In 1831 the Methodists began to build at Cobourg the Upper Canada Academy, which was to be open to all religious denominations. They felt that although Upper Canada College was non-sectarian in a legal sense, yet, inasmuch as the princ.i.p.al and professors were Anglican clergymen, the inst.i.tution was essentially an Anglican College.

At this time the Rev. Egerton Ryerson was editor of _The Christian Guardian_ newspaper, the official organ of the Methodist Conference. In an editorial, April, 1831, he thus refers to the proposed Upper Canada Academy: "It is the first literary inst.i.tution which has been commenced by any body of ministers in accordance with the frequently expressed wishes of the people of Upper Canada. The Methodist Conference have not sought endowments of public lands for the establishment of an inst.i.tution, contrary to the voice of the people as expressed by their representatives.... Desirous of promoting more extensively the interests of the rising generation and of the country generally, we have resolved upon the establishment of a Seminary of Learning--we have done so upon liberal principles--we have not reserved any peculiar privileges to ourselves for the education of our children; we have published the const.i.tution for your examination; and now we appeal to your liberality for a.s.sistance.... On the characteristics of the system of education which it is contemplated to pursue in the proposed Seminary, we may observe that it will be such as to produce habits of intellectual labour and activity; a diligent and profitable improvement of time; bodily health and vigour, a fitness and relish for agricultural and mechanical, as well as for other pursuits; virtuous principles and Christian morals.

On the importance of education generally we may remark, it is as necessary as the light--it should be as common as water, and as free as air.... Education among the people is the best security of a good government and const.i.tutional liberty; it yields a steady, unbending support to the former, and effectually protects the latter. An educated people are always a loyal people to good government; and the first object of a wise government should be the education of the people. An educated people are always enterprising in all kinds of general and local improvements. An ignorant population are equally fit for, and are liable to be, slaves of despots and the dupes of demagogues; sometimes, like the unsettled ocean, they can be thrown into incontrollable agitation by every wind that blows; at other times, like the uncomplaining a.s.s, they tamely submit to the most unreasonable burdens.... Sound learning is of great worth even in religion; the wisest and best instructed Christians are the most steady, and may be the most useful. If a man be a child in knowledge he is likely to be tossed to and fro, and carried about with every wind of doctrine, and often lies at the mercy of interested, designing men; the more knowledge he has the safer is his state. If our circ.u.mstances be such that we have few means of improvement, we should turn them to the best account.

Partial knowledge is better than total ignorance; and he who cannot get all he may wish, must take heed to acquire all that he can. If total ignorance be a bad and dangerous thing, every degree of knowledge lessens both the evil and the danger."[41]

[41] See copy of letter in D. H. E., Vol. II., pp. 7 and 8.

Ryerson wrote this when he was only twenty-eight years of age, but it foreshadows the fundamental principles upon which he later attempted to base a national system of education.

It is interesting to note that in this same year the United Presbytery of Upper Canada were discussing the establishment of a Literary and Theological Seminary at Pleasant Bay, in Prince Edward County. This seminary never was established, but the agitation for it led to the founding of Queen's University, at Kingston.

While Methodist and Presbyterian clergy were forming plans for academies, the members of the Legislative a.s.sembly were debating a series of resolutions on the School Reserves and the failure of the people of Upper Canada to secure the free Grammar Schools for which the Crown Lands were appropriated in 1798. Several things are made plain in these resolutions regarding the att.i.tude of the popularly elected branch of the Legislature. The following stand out prominently:--

1. That the existing Grammar Schools were wholly inadequate to perform the work for which they were created.

2. That the real intentions of the Crown in setting apart the immense School Reserves in 1798 had never been carried out.

3. That the successive Canadian Administrations had been largely concerned in appropriating the lion's share of these Reserves for University education.

4. That the School Reserves of 1798, with proper management, would be now (1831) sufficiently productive to give great a.s.sistance to education if applied in accord with the real wishes of the people.

