To this memorial the King directed a gracious answer to be sent. The duke of Portland, Colonial Minister, therefore instructed the acting Governor, President Russell, to give practical effect to the prayer of the petitioners. In doing so he used the following language:
[His Majesty] being always ready ... to assist and encourage the exertions of his Province in laying the foundation for promoting sound learning and a religious education, has condescended to express his [desire] to comply with the wishes of the Legislature ... in such a manner as shall be judged to be most effectual—
First, by the establishment of free grammar [classical] schools in those districts in which they are called for, and—
Secondly, in due process of time, by establishing other seminaries of a larger and more comprehensive nature, for the promotion of religious and moral learning, and the study of the arts and sciences.
Such were the terms in which the King, through his Colonial Minister, intimated his desire that classical and university learning should be promoted in this Province. The very comprehensiveness and express terms of the duke of Portland's dispatch on this subject gave rise to a protracted controversy in after years, especially as the controverted expressions were embodied in substance in the royal charter for a university obtained in 1827 by Rev. Dr. Strachan (afterwards first Church of England Bishop of Toronto). Around the expressions—"religious education," "religious and moral learning," and "other seminaries of a larger and more comprehensive nature," etc., a fierce war was waged for many years, which, though virtually over now, has yet left traces of the bitter conflict.
The result of the instructions to President Russell was, that 549,217 acres of crown lands was set apart for the twofold purpose set forth in the Colonial Minister's dispatch. Of these acres, 225,944 were, in 1827, devoted to the university that was virtually established, on paper, in that year, and by royal charter in 1828.
As these lands thus set apart were, in those early days, unproductive of revenue, nothing could be done to give practical effect to the gracious act of the King. A principal for the proposed university was, however, selected in Scotland. The position was first offered to the afterwards justly celebrated Rev. Dr. Thomas Chalmers, but declined. It was then offered to a successful parish schoolmaster, Mr. (afterwards so distinguished in this Province as the Rev. Dr.) Strachan.
The Reverend Doctor Strachan as an Educator.
Rev. Dr. (afterwards Bishop) Strachan, though not a versatile man, was in many respects a many-sided one. In his day he had to do with all of one great public questions which came before the country. On many of them (and in their settlement), he has left the impress of his active mind and persistent will. This was particularly the case in regard to those questions which more deeply touched the best interests of Canadian life, in its religious and social aspects. And it was a singular yet characteristic fact, that the more he was opposed by those who differed in toto from the policy of his acts, the more strenuously he persevered in his purpose—even against the wiser counsels and calmer judgment of many leading public men of his time. But this opens up a question which it is not my purpose to discuss.
Dr. Strachan, as I have said,—although not versatile,—was a many-sided man. And this was quite true in regard to that department of his career which I desire to illustrate. He was both an educator and an educationist. In the former capacity he was successively the parish schoolmaster, near St. Andrew's, and at Kettle, (Scotland). He had there as a pupil the afterwards celebrated Sir David Wilkie. In Canada, he was first a tutor in the family of the Hon. Richard Cartwright, at Kingston; then master of the Cornwall Grammar School, at which most of the distinguished public men of the Bishop's later years were educated. Subsequently he was Chairman of the Provincial Board of Education at York. He was named by the late Hon. Peter McGill as first Principal of McGill College, Montreal—although he never was in a position to undertake its duties. He was afterwards President of King's College, Toronto, and subsequently President of Trinity College University.
In his capacity as an educator, Dr. Strachan was considered one of the most successful teachers which this Province has yet produced. His aim was to call into active play the varied mental powers of his pupils, and to stimulate any desire which they had to excel in knowledge and virtue. One of his earliest brochures is a Letter to his Pupils, and is in the nature of an appeal on behalf of the Christian religion. This, he inscribed, "as a mark of esteem to Mr. Andrew Stