episcopalian1 opened a school at ,newark 7,niagara71 then the seat of government4 ,in #agid1 the ,rev4 ,mr4 ,burns1 a ,presbyterian1 7father of the late ,judge ,burns7 opened a school at the same place2 and in #agif1 ,mr4 ,richard ,cockrel opened an evening school in ,newark2 ,mr4 ,cockrel shortly afterwards transferred his school to the ,rev4 ,mr4 ,arthur and removed to ,ancaster1 where he opened another school4 ,a notice in the ,york ,gazette in #agif stated that as schools were now opened1 ignorance would be no longer tolerated4 ,in #agig1 ,mr4 ,james ,blayney opened a school at ,niagara4 ,in #agih1 ,mr4 ,wm4 ,cooper opened a school in ,george ,st41 little ,york1 7,toronto74 ,in #ahjj1 the late ,bishop ,strachan opened a private school at ,kingston1 and in #ahjd1 one at ,cornwall4 ,in #ahjb1 ,mr4 and ,mrs4 ,tyler opened a school near ,niagara2 and in the same year1 ,dr4 ,baldwin1 7father of the late ,hon4 ,robert ,baldwin7 opened a classical school at ,york1 and in #ahjc1 the first school in ,prince ,edward district was opened at ,high ,shore1 ,sophiasburgh2 another at ,grassy ,point1 was taught by ,john ,james4 ,rev4 ,wm4 ,wright1 7,presbyterian7 kept the first school at ,meyer's ,creek1 7,belleville7 in #ahje4 ,he was followed by ,mr4 ,leslie4 ,in that year1 ,rev4 ,mr4 ,strachan held the first public examination of his school at ,cornwall4 ,,state ,,of ,,education ,,in ,,upper ,,canada1 #agie-agii4 ,as to the actual state of education in ,upper ,canada at this time1 we get a brief glimpse from the travels of the ,duc de la ,rochefoucauld1 who visited ,kingston in ,july1 #agie4 ,he says3-- ,in this district there are some schools1 but they are few in number4 ,the children are instructed in reading and writing1 and pay each a dollar a month4 ,one of the masters taught ,latin1 but he has left1 without being succeeded by another instructor in the same language4 ,as to the character of the private schools thus established1 and the facilities of education which they afforded1 we learn incidentally from letters and early books of travel1 what they were4 ,in a ,tour through ,upper ,canada1 by a ,citizen of the ,united ,states1 published in #agii1 we learn that the policy of the government of that day1 was to exclude schoolmasters from the ,states1 lest they should instil ,republicanism into the tender minds of the youth of the province4 ,,first ,,official ,,educational ,,movements ,,in ,,upper ,,canada1 #agig1 #agih4 ,as the result of the correspondence between the ,governor and ,bishop ,mountain1 the question of a ,university and free grammar schools was discussed4 ,the ,governor referred the matter to the ,upper ,canada ,legislature1 which1 in #agig memorialized ,king ,george ,,iii1 soliciting a grant of land for the endowment of a grammar school in each district1 and a ,university for the whole ,province4 ,to this request the ,king gave his assent1 and1 in #agih1 the chief civil officers in ,upper ,canada recommended that #ejj1jjj acres of land be set apart for the establishment of a grammar school in each district and a central ,university for the whole ,province4 ,they also recommended a grant for the erection of a plain but solid and substantial building for a grammar school in each district1 containing a school room capable of holding #ajj boys without danger to their health from too many being crowded together1 and also a set of apartments for the master1 large enough for his family and from ten to twenty boarders4 ,the salaries proposed to be given were3 #ajj for the head master1 #ej for the assistant master2 and #cj for repairs1 etc41 ,kingston and ,newark 7,niagara7 were recommended as eligible sites for schools2 after which1 when the funds were sufficient1 schools were to be established at ,cornwall and ,sandwich4 ,york 7,toronto7 was recommended as entitled to the ,university1 and for the establishment and support of which a sum at least equal to that granted to the four schools was named4 ,in #agii1 an act was passed by the ,upper ,canada ,legislature to provide for the education and support of orphan children4 ,it authorized the township wardens1 with the consent of two magistrates1 to bind and apprentice1 until they became of age1 children deserted by their parents4 ,in the same year an orphan school was opened near ,st4 ,catherines4 ,,educational ,,pioneers ,,in ,,upper ,,canada4 ,governor ,simcoe authorized the ,hon4 ,messrs4 ,cartwright and ,hamilton1 to select a person to take charge of the proposed college4 ,the celebrated ,rev4 ,dr4 ,chalmers having declined the appointment1 it was accepted by ,mr4 7late the ,right ,reverend ,doctor7 ,strachan 7,bishop of ,toronto7 then a schoolmaster at ,kettle1 ,scotland2 but his arrival at ,kingston1 on the #cast of ,december1 #agii1 he found that the project of a college had been abandoned1 ,governor ,simcoe1 in the meantime1 having left for ,england4 ,it was soon discovered that half a million of acres of land would endow but few grammar schools1 land being then only worth a shilling per acre3 the schema had1 therefore1 to be abandoned4 ,meanwhile the ,hon4 ,mr4 ,cartwright made an arrangement with ,mr4 ,strachan to instruct his sons1 and a select number of pupils for three years4 ,in #ahjd1 ,mr4 ,strachan1 having been ordained1 removed to the mission of ,cornwall1 where1 at the request of the parents of his former pupils1 he opened a private school4 ,for several years this school was the only one of any note in ,upper ,canada2 and in it and in ,mr4 ,strachan's school at ,york1 were educated many of those gentlemen who have filled some of the most important positions in the province4 ,subsequently ,mr4 ,strachan's school was constituted the grammar school of the ,eastern district4 ,in #ahjf1 a temporary act was passed by the ,legislature and made permanent in #ahjh1 establishing a classical and mathematical school in each of the eight districts into which ,upper ,canada was then divided4 ,in the same year7#ahjf7 at the suggestion of ,dr4 ,strachan an ,act was passed1 granting #djj for the purchase of apparatus for illustrating the principles of ,natural ,philosophy1 which were to be deposited in the hands of a person employed in the instruction of youth4 ,in #ahjg an appropriation of #hjj a year for four years was made to provide for the salaries of masters in the ,grammar ,schools to be maintained in each of the districts into which ,upper ,canada was divided4 ,these masters were to be engaged by trustees appointed by the governor1 and the governor's sanction was also necessary for the teacher's appointment4 ,there is still in existence the letter1 dated1 ,april #afth1 #ahjg1 signed by ,governor ,gore1 appointing the ,rev4 ,george ,okill ,stewart1 ,d4,d41 ,archdeacon of ,kingston1 first ,head ,master of the ,home ,district ,grammar ,school at ,york 7,toronto74 ,north of what is now ,adelaide ,street 7formerly ,newgate ,street71 bounded westward by ,church ,street1 and eastward by ,jarvis ,street1 was a large field1 almost square1 containing about six acres--for many years the playground of the ,district ,grammar ,school4 ,in the south-west corner of it1 some hundred feet or more from the street boundaries1 was elected the plain wooden building1 about fifty-five feet long by forty wide in which1 on the first ,monday of ,june1 #ahjg1 when the population of the town was only about five hundred1 the ,grammar ,school was opened4 ,it was attended by the sons and daughters of the well-to-do citizens of ,york1 and on the few existing records may be found many a well known name4 ,in #ahab1 the ,rev4 ,john ,strachan4 ,d4,d41 was appointed ,rector of ,york1 and succeeded the ,rev4 ,mr4 ,stewart as ,head ,master of this school4#bb ,mr4 ,barnabas ,bidwell 7father of the late ,hon4 ,m4 ,s4 ,bidwell7 kept a good ,latin ,school at ,bath1 on the ,bay of ,quint1 in #ahaa4 ,in #ahac1 he removed to ,kingston1 where he taught for twenty years until he died in #ahcc4 #bb ,canadian ,educational ,monthly1 ,february #ahhi1 page #eh4 ,in #ahbj1 the ,central ,school at ,york was opened under the mastership of ,mr4 ,joseph ,spragge1 father of the late ,chief ,justice ,spragge4 ,lieutenant-,governor and ,lady ,sarah ,maitland took a special interest in the success of this school4 ,in a ,view of ,upper ,canada1 published at ,baltimore in #ahad1 by ,mr4 ,m4 ,smith1 7who resided in the ,province from #ahjh until the breaking out of the ,war in #ahab7 he said3-- ,the greater part of the inhabitants are not well educated1 for1 as they were poor when they came to the ,province and the country being but thinly settled for a number of years1 they had but little chance for the benefit of schools4 ,but since the country has become settled1 or the inhabitants rich1 or in a good way of living1 which is almost universally the case1 they pay considerable attention to learning4 ,ten dollars a year is the common price given for the tuition of each scholar by good teachers4--,page #eb4 ,in #ahac1 ,rev4 ,john ,langhorn 7a ,church of ,england missionary at ,earnestown and ,bath from #aghg to #ahab1 and teacher of a school7 made a present of his library to the inhabitants of the ,bay of ,quinte district4 ,in #ahad ,rev4 ,robert ,baldwin was appointed ,grammar schoolmaster at ,cornwall1 vice ,rev4 ,john 7afterwards ,dean7 ,bethune resigned4 ,in #ahae the ,midland ,district ,school1 so-called1 was incorporated4 ,dr4 ,strachan resigned the head mastership of the ,district ,school on ,july #ast1 #ahbc4 ,he was succeeded by ,mr4 ,samuel ,armour1 ,m4,a41 a graduate of ,glasgow ,university1 who afterwards became a clergyman of the ,english ,church1 and officiated many years in the township of ,cavan4 ,the ,rev4 ,thomas ,phillips1 ,d4,d41 an accomplished scholar1 came out from ,england in #ahbe to take charge of the school1 and remained in the position of headmaster1 much honored and beloved by his pupils1 until1 in #ahcj1 chiefly by the exertions of the ,governor1 ,sir ,john ,colborne1 ,upper ,canada ,college was established and the work of the college began in the old ,district ,grammar ,school building4 ,classes were opened in the new buildings erected in another part of the city for the college in #ahca1 and the ,grammar ,school was closed1 the building being removed from its original site to the line of ,nelson street 7now ,jarvis street71 and fenced into a plot about #gj #abj feet4 ,the remaining portion of the six acres was handed over to ,upper ,canada ,college4 ,on the active remonstrance of the citizens living in the eastern part of ,toronto1 the school was re-opened and secured to the city1 ,mr4 ,charles ,n4 ,b4 ,cosens being appointed headmaster in #ahcf1 and succeeded by ,mr4 ,marcus ,c4 ,crombie in #ahch4bc #bc ,ibid41 page #ei4 ,,early ,,efforts ,,to ,,establish ,,common ,,schools #ahaf-ahbj4 ,in #ahaf1 seven years after the establishment of ,district ,grammar ,schools1 a praiseworthy effort was made to provide for the establishment and maintenance of common schools4#bd ,a liberal grant of #bd1jjj a year1 for four years1 was made as an experiment4 ,whether the experiment was a success1 or not1 does not appear1 but in #ahbj1 the grant was reduced to #aj1jjj a year4 #bd ,in #ahaf1 an ,act was passed granting #hjj for the purchase of a library for the use of the ,legislative ,council and house of ,assembly4 ,,state ,,of ,,education ,,in ,,upper ,,canada1 #aghd-ahai4 ,in regard to the state of education of ,upper ,canada in #ahag1 and the fluctuating character of its progress since the settlement of the ,province1 in #aghd1 up to that time1 ,mr4 ,gourlay1 a well-known ,canadian politician and author1 writes as follows3-- ,there is no college in ,upper ,canada1 but there are said to be several townships of land set apart for the purpose of endowing such institution1 when the population and circumstances of the ,province shall require it4 ,no provision is made by law for free schools4 ,the inhabitants of the severe6 townships are left to a voluntary support of schools1 according to their own discretion4 ,an ,act of the ,provincial ,legislature1 in #ahjg1 granted a hundred pounds a year to the teacher of one school1 in each of the eight districts under the direction of trustees4 ,in some districts the school thus provided for is made a free school2 but in other districts the salary is considered as a public encouragement to a teacher of literary eminence1 in addition to the compensation received for the tuition of each scholar4--,statistical ,account of ,upper ,canada1 etc41 by ,robert ,gourlay1 #b vols41 ,london1 #ahbb4 ,the ,rev4 ,dr4 ,strachan became a master of one of these schools1 and ,rev4 ,george ,ryerson and his brother1 ,egerton1 master and usher of another4 ,as to the state of feeling in the rural parts of the oldest settled portions of ,upper ,canada1 we make the following extracts from a letter written to ,mr4 ,gourlay from the township of ,grimsby1 in #ahah1 by a highly respected resident there1 ,william ,crooks1 ,esq4 ,mr4 ,crooks remarks3-- ,the state of education is at a very low ebb1 not only in the township1 but generally throughout the ,niagara district2 although the liberality of the legislature has been great in support of the district 7,grammar7 schools1 7giving to the teachers of each #ajj per annum71 yet they have been productive of little or no good hitherto1 for this obvious cause1 they are looked upon as seminaries exclusively instituted for the education of the children of the more wealthy classes of society1 and to which the poor man's child is considered as unfit to be admitted4 ,from such causes1 instead of their being a benefit to the ,province1 they are sunk into obscurity1 and the heads of most of them are at this moment enjoying their situations as comfortable sinecures4 ,another class of schools has1 within a short time1 been likewise founded upon the liberality of the legislative purse1 denominated common1 or parish1 schools1 but like the preceding1 the anxiety of the teacher employed1 seems more alive to his stipend than the advancement of the education of those placed under his care3 from the pecuniary advantages thus held out1 we have been inundated with the worthless scum1 under the character of school masters1 not only of this1 but of every other country where the knowledge has been promulgated1 of the easy means our laws afford of getting a living here1 by obtaining a parish school1 which is done upon the recommendation of some few freeholders1 getting his salary from the public1 and making his employers contribute handsomely beside4 ,it is true1 rules are laid down for their government1 and the proper books prescribed for their use2 but scarcely in one case in ten are they adhered to1 for in the same class you will frequently see one child with ,noah ,webster's spelling book in this hand1 and the next with ,lindley ,murray's4 ,however prone the teachers are to variety in their schools1 much blame is to be attributed to the trustees1 who are in many instances too careless and ,i might almost add too ignorant to discriminate right from wrong1 in the trust they have undertaken for the public benefit4 ,it is1 therefore1 not to be wondered at why the parish school system should meet with almost universal reprobation from most discerning men4 ,of these parish schools1 we are burdened with a liberal share1 having no less than three of them4 ,if the establishment of this system was meant by the legislature to abbreviate the present enormous price of education1 they have been miserably deceived2 for ,i can see no alteration or reduction from the charge made before the passing of the act4 ,the price then was #abs4 #f;d4 i4e4 #b4ej1 and is now the same1 per quarter4 ,in ,july1 #ahai1 provisions was made for an additional district grammar school2 for holding annual public examinations2 for reporting the condition of the schools to the governor1 and for educating ten common school pupils1 free of charge1 at each of the nine public grammar schools already established2 but the provincial allowance to teachers of grammar schools was reduced to #ej in all cases where the numbers of pupils did not exceed ten4 ,,fitful ,,educational ,,progress ,,from #ahbb ,,to #ahbi4 ,in #ahbb1 ,sir ,peregrine ,maitland1 the ,lieutenant-,governor1 submitted to the ,imperial ,government a plan for organizing a general system of education1 including elementary schools2 and1 in #ahbc1 he obtained permission from ,england to establish a ,board of ,education for the general superintendence of this system of education1 and for the management of the university and school lands throughout the ,province4 ,the members of this ,board1 with ,rev4 ,dr4 ,strachan at its head1 as chairman1 were3 ,hon4 ,joseph ,wells1 ,hon4 ,g4 ,h4 ,markland1 ,rev4 ,robert ,addison1 ,hon4 ,j4 ,b4 ,robinson1 and ,thomas ,ridout1 ,esq4 ,this ,board prepared some general regulations in regard to the schools and proposed a plan by which to exchange #bbe1idd acres of the less valuable of the school lands for the more productive ,clergy ,reserve lands4 ,the plan having been approved by the ,home ,government1 was carried into effect by the ,governor soon after4 ,in #ahbd1 the first attempts towards providing the public with general reading books1 in connection with the ,common and ,sunday schools1 were made4 ,the sum of #aej was annually appropriated for this object1 and authorized to be expended by the ,provincial ,board of ,education in the purchase of books and tracts designed to afford moral and religions instruction1 and distributed equally among all the districts of ,upper ,canada4 ,thus were presented the dim outlines of a system of public instruction which it was clear the necessities of the country required1 but which for want of a vigorous and systematic supervision was gradually permitted to languish1 and the legislative enactments themselves were suffered to become almost obsolete on the statute book4 ,in ,january1 #ahbd1 the ,common ,school ,act was made to apply to all schools that are now or may hereafter be established and kept among the ,indians who shall be resident within the limits of any organized county or township within this ,province1 excepting such schools as shall or may be otherwise provided for4#be ,provision was also made for the examination of ,common ,school teachers by ,county ,boards of ,education4 #be ,all the ,indian schools of the ,province1 which are chiefly sustained by various religious bodies are now under the control of the ,indian ,department at ,ottawa4 ,the following is an account of a typical ,indian school at the ,credit in #ahcj3 ,the school room in a large and commodious apartment with tiers of raised benches in the rear3 on one division of which sit the girls1 and the boys on the other4 ,there are also desks1 and slates for ciphering and copy-books and copper-plate lines for whose who write4 ,the ,bible and ,testaments1 and some of the other books1 are ,english printed and some ,american4 ,no sectarian intolerance prevails in that way4 ,among the school furniture are a handsome map of the world1 the arithmecon1 attractive alphabets in pasteboard1 regular figures illustrative of geometry1 some of them cut out of wood and some of them made of pasteboard3 the picture of ,elijah fed by ravens1 figures of birds1 fishes and quadrupeds on pasteboard1 coloured1 accompanied with the history of each animal3 the figure of a clock in pasteboard1 by which to explain the principles of the time-piece4 ,the walls are adorned with good1 moral maxims2 and ,i perceived that one of the rules was rather novel1 though doubtful in place here4 ,it was1 ,no blankets to be worn in school4 ,the attendance is about #ej ,indian children4 ,the girls are taught by ,miss ,rolph1 sister of the late ,member of ,middlesex3 the boys by ,mr4 ,edwy ,ryerson1 a younger brother of the late editor of the ,christian ,guardian1 ,rev4 ,egerton ,ryerson4 ,the translating office is occupied by ,mr4 ,peter ,jones1 the ,indian minister4 ,,state ,,of ,,education ,,in ,,upper ,,canada1 #ahbg-ahbi1 ,,from ,,the ,,official ,,reports1 ,,etc4 ,the number and condition of the ,common and other schools in ,upper ,canada in #ahbg may be gathered from ,an appeal to the ,friends of ,religion1 and ,literature1 in behalf of the ,university of ,upper ,canada1 published in ,london in #ahbg 7of which ,i have an original ,,ms4 copy74 ,dr4 ,strachan says3-- ,school in ,upper ,canada1 #ahbg4--;,in about #cdj ,common ,schools in ,upper ,canada from #ab1jjj to #ad1jjj children are taught reading and writing1 the elements of arithmetic1 and the first principles of religion4 ,the people1 scattered as they are over a vast wilderness1 are thus becoming alive to the great advantage of educating their children 444 insomuch so1 that schools supported by subscriptions are more in number than those established by law4 ,provision is made by statute for the translation of some of the more promising scholars from the ,common to the ,district ,schools1 where the classics and practical mathematics are taught4 ,in these schools 7eleven in number7 there are at present #cjj young men acquiring an education to qualify them for the different professions4444 ,niagara ,district ,board of ,education1 #ahbh4--;,it must be admitted generally that after the approval and appointment of teachers by the ,trustees the ,board have not rejected teachers however incompetent1 from a regards to the wishes of their employers1 the terms for tuition being so very low as not to induce men of sufficient qualifications generally to engage in the humble and ill-requited duties4 ,reading1 writing and arithmetic have been uniformly taught in all schools4 ,grammar and geography in a few4 ,religious instruction has not been overlooked4 ,upon the whole1 the system of education in this district may be considered as efficient as can be expected upon the footing on which it is placed4--,rev4 ,thomas ,creen4 ,provincial ,board of ,education1 #ahbh4--,the number of ,district ,grammar ,schools in operation in the ,province is #aa2 pupils in attendance1 #cgb4 ,number of ,common ,schools1 #dja2 number of pupils in attendance1 #aj1gab--;increase over #ahbg of nearly #b1jjj pupils4 ,the ,president of the ,board 7,rev4 ,dr4 ,strachan7 last summer visited in person all the districts of the ,province1 and not only inspected the grammar schools1 but examined minutely the systems of management adopted by their respective teachers4 ,in order to produce a greater uniformity of the system to supply1 in some measure1 the want of experience to younger teachers1 the ,president has submitted an outline of study for the grammar schools1 the adoption of which1 the board cannot but think would be highly beneficial1 and produce a higher standard of education throughout the ,province4#bf #bf ,this course of study is appended herewith on the next page4 ,in some places girls are admitted to the district schools1 for want of good female schools1 but the admission of female children interferes with the government which is required in classical seminaries4 ,in a population of nearly #bjj1jjj1 at least one-fifth1 or #dj1jjj1 is composed of children between the ages of #e and #ae who should be going to school4 ,taking the number of those who are benefited in the ,common and ,sunday schools at #ae1jjj1 then the expense to the ,province is about #cs4 #i;d4 each4 ,in some districts the salaries allowed to the schoolmasters of the ,common ,schools are exceedingly small4 ,they range from #ab #ajs4 downwards4 ,in some little more than #e1 and in one less than that trifling sum4 ,many schools continue only six months2 others eight months in the year4 ,the natural consequence of this state of things is that superior teachers desert the ,common ,schools as soon as they can procure any other employment1 and many persons resort to the occupation of teachers merely as a temporary expedient4 ,these latter are without experience1 which is all-important to an instructor of youth and can have little desire to establish a reputation in an employment to which they have only recourse for present convenience4 ,in the sister ,colony of ,nova ,scotia1 the sum of #a1jjj is annually appropriated to the ,common ,schools and divided among #ab counties1 not equally1 but in proportion to population4 ,one law1 by giving the same sum to each district1 whether populous or not1 in that particular requires alteration4 ,the ,board would submit that in addition to the public allowance1 a power should be given to the townships to assess themselves for the schools4 ,in ,nova ,scotia it is provided in the statute that two-thirds of the freeholders may1 under certain conditions1 tax themselves according to their ability for the support of education1 and that no school of #cj scholars shall be entitled to the stipulated aid of #bj1 unless the teacher receives bona fide from his employers #aj1 together with this sum1 exclusive of and in addition to board1 etc42 and that no school of #ae scholars shall be entitled to the stipulated sum of #ae unless the teacher receives from his employers #be per annum as aforesaid4 ,the ,board had distributed to the ,common ,schools a large quantity of useful school books including ,mavor's ,spelling ,book4 ,they have also contracted for #b1jjj copies of this excellent work to be executed on cards for the township schools4 ,there appears to be a great scarcity of arithmetic books in the ,province1 and those in use are in general too difficult or deficient in matter1 etc4 ,the ,president has1 therefore1 undertaken to draw up a short manual on the subject1 suitable to the state and business of the country4 ,neither the sick nor the destitute have higher claims upon the public than the ignorant4 ,the want of knowledge brings all other wants in its train2 and if education be regarded as a charity1 it is a charity of which the blessings are without alloy4 ,it demands no jealous scrutiny of the claims of its applicants1 nor does it require to be so stinted as not to multiply their number4--,rev4 ,john ,strachan1 ,president1 ,york1 #eth ,february1 #ahbi4 99 99 99 99 99 ,midland ,district ,grammar ,school1 #ahbi4--;,it is to be lamented that so few of the wealthy farmers of the ,midland ,district avail themselves of the means of giving their sons that degree of education which the public school can readily afford1 which would qualify young persons to discharge the duties of the magistracy and other public situations with credit to themselves4 ,the trustees regret that no poor children are educated gratis under the patriotic and very benevolent provision of the statute1 in consequence of no returns being made to them of the most promising scholars from the ,common ,school4 ,the trustees1 therefore1 submit1 whether in order to encourage native genius in humble circumstances1 some means might not be devised of maintaining all the #aj children whom the statute authorizes the trustee to select for gratuitous instruction4--,rev4 ,george ,o',kill ,stuart1 ,thomas ,markland and ,john ,macaulay1 ,kingston1 ,december #cjth1 #ahbi4 99 99 99 99 99 ,,note4--,the local reports for the succeeding year are chiefly statistical and explanatory and contain no general remarks4 ,from a report signed by the ,rev4 ,dr4 ,strachan and ,hon4 ,wm4 ,allan in #ahci1 it would appear that things had for years remained in statu quo4 ,they say3-- ,for many years elaborate reports were sent from this 7,home ,district7 ,board of ,education detailing what were believed to be the alterations necessary to render the present ,common ,school ,act efficient4 ,in consequence of these1 and like reports from other districts1 a measure for the establishment of such schools has been for more than six years before the ,legislature1 which purposes to provide remedies for the defects which are met with in the working of the present system4 ,,course ,,of ,,study ,,suggested ,,by ,,rev4 ,,dr4 ,,strachan ,,as ,,suitable ,,for ,,the ,,district ,,grammar ,,schools ,,throughout ,,the ,,province1 #ahbi4 ,in a letter from the ,rev4 ,dr4 ,strachan to ,rev4 ,a4 ,n4 ,bethune1 ,rector of ,cobourg1 dated ,october #fth1 #ahbi1 he thus sketched a course of study for ,grammar ,schools3 ,first ,year--,boys from #g to #i4 #ast4 ,latin4--,eton ,grammar2 ,vocabulary2 ,corderius2 ,select e ,profanis4 #bnd4 ,english4--,mavor's ,spelling ,book2 ,enfield's ,lessons2 ,walker's ,lessons2 ,murray's ,lessons2 ,blair's ,class ,book2 ,english ,grammar2 ,writing2 ,arithmetic1 chiefly mental4 ,second ,year--,boys from #i to #aa4 #ast4 ,latin4--,grammar2 ,valpy's ,delectas2 ,new ,testament2 ,daley's ,exercises2 ,exampla ,minora2 ,entropius2 ,phdrus2 ,cornelius ,nepos4 #bnd4 ,english4--,grammar and ,reading1 as before2 ,writing and ,arithmetic 7mental and mixed72 ,geography2 ,civil and ,natural ,history and ,elocution4 #crd4--,to commence ,french4 ,third ,year--,boys from #aa to #ac4 #ast4 ,latin--,grammar2 ,bailey's ,exercises2 ,cornelius ,nepos2 ,csar2 ,ovid's ,metamorphoses2 ,nonsense ,verses2 ,psalms into ,latin ,verse2 ,exampla ,moralis2 ,versions or rendering ,english into ,latin4 #bnd4 ,greek--,to commence about the middle of the third year3 ,eton ,grammar1 or ,nelson's edition of ,moore's ,grammar2 ,greek ,vocabulary2 ,new ,testament2 ,greek ,exercises4 #crd4 ,english4--,grammar2 ,writing2 ,elocution2 ,civil and ,natural ,history2 ,geography1 ,ancient and ,modern2 ,english ,composition4 #dth4 ,arithmetic4--,and to commence ,algebra4 #eth4 ,french4 ,fourth ,year--,boys from #ab to #ad4 #ast4 ,latin4--,grammar2 ,terence ,virgil2 ,horace2 ,sallust2 ,cicero2 ,livy2 ,latin composition1 verse and prose2 ,grotius de ,veritate ,exampla ,moralia4 #bnd4 ,greek4--,eton ,grammar2 ,grca ,minora2 ,greek and ,latin ,testament2 ,xenophon2 ,homer4 #crd4 ,english4--,grammar and ,composition2 ,civil and ,natural ,history2 ,geography1 ,ancient and ,modern1 use of the globes2 construction of maps4 #dth4 ,mathematics4--,arithmetic2 ,book-keeping2 ,algebra2 ,euclid4 #eth4 ,french4 ,fifth ,year--,boys from #ad to #af4 #ast4 ,latin4--,virgil2 ,horace2 ,livy1 ,juvenal2 ,tacitus2 ,composition1 in prose and verse4 #bnd4 ,greek4--,grca ,majora2 ,homer2 ,thucidides2 ,composition1 in prose and verse4 #crd4 ,english4--,grammar and ,composition2 ,elocution2 ,civil and ,natural ,history2 ,geography1 ,ancient and ,modern2 use of the globes2 construction of maps4 #dth4 ,mathematics4--,algebra2 ,euclid2 ,trigonometry1 ,application to heights and distances2 ,surveying2 ,navigation2 ,dialling2 ,elements of ,astronomy1 etc4 #eth4 ,french4 ,,rev4 ,,dr4 ,,strachan',s ,,system ,,of ,,school ,,management4 ,rev4 ,dr4 ,scadding1 in his sketch of ,dr4 ,strachan1 ,the first ,bishop of ,toronto--a ,review and a ,study1 says3 ,the system pursued in ,dr4 ,stachan's school at ,cornwall and afterwards at ,york1 exhibited features that would have gratified the advanced educationists of the present age4 ,in that system the practical and the useful were by no means sacrificed to the ornamental and theoretical1 or the merely conventional4 ,things were regarded as well as words4444 ,in regard to things--the science of common objects--we doubt if in the most complete of our modern schools there was ever awakened a greater interest or intelligence in relation to such matters4 ,who1 that had once participated in the excitement of its natural history class1 ever forgot it8 ,or in that of the historical or geographical exercises8 ,we venture to think that1 in many an instance1 the fullest experience of after life1 in travel or otherwise1 had often their associations with ideas awakened then2 and often compared satisfactorily and pleasurably with the pictures of places1 animals and persons given1 rudely it may be1 in text books1 ransacked and conned in a fervour of emulation then4 ,the manner of study in these subjects was this3 each lad was required to prepare a set of questions1 to be put by himself to his fellows in the class4 ,if a reply was not forthcoming1 and the information furnished by the questioner was judged correct the latter 'went up' and took the place of the other4 ,this process1 besides being instructive and stimulating to the pupils1 possessed the advantage of being1 as it often proved1 highly diverting to the teacher4 ,on this system ,dr4 ,strachan himself remarks3 ,the method of instruction by question and answer possesses many advantages over any other1 and is not only the very best and shortest1 but the most satisfactory4 ,in this system the deficiencies of each scholar becomes manifest1 and the teacher knows to what particular points he must direct his explanations4 ,there is no time for inattention or wandering2 the question and necessity for reply compel attention and recollection4 ,the children1 if the teacher proceed with conciliatory firmness1 acquire lively interest in the lesson1 for each is particularly addressed and brought forward with action4#bg #bg ,the ,christian ,recorder1 edited by ,rev4 ,dr4 ,strachan1 ,york1 #ahcj1 vol4 #a1 page #ahb4 ,the late ,bishop ,fuller1 who was also one of ,dr4 ,strachan's pupils1 also states that3-- ,he had a remarkable talent for interesting boys in their work2 and1 by taking a deep interest in it himself1 he led them to do the same4 ,he was very original in many of his plans for promoting the good of his school4 ,amongst others1 which ,i never met with elsewhere1 was one of making the boys question one another on certain of the lessons4 ,this made the boys quick at seizing on the leading points in the lessons1 ready at shaping questions1 and deeply interested in the questions and answers4 ,the ,bishop took as deep an interest in the questioning and answering of the boys as they did themselves2 and thus this plan1 whilst it was of great service to the boys in various ways1 tended strongly to bind master and scholars together4#bh #bh ,sermon on the ,death of ,bishop ,strachan1 ,journal of ,education for ,u4 ,c41 vol4 xx4 7#ahfh71 page #ahb4 ,as to his method of teaching arithmetic1 he explains it in the following words3 ,in a new country like this1 a variety of branches must be taught in every respectable school4 ,young men 444 are anxious to get forward as fast as possible1 and even those destined for the learned professions are seldom allowed the time requisite for acquiring the knowledge previously necessary4 ,these considerations induced me to turn my thoughts to the discovery of some sure1 and at the same time1 expeditious method of teaching arithmetic4 ,this object ,i have accomplished with a much greater degree of success than ,i dared to promise myself4 ,i divide my pupils into separate classes according to their progress4 ,each class has one or more sums to produce every day1 neatly wrought upon their slates4 ,the work is carefully examined1 after which ,i command every figure to be blotted out1 and the sums to be wrought under my eye4 ,the one whom ,i happen to pitch upon first gives1 with an audible voice1 the rules and reasons for every step1 and as he proceeds the rest silently work along with him figure for figure1 but ready to correct him if he blunder that they may get his place4 ,as soon as this one is finished1 the work is again blotted out and another called upon to work the question aloud as before1 while the rest proceed along with him in silence1 and so on round the whole class4444 ,this method of teaching arithmetic possesses this important advantage1 that it may be pursued without interrupting the pupils' progress in any other useful study4 ,the same method of teaching ,algebra has been used with equal success4 ,such a plan is certainly very laborious1 but it will be found successful1 and he that is anxious to spare labor ought not to be a public teacher4#bi #bi ,preface to ,a ,concise ,introduction to ,practical ,arithmetic1 for the use of ,schools3 ,by the ,rev4 ,john ,strachan1 ,montreal4 ,printed by ,nahum ,mower1 #ahji4 ,desiring to give a local interest to the exercises in his book1 ,dr4 ,strachan gave several examples from ,canadian subjects4 ,thus a question is addition reads3-- ,from ,quebec to ,montreal is #ahj miles--from thence to ,kingston #bjj--;from thence to ,york #adi--;from thence to ,niagara #gh miles--from thence to ,detroit1 #baj4 ,required the distance from ,quebec to ,detroit4 ,answer--#cag miles4 ,again a question in multiplication reads3-- ,the distance from ,quebec to ,montreal is #ahj miles1 supposing the road #ag yards broad1 how many square yards does it contain8 ,answer--#e1che1fjj yards4 ,as to his diligence as a student1 while yet a teacher4 ,dr4 ,fuller remarks3-- ,the late ,bishop said to me on one occasion3 ',i had to study every night quite as hard as the boys2 for ,i was not much in advance of the highest class in school4 ,these and parochial duties demanded sixteen hours every day1--and yet these nine years were the happiest years of my life4 ,,rev4 ,,dr4 ,,strachan',s ,,career ,,as ,a ,,teacher4 ,having been appointed ,minister at ,cornwall in #ahjc1 ,dr4 ,fuller states that there he was3-- ,induced to resume his school1 at the solicitation of the parents of those boys who had been in his school at ,kingston1 and of others1 both in ,lower and ,upper ,canada1 who were desirous of placing their sons under a master so practical1 wise and successful1 as he had proved himself to be4 ,thus he commenced the school at ,cornwall1 which afterwards became so celebrated1 and at which were educated the first men that ,canada has produced1 and of whom she may well be proud--such men as the late ,sir ,j4 ,b4 ,robinson1 ,judge ,maclean1 ,sir ,j4 ,b4 ,macaulay1 ,sir ,allan ,mac,nab1 ,judge ,jones1 ,mr4 ,stanton1 the ,bethunes 7,alexander1 ,john and ,donald71 ,sir ,james ,stuart1 and his brother ,andrew ,stuart1 besides many others who have reflected credit on our country4 ,the ,bishop had a great faculty for not only attaching his scholars to him1 but also for inducing them to apply themselves most assiduously to their studies4 ,he told me he made it a rule1 during the time he kept school1 to watch closely every new boy1 and at the end of a fortnight1 to note down in a book his estimate of the boys who had passed through his hands4 ,he was never afraid of having his dignity lowered by liberties taken with him1 and he always felt every confidence in his position and entered warmly and personally into many of the boys' amusements1 and thus gained an immense influence over them4 ,the influence over his pupils has been shown in the fact1 that almost all of them embraced his principles2 and the love and affection for him of his celebrated ,cornwall school was shown many years ago1 when the surviving members thereof presented him with an address#cj and a most beautiful and costly candelabra4 ,nor did his more recent scholars entertain less affection for him1 though they never proved it so substantially as did those of his ,cornwall ,school4444 ,he was an excellent teacher4 ,his scholars were well grounded in their work4 ,the grammar was well mastered1 and every rule thereof deeply impressed on the memory4 ,every lesson was thoroughly dissected1 and everything connected with it thoroughly understood1 before we passed on to another lesson4#ca #cj ,the principal signers of the address were ,sir ,j4 ,b4 ,robinson1 ,sir ,j4 ,b4 ,macaulay1 ,very ,rev4 ,dean ,bethune1 ,right ,rev4 ,bishop ,bethune1 ,hon4 ,chief ,justice ,mc,lean1 ,hon4 ,justice ,jones1 ,hon4 ,w4 ,b4 ,robinson1 ,hon4 ,g4 ,s4 ,boulton1 ,rev ,w4 ,macaulay1 ,judge 7,george7 ,ridout1 ,surveyor-,general ,chewett1 ,col4 ,gregg1 ,capt4 ,macaulay1 ,r4,a41 ,inspector-,general ,markland1 ,sheriff ,mc,lean1 ,messrs4 ,t4 ,g4 ,ridout1 ,p4 ,vankoughnet1 ,s4 ,p4 ,jarvis1 ,j4 ,radenhurst1 ,r4 ,g4 ,anderson1 ,r4 ,stanton1 and others4 #ca ,journal of ,education for ,u4 ,c41 ,vol4 xx4 7#ahfh71 page #ahc4 ,for further reference to ,dr4 ,strachan's educational efforts see the sections on universities1 page #ei et seq4 ,,mr4 ,,joseph ,,hume',s ,,essay ,,on ,,education ,,edited ,,as ,a ,,catechism ,,by ,,mr4 ,,wm4 ,,lyon ,,mackenzie ,,in #ahcj4 ,in #ahcj ,mr4 ,mackenzie republished at ,york 7,toronto71 in pamphlet form1 the first part of a ,catechism of ,education1 prepared by ,mr4 ,joseph ,hume1 ,m4,p41 in ,england4 ,the pamphlet in my possession is worn and weather-stained4 ,it is inscribed to ,david ,thorburn1 of ,queenston1 and extends to #df pages4 ,in his preface ,mr4 ,mackenzie says3 ,to ,mr4 ,joseph ,hume4--,the compiler is indebted for an ,essay on ,education1 which lays down and explains principles of vital importance to the best interest of the ,canadians1 the perusal of which first suggested the design of this catechism4 ,in the first parts1 under the heads ,domestic1 ,technical1 ,social and ,political ,instruction1 it has been attempted to shew chiefly what the means are by which the human mind may be endowed with those qualities on which the generation of happiness depends4 ,,vicissitudes ,,of ,,education ,,in ,,upper ,,canada1 #ahcj-ahci4 ,for many years subsequently spasmodic efforts were made from time to time by progressive and earnest men in the ,legislature to establish a system of schools4 ,enquiries were instituted and reports made1 chiefly but not wholly1 by the ,house of ,assembly4 ,a vigorous contest was maintained between that body and the ,legislative ,council on the subject4 ,bills were passed by the ,assembly and rejected by the ,council4 ,the contest continued until the ,rebellion occurred1 and this event turned all men's thoughts into another channel for the time4 ,of the able and zealous men who1 almost single handed1 fought the battle of elementary education in the ,legislature1 prior to the rebellion of #ahcg1 ,i may refer to the efforts in this direction of ,dr4 ,charles ,duncombe and ,mr4 ,malhon ,burwell1 who did good service in the cause1 as also did ,archdeacon ,strachan1 ,hon4 ,william ,morris and others for higher education4 ,in the light of the growth and educational progress of to-day1 the miserable condition of public education in the days of the educational pioneers to whom ,i have referred1 can hardly be credited4 ,and were it not on record in the proceedings of the ,legislature1 the statements there made would appear to apply to some other country rather than to ours4 ,there were in the ,house of ,assembly in those days 7as ,i have intimated7 men of rare power and ability1 who did noble service in the popular cause1 and in behalf of general education4 ,they passed school bills1 founded on elaborate reports1 year after year1 only to see them defeated by a majority in the ,legislative ,council4 ,this state of things continued for some years1 and with disastrous effects on the intellectual life of the country4 ,this fact is illustrated in the proceedings of the ,house of ,assembly4 ,for example3 ,in a petition of the ,united ,presbytery of ,upper ,canada1 presented to the ,house in #ahcj1 the signers say3-- ,it is with deep regret that your petitioners 7in their ministerial capacity1 connected with a very large portion of ,his ,majesty's subjects in this ,province7 are compelled to say that the state of education is1 in general1 in a deplorable condition4 ,the reason for this state of things is thus clearly set forth by the ,house of ,assembly in an address to the ,lieutenant-,governor1 adopted in the same year3-- ,we the ,commons of ,upper ,canada1 in ,parliament assembled1 most respectfully represent that there is in this ,province a very general want of education2 that the insufficiency of the school fund to support competent1 respectable and well-educated teachers1 has degraded common school teaching from a regular business to a mere matter of convenience to transient persons1 or common idlers1 who often teach school one season and leave it vacant until it accommodates some other like person1 whereby the minds of our youth are left without cultivation1 or1 what is still worse1 frequently with vulgar1 low-bred1 vicious or intemperate examples before them1 in the capacity of monitors4 ,,educational ,,efforts ,,of ,,mr4 ,,mahlon ,,burwell ,,in ,,the ,,house ,,of ,,assembly1 #ahca-ahcf4 ,few men exerted themselves more or to better purpose in the cause of education than did ,mr4 ,burwell during the time he was a member of the old ,upper ,canada ,legislature1 in #ahca-ahch4cb #cb ,col4 ,mahlon ,burwell was born in the ,state of ,new ,jersey1 but early in life came to ,upper ,canada4 ,he settled first at ,fort ,erie1 then at ,long ,point1 and finally removed to the ,talbot ,settlement4 ,he was near neighbor1 and for a long time1 right-hand man of the noted ,col4 ,talbot1 of ,port ,talbot4 ,he was a surveyor by profession1 and in #ahaj surveyed the townships of ,malahide1 ,bayham1 and part of the then village of ,london4 ,amongst the many motions relating to education which were moved by ,mr4 ,burwell in the ,house of ,assembly from time to time1 was the following important one1 which was concurred in by the ,house in ,february1 #ahca3-- ,that a standing committee be appointed on the subject of education generally in this ,province4444 ,that it be a principal duty and business of the committee to enquire whether an appropriation of #ejj1jjj acres of land was not made1 in virtue of a joint address of both houses of the ,provincial ,parliament1 adopted at their session of #agig1 or #agih1 and whether the same is not subject to the control of the ,legislature of this ,province2 to enquire if anything1 and what1 has been done with the lands or any part of them1 and what is their present situation4 ,that the said committee do enquire in what way the several district schools of the ,province can best be endowed with portions of the said lands1 so as to render them more efficient and fitting for the improvement of the rising generation than they are at present4444 ,such were the comprehensive terms of a motion which gave to the subject of education a status in the ,house of ,assembly at the time by making a committee on the subject a ,standing ,committee of the ,house1 and clothing it with important powers4 ,mr4 ,burwell also1 of the same month1 moved for the production of all the despatches1 reports1 and other documents relating to the royal grant of lands by ,george ,,iii4 for grammar schools and colleges in ,upper ,canada4 ,in response to this latter motion1 the ,lieut4-,governor1 ,sir ,john ,colborne 7,lord ,seaton71 sent down to the ,house a mass of papers of great value1 showing what steps had been taken by the ,imperial and ,provincial ,governments during the intervening years for the promotion of public education4 ,these papers were printed at the time1 but little is now known of their contents4 ,in ,april1 #ahca1 ,mr4 ,burwell1 as chairman of the ,quarter ,sessions of the ,london ,district1 presented to the ,lieut-,governor a memorial setting forth the advantages to that locality of endowing a college at ,london4 ,amongst the reasons given are the following3-- ,your memorialists are aware that education of a superior kind cannot be brought to every man's door1 and that under any arrangements1 the inhabitants of the ,province generally must send their children a short distance from home2 but such is the extent of the several districts1 that the school can seldom be a day's journey from any part of them2 and the scholars can return to their homes without expense during the holidays2 and1 if sick1 they can be visited by their parents in a few hours1 and removed to their habitations without difficulty4 ,added to all this the cheapness at which board can be obtained in country places1 and the easiness with which1 in most cases1 it can be paid for by produce from their farms4 ,these reasons are somewhat primitive in their character2 but they throw light on the social condition of the people in these days1 and illustrate the common practice then of paying even for education in kind1 or by produce from the farms4 ,the object of the memorialists was to obtain such an endowment for the ,london ,district ,grammar ,school-- ,as shall render it efficient as a classical seminary1 and a nursery 7as such schools are intended to be7 for the ,university of ,king's ,college4444 ,the endowment should be such a one as would furnish a good school-house1 a commodious residence for the head master--to enable him to keep boarders and produce an income of four or five hundred pounds4 ,in the following ,june a similar1 but a much longer and more strongly worded1 memorial was presented to the ,governor from the trustees of the ,kingston ,royal ,grammar ,school1 protesting against the withdrawal from that school of an extra grant of #bjj a year and giving it to ,upper ,canada ,college1 thus reducing the rank of the ,kingston ,royal ,grammar ,school to that of a district grammar school4 ,,efforts ,,at ,,educational ,,legislation ,,by ,,dr4 ,,charles ,,duncombe1 #ahca-ahcf4 ,as one of those who took a prominent part in the troublesome events of #ahcg-ch1 in ,upper ,canada1 ,dr4 ,duncombe acquired considerable notoriety4 ,he was1 nevertheless1 a man of broad views1 of comprehensive aims and large sympathies4#cc #cc ,dr4 ,charles ,duncombe was an ,american by birth1 and win born in the ,state of ,new ,jersey in or about the year #agif4 ,he came to ,upper ,canada with his parents during the progress1 or immediately after the close1 of the war of #ahab-ae1 and settled in the ,london ,district4 ,charles ,duncombe studied medicine and surgery1 and in #ahbg and #ahbh began to practice his profession on the town line between the townships of ,burford and ,brantford1 near ,bishopsgate4 ,he soon obtained a large practice and with it an extended influence4 ,during the rebellion of #ahcg-h1 ,dr4 ,duncombe took part and went to the ,united ,states1 and remained there until #ahdc1 when he received a pardon from ,sir ,charles 7afterwards ,lord7 ,metcalfe4 ,he did not1 however1 remain long in ,upper ,canada after his return1 but soon left for the ,western ,states1 whence he subsequently removed to ,california1 and died there4 ,from his first entry into the ,house of ,assembly1 ,dr4 ,charles ,duncombe1 ,m4,p4,p4 for the county of ,norfolk1 took up warmly the cause of popular education4 ,in this he was actively supported by two other medical gentlemen--,dr4 ,thomas ,d4 ,morrison and ,dr4 ,thomas ,bruce--who were also members of the ,house of ,assembly at that time4 ,dr4 ,charles ,duncombe's first motion in the ,house of ,assembly 7on the #acth ,december1 #ahca7 was for an address to the ,lieut4-,governor urging the setting apart of a sufficient quantity of the public lands of the ,province to form a permanent fund for the support and maintenance of common schools4 ,his motion was1 however1 defeated4 ,as ,dr4 ,duncombe's motion is of historical interest1 so far as the facts which it alleges are concerned1 ,i give some extracts from it4 ,the motion stated3-- ,that there is in this ,province a very general want of education2 that the insufficiency of the ,common ,school ,fund to support competent1 respectable and well-educated teachers1 has degraded common school teaching from a regular