5. That the money received from these School lands from time to time ought to be paid in to the Receiver-General and disposed of only by vote of the Legislature.

Further protests were made against the exclusive nature of King's College charter, and the a.s.sembly was a.s.sured by Sir John Colborne that some changes would be made. As a matter of fact, on the 2nd of November, 1831, Lord G.o.derich, the British Colonial Secretary, in a lengthy communication to Governor Colborne, showed that His Majesty's Government was fully seized of the situation in regard to the charter of King's College. Lord G.o.derich said,[42] "I am to convey through you to the Members of the Corporation of King's College, at the earnest recommendation and advice of His Majesty's Government, that they do forthwith surrender[43] to His Majesty the charter of King's College of Upper Canada, with any lands that may have been granted them." Lord G.o.derich then proceeds to intimate that a new charter will be granted by the Legislature of Upper Canada. Lord G.o.derich further proceeds to give some very sound advice concerning the necessity of mutual forbearance among a people of diverse religious creeds.

[42] See copy of despatch in D. H. E., Vol. II., p. 55.

[43] This the College Council positively refused to do.

In the a.s.sembly there was shown an intelligent grasp of the educational needs of the country and a determination to secure better schools. Had the Executive Council and Legislative Council been equally zealous in the cause of education, the fathers and mothers of the generation which profited from Ryerson's reforms might themselves have had the advantage of good schools.

The following extracts from an address to His Excellency, Sir John Colborne, will show the temper and wishes of the a.s.sembly: "We, His Majesty's dutiful and loyal subjects, the Commons of Upper Canada in Provincial Parliament a.s.sembled, most respectfully beg leave to represent that there is in this Province a very general want of education; that the insufficiency of the Common School fund [the total Government grant for schools in 1831 was $11,200] to support competent, respectable, and well-educated teachers, has degraded Common School teaching from a regular business to a mere matter of convenience to transient persons, or common idlers, who often teach the school one season and leave it vacant until it accommodates some other like person to take it in hand, whereby the minds of our youth are left without cultivation, or, what is still worse, frequently with vulgar, low-bred, vicious, or intemperate examples before them in the capacity of monitors."[44] The address proceeded to state that there was urgent need of a Government fund to secure larger grants for teachers' salaries, and asked His Excellency to lay before the Colonial Secretary a plan to set aside one million acres of waste land in Upper Canada for the support of Common Schools.

[44] See Journals of a.s.sembly, U. C., 1831, p. 40.

In this Address the a.s.sembly virtually said to the Crown, "Give us some fixed capital as a source of revenue and we will speedily reorganize our schools." The a.s.sembly knew what was needed and knew how to remedy the existing conditions, but was powerless because the Crown revenue was subject only to the control of the Executive Council.

The session of 1832-33[45] was very active from an educational point of view. The a.s.sembly was informed by His Excellency that the Crown had consented to give over to the Legislature, for the support of Grammar Schools, control of the 258,330 acres of School lands, being the balance of the original grant of half a million acres made in 1798, and from which had already been made extensive grants to endow King's College and Upper Canada College. Much of the remainder of this land, which was now vested in the Legislature, was not of a superior quality. It had also been selected in township blocks and naturally had very little value until settlements were made in surrounding townships.

[45] The previous session, William Lyon Mackenzie had been expelled from the a.s.sembly because of his criticism of the Governor, in his newspaper, the _Colonial Advocate_. It is interesting to note that Mackenzie's criticisms of the Governor were largely based on His Excellency's actions in regard to education.

The a.s.sembly prepared an Address to His Majesty praying for a grant of one million acres of Crown lands for the establishment and support of Township Common Schools. As a measure of immediate relief for these schools, a bill was pa.s.sed by the two branches of the Legislature, and a.s.sented to by His Excellency, providing for two years an additional grant of $22,000. This sum was allotted to the several Districts, approximately in proportion to population, but no Board of Trustees was to receive any of this grant unless they secured for their teacher a sum equal at least to twice the Government grant.

