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 £1 Lvjr^-i^C^ 
 
 'A.-XV 
 
 £ 
 
 i' 
 
 The riANITOBA - - 
 
 - School Question 
 
 I 
 
 A Reply to Mr, Wade 
 
 /I 
 
 "Numbers of persons have invented what i may call a patent 
 
 COMPRESSIBLE RELIGION, WHICH CAN BE FORCED INTO ALL CONSCI- 
 ENCES WITH A VERY LITTLE SQUEEZiNC. ; and they wish to insist that 
 this should be the only religion taught throughout the schools of the 
 nation. IVhat I want to impress upon you is. that, if you admit this 
 conception, you are entering upon a religious war of which you will not 
 see the end. There is only one sound principle in religious 
 EDUCATION to which you should cling, zchich you should relentlessly en- 
 force against all the conveniences and experiences of official men, and 
 
 that is, THAT A PARENT, UNLESS HE HAS FORFEITED THE RIGHT by 
 criminal acts, HAS THE INALIENABLE RIGHT TO DETERMINE 
 THE TEACHING WHICH THE CHILD SHALL RECEIVE UPON 
 THE HOLIEST AND MOST MOMENTOUS OF SUBJECTS. This 
 is a right which no expediency can negative, which no state necessity 
 ought to allow you to sxveep aicay ; and, therefore, I ask you to give your 
 attention to this question of denominational education. It is full of 
 danger and of difficulty; but you will only meet the danger by marching 
 straight up to it and declaring that the prerogative of the parent, 
 unless he be convicted of criminality, must not be taken away by the 
 STATE." — Lord Salisbury. 
 
 BY 
 
 JOHN S. EWART, Q.C. 
 
 3;^.- 
 
 WINNIPEG : 
 
 THE MANITOBA FREE PRESS COMPANY. 
 
 1895. 
 
,:i 
 
 : I 
 
 I 
 
 I' I 
 J 
 
The IWajiitoba School Question. 
 
 A REPLY TO MR. WADE. 
 
 Wl 
 
 
 Mr. Wade's pamphlet is long; but it is not too long. It is 
 an advantage to the Catholic minority that all the arguments 
 which can be urged against them should be brought together 
 — that all the heads should be placed on one neck — for it facil- 
 itates the definition of the issues, and presents fine opportunity 
 for reply. 
 
 The pamphlet is all the more welcome that it is understood 
 to have been written at the request of the Manitoba Govern- 
 ment, and by a gentleman well qualified by professional attain- 
 ments, literary qualifications, and keen love of the work. It 
 may therefore be taken as exhibiting not only Mr. Wade's 
 views, but those of his clients; and as containing the reasons 
 they desire to urge against the removal of the grievances under 
 which the Catholics in Manitoba are laboring. 
 
 It is to deal with those reasons — to show their absurdity 
 and futility — that I make this reply. I do not pretend to in- 
 clude in it the arguments so often already advanced in support 
 of the Catholic side of the case, further than may be neces.sary 
 to answer the positions taken by Mr. Wade. For such argu- 
 ments I must content myself with referring readers to the 
 speeches of many able men in Parliament; to the debate be- 
 fore the Governor- General-in-Council in March last; to Mr. 
 Fisher's excellent pamphlets; to the pages of my book upon 
 " The Manitoba School Question "; and to other sources. 
 
 I .shall take up Mr. W^ade's pamphlet chapter by chapter 
 and endeavor to answer definitel>' and clearly every stateuient 
 in it which is not too apparently irrelevant. 
 
CHAPTER I. 
 
 History of the Question. 
 
 Heing a short recapitulation of tlic hi.stor\' of ihe case this 
 chapter ought to bf, ami is, fairly accurate; hut when Mr. 
 Wade says that the Remedial Order retpiired " that the system 
 of education embodied in the Act of iSiM) shouUl be 
 
 annihilated." it is diflicult to imagine that he e\cn thought 
 that to be the fact. Kvcr\one knows that it is not. The lan- 
 guage of the document is 
 
 "that the syslciii of f(hicati(>n, eml)0<lie(l in the two Acts of I^'.mi, afore- 
 said, shall he si(/>/>/ciiieii/cd,'' 
 
 not shall be annihilated. The word "supplemented" is taken 
 from a passage in the Privy Council decision. It is as follows : 
 
 " All k'.viititr.ate i louiid of comiilaitit would he removed, ifth.at s\s- 
 tciii (the system of iMnd were siipphiiwuliit hv provisions which would 
 remove the j^rievatice ui)on whicli the ai>i)eal is Ibunded." 
 
 CHAPTERS II. AND III. 
 
 Catholic Education a Farce. 
 
 These chapters are written 
 
 " to show that the education al'etjed to he furnished \n the .Schools of the 
 Roman Catholic section was farcical to the la-^t dfj^re.', a wretched trav- 
 esty of what education oujiht to be, and a disgrace to tlie Province of 
 Ma'nito1)a." 
 
 And what is the evidence produced ? Inspection re])orts :* 
 Legislative inquiries ? Royal commissions ? Xo, nothing of 
 the kind. Not a word as to the .schools, their equipment, their 
 work — not a sing/e -and. What then ? (1 ) Some old examin- 
 ation questions put to candidates for teaching certificates: 
 th'^se, and (2) alleged illiteracy of tho.se who, for all that Mr. 
 Wade says, never were near the schools — that is all the evi- 
 dence! Let me say a few words as to each of these points. 
 
 Teachers' Examinations. 
 
 In the early days of the Province, the law examinations 
 were a complete farce, a.s Mr. Wade and I well know, for we 
 
 If 
 
r 
 
 I 
 .1 
 
 n 
 
 had to pass them. But Mr. Wade does not propose now to 
 abolish the Law Society on that account; and the examinations 
 now are well up to the mark. In the history of teachers' ex- 
 aniiiiations (both Catholic and Protestant) in Manitoba tlie 
 same progress may be noted, by anyone desiring to do so. In 
 the earlier years there were hardly any Roman Catholic 
 teachers to be examined (two or three in a class, sometimes 
 none); and the qualifications of tho.se who presented them- 
 selves were better known to the examiners by personal inter- 
 course, than by any po.ssible examination. The questions put. 
 therefore, were not such as would be set to a large class of 
 applicants wholly unknown to the examiners. This much is 
 admitted, and Mr. Wade makes the most of it. Hut it is 
 altogether irrelevant. The Catholic schools were abolished in 
 ISIH); and the question is, What were they like then? Mr. 
 Wade sets out in his appendix examination papers of the years 
 1N>1 and l>i>>"J. Why did he not rather give those of later 
 dates? In the body of his pamphlet, too, he gives some (jues- 
 tions "taken at random" (18), but by no random error does 
 he ever wander into the two years just prior to the Act. 
 
 Examinations Since 1890. 
 
 If a few (piestions, moreover, picked out of examination 
 papers " at random " would condemn a school system, it would 
 not lie difficult to denounce the ])re.sent system — it would not 
 be difiicult, I mean, to pick out " at random " very ludicrous 
 or childish questions from the examination papers .set to can- 
 didates si'/irc ISW. I do not pretend that they prove anything 
 as against the present .schools (that is really too absiirdj; 
 although if they had been given to Catholic candidates, they 
 would, of course, have been most danuiing evidence of ineffi- 
 ciency — not of the examiners only, but of the schools which the 
 candidates were goiuir to teach. Here are a few specimens from 
 examination papers since IStlO : 
 
 y "Describe the common liftiiifi pump. If water lias to be raised 
 from a well fiO feet deep, bow bigb tiuist it be lifted ? '" 
 
 How much water was in the well, whether it was full, or 
 nearU' empty, and how high you wanted to rai.se the water, 
 .seem to be immaterial I 
 
 Q. " Describe the following from a bygenic standpoint : — 
 
 la") Exercise, (b) Sleep, (o Batbing, (d) Clotbing, (e) Food." 
 
 y. " Define latent heat. Why are vessels for boiling/«;///.s7/^</ r^'ith 
 /ids/"' 
 
 y. " Tell Zi'liat you ktiorc of the works of Virgil, Horace and Ovid.'' 
 
' 1 
 
 O. " I wish to deposit $o<i in a bank ; state fully the steps to Ije 
 taken." 
 
 First get your SW, no doubt: then take steps — to the bank! 
 
 In the arithmetic paper for third class certificates in l-SOo, 
 three questions out of ten are the merest sums in addition, and 
 the most difficult problems are one in multiplication and one in 
 division. For fear that no third class candidate could .solve 
 these brain .searchers, precisely the same sums, figure for figure, 
 are repeated in the paper for the second class certificates! I 
 wonder if anyone pa.s.sed ? 
 
 If it be absurd, as Mr. Wade seems to think it is, to ask 
 in agriculture: 
 
 " How are cabbages and melons cultivated ? " (15) 
 
 then I ask him why are (luestions put. under the present .system, 
 like this : 
 
 y. " Describe the nature of mushrooms." 
 
 Mr. Wade makes light of questions relating to Bible his- 
 tory. The history of David, of Joseph, of Job, of Abraham, of 
 Noah, of Solomon, are all objected to (1."), 1(5). The following 
 (juestions, however (set under the present system), are. I pre- 
 sume quite justifial>le. 
 
 y. " Write an essay on the manor house of Tuliy Veolan." 
 
 y. " Write an essay on the character of I-'lora Maclvor. " 
 
 y. " Write an essay on Hayraddin the Herald." 
 
 y. " Sketch briefly the character of Mr. Ephraini Jenkinson ; or 
 give a short account of the travels of Mr. George I'rinirose." 
 
 y. " Write an essay on the Unwin Household." 
 
 y. "Describe Christmas Ivve at Scroog's office, using the following 
 topics: — (a) the weather, (b) the cold office," &c. 
 
 y. "Write an essay on Frank Lavender's Aunt." 
 
 Mr. Wade would .select as sul^jects for .study, not David, 
 but Mr. Kphraim Jenkin.son ; not Joseph, but Mr. George 
 Primrose : not Job, but the Unwin Hou.sehold ; not Abraham, 
 but Scroog, and his cold office ; not Solomon, but Frank 
 Lavender's Aunt ; not Jesus, but Barabas ! Well, to some ex- 
 tent, it is a matter of taste. 
 
 Challenge to Mr. Armour, Q.C. 
 
 Some time ago, in reply to Mr. IC. D. Armour, Q.C, who 
 cited some of the old questions that Mr. Wade has reprinted, I 
 wrote to The Week as follows : 
 
»K' 
 
 ask 
 
 " In order th.'it the piihlic may lie hatUfit-il upon the (|iiesti()n of ex- 
 aniinatiDii of teacher^ uiitltT the oM system, I make !Mr. Arnidur a pro- 
 posal. I have placeil in tlie hamls of the Iviitorol ///(• //'<>•/(• an envelope, 
 in which there are two sets ot" examination papers, for first elass oer'Hi 
 cates ; one of which was ;,Mven to Roman Catholic, and o'le In rrote-taiit, 
 applicants. Mr. Armour may open the envelope, if he will aj^ree that, 
 after readinj,; the jiapers, 1k> will yive his ojiinions on two points : \) 
 Which is the hardest set of i>apers ? and illi Were they, or was either of 
 them, sufficient for an v-xamination for first class certificate:-' In order 
 to remove the operation of Mr. Aimour's bias, I have elitninatttl such 
 que:<tions as wouhl enable him to detect the authorship of the papers. 
 There are plenty left whereby to estimate nterit." 
 
 Needless to say tuy challenge was tiot taketi up. A few 
 <luestioiis taken "at rafitlom " were, no dottbt, a very much 
 more satisfactory test of excellence, than fair comparison of the 
 papers them.selves. 
 
 i! 
 
 Resulting Illiteracy. 
 
 After having dealt with the character of the earlier ex- 
 amination papers, Mr. Wade proceeds under the heading 
 " Resulting Illiteracy." He .seems to argue that, itiasmuch as 
 many of the half-breeds are illiterate, therefore the Catholic 
 .schools were inefficient. Hut why does he fiot argue that, 
 therefore the Protestant schools were inefficient ? Douhtle.-^s he 
 will say because those half-breeds never went to the Prolestatit 
 schools. But if that relieves the Protestant .schools, then why 
 will not the statement, that they never went to the Catholic 
 schools, relieve tho.se .schools also ? If Mr. Wade can .select 
 a single half-breed who attended a Catholic .scIkjoI, and never- 
 theless remained illiterate he will have some argament for his 
 charge of inefficieticy. I challenge him to do it. If he cannot 
 then his charge must be, not that the schools were inefficient, 
 but that the Catholics while pretending to provide .schools for 
 the young, in reality induced the \oung not to attend them. 
 This would be plainly absurd. Nevertheless Mi. Wade 
 says : 
 
 " The difficulty is not that the Roman Catholic Church does not pio- 
 vide educational institutions; it is rather thai ihe educational institutions 
 do not educate the people under its charge." i I'.ti 
 
 What does he mean ? — that the church i)rovides .schools, and 
 at the same time keeps people out of ihem ? or, that although 
 the church provides schools, tlie children are not taught a:iy- 
 thing? If the former, I can only express my amazement at the 
 stupidity of the assertion : and if the latter, I ask for one ha\i- 
 
 I 
 
!)rct(l —only one, who atteiukcl a Catholic school, aiul camiol 
 read and write. 
 
 Illiteracy in Foreign Countries. 
 
 Not bciiiK satisfied hy proviti>( that the schools in Manitoba 
 were ineflicient hecsmse there are some illiterates in that 
 conntr> . who never went to the schools, Mr. Wade travels off 
 to many forei^Mi lands, and says that there are lots of illiterates 
 there too i.'»7). Now if it is ahsnrd, as I think it plainl\- is, 
 to try and prove the character of the Catholic sc1um>1s in Mani 
 toha, hy the lack of edncation in Manitoba of those who never 
 went to those schools, what better olTare we, when we are t<jld 
 that there are illiterates in Ital>- also.'' liut the arj;unicnt 
 seems to be this : 
 
 " \V'herev( r tlu' Kojiiaii CHtliolic parochial srlioi)! i> tli*- iiUMliuin ol 
 t'llucUidii, i^MKHiiiui' is lilf, and wlicii ivjii'iraiin- i-> ;«t lioiiif ciitiu is uol 
 a stranger." i'>'2) Tlit- Koiiiaii Catholic p.trochial si liool wa.s llu- uu-dimn 
 of education in Manitoba, thercfort' ij^jnorance was rife. 
 
 r deny both statements of this j>roi)osition. I'ntil the last 
 half century " ijj^norance was rife " everywhere, in c(jmi>ari.son 
 with the standard of to-day — Roman Catholic, and Protestant, 
 countries alike, had not the same notions as are now prevalent. 
 In luijj^land nntil ls70, " education was dependent on volun- 
 tary enterprise, or casnal endowment," (Knc. Urit, vii. <»7Vh. 
 Owinj,*^ to the stimulus of state orj^anization and assistance, the 
 a\erage attendance has increased there by more than "J.'iO per 
 cent, in the last 'J.') years I Was ICnj^land's condition in INTO 
 due to the fact that " the Roman Catholic parochial school was 
 tlie medium of edncation"? During the la.st twenty-five 
 \ears one country after another has lent its powerful aid to the 
 spread of education. They did not all start in the .same year, 
 aiul there are differences in their progress. Italy's effort came 
 a few years later than England's ; but as any one ma>- see by 
 the report of the I'nited vStates Commissioners of lulucation for 
 1.S8.S-!), p. xiv : 
 
 " In no Slate of luirope has more strenuous efTorts been made (than 
 in Ital\ I to provide for education by public schools." 
 
 Mr. Wade gives .some statistics ( .')3}. They are absolutely 
 valueless in arguing as to the character of schools /n Manitoba; 
 but if anybody thinks that any help can be obtained in that 
 way. I offer .some oiliers taken bodily from the Encyclopaedia 
 Britaimica, vol. viii., p. 711 : 
 
 

 t 
 
 "•( linl.ir-. ti> 
 
 iiili.ihll.iiitH 
 
 Swil/crlau-l l.i'-'l.liMt l."i77Tt>n I'm 
 
 Cifttuaii llinpirf l4,^''7.'>tMi 'J"),! I. in, Tiki loi! 
 
 I,ii.\ciiili<)Ui>; l!t7.(M,t> Imi | li» 
 
 Norwav . :'."•• I.7<>»,mm( I;;k 
 
 Swi-ileii . tidO 4 L'lt.l.Ntin \:\H 
 
 Nfilit-rlan.ls I.;{|;!,(MMi -.'.U's, ••<»(( i::ti 
 
 DiMiiiitrk 1 !MMi l,s(i.">,(i('(i i;'/, 
 
 I'l.iiui' ;;.'., ,".s»;,n(io (iitt.soo i;il 
 
 lidniuni . 4."'HMMM> IViHMi l:^;{ 
 
 Austria "^7 !«i4..!ho ;;,.'(7I,ii(Ml l(Mi 
 
 Cn-iit r.ritaiti ."i,.'.(I(i,(mm( -J.'i.'.UMl.dlH) K\ 
 
 Spain 1i;,,"i(MMHiM . . K2 
 
 Italy -.Mi 7'>o,<H»i» .i:.,iH)(t 70 
 
 O'lscrvc Ihat Swilzcrlaiul willi a mixed } opulatioti ilike 
 Canada's I heads tlu' list; and thai I.uxcnilMHirK, iMaiicc and 
 lifl^iiini 'all Catholic countries > arc* much in ad\'ancc of 
 Ivn^land. 'i'hi> lahlc has hcen !)ui)lishcd hciorc in the present 
 controNcrsN-. Its accuracy has never lieen ilisputed. Its 
 authnrit\- is und()ul)ltd. It pmves nuthinj^f. 
 
 I shall answer the other part ol the projiosition that " the 
 Roman Catholic Parochial School was the niedintn of education 
 in Manitoi)a " later on. 
 
 Romanizing the Schools. 
 
 Wlien I said that the onl\' evidence produced by Mr. Wade 
 for his char^^e of inefHciencx' in the schools was, '1) some old 
 examination ([notions ])Ut U) candidates for teaching certifi- 
 cates : and (■_') allej^ed illiteracy of those who ne\er went to 
 the schools ; I purposely omitted the statement that in the 
 Catholic schools the i)U]>iN were " comj^letely immersed in 
 Roman Catholic ideas and influences" > I'.'-iil < ; that there were 
 "creed and doijma e\ery where " ill. I'J ) ; for these are not 
 arj,(uments to j^roxe inefliciency. 
 
 Mr. Wade has done the Redman Catholic cause threat service 
 in writing his paj^es upon this subject. They shew more 
 clearly than has \ et been shewn, that the Protestant and Catli- 
 olic methods of education are irreconcilably discrepant. It is 
 often argued that all children may well be taught together 
 e\ery subject but religion. Mr. Wade demonstrates, what I 
 ha\-e alwa\s argued, that the Roman Catholic idea of educatior. 
 is that the religious element ought to perxade even the stud'es 
 that are usually termed secular. If singing be taught, why 
 not sometimes use sacred music — " hynuis. psalms, chants, 
 anthems?" (11. i If decorum 1)e the subject, why should it 
 not include instructions as to " how to address ,i letter to a 
 
 
,,-^. .» ».» -*<i.f*«1«B*««W 
 
 I I 
 
 prelate or priest, how to teriniiiate such letters, wliat titles to 
 employ in coiuersaiidiis in addressiiij; such i)ersous, how to 
 behave in a IioIn' ])lace, order of precedence, the titles of digni- 
 taries and so forth " ? ( 11 ). Why cainiot the children learn to 
 read as well out of books which have in them some sacred 
 literature, as well as if it were all profane!' Atid when history 
 is taught why r.-.ust that contained in the Bible be ex- 
 «.! iided ? 
 
 No doubt this sort of programme is impossible when Pro- 
 testants and Catholics are being educated together, but why 
 must Catholics change the whole character of their schools 
 merely because Protestants do not agree with them as to the 
 importance of immersing the children in religious ideas? Mr. 
 Wade thinks he has demonstrated the evil quality of the Cath- 
 olic readers when by extracts he lu's proved that the author of 
 them has kept well in view the principle that 
 
 " i-elij^ious iiislructioii and mental training should now progress hand in 
 hand." (11.) 
 
 To Mr. Wade all this is in the last degree abominable. To 
 the Catholic it is one of the most es.sential requisites of edu- 
 cation. Why .should Mr. Wade require Catholics to conform 
 to his ideas ' Why may the\- not have their own way upon 
 a matter of religion and conscience ? 
 
 Priests as Teachers. 
 
 Mr. Wade objects, also, that some of the teachers were 
 priests (7, ih. He does not contend that the.se priests were 
 illiterates. His onl>- charge against them is that they were 
 priests — that, in his view, disposes of them. It is undeniable 
 that in some few of the very poor ])arishes, parishes which 
 could not support a teacher, the ])riests did for a time give such 
 instruction as their other duties ])erniitted. If tliat was a sin, 
 Mr. Wade nmst have the benefit of it. In mitigation of the 
 offence, I say that the ])riests did good work. The Hon. vSen- 
 ator Boulton tells of one of tliem (Senate Debates, 'iord April, 
 IS'.);-);: 
 
 " In my iinnicdiale ncitjhhourhood there is a separate school, named 
 after the clerj^'ymaii, leather Decorby, who founded it. lie conducted a 
 separate school there for years, to which the Prostcstant population in its 
 neighbourhood went. 7'//<'i :vt'i(' all salisjit'd xvith the school ; THi.v 
 
 HAD NO C()Mri,.\INTS to MAKIC Ol' IT." 
 
 But Mr. Wade thinks that it was abominable. 
 
