CHAPTER XXXIX.
Contents—Extract from Cooper—Educational institutions—Kingston—Queen’s College—Own’s Real Estate—Regiopolis College—Roman Catholic—Grammar School—Attendance—School houses—Library—Separate Schools—Private Schools—The Quaker School—William Penn—Upon the Hudson—Near Bloomfield—Origin of school—Gurnay—His offer—Management of school—The teaching—Mrs. Crombie’s schools—Picton Ladies’ Academy—McMullen, proprietor—Teachers—Gentlemen’s department—Popular—The art of printing—In America—Book publishing—First in America—Books among the loyalists—Few—Passed around—Ferguson’s books—The Bible—Libraries at Kingston and Bath—Legislation—In Lower Canada—Reading room at Hallowell—Reserves for Education—Upper Canada in respect to education—Praiseworthy—Common School System Bill introduced 1841—Amended, 1846—Dr. Ryerson’s system—Unsurpassed.
HIGHER EDUCATION, CONTINUED.
The subjoined statement we extract from Cooper, which was written in 1856. We have no doubt the last twelve years has been attended with a steady increase in the importance of the Educational institutions of Kingston.
“Educational Institutions.—There are in Kingston two colleges, Queen’s College and Regiopolis; the County Grammar School, 11 Common Schools, 2 separate R. C. Schools, one School connected with the Nunnery, or Sisters of Charity, with numerous good private schools for boys, private schools for girls, infant schools and other minor educational establishments, such as evening schools, classes for teaching continental languages, &c., in all between 20 and 30.
“Queen’s College.—Queen’s College is an educational institution of very considerable importance, and from it have issued graduates in arts, divinity and medicine, of no despicable attainments. It was incorporated by Royal Charter in 1842, and is under the management of a Board of Trustees and Senate. It has a Principal and four Professors in Arts and Divinity, besides six Medical Professors. It confers Scholarships of the aggregate value of £200, the highest being worth £12 10s. It numbers during the present year, 47 medical students, 30 in Arts, 10 in Divinity, connected with it is a Preparatory School, where great pains are taken to prepare pupils for matriculation at the college. A good library, containing some 3,000 volumes belongs to the College. A series of meteorological observations are taken by the graduates, with the able supervision of the Rev. Professor James Williamson, under whose assiduous attention this branch of knowledge, so much neglected in Canada has been carefully fostered.
“This institution owns valuable real estate, and is aided by an annual grant from the Legislature of £750, and £250 to the medical branch.
“Regiopolis College is a Roman Catholic Seminary of learning; it has three Professorships, the duties of which are discharged by Roman Catholic clergymen. Beyond its own walls, and its own community, it is little known as an educational institution.
“The County Grammar School is supported as those in other counties, that is, by a grant from Government of £100 per annum, and the tuition fees of pupils. It possessed formerly a small endowment; this for the present has been consumed in creating a fund for the liquidation of some debt on the school-house, a plain substantial building in a healthy and elevated part of the town; it is under the control of a Board of Trustees, appointed by the County Council, and is managed by a head-master and under-master. It is one of the three Grammar Schools first established in the Province, and created by Royal Charter—the other two being at Cornwall and Niagara.
“The Common Schools are, as in other places, under the management of the department of education, and the local control of a Board of Trustees, and local Superintendent. There is a great want of proper and sufficient school-houses, a want which it is anticipated will soon be supplied, the Board having in contemplation, the immediate erection of proper buildings. The free school system has been adopted here; the difficulties usually attendant on its establishment have not been altogether escaped—the public seeming loth to tax themselves to any extent, for the purpose of general education. A marked increase in the attendance at the city schools has taken place during the last two years, and there are now taught as large a number of children in the common schools of Kingston as in any other Canadian city, in proportion to its population: the standard of education may or may not be as high as in Toronto, Hamilton or Brockville, but if it is more elementary, it is not less sound. In free public schools, such as now established, it is perhaps as well not to aim at a higher standard than is here attained to. When good school-houses are erected, it will doubtlessly be found necessary to adopt the Central School system, on the model of that so successfully carried out in Hamilton, Perth and St. Catharines, and perhaps elsewhere. When such is the case the present schools will rank high as primary schools, whilst the central schools will have to compete with other similar institutions in the province, and will not likely be behind them in character and value; these changes are in contemplation, and will before long be carried into effect. The people of Kingston do not fail to appreciate the benefits of sound education of its inhabitants in elevating the position of a city. A public library, containing some 2,000 volumes, has been established in connection with the city schools.
