persuaded that every candid man will be satisfied that all such imputations are not only groundless, but the very reverse of justice and truth.

2. It has also been objected to make the required Statistical Returns to the local Municipal Authorities, and a desire has been expressed to make such Returns to the Chief Superintendent of Education also, and receive directly from him, acting under the orders of the Governor General-in-Council, the apportionment and payment of moneys to Separate Schools. This would be placing Separate Schools in a different position from any other Schools, would virtually exempt them from all inspection, and their Returns from all inquiry as to correctness; for it is impossible that the Head of the Department can know anything as to the fairness of such Returns, or of the comparative half-yearly average Returns of the attendance of pupils at the Public and Separate Schools, without going and examining the Register of the Schools and the modes of keeping them; nor would it be possible for him to devote the time and labour necessary to perform these duties of the Local School Superintendents, were he even able to investigate and judge of the correctness of the Returns made. Unless such Returns are made to the Local Superintendents, the Municipalities will not have the requisite data to make the exemptions authorized by law. Nothing can be fairer than the present system of making the Returns of both the Public and Separate Schools; and there is no reason why the only mode of securing correct Returns should not be required of the one class of Schools as well as of the other. In any possible case of difference between the local parties, arising out of these Returns, or any other questions, there may be an appeal to the Chief Superintendent of Education, and afterwards if need be, to the Governor-General-in-Council.

3. It has been further objected, that the apportionment of school money to the Separate Schools should be made according to the number of the Religious Persuasions establishing them, and not, as at present, according to the number of children attending these Schools. This demand involves legislating for a class, or Religious Persuasion; it annihilates individual right of choice, and places the right of every individual of a Religious Persuasion, in regard to the Public Schools, and his obligations as to the Separate Schools, at the disposal of such persons in each Municipality as may demand a Separate School; Whereas, the School Act provides Public Schools for all upon equal terms and under equal protection, and will separate no citizen from his rights and obligations in regard to these Public Institutions, except by his own voluntary request, and on the fulfilment, on his part, of certain corresponding conditions. The law has thus to do with individuals and individual rights, and not with Religious Persuasions, or Ecclesiastical Authorities.

These

4. It will thus be seen, that each of the three foregoing objections and demands involves directly, or indirectly, the placing of the Church above the State,-making the Agent, Taxassessor and Collector for the former,- -a policy repugnant to the principles of free government, and at utter variance with the enlightened spirit of our Country and of this age. demands originate from a natural desire to counteract the disadvantages necessarily attendant upon the establishment of Separate Schools. and to place them in a position of peculiar advantage But, as long as a part is less and weaker than the whole, so long must those, who isolate themselves from Public Schools, and establish Private, and Denominational, ones, be prepared to bear additional expenses and burden for this distinction and gratification. Another reason for these demands is, the new grounds on which Separate Schools are advocated. Heretofore they were only desired to meet the peculiar circumstances, or extreme cases of neighbourhoods, where religious bigotry and party spirit deprived the minority of protection from injustice and oppression, but, within the last year or two, Separate Schools have been demanded on the ground of theory, independent of any local circumstances, and upon the ground of avowed hostility to the principles of our whole Public School System; and in this spirit the passing of the Fourth Section of the Supplementary School Act was celebrated by the newspaper advocates of Separate Schools as a fatal blow to the Public School System. When, therefore, modifications in the School Law are sought for with the avowed purpose of subverting and destroying the System of Public Schools, the question assumes a new aspect and a new importance with all those who consider it the duty of the state to provide for the education of all the youth of the state.

5. It has lately been objected that injustice is done to the parties establishing Separate Schools by the present mode of distributing the School Library Grant, and it has been insisted that the Grant should be distributed to them according to the numbers of their Religious Persuasion, and not to the Township and School Municipalities, as is now doue. On this objection and demand, I have to remark :

Firstly, That these Libraries are not established for Denominational, but for general purposes :

Secondly, That the utmost fairness and impartiality have been exercised in the selection of the Books-many of them being from Roman Catholic sources;

Thirdly, That, besides my own personal endeavour to procure as large a variety as possible of the best works, adapted to general reading, emanating from Roman Catholic, as well as Protestant, Authors, application was made to the Roman Catholic Bishop of Toronto, (who is also a Member of the Council of Public Instruction,) for a list of historical works, such as he would recommend; and the historical books thus recommended, or approved by him, have been inserted in the Official Catalogue.