I 
 
 itles to 
 
 lunv to 
 
 if (ligiii- 
 
 learn to 
 
 sacred 
 
 history 
 
 1)0 ex- 
 
 len Pro- 
 )Ut \vh>- 
 schools 
 IS to the 
 1? Mr. 
 le Cath- 
 uthor of 
 
 s hand in 
 
 )le. To 
 ; of edu- 
 conforin 
 ay upon 
 
 .^rs were 
 ;sts were 
 ley were 
 ideniable 
 ts which 
 pve such 
 'as a sin, 
 n of the 
 [on. vSen- 
 rd April, 
 
 )ol, named 
 indiic'ted a 
 ation in its 
 >ol ; THi;V 
 
 AntUBritish Tendencies. 
 
 Mr. Wade objects to the Catholic histories, because they 
 are "written from the French standpoint" cJ-'.i. He (juotes 
 several passages in which the conduct of some ICnglishtnen is 
 criticised; but it never .seems to occur to him that the criticisms 
 may be just. That is not the point with Mr. Wade, and he 
 does not (H.^cuss it. He would have the histories written to 
 .suit his view of French Catholics, and then compel Catholic 
 children to read them. For instance, he objects to this ques- 
 tion put to candidates for teaching certificate : 
 
 8. " Relate the conquest of F:ngland by William of Normandy i" " 
 
 It should have been. I suppose — 
 
 " Relate how the .\nglo-Saxons assimilaleil the Normans in the 
 eleventh century." 
 
 He objects to — 
 
 " Describe the establishment of Christianity in England, " 
 
 preferring, no doubt — 
 
 " Describe the achievements of rrolestantism in Manitoba." 
 
 He objects to — 
 
 " Who was St. Thomas Hecket ? " 
 
 instead of, I suppose - 
 
 " Who was John Knox ? " 
 
 He even objects to — 
 
 " How did he die ? " 
 
 and 
 
 " What was the fate of Mary vStuart ? " 
 
 Can intolerance go further. All this Mr. Wade thinks is 
 simply unbearable. Let me a.sk his opinion upon a subject 
 prescribed for studv v.\ the present public schools: 
 
 " Hi.story— (ai Ivnglish— Religious movcnu-nts—i Henry VHI. and 
 Mary.) " 
 
 Does Mr. Wade think that Catholic children ought, in 
 fairness, to be obliged to receive their views upon this subject 
 from Protestant teachers ? 
 
 Other AnthBritish Tendencies. 
 
 Mr. Wade must have overlooked many (Aher (iuestion> in- 
 dicative of anti-Brilish tendencies, of which the following are 
 a few: 
 
, 
 
 i- 
 
 10 
 
 y. "It was fiiiriii^ the thousaiul years from the fifth to the fifteenth 
 century, that the civilization of modern Europe was ripening. It was the 
 germinating season, the !;eeds of modern civilization, cast into the soil, 
 were quickening in new institutions, and new nations. Illustrate this as 
 definitely as you can." 
 
 y. ".State clearly the aims and work of Champlain, and Frontenac, 
 respectively." 
 
 y. " State somewhat in detail the disabilities under which the Cath- 
 olics suffered in Britain during, an<l since, the time of the Stuarts. How 
 and when were the disabilities removed ? " 
 
 y. " State fully what you conceive to have been the aims of the col- 
 onists of New Kngland, and New France, respectively. How did these 
 aims affect the after history of the colonies ? " 
 
 y. " From Longfellovv's poems give at least five references 'o the 
 .Scriptures, or quotations therefrom." 
 
 These (|uest'on.s uonld have raised Mr. Wade's hat oft his 
 head, had lie noticed them — anci had he not noticed at the 
 same time, that they were given s/ucf ISfMJ, a)id luider the 
 present system. What a dift'erent complexion the same thing 
 bears, does it not, according as it is the work of priest, or parson? 
 Among the anti-British tendencies alleged by Mr. Wade is 
 the exclnsion of the study of the English language from the 
 Catholic .schools. The reports of Mr. Greenway's own in.^pec- 
 tor (for 1S'.)2, .'») will shorth" be quoted upoii this point. 
 
 Summary of the Arguments. 
 
 These then are the arguments to prove that 
 
 " The education alleged to be furnished in the schools of the Roman 
 Catholic section was farcical to the last degree." 
 
 (1) The examination questions put to the teachers (loi — 
 not the answers given by the teachers: not a word as to the 
 children; not a word as to the .schools. 
 
 (2) " Resulting illiteracy " (18) — of tho.se who never went 
 to the schools, half-breeds, Italians, and others. 
 
 (.')) "The complete immersion of the pupil in Roman Cath- 
 olic ideas and influences" — the .schools were inefficient because 
 they were Roman Catholic! 
 
 (4 ) "Anti-British tendencies" (21) — history was not twisted 
 more than under the present system in order that the children 
 might be patriotic. English was not taught. 
 
 Counter Arguments. 
 
 As against all this (which does not give one the slightest 
 aid in ascertaining the character of the .schools themselves from 
 a secular standpoint) I am going to offer some very direct testi- 
 mony. 
 
 I 
 
Riiiiian 
 
 11 
 
 ( 1 ) In 1.S.S8 (seven years before the Act abolishing the 
 separate schools), at an exhibition held at Portage la Prairie, 
 the Catholics obtained very marked approbation of the excel- 
 lence of their school work, and were awarded both prizes and 
 diplomas. 
 
 (2) In ISSd, at the Indian and Colonial Exhibition, held 
 at London, England, the Catholics again displayed the results 
 of their labors, and the excellence of their work received high 
 praise. The Canadian (iazettc ( 4tli Nov., ISSG) said that the 
 Provincial exhibit denoted that 
 
 " there exists a school system which, althougli respecting the faith and 
 religions couvictioiis of the population, offers to every one an education 
 capable of fitting for the highest rank in society, the child who is placed 
 under its care." 
 
 ('"5) There was never any complaint of inefficiency until 
 long after the abolition of the Catholic sch':)ols. 
 
 {a) The Hon. Senator Bernier, who was superintendent of 
 the Catholic schools, has said ( The Scnatt\ L'oth June, 1^1)5): 
 
 " Never, before the Ttlanitoha Government had announced its policy 
 on this matter in LSSlt, never was any remark made to us about the 
 alleged inetfiriency of our schools ; never was a Mii.ygestion thrown out 
 to us ; never was blame cast upon us ; never was a hint given us as to 
 any drawback that was supposed to exist, or as to any improvement that 
 could have Ijeen desired." 
 
 {b) Meiul)ers of the Legislative xVssembly and others were, 
 by law, visitors of the Catholic schools, and books were kept 
 for their comments. There never was a)i adverse remark 
 reeorded. 
 
 (e) Mr. Morrison, an Orangemen, and for a time an in- 
 spector of Protestant schools, testifies in his pamphlet: 
 
 "Throughout all these years, from ISTI to ls>'', no complaint was 
 ever made with the workings of the separate school system. " 
 
 (4) Mr. Joseph Martin's testimoin- is in favor c^f the effi- 
 ciency of the schools. In introducing the bill to abolish them, 
 he used the following language: 
 
 '■ The Government considers that they are under a very great deal of 
 obligation to those gentlemen who had from lime to time for many years 
 past assisted in controlling and shaping the educational aflairs, as mem- 
 bers of the Hoard of Education. Thcii lahors, l/iiis :cilli>if;/y <:;iveii, had 
 RKSfi.Ti:n IX c.KKAT c.oon. The Cioveivmeut's aetion find not hren de- 
 lei mined because they were di'sS' iished with the i>ia>ine> in rehieh the 
 a(fai) s of the Department are condiuted under the system, />ut l>eeause 
 they are dissatisjied with the system itself." — ^hree /^ress, '>th March, 
 
 isbo. \ 
 
 (o) Mr. Martin must have been right as to the Govern- 
 ment's rea.son for the bill, for at the moment that he spoke two 
 
lli 
 
 members of his Government (himself one), and Mr. Wade, 
 were members of the Board of Education which he was abol- 
 ishing, and one of them, for two years, had been upon the Roman 
 Catholic section of it. 
 
 (()) Mr. Martin must have been right for the further reason, 
 that if he had condemned " the manner in which the affairs of 
 the department are conducted " he would have been playing 
 the part of the leader of the opposition, and not of a member of 
 the administration. The Government had appointed the mem- 
 bers of the board, and could have changed its character from 
 year to year, had they desired to do so. It was not until long 
 after the Act was pas.sed that mismanagement by the Govern- 
 ment's nominees (including two of its own members, and Mr. 
 Wade) was thought of as a rea.son for abolition. 
 
 (7) For a third reason Mr. Martin must have been right, 
 namely, that the principal man responsible for mismanagement 
 (had there been any) was the superintendent, and it was not 
 the church that appointed that official, nor even the Catholic 
 section of the board, but the Govern?nent i/sclf. If he was use- 
 less, or incompetent, why was he not superseded ? 
 
 (8) The above reasons should be a sufficient answer to 
 allegations of inefficiency, based upon statistics from Belgium, 
 but I have not yet finished. 
 
 (9) In l<St)2 the Greenway Government appointed Mr. Young 
 to make an inspection of the Catholic Schools. His report is 
 by Catholics thought to be very unfair to them. Nevertheless 
 here it is, that every one may see what is the worst that can 
 be said by one appointed to find fault : 
 
 " FRENCH SCHOOLS. 
 
 •• A. L. Young's Report. 
 
 " I beg to submit the following report of the schools visited by nie 
 (lining the latter part of the year 1892 : 
 
 " During the past three months I visited over fifty district^, the 
 majority of these being in the French settlements along the Red, Assini- 
 boine, Seine and Rat Rivers, and formerlj' under the jurisdiction of the 
 Catholic section of the Hoard of Education. 
 
 " The seating accommodation in many of the schools is insufficient ; 
 a few are provided with patent desks, but the greater part still use the 
 home-maile desks and benches. 
 
 "As a rule the blackboards used are much too small, and in many 
 cases of poor qualify. With only two or three exceptions, all the schools 
 visited by me were rvcll supplied ivith a sufficient number of good maps. 
 
 " Five schools are claimed to be conducted according to the Public 
 .Schools Act of ISOO, in regard to religious exercises. Of tliese, three are 
 jn charge of teachers hohling first-class certificates, one is in charge of a 
 
Wade. 
 
 as abol- 
 Roman 
 
 reason, 
 ifFairs of 
 playing 
 ember of 
 he niem- 
 :ter from 
 itil long 
 Govern - 
 and Mr. 
 
 len right, 
 
 lagement 
 
 was not 
 
 Catholic 
 
 was use- 
 
 mswer to 
 Belgium, 
 
 Ir. Young 
 
 report is 
 
 vertheless 
 
 : that can 
 
 ited by iiie 
 
 strict^, the 
 led, Assini- 
 :tion of the 
 
 nsufficient ; 
 till use the 
 
 13 
 
 teacher having a second-class, and one in charj^e of a teacher having a 
 third-class certificate; of the total nuittber of teachers accn by me, about 
 v\vx\ per cent, hold Jirstclass certificates, twenty per cent, hold second- 
 class, and ten per cent, have third-class certificates. About twenty per 
 cent, are teaching without certificates, these being young lady graduates 
 of the various convents who have begun teaching since the closing of the 
 St. noniface Normal School. 
 
 "Of the schools visited bj- nie six were in charge of male teachers. 
 The salaries paid are in all cases very low. 
 
 " There is an average enrollment oi oi'er thirty pupils to each school, 
 some of the larger schools having from one hundred to one hundred and 
 fifty pupils. 
 
 " IVith remarkably fezu exceptions, English is taught in all the schools. 
 The parents and trustees recognise the desirability of having their chil- 
 dren study Iinglish, consequently those teachers w/io have a sufficient 
 knoivledge of the English language to teach it successfully are in much 
 {rrcater demand and receive higher ivages than those who understand the 
 French language only. As a rule the scholars read and translate Eng- 
 lish in a very creditable manner. 
 
 " In St. Anne's Convent, where through the courtesy of the Rev. 
 F'ather Giroux and the Sisters in charge I was given every opportunity to 
 examine the school work, /found the higher classes remarkably well ad- 
 vanced in English, their pronunciation being exceptionally good. 
 
 " In regard to French reading, there is room for considerable im- 
 provement in expression. 
 
 " ./ good share of attention is given to arithmetic ; this subject, 
 however, could be more successfully taught if the schools were provided 
 with a more liberal supply of blackboards. 
 
 " I'ery creditable ivork is done by many of the more advanced pupils 
 in composition, written translations from French to English, letter 
 writing, &c. As a rule the books used for this purpose are kept ex- 
 tremely neat, and refect credit on both teachers and pupils. 
 
 " In teaching geography good use is made of a liberal supply of 
 maps with which the majority of the schools are supplied. 
 
 "A noticeable feature of these schools is the very limited number of 
 boys in the higher divisions." 
 
 An extract from Mr. Young's report for 1808 may be 
 
 added, because of the complete answer it gives to Mr. Wade's 
 
 "anti-British" statements: 
 
 " In all districts visited by me, I found a strong desire on the part 
 of all concerned to make the teaching of the English language a prom- 
 inent feature of the schools. In one district this idea was carried so far 
 that the teacher was forbidden to make any use of the French language. 
 This I consider to be a mistake." 
 
 nd ill many 
 the schools 
 ood maps. 
 
 > the Public 
 e, three are 
 charge of a 
 
 Reports Upon Present Schools. 
 
 Mr. Young's reports commenced two years after the Cath- 
 olic .schools had been deprived of the Government grant ; when 
 they were struggling with financial difficulties ; and when it 
 
11 
 
 I ■ 
 
 Ml 
 
 liad become important to condemn the Catholic schools. How 
 far does it justify the statement that education in these schools 
 "was farcical to the last degree, a wretched travesty of what 
 education ought to be. and a disgrace to the Province of Mani- 
 toba." Let me compare tlie report just quoted with some 
 extracts from reports of the .schools for the year 1(S94 — .schools 
 under the present system, schools in full enjoyment of public 
 faxor and sujiport. 
 
 In Mr. McCalman's Report of the Ka.stern Inspectoral 
 Division I find the iollowing : 
 
 " Tlu' irregularity of altendame in the majority of schools is a tk>- 
 j)loral)le fact." 
 
 " Of the oiu' hundred and i.^rty teachers of the dfvisioii, nineteen 
 held first class certificates, seventy five held second class certificates, 
 Ihirtv-nine held third class certificates, and .seven held perniils." 
 
 'Twenty-five teachers -about ei^htet •; ja'i cent, of the total number 
 — were u'il/toiif miv f^it'i'ioiis c.vpti it')iu\ or pro/'tssioiial haiiiiuif^ zvhal- 
 r:rr." ' • ' 
 
 " In advanced classes/^o /i/Z/r nitt'ntioit is s;ivcn to the rnctlninica of 
 iriuiiiii^. and indistinct articulation, and lack of clearness of enunciation 
 arc too cotntnon." 
 
 " H'litiitjii dors not ii-iriii- thai faitlifiit attcutiou it demands, ami 
 results are almost i<iiito> mly f^ooi . 
 
 " In the subject of ijeoj^raphy teachers are handicapped by the tcuh 
 
 of )i'f(l<->l(Y liOOks.'' 
 
 "In music, notwilhstandinjj; that the subject has formed a jiartof the 
 course of instruction at the Provincial and local Normal schools for the 
 I)ast two years, the tt\i(h!>/<; is sonithhat .«./>(/,</;/( >(//V. " 
 
 In Mr. t^. ]\. Lang's report of the North-West Inspectoral 
 nivisioii there is the following : 
 
 " It would perhaps be correct to say that al>out /.■(() f/iints of t'w 
 ttaclu'is are doiny work which may be describe<l as fail. Of the re- 
 mainder about one-half are doinu very jj;ood work, while the others must 
 be clashed as unviistakat^ly pooi — voyf'oo) in sonw rasi's 
 
 "The inrai^ir n'si/tts in a) ifhnitti. are probably due to a misappre- 
 hension t>f tile nature o'i the science of number." 
 
 " It is not surjjrisinj;- to find the ad:\inii\i :oot Ic in aiiJirnh'tir />oo> ty 
 </("/f' in many cases when il re^ts on a weak Ibundaiion of elementary 
 traiuinj.;. " 
 
 " In the subjects o\ hi.story and geography thr drprndrnci of sonic 
 tci)th('s ///><"/ ///(• tr.xt /'('('X'.v is stit! pain fully apparrnt." 
 
 " In this district there were />/// foiip- trarhris holding first class cer- 
 tificates: fifty-eight with second class, and sixty cii;ht :oith third; and 
 cii^litccn :oithotit any cct tificatcs at atl." 
 
 i ft 
 
 ^1 
 
 In Mr. Langs report for lS9o is the following : 
 
 "In nearly every school in this Division a test was made to discover 
 howinany of the pupils above second standard could use correctly the 
 following' words: — done, ilid ; seen, saw; set. sit. It was found that 
 about tii'irty per cei:'. of the pupils" done ' their exercises ; " seen " the 
 cows ; " >v-t in their seats ; and were in the habit of "laying " down. 
 
 njni- njniaKM -- 
 
Is. How 
 ■ie schools 
 of what 
 of Mani- 
 ith sonic 
 — schools 
 of public 
 
 ispectoral 
 
 )ls is a (U'- 
 
 1, nineteen 
 ertifiratcs, 
 
 1 t 
 
 :al nninber 
 
 r/Wi,'- TC'/ll7/- 
 
 '(/lanics of' 
 nujiriation 
 
 lands, and 
 
 )}• the hiik 
 
 jiartof tlie 
 ols for the 
 
 spectoral 
 
 ■/ lis of the 
 Of the re- 
 ther* must 
 
 niisappre- 
 
 (•tii- poorly 
 lenienlary 
 
 c of some 
 
 t e/tiss eer- 
 'hird; and 
 
 o discover 
 -rectly the 
 ound that 
 seen " the 
 down. 
 
 15 
 
 In Mr. K. E. Best's report of the South Central Division 
 there is the following : 
 
 " It is to lie regretted that an unfavoiahle teport is (hie on the state 
 of school yards and school environments." 
 
 " The supply of apparatus for primary work is dejieieiit, and tc/eretiee 
 l)ooks for advanced classes are iiol •veil supplied. The remedy in most 
 cases lies in the hands of the teachers." 
 
 "The teachers in charj^e held all grades of certificates, and repre- 
 sented all stages of proficiency, from the very highest standard of moral 
 and professional excellence, down to those Tohohad neither training:, ex- 
 perienee nor aptitude." 
 
 " The readiuii^ doue in the sehools is largely uusatisfaetory." 
 
 In Mr. A. vS. Ro.se's report of the South West Inspectoral 
 Division there is the following : 
 
 " There is a most rei;rettal>lt' iudijfeieuee on the part of trustees and 
 ratepayers in the matter of caring for school property." 
 
 " Irregularity of attendance is a most dtseouragivg feature in rural 
 schools. Many chii.1)Ki:n akk actiai.i.v c.kowinc, ri- withoit kk- 
 
 CKIVINC. KVKN TIIK Kl'UIMKNTS OF A I'lHLIC .SCHOOL HDICATION. / 
 
 Visited one school in which there had not been a single pupil for ^ix 7ee:ks. 
 The teacher, rvJio 7,.'as in the habit of Z'isiting the scliool each iHi)rning, 
 was in receipt of a salary of -f-'fOM) per month. 
 
 " I do most earnestly trust that the time has now full)- come when 
 the practice of allowing persons without professional training, and with- 
 out experience, to engage in teaching, may with safety be discontinued. 
 . . . In any case, it v.'ould be infinitely better that, in the evc-nt of a 
 scarcity, the certificates of trained and experienced teachers should be 
 extended, than \.\va\. girls of sixteen an;' youths of eighteen, ri'ith neithci 
 traininii nor experience, and possessing only the scanty scholarshij) 
 necessary to p.is^ the third clasi noa-professioml examination, shou'd be 
 TiiRNKi) i.oo.sK fPON TIIK iMi!i,ic A dia7t' their salary, and to wastk 
 THE "I'RKCioi's MOKNiNC. HoiRS " of the children rclio are so unfor- 
 tunate as to be placed under their control. 'The cases are rare in 7vhich 
 the closing of the school rvould not be preferable to the employment of 
 such teachers." 
 
 The illiterates referred to in tliis report must, ofcour.se, he 
 charged up to tlie inefficiency of the Catholic .schools, prior to 
 LSiJO; the teacher who drew •S4() a month and did notliing 
 must have been a Jesuit in disguise; and the girls and youths 
 who had been " turned loose upon the public to draw their 
 .salary and to waste the preciotis morning hours of the children, ' ' 
 will probably all turn Catholic before they die I 
 
 Let it be noticed that according to these reports there were, 
 in the Catholic .schools, twenty-five first-class teachers, out of 
 a total of fifty ; and in the public schools only twenty -three 
 out of two hundred and eighty-eight. Mr. Wade knew what 
 he was about when he tried to prove the character of Catliolic 
 schools in Manitoba by statements al)out Mexico, Central 
 America, South American Republics, &c.. <S:c., (p. (>()). The 
 reports of the In.spectors of the Green way Government were of 
 no .service to him. Tl:ev contradict his as.sertions. 
 
ll 
 
 'Ij 
 
 I > 
 
 16 
 
 My purpose in quoting extracts from the inspection reports 
 for 1S{)4, is not to make a countercharge of inefficiency against 
 the present schools. My desire is, merely, in that way to 
 emphasize, that which everybody recognizes in making an 
 estimate of his own sort of schools, that the highest degree of 
 efficiency cannot l)e obtained under all circumstances ; and that 
 it is unreasonable to expect that either Catholic or Protestant 
 schools should be as fully equipped in sparsely settled districts 
 as in the cities. No charge has evtr been made against Cath- 
 olic urban schools. Their rural schools have been criticised. 
 Let them be judged by the standard of rural schools. Let 
 comparison be fair. 
 