business to a mere matter of convenience to transient persons1 or common idlers1 who often stay but for one season1 and leave the schools vacant until they accommodate some other like person1 whereby the minds of the youth of this ,province are left without due cultivation1 or1 what is worse1 frequently with vulgar1 low-bred1 vicious and intemperate examples before them in the persons of their monitors1 7i4e41 teachers74 ,the motion goes on to say that3-- ,if provision were made for the liberal and punctual payment of common school teachers 444 the teaching of common schools would soon become a regular and respectable calling1 gentlemanly1 well-educated persons would not be ashamed to take charge of youth1 the schools would be no longer vacant1 nor the scholars ignorant4 ,upper ,canada would then form a national character that would command respect abroad and ensure peace1 prosperity and happiness at home1 perpetuate attachment to ,british principles and ,british institutions1 and enable posterity to value1 as they ought1 the inestimable blessings of our glorious constitution4 ,the motion went on to urge the ,lieut4-,governor to represent to the ,colonial ,secretary the important necessity--in view of the facts cited--of entreating ,that ,his ,majesty1 ,william ,,iv41 be graciously pleased to place at the disposal of the ,provincial ,legislature a portion of the waste lands of the ,crown as a permanent fund for the support of common schools within the same4 ,dr4 ,charles ,duncombe1 with a prescience of the future1 and of the necessities of the case1 7which were not then recognized1 nor for many years afterwards17 strongly urged1 as did other members of the ,assembly1 that at least one million acres of the waste lands of the ,province should be set apart for the support of common schools4#cd #cd ,it is gratifying to know that1 although defeated at the time1 ,dr4 ,duncombe's efforts bore fruit nearly twenty years afterwards--in #ahej--when ,hon4 ,wm4 ,hamilton ,merritt1 then ,president of the ,council1 introduced and had a ,bill passed by the ,legislature setting apart #a1jjj1jjj acres of the ,crown ,lands for the permanent endowment of public schools in ,united ,canada4 ,the motion was negatived4 ,dr4 ,duncombe was1 however1 determined not to be beaten4 ,mr4 ,david ,burn and other friends of his in the county of ,oxford--no doubt on his suggestion--got up a petition to the ,legislature on the subject1 and on the #bast ,december--a week after his motion was defeated--,dr4 ,duncombe read this petition and had it referred to a select committee for report thereon4 ,on the #bfth ,december an elaborate report on the petition was brought in by ,dr4 ,duncombe himself1 as chairman of the committee4 ,in that report the whole subject was gone into fully1 and a scheme elaborated by which the #a1jjj1jjj acres of land were proposed to be hypothecated in advance1 so that by the issue of debentures for #ejj1jjj1 redeemable in ten1 fifteen and twenty years1 a sufficient sum would be at once realized on the prospective value of these lands to form a permanent fund for the support of common schools4 ,this report 7as did the rejected motion7 placed on record a few facts and principles which are interesting in the light of to-day4 ,the report stated that-- ,the common schools of this ,province are generally in so deplorable a state that they scarcely deserve the name of schools4 ,it recommended that the common school law of the ,province be so amended that hereafter the school grant be paid only to-- ,organized schools1 taught by a person who had a certificate from the ,district ,board of ,education1 or school inspector1 of his or her ability to teach a common school4 ,it also urged that the ,common ,school ,fund should be large enough1 with the local contributions1 to provide an ample stipend for good teachers1 instead of transient persons and common idlers then so often employed as teachers-- ,so that common school teaching1 instead of being a mere matter of convenience to transient persons1 or common idlers1 would become a regular1 respectable business in the hands of gentlemanly1 well-educated persons4 ,for surely the foundation of the minds of our children 7on which must depend the happiness or misery we are to enjoy with them7 and their own success in life1 is a business worthy to be respectable1 worthy of the patronage of men in the highest walks of life4 ,the report then laid down an important principle in regard to the necessity for a certain and permanent endowment for public education4 ,it said3-- ,funds and appropriation for the support of education should be permanent4 ,they should not depend upon the annual vote of the ,legislature1 nor on any other casualty that might1 by possibility fail1 and thereby check the regular progress of education4 ,dr4 ,duncombe1 in stating this principle1 had no doubt in view the example 7then well known7 of the fickleness of the ,legislature in the matter of school grants4 ,in #ahaf the vote for the support of common schools was #bd1jjj4 ,in three subsequent years the same vote was repeated2 but1 in #ahbj1 it was reduced to #aj1jjj--;closing schools here and there all over the ,province1 and inflicting grievous hardship on many worthy 7and1 in the language of the day and of the report1 unworthy7 teachers4 ,this miserable state of things continued for many years1 and1 as ,i stated on this subject in #ahfc-- ,thus ebbed and flowed1 without a master hand to stay the current1 that tide which1 in other lands1 is regarded as the nation's life's blood2 and thus was permitted to ensue that state of living death by which ,upper ,canada1 in the significant and popular metaphor of the day was likened to a 'girdled tree1' destitute alike of life1 of beauty1 or of stately growth4#ce #ce ,historical ,sketch of ,education in ,upper ,canada1 by ,j4 ,george ,hodgins1 ,m4,a41 ,,ll4,b41 ,f4,r4,g4,s4 in ,eighty ,years' ,progress of ,british ,north ,america1 #ahfc4 ,no wonder that in these degenerate days the young men1 with stirrings within them of noble impulses and patriotic devotion to their country1 should have been compelled to depend upon themselves for intellectual enlightenment and advancement4 ,the flippant sneer of many persons of to-day at such self-made men is unworthy of those who enjoy the advantages which these self-made men laboured to secure4 ,they belonged to that noble band of pioneers1 who achieved for us the civil and religious freedom which we now so richly enjoy4 ,all honour to them1 therefore6 ,,continued ,,educational ,,efforts ,,by ,,mr4 ,,burwell ,,in ,,the ,,house ,,of ,,assembly4 ,in ,january1 #ahcb1 ,mr4 ,burwell made a motion similar to the defeated one of ,dr4 ,c4 ,duncombe1 which led to considerable discussion4 ,it was as follows3-- ,that this ,house do address ,his ,majesty1 humbly beseeching that ,his ,majesty will be graciously pleased to grant an appropriation of one million of acres of waste lands of the ,crown in this ,province for the maintenance and support of common schools within the same4444#cf ,in the same month ,mr4 ,burwell introduced a bill for the establishment and support of common schools throughout the ,province4 ,it was printed but was not proceeded with that session4 ,mr4 ,burwell's object clearly was to keep the subject before the ,house and to promote discussion on it4 ,in this he succeeded4 ,the ,house of ,assembly was alive to the importance of the question1 but the ,legislative ,council was obstructive in regard to the same subject4 ,in ,november1 #ahcb1 ,mr4 ,burwell again had a committee of the ,house of ,assembly appointed to enquire into the manner in which the ,king's wishes had been carried out in regard to the royal grant of lands for educational purposes in #agih4 ,to expedite this enquiry the important despatches and reports formerly asked for by him and sent down to the ,house by the ,governor1 with others1 were printed and distributed4 ,mr4 ,burwell also introduced a bill for the establishment1 maintenance and regulation of common schools1 in the ,province4 ,he made several motions1 too1 on the subject of the ,king's ,college charter and school lands4 ,on the #bast ,november he submitted the first report of his ,select ,committee on the ,subject of ,education4 ,the historical part of this report being somewhat interesting in its statements1 ,i quote it as follows3-- ,the committee have been forcibly struck with the uniform anxiety which has been manifested at all times by the ,legislature and ,provincial authorities for the establishment of a university4 ,it formed part of the prayer of both ,houses in their address to the ,king in #agig4 ,it was strongly recommended by the ,executive ,government1 the judges1 and law officers of the ,crown1 in #agih4 ,in #ahjf the ,legislature1 to show that something more was even then required than grammar schools1 did all their limited means permitted1 in providing a small apparatus for the instruction of youth in physical science1 that they might enter the world with something more than a common district school education2 such an institution was again noticed in #ahbj1 and an earnest desire expressed by the ,legislature1 which knew best the wants of the ,province1 for its speedy establishment4 ,in #ahbe so many young men were found turning their attention to the learned professions that the ,executive ,government thought that the establishment of a university could be no longer delayed without the greatest detriment to the ,province1 and1 therefore1 applied to ,his ,majesty for a ,royal ,charter1 which was granted in #ahbg1 in terms as liberal1 it is said1 as the then ,government would allow2 but such has proved by no means satisfactory to your ,honorable ,house4#cf #cf ,see also the opinion of ,archdeacon ,strachan on this subject1 in a subsequent part of this ,retrospect4 ,about the middle of ,december1 #ahcb1 ,mr4 ,burwell brought in the second and very elaborate report of the ,select ,committee on ,education4 ,this report was chiefly based upon the opinions of several witnesses examined by the committee on the subject of school lands1 ,king's ,college charter1 ,u4 ,c4 ,college1 and education generally4 ,the witnesses examined were ,chief ,justice ,robinson1 ,archdeacon ,strachan1 ,chairman1 and the ,hon4 ,g4 ,h4 ,markland1 ,secretary to the ,provincial ,board of ,education2 ,hon4 ,joseph ,wells1 a member of the ,board1 and ,treasurer of ,u4 ,c4 ,college2 ,rev4 ,dr4 ,joseph ,h4 ,harris1 ,principal of ,u4 ,c4 ,college2 ,rev4 ,dr4 ,thomas ,phillips1 ,vice-,principal1 and ,mr4 ,s4 ,p4 ,hurd1 ,surveyor-,general of the ,province4 ,the general views of these noted men on the subject of education are both interesting and instructive in the light of to-day4 ,the report itself deals with the then pressing question of the extension of educational facilities to the entire ,province4 ,it points out in strong language the undesirability of continuing a system of district1 or grammar1 schools which were quite adequate to the wants of the ,province when the population was only #ej1jjj1 but which was not at all equal to the requirements of ,upper ,canada when that population had increased to nearly #cjj1jjj4 ,these references show how wonderfully the ,province has progressed in population and in its educational advantages since that time4 ,,early ,,opinions ,,on ,,the ,,necessity ,,for ,,manual1 ,,or ,,industrial1 ,,education4 ,the following passage from the report of #ahcb is prophetical in its anticipation of the future4 ,by way of illustration ,i may mention the fact that a somewhat similar utterance was made by ,sir ,lyon ,playfair in his address as president of the ,british ,association1 at ,aberdeen1 in #ahhg4 ,the passage in the report of #ahcb is as follows3-- ,that the situation of the ,province in wealth and commerce1 and in its demand for superior attainments in the various professions is very different from what it formerly was2 and that unless opportunities are immediately furnished by the establishment of superior schools for the instruction of our youth in the higher branches of science1 we must fall behind the age in which we live4 ,what was thus put forth as a local thought1 but yet as an educational axiom1 by these educational pioneers of ,upper ,canada1 upwards of fifty years ago1 is thus forcibly and beautifully amplified by the president of the ,british ,association in #ahhg4 ,speaking generally1 and contrasting the educational policy of the colonies and that of the mother country1 he said3-- ,the colonies1 being young countries1 value their raw materials as their chief source of wealth4 ,when they become older they will discover it is not in these1 but in the culture of scientific intellect1 that their future prosperity depends4444 ,jules ,simon tersely puts it3--',the nation which most educates her people will become the greatest nation1 if not to-day1 certainly to-morrow4' ,higher education is the condition of higher prosperity1 and the nation which neglects to develop the intellectual factor of production must degenerate1 for it cannot stand still4444 ,the illustrious consort of our ,queen was not the first prince who saw how closely science is bound up with the welfare of states4444 ,how unwise it is for ,england to lag in the onward march of science1 when most other ,european powers are using the resources of their states to promote higher education and to advance the boundaries of knowledge4 ,she alone fails to grasp the fact that the competition of the world has become a competition of intellect4444 ,a nation in its industrial progress1 when the competition of the world is keen1 cannot stand still4444 ,i contend that in public education there should be a free play to the scientific faculty1 so that the youths who possess it should learn the richness of their possession during the educative process4444 ,science has impressed itself upon the age in which we live2 and as science is not stationary1 but progressive1 men are required to advance its boundaries1 acting as pioneers in the onward march of states4 ,human progress is so identified with scientific thought1 both in its conception and realization1 that it seems as if they were alternative terms in the history of civilization4 ,in giving these extracts so fully ,i have done so for two reasons3 ,first1 ,i desire to do honour to the zeal and to acknowledge the forethought and prescience of those members of the ,house of ,assembly who1 in #ahcb1 placed so strong an emphasis upon the value of the instruction of our youth in the higher branches of science2 and secondly1 to point out1 in the weighty words of ,sir ,lyon ,playfair1 the immense importance 7in the light of past experience7 which he and other leaders of thought in regard to ,england's industrial life and practical progress1 attach to the teaching of elementary science in the schools4 ,he touches upon this point in another part of his address1 in pointing out the absurdity of requiring all pupils to study the same subjects4 ,he says3-- ,in a school a boy should be aided to discover the class of knowledge that is best suited to his mental capacities1 so that in the upper forms of the school1 and in the university1 knowledge may be specialized in order to cultivate the powers of the man to the fullest extent4444 ,the adaptation of public schools to a scientific age does not involve a contest as to whether science or classics shall prevail1 for both are indispensable to true education4 ,the real question is1 whether schools will undertake the duty of moulding the minds of boys according to their mental varieties4 ,,later ,,opinions ,,on ,,the ,,necessity ,,for ,,manual ,,training ,,in ,,our ,,schools4 ,so deeply impressed was ,i of the immense importance of this subject1 and of the necessity of providing in our school system for a practical solution of the question which was then1 and is now1 of pressing importance--viz41 manual training in our schools--that in #ahgf ,i prepared and delivered a lecture on the subject1 in various parts of the ,province4 ,the lecture was founded on the industrial lessons taught to us so impressively at the ,centennial ,exhibition1 ,philadelphia1 in #ahgf4 ,these lessons1 in their educational aspects1 were even more forcibly impressed upon me at the great ,industrial ,exhibition held in ,new ,orleans1 in #ahhe4 ,having been there six weeks1 as an ,educational ,juror1 on behalf of the ,united ,states ,bureau of ,education1 ,i had abundant and admirable facilities for studying the whole question1 and for seeing how it was being worked out 7more or less effectually7 in the various national school systems which came under review during that enquiry--especially in ,france4 ,thus the ,french school law of #ahhb provides that primary education includes among other things the elements of the natural1 physical and mathematical sciences1 and their application to agriculture1 to hygiene1 and to the industrial art2 manual work1 and the use of tools of the principal trades1 the elements of drawing1 modelling1 etc4 ,apprenticeship schools have also been established1 the object of which is to form workmen1 as distinguished from foremen1 and in which various trades are taught4 ,an official report1 published by the ,united ,states ,bureau of ,education in #ahhb1 states that the apprentices of these schools find employment readily after they have left the workshops1 at wages1 it is said1 varying from five to even as much as eight francs per day4 ,in discussing this question in the lecture to which ,i have referred1 these passages occur3-- ,it is not assumed that every pupil in our schools is qualified1 or that he should be compelled1 as a matter of course1 to engage in the study of elementary science or practical drawing4 ,far from it4 ,but what ,i do say is1 that those pupils who exhibit a taste for any of the various subjects of natural history1 elementary science or practical mechanics1 should have an opportunity in the ,public and ,high ,schools 7of cities and large towns7 of learning something about them4 ,in an address by ,mr4 ,gladstone on this subject1 he stated that the boys of the ,english schools1 and it is so in our schools1 had not yet had fair play in the study of elementary science and natural history4444 ,there are few schools in which there are not boys possessing talent scientific1 inventive1 or industrial talent1 or constructive genius1 which are never evoked1 much less aroused or stimulated4 ,as to the question whether for the few the country should be put to the expense of their special training1 ,i answer it in the words of ,professor ,huxley1 who says3-- ,to the lad of genius1 even to the one in a million1 ,i would make accessible the highest and most complete training the country could afford4 ,whatever it might cost1 depend upon it the investment would be invaluable4 ,i weigh my words when ,i say3 that if the nation could purchase a potential ,watt1 or ,davy1 or ,faraday1 at the cost of a hundred thousand pounds down1 he would be dirt cheap at the money4444 ,it is a mere commonplace and an every-day piece of knowledge to say that1 what these three men did1 7in their special departments of practical science71 has produced untold millions of wealth for ,england and the world1 speaking in its narrowest economical sense of the word4 ,the educational mind of the ,united ,states1 as well as ,europe1 is being constantly directed to the consideration of this interesting practical subject4 ,magazines and reviews1 as well as educational journals1 freely discuss it4 ,one of the most useful articles on ,manual ,training in the ,public schools1 will be found in the ,andover ,review for ,october1 #ahhh4 ,the ,united ,states ,bureau of ,education has also published various reports and papers on the subject4 ,one of the most valuable is an elaborate report on ,industrial ,education in the ,united ,states1 published in #ahhc4 ,some of the more important railways in that country have also established training schools for their employs4 ,,further ,,educational ,,efforts ,,in ,,the ,,house ,,of ,,assembly1 #ahce1 #ahcf4 ,for the four years during which ,dr4 ,duncombe was a member the ,legislature of ,upper ,canada1 his efforts to promote the cause of education were unceasing4 ,with the exception of ,mr4 ,burwell1 who devoted himself almost entirely to the interests of education in the ,house1 none excelled ,dr4 ,duncombe in his zeal for the cause of public education4 ,his efforts were chiefly directed to awaken an interest amongst his fellow members in the subject generally1 and especially on behalf of the education of the deaf and dumb1 in asylums for the insane1 in prison discipline and similar matters4 ,at length his efforts in the session of #ahce culminated in the appointment1 by resolution of the ,house of ,assembly1 of ,doctors ,charles ,duncombe1 ,thomas ,d4 ,morrison and ,william ,bruce1 ,commissioners1 to enquire1 amongst other things1 into the system and management of schools and colleges in the ,united ,states and elsewhere4 ,two of these commissioners deputed their colleague1 ,dr4 ,duncombe1 to go on a journey to the ,united ,states1 or elsewhere1 to obtain such information as is desired by a resolution of the ,house of ,assembly in that behalf4 ,six hundred dollars were granted by the ,house to defray the expenses of this enquiry4 ,late in #ahce ,dr4 ,duncombe went on his mission of enquiry to the ,united ,states1 and visited literary institutions in the ,western1 ,middle1 ,eastern and some of the ,southern ,states of the ,union4 ,he also obtained detailed information as to education in ,england1 ,france and ,prussia1 and embodied the result in an elaborate report of nearly sixty pages and an appendix of one hundred and sixty pages4 ,to this report he annexed the draft of a ,school ,bill1 extending to twenty-two pages1 with a variety of forms and instructions appended4 ,the whole document embraced two hundred and sixty pages of printed matter4 ,the report is minute and exhaustive in its treatment of the subject in hand1 although somewhat discursive and speculative in many parts4 ,it is1 nevertheless1 in the light of to-day1 both interesting and instructive4 ,it presents a vivid picture1 and not a very flattering one1 of the condition of education in the ,united ,states and in ,europe4 ,its discussions of special subjects--such as female education1 classical studies1 the management of colleges and universities1 etc41 etc4--are fair and enlightened1 and1 on the whole1 intelligent and practical in their character4 ,it is clear that the ,legislative ,council of the day did not sympathize with ,dr4 ,duncombe and his colleagues in their zeal for popular education4 ,the bill which he had so carefully prepared1 although adopted by the ,house of ,assembly by a vote of #ce to #aj1 early in #ahcf failed to receive the sanction of the ,council4 ,his proposition to increase the common school grant from #bb1fjj to #hj1jjj per annum was considered too great a step in advance1 and was not therefore pressed to a vote in the ,house of ,assembly4 ,he1 however1 got two influential committees appointed to deal with the questions of public education and school lands4 ,these committees were subsequently united and enlarged4 ,they did good service and kept public interest awakened as to the value of the important subjects entrusted to them4 ,,analysis ,,of ,,dr4 ,,duncombe',s ,,report ,,on ,,education1 #ahcf4 ,the report1 be it remembered1 speaks of events and educational facts of more than fifty years ago4 ,they are of special interest to us of to-day1 since they form the background1 so to speak1 of our own educational history and progress4 ,i shall make a few extracts from the report3--,dr4 ,duncombe says3-- ,the first principles of the system recommended in this report with regard to common schools1 schools for the education of the poorer classes1 and for the education of teachers 7or the normal schools7 made their appearance almost simultaneously in ,great ,britain and on the ,continent1 as appears by the voluminous reports of ,lord ,brougham 444 and by ,mr4 ,dick's very able and splendid report upon the common schools 444 of ,scotland1 and by ,m4 ,cousin's reports of the schools in ,prussia and ,germany1 and ,bulver's observations upon education as a prevention of crime in ,france4444 ,the glimmering of this beacon light was soon seen across the ocean1 and lighted up a similar flame in the ,united ,slates4 ,commissioner after commissioner was sent to ,scotland and to ,england by the authority of their ,state ,legislatures to light their lamps at the fountain of science1 that the whole continent of ,america might be ignited by the flame4 ,dr4 ,duncombe's observations in regard to the state of education in the ,united ,states are interesting1 as by contrast they illustrate the remarkable progress made in that country during the last half century in the matter of public education4 ,he says3-- ,in the ,united ,states1 where they devote much time and expense towards the promotion of literature1 they are equally destitute of a system of national education with ourselves3 and although by their greater exertion to import the improvements made in ,great ,britain and on the ,continent1 and their numerous attempts at systematizing these modern modes of education 444 they have placed themselves in advance of us in their common school system4 ,yet1 after all1 their schools seemed to me to be good schools on bad or imperfect systems2 they seem groping in the dark1 no instruction in the past to guide the future1 no beacon light1 no council of wise men to guide them1 more than we have1 upon the subject of common schools4 ,our schools want in character1 they want respectability1 they want permanency in their character and in their support4444 ,it should be so arranged that all the inhabitants should contribute something towards the maintainance of the school fund1 and all those who are benefited directly by it should pay1 in proportion to such benefit1 a small sum1 but quite enough to interest them in the prudent expenditure of their share of the school moneys4 ,the objection to a liberal education being too freely given for the benefit of the learned professions seems to have been urged even in these days4 ,dr4 ,duncombe answers it in the following language3-- ,it has been supposed that there are too many in the learned professions already1 and that1 therefore1 there are too many who obtain a liberal education4 ,but this opinion is founded upon two errors3 ,one is1 that every liberally educated man must be above manual labor1 and must1 therefore1 enter one of the learned professions2 and the other is1 that all who do enter these professions do it1 and have a right to do it1 from personal and family interests1 and not for the public good--whereas a liberal education ought not to unfit a man1 whether in his physical constitution or his feelings1 for active business in any honest employment2 and neither ought men who enter any of the learned professions to excuse themselves from labor and privation for the good of the world4 ,there is a great and pernicious error on this subject4 ,the question of free education is thus discussed by ,dr4 ,duncombe3-- ,nothing is more important in the formation of an enterprising character than to let the youth early learn his own powers2 and in order to this1 he must be put upon his own recourses1 and must understand1 if he is ever to be anything1 he must make himself1 and that he has within himself all the means for his own advancement4 ,it is not desirable1 therefore1 that institutions should be so richly endowed as to furnish the means of education free of expense to those who are of an age to help themselves2 nor is it desirable that any man1 or any society of men1 should furnish an entirely gratuitous education to the youth of the ,province4 ,all the necessary advantages for educating himself ought to be put within the reach of the young man1 and if1 with these advantages1 he cannot do much towards it he is not worthy of an education4 ,after discussing several other topics in his report1 ,dr4 ,duncombe made a striking forecast of the educational future of ,upper ,canada4 ,he said3-- ,was there ever a more auspicious period than the present for literary reform8 ,if ,i rightly understand the signs of the times1 we stand upon the threshold of a new dispensation in the science of education1 and especially in the history of common schools1 colleges and universities in this ,province4 ,the flattering prospects of our being permitted legally to dispose of the school lands of this ,province1 so long dormant--the sale and appropriation of the clergy reserves for the purposes of education1 and1 above all by our having control of the other natural resources of the ,province1 we shall be enabled to provide respectably and permanently for the support of literary institutions in every part of the ,province1 while by remodelling the charter of ,king's ,college1 so as to adapt the institution to the present state of science of education1 and the wishes and wants of the people of this ,province4444 ,with such charming prospects before us1 with what alacrity and delight can we approach the subject of education to make liberal1 permanent and efficient provision for the education of all the youth of ,upper ,canada1 to cause 'the blind to see1 the deaf to hear and the dumb to speak1' and1 above all1 to make certain and extensive provision for the support of schools for teachers and tutoresses4444 ,it is sad to think that to the writer of these cheering1 hopeful words1 the future so vividly pictured by him became suddenly darkened1 and the pleasant hopes in which he then indulged were never realized by him1 or by many of those who1 more than half a century ago1 were like him so active in promoting the great cause of popular and collegiate education in this ,province4 ,within one year ,dr4 ,duncombe was a proscribed rebel1 as were many others who with him saw as in a vision the future which1 he then pictured for ,upper ,canada4 ,,summary ,,of1 ,,and ,,reflections ,,on1 ,,these ,,educational ,,efforts1 ,,from #ahcj ,,to #ahci4 ,during the next session of the ,legislature1 in the winter of #ahcf1 ,mr4 ,burwell sought to give effect to ,dr4 ,duncombe's liberal resolution of the preceding session1 viz41 to provide1 out of the public in revenue1 a grant of #hj1jjj a year for support of the common schools4 ,he proposed two resolutions3 one was to the effect that #dj1jjj a year be granted out of the public revenue for the support of these schools2 the other was as follows3-- ,that the sum of ten thousand pounds 7#dj1jjj71 be raised annually by assessment1 by order of the ,quarter ,sessions in the several districts on the ratable property of the inhabitants1 in aid of the ,provincial grant for the common school fund1 in the same manner as other assessments are now made4 ,when the matter came before the ,house of ,assembly in ,february1 #ahcg1 the committee of supply reported a grant of only #bb1djj for the year4 ,the assessment proposition was not adopted1 as the question of local taxation for school purposes though often before it had not yet been practically entertained by the ,legislature4 ,next year1 however1 another effort was made to provide somewhat liberally for the common schools4 ,but as the ,bill as passed by the ,house of ,assembly1 embodied in it the principle of local taxation for schools for the first time1 it was not concurred in by the ,legislative ,council4 ,that body proposed a conference to explain the reason1 and appointed the ,honorable ,messrs4 ,allan and ,hamilton as its conferees4 ,the ,house of ,assembly nominated ,messrs4 ,boulton1 ,cartwright1 ,thompson and ,rykert as its representatives at the conference4 ,the ,legislative ,council stated that3-- ,it could not pass the ,bill1 because it proposes to levy an assessment at the discretion of the ,justice of the ,peace1 to the extent of #a-a_/b;d4 #c cents in the #d to support ,common ,schools2 and as acts have lately passed imposing rates on the inhabitants of several of the districts1 for the purpose of defraying the expense of building jails and court-houses and for the construction of macadamized roads1 the ,council fear that the proposed assessment for common school education might be burthensome1 etc4 ,thus1 because jails1 court-houses and roads were considered more necessary and important than schools1 the last ,act for the promotion of education ever passed by the ,upper ,canada ,house of ,assembly was rejected by the ,legislative ,council6 ,such was the untoward state of affairs when the ,legislative ,union of ,upper and ,lower ,canada took place in #ahdj4 ,,extracts ,,from ,,official ,,reports ,,on ,,education ,,in ,,upper ,,canada ,,in #ahch4 ,i shall now give a few extracts from official returns illustrative of the state of education in the ,province in #ahch and #ahci1 while these efforts of improvements were being made4 ,they also show how entirely practical were the views of those who took an active part in educational affairs of the time1 how keenly alive they were to the educational deficiencies of those days4 ,other extracts from official reports and proceedings of the ,house of ,assembly might be given to illustrate this part of the subject1 but they would make this retrospect too long4 ,they are all of a most interesting and instructive character1 and well deserve publication in a connected form4 ,they throw a vivid light upon the educational chaos which existed at the time4 ,they also show how enlightened comparatively1 as well as how darkened also1 were the views of those who took part on both sides in the educational debates and proceedings of those years--especially during #ahcj1--ahcf1 #ahch and #ahci4 ,what were then problematical theories and merely tentative schemes1 are to-day educational truisms and successful fields of operation4 ,the growth of the schools under the fitful system which prevailed in ,upper ,canada from #ahaf to #ahdb was painfully slow4 ,the number of what was called schools was small1 and the quality of them1 with rare exceptions1 was exceedingly inferior4 ,anything beyond the three ,r's was generally taught by itinerants4 ,dr4 ,ryerson mentions in an autobiographical letter1 as an example1 that his knowledge of ,english grammar was derived entirely from the lectures of a peripatetic teacher of that subject4 ,he also mentions several of his after contemporaries who acquired a knowledge of grammar and other special subjects in the same way4 ,no one1 as he said to me1 ever heard in these days of the possibility of a royal road to learning4 ,it was hard work1 of the hardest kind1 and few ever dreamt of reaching a higher eminence than that of mastering the first two ,r's--,reading and ',riting4 ,arithmetic was approached with caution1 and its higher developments with consternation4 ,how could such a state of things be otherwise when transient persons and common idlers were with rare exceptions1 the kind of teachers employed4 ,education had no money value then1 except in so far as it receded from a rate of payment to that of a day laborer or a pensioner4 ,the following are the extracts from the official reports3-- ,,influences ,,by ,,american ,,teachers ,,and ,,school ,,books ,,deprecated4 ,schools in the ,home ,district--,no ,united ,states books permitted4--,the schoolmasters1 with the exception of two ,americans who have been long in the ,province1 are all ,british subjects--that they have all taken the oath of allegiance--that during the last year the salary allowed was #aj 7ten pounds each71 and no books from the ,united ,states are permitted to be used in the schools4--,john ,strachan1 ,wm4 ,allan1 ,toronto1 #hth ,march1 #ahci4 ,schools in the ,eastern ,district--,transitory ,teachers4--,were the allowance to be increased teachers would come forward better prepared and be induced to remain4 ,many at present seem to continue for a few months1 as a matter of convenience1 and to assist themselves in following other occupations1 which greatly retards the improvement of the children4--,joseph ,aderson1 ,d4 ,mc,donell1 ,cornwall1 #ith ,may1 #ahci4 ,schools in the ,western ,district3 ,their ,state and ,suggestions for ,improvement4--,the situation of the school houses is not always judiciously chosen1 it being situated often more for the convenience of some one influential person than for that of the inhabitants generally of the settlement4 ,the school-house is often a wretched log hut1 or a ruinous building altogether unfit for the purpose--especially in the winter season4 ,in too many cases the teachers are badly qualified for the task which they undertake2 and some of them having taken up the profession more from necessity than choice are seldom permanent1 and consequently very ineffectual teachers4 ,the remuneration which the teachers of common schools receive for their services are by no means sufficient to induce respectable and well qualified teachers to undertake the irksome and laborious task4 ,hints for the ,improvement of the ,schools of the ,province 7condensed74--#a4 ,the school should be erected in a dry and healthy situation if possible1 and situated so as to suit the majority of the inhabitants of the settlement in which it is erected4 ,it should be a neat and commodious building1 sufficiently large to render it airy and healthy in the summer season and well finished inside and out to cause it to be comfortable in the winter4 #b4 ,a comfortable dwelling should be erected for the accommodation of the teacher and his family4 #c4 ,teachers throughout the ,province might be divided into three classes1 allowance from ,government to be not less than #ajj1 #ge and #ej respectively4 #d4 ,every teacher1 previous to receiving any appointment1 should be examined as to his literary acquirements1 his political opinions and his moral character4 #e4 ,a uniform set of elementary books should be compiled and published for the use of the common schools of the ,province1 and those republican productions that tend to poison the minds of the youth of the country should be driven out of the ,province4 #f4 ,a discreet and competent person should be appointed by his ,excellency the ,lieutenant-,governor to visit the schools in each district eight1 or at least four1 times in the year to examine the scholars and the internal economy of the schools and to report thereon--,w4 ,johnson1 ,sandwich1 #bast ,february1 #ahci4 ,schools in the ,london ,district--,boarding ,round--,american ,books4--,the ,board of ,education cannot abstain from remarking upon a system commonly practiced by teachers and generally encouraged by the employers in the country1 of receiving the teachers as members or lodgers with each family who are subscribers to the school in succession for the period of engagement1 which in its influence and consequence has not hitherto been productive of good2 and more especially in cases where the teachers have been ,americans1 a system than which none can be more mischievous in its effects1 added to which the circumstance1 as will be seen by reference to the books used in the schools1 that a portion of ,american books1 particularly geographies1 have been permitted to be used 7notwithstanding the ,board have the power to order the discontinuance of such7 because others could not be procured in the country1 nor has any provision been made by the legislature for the formation of depots where proper books could be had4--,john ,b4 ,askin1 ,london1 #abth ,february1 #ahch4 ,names of text-books used in the common schools of ,upper ,canada in #ahch1 viz43-- ,old and ,new ,testaments4 ,readers--,english1 ,murray's1 ,canadian and ,reading ,made ,easy4 ,spelling ,books--,mavor's1 ,cobb's1 ,webster's1 ,graham's1 ,universal4 ,grammars--,murray's1 ,lennie's1 ,kirkham's1 ,mc,culloch's4 ,arithmetics--,walkingame's1 ,gray's1 ,dillworth's1 ,daboll's1 ,watson's1 ,pike's1 ,adams'1 ,morrison's1 ,hutton's1 ,rogers'1 ,bailey's1 ,hall's1 ,joyce's1 ,keith's1 ,allison's1 ,bonnycastle's4 ,geographies--,goldsmith's1 ,hutton's1 ,olney's1 ,woodbridge's1 ,willett's1 ,evans'1 ,stewart's1 ,parley's1 ,elvey's4 ,history--,english1 ,goldsmith's1 ,tytler's1 ,hume's1 ,simpson's4 ,geometry and ,euclid--,ingram's1 ,hutton's4 ,dictionaries--,walker's1 ,cobb's1 ,walker ,johnson's4 ,miscellaneous--,dillworth's ,teachers' ,assistant1 ,burham's ,primer1 ,mason's ,primer1 ,child's ,a1 ,b1 ,c1 ,scott's ,lessons1 ,morrison's ,book-keeping1 ,blake's ,natural ,philosophy1 ,blair's ,rhetoric4 ,number of schools in ,upper ,canada in #ahch 7estimated71 #hce4 ,number of pupils in attendance1 #bc1ggf4 ,,extracts ,,from ,,the ,,report ,,of ,a ,,commission ,,appointed ,,to ,,enquire ,,into ,,the ,,subject ,,of ,,education ,,in ,,upper ,,canada ,,in #ahci4 ,the ,commissioners appointed to conduct this enquiry were the ,rev4 ,dr4 ,mc,caul1 ,rev4 ,h4 ,j4 ,grasett and ,s4 ,b4 ,harrison1 ,esq4 ,james ,hopkirk1 ,esq41 was appointed ,secretary4 ,the following are the extracts3 ,preliminary ,educational ,history4--,in #agig both ,houses of the ,legislature petitioned the ,king for an appropriation of waste lands of the ,crown to form a fund for the support of a ,grammar ,school in each district and a ,college or ,university for instruction in the different branches of a liberal education4 ,in #ahjg an ,act1 limited to four years1 was passed granting #hjj for the support of eight district ,grammar ,schools4 ,in #ahjh the limiting clause 7to four years7 was repealed4 ,in #ahaf an ,act establishing common schools was passed and #f1jjj were granted for their support4 ,in #ahai an amending ,act was passed requiring annual examinations in the schools2 that reports to the district ,board of ,education should be made each year2 that ten children of the poorer inhabitants1 to be selected by ballot1 should receive free tuition in each ,grammar ,school1 and that trustees should give certificates to teachers4 ,in #ahbj the grant to common schools was reduced from #f1jjj to #b1ejj per annum4 ,in #ahbd #aej per annum was granted for the supply of common schools1 with books1 tracts1 etc41 and that teachers must be examined and licensed by the ,district ,board of ,education1 one member of which might certify as to the ability of the teacher before the payment to him of the public grant4 ,in #ahcc1 the annual grant to common schools was increased from #b1ejj to #e1fej4 ,no grants to a teacher is to be made unless the trustees shall make it appear that they have made provision for his support so as to secure him for his services in a sum at least equal to double the amount which may be allotted by the ,board of ,education from the public money4 ,no school legislation took place during the years from #ahcc to #ahda4 ,district ,grammar ,schools4--,the ,commissioners made several recommendations for the improvement of the schools1 viz3--#a4 ,uniformity in the system applicable to all the schools4 #b4 ,examination of teacher1 so as to test his qualification for the office of teaching4 #c4 ,assistant in each school where there are #cj pupils4 #d4 ,school-house built on a uniform plan4 #e4 ,admission of a certain number of free pupils4 #f4 ,quarterly reports from each school and systematic inspection of them4 ,common ,schools4--,the ,commissioners also made recommendation for the improvement of these schools1 viz43--#a4 ,that there should be a model school with two rooms in each township1 and at least two acres of land attached thereto for the use of the master4 #b4 ,in each of these schools there should be a male and female teacher 7married desirable71 and1 in addition1 other teachers licensed to itinerate through the township1 beyond the sphere of the permanent school1 say at places more than two miles distant from it4 ,thus provision is made for one permanent and four occasional schools in each township4 #c4 ,fees to be #b per quarter1 while one pupil in five might be admitted free4 #d4 ,the subjects of the instruction should be3 ,spelling1 reading1 writing1 the ,holy ,scriptures1 geography1 history1 arithmetic1 book-keeping1 mensuration1 and in girl's school sewing and knitting4 #e4 ,books should be provided at a cheaper rate from ,britain1 or a series of compilations1 or republications should be prepared and printed here1 and that they should be appointed to be used in all the schools of the ,province4 #f4 ,the general control of the schools should be vested in a ,board of ,commissioners1 with a secretary at ,toronto4 ,one of the ,board should be chairman and inspector general of the schools--having control over the ,grammar and ,common ,schools1 and should be the medium of communication between the ,district ,boards and the ,council of ,king's ,college4 #g4 ,there should be elected township director of schools4 ,the ,commissioners add3-- ,normal ,school4--,no plan of education can be efficiently carried out without the establishment of schools for the training of teachers4 ,they1 therefore1 recommended that the ,central ,school of ,toronto should be a ,normal ,school--others to be added afterwards4 ,grants4--,the ,commissioners recommend that #ba1daj be granted for ,district ,grammar ,schools--#ab1jjj from the sale of ,grammar ,school lands1 and #bd1cjj for ,common ,schools--#ae1jjj of the latter to be raised by taxation at the rate of #c_/d;d4 in the 4 ,,educational ,,opinions ,,of ,,prominent ,,public ,,men ,,in #ahci4 ,hon4 ,g4 ,s4 ,boulton4--,in his replies to the ,commissioners1 he said3--,teachers should be ,british subjects and should be examined by the ,board of ,education and approved previous to appointment4 ,each teacher should receive at least #bj per annum1 exclusive of fees from pupils4444 ,i recommend the passage of an ,act appropriating #ejj1jjj acres of land for the support of ,common ,schools1 as proposed in the last session of the ,legislature by a joint committee of both ,houses4 ,hon4 ,wm4 ,morris1 in his reply to the ,commissioners1 said3--,the hundreds of the youth of the country who1 for want of convenient institutions of learning1 have been sent to and educated in the neighboring ,republic1 where1 if they have not imbibed a predilection for that form of government1 have been greatly exposed to the danger of losing that attachment to monarchical government1 and the principles of the ,british ,constitution1 which is the essential duty of those who administer the affairs of this colony to cherish in the minds of the rising generation4 ,hon4 ,james ,crooks4--,the system of ,common ,schools1 although in some instances abused by the employment of improper persons1 indeed sometimes aliens1 as teachers1 yet1 on the whole1 ,i think highly beneficial2 perhaps were the system of parochial schools1 as established in ,scotland1 with such modification as would be necessary under the different circumstances of this ,province1 engrafted upon the ,common ,school system1 it might be found to work well4 ,hon4 ,p4 ,b4 ,de ,blacquiere4--,the present condition of teachers is truly wretched1 and reflects great disgrace upon the nation1 and what but the actual results can or could be expected8 ,i think a difficulty will arise as to finding inspectors properly qualified1 or who1 in the present state of the country1 can be trusted4444 ,rev4 ,robert ,mc,gill4--,i know the qualifications of nearly all the ,common ,school teachers in this 7,niagara7 ,district1 and do not hesitate to say1 that there is not more than one in ten fully qualified to instruct the young in this the humblest department4 ,i should doubt1 therefore1 whether the money granted to them being an equivalent good1 or whether the state of education in this ,province would be worse were those funds entirely withdrawn4 ,rev4 ,robert ,murray4#cg--,the great difficulty attending any change in the present wretched system of education in the ,province is to ensure the efficiency of that scheme which may be adopted in its room4 ,to leave the supervision in the hands of the electors in each district1 or to a few individuals appointed by them1 probably themselves without education1 would certainly tend to perpetuate the system of gross oppression to which teachers have been subjected1 and to disappoint the reasonable expectations of the ,government4444 ,it appears absolutely necessary to ensure the efficiency of a system 7as suggested7 that men of education1 who themselves have had large experience in the education of youth should be appointed to superintend the whole system of operation4444 #cg ,first ,superintendent of ,education for ,upper ,canada1 and the immediate predecessor of ,rev4 ,dr4 ,ryerson4 ,malhon ,burwell1 ,esq4--,i cannot conceive anything more wanting in efficiency than our present system for ,common ,school education4 ,i annex for the notice of the ,commission of ,investigation a copy of a ,common ,school bill1 which ,i have several times endeavored to get passed through the ,house of ,assembly4 7,,note4--,see ,bishop ,strachan's estimate of this bill in next extract47 ,right ,rev4 ,bishop ,strachan4--,the ,common ,school ,bill1 drawn up by ,mr4 ,burwell1 appears to be an able performance2 it has several times been entertained by the ,house of ,assembly1 and once passed that body1 but was unfortunately lost in the ,legislative ,council4 ,it is based on true principles1 and contains within it the power of expansion as new townships1 counties and districts are organized4 ,it may1 perhaps1 admit of a few modifications1 but is1 on the whole1 by far the best measure for the establishment of common schools which ,i have seen4 ,,separate ,,educational ,,forces ,,shaping ,,themselves ,,in ,,upper ,,canada4 ,i will now take up the thread of the historical narrative of education in ,upper ,canada from page -- of this ,retrospect4 ,during the early settlement period1 and that preceding the union of ,upper and ,lower ,canada in #ahdj1 two social forces 7which took an educational form later on71 were slowly shaping themselves into an antagonism to each other which culminated in the events or political crisis of #ahcg-ch4 ,this was apparent from the position which the representatives of these forces assumed on the religious1 political and other questions of the day4 ,as yet the question of an educational system for the ,province--beyond that of a ,university and district ,grammar ,schools--had1 down to #ahcf1 taken no definite shape in the public mind4 ,indeed1 such a thing1 as we now regard it1 was not deemed practical1 except by a few leading men1 as ,i have shown1 who were years in advance of their times4 ,,noted ,,representative ,,educational ,,leaders--,,dr4 ,,strachan ,,and ,,dr4 ,,ryerson4 ,it will simplify my statement of the case if ,i revert back to the transition period between the establishment of the district ,grammar ,schools in #ahji and the university charter of #ahbg2 and from thence take a somewhat prospective view of events in the order in which they afterwards transpired4 ,for convenience ,i would1 therefore1 select two noted