Fourthly, That I have given official notice, that the Trustees of Separate Schools would be aided upon the same terms as Trustees of Public Schools in the establishment of School Libraries. These facts have been kept from their readers by the publications which have assailed the School System and myself on this subject.

6. I think it my duty to advert here to the manner in which I have myself been treated by the advocates of Separate Schools above referred to. During the whole of my admistration of this Department, I have known neither Religious Sect nor Political Party; I have endeavoured simply to serve my Country. The first and only official Correspondence which has parttaken of a controversial character, was with the Right Reverend Doctor de Charbonnel, Roman Catholic Bishop of Toronto. That Correspondence was called for, and printed by order of the Legislative Assembly; and, with a fairness characteristic of French manliness and honour, it was published entire by the principal French newspapers of Lower Canada. The effect was, I have reason to believe, a satisfactory conviction among public men generally, if not unanimously, in Lower Canada, that I had fulfilled my duties in an impartial manner. But the papers of

the same Religious Persuasions, published in the English language, have pursued a very different course. To those Journals I should make no allusion, were they not acknowledged Organs of certain parties, and had they not been commended by Episcopal Authority, to the confidence and support of a large Religious Persuasion. In regard to the course pursued by those Journals, I have to draw attention to two things.

1. The invoking of Lower Canada interference in an exclusively Upper Canada question,— getting up discussions and petitions in Lower Canada, for legislation in the school matters of Upper Canada.* No portion of the Canadian Press is more sensitive and hostile than those Journals, and the parties they represent, against any interference on the part of Upper Canadians with the Religious and Educational Establishments of Lower Canada; and, from the beginning, I have avowed the same opinion, and pursued the same course.-believing, that an opposite course on the part of the inhabitants of either section of Canada, would sever the union of the two Provinces, if not produce more serious results. Yet these Journals have commenced the example and advocacy of a course of proceeding, which every friend of United Canada must deprecate, and which, if presisted in, is pregnant with disastrous consequences.

(2) These journals have not permitted their readers to see one paragraph that I have written in the Official Correspo dence above referred to; but have systematically misrepresented the purport of it; have assailed me in strong terms, and still continue the demand for my removal from office. It is well known to every reader of it, that the Correspondence had no reference whatever, (as represented by these Journals) to the existence, or non-existence, of Separate Schools, but simply to the proportion of moneys appropriated and raised for School Purposes, to which Separate Schools were legally and justly entitled. If, in the course of the Correspondence, I remarked upon other topics, it was known to be in reply, and in vindication of the impugned principles, and the character and institutions of the great majority of the people of Upper Canada. Then, as to my removal from office, I leave, as I always have done, to the responsible Authorities of the Country, the absolute disposal of an office, for appointment to which, or continuance in which, I never made a request, and which I do not wish to fill any longer than I can do so to the satisfaction, and for the advantage of my Country. But I have one request to prefer, in regard to myself, and one in regard to the School Law and System, to establish and extend which so much labour has been bestowed;

7. The first request is, that before even the slightest credence be given to the statements of the parties referred to, the Official Correspondence of the Department may be called for, when it will be seen, whether I am more entitled to the gratitude, or censure of such parties.

The second request is, that before the existing settlement of the Separate School Question be allowed to be disturbed, let the complaining parties specify their charges against the present provisions and administration of the law, and give the facts in support of such charges, and let a Commission, or Committee of the Legislative Assembly be appointed to investigate them. I shrink from no investigation; I court every inquiry than can be made.

8. I should have passed over these attacks in silence, as I have done in regard to many others, were they not made by the Organs of certain Ecclesiastical Parties, and made with the view of demanding and obtaining further provisions for Separate Schools, and with the avowed purpose of injuring and destroying a Provincial System of Universal Education. Under such

* See the Petitions from Roman Catholic sources in Lower Canada, on pages 104, 107 and 113 of this Volume.

circumstances, I think the objects of these parties, in regard to myself, and the Public School System, should be fully understood. The attacks and efforts of these parties will not, I trust, induce me to depart one iota from that course of entire impartiality towards all Religious Persuasions and Political Parties, which I have endeavoured to pursue from the commencement and which has been repeatedly acknowledged by many distinguished Members of the Religious Persuasion of my assailants; but while I do so, it is equally my duty to guard the Public School System, against all attempts to weaken and subvert it.

