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 UNVEILED ON THE QUEEN'S BIRTHDAY, 1889 
 
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THIS STATUE 
 
 IS 
 
 AS A MEMORIAL 
 
 OF THE GKEAT PUBLIC SERVICES OF THE 
 
 REV. EGERTON RYERSON, D.D., LL.D.. 
 
 SON OF COLONEL JOSEPH RYERSON, 
 
 A BRITISH OFFICER WHO SERVED DURING THE AMERICAN REVOLUTION^ 
 
 AND WHO WAS ONE OF 
 
 THE UNITED EMPIRE LOYALISTS 
 
 WHO SETTLED IN THIS PROVINCE 
 
 A DISTINGUISHED MINISTER OF THE METHODIST CHURCH, 
 
 1825-1882. 
 
 HE OBTAINED FOR THAT CHURCH A ROYAL CHARTER IN ENGLAND 
 FOE THE E8TAELr.-,HMENT OF 
 
 UPPER CANADA ACADEMY AT COBOURG. 
 
 1828—1841. 
 
 AFTERWARDS 
 
 OF WHICH HE WAS THE FIRST PRESIDENT. 
 
 IN FOUNDINfl 
 
 THE SCHOOL SYSTEM OF HIS NATIVE PROVINCE, 
 
 AND IN PROMOTING THE 
 
 ESTABLISHMENT OF PREE SCHOOLS, 
 
 HE DISPLAYED THE RARE GIFTS OF A 
 
 FAR-SEEING AND ENLIGHTENED STATESMAN, 
 
 AND FOR THIRTY-TWO YEARS WAS 
 
 THE ABLE ADMINISTRATORrOF THAT SYSTEM, 
 
 1841—1876. 
 
 ERECTED BY CONTRIBUTIONS FROM SCHOOL TRUSTEES, INSPECTORS 
 TEACHERS, PUPILS, AND OTHERS ; 
 
 AIDED BY A GRANT FROM THE CITY OF TORONTO AND 
 THE LEGISLATURE OF ONTARIO. 
 
THE REV. EGERTON RYERSON. 
 
 D.D., LL.D., 
 FOUNDER OF THE SCHOOL SYSTEAf OF ONTARIO. 
 
 On the Unveiling of his Statue on the Queen's Birthday, i8Sg. 
 By J. OEOROE HODGINS. 
 
 To day will long be memoiable in the educational history of 
 Ontario — for to-day has been unveiled the first statue ever erected 
 in this Province to one of its own .-Jons. 
 
 It will be still more memorable from the fact that that special 
 subject of public interest and national concern which has been 
 signally honoured to-day, is the pre-eminently important one of 
 pof)ular education. These two facts combined give to the cele- 
 bration and pleasant incidents of the day a peculiar significance, 
 and a special interest. 
 
 One of the first indications of :i growing national life and a 
 patriotic national spirit is the erection of statues to noble sons 
 who have rendered such valuable services to the State as are re- 
 cognized and honoured here to-day. 
 
 It is a most hopeful sign, as well as an assuring and happy 
 augury for the future of a country', when its patriotism takes the 
 grateful and graceful form of doing honour to those who have aided 
 in laying the foundation of its future greatness and prosperity. 
 This, we all rejoice, has been done by Ontario to-day in the un- 
 veiling of the statue of the distinguished Founder of her educa- 
 tional system. She hks reared to-day to one of the sons of her 
 soil a noble monument, expressive of grateful acknowledgment 
 for services of the greatest importance and value to her and to 
 the thousands of her sons and daughters j'^et unborn. 
 
 The erection of this statue emphasizes in a striking manner a 
 notable fact, which the mature judgment of the nineteenth cen- 
 tury has everywhere endorsed, that : 
 
 •' Peace hath her victories no less renowned than war." 
 
cat) 
 
That ib, that it is not heroic deeds of valour alone which call 
 fortli a nation's gratitude. It further shows us that unswerving 
 <levotion to duty in any of the departments of the public service, 
 or professional or private life, which have to do with matters 
 which concern a nation's progress and welfare, isequally recognized, 
 if not more signally honoured, than were deeds of prowess in the 
 ■days gone by. We have, at all events on t\ is continent, many not- 
 able examples of distinguished honour being done to literary men, 
 to men of science and to noted educationists. Any one who has 
 visited the chief city of Massachusetts cannot fail to have seen, on 
 the broad terrace in front of the capitol, a massive bronze statue 
 to Horace Mann, the well-known Founder of the Public School 
 System, not only of Massachusetts, but practically of the New 
 England States. So, in like manner we unveil to-day the statue, 
 mot only of the Founder of the School System of Ontario, but of 
 one, the impress of whose hand, and the practical suggestions of 
 -whose mature experience, may be recognized in the systems of 
 •educAtion of some ot the Maritime Provinces, and in those of 
 Manitoba and British Columbia. The first Superintendents of 
 these two Provinces were trained in the schools of Ontario, and 
 are thus the experienced })ioneers in the new Provinces of their 
 •educational systems. Even the grand old Mother Country has not 
 iailed to acknowledge her indebtedness to him whom we honour 
 4o-day, for practical suggestions in the solution of the educational 
 problems which confronted her public men during the years reach- 
 ing from 1860 to 1870. 
 
