Documentary History of Education in Upper Canada

Liddell's Letters to Doctor Ryerson are valuable, as exhibiting some phases in the discussions and correspondence on the subject-especially those with the Authorities of King's College, on the Union of the two Colleges-of the particulars of which little is now known, the Union question never having come before the College Council, nor is it referred to, even incidentally, in its Minutes.

Among those who discussed the University Question in a Pamphlet, at some length, in 1845, was the Reverend Peter Colin Campbell, at that time Professor of Latin in Queen's College, but afterwards President of the Aberdeen University.

Mr. Campbell's pamphlet was an exceedingly able one, and was noted for its statesmanlike grasp of the subject, both from a scholastic point of view, and also as a matter of national importance. He held that the Legislature should place the proposed University on a broad and comprehensive basis, and not allow it to be claimed as the sole patrimony, or inheritance, of any particular Church. On this point, he thus expressed himself, when speaking of the supreme importance of a right settlement of this University Question, "Wherein then, (he asks,) lies its real and peculiar importance"? He answers:—

In this—that it is a question, the prospective bearings of which, on the most vital interests of the community, are, beyond all calculation, greater than those of any other subject with which the Legislature has, at this time, to deal. The matter in hand is nothing less than the framing of the mould in which are to be cast the minds of our future Statesmen and Legislators, Divines and Instructors of Youth, Lawyers and Physicians; the minds which, come what may, will form the intellectual and moral, as well as the constituted, power of the land, and exercise over our descendants that irresistible influence which is the inalienable possession of superior knowledge.

It is nothing less than this,-how are we to place, and into what hands are we to put a lever which will hereafter move, for weal or woe, the whole social mass of Upper Canada? Is this mould to be constructed of such capacity as to receive and fashion the ingenuous spirits of our children, to whatever section they may belong, for the common good, or is it to be a costly instrument, provided at the public expense, for the benefit of a few, to shape and harden the rising genius and talent of the Country into the rigidity of party? Is this lever to be entrusted to irresponsible hands, or jointly committed to those who are all alike deeply interested in the application of its incalculable power? This is the question. . . (Page 4 of the Pamphlet.)

In order that there should be no misapprehension as to his idea of the kind of University to which he here refers, and which should alone, in his estimation, be entrusted with all-important function of imparting a high intellectual tone and character to the coming race of public men and youth of this Country, he thus gives this large minded, complete and satisfactory, answer to the question as to "What is a University?" He said :

What is a University?-for elementary, as the question may be, we feel that it is needful to ask it—What is a University? Not a mere Charter, and Endowment, and a staff of Teachers in various branches of art and science-not a mere infundibulum of knowledge, of this and that kind, into the intellect and receptacles of the memory- but a minature world—a commonwealth of varied dispositions and tastes and talents, in which a man is not merely taught to know, but trained and stimulated, amid the multitude of his fellows, to reason, and to act, and to excel in

all matters intellectual and moral—in which, not more by the instructors of qualified perceptors, than by the inspiring contact of other minds, engaged in friendly rivalry in similar pursuits, the early spark of talent is kindled the individual capacity experimentally ascertained and strengthened-the erratic bent of individual taste and genius restrained and beneficially directed the energy of the individual will repressed, where excessive, and invigorated, where weak the timidity and self-distrust, which are not seldom the natural accompaniments of the finest powers, and the presumption as often attendant on limited abilities, alike worn off before the period of public action, and with infinitely less cost and pain than in the ruder school of worldly experience-where, in short, by the play and action of mind upon mind, the future guardians of man's best interests are led each to know, in some measure, practically, his appropriate part 'ere he comes forth to perform it- and where all this goes on under the direction and example of the learned, the wise, and the pious. (Ibid, page 11.)

Not less interesting are the expositions,-more or less full and comprehensive,―as to what should be the policy and practice of Upper Canada in dealing with the University question, which were given by the Honourable Messieurs Baldwin, Draper, Merritt, the Reverend Doctor Ryerson, and others, which are contained in this Volume.