XVI. REGULATIONS RESPECTING RELIGIOUS INSTRUCTION AND EXERCISES IN THE SCHOOLS.—— OBJECTIONS TO THIS FEATURE OF THE SCHOOL SYSTEM.

Nothing has been elicited by the experience, observations, and discussions of another year to modify the conclusions which had been adopted as to the Regulations in respect to Religious Instruction and Exercises in the Schools. I explained and remarked on these Regulations at some length in my last Annual Report.* I need add but little to what I then stated. In the several petty and personal criticisms which have been published on my remarks, I have read nothing to weaken their force, or that has seemed to merit notice. All theories, which transfer to the Day-schoolmaster, between the hours of Nine o'clock in the morning and Four in the afternoon, during five days of the week, the obligations and duties which the Holy Scriptures, the primitive ages of the Christian Church, and the Constitutions of all Religious Persuasions, enjoin upon Parents and the Clergy, must be unsound and vicious in principle, and immoral in tendency. All theories, which make the State the Servant and Creature of the Church is, as all history demonstrates, degrading to the former, and corrupting to the latter. All theories, which leave any portion of the population without a public provision for instruction in the elements of a practical education, are at variance with the principles and ends of good government, and hostile to the rights and interests of men. All theories, which compel, by human enactment, States, or communities of men, in respect to Forms and Exercises of Religion, infringe the prerogative of Jehovah Himself; trample upon the individual responsibility of man to his Maker; and involve the assumptions, on which have been based the most grinding politico-ecclesiastical despotism and cruel persecutions that have cursed mankind and crimsoned the Church of God.

2. If the right of local self-government is invested, or recognized, in an incorporated community, that right is as inviolable, in respect to the smallest School Municipality as in respect to the largest Province, or Srate. Facilities may be provided, and recommendations may be given as to the mode of exercising that right; but the adoption of such recommendations is at the discretion of the Municipality itself. Penalties, in the form of pecuniary losses, or in any other form, to enforce such recommendations in exercises of Religion, is an infringement of a right sacred to every man, as a moral agent, as well as to every free community. This principle is so obvious, that it was recognized and acted upon in Upper Canada, long before the creation of our present Municipalities, and the large discretionary powers with which they are invested. The utmost that a Provincial Board of Education thought proper to do in those days, was to make the following recommendations, after the passing of the original Elementary School Law of 1816

(1.) That the labours of the day commence with Prayer.

(2.) That they conclude with reading publicly and solemnly a few verses of the New Testament, proceeding regularly through the Gospels.

(3.) That the forenoon of each Saturday be devoted to Religious Instruction.

3. In those days there was nothing whatever in the School Law on the subject of Religious Exercises and Instruction, about which some persons talk so much now-a-days; the most intemperate and vicious characters were often employed as Teachers; there was no provision to give effect to the above recommendations, or even to put them into the hands of School Trustees; they were scarcely known, if known at all, beyond the columns of one or two of the few newspapers that were then published; no steps whatever were taken to enforce them ; and every person acquainted with the state and character of the Schools of those times, knows that, in not one School out of ten, if in one out of twenty, were there daily Prayers and Scripture Reading, or Religious Instruction of any kind was practised, it was done at the option of the Trustees and Teacher of the School. Let any one compare the above quoted recommendations, with the existing Regulations on the subject, as given [on pages 197, 198 of the Ninth Volume of this Documentary History], and he cannot fail to be impressed with the gross inconsistency of those who, though the architects and advocates of the former, are the assailants of the latter, as essentially defective and even irreligious! perhaps a more remarkable example of blind partizanship could hardly be selected, an example,-I believe, little approved of, or its spirit little participated in, by any considerable portion of the community.

* See pages 33-37 of this Volume.