 As to the appropriateness of our erecting a Statue to Egerton 
 Kyerson in Ontario, as was done to Horace Mann, in Massachu- 
 ;setts, I may here quote a reference to the equal value of the 
 labours of these two noted men which was made 25 years ago by 
 that acute observer and experienced educational commissioner, the 
 late well-known and distinguished Bishop Fraser, of Manchester. 
 He said : 
 
 ""^Vhat Education in New England owes to Horace Mann, Education in 
 Canada owes to Egenon Ryerson." 
 
 To-day we honor ourselves by seeking to discharge that 
 obligation, at least in part. 
 
 There is one ciicuinstance connected with the erection of this 
 statue which, to my mind, gives it a peculiar value and signifi- 
 cance. The erection of statues by popular vote, or by the Legis- 
 lature, gives a (juasi, if not a real national character to such erection, 
 but, a statueerected from the proceeds of thousands of small conti i- 
 butions, as in this case, shows that deep down in the hearts of the 
 peo[>]e of this country there must have been genuine regard for 
 dhe man wliom they thus seek to honour. When a memorial takes 
 .such a form jus that we may well regard it as more enduring and 
 
ally progressive- 
 never continue im 
 
 precious than either the Inonze or niarhle which constitute the- 
 material of its .structure. 
 
 It (iovolves upon tne, as Chairnmn of the Committee having- 
 charge of this work, and at the kind request of my colleagues, — 
 no less than as the life-long friend and fellow-laborer of him whose 
 dejds arid memory we honour to-day —to trace back to their source- 
 the origin and underlying pririciftles of our system of education^ 
 and to show that these underlyin;^ principles and other vital 
 forces were 80 combined by a master-hand as to form the ground- 
 work, as they have, in their combination, become the charter, of our 
 educational system of to-day. 
 
 And here, in this connection, a thought or two strikes me ; an«l 
 each thought contains for us a moral and a lesson. 
 
 The Hrst is that educational systems are essentia 
 in their character and purposes, and truly they 
 (me stay." 
 
 The second is that the earliest sources of what might be called 
 our educational in.spiration are now uncertain guides, and, as such, 
 are to day of doubtful authority. 
 
 No one will venture to aiBrm that even— as it was then con- 
 sidered — the broad and comprehensive scheme of public educatiou 
 sketched by Dr. Ryerson in lH-t6, should be considered as the acme 
 of our educational achievement of to-day. Nor would any one- 
 at all conversant with the condition and progress of education on 
 this continent alone be content to draw his inspiration from, or 
 limit his range of observation to, the New England States as. 
 formerly. The examples to be seen, and the experience to be- 
 consulted an<l the system.s to be studied, must to-tlay — so far a* 
 the United States is concerned — be sought for in the far-ofi 
 Western States. 
 
 In this matter I speak of what I know; and I speak, therefore^ 
 with the more emphasis on this point, because of the primary im- 
 portance of keeping this Province and the Dominion education- 
 ally abreast of the most advanced of the States of the American» 
 Union — our near neighbors, and our energetic and actively pro- 
 gressive educational rivals. 
 
 As an illustration of these notable facts, I may state that having 
 been selected by the United States Bureau of Education to act as- 
 one of seven international educational jurors, at the New Orleans. 
 Exhibition of 188.5, it was, during six weeks, my duty with others,. 
 to exainine into, and report upon, the condition and results oi 
 the various .state .systems of education in the Union, and in other 
 countries. 
 
 ^ I need not more than st*ite, what you likely anticipate, ti.at 
 France, by her enlightened educational legislation of 1881— -pro- 
 viding for manual, or industrial, training in all of her schools — 
 and Germany, by her earlier and more .systematized educational 
 
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6 
 
 legislation, stand at the head of European States', as does Japan 
 at the head of the whole Eastern World. But, in this connection, 
 the interest to us should he to note the fact that the educational 
 centre in the United States has within the last few years been 
 gradually shifted from the east to the west. As an illustration, I 
 may say that the highest award for the extent, variety and com- 
 pleteness of its educational system in all its details, was unanim- 
 ously made by the jurors to Minnesota, while Massachusetts and 
 other New England States, with New York, Pennsylvania, etc., 
 were entitled to only second and third class honors. France and 
 Japan justly received first-class honors, while England and other 
 <;ountries (omitting Germany) had to be placed in the second 
 •and third class ranks as educating countries. 
 