 Even in the Province of Ontario, with all its advantages, I 
 find the following in the report for 1894 (p. viii) : 
 
 "As will be seen from this report, much the greater proportion of the 
 teachers hold third-class certificates." 
 
 Summary as to Inefficiency. 
 
 Let me summarize the evidence for and against the state- 
 ment that the education in the Catholic schools " was farcical 
 in the last degree, a wretched travesty, etc": 
 
 FOR 
 
 1. Some questions put to the 
 
 teachers were absurd. 
 
 2. Resulting illiteracy of those 
 
 whom these teachers never 
 saw. 
 
 3. Illiteracy in vSpain, etc. 
 
 A. Children immersed in relig- 
 ion. 
 
 5. Anti British tendencies. 
 
 AGAINvST. 
 
 1 . Questions of the same sort 
 would condemn the pres- 
 ent system. 
 
 Some children still grow 
 up illiterate (Mr. Rose's 
 report). 
 
 Illiteracy still in Spain. 
 
 David was a more impor- 
 tant character than 
 ' ' Frank Lavender's 
 Aunt." 
 
 Fudge. 
 
 Unaccepted challenge to 
 Mr. Armour. 
 
 Honors at Portage la 
 Pr.irie exhibition. 
 
 Honors at the Indian and 
 Colonial exhibition. 
 
 Never any complaint of 
 any sort prior to 1890. 
 
 2 
 
 8 
 
 9 
 
 M 
 
 L. 
 
 mm* 
 
oti reports 
 cy against 
 it waj' to 
 laking an 
 ; degree of 
 ; and that 
 Protestant 
 id districts 
 inst Cath- 
 criticised. 
 ools. Let 
 
 antages, I 
 ortion of the 
 
 17 
 
 the state- 
 ;as farcical 
 
 i same sort 
 n the pres- 
 
 still grow 
 Mr. Rose's 
 
 I Spain. 
 3re impor- 
 ter than 
 vender 's 
 
 allenge to 
 
 *ortage la 
 tion. 
 
 Indian and 
 Dition. 
 
 mplaint of 
 to 1890. 
 
 14. 
 
 15. 
 
 10. Never ail adverse remark 
 by visitors of the .schools. 
 
 11. Mr. Morrison's testimony 
 that no complaint. 
 
 12. Mr. Martin's testimony 
 that the labors of the 
 board " had resulted in 
 great goody 
 
 I'i. Two members of the gov- 
 ernment, and Mr. Wade 
 hims( f, were members of 
 the board. 
 
 One member of the Gov- 
 ernment had been on the 
 Catholic section for over 
 two years. 
 
 The Government ap- 
 pointed the board, and 
 would no doubt have 
 changed its composition 
 if dissatisfied with it. 
 
 16. The Go ver n men t ap- 
 pointed the super. Uend- 
 ent of the C a t h o 1 i c 
 schools, and reappointed 
 him from time to time. 
 No fault was ever found 
 with him. 
 
 17. No whisper of inefficiency 
 until Mr. Greenway was 
 in a corner. 
 
 18. The report of Mr. Young 
 in 1892, the inspector ap- 
 pointed by Mr. Green- 
 way to find all the fault 
 he could: 
 
 " Well .supplied with 
 good maps." 
 
 " Fifty per cent, of 
 teachers have first class 
 certificates." 
 
 " ' Average of over 80 
 pupils to each school." 
 
4 
 
 18 
 
 0. " Htiy,lish was practkall\ a 
 /anijNC lit a Ulcere — a tor- 
 cij^n tongue" (21 i; llie 
 study of Kuglish was ex- 
 cliuled rl'l). 
 
 " \\ ng 1 i >li yducatioji 
 sought after." 
 
 " Higher cKnssts re- 
 markably well advanced 
 ill iMiglish." 
 
 " \'ery creditable work 
 in composition, written 
 translations from Frencli 
 into ICnglish, letter writ- 
 ing, etc." 
 
 Hooks " kept extreme- 
 ly neat, and reflect great 
 credit on both teachers 
 and pupils." 
 
 " Good share of atten- 
 tion is given to arithme- 
 tic." 
 
 i I 
 
 !i; 
 
 The Qovernment Grant. 
 
 Mr. Wade argues that under the old system the Catholic 
 schools received more than their share of tlie public funds. If 
 that was true it should no doubt have been altered ; but of 
 what benefit is such a statement when the (juestion is not. 
 Should that have been altered? But should the .schools have 
 been abolished ? Mr. Wade, be it observed, does not argue 
 that the Catholics received more than the statute provided. 
 Dr. Bryce's very charitable accusation that the returns of 
 school population were fraudulently manipulated, is (creditably 
 to Mr. Wade) not mentioned. Mr. Wade's contention is that 
 the statute was wrong — that the grant should not have been 
 distributed according to .school population, but according to 
 some other method which would have been more advantageous 
 to Protestants. Such a mere matter of detail need not be 
 argued here. It is the merest childishness, too, to say that if 
 the Catholic .school attendance was about three times larger 
 (per .school) than the Protestant, it was because 
 
 " the efforts of the Roman Catholic section were in a great degree con- 
 centrated upon the populous settlements, where tat legislative grants, 
 and light school taxes, went hand in hand." (l.">) 
 
 Other objectors have made the contrary charge : that the 
 Roman Catholics started schools where there were almost no 
 children in order to get the grant ! The explanation of the 
 higher average attendance in Catholic schools is well known to 
 every one. The rural Catholics are for the most part settled 
 
I'.* 
 
 cdticatioji 
 
 lasses re- 
 advanccil 
 
 table work 
 11, written 
 m\ French 
 letter writ- 
 
 alonR the rivers, and their farms have narrow frontage and 
 great depth. Their houses, situated upon the l)anks of the 
 rivers, are thus in close proximity the one to the other, and 
 many children can go to the same school. Protestant farmers, 
 on the other hand, live upon the prairie, where the farms are 
 scjuare, and the hou.ses are therefore widely scattered. Mr. 
 Wade explains this in chapter \'. (^J'i-.'iS. ) 
 
 t extreme- 
 fleet great 
 1 teachers 
 
 e of atten- 
 1) arithme- 
 
 CHAPTER V. 
 
 e Catholic 
 funds. If 
 pd ; hut of 
 on is not, 
 lools have 
 not argue 
 
 provided, 
 eturns of 
 creditably 
 ion is that 
 
 lave been 
 
 ording to 
 antageous 
 
 d not be 
 ay that if 
 nes larger 
 
 degree coii- 
 ;ive grauts, 
 
 that the 
 almost no 
 ion of the 
 
 known to 
 irt settled 
 
 Practical Difficulties in Manitoba. 
 
 Little fault is to be found with this chapter. It will furnish 
 capital material wherewith to answer those who point to the 
 small number of children in some of the Catholic schools ; and 
 the lack of the best equipment in such cases. Mr. Wade's 
 comment, however, from the facts is mere nonsense : 
 
 "Whit folly is it then to talk of the division " of these small dis- 
 tricts " which the establishment of a dual system would necessitate." 
 
 Nobody has ever proposed divisions, where from the smallness 
 of the population divisions are impracticable. And how can it 
 be argued, that because there are many districts where division 
 is impossible, therefore that the Catholics ought not to be 
 c.'llowed to teach their own children, in theii own way (subject 
 to secular requirements, enforced by public inspection j in dis- 
 tricts where there are no Protestants at all, or where (as in 
 cities and towns) division is practicable ? The whole chapter 
 is entirely beside the question. 
 
 CHAPTERS VI. AND VII. 
 
 Confiscation of Catholic Property. 
 
 In reply to the charge that the Act of 1S!)() confiscated 
 Catholic property, Mr. Wade quotes the judgment of the Privy 
 Council upon two sections of the statute (40). The.se .sections 
 only applied toca.ses in which Catholic and Protestant .sections, 
 
t ' 
 
 20 
 
 l)€fore the Act, were cotenninus ; and, .is Mr. Wade says (17), 
 there were none such. Tnder these sections the Privy Council 
 says that no injustice was done, which is stifFiciently obvious 
 without putting their Lordships' lan>cuage in capital type. As 
 has fre(juently been explained, however, Catholics do not com- 
 l>lain of these sections at all, for they never had any operation 
 whatever. The .sections are only useful in this way : Catholics 
 complain of confiscation under ol/ier sir/ions in the statute ; the 
 Oreenway Oovernnient makes no rei)ly to this, but cites the 
 Privy Council to shew that there was no injustice under l/ivse 
 sections! The argument is. of course, miserably poor, but it is 
 the best that the circumstances admit of. Let Mr. Wade de- 
 vote some attention to the simple fact, for example, that the 
 actual cash on hand by the Catholics at the date of the Act 
 was swept away into the g;eneral funds. That was the most 
 conspicuous case of confiscation ; but no clearer a case than 
 that of all the re.st of the Catholic school property. 
 
 This also is clear : The debts accumulated by tlie Prote.s- 
 tant schools aggregated in the neighbourhood of half a million 
 dollars ; the Catholic debts were less than ten thousand ; and 
 the Catholics are now required to pay a .share of the total. 
 Property was taken away from the Catholics ; and in return 
 Protestant debts were heape(' upon them ! 
 
 Present Schools Are Protestant. 
 
 To prove that the pre.sent .schools are not Protestant Mr. 
 Wade quotes the Privy Council judgment (41-45), which he 
 says eifectually disposes of the matter. The Privy Council 
 was dealing with the statute, and not with the facts. Their 
 Lordships .say that the Act declares that the " schools shall be 
 entirely un.sectarian." No doubt the Act does .so declare ; but 
 that unfortunately does not alter the facts, for which one has 
 only to refer to the regulations. One of them is as follows : 
 
 "To establish the habit of right doing, instruction in moral princi- 
 ples must be accompanied by training in moral practices. The teacher's 
 influence and example, current incidents stories, memory gems, SLMiti- 
 ments in the school lesson, examination of motives that prompt to 
 action, didactic talks, teaching the Ten Conuiiandments, etc., are means 
 to be employed. ' ' 
 
 In my debate with the Rev. Mr. Pedley, in his church, in 
 Winnipeg (29th April, ISDo), I quoted the above regulation, 
 and then added: 
 
 "Am I wrong in saying that the programme sounds like one for a 
 Sunday school ? And are Catholics unreasonable in saying that in the 
 hands of Protestant teachers the flavor of the memory gen s, didactic 
 
 'imiBmmm 
 
liulv says ( 17), 
 Privy Council 
 iently obvious 
 )ilal tyj)e. As 
 cs do not cotn- 
 aiiy operation 
 kay : Catholics 
 e statute ; the 
 l)Ut cites the 
 ice under ///cse 
 poor, hut it is 
 Mr. Wade de- 
 nple, that the 
 te of the Act 
 was tlie most 
 T a case than 
 
 )y the Protes- 
 half a million 
 lousand ; and 
 ! of the total, 
 and in return 
 
 int. 
 
 ^rotestant Mr. 
 I-')), which he 
 Privy Council 
 /'ac/s. Their 
 hools shall he 
 ' declare ; but 
 'hich one has 
 as follows : 
 
 II moral princi- 
 The teacher's 
 ry gems, seiiti- 
 :hat prompt to 
 etc., are means 
 
 is church, in 
 e regulation, 
 
 i like one for a 
 
 iug that in the 
 
 gens, didactic 
 
 talks. eU., would lii' I'mtentHUt .' It could not possibly Ite otherwise. 
 I flety any Prcsbyti-riHti, for instance, who believes his catechism to con- 
 scientiously teach the Ten Commandments witho\it coming in dire« t con 
 Mict wiih kottuin Catholic doctrine. .And if wc arc to assume tiiat the 
 teachers are non-sectarian too — gentlemen without theological prejudices 
 —what reason is he to give to the children whv the I'rotestants divide 
 tlie Catholics' first comnian<lment into two making up by adding their 
 ninth and tenth together? When he is teacliing the I'rotestants' second 
 commaiKlment is he to state that it is a special commandment aimed at 
 Roman Catholic images and relics?; oris he to explain, " Thou shalt 
 not make unto thee any graven itnane," as the Catholics explain that 
 language? .\nd when he lomes to the I'rotestants' fourth command- 
 ment enjoining thekeepitig of Sund.iy (it is the Catholic third i, shall he 
 inculcate rrotestaiit or Catholic belief as to the lawfulness of recreation, 
 and works of liberal and artistic character ? I.et I'rotestants tell me 
 that they are willing to have their children taught the T»ii Conunatnl- 
 ments by Roman Catholic-*, ami I shall then, but not till then, acknowl- 
 edge that the present schools are unsectarinn. I pray Mr. I'edley to 
 make a note of this for his reply." 
 
 Mr. I'edley did make a note of it. btit the only reply which 
 he offered was that if some Catholic children were taug;ht the 
 Commandments by Protestant teachers, there would l)e some 
 Protestant children who would be taught \)\ Catholic teachers! 
 And these are the non-sectarian schools! 
 
 Hut there is no necessity of further argument upon this 
 point, for Mr. Jo.seph Martin's statement, in favor of the Catho- 
 lic view, ought to be conclusive. It is as follows: 
 
 " I said then, and I still think, that the clause of the IsiMl .\ct. which 
 provides for certain religious exercises is tnost iinjiis/ {o Roman Catholics. 
 It the Slate is to recognize religion in its school legislation, such a recog- 
 nition as is acceptable to I'rotestants only, and, in fact, oidy to a majority 
 of I'rotestants, is to mv mind hank tvkaw." 
 
 CHAPTER VIII. 
 
 Reason for the Act of 1890. 
 
 Mr. Wade attacks Dr. Grant's statement that 
 
 "The men re.sponsihle for the change did not attack the old system 
 for faulty administration or poor results ; but they t«iok the >.;round ihiit 
 U was wrong in principle." lotii 
 
 Mr. Wade sa\s this is not true. Mr. Martin was the 
 originator of the Act of 1(S9(), and he ought to know, if any 
 one. why he originated it. Let him decide. I have quoted 
 the words which he used in introducing the bill. Dr. Grant 
 
I 
 
 ;i( ( iii,i!r|y siiiiiiii;iri/(', |||csc womIs, I'.y wll.il titir <l<)f , Mi 
 W'afN- .'issiiiiM- '<) ( «>iiti;Hlii t Mi. MuMiii iiiioii tins poiiii, How 
 ';iM Mi \V';i'I<' know Mr. M.-iiliii's icmsoiis IkIIci ili.ni Mr 
 Miiiliii liiiiiscll ' 
 
 III I'SdX Mi .M<i( hi piissffl llic jcMiit'. I',st;it<s ,\(t, ;iii'l 
 III IH(;',) Mr. I>;ill<»ii ,M<l';iilli\ , iiiOiil;iii'». (»i>',;iiii/r(| Ilic J'"()ii;il 
 Ki^.Oit'-. Ass<»' l;ili'>ii to :itt;i( k it. In Aii^Mist, iHC.'.t, Mi, 
 
 M((;iilli\', ;it l'(»il;i^M' |;i I'r.iiiif, piilili'h' iiijm(! ;iii ;itl;i<k 
 lip III tin- C.iIIp.Im 
 
 IimdIs oI M;iiiitol»; 
 
 II 
 
 <• Slier ccjcii 
 
 
 .'iMMisiii^', |'i<»t<sl;iiif ;iiiiiiiosit\ . This w;is llic j.M-iicsis «>l the 
 A'f ni IH'.MI 'rii<rc w;is no invest iv;;ilioii, or pr<tcii(f o( invfs 
 li;.',;it I'tli, ;r. to the rli;ii;i< t»-r ol tlic C'.'iIIioIk s( liool'. 'I'liiit 
 vv.'is not iir( css.-ii \\ 'rii''\ \v«i<- wioiij,', in piiiH iplc tli.it w;is 
 'llf plc;i Tliiit tlii\- w<ic iiidlii lent vv;r. :iii ;iltfi tlioiij'Jit, 
 Mr. ,M;iitiii piihlif ly tli;iiik<'l IIm- iii:in;ijM-is ol tin- sc s< liools, 
 s.'iyiii" tli.'it t heir \v<irk ll.i'l " Hsiillnl in c traf ^(lod." 
 
 Mt. Ml I'.iillr, , III liis iilaHorni spccr ji ;it Ott;i\v;i in |MSI>, 
 iiltci Ktiii iiiiij; iioiii .M;iiiitol);i, s;ii'l: 
 
 '' !»(( soil icll iiH- lliat tin- l'','|ii;il Ki^^litu \<\;in i;ifi((ii li;ir| iintliin^^ to 
 'lo v. ii|i lli.ii <|ii<- .tif.ii ' ' »( (oiir'.c iIm- l<-''lm)/ wiin IIicm- , lli<- )Mi'-v;iiirf 
 ixr.l«'<l ; III! /)iiif>/f . iniiii/\ IkuI nn/v In l>r ilnnlnl In il, ;m'l tin- ni'iinciil 
 (ill) litioti w:i'. 'Itinvti to il, lli<- I'rovilli <■ ol ,M;itilloli;i io>.<- ;in one lilini :nir| 
 ii<l We w;iiii no 'liial l;ni>/iia;o', aii(| nu'dv n'llh .cfximlr .ihnnl . an 
 I .\|)|il;iii ,1-. , 
 
 \A'Ii;il ;i iiiajoiirH <nt icfor'i' I-'roin Ont.iMO, tli<- sjccpv 
 I'lotisi.iiiis ol Oii(|((( ' (;i', .Mi. M( CiiIIiv (.'ilh'l tlifiii;, on tin- 
 one '.Mif , ;iie '.tilled intf, ■,(■( t;ii i.'in sti il<-, o\'er ;iii A( t t h.d p;i -scfl 
 the I,e^^isl;itine uitliolit ;i «iisseiil iii^', I'iote'.t;iiit vote; ;iii<| tile 
 • lull, j',oo<l ii.itnteij I'rotest.'ilits ol M;iiiil')l)a, <)n tlieotliei .i'N , 
 arr- aion-.e(| \\\\u liittei atta' k iipidi a sejioo] s\steni lii^'.lilv 
 pii/,'(| l»y llieji (.'allioJK li-jjow ' omit I vineii, aii'l will' li i n no 
 It'll V mill III III h'llli l/iiii nii'ii uiilli(iil\ 11/ riliiiitlniii . 
 
 I liav< aliea<l\' <|eall with the '.tati'-t ie', vvliieh Mi Wad-- 
 ^Mve, III tin, ( haplei 
 
 CHAPTER IX. 
 
 Church Ldiicalion a had Thinv^. 
 
 'I'll)', < haptei r, (jevoled lo |)io\iii;^^ that 
 
 ' ill all iMipipe eiltiealioii JM |ias'4iii(,^ (toiii I l|i- ' oiil rol o( l|iei|i-ij<\ iiilo 
 I lie liainl'i ol the '-.tat'e" 'oHj 
 
 :3H!^SS3 
 
.Hi 
 
 Itlc (Iocs Mj 
 |'"iiif, How 
 <i lli.iM Mr. 
 
 t''s .\< t, ;iii'l 
 •'I the Jv|ii;il 
 , \^'>'>, Ml 
 f! .'Ill ;ifl;i( 1: 
 ll(( CC'I*'*! ill 
 •Iicsis of the 
 IMC i,i iiivcs 
 I'"'!.. 'I'li.'ii 
 
 Ic, tll.ll W.'IS 
 I'-l tllMIIJ'llt. 
 
 \r .(• s( hools, 
 vv;i III j.-^.S'J. 
 
 ;i'l iioiliiii!^^ \i, 
 
 I Mil- niodiciil 
 "IM- Ill/Ill ;iii»l 
 
 llf '.|»c|,y 
 
 '•Ml;, Oil ()]<• 
 tl!.il l»;iss((l 
 • ; aii'l flic 
 
 Ot ||(( ,)r|( ^ 
 
 '111 \\\v,\\\\ 
 
 llj' ll /// nil 
 Ml W,-mI.- 
 
 \Vli>' this r cl;i!.oi.it'-(! I < ;iiiilo«. iiii'lcrst.;iii<l tor c\ ci \ i,(,(|y 
 Uiiows tliat while it IS \:\\Yy\\ tiiic, if is wholly ii l(li-\;nit. 
 r.ilt ll IS cl;il.oi;ifc(|, ;,ii(l th-n \It, U';i'l<- ;i<l(ls' 
 
 ' I'l \\ V ,M;il) lt'iii;i l'( y<< 'iin k to i |/(U;il'- >< IiodI , i-. In i|< iiniinl ii rr 
 turn to ;i iSHtc-ii wliii li i^ r.tiii'ih' ti' inj; 'hii'ii oiil of K'lin.c; ' .itloli. , 
 ;i . wll .iH j'rolc't.iiii, ' otiiiirK". ;ill over Ific \vorl<l.' '(I'J) 
 
 It is t(. <1( iii;iiii| iio'hili^', o| III'- .olt \ll. \V';mIc ,(\ci;ii tliii' . 
 as-,ci t ■, t li.it ill'- <il(| s\- ,tciii y.wi- t') the C.';ifho|i( < hiii' h th'- 
 ' .'ihsolutc I out rol r,f th<-s<h'ioIs < it;, .')(), .M \\'}\) At |t;i>;c 
 2<» lie siiys 
 
 'Mm ' .o, '•riiiiifiii of I III- l'i'r.-;iii •- li.-i'l hi I If of icil Iniij; lo ■ ii ■ w itfi 
 i<'^';iiil lo till ( oiii|iii I o( lli<- - ' hool . of tlic I'oiii.iii ' itliolii '.' ' lion It 
 h;ill'l<''l 0'.<| llic ciliii ;il |(;|i;il (,'Mlil :it .l;iti-<l pi-Mo'l., Ii'lt ' V< ll III tl:;il It 
 ni'-icly o)i' -, i-.l I 111- l;i w , '.Mill III'- ill 1 1 ill ilioii of III' i'l lilt 1 1 li;rl ii'itliliij' 
 to ijo. '1 ll" I iiiitrli iii;iii;iv.fil III" koiiiiiii ( :itliolr Hci lion .111'! 'Ii-.p<i-.i-<l 
 of 111'- ],iil.l;( nioufv i'r;intc(| to ili;tl »(tIioii iih it 'law fil." 
 