4. I think, however, it is desirable, in addition to the existing Regulations and recommendations, that the Council of Public Instruction should provide suitable Forms of Prayer, to be used in the Schools as may be desired by the Trustees and Teachers; and I trust such Forms will shortly be prepared for both the Grammar and Common Schools But the use of them, as well as all special Religious Instruction in the Schools, must be at the discretion of the Parents and Trustees concerned. Compulsion on this subject is as impracticable as it is unreasonable and tyrannical. Every good man must desire the largest possible infusion of the principles, sentiments, and spirit of Christianity in our Schools, and in the entire management of the Public School System; and the great improvement in these Schools in this, as well as in every other respect, is the best proof of the wisdom of the Regulations and recommendations which have been made by the Council of Public Instruction in respect to Religious Exercises and Instruction in the Schools, and which will be found explained and vindicated at some length in the [pages of the Ninth Volume of this History], under the head of "Question of Religious Instruction, in connection with our System of Public Instruction.§

It is worthy to remark, that although a few petitions, (proposed and recommended for signature by one or two Ecclesiastical Dignitaries), have been presented to the Legislature in favour of a Denominational System of Common Schools, not a single Member of the Legislative Assembly from Upper Canada, of any Religious Persuasion, has been found to advocate such a system, an indication, the most decisive, of the strong and universal sentiments of the people on the subject.

TORONTO, December, 1853.

EGERTON RYERSON.

*This was done some years later, and the forms for Morning and Afternoon Prayer were printed on neat cards. § The London Times of September 29th, 1853, in an editorial article in defence of the Religious Regulations of the National System of Education in Ireland, which have been adopted in Upper Canada, makes the following unanswerable remarks,

"A sound moral and literary instruction is secured without the danger of sectarian collision; and opportunities are afforded to the Ministers of the different Creeds of providing for the spiritual wants of their respective flocks. It is constantly asserted that purely secular education is unbefitting to Christians, and that conscientious Clergymen cannot, with propriety, afford it their countenance and support. The answer to such objections is,-firstly, that of expediency, such being the only system capable of comprehending the entire mass of the people; secondly, that it rests with the Ministers themselves whether those of their own creed are at other times duly provided with Religious Instruction, or not; and thirdly, a reference to other institutions, to the proceedings of which the most scrupulous Churchmen have never taken exception; for, if inquiry is made into the course pursued at Eton and others of our Public Schools, it will be found that the instruction provided in the regular school hours is, with the exception of the reading of the Greek Testament, for one hour in the week, purely secular, and that the Religious Instruction is entirely left to the Tutors in whose Houses where Boys live, and who are each at liberty to take their own time and method of imparting such instruction. In point of fact Religious Instruction is not, at Eton, part of the general school business. This may be right, or wrong, but there certainly is in its practise a considerable similarity to the plan of Irish National Education." We never heard of Clergymen having conscientious scruples to the Eton system of education; why should they object so violently to a very similar proceeding in Ireland?"

"A strong effort has been recently made in some parts of our Country, by the leaders of one Religious Persuasion, to withdraw a portion of the Public School Money from the general fund, and appropriate the same to establish Schools distinctly for their own children, where their own peculiar Religious Tenets may be more prominently presented. Moral and Religions Instruction is necessary to sound education. Our Schools will fail of producing the results expected of them, unless such instruction is there given. Knowledge is indeed power; but, unchristianized, it is often to curse as well as to bless. The ends of the government, therefore, require that Religious Instruction should be given in our Public Schools. Yet it must be remembered that the relation of man to God is a private, personal, and sacred obligation. It is usurpation in Government to interfere in this relation, except so far as is necessary, in its own proper administration, and in preserving inviolate the rights and privileges of all the governed. It is the duty of School Committees to guard the Religious Instruction in our Schools from degrading into sectarianism, or becoming such, as to give any Christian, whatever may be his Religious Tenets, just cause of complaint. The text should ever be, "Thou shalt love the Lord thy God with all thy heart, and thy neighbour as thyself." To those, whoever they may be, who desire more specific sectarian instruction in the Schools, or the establishment of distinct Schools for different Denominations, the simple answer is, you must afford that instruction, and maintain those Schools yourselves; Government can support only those Schools and afford that instruction, which is free and appropriate to all within its jurisdiction. Our Public Schools are free to the children of foreigners, equally with those of our own citizens. But the whole character of the instruction given must be such, and such only, as will tend to make the pupils thereof American Citizens and ardent supporters of American institutions. The very moment this principle is infringed upon, and distinct Exclusive Schools are established, for any specific purpose whatever, our School System, which has given to our Country its strength, is broken up and its glory and usefulness departed."Annual Report of the Public Schools of Boston for 1853, pages 19-20.