 A revelation of these and other suggestive facts in regard to the 
 progress of education in countries outside of our own, more than 
 ever convinced me of the wisdom of Dr. Ryerson's policy of obser- 
 vation, while head of the Education Department. He laid it 
 down, not so much an educational axiom, as a wise dictum — 
 the result of his educational experience, that — 
 
 " There is no department of civil government in which careful preparation, 
 -varied study and observation, and independent and uniform action, are bo 
 important to success and efficiency, as in founding, maturing and developing 
 a system of public instruction. 
 
 He, therefore, wisely devoted a large portion ot his time to this 
 ^' careful preparatioi;i," as well as to " varied study and observa- 
 tion-" of systems of Education in Europe and America. And this 
 fact largely accounts for the " success and efficiency" of his efforts 
 in " founding, maturing and developing'" our system of public in- 
 struction. 
 
 When we reflect upon the fact of the immense growth, and the 
 comprehensive character of the educational machinery in operation 
 on this continent alone, and the vast sums expended to keep it in 
 motion, we cannot fail to be profoundly impressed with the 
 serious and grave responsibility which is constantly imposed upon 
 our educational leaders, of being forever on the watch-tower of 
 observation, to note the changes, improvements and advances 
 which a continually taking place in the educational world out- 
 side. We are too apt to be content with our own progress, and 
 to measure ourselves by ourselves. In this connection the Avords 
 recently addressed to the Kingston Board of School Trustees by 
 the V 'ry Rev. Principal Grant, are of special value as an apt 
 illustration of my meaning : — 
 
 " During my absence I have studied the school systems of many coun- 
 tries, and have learned lessons that ought to assist me in ci>mins( to right 
 conclusions. The world is wider than Canada, or than America. The British 
 Empire itself is wider than this continent, and within its boundaries there are 
 •o many educational systems and methods that a man who travels with eyes 
 
 < \ 
 
and ears open cannot help learning many things that confirm opinions prev- 
 iously held, and suggest improvements on what he may havo thought perfect 
 or the necessity of revising his former judgments. He j^ots new points of 
 view, and that of itself is a great matter. 
 
 Oar American neighbors became fuUy alive years ago to the 
 evils of the fluctuating and uncertain character of the prevailing 
 system of educational administration in vogue ammgst them. 
 They saw that new and ofticially untrained men, of merely local 
 experience and knowledge, were constantly being elected to take 
 charge of the administrative department of the schools of a state. 
 Such men were often able educators, but by no means experien- 
 ced educationists, or masters of systems of education. The Amer- 
 ican people, shrewd and practical as they are, felt the absolute 
 necessity, therefore, of furnishing such men, and the vast army 
 of their ed.^cationists and educators, with full and accurate infor- 
 mation on systems and plans of education all over the world. 
 With this object in view, they established a central observatory, 
 or Bureau of Education at Washington. I need hardly say how 
 ably the work of this Bureau was systematized and most effici- 
 ently performed under the direction of the Hon. John Eaton, 
 Commissioner of Education. His successive reports and periodical 
 Circulars of Information are mines of educational wealth. I^heir 
 fulness and comprehensiveness have been a marvel. They have 
 aroused and stimulated educational workers everywhere. They 
 are largely welcomed, and are highly prized in these Provinces 
 and elsewhere, as suggestive, and as invaluable storehouses of infor- 
 mation, and of the pi'actical details of education all over the world. 
 They have, therefore, largely supplied the place of personal in- 
 quiry and research, and yet have greatly stimulated both. 
 
 It was Dr. Ryerson's ideal that sooner or later a similar Bureau 
 would be established by the central government at Ottawa, the 
 object of which would be, not only the supplying of abundant 
 and reliable information to each province on the subject of sys- 
 tems and plans of education, but also, by intercommunication, to 
 secure a general harmony of aim and purpose. And that further, 
 without attempting any interference in local administration, the 
 Bureau would be the means of keeping up an active yet friendly 
 intercolonial rivalry ; and thus, on Dominion and national lines, 
 to build up the confederacy, and to stimulate and encourage the 
 efforts made in each province for the promotion of substantial 
 educational progress, combined with efhciency and economy. 
 
 It is not my purpose to do more on this occasion than to give 
 a resume of a somewhat elaborate |)aper (which I have prepared 
 for this occa&ion), on the early origin and .subsequent growth of 
 public education in Ontario. My synopsis of that paper will be 
 chiefly confined to that part — omitti ng biographical references — 
 which treats of the labors of that distinguished Canadian which 
 Ontario honours to-day in the person of the Rev. Dr. Ryerson. 
 

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 8 
 
 The e(? ucational history of Ontario naturally divides itnelf in I o 
 three periods, viz : 
 
 1. The early settlement, or United Empire Loyalist period. 
 
 2. The period preceding the union ot Upper and Lower Canada, 
 in 1840. 
 
 3. The period since that union, and including the adminsttration 
 of the Education Department by the Rev. Dr. Ryersoh, down to 
 1876. 
 
 The first and second periods, I shall touch upon very briefly 
 in this abstract, omitting all but a l^rief reference to the Colonial 
 Chapter in the history of education on this continent. 
 
 During the early settlement period, and that preceding the 
 union of Upper and Lower Canada in 1840, two social forces 
 (which took an educational form later on) were slowly shaping 
 "themselves into an antagonistic attitude to each other. This 
 was apparent from the position which the representatives 
 of these forces assumed on the religious, political, and other 
 questions of the day. As yet the question of an educational sys- 
 tem for the Province — beyond that of a University and district 
 Grammar Schools — had, down to 1836, taken no definite shape 
 in the public mind. Indeed, such a thing, as we now regard it, was 
 not deemed practical, except by a few leading men who were years 
 in advance of their times. 
 
 The first real systematic efforts put forth in America to promote 
 popular education began in New England, and thence spread in all 
 directions. In 1635, the first school was opened in Boston ; and, 
 in 1647, the first legislative enactment in favour of ischools was 
 passed in Massachusetts. In 1670, the Governor of Connecticut 
 declared that " one-fourth of the revenue was devoted to schools." 
 Hon. John Eaton, United States Commissioner of Education, in 
 his valuable and comprehensive report for 1875, .says : — 
 
 " History, with hardly a dissenting voice, accorded to the English colo- 
 nists or New England the credit of having developed those forms of action, 
 in reference to the education of children, which contained more than any 
 other the distinct features r)f the systems adopted in this country. " 
 
 Trained in such an educational school, and animated with the 
 educational zeal of these old colonial tixnes, the " United Em- 
 pire Loyalists" brought with them into Cana<Ja their love for 
 education and their devotion to the sovereign. 
 
 The U. E. Loyalists removed to British America in 1783, the 
 year of their exile. Most of them settled in Upper Canada, along 
 the north shore of the Upper St. Lawrence, and the correspond- 
 ing margin of I^akes Ontario and Erie. They brought with them 
 from tb.G old colonies their educational traditions and their devo- 
 tion to the flag of the Empire. Those of them who had settled along 
 the Bay of Quints, united in 1789, in framing a memorial to 
 
PW] 
 
Govornor-General Lord Dorchester (Sir Guy Carleton), in which, 
 lamenting the educational privations which they had endured 
 since their settlement in Canada, they prayed the Gover- 
 nor to establish a " seminary of learning" at Frontenac (Kings- 
 ton). Their prayer was granted, so far as the setting apart of 
 lands for the support of the seminary was concenie<l, as well as 
 the support of schools wherever the expatriated colonists had 
 settled, or might settle, in the copntry. 
 
 Immediately after the passing of the Constitutional or QueV»ec 
 Act, of 1791, by wliich, among other things, U[)per Canada was 
 separated from Quebec, the Governor of the new Province (J. 
 (iraves Simcoe), sought the co-operation of the Church of Eng- 
 land Bishop (Mountain), of Quebec, who hjid ecclesiastical juris- 
 diction over both Provinces, in urging upon the Home Govern- 
 ment the necessity of providing for a University and for classical 
 schools in Upper Canada. Pi'ovision for elementary .schools 
 formed no part of this scheme. The British (Colonial idea of 
 providing for such schools never crossed the mind of the 
 Governor nor of the' Bishop. They were filled with the old- 
 fashioned English ideas of those times — that the .systematic educa- 
 tion of the masses was unneces-sary, as it might tend to revolution, 
 and the upsetting of the established order of things. 
 
 As the years passed on, nothing practically was done by the 
 Legislature for the promotion of education until 1809, whtn a 
 few district grammai- schools were established. Subsequently, 
 Rev. Dr. Strachan became a Master of one of these schools, and 
 Rev. George Ryenson 'tnJ his brother Egerton, Master and Usher 
 of another. Seven years afterwards (in 18 IG), an attempt 
 was made to establish a .system /f common schools, and to 
 provide for their maintenance. For the first three years, 
 the parliamentary grant was $24,000 per annum, but, in 
 1820 the old-fashioned ideas again asserted themselves, and it was 
 suddenly reduced to $10,000 a year — closing up schools here and 
 there, all over the province, and inflicting grievous hardship on 
 many worthy, and (in the .scornful language of the day, and even 
 of the parliamentary report) many unworthy teachers also. 
 