The most significant feature of the session, however, was a Common School Bill, introduced into the a.s.sembly by Mr. Mahlon Burwell, and read a first time. The bill proposed to repeal all previous Common School legislation; to establish a General Board and also District Boards of Education; to grant 10,000 to Common Schools as a Legislative grant and to a.s.sess a further 10,000 on the rateable property of the Districts.

This bill, had it become law, would have antic.i.p.ated Ryerson's legislation by nearly twenty years, and it is interesting to note the comments made upon it by that gentleman, who was at this time editor of the _Christian Guardian_. The _Guardian_ of January 15th, 1834, expressed a general approval of the plan of taxation but was totally opposed to the _appointment_ of Boards of Education. After showing that the principle of local taxation was borrowed from the New England States, where it was working satisfactorily, Ryerson says: "The next leading feature of the bill is the appointment of a General Board of Education and also District Boards of Education. This is proposed to be left to the Governor, or person administering the Government, a proposition, in our opinion, radically objectionable. It makes the system of education, in theory, a mere engine of the Executive, a system which is liable to all the abuse, suspicion, jealousy and opposition caused by despotism; and it withholds from the system of Common School education, in its first and prominent feature, that character of common interest and harmonious co-operation which, as we humbly conceive, are essential to its success, and even to its acceptance with the Province.

Education is an object in which the Government, as an individual portion of the Province, and the people at large possess, in some respects, a common interest, consequently they should exercise a joint or common control.... And in an equitable and patriotic administration of Government, the more its agents and the people's agents are a.s.sociated together in promoting the common weal, the more strongly will mutual respect and confidence and co-operation between the people and the Government be established, the less room there will be for Executive negligence, or partiality, or popular or local abuse; and the less opportunity there will be for either despotic oppression or demagogue misrepresentation."

In 1834 there was a General Election, which resulted in the return to the a.s.sembly of a large majority in favour of reform principles, and wholly opposed to the arbitrary and aristocratic ideas of the Legislative Council. Bidwell, Rolph, and William Lyon Mackenzie were three leading spirits in the new House.

When the a.s.sembly opened the Governor laid before the members a despatch from the Colonial Office, stating His Majesty's readiness to transfer 240,000 acres in the settled townships in return for the School lands which were in township blocks and not then saleable.

A bill was pa.s.sed by the Legislature renewing for two years, 1835 and 1836, the increased grant of 5,650 for Common Schools.

A grant of 200 was also made to Mechanics' Inst.i.tutes at York and a grant of 100 to one at Kingston.

Considerable time was spent in the a.s.sembly upon two bills which were rejected by the Executive Council. One was a bill to regulate Common Schools which would have given them a thorough organization and made them subject to popular control by elected Boards and Superintendents.

The Executive Council had no faith in control by the people. They doubted whether "the respectable yeomanry of the country" were capable of choosing suitable Superintendents. The other was a bill to amend the charter of King's College. These amendments were designed to remove all religious tests and to have the College governed by a Council, half of whom were to be appointed by the a.s.sembly and half by the Legislative Council. The only reasons given by the Council for rejecting these amendments were that they knew of no university so governed and that a university must have as a basis some established form of religion. In the meantime, while the hide-bound worshippers of European traditions who made up the Council were delaying the active work of King's College, the youth of Upper Canada, preparing for the learned professions, were compelled to seek university advantages in the United States or Great Britain. More than this, owing to the lack of advantages in their own country, many who could otherwise have afforded it were wholly deprived of the higher education and training necessary for the professions they had in view.