“The Roman Catholic Separate Schools are under the management of a separate Board of Trustees; they are supported as are the Common Schools, by a Legislative grant, proportionate to the average attendance of pupils, and by a rate settled by the Board, collected from all rate-payers; in the case of the Separate Schools, from the parents of pupils and supporters of the schools, who are exempt from all other taxation for school purposes. The rate in their case is usually very low. The wealthier supporters of the schools, with a praiseworthy zeal, voluntarily contribute largely to the required fund. Among the private schools are many excellent academies for both boys and girls, which afford both ornamental acquirements and substantial, classical and commercial education.”
Quaker Schools.—The noted and good William Penn founded a school for the children of the Friends at an early date. Subsequently a Quaker Boarding School was established upon the banks of the Hudson, near Poughkeepsie.
Toward the latter part of 1841, a school for the children of the Quaker denomination, was opened near the pleasant village of Bloomfield, about 4 miles from Picton. The origin of the school we believe, was pretty much as follows: An English gentleman, John Joseph Gurney, brother to Elizabeth Fry, a member of the Quaker Society, and we believe a minister, was travelling in Canada, and discovering the wants of that denomination, with respect to education, offered to bestow a certain sum, (£500), on condition that another specified sum were raised, a suitable place bought, and buildings prepared. His offer being accepted, and at this juncture, Mr. Armstrong being desirous of selling his farm of 100 acres, with a good brick house just completed, the present site of the school was procured. In addition to the means thus obtained there was also a limited sum held by the society, it is said a bequest, for educational purposes. Additional buildings were erected, and the school duly opened. The first teachers were Americans. The school was managed by a committee chosen annually by the Society, until the latter part of 1865, when it was leased to Mr. W. Valentine, to whom we are partially indebted for the foregoing facts. The school continues under the supervision of a managing committee, appointed by the Society. Its capacity does not extend further than to receive 30 pupils of each sex, who are taught the usual branches of a good English education, and sometimes the rudiments of the classics and the modern languages.
In 1836, Mrs. Crombie and her sister Miss Bradshaw opened a “Female Academy” in Picton, which promised to give “substantial and ornamental accomplishments.”
The Picton Ladies’ Academy was opened in December, 1847, by the Rev. D. McMullen, as sole proprietor. It was continued by him until May, 1851, when Miss Creighton rented the premises and took charge of the school. It continued under her management nine months, when it finally was closed. The first teachers were the late Mrs. N. F. English, and Miss Eliza Austin. Afterwards Miss M. E. Adams was preceptress, and Miss Ployle was teacher.
A male department was established by Mr. McMullen, with the hope of having it connected with the Grammar School. But this was not done. The principal of the school was C. M. C. Cameron, now Dr. Cameron of Port Hope, and a graduate of Victoria College. He was assisted by Mr. Samuel W. Harding; the school existed but one year. Both of these schools were well attended, and were deservedly popular. When closed it was generally regarded as a public loss, by those most capable of judging.
UPPER CANADA ACADEMY—VICTORIA COLLEGE.
We have accorded to Dr. Strachan a prominent and foremost position in connection with the subject of higher education. We considered it a duty as well as a pleasure, to thus honor one whose praise was in all the land when he ceased to live. But the fountain of education opened by him did not flow, shall we say, was not intended to flow to the masses. Dr. Strachan’s educational establishment was rather created for a select circle, for an expected Canadian aristocracy. It remained for others to originate a stream of learning that should water the whole land, and come within the reach of every Canadian family—that should give intellectual life to the whole of the country, irrespective of creed or origin. To the Wesleyan Methodists belongs the greater honor of establishing an institution of higher learning, whose doors were opened to all, and within which any one might obtain learning without hindrance, no matter what his belief. While religious oversight was to be extended, no peculiar dogma was to be enforced, no sectarian principle was to be inculcated.
In the month of August, 1830, when the Wesleyan Conference met upon the Bay Quinté, the Rev. Wm. Case, being General Superintendent, and Rev. James (now Dr.) Richardson, Secretary, and while Cobourg was yet embraced within the Bay Quinté District, the following Resolution was adopted by that body:
“That a Committee of nine be chosen by ballot, consisting of three from each District, to fix the location of the Seminary, according to some general instructions to be given them by the Conference.” The committee consisted of “J. Ryerson, T. Whitehead, S. Belton, David Wright, J. Beatty, Wm. Ryerson, Thos. Madden, Wm. Brown, James Richardson.”