men of their times as representatives of the two social forces to which ,i have referred1 and of the opposite opinions on education and other subjects which then prevailed4 ,the first was the ,rev4 ,dr4 ,strachan 7afterwards first ,church of ,england ,bishop of ,toronto71 and the other was the ,rev4 ,dr4 ,ryerson1 the representative and trusted leader of the members of the ,methodist ,church in the ,province4 ,dr4 ,strachan was the undoubted representative of the ,english and particularly the ,scotch views on educational matters4 ,dr4 ,ryerson1 on the other hand1 was the equally true and faithful exponent of the ,british ,colonial1 or ,united ,empire ,loyalist1 views and opinions on the same subject4 ,what these latter views and opinions were may be gathered from a reference to the educational chapter in the colonial history of the thirteen colonies1 as given in an earlier portion of this ,retrospect4 ,,the ,,educational ,,efforts ,,of ,,the ,u4 ,e4 ,,loyalists ,,and ,,the ,,ruling ,,party4 ,the first settlers of ,upper ,canada were exiled tories1 so called1 from the revolted colonies4 ,in that1 and in the other ,provinces1 they were warmly received and welcomed as the heroic defenders of the royal cause4 ,they sacrificed everything but their principles and their honor in maintaining the unity of the ,empire4 ,even after the struggle was ended1 they adhered to the lost cause with the same devotion as they had shown in following the royal standard1 not only to victory1 but even to disaster and defeat4 ,they were men of wonderful resolution and daring1 as well as of superior intelligence4 ,such were the first settlers of ,upper ,canada4 ,soon after the arrival of the ,u4 ,e4 ,loyalists in ,upper ,canada1 a tide of emigration set in1 chiefly from the three kingdoms4 ,these immigrants brought with them the feelings and habits of home life in the old world1 with the opinions and prejudices of their class1 illustrating the truth of the old ,latin quotation1 ,clum1 non animum1 mutant qui trans mare currunt4 ,by degrees portions of the ,u4 ,e4 ,loyalists and of these immigrants1 whose views on ,church and ,state coincided1 united their forces and formed a powerful and dominant party4 ,they ruled the ,province with a high hand for many years4 ,from their social position and frequent intermarriage they became a compact and exclusive party1 and were distinguished by the sobriquet of the ,family ,compact4 ,against this powerful party was arrayed many of the ,u4 ,e4 ,loyalists and their descendants1 and the entire liberal and progressive party4 ,it is sufficient to say in this connection that under the skillful leadership of ,dr4 ,ryerson and other prominent men of moderate views who acted with him1 the power of the ,family ,compact was broken1 the compact itself was gradually dissolved4 ,its opponents became in turn the ruling party in this ,province1 a position which their legitimate successors still occupy4 ,the ,family ,compact party1 in the heyday of their power and influence1 were not averse to education4 ,far from it2 for they were men of education themselves4 ,but it took the form of zeal for higher education and for the higher classes4 ,rev4 ,dr4 ,strachan1 who was the most energetic and powerful leader of this party1 occupied a seat in the ,legislative ,council 7,senate7 by appointment of the ,governor4 ,he devoted all his energies to the establishment of a university1 with district classical schools as feeders4 ,he practically ignored elementary schools1 or rather made no provision for them2 and it was not until nine years after these district classical schools were established that the ,u4 ,e4 ,loyalists1 7combined with the progressive party of which it formed no inconsiderable portion71 were able to get a measure passed by the ,legislature for the establishment and maintenance of common schools4#ch #ch ,see remarks on this anachronism on page #fd4 ,,an ,,educational ,,glance ,,backwards4 ,but in order to understand more fully the sequence of events which led to the development of the educational spirit in this ,province1 it will be necessary to give a condensed summary of the facts4 ,with this historical background in prospective view1 the distinguishing features of that comprehensive system of education which1 in later years1 ,dr4 ,ryerson was privileged to found1 can be more clearly seen4 ,the ,u4 ,e4 ,loyalists removed to ,british ,america in #aghc1 the year of their exile4 ,most of them settled in ,upper ,canada1 along the north shore of the ,upper ,st4 ,lawrence1 and the corresponding margin of ,lakes ,ontario and ,erie4 ,they brought with them from the old colonies their educational traditions and their devotion to the flag of the ,empire4 ,those of them who had settled along the ,bay of ,quint1 united in #aghi1 in framing a memorial to ,governor-,general ,lord ,dorchester 7,sir ,guy ,carleton71 in which lamenting the educational privations which they had endured since their settlement in ,canada1 they prayed the ,governor to establish a seminary of learning at ,frontenac 7,kingston74 ,their prayer was granted1 so far as the setting apart of lands for the support of the seminary was concerned1 as well as the support of schools wherever the expatriated colonials had settled1 or might settle1 in the country4 ,immediately after the passing of the ,constitutional or ,quebec ,act1 of #agia1 by which1 among other things1 ,upper ,canada was separated from ,quebec1 the ,governor of the new ,province 7,j4 ,graves ,simcoe71 sought the co-operation of the ,church of ,england ,bishop 7,mountain71 of ,quebec1 who had ecclesiastical jurisdiction over both ,provinces1 in urging upon the ,home ,government the necessity of providing for a ,university and for classical schools in ,upper ,canada4 ,provision for elementary schools formed no part of this scheme4 ,the ,british ,colonial idea of providing for such schools never crossed the minds of the leaders of public opinion in these days nor that of the bishop4 ,they were chiefly ,englishmen1 with the old-fashioned ,english ideas of those times1 that the education of the masses was unnecessary1 for it would tend to revolution and the upsetting of the established order of things4 ,in ,april1 #agie1 ,governor ,simcoe addressed a letter to the ,protestant ,episcopal ,bishop of ,quebec--then having jurisdiction in ,upper ,canada--urging him to seek to promote the establishment of a ,protestant ,episcopal ,university in ,upper ,canada4 ,the reasons which he gave for this appeal were characteristic of the ,english ,churchmen and of the times1 and reveal somewhat of the social and religious state of the colony4 ,they showed1 too1 that he was a statesman as well as a ,churchman4 ,he said3 ,the people of this ,province enjoy the forms as well as the privileges of the ,british constitution4 ,they have the means of governing themselves2 and1 having nothing to ask1 must ever remain a part of the ,british ,empire1 provided they shall become sufficiently capable and enlightened to understand their relative situation and to manage their own power to the public interest4 ,liberal education seems to me1 therefore1 to be indispensably necessary2 and the completion of it by the establishment of a university in the capital of the country1 99 99 99 would be most useful to inculcate just principles1 habits1 and manners into the rising generation2 to coalesce the different customs of the various descriptions of settlers 99 99 99 into one form4 ,in short1 from distinct parts and ancient prejudices to new-form1 as it were1 and establish one nation1 and thereby strengthen the union with ,great ,britain and preserve a lasting obedience to ,his ,majesty's authority4 99 99 99 99 99 ,i naturally should wish that the clergy requisite for offices in the university1 in the first instance1 should be ,englishmen1 if possible4 99 99 99 ,i most earnestly hope that 99 99 99 by giving the means of proper education in this ,province1 both in its rudiments and in its completion1 that from ourselves we may raise up a loyal1 and in due progress1 a learned clergy1 which will speedily tend to unite not only the ,puritans within the ,province1 but the clergy of the ,episcopal ,church1 however dispersed 99 99 99 and on all sides1 to bring within the pale of the ,episcopal ,church in ,upper ,canada a very great body of sectaries1 who in my judgment1 as it were1 offer themselves to its protection and re-union4 ,these objects would be materially promoted by a university in ,upper ,canada1 which might1 in due progress1 acquire such a character as to become the place of education to many persons beyond the extent of the ,king's dominions4 99 99 99 ,the ,episcopal clergy in ,great ,britain1 from pious motives as well as policy1 are materially interested that the ,church should increase in this ,province4 ,i will venture to prophesy its preservation depends upon a university being erected therein4 99 99 99 ,i have not the smallest hesitation in saying that ,i believe if a ,protestant ,episcopal university should be proposed to be erected 7even in the ,united ,states7 the ,british nation would liberally subscribe to the undertaking4 99 99 99 ,the universities of ,england1 ,i make no doubt1 would contribute to the planting of a scion from their respectable stock in this distant colony4 ,there are two or three things worth noticing in this vigorous letter of the ,governor3-- 7#a7 ,among the objects sought to be attained by the establishment of a university was the conservation of the privileges of the ,british ,constitution2 7#b7 the fusing of the various nationalities represented in the colony2 7#c7 the absorption of ,puritans and sectaries into the ,episcopal ,church2 7#d7 the growth and spread of loyalty to the ,king's authority4 ,two things also are noticeable3 ,first1 the ,governor did not ignore1 or underestimate1 the necessity of popular education1 or education in the rudiments2 second1 he gives no hint of a desire to appropriate the public domain to the building up of an ,episcopal university4 ,on the other hand1 he assumes that1 if done at all1 it is to be aided by contributions from ,england4 ,i call attention to these two points1 from the fact that they were quite lost sight of by those who afterwards took up the cause of university education in ,upper ,canada where he had left it4 ,,provision ,,for ,,higher ,,education ,,in ,u4 ,c4 ,,by ,,the ,,imperial ,,government4 ,governor ,simcoe1 having received a higher appointment in the colonial service1 left soon after4 ,the ,bishop of ,quebec1 however1 acted upon his suggestion and wrote to the ,colonial ,minister on the subject1 in ,june1 #agif4 ,in ,november1 #agig1 the ,legislature of ,upper ,canada addressed a memorial to ,king ,george ,,iii1 asking3 ,that ,his ,majesty would be graciously pleased to direct his ,government in this ,province to appropriate a certain portion of the waste lands of the ,crown as a fund for the establishment and support of a respectable grammar school in each district thereof1 and also of a college1 or university1 for the instruction of the youth in the different branches of liberal knowledge4 ,to this memorial the ,king directed a gracious answer to be sent4 ,the duke of ,portland1 ,colonial ,minister1 therefore instructed the acting ,governor1 ,president ,russell1 to give practical effect to the prayer of the petitioners4 ,in doing so he used the following language3 ,his ,majesty being always ready 444 to assist and encourage the exertions of his ,province in laying the foundation for promoting sound learning and a religious education1 has condescended to express his desire to comply with the wishes of the ,legislature 444 in such a manner as shall be judged to be most effectual-- ,first1 by the establishment of free grammar classical schools in those districts in which they are called for1 and-- ,secondly1 in due process of time1 by establishing other seminaries of a larger and more comprehensive nature1 for the promotion of religious and moral learning1 and the study of the arts and sciences4 ,such were the terms in which the ,king1 through his ,colonial ,minister1 intimated his desire that classical and university learning should be promoted in this ,province4 ,the very comprehensiveness and express terms of the duke of ,portland's dispatch on this subject gave rise to a protracted controversy in after years1 especially as the controverted expressions were embodied in substance in the royal charter for a university obtained in #ahbg by ,rev4 ,dr4 ,strachan 7afterwards first ,church of ,england ,bishop of ,toronto74 ,around the expressions--religious education1 religious and moral learning1 and other seminaries of a larger and more comprehensive nature1 etc41 a fierce war was waged for many years1 which1 though virtually over now1 has yet left traces of the bitter conflict4 ,the result of the instructions to ,president ,russell was1 that #edi1bag acres of crown lands was set apart for the twofold purpose set forth in the ,colonial ,minister's dispatch4 ,of these acres1 #bbe1idd were1 in #ahbg1 devoted to the university that was virtually established1 on paper1 in that year1 and by royal charter in #ahbh4 ,as these lands thus set apart were1 in those early days1 unproductive of revenue1 nothing could be done to give practical effect to the gracious act of the ,king4 ,a principal for the proposed university was1 however1 selected in ,scotland4 ,the position was first offered to the afterwards justly celebrated ,rev4 ,dr4 ,thomas ,chalmers1 but declined4 ,it was then offered to a successful parish schoolmaster1 ,mr4 7afterwards so distinguished in this ,province as the ,rev4 ,dr47 ,strachan4 ,,the ,,reverend ,,doctor ,,strachan ,,as ,,an ,,educator4 ,rev4 ,dr4 7afterwards ,bishop7 ,strachan1 though not a versatile man1 was in many respects a many-sided one4 ,in his day he had to do with all of one great public questions which came before the country4 ,on many of them 7and in their settlement71 he has left the impress of his active mind and persistent will4 ,this was particularly the case in regard to those questions which more deeply touched the best interests of ,canadian life1 in its religious and social aspects4 ,and it was a singular yet characteristic fact1 that the more he was opposed by those who differed in toto from the policy of his acts1 the more strenuously he persevered in his purpose--even against the wiser counsels and calmer judgment of many leading public men of his time4 ,but this opens up a question which it is not my purpose to discuss4 ,dr4 ,strachan1 as ,i have said1--although not versatile1--was a many-sided man4 ,and this was quite true in regard to that department of his career which ,i desire to illustrate4 ,he was both an educator and an educationist4 ,in the former capacity he was successively the parish schoolmaster1 near ,st4 ,andrew's1 and at ,kettle1 7,scotland74 ,he had there as a pupil the afterwards celebrated ,sir ,david ,wilkie4 ,in ,canada1 he was first a tutor in the family of the ,hon4 ,richard ,cartwright1 at ,kingston2 then master of the ,cornwall ,grammar ,school1 at which most of the distinguished public men of the ,bishop's later years were educated4 ,subsequently he was ,chairman of the ,provincial ,board of ,education at ,york4 ,he was named by the late ,hon4 ,peter ,mc,gill as first ,principal of ,mc,gill ,college1 ,montreal--although he never was in a position to undertake its duties4 ,he was afterwards ,president of ,king's ,college1 ,toronto1 and subsequently ,president of ,trinity ,college ,university4 ,in his capacity as an educator1 ,dr4 ,strachan was considered one of the most successful teachers which this ,province has yet produced4 ,his aim was to call into active play the varied mental powers of his pupils1 and to stimulate any desire which they had to excel in knowledge and virtue4 ,one of his earliest brochures is a ,letter to his ,pupils1 and is in the nature of an appeal on behalf of the ,christian religion4 ,this1 he inscribed1 as a mark of esteem to ,mr4 ,andrew ,stuart and ,mr4 ,james ,cartwright1 students-at-law4 ,this letter was printed at ,montreal1 in #ahjg1 in the quaint old type of the time4 ,it is evidently a warning appeal against the infidelity and excesses of the ,french revolutionists4 ,dr4 ,strachan's early and practical experience as a teacher gave to him an additional and keen sense of the educational wants of the country4 ,his success as an educator proved to him what could be done in that direction4 ,it also enlisted his feelings and fired his ambition to be the founder of an institution of superior learning1 in which the young men of the ,province could be thoroughly educated4 ,the education of the masses was not provided for by him1 but in an ,act passed in #ahai and relating to classical schools 7which he promoted71 it was agreed-- ,that in order to extend the benefits of a liberal education to promising children of the poorer inhabitants1 trustees of common schools wherever established shall have the power of sending scholars1 not exceeding ten in number1 to be chosen by lot every four years1 to be taught gratis at the classical schools4 ,thus1 in this exceptional manner1 provision was made so that1 should a limited number of the children of the poorer inhabitants develop ability or taste for learning1 they should not be wholly excluded from the privileges so liberally provided for children of the richer classes4 ,these class distinctions have1 happily1 forever disappeared from our statute book4 ,they were no doubt conceived in a benevolent spirit1 and were characteristic of the social ethics of the times1 but they were pernicious as a principle to embody in a school law4 ,in his ,appeal in behalf of a university in ,upper ,canada1 published early in #ahbg1 ,dr4 ,strachan gave a fuller expression to this idea of providing education only for the wealthier classes4 ,he said3-- ,it is indeed quite evident that the consequences of a university 444 possessing in itself sufficient recommendations to attract to it the sons of the most opulent families1 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--i4e41 the governing classes4 ,in justice to ,dr4 ,strachan1 it is proper to state that a few years afterwards 7in reply to a question put to him by a committee of the ,house of ,assembly7 he laid down a broader1 a nobler and a more comprehensive principle in regard to a system of national education4 ,he said3-- ,the whole expense of education in a free country like this should be defrayed by the public2 that promising boys1 giving indication of high talent1 though poor1 might have an opportunity of cultivating their faculties1 and1 if able and virtuous1 taking a lead in the community4 ,,lack ,,of ,,comprehensiveness ,,in ,,the ,,educational ,,policy ,,of ,,the ,,times4 ,the policy of the country in regard to education in these early times was further marked by a lack of comprehensiveness in its aims4 ,the framework of the educational system1 then projected1 was constructed on a principle the very reverse of natural4 ,and this fact led to the existence1 subsequently1 and for many years1 of a singular anachronism as the result of its application of that principle4 ,thus1 in #agig1 lands were set apart in ,upper ,canada by the ,crown for the establishment of district grammar schools and a university4 ,but no provision was thought of for the establishment of elementary schools4 ,these grammar schools were first established in #ahjg--;eight in all1 viz41 at ,sandwich1 ,townsend 7,london ,district71 ,niagara1 ,york1 ,cobourg1 ,kingston1 ,augusta 7,district of ,johnstown71 and ,cornwall4 ,but no provision was made for elementary schools 7and then only for four years7 until #ahaf--nine years after the district grammar schools were established4 ,dr4 ,strachan's feelings in this matter were evidently in harmony with this spirit of the times1 and he directed his efforts exclusively to the establishment of these higher institutions of learning4 ,he never lost sight1 however1 of the crowning institution of all--the university4 ,his speeches and addresses on education all pointed to this consummation1 devoutly to be wished4 ,referring to this educational anomaly1 or anachronism1 of establishing higher institutions of learning before providing for elementary schools1 an ,english resident in a book entitled ,three ,years in ,canada1 and published in #ahci1 thus forcibly points out the singular want of foresight in this matter4 ,he says3-- ,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 upwards4 ,the fact was1 and the chief reason for the perpetration of this educational anachronism was1 that the friends of popular education1 while all-powerful in the ,house of ,assembly1 were few and consequently uninfluential in the ,legislative ,council4 ,they were1 therefore1 not able at all times to influence that body so as to secure its assent to the elementary education bills passed by the popular branch4 ,we have seen that1 in #ahch1 the ,council refused to concur in the ,common ,school ,bill passed in that year by the ,house of ,assembly4 ,before another ,school ,act was introduced1 both ,houses had ceased to exist in the ,union of the two provinces in #ahdj4 ,,rev4 ,,dr4 ,,strachan',s ,,reasons ,,for ,,establishing ,a ,,university ,,in ,,upper ,,canada4 ,the reasons which ,dr4 ,strachan gave for urging the early establishment of a ,provincial ,university were reasonable and weighty in themselves1 had the other necessary kind of school been established and provided for4 ,i shall give these reasons in ,dr4 ,strachan's own words4 ,they are characteristic of the ,bishop's own feelings in regard to ,american institutions and their influence on the young4 ,he said3-- ,there is not in either province any ,english seminary 444 at which a liberal education can be obtained4 ,thus the youth of #cjj1jjj ,englishmen have no opportunity of receiving instruction within the ,canadas in law1 medicine or divinity4 ,the consequence is that many young men 444 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 444 ,the youth are1 therefore1 in some degree1 compelled to look towards the ,united ,states1 where means of education1 though of a description far inferior to those of ,great ,britain1 are yet superior to anything within the province1 and a growing necessity is arising of sending them to finish their education in that country4 ,dr4 ,strachan then proceeds to point out in his own graphic language1 the peculiarly adverse influences to which loyal ,canadians from youth were then subjected while attending schools and universities in the ,united ,states4 ,he says3-- ,now1 in the ,united ,states a custom prevails unknown to or unpractised in any other nation2 in all other countries morals and religion are made the basis of public instruction1 and the first books put into the hands of children teach them the domestic1 the social and religious virtues2 but in the ,united ,states politics pervade the whole system of education2 the school books1 from the very first elements1 are stuffed with praises of their own institutions1 and breathe hatred to everything ,english4 ,dr4 ,ryerson came to the same conclusions as did ,dr4 ,strachan in regard to the character of ,american school books4 ,speaking on the same subject1 twenty years afterwards1 he said3-- ,with very few exceptions ,american school books abound in statements and allusions prejudicial to the institutions and character of the ,british nation4 ,dr4 ,strachan still further refers to the anti-,british influences of education obtained by ,canadian youth in the ,united ,states4 ,he said3-- ,to such a country our youth may go1 strongly attached to their native land 444 but by hearing its institutions continually depreciated1 and those of the ,united ,states praised 444 some may become fascinated with that liberty which has degenerated into licentiousness1 and imbibe1 perhaps unconsciously1 sentiments unfriendly to things of which ,englishmen are proud4 ,dr4 ,strachan then proceeded to point out the advantages of having the youth of the province carefully nurtured within the ,british ,dominions4 ,he said3-- ,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 science4444 ,this establishment1 by collecting all the promising youth of the colony into one place1 will gradually give a new tone to public sentiment and feelings 444 producing the most beneficial effects through the whole province4 ,it is1 indeed1 quite evident that the consequences of an university 444 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 country4 ,from these wise and practical remarks1 it will be seen how truly ,bishop ,strachan estimated the great advantages to the youth of the country of university training obtained within our borders4 ,in this view he was far-seeing enough4 ,but yet his range of vision1 as to its beneficial effects1 did not extend beyond the sons of the most opulent families--which was another indication of the prevailing feeling of the times1 that higher education in the form of university training was not thought of even for the promising children of the younger inhabitants4 ,happily our public men1 and the ,bishop himself1 outgrew this narrow feeling and social prejudice4 ,he even lived to see1 and with great satisfaction as to the results1 that1 under the fostering care of men of large sympathies and more generous impulses1 the doors of the educational institutions of the country1 from the highest to the lowest1 were thrown wide open to every boy1 rich and poor1 high and low1 and to all the youth of the province1 without distinction of race1 or creed1 or social rank4 ,rev4 ,dr4 ,strachan succeeded in getting a ,royal ,charter for the university in #ahbh4 ,this charter virtually placed the proposed university under the control of the ,episcopal ,church4 ,when its terms were known in ,upper ,canada it was fiercely assailed4 ,the charter was subsequently modified1 in deference to public opinion2 but it was not until many years afterwards that the university was1 by statute1 declared to be free from denominational control4 ,out of the controversy which the ,duke of ,portland's despatch and the charter caused1 arose other colleges and universities1 viz1 ,victoria and ,queen's4 ,,rev4 ,,dr4 ,,strachan1 ,,the ,,founder ,,of ,,two ,,universities ,,in ,,toronto4 ,in the ,rev4 ,dr4 ,scadding's most interesting sketch of the ,first ,bishop of ,toronto1--a ,review and a ,study--occurs the following striking passage in regard to the founding of the ,twins of ,learning in ,toronto3-- ,the results of the life of the first ,anglican ,bishop of ,toronto are tangible realities4444 ,he built the principal church edifice appertaining to his own communion four times4444 ,twins of ,learning witness for him2 he founded two universities in succession 7#ahdb and #aheb71 both invested with the character borne by such institutions as originally instituted1 by ,royal charter--procured in both instances by his own personal travail2 the later of the two by an individual and solitary effort1 to which it is not easy to find a parallel4 ,he saw both of them in operation1 investigating1 conserving and propagating truth1 on somewhat different lines indeed1 but probably with co-ordinate utility1 as things are4 ,the very park1 with its widely renowned avenue1 the ,champs ,elyses of ,toronto1 in which the bourgeoisie of the place love to take their pastime1 are a provision of his--that property having been specially selected by him1 as ,president of ,king's ,college1 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 ,college4 ,,the ,,university ,,of ,,toronto4 ,this university was originally established under the charter obtained by ,rev4 ,dr4 ,strachan in #ahbh4 ,but it only existed on paper until #ahdb-dc4 ,in ,april1 #ahdb1 the corner-stone of the new institution was laid by ,governor-,general ,sir ,charles ,bagot1 7,m4,a4 of ,christ ,church1 ,oxford74 ,in ,june1 #ahdc1 it was opened under the style and title of the ,university of ,king's ,college1 ,toronto1 by the ,right ,rev4 ,john ,strachan1 ,d4,d41 ,,ll4 ,d41 ,president of the ,university4 ,in ,october of that year1 an effort was made by ,hon4 ,attorney-,general ,baldwin to introduce a comprehensive scheme of university reform1 but it was defeated in the ,legislature4 ,in #ahde and #ahdg other abortive attempts were made to reform the university2 but in #ahdi a comprehensive measure was introduced into the ,legislature and passed into a law1 by which it was reincorporated under the name of the ,university of ,toronto1 and made a purely provincial institution1 by placing it under the sole control of the ,government1 and of a senate and officers appointed by the ,government4 ,in #ahec another ,act was passed1 under which the ,university was constituted with two corporations1 ,the ,university of ,toronto1 and ,university ,college1 the functions of the former being limited to the examination of candidates for degrees in the several faculties1 or for scholarships and honors1 and the granting of such degrees1 etc42 those of the latter being confined to the teaching of subjects in the ,faculty of ,arts4#ci ,by this ,act certain institutions1 from which students might be examined1 were affiliated with the ,university4 #ci ,by recent legislation ,university ,college has been merged in the ,university of ,toronto4 ,in #ahgc further amendments were made in the constitution of the ,university4 ,the ,chancellor was made elective for a period of three years by ,convocation1 which was then re-established4 ,by this ,act the powers of the ,senate were extended to all branches of knowledge1 literature1 science and arts1 and also to granting certificates of proficiency to women2 the power of affiliation was likewise extended2 the ,senate was also empowered to provide for local examinations4 ,latterly1 the faculties of law and medicine have been restored and other extensions of the ,university course have been made4 ,,the ,,university ,,of ,,victoria ,,college1 ,,cobourg4 ,the ,rev4 ,dr4 ,ryerson1 who was the founder of this ,university1 thus speaks of its early history1 in an address to the students when he was appointed its first principal in #ahda4 ,he said3-- ,his late ,most ,gracious ,majesty ,william ,,iv41 of precious memory1 first invested this institution1 in #ahcf1 with a corporate charter as the ,upper ,canada ,academy--the first institution of the kind established by ,royal ,charter unconnected with the ,church of ,england1 throughout the ,british colonies4 ,it is a cause of renewed satisfaction and congratulation that1 after five year's operation as an academy1 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 cordiality1 in ,her ,majesty's name1 by the late lamented ,lord ,sydenham1 ,governor-,general1 one of whose last messages to the ,legislative ,assembly was a recommendation to grant #ejj as an aid to the ,victoria ,college4444 ,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 interests4 ,a foundation for a common school system in this ,province his been laid by the ,legislature1 which ,i believe will1 at no distant day1 exceed in efficiency any yet established on the ,american continent2#dj and ,i have reason to believe that the attention of the ,government is earnestly directed to make permanent provision for the support of colleges also1 that they may be rendered efficient in their operation and accessible to as large a number of the enterprising youth of our country as possible4 #dj ,this memorable prophecy1 made by ,dr4 ,ryerson in #ahda1 was abundantly verified in after years1 chiefly as the result of his own labors in maturing the school system1 of which he was the founder4 ,this institution originated with the ,wesleyan ,methodists in #ahbh-cj4 ,the conference in the latter year agreed to establish it as an ,academy1 and the following year1 ,dr4 ,ryerson1 in the ,christian ,guardian newspaper1 of which he was then editor1 issued a strong appeal in behalf of the proposed institution on the #bast ,april1 #ahca4 ,on the #gth ,june1 #ahcb1 the foundation stone of the ,academy was laid2 and on the #ahth ,june1 #ahcf1 it was formerly opened under the designation of ,upper ,canada ,academy4 ,in the previous year ,dr4 ,ryerson was deputed to go to ,england to collect subscriptions on behalf of the institution4 ,he was there enabled to obtain a ,royal ,charter for the ,academy and a grant of #af1djj from the ,local ,legislature4 ,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 powers4 ,this he did on the #bgth ,august1 #ahda4 ,dr4 ,ryerson thus refers to the event1 in a letter written from ,kingston on that day3-- ,the establishment of such an institution by the members of the ,wesleyan ,methodist ,church in ,canada attests their estimate of education and science2 and the passing of such an ,act unanimously by both ,houses of the ,legislature1 and the ,royal assent to it by ,his ,excellency in ,her ,majesty's name1 is an ample refutation of recent statements and proceedings of the ,wesleyan ,committee in ,london 444 while the ,act itself will advance the paramount interests of literary education amongst ,her ,majesty's ,canadian subjects4444 ,for the accomplishment of this purpose1 a grant must be added to the charter--a measure 444 honorable to the enlightened liberality of the ,government and ,legislature4 ,when they are securely laying a broad foundation for popular government1 and devising comprehensive schemes for the development of the latent resources of the country1 and the improvement of its internal communication1 and proposing a liberal system of common school education1 free from the domination of every church1 and aiding colleges which may have been established by any church1 we may rationally and confidently anticipate the arrival of a long-looked for era of civil government and civil liberty1 social harmony1 and public prosperity4 ,the ,academy was thus incorporated as a ,university1 in ,august1 #ahda4 ,in ,october1 #ahda1 ,rev4 ,dr4 ,ryerson was appointed the first president of the ,university1 a position which he held until he was appointed ,chief ,superintendent of ,education for ,upper ,canada in #ahdd4 ,he was succeeded by the ,rev4 ,dr4 ,macnab1 now rector of ,darlington4 ,in #ahej the late accomplished president 7,rev4 ,s4 ,s4 ,nelles1 ,d4,d41 ,,ll4,d47 was appointed4 ,he had been a pupil under ,dr4 ,ryerson1 but finished his university education at the ,wesleyan ,university1 ,middletown1 ,conn41 and graduated there4 ,he received the degree of ,d4,d4 from the ,queen's ,university1 ,kingston1 and that of ,,ll4,d4 from his own university4 ,his career was an unusually long and prosperous one2 and under his administration the university has taken high rank amongst the sister universities of ,ontario4#da #da ,it it a gratifying fact that ,victoria ,college was the first university in ,upper ,canada whose doors were open to receive students4 ,the first session commenced in ,october1 #ahda2 that of ,queen's ,college ,university in ,march1 #ahdb1 and ,king's ,college ,university in ,june1 #ahdc4 ,the first graduate in arts who received a diploma in ,upper ,canada was sent out from ,victoria ,college in #ahde-df4 ,in the original appeal made by ,dr4 ,ryerson in ,england on behalf of the ,academy 7in #ahce71 he stated the specific objects of the institution to be as follows3-- #a4 ,to educate1 upon terms equally moderate with similar institutions in the neighboring republic of the ,united ,states1 and with strict attention to their morals1 the youth of ,canada generally4 #b4 ,to educate for common school masters1 free of charge1 poor young men of ,christian principles and character1 and of promising talent1 who have an ardent thirst for knowledge4 #c4 ,to educate the most promising youth of the recently converted ,indian tribes of ,canada as teachers to their aboriginal countrymen4#db #db ,several promising ,indian youth were educated at ,victoria ,college1 and some of them became useful teachers and missionaries4 ,these extracts are highly interesting1 as showing the noble and comprehensive aims1 in these early days of educational effort1 which ,dr4 ,ryerson had in view in founding this valuable institution of learning4 ,he goes on then 7apart from these objects7 to show the grave necessity which existed for the early establishment of such an institution4 ,he said3-- ,for want of such an institution upwards of sixty of the youth of ,canada are now attending seminaries of learning1 under a similar management1 in the ,united ,states1 where nearly two hundred ,canadian youth have been taught the elementary branches of a professional education during the last eight years4 ,there is good reason to believe that nearly1 if not quite1 all the ,canadian youth now being taught in the ,united ,states seminaries of learning1 will return to ,canada as soon as this institution shall have been brought into operation4444 ,in behalf1 therefore1 of this institution--most important to the best interests of a healthy1 fertile and rapidly improving ,british colonial possession1 the inhabitants of which have in this1 as in other instances1 shown the strongest desire to help themselves to the utmost of their very limited means--a respectful and earnest appeal is made to ,british liberality1 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 ,country4 ,this appeal was endorsed by the ,governor of the ,province1 ,sir ,john ,colborne 7afterwards ,lord ,seaton71 in the following terms3-- ,the ,rev4 ,egerton ,ryerson proceeds to ,england 444 to solicit subscriptions 444 to enable the conference here to bring into operation a seminary established at ,cobourg1 in ,upper ,canada4444 ,as ,i am persuaded this colony will derive the greatest advantage from the institution and from the exertions of the conference to diffuse religions instruction1 ,i cannot but strongly recommend that it may receive encouragement and support from all persons interested in the welfare of ,upper ,canada4 ,the appeal was also heartily endorsed by the ,hon4 ,peter ,mc,gill1 founder of ,mc,gill ,college ,university1 ,montreal1 and by other distinguished gentlemen and merchants in ,montreal4 ,in his letter ,mr4 ,mc,gill referred to ,dr4 ,ryerson as a gentleman who has distinguished himself in ,upper ,canada by his writings in defense of religion1 order1 and good government4 ,after much delay and great discouragement1 ,dr4 ,ryerson succeeded in the objects of his mission--money and a royal charter2 but at the close of his mission he writes to the ,academy ,committee as follows3-- ,thus terminated this protracted business1 444 though ,i had to encounter successive1 discouraging and almost insurmountable difficulties in obtaining the charter4 ,not having been able to effect any loan 444 on account of the agitated state of the ,canadas1 and being in suspense as to the result of my application to the ,government1 ,i was several months pressed down with anxiety and fear1 by this suspense and by reason of the failure of my efforts to obtain relief4 ,in this anxiety and fear my own unassisted resolution and fortitude could not sustain me4 ,i had to rely upon the unfailing support of the ,lord my ,god4 ,i have given these particulars somewhat in detail1 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 country1 and which have shed such lustre upon their founders' names4 ,it is also due to ,victoria ,university1 and 7as ,i shall show7 to ,queen's ,university also to state these particulars1 from the fact that the first practical1 yet entirely abortive1 attempt to make ,king's ,college a provincial university1 was made in #ahdc1 two years after the ,methodists and ,presbyterians had1 in self-defence1 been compelled to found universities of their own4 ,this they did at a great sacrifice4 ,by the time that the liberation of ,king's ,college took place1 in #ahdi-'ec1 the really provincial universities at ,cobourg and ,kingston had become recognized as most important factors in our educational system2 and from them alone1 up to that time1 could students of all denominations obtain a university education4 ,in connection with the university1 ,faraday ,hall1 or ,school of ,practical ,science1 was erected in #ahgg4 ,it is a handsome and spacious building1 and is admirably fitted up for the purpose of science teaching4 ,,the ,,queen',s ,,college ,,university1 ,,kingston4 ,as early as #ahbi it was felt among the members of the ,united ,presbytery of ,upper ,canada that a seminary1 or college1 for the training of their ministers was highly desirable4 ,as the management of ,king's ,college at ,toronto was in the hands of the adherents of the ,church of ,england1 it was felt that such an institution could not be made available for ,presbyterian theological instruction4 ,a committee of the ,british ,house of ,commons1 to which had been referred petitions from ,canada in #ahbh and #ahcj against the exclusive character of the charter of ,king's ,college1 ,toronto1 were disposed to solve the difficulty by suggesting that two theological chairs be established in ,king's ,college 7and did so recommend7--one for students of the ,churches of ,england and ,scotland1 respectively4 ,nothing1 however1 of the kind was done2 nor was there any arts college then open on equal terms to all the youth of the country4 ,the ,presbyterians1 like the ,methodists1 had1 therefore1 to found an institution of their own4 ,steps were taken by the synod of the ,church in #ahca and #ahci to found such an institution4 ,at a meeting held in ,hamilton1 in ,november1 #ahci1 the commission appointed for that purpose prepared the draft of a charter for the proposed college4 ,kingston was selected by the synod as the site for the new institution4 ,an ,act embodying the charter was passed by the ,provincial ,legislature in ,february1 #ahdj1 incorporating the ,university of ,kingston4 ,the ,act was1 however1 disallowed by the imperial authorities1 on the ground that it conflicted with the royal prerogative of granting charters4 ,a royal charter was1 however1 issued in #ahda1 incorporating the institution under the name of ,queen's ,college1 with the style and privileges of a university4 ,the opening of ,queen's took place on the #gth of ,march1 #ahdb4 ,rev4 ,thomas ,liddell1 ,d4,d41 of ,edinburgh1 was the ,principal and ,professor of ,divinity1 and ,rev4 ,p4 ,c4 ,campbell1 of ,brockville1 ,professor of ,classics4 ,rev4 ,james ,williamson1 ,d4,d41 ,,ll4,d41 in #ahdb1 became ,professor of ,mathematics and ,natural ,philosophy4 ,he is1 therefore1 the oldest college professor in ,ontario4 ,after the opening of ,king's ,college1 ,toronto1 in #ahdc1 an agitation commenced with the view to unite the three universities then in operation into a single provincial institution4 ,many plans were proposed1 and several measures tending to that end were introduced into ,parliament and fully discussed4 ,in #ahdc the ,hon4 ,robert ,baldwin introduced a university bill1 which1 though it presented many popular features1 was strongly objected to by the churches named and others also1 because it was deficient in providing for religious instruction4 ,a bill was introduced by ,hon4 ,w4 ,h4 ,draper1 in #ahde1 to amend the law so as to make it more generally acceptable to the religious bodies of the country2 and in #ahdg the late ,hon4 ,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 colleges4 ,the measure failed to carry in ,parliament1 however1 and this practically ended the agitation for the union of colleges for many years4 ,in #ahdf ,dr4 ,liddell resigned his position as ,principal and returned to ,scotland4 ,rev4 ,j4 ,machar1 ,d4,d41 was next appointed ,principal1 and under his administration there was slow but real improvement4 ,rev4 ,dr4 ,cook1 of ,quebec occupied the position of ,principal for a time1 but he refused to accept the position permanently4 ,rev4 ,dr4 ,leitch was next appointed1 but his early death deprived the institution of his services4 ,he was followed by the ,rev4 ,dr4 ,snodgrass1 and on his retirement the ,rev4 ,george ,monro ,grant1 ,d4,d41 of ,halifax1 was appointed4 ,dr4 ,grant entered on his arduous duties with his accustomed energy1 and occupies that position with great acceptance4 ,he is an able speaker and a wise administrator4 ,queen's ,college has now faculties of arts1 theology1 and law1 and there are affiliated with it the ,royal ,college of ,physicians and ,surgeons1 also in a prosperous condition1 and the ,kingston ,women's ,medical ,college4 ,in #ahfi it was resolved to make an appeal to the country for aid4 ,the people of ,kingston raised about #be1jjj1 and the result of the whole effort was that about #ajc1jjj was raised for the equipment of the college4 ,in #ahgh ,principal ,grant made the proposition to raise #aej1jjj1 in order to provide new buildings1 additional professors1 and apparatus4 ,the appeal was successful2 additional ground of about twenty acres was at once purchased--a site of rare beauty and convenience--and the present noble building was erected4 ,,the ,,university ,,of ,,trinity ,,college1 ,,toronto4 ,the immediate cause of the founding of this ,college and ,university was the suppression1 in #ahdi1 of the ,faculty of ,divinity in ,king's ,college1 now the ,university of ,toronto4 ,in consequence of this the ,right ,rev4 ,j4 ,strachan ,d4,d41 ,bishop of ,toronto1 issued in ,february1 #ahej1 a pastoral appeal to members of the ,church of ,england for funds to enable him to establish a ,church ,university and ,college4 ,in response to this pastoral1 the ,bishop succeeded in raising a large endowment from voluntary subscriptions from churchmen in ,canada1 ,england1 and the ,united ,states1 so that on ,april #cj1 #ahea1 the foundation stone of the college building was laid1 and on ,january #ae1 #aheb1 the work of instruction was begun1 the staff consisting of four professors in arts1 besides those in the faculties of law and medicine4 ,during the last thirty years the endowment has been largely increased by liberal contributions made from time to time1 so that the original amount is now about trebled4 ,in #ahgh a large and handsome convocation hall was erected1 and in #ahhd a long felt want was supplied by the erection of a finely proportioned and beautiful chapel4 ,the ,university of ,trinity ,college at present consists of the faculty of arts and divinity1 of an affiliated ,medical ,school with a commodious building and a large staff of professors1 and an affiliated ,women's ,medical ,college4 ,provision is also made for the higher education of women in connection with the ,bishop ,strachan ,school in ,toronto1 and connected with the ,university is a large school for boys at ,port ,hope4 ,,the ,r4 ,c4 ,,university ,,college ,,at ,,ottawa4 ,the ,college 7or ,university7 of ,ottawa is under the direction of the ,roman ,catholic ,church4 ,it was founded in #ahdh by the ,right ,reverend ,joseph ,eugene ,guignes1 ,o4,m4,i41 ,d4,d41 first ,r4 ,c4 ,bishop of ,ottawa4 ,in #ahef1 the ,bishop confided the direction of the college to the ,society of the ,oblate ,fathers of ,mary ,immaculate4 ,the total value of the college building and grounds is about #ge1jjj4 ,it has also a good library and cabinet of natural philosophy 7or physics71 and of chemistry and natural history4 ,the college obtained university powers in #ahff4 ,it confers degrees in arts1 science1 and literature--,b4 ,a41 ,b4 ,sc41 ,b4 ,l41 as well as ,m4 ,a4 ,,the ,,western ,,university1 ,,london4 ,this institution1 in connection with the ,church of ,england in ,canada1 was incorporated in #ahgh1 with power to affiliate with ,huron ,theological ,college and to confer ,degrees in ,arts1 ,divinity1 ,medicine and ,law4 ,the affiliation between that ,college and the ,university took place in #ahha1 and the ,university was inaugurated in the month of ,october of that year4 ,the object of its establishment was1 as a ,church of ,england ,institution in the ,diocese of ,huron1 to obtain the same power of conferring ,degrees as was possessed by the sister ,university of ,trinity ,college2 also1 that a liberal ,education in ,arts1 ,science and ,literature might be extended to that extensive portion of the ,province of which ,london is the geographical centre4 ,,the ,,mcmaster ,,university4 ,by the munificence of the late ,hon4 ,wm4 ,mc,master1 ,mc,master ,university is being established on a sound financial basis4 ,mc,master ,hall1 ,woodstock ,college and ,moulton ,college 7for ladies7 are affiliated institutions4 ,,upper ,,canada ,,college4 ,upper ,canada ,college was founded in #ahbh upon the model of the great public schools of ,england1 and was endowed with a grant of #ff1jjj acres of public lands1 from which it now derives an annual income of #ae1jjj1 in addition to its building and grounds in the city of ,toronto4 ,it is governed by a committee of the senate of the ,provincial ,university4 ,the curriculum extends over a six years' course of study in the same number of forms1 and embraces the usual subjects4 ,in other forms1 known as the lower and upper modern1 commercial and scientific training can be obtained4 ,scholarships may be established by the different county councils1 while four exhibitions have been founded out of the ,university funds4 ,this college and the high schools constitute the principal feeders of the ,collegiate ,institutes and provincial ,university4 ,,albert ,,college1 ,,belleville4 ,this institution1 founded in #ahed1 was the product of the zeal of the ,methodism of that early day4 ,accordingly1 the ,general ,conference of the ,methodist ,episcopal ,church1 in #ahed1 adopted a scheme--initiated in the ,bay of ,quint ,conference in the preceding year--for the erection and maintenance of an educational institution of high grade in ,belleville4 ,having been chartered by ,parliament in #aheg as ,belleville ,seminary1 it was opened in ,july of the same year1 and entered upon its work under very favorable auspices4 ,in the year #ahhf1 by ,act of ,parliament1 the name was changed to ,albert ,college1 and a senate created with ample powers4 ,by the terms of the union of the ,methodist ,churches of ,canada1 ,albert ,college was retained in ,belleville1 and adopted by the ,general ,conference of the ,united ,church as a church school4 ,the charter was amended and the college was affiliated to the ,victoria ,university1 ,cobourg4 ,the senate has full powers to examine1 grant prizes1 scholarships1 medals1 honor certificates1 and diplomas in music1 fine arts1 commercial science1 collegiate courses1 etc4 ,,woodstock ,,college4 ,woodstock ,college1 formerly ,the ,canadian ,literary ,institute1 was founded in #ahfg1 principally through the exertions of the late ,r4 ,a4 ,fife1 ,d4,d4 ,under his presidency1 ably assisted for eighteen years by ,prof4 ,j4 ,e4 ,wells1 ,m4,a41 the school constantly increased in efficiency and power1 until from a small beginning it has attained its present large proportions and wide influence4 ,,the ,,school ,,of ,,practical ,,science1 ,,toronto4 ,prior to the year #ahga there was no institution in the ,province for practical instruction in the industrial sciences4 ,in #ahgj the ,government of the ,province issued a commission to ,dr4 ,hodgins1 ,deputy ,superintendent of ,education1 and to ,dr4 ,machatt of ,london1 directing them to proceed to the ,united ,states for the purpose of inspecting and reporting upon any ,technical or ,science ,schools or ,colleges there established1 as to their buildings1 departments of study and general appliances4 ,on their return a report was submitted to the ,government1 with full details as to the cost of the proposed institution4 ,the ,government acted upon the information contained in their report1 and with a grant of #ej1jjj established a ,college of ,technology in ,toronto4 ,in #ahgg the name was changed to the ,school of ,practical ,science1 and the ,hon4 ,adam ,crooks1 ,q4,c41 ,minister of ,education1 had a suitable building for it erected close to the ,provincial ,university1 four of the ,university ,professors are engaged in ,departments of the ,school4 ,the new building was opened for students in ,september1 #ahgh4 ,,various ,,other ,,colleges ,,and ,,schools1 ,,etc4 ,there are numerous superior colleges and schools for boys and colleges for ladies in ,ontario1 but the limits of this paper forbids a further reference to them1 or to the other numerous educational institutions--theological1 literary and commercial--in the ,province4 ,,rev4 ,,dr4 ,,ryerson',s ,,advocacy ,,of ,,popular ,,rights1 #ahbg-ahda4dc #dc ,in the preface to the ,story of ,my ,life1 ,i thus referred to this period of ,dr4 ,ryerson's labours3--,public men of the present day looked upon ,dr4 ,ryerson practically as one of their own contemporaries--noted for his zeal and energy in the successful management of a great ,public ,department1 and as the founder of a system of ,popular ,education4444 ,in this estimate of ,dr4 ,ryerson's labours they were quite correct4 ,and in their appreciation of the statesmanlike qualities of mind1 which devised and developed such a system in the midst of difficulties which would have appalled less resolute hearts1 they were equally correct4 ,but1 after all1 how immeasurably does this partial historical view of his character and labours fall short of a true estimate of that character and of those labours6 ,in a point of fact1 ,dr4 ,ryerson's great struggle for the civil and religious freedom which we now enjoy1 was almost over when he assumed the position of ,chief ,director of our ,educational ,system4 ,no one can read the record of his labours from #ahbe to #ahde1 as detailed in the pages of this 'story' without being impressed with the fact that1 had he done no more for his native country than that which is therein recorded1 he would have accomplished a great work1 and have earned the gratitude of his fellow-countrymen4 ,during all this time the friends of popular education were not idle4 ,from #ahbg and for many years ,dr4 ,ryerson was engaged in waging war with the opponents of liberal institutions and religious equality4 ,his chief antagonist was ,dr4 ,strachan4 ,the subjects in dispute related to a dominant church1 the application of clergy-reserved lands to the purposes of education1 and the liberation of the provincial university from exclusive control under the presidency of ,dr4 ,strachan1 first as archdeacon and afterwards as bishop4 ,not being eligible to the popular branch of the ,legislature 7being a minister71 ,dr4 ,ryerson had to develop his powers of resistance to the dominant and ruling party in other directions2 and this he did with wonderful success4 ,as a writer and debater few equalled him in his presentation of facts1 and in his skill in detecting the weak points of his adversary's position or argument4 ,as a controversialist and pamphleteer he had confessedly no rival4 ,he1 therefore1 was able to furnish his friends in the ,house of ,assembly with facts and arguments which were irresistible4 ,they passed resolutions and school bills time and again1 but could not always induce the ,legislative ,council 7,senate7 to concur in their adoption4 ,this state of things continued for many years1 and with disastrous effects on the intellectual growth and well-being of the province4 ,this fact is attested by indubitable witnesses1 and is recorded in the proceedings of the ,house of ,assembly of the time1 as is shown in the extracts from its proceedings which ,i have already given4 ,,educational ,,legislation ,,in ,,the ,,united ,,parliament ,,of #ahda ,,and #ahdc4 ,in #ahdj the ,house of ,assembly and ,legislative ,council of ,upper ,canada ceased to exist1 and the two ,provinces of ,upper and ,lower were united under one ,legislature4 ,the momentous political events which preceded this union1 and which led to the total disruption of all political parties and combinations1 were very salutary in their effects4 ,under the liberal policy pursued by the ,home ,government1 after the publication of ,lord ,durham's report1 grievances were redressed1 and a broad and comprehensive scheme of popular government inaugurated4 ,the result was that the wise and statesmanlike measures1 designed to promote public tranquility and local self-government1 were proposed to and adopted by the ,legislature4 ,amongst these was a measure providing for the establishment of a municipal council in each local division of the ,province of ,upper ,canada 7and partly so in ,lower ,canada7 for the regulation of internal matters4 ,in recommending the scheme of ,common ,school ,education to the favorable consideration of the first ,parliament of ,united ,canada1 in #ahda1 ,lord ,sydenham1 the first ,governor-,general1 used the following language3-- ,a due provision for the education of the people is one of the first duties of the ,state1 and1 in this province especially1 the want of it is grievously felt4 ,the establishment of an efficient system1 by which the blessings of instruction may be placed within the reach of all is a work of difficulty1 but its overwhelming importance demands that it should be undertaken4 ,i recommend the consideration of that subject to your best attention1 and ,i shall be most anxious to afford you1 in your labours1 all the co-operation in my power4 ,if it should be found impossible so to reconcile conflicting opinions as to obtain a measure which may meet the approbation of all1 ,i trust that1 at least1 steps may be taken by which an advance to a more perfect system may be made1 and the difficulty under which the people of this province now labor may be greatly diminished1 subject to such improvements hereafter as time and experience may point out4 ,the enlightened expectations of the ,governor-,general were1 happily1 realized4 ,but so diverse were the populations of the two ,canadas thus united1 and so different were their social conditions1 that the ,school ,act then passed was repealed two years afterward 7in #ahdc71 and a school bill for each ,province was passed by the ,legislature in that year4 ,provision for ,roman ,catholic and ,protestant ,separate ,schools was made in both ,acts4#dd #dd ,this ,retrospect would not be complete without reference1 in fuller detail1 to the history of the ,separate ,school question and to legislation on it in ,upper ,canada4 ,it was found1 however1 to be so extensive a subject that no adequate justice could be done to it in this somewhat brief ,retrospect4 ,the writer has1 therefore1 prepared a full and exhaustive paper on the subject1 which will be published separately1 should it be considered desirable4 ,the details given are largely personal1 and1 therefore1 of special interest4 ,in addition to private letters bearing on the subject1 the paper contains official and other authentic information in regard to the whole question4 ,on this system was ingrafted1 by means of a separate ,act applicable to the whole ,province1 a scheme of public education1 with a liberal provision 7#bjj1jjj per annum7 for its maintenance4 ,,origin ,,of ,,the ,,annual ,,grant ,,of #bjj1jjj ,,for ,,the ,,common ,,schools ,,in #ahda4 ,in a letter to the writer of this ,retrospect1 from the ,hon4 ,issac ,buchanan1 dated #aath ,april4 #ahhc1 in reply to some enquiries in regard to the appointment of ,dr4 ,ryerson1 ,mr4 ,buchanan thus related the circumstances under which the munificent sum of #bjj1jjj a year was granted by the ,legislature in #ahda for the support of the then newly-established ,common ,schools in ,upper and ,lower ,canada4 ,he said3--,this first attempt of mine to get an endowment for education 7out of the ,clergy ,reserve ,fund71 failed as there was no responsible government then4 ,but five years afterwards when my election for ,toronto had carried ,responsible ,government1 and before the first parliament met1 ,i was talking to the ,governor-,general 7,c4 ,poulett ,thompson1 ,lord ,sydenham74 ,he felt under considerable obligation to me for standing in the breach when ,mr4 ,robert ,baldwin found that he could not succeed in carrying ,toronto4444 ,he spoke of ,canada as 'a drag upon the mother country4' ,i replied warmly 444 for ,i felt sure 7as ,i told him71 that if we were allowed to throw the affairs of the ,province into regular books 444 we would show a surplus over expenditure4 ,his ,excellency agreed to my proposal1 and ,i stipulated that1 if we showed a yearly surplus1 one half would be given as an endowment for an educational system4 ,happily we found that ,upper ,canada had a surplus revenue of about #ajj1jjj 7#djj1jjj71 one half of which the parliament of #ahda laid aside for education1 the law stipulating that every ,district ,council getting a share of it would tax locally for as much more1 and this constituted the fund of your educational system4 ,,educational ,,efforts ,,of ,,dr4 ,,ryerson ,,up ,,to ,,this ,,time4 ,up to this time ,dr4 ,ryerson's energies1 as ,i have shown1 were wholly engrossed in contending for the civil and religious rights of the people4 ,he had also1 ten years before1 projected and collected money for the establishment of an academy or college for higher education at ,cobourg1 on the north shore of ,lake ,ontario4 ,his efforts in this1 and in the establishment of the ,victoria ,college at ,cobourg1 as a university1 in #ahdj1 aroused a widespread interest in education generally1 which bore good fruit afterward4 ,this university has now been in operation forty-eight years1 and from it the first arts graduate in ,upper ,canada was sent forth in #ahdf4 ,its first president was the ,rev4 ,dr4 ,ryerson2 the second was the ,rev4 ,dr4 ,macnab1 now of ,bowmanville4 ,its late distinguished president1 the ,rev4 ,dr4 ,nelles1 was ,dr4 ,ryerson's pupil4 ,he held his position with honor to himself for thirty-six years1 and died in ,october1 #ahhg1 deeply and universally regretted by the entire community4 ,,first ,,appointment ,,of ,a ,,superintendent ,,of ,,education ,,for ,,upper ,,canada4 ,in the ,canada ,gazette of ,may1 #ahdb1 the following announcement was made3-- ,,secretary',s ,,office1 ,,kingston1 #aath ,may1 #ahdb4 ,his ,excellency the ,governor-,general has been pleased to make the following appointments3-- ,the ,honorable ,robert ,sympson ,jameson1 ,vice-,chancellor1 to be ,superintendent of ,education1 under the ,provincial ,act1 #dth and #eth ,victoria1 chapter #ah4 ,the ,reverend ,robert ,murray and ,jean ,baptiste ,meilleur1 ,esquire1 to be ,assistant ,superintendents of ,education for ,western and ,eastern ,canada1 respectively4 ,by command1 ,s4 ,b4 ,,harrison1 ,provincial ,secretary4 ,had the ,governor-,general1 ,lord ,sydenham1 not met with the fatal accident which terminated his life1 in ,september1 #ahda1 the ,rev4 ,dr4 ,ryerson would1 without doubt1 as ,i have shown in ,the ,story of my ,life1 have been appointed in that year4 ,mr4 ,murray1 who was neighbor and friend of the ,hon4 ,s4 ,b4 ,harrison1 of ,bronte1 near ,oakville1 then ,provincial ,secretary1 was nominated by him1 and received his appointment from ,lord ,sydenham's successor1 ,sir ,charles ,bagot4 ,in point of fact1 the appointment was first spoken of to ,dr4 ,ryerson by ,lord ,sydenham himself1 in the autumn of #ahda4 ,the particulars of that circumstance are mentioned in detail in a letter written by ,dr4 ,ryerson to ,t4 ,w4 ,c4 ,murdoch1 ,esq41 ,private ,secretary to ,sir ,charles ,bagot1 on the #adth ,january1 #ahdb4 ,dr4 ,ryerson said3-- ,in the last interview with which ,i was honoured by ,lord ,sydenham1 he intimated that he thought ,i might be more usefully employed for this country than in my present limited sphere2 and whether there was not some position in which ,i could more advantageously serve the country at large4 ,i remarked that ,i could not resign my present official position in the ,church1 with the advocacy of whose interests ,i had been entrusted1 until their final and satisfactory adjustment by the ,government1 as ,i might thereby be represented as having abandoned or sacrificed their interests2 but that after such adjustment ,i should feel myself very differently situated1 and free to do anything which might be beneficial to the country1 and which involved no compromise of my professional character2 that ,i knew of no such position likely to be at the disposal of the ,government except the superintendency of ,common ,schools 7provided for in the ,bill then before the ,legislature71 which office would afford the incumbent a most favorable opportunity1 by his communications1 preparation and recommendation of books for libraries1 etc41 to abolish differences and jealousies on minor points2 to promote agreement on great principles and interests2 to introduce the best kind of reading for the youth of the country2 and the not onerous duties of which office would also afford him leisure to prepare publications calculated to teach the people at large to appreciate1 upon high moral and social considerations1 the institutions established amongst them2 and to furnish1 from time to time1 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 large4 ,lord ,sydenham expressed himself as highly gratified at this expression of my views and feelings2 but the passing of the ,bill was then doubtful1 although ,his ,lordship expressed his determination to get it passed if possible1 and give effect to what he had proposed to me1 and which was then contemplated by him4 ,what afterwards grew to be the ,department of ,education was 7under the first general school law1 passed in #ahda1 for the whole of the ,province of ,canada7 originally a subordinate branch of the ,provincial ,secretary's office at ,kingston4 ,that for ,upper ,canada was managed by ,assistant ,superintendent ,rev4 ,robert ,murray1 ,m4,a41 and one clerk 7,mr4 ,robert ,richardson74 ,the nominal ,chief ,superintendent1 as above noted1 was the ,hon4 ,vice-,chancellor ,jameson4 ,on the repeal of the ,general ,school ,act of #ahda and the passing of a separate ,act for each province in #ahdc the ,education branch of the ,provincial ,secretary's office was divided and reconstructed4 ,the divisions then made were designated respectively ,education ,office 7,east7 and ,education ,office 7,west74#de #de ,the ,evangelical ,churchman of the #bast ,february1 #ahhg1 thus refers to the vicissitudes of the ,education office3--,the ,education ,department for ,ontario1 or rather ,upper ,canada as it was then called1 had its first ,toronto office in ,bay ,street1 in the building now occupied by the publishers of the ,evangelical ,churchman4 ,from #ahda1 when the first ,provincial ,school ,law was passed1 until #ahdd1 the office was a mere adjunct to the ,provincial ,secretary's ,department at ,kingston4 ,in that year ,rev4 ,dr4 ,ryerson was appointed to the office which he so ably filled until #ahgf1 when he retired4 ,in #ahdd the ,education office was removed to ,cobourg1 when the present ,deputy ,minister of ,education became its chief and sole officer under ,dr4 ,ryerson4 ,in #ahdf it was again removed and transferred to ,toronto1 and was placed in a room over the front door of the present ,evangelical ,churchman office4 ,the first ,council of ,public ,instruction for the ,province held its meetings in the west portion of the printing office1 upstairs4 ,in the room over the door the first reliable statistical report of the number of schools1 etc41 in this province was compiled4 ,it was printed in the shape of a broad sheet1 #abx#ae1 on light blue paper1 and bears date ,september1 #ahdf4 ,this report1 which is full of interesting statistics1 has long since been out of print1 but we have been fortunate enough to obtain a copy4 ,the ,education office had various vicissitudes in those early days of its existence4 ,in #ahdg it was removed from this building to the ,secretary's office at the old ,government ,house--long since demolished4 ,in #ahdi1 when the seat of ,government was removed from ,montreal to ,toronto1 it was transferred to the ,albany ,chambers1 now the ,revere ,house1 on ,king street4 ,thence1 in #aheb1 it was finally removed to its present handsome quarters in ,st4 ,james' square4 ,,appointment ,,of ,,rev4 ,,dr4 ,,ryerson ,,as ,,superintendent ,,of ,,education4 ,in #ahdd ,mr4 ,murray was made ,professor of ,mathematics in the ,university of ,king's ,college1 and the ,rev4 ,dr4 ,ryerson was appointed as ,superintendent of ,schools in his place4 ,the announcement of this appointment appeared in the ,,canada ,,gazette of ,october1 #ahdd1 as follows3-- ,,secretary',s ,,office1 ,,montreal1 #ahth ,october1 #ahdd4 ,his ,excellency the ,governor-,general has been pleased to appoint3-- ,the ,reverend ,egerton ,ryerson1 ,d4,d41 to be ,assistant ,superintendent of ,education for that part of the province formerly ,upper ,canada1 in place of the ,reverend ,robert ,murray1 appointed a ,professor in the ,university of ,king's ,college1 and all communications connected with the ,education office for ,upper ,canada are to be addressed to him at ,cobourg4 ,by command4 ,d4 ,,daly1 ,secretary of the ,province4 ,dr4 ,ryerson was notified of the appointment by letter in ,september1 #ahdd1 but was not gazetted until the #ahth of the next mouth4 ,it was my good fortune to be associated with him from the time of his appointment in #ahdd until he retired from office in #ahgf4 ,,dr4 ,,ryerson',s ,,report ,,on ,a ,,system ,,of ,,public ,,instruction ,,for ,,upper ,,canada4 ,immediately after his appointment ,dr4 ,ryerson went to ,europe1 and remained away for over a year in familiarizing himself with the systems of education there4 ,on his return he published an elaborate report on his projected scheme of ,public ,instruction for ,upper ,canada4 ,that report was approved by the ,governor-,general in ,council1 and he was directed to prepare a bill to give effect to his recommendations1 which he did in #ahdf4 ,a brief analysis of that report may be interesting3--,it is divided into two parts3 #a4 ,principles of the system and subjects to be taught2 #b4 machinery of the system4 ,after defining what was meant by education1 the principles of the system were laid down as follows3-- #a4 ,it should be universal4 #b4 ,it should be practical4 #c4 ,it should be founded on religion and morality4 #d4 ,it should develop all the intellectual and physical powers4 #e4 ,it should provide for the efficient teaching of the following subjects3 ,biblical history and morality1 reading and spelling1 writing1 arithmetic1 grammar1 geography1 linear drawing1 vocal music1 history1 natural history1 natural philosophy1 agriculture1 human physiology1 civil government1 political economy4 ,each of these topics was fully discussed and illustrated in the first part of the report4 99 99 99 99 99 ,the second part explained the machinery of the system1 which was summarized as follows3-- #a4 ,schools--their gradation and system4 #b4 ,the teacher and his training4 #c4 ,the text-books recommended4 #d4 ,control and inspection on the part of the ,government4 #e4 ,individual and local efforts4 ,these several topics wore also fully discussed and illustrated1 so that the whole comprehensive scheme of education proposed by ,dr4 ,ryerson was clearly and fully understood4 ,the report occupied nearly #bjj pages4 ,the school law founded upon this report provided1 amongst other things1 for-- #a4 ,a general ,board of ,education for the ,province1 to take charge of a normal school1 and to aid the ,chief ,superintendent in certain matters4 #b4 ,a normal school1 with practice or model schools attached4 #c4 ,the regulation of school libraries4 #d4 ,plans of school houses4 #e4 ,appointment of district1 instead of county and township1 school superintendents4 #f4 ,apportionment of school moneys to each school according to the average number of children in each school district1 as compared with those in the whole township4 #g4 ,levy of a school rate by each district 7county7 municipal council1 of a sum at least equal to the legislative grant to each such district4 #h4 ,the collection1 by the local school trustees1 of the balance required to defray the expenses of their school1 in any way which the school ratepayers 7at the annual meeting7 might determine4 #i4 ,the recommendation of a uniform series of text books1 with the proviso that no aid would be given to any school in which books disapproved of by the general ,board of ,education might be used4 #aj4 ,the establishment of district model schools 7renacted from the ,act of #ahdc74 #aa4 ,examination and licensing of teachers4 #ab4 ,visitation of schools by clergymen1 magistrates1 municipal councillors1 etc4 #ac4 ,protection of children 7renacted from the ,act of #ahdc7 from being required to read or study in or from any religious book1 or join in any religious exercise or devotion1 objected to by parents4 #ad4 ,establishment 7renacted from the laws of #ahda and #ahdc7 of ,roman ,catholic ,separate ,schools1 where the teacher of the locality was a ,protestant1 and vice versa4 7,these schools received grants in accordance with their average attendance of pupils47 #ae4 ,levy of rates by district municipal councils1 at their discretion1 for the erection of school houses and teachers' residences4 ,such were the principal provisions of the first ,school ,act1 proposed and adapted from other school laws by ,dr4 ,ryerson in #ahdf1 so far as rural schools were concerned4 ,in the following year he prepared a comprehensive measure in regard to schools in cities1 towns and incorporated villages4 ,,chief ,,features ,,of ,,dr4 ,,ryerson',s ,,first ,,report ,,and ,,school ,,bill ,,of #ahdf4 ,in sending his draft of ,school ,bill to the ,government1 early in ,march1 #ahdf1 ,dr4 ,ryerson1 in a private letter to ,hon4 ,attorney ,general ,draper1 dated #cjth of that month1 thus explained its general features3-- ,i thank you sincerely for your kind favor of the #bcrd instant1 and feel not a little gratified that you approve of the draft of ,bill which ,i had prepared for your consideration4 ,i feel the justice of the high ground on which you place the moral qualifications of teachers and their duties4444 ,that to which ,i attach the highest importance in the measure is the authority of trustees to levy a rate-bill upon all the inhabitants of a school section4 ,the rate-bill will thus be a second edition of the school tax imposed by the ,district ,council4 ,the principle1 once established1 it will be seen after a while that the ,council may as well impose the whole of the school tax at once as to have the imposition of it divided between the ,council and the trustees4444 ,i attach the greatest importance to the ,normal ,school4 ,i have no doubt the ,legislature will be disposed to support it when once established4444 ,i hope1 however1 that you will have in view the providing for it hereafter1 and some appropriation for school libraries 444 from which an offer to a district or township1 five pounds for example1 upon the condition that it would also contribute so as to purchase books from a list recommended by the ,provincial ,board of ,education1 and1 therefore1 the most suitable for the young and grown-up people of the country4444 ,it has been mentioned to me1 and ,i have thought that the term inspector1 instead of superintendent1 would be the better designation of the ,district overseer of ,schools4444 ,i this day transmit to ,mr4 ,secretary ,daly my ',report on a system of ,elementary ,instruction for ,upper ,canada4'444 ,i have introduced no debatable topics1 except that of ,christianity1 the principle of maintaining which as the basis and cement of a system of public instruction1 ,i have discussed at large4 ,on the defective modes of teaching those branches 7viz41 reading1 writing1 arithmetic1 grammar and geography71 which are taught in the ,common ,schools1 ,i have also dwelt at some length in order to furnish ,district ,superintendents and other persons concerned with a proper standard of teaching and examination1 and in order to inculcate the true principles of teaching which are applicable to all subjects4 ,i hope the ,report will be the means of laying a good foundation in the leading minds of the country on the great work of public instruction4 ,i should add in respect to my ,report that1 in pointing out defects in systems of instruction and modes of teaching1 ,i have almost invariably quoted ,american authors1 and have thus incidentally exposed the defects of almost every part of the ,american system1 and have practically shown that every redeeming feature of the ,american school system has been or is being borrowed from ,european governments4 ,,objections ,,to ,,dr4 ,,ryerson',s ,,school ,,bill ,,of #ahdf ,,answered4 ,in a private letter to ,hon4 ,attorney-,general ,draper1 dated #bjth ,april1 #ahdf1 ,dr4 ,ryerson replies to several objections made in the ,house of ,assembly and by the press to his first ,school ,act of #ahdf4 ,i quote the following3-- ,the ,montreal ,pilot objects to appointing trustees for three years4 ,this is one of the improvements adopted in the ,new ,york law of #ahdc4 ,the superintendents1 in their reports1 speak largely of the evils of the annual system1 and strongly on the advantages of the triennial one4 ,the opposition to the ,bill seems to be based on notions derived from what the ,state of ,new ,york system was several years ago4 ,the opponents do not seem to be aware that it was amended in #ahda1 and amended again in #ahdc4 ,messrs4 ,price1 ,roblin1 etc41 seem to be where the ,americans were ten years ago4 ,i anticipate the objection to the rate-bill clause4 ,i look upon that above all others to be the poor man's clause1 and at the very foundation of a system of public education4 ,it is objected to by precisely the class of persons or rather by the individuals that ,i expected4 ,i have heard of one rich man objecting to it1 who educates his own children at colleges and ladies' seminaries1 but who looks not beyond his own family4 ,he says1 ,i am told1 that 'he does not wish to be compelled to educate all the brats in the neighborhood4' ,now1 to educate 'all the brats in every neighborhood' is just the very object of this clause2 and1 in order to do so1 it is proposed to compel selfish1 rich men to do what they ought to do1 but what they will not do voluntarily4#df #df ,in this matter of trustees' rate bill or school rate on the property of the school section1 ,dr4 ,ryerson was quite in advance of his times4 ,the rate-bill clause1 as he had prepared it1 was rejected by the ,house of ,assembly and a school fee substituted for it4 ,in a brief1 private note from ,mr4 ,draper1 dated #bbnd ,april1 #ahdf1 he said3-- ,last night1 or rather this morning at one1 ,i got the ,school ,bill through ,committee of the ,whole4 ,i have been forced to submit to some changes1 none very serious4444 ,the rate-bill is to be on people sending children to school--not on the whole section4 ,i fought this1 but was well beaten4 ,in his reply1 ,dr4 ,ryerson said3-- ,i deeply regret the loss of the original rate-bill clause4 ,it involved a new and important principle4444 ,i am persuaded that it will on a future occasion pass by a strong majority4 ,it did so pass in #ahej2 but it was not until #ahga that the ,municipal ,council was authorized by the ,legislature to impose the whole of the school tax as desired and predicted by ,dr4 ,ryerson in #ahdf4 ,mr4 ,gowan's statements as to the evils of not extending the period of keeping a school open in each district beyond three months of the year are substantially what have been communicated to me in many reports and letters4 ,in several of the annual district reports which ,i have received1 it is stated that giving public money to districts in which a school is not taught more than three months of the year is an actual injury rather than a benefit1 and an abuse of the intentions of the ,legislature4 ,,first ,,and ,,second ,,councils ,,of ,,public ,,instruction1 #ahdf ,,and #ahej4 ,dr4 ,ryerson was assisted in his important work by an able council of representative men1 who were appointed in #ahdf4 ,the members of this first council were as follows3-- ,rev4 ,egerton ,ryerson1 ,d4,d41 ,chief ,superintendent of ,schools2 ,right ,rev4 ,michael ,power1 ,d4,d41 ,roman ,catholic ,bishop of ,toronto2 ,rev4 ,henry ,james ,grasett1 ,m4,a41 ,rector of ,toronto2 ,hon4 ,samuel ,beaty ,harrison1 ,q4,c41 ,judge1 ,county of ,york2 ,joseph ,curran ,morrison1 ,q4,c41 ,m4,p4,p42 ,hugh ,scobie1 ,esq41 ,editor of the ,british ,colonist2 ,james ,scott ,howard1 ,esq41 ,treasurer1 ,county of ,york4 ,dr4 ,ryerson proposed to ,bishop ,strachan that he should represent the ,church of ,england on the new ,board4 ,the ,bishop was quite pleased at his request1 and so expressed himself4 ,he declined1 however1 on the ground that he feared his appointment might embarrass1 rather than aid1 in the promotion of the new scheme of education4 ,he suggested that ,rev4 ,h4 ,j4 ,grasett be appointed in his place4#dg ,he also gave friendly advice to ,dr4 ,ryerson to be careful not to recommend a personal enemy for appointment on such a board4 #dg ,in a letter to the writer of this ,retrospect from the ,very ,rev4 ,dean ,grasett in #ahge1 he said3--,i esteem it an honour that ,i should have been associated with ,dr4 ,ryerson in his ,council for so many years 7#cj71 and a privilege if ,i have been of the least assistance in upholding his hands in performing a work1 the credit of which is exclusively his own4 ,i shall carry with me to the end of life the liveliest feelings of respect for the public character and regard for the private worth of one who has rendered to his country services which entitle him to her lasting gratitude4 ,my venerable friend has had from time to time many cheering recognitions of his valuable public services from the heads of our ,government 4442 but ,i think that in his case1 as in others that are familiar to us1 it must be left to future generations adequately to appreciate their value when they shall be reaping the full benefit of them4 ,two more members were added in #ahej1 viz41 ,rev4 ,john ,jenning1 ,d4,d41 ,presbyterian ,minister2 ,rev4 ,adam ,lillie1 ,d4,d41 ,congregational ,minister4 ,not one of the gentlemen named survive2 but1 in their day1 they rendered effective service to the country as members of the first and second ,councils of ,public ,instruction4 ,the ,hon4 ,s4 ,b4 ,harrison 7afterwards ,judge of the ,county of ,york7 was nominated by ,rev4 ,dr4 ,ryerson1 as ,chairman of the reconstructed ,board of ,education in #ahej 7then named the ,council of ,public ,instruction71 as successor to the lamented ,bishop ,power1 who died in #ahdg4dh ,mr4 ,harrison held that position until his death1 in #ahfb4 #dh ,in his address at the beginning of the ,normal ,school for ,upper ,canada1 in ,november1 #ahdg1 ,dr4 ,ryerson thus referred to the then recent decease of ,bishop ,power4 ,he said1 referring to the harmony which had characterized the meetings of the ,provincial ,board of ,education3-- ,one event indeed has occurred1 over which the members of the ,board have reason to mourn--the decease of the ,right ,reverend ,prelate1 who1 by his colleagues had been unanimously chosen ,chairman of the ,board1 and whose conduct as ,chairman and ,member of the ,board was marked by a punctuality1 a courtesy1 a fairness1 a zeal and intelligence which entitle his memory to the affectionate remembrance of his colleagues and the grateful esteem of every member of the community4444 ,i cannot reflect upon the full and frequent conversations which ,i have had with him on subjects of public instruction1 and with the scrupulous regard which ever manifested for the views1 and rights and wishes of ,protestants1 without feelings of the deepest respect for his character and memory4 ,dr4 ,ryerson did not enter practically upon the duties of his office until about the middle of #ahdf4 ,in the meantime1 the correspondence and routine duties of the ,education ,office were 7on ,dr4 ,ryerson's suggestion7 placed in the hands of his friend1 the ,rev4 ,alexander ,mac,nab1 ,d4,d41 now ,rector of ,darlington 7,bowmanville74 ,,religious ,,instruction ,,in ,,the ,,common ,,schools1 #ahdf4 ,among the first duties of the new ,provincial ,board of ,education was the establishment of a ,normal ,school1 the authorization of a series of text-books1 and the preparation of regulations for the government of the ,common ,schools4 ,the most important of these regulations was the one relating to religious instruction in the schools4 ,before submitting it to the ,board for adoption ,dr4 ,ryerson consulted various representative persons on the subject4 ,in a private letter to ,hon4 ,attorney-,general ,draper1 dated ,december #agth1 #ahdf1 ,dr4 ,ryerson thus explained his proceedings in regard to the preparation of the clause in the new regulations relating to religious instruction in the schools4 ,he said3-- ,i submitted the clause first to ,rev4 ,mr4 ,grasett4 ,he quite approved of it1 as he felt exceedingly anxious that there should be such an explicit recognition of ,christianity in our school system4 ,i then waited on the ,roman ,catholic ,bishop1 who examined it and concurred in it4444 ,i showed it also to the ,bishop of ,toronto4 ,after he had read the section he said he believed ,i had done all that could be done on that subject1 and that 444 he would write a circular to his clergy1 recommending them to act as school visitors1 and to do all in their power to promote the efficiency and usefulness of the ,common ,schools4 ,in his report for #ahdg1 ,dr4 ,ryerson stated that he consulted other ministers on the subject4 ,the ,hon4 ,mr4 ,draper1 in a private note to ,dr4 ,ryerson1 dated #ast ,january1 #ahdg1 said3-- ,i am more gratified than ,i can express that you have so successfully met the difficulty about the religious instruction of children in ,common ,schools4 ,you 7to whom ,i expressed myself about three years ago on the subject of the importance of not dividing religion from secular instruction7 will readily understand the pleasure ,i feel that in ,common ,schools at least the principle and promoted application of it1 for mixed schools1 has been approved by the ,bishop of my own ,church and by the ,roman ,catholic ,prelate4 ,in a letter to the late ,hon4 ,robert ,baldwin1 written in #ahdi1 ,dr4 ,ryerson thus refers to the question of religious instruction and the ,bible in school3 ,be assured that no system of popular education will flourish in a country which does violence to the religious sentiments and feelings of the churches of that country4 ,be assured1 that every such system will droop and wither which does not take root in the ,christian and patriotic sympathies of the people--which does not command the respect and confidence of the several religious persuasions1 both ministers and laity--for these in fact make the aggregate of the ,christianity of the country4 ,speaking in a subsequent letter of another feature of the question of the ,bible in schools1 ,dr4 ,ryerson says3 ,the principal opposition which1 in #ahdf and for several years afterwards1 ,i encountered was that ,i did not make the use of the ,bible compulsory in the schools1 but simply recognized the right of ,protestants to use it in the school 7not as an ordinary reading book71 as it was not given to teach us how to read but to teach us the way to ,heaven71 as a book of religious instruction1 without the right or the power of compelling any others to use it4 ,the recognition of the right has been maintained inviolate to the present time2 facilities for the exercise of it have been provided1 and recommendations for that purpose have been given1 but no compulsory authority assumed1 or right of compulsion acknowledged2 and the religious exercises in each school have been left to the decision of the authorities of such school1 and the religious instruction of each child has always been under the absolute authority of the parents or guardian of each child4 ,to the objection urged against the reading of the ,bible in the schools because a majority of the teachers are utterly unfit to give religious instruction1 ,dr4 ,ryerson replied3 ,the reading of the ,bible and giving religious instruction from it are two very different things4 ,the question is not the competency of teachers to give religious instruction1 but the right of a ,protestant to the reading of the ,bible by his child in the school as a text-book of religious instruction4 ,that right ,i hold to be sacred and divine4 ,,state ,,of ,,common ,,school ,,education ,,in ,,upper ,,canada1 #ahde4 ,from the reports then made to him by the ,county ,superintendents of ,schools1 ,i select the following extracts1 showing what was the actual state of education in the province when ,dr4 ,ryerson commenced his labors as ,superintendent of ,education4 ,mr4 ,hamilton ,hunter1 ,superintendent of ,schools in the ,home ,district 7,county of ,york71 in his report for #ahde1 says3-- ,there is one fact with which ,i have been forcibly struck1 in my visits to the schools1 which shows1 in the clearest manner1 the great necessity that existed in this ,colony for the establishment of a system of ,common ,school education4 ,it is this3 ,that in our schools the amount of attainment1 on the part of the pupils1 is generally in an inverse ratio to their size and age1 after they have reached their twelfth or thirteenth year4 ,the largest scholars that attend our schools are by far the lowest in point of attainment1 which shows how sadly the education of that portion of the community1 now about to attain the years of manhood and womanhood has been neglected4 ,in many of our country schools1 it is a very common thing to find persons advanced to the age of young men and women commencing to learn the first rudiments4 ,the mind feels pained upon contemplating this2 but it is gratifying to think that a remedy has been provided against it in the establishment of our ,common ,schools1 by which the elementary branches of education are brought within the grasp of all4 ,it leads us to reflect upon the melancholy state of ignorance that must have existed at no distant period in this ,province had no means been provided other than those which formerly existed for placing the elements of knowledge within the reach of the rising generation4 ,hon4 ,hamnett ,pinkey1 ,superintendent of ,schools in the ,district of ,dalhousie 7,carleton1 etc471 in his report1 says3-- ,the ,common ,schools are very indifferently conducted1 and the masters in general very inadequately perform the duties required of them2 a reform is expected from the establishment of the ,district ,model ,school4 ,rev4 ,alexander ,mann1 ,m4,a41 ,superintendent of ,schools in the ,bathurst ,district 7,lanark1 etc7 says3-- ,in existing circumstances ,i have declined giving a regular certificate to any teacher4444 ,i made an effort on my own responsibility1 and at my own expense to improve teachers1 by opening a private school1 solely for their benefit1 but as ,i did not meet with proper encouragement ,i was obliged to relinquish my purpose4 ,richey ,waugh1 ,esq41 ,superintendent of ,schools in the ,johnstown ,district 7,leeds and ,grenville71 says3-- ,the trustees of many schools employ teachers only for whatever time the school fund will pay their wages1 and they receive but little benefit from the public money thus expended4 ,patrick ,thornton1 ,esq41 ,superintendent of ,schools in the ,gore ,district 7,wentworth1 etc471 says3-- ,it is a matter of regret that the old parrot system of repeating words without attaching ideas to them1 does still in too many instances prevail2 and the dregs must remain till some of the old formal teachers are off the field4 ,rev4 ,newton ,bosworth1 ,f4,r4,s41 ,superintendent of ,schools in the ,brock ,district 7,oxford1 etc471 says3-- ,the diversity of books and modes of teaching referred to in my last report1 still exists1 nearly to the same extent2 and in the qualifications of teachers also1 as great a variety was observable as before4444 ,it appears to me that parents should be impressed1 to a much greater extent than at present1 with a sense of the necessity and importance of education for their children4 ,george ,duck1 jr41 ,esq41 ,superintendent of ,schools in the ,western ,district 7,kent1 etc471 says3-- ,in many townships little or nothing was raised by rate-bill4 ,in many places the poverty of the settlements prevented it2 and the only school that was kept open in these districts was just during the time that the allowance from the aggregate fund was sufficient to pay the teacher4 ,this course is1 in fact1 of very doubtful benefit1 as the school is seldom kept open for more than three months in the year1 and the children lose so much benefit continuous education produces4 ,,school ,,houses ,,and ,,school ,,teachers ,,in #ahde-ahej4 ,the ,rev4 ,dr4 ,ryerson1 in his report for #ahde-df1 speaking of school houses in the ,province1 says3-- ,with a few exceptions1 the school houses are deficient in almost every essential quality of places adopted for elementary instruction4 ,very few are furnished with any thing more than desks and forms of the most ordinary kind1 and have no apparatus for instruction1 nor appendages1 or conveniences either for exercise or such as are required for the sake of modesty and decency4 ,in his annual ,report for #ahdg1 ,dr4 ,ryerson incidentally refers to the character of teachers in some districts4 ,he says3-- ,in one district1 where intemperance heretofore prevailed to a considerable extent1 even among school teachers1 the ,superintendent gave notice that he would not give a certificate of qualification to any but strictly sober candidates1 and that1 at the end of six months he would cancel the certificates of all teachers who suffered themselves at any time to become intoxicated4444 ,i know of two other districts in which the ,superintendents have acted thoroughly on the same principle1 with the same happy results4444 ,in a note in reference to it in the printed ,form of ,regulations1 ,i remarked that 'no intemperate or profane person should be intrusted with the instruction of youth4'444 ,no one will doubt that there are fewer unqualified and immoral teachers employed now than there were before the passing of the present ,school ,act 7of #ahdf74 ,pages #h and #i4 ,in his circular issued to the newly formed ,county ,boards of ,examiners1 dated #hth ,october1 #ahej1 ,dr4 ,ryerson thus referred to this matter3-- ,many representations have been made to this ,department respecting intemperate and profane and ,sabbath-breaking teachers4444 ,i cannot but regard it as your special mission to rid the profession of common school teachers of unworthy character1 and 444 to protect the youth against the poison of a vicious teacher's example4 ,report for #ahej1 pages #cje1 #cjf4 ,,dr4 ,,ryerson',s ,,practical ,,agencies ,,to ,,give ,,information ,,and ,,remove ,,prejudice4 ,it will thus be seen from the foregoing1 that at this time educational affairs were at a low ebb4 ,dr4 ,ryerson1 therefore1 sought in every practical way to overcome this educational apathy and inertia4 ,his pen and personal effort were freely used4 ,the first circular to municipal councils--prepared by him--was issued by the new ,provincial ,board of ,education in ,august1 #ahdf4 ,this he followed up by one from himself addressed to county councils1 in which he explained fully and at length the scope and objects of the new scheme of popular education4 ,this was done under three heads3--#a4 ,that it was based upon the principles of our common ,christianity4 #b4 ,that upon the duty of educating the youth of our country there exists but one opinion1 and1 therefore1 there should be but one party4 #c4 ,that the system of elementary education is public1 not private4 ,another agency ,dr4 ,ryerson sought to employ to aid the ,department in its great work4 ,and by it he hoped to educate and rightly influence public opinion in favor of the new departure then in progress4 ,the plan he proposed to the ,government in #ahdf1 to authorize the issue1 under his direction1 of a departmental ,journal of ,education1 to be devoted1 among other things1 to the exposition of every part of our school system1 then new to the people1 444 and to the discussion of the various means of promoting the efficiency of the schools4 ,this the ,government felt unwilling at the time to do4 ,he1 therefore1 undertook the expense and responsibility of the publication himself in ,january1 #ahdh4 ,and it was not until years had demonstrated the practical value and success of the proposed agency that the expense of the publication was provided for by an annual vote of the ,legislature4 ,a third agency which ,dr4 ,ryerson successfully employed to aid the ,department was that of personally holding county school conventions4 ,in explaining this project to the ,government in #ahdf1 he said3-- ,i propose 444 to visit and employ one or two days in school discourse and deliberation with the ,superintendent1 ,visitors1 ,trustees and ,teachers in each of the several ,districts of ,upper ,canada4 ,i know of no means so effectual to remove prejudice1 to create unanimity of views and feelings1 and to excite a general interest in the cause of popular education1 etc4 ,this project was concurred in by the ,government1 on condition that the expense of the proposed nearly three months' visitation should not exceed #ge4 ,thus was inaugurated1 in #ahdf1 a series of county school conventions which1 at intervals of about five years each1 were held all over the country4 ,the early ones involved travelling in all kinds of weather and in all kinds of conveyances1 so as to keep engagements made weeks before4 ,they were1 however1 of immense service to the ,department in removing prejudice1 settling difficulties and solving doubts as to the practicability of plans proposed for improving the condition of the schools and raising the intellectual and social status of the teacher4 ,,combined ,,opposition ,,to ,,the ,,projected ,,system ,,of ,,education4 ,it was not to be expected that so comprehensive a scheme of education as that proposed by ,dr4 ,ryerson in #ahdf and #ahdg would meet with general acceptance4 ,the very reverse was the fact4 ,it was assailed as revolutionary and oppressive4 ,it certainly was revolutionary in the best sense2 but not oppressive1 for it was largely permissive and wholly tentative4 ,and1 for many years the ,town of ,richmond1 in the ,county of ,carleton1 refused to establish schools under its provisions4 ,the new measures were so far revolutionary that they differed almost wholly from the former projected school acts4 ,the system proposed was composite4 ,its machinery was adopted chiefly from the ,state of ,new ,york4 ,the principle upon which the schools were to be supported was taken from ,new ,england--,normal schools1 from ,germany1 and the uniform series of school books1 from ,ireland4 ,all were1 however1 so blended together and harmonized1 to meet the requirements and circumstances of the country that they became1 in ,dr4 ,ryerson's moulding hands1 racy of the soil4 ,up to this time no one but ,dr4 ,ryerson had been able to give a practical turn to the rather crude theories which had been held on the subject of popular education4 ,he1 however1 had to pay the penalty of all such reformers2 but yet he lived to see the fuller details of his system of education worked out on his own lines4 ,it is needless to say that ,dr4 ,ryerson's scheme was assailed as impracticable4 ,this ,i have explained4 ,it was held to be too comprehensive for the country4 ,even his reference to the compact and systematized plan adopted in ,prussia was seized upon as an indication of his covert design to introduce the baneful system of so-called ,prussian despotism4 ,his commendation of free schools1 as a prospective feature of our educational system was denounced as an attempt to legalize an outrageous robbery1 and as communistic war against property4 ,as an example of the injustice of these criticisms on ,dr4 ,ryerson's scheme of education1 he said in a lecture on education in #ahdg3-- ,i have seen in certain of the public prints1 a provision of our school law ascribed to ,prussia1 which was borrowed from the school law of the ,city of ,buffalo2 and another provision declared to be incompatible with the rights of man which forms the basis and glory of the common school system of ,massachusetts4 ,although opposition to ,dr4 ,ryerson's educational plans1 as embodied in his school acts1 was somewhat general1 yet it was singularly illogical4 ,the sore point was that it touched men's pockets in the form of school rates4 ,,educational ,,proceedings ,,of ,,district ,,councils ,,in #ahdg1 #ahdh4 ,an influential district council in the ,west sought to influence all of the others against the new system1 especially against the establishment of a ,normal ,school4 ,in a memorial to the ,legislature 7which it sent broadcast71 dated ,hamilton1 #ajth ,november1 #ahdg1 and signed by ,james ,little1 ,chairman of the ,education ,committee1 ,john ,white and ,francis ,cameron1 and adopted by the ,gore ,district ,council1 the following passages occur3 ,with respect to the necessity of establishing a ,normal1 with ,elementary ,model ,schools in this ,province1 memorialists are of opinion that1 however well adapted1 such an institution might be to the wants of the old and densely populated countries of ,europe1 where services in almost every vocation will scarcely yield the common necessaries of life1 they are1 so far as this object expected to be gained is concerned1 altogether unsuited to a country like ,upper ,canada4444 ,nor do your memorialists hope to provide qualified teachers by any other means1 in the present circumstances of the country than securing as heretofore1 the services of those whose physical disabilities from age render this mode of obtaining a livelihood the only one suited to their decaying energies1 or by employing such of the newly arrived emigrants as are qualified for common school teachers year by year