Rev. Robert Murray.[37]—The great difficulty attending any change in the present wretched system of education in the Province is to ensure the efficiency of that scheme which may be adopted in its room. To leave the supervision in the hands of the electors in each district, or to a few individuals appointed by them, probably themselves without education, would certainly tend to perpetuate the system of gross oppression to which teachers have been subjected, and to disappoint the reasonable expectations of the Government.... It appears absolutely necessary to ensure the efficiency of a system (as suggested) that men of education, who themselves have had large experience in the education of youth should be appointed to superintend the whole system of operation....
Malhon Burwell, Esq.—I cannot conceive anything more wanting in efficiency than our present system for Common School education. I annex for the notice of the Commission of Investigation a copy of a Common School bill, which I have several times endeavored to get passed through the House of Assembly.
(Note.—See Bishop Strachan's estimate of this bill in next extract.)
Right Rev. Bishop Strachan.—The Common School Bill, drawn up by Mr. Burwell, appears to be an able performance; it has several times been entertained by the House of Assembly, and once passed that body, but was unfortunately lost in the Legislative Council. It is based on true principles, and contains within it the power of expansion as new townships, counties and districts are organized. It may, perhaps, admit of a few modifications, but is, on the whole, by far the best measure for the establishment of common schools which I have seen.
Separate Educational Forces Shaping Themselves in Upper Canada.
I will now take up the thread of the historical narrative of education in Upper Canada from page — of this Retrospect.
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 antagonism to each other which culminated in the events or political crisis of 1837-38. 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 system 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, as I have shown, who were years in advance of their times.
Noted Representative Educational Leaders—Dr. Strachan and Dr. Ryerson.
It will simplify my statement of the case if I revert back to the transition period between the establishment of the district Grammar Schools in 1809 and the university charter of 1827; and from thence take a somewhat prospective view of events in the order in which they afterwards transpired. For convenience I would, therefore, select two noted men of their times as representatives of the two social forces to which I have referred, and of the opposite opinions on education and other subjects which then prevailed.