The following Constitution for the Upper Canada Academy, was adopted:
“1. That nine Trustees be appointed, three of whom shall go into office annually.
“2. That a Board of Visitors, consisting of five, be chosen annually by the Conference. That these two bodies should jointly form a Board to appoint the Principal and Teachers, and govern, and generally superintend the institution.”
The Conference, in the Pastoral Address, asked for the liberal support of the members, in the establishment of the proposed Academy. A general agent was appointed, and active steps taken to carry out the object. It is noteworthy, that the call thus made to the farmers, many of whom were yet struggling for the necessaries of life, was promptly and nobly responded to. Agents continued to be appointed from year to year, and in the Conference address of 1835, it is said, “We are happy to be able to say that the buildings for the Upper Canada Academy are nearly completed. We trust the Institution will soon be open for the reception of pupils.” There had been delay “for want of funds.” Arrangements were making to accommodate one hundred and seventy pupils, with board and lodging. In 1836, it is found stated, that “the Conference and the friends of general education, and of Wesleyan Methodists in Canada, have at length, by their unremitting efforts, succeeded in preparing the Upper Canada Academy for the reception of pupils, and we expect, in a few days to see it in operation.” In 1837, we find that Matthew Ritchey, A. M., was the Principal of the U. C. Academy. If we mistake not, the Rev. Egerton Ryerson had previously been named to fill the office. At all events, we have every reason to believe that this distinguished Canadian educationist was chiefly instrumental in securing the foundation of an abiding institution, probably, indeed, was the originator of the scheme. He not only stimulated others to work; but obtained from Government a grant, so often begrudged. He also, as a representative to the British Conference, was the means of procuring a donation of one hundred pounds’ worth of books, beside other contributions. In 1840, the Rev. Mr. Ritchey ceased to be Principal. During his time of service, it is stated, the Academy increasingly progressed in efficiency and in increase of pupils. Mr. Ritchey’s successor, in 1841, was the Rev. Jesse Hurlburt, A. B. Daniel C. VanNorman was Professor of Mathematics, a post to which he had been appointed a year previous.
The year 1842 saw the Upper Canada Academy changed into the Victoria College, by Provincial Legislative enactment, possessing the usual powers and privileges of a University. The Rev. Egerton Ryerson was made Principal; Jesse Hurlburt, A. M., and D. C. VanNorman, Professors; and James Spencer, English Teacher. Dr. Ryerson continued Principal until 1845. In 1845, Alexander MacNab, A. M., was appointed Acting Principal, and in 1847 he became Principal, and held the position until 1850.
In 1851, the Rev. S. S. Nelles, A. M., was elected to the office which he now continues to hold with so much credit and dignity, having been instrumental in materially advancing the reputation of the previously well known College.
BOOKS, LIBRARIES—PRINTING.
The art of printing was not old when the colonies of France and Great Britain were planted in America. The discovery of this art, with the avenue which the discovery of America, opened for the pent up millions of Europe, wrought out the most striking changes which ever marked the history of the human race. It struck the final blow to the spirit of feudalism, while America supplied an asylum for those who found not full freedom of conscience and an opportunity to rise in the scale of human existence.
Book publishing being once introduced into England, rapidly became of vast magnitude, and thus everywhere scattered the food essential for the human mind. It was in the year 1639 that printing was introduced into America; but it was sixty-two years before it became of any account, during which time the business was mostly in Philadelphia. Altogether there were but four presses in the country. The first book printed in America was made in 1640. It was a reprint of the Psalm Book, and afterwards passed through many editions, while it was reprinted in England in eighteen editions, and twenty-two in Scotland, being seventy in all.