as they come amongst us1 and who will adopt this as a means of temporary support1 until their character and ability are known and turned to better account for themselves4 ,this memorial having been sent to each of the district councils in ,upper ,canada for their concurrence1 and with a view to procure the repeal of the ,school ,act1 #i ,vic41 ch4 #bj1 the ,colborne ,district ,council not only refused to concur in it but subjected it to severe criticism4 ,in regard to the foregoing extract from the ,gore ,district ,memorial1 the ,colborne ,council 7now ,peterboro' and ,victoria7 in its report on that memorial said3 ,that the moneys required to pay for the establishment and support of ,normal and ,model ,schools are little less than a waste of so much of the ,legislative grant1 is an opinion in which your committee are so far from concurring1 that they believe it is from these sources must mainly arise the instrumentality through which the friends of education can alone hope for the first considerable amelioration of the evils they lament4444 ,nor can your committee reconcile it either with their just expectations1 or their sense of duty to rest satisfied with the services of those whose physical disabilities from age and decaying energies render them unfit1 or of those 'newly arrived emigrants1' whose 'unknown character and abilities' render them unable to procure a livelihood by any other means than by becoming the preceptors of our children2 the dictators of their sentiments and manners2 the guardians of their virtue2 and in a high degree the masters of their future destinies in this world and the next4 ,this report was prepared by ,mr4 ,thomas ,benson1 ,chairman of the ,education ,committee1 and ,warden of the ,district 7father of ,judge ,benson of ,port ,hope74 ,it was adopted by the ,colborne ,district ,council in ,february1 #ahdh4di #di ,correspondence between members of the ,government and the ,chief ,superintendent1 #ahej1 pp4 #ag-bj4 ,the ,western ,district ,council1 in its memorial to the ,legislature against the ,school ,act1 represented that spite1 hatred and malice between neighbors and friends1 existed1 and was occasioned by the present ,school ,act4 ,it added3 ,so numerous are the petitions on the subject that more than half of the time of the ,council is taken up in endeavoring to settle the differences1 but unfortunately without any beneficial effect4 ,the ,chief ,superintendent1 in his report1 referring to this statement says3 ,now1 in examining the printed report of the committee1 to whom all these petitions were referred1 ,i find that of the twenty-nine petitions presented to the ,council1 one prayed for the establishment of a female school in one of the sections 7which was granted72 one prayed for a local school tax in a section2 two related to the formation of new school sections1 and the remaining twenty-five related to the disputes as to the boundaries of school sections and the non-payment of school moneys by township superintendents4 ,thus not one of these disputes could have arisen out of the ,school ,act1 but must have all been caused by an improper division of the school sections1 either by the township superintendents under the late ,act1 or by the ,council under the present statute4 ,in this 7,western7 ,district the ,council says3 ,we well know that a very large number of the trustees can neither read nor write1 and1 therefore1 it must be obvious that the greater part of the requirements of the law remain undone4 ,on this statement the ,chief ,superintendent remarks3 ,in other districts where the trustees can read and write1 and where the councillors an correspondingly intelligent and discreet in their school proceedings1 no disputes or inconvenience have1 as far as ,i am aware1 occurred on this subject4 ,in the ,district of ,dalhousie1 the ,chief ,superintendent states3 ,still greater dissatisfaction and confusion were created by the mode of proceeding adopted by the council4 ,before the passing of the present ,school ,act the council of this district never imposed a school assessment4444 ,the introduction of a district assessment 7under the new ,act7 would naturally excite some dissatisfaction1 and especially in a district bordering on counties in ,lower ,canada where the school assessment had been resisted4444 ,in addition the ,chief ,superintendent adds3 ,the ,council in the autumn of #ahdg passed a by-law to this effect3 ,whereas the school section division mode by this ,council at its last session1 are in many instances1 discordant to the convenience and wishes of the inhabitants1 and that to correct them satisfactorily this present session is impracticable4 ,the ,district ,superintendent is empowered and required to make a distribution of the school fund 7legislative grant and county assessment7 'share and share alike1' among qualified teachers without reference to the number of scholars under their tuition1 but in proportion to the time such teachers may have been teaching1 etc4 ,thus the ,superintendent remarks1 this by-law contemplated the abolition of the statute requiring the school grant to be distributed according to the school population of each section4 ,it made no distinction between the able teacher who taught sixty scholars and the young one who taught twenty2 it had no regard to the engagements which may have been made by trustees according to law2 it required of teachers conditions which the law had not enjoined1 and proposed to deprive many of them of advantages which the law had conferred4444 ,of course ,i pointed out the illegality and injustice of the by-law and it was not acted upon4 ,at the session of the ,council lately held1 a resolution was adopted praying the ,governor-,general to dissolve the ,council that the sense of the inhabitants of the ,dalhousie ,district might be taken on the school law4444 ,it is doubtless probable that many of the inhabitants have not distinguished between the provisions of the law and the proceedings of their own ,council--attributing to the former what has been occasioned by the latter4#ej #ej ,chief ,superintendent's ,annual ,report for #ahdg-h1 page #f4 ,contrast the enlightened discussion of such questions to-day with the ignorant dogmatism of that day1 and you can form some idea of the magnitude of ,dr4 ,ryerson's labors1--not only in laying broad and deep the foundations for his superstructure1 but in seeking to overcome the deep-rooted and unreasoning prejudices of those days--days indeed of anxiety and toil and fierce opposition1 which ,i so well remember4 ,,estimate ,,of ,,lord ,,elgin',s ,,character ,,by ,,the ,,hon4 ,w4 ,h4 ,,draper4 ,on the arrival in ,canada of ,lord ,elgin1 as ,governor-,general1 ,dr4 ,ryerson wrote confidentially to ,hon4 ,attorney-,general ,draper 7on the #afth ,february1 #ahdg71 asking him for his opinion of the new ,governor-,general4 ,mr4 ,draper replied on the #bbnd as follows3-- ,as far as my opportunities of judging go1 ,i think ,canada will find cause of satisfaction in having ,lord ,elgin for a ,governor4 ,he is industrious in habit1 pleasing in manner1 extremely courteous and affable in bearing4 ,i find him also diligent and shrewd in inquiry2 and the observations which fall from him show that he has studiously kept pace with the great questions of the day 7,i do not mean our ,canadian politics simply71 and besides the cultivation of classical education in its broader sense1 he possesses a mind stored with facts bearing on and illustrative of those questions4 ,in these respects1 or more correctly speaking in the latter1 and as regards trade and finance1 he reminds me more of ,lord ,sydenham than any other governor of my time4 ,i think he possesses also caution and firmness2--that he will not resolve hastily1 that he may not have to change his resolves4 ,he has large ideas of the capabilities and resources both of ,canada and of the ,british ,north ,american ,provinces1 and1 as it strikes me1 without any reference to a political union of these provinces1 thinks that a course might be taken to develop the whole1 by separate parts taking a common course in matters in which they have a common interest--internal communication1 favorable to our ,european commerce and connections will serve as an illustration of the sort of questions to which ,i allude4444 ,all this1 of course1 is mere opinion1 but such are my first impressions1 and as such1 and no more1 ,i readily give them to you in reply to your enquiry1 etc4 ,subsequently1 ,dr4 ,ryerson met ,lord ,elgin in ,montreal1 and1 in a letter to me1 dated #bdth ,july1 #ahdg1 he says3-- ,at his own request ,i have had an interesting interview with ,lord ,elgin4 ,he is exceedingly well versed in systems of education1 and is a thoroughly practical man on the subject4 ,,invaluable ,,assistance ,,given ,,to ,,dr4 ,,ryerson ,,by ,,lord ,,elgin4 ,it was fortunate that just at this crisis ,canada was favored with the presence of one of the most accomplished1 in every sense of the term1 of the ,queen's representatives1 the ,earl of ,elgin and ,kincardine4 ,that distinguished statesman1 who afterwards filled with great dignity the highest post in the civil service of ,great ,britain1 that of ,governor-,general of ,india1 reached ,canada at a critical transitional period in our history4 ,few can recall the incidents of those days without a feeling of admiration for the fearlessness1 tact1 and ability with which he discharged the delicate and difficult duties of his high office4 ,when ,lord ,elgin arrived in ,canada in #ahdg1 and when he removed to ,toronto1 after the riot and burning of the ,parliament ,house in ,montreal in #ahdi1 educational affairs were fiercely discussed and were yet almost at the low ebb at which ,dr4 ,ryerson had found them4 ,not that they had previously reached a higher plane and had gradually settled down to a lower one4 ,the reverse was the fact1 but the question of education had only then 7in ,dr4 ,ryerson's hands7 begun to attract serious public attention4 ,it was1 however1 as ,i have explained1 in an adverse direction1 for the whole subject1 in the advanced form in which it was presented by ,dr4 ,ryerson1 was unpopular4 ,it involved taxation and other unpalatable burdens1 as its opponents averred4 ,notwithstanding the zeal and ability with which ,dr4 ,ryerson had collected and arranged his facts1 analyzed the various systems of education in ,europe and ,america1 and fortified himself with the opinions of the most experienced educationists in these countries1 the system which he projected1 and the school law which embodied it1 continued to be fiercely assailed by a portion of the press1 and by hostile politicians4 ,this hostility culminated in an event which brought things to a crisis in #ahdi4 ,at this time1 an administration was in office1 one or two members of which were personally unfavorable to ,dr4 ,ryerson's continuation in office4 ,one of these1 a prominent and popular member of the cabinet 7,hon4 ,malcolm ,cameron1 who afterward became a warm friend of ,dr4 ,ryerson7 induced his colleagues to assent to the passage of a school bill which practically legislated ,dr4 ,ryerson out of office1 besides being objectionable in other respects4 ,he at once tendered his resignation4 ,the ,hon4 ,robert ,baldwin1 ,attorney-,general1 declined to recommend its acceptance4 ,by advice of the ,cabinet1 the operation of the bill was suspended until a new one1 framed by ,dr4 ,ryerson1 could be prepared and passed4 ,the result was the passage of the ,school ,act of #ahej--popular in its character and comprehensive in its provisions4 ,it now forms the broad basis of the present school system of ,ontario4 ,it was at this period of our educational history that ,lord ,elgin first came into official contact with our educational system4 ,being familiar with the ,scottish parochial school system1 he soon mastered the whole subject1 and perceived the great importance to the whole country of the question which was then being so fiercely discussed4 ,being in ,england in #ahec1 ,dr4 ,ryerson wrote to me there3-- ,i was glad to learn that ,lord ,elgin was to go in the same steamship with you from ,boston4 ,i have no doubt it will have proved interesting to him as well as to you1 and perhaps useful to you4 ,i miss you very much from the office1 but ,i do not like to employ any more aid without sanction of the ,government1 though ,i could get no one to take your place4 ,i would wish you to write me what ,lord ,elgin may have thought or have said as to our doings and plans of proceeding4 ,if the library plan succeeds1 it will achieve noble results4#ea ,i feel that our success and happiness in the ,department are inseparably united4 #ea ,lord ,elgin always referred to ,dr4 ,ryerson's library scheme in his educational addresses as the ,crown and ,glory of the ,institutions of the ,province4 ,it was indeed fortunate for my mission that ,i was on the same ,cunard steamer to ,england with ,his ,excellency the late lamented ,lord ,elgin1 to whom ,i entered into full detail in regard to the objects of that mission4 ,before leaving the steamer1 ,lord ,elgin most kindly promised to aid me in every way he could while in ,england1 and wrote me his address as ,broom ,hall1 ,dumfermline1 in case ,i should have occasion to refer to him4 ,he also added the following paragraph to the letter of your instructions and authority1 which1 in more than one instance1 ,i found to be of essential service to me3-- ,i believe the object of ,mr4 ,hodgins' mission to be most important to ,canada1 and ,i trust that he will meet with all support and encouragement4 7,signed7 ,,elgin ,,and ,,kincardine1 ,governor-,general4 ,september1 #ahec4 ,one of my letters1 reporting to ,dr4 ,ryerson as far as ,i had gone1 my proceedings in ,england1 having been enclosed to the ,hon4 ,mr4 ,hincks1 he said in reply3--,i return you ,mr4 ,hodgins' interesting letter1 with thanks for its perusal4 ,it was fortunate he went by the same steamer as ,lord ,elgin4 ,i am much interested in the success of your libraries1 which is beyond my most sanguine expectations4 ,,quebec1 #aath ,oct4 #ahec4 ,i recall with pleasure the great services which ,lord ,elgin then rendered to the cause of education at a critical period of its history in this ,province4 ,his speeches and addresses on the subject at that time had a wonderful effect in moderating the opposition which ,dr4 ,ryerson received while laying the foundations of our system of education4 ,they had also the potent effect of popularizing that system in the estimation of the people which it was designed to benefit4 ,that popularity has1 happily1 continued to this day1 thanks in a great degree to the dignity imparted to the subject by the persuasive eloquence of ,lord ,elgin4 ,his eminence as a distinguished graduate of ,oxford1 and his general knowledge of ,european systems of education1 enabled him to speak with a precision and certainty which few could gainsay4 ,it was a gratifying fact that he identified himself personally1 as well as officially1 throughout the whole of his seven years' administration1 with the general education and intellectual improvement of the people of ,canada4 ,the first bill to which ,his ,excellency assented in the ,queen's name was the ,school ,act of #ahej1 to which ,i have referred4 ,,proceedings ,,of ,,the ,,first ,,council ,,of ,,public ,,instruction--,,the ,,normal ,,school4 ,one of the first and necessary acts of the ,provincial ,board of ,education1 or first council of public instruction1 was the adoption of a uniform series of text-books--one only on each subject4 ,those chosen were the ,irish ,national ,series1 with two additions4 ,the next important step taken by the ,board was the establishment1 in ,november1 #ahdg1 of a ,normal ,school1 with the necessary adjunct of a ,model ,school4 ,the old ,government ,house was fitted up as a ,normal ,school1 and the stable connected with it was renovated and converted into a ,model ,school1 or school of practice for teachers-in-training4#eb ,on the removal of the seat of government to ,toronto1 in #ahdi1 the ,normal ,school was held in the ,temperance ,hall1 and other arrangements were made4 #eb ,apropros of this1 ,dr4 ,ryerson1 in a private note to ,hon4 ,w4 ,h4 ,draper1 in ,april1 #ahdf1 said3-- ,the stables of the ,government ,house may be fitted up for ,model ,schools1 etc4 ,it is a curious and not interesting fact that the stables of ,louis the ,fourteenth1 at ,versailles1 are now used for the great ,national ,normal ,school of ,france1 and is the most splendid establishment of the kind on the ,continent of ,europe4 ,so successful were these schools in raising the status of the teaching profession that the government of the day--the memorable ,baldwin-,lafontaine administration--willingly listened to a proposition of the ,provincial ,board of ,education to grant funds for the purchase of a site and the erection of suitable buildings for these schools4 ,the ,hon4 ,francis ,hincks1 who was ,inspector ,general1 had 7upon ,dr4 ,ryerson's estimate7 a proposed grant of #ae1jjj put in the estimates of #ahej for the purposes named4 ,a site of seven acres and a half of land was purchased from the estate of the ,hon4 ,peter ,m',gill4 ,the writer of this retrospect had the pleasure 7in the absence of ,dr4 ,ryerson in ,europe7 of signing the cheque for the purchase money1 #d1ejj1 and of seeing that the deed was duly made out in the name of ,her ,majesty the ,queen and her successors1 and transferred for safe keeping to the ,crown ,lands ,department4 ,after the plans for the buildings had been approved1 certain important additions were considered desirable 7chiefly a theatre1 or central lecture hall1 etc474 ,as the grant already made was quite insufficient for the proposed additions1 ,mr4 ,hincks was once more appealed to4 ,he responded very promptly and heartily1 and recommended to his colleagues that a further grant be made1 which was done1 and an item of #aj1jjj additional was placed in the estimates of #ahea and concurred in by the ,legislature4 ,the work then proceeded and near the close of the second year it was brought to a conclusion4 ,so carefully had these two grants been husbanded that when the buildings were completed and furnished1 there was a balance left over of #ij4 ,with this sum the expense of fitting up the ,departmental ,library was defrayed4 ,the result was highly gratifying to ,mr4 ,hincks1 and he so expressed himself at the opening of the buildings in the following year4 ,,laying ,,the ,,corner ,,stone ,,of ,,the ,,normal ,,school ,,building1 #ahea4 ,on ,wednesday1 the #bnd of ,july1 #ahea1 the imposing ceremony of laying the corner stone of the new edifice took place4 ,the guard of honor was the #gast ,highlanders1 under ,sir ,hew ,dalrymple4 ,ministers of both ,houses of ,parliament1 the city corporation1 etc41 attended4 ,the inscription on the brass plate--,i quote from the original1 as written by ,dr4 ,ryerson--was as follows3 ,this ,institution1 ,erected by the ,enlightened ,liberality of ,parliament1 is ,designed for the ,instruction and ,training of ,school ,teachers upon ,christian ,principles4 ,right ,rev4 ,bishop ,charbonnell1 to whom was assigned the duty of presenting the ,governor-,general with the silver trowel1 spoke with great cordiality1 and with ,french grace and eloquence4 ,he said3 ,,monseigneur1--,je suis trs heureux et trs honor d'avoir t choisi par le ,conseil de l',instruction ,publique1 dont votre ,excellence a daign me faire membre1 pour lui prsenter cette truelle d'argent aux industrieuses emblmes du blazon des ,bruces4 ,l'etablissement dont votre ,excellence va poser la pierre angulaire1 ,monseigneur1 sera un des plus glorieux monuments de tout ce que son libral gouvernment aura fait pour la prosprit1 de ce pays3 ad dificationem4 ,this in substance is as follows3-- ,,my ,,lord1--,i am very happy and am highly honored to have been chosen by the ,council of ,public ,instruction--of which your ,excellency has condescended to make me a member--to present to you1 on their behalf1 this silver trowel emblazoned with the industrial emblems which form the arms of the ,bruces4 ,the institution1 of which your ,excellency is about to lay the corner stone1 is destined to be1 my ,lord1 one of the most glorious monuments amongst all of those which your liberal administration has devised for the welfare of this country4 ,in laying the corner-stone1 ,lord ,elgin was particularly happy in his reply to these remarks1 and to the address of the newly-constituted ,council of ,public ,instruction4 ,he said1 addressing ,dr4 ,ryerson3-- ,it appears to me1 sir1 444 that this young country has had the advantage of profiting by the experience of older countries--by their failures and disappointments1 as well as by their successes2 and that experience1 improved by your diligent exertions and excellent judgment 444 and fortified by the support of the ,council of ,education1 and the ,government and ,parliament of the ,province1 has enabled ,upper ,canada to place herself in the van among the nations in the great and important work of providing an efficient system of general education for the whole community4444 ,i do not think that ,i shall be charged with exaggeration when ,i affirm that this work is the work of our day and generation--that it is the problem in our modern society which is most difficult of solution4444 ,how has ,upper ,canada addressed herself to the execution of this great work8444 ,sir1 ,i understand from your statements--and ,i come to the same conclusions from my own investigation and observation--that it is the principle of our educational system that its foundation be laid deep in the firm rock of our common ,christianity4444 ,permit me to say1 both as an humble ,christian man and as the head of the ,civil ,government of the ,province1 that it gives me unfeigned pleasure to perceive that the youth of this country1 444 who are destined in their maturer years to meet in the discharge of the duties of civil life upon terms of perfect civil and religious equality--,i say it gives me pleasure to hear and to know that they are receiving an education which is fitted so well to qualify them for the discharge of these important duties2 and that while their hearts are yet tender 444 they are associated under conditions which are likely to provoke amongst them the growth of those truly ,christian graces--mutual respect1 forbearance and charity4 ,one of ,his ,excellency's last acts in ,toronto1 when about to leave the country1 was to visit those buildings and express his satisfaction with the several departments of the system therein conducted4 ,,the ,,county ,,model ,,schools ,,of #ahdc-ahej4 ,the necessity of these schools was felt more than forty years ago1 and provision was then made for their establishment4 ,thus1 in the first ,school ,act passed in #ahdc to regulate ,common ,schools in this province1 section #eg of that ,act declares3-- ,that it shall and may be lawful for the court of wardens of any county in ,upper ,canada 444 to raise and levy by county rate a sum not exceeding #bjj 7#hjj71 and to appropriate and expend the same for the maintenance of one or more ,county ,model ,schools1 within such county and to constitute1 by by-law1 or by-laws1 to that effect1 any township1 town1 or city school1 or schools within the county1 to be1 for any term not less than one year1 such ,county ,model ,school or ,schools1 etc4 ,a sum not less than #dj was appropriated to each such school towards 'the payment of the teachers and the purchase of books and apparatus4' ,the #ffth section of the same ,act also declared3-- ,that in every such township1 town or city ,model ,school gratuitous instruction shall be given to teachers of ,common ,schools within the township1 town or city1 wherein such ,model ,school may be established during such periods and under such regulations of the township1 town or city superintendent may from time to time direct4 ,again1 in the first ,common ,school ,act prepared by ,dr4 ,ryerson1 and passed in #ahdf1 after providing for the establishment of ,district ,model ,schools--it was declared 7sec4 #dj73-- ,that at every such ,district ,model ,school gratuitous instruction shall be afforded to all teachers of ,common ,schools within the district in which such ,model ,school may be established during such period and under such regulations as the district superintendent may from time to time direct4 ,these ,county ,model ,schools 7as will be seen7 had higher functions than have the ,county ,model ,schools of the present day4 ,they were designed to afford instruction to persons who were already teachers1 and were thus in ,dr4 ,ryerson's views constituted local ,normal ,schools for that purpose4 ,so much importance did ,dr4 ,ryerson attach to the value of training institutions for teaching1 and so much did he anticipate a demand for them that on page #afb of his ,report on a ,system of ,public ,elementary ,instruction1 published in #ahde1 he said3-- ,as soon as examples of the advantages of trained teachers can be given1 ,i believe the ratio of demand will increase faster than that of supply1 and that an additional ,normal ,school will soon be required in each of the most populous districts4 ,then again so jealously was the efficiency of these ,district or ,county ,model ,schools guarded that in the same ,act1 #i ,victoria1 chapter #bj1 it was provided that no teacher could be appointed to such school without the approval in writing of the district superintendent1 and unless he held a certificate from the ,normal ,school 7which was established in #ahdg74 ,in addition to these requirements power was given to the district superintendent to suspend or dismiss ,model ,school teachers and to appoint others in their places1 in case the local trustees neglected or refused to do so4 ,this district superintendent was also authorized to examine 7as they often did at the ,model ,school7 all candidates for teaching in ,common ,schools and to give them certificates of qualification1 special or general1 at his discretion4 ,the question may here be asked1 ,of what practical value were these ,county ,model ,schools in the work of training school teachers1 and did they at all discharge the higher functions to which reference is made8 ,it was clear that these schools were regarded in those early days as a necessary adjunct to our system of education1 for the very purpose of aiding teachers in their professional work4 ,thus1 ,mr4 ,hamilton ,hunter1 in his report as ,school ,superintendent of the ,home ,district for the year #ahdd says3-- ,the deficiency in the qualification of teachers could be remedied by establishing in each district a ,model ,school upon a good scale1 and having it under the management of a superior teacher or teachers4444 ,the ,school ,bill makes provision for this1 etc4 ,in his report for #ahdg ,dr4 ,ryerson thus speaks of the operation and success of these schools wherever they had been established3-- ,the ,school ,superintendent of ,dalhousie ,district says3 ',in this ,county ,model ,school ,i have there held public examinations of ,common ,school teachers2 and on some occasions1 when reluctant to give them certificates1 ,i have sent them to the ,model ,school ,master for information and examination4444 ,these teachers did not make any permanent stay except one1 merely learning the mode of instruction1 the value of the studies and discipline of the school4'444 ,the ,superintendent of the ,johnstone ,district says3-- 444 ',much good has been done by the establishment of the ,model ,school in this district4 ,several teachers1 whose education was by no means good1 have acquired a sound knowledge of the subjects which are required to be taught in the ,common ,schools4' ,the ,superintendent of ,schools in the ,midland ,district says3--',almost every teacher who has attended the ,model ,school for any length of time is now teaching with good success4' ,in the ,act which was hurriedly passed in #ahdi1 but which1 by ,order-in-,council1 never went into operation1 provision was made to establish1 or continue the ,county ,model ,schools in any township1 town1 or city1 and granting to each of them #be over and above the sum to which such schools would be entitled as a ,common ,school 444 which sum shall be expended in the payment of a teacher or teachers1 and for no other purpose4 ,in the ,act of #ahej1 provision for the establishment and maintenance of ,township ,model ,schools was made4 ,township councils were authorized to raise a special tax for the support and efficiency of these schools2 and it was provided likewise1 that tuition to student-teachers in such ,model ,schools should be free4 ,the reason why ,township ,model ,schools were substituted for county ones1 is given by ,dr4 ,ryerson in his circular to town reeves1 dated #abth ,august1 #ahej4 ,other reasons contributed to this change1 but the circular gives the chief reason4 ,the attempts of district councils to establish ,model ,schools have thus far proved entire failures4443 ,the late district councils have in every instance1 except one1 abandoned the attempt4444 ,to the success and usefulness of a ,model ,school1 a model teacher1 at any expense1 is indispensable1 and then a ,model ,school-house1 properly furnished1 and their judicious and energetic management4 ,in addition1 ,i may say that the causes of failure of these valuable training institutions in #ahej1 may be incidentally learned from the very words here used by ,dr4 ,ryerson by way of suggestions to town reeves4 ,these schools had neither model teachers1 nor were the buildings model school-houses4 ,besides1 the district superintendents of that day1 and after them1 the township superintendents1 had1 as a rule1 no experience as trained teachers themselves4 ,by the ,act of #ahga1 the status and qualifications of these most important officers were raised to their present high standard4 ,the very name was changed1 and that of inspector was substituted4 ,it was felt by ,dr4 ,ryerson that until these new officers had secured some degree of popular favor1 and had proved their efficiency as organizers of schools1 and as practical judges of the necessary qualifications of teachers1 it would be useless for him to attempt the re-establishment of the ,county ,model ,schools4 ,before that time had fully arrived he retired from office--leaving this important and necessary duty to be undertaken 7as it was efficiently7 by his successor1 ,hon4 ,adam ,crooks1 as ,minister of ,education4 ,,fundamental ,,principles ,,of ,,dr4 ,,ryerson',s ,,scheme ,,of ,,education4 ,in founding the system of public instruction for ,upper ,canada1 ,dr4 ,ryerson wisely laid down certain fundamental principles which he believed to be essential to the success and stability of that system4 ,these general principles may be thus summarized3 #a4 ,that the machinery of education should be in the hands of the people themselves1 and should be managed through their own agency2 they should1 therefore1 be held1 be consulted1 by means of public meetings and conferences1 in regard to all school legislation4 ,this he himself did every few years4 #b4 ,that the aid of the ,government should only be given where it could be used most effectually to stimulate and assist local effort in this great work4 #c4 ,that the property of the country is responsible for1 and should contribute toward the education of the entire youth of the country2 and that1 as a complement to this1 compulsory education should necessarily be enforced4 #d4 ,that a thorough and systematic inspection of the schools is essential to their vitality and efficiency4 ,these and other important principles1 ,dr4 ,ryerson kept steadily in view during his long administration of the school system of his native ,province4 ,he was not able to embody them all at once in his earlier school bills1 but he did so in the final legislation on the subject with which he was connected in #ahgj-ahgd4 ,their judicious application to the school system contributed largely1 under the ,divine blessing1 which he ever sought1 to the wonderful success of his labors4 ,,can ,,upper ,,canada ,,emulate ,,the ,,state ,,of ,,new ,,york ,,in ,,educational ,,matters8 ,in his ,address to the ,people of ,upper ,canada on school affairs in #ahej1 ,dr4 ,ryerson thus answers this question3-- ,another ground of encouragement in our country's educational work is the practical proof already acquired of the possibility of not only improving our schools1 but of successfully emulating our ,american neighbours in this respect4 ,often have we heard this1 both publicly and privately1 pronounced utopian2 and often have we sought in friendly discussion to prove that it was neither impracticable nor extravagant to aim in rivalling our ,new ,york neighbours in our ,common ,schools4--,journal of ,education for ,upper ,canada1 vol4 #c1 page #b4 ,in his report for #ahea1 ,dr4 ,ryerson returns to this subject4 ,he says3-- ,the period is very recent when the subject of educational comparison with the ,state of ,new ,york would have been an absurdity--when the word 'contrast' must have been employed instead of the word 'comparison1' when not a few of our fellow countrymen1 and some of our public men1 considered the project1 or the idea of emulating the ,common ,school doings of our ,new ,york neighbours1 as presumptuous and chimerical4 ,i have not viewed the noble and patriotic exertions of the ,american people in any spirit of jealousy4444 ,i hold up their example to the admiration and imitation of the people of ,canada2 but ,i have not despaired of1 much less depreciated my own country2 and have had1 and have still in a higher degree than ever1 a strong conviction that there are qualities in the people of ,upper ,canada1 which1 under a proper and possible organization1 and with judicious counsel1 would place schools and education in this country upon more than a level with what we have witnessed and admired in the ,state of ,new ,york4 ,it is true our ,american neighbours have had more than thirty years the start of us2 but ,i am persuaded we shall not require half that time to overtake them--profiting1 as we have done1 and doubtless will do1 by their mistakes and failures1 as well as by their ingenuity and success4 ,to rebuke an unpatriotic spirit of ,canadian degradation in which some ,canadians indulge1#ec and to animate the hopes and exertions of the true friends of our intellectual and social progress1 ,i will show what has already been accomplished in ,upper ,canada in respect to ,common ,schools by a comparison1 in a few particulars1 with what has been done in the ,state of ,new ,york4 7,the particulars which ,dr4 ,ryerson points out are seven in number74--,report for #ahea1 7written in #aheb71 page #ag4 #ec ,dr4 ,ryerson constantly deprecated1 in these early years1 this want of the spirit of ,canadian ,patriotism4 ,in an eloquent paper 7in the third volume of the ,journal of ,education7 he shows that ,canadian ,patriotism 7is7 the ,lever of ,canadian ,greatness4 ,he sums it up in these words3 ,it cannot be too strongly impressed upon every mind that it is on ,canadian energy1 ,canadian ambition1 ,canadian self-reliance1 skill and enterprize--in a word1 on ,canadian patriotism--that depends ,canadian prosperity1 elevation and happiness4--,page #dj4 ,in his reply to a complimentary letter from the ,municipal ,council of the ,county of ,norfolk1 in #ahea1 ,dr4 ,ryerson thus referred to this subject3-- ,no person who has at all studied the subject of comparative school legislation between ,canada and other countries1 can fail to observe that there is an extent of local discretion and power in each of our ,school and ,county ,municipalities not found in any one of the neighbouring ,states1 while there are other elements incorporated into our school system1 which secure to the remotest municipality of ,upper ,canada the information and facilities which can alone be acquired and provided by a ,public ,department4 ,but the rational conviction and voluntary co-operation of the people themselves have been relied upon and appealed to as the basis of exertion and the instrument of success4 ,when1 therefore1 steps were taken to improve the text-books of the schools1 a set of the books recommended was procured and furnished to each ,county ,municipality in ,upper ,canada1 that the people might examine and judge of the desirableness of the books proposed1 in regard to both excellence and cheapness4 ,in promoting an improvement in the condition and character of school-houses1 plans and illustrations of school-houses and premises were procured and placed in the hands of the local councils1 and several of them were published in the ,journal of ,education4 ,the same course has been adopted in respect to ,school ,maps1 etc4 ,and in pressing upon the public mind the necessity and advantage of duly qualified ,school ,teachers1 an institution has been established to train them2 and the specimens of ,teachers thus trained 7though but partially trained in most instances1 from the short period of their training7 have excited a desire and demand for improved teachers in every ,county in ,upper ,canada4 ,i trust this year will witness the introduction of ,libraries--thus completing the establishment of every branch of our school system4 ,in all this there has been no coercion--but a perfect blending of freedom and unity1 of conviction and action2 and the entire absence of any opposition to the school system during the recent elections throughout ,upper ,canada1 shows how general and cordial is the conviction of the people as to its adaptation to their circumstances and interests4 ,i have the deepest conviction of the strong common sense and patriotism of the ,canadian people at large--a conviction founded on long observation and comparison between the people of ,canada and those of many other countries2 and ,i have a faith1 little short of full assurance1 as to the advancing and glorious future of our country4 ,with this conviction and faith1 and animated with the consciousness of general approval and co-operation on the part of the people1 ,i shall renew my humble contributions of labour to the common treasury of ,canadian progress and civilization4 ,,establishment ,,of ,,the ,,educational ,,depository1 ,,and ,,its ,,results4 ,in #ahej-ea1 ,dr4 ,ryerson1 while in ,england1 made arrangements for establishing a library1 a prize book and an apparatus and map depository1 in connection with his ,department4 ,his reasons for doing so may be thus briefly stated3 #a4 ,he felt it to be practically useless to train teachers in the best methods of imparting instruction1 and in the use of apparatus and other school appliances in the normal school and not provide for them1 when in charge of schools1 a constant and abundant supply of these necessary appliances at the very cheapest rates4 #b4 ,he held it to be equally necessary that the pupils1 who had acquired a taste for reading and knowledge in the schools1 should have an equally abundant and perennial supply of the best and purest literature as it is issued from the press2 otherwise they would be sure to procure reading matter 7often pernicious1 as he had painful proof7 for themselves4 #c4 ,he could see no distinction1 and therefore could not admit of any1 in the principle of providing such a two-fold supply of school material and reading matter1 and in that of providing trained teachers and skilled inspectors at the expense of the ,province1 as well as a money bonus to aid in maintaining the schools in a state of efficiency4 #d4 ,he further felt that it was immaterial whether the money voted by ,parliament was expended in one direction or the other1 so long as in each department of the system the best interests and necessities of the schools were consulted1 and the symmetry and efficiency of the school system1 as a whole1 were preserved and promoted4 #e4 ,he projected this plan of supply on a purely commercial basis1 and so arranged and successfully carried out his scheme that while there was distributed nearly a million dollars' worth of school material and books up to the time when the depository was closed1 it did not cost the country anything for the expenses of its management1 as it more than paid its way4 ,an elaborate report on this subject was prepared by ,mr4 ,james ,brown1 an experienced accountant1 under the direction of ,hon4 ,adam ,crooks1 the first ,minister of ,education4 ,it more than sustained the statement here made4 ,the particulars are as follows3-- ,,abstract ,,of ,,depository ,,schedule ,,presented ,,to ,,the ,,legislature ,,in #ahgg4 ,total amount of legislative grants to the depository for all purposes1 viz43 7#a7 ,purchase of stock1 and 7#b7 ,salaries and the entire cost of management1 etc41 #ahej to #ahge inclusive #haa1ebc #gb ,total value of books1 maps and apparatus despatched from the depository1 #ahej to #ahge inclusive #hjc1jfg #hf ,difference to be accounted for #h1dee #hf ,net value of the stock on hand at the end of #ahge1 after paying all expenses of management1 etc #gi1eji #da ,deduct the difference to be accounted for 7as above7 #h1dee #hf ---------- ,grand total of profits made by the depository after paying all charges1 as above1 during the years #ahej-ahge #ga1jed #ee ,,dr4 ,,ryerson ,a ,,commissioner ,,on ,,king',s ,,college1 ,,etc41 ,,new ,,brunswick ,,in #ahed4 ,on the #ast of ,may1 #ahed1 the ,legislature of ,new ,brunswick passed an ,act empowering the ,lieutenant-,governor to appoint a ,royal ,commission3-- ,to enquire into the present state of ,king's ,college1 its management and utility1 with a view of improving the same1 and rendering that institution more generally useful1 and of suggesting the best mode of effecting that desirable object1 etc4 ,in accordance with this ,act1 ,sir ,edmund ,head1 the then ,lieutenant-,governor1 in ,august1 #ahed1 appointed the following gentlemen as commissioners1 viz43--,hon4 ,john ,hamilton ,gray1 7late ,judge of the ,high ,court of ,british ,columbia71 ,rev4 ,dr4 ,egerton ,ryerson1 ,john ,william 7now ,sir ,wm47 ,dawson1 ,hon4 ,john ,simcoe ,saunders1 and ,hon4 ,james ,brown4 ,in accepting the position of commissioner1 ,dr4 ,ryerson1 at the close of his letter to ,provincial ,secretary ,partelow1 said3-- ,when ,i mentioned to the head of the ,canadian ,administration the request which had been made to me from ,new ,brunswick1 and the probability that a compliance with it would cause my absence for two or three weeks from the duties of my department1 he thought ,i ought1 by all means1 to go--that it was part of my appropriate work1 and that we should regard each ,province of ,british ,north ,america as a part of our own country4 ,new ,brunswick is so to me1 in a peculiar sense1 as the birth-place of my sainted mother and my elder brothers and sisters4 ,the commission met first at ,fredericton1 and afterwards at ,toronto4 ,to ,dr4 ,ryerson was entrusted the principal duty of drawing up the elaborate report1 and in ,hon4 ,j4 ,h4 ,gray's letter as chairman1 accompanying the report in ,december1 #ahed1 he says3 ,i beg to express1 with the full concurrence of my fellow commissioners1 our acknowledgements of the very valuable assistance afforded us by ,dr4 ,ryerson4 ,his great experience and unquestioned proficiency on all subjects connected with education1 justly entitle his opinion to great weight4 ,sir ,wm4 ,dawson1 in a letter to ,mr4 ,gray1 thus summarizes the contents of the report3-- #ast4 ,the improvement of the ,college course of instruction and its extension by the introduction of special courses4 #bndly1 ,the definition of the true place of the ,provincial ,college in its relations to the other educational institutions of the ,province1 and to the religious beliefs of the people2 and #crdly1 ,the union of all the educational institutions in a ,provincial university system1 under official supervision4 ,a change in the ,government of ,new ,brunswick in #ahed1 prevented the report being considered in the ,legislature at that time4 ,in a letter from ,mr4 ,gray to ,dr4 ,ryerson1 dated ,may #ae1 #ahee1 he says3-- ,the change of ,government prevented our report being adopted and acted upon1 but it met with universal approbation1 and from every portion of the ,province the voice of praise has gone up4 ,i give you credit for it all2 and in my remarks in the ,house1 ,i made my acknowledgements publicly to you and ,mr4 ,dawson4 ,in a confidential letter to me1 on ,separate ,school matters1 from ,dr4 ,ryerson1 dated ,quebec1 ,january #cj1 #aheh1 he said3-- ,sir ,edmund ,head 7now ,governor-,general71 highly approved of my ,report1 etc41 on the ,new ,brunswick ,college question and has sent it to the authorities of ,mc,gill ,college to see if they cannot adopt something of the same kind4 ,mr4 ,gray had hoped that the comprehensive bill proposed by the commission in #ahed1 and to give effect to their recommendations relating to ,king's ,college1 ,normal and ,model ,schools1 and a ,chief ,superintendent of ,education1 would be passed in the following year1 #ahee4 ,in this he was disappointed1 for the bill did not pass until #ahfj4 ,in a letter to ,dr4 ,ryerson from the ,hon4 ,charles ,fisher1 dated ,fredericton1 #adth ,may1 #ahfj1 he said3-- ,after years of controversy and difficulty we have passed an ,act to remodel ,king's ,college on the plan proposed by your commission1 under the title of the ,university of ,new ,brunswick4 ,we have not connected the ,college or the head of it with the other educational interests in the ,province1 but confined him to the ,university1 and he must be a layman4 ,this provision was inserted to prevent difficulty4#ed #ed ,in #aheh ,mr4 ,henry ,fisher 7,brother of ,hon4 ,charles ,fisher7 was appointed ,superintendent of ,education for ,new ,brunswick4 ,he visited ,dr4 ,ryerson in that year to confer with him before undertaking the duties of his new office4 ,his death occurred in #ahfj1 and in communicating the sad news to ,dr4 ,ryerson1 ,hon4 ,charles ,fisher1 referring to his brother1 said3-- ,he wished particularly 7just before his death7 to be remembered to you1 and that ,i should thank you for your kindness to him on all occasions4 ,he was succeeding in his efforts to improve the educational interests of the ,province1 and had been enabled to secure the support of all parties4 ,,partial ,,chronological ,,sketch ,,of ,,dr4 ,,ryerson',s ,,educational ,,work1 #ahee1 ,,etc4 ,i will now give a brief summary1 in chronological order1 of the successive steps which ,dr4 ,ryerson took to develop the system of education which he had founded4 ,in #ahee ,dr4 ,ryerson established meteorological stations in connection with twelve selected county grammar schools1 ten following the coast line of the lakes and on the large rivers1 and two entirely inland4 ,in this he was aided by ,colonel now ,general ,sir 7,j4 ,h47 ,lefroy1 ,r4,e41 for many years director of the ,provincial 7now ,dominion7 ,magnetical ,observatory at ,toronto4 ,sets of instruments1 having been purchased in ,london and tested at the ,kew ,observatory1 were sent out to the twelve stations1 duly equipped and provided with all necessary appliances4 ,in #aheg ,dr4 ,ryerson made his third educational tour in ,europe1 where he procured1 at ,antwerp1 ,brussels1 ,florence1 ,rome1 ,paris and ,london1 an admirable collection of copies of paintings by the ,old ,masters1 statues1 busts1 etc41 besides various other articles of a typical character for an educational museum in connection with the ,department4 ,in #ahfg ,i was deputed to largely add to this museum collection1 which ,i did in ,paris1 ,london1 etc41 especially in the direction of ,egyptian and ,assyrian antiquities1 busts1 casts1 fictile ivory1 etc4 ,in #aheh-fa ,dr4 ,ryerson took a leading part in a protracted public discussion before a committee of the ,house of ,assembly1 in favor of grants to the various outlying denominational universities1 chiefly in terms of ,hon4 ,robert ,baldwin's liberalized ,university ,act of #ahec4 ,he maintained that these colleges did the ,state some service1 and that it was right that their claims should be recognised in a substantial manner1 as colleges of a central university4 ,he deprecated the multiplication of universities in the ,province1 which he held would be the result of a rejection of the proposed scheme4 ,his plan was not adopted1 and universities were increased from five to eight subsequently4 ,twenty-five years after the close of that discussion a scheme for the confederation of these colleges was again considered but without much effect4 ,in #ahfb1 ,dr4 ,ryerson addressed a circular to boards of trustees in cities and towns1 deploring the numbers of children in these centers of population1 growing up with no other education than a training in idleness1 vagrancy and crime4 ,he added3 ,i have1 at different times1 submitted three propositions or plans for the accomplishment of the object of free schools in cities and towns4 ,first1 that as the property of all is taxed for the common school education of all1 all should be compelled to allow their children the means of such education at either public or private schools4 ,or1 secondly1 that each municipality should be empowered to deal with the vagrancy of children of school age1 or the neglect of their education1 as a crime1 subject to such penalties and such measures for its prevention as each municipality1 in its own discretion1 might from time to time adopt4 ,or1 thirdly1 that the aid of religious benevolence should be invoked and encouraged to supplement the agency of our present school system4 ,before bringing the matter again before the ,government1 ,dr4 ,ryerson solicited the opinion and suggestions of the school boards on the subject4 ,,bishop ,,fraser',s ,,estimate ,,of ,,the ,u4 ,c4 ,,system ,,of ,,education ,,in #ahfc4 ,in #ahfc1 ,rev4 ,james 7afterwards ,bishop7 ,fraser 7of ,manchester71 was appointed a ,royal ,commission to enquire into the ,american and ,canadian systems of education4 ,from his report1 published after his return to ,england1 ,i quote the following passages3-- ,the ,canadian system of education1 in those main features of it which are common to both ,provinces1 makes no pretence of being original4 ,it confesses to a borrowed and eclectic character4 ,the neighboring ,states of ,new ,york and ,massachusetts1 the ,irish1 ,english and ,prussian systems1 have all contributed elements1 which have been combined with considerable skill1 and the whole administered with remarkable energy1 by those to whom its construction was confided4 ,it appears to me1 however1 that its fundamental ideas were first developed by ,mr4 7now1 ,i believe1 ,sir ,arthur7 ,buller1 in the masterly report on the state of education in ,canada1 which he addressed in the year #ahch to ,lord ,durham1 the then ,governor-,general1 in which he sketched the programme of a system1 'making1' as he candidly admitted1 