 Aii'.oii'- not 1; iiowiii^^ tin- l;iits uoliM, li\- this cvtrii't, l»c 
 
 I'll t') h'-li'--,-c th.it tin i,l(| --Asfeiii iiKM-lv |ii ovi<l«-(l .o imi' h 
 
 iiioiic, to he h;iinl<-<l ovci to f In- C'.'itholi'- » hiii' li N'ofhiii;.', 
 
 'oiil'l he unite iiiisli-.nliii^^. The (.M -.vstem piovnled for the 
 
 ;ip|ioiiitliieiit liy lln ( ,ii,'rt iinkn/ (»t twciifvoin- ^'.<-lit|enieii to 
 
 ;n f ;is ;i lio.ii'l ol J'l'lin ;ilioii. whose l.-il>ots, Mi M;iitiii s;(ys, 
 
 li;i'l )i\nllnl III rnni iiiKiii." This I»'j;ihI ;il((iie h;i'l jiliis 
 
 'Ii' t ion 
 
 ' ;i 'I o iii.ik'- from t iiin- to I inn- iiiii li I'^'iilalinn-. i-i lln v llnnk fit, 
 ''M iln- >'eii< lal oi joi ii 1/ il I'lii ol tin- (oinnioii .< IiooIm. 
 
 ' l» lo iii.tke r-'^Milatioin. for lln- re),fi--ilcriiH^, ami r'ji'>rliiij% ''( 'laily 
 atlcii'laiH »- at all I he i oiiniion .' liool'. iii 111" |n ')Vim-c, >4ul>jr«t 'o tin' ap 
 j lova! of tin- I, ' iii'iiant ' .ovcriior in ' oiiin ll. 
 
 1 'I'll make r" J/ 111 at ion-; foi i alliiij^ of nn*"! in/ . f i oni I nin- lo I ini" 
 ind pr<'i.<-r itif llic Iloll''•^ l|i"r"of lo lic jov"!! \< linnila-r- " 
 
 I'OI otii't pni [>'i e-.. t he |',(),ii<| w,'i . 'li\ i'lc'l into t wo -ei I ions, 
 oil'- er,iii|)fiS'-'l ')l tw'l-.'- I'iot<-st;iiits, ;iii'l tin otlnt 'A nun- 
 C';ifholl' .. I',;ii ll I'tioii li;i'l < h.ir;',e (.1 th'- .< lio'»l . ot it , own 
 
 'Iciloniill.lti'MI III .ill nintt'-l ,, < xuf)! Ilm , ,i/i>iii/y iiirii/iiuirii 
 
 Iv.-ery ve;ir fill''- (atholi' . I'-fii'-'l h'.iii tin- I'.ont'l, tlnii 
 jiln <■ . heiiij^ (ill<-<l hy r,i,-..<i Mini lit :ip])'iint III' lit Tin r,<)\(tii 
 ni'iit, linn, ha'l :i iini'li ' t'l ..r,- ahoiit tin- foinhi't '>! tin- 
 (.'athr;li( sc'tion ' IS .\|; Wad'- ha, alxnit t In- k'-'-pin;-, '»! Iir> 
 '»wn ;n-(-()tiiit , that i , to ■ a-. . In- a|i|>',iiil hi . h'.ol. V.'<\>'\\ ami 
 'li-( liatj"s liiiii li tin !/'i'il<', ai< ind pi'ip'il'. l:'-|it R' ,toIe 
 t he old system ami yw- Mt 'A'ad'- th- |.'.-.\'i toa).).oiiit tln- 
 im-niheis of tin I'.oaid and In- will ')'<ii Imw lis what 'an 
 
 he doll'-. 
 
 ' I'-ij^i into 
 
 A ml tin I 'ill .t it ut'- . a II ';-<''-' dm 
 
 (| an .v e[ t'l t In 
 
 jire-ent )iiet< II' <- tliat tin- ' 
 
 I'l'il. ^' 
 
 ,e|f imlhi nut fit hat w'-o- 
 
\i^\ 
 
 M 
 
 1! 
 
 I ; t 
 
 24 
 
 true, whose fault was it / If ()f)veriimeiit officials are incom- 
 petent, and Government works are badly built, whose fault is 
 it? The Oovennnei.t ai)pointed the Hoard, and ap])ointed two 
 of themselves, and Mr. Wade, to seats at it ; the Government 
 now says that the Hoard was shamelessly neglectful of its duties, 
 the schools in consequence being the veriest farce ; and ///.' 
 (iovernvicnf demands that a com mission be appointed to enquire 
 and state lu/iy the (ioirrnment appointed such men to such re- 
 sponsible positions, and re-appointed them from year to year ! If 
 any Catholic teacher had reasoned like that he would — well, 
 he would have been a Catholic I 
 
 CHAPTER X. 
 
 The Church and Public Schools. 
 
 Mr. Wade exhibits a deplorable lack of information as to 
 the position assumed by the Catholic Church towards public 
 schools. So long as Catholics are required to believe, not what 
 their Church teaches, but that which Mr. Wade tells them they 
 believe, there can, of course, be no difficulty in ridiculing their 
 position. There is the less excu.se for Mr. Wade's mistakes 
 because the (k)vernment's senior advocate (Mr. McCarthy; 
 accurately quoted the doctrine during the Ottawa argument in 
 March la.st. It is this : 
 
 " .11/ care must be ta/ceii to erect I alliolic sc/ioo/s, to enlarge and itii- 
 jjrove those already fstal)lislK'(l, and to make them equal to tlie ])uhlic 
 schools in teaching and diieiplinc." 
 
 " W/ien t/iere is )io (\itltolic school at alt, or when the one that is 
 available is little Titled for ^iviiij^' the ehildren an education in keepiii}^ 
 with their cdndition, tlien the public schools may be attended with a .safe 
 conscience, the danger of perversion t.>ein).f rendered remote by oi)por- 
 tune, remedial ami precauiinnarv measures, a matter that is to be left to 
 the conscience and jud;^nienl of the Ordinaries." 
 
 Mr. Wade endeavors to distinguish between .sejxirate .school 
 
 education as a dogma of the church, and the real belief of the 
 
 members of the church. It is very easy to assert that Catholics 
 
 have no faith in what their church teaches, but not ([uite .so 
 
 easy to piove it. The Hon. vSir Oliver Mowat in a s])eech, 
 
 delivered in the Legi.slative A.s,sembly ("iAth March, IS'.IO), 
 
 .said : — 
 
 " Ilavin^ possessed himself of all the information available on the 
 .subject, he was satisfied there was no such anta).;on'sm between the 
 
 I 
 
als are inconi- 
 whose fault is 
 appointed two 
 2 Government 
 111 of its duties, 
 arce ; and ///,'• 
 nted to enquire 
 'ff to such re- 
 f to year ! If 
 would — well. 
 
 rniation as to 
 wards public 
 n-e, not what 
 lis them they 
 ion ling their 
 e's mistakes 
 McCarthy; 
 argument in 
 
 larj^e aiu( jm- 
 to the public 
 
 it^- one that is 
 >ii in keepiiifr 
 '<1 with a safe 
 ote by oppor- 
 islo be left to 
 
 arate scliool 
 'elief of the 
 It Catholics 
 lot quite so 
 11 a sjieech. 
 'ch, ISDO), 
 
 liable on the 
 between the 
 
 25 
 
 clergy of the Church of Rome, and the people of Uial Cliurh, as the ar- 
 j^unient of the Opposition assumed — that as regards the cleij.jy, and the 
 mass of the people of the Churrh of Rome, there was the utmost coiili- 
 dence, respect and affection on the part of the laity towards the ckrj,'v 
 He should be deceivinjj himself if he took any other view, and so would 
 the Protestant public ifthey took any olher view." 
 
 Mr. Wade fancies that he makes a ])oint l)y saying that 
 Catholics attend pul^lic .schools in other countries ((IS). 
 liut the point vanishes when it is known that Catholics l)elieve 
 that they may attend such schools, when nothing better can 
 be had — that it is their duty to provide better if possible, and 
 when pro\ ided to .send their children to them ; but when that 
 is impossible the other course (under restrictions and safe- 
 guardsj may be adopted. And this is not strange doctrine. 
 I am sure that thousands of Protestants would make it a matter 
 of duty, and of con.science, to fight against jnire secularity in 
 the scliools ; and if .so why may it not be a matter of duty with 
 Catholics to strive after a really religious education. 
 
 CHAPTER XI. 
 
 *' The Hierarchy and the Rebellion." 
 
 Mr. Wade agrees with the main thesis of my book, that 
 
 "many and strong arj^uments can be advanced 'o justify in a measure 
 the first Riel Rebellion," \~'^) 
 
 but ol)jects that I did not prove that it was "priest-made." 
 That is the .sort of argument that almost kills (jiie with despair. 
 A thing may be good, but if it be priesl-made then it becomes 
 a matter for Ood's all-pardoning grace. Mr. Wade makes no 
 attack upon my as.sertion 
 
 " that llie whole movement found its sufficient causes in the attempt to 
 transfer the people of Red River, and their territory, to the Dominion of 
 Canada like so many head of cattle (iii Col. Wolsely's phrase) without a 
 word of communication with the scttl'.rs upon the subject, without a hint 
 as to the form of j.^overnmenl to l)e imjmsed upon them, wichout a sug 
 j^estioii as to policy, witliout reference to the ownership of lands, and 
 without the slightest evidence of good will," iSic, <.S:c. ; 
 
 but he fixes attention upon the priests behind the movement, 
 and thinks he has damned everything. His views are so dis- 
 torted by the presence of the priests, that among the extracts 
 lie quotes, in order to prove their activity, there are Iho.se 
 which prove, also, that it was Father Ritchot that interposed 
 
Li, 
 
 1 1 
 
 li 
 
 I : !• 
 
 M 
 U 
 
 V 
 
 wiien a revolver was first levelled in the (jtiarrel, and that it 
 was Father Lestanc that accompanied vSir Donald A. Smith, 
 and interceded with Riel for Scott's life I Yes, Mr. Wade, the 
 priests were at Red River, as elsewhere, upon the side of liberty 
 and fair dealing, and also of mercy and pence. 
 
 The outbreak, I repeat, "was not against Her Majesty 
 the Queen or British Sovereignty," but " against Mr. Mc- 
 Dougall." The evidence of this is set out in full in my book 
 at pages ;>(S2-.')t)l. It is not true that 
 
 " the leaders of the French Half-Rreeds, who were in Ihe ascendant, had 
 declared for amiexalion to the United States." 174) 
 
 It is true that Riel and his half-jreeds stood loyally on the side 
 of Manitoba, when invaded by Fenians from the United vStates; 
 that they earned, and received, the Lieutenant-Governor's 
 heartiest thanks ; that he .sent a letter to Reil, Lepine, and 
 Parenteau (Nth Oct., 1871 ) .saying that he would 
 
 " take the earliest opportnnity to transmit to His Kxcelleucy the Gov- 
 ernor-fieneral the evidetice of ///c loyalty and good faith of the Metis of 
 Manitoba;'" 
 
 that he afterwards testified that had the half-breeds joined the 
 
 enemy 
 
 " the KngHsh settlers to the north of the Assiniboine would have suffered 
 horrors it makes me shudder to contemplate;" 
 
 further, that 
 
 " if the half-hreeds had taken a different course, I donot believe that the 
 Provir.ce would now l)e in our possession;" 
 
 and again: 
 
 " In fact the whole of the French half-breeds, and a majority of the 
 /ifiglish, regarded the leaders in those disturbances as patriots and 
 heroes, and any government which should attempt to treat them as crim- 
 inals would be obliged virtually lo disregard the principles of responsible 
 go2'eri:nienl.'' 
 
 CHAPTER XII. 
 
 Bill of Rights No. 2 or No. 4. 
 
 Mr. Wade is the first to contend that Bill of Rights No. 2 
 was the one which formed the basis of negotiation (<S9). The 
 evidence in favor of No. 4 is .set out in my book (o()4-871). 
 Mr. Dalton McCarthy has contended for Bill No. o, and .so has 
 Dr. Bryce. Mr. Wade, with the advantages of their argu- 
 
 I 
 
 I If 
 
27 
 
 rel. aiui tluit il 
 "aid A. Smith, 
 Mr. Wade, the 
 i side of liberty 
 
 : Her Majesty 
 ?ain.st Mr. Mc- 
 LiH ill my book 
 
 i ascendant, had 
 
 lly oil the .side 
 I^Tnited vStates; 
 iit-Governor'.s 
 ' Lepine, and 
 
 lleucy the Gov- 
 0////1' Metis of 
 
 ds joined the 
 
 d have suffered 
 
 elieve that the 
 
 iyoiify of the 
 
 patriots and 
 
 them as cn'm- 
 
 V responsit)te 
 
 riits No. 2 
 -S'li). The 
 
 ('J<i-J-871). 
 
 md .so ha.s 
 leir argu- 
 
 ments, refuses to agree with them (ST). I thank Mr. Wade 
 for abandoning No. .'5. There never was much that could be 
 said for it. 
 
 For Bill No. 2 still less can be urged. No doubt it had 
 been sent to Ottawa: but Mr. Wade admits that that was on 
 the 2.")th February (8^); that the delegates "did not leave Fort 
 Garry initil the 2ord of March" (7<S); and there are conclusive 
 reasons for believing that it was }iot Bill 2 that they took 7vith 
 them (79). The reason that is given for believing that Bill 
 No. 1 ' ' could not have been accepted as a basis of negotiations. ' ' 
 is that it was "prepared by the provisional government " (87). 
 Mr. Wade (juotes Sir John A. Macdonald for this, but entirely 
 overlooks a part of his own quotation which proves the very 
 contrary. Sir John said: 
 
 " Judge filack took uie aside and slated that they had received, and 
 broii,t,dU with them, an authority from P.iel, as Chit'/ of the Proz'isional 
 (ioit'iuiiient, to act on behalf of that Provisional Goveriunent, and also a 
 oerlain claim, or a Rill of Rights, I'REP.VKiio Bv that govkrnmknt. 
 He asked me what was to be done with the authority, and the Hill of 
 Rights. I told him they had better not be ])roduced, as the (Governor- 
 General oonld not recognize the legal existence of the Provisional Gov- 
 ernment, and would not treat with them as sach. I stated, ho'a'cver. that 
 the chxiiiis asserted in the last uientioned Rill of Ris^hts could he pressed 
 by the delegates, and zuonld he considered on their own merits." (8(5) 
 
 There can be nothing more .satisfactory than this statement; 
 and it shows clearly that Lord Dufferin was under a misappre- 
 hension when he said (88) that the terms that the delegates 
 
 " were instructed to demand were settled before the election of Riel to 
 the presidency." 
 
 A sufficient answer to the a.ssertion that Bill No. 2 formed 
 the ba.sis of negotiation, is to be found in the fact that it was 
 framed upon the idea of the continuation of the .settlement as 
 a territory, and not upon its erection into a Province. The 
 Dominion Government would have been only too eager to have 
 received such a request, for that was the provision which 
 Parliament had made (before the outbreak) in I.'SC)'.) (o2 and .")8 
 \'ic., c. .'). ) Provincial autonom>- was one of the resuUs of the 
 vigorous assertion l:)y the settlers that they were not ' ' .so many 
 head of cattle " : and of the demand contained in clau.se one of 
 Bill of Rights No. 4. 
 
 It is evident, then, that the claims of some bill "prepared 
 by that Government," were as.serted and pres.sed ; the only 
 bills " prepared In- that Government"' are admittedly Nos. 3 
 and 4 (78, 7*.', 87) : Mr. Wade agrees " that No. ."! could not 
 have been accepted as a basis of negotiation " i •"^7 ) : and Father 
 Ritchot says: "\'ery well, then, probably after all I was correct 
 in saying that it was No. 4. 
 
I 
 
 I ' I 
 
 Act Not a Treaty, for Not Accepted. 
 
 Mr. Wade says that when Father Ritchct returned to Foit 
 Garry he only explained " a few of the provisions of the Mani- 
 toba Act" to the I^egislative Assembly ; and as 
 
 " it is not known wliich he did explain, it can hardly be contended that 
 the Assembly knew anything about the provisions with regard to sepa- 
 rate schools; or accepted it in any way; or that they knew enough about 
 the Act to endorse it, in whole or in part, as a treaty arrangement. (U\) 
 
 That argument would be very convincing, but for the 
 following facts : The Manitoba Act was accepted by the Legis- 
 lative As.sembly on the 24th June. Two weeks prior 1o this 
 date (10th June} TAe Neiv Natio?i, publi.shed at Fort Gnrry, 
 printed the following : 
 
 •'The Act constituting the new Province has been printed." 
 
 A summary of the provisions of the measure is then given, 
 and part of it is as follows: 
 
 " It is specially enacted that no law .shall be passed by the Provincial 
 Legi.slature, injuriously aflecting in any way (lenominational schools, 
 either Protestant or Catholic. An appeal against any Ivducatioual .'Vet, 
 that infringes upon this proviso, will be to the GovernorGeneral-in- 
 Council, and if powers are required to enforce his decisions the Parlia- 
 ment of Canada may be invoked to compel due comi)lianre by an .\ct 
 for the purpose." 
 
 In its issue of the 17th June, the A'W«' A^atio7i presented 
 the whole Act — every word of it — to its readers. On the 24th 
 of June the Legislative A.s.sembiy re.solved to unite with 
 Canada upon the terms contained in the Act. 
 
 Argument construction is verv easy, if the debater l?,e per- 
 mitted to supply his own facts. Because F'ather Ritchot ex- 
 plained only a few of the provisions on the 24th June, it cannot 
 be contended that the Assembly knew enough of the Act to 
 endorse it ! No doubt; but suppo.se the fact is that the mem- 
 bers had all read it in the new.spapers a week before, what can 
 be contended then ? 
 
 :!' 
 
 A ** Parliamentary Compact." 
 
 Mr. Wade relies strongly upon the judgment of the Privy 
 
 Council as to the character of the present schools (a subject, 
 
 as we have seen, the judges dealt with as a matter of law, and 
 
 not as a matter of fact); but when the same judgment affirms 
 
 that the Manitoba Act was " a parliamentary compact," he 
 
 says that 
 
 " hardly any of the facts in this chapter referred to, were brought to their 
 notice," 
 
 mm 
 
 ■MMMI 
 
iiu 
 
 kccepted. 
 
 't returned to Foit 
 isioiis of the Maui- 
 d as 
 
 lly be coiUended that 
 
 with regard to sepa- 
 
 ,' knew enough about 
 
 y arrangement. ^01 ) 
 
 cing, but for the 
 pted 1:)\- the Legis- 
 .'eeks prior 1o this 
 d at Fort Gprry, 
 
 en printed." 
 
 ire is then given, 
 
 sed by the Provincial 
 jniinational schools^, 
 uiy Kducational Act, 
 jOvernorGeneral-in- 
 lecisions the Parlia- 
 ini])liance by an Act 
 
 Nation presented 
 ers. On the 24th 
 d to unite with 
 
 le debater be per- 
 'ather Ritchot ex- 
 th June, it cannot 
 igh of the Act to 
 is tliat the mem- 
 before, what can 
 
 act. 
 
 ?» 
 
 lent of tlie Privy 
 chools (a subject, 
 latter of law, and 
 judgment affirms 
 ary compact," he 
 
 vere brought to their 
 
 (for reasons which. I fancy, must now be apparent to him); 
 and he adds that 
 
 " anything the Judicial Committee said in favor of the treaty idea rt'a.v 
 not considered, and was, therefore, what lawver.s call obiter dictum, and 
 of no effect:' 
 
 I wonder how Mr. Wade can po.ssibly know that the judges 
 did not consider this matter. Was it in the same way that he 
 knew Mr. Martin's reason for introducing the Act of 1S90, 
 better than Mr. Martin himself? Or was it by the same means 
 of communication that enabled the Rev. Dr. Bryce to assert 
 with reference to the first Privy Council judgment, that he 
 "knew" that the resoltitions of the Presbyterian Synod 
 
 " had an important effect upon the decision which was given." 
 
 Father Ritchot 's Fraud. 
 
 It is hard to forgive Mr. Wade for his charge of fraud 
 against Father Ritchot, to the effect that he altered the date of 
 a document (8')-S5). The reason for the charge is this: 
 Father Ritchot has preserved a copy of the re^iarks which he 
 handed to Sir John A. Macdonald, and Sir George Cartier, 
 upon the first draft of the Manitoba Act. If this document be 
 authentic, it proves beyond question that Bill of Rights No. 4 
 was the one which formed the basis of negotiations, because it 
 approves of the provision as to education, as being " in con- 
 formity with article seve7i of our instnut ions y This document 
 must, therefore, be discredited, and Mr. Wade says that it was 
 evidently not written at all in the year in which Father Ritchot 
 says it was, and asks him to 
 
 " explain why the document appears to have been originally dated 187I-), 
 and subsequently altered by writing a cypher over the original 
 figure." (8o) 
 
 He says that 
 
 " it is difBcult to understand how anyone even glancing at the pages 
 of the remarks could fail to percctve the very manifest alteration. "i8o) 
 
 There is a still plainer "alteration" in the document 
 which Mr. Wade has not noticed. At the end of it have been 
 placed the.se words (in French): 
 
 "The eleven pages which precede contain the remarks, of which I 
 sent a copy to the Hon. Minister in Ottawa in 1870, at the time of the 
 negotiations. These remarks were made on the twenty-six clauses of 
 the first draft of the Act for the establishment of our Province. I have 
 signed with my name the three pages following which contain these 
 twentv-six clauses." 
 