The Legislative Council at this time, and for many years afterwards, made boasts of their loyalty to the Crown, and upon some occasions arrogated to themselves and their friends a monopoly of all loyal spirit in Upper Canada, and yet they firmly refused to surrender the charter and endowment of King's College when requested and even urged to do so by His Majesty's Colonial Secretary[46]. From 1831 to 1835, the Council refused to accept any substantial amendments made in that charter suggested by the a.s.sembly, although Lord G.o.derich had, in 1831, made it quite clear that His Majesty's Government wished the question of the charter to be settled by the Upper Canada Legislature.

[46] See letter of Lord G.o.derich of Nov. 2nd, 1831, to Sir John Colborne.

When, upon the 6th of May, 1835, Sir John Colborne sent to the Colonial Secretary the King's College Charter Amendment Bill pa.s.sed by the a.s.sembly, he urged the immediate opening of King's College, although he had declared to the College Council that "not one stone should be placed upon another" until the charter was amended. It may also be gathered from this despatch to Lord Glenelg[47] that Sir John Colborne accompanied it with a draft of amendments which he thought would be acceptable to both branches of the Legislature of Upper Canada. His Lordship was too astute a politician and too thoroughly informed concerning Canadian public opinion to be easily misled. Sir John Colborne, as a concession to the a.s.sembly, proposed that five out of seven of the governing body should be permanently of the faith of the Church of England. The other two members were to be the Lieutenant-Governor and the Archdeacon of York! Lord Glenelg, in reply, says: "I cannot hesitate to express my opinion that this plan claims for the Established Church of England privileges which those who best understand and most deeply prize her real interests would not think it prudent to a.s.sert for her in any British Province on the North American Continent.... I would respectfully and earnestly impress upon the Members of both these Bodies [a.s.sembly and Council] the expediency of endeavouring, by mutual concessions, to meet on some common ground.

Especially would I beg the Legislative Councillors to remember that, if there be any one subject on which, more than others, it is vain and dangerous to oppose the deliberate wishes of the great ma.s.s of the people, the system of national instruction to be pursued in the moral and religious education of youth is emphatically that subject."[48] Lord Glenelg concludes by referring the question of amending the charter back to the Legislature of Upper Canada and states that His Majesty will act as mediator only if the two branches of the Legislature fail to agree and then only upon their presenting a joint Address.

[47] See D. H. E., Vol. II., p. 214.

[48] See copy of letter in D. H. E., Vol. II., pp. 213 and 214.

CHAPTER IV.

_EDUCATION IN UPPER CANADA FROM 1783 TO 1844--(Continued)._

During the Legislative session of 1836, Sir John Colborne was replaced by Sir Francis Bond Head as Lieutenant-Governor. It would seem that the difference of opinion between Sir John Colborne and Lord Glenelg of the Colonial Office was responsible for the former's asking to be recalled.

His last official act as Lieutenant-Governor of Upper Canada, and one intimately connected with educational controversy at a later date, was to sign patents for the endowment of forty-three Anglican rectories out of the Clergy Reserve lands.

In the Legislature no real progress was made in education, although a lengthy report[49] and a draft School Bill were presented by a member of the a.s.sembly, Doctor Charles Duncomb. This report was based on a visit paid by Doctor Duncomb to the Eastern, Middle and Western United States.

It is interesting and emphasizes the importance of a suitable education for women.

[49] See Appendix to Journals of a.s.sembly of U.C., 1836. See also a.s.sembly Journals for 1836, pp. 213 and 214.

The most important event of the year in its after effects upon education in Upper Canada was the formal opening of Upper Canada Academy[50] at Cobourg, under a Royal Charter secured by Egerton Ryerson.

[50] See Chapter I.

In resigning his position as editor of _The Guardian_, the official organ of Methodism, Ryerson referred to the condition of education in Upper Canada, emphasizing the supreme importance of elementary instruction for every child in the country. It is also interesting to note that at this date, when he had probably never dreamed of having any official connection with elementary education, he should have touched the very root of the problem by pointing out the utter impossibility of making any real progress without a body of educated and trained teachers.