 For 20 years — from 1816 to 1836 — spasmodic efforts were made 
 from time to time by progressive and earnest men in the Legis- 
 lature to establish a system of schools. Enquiries were instituted 
 and reports made, chiefly but not wholly, by the House of Assem- 
 bly. A vigorous contest was maintained between that body an<l 
 the Legislative Council on the subject. Bills were passed by the 
 Assembly and rejected by the Council. The contest continued 
 until the Rebellion occurred, and this event turned all men* 
 thoughts into another channel for the time. 
 
 As to the state of education in the Province prior to this date, 
 a Report of the House of A.s.sembly, in 1831, states that — 
 
i 
 
WWI 
 
10 
 
 "The Common Schoola of thia Province are generally in so deplorable a 
 •tate that they scarcely deserve the name of schools." 
 
 " The iiisufKciency uf the school fund to support computent, respectable 
 teachers has degraded common school teaching from a regular business to a 
 mere matter of convenience to transient persons, or common idlers, who often 
 teach school one season and leave it vacant until it accommodates some other 
 like peison, whereby the minds of our youth are lelt without cultivation, or, 
 what is still worse, frequently with vulgar, low-bred, vicious, or intemperate 
 examples before them, in the capacity of monitors," t e. , teachers. 
 
 Reports of committees of the House of Assembly in 1832, 1833 
 and 1835, deplore the continuance of this untoward state of 
 things. 
 
 The Legislative Council, which had been the chief obstructive 
 in school legislation of these days, in inviting a conference witli 
 the House of Assembly, in 1838, thus explains the rea.son of its 
 rejection of a School Bill then passed by the House : 
 
 " The Legislative Council have to ac^iuaint the House of Assembly that 
 they cannot pass the School Bill [sent up to them] because it proposes to 
 levy an assessment to the extent uf iJid. [Scents] in the £ [94] to support 
 Common Schools ; and as acts have lately passed imposing rates for . 
 building jails and court- houses and macadamized roads, the Council fear that 
 the assessment for common schools might be found burthensome." etc. 
 
 Thus, because jails, court-houses and loads were considered 
 more important than schools, the lust Act fur the promotion of 
 education ever passed by the U. C. House of Assembly was re- 
 jected by the Legislative Council. Such was the untoward state 
 of affairs when the Legislative Union of Upper and Lower Can- 
 ada took place in 1840. 
 
 Among the important measufies passed by the firs^ Parliament 
 of United Canada was one providing for the establishment of a 
 municipal system in Upper Canada, and partly so in Lower Can- 
 ada. On this system was engrafted a scheme of public education, 
 applicable to tho two provinces alike, and a liberal provision was 
 made for its maintenance. Separate Schools were then Hrst estab- 
 lished. After two years' trial, it was found that so diverse were 
 the social and other conditions of the two Canadas, that the 
 School Act of 1841 was repealed, and one adapted to each Pro- 
 vince was passed in 1843. Separate Schools were continued. 
 
 Up to this time, Dr. Rycr-son's energies had been engrossed in 
 contending for the civil and religious rights of the people. He 
 had also, ten years before, projected and collected money for the 
 establishment of an academy, or college, for higher education at 
 Cobourg. These early efforts of his, and the after establishment 
 of Victoria Collega at Cobourg and Queen's College at Kingston 
 as universites in 1840-41, aroused a wide-spread interest in edu- 
 cation generally, which bore good fruit afterwards. Dr. Ryerson 
 became President of Victoria University in 1841. In 1844, he 
 was appointed Superintendent of Education for Upper Canada. 
 
11 
 
 Inmediate]y after his a) pointment he went to Kurope, and re- 
 mained there and in the 'iiited States for over a year, mak- 
 ing himself familar with systems of education in the«e coun- 
 tries. On his return, he submitted to the Government an elaborate 
 report on a " System of Public Instruction for lJp()er Canada," 
 which was published in 184(5. He also prepared a draft of a School 
 Bill to give effect to the recommendations contained in his report, 
 so far as rural schools were concerned. In the following year he 
 prepared a comprehensive measure in regard to schools in cities, 
 towns, and incorporated villnges. 
 