'i.i 
 
 i: 
 
 i I ' 
 
 .! I 
 
 1:1. 
 
 I i 
 
 \\\ 
 
 u 
 
 I 
 
 % 
 
 If 
 
 4- 
 
 I I 
 
 
 80 
 
 l^his clause was clearly written after 1M7(>, and there is the 
 same indifference to concealment of that fact, that Mr. Wade 
 noticed in the alteration of the date. As Mr. Wade says, it is 
 difficult to fail to perceive such patent facts. No doubt, but 
 what is their significance! Are they alterations of the original 
 documents? Quite apparently not. They are memoranda or 
 notes placed upon it, in IST-'J (hence the slip in writing the o. 
 and the nece.ssaty correction) in order to a.ssist those who might 
 have occasion to refer to it in the understanding of it. That 
 Mr. Wade was not assisted, but misled, can only be accounted 
 for by the fact that the notes were "priest-made." and there- 
 fore must have been, in his view, perfidious. If he will look 
 at Father Ritchot's diary kept in the same book (the authen- 
 ticity of which he does not attack) he will find a similar ex- 
 planatory memorandum at the end of it. He will also find in 
 the diary under date 2Hth April : 
 
 " At 10 o'clock with »Sir Georjie to examine the bill. Sir John is nut 
 there ; he is indisposed. I pri's,iut my list of wplics to Sir Cicorge. We 
 (liscnss it, then conies the question of lands," &c., &c. 
 
 If this explanation is not helped (as Mr. Wade suggests) 
 
 " by the fact that the original figure o is in faded ink .... while the 
 cipher is in much fresher and blacker ink," (S-tl 
 
 that is only because there is no such fact. Let anyone look 
 at Mr. Wade's photograph of the document (84), or go and 
 .see the original, which he will find at his service. It is the 
 harder to forgive Mr. Wade for all this nonsense, for as he 
 says it was 
 
 "through the courtesv of the authorities of the Archbishop's palace, at 
 St. Boniface," 
 
 that he was permitted to examine the book, and take a photo- 
 graph of it. He was offered, too, an interview with Father 
 Ritchot, that he might cro.ss-examine him as to the h\\\ of 
 rights question. In return for these courtesies, Mr. Wade, 
 without any request for explanation, prints some 10,000 of his 
 charge of fraud against Father Ritchot I 
 
 The Treaty Enforced by Bayonets. 
 
 Mr. Wade says that I fail 
 
 " to notice that a military expedition was sent to Manitoba on the heels 
 of the ^Manitoba Act, the so-called treaty with the settlers of the Red 
 River ; " 
 
 and that the expedition 
 
 ■'at the point of the bayonet, forceil the present constitution " 
 
81 
 
 70, and there is the 
 act, that Mr. Wade 
 Ir. Wade .^ays, it is 
 ts. No doubt, hut 
 ions of the original 
 
 are memoranda or 
 p in writing the .".. 
 St those who nnght 
 nding of it. That 
 only l)e accounted 
 made," and thcre- 
 If he will look- 
 book (the authen- 
 
 find a similar ex- 
 le will also find in 
 
 bill. vSir John is net 
 > to Sir George. We 
 :c. 
 
 :le suggests) 
 
 nk . . . . vvhile the 
 
 Let anyone look 
 t (84), or go and 
 iervice. It is the 
 iisen.se, for as he 
 
 hbishop's palace, at 
 
 ud take a photo- 
 ew with Father 
 IS to the hill of 
 'ies, Mr. Wade, 
 me JO.OnOofhis 
 
 1 
 
 upon the settlers. In no part of his pamphlet has Mr. Wade 
 gone further astray. Relerence to my l)ook (p. .'>7'2) will show 
 that the Imperial authorities refu.sed to sanction the use of the 
 troops 
 
 " in foicing ihe sovereignly of Canada on the popnlation of Red River, 
 shouhl they refuse to admit it ; " 
 
 only granted a.sssistance 
 
 '• provided reasonable terms are granted to the Red River settlers ; " 
 
 that the Imperial authorities were kept closely advised of the 
 progress made in the negotiations with the delegates : that 
 Lord Granville expres.sed his satisfaction 
 
 "that the Canadian Government and the delegates have come to an un- 
 derstanding, as to the terms on which tlie settlers on the Red River 
 should be ailmilted into the Union," 
 
 and that on the H)th May Father Ritchot telegraphed to P'ort 
 Garry : 
 
 " Our affairs settled and satisfactory. Will start next Tuesday." 
 
 Reference to my book (v>8()) will also shew that as soon as the 
 Manitoba Act was brought before the Provincial As.sembly, it 
 was warmly accepted, and a unanimous resolution passed to 
 enter "the Dominion of Canada on the terms proposed." If 
 further evidence were required of the recklessness of the state- 
 ment as to forcing the constitution " at the point of the bayo- 
 net " it will be found in Lord Granville's .speech in the Hou.se 
 of Lords (•")th May) ; in which he read a telegram from vSir 
 Francis Hincks (long before the expedition started) as follows : 
 
 "Rupert's Land Bill passing Commons, concurred in by delegates 
 and Canadian part}', in fact by all in the Territory. Exf^ediUoii -vill he 
 oiii' of peace. ' ' 
 
 and in the fact that the Provincial Assembly had resolved : 
 " to 7i'eh'onie the said Governor on arrival." 
 
 onets. 
 
 All Bills of Rights, and Separate Schools. 
 
 itoba on the heels 
 sttlers of the Red 
 
 ution " 
 
 Mr. Wade frequently says that none of the Bills cf Rights, 
 except Xo. 4, asked for .separate schools (SO, *.)'2, &c). This is 
 a very common mistake. Bill No. 1 has the following : 
 
 "."). A portion of the public lands to be appropriated to the benefit of 
 sr/ioo/s, the building of roads, bridges and parish buildings." 
 
: ' i 
 
 
 liill No. '2 (the one that Mr. Wade argues for) has the 
 lol lowing : 
 
 " !». That wliik' the North-West remains a territory the sum of |<lio,- 
 (1(1(1 a year be appropriated for S(/i(>i>/s, roads and brid^^es. " 
 
 The meaning of the.se demands is clear enotigh. At the 
 time when they were made all the sdiools in the country were 
 denominational: and what the settlers wanted was support for 
 these .schools. This implies, of course, the continuation of 
 such schools. The dematjd is not for sejiarate schools, for 
 tho.se th.ey had; l)ut for support for the .separate schools. It 
 could not be that the re(|uest was for support for ///^//V" schools. 
 There were none such: and no one would think of asking that 
 if public schools were established the public should support 
 them! Bill No. 1 but alters the form of the demand when it 
 asks: 
 
 " 7. That the .schools be separate, and that the public money for schools 
 be distrib'.iled anionj,; ///<• dijft'rt'tit iii'iituiiiuaiious in the projjortion to 
 their respective ])opulatiou according lo the system of the Province of 
 Ouebec. ' ' 
 
 Publication of Bill No. 4. 
 
 Mr. vV'ade .seems to doubt the statement that Father Ritchot, 
 at the Lepi. e trial in 1874, " produced List No. 4, and .swore 
 that it was the list given to him as a delegate" (81). He 
 says (1) that the bill has di.sappeared, and (2) 
 
 " that the only reference to Rev. leather Rilchot's evidence in the conrt 
 record at Winnipeg is contained in a sheet of paper pasted in the record 
 book" (Sn. 
 
 There is another fact, however, one wotild have thought to 
 have been worth mentioning, and that is that certified copies 
 of all the evidence and documents (incltiding Bill No. 4), were 
 sent by the prothonotary of the court to the Department of 
 Justice at Ottawa immediately after the trial, and that they 
 air /hew to-day aud may be seen by anybody. When we are 
 asked then to explain "20 long years of silence with regard 
 to Bill No. 4 '" (^81 ), we merely say that there is no silence to 
 explain. In open court, in the City of Winnipeg, in the face 
 of the connnunity in which the transactions occurred, in 1874, 
 at a ]ieriod when there could have been no object in perjury, 
 the Rev. Father Ritchot "produced List No. 4, and swore 
 that it was the list given to him as a delegate." That ought 
 to be satisfactorv. 
 
 *P 
 
 -:U^ 
 
1 
 
 argues for) has the 
 
 rrilory the sum of ^S),- 
 )ritlj^eB." 
 
 ir enough. At the 
 in the country were 
 ted was support for 
 he continuation of 
 sparate scliools, for 
 .'parate schools. It 
 rt for public schools, 
 hink of asking that 
 )lic should support 
 he demand when it 
 
 blic money for schools 
 .V ill the proj)ortioii to 
 em of the Province of 
 
 ). 4. 
 
 hat Father Ritchot, 
 : No. 4, and swore 
 legate" (S]). He 
 
 evidence in the court 
 r pasted in the record 
 
 d have thought to 
 lat certified copies 
 Kill Xo. 4), were 
 he Department of 
 rial, and that they 
 When we are 
 ence with regard 
 re is no silence to 
 nipeg. in the face 
 occurred, in 1S74, 
 object in perjury. 
 Xo. 4, and swore 
 te." That ought 
 
 Summary of the Treaty Argument. 
 
 To Mr. Wade's summary (I'li), then. I may reply : 
 
 ( 1 ) Hill No. 1 did go to Ottawa. It did ask for public suj)- 
 port for denominational schools (ante, p Ml ). 
 
 (2) Bill No. 2 did a.sk for public support for denominational 
 schools (ante, p 'I'ij. This is the Hill Mr. Wade supports. 
 
 {'<\) Hill No. 8 a.sked for no guarantee as to separate .schools, 
 save by requiring that "all privileges enjoyed b\- the people 
 of this Province .... be respectecl. " 
 
 {\) Hill Xo. \ was taken by the delegates to Ottawa, and 
 formed the basis of negotiation (ante, p'JT). It asked for sepa- 
 rate .schools. 
 
 (")) vSir John Macdonald said that " the claims as.serted in the 
 last mentioned bill (tlie one "prepared by the Provincial 
 Government") "could be ))res.sed by the delegates, and would 
 be considered on their merits" (ante p '!'). 
 
 ((>) Lord DufFerin is sufficiently answered by vSir John 
 Macdonald (ante, p 27). 
 
 (7) Father Ritchot's remarks were made with reference to 
 the first draft of the Manitoba Act. not upon the one which 
 was afterwards introduced into the House. In the first draft 
 there were only 2(J clauses, and section P.> related to education. 
 In the bill introduced there were Ml) clauses, and .section 22 
 related to education. That is easy. 
 
 (S) Sir George Cartier .said (90) that the Act was not " to 
 be submitted to the people before be iu_i^ passed.'' This is not 
 " irreconcilable with the treaty idea," for the bill was the result 
 of negotiations, and it still remained to be accepted at Fort 
 Garry by the Assembly. 
 
 (U) The delegates had no power to con.sent to the terms of 
 the Act, and did not assume to do so. That they expressed 
 themselves as satisfied, and assured the Dominion Government 
 that all would be satisfied, may be .seen by the telegrams already 
 ({uoted (ante, p ol). 
 
 (10) The bill was fully before the Provincial Assembly for 
 acceptance, for it had been printed at length, a week before it 
 was considered. 
 
 (11) The Provincial Government was a de facto govern- 
 ment. It was elected by the whole body of the people, Eng- 
 lish and FVench alike. It agreed to the terms of union with 
 Canada, and thus bound the persons who elected it. 
 
 (12) There was no "despatch of a military force luider a 
 distinguished commander to force a treaty upon a community." 
 The "expedition will be one of peace." (ante, p .".1 ). 
 
"i > 
 
 I if 
 
 
 CHAPTER XIII. 
 
 Effect of the Privy Council Decision. 
 
 Mr. W'iule says that 
 
 "the torej^oiiix facts should for ever explode the coiiUiilioii that llu- de- 
 cisions of tilt" I'rivv Couiu-il in any way cotiipelled the passaj^e of the 
 remedial ordi-r. " 
 
 The "facts" to vvliich lie refers are certain remarks iiiaile 
 by jiulgts and cotinsel during the argument before the Privy 
 Council. Mr. Wade refuses to be l)ound by the written judg- 
 ment of the whole court, but lays great stress upon coiu'ersa- 
 ti(Mis between cotirt and counsel before judgment was given — 
 before even the debate was finished. lCver\- lawyer knows that 
 judges freciuently, during the argument, make remarks which, 
 when they come to give their mature judgment, they wholh- 
 ignore. Let Mr. Wade, as he should, read the judgment as 
 superseding the argument, and upon that one " fact" pretend 
 that the remedial order should not have been made. It is true 
 that Mr. Blake and I did not ask their lordships to go as far as 
 they did go. Of what import is that ? Counsel frequently 
 ask what is not given, and fre(iuently get what is not a.sked. 
 It is for the court, not the lawyers, to declare the law. Here 
 are the portions of the judgment that relate to the matter: 
 
 " The terms upon which Manitoba was to becom" a Province of the 
 Dominion were inatfer of urtiotiatioji between repre-, Mitatives of the 
 I'rovince of Manitoba and of tiie Dominion (Vovernmcn. 
 
 " Those who were stipnlatin>^ for the provisions of Section 'I'l as a con- 
 dition ot the I'nion, and those who j^ave their legislative a.ssent to the 
 Act by which it was brought about, /lad in vica' thr pet ih then appre- 
 hended." 
 
 '' It was not doubted that the object of the first sub-section of Section 
 22 was to ajford protection to denominational sr/ioots.^' 
 
 " There is no doubt either what the points of difference were, and it 
 is in the litiht of these that the 22nd section of the Manitoba Act of 187(t, 
 which iCas in truth a parliavientary contract, must be read." 
 
 " The sole question to be determined is whether a right or privilege, 
 which the Roman Catholic minorit}' previously enjoyed, has been affected 
 by the legislation of 1890. Their Lordships are iinalde to see horv this 
 question can receive any but an affirmative an siver.'" 
 
 " Rearing in mind the circumstances which existed in 1870, it does 
 not appear to their I.ordships an extravagant notion that in creating a 
 I^egislature for the I'rovince, with limited powers, it should have been 
 thought expedient, in case either Protestants or Catholics became pre- 
 ponderant, and rights which had come into existence under different cir- 
 
 ! ] 
 
I 
 
 I. 
 
 Decision. 
 
 )Htc-iilioii tliat lliL- (If- 
 1 tlie passage of the 
 
 ^iii remarks made 
 liffort' the Privy 
 the writttii judg- 
 es upon coiiversa- 
 meiit was given — 
 nvNcr knows that 
 ce remarks which, 
 ncnt. they wholly 
 the judgment as 
 ? " fact" pretend 
 made. It is true 
 ps to go as far as 
 nmsel frequently 
 hat is not asked, 
 e the law. Here 
 o the matter: 
 
 1° a Province of the 
 re-. 'iitatives of tlie 
 en. 
 
 Section i»2 as a con- 
 lalive assent to the 
 'perils then appre- 
 
 )-section of Section 
 
 ;rence were, and it 
 nitoba Act of 187(1, 
 read." 
 
 right or privilege, 
 [1, has been affected 
 ble to sec how tins 
 
 ted in 1870, it does 
 that in creating a 
 should have been 
 lolics became pre- 
 mder different cir- 
 
 \ 
 
 t 
 
 8A 
 
 tutiistances were interfered with, lo^hr ///«• Dominion l\xrli(imenl powi'v 
 lo /iX'isltih' iifion nitiltfts of rdiinitiou, so far us was necessary to protect 
 the I'rolcslant or Catliolii- niinorily, as the case might be." 
 
 "Their Lonisliips have deciiltd that tlu- (VovernorCfneral has juris- 
 diction, and ///(// liif iippiiil is :i'(il f'oiindiii, but llu- paiticular miirse to 
 b',' pursued must be ikt' rniine I by the authorities to whom it i . been 
 oouimitleil by statute It is not for tiiis tribunal to intimate lu- /^/vv/sr 
 steps to I)j taken. Tht'i) i^fHtial r/iiiiti(/(i i^ s/if/idr/ii/v ilifiniii hy flir 
 f/iinl siih-sittio>i of Srrtioh ..'.' t>f' Ifu- Mnnitoha Ail." 
 
 " .Ml legitimate ground of complaint would be removed if that sys- 
 tftn the system of IsiHd wt-re j^tipplemented \\\ piovisioiis u/iii li :,i>ii/ti 
 titiio:;- IfuiiiicViiucrKpon u'/iii li Ifiioppeal is fonndri/, and were uuxlihed 
 so far as might be necessary to give effect to these provisions." 
 
 What is here said: (1) That the Catholics have a griev- 
 ance; ( "J I that their appeal is well founded; ('■'>) that the gen- 
 eral character of the proper course to he taken is clear, naniel\-, 
 that the Act of 1S!)() ought to he supplemented by provisions 
 which would remove the grievance; and ih that the precise 
 steps to he taken ought to he determined l)\' the (iovernor- 
 (k*iieral-in-Council. That srcins to he plain enough. What 
 proper j^urpose can he served by showing what the judges 
 thought of the.se points before they had considered the ca.se — 
 before even the argument was comi^leted ? 
 
 CHAPTERS XIV. AND XV. 
 
 Adoption of Present System by Catholics. 
 
 Ml . Wade may settle his differences with Dr. (irant. vSo 
 far as I am concertied, all I have to ptit right in these chapters 
 is the statement that many I'rench schools have adopted the 
 public school system (I'.*').) It would be much more accurate 
 to say that Mr. (rreenway has, in tho.se French schools, ado])ted 
 the separate school system. As l)etween some modifications 
 of that system, and no education at all for their children, 
 Catholics in the j)oorer districts ha\e, in the meantime, and 
 because thev have been starved into it, chosen the former — that 
 is all. 
 
 As a good and indisputable exam]ile of this, let me (juote 
 the language of the Hon. vSenator Boulton as to the Decorby 
 .separate school, already referred to : (ante, p N) 
 
:■■'■' -ir 
 
 I 
 
 
 1 
 
 
 i-i 
 
 
 ! 
 
 
 
 ' When Uic lej^islatifiii of IH'.M) was enacted, tin- school itnme«liately 
 ratr-L uiwlcr tin- iialifnial system, without any coiiiplaint or ^^ricvancc, 
 and ivDil <>u idenlitullv as il did hr/on\ undit llir SHprrviswn and i^^iiid- 
 au(C of llir f>yiisl of the f>aris/i, and luad of llf srliool." 
 
 Summary of Mr. Wade's Arguments. 
 
 Mr. Wade says that it is hccaiisc a 
 
 " (otiiinission is likely to he refused that an effort has l)een made in these 
 I)aj.M.-s to discover a f<w of the had features of the ohl system winch lliis 
 I'rovit'ce is called upon to resti. e. Mudi more evidence of efjual iin- 
 jjorlaiice < ould he furnished if a commission were apiminterj." (Il!»j 
 
 No cjiie can Iuivl- the slij^litest dotiht of that. I>iit tlie (juestion 
 is, of what service is e\ideiice of tliat character? Let us 
 lii!rriefll\' scan wliat Mr. Wade has offered : 
 
 Tlie Catholic scliools were had hecaiise : 
 
 (I) Teachiiij^ certificates were ^ratited to " meiiihers of the 
 ( ler^y and of tlie reli|^ioiis coniiiiuiiities wlio flesire to coiise- 
 crat'- themselves to education .... and who will submit the 
 necessary examination" (7, S) ; "what these examinations 
 were it is impfjssihle to tell " (S) ; therefore the schools which 
 such persons tauj^dit were "farcical to the last decree" (IS). 
 
 ('2) The iiis])ectors were ))riests (0) ; nothing is said aj^ainst 
 these gentlemen, save that they were priests ; therefore the 
 schools which they ins])ected were "farcical to the last de- 
 gree " (IS). 
 
 (■'>) The children in the scliools were immersed " in Roman 
 CatlK)lic ideas and innuences" (I'.);; they "wen- well pro- 
 \ided with religions instruction" M2) ; their readers were 
 based u])on the idea that " religiotis instruction and mental 
 training should now progress hand in hand " (II); there is no 
 evifleiice of deficiency in secular studies ; we have the report 
 (jf the Inspeclf)r appointed by the Oreenway (If)vernment to the 
 contrar\ of that ante, p II); therefore the schools were "farcical 
 to the last degree." 
 
 I'l; "The c<;m])lete inefiiciency of the system cannot better 
 be shov/n than by adducing in evidence the (luestions cfjiitained 
 in examination papers set for teachers certificates " (l'i)-It 
 cannot be shown in that way at all That easy, or absurd, 
 ij!<estif)ns are, on (jccasions, set to candidates may indicate (\) 
 itic'Tuiency on the part of the examiners ; (2) r>r a great dearth 
 of candidates Kiicli as at present exists to some extent in 
 Manitoba; ; or (.'>; sufficient knowledge of the candidates with- 
 out regular examination. How the existence of j)0(»r examin- 
 ation i)apers can j)f)ssibly be evidence that the teachers were 
 poor, f>r that the schools were inellicient I cannot understand. 
 
 ,( .Hi 
 
■^r)i(,i)\ 
 
 "iiiiicfliattrly 
 
 'laiiit or Kricvaiicc', 
 
 iments. 
 