Whatever may have been the state of education in the British Colonies, and the general desire to read books at the time of the rebellion, it is quite certain that the hasty manner in which many left their homes, the long distance to travel, and necessity of carrying quantities of provision which took all the strength of the refugees, precluded the possibility of carrying many, or any books to the wilderness of Canada. Even after the peace the long distance to come, and the frequent impoverished condition of the settler, allowed not the desire, if such existed, to fetch books for instruction and mental enjoyment. However, there were some brought by them, but mostly by the officers recently out from the old country. During the first ten years the books among the settlers were very few; but these few were circulated from one township to another—from one person to another, who had the desire to, and could, read. We have in our possession, a letter from John Ferguson to Mr. Bell, who was then, 1789, at Kingston, in which the latter is requested to tell Mr. Markland, that he, Mr. Ferguson, had sent him from the Eighth Township, by the bearer, the History of France. The same person writing from Fredericksburgh in 1791, desires to have sent from Sidney to him, “some books, viz.: five volumes of the History of England, by Horn, and the two volumes of Andrew’s History of France.”
But while few, or no books of a secular nature, were brought by the settler, a large number, true to their conscience, carried a copy of the Bible, even many of the disbanded soldiers had one, especially the Lutherans. These were often in the German, or Dutch language. Some of these venerable and sacred relics we have seen; one in German, which belonged to Bongard of Marysburgh.
For many years Kingston took the lead in everything that pertains to education. The history of the Kingston Gazette shows that, not only did the leading men of the place give the patronage necessary to establish and maintain a newspaper, independent of Government support, and give interest to the columns of the paper by contributions; but there is evidence of early and successful efforts to form a public library. Reference is made to the Social library established in this village (Kingston) in 1813, when the Rev. Mr. Langhorn presented to it a valuable collection of books, (see the first clergyman). This library had probably been in existence for some years. Another library was established at Bath prior to this time. Gourlay says, in 1811, “books are procured in considerable numbers, social libraries are introduced in various places.” And, no doubt, the High School at Cornwall, under Mr. Strachan, had attached to it a select library.
The Kingston Gazette announces, August 1, 1815, that “A small circulating library” has been opened at the Gazette office, “on the most reasonable terms.”
In 1816, an act was passed “to appropriate a sum of money for providing a library for the use of the Legislative Council and House of Assembly of this Province.” The sum granted was £800 to purchase books and maps.
While the growth of Upper Canada was attended by a corresponding increase of private and public libraries, Lower Canada, there is reason to believe, was maintaining the character it had acquired under its original rulers, for educational privileges and individual efforts to create centres of learning.
We find the statement “that the library of F. Fleming, Esq., Montreal, comprising 12,000 volumes, sold by auction, September 8, 1833, was the largest ever offered for sale on the American continent.”
In the Hallowell Free Press, 15th February, 1831, is the following: “Library notice.”—“A meeting of the inhabitants of the village of Hallowell is requested to-morrow evening, at Strikers’ Inn, at seven o’clock, to take into consideration the propriety of establishing a Reading-room in the village.” The next issue of the Journal says, “we are glad to see our friends have established a reading-room.”
“At an early period of British dominion in America, blocks of wild land were set apart, to make provision, by a future day, for public institutions. Since the revolution, the United States have followed out, in part, this practice, by allotting lands for schools, and in Canada, whole townships have been appropriated for the same purpose.” While this forethought respecting schools indicated a proper desire to secure educational interests, it must be observed that the reserves, like those of the Crown and Clergy, very materially prevented the opening up of the country by settlers, and kept apart the settlers, over a wide field, and thus preventing advancement in civilization.
Looking back at the history of legislation, relative to education, one is struck with the fact that much, very much, was done by the young colony of Upper Canada. The establishment of the Common Schools especially, which first took place 1816, has been regarded as most wise, and the grants of money most praiseworthy.
The present Common School system of Upper Canada was introduced in 1841. The Bill was brought forward by the Hon. S. B. Harrison. The fundamental principle, being the allotment of money to each county, on condition of its raising an equal amount by local assessment. This act was amended and improved in 1843, by the Hon. Francis Hincks, and in 1846, by the Hon. W. H. Draper. In 1849, the Hon. J. H. Cameron introduced an act, establishing schools in cities and towns. In the year following, these two acts were incorporated into one, with further improvements.
The Common School system, as we find it to day, is, in a great measure, the production of Dr. Ryerson’s long continued and intelligent labor. Borrowing the machinery from the State of New York, and the mode of support from Massachusetts, taking the Irish national school-books for instruction, and making use of the Normal School system of Germany, he has, by the addition of what was necessary, built up a system of Common School education in the Province of Ontario, that cannot be surpassed, if equalled, in the whole world.