 It was not to be expected that so comprehensive a scheme of 
 education as that proposed by Dr. Ry arson would meet with 
 general acceptance. Tne very reverse was the fact. It was as- 
 sailed as revolutionary and oppressive. It certainly was revolu- 
 tionary in the best .sense ; but not oj)pressive, for it was largely 
 permissive and wholly tentative. And, for many years the town 
 of Richmond, i" the (Jounty of Carleton, refu.sed to establi.sh schools 
 under its provisions. The new measures were so far revolution- 
 ary that they differed almost wholly from the former projected 
 school acts. The system proposed was composite. Its machinery 
 was adopted chiefly from the State of New York. The principle 
 upon which the schools were to be supported was taken from New 
 England — Normal .schooi.s, from Germany, and the uniform series 
 of school books, from Ireland. All were, however, so blended to- 
 gether and harmonized, to meet the requirements and circumstan- 
 ces of the country that they l^ecame, in Dr. Ryerson's moulding 
 hands, " racy of the soil." 
 
 Up to this time no one but Dr. Ryerson had been able to give 
 a practical turn to the rather crude theories which had been held 
 on the subject of popular education. He, however, had to pay 
 the penalty of all such reformers ; but yet he lived to see the 
 fuller details of his system of educat'on worked out on his own 
 lines. 
 
 It is needless to say that Dr. Ryerson's scheme was assailed as 
 impracticable. This, I have explained. It was held to be too 
 comprehensive for the country. Even his reference to the com- 
 pact and systematized plan adopted in Prussia was seized upon as 
 an indication of his covert desifjn to introduce the baneful system 
 of so-called " Prussian despotism." His commendation of " free 
 schools," as a prospective feature of our educational system, was 
 denounced as anattempt to legalize an " outra.;eous robbery," and 
 as a communistic " war against property." 
 
 Several District Councils arrayed themselves in opposition to 
 the new order of things. One of them, in the west, objected to the 
 establishment of a Normal School, and, in a memoiial to the 
 Legislature, maintained the desirability of " securing, as hereto- 
 fore, the services of those whose physical disabilities from age 
 
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•mm" 
 
iywBiiii|ligiji^iii>jriiti£.j»a^ 
 
12 
 
 render this i.iode of obtaining a livelihood the only one suited to 
 their decaying energies." Contrast the enlightened discussion of 
 such (|uestions to-day with the unenlightened ignorance of ihat 
 day, and you can form some idea v-f the magnitude of Dr. Ryer- 
 son's labours, not only in laying broad and deep the foundations 
 for his superstructure, but in seeking to overcome the deep-rooted 
 and unreasoning prejudices of ihose days — days indeed of 
 anxiety and toil and opposition, whi"^ I so well rsmember. 
 
 At this tiu^e, an administration was in office, some members 
 cf which were personally unfavourable to Dr. Ryerson's contin- 
 ua.ice in office. One of these, a prominent and popular member 
 of the cabinet, induced his colleagues to assent to the passage of 
 a school bill which practically legislated Dr. Ryerson out of office, 
 besides being c'ljectionable in other respects. He at once tender- 
 ed his resignation. The Hon. Robert Baldwin, Attorney-General, 
 declined to recommend its acceptance By advice of the Cabinet, 
 the operation of the bill was suspended until a new one, framed 
 by Dr. Ryerson, could be prepared and passed. The result was 
 the passage of the school act of 1850 — popular in its character 
 and eompreliensive in its provisions. It now forms the broad 
 basis of the present school system of Ontario. 
 
 it was fortunate that just at this crisis Canada was favoured 
 with the presence of one of the most able and accomplished of 
 the Queen's Representatives, the Earl of Elgin and Kincardine. 
 It is a gratifying fact that he identified himself personally, as well 
 as officially, with the general education and intellectual improve- 
 ment of the people of Canada during the whole of his seven years' 
 term of office. He was deeply interested in the success of our 
 system of education, for he at once pei'ceived the great impor- 
 tance to the whole country of the question involved, and which 
 was then so fiercely disc»is.'*ed. The first bill to which His Excel- 
 lency gave the royal as.sent, after the removal o. the seat of gov- 
 ernment to Poronto, was the school bill passed in 1850, to which 
 I have referred. He afterwards laid the corner stone of these 
 handsome buildings accompanying the act with one of his most 
 able and eloquent speeches. 
 
 In foundiftg the system of public instruction in Upper Canada, 
 Dr. Ryerson wisely laid down certain fundamental principles, 
 which he believed to be essential to the stability and success of 
 chat system. These general principles may be thus summar- 
 ized : — 
 
 1. That the machinery of education should be n the hands of 
 the people themselves, and shouhl be managed exclusively through 
 their agency. 
 
 2. That the ratepayers should be consulted beforehand, in re- 
 gard to all school legislation. This he did himself every few 
 years, l)y means of public meetings and conferences. 
 
13 
 
 3. That the interference of the department, by aid, or other- 
 wise, should only take place when it could most effectively be 
 used to stimulate and assist local effort in this great work. 
 