 ')0<ii Iliad,, ill these 
 ^^yslcni wliir-li ijijs 
 '•;'i'<- of cfjiial i„,. 
 r»llltc<l." (Ij;,^ 
 
 Ji'iit Iht'fjijc.stion 
 ■arter? I,et us 
 
 iiit-iiihcrs of the 
 flesiro fo conse- 
 will siihmit tlie 
 i^' <^'xaM)iiiation.s 
 • s(lio(,ls which 
 de^^rce " (18). 
 \ is said a;<aiiist 
 ; tlicrcfVjrc- the 
 to the last fle- 
 
 ^•'I " in Konian 
 were well prrj- 
 " rt-afic-rs wore 
 "" and nic-utal 
 
 ; tlicrc is no 
 ave the rejiort 
 t-rnnient to the 
 
 were "larcical 
 
 cannot hetter 
 ions(VHi(ained 
 te.s" n.'i)-ft 
 «y, or absurd, 
 y indicate {\) 
 
 1 «reat dearth 
 nie extent in 
 ididates with- 
 f)oor exaniin- 
 teachers were 
 - understanfl. 
 
 
 If I am wron^ then the sclujols ot the ])resent system are poor : 
 f(jr there are poor examinations (piestions yet (ante, ]»]» •'), 1;. 
 
 (.^)) There are illiterates in Manitoba (V.)) ; it is not i<nf)vvn 
 tliat a single one of them ever was inside a Catliolic school : 
 therefore the Catliolic schools were "farcical to the last de 
 
 gree 
 
 (IS). 
 
 ^ (<1) There are illiter.ales in Venezuela, Austria-IIunj^ary, 
 
 and other countries (•').'>) ; very probably not a single one of 
 them was evet inside a Catholic school in Manitoba ; tlierefore 
 
 i. the Catholic scho(;ls in Manitoba were ' farcical to the last 
 <legree." 
 
 1) Questions such as '" Relate the conriuest of I'jigland by 
 
 William of Nf>rmandv 
 
 Wh(} was Thomas lieckett •' 
 
 " How did he die ? " ; " What was the fate of Mary Stuart :"' 
 {2'l) " sufficiently indicate the bent of the examiners " (21): 
 aufl shew their desire "to fan into perpetual flames thi- em- 
 bers of religious and race discord." How are we to get in that 
 way, he asks, " the germ of any patriotism " '* — luidge ! 
 
 (S) One of the charges against the system abolished by the 
 Acts of 1S!)0 was " that the legislative grant was unfairly dis- 
 tributed between Protestants and Catholics" (2(i-.')I )— It was 
 distributed on a basis r)f school ])Opulation " V-'M). \\\ Ontarif) 
 it is <listributed on a basis of average attendance. That, too. 
 Mr. Wade sa\s, "would be in the last degree luifair and 
 al)surd " ''-W ). Sr.])pose it is, what then '* ; abolish the schools :' 
 or alter the basis of distribution? Abolish the schools, to 
 be sure. 
 
 nij "Settlement is sparcc " (.".2); "the difTicult\- of estab- 
 lishing two sets f<t schools is obvious" (•J2) ; " what folly" to 
 talk of it ';;2)--Iiul nobody floes talk of it. Jiecause Catholic 
 schools may be imj)f>ssible in .some sparsel>' settlecl flistricts, is 
 that an argument against their establishment in Winnipeg, or 
 in dozens of places where there are no I'rotestants .•' 
 
 (10) There was no confiscation of Catholic property, under 
 Sections ITS and I7'» of the .Manitoba Act MO, Id)- Nobody 
 said there was. Of/irr sections of the Act did the mischief". 
 
 Ml; The present schools ,-ire not I'rotes'ant because the 
 Privy Council said that the statute provided that they should 
 be non -sectarian '1 1 , I"); Xo doubt the statute saj's so ; l)Ul 
 that does not alter the undcnialile fact. 
 
 (12; As ti, the ( onscimcc fjuestion, the l'riv\- Council said 
 that if Cath(;lics cannot go to the public schools, " it is owing 
 to religious cotuiections which fv/irvouc tmist irspttl," ('12 — in 
 capital letters, and as a text of the whole pamphlet;; " the 
 conscic-nce plea ^-aniiot bear examination" 'IS); Catholic ob 
 
I -' 
 
 m 
 
 'HI 
 
 m 
 
 l!| 
 
 kf. 
 
 \'' 
 
 n 
 
 I ■: 
 
 38 
 
 jeotions arise "from no conscientious convictions as an indi- 
 vidual" ((if)); a Catholic's conscience, anyway, is only a "priest- 
 made conscience" M}')^; which " requires a good deal of stimu- 
 lus from time to time" (HO)— I am glad to think that there 
 are not many Protestants to whom such language will be 
 palatable. It shows the straits to which the Greenway Gov- 
 ernment is reduced. Liberty of con.science may be denied, 
 may it, to Catholics — because they have none ? And suppose 
 a Catholic chose to intimate that you had no conscience, Mr. 
 Wade, why should not /le make j'on do as /le pleased ? 
 
 (18) " There is no reason in the nature of things, why the 
 Roman Catholic children .should be selected from all others, 
 and endowed with power to teach its own particular doctrines 
 in the public schools." (oO) — Nobody ever said there was. All 
 Catholics want is equi 1 rights and fair plaj'. They desire that 
 the Protestant i or public) schools should be made (and they 
 were so) to suit tlie Protestants; and Catholic schools to suit 
 the Catholics: and that there .should be equal secular educa- 
 tion in all. 
 
 (14) " To ask Manitoba to go back to separate .schools " is 
 to ask that Catholic schools be handed over to the clergy 
 (58, 52, 2(), 1 11))— It is nothing of the sor . lender the old 
 system the schools were managed by a board appointed by 
 the (lOvernment, with annual retirement of a third of its mem- 
 bers (ante, p 28) 
 
 These are all the arguments brought forward. Is it not 
 clear that they are all capable of the very easiest answer ? For 
 which of them can a word be said ? Is it not perfectly appar- 
 ent that prejudice, and antipathy, and notrea.son and reflection, 
 have formulated them ? 
 
 A Commission. 
 
 " Much more evidence of equal importance could be fur- 
 ni.^^hed if a commission were granted " (119). No doubt; and 
 no doubt, too, that the commissioners would never fini.sh their 
 labors, if they had the idea that investigations in Vene/.ula 
 and Austria-Hungary would help them to a conclusion. 
 
 In truth, Mr. Greenway 's pretence of a desire for investi- 
 gation is the hoUowe.st sham. This can be .shown by four con- 
 siderations: 
 
 (1) By the Dominion Oru?r-in-Council of 2()th July, 1.S94. 
 " the most earnest hope " was expressed that Manitoba " may 
 take into consideration .... the complaints," etc. To 
 this Mr. Greenway replied i20th Oct.. 1804): 
 
 Tf. 
 
 ^\ 
 
 \ 
 
-tions as an iudi- 
 isonlya "priest- 
 'od dealofstinui- 
 tnink that there 
 a'lguage will be 
 Greeiivvay Gov- 
 niay be denied, 
 •'* And suppose 
 conscience, Mr 
 )leased ? 
 
 tilings, why the 
 from all others, 
 ticular doctrines 
 there was. All 
 They desire that 
 iiade fand they 
 ■schools to sui't 
 secular educa- 
 
 ate schools ' ' is 
 to the clerg3- 
 ^'nder the old 
 1 appointed by 
 rd of its nieni- 
 
 ^''d- Is it not 
 answer ? For 
 
 ■rfectl 
 
 y appar- 
 
 "id reflection 
 
 ould be fur- 
 3 doubt; and 
 r finish their 
 in Venezuln 
 ision. 
 
 for investi- 
 fn-four con- 
 
 Jnly, 189-J, 
 toba " niav 
 " etc. To 
 
 3s) 
 
 " The questions which are raised by the report under consideration, 
 liixve been the snbjict of most ivliniiiuous (1isiussio>t in the Legislature of 
 Manitoba duiiHiy the last i'orR.ir<i';.v. All of the statements made in the 
 memorial addressed to His Hxcellency the Governor-General and many 
 (Others, have been repeatedlj- made to, and considered by, the Legisla- 
 ture." 
 
 There was no need of a commission. F'or "four years" 
 the subject had been before the legislature. 
 
 (2) At Orangeville (ITtliNov., IMio) Mr. Dalton McCarthy 
 (Mr. Greenway's senior counsel) said : 
 
 '" I do iiol think there is a corporal's ^uard of nun in Cardiuell 7vho 
 'want further information. If you do we will supply it from the statistics 
 of which we have an ample supply. So i*" the Liberal candidate comes 
 forward without any policy, except that whicl: Mr. .Stubbs supports, why 
 should the forces be divideil and the Governmeit candidate walk in be- 
 tween them? If the Liberal candidate, whoever he may be, wants further 
 information, then you have Ihesc three positions io choose from: If you 
 want the Government sustained in their determination to re-impose 
 separate schools upon Manitoba, you will vote for Mr. Willouj^hby ; if 
 you want further information you will vote for the Liberal candidate ; and 
 if von are opposed to the re establishment of separate schools you will 
 vote for Mr. Stubbs." 
 
 Kvery farmer in Haldimand knows the facts ! If not he 
 can easily get them. And Mr. Greenway wants a commission ! 
 
 (']) And for what precisely is there to be a commission. Is 
 it to enquire (1) whether the separate school system is a good 
 system ?, or (2) whether .separate schools were well conducted 
 in Manitoba prior to 1S90? Clearly not the former, because 
 for the solution of that question arguments only, and not di.s- 
 puted or disputable facts, are all that are necessary. Mr 
 McCarthy, at Ottawa, .said : 
 
 " Now there is not a gentleman sitting in this Council, who has not 
 made itphis mind as to the merits of the two systems. The (juestion is 
 not new to us here. 1 do not think there is a man in public life that has 
 not a definite view upon that question." (ol) 
 
 Clearh^ also, I should say. the commission is not wanted to 
 inquire whether the system was properly worked in Manitoba, 
 because the only information gained would be whether or no 
 the men who had managed the schools prior to 1S5>0 (includ- 
 ing two members of the Government and Mr. Wade) were good 
 men. The answer to such a question is, of course, wholly im- 
 material. If a separate .school system is a good system, the 
 fact that in any particular locality it has been badly adminis- 
 tered can form a reason for nothing but this : that the adujinis- 
 tration in that locality oiighL to be improved. 
 
 If then a connnission were to ascertain that the administra- 
 tion ot the Catho'ic schools prior to 1^90 was defective, what 
 would be the result i* — that Catholic .s'^liools were bad ? Not at 
 
-*jt J -j^.^l.tL : 
 
 I I 
 
 'i. 
 
 40 
 
 all; but this only : that the Government ought to be blamed for 
 appointing improper men. As has already been said, the 
 Government appointed the Board (including two members of 
 the Government, and Mr. Wade) ; the Government says that 
 the Board was shamelessly neglectful of its duties, the schools 
 in con.sequence l)eing the veriest farce ; and the Government 
 demands that a commission be appoiiited to inquire and state, 
 why the Crovernment appointed such men to such responsible 
 positions, and re-appomted some of them from year to year ! 
 
 (4) Of what possible use too can aconuiiission be, when Mr. 
 Wade, acting for the Government, tells us : 
 
 " Whether an investigation is directed or not, anyone having the 
 slightest confidence in Canadian institntions must feel convinced that 
 Manitoba will never be compiled to tear down her naticnal school 
 system, &c." (I2i:) 
 
 A commission then is wanted, not because it is to be of any 
 service to anybody, for "whether or not" there must be no 
 separate schools. And .so we may finish this subject with the 
 enunciation of this very conclusive piece of reasoning : Every- 
 body knows the facts, even the farmers in Haldimand know 
 them (.so .says the .senior coun.sel) ; if anyone does not know 
 them we will supply them at once (.senior coun.sel) ; the facts 
 are of no use to anybody, they will change nothing (junior 
 counsel); therefore let us have a commission to inquire into the 
 facts — in Venezuela and elsewhere (Mr. Greenway, and junior 
 coun.sel) ! 
 
 Recalling the Remedial Order. 
 
 Mr. Wade surely knows that there is no such thing pos- 
 sible as recalling the remedial order. The Dominion Parlia- 
 ment has, by the constitution, jurisdiction over education 
 under certain circumstances. Tho.se circumstances have hap- 
 pened and Parliament has now jurisdiction. How ran that be 
 affected ? How can the remedial order be withdrawn ? There 
 is no power anywhere to withdraw it. 
 
 A Technical Grievance. 
 
 As to the existence of a grievatice Mr. Wade is mysterious 
 and contradictory. The Privy Council declared that there 
 was a "grievance," and Mr. Dalton McCarthy admitted that 
 there was a " grievance." Mr. Wade .says that Catholics have 
 no ";;/c?ra/ grievance " : that they have no "/i'^a/ grievance"; 
 that whatever grievance thev have '\<. '' technical" \ that they 
 
 IWiMi 
 
 -mjiiimaat m^ i r i" iM 
 
lilt to be blamed for 
 fly been said, the 
 ig two members of 
 fernment says tliat 
 [duties, the schools 
 the Government 
 inquire and state, 
 to such responsible 
 \year to year .' 
 5.sion be, when Mr. 
 
 ft, anyone having the 
 
 t feel convinced that 
 
 her naticnal school 
 
 e it is to be of any 
 there must be no 
 s subject with the 
 reasoning : Every- 
 Haldimand know 
 ne does not know 
 ounselj ; the facts 
 e nothing (junior 
 to inquire into the 
 enway, and junior 
 
 )rder. 
 
 ' such thing pos- 
 Dominion Parlia- 
 1 over education 
 stances have hap- 
 How ran that be 
 :hdrawn ? There 
 
 e. 
 
 ide is mysterious 
 lared that there 
 liy admitted that 
 at Catholics have 
 V^rt'/ grievance"; 
 ?/Vrt/"; that they 
 
 41 
 
 have no irricvanee at alt, for the word grievance " is clearly a 
 misnomer" (120)— all of which is ver>- hard to understand. 
 The dictionaries give as the meaning of 'grievance,' "a 
 wrong suffered; hardship; injury." Probal)ly when the Privy 
 Council used the word, it knew the meaning of it. But per- 
 haps Mr. Wade will be able to assure us that their lordships 
 did not consider the matter, and that, therefore, their language 
 is "of no effect." 
 
 Concessions to Catholics. 
 
 Mr. Wade is very unfair when he quotes me as pointing out 
 that 
 
 " almost every step in the constitutional history of Canada has been ac- 
 companieil by assurances given to Catholics." ( 121 ) 
 
 He .should have completed the paragraph: 
 
 " Protf.stants have also received assurances, but they are not detailed 
 here." (See my book H!t2.) 
 
 The very provision in the British North America Act under 
 which denominational minorities may appeal, in matter of edu- 
 cation, to the Governor-Cjeneral and Parliament at Ottawa, 
 was originated for the protection of the Protestant minority in 
 Quebec. 
 
 Surely by this time all Canadians ought to recognize that 
 in a conununily in which three-fifths are ICnglish and Protest- 
 ant, and two-fifths P'rench and Catholic, concessions and ac- 
 commodations; assurances and performance of them; toleration, 
 friendliness and sympathy must characterize their political and 
 .social relations; that the dream of unification through intoler- 
 ance, aii:l contempt and compulsion, is a foolish fantasy; that 
 Roman Catholics and Protestants alike re(:[uire that religion 
 .should find a place in the schools; that all the arguments in 
 the world will not reconcile their religious differences; and 
 that the only fair course is to give to both parties as wide 
 liberty as is consistent with the state's demand for proper 
 .secular education. 
 
 T,et us learn from Ruskin's description of a crystal (Ethics 
 of Dust, Ivccture (i); 
 
 "It is seldom that any mineral crystalises alone. Usually two or 
 three, muter quite different etystal/ine tuh's, form togelhtr. They do 
 this absolutely without flaw or fault, Tc/ieti they are i)ijitie tevipei ; and 
 observe vhat this signifies. It signifies that the two, or more, minerals 
 of different natures a^ne, somehow, between themj^elves, how much 
 space each will want ; agree which of Ihtni shall give way to each other 
 at their iunrtion ; or in what measure each will accommodate itself to 
 
-•sR?t.," 
 
 pi'V' 
 
 .i4>»p*,*.!?J>)i' 
 
 Ij 
 
 42 
 
 the other's shape ; aud then each takes its permitted shape, and allotted 
 share of space ; yielding or being yielded to as it builds, //// cac/i crystal 
 has fitted itself perfectly and giacefully to its diffeicnllynalured 
 neighbor. ' ' 
 
 This was the happy condition of affairs in Manitoba prior 
 to 1890. Protestants and Catholics had accommodated them- 
 selves to the others shape, and each then fitted perfectly, and 
 gracefully, its [differently-natured neighbor. In Ontario and 
 Quebec the same result has been attained. There in fine tem- 
 per the different minerals have united without flaw or fault; 
 and who is there that would seek to mar the harmony that 
 prevails ? But Ruskin reminds us further: 
 
 " Yes, it implies both concnrrence and compromise, regulating all 
 influences of design; and more curious still, the crystals do ;/()/ always 
 give way to each other. Thej' show exactly the same varieties of tem- 
 per that human creatures might. Sometimes tiiey yield the required 
 place with perfect grace and courtesy; forming fantastic, Vjut exquisitely 
 finished groups; and sometimes they ivill not yield at all; but fight furi- 
 ously for their places, losing all shape and honor, and even their own 
 likeness, in the contest." 
 
 It is humiliating to witness the wanton war that has been 
 made upon the Catholic .schools in Manitoba. When one reads 
 such a pamphlet as Mr. Wade's, with its multitudinous pages 
 of arguments that can be answered as easily as one snaps his 
 fingers; when one sees from time to time new principles manu- 
 factured expressly for the condemnation of separate schools — 
 principles which, when applied to Protestant denominations, 
 are .seen at once not to be principles at all; when one observes 
 the plainest facts distorted out of recognition by men who 
 would not wilfully mislead; when intelligent men are unable 
 to understand even the mental altitude of Catholics, and in- 
 sist that they believe that which they repudiate; when, in 
 short, the opponents of Catholic .schools want to have every- 
 thing their own way — they " will not yield at all "; when, in- 
 stead of inquiring how much space each party wants, they in- 
 sist upon having it all to themselves ; cannot one .see that the.se 
 opponents are not "in fine temper"; that the pure crystal of 
 a united national life — one " without flaw or fatilt " — cannot 
 be formed while such temper lasts; and that there must be 
 concurrence and compromise, or else the deplorable .spectacle 
 of persons who " fight furiou.sly for their places, losing all 
 .shape and honor, and even their own likeness, in the contest." 
 
 Let us have .sympathy, and not so much luireasoning anti- 
 pathy. Are not Protestants and Catholics of the same flesh 
 '• ^.d blood? Hath not a Catholic eyes? Hath not a Catholic 
 "hands, organs, dimensions, sen.ses, affections, passions? fed 
 with the same food, hurt with the same weapons, .subject to 
 
43 
 
 shape, aii.l allotte«l 
 
 ilos, //// each crystal 
 
 differently, ualurcd 
 
 In Manitoba prior 
 bmnioflated tlieni- 
 |ted perfectly, and 
 ^ In Ontario and 
 ^here in fine tem- 
 kit flaw or fault; 
 pie harmony that 
 
 niise. regiilatiiif^ ali 
 •stals do >iot always 
 nie varieties of tti'n- 
 ' yield the rerjiiirefl 
 istic, but exquisitely 
 '' all; I.ut fi^^ht furi- 
 iid even their own 
 
 ar that has been 
 
 When one reads 
 
 Ititudinous pages 
 
 ■ as one snaps his 
 
 principles manu- 
 leparate schools- 
 it denominations, 
 hen one observes 
 on by men who 
 
 men are unable 
 atholics. and in- 
 -idiate; when, in 
 t to have every- 
 
 all"; when, in- 
 ' wants, they in- 
 ne see that these 
 "- pure crystal of 
 
 fault "—cannot 
 • there must be 
 orable spectacle 
 laces, losing all 
 in the contest." 
 ireasoning anti- 
 
 the same flesh 
 ' "ot a Catholic 
 , passions ? fed 
 >ons, subject to 
 
 the same diseases, healed by the same means, warmed and 
 cooled by the same winter and summer, as a " Protestant is? 
 Why, then, caimot the Protestant respect the conscientious 
 scruples and convictions of the Catholics. Why say one to the 
 other, Pshci"- : • m have no conscience ; we (superior people) 
 can tell you that you have no conscience, at best that you 
 only think you have a conscience, or if you have one at all it 
 is only a priest-madey,affair ; look at us, each one of us has 
 thought out our principles for himself — freely, each one of us, 
 as in a perfect vacuum, freed from all educational training, or 
 environment of circumstance, — why offer such transparent non- 
 sense, I say, and provoke the only possible reply : "If you 
 tickle us do we not laugh ? " 
 
 If by any means we could have as clear a comprehension of 
 the Catholic attitude on the school question, as we have a per- 
 sistent, if not a determined, misunderstanding of it ; if in this 
 way (as would certainly happen) almost all the arguments 
 against the Catholic schools were by everyone seen not even to 
 touch the question at i.ssue ; and if sympathy with Catholics, 
 and a desire to concur, if possible, in their desires, could take 
 the place of that antipathy which not only breeds antagonism 
 but contemptuous denunciations of their religion and their 
 Priests — if we could have these things, I say, we would not 
 have the Manitoba school case. Arguments, I have supplied. 
 Sympathy, and kindness ; tenderness and good- will, are, alas, 
 beyond my power to bestow. 
 
I ^^ 
 
 _rw .^i4in^.xi*'k«'ma^'kKmsrw''.^ 
 
 I i 
 
 'i' ! -! 
 
 P ' 
 
 ii 
 
 t.f 
 
 :;l i 
 
 APPENDIX 
 
 OPINIONS OF PROMINENT PERSONS. 
 
 LORD SALISBURY. 
 