'no attempt at originality1 but keeping constantly in view1 as models1 the system in force in ,prussia and the ,united ,states1 particularly the latter1 as being most adapted to the circumstances of the colony4' ,as a result of ,mr4 ,buller's recommendations1 7not1 however1 till after the legislative union of the ,provinces which ,lord ,durham had suggested1 as the best remedy for the various political ills under which they severally laboured17 a law was passed in #ahda1 covering both ,provinces in its range1 for the establishment and maintenance of public schools4 ,it provided for the appointment of a ,superintendent of ,education for the whole ,province1 with two ,assistant ,superintendents under him1 one for each of the sections4 ,a sum of #bjj1jjj was appropriated for the support of schools1 which was to be distributed among the several municipal districts1 in proportion to the number of children of school age in each of them2 #hj1jjj being assigned to ,upper and #abj1jjj to ,lower ,canada1 such being the then ratio of their respective populations4 ,the circumstances of the two sections1 however1 particularly in the proportions of ,roman ,catholics to ,protestants in each1 and the extent to which the ,roman ,catholic religion may be said to be established in ,lower ,canada1 were soon found to be so different that insuperable difficulties were encountered in working a combined system under one central administration1 and in #ahde the law was changed4 ,the nominal office of ,chief ,superintendent was abolished1 and the entire executive administration of the system was confined to the sectional superintendents1 and the ,provinces1 for all educational purposes1 again became separated4 ,the law itself was thoroughly revised and adapted to the peculiar wants of each ,province1 as ascertained by experience2 and ever since there have been two systems at work1 identical in their leading idea1 differing1 sometimes widely1 in their details1 administered by independent executives1 and without any organic relations at all4 ,before we proceed to observe the manner and record the results of its practical working1 it is proper to premise that it is a purely permissive1 not a compulsory system1 and its adoption by any municipality is entirely voluntary4444 ,entering a ,canadian school1 with ,american impressions fresh upon the mind1 the first feeling is one of disappointment4 ,one misses the life1 the motion1 the vivacity1 the precision--in a word1 the brilliancy4 ,but as you stay1 and pass both teacher and pupils in review1 the feeling of disappointment gives way to a feeling of surprise4 ,you find that this plain1 unpretending teacher has the power1 and has successfully used the power1 of communicating real1 solid knowledge and good sense to those youthful minds1 which1 if they do not move rapidly1 at least grasp1 when they do take hold1 firmly4 ,if there is an appearance of what the ,americans call loose ends in the school1 it is only an appearance4 ,the knowledge is stowed away compactly enough in its proper compartments1 and is at hand1 not perhaps very promptly1 but pretty surely1 when wanted4 ,to set off against their quickness1 ,i heard many random answers in ,american schools2 while1 per contra to the slowness of the ,canadian scholar1 ,i seldom got a reply very wide of the mark4 ,the whole teaching was homely1 but it was sound4 ,i chanced to meet a schoolmaster at ,toronto1 who had kept school in ,canada1 and was then keeping school at ,haarlem1 ,new ,york1 and he gave ,canadian education the preference for thoroughness and solid results4 ,each system--or rather1 ,i should say1 the result of each system--seems to harmonize best with the character of the respective peoples4 ,the ,canadian chooses his type of school as the ,vicar of ,wakefield's wife chose her wedding-gown1 and as the ,vicar of ,wakefield chose his wife1 not for a fine1 glossy surface1 but for such qualities as will wear well4 ,i cannot say1 judging from the schools which ,i have seen--which ,i take to be types of their best schools--that their choice has been misplaced1 or that they have any reason to be disappointed with the results4 ,i speak of the general character of education to which they evidently lean4 ,that the actual results should be unequal1 often in the widest possible degree1 is true of education under all systems1 everywhere4 ,one of the most interesting features in the ,canadian system is the way in which it has endeavored to deal with what we find to be one of our most formidable difficulties1 the religious difficulty4 ,in ,canada it has been dealt with by the use of two expedients2 one1 by prescribing certain rules and regulations1 which it was hoped would allow of religious instruction being given in the schools without introducing sectarianism or hurting consciences2 the other1 by permitting1 in certain cases1 the establishment of separate1 which are practically denominational1 and in fact ,roman ,catholic schools4 ,the permission under certain circumstances to establish separate1 that is1 denominational schools1 is a peculiar feature of the system both of ,upper and ,lower ,canada4 ,dr4 ,ryerson thinks that the admission of the principle is a thing to be regretted1 though at the same time he considers that the advantages which it entails entirely rest with those who avail themselves of its provisions1 and he would not desire to see any coercion used either to repeal or modify them4 ,such1 in all its main features1 is the school system of ,upper ,canada4 ,a system1 in the eyes of its administrators1 who regard it with justifiable self-complacency1 not perfect but yet far in advance1 as a system of national education1 of anything that we can show at home4 ,it is indeed very remarkable to me that in a country1 occupied in the greater part of its area by a sparse and anything but wealthy population1 whose predominant characteristic is as far as possible removed from the spirit of enterprise1 an educational system so complete in its theory and so capable of adaptation in practice should have been originally organized1 and have been maintained in what1 with all allowances1 must still be called successful operation for so long a period as twenty-five years4 ,it shows what can be accomplished by the energy1 determination and devotion of a single earnest man4 ,what national education in ,great ,britain owes to ,sir ,james ,kay ,shuttleworth1 what education in ,new ,england owes to ,horace ,mann1 that debt education in ,canada owes to ,egerton ,ryerson4 ,he has been the object of bitter abuse1 of not a little misrepresentation2 but he has not swerved from his policy or from his fixed ideas4 ,through evil report and good report he has resolved1 and he has found others to support him in the resolution1 that free education shall be placed within the reach of every ,canadian parent for every ,canadian child4 ,i hope ,i have not been ungenerous in dwelling sometimes upon the deficiencies in this noble work4 ,to point out a defect is sometimes the first step towards repairing it2 and if this report should ever cross the ocean and be read by those of whom it speaks1 ,i hope1 not with too great freedom1 they will perhaps accept the assurance that1 while ,i desired to appreciate1 ,i was bound1 above all1 to be true2 and that even where ,i could not wholly praise7 ,i never meant to blame4 ,honest criticism is not hostility4 99 99 99 99 99 ,in a letter addressed to ,dr4 ,ryerson in #ahge1 the ,bishop says3-- ,i take it very kindly in you that you remember an old acquaintance1 and ,i have read with interest your last report4 ,i am glad to observe progress in the old lines almost everywhere4 ,i was flattered also to find that some words of mine1 written in #ahfe1 are thought worthy of being quoted4444 ,it is pleasant to find a public servant now in the thirty-second year of his incumbency1 still so hopeful and so vigorous4 ,few men have lived a more useful or active life than you1 and your highest reward must be to look back upon what you have been permitted to achieve4 ,speaking of the character of ,dr4 ,ryerson's educational work and of the way in which he met difficulties in accomplishing it1 ,mr4 ,j4 ,antisell ,allen1 of ,kingston1 in his paper on ,dr4 ,ryerson1 a ,review and a ,study1 says3-- ,there is hardly a foot-length of our civilization on which he has not left his mark4 ,for those who believe that1 on the grounds of expediency1 a government is justified in interfering with the ordinary working of the great human life-struggle1 and so1 in taking one man's money to benefit another man's children1 that is to a majority so overwhelming as to come almost under the category of universal1 as to be every one's belief--what system of general education can recommend itself more fully1 or work more smoothly1 than does his8 ,in his struggles in this direction1 neither seduced by friends1 nor cowed by enemies1 nor damped in his ardour by the vastness of the undertaking--turning neither to the right hand nor to the left--he has raised to himself a monumentum perennius re1 and has bequeathed to us and posterity a system of public and high school education second to none anywhere1 and1 making some deduction for possible mistakes incident to our weak humanity1 a system almost as perfect as we in this generation are perhaps capable of generally acquiescing in4 ,in #ahfg ,dr4 ,ryerson made his fourth and final educational tour in ,europe and ,america4 ,on his return he submitted to the ,government a highly valuable ,special ,report on the ,systems and ,state of ,popular ,education in the several countries in ,europe and the ,united ,states of ,america1 with practical suggestions for the improvement of public instruction in ,upper ,canada4 ,he also made a separate and interesting ,report on the ,institutions for the ,deaf and ,dumb in various countries4 ,a few years afterwards he had the happiness of seeing institutions of a similar kind in successful operation in this ,province4 ,,character ,,of ,,the ,,important ,,school ,,legislation ,,of #ahga4 ,the fifth and last series of conventions was held in #ahfi1 and on the results of the consultations and deliberations of these conventions1 ,dr4 ,ryerson framed that crowning measure of his administration1 which received the sanction of the legislature in #ahga--twenty-one years after the first great departure in school legislation--that of #ahej4 ,for the various objects which he had recommended during the years from #ahej to #ahga1 liberal grants were made by the ,legislature4 ,the policy of the ,government during those years was to sustain ,dr4 ,ryerson and to second his efforts to build up and consolidate the system of public instruction which he had taken such pains to establish4 ,the result was that our school system expanded and grew in every direction1 and became firmly rooted in the affections of the people4 ,in this way it came to be regarded as one of the most successful and popular systems of education on the continent4 ,and yet1 as ,i have shown1 he was continually suggesting improvements in it1 for he always held that there was room1 as well as a necessity1 for them4 ,school legislation1 chiefly in regard to high schools and matters of detail1 took place at intervals during the intervening years1 but it was is #ahga and #ahgd that the final legislation under ,dr4 ,ryerson's auspices took place4 ,that of #ahga was strikingly progressive and took a wide range4 ,that of #ahgd was largely supplemental and remedial4 ,the ,act of #ahga introduced into our school law for the first time some important principles1 which1 as yet1 had not received legislative sanction4 ,they were chiefly those which related1 among others1 to the following matters3 #a4 ,governmental1 combined with improved local1 inspection of schools4 #b4 ,a high and fixed standard of qualifications for inspectors of public schools4 #c4 ,the abolition of non-certificated township superintendents of schools1 and the substitution therefor of duly licensed county inspectors4 #d4 ,the institution of simultaneous and uniform examinations in the several counties for teachers desiring certificates of qualification4 ,this principle was soon extended to other examinations1 including competitive examinations in counties1 etc4 ,,review ,,of ,,the ,,school ,,legislation ,,of #ahga4 ,at ,dr4 ,ryerson's request ,i prepared for him and wrote the text of his education report for #ahgj4 ,in that report ,i reviewed in detail the various provisions and improvements introduced into our school system by the ,school ,act of #ahga4 ,i reproduce here the more salient points of that report1 touching upon the reasons for the passing of that progressive measure1 and indicating some of its main features4 ,i said3-- ,so many and important have been the changes recently made in the law affecting our ,system of ,public ,instruction1 that it may be well1 as a preliminary to a discussion of those changes1 briefly to refer to a few facts relating to the history and progress of our ,school ,system4 ,in #ahdd1 our municipal system 7on which our then elementary ,school ,law was engrafted71 was in its infancy4 ,the principle of local self-government was new1 and much opposition was experienced in giving effect to the ,school ,law then in operation4 ,the theory of local taxation for the support of schools was in some places vigorously opposed1 and in others regarded as a doubtful experiment4 ,even as late as #ahej1 some municipalities refused to accept the improved law enacted that year1 or act under its provisions1 and thus deprived their constituents of the great boon of popular education4 ,it is only six years since the last disability1 caused by such refusal1 was removed1--thus uniting the entire ,province in a cordial acceptance of the ,school ,law4 ,the following brief statistical references will illustrate the growth and advance of our ,school ,system3-- ,in #ahdd1 there were but #b1faj ,public ,schools1 in #ahgj1 there were #d1eff4 ,in that year1 7#ahdd71 the school population was #ahc1eci--of which #if1gef children attended the ,public ,schools1 while #hf1ghc 7or nearly as many more7 were reported as not in attendance at any school whatever4 ,in #ahgj1 the school population was #dhc1iff--of which #dbj1dhh children were in attendance in our schools1 and #fc1dgh reported as not in attendance--not one-seventh1 instead of nearly one-half of the children of school age1 as in #ahdd4 ,in #ahdd1 the whole sum available for the support of the ,public ,schools was about #bhj1jjj--of which1 approximately #aij1jjj were raised by local taxation4#ee ,in #ahgj1 the whole sum available for ,public ,schools was #a1gab1jfj--of which #a1ccf1chc were raised by local taxation and fees--an increase of more than seven hundred per cent over #ahdd6 #ee ,in #ahej1 7the first year in which we have positive information on this subject71 we find that the total sum expended in this ,province for public elementary education1 was #daj1dgb2 of which #cbf1dgb were raised by local rates and fees4 ,there are few ,canadians who do not now refer with an mixed pride and satisfaction to the vastly improved condition of our ,public ,schools under the operation of the present law1 revised in #ahej1 and now revised and extended4#ef ,on no one point have we greater cause for thankfulness and congratulation1 than in the fact of the unanimity and cordiality with which our ,school ,system is supported by all classes of the community1 by men of all shades of political feeling1 and1 with a single exception 7and that in part only71 of all religious persuasions in the ,province4 #ef ,no one is more sensible than ,i am of the numerous defects of our ,school system1 and for this reason ,i have labored all the more assiduously to have these detects removed by our recent school legislation4 ,as ,i have stated further on1 ,i have even had to combat the views of those friends of the system who had thought that it was not susceptible of much improvement4 ,,objections ,,to ,,improve ,,our ,,school ,,system ,,answered4 ,it is a singular and gratifying 7yet in some respect it has proved an embarrassing7 fact that the chief difficulty experienced in promoting the improvement of our ,school ,system has arisen from the somewhat over-sensitiveness of the friends of our ,schools1 lest the proposed changes should disturb the foundations of a system which they had learned to regard with so much favor and affection4 ,this solicitude arose partly from a mistaken view of the condition and necessities of our system1 and partly from a misapprehension of the scope and objects of the proposed ameliorations in our ,school ,law4 ,it will be my aim1 however1 in the following remarks to justify and illustrate the principles and policy involved in the recent important changes which have been made in our ,school ,law4 ,i would1 in the first place1 remark that were we1 in making improvements in our ,school ,system1 to confine our observation and experience to our own ,province alone1 we might be disposed to look with complacency upon that system1 and to rest satisfied with the progress which we have already made4 ,the effect of such a state of feeling would be that we would seek to profit little by the educational experience and advancement of other countries4 ,but such a short-sighted and unpatriotic course1 though approved by some on the principle of let well-alone1 yet would not commend itself to the maturer judgment of those who are accustomed to look at the stern logic of facts1 and to take a comprehensive and practical view of the underlying causes of the social progress in other countries4 #e4 ,the fixing and rendering uniform of a higher standard of qualification for public and high school teachers4 #f4 ,giving the profession of teaching a fixed legal status1 and providing more fully and equitably for the retirement and united support1 by the profession and the legislature1 of worn out or disabled teachers4 #g4 ,the establishment by law of a national system of free schools4 #h4 ,declaring the right by law1 as well as the necessity1 of every child to attend some school1 thus recognizing the principle of1 and providing for1 compulsory education4 #i4 ,requiring1 by law1 that adequate school accommodation1 in regard to school house1 playground and site1 be provided by the trustees1 for all of the resident children of school age in their localities4 #aj4 ,prescribing a more systematic and practical course of study for each of the classes in the public schools4 #aa4 ,discriminating1 by a clearly defined line1 the course of study in public and high schools respectively4 #ab4 ,providing for the establishment and support of collegiate institutes1 or local colleges4 #ac4 ,requiring municipalities to maintain high schools and collegiate institutes1 equally with the public schools1 and as part of the general school system4 #ad4 ,providing1 at the option of the ratepayers1 for the substitution of township boards of education1 in place of local trustee boards4 #ae4 ,authorizing the establishment of industrial schools4 99 99 99 99 99 ,such were the main features of the comprehensive and progressive ,school ,act passed in #ahga4 ,in many respects it revolutionized the existing state of things4 ,it gave a wonderful impetus to the schools1 and to every department of school system--the effects of which we feel to this day4 ,we are a young country1 placed in close proximity to a large and wonderfully progressive people4 ,in the good providence of ,god1 we are permitted to construct on the broad and deep foundations of ,british liberty1 the corner-stone of a new nationality1 leaving to those who come after us to raise the stately edifice itself4 ,apart from the vital ,christianity of our people1 what more lasting bond and cement of society in that new nationality1 than a free and comprehensive system of ,christian education for the youth of the land1 such as we have sought to establish8 ,our aim should1 therefore1 be to make that system commensurate with the wants of our people1 in harmony with the progressive spirit of the times1 and comprehensive enough to embrace the various branches of human knowledge which are now continually being called into requisition in the daily life of the farmer1 the artizan1 and the man of business4 ,in no department of social and national progress have our neighbors made greater advances1 or prided themselves more justly1 than1 in that of free popular education4 ,on the other hand1 in no feature of progress under ,british institutions up to a late period has there been less satisfaction1 as a whole1 or less positive advancement than in that of public education4 ,by many of our neighbors on the other side of the lines1 such inertness and non-appreciation of a vital part of national life has been regarded as inherent in monarchical institutions4 ,the fact1 however1 has been overlooked that the lingering effects of the long prevalence in ,britain of the feudal theory1 on which her social and political institutions were originally founded1 has1 in spite of various ameliorations in the condition of her people1 exercised a sure but silent influence against the earlier adoption of the principle of the free and universal education of the people4 ,but so surely and certainly has this latent feeling of opposition to popular education given way before the prevalence of more enlightened views1 that1 even in the most monarchical countries of ,europe1 the desire felt and the efforts put forth for the diffusion of public education in all its comprehensiveness and fulness have been remarkable4 ,nevertheless1 even among ourselves1 that principle of latent opposition to popular education did exist in the earlier stages of our educational history4 ,its gradual removal1 therefore1 under the beneficent operation of our ,school ,laws1 and the prevalence of juster and more patriotic views in matter of education are subjects of sincere congratulation to our people4 ,,necessity ,,for ,,the ,,changes ,,in ,,the ,,school ,,law ,,of ,,ontario ,,in #ahga4 ,we will now proceed1 in the light of the educational facts and illustrations which we have given from other countries1 to discuss the recent improvements which have been effected in our own law4 ,the population of this ,province1 according to the recent census1 is #a1fbj1hdb4 ,the number of children of school age is #dhc1iff1 or a little over one-fourth of the whole4 ,the number of ,elementary ,schools is not much below #e1jjj1 and are maintained at an annual cost of nearly #a1hjj1jjj1 or one dollar per head of the population4 ,such being the magnitude to which our ,educational ,system has grown1 every man will feel how imperative it is upon us to see that that system is as thorough and complete in all of its details as possible2 and that in no respect should it be allowed to fall below the standard now reached by the other educating countries to which we have referred4 ,so long as our system of schools was in its infancy1 and might be fairly regarded as yet an experiment1 so long as we confine our efforts to mere elementary organization and be content with very moderate results4 ,experience has shown1 however1 that without great care and constant effort the tendency of all systems of education1 and ours among the rest1 is to a state of equilibrium1 or to a uniform dead level of passable respectability4 ,this is the stage in its history1 as elsewhere1 at which our system has arrived1 and at which1 as we have explained1 many of its friends are disposed to leave it4 ,but those who have carefully studied the subject in all its bearings1 and have looked more closely into the educational history1 the progress and failures of other countries1 know full well that our school system would fall behind that of other countries and become stationary1 unless it embodies within itself from time to time the true elements of progress1 and provides fully and on a sufficient scale for the educational wants of the youth of the country4 ,since #ahej it was left to the ratepayers in each school division to decide annually whether the schools should be free or partly supported by rate-bill on pupils attending the school4 ,the principle1 that a ,public ,school education is the right of every child in the land1 and that every man should contribute1 according to his property1 to the education of every child in the community1 by whose influence and labors such property is protected and rendered valuable1 had greatly obtained1 so that ,free ,schools had increased from one hundred to five hundred per annum1 until upwards of four thousand of the four thousand four hundred ,public ,schools were made free by actual experiments1 and by the annual discussions and votes in these primary meetings of the people4 ,the demand was very general for several years1 that all the ,public ,schools should now be made free by law1 and all local disputes on the subject be thus terminated4 ,this has now been happily accomplished by the new law4 ,it is not necessary to go farther into detail in this retrospect1 as the foregoing extracts indicate the scope and spirit of the improved ,act of #ahga4 ,,hon4 ,,adam ,,crooks ,,on ,,the ,,school ,,inspection ,,legislation ,,of #ahga4 ,in his speech before the ,legislative ,assembly on the #ahth of ,february1 #ahgg1 the first ,minister of ,education for ,ontario1 in referring to the improved system of school inspection introduced by the ,act of #ahga1 and the more certain tenure of office secured to ,county ,inspectors under that ,act1 said3 ,i have also been ready to say that most valuable results were secured by the change in the law in #ahga1 under which the present mode of school inspection took the place of the old plan of local superintendence4 ,inspectors now must possess high qualifications1 both as teachers and in scholarship1 while the emoluments of the office make it an object of ambition to every school teacher2 and we have many teachers in the ,province who posses qualifications of the high standard prescribed for ,public ,school ,inspectors4 ,the tenure of the office of ,county ,inspector is such as should secure their impartiality4 ,so long as an ,inspector discharges his duties efficiently1 he can be removed only by a two-thirds majority of the ,county ,council4 ,it is unlikely that such two-thirds majority would be found unless the ,inspector had given reasonable cause for his dismissal4 ,it would not be wise therefore to alter the tenure by which ,county ,inspectors hold office4 ,,effect ,,of ,,the ,,school ,,act ,,of #ahga ,,in ,,the ,,county ,,of ,,haldimand4 ,the following valuable testimony as to the great improvement in our schools which was wrought through the agency of the ,school ,act of #ahga1 is highly suggestive and practical in its character4 ,what is true of ,haldimand1 as here expressed1 is also true of other parts of the ,province4 ,in an address to the teachers of ,haldimand in #ahgc1 ,mr4 ,inspector ,harcourt1 ,m4,p4,p41 said3-- ,no one1 whose attention has been called to the matter1 could imagine the miserable condition of the majority of the school-houses of #ahga4 ,at that time there were not ten properly furnished buildings in ,haldimand4 ,many of them with low ceilings1 broken floors and damaged windows1 had for seats nothing better than the antiquated bench facing the wall4 ,too cold or too hot by turns in winter1 and suffocating in summer4 ,with nothing to attract and everything to discourage scholars1 we wonder that an intelligent public has so long tolerated their existence4444 ,in the main1 however1 ,i am especially gratified at the improvements effected4 ,in two years sixteen brick buildings have been erected2 all of them substantial and well furnished--some of them models of neatness and finish4 ,in a dozen sections preparations are being made for replacing the old houses1 so that we have good reason to hope that in a year or two1 at furthest1 our country will no longer be noticeable for the miserable style of its school-houses4 ,connected with the question of progress in certain branches of study1 in relation of which ,i might say of cause and effect1 are the two items of ,examination of ,teachers and ,school ,accommodation4 ,the provisions now in force for the examination of teachers are such that1 if wisely carried out1 the standard of the profession must be raised1 and along with it the status of our schools4444 ,the fact that somehow or another teachers received first and second class certificates1 three or four years ago1 who could not now obtain a third2 that while it was exceptional for an applicant to fail then1 those who succeed now are but thirty per cent4 of the whole is known to all of us4444 ,to summarize the foregoing statements we ,,have progressed since #ahga1 swiftly in one particular1 slowly and steadily in several others4--,address1 pages #e-g4 ,,effect ,,of ,,the ,,school ,,law ,,of #ahga ,,in ,,the ,,county ,,of ,,simcoe 7,,south47 ,at the inauguration of the new school-house in ,barrie in #ahgb1 the ,rev4 ,wm4 ,mc,kee1 ,b4,a41 ,inspector of ,schools in ,south ,simcoe1 stated what had been the salutary effect of the ,school ,law of #ahga in his county4 ,he said3-- ,during my visits to the schools ,i found many of the school-houses of a very inferior description--being rude log buildings1 old and dilapidated1 with seats and desks of a corresponding character1 often situated on the edge of the road1 and without wells1 offices1 playgrounds or fencing of any kind2 so that it is quite certain and plain the requirements of the new ,school ,law have not come into force at all too soon1 so far as the interests and advancement of education in this part of ,ontario are concerned4 ,indeed truth obliges me to state that in the ,riding which forms my field of labour--and ,i believe the remark will hold true with still greater force in regard to ,north ,simcoe--the school-houses which are sufficiently large1 well ventilated1 fully furnished1 and provided with an adequate supply of requisites are very few--perhaps less than half-a-dozen all told4 ,it is true1 however1 that since the ,new ,school ,law and ,regulations came into operation there are indications of a change for the better in regard to the matters to which ,i have alluded4 ,i could mention not less than twelve or fourteen school sections in which steps have already been1 or are being taken for the erection of new school-houses which are designed to replace the old buildings1 and which1 in regard to adequate school accommodation1 are also intended to meet the requirements of the ,new ,school ,law1 and to be in every way suitable for school purposes4 ,and it is to be distinctly noticed that in all the cases to which ,i have referred1 the initiative has been taken by the people or the trustees themselves2 and ,i1 for my part1 feel that ,i cannot but regard this as a very significant fact--a very hopeful and encouraging symptom4 ,i look upon it as an omen for good1 and as an important and gratifying evidence of the favourable and successful working of the ,new ,school ,law and ,regulations4 ,for being intimately acquainted with the southern part of the county for the last fifteen years1 ,i have no hesitation in maintaining that the effects spoken of1 or the action taken by school trustees or the people1 can be fairly traced to no other cause than to the working and influence of the ,new ,school ,law and ,regulations4 ,i can testify that latterly--,i mean particularly since the passing of the ,new ,school ,act--,i have marked among the people of these townships a deepening sense of the importance of a sound education1 and likewise an increasing desire to encourage and promote it4 ,i have noticed1 also1 ,i think1 both among trustees and parents1 a growing conviction that not only the efficiency of the teacher1 but1 also the discipline and spirit of a school1 the progress of children in their studies1 their proper training1 and their successful education1 are far more intimately connected than it was one time imagined1 with the style and character of the schoolroom in which the work of instruction is carried on1 and with the kind of school accommodations provided for and enjoyed by pupils4#eg #eg ,these two extracts are given simply as illustrative examples1 and as they were public utterances of the ,inspectors named4 ,similar testimony was received by the ,department from other ,inspectors1 but1 from the nature of the case1 and their non-publication in the local newspapers1 they were not subject to the same criticism as were the statements publicly made and published in the localities concerned4 ,,chapter ,v4 ,a ,,special ,,chapter ,,on ,,the ,,state ,,education ,,in ,,the ,,olden ,,time ,,in ,,upper ,,canada4 ,in this special chapter1 ,i insert a series of interesting papers1 illustrative of what may be called the interior or domestic character of school life in its various phases1 in ,upper ,canada1 from the time of the passing of ,dr4 ,ryerson's first ,school ,act1 in #ahdf1 to the passing of his last ,school ,act1 in #ahga4 ,these papers give a graphic1 bird's-eye view of the state of the school1 school houses and school teachers in the years gone by4 ,they are by representative men--inspectors1 public men and school teachers1 and they are1 therefore1 interesting and valuable1 as giving the result of the personal observation of these gentlemen4 ,the personal experience of the ,hon4 ,j4 ,sandfield ,macdonald is of an earlier date than those which follow1 and refers to one of the most noted of the old ,district ,grammar ,schools4 ,it is highly interesting as a reminiscence of the early training of one of our most noted public men1 and one1 under whose auspices1 the important ,school ,act of #ahga was passed4 ,,hon4 ,j4 ,,sandfield ,,macdonald',s ,,school ,,days--,,his ,,reminiscences ,,of ,,them4 ,at a public dinner given to the ,hon4 ,j4 ,sandfield ,macdonald in #ahgj1 he thus referred to his early school days3-- ,my friend1 ,judge ,jarvis1 has referred to my early life1 and has very properly remarked that this is the country that offers the widest field to the industrious1 or to a man of energy if he only possesses a modicum of brains4444 ,it is true what the ,judge states that ,i arrived in ,cornwall forty years ago next autumn4444 ,i was engaged in a dry goods store4 ,but the ,judge has told you that ,i was not satisfied with that state of things4 ,i went to the school here1 which has had a reputation it may be proud of ever since the time of the late ,bishop ,strachan4 ,it was the school that educated the ,boultons1 the ,mc,gills1 and the ,jarvises4 ,in the school ,i entered1 and there ,i had to strive with those who were able to be maintained by their parents4 ,i worked against them at a great disadvantage1 and would have succumbed but that ,i was cheered on by my venerable preceptor4 ,many others have struggled in that school of whom ,canada should be proud4 ,one of them particularly4 ,he was one of the brightest and most talented of the men our eastern district can boast of4 ,but providence has thought proper to take him away from his sphere of usefulness4 ,need ,i say that ,i refer to that ornament of the ,bench1 the late ,chancellor ,vankoughnet4--,were ,dr4 ,urquhart able to boast of no other pupil but that honourable gentleman1 he might have retired on his laurels4 ,if that old gentleman had not sent me a letter of encouragement ,i would not have been here1 as ,i was about to break down for want of means4 ,this letter was written in #ahce1 and 444 ,i cannot help shewing what was thought of me by one who had the most perceptive idea of the ability of his pupils4 ,this letter had the effect of making me bear up in my struggle with my superiors in position and was as follows3 ',these certify that the bearer1 ,mr4 ,john ,s4 ,mc,donald1 was a pupil in the ,eastern ,district ,school1 from the #aith ,nov41 #ahcb1 to the #bcrd ,dec4 last2 that during that period his industry and application were close and assiduous1 and that his progress in the several branches of study1 to which he directed his attention1 was highly respectable1 and very considerably exceeded what is usually made in the same space of time2 that the perseverance manifested in overcoming the difficulties to be encountered at the outset of a classical and mathematical education1 called forth the particular remark and approval of his teacher1 as indicating considerable energy of character1 and as an earnest of future success in the prosecution of his studies4 ,moreover1 that his general deportment during the same period1 was most exemplary1 and becoming1 evincing at all times a kindly disposition towards his fellow students and a most respectful deference to the discipline of the school2 and that1 if the good opinion and good wishes of his teacher can on any occasion profit him1 he is justly entitled to both4' ,i owe all the spirit of independence which ,i have maintained throughout my career1 to my learning in that school4 ,after ,i left school ,i went into the study of the law1 in the office of the late ,mr4 ,mc,lean4 ,,education ,,in ,,the ,,county ,,of ,,wellington ,,under ,,dr4 ,,ryerson',s ,,administration4 ,the following admirable resum of the former state of education and of educational progress in the county of ,wellington1 and indeed throughout ,ontario generally1 was given in an address on ,then and ,now1 delivered before a public meeting in ,guelph1 in ,may1 #ahhj1 by ,hon4 ,charles ,clarke1 ex-,speaker of the ,house of ,assembly4 ,after some preliminary remarks1 ,mr4 ,clarke said3-- ,little more than thirty years ago1 much of the country1 now known as the county of ,wellington1 was a wilderness4 ,the territory north of ,guelph was almost unsettled1 beyond the townships of ,nichol1 and the settled portion possessed but few residents4 ,in ,wellington1 the upper tier of townships had scarcely been entered upon1 and names of places now familiar as household words were unknown4 ,such roads as there were had been simply cut through the bush1 and had experienced little other improvement than that which the axe1 the handspike1 the logging chain and fire had afforded4 ,peel was in the early stage of settlement2 ,maryboro was almost unknown2 ,minto was really a terra incognito2 ,luther was1 in popular estimation1 a vast and irreclaimable swamp2 ,arthur had a mere handful of settlers2 ,mount ,forest was a nameless and unbroken government reserve for a town plot1 covered with virgin forest2 ,elora possessed some half-dozen houses2 such places as ,harriston1 ,palmerston and ,drayton were not even a dream of the future2 and the gravel roads1 thrifty villages1 and smiling farms which now make pleasant travel from the northern bank of the ,grand ,river to the utmost bounds of ,wellington1 were covered with thick and luxuriant growth of maple1 hemlock1 elm and cedar4 ,everything was in primitive shape1 and yet the mark of future progress was made1 here and there1 and coming events cast their shadow4 ,oxen were far more numerous than teams of horses1 and neither could be regarded as plentiful4 ,the axe was more busy than the plough1 and regularly prepared more acres for the annual sowing4 ,money was scarce1 produce was low in price1 barter was the rule and not the exception1 postal communication was defective1 wages were poor1 and hard times were as commonly talked about and as earnestly believed in as to-day1 when1 measured by the past1 the term is comparatively meaningless4 ,there was a feeling of despondency throughout the community1 and people were divided as to the cause of the general depression4 ,some blamed the ,rebellion of a few years before2 others said that the effects of ,family ,compactism had not yet died away2 and still others attributed all evils to the newly effected ,union between ,upper and ,lower ,canada4 ,there is little wonder that1 at such a time1 schools and schoolmasters were under the weather1 and reckoned as but of small account by many of our people4 ,,early ,,school ,,legislation ,,in #ahda1 #ahdc ,,and #ahdf4 ,thanks to the energy1 however1 of a noble few1 prominent amongst whom stood ,egerton ,ryerson1 the ,government of that day took steps to obtain information as to the system of public education in force in some of the states of the ,american ,union and in ,europe1 and1 taking ,massachussetts and ,prussia as a guide1 enacted a sweeping amendment to ,school ,act for ,upper ,canada1 in the ninth year of ,her ,majesty's reign1 and put it into operation in #ahdg4 ,in #ahda1 the first ,common ,school ,law had been passed1 and in #ahdc it was amended1 but the system was defective and unproductive of expected results4 ,under it1 townships were divided into school sections1 by township superintendents1 who were practically uncontrolled1 and therefore1 in many instances1 arbitrary1 and these divisions were unequal in size1 often unnecessarily small1 and frequently unfairly made4 ,the consequence of this state of things was unpopularity of the law1 and a pretty general conviction that common schools were too often common nuisances4 ,the report of the ,superintendent of ,education1 for #ahdg1 tells us that the system produced miserable school-houses1 poor and cheap teachers1 interrupted and temporary instruction and heavy rate-bills4 ,in some districts1 before the passage of the amending ,school ,act1 #i ,vic4 ,chap4 #bj1 the ,district ,council had never imposed a school assessment1 depending for school maintenance entirely upon the small legislative grant apportioned to each district1 and an equivalent raised solely by rate-bills or voluntary contributions4 ,no uniformity existed in the use of class books1 the township superintendent or the teacher1 or even the parent dictating what should be employed in each particular section4 ,in #ahdf1 no fewer than #ac different spelling books1 #ajg readers1 #ce arithmetics1 #bj geographies1 #ba histories1 and #af grammars1 were used in our ,common ,schools1 besides varying class books on other subjects4 ,,inferior ,,qualifications ,,of ,,teachers ,,and ,,varied ,,methods ,,of ,,teaching4 ,the methods of teaching were almost as numerous as the teachers1 and followed no specified rule4 ,sometimes it was by classes1 often by individuals1 and in other cases by an extensive use of monitors1 being generally a mixture of the three styles1 and nearly always a higgledy-piggledy1 go-as-you-please arrangement1 as easy as possible to the teacher1 and as unproductive of good results to the pupil as such indefinite work might be fully expected to be4 ,and the character of the teachers1 speaking in general terms1 and not forgetting many bright exceptions1 was not above suspicion4 ,certificates were granted by township superintendents1 who too often relieved the charitable1 and the district council1 by thrusting into the school-house the ne'er-do-wells1 the infirm1 the crippled1 the sickly and the unfortunate1 who1 under ordinary circumstances1 would have become dependent upon the good nature and benevolence of their fellow-citizens4 ,in one district a superintendent1 after the passage of the new ,school ,law1 was compelled to give notice that he would not grant certificates to any candidates unless they were strictly sober1 and that he would cancel the certificates of all teachers who suffered themselves at any time to become intoxicated4 ,and1 we are gravely informed1 the result was that a majority1 not all1 of the hitherto intemperate teachers became thoroughly temperate men1 and that the incorrigible were dismissed4 ,the quality of the teachers may be guessed at very fairly1 it is safe to say1 from the salaries paid to them4 ,in #ahde1 the average was #bf #bs1 or #ajd4dj2 in #ahdf1 #bf #ds1 or #ajd4hj2 and in #ahdg1 #bh #ajs1 or #aad1 and this1 too1 for the most part1 exclusive of board4 ,had the schools been kept open during the whole of the teaching months of these years1 the salaries would have averaged #acd in #ahde1 #adg in #ahdf1 and #adh in #ahdg4 ,it must be borne in mind that1 in those days1 male were much more numerous than female teachers1 so that the smaller amounts generally paid to those of the gentler sex had comparatively little influence in lessening the general average4 ,the parsimony and poverty of the people had much to do1 of course1 with the quality of the teacher1 for men who could obtain higher wages at almost any other occupation1 through physical or intellectual superiority1 would not waste time and opportunity to earn more than the paltry pittance paid to the pedagogue1 simply through philanthropic desire to advance the interests of the rising generation4 ,,dr4 ,,ryerson',s ,,test ,,of ,,the ,,intelligence ,,of ,a ,,school ,,section4 ,says ,dr4 ,ryerson1 in the report to which ,i am indebted for these facts3 ,this small compensation of teachers is the great source of inefficiency in the common schools4 ,persons of good abilities and attainments will not teach for little or nothing so long as they can obtain a more ample remuneration in other pursuits4 ,he adds1 in language as truthful1 and as worthy of notice to-day1 as when it was written3 ,people cannot obtain good teachers any more than good lawyers or physicians without paying for their services4 ,and1 as he says in the next sentence1 so say we all1 and so ,i am happy to observe are many of our school corporations saying all over the province3 ,the intelligence of any school section or corporation of trustees may be tested by the amount of salary they are disposed to give a good teacher4 ,if ,egerton ,ryerson had said and done nothing more than this1 he would have deserved the gratitude of every teacher in ,ontario1 simply because he had the courage to put upon record a sentiment which1 at the time when he used the words1 was eminently unpopular1 and a direct and stinging rebuke to nearly every school-board then existent4 ,in those days1 cheap teachers were wanted1 and the supply equalled the demand1 while the pockets of the charitable were saved1 a semblance of education was kept up1 and the county poorhouses were not required so long as every other school section provided for one1 at least1 of those who would1 in these days1 be generally regarded as eligible candidates for admission thereto4 ,the amount of interest taken in educational matters was not evidenced in small salaries alone4 ,,the ,,character ,,of ,,the ,,school-,,house ,,also ,a ,,test4 ,the school-house1 in its quality1 too often matched the teacher4 ,of #b1egb school-houses in ,upper ,canada in #ahdg1 #di only were of brick1 and #hd of stone1 the others being frame and log4 ,of the #b1ejj1 #hjj1 or about one-third1 were in good repair2 #ih had more than one room2 #a1abe1 or less than half1 were properly furnished with desks and seats2 only #cfg were provided with a suitable play-ground2 and not more than #afc1 out of #b1egb1 had necessary outbuildings4 ,coming nearer home1 we find that the municipalities now comprised in the county of ,wellington contained1 in #ahdg1 #dc school-houses1 of which one was built of stone1 #i were frame1 and #cc were log1 and the report states that only #ac were good1 #be were middling1 and the balance were inferior4 ,when we remember the standard of goodness in those days1 when school authorities at ,toronto were thankful for small favors in rural districts1 we can have some faint idea of the character of the buildings pronounced inferior4 ,it is probable that they came up to the style of accommodation of the ,mapleton school1 in ,manitoba1 which ,i find described in the last report of the ,superintendent of ,protestant ,schools for that ,province1 as follows3 ,found that since my last visit the school-house has been floored2 it still required plastering and ceiling and weather-boarding4 ,what sort of a building it was before these improvements were effected1 it doesn't require a very active brain to imagine1 and when you have the picture in your mind's eye you will have some conception of the pleasures of teaching in the good old times1 of less than half a century ago1 in ,upper ,canada4 ,,school ,,condition ,,of ,,the ,,county ,,of ,,wellington ,,in #ahdg4 ,returning to #ahdg1 we are told that in the whole of ,wellington ,district1 composed of the territory now forming the three counties of ,wellington1 ,waterloo and ,grey1 there were #ajb schools1 of which only #bb possessed good buildings4 ,let us glance for a moment at the then state of finances of the school corporations in which we feel most interested4 ,guelph township1 including the village of ,guelph1 raised #ejg4ch by the municipal assessment1 for school purposes1 realized #eef4ge from rate-bills1 and received #daf4fi from the legislative grant1 or a total of #a1dhj4hb1 wherewith to pay seven teachers1 maintain1 more or less efficiently1 ten schools1 and afford instruction1 good1 bad or indifferent1 as the case might be1 to #eag scholars4 ,the township of ,puslinch was nearly abreast of ,guelph1 and kept up #aj schools1 paid #ac teachers1 and had #eeh scholars on the roll1 at an outlay of #a1cha4hf1 but it must be remembered that if two or three teachers were employed1 at different portions of the year1 in one school1 they increased the grand total of teachers for the year4 ,it may have been that1 while thirteen appear to have been engaged1 there were not more1 and probably less than ten employed for the full teaching year4 ,in #ahdg1 ,erin had the highest number of scholars of any municipality in the county1 having returned a total of #ehe1 in six schools1 and with eleven teachers1 at an outlay of #a1jci4jf4 ,amaranth was at the foot of the list1 with one school1 one teacher1 thirty-eight scholars1 and an outlay1 made up from rate-bill1 assessment and legislative grant1 of #fh4jd4 ,peel and ,wellesley1 combined1 had one school1 three teachers1--employed at some portion or other of the year1--and spent #hj4eb4 ,nichol 7including ,fergus and ,elora71 ,eramosa and ,garafraxa made returns1--the name ,garafraxa being spelt with a double r1 as ,i have found it to be in all old official documents1--but ,pilkington1 ,arthur1 ,maryboro1 ,luther and ,minto do not appear to have had school organization1 not even municipal existence1 while1 of the whole county of ,grey1 ,derby and ,sydenham were alone mentioned in the return4 ,it may be interesting to know--although ,i am aware1 from painful experience1 that listening to strings of figures is not the most enlivening occupation in the world1--that the whole amount paid for school purposes1 in the county of ,wellington1 for that year1 was #e1hfb1 of which #e1gfc was given to teachers1 and that the average cost for each pupil taught was #b4aj4 ,one other fact may be adduced which will enable you to form a still clearer estimate of the educational status of ,upper ,canada at the date referred to4 ,the ,chief ,superintendent had1 in forms and regulations issued by him1 specified the lowest general standard of qualification for teachers1 but was forced to believe that