 4. That a thorough and systematic inspection of schools was 
 essential to their vitality and efficiency. 
 
 5. That the property of the country should be responsible for, 
 and should contribute towards, the education of the entire youth 
 of the country ; and that, as a complement to this, " compulsory 
 education should necessarily be enforced." 
 
 These, and other important principles, Dr. Ryei-son kept stead- 
 ily in view during his long administration of the .school system 
 of his native Province. He wp,8 not able to embody them all at 
 once in his eirlier school bills, but he did so in the final legis- 
 lation on the subject with which he was connected in 1870-187 »•. 
 
 I will now give a brief summary, in chronological order, of the 
 successive steps which Dr. Ryerson took to develop the system 
 of education which he had founded. 
 
 In 1850 51, Dr. Ryerson, while in England, made arrangements 
 for establishing a library, a prize book and an apparatus and map 
 depository, in connection with his department.- 
 
 Another active agency which he employed to diffuse valuable 
 information and to enlighten the public mind in regard to popular 
 education and scho'-' law administration was instituted in 1848. 
 This was a monthly journal of education, which was sent free to 
 school trustee corporations, superintendents and inspectors. It 
 did good service during the 30 years of its publication, but was 
 discontinued in 1878. 
 
 In l-oo, meteorological stations were established in connection 
 with 12 county grammar schools — 10 following the coast line of 
 the lakes and on large rivers, and 2 entirely inlard. 
 
 In 1857 Dr. Ryerson made his third educational tour in Europe, 
 where he procured at Antwerp, Brussels, Florence, Rome, Paris, 
 and London, an admirable collection of copies of paintings by the 
 old masters ; also statues, busts, etc., besides various articles of a 
 typical character for a projected school of art and design, then 
 contemplated. 
 
 In 1858-(>1, Dr. Ryerson took a leading part in a protracted 
 public discussion before a committee of the House of Assembly 
 in favor of aid to the outlying denominational universities, chieHy, 
 as he stated, in terms of the Hon. Robert Baldwin's liberalized 
 University Act of 1853. 
 
 In 1807, Dr. Ryerson made his fourth and final educational 
 tour in Europe aid America. On his return he submitted to ',he 
 Government a highly valuble " Special Report on the Systems 
 and State of Popular Education in the several countries of Europe 
 and the United States of America, with practical suggestions for 
 
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14 
 
 the improvement of Public Instruction in Upper Canada." He 
 also made a separate and interesting " Report on the Institutions 
 for the Deaf and Dumb in various countries." A few years after- 
 wards he was gratified at seeing institutions of a similar kind in 
 successful operation in this Province. 
 
 For the various objects which he had recommended during the 
 years from 1850 to lh70, liberal grants were made by the Legis- 
 lature. The policy of the Government during those years was to 
 aid Dr. Ryerson in building up and consolidating the system of 
 public instruction which he had taken such pains to establish. The 
 result was that our school system grew and expanded in every 
 direction, and became firmly fixed in the affections of the people. 
 In this way it came to be regarded with pride as one of the most 
 successful and popular systems of education on the continent. And 
 yet, as I have shown, he was continually suggesting improve- 
 ments in it, for he always held that there was room, as well as a 
 necessity, for them. 
 
 School legislation, chiefly in regard to high schools and matters 
 of detail, took place at intervals duriug the intervening years, but 
 it was in 1870 and 1874 that the final legislation under Dr. Ryei- 
 son's auspices took place. That of 1870 was strikingly progres- 
 sive, and took a wide range. That of 1874 was largely supple- 
 mental and remedial. 
 
 The Act of 1870 introduced into our school law for the first 
 time some important principles, which, as jet, had not received 
 legislative sanction. Ihey were chiefly tho.se which related, 
 among others, to the following matters : — 
 
 1. Governmental, combined with improved local, inspection of 
 schools. 
 
 2. A high and fixed standard of qualifications for inspectors of 
 public schools. 
 
 3. The abolition of non-certificated township superintendents 
 of .schools, and the substitution therefor of duly licensed county 
 inspectors. 
 
 4. The institution of simultaneous and uniform examinations 
 in the several counties for teachers desiring certificates of quali • 
 fication. This principle was soon extended to other examinations, 
 including competitive examinations in counties, etc. 
 
 •5. The fixing and rendering uniform of a higher standard of 
 (qualification for public and high school teachers. 
 
 G. Giving the profession of teaching a fixed legal status, and 
 providing more fully and equitably for the retirement and united 
 .support, by the profession and the legislature, of worn out or 
 disabled teachers. 
 