CHAPTER XXVI.

PAPERS ON THE SCHOOL SYSTEM OF UPPER CANADA, 1852.

I. THE SPIRIT IN WHICH THE PRESENT EDUCATIONAL MOVEMENT SHOULD BE DIRECTED BY THE CHIEF SUPERINTENDENT OF EDUCATION.

11. ORIGIN OF THE PRINCIPLE OF FREE SCHOOLS IN UPPER CANADA: BY THE CHIEF SUPERINTENDENT,

III. REPORT OF LORD ELGIN, GOVERNOR - GENERAL, ΤΟ THE COLONIAL SECRETARY DECEMBER, 1852.

As a fitting sequel to the foregoing Report of the Chief Superintendent of Education for 1852, I insert the following explanatory Papers by him, (Numbers I and II), relating to the growth and expansion of the School System of Upper Canada in the early Fifties:

I. THE SPIRIT IN WHICH THE PRESENT EDUCATIONAL MOVEMENT SHOULD BE DIRECTED.

I. I desire to refer here to the spirit and manner in which the new educational movement in Upper Canada should be conducted. -the School Law having been recently amended

That an important era has arrived in the history of our educational operations, is a gratifying and encouraging fact. The spor taneous adoption of the principle of Free Schools, in the minds and feelings of the people of the School Sections, generally, is a striking proof of the singular adaption of that System to the wants and wishes of the Country, in regard to the diffusion of popular education. The practical application of the Free School Principle is, however, not so universal; nor are we anxious that its immediate adoption should be urged too strenously by the many new and ardent friends which it has acquired in various parts of Upper Canada. In some instances I have reason to fear, that a laudable zeal to confer upon the School Sections the inestimable advantages of a generous and unrivalled System of Free Schools, has been tinctured with a spirit of assertion and dogmatism. To such friends of Free Schools, as well as to those who would wish to call in the authoritative voice of the Legislature to enforce the adoption of that system, I would respectfully offer one or two suggestions.

2. The character of our Educational System is rapidly assuming a consistence and vigour, which will mark its progress for many years to come. The various Officers charged with the administration of that System, as well as those more immediately concerned in promoting its success, should, therefore, proceed with greater caution and singleness of purpose. An enlightened spirit of general cooperation should characterize their efforts. In all cases, whether by lecture, or at Public and Special Meetings, and Quarterly School Examinations, the great question of Popular Education, should be intelligently discussed,-its principles elucidated, and its vital importance to the neighbourhood practically illustrated. To accomplish this successfully, conciliation and forbearance are essential. Attention should be specially directed to the intrinsic merits of the subject; its equal, if not paramount, importance with other great national interests already cheerfully sustained by the public, such as the administration of Justice, organized systems for the repression, or prevention, of crime, and other important subjects.

3. In the advocacy of any measure, however excellent, or equitable, it may be, and it is expedient and proper, that we should attentively listen to the objection of opponents; and not imperiously attempt to repress the expression of sentiments, which, although, perhaps erroneous, are, equally with our own, independent and sincere. There is a latent pride and spirit of resistance in the bosom of almost every man, which, if imprudently, or incautiously, aroused, will result in a settled opposition to the favourite theories of others,-however invested with practical utility those plans may be. The skill of David to calm the troubled spirit of the way. ward Saul lay, not in the vigour of his arm, but in the sweet and touching melody of his harp. The mighty Hunter, with his arts and stratagems may often fail to cage the Lion, or the watchful Lynx; but at the gentle strains of the fabled Orpheus, the fierce, the fearful and the untractable were alike subdued. What can we see in those two instances, but a figurative illustration of the mighty power of the "human voice' divine,"-modulated to the accents of persuasive truthfulness, and sympathy.

4. In many School Sections, I have witnessed with pain the advocacy of that national peacemaker,- —a generous system of universal education, and the great charter question of the