a much lower standard had been acted upon by school visitors4 ,these visitors were clergymen1 magistrates and district councillors1--equivalent to our reeves1--and any two of them could examine a teacher1 test his or her qualification1 pretty much as they deemed best1 and grant a certificate1 available only for one school and one year1 it is true1 but nevertheless renewable1 and answering every purpose of the certificate of to-day4 ,it is not difficult to imagine a much more easy and varying examination1 under such circumstances1 than that which an improved system soon rendered necessary1 and the quality of teachers so produced need not be further particularized4 ,we have thus obtained some glimpse of the ,,then of our educational facilities of a generation ago4 ,the picture might be elaborated4 ,it would be easy to fill in details from memory2 to tell how the blind oft times led the blind2 how the ignorant teacher insured the ignorant pupil2 and how schooling was frequently a farce1 and mere waste of time4444 ,,great ,,educational ,,advance ,,made ,,by ,,the ,,province ,,of ,,ontario ,,since #ahdg4 ,that the ,province has made enormous strides in population1 wealth1 intelligence and importance1 during the last thirty years1 admits of no doubt4 ,our forests have disappeared1 an improved system of agriculture has followed1 manufactories have sprung up1 railways have connected every county1 a daily press has become an established and indispensable institution1 the telegraph has economized time by practically annihilating distance1 while numerous inventions and discoveries have created new wants1 and supplied as rapidly as they have made them4 ,without losing our characteristic love of hard work--,i here speak of everybody in general1 and nobody in particular1 and purposely avoid all personal allusions--and that industrial enterprise which springs from it1 we have become a reading and much more cultured people4 ,the scholar1 endowed with physical capacity equal to that possessed by an illiterate competitor1 is worth more than he in the factory1 the workshop1 the store1 the mill1 the mine1 or on the sea or farm4 ,cultivated brain has a market value1 and book learning is no longer despised1 or regarded with half contempt1 as the mark distinguishing the mere dreamer from the worker4 ,to possess the ,reason ,why is no proof now-a-days of physical and practical inferiority2 to know a little of everything1 and everything of something1 is not now the peculiar privilege of the ,english ,gentleman4 ,little wonder is there1 therefore1 that what the school has helped to bring about1 should tend to make the school more valued4 ,that such has been its effect we have but to look around to see4 ,where in #ahdg1 we1 in ,upper ,canada1 had #b1hfc school houses1 our last returns show that we possess more than #e1jjj1 and while the number has so largely increased the advance in value has been in much greater proportion4 ,in #ahdg we had1 in all ,upper ,canada1 but #di school-houses built of brick2 now we boast of #a1efi built of that material1 or over thirty times as many4 ,in #ahdg we had eighty-four constructed of stone2 now we claim more than #ejj4 ,in #ahdg half of our school buildings were of logs2 now not more than a seventh are of that primitive character4 ,there are no returns of money cost of buildings or of amount expended in their erection in #ahdg1 but we find that the expenditure for all school purposes in that year1 inclusive of teachers' salaries1 was #cej1jjj1 while for #ahgg1 for erection and repairs of school-houses1 fuel1 etc41 alone we paid #a1jce1cij1 and a total for school purposes of #c1jgc1dhi1 or1 in round numbers1 nine times as much as in #ahdg4 ,the improved financial value of the teacher is another strong testimony1 willingly borne by the people1 to their increased interest in education1 for1 as a rule1 a free people will not pay for that which they fail to appreciate4 ,in #ahdg there was paid for teachers' salaries a total sum of #caj1cih4 ,in #ahgg the amount was #b1jch1jii4 ,in #ahdg there were #c1jbh teachers employed1 while in #ahgg there were #f1dfh4 ,in #ahdg1 board was often given in addition to the nominal salary1 and was1 in fact1 part of the teacher's remuneration4 ,grant that the teachers here enumerated as serving in #ahdg were employed eight months in that year--which is more than the average--and put board at #b per week1 which was higher than was the average rate in those days--the average payment to each teacher would not exceed #agj1 and this was fully equal to1 if not greater than was actually allowed4 ,in #ahgg the average amount paid to each teacher was #cae4 ,the larger amount willingly paid in #ahgg for the support of ,free ,schools1 than was unwillingly given in #ahdg1 for the maintenance of rate-supported schools--for payment was then made under protest1 and the school law was exceedingly unpopular1 while rate-bills and contributions were nearly everywhere necessary1 in addition to municipal assessments1 to make up the teachers' salaries--is yet another proof of the hold which the educational movement has taken upon the judgment and sympathy of the people of ,ontario4 ,in #ahdg1 too1 pupils were grudgingly taught1 at a cost of #b4hj per head1 while in #ahgg the average was #f4bj4 ,and when we add to all these things the fact that1 in #ahdg1 only #abd1hbi pupils attended our common schools1 out of a school population of #bcj1ige1 or scarcely one in two1 while in #ahgg1 out of a school population of #did1hjd1 not less than #dij1hfj names were entered on the roll1 it is needless to say anything further in illustration of the marked contrast between the two periods1 of the immense superiority of the present over the past condition of our schools1 and of the public opinion which is necessary to their effective maintenance4 ,,great ,,advance ,,also ,,in ,,the ,,standard ,,of ,,teaching ,,ability4 ,and the standard of teaching ability1 in so far as literary acquirements go1 has kept pace with the progress which has otherwise characterized the history of a scholastic generation4 ,we have long got past the period when any two magistrates1 any two reeves1 or even any two clergymen1 could grant permission to teach1 and annually invest the teacher with legal status4 ,we subject our examiners themselves to examinations1 have uniformity in the character of our examination papers1 and propound questions to candidates which fully and fairly test their educational attainments4 ,we have gone beyond that1 and instituted county ,normal ,schools--for such our ,model ,schools may be fairly termed--at which we require applicants for a certificate to still further establish their fitness for the work upon which they seek to enter4 ,we have not reached perfection1 but we have travelled a long distance in the direction in which it lies4 ,we have made every school practically free1 built up a ,high ,school system which opens up to all seekers after higher education ample opportunity to prepare for the ,university course1 at a minimum of cost1 and placed our ,university upon such a footing that its advantages are not the exclusive privilege of the well-to-do1 but are proffered to even the poorest student who cares to submit to a period of self-denial1 and lose a little extra time in early life1 for the purpose of securing them4 ,as a people we have done no more than1 probably not so much as1 we ought to do1 with the view of placing educational facilities within the reach of every child born or brought into the ,province1 but we have1 nevertheless1 ventured and effected more than has been attempted in many older and more wealthy lands4 ,we have the consciousness of having done our duty1 according to our lights4 ,in our long-settled sections of country the school-house bell is within the hearing1 or the school-house itself is within sight of nearly every family4 ,in newer portions of the ,province1 wherever half-a-dozen or so of clearances are commenced1 in the wilds of ,muskoka or ,algoma1 provision is made for the instruction of the little ones who bless those backwoods' homes4 ,the school-master is abroad throughout the land1 and is doing much to ensure a glowing future for our country1 and when his work is done1 and he is compelled to retire from his labors1 we willingly open the public purse and give to him that which keeps him above absolute penury1 and assures him that1 while ,ontario cares only to help those who possess the disposition to help themselves1 she is neither ungrateful nor forgetful4 ,and1 seeing all these things1 we cannot help feeling that our youthful ,province may modestly and yet proudly lift her head amongst the nations of the earth1 assured that there are none who can reproach her with neglect of the first and best interests of those little children whom ,god has entrusted to her keeping4 ,,state ,,of ,,education ,,in ,,upper ,,canada ,,in #ahdg-ahdi4 ,from an elaborate report prepared by the ,rev4 ,w4 ,h4 ,landon1 ,school ,superintendent1 to the ,municipal ,council of the district of ,brock 7county of ,oxford7 in #ahdi1 ,i make the following extracts4 ,the first refers to the educational supineness of the people3-- ,up to a recent period 7say the last two years71 the people1 generally1 seems to have entered upon no enquiries1 and to have formed no just conclusion on the subject of education1 or the proper means of imparting it4 ,they seemed to think1 if they thought at all1 that all schools were equal1 and that all teachers who could read1 write1 etc41 in a better manner than their pupils were equally good4444 ,as to books1 it was supposed that any one1 or any ten of the fifty different varieties of spelling books in use1 with the ,english ,reader1 was all that was requisite for the reading classes1 while a few treatises on arithmetic taken at random from the almost endless variety with which the country was flooded1 would supply the means of imparting knowledge of the science of numbers1 and two or three grammars by as many different authors1 would supply material for the grammar class and complete the stock of text books for the schools4444 ,mr4 ,landon draws the following graphic picture of the school-house shanties of those days4 ,he also gives a vivid view of the interior3 ,the school-houses in many instances 7though not in all7 are miserable shanties made of logs loosely and roughly put together2 the interstices filled with clay1 portions of which are from time to time crumbling down filling the place with filth and dust4 ,under your feet are loose boards1 without nails1 across which1 when one walks1 a clatter is produced equal to that heard in a lumber yard4 ,over your head are the naked rafters1 stained with smoke and hung with cobwebs and dust4 ,two or three little windows1 generally half way up the walls1 admit the light2 and a rough door which does not fit the opening1 creaks upon its wooden hinges4444 ,the writing desks are generally long sloping shelves pinned up against the walls as high as the breasts of the pupils who sit before them4 ,the seats are without backs and from eighteen inches to two feet high4 ,sometimes we have a master's desk1 but awkwardly constructed1 for the most part too high for the sitting posture and too low for the standing one4444 ,we have no blackboards1 no maps and no illustrative apparatus of any kind4 ,when we enter one of these schools1 we behold a picture of discomfort and misery4 ,the children are perched upon the benches before described3 but as they have no support for their backs1 and as only the taller of them can reach the floor with their feet1 marks of weariness and pain are visible in their features and postures4 ,some to procure rest and ease to their aching frames have drawn up both feet upon the bench and are sitting cross-legged like a tailor on the shop board4 ,others stooping forward1 rest their elbows upon their knees1 with one hand supporting their chins and with the other holding up their books before their weary eyes2 while all avail themselves of every possible excuse to change their position and so obtain relief4 ,some asking permission to go out1 others to get a drink1 and many constantly flocking to the teacher's desk with words to be pronounced1 sums to be examined and corrected1 pens to be mended1 or difficulties to be explained1 in connection with grammar1 or other lesson1 etc4 ,so that the place is filled with noise and disorder1 rendering study impossible and anything like the cultivation of cheerful and benevolent affections entirely out of the question4444 ,then follows an example of the character of the teaching in a school in the centre of one of the largest and wealthiest townships in the district of ,brock3-- ,this school was taught by a person who in his youth had enjoyed what we term superior advantages1 being connected with a family of highest respectability4 ,notice of my intended visit had several days before been sent to the teacher4 ,the female pupils had 444 decorated the place with evergreens and bouquets of flowers4 ,the room1 though humble and coarse1 was neat and tidy4 ,when ,i entered1 the class in the fourth book of lessons was reading4 ,a book was put into my hands and ,i desired them to proceed4444 ,when they were done reading ,i proceeded to examine them on the lesson4 ,great ,britain was mentioned in the lesson and allusion made to her people and institutions4 ,my first question1 therefore was--,where is ,great ,britain8 ,from the vacant and surprised stare with which this question was received ,i was satisfied that they had no clear conception of what ,great ,britain was4444 ,i finally asked what is the form of ,government in ,great ,britain8 ,as no answer was given1 ,i 444 asked whether a ,king1 ,queen or ,president governed in ,great ,britain8 ,to this question a pupil1 aided by the teacher1 who whispered in her ear1 replied a ,queen4 ,i than asked her name4444 ,after a good deal of hesitation1 a young woman of eighteen or twenty years of age1 replied ,queen ,elizabeth6 ,,the ,,old ,,log ,,school ,,house ,,and ,,its ,,belongings4 ,in connection with the realistic picture of education in the ,county of ,oxford1 in #ahdg-di1 sketched by the ,rev4 ,w4 ,h4 ,landon1 ,district ,superintendent1 the following dual pictures of ,the ,old ,log ,school and ,the ,pioneer ,teachers1 taken from the ,toronto ,globe of #ahhg1 will be found to be highly interesting4 ,the pictures are graphically drawn by a teacher1 and from a teacher's standpoint4 ,speaking of the representative teacher of a former generation recalling the past1 he said3-- ,the old days come up vividly before him1 when he first engaged in the work in some country district1 engaging to devote to it the best energies of body and mind1 for1 it may be1 some such munificent salary as eight or ten dollars a month1 said salary to be supplemented by the saving in expense effected through the process formerly so much in vogue of boarding around4 ,how well he remembers the old log school house1 with its low ceiling on which a tall man could easily lay his hand2 the narrow apertures1 fitted with a few panes of #gi glass which served for windows2 the floor of unplaned boards1 whose crevices were either compactly filled with accumulations of dust and litter characteristic of the school room1 or worse still1 yawning to swallow up pen-knife and slate pencil as they would ever and anon drop from the fingers of some luckless wight1 started from the half slumber into which the drowsy monotony of the ill-ventilated school room had beguiled him1 by the stentorian tones1 or possibly the vigorous cuffs1 of the master of ceremonies4 ,very distinctly the vision of such a school room of the old type1 though at a date much less than fifty years ago1 rises before the writer as memory carries him back to the little ,canadian hamlet in which his boyhood was passed4 ,the desks1 so as far any were provided1 consisted of a wide shelf fixed at a pretty sharp angle against the wall1 and extending all around the room1 with an intermission only at the narrow space occupied by the door4 ,this primitive arrangement was sometimes supplemented with a long1 flat table composed of three or four loose planks in the rough1 supported by wooden benches or horses placed transversely beneath4 ,the seats were of planks or slabs1 likewise unsmoothed1 constructed by driving rudely hewn legs into holes bored with a large augur1 at a suitable angle1 in the lower surface of the plank or slab4 ,these legs often projected an inch or so above the surface of the seat4 ,it could not be said of these rude structures as in ,cowper's ,evolution of the sofa1 that the slippery seat betrayed the sliding part that pressed it1 for between the projecting legs and the innumerable splinters the unhappy occupant was in much greater danger of being impaled and pinned fast than of slipping off4 ,perhaps it was better so1 for in view of the great height usually given them1 the fall1 for a small child1 while it would most surely have been a laughing matter1 might yet have proved a serious one4444 ,it was certainly a strange and cruel infatuation which constrained our grandfathers to think that the proper position for a boy or girl at school was upon a narrow perch1 without back or arm support of any kind1 and with the feet dangling some six or eight inches above the floor4 ,the picture of the old school bench would not be accurate without reference to the warping of the plank which was pretty sure soon to take place1 with the result of raising one or other of the diagonal legs an inch or two from the floor1 thus converting the seat1 when filled with its living1 aching load1 into a tilting board1 provocation of many a trick from the omnipresent mischievous boy of the school1 and resulting in many a blow from the palm or cane of the irate master1 which would1 of course1 generally descend upon innocent ears or shoulders4 ,what a picture did the wooden desks and walls of those old-time school houses present1 worn smooth with the elbows1 smeared with the jackets1 variegated with the ink1 carved with the jack-knives and stained with the tears of boisterous and blubbering boys and rosy-cheeked1 hoydenish or timid girls4 ,what burlesque1 too1 upon every intelligent idea of education were the processes carried on in them4 ,from nine o'clock to twelve1 and from one till four1 six long hours1 as marked by the sun's shadow on the rude dial marked out on the windowsill1 did the work go on4 ,murray's ,reader1 and in the most ambitious districts his ,grammar1 ,walker's ,dictionary1 ,walkingame's ,arithmetic1 ,goldsmith's ,geography and somebody's spelling-book1 with slate and pencil1 a scanty supply of paper and ink1 and pen shaped with a keen pen-knife from a quill picked up from the wayside or plucked ruthlessly from the wing of some reluctant squawking goose1 would complete the scholar's outfit4 ,it is the hour for preparation of the reading lesson4 ,the school room resounds with the loud hum of a score or two of boys and girls all studying aloud with a most distracting din1 and all the heads and bodies swaying constantly and simultaneously back and forth as an accompaniment to the voice4 ,this voice in the case of perhaps a majority would be modulated without the slightest relation to the contents of the printed page1 while the thoughts of the ostentatiously industrious student would be busy with some projected game or trick for the coming recess4 ,and yet how often would the ,scotch school master's eye gleam with pride and pleasure when he had1 by dint of persuasion or threat1 succeeded in getting every boy and girl engaged in the horrible1 monotonous chant4 ,then the recitation--what a scene of confusion and stripes1 tears and bellowings4 ,perhaps it was the column of spellings4 ,a few1 fitted by nature with memories adapted for that kind of work1 would make their way in triumph to the head of the long semicircular class4 ,but woe1 woe to the dullards and the dunces1 under a regime whose penalty for missing a word a foot and a half long would be1 very likely1 two or three strokes on the tingling fingers or aching palm with the pitiless hardwood ferule1 this process being occasionally varied as some noisy or idling youngster was called up from a back seat to be visited with a still sterner chastisement for some trifling misdemeanor4444 ,the writer can recall instances and experiences innumerable1 the infliction being sometimes accompanied with a caution to tell no tales at home under pain of a worse infliction4 ,in his own case he well remembers the wrath of his father1 who would have thought it wrong and encouraging insubordination to listen to any complaints against the master1 when1 on occasion of the victim of a tendency to juvenile pranks being dangerously ill with scarlet fever1 and that father being called on by the doctor to annoint his back with some soothing lotion1 he found said back striped and checked with a network of black and blue4 ,it is needless to add that at this point ended both the writer's experience under that schoolmaster and the schoolmaster's term of engagement in that district4 ,as a significant comment upon the moral effects of the regime of the schoolmasters of the old school the writer may add that one of his most vivid memories of the mental status produced by the school training referred to is that of an intense longing for the day when he should be large enough to repay that old schoolmaster in his own coin4 ,that day came4 ,the flagellated boy1 transformed into a tolerably lusty youth1 found himself face to face with his quondam tormenter4 ,but his long cherished wrath speedily gave place to pity for the decrepit1 friendless and lonely old bachelor1 whose days were drawing to a close1 with no loving hand of wife or daughter to minister to their feebleness4 ,,the ,,pioneer ,,teachers1 ,,and ,,the ,,trials ,,of ,,boarding ,,round4 ,the writer of the foregoing paper pictured roughly the rural ,canadian school of forty or fifty years ago4 ,it may not be without interest to have that picture supplemented with a glimpse of rural ,canadian life as seen by the schoolmaster of the period4 ,the boarding 'round system afforded him excellent facilities for observation4 ,the venerable custom of boarding round died1 no doubt1 a good many years ago1 so far as ,canada is concerned4444 ,but thirty or forty years ago it was1 in some parts of ,canada at least1 almost a matter of course that the teacher should board 'round4 ,when a school became vacant or a new and ambitious settlement had reached the pitch of development at which a school was deemed a necessary sequent to the carpenter's shop1 the smithy and the shoemaker's shanty1 one of the first steps was1 of course1 to pitch upon a suitable candidate for the scanty honors and still more scanty emoluments of the village pedagogue4 ,probably some influential member of the community had a son or a daughter in the teens1 who was thought pretty well up in the three ,r's4 ,if so1 it would usually be deemed quite unnecessary to look farther4 ,in fact it would1 in such a case1 be useless for an outsider to contest the constituency4 ,it never entered the unsophisticated heads of the trustees to invite competition by advertising for candidates to state salary expected4 ,this method of putting up professional talent in a kind of ,dutch auction is an evolution of our present best educational system on earth4 ,our grandfathers went about the business in a different way4 ,the coming teacher being fixed upon1 the next step was for the candidate himself1 or some interested relative or friend on his behalf1 to circulate a subscription sheet4 ,a form of heading would be prepared somewhat in the following style3--,we1 the undersigned residents of ,smithton ,district1 being desirous of securing the services of ,henry ,schoolman as teacher of the district school1 hereby agree to engage the services of said ,h4 ,s4 for the period of six months1 and to pay him at the rate of #a #bs #f;d for each and every pupil we hereunto subscribe or send to said school4 ,we further agree to supply the teacher with board in proportion to our several subscriptions2 also to furnish our proportions of wood for the use of said school4 ,signed1 etc4 ,the average juvenile ,canadian made1 no doubt1 a much more merciful1 and often much more efficient1 teacher than the ex-soldier1 or broken-down tradesman from the ,old ,country4 ,one of the first duties of the newly-fledged teacher would be to go carefully over his treasured list of subscribers and ascertain1 by a careful arithmetical calculation1 the exact number of weeks and days for which he was entitled to board and lodging at the house of each of his respective patrons4 ,the next step would be to find out1 by personal or written enquiries1 at what time it would be most convenient for each family to open its doors to him4 ,this process1 and the subsequent installation in each home would1 it may well be imagined1 be trying ordeals to the young and bashful pedagogue4444 ,the receptions accorded the poor itinerant would be1 of course1 as various as the feelings1 dispositions and circumstances of the householders1 or1 more strictly speaking1 of the presiding divinities of the parlor and the kitchen1 especially the kitchen4 ,in many cases he would quickly feel at home4 ,the welcome would be cordial1 the hospitality ungrudging1 the companionship agreeable4 ,in such cases the bashful beginner would soon be able to shake off the intolerably humiliating dread of being regarded as an intruder1 an interloper1 or half-mendicant4 ,but in numerous instances1 as may readily be conceived1 the situation would be most galling to a sensitive nature4 ,the over-worked1 perpetually tired and fretful mistress of the house would receive him with an ill-concealed frown or an involuntary sigh4 ,to her he represented just so much addition1 for so long a time1 to her hourly toils and cares1 already too heavy to be borne4 ,unwashed specimens of the heritage of the poor would swarm in every corner4 ,the fear and awe which secured him immunity for a time would soon wear away1 and as they were replaced with the familiarity that breeds contempt1 he would be exposed to all manner of well-meant advances and indignities4 ,the scorn at the roughly-spread supper table would be a scramble1 and the twilight hour1 which1 if he happened to have a spice of romance in his composition1 he would fain have consecrated to quiet thought or fancy1 would be made hideous by a juvenile pandemonium1 as amidst stripes and cuffs and yells and tears the unruly flock would finally be got to bed4 ,these1 of course1 were the ill-regulated householders1 but they exist4 ,well does the writer remember some personal experiences in this delightful phase of the professional life of an earlier day--not much more than half a semi-centennial distant4 ,the old1 dingy farmhouse1 the bare floors1 the hard seats1 the utter absence of everything in the shape of books or other literature1 the teeming olive branches at every age and stage of development1 the little spare bedroom1 whose sole furnishings consisted of the bed and bedding1 on whose hard floor he reclined for lack of chair and table evening after evening for hours after he was supposed to be in bed1 reading by the feeble rays of a tallow candle the ponderous volumes of ,dr4 ,dick's philosophies1 which had been kindly loaned him by a friend1 and which were devoured with an eagerness begotten of a genuine hunger1 though out of all proportion to the literary merits of the works4 ,,the ,,old ,,school ,,house4 ,rude and unfinished and uncomfortable as it was1 ,the ,old ,school ,house would be sure to bring up to many an old boy tender memories1 which would be recalled in after years in words somewhat like those in poetic form as follows3 ,it stood on a bleak country corner1 ,the houses were distant and few2 ,a meadow lay back in the distance1 ,beyond rose the hills to our view4 ,the road1 crossing there at right angles1 ,untraversed by pomp and array2 ,were cropped by the cows in the summer1 ,i've watched them there many a day4 ,in memory's hall hangs the picture1 ,and years of sad care are between2 ,it hangs with a beautiful gilding1 ,and well do ,i love it1 ,i ween4 ,it stood on a bleak country corner1 ,but boyhood's young heart made it warm2 ,it glowed in the sunshine of summer1 ',twas cheerful in winter and storm4 ,the teacher1 ,o well ,i remember1 ,my heart has long kept him in place2 ,perhaps by the world he's forgotten1 ,his memory no touch can efface4 ,he met us with smiles on the threshold1 ,and in that rude temple of art1 ,he left1 with the skill of a workman1 ,his touch on the mind and the heart4 ,oh6 gay were the sports of the noontide1 ,when winter winds frolicked with snow2 ,we laughed at the freaks of the storm-king1 ,and shouted him on all aglow4 ,we flashed at his beautiful sculpture1 ,regardless of all its array2 ,we plunged in the feathery snow-drifts1 ,and sported the winter away4 ,we sat on the old-fashioned benches1 ,beguiled with our pencil and slate2 ,we thought of the opening future1 ,and dreamed of our manhood's estate4 ,i cast a fond glance o'er the meadow1 ,the hills just behind it ,i see2 ,away in the charm of the distance1 ,old school house6 a blessing on thee6 ,mr4 ,canniff ,haight1 in ,canada of ,fifty ,years ,ago1 gives the following account of the common school education of his day3--,the schoolhouse was close at hand1 and its aspect is deeply graven in my memory4 ,it was a small1 square structure1 with low ceiling4 ,in the centre of the room was a box stove1 around which the long wooden benches1 without backs1 were ranged4 ,next the wall were the desks1 raised a little from the floor4 ,in the summer time the pupils were all of tender years1 the elder ones being kept at home to help with the work4 ,i was one of a lot of little urchins ranged daily on hard wooden seats1 with our feet dangling in the air for seven or eight hours a day4 ,in such a plight we were expected to be very good children1 to make no noise1 and to learn our lessons4 ,it is a marvel that so many years had to elapse before parents and teachers could be brought to see that keeping children in such a position for so many hours was an act of great cruelty4 ,the terror of the rod was the only thing that could keep us still1 and at that often failed4 ,sometimes1 tired and weary1 we fell asleep and tumbled off the bench1 to be awakened by the fall of the rod4 ,in the winter time1 the small school was filled to overflowing with the larger boys and girls4 ,this did not improve our condition1 for we were more closely packed together1 and were either shivering with the cold or being roasted with a red-hot stove4444 ,i next sat under the rod of an ,irish pedagogue--an old man who evidently believed that the only way to get anything into a boy's head was to pound it in with a stick through his back4 ,there was no discipline1 and the noise we made seemed to rival a bedlam4--pp4 #ag1 #ah4 ,as far as my recollection goes1 the teachers were generally of a very inferior order1 and rarely possessed more than a smattering of the rudiments of grammar and arithmetic4 ,they were poorly paid1 and boarded round the neighbourhood4 ,but it is not improbable that they generally received all that their services were worth4444 ,the school-houses where the youth were taught were in keeping with the extent of instruction received within them4 ,they were invariably small1 with low ceilings1 badly lighted1 and without ventilation4--pp4 #aeg1 #aeh4 ,a ,,school ,,teacher',s ,,personal ,,experience ,,in #ahfe4 ,from the ,toronto ,mail of ,november #bhth1 #ahhh1 ,i select the following graphic account of the personal experience of a school teacher in #ahfe3-- ',yes1 said an old teacher to a representative of the ,mail yesterday1 education has been wonderfully revolutionized in ,ontario during the last twenty-five years4 ,it was in ,january1 #ahfe1 that ,i first took up the birch1 swaying it until ,i cautiously made up my mind to quit when the new ,act requiring higher qualifications came into force in #ahga4 ,at that time the school houses in my county were all constructed of logs1 and more uninviting buildings than these were not to be found in the country4 ,it did appear that the ratepayers were more led to educate their children out of a feeling of latent and legal compulsion1 than out of duty and parental regard4 ,the life of a teacher in those days was not the high-toned one of to-day4 ,let me give my own experience1 and when ,i have related it you will see how much there is in the complaints and grumblings of the existing generation of school teachers4 ',a school became vacant in the neighboring township1 and ,i made up my mind1 armed as ,i was with a first-class certificate awarded me by the ,county ,board of ,examaminers1 that ,i would apply for the position4 ',i went to two influential men in the neighborhood and succeeded in coaxing them to go with me to the trustees of the school4 ,we arrived at the section in due time1 and after making due enquiries proceeded to the house of one of the trustees1 who had the reputation of knowing everything worth discovering in the school law of the period4 ,i felt an awful dread and confusion come over me when in the presence of that trustee4 ,i was introduced1 and ,i immediately told my errand4 ,the horny-handed son of toil gave me one of those inscrutable looks that nearly sunk me to the earth4 ,he coughed slightly1 jerked his head back1 put his two hands in the pockets of his trousers1 and immediately proceeded to business4' ',so yous wants the school1 does you8' ',i do1 sir4' ',well1 ,i might as well tell ye at once that the teacher we intend hiring must be better than the present one4 ,he is a curse to the children of this section1 with his grammar and his jography1 and all his other fal da rals4 ,why1 sir2 my son ,bill comes home the other night and says he1 ',father1 what is grammar8' ,i says1 ,bill1 ,i never studied grammar1 and you see how ,i am able to get along without it4 ,grammar is no good for ploughing or cutting up that slash fornent the house4 ,well1 says the boy1 would you tell me what our teacher meant by saying that ,berlin is on the ,spree8 ,i then got mad1 and says ,i1 ,bill1 never let me hear ye say anything more about these things4 ,sure they were never taught to us from the ,new ,testament when ,i was in school4 ,but that is not all1 the boy began to say to himself1 orthography1 etymology1 syntax1 and prosody1 going over them again and again1 until ,i says to ,moriah1 is the child getting mad1 wife6 ,no sooner had he heard that than he began to say1 ,noun1 adjective1 pronoun1 adverb1 preposition1 noun1 adjective1 pronoun1 preposition1 as before4 ,i then got afeard the child was clean crazy1 and when ,i was in the act of rising to catch hold of him1 says he1 ,father1 the earth is not flat1 it is a round ball and goes round4 ,och1 och1 says ,i1 that spalpeen of a school master has driven my son mad4444 ,so ,i calls a meeting1 and my two colleages1 ,thomas ,ginty and ,edward ,crawford1 and myself1 met at the school house and dismissed the rascal4 ,when the leader of education of school section ,no4 #e ---- stopped1 ,i turned to my companions1 not knowing what qualifications were expected of me4 ,the trustee continued3--,can you read8 ,yes4 ,can you cipher8 ,yes4 ,do you know how to count by long division8 ,i do4 ,you don't know grammar8 ,here was the crucial test4 ,i resolved1 however1 to get out of it the best way possible1 and replied3--,i don't like grammar1 and don't know much about it1 which was true4 ,good4 ,the trustee smiled sweetly and said3--,the school is yours2 but1 remember1 no grammar or jography1 or out you go4 ,i was taken to the other trustees1 and in their presence ,i was put through the same examination as above recorded4 ,the bargain was struck there and then4 ,i was promised fifteen dollars a month board from house to house1 with the condition that ,i should put on the fires in winter1 and keep the school house clean--a herculean task in those days4 ,on the morning that ,i was to assume my pedagogic duties1 ,i arrived at the school house about #h a4m41 and at once proceeded to build a fire4 ,i never can forget the feeling of utter loneliness which came over me1 as ,i stood opposite a fireplace wide enough to accommodate an ox4 ,on the walls of the building were three maps1 of what countries ,i do not now remember1 because geography was proscribed during my regime4 ,daylight was seen through the walls4 ,the seats were of the most primitive character1 while my own desk resembled more the top of a toboggan slide than the rostrum of one who was teaching the young idea how to shoot4 ,there was no fence round the building1 the play ground being illimitable in its dimensions and capacities4 ,in short the whole of the surroundings of this rural academy congealed all literary aspirations1 and it was little wonder that the boys and girls meeting there1 and pretending to be drinking at the fountain of knowledge1 grew up utterly destitute of the first principles of a rational and suitable education4 ,the children arrived1 and ,i immediately began to assert my authority as the head of the institution4 ,i made a short speech1 telling the children that nothing would be taught in my school but reading1 writing and 'rithmetic1 adding that the ten commandments would be included in the curriculum4 ,i got along famously that day with the pupils1 and as ,i was told afterwards1 when my charges went home and told their parents the new order of things1 ,i was universally pronounced the greatest teacher of the age4 ,i lodged that night with ,trustee ,fallis1 my examiner4 ,he was delighted with the reports given by ,bill of my mode of teaching1 and in a moment of confidence told me that the school was mine as long as ,i liked to keep it4 ,i humbly thanked him1 and retired to my room1 where ,i found ,bill1 the heir of the house1 in innocent slumber4 ,bill did not by any means prove a pleasant bed-fellow4 ,occasionally his feet were found where his head should be1 and he repeatedly called out1 ,no grammar6 ,hurrah6 ,next morning ,i rose1 and after breakfast majestically strode through two feet of snow to the log school house1 and then put in another day's grinding4 ,at four o'clock the trustees met and handed me a badly written and worse spelled manuscript1 which on perusal ,i found to be the list of houses ,i was to board at during the coming three months4444 ,now1 sir1 continued the dominie1 ,i put in a whole year of that kind of work2 listened to all the gossip of the neighborhood1 slept occasionally on the floor1 nursed all the babies of the section1 and just as ,i thought that my position was secure1 disaster overcame me4 ,one of the trustees had a daughter of prepossessing appearance1 and ,i could not resist the temptation of falling in love with her4 ,when the news got abroad that ,i was paying attentions to her1 the section began to talk adversely of myself4 ,complaints were soon heard as to my teaching4 ,some said that ,i was teaching grammar on the sly1 and that ,i was partial to some of the children4 ,the result of it all was that a meeting of the board took place1 and1 despite the protests of ,thomas ,ginty1 ,i was1 in the language of modern times1 fired4 ,now1 continued the old teacher1 the moral of what ,i told you is this3--,compare the log school house1 its internal arrangements and play grounds1 with those of to-day throughout the whole country1 and you have the greatest exemplification possible of the progress made by ,ontario during the last quarter of a century4 ,there is scarcely a section now but has its brick school house1 with surroundings attractive and neat4 ,the teacher is given ample opportunity to cultivate the minds of his pupils to the highest pitch possible1 at least as far as requisite for the general affairs of life4 ,the old prejudices against teaching anything else but the three ,r's are gone4 ,you have the walls of the buildings ornamented with maps1 charts and other appliances4 ,text-books are provided of the most modern character1 while a rigid system of examinations acts as an incentive to the teacher and makes him an instructor in fact and reality4 ,lastly1 we have an intelligent and cultured class of teachers1 and taking all things into consideration1 they are well paid1 and still better1 their services are year by year becoming more appreciated4 ,a better class of people now act in the capacity of trustees1 and as years roll by a still more intelligent class will be found in these positions4 ,,reminiscences ,,of ,,education ,,in ,,the ,,city ,,of ,,hamilton ,,in #aheb4 ,in conversation with a ,reporter of the ,hamilton ,times in #ahhh1 ,mr4 ,james ,cummings1 who1 after thirty-seven years service on the ,city ,board of ,education1 thus related his early educational experience3-- ,at the time ,i first became connected with the board in #aheb1 said ,mr4 ,cummings1 education was at rather a low ebb1 not only in ,hamilton1 but throughout the country4 ,dr4 ,ryerson had just commenced his excellent common school scheme and in #ahdg1 had established a training school for teachers in ,toronto4 ,hamilton had decided to adopt the common school system and the reorganization of the schools was just being effected4 ,previous to that time the education of the children of the better class was almost wholly in the hands of private school teachers4 ,there were a few small school rooms in the different wards1 but they were wretched places1 where usually fifty children were crowded into a small room reeking with fetid atmosphere4 ,on the site of the present ,cannon street school was a small frame grammar school1 at which many of the present leading citizens received the ground-work of their education4 ,a great reform was inaugurated here in the year #aheb4 ,under the new ,ryerson ,act of #ahej trustees were clothed with new powers1 and we immediately proceeded to reorganize the schools here on the new plan4 ,tenders were let for the erection of the present ,central school and for ward schools in different parts of the city4 ,mr4 7now ,dr4 ,j4 ,h47 ,sangster was appointed head master1 and to him was entrusted the appointment of teachers1 and he was made responsible for the efficiency of the schools4 ,he had been a teacher in the ,ryerson model school in ,toronto1 and he appointed as his assistants thoroughly trained graduates of that excellent institution4 ,this was the founding of ,hamilton's excellent common school system4 ,it kept improving from year to year and soon closed out the private schools4 ,larger ward schools were erected1 and since that day ,hamilton has taken a high position educationally in the ,province4 ,,education ,,in ,,the ,,county ,,of ,,simcoe1 #aheb-ahgb4 ,dr4 ,ryerson was invited to open the new ,public ,school in the town of ,barrie in #ahgb4 ,before the ceremony was proceeded with a letter was read from ,judge 7now the ,hon4 ,senator7 ,gowan1 who was unable to be present1 referring to his long services in the cause of education in the ,county of ,simcoe4 ,he said3-- ,ever since ,i came to this country1 nearly thirty years ago1 ,i have been connected with the school system1 having held the office of ,trustee of the ,grammar ,school1 and the position of ,chairman of the ,board of ,public ,instruction from its first institution till superseded by recent enactment1 and1 with the exception of my friend1 ,mr4 ,dallas1 ,i am the only member of the original ,board now living4 ,i have seen the gradual improvement in the school system1 and the improvement in the schools in this country from very small beginnings to the present advanced and most prosperous condition1 so you will understand my disappointment in not being able to be present on the interesting occasion of laying the corner-stone of the ,public ,school house of ,barrie1 by the ,chief ,superintendent of ,education4 ,my position as ,secretary and ,treasurer of the ,grammar ,school1 and ,chairman of the ,board of ,public ,instruction1 in this1 the largest county in ,ontario1 brought me in constant communication with the ,education ,office in ,toronto2 and ,i can say that the able1 zealous1 and wise administration of the school law by ,dr4 ,ryerson and his assistant1 ,dr4 ,hodgins1 has1 here at least1 had a happy effect--fostering the increase of schools1 securing their better management1 giving them efficient teachers1 and providing the means1 within easy access to all1 of securing a good common education to the youth of this country1 and a very superior education in the ,grammar ,schools4 ,mr4 7now ,judge7 ,boys1 gave a sketch of the educational history of ,barrie as follows3 ,twenty years ago there was no ,public or ,common ,school1 not1 however1 without school accommodation1 as we were then included in what was known as ,school ,section ,no4 #a of the adjoining ,township of ,vespra4 ,we had no building specially set apart as a school house1 but a rented room then sufficed to carry on the daily teaching embraced within the section4444 ,twenty years ago one teacher took charge of all our scholars--both male and female--and if there is any doubt as to his labor having been great1 there can be none as to his salary having been small1 for he subsisted on a sum of #fj per annum4 ,in ,january1 #ahed1 ,barrie became possessed of a school of its own1 and built a school house of frame #bd #cf1 just about large enough to fill up one room in the building we are now erecting4 ,it was1 no doubt1 at the time it was built1 amply large1 yet ,i find1 from the record of the school1 that such was the growth of the town by ,september1 #ahed1 non-residents were refused admittance to the ,barrie school on the ground of its over-crowded state1 the average attendance of males being seventy--the females were then taught in another building by a female teacher4 ,this state of things continued for nearly a year1 when a separate school was established for ,barrie1 which brought some relief to the over-crowded building4 ,but it was evident that more school accommodation would have to be supplied1 and ,i see by the minute book of the school1 that a new school house was talked of so far back as ,january1 #ahee4 ,the new school house1 however1 never came4 ,the difficulty at last was settled by an enlargement of the old building1 which then assumed the appearance it now presents4 ,with the enlarged school house1 supplemented by some rented rooms1 the schools of ,barrie have ever since continued to the present time4 ,it took time to convince our people of the imperative necessity there was for a large outlay in providing a new school house4 ,but the ratepayers became convinced at last1 and gave their hearty approval to an expenditure which will enable us1 during the next year1 to erect a school building suitable to the place1 and one worthy of the trouble you1 sir1 have taken to be present at its official commencement4 ,during the time ,i refer to1 a ,grammar ,school building of brick was erected and enlarged1 and a ,separate ,school building put up4 ,to-day1 with your kind assistance1 we have inaugurated a system of ,public ,school accommodation which1 with our school known as the ,barrie ,school1 ,separate and ,high ,schools1 will ultimately provide for the educational wants of the neighborhood4 ,i use the expression 'inaugurated a system1' because ,i hope and trust that our efforts in this direction will not be slackened on the completion of this building4444 ,we believe this building will be worthy of the honor you have done us in coming here to-day1 we also believe at some future day1 we shall have a system of ,public ,school accommodation worthy of the life-long and successful efforts you have made to give to ,ontario an almost perfect system of education4 ,it is seldom that public men are asked to assist in building a monument to themselves1 but ,i have asked you to do so on this occasion1 for ,i look upon buildings of this nature as memorials of your well-directed public work during the last thirty years1 and when you have gone to your long home1 and the envy--aye--and the malice of your enemies are forgotten1 your name associated with the noble work you have accomplished1 will be handed down from generation to generation1 and each school section throughout the country will contain a monument to your memory1 as enduring as the foundations of this continent4 ,,chapter ,,vi4 ,,personal ,,chapter ,,relating ,,to ,,the ,,rev4 ,,dr4 ,,ryerson4 ,in ,dr4 ,ryerson's personal sketch of his early history he gives the following particulars as to his student and teacher life3 ,i was born on the #bdth of ,march1 #ahjc1 in the ,township of ,charlotteville1 near the ,village of ,vittoria1 in the then ,london ,district1 now the ,county of ,norfolk4444 ,the district grammar-school was then kept within half-a-mile of my father's residence1 by ,mr4 ,james ,mitchell 7afterwards ,judge ,mitchell71 an excellent classical scholar2 he came from ,scotland with the late ,rt4 ,rev4 ,dr4 ,strachan1 first ,bishop of ,toronto4 ,he treated me with much kindness4 ,when ,i recited to him my lessons in ,english grammar he often said that he had never studied the ,english grammar himself1 that he wrote and spoke ,english by the ,latin grammar4 ,at the age of fourteen ,i had the opportunity of attending a course of instruction in the ,english language given by two professors1 the one an ,englishman1 and the other an ,american1 who taught nothing but ,english grammar4 ,they professed in one course of instruction1 by lectures1 to enable a diligent pupil to parse any sentence in the ,english language4 ,i was sent to attend these lectures1 the only boarding abroad for school instruction ,i ever enjoyed4 ,my previous knowledge of the letter of the grammar was of great service to me1 and gave me an advantage over other pupils1 so that before the end of the course ,i was generally called up to give visitors an illustration of the success of the system1 which was certainly the most effective ,i have ever since witnessed1 having charts1 etc41 to illustrate the agreement and government of words4 ,this whole course of instruction by two able men1 who did nothing but teach grammar from one week's end to another had to me all the attraction of a charm and a new discovery4 ,it gratified both curiosity and ambition1 and ,i pursued it with absorbing interest1 until ,i had gone through ,murray's two volumes of ,expositions and ,exercises1 ,lord ,kames' ,elements of ,criticism1 and ,blair's ,lectures on ,rhetoric1 of which ,i still have the notes which ,i then made4 ,the same professors obtained sufficient encouragement to give a second course of instruction and lectures at ,vittoria1 and one of them becoming ill1 the other solicited my father to allow me to assist him1 as it would be useful to me1 while it would enable him to fulfil his engagements4 ,thus1 