Lack of Comprehensiveness in the Educational Policy of the Times.
The policy of the country in regard to education in these early times was further marked by a lack of comprehensiveness in its aims.
The framework of the educational system, then projected, was constructed on a principle the very reverse of natural. And this fact led to the existence, subsequently, and for many years, of a singular anachronism as the result of its application of that principle. Thus, in 1797, lands were set apart in Upper Canada by the Crown for the establishment of district grammar schools and a university. But no provision was thought of for the establishment of elementary schools. These grammar schools were first established in 1807—eight in all, viz., at Sandwich, Townsend (London District), Niagara, York, Cobourg, Kingston, Augusta (District of Johnstown), and Cornwall. But no provision was made for elementary schools (and then only for four years) until 1816—nine years after the district grammar schools were established.
Dr. Strachan's feelings in this matter were evidently in harmony with this spirit of the times, and he directed his efforts exclusively to the establishment of these higher institutions of learning. He never lost sight, however, of the crowning institution of all—the university. His speeches and addresses on education all pointed to "this consummation, devoutly to be wished."
Referring to this educational anomaly, or anachronism, of establishing higher institutions of learning before providing for elementary schools, an English resident in a book entitled "Three Years in Canada," and published in 1839, thus forcibly points out the singular want of foresight in this matter. He says:—
"The Provincial Board of Education either assumed that elementary education in Upper Canada had attained its zenith or deemed it better to begin at the apex and work downward to the base of the structure they were called upon to rear than to follow the old-fashioned custom of first laying the foundation and then working upwards."
The fact was, and the chief reason for the perpetration of this educational anachronism was, that the friends of popular education, while all-powerful in the House of Assembly, were few and consequently uninfluential in the Legislative Council. They were, therefore, not able at all times to influence that body so as to secure its assent to the elementary education bills passed by the popular branch. We have seen that, in 1838, the Council refused to concur in the Common School Bill passed in that year by the House of Assembly. Before another School Act was introduced, both Houses had ceased to exist in the Union of the two provinces in 1840.