The objection to a liberal education being too freely given for the benefit of the learned professions seems to have been urged even in these days. Dr. Duncombe answers it in the following language:—
"It has been supposed that there are too many in the learned professions already, and that, therefore, there are too many who obtain a liberal education. But this opinion is founded upon two errors: One is, that every liberally educated man must be above manual labor, and must, therefore, enter one of the learned professions; and the other is, that all who do enter these professions do it, and have a right to do it, from personal and family interests, and not for the public good—whereas a liberal education ought not to unfit a man, whether in his physical constitution or his feelings, for active business in any honest employment; and neither ought men who enter any of the learned professions to excuse themselves from labor and privation for the good of the world. There is a great and pernicious error on this subject."
The question of free education is thus discussed by Dr. Duncombe:—
"Nothing is more important in the formation of an enterprising character than to let the youth early learn his own powers; and in order to this, he must be put upon his own recourses, and must understand, if he is ever [to be] anything, he must make himself, and that he has within himself all the means for his own advancement. It is not desirable, therefore, that institutions should be so richly endowed as to furnish the means of education free of expense to those who are of an age to help themselves; nor is it desirable that any man, or any society of men, should furnish an entirely gratuitous education to the youth of the Province. All the necessary advantages for educating himself ought to be put within the reach of the young man, and if, with these advantages, he cannot do much towards it he is not worthy of an education."
After discussing several other topics in his report, Dr. Duncombe made a striking forecast of the educational future of Upper Canada. He said:—
"Was there ever a more auspicious period than the present for literary reform? If I rightly understand the signs of the times, we stand upon the threshold of a new dispensation in the science of education, and especially in the history of common schools, colleges and universities in this Province. The flattering prospects of our being permitted legally to dispose of the school lands of this Province, so long dormant—the sale and appropriation of the clergy reserves for the purposes of education, and, above all by our having control of the other natural resources of the Province, we shall be enabled to provide respectably and permanently for the support of literary institutions in every part of the Province, while by remodelling the charter of King's College, so as to adapt the institution to the present state of science of education, and the wishes and wants of the people of this Province.... With such charming prospects before us, with what alacrity and delight can we approach the subject of education to make liberal, permanent and efficient provision for the education of all the youth of Upper Canada, to cause 'the blind to see, the deaf to hear and the dumb to speak,' and, above all, to make certain and extensive provision for the support of schools for teachers and tutoresses."...
It is sad to think that to the writer of these cheering, hopeful words, the future so vividly pictured by him became suddenly darkened, and the pleasant hopes in which he then indulged were never realized by him, or by many of those who, more than half a century ago, were like him so active in promoting the great cause of popular and collegiate education in this Province. Within one year Dr. Duncombe was a "proscribed rebel," as were many others who with him saw as in a vision the future which, he then pictured for Upper Canada.
Summary of, and Reflections on, these Educational Efforts, from 1830 to 1839.
During the next session of the Legislature, in the winter of 1836, Mr. Burwell sought to give effect to Dr. Duncombe's liberal resolution of the preceding session, viz., to provide, out of the public in revenue, a grant of $80,000 a year for support of the common schools. He proposed two resolutions: one was to the effect that $40,000 a year be granted out of the public revenue for the support of these schools; the other was as follows:—
"That the sum of ten thousand pounds ($40,000), be raised annually by assessment, by order of the Quarter Sessions in the several districts on the ratable property of the inhabitants, in aid of the Provincial grant for the common school fund, in the same manner as other assessments are now made."