 7. The establishment by law of a national system of free 
 schools. 
 
15 
 
 8. Declaring the right by law, as well as the necessity, of every 
 child to attend some school, thus recognizing the principle of, and 
 providing for, " compulsory education." 
 
 9. Requiring, by law, that adequate school accommodation, in re- 
 gard to school-house, playground and site, be provided by the 
 trustees, for all of the resident children of school age in their 
 localities. 
 
 10. Prescribing a more systematic and practical course of study 
 for each of the classes in the public schools. 
 
 11. Discriminating, by a clearly defined line, the course of stuty 
 in public and high schools respectively. 
 
 12. Providing for the establishment and support of collegiate 
 institutes, or local colleges. 
 
 13. Requiring municipalities to maintain high schools and col- 
 legiate institutes, equally with the public schools, and as part of 
 the general school system. 
 
 14. Providing, at the option of the ratepayers, for the substi- 
 tution of townsnip boards of education, in place of local trustee 
 boards. 
 
 15. Authorizing the establishment of industrial schools. 
 
 Such were the main features of the comprehensive and pro - 
 gre.ssive School Act passed in 1870. In many respects it i-evolu- 
 tionized the existing state of things. It gave a wonderful im- 
 petus to the schools, and to every department of the school sys- 
 tem — the effects of which we feel to this day. 
 
 The last important official act of Dr. Ryerson was to arrange 
 for the educational exhibit of the department at the Centennial 
 Exhibition in 1870. That was most successfully carried out ; and, 
 at the close of that exhibition, the following highly gratifying 
 " award " was communicated to the then venerable ex-chief, after 
 he had retired from office. The award was made by the Ameri- 
 can Centennial Commission, and was to the following effect : — 
 
 " AN AWARD. . 
 
 "For a quite complete and admirably arranged exhibition, illustrating 
 the Ontario system of education, and its excellent results. Also for the 
 efficiency of an administration which has gained for the Ontario department 
 a most honorable distinction among government educational agencies." 
 
 This " award " was a great gratification to the retired chief of 
 the departnient — then in his 73rd year. It amply repaid him, and 
 was, as he said, a most pleasing and unlooked for compensation for 
 his many years of anxious toil and solicitude while endeavouring, 
 to the best of his ability, to lay the foundations of our educational 
 system 
 
 ^. 
 
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 ^ 
 
 i 
 

 
 i 
 
10 
 
 In this sketch, 1 havb only given a brief outline of the paper 
 which 1 havo prepared for this occasion, and which will sub- 
 sequently b(! jtubhshed. 
 
 I will only add a few ttgures to show what a great advance our 
 ^chool system made under the administration of Dr. Ryerson : 
 
 In IS-tt, there were 2,700 public school teachers employed. In 
 1^70, there were O.lSo, The total expenditure for public schools, 
 in 1844, was only »27'),0()0. In 1870, it had reached the grand 
 sum of over $3,063,O«M) (18:J,()00,456), and including the exnendi- 
 ti>rf» for high schools, the sum of $3,538,952. The number of 
 pupils in the public schools in IS^-t was 1)0,570. In 1870 the 
 number wasch so on 500^000. 
 
 * Having boon intimately concerned in all of the events and educa- 
 tional matters to which I have referred, it may not be out of 
 place for mc to add a few words of a personal character in con- 
 clusion. 
 
 At the end of this year I shall have completed my more than 
 45 years' service, as chief of the staff of the Education Dejwirt' 
 nient of Ontario. 
 
 if or over 40 yeai-s I enjoyed the personal friendship of the dis- 
 tinguished man whose memory we honour here to-day — ^32 years 
 of which were passed in active and pleasant service under him. 
 How can I, therefore, regard without emotion the events of to-day ? 
 They bring vividly to njy recollection many memorable incidents 
 and interesting events of our educational past known only to my- 
 self. They also deeply impress me with the fleeting and transitory 
 nature of all things human. The Chief and sixteen counsellors, 
 appointed and elected to assist him, have all passed away. His 
 great work remains, however, and his invaluable services to the 
 country we all gratefully recall to-day, while his native land 
 lovingly acknowledges these services in erecting this noble monu- 
 ment to bin memory. Truly indeed and faithfully did Egerton 
 Ryerson make good his promise to the people of this Province, 
 when he solemnly pledged himself, on accepting office in 1844 — 
 
 .** To provide for my native c )untry a system of education, and facilities 
 lor inifBllectual inprovement, not second to those of any country in the 
 •world." ^'• 
 
 God grant tha^t the seed sown and the foundations thus laid, 
 with such anxious toil and care — and yet in faith — may prove tc 
 he one of our richest heritages, so that in the future, wisdom and 
 knowlfl4g6i hQ highest and truest sense, may be the stability 
 of our iiTTt^ - 
 
 
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