The Speech, or Address, of the Honourable William H. Draper, as Counsel for King's College, at the Bar of the House of Assembly, against the Baldwin University Bill of 1843, is, in spirit and tone and substance, in striking contrast with his Speech in explanation and defence of his own University Bills of 1845. The one was purely technical and legal in its phraseology and arguments; the other was outspoken and patriotic, in its appeal to the moderation and good sense of the House of Assembly, to settle this University Question on a just and equit

able basis.

Doctor Ryerson's trenchant criticism of Mr. Draper's Speech at the Bar of the House, in which he contrasted Mr. Draper, as the "Advocate of King's College" and Mr. Draper as the "Law Adviser of the Crown,"-forms an interesting episode in the discussion of this University Question.

Mr. J. Hillyard Cameron's Speech at the Bar of the Assembly.-as Counse for King's College,-against Mr. Draper's four University Bills of 1845, forms another striking episode in the prolonged contest, in regard to this vexed question of University reform. The coincidence of this contest of Counsel against Counsel was a subject of much remark and created a good deal of interest at the time. Mr. Cameron, however, adopted the same legal tone, and also many of the arguments of his Predecessor, as Counsel of King's College.

The very full and most interesting detailed information, which Doctor Ryerson gives in Chapter XXIV, of the Schools and other Educational Institutions of the Old Land, and of the Continent of Europe,-during his tour of inquiry in 1844, 5,-throws a vivid light upon his future plans and policy, in laying broad and deep, the foundations of our School System.

The reminiscences of the old Teachers and School Inspectors, which are given in Chapter XXVII, are both interesting and historically instructive. They

graphically illustrate, by way of contrast, the "then and now" of our educational progress as a people.

The Chapter in regard to the Indians,-their material and educational progress, is full of interesting details, compiled and condensed, as it is, from various publications, and from an elaborate Report of Commissioners, appointed by Sir Charles Bagot, to collect full information on the subject, for the Imperial Govern

ment.

I have also inserted in an Appendix two documents of much historical interest. The first of these documents was prepared by the Reverend Doctor Strachan of York, and the Reverend Robert Addison of Niagara, in 1815, and is stated to be a "Report" in favour of some general system of Education, which would embrace Common and Grammar Schools, and a University To this document is appended a Memorial to Sir Gordon Drummond, then acting Governor, embodying the substance of the Report. This paper was afterwards largely used by Doctor Strachan, in the " Appeal in behalf of a University for Upper Canada," which he issued in London, in 1827. This document is copied from one of Bishop Strachan's Private Letter Books of 1812-1834, which was lent to me by the kindness of a Member of his Family.

The second document in the Appendix illustrates an interesting episode in our early provincial history, in connection with the settlement of the County of Glengarry, and the War of 1812, in both of which, Bishop Macdonell of Kingston bore so conspicuous and honourable a part.

The preparation of this Volume has involved, (as have the preceding ones,) an unusual amount of labour and research. Old newspaper files, old pamphlets old letters, and various records, public and private, had to be carefully examined, and notes taken, before having the necessary documents and

therein transcribed.

papers selected

Up to 1844, the records of the Education Department have not furnished me with any information for this Documentary History. Every fact and item, which has gone to make up each of the preceding Volumes of this History have had to be obtained from outside sources, as best I could. Personal friends, and private letters and other papers have been put under contribution to furnish material for these Volumes, and a large amount of personal effort has been put forth to collect and blend the often heterogeneous material into the consistency and shape of a continuous narrative. Hence, the work itself is somewhat unique-requiring much patience, and labour, to make it worthy as a work of reference, with the information contained therein as full and consecutive as possible. Its tedium, and somewhat dryness, have been relieved by notes and remarks, interspersed here and there in the successive Chapters.

J. GEORGE HODGINS,

Librarian and Historiographer of the

Education Department for Ontario.

TORONTO, 28th of October, 1897.

CONTENTS.

Prefatory Remarks by the Editor

CHAPTER I. THE BALDWIN UNIVERSITY BILL OF 1843..

1. Proceedings which led to the preparation of this Bill..