 " Numbers of persons have invented what / may call a patent corn 
 piessible religion, juhi--h can be forced into all consciences viith a very 
 little squeezing; and they wish to itisist that this should be the only re- 
 ligion taught throughout the schools of the nation. What I want to 
 impress upon you is, that, if you admit this conception, you are enlerinj^ 
 upon a religious war of which you will not see the end. There is only 
 one sound principle in religious education to which you should cling, 
 which you should relentlessly enforce against all the conveniences and 
 experiences of official men, and that is, that a parent, unless he has for- 
 feited the right by criminal acts, has the inalienable right to determine 
 the teaching which the child shall receive upon the holiest and most 
 momentous of subjects. That is a right which no expediency can nega- 
 tive, which no state necessity ought allow you to sweep away; and there- 
 fore, I ask you to give your attention to this denominational education. 
 It is full of danger and of difficulty; but you will only meet the danger 
 by marching straight up to it and declaring that the prei ogative of the 
 parent unless he be convicted of criminalty, must not be taken a7vay by 
 the state. ' ' 
 
 LORD DERBY. 
 
 " Public Education should be considered as inseparable with re- 
 ligion." 
 
 MR. GLADSTONE. 
 
 " Kvery system which places religious education in the background 
 is pernicious." 
 
 THE DUKE OF ARGYLL. 
 
 " In Victoria the Roman Catholics had the high honour of standing 
 alone in refusing to pull down in their schools the everlasting standard 
 of conscience. This resistance on the part of Roman Catholics, I be- 
 lieve, may be the germ of a strong reaction against the pure secularism, 
 against what I venture to call the pure Paganism, of the education of the 
 Colony." 
 
 SIR JOHN A. MACDONALD. 
 
 Mr. J. H. Pope, in his biography of Sir John A. Macdonald, 
 said as follows : 
 
 " There remains but one question of practical politics in relation to 
 which T propose to outline Sir John Macdonald's attitude I refer to 
 
 wmmmm 
 aiiiiM 
 
46 
 
 PERSONS. 
 
 nay call a patent com 
 I sciences wit/i a very 
 should be the only re- 
 ipn. What I want to 
 tion, you are enterinj,. 
 ; end. T/iere is only 
 :h you should cling, 
 the conveniences and 
 ?nt, unless he has for- 
 ile right to determine 
 the holiest and most 
 expediency can nega- 
 veepaway; and there- 
 tJiinatioual education, 
 only meet the danger 
 the prei ogative of the 
 not be taken a rear dv 
 
 inseparable with re- 
 
 n in the background 
 
 h honour of standing 
 everlasting standard 
 nan Catholics, I be- 
 the pure secularism, 
 the education of the 
 
 hn A. Macdonald, 
 
 clitics in relation to 
 attitude I refer to 
 
 thfise of lace and religion, which periodically threaten the peace of 
 Canada. It must be apparent to the most careless student of .Sir John 
 Macdonald's history, that British and I'rotestant though he was, at no 
 
 time in his ratccr had he any sywpathy ivith (hat fierce intolriance of 
 anythini; hiench or Roman C a/holic which at the present time is at>roait 
 in the Province of Ontario. As far back as lSo4 we find him counting 
 on his "friendly relations with the Frer"h." In 1H.V) he introilnced 
 and carried a bill in the interests of separate schools against the bitter 
 opposition of Cieorge Hrown. In 1W5.'! he supported by s])eech and vote, 
 Mr. \V. R. (now Senator) Scott's .Xct establishing a system of sejjarate 
 schools. In IH(i7 he perpetuated this right to the Roman Catholics of 
 Ontario, and at the same time provided for the l"rencli Canadians with 
 liberal guarantees for the security of their language, institutions and 
 laws. /;/ 1S70 he secured, or lhony;ht he secuted, like privilcfies to the 
 Roman Catholics of Manitoba." 
 
 THE HON. ALEX. MACKENZIE. 
 
 Ill his .speech in 
 case, the Hon. Alex. 
 
 187'"», upon the 
 Mackenzie said 
 
 New Brunswick School 
 
 "Sir, the same grounds which led me on that occasion to give loyal 
 assistance to the confederation project, embracing as it did a scheme of 
 having vSei)arate Schools for Catholics in Ontario, and for Protestants in 
 Quebec, caused me to feel bound to give my sympathy, if I could not 
 give my active assistance, to those in other provinces who belie ed they 
 were laboring under the same grievances that the Catholics in Ontario 
 complained of for years." 
 
 j THE HON. SIR OLIVER MOWAT. 
 
 ■ In a speech delivered in the Legislative As.sembly (2o 
 March, LSUO), Sir Oliver said : 
 
 " Xo7v zi'hat does the abolition of Separate Schools tnean .^ Not an 
 absolute abolition of separate schools. If anybody imagines that in ca.-e 
 the laws now in the statute book were repealed to-morrow separate 
 schools would thereby be abolished, they would deceive themselves. 
 These schools -would still continue, aiul nobody would suggest their being 
 then interfered with. The change of the law would merely be the with- 
 drawal of the right of Ro an Catholics to pay their school tax to their 
 Separate Schools. They -a'ould be assessed for the /'ublic Schools to 
 which they did not send their children, as well as pay for the support of 
 the Separate Schools to which they did send them. In this rvay the 
 Roman Catholics -would practically be doubly taxed .'" 
 
 THE HON. EDWARD BLAKE. 
 
 In a debate upon the New Brtinswick vSchool case, in the 
 Hou.se of Commons, 29 Ma3^ 1872, Mr. Blake said : 
 
 " Although the system of denominational schools was not actually 
 established by law, still <lenominational teaching in the public schools 
 was practically acknowledged; and he (Mr. \\\?C\^q\ deeply regretted the 
 course pursued by the Legislature of Xew Brunsivick, in inserting 
 
46 
 
 in the ttnv School . /</, a clause providing Unit every school un- 
 der Ihat Act shall he ^ion-sectarian. He understood that there were 
 lar^e sections of New Mrunswirk where the ijcoph- were exclusively 
 lioiiiaii Catholics, and the elasticity of the old law alloweil these coniimi- 
 nities to condnct their schools according to their own views The chanj^e 
 in the law as it operated upon Konian Catholics was a harsh chanf!;e, and 
 -icas not necessary to satisfy the scruples of /'rotestants." 
 
 THIv HON. MR. LAURIIvR. 
 
 Ill the House of Commons (17 Jiily. I.SU') ; Hansard, p. 
 1701 I, Mr. Laurier said : 
 
 " If the schools are Protestant, every Protestant will say the (lOv- 
 ernment should interfere by all means and stop the outrage. Ij the 
 schools are not Protestant, hut are common, they are still offensive to the 
 Catholics. Why? Ikcauhe it is part of the Catholic doctrine tliat the 
 children should have both secular and relijjious education. It may be 
 said that it is prejudice; that it should not be considered; that Catholi''s 
 should be satisfied to have secular education in the schools — the teach- 
 ing of reading, of history, of geography, i:nd so on. /hit if their con- 
 scientious conviction is that their child/en should he taught those relig- 
 ious truths 7vhich they deon essential and necessary ivho can object so 
 seriously .'' 
 
 In his recent Brockville address, he said : 
 
 " I am anxious to see those privileges restored to the Roman Catho- 
 lic minority in Manitoba." 
 
 At Merrickville. he said : 
 
 " There is not a man in this audience but who would be glad to see 
 the Catholic schools restored by the Legislature of Manitoba." 
 
 Of this speech ' ' The Globe ' ' said : 
 
 "There was not a dissentient voice amongst the shouts of approba- 
 tion with which the Liberal leader's declaration of policy was received." 
 
 THE HON. DAVID MILLS. 
 
 In 1892. the Hon. David Mills .said : 
 
 " The course taken in the Province of Ontario, on the whole, pro- 
 duces the most satisfactory results on this continent, of the educational 
 question f say there is no public school system on this con- 
 tinent, producing more satisfactory results, and that icork's out -with less 
 friction than the separate school system of Ontario.'' 
 
 THE HON. JOSEPH MARTIN. 
 
 In the Hoit.se of Commons (18 Jul}', 1895; Han.sard, p. 
 4729), Mr. Martin said : 
 
 " The introduction of such religious instruction as is provided in that 
 Act is satisfactoiy, to a certain extent, to the Protestants of that Province. 
 

 47 
 
 li is not fully satisfai lory evtii lo the I'rotestanls of that rroviiici-. There 
 are many there who think that a >^reat (k-al more roli^ious inslruclion 
 should he had in tho^e schools. The Roman Catholics a«ree with the 
 Prolestints who arc not satisfied with the modicum of relij^ious instruc- 
 tion which is allowed hy that statute. I'nder these circum^tanct s I e;c- 
 l)ressed in my letter the helief that the imposition of such an amount of 
 relij,Mous instruction, or such a course of religious instruction, as was only 
 satisfactory to a part of the commu- 'ty was kank tvkannv. In that 
 vie-iC I could not justify the lefusal of the /.Cfrislaluic of Mauitohu loex- 
 tend these re/i\i;ious e.ieirises, so that re/ij^ious instt ueiioii to such an ex- 
 tent as to be salisfactoiy to any of the cotnponent parts of the population 
 of Manitoba )nis;ht he i^ix'en." 
 
 THK \VKl-:k. 
 
 In it is.siie of l-ith Dec. 1x9.'), The Week said : 
 
 " While Protestants, as a general rule, deplore the determination of 
 their Roman Catholic fellow subjects to insist upon separate schools, the 
 larj^er majority feel that it would be impolitic as well as unjust to coerce 
 them into attendiu}* schoots to ichich thev object, and we doubt very much 
 whether the tauatical detiunciations of the ( xlreme ultra rroteslants 
 find sympathy with the large majority of electors. // does seem unfait 
 lo insist upon the members of that creed heiiiy; compelled to pay double 
 rates, that is, in support of public schools, which they <lo not approve of, 
 and at the same time support schools which their church rc(iuircs them 
 to attend." 
 
 THK TORONTO GLOBE. 
 
 Ill April, 1^9"), The Globe sa.\6. : 
 
 " We advocate the Ontario system, not because it is fixed by the 
 constitution, but because rtw consider it lo be a good system, embodyinj.^ 
 a satisfactory settlement of a vexed question. If this province were 
 making a fresh start to day. absolutely untrammelled by constitutional 
 restrictions, we do not know that it could do better than continue that 
 arrangement without any material change." 
 
 li 
 
 HIvS GRACK THK ARCHHISHOP OF RUPKRT S 
 
 LAND. 
 
 Ill his address to the S\nod in December, 18S9, prior t(; 
 the School Act, His Grace said : 
 
 "Under proper restrictions / see a measure of Justice, and U" in jus- 
 lice, in Separate Schools, and 1 do not think that n will be easy to do 
 away with them. However the Roman Catholic authorities may 
 approve of the subjects of religious teaching that Protestants would agree 
 upon, they will accept no teachers but their own. The great majority of 
 Roman Catholic children will, therefore, be sent to their own private 
 schools, however inferior, rather than to state schools not uncitr Roman 
 Catholic instructors, whether there be religious teaching in them or not. 
 If there is no religious teaching there will be but the stronger expression 
 of dislike. The day will come when one, if not both political parties, 
 will discover that it is undesirable for the State to have this inferior 
 
mmJL 
 
 mi^ 
 
 '*'^;?A-?' ''!V^W!*>i *//'*". 
 
 48 
 
 secular instruction, and unjust to the Roman Catholic section of the com- 
 munity, that •iChile i^icttine; no State aid for its private schools, it should 
 haze to contntnitc to the support of the State schools. And the Separate 
 Schools will reappear — possibly in an ohjectionahle form." 
 
 THE RKV. PRINCIPAL KING. 
 
 The Rev. Principal King, among the chiefest of the oppo- 
 nents of separate schools, thinks that some arrangement ought 
 to be made. In the vSynod (Nov., 180-')), he .said : 
 
 " A large portion of the Roman Catholic population is situated along 
 the two rivers, where there are almost no Protestants ; accordingly, in 
 nine cases out of ten, the trustees would be Roman Catholics, and Roman 
 Catholic teachers could, and would be chosen. If they used their school 
 houses outside of school hours (and the school hours tni^u^ht he shortened 
 for that purpose) for such religious teaching as a teacher having their 
 confidence might be willing to give, all that moderate people would re- 
 gard as reasonable would be gained ; and other portions of the commu- 
 nity than Roman Catholics might be led to look with more favor on the 
 system through such relaxation of the law as to school hours. Some 
 other arrangement might need to be made for such mixed communities 
 as are foun<l in Winnipeg. Hut even that need not be regarded as im- 
 practicable." 
 
 THK REV. PETER WRIGHT. 
 
 In Portage la Prairie (last April) the Rev. Mr. Wright 
 said : 
 
 " In Ontario very excellent work is being done in many of the sepa- 
 rate schools. The late I'rof Young, when inspector of the high schools 
 of Ontario, was asked by the government to inspect such separate .schools 
 as he conveniently could. I remember a conversation I had with him, 
 in which he bore testimony to the excellent condition in which he found 
 many of them." 
 
 THE REV. DR. BRYCE. 
 
 WHiile the old system was in force the Rev. Dr. Bryce wrote 
 in his book ("Manitoba, Its Infancy, Growth and Present 
 Condition " ) as follows : — 
 
 " In Manitoba the Roman Catholic schools are as much national as 
 the /'lotestant. No special rights are given to either Catholics or Pro- 
 testants." 
 
 "The Government grant is voted for one system of schools, and is 
 divided according to the population of children. No special rights are 
 given to either Catholics or Protestants ; all moneys are equitably 
 distributed." 
 
 " Loru Selkirk's scheme of perfect religious equality and toleration 
 is that still subsisting in Manitoba . . . . There is no bone of contention 
 to disturb the prevailing harmony. No church is given any place of 
 precedence." 
 
MR. S0MI':RSKT. 
 
 In IssS Vr. SonitMsct was the supcriiiteiulcnt of ProUstant 
 sdiools uiuk'i the (irctinvay (/overmiiciit. In an address to 
 the teachers, he said; 
 
 " In contieclion with its workiii^^ <luriuj^ the last sevt'iiteen years, it 
 n)ay be poiiite<l out that tliu schools of the Proviiiif havehfeii niaiia^e<I 
 without a particle of the tlciioriiinatioiial frictifti tliai has caused tiisturb- 
 auce and bitterness ill othi I I'roviucs of the Uomiiiioti. . . The 
 
 past history of llie I'rovince tiicour,ij;es the hope that piiftct jiisticf to 
 each interest shall trsnlt i>i a lontiunann' of the hanui>nv thai hdk' 
 exists." 
 
 DR. OOLDWIN SMITH. 
 
 Ill a letter to the WinniiK'^ Trihine cJ'incl August. 181)4), 
 Dr. Smith said : 
 
 " It is every man's duty to provide education, as well as food and 
 clothing;, for the children whom by his own act ho brinj^s into the worM. 
 It is every man's ri^ht and duty to have his own children tdmatcd in 
 the 7vay that he loiiscietiliously dei >ns /test. These seem two plain propo- 
 sitions. Hut our system of public schools, in pursuit of what its framers 
 and a<lvocates deem a hij^her policy, sets them both aside; and hence 
 the present troubles arise." 
 
 "You may say, let the man who conscientiously diH^ents from our 
 system set up a voluntary school for himself. JUit tlun you could hanlly 
 justify yourselfin compelling! him also to ])ay the school tax. Hy k -'w^ 
 him to pay the tax, you take from him the means of obtaining his volun- 
 tary school, besides doin^ violence to his principles by makinji! him sup- 
 port an educational system which he disapproves. If the Roman Cath- 
 olic tells us that he desires the e<lucation of his chililren to have a moral 
 l)asis, is he unreasonable ? Ifhetellsus thnt our public school system 
 lacks a moral basis, can we easily prove that he is wrong ?" 
 
*■ 
 
 PROVINCIAL RIGHTS. 
 
 Provincial Rights are those given by the constitution- 
 Canada also has rights given by the constitution. 
 
 By the constitution, the Province has certain rights with 
 reference to education, and Canada has certain rights. 
 
 Canada's rights were devised by the Protestants of Quebec 
 as a protection fur themselves against the Catholics of Quebec. 
 This is the origin of the right which Provincial minorities 
 have to appeal to the Governor-General from Provincial 
 legislation. In the House of Commons (8 March, 1893), Mr. 
 Laurier said : 
 
 "Now, sir, you have ample evidence that this extraordinary pro- 
 vision was introduced at the instance of the delegates of the Protestant 
 minority of Lower Canada, for the protection of that niinority." 
 
 The Quebec Protestants were the first to make use of 
 Canada's rights in respect of education. This was in 1889, 
 in connection with the Jesuits' Estates Act. To aid that appeal 
 The Equal Rights Association was formed in Toronto. One 
 of its resolutions was as follows : 
 
 " This convention approves of the action of the Toronto citizens' 
 committee and others, in circulating and promoting the petitions to His 
 Kxcellency the Governor-General, against ihe Jesuits' Estates Act, and 
 pledgesitself to promote and further, in every way, the signature and 
 presentation of petitions against the said Act." 
 
 The Association issued an address signed by its President, 
 the Rev. Principal Caven, and its Secretary, Mr. E. Douglas 
 Armour, Q. C, in which was this passage : 
 
 "The right of appeal to the Governor-General which minorities 
 at present have must remain ; nay, the entire Dominion is the proper 
 guarantee for eqality of dealing on the part of Provinces with the adher- 
 ents of the various churches, and nothing beyond this should be sought." 
 
 MR. D ALTON McCARTHY. 
 
 Mr. Dalton McCarthy was the chief speaker of the Equal 
 Rights' Association. In his address in the House of Commons 
 on the Jesuits' Estate matter (Hansard, March, 1889), he said : 
 
 " I venture to ask the house seriously to consider the position in 
 which we stand. T/ie 'vorship of what was called local autonomy, which 
 some gentlemen have become addicted to, is fraught, I venture to say, 
 with great evils fo this /)ominion. Our allegiance is due to the Dominion 
 of Canada. The separation into provinces, the right of local self-govern- 
 ment which we possess, is not to make us less citizens of the Dominion, 
 is not to make us less anxious for the promotion and welfare of the 
 
51 
 
 Dominion, and it is no argument to say that, because a certain piece of 
 legisiatiou is within the power of a local parliament, therefore the legis- 
 lation is no' to be disturbed. By the same Act of Parliament by which 
 power is conferred upon the local legislature, the duty and piwer — be- 
 cause where there is a power there is a corresponding duty — are cast 
 upon the Governor-in-Council to revise, and review, the Acts of the 
 legislative bodies. If you are to say that because a law has been passed 
 within the legislative authority of the Province, therefore it must remain, 
 we can easily see, sir, that before long these Provinces, instead of coming 
 nearer together, will go further and further apart. We can see that the 
 only ivay of making; a Ignited Canada, and bi'ildinc. xv a national 
 LiKK AND sENTiMriNT IN THK DOMi.viON, is by seeint^ that the laws of 
 one Province are not offensive to the laws and institutions, and it may he 
 to the feelings, of another — I will go so far as to say that they must lie to 
 some extent taken into consideration." 
 
 The authorship of the latest rejoinder of the Greeinvay 
 Government is easily discoverable, by comparing the language 
 of one phrase in it, with a sentence from the above speech: 
 
 MR. M CARTHV'S SPEECH. 
 
 MR. M'CARTHV in the 
 REJOINDER. 
 
 "The worship oi local au- " The /yw^a^v sought to be 
 tonomy .... is fraught applied is fraught with great 
 with great evil to this Do- danger to the principle of pro- 
 minion." vincial autonomy." 
 
 In the case of the Protestant appeal, local autonomy is 
 "fraught with great evils"; but in the case of the Catholic ap- 
 peal, everything but local au onomy is " fraught with great 
 danger" — "great evils" if Protestants cannot appeal, "great 
 danger "if Catholics can ! 
 
 
 '■■I 
 
 THE HON. MR. GRlvKNWAV. 
 
 In his address to the electors of Mountain, recently issued, 
 Mr. Greenway said: 
 
 " I assert that our people are perfectly competent to deal with their 
 own educational concerns." 
 
 The Hon. Mr. Greenway. when in the House of Commons, 
 voted in favor of the following jesolution, which was seconded 
 by Mr. Edward Blake: 
 
 " Tliis house regrets that the .School Act recently passed in New 
 Brunswick is unsatisfactory to a portion of^the inhabitants of that Prov- 
 ince, and hopes thai itmiy be so niolifiel during llic next session of the 
 Legislature of New Brunswick as to remove any ju^t grounds of discon- 
 tent that now exist. 
 
 " Thai this house regrets that the hope expressed in the said reso- 
 lution has not been realized. 
 
 
52 
 
 " Thatau humble address be presented to Her Most Gracious Majesty 
 the Queen embodying this resolution, and praying that Her Majesty 
 would be graciously pleased to use her influence with the Legislature of 
 New Brunswick to procure such a modification of the said Act as shall 
 remove such grounds of discontent. ' ' 
 
 SIR. A. T. GALT. 
 
 In an address to his constituents (October, 1804), Sir A. T. 
 
 Gait said: 
 
 " It was clear that in confiding the general subject of education to 
 the local legislature?, it was absolutely necessary it shoidd be accompanied 
 ivith such restrictions as would prevent injustice in any respect from be- 
 ing done to the minority. 
 
 " Now this applied to Lower Canada, but it also applied, and with 
 equal force, to Upper Canada and the other Provinces; for in Lower 
 Canada there was a Protestant minority, and in the other Provinces a 
 Catholic minority. The same privileges belong of right 'jere, as be- 
 longed to the other of right elsewhere. Theie could be no gi eater in- 
 justice to a population than to co)npel them to have their children rdu- 
 cated in a manner contrary to their own religious belief.'' 
 
 THE HON. GEORGE BROWN. 
 
 In the course of the Confederation debates, Mr. Brown said: 
 
 "I admit that from my point of view that is a blot on the scheme 
 before the House. It is confessedly one of the concessions from our side 
 that have to be made to secure this great measure of reform. But surely, 
 I for one have not the slightest liesitation in accepting it as a necessary 
 condition of the scheme of f'nion, and doubly acceptable must it be in 
 the e3es of gentlemen opposite who were the authors of the Bill of lH(i3. " 
 
 THE PRIVY COUNCIL. 
 
 The following is an extract from the judgment of the Privy 
 Council : 
 
 " Bearing in mind the circumstances which existed in 1870, it does 
 not appear to their Lordships an extravagant notion, that in creating a 
 legislature for the Province with limited powers, it should have been 
 thought expedient, in case either Catholics or Protestants became pre- 
 ponderant, and rights, which had come into existence under different 
 circumstances were interfered with, to give the Dominion Parliament 
 power to legislate upon matters of education, as far as was necessary to 
 protect the Protestant, or Catholic, minority, as the case might be." 
 
THE FARLIAMENTARY COMPACT. 
 
 Htt. 
 
 {18<)9.) When Canada, prior to her union with Rupert's 
 Land, and before she had an}' more jurisdiction there than she 
 had in Michigan, proceeded not only to take possession, but to 
 exercise rights of sovereignty, and to levy war upon the people, 
 the settlers, both English and French, established a Provisional 
 Government, and elected a Legislative Assembly. 
 
 (Jan.) Canada .sent commissioners to Fort Garry to request 
 that delegates might go to Ottawa to di.scuss the terms of 
 union. 
 
 (Jan. Ui.j Letter of vSir John A. Macdonald to Arch. 
 
 Tache : 
 
 "III case a delegation is appointed to proceed to Ottawa, you can 
 assure them tbey will be kindly received, and their suggestions fully con- 
 sidered ; their expenses coming here and returning, and while staying in 
 Ottawa will be defrayed by us.' ' 
 
 (March. ) Delegates were sent to Ottawa. 
 
 On the 5th March Earl Gran\ille telegraphed to Ottawa : 
 
 " Her Majesty's Government will give proposed military assistance, 
 provided reasonable terms are granted to the Red River settlers." 
 
 On the 22nd March a dt.spa'xh from the Under Secretary of 
 the Colonies directed that 
 
 "troops should not be employed in forcing the sovereignty of Canada 
 on the "^lopulation of Red River, should they refuse to admit it." 
 
 On the 17th March Earl Granville cabled : 
 
 " Let oje know by telegram when you know delegates have started 
 from Fort Garry." 
 
 On the 4th April the Governor General telegraphed : 
 
 " They say the delegates are coming." 
 
 And on the 7th as follows : 
 
 " Last of the delegates is expected at St. Paul on Thursday, the 1 1th ; 
 the others arrived there today, and may reach Ottawa on Saturday, the 
 nth." 
 
 On the i)th Earl Granville cabled : 
 
 " Let me know as soon as you cai. by telegram tlie result of the nego- 
 tiations with Red River delegates." 
 
 On the 23rd of April Earl Granville thus informed the 
 Governor- General : 
 
 "The Canadian CTOvernment to accept decision of Her Majesty's 
 Cxovernment on all portions^of the settlers" ' bill of rights." ' 
 
 
54 
 
 On the 3rd of May the Governor-General cabled : 
 
 "Negotiations with the delegates closed satisfactorily." 
 
 (May 5th.) Sir Francis Hincks cabled to London : 
 
 " Rupert's Land Bill passed Commons. Concurred in by delegates, 
 an«l Canadian party ; in fact by all in Territory. Expedition will be one 
 of peace." 
 
 (May 10th.) Father Ritchot telegraphed to Fort Garry : 
 
 " Our affairs settled and satisfactory. Will start next Tuesday." 
 
 (May 18th.) Earl Granville cabled : 
 
 " I take this opportunity of expressing the satisfaction with which I 
 have learned from your telegram of the 3rd inst., that the Canadian Gov- 
 ernment, and the delegates, have come to an understanding as to the 
 terms on which the settlements on the Red Rivet should be admitted into 
 the Union.''' 
 
 (June 24th. The following took place in the Legislative 
 Assembly, Fort Garry : 
 
 " The President — We have seen the Manitoba Act — have heard the 
 report of our delegation — and now we have to proceed to something else. 
 Is it the intention of the House to pronounce on the Manitoba Act ? 
 
 " Hon. Mr. Schmidt — I would move that the Legislative Assembly 
 of this country do now, in the name of the people, accept the Manitoba 
 Act, and decide on entering the Dominion of Canada on the terms pro- 
 posed in the Confederation Act. (Cheers.) 
 
 " Hon. Mr. Poitias seconded the motion, which was put^nd carried, 
 the members cheering enthusiastically. 
 
 "Hon. Mr, Schmidt — I now make another motion consequent on 
 the former ones. I propose that zve welcome the nezv Governor on his 
 arrival. (Cheers.) The motion passed unanimously." 
 
 THE REV. MR. PEDLEY. 
 
 In the Congregational Church, Winnipeg, 
 1895) the Rev. Mr. Pedley, in arguing against 
 position, said : 
 
 (14th April, 
 the Catholic 
 
 " They had a right to organize. They had a right to elect their pjo- 
 visional government. They had a right to insist upon an arrf ngement 
 that would secu' to them their property, rights, and a system of govern- 
 ment, etc." 
 
 Of the bargain Mr. Pedley said that : 
 
 "No doubt the French Catholic population of the country under- 
 stood that in 1870 the Dominion guaranteed them separate school'--. They 
 feel that faith with them has not been kept." 
 
i.«k. 
 
 MR. K. DOUGLAS ARMOUR, Q.C., 
 
 In the course of a long argument in The Week against the 
 
 Catholic schools, Mr. Armour said : 
 
 " It was supposed that the italicized words would save the right or 
 privilege of ket ping up separate or denominadonal schools." 
 
 and again ; 
 
 "The Constitution of Manitoba did not guarantee sepasate schools. 
 It was supposed to do so." 
 
 and once more : 
 
 "The Constitution of Manitoba was supposed to have established 
 separate schools perpetually in Manitoba." 
 
 MR. DALTON MCCARTHY, Q.C. 
 
 In the argument at Ottawa (March, 1895), speaking of the 
 Catholic minority, said (p. OG) : 
 
 " Who, perhaps, have a right, after a fashion, to expect a different 
 state of things." 
 
 He also explained why, although there was a compact by 
 which the Catholics were to have .separate schools, they in 
 fact have not got them. Speaking of the Dominion Parliament 
 he said (52) : 
 
 " If they intended to accomplish anything by the first section th( y 
 utterly failed to do so. . . . I think ?//<' draughtsman ivho drew tip 
 this particular legislation zuas not very 7cell versed in the business " 
 
 At other parts of his address Mr. McCarthy was pressed 
 with the following questions : 
 
 " Sir Charles Hibhert Tapper — Would \ougo so far as to say that the 
 main consideration in a matter of this kind would 1)e the political effet t 
 of our action, and not the actual merits and rights of it? 
 
 " Mr. McCarthy — That is undoubtedly my position, (p. 42). 
 
 " Hon. Mr. Ouiniet — Have we not to come to a conclusion as to the 
 minority ? Have we not to consider their rights ? 
 
 " Mr. McCarthy— A'o,- as I pointed out yesterday, if that was the 
 only question there would be no object in coming here to argue the 
 case." (p. t>7). 
 
 SIR JOHN A. MACDONALD. 
 
 In Mr. Pope's Biography of this great statesman there is 
 the following passage : 
 
 " We are not left in doubt as to his view of what was intended by 
 the operation of the .Manitoba Act. In the verv beginning of the present 
 agitation in the Province, he thus addressed a member of the local 
 Legislature, who had applied to him for counsel : 
 
 
66 
 
 " ' You ask nie for advice as to the course j-ou should take upon the 
 vexed question of Separate Schools in your province There is, it seems 
 to me, hut one course open to you. By the Manitoba Act the provisions 
 of the British North America Act (section 93), respecting law passed for 
 the protection of minorities in educational matters, are made applicable 
 to Manitoba and cannot be changed, for by the Imperial Act confirming 
 the establishment of the new provinces, (34 35 Vic, section 6) it is pro- 
 vided that it shall not be competent for the Parliament of Canada to 
 alter the provisions of the Manitoba Act in so far as it relates to the 
 Province of Manitoba. Obviously, therefore, the Separate vSchool .system 
 of Manitoba is beyond the reach of the Legislature, or of the Dominioa 
 Parliament.' 
 
 "It is true that the highest tribunal in the empire has put a different 
 interpretation on the Manitoba Act, but with the merits of this question 
 we are in nowise concerned here. My object is merely to show what 
 were the views of him who had by far the greatest share in the framing 
 of this piece of legislation, as to its scope and effect." 
 
 THE HON. WM. McDOUGALL. 
 
 Mr. McDougall. who took a most active part in connection 
 with the union of Rupert'.s Land with Canada, said (1st Aug., 
 1S92) : 
 
 "We certainly intended that the Catholics of Manitoba, or which- 
 ever denomination might be in a minority, should have the right to es- 
 tablish and viaintain their own schools. You see the words 'or practice' 
 were inserted in the Manitoba Act, so that the difficulty which arose in 
 New Brunswick, where vSeparate schools actually existed, but were not 
 recognized by the law, should not be repeated in Manitoba. And then 
 the right of appeal to the Federal larliament ivas given to make assur- 
 ance doubly sure. ' ' 
 
 THE HON. G. W. ROSS. 
 
 In Montreal (lUth Dec, 1895), the very capable Minister of 
 
 Education lor Ontario said : 
 
 " As the Manitoba Legislature had, beyond question, the right (and 
 the Privy Council has so decided) to pass the School Act of 1890, I offer 
 no observation with regard to it, except this, that I believe under the Act 
 by which Manitoba entered the union, it was understood by all the 
 other Provinces that the minority, rvhether Protestant or Catholic, ivould 
 have the right to establish denominational schools. It was the merest 
 mockery to empower the Dominion Government to interfere for the pro- 
 tection of denominational schools, unless it was assumed that such 
 schools existed anil that in the changes incident to the growth of a neiv 
 country they might need protection from possible inter Jeience some time 
 in the future.''' 
 
 THE HON. SIR OLIVER MO WAT. 
 
 In a speech delivered in the Legislative Asseniblv (2oth 
 
 March, 1890), Sir Oliver said : 
 
 " In what spirit was the new conscitulion framed ? It was a compro- 
 mise all round, and an essential part of that compromise — so essential 
 
67 
 
 JCl 
 
 that without it Confederation could never have taken place— was the 
 •provision by which the separate schools of Ontario, and the Protestant 
 dissentient schools of Quebec, were guaranteed by the Imperial enact- 
 ment. But for this being guaranteed, we would have had no Dominion 
 Parliament with its present limited powers, and no Provincial Legislatureh 
 with their powers." 
 
 THK PRIVY COUNCIL. 
 
 The Lord Chancellor (p. 204) said : 
 
 " Is it not conceivable legislation to say: We will trust to yon the 
 Provincial Legislature, the power of dealing with education; but this is 
 a question upon which there is known to be a keen feeling and a differ- 
 ence of opinion, and you are not to destroy any privileges or rights at 
 the time of the union. Further than the', if you legislate within your 
 powers, the minority shall not be without protection; there shall be then 
 an appeal to a superior authority, the Governor-(ieneral-in-Council, and 
 if he thinks that, within your powers, you have been depriving the mi- 
 nority of any right or privilege in relation to education, then he may ex- 
 press that decision, and effect shall be given to that decision, or may be 
 given t9 that decision, by the Dominion Parliament ?" 
 
 And at page 28t) the Lord Chancellor .says: 
 
 " Is it so extraordinary when you remember that this teas an ar- 
 rangemeni made as one of the terms on which the union ivas to be 
 effcikdy ' 
 
 " There is no doubt either what the points of difference were, and it 
 is in the light of these that the 22nd section of the Manitoba Act of ]S7(>, 
 xvhich zvas in ttuth a parliamentary compact, must be read. 
 
 % 
 
 'i 
 
TOLERATION AND KINDLIN 
 
 QUEBEC. 
 
 IN 
 
 SIR JOHN ROSE. 
 
 In the Confederation debates Sir John Rose said : 
 
 "Now, we, the English Protestant minorit}- of LoweV Canada, can- 
 not forget, that whatever right of separate education we have, was 
 accorded to us in the most unrestricted way before the Union of the Prov- 
 inces, when we were in a minority, and entirely in the hands of the 
 French population. IVe cannot forget that in no way was there any 
 attempt to prevent us educating our children in the manner we saw Jit, 
 and deemed best ; and I would be untrue to what is iust, if I forgot to 
 state that the distribution of State funds for educational purposes was 
 made in such a way as to cause no complaint on the part of thr minority.'''' 
 
 cau! 
 crea 
 
 plai 
 
 oftt 
 froh 
 
 DR. DAVIDSON. 
 
 At the Convention of the Equal Rights' Association, at 
 Toronto, in 1889, a letter from Dr. Davidson (perhaps the most 
 prominent member of the Association in Quebec) was read, in 
 which was the following ; 
 
 " It is easy for you to say do away with separate schools — easy for 
 you in your strong Protestant Province of Ontario. But as you are strong 
 be merciful, and remember your weaker brethren in the Province of 
 Quebec While we may blot out the 238 separate schools, occupied by 
 Roman Catholics in Ontario, you also desire to blot out the 980 separate 
 schools occupied by Protestants in the Province of Quebec." 
 
 Dr. Robbins, Principal of the McGill Normal School, 
 Montreal ; 
 
 " We are of the minority of this Province, but we know that we are 
 not regarded as a fractious or insignificant minority. Our susceptibilities 
 are considered, our educational rights are maintained by the majority." 
 
 IN THE LEGISLATURE.— A LESSON FOR 
 MANITOBA. 
 
 The Quebec Legislattire prorogued on 21st Dec, 1895 : 
 
 "Before closing, Mr. Morris, minister without a portfolio, said he 
 wished to state that since his entry into the cabinet every suggestion or 
 representation made by him on behalf of the Protestant minority, had 
 received the utmost consideration, and no reasonable demand had been 
 refused. There had been on all sides a desire to recognize the rights of 
 the minority. 
 
Jl 
 
 59 
 
 " Premier Taillou said he was glad to hear Mr. Morris' remarks, be- 
 cause it would tend to dispel the impression which it had been sought to 
 create in some quarters. 
 
 " Mr. Stephens sai.i the Protestants never had much cause to com- 
 plain, and he did not want another impression to go forth. 
 
 "The Premier was happy to see such breadth of mind, aufl said some 
 of the other provinces ivhicnhe need not name, might dnnv a lesson there' 
 from. This closed the incident. 
 
■SVi^ 
 
 SCHOOL CASE CHRONOLOGY. 
 
 1887. 
 Dec. — The Harrison Government in power. 
 
 1888. 
 
 Jan. 12 — St. Francois Xavicr election. The Hon. Mr.Bnrke 
 defeated by Mr. Francis, with the help of Liberal 
 promises to the Catholic electors to protect their 
 schools. 
 
 Jan. 16 — Resignation of the Harri.son aaniinistration. Mr. 
 Greenway becttmeri Premier. 
 
 Feb. — Mr. Greenway's voluntary assurances to His Giace the 
 Archbishop of St. Boniface, and the Catholic mem- 
 bers of the the House, to protect the schools. Mr. 
 Prendergast joins the Government. 
 
 July — The General Elections. Mr. Greenway, aided by the 
 Catholics, carries five out of the six French constit- 
 uencies. 
 
 The Jesuits' Estates Act passed in Quebec. 
 
 1889. 
 
 Jan. — Dominion GDvernmant refuses to disallow the Jesuits' 
 Estates Act. Equal Rights' A.s.sociation formed in 
 Toronto to aid in the appeal from the Jesuits' Estates 
 Act to the Governor-General-in-Council. Principal 
 Caven's address as President of the A.ssociation: 
 
 " The right of appeal to the Governor-General which minori- 
 ties at present have must remain''' &c. 
 
 Mr. Dalton McCarthy's speech; 
 
 " The tvorship of what was called local autonomy . . . is 
 fraught . . . with great evils to this Dominion," &c. 
 
 Aug. — Mr. McCarthy, at Portage la Prairie, urges an attack 
 upon the Separate Schools in Manitoba (.see argu- 
 ment before Governor-General, p. 10()-7). 
 
 Oct. — Hearing of the Protestant appeal in the Jesuits' Estates 
 case before the Governor-General fixed for this date. 
 Settlement made by local authorities and appeal with- 
 drawn. 
 
%\ 
 
 IHfH). 
 
 March — Manitoba School Act passed. 
 
 July — Privy Council decision that Act was valid. 
 
 Nov. — Petitions of Catholic minority to Governor-General, 
 presented by Mr. Ivwart, Q.Q. 
 
 Dec. 29 — Dominion order-in-council with reference to the 
 petition of the minority, intimating that doubts have 
 arisen as to the jurisdiction of the Governor-General 
 in-Council. and directing that that question be first 
 argued. The Province of Manitoba to be notified. 
 
 Jan. '2'J. — The argument was fixed for this date. The Mani- 
 toba (iovernmcnt refused to appear : and Mr. Kwart, Q. 
 C, alone addressed the Council. 
 
 Feb. '11 — Dominion order-in-Council. 
 
 "The coinmitlee therefore advise that a case he prepared on 
 this suhjict, in accordance with the provisions of the Act, .")4- 
 oo Vict , chapter l*r), and they recommend that if this report 
 he approved a copy thereof be transmitted hy teUgraph to His 
 Honor the Lieutenant-Governor of Manitoba, and to John S. 
 Ewart, counsel for the petitioners, in order that if they be so 
 (hsposeil the Government of Manitoba, and the said counsel, 
 may offer suggestions as to the prepai ation of such a case, ami 
 as to the questions which should he etnbraced t/ieiein." 
 
 July S — No reply having been received from the Manitoba 
 Government, and no suggestion as to the form of the 
 case to be referred having V)een made on its behalf, the 
 draft case was approved: 
 
 "The Minister recommends that the case as amended, copy 
 of which is herewith submitted, be approved by Your Excel- 
 lency, and that copies thereof be submitted to the Lieutenant- 
 Governor of Manitoba, and to Mr. Ewart, with the information 
 that the same is the case which it is proposed to refer to the 
 Suprer^ie Court of Canada touching the statutes and memorials 
 above referred to." 
 
 Oct. — Argument of the case before the vSupreme Court r.t Ot- 
 tawa. Mr. Wade appeared as coun.sel on behalf of 
 the Province of Manitoba, but declined to argue the 
 case; and the court requested Mr. Christopher Robin- 
 son, Q.C., to argue in the interest of Manitoba. 
 
n'2 
 
 July 2(»— Dominion Government's connnunication to Manitoba 
 GovefiUnent, 
 
 " IvxpressiiiK *he niosl earnest hope that the I<e>»islature of 
 Manitoba may take into consideration at the earliest possible 
 ntonient, the complaints which are set forth in this petition, 
 and which are said to create dissatisfaction among the Roman 
 Catholics, not only in Manitoba, but likewise throughout Can 
 ada, and may take speedy measures to give redress in all the 
 matters in relation to which any well founded complaint or 
 grievance be ascertaine! lo exist." 
 
 Oct. 20 — Manitoba Government's communication to Dominion 
 Governtnent: 
 
 "The Executive of the Province see no reason for recom- 
 mending the Legislature to alter the principle of the Legisla- 
 tion complained of." 
 
 1 895. 
 
 Jan. '20 — Privy Council's .second decision. 
 
 Feb. 14 — Manitoba Legislature met. T/ie Dominion Ciovern- 
 menV s commtinication ivas never laid before the Legis- 
 lature. 
 
 Lieutenant-Governor's 
 ture ; 
 
 speech at opening of Legisla- 
 
 " Whether or not a demand will be made by the Federal 
 Government that that Act shall be modified .... it is 
 not the intention of my government in any way to recede from 
 its determination to uphold the present system." 
 
 Resolution carried in the Legislature : 
 
 "That this House will, by all constitutional means, and to 
 the utmost extent of its power, resist any steps which may be 
 taken to attack the School system established by the Public 
 vSchool Actof 1890." 
 
 March 4-7 — Argument at Ottawa before the Governor-General- 
 in-Council, between Mr. McCarthy, Q.C., and Mr. 
 Ewart, Q.C. 
 
 March 21 — Remedial Order; accompanied by a minute of 
 Council which respectfully, and courteously, urged 
 upon the Legislature that it should not, by refusing 
 to deal with the question, run the risk of 
 
 "permanently divesting itself, in a very large measure, of its 
 authority, and so establish in the Province an educational sys- 
 tem wliich cannot be altered or repealed by any legislative 
 body in Canada." 
 
 No teply was ever made by the Manitoba Govet nment to 
 this miyiuie of Council. 
 
 v\ 
 
 H 
 
 D 
 
6» 
 
 Jmiu -Reply of Manitoba Oovernnient to the Remedial Order : 
 
 "We are therefore compelled Id respectfully state to your H\- 
 celleiicv-iii-Couucil that we cannot a cept the resi)on9ihility of 
 carrying into effect the terms of the Remedial Order." 
 
 July 2;') — A further communication from the Dominion Ciovern- 
 ment to the Manitoba Government ; 
 
 "It by no means follows that it is the duty of the I'ederal 
 t'rovernmenlto insist that provincial legislation, to be mutually 
 satisfactory, should follow the exact lines of this Order, "—that 
 is the Remediul Order. " It is hoped, however, that a middle 
 (onrsf will commend itself to the local authorities, that federal 
 action mi»v become unnecessary." 
 
 Dec. 21 — Reply of Manitoba Government : 
 
 " It is therefore recommended that, so far as the Oovernmeut 
 of Manitoba is concerned, the proposal to establish a system 
 of .Separate Schools, /;/ an\/onu, be positively and definitely 
 rejected.