before ,i was sixteen1 ,i was inducted as a teacher1 by lecturing on my native language4 ,this course of instruction1 and exercises in ,english1 have proved of the greatest advantage to me1 not less in enabling me to study foreign languages than in using my own4 ,while working on the farm ,i did more than ordinary day's work1 that ,i might show how industrious1 instead of lazy1 as some said1 religion made a person4 ,i studied between three and six o'clock in the morning1 carried a book in my pocket during the day to improve odd moments by reading or learning1 and then reviewed my studies of the day aloud while walking out in the evening4444 ,a kind friend offered to give me any book that ,i would commit to memory1 and submit to his examination of the same4 ,in this way ,i obtained my first ,latin grammar1 ,watts on the ,mind1 and ,watts' ,logic4 ,my eldest brother1 ,george1 after the war1 went to ,union ,college1 ,u4 ,s41 where he finished his collegiate studies4 ,he was a fellow-student with the late ,dr4 ,wayland1 and afterwards succeeded my brother-in-law as ,master of the ,london ,district ,grammar ,school4 ,his counsels1 examinations1 and ever kind assistance were a great encouragement and of immense service to me4 ,i felt a strong desire to pursue further my classical studies1 and determined1 with the kind counsel and aid of my eldest brother1 to proceed to ,hamilton1 and place myself for a year under the tuition of a man of high reputation both as a scholar and a teacher1 the late ,john ,law1 ,esq41 then head master of the ,gore ,district ,grammar ,school4 ,i applied myself with such ardour1 and prepared such an amount of work in both ,latin and ,greek1 that ,mr4 ,law said it was impossible for him to give the time and hear me read all that ,i had prepared1 and that he would1 therefore1 examine me on the translation and construction of the more difficult passages1 remarking more than once that it was impossible for any human mind to sustain long the strain that ,i was imposing upon mine4#eh ,in the course of some six months his apprehensions were realized1 as ,i was seized with a brain fever1 and on partially recovering took cold1 which resulted in inflammation of the lungs by which ,i was so reduced that my physician1 the late ,dr4 ,james ,graham1 of ,norfolk1 pronounced my case hopeless1 and my death was hourly expected4 #eh ,having written to the late ,hon4 ,samuel ,mills for his recollections of these school days1 ,mr4 ,mills replied as follows3 ,i have a distinct recollection of having had the honor of being at the ,hamilton ,grammar ,school with yourself in the years #ahbc and #ahbd1 and that the late ,john ,law was head master at the time4 ,he was considered a highly educated and accomplished scholar1 and was so well qualified for the position he held1 that the school had a provincial reputation and was patronized by many parties living at a great distance by sending their sons to it2 and the very fact of your attending the school gave clat to it1 as you were then considered a well educated young man1 far in advance of the rest of us4 ,your studies1 if my recollection serves me right1 were confined entirely to reading ,latin and ,greek1 and ,i know ,mr4 ,law and the whole school looked upon you as being a credit to it4 ,after a severe illness ,dr4 ,ryerson happily recovered4 ,his narrative states that1 the next day after my recovery1 ,i left home and became usher in the ,london ,district ,grammar ,school1 applying myself to my new work with much diligence and earnestness1 so that ,i soon succeeded in gaining the good-will of parents and pupils1 and they were quite satisfied with my services1--leaving the head master to his favorite pursuits of gardening and building6 ,in #ahgb1 ,dr4 ,ryerson wrote to ,mr4 ,simpson ,mc,call1 of ,vittoria and asked3 ,will you have the kindness to let me know what is your own recollection as to the attendance at the school1 especially in the winter months1 and the impression of the neighborhood generally as to its efficiency during the two years that ,i taught it8 ,mr4 ,mc,call replied as follows3 ,i can assure you that ,i have a vivid recollection of the ,london ,district ,school during the winters of #ahba and #ahbb1 being an attendant myself4 ,i also remember several of the scholars with whom ,i associated1 viz3 ,h4 ,v4 ,a4 ,rapelje1 ,esq41 late ,sheriff of the ,county of ,norfolk2 ,capt4 ,joseph ,bostwick1 of ,port ,stanley2 ,james and ,hannah ,moore4 ,the number generally attending during the winters of those two years1 if ,i remember correctly1 were from forty to fifty4 ,the school while under your charge was well and efficiently conducted1 and was so considered and appreciated throughout the neighborhood at the time2 and after you left the charge of the ,london ,district ,school it was generally regretted in the neighborhood4 ,i remember hearing this frequently remarked not only by pupils who attended the school under your tuition but also by their parents4 ,during two years ,i was thus teacher and student1 advancing considerably in classical studies1 ,i took great delight in ,locke on the ,human ,understanding1 ,paley's ,moral and ,political ,philosophy1 and ,blackstone's ,commentaries1 especially the sections of the latter on the ,prerogatives of the ,crown1 the ,rights of the subject1 and the ,province of ,parliament4 ,in an address before the ,ontario ,teachers' ,association in #ahgb1 ,dr4 ,ryerson said3 ,as it has of late been stated1 so confidently and largely1 that he had yet to learn the elements of his native tongue4 ,such had been the representations on the subject1 that he had begun to suspect his own identity1 and to ask himself whether it was not a delusion that he had in boyhood not only studied1 but1 as he supposed1 had mastered ,murray's two octavo volumes of ,english ,grammar and ,kame's ,elements of ,criticism and ,blair's ,rhetoric1 of which he still had the notes that he made in early life2 and had been called to assist teaching a special class of young persons in ,english ,grammar when he was only fifteen years of age2 and whether it was not a fancy that he had taught1 as he supposed1 with some degree of acceptance and success1 what was then known as the ,london ,district ,grammar ,school for two years1 and had subsequently placed himself for a year under an accomplished scholar in order to read ,latin and ,greek4 ,somewhat disturbed by these doubts1 he thought he would satisfy himself by writing to the only two gentlemen with whom he was now acquainted1 who knew him in these early relations4 ,in reference to these statements he would read the correspondence on the subject4 7,see the foot notes appended47 ,,the ,,rev4 ,,dr4 ,,ryerson ,,as ,a ,,teacher4 ,as to ,dr4 ,ryerson's influence as a teacher1 ,rev4 ,dr4 ,ormiston thus referred to it at the ,ontario ,teacher's ,convention in #ahgb4 ,he said3 ,the teacher has a reward peculiar to his work--a living1 lasting memorial of his worth4 ,the feelings of loving reverence which we entertain for those who have awakened our intellectual life1 and guided us in our earliest attempts at the acquisition of knowledge1 are as enduring as they are grateful4 ,i shall never forget1 as ,i can never repay1 the obligations under which ,i lie to the venerable and honorable ,chief ,superintendent1 ,dr4 ,ryerson1 not only for the kindly paternal greeting with which1 as principal1 he welcomed me1 a raw1 timid1 untutored lad1 on my first entrance into ,victoria ,college1 when words of encouragement fell like dew-drops on my heart1 and for the many acts of thoughtful generosity which aided me in my early career1 and for the faithful friendship and ,christian sympathy which has extended over nearly thirty years1 unbroken and unclouded1 a friendship which1 strengthened and intensified by prolonged and endearing intimacy1 ,i now cherish as one of the highest honors and dearest delights of my life2 but especially for the quickening1 energizing influence of his instructions as professor1 when he taught me how to think1 to reason and to learn4 ,how ,i enjoyed the hours spent in his lecture-room--hours of mental and moral growth never to be forgotten6 ,i owe him much1 and but for his presence here to-day1 ,i would say more of what ,i think and feel of his character and worth4 ,he has won for himself a place in the heart of many a young ,canadian1 and his name will be ever associated with the educational advantages and history of ,ontario4 ,may he be spared for many years to see the result of his labors1 in the growing prospects and success of the common schools and educational institutions of this noble and prosperous province1 whose best interests he has patriotically done so much to promote4 ,in #ahhb1 after ,dr4 ,ryerson's death1 ,dr4 ,ormiston thus referred to his experience at ,victoria ,college1 then under ,dr4 ,ryerson's presidency4 ,he said3-- ,in the autumn of #ahdc1 ,i went to ,victoria ,college1 doubting much whether ,i was prepared to matriculate as a freshman4 ,though my attainments in some of the subjects prescribed for examination were far in advance of the requirements1 in other subjects ,i knew ,i was sadly deficient4 ,on the evening of my arrival1 while my mind was burdened with the importance of the step ,i had taken1 and by no means free from anxiety about the issue1 ,dr4 ,ryerson1 at that time ,principal of the ,college1 visited me in my room4 ,i shall never forget that interview4 ,he took me by the hand2 and few men could express as much by a mere hand-shake as he4 ,it was a welcome1 an encouragement1 an inspiration1 and an earnest of future fellowship and friendship4 ,it lessened the timid awe ,i naturally felt towards one in such an elevated position--,i had never before seen a ,principal of a ,college--it dissipated all boyish awkwardness and awakened filial confidence4 ,he spoke of ,scotland1 my native land1 and of her noble sons1 distinguished in every branch of philosophy and literature2 specially of the number1 the diligence1 the frugality1 self-denial and success of her college students4 ,in this way he soon led me to tell him of my parentage1 past life and efforts1 present hopes and aspirations4 ,his manner was so gracious and paternal--his sympathy so quick and genuine--his counsel so ready and cheering--his assurances so grateful and inspiriting1 that not only was my heart his from that hour1 but my future career seemed brighter and more certain than it had ever appeared before4 ,many times in after years have ,i been instructed1 and guided1 and delighted with his conversation1 always replete with interest and information2 but that first interview ,i can never forget1 it is as fresh and clear to me to-day as it was on the morning after it took place4 ,it has exerted a profound1 enduring1 moulding influence on my whole life4 ,for what1 under ,god1 ,i am1 and have been enabled to achieve1 ,i owe more to that noble1 unselfish1 kind-hearted man than to any one else4 ,as a teacher he was earnest and efficient1 eloquent and inspiring1 but he expected and exacted rather too much work from the average student4 ,his own ready and affluent mind sympathized keenly with the apt1 bright scholar1 to whom his praise was warmly given1 but he scarcely made sufficient allowance for the dullness or lack of previous preparation which failed to keep pace with him in his long and rapid strides2 hence his censures were occasionally severe4 ,his methods of examination furnished the very best kind of mental discipline1 fitted alike to cultivate the memory and to strengthen the judgment4 ,all the students revered him1 but the best of the class appreciated him most4 ,his counsels were faithful and judicious2 his admonitions paternal and discriminating2 his rebukes seldom administered1 but scathingly severe4 ,no student ever left his presence1 without resolving to do better1 to aim higher1 and to win his approval4 ,,the ,,rev4 ,,dr4 ,,ryerson ,,and ,,his ,,native ,,county ,,of ,,norfolk4 ,mr4 ,p4 ,k4 ,olyne1 in the ,new ,dominion ,monthly for ,july1 #ahfi1 in an article on ,norfolk1 or the ,long-,point ,county1 thus referrs to its settlement and to the boyhood there of ,dr4 ,ryerson3-- ,after undergoing many hardships which were only a foretaste of what they had to endure in the future1 a company arrived in the ,long ,point region about the year #aghj4 ,this was then a solitary wilderness4 ,these pioneer ,loyalists went to work with zeal unsurpassed in clearing away the forest1 in building roads and erecting houses as commodious as it was possible to erect out of rude materials4 ,among those who first came to the ,long ,point country1 worthy of particular notice1 were ,colonel ,ryerson1 ,colonel ,backhouse1 ,walsh and ,tisdale4 ,in the pioneer home of ,joseph ,ryerson might have been seen a remarkably bright lad4 ,being extremely fond of books1 he spent his spare moments in studying4 ,so regular was his habits in this respect1 that when a neighbour would drop in and ask for ,egerton1 the answer was sure to be3 ,you will find him in such a place1 with a book4 ,notwithstanding he was placed in a position where opportunities for gaining an education were very meagre indeed1 yet he overcame all obstacles--obstacles that he could not forget in after life1 and which1 like a true patriot1 he set himself to remove4 ,how much ,dr4 ,egerton ,ryerson1 ,chief ,superintendent of ,education1 has done for the educational interests of ,canada the reader is left to judge for himself4 ,of late the ,doctor has made a practice of visiting the home of his childhood annually4 ,not always by rail and stage has he accomplished the journey from ,toronto1 but still clinging to the sport of his youthful days he would set forward in an open boat1 and paddling it himself along the shores of the lakes would finally reach the place so dear to him1 and which1 no doubt1 brought afresh to his memory many recollections both joyous and sad4 ,a rude log schoolhouse was constructed by the early settlers as soon as they could do so conveniently4 ,a fire-place extended along nearly a whole side of the building4 ,logs of considerable length were rolled into this in cold weather for fuel1 before which rude benches or hewed logs were placed as seats for the instructor and pupils4 ,the close of the teacher's term was denominated the last day4 ,it was customary on this occasion for the children to turn the pedagogue out of doors by force1 and for this purpose some whiskey was generally provided as a stimulant4 ,such was the state of educational institutions in the days of young ,ryerson4 ,what advancement has education made since8 ,we trace it step by step as onward it has advanced1 until to-day ,norfolk can proudly boast of institutions and teachers second to none of the kind in the world4 ,in #ahea1 ,dr4 ,ryerson sent to each ,county ,council specimens of maps1 charts1 natural history1 prints1 etc41 to the value of #cj1 the ,council of the ,county of ,norfolk1 acknowledged the gift in a very hearty manner4 ,in reply to the ,county ,council1 ,dr4 ,ryerson said3-- ,from the ,municipal ,council of my native county1 ,i have never experienced unkind opposition1 but have been encouraged by its patriotic co-operation3 and it affords me no small satisfaction1 that that same ,council is the first in ,upper ,canada to acknowledge the receipt of the documents and maps referred to--that the resolution of the ,council was seconded by an old school-fellow1#ei and couched in terms to me the most gratifying and encouraging2 and that my first official letter of a new year1 relates to topics which call up the earliest associations of my youth1 and are calculated to prompt and impel me to renewed exertions for the intellectual and social advancement of my native land4 #ei ,mr4 ,i4 ,w4 ,powell1 ,m4,p4,p41 father of ,colonel ,powell1 ,adjutant-,general of ,canada4 ,to the ,county ,board of ,public ,instruction he said3 ,i hope the poorest boy in my native ,county may have access to a better common school than existed there when ,i was a lad4 ,what ,i witnessed and felt in my boyhood1 gave birth to the strongest impulses of my own mind1 to do what ,i could to place the means and facilities of mental development and culture within the reach of every youth in the land4 ,i am more than gratified1 ,i am profoundly impressed1 that such efforts are made for the interests of the young1 and of future generations in the ,county of ,norfolk4 ,that county is dear to me by a thousand tender recollections2 and ,i still seem to hear in the midst of it1 a voice issuing from a mother's grave1 as was wont formerly from the living tongue1 telling me that the only life worthy the name1 is that which makes man one with his fellow-men1 and with his country4 ,in ,september1 #ahfd1 ,dr4 ,ryerson thus referred to the trip in his frail skiff to his native county of ,norfolk in the preceding month3 ,in my lonely voyage from ,toronto to ,port ,ryerse the scene was often enchanting and the solitude sweet beyond expression4 ,i have witnessed the setting sun amidst the ,swiss and ,tyrolese ,alps from lofty elevations1 on the plains of ,lombardy1 from the highest eminence of the ,appenines1 between ,bologna and ,florence1 and from the crater summit of ,vesuvius1 but ,i was never more delighted and impressed 7owing1 perhaps1 in part to the susceptible state of my feelings7 with the beauty1 effulgence1 and even sublimity of atmospheric phenomena1 and the softened magnificence of surrounding objects1 than in witnessing the setting sun on the #bcrd of ,june1 from the unruffled bosom of ,lake ,erie1 a few miles east of ,port ,dover1 and about a mile from the thickly wooded shore1 with its deepening and variously reflected shadows4 ,and when the silent darkness enveloped all this beauty1 and grandeur1 and magnificence in undistinguishable gloom1 my mind experienced that wonderful sense of freedom and relief which come from all that suggests the idea of boundlessness--the deep sky1 the dark night1 the endless circle1 the illimitable waters4 ,the world with its tumult of cares seemed to have retired1 and ,god and ,his works appeared all in all1 suggesting the enquiry which faith and experience promptly answered in the affirmative-- ,with glorious clouds encompassed round ,whom angels dimly see2 ,will the unsearchable be found2 ,will ,god appear to me8 ,my last remark is the vivifying influence and unspeakable pleasure of visiting scenes endeared to me by many tender1 and comparatively few painful recollections4 ,amid the fields1 woods1 out-door exercises1 and associations of the first twenty years of my life1 ,i have seemed to forget the sorrows1 labors and burdens of more than two score years1 and be transported back to what was youthful1 simple1 healthy1 active1 and happy4 ,i can heartily sympathise with the feelings of ,sir ,walter ,scott when1 in reply to ,washington ,irving1 who had expressed disapprobation in the scenery of the ,tweed1 immortalized by the genius of the border minstrel1 he said3 ',it may be partiality1 but to my eyes these gray hills and all this wild border country have beauties peculiar to themselves4 ,i like the very nakedness of the land4 ,it has something bold1 and stern1 and solitary about it4 ,when ,i have been for some time in the rich scenery of ,edinburgh1 which is ornamented garden land1 ,i begin to wish myself back again among my honest gray hills1 and if ,i did not see the heather at least once a year ,i think ,i should die4' ,last autumn ,i lodged two weeks on the farm on which ,i was born1 with the family of ,mr4 ,joseph ,duncan1 where the meals were taken daily in a room the wood-work of which ,i1 as an amateur carpenter1 had finished more than forty years ago1 while recovering from a long and serious illness4#fj #fj ,the island within ,long ,point1 which ,mr4 ,ryerson's father obtained from the ,crown1 but which then belonged to him1 was marked on old maps as ,pottshawk ,point1 but designated on later maps1 and more generally known1 as ,ryerson's ,island4 ,,closing ,,official ,,acts ,,and ,,utterances ,,of ,,dr4 ,,ryerson4 ,an entire revision and consolidation of the laws relating to public and high schools took place in #ahgd1 in which ,dr4 ,ryerson took a leading part4 ,but the revision related chiefly to details and to the supply of former omissions in the law4 ,the last important official act of ,dr4 ,ryerson was to arrange for the educational exhibit of the department at the ,centennial ,exhibition in #ahgf4 ,that was most successfully carried out2 and1 at the close of that exhibition1 the following highly gratifying award was communicated to the then venerable ex-chief1 after he had retired from office4 ,the award was made by the ,american ,centennial ,commission1 and was to the following effect3 ,for a quite complete and admirably arranged exhibition1 illustrating the ,ontario system of education and its excellent results2 also for the efficiency of an administration which has gained for the ,ontario ,department a most honorable distinction among government educational agencies4 ,this award was quite a gratification to the now retired chief of the ,department1 then in his seventy-third year1 and amply repaid him1 as he said1 for many years of anxious toil and solicitude1 while it was a gratifying and unlooked-for compensation for all of the undeserved opposition which he had encountered while laying the foundations of our educational system4 ,in a letter to a friend toward the close of his official career1 ,dr4 ,ryerson thus explained the principles upon which he had conducted the educational affairs of the ,province during his long administration of them4 ,he said3-- ,during these many years ,i have organized and administered the ,education ,department upon the broad and impartial principles which ,i have always advocated4 ,during the long period of my administration of the ,department ,i knew neither religious sect nor political party2 ,i knew no party other than that of the country at large2 ,i never exercised any patronage for personal or party purposes2 ,i never made or recommended one of the numerous appointments of teachers in the ,normal or ,model ,schools1 or clerk in the education office1 except upon the ground of testimonials as to personal characters and qualifications1 and on a probationary trial of six months4 99 99 99 99 99 ,i believe this is the true method of managing all the public departments1 and every branch of the public service4 ,i believe it would contribute immensely to both the efficiency and economy of the public service4 99 99 99 ,it would greatly elevate the standard of action and attainments and stimulate the ambition of the young men of the country1 when they know that their selection and advancement in their country's service depended upon their individual merits1 irrespective of sect or party1 and not as the reward of zeal as political partisans in elections or otherwise1 on their own part1 or on that of their fathers or relatives4 ,the power of a government in a country is immense for good or ill4 ,it is designed by the ,supreme ,being to be a minister of ,god for good to a whole people1 without partiality1 as well as without hypocrisy1 like the rays of the sun2 and the administration of infinite wisdom and justice and truth and purity4 99 99 99 99 99 ,i know it has been contended that party patronage 99 99 99 is an essential element in the existence of a government4 99 99 99 ,the ,education ,department has existed--and it is the highest public department in ,upper ,canada--for more than thirty years without such an element1 with increasing efficiency and increasing strength1 in the public estimation1 during the whole of that period4 ,justice1 and virtue1 and patriotism1 and intelligence are stronger elements of power and usefulness than those of rewarding partisans2 and if the rivalship and competition of public men should consist in devising and promoting measures for the advancement of the country and in exercising the executive power most impartially and intelligently for the best interests of all classes1 then the moral standard of government and of public men would be greatly exalted1 and the highest civilization of the whole country be advanced4 ,in a series of letters published in defence of his administration of the ,education ,department in #ahgb1 he thus pointed out the character of his difficult and delicate task4 ,he also gave a brief glance at what had been accomplished by the ,department since he took office in #ahdd4 ,he said3-- ,the ,department of which ,i have had charge since #ahdd1 and during several administrations of government1 is confessedly the most difficult and complicated1 if not the most important1 of any department of the public service4 ,since #ahdd1 it has devolved on me to frame laws1 and to devise1 develop1 and administer a system of public instruction for the people of this ,province4 ,that system has been more eulogized by both ,english and ,american educationists1 and more largely adopted in other ,british colonies1 on both sides of the globe1 than any other system of public instruction in ,america4 ,the system of popular education in ,ontario has opened a free school to every child in the land1 and proclaimed his right to its advantages2 it has planted a school house in nearly every neighborhood1 and in hundreds of instances1 made the school house the best building in the neighborhood2 it has superseded the topers and broken-down characters1 so common as teachers of a former age1 by a class of teachers not excelled in morals by the teachers of any other country1 and who1 as a whole1 compare favorably in qualifications with those of any ,state in ,america2 it has achieved a uniformity of excellent text-books1 earnestly prayed for by educators in the neighboring ,states1 and has spread throughout the land books of useful and entertaining knowledge to the number of nearly a million of volumes2 it is the nearest approach to a voluntary system of any public school system in the world2 and it has developed larger resources than that of any other ,state in ,america1 in proportion to the wealth and number of inhabitants4 ,this unparalleled success is due to the ,christian feeling1 the energy1 patriotism and liberality of the people of this ,province2 but it has been imposed on me to construct the machinery1 devise the facilities and agencies by which so great a work has been accomplished1 and to do what ,i could to encourage my fellow-countrymen in its promotion4 ,the administration of laws generally is by learned judges1 by the pleadings of learned counsel1 and the deliberations of selected juries2 but the administration of the school law and system is through the agency of several hundred elected councils1 and nearly twenty thousand elected trustees1--thus embodying1 not the learned professions1 but the intelligence1 common sense1 feelings and interests of the people at large in the work of school administration and local self-government4 ,,reasons ,,for ,,dr4 ,,ryerson',s ,,retirement ,,as ,,chief ,,superintendent ,,of ,,education4 ,in ,the ,story of ,my ,life1 ,i gave the following reasons1 amongst others1 which induced ,dr4 ,ryerson to propose a change in the headship of the ,education ,department4 ,i said3 ,for many years after confederation ,dr4 ,ryerson felt that the new political condition of the ,province1 which localized1 as well as circumscribed1 its civil administration of affairs1 required a change in the management of the ,education ,department4 ,he1 therefore1 7as early as in #ahfh1 and again in #ahgb7 urged upon the ,government the desirability of relieving him from the anomalous position in which he found himself placed under the new system4 ,the reasons which he urged for his retirement are given in a pamphlet devoted to a 'defence' of the system of education1 which he published in #ahgb1 and are as follows3-- ,when political men have made attacks upon the school law1 or the school system and myself1 and ,i have answered them1 then the cry has been raised by my assailants and their abettors1 that ,i was interfering with politics4 ,they would assail me without stint1 in hopes of crushing me1 and then gag me against all defence or reply4 ,so deeply did ,i feel the disadvantage and growing evil of this state of things to the department and school system itself1 that ,i proposed1 four years ago last ,december1 to retire from the department1 and recommended the creation and appointment of a ,minister of ,public ,instruction4 ,my resignation was not accepted1 nor my recommendation adopted2 when1 two months later1 ,i proposed that1 at the commencement of each session of the legislature1 a committee of seven or nine 7including the ,provincial ,secretary for the time being7 should be elected by ballot1 or by mutual agreement of the leading men of both parties1 on the ,education ,department2 which committee should examine into all the operations of the department for the year then ending1 consider the school estimates1 and any bill or recommendations which might be submitted for the advancement of the school system1 and report to the house accordingly4 ,by many thoughtful men1 this system has been considered more safe1 more likely to secure a competent and working head of the department1 and less liable to make the school system a tool of party politics1 than for the head of it to have a seat in ,parliament1 and thus leave the educational interests of the country dependent upon the votes of a majority of electors in one riding4 ,this recommendation1 submitted on the #cjth of ,january1 #ahfi1 has not yet been adopted2 and ,i am left isolated1 responsible in the estimation of legislators and everybody else for the department--the target of every attack1 whether in the newspapers or in the ,legislative ,assembly1 yet without any access to it or to its members1 except through the press1 and no other support than the character of my work and the general confidence of the public4 ,,dr4 ,,ryerson',s ,,letter ,,of ,,resignation ,,in #ahfh ,,and ,,reply ,,to ,,it4 ,the salient points of ,dr4 ,ryerson's letter of resignation1 dated #gth ,december1 #ahfh1 and addressed to ,hon4 ,m4 ,c4 ,cameron1 ,provincial ,secretary1 are as follows3-- ,i have the honor to submit to the favourable consideration of the ,lieutenant-,governor in ,council what1 some three weeks since1 ,i submitted to the individual members of the ,government1 namely1 that ,the ,department of ,public ,instruction shall be under the management of a member of the ,executive ,council1 to be designated ',minister of ,public ,instruction1' who shall be an ex officio member of the ,toronto ,university and of the ,council of ,public ,instruction1 and who1 in addition to the powers and functions vested in the ,chief ,superintendent of ,education1 shall have the oversight of all educational institutions which are or may be1 aided by public endowment or legislative grant1 to inspect and examine1 from time to time1 personally or any person appointed by him1 into the character and working of such institution2 and by him shall all public moneys be paid in support or aid of such institutions1 and to him they will report at such times and in such manner as he shall direct4444 ,our system of public instruction has acquired such gigantic dimensions1 and the network of its operations so pervades every municipality of the land1 and is so interwoven with our municipal and judicial systems of government1 that ,i think its administration should now be vested in a responsible ,minister of the ,crown1 with a seat in ,parliament2 and that ,i should not stand in the way of the application to our varied educational interests of that ministerial responsibility1 which is sound in principle and wise in policy4 ,during the past year ,i have presented a report on school systems in other countries1 with a view of improving my own2 and the ,legislative ,assembly has appointed a ,select ,committee for the same purpose4 ,i have1 therefore1 thought this was the proper time to suggest the modification and extension of the ,department of ,public ,instruction4444 ,while1 in addition to the duties imposed upon me by law as ,chief ,superintendent of ,education1 ,i have voluntarily established a system of providing the municipal and school authorities with libraries1 text-books and every description of school furniture and school apparatus--devising and developing their domestic manufacture4 ,i have thus saved the country very many thousands of dollars in the prices as well as the quality of the books1 maps1 etc41 etc4 ,i can truly say that ,i have not derived one farthing's advantage from any of these arrangements1 beyond the consciousness of conferring material1 intellectual and social benefits upon the country4444 ,to this letter the ,government of the ,hon4 ,j4 ,sandfield ,macdonald replied1 through ,provincial ,secretary ,cameron1 on the #cjth of ,january1 #ahfi1 as follows3-- ,in acknowledging your letter of the #gth ,december last1 placing your resignation of the office of ,chief ,superintendent of ,education in the hands of ,his ,excellency the ,lieutenant-,governor1 and suggesting that the ,department of ,public ,instruction should be placed under the more direct management of the ,government1 through a ,minister1 to be designated 'the ,minister of ,public ,instruction1' holding a place in the ,executive ,council and a seat in the ,legislative ,assembly1 thus bringing this department1 in common with all other branches of the ,government1 within the control of the people through the responsible advisers of the ,crown4 ,i am directed by ,his ,excellency the ,lieutenant-,governor1 to thank you for the valuable suggestions contained in your letter1 and to request that you will continue to discharge those important duties1 which you have performed for a quarter of a century with so much credit to yourself and benefit to the people of this ,province1 until ,his ,excellency's advisers shall have more fully considered your suggestions1 and matured a measure for placing your department under the direct supervision of a member of the ,executive ,council4 ,the services that you have rendered your country1 and your now advanced age1 fully warrant your asking to be relieved from the further discharge of your arduous duties2 but knowing your vigor of mind and energy of character1 ,his ,excellency ventures to hope that compliance with the request now made will not prove too great a tax upon your energies1 or interfere seriously with any other plans you may have formed for the employment of the remaining years of a life devoted to the moral and intellectual improvement of your fellowmen4 ,to this letter ,dr4 ,ryerson replied on the #cjth ,january1 #ahfi1 as follows3-- ,i have the honour to acknowledge the receipt of your letter of this date conveying the most kind expression of his ,excellency the ,lieutenant-,governor in regard to myself and my past humble services1 and the request that ,i would continue in my present office until ,his ,excellency's advisers should be able to mature a measure to give effect to the recommendations of my letter of #gth of ,december last respecting the direct responsibility of the ,education ,department to ,parliament1 and the creation of the office of ,minister of ,public ,instruction to be filled by a responsible ,minister of the ,crown1 having a seat in ,parliament4 ,the more than kind reference to myself on the part of ,his ,excellency has deeply affected me1 and for which ,i desire to express my most heartfelt thanks4 ,i beg to assure you for the satisfaction of ,his ,excellency that ,i will subordinate every inclination and contemplated engagement1 to the great work of the ,education ,department and the system of ,public ,instruction1 as long as ,i have strength and may be desired by the constituted authorities to do so4 ,i have found that the apprehensions first expressed by the ,hon4 ,m4 ,c4 ,cameron1 as ,chairman of the ,education ,committee of the ,legislative ,assembly during the late session1 that connecting the ,department of ,public ,instruction with the political ,ministry of the day might draw the system of ,public ,instruction into the arena of party politics and thus impede its progress1 is largely shared in by thoughtful men1 and that my recommendation has been coldly received generally1 and strongly objected to in many quarters4 ,under these circumstances ,i have been led to review the whole question2 and aided by the experience which the recent session of the ,legislature has afforded1 ,i would respectfully suggest that1 until a better system can be devised1 a committee of say seven or nine members of the ,legislative ,assembly 7to be presided over by the ,provincial ,secretary7 be elected by ballot1 7or if not by ballot1 by the mutual agreement of the leaders of both parties in the ,house17 at the commencement of each session1 to examine into the working1 and report upon all matters relating to the ,education ,department and its administration1 as well as upon any measures which might be suggested for the promotion of ,public ,instruction4 ,the ,provincial ,secretary1 being ex officio ,chairman of such ,committee1 would be able to bring before it any thing that had required the interposition of1 or had been brought before the ,government during the year and meriting the attention of the ,committee4 ,the ,committee being chosen by ballot1 or by mutual agreement on both sides of the ,house1 would preclude the character of party in its mode of appointment1 and give weight and influence to its recommendations4 ,in this way the ,education ,department1 necessarily so identified with matters affecting popular progress and enlightenment would1 it its whole administration be more directly responsible to ,parliament and through it to the people than any other ,public ,department is now1 and that without being identified or connected with any political party1 and on the occasion of a vacancy in the ,administration of the ,department1 a selection and appointment could be made free from the exigencies of party or of party elections1 upon the simple and sole ground of qualifications for the office and with a view of promoting the interests of public education irrespective of sect or party4 ,,dr4 ,,ryerson',s ,,letter ,,of ,,resignation ,,in #ahgb ,,and ,,reply ,,to ,,it4 ,on the #ajth of ,february1 #ahgb1 ,dr4 ,ryerson addressed a letter to the ,hon4 ,edward ,blake1 then ,premier of ,ontario1 in which he said3 ,after much deliberation1 ,i have thought it advisable to address you in respect to my long desired retirement from the ,education ,department1 of which ,i have had charge longer than any ,judge has ever occupied the ,bench in ,canada1 and to a greater age4444 ,the infirmities of age must compel me to retire before long2 and ,i have thought my immediate or early retirement would enable the ,government to exercise its discretion more freely in regard to the ,department1 and system of ,public ,instruction4444 ,in case you concur in what ,i have above intimated1 ,i would suggest the creation of the office of ,minister of ,public ,instruction1 and the appointment of yourself to it1 as is the ,premier in ,lower ,canada1 bringing the ,university1 ,u4 ,c4 ,college1 ,institutions of ,deaf and ,blind1 as well as the ,normal1 ,high and ,public ,schools1 under direct governmental supervision4 ,in the practical administration of the ,education ,department an abler1 more judicious and reliable man cannot be found than ,dr4 ,hodgins1 who has been in the ,department twenty-seven years--who was first educated to business in a retail store in ,galt1 and afterwards in a wholesale establishment in ,hamilton with the ,stinsons--clerk in the same establishment with ,mr4 ,charles ,mc,gill1 ,m4,p41 and was offered to be set up in business by the ,stinsons or admitted as a partner within a year or so if he would remain1 but he chose literature and went to ,victoria ,college in #ahdj1 where ,i found him2 and on account of his punctuality1 thoroughness1 neatness1 method1 and excellent conduct1 ,i appointed him on trial first clerk in my office in #ahdd2 and having proved his ability1 ,i wrote to him when ,i was in ,europe1 to come home to his widowed mother in ,dublin1 and spend a year in the great education office there1 to learn the whole system and management--,i having arranged with the late ,archbishop ,whately and other members of the ,national ,board1 to admit ,mr4 ,h4 into their office to study the principles and details of its management and of the ,normal and ,model ,schools connected with it4 ,mr4 ,hodgins did so at his own expense1 and losing the salary for the year2 at the end of which he returned to my office with the testimonials of the ,irish ,national ,board1 as to his diligence and the thorough manner in which he had mastered the modes of proceeding in the several branches of that great ,education ,department4 ,he also brought drawings1 of his own make1 of the ,dublin ,education ,offices1 ,normal and ,model ,schools4 ,then since you know that ,mr4 ,hodgins having taken his degree of ,m4 ,a41 has proceeded regularly to his degree of law in the ,toronto ,university1 and has been admitted to the ,bar as ,barrister at ,law4 ,he is1 therefore1 the most thoroughly trained man in all ,canada for the ,education ,department2 and is the ablest1 most thorough administrator of a public department of any man with whom ,i have met4 ,i think he has not been appreciated according to his merits2 but should you create and fill the office of ,minister of ,public ,instruction1 you may safely confide the ordinary administration of the ,education ,department to ,dr4 ,hodgins1 with the title of my office4 ,in the meantime you can make yourself familiar with the principles and branches1 and modes of its arrangement4 ,whatever you may find to approve of in my policy and course of procedure1 ,i have no doubt you will have the fairness to avow and the patriotism to maintain1 whatever may be your views and feelings in regard to myself1 personally2 and if you find defects in1 and can improve upon1 my plans or proceedings1 no one will rejoice at your success more than myself4 ,i enclose a printed paper1 which will afford information of the details of the ,department4444 ,i may add that should ,i retire from my present office1 ,i would have no objections1 if desired1 to be appointed ,member of the ,council of ,public ,instruction and give any assistance ,i could in its proceedings as the result of my experience4 99 99 99 99 99 ,in his reply1 dated #abth of ,february1 #ahgb1 ,mr4 ,blake said3-- ,i have your note of the #ajth instant1 marked private1 proposing your retirement and the reconstruction of the ,education ,office1 and enclosing copies of a former official correspondence on the same subject4 ,at this late stage of the session1 and under the present pressure of public business1 there is no probability of our giving this matter the consideration which it deserves1 and it must therefore be postponed till the recess1 when1 if you will have the goodness to put yourself in communication with the ,provincial ,secretary1 as on the former occasion1 the subject will receive the early and earnest attention of the ,government4444 99 99 99 99 99 ,nothing further was done in this matter until #ahgf1 when ,dr4 ,ryerson finally retired from office on full salary1 after having filled his responsible post for nearly thirty-two years4 ,a ,,few ,,words1 ,,personal ,,to ,,the ,,writer ,,of ,,this ,,retrospect4 ,having been intimately concerned in all of the events and educational matters to which ,i have referred in the foregoing ,retrospect1 it may not be out of place for me to add a few words of a personal character in conclusion4 ,at the end of this year ,i shall have completed my more than #de years' service1 as chief of the staff of the ,education ,department of ,ontario4 ,for over #dj years ,i enjoyed the personal friendship of the distinguished man whose memory we honor here to-day--#cb years of which were passed in active and pleasant service under him4 ,the day on which he took official leave of the ,department was indeed a memorable one4 ,as he bade farewell to each of his assistants in the office1 he and they were deeply moved4 ,he could not1 however1 bring himself to utter a word to me at our official parting1 but as soon as he reached home he wrote to me the following tender and loving note3-- #aga ,,victoria ,,street1 ,,toronto1 ,,monday ,,evening1 ,,february #ba,,st1 #ahgf4 ,,my ,,dear ,,hodgins1--,i felt too deeply to-day when parting with you in the ,office to be able to say a word4 ,i was quite overcome with the thought of severing our official connection1 which has existed between us for thirty-two years1 during the whole of which time1 without interruption1 we have labored as one mind and heart in two bodies1 and ,i believe with a single eye to promote the best interests of our country1 irrespective of religious sect or political party--to devise1 develop1 and mature a system of instruction which embraces and provides for every child in the land a good education2 good teachers to teach2 good inspectors to oversee the ,schools2 good maps1 globes1 and text-books2 good books to read2 and every provision whereby ,municipal ,councils and ,trustees can provide suitable accommodation1 teachers1 and facilities for imparting education and knowledge to the rising generation of the land4 ,while ,i devoted the year #ahde to visiting educating countries and investigating their system of instruction1 in order to devise one for our country1 you devoted the same time in ,dublin in mastering1 under the special auspices of the ,board of education there1 the several different branches of their ,education ,office1 in administering the system of ,national ,education in ,ireland1 so that in the details of our ,education ,office here1 as well as in our general school system1 we have been enabled to build up the most extensive establishment in the country1 leaving nothing1 as far as ,i know1 to be devised in the completeness of its arrangements1 and in the good character and efficiency of its officers4 ,whatever credit or satisfaction may attach to the accomplishment of this work1 ,i feel that you are entitled to share equally with myself4 ,although ,i know that you have been opposed to the change1 yet could ,i have believed that ,i might have been of any service to you1 or to others with whom ,i have labored so cordially1 or that ,i could have advanced the school system1 ,i would not have voluntarily retired from office4#fa ,but all circumstances considered1 and entering within a few days upon my #gdth year1 ,i have felt that this was the time for me to commit to other hands the reins of the government of the public school system1 and labor during the last hours of my day and life1 in a more retired sphere4 #fa ,this remark evidently refers to the oft expression of my dissent from ,dr4 ,ryerson's views in regard to the important change which he had proposed to the ,government for the future administration of the ,education ,department4 ,it was one of the very few subjects on which ,i had occasion to differ from the views of my venerated friend4 ,but my heart is1 and ever will be1 with you in its sympathies and prayers1 and neither you nor yours will more truly rejoice in you success and happiness1 than ,your old life-long ,friend and ,fellow-laborer1 ,e4 ,,ryerson4 ,j4 ,,george ,,hodgins1 ,esq41 ,,ll4,d4 ,while in ,england1 in reply to a retrospective letter from me at the close of that eventful year1 ,dr4 ,ryerson wrote as follows3-- ,,london1 ,december #abth1 #ahgf4 ,,dear ,,hodgins1-- 4 4 4 4 4 4 4 4 4 4 ,had we been enabled to work together1 as in former years1 we would have done great things for our country1 and ,i could have died in the harness with you4 ,but it was not to be so4444 ,i have no doubt it will be seen that the hand of ,god is in this1 as it has been in all our work together for more than thirty years4 ,your ever ,affectionate ,friend1 ,e4 ,,ryerson4 ,j4 ,,george ,,hodgins1 ,esq41 ,,ll4,d4 ,under these circumstances how can ,i1 therefore1 regard without emotion the events of to-day8 ,they bring vividly to my recollection many memorable incidents and interesting events of our educational past known only to myself4 ,they also deeply impress me with the fleeting and transitory nature of all things human4 ,the ,chief and sixteen counsellors1 appointed and elected to assist him1 7besides more than twenty persons connected with various branches of the ,department7 have all passed away since my first connection with the ,department in #ahdd4fb ,his great work remains1 however1 and his invaluable services to the country we all gratefully recall to-day1 while his native land lovingly acknowledges these services in erecting this noble monument to his memory4 ,truly indeed and faithfully did ,egerton ,ryerson make good his promise to the people of this ,province1 when he solemnly pledged himself1 on accepting office in #ahdd-- ,to provide for my native country a system of education1 and facilities for intellectual improvement not second to those of any country in the world4 ,god grant that the seed sown and the foundations thus laid with such anxious toil and care--and yet in faith--may prove to be one of our richest heritages1 so that in the future1 wisdom and knowledge1 in the highest and truest sense1 may be the stability of our times6 ,j4 ,g4 ,h4 ,toronto1 #bdth ,may1 #ahhi4 #fb ,these sixteen were3-- #a4 ,the ,right ,reverend ,michael ,power1 ,d4,d4 #b4 ,hugh ,scobie1 ,esquire4 #c4 ,hon4 ,samuel ,bealey ,harrison1 ,q4,c4 #d4 ,the ,reverend ,adam ,lillie1 ,d4,d4 #e4 ,james ,scott ,howard1 ,esquire4 #f4 ,the ,reverend ,john ,jennings1 ,d4,d4 #g4 ,the ,very ,reverend ,henry ,james ,grasett1 ,d4,d4 #h4 ,the ,hon4 ,mr4 ,justice ,morrison4 #i4 ,the ,reverend ,john ,ambery1 ,m4,a4 #aj4 ,the ,right ,reverend ,thomas ,brock ,fuller1 ,d4,d4 #aa4 ,the ,reverend ,j4 ,tabarat1 ,d4,d4 #ab4 ,the ,reverend ,john ,mc,caul1 ,,ll4,d4 #ac4 ,the ,reverend ,john ,barclay1 ,d4,d4 #ad4 ,the ,honorable ,william ,mc,master4 #ae4 ,the ,reverend ,samuel ,s4 ,nelles1 ,d4,d41 ,,ll4,d4 #af4 ,the ,most ,reverend ,john ,joseph ,lynch1 ,d4,d4 99 99 99 99 99 ,transcriber's note3 ,minor typographical and punctuation errors have been corrected without note4 ,irregularities and inconsistencies in the text have been retained as printed4 ,mismatched quotes are not fixed if it's not sufficiently clear where the missing quote should be placed4 ,in the table of contents the page number for the ,title and ,prefatory note has been changed from i4 to iii4 to match the book4 ,page #ag3 and the difficultiee with which he had to contend--changed to difficulties4 ,page #bb3 this was the ----le gift which ,dr4 ,ryerson devoted--,the dash 7----le7 has been inserted where there was a blank area in the printed book4 ,page #fd3 the social and religions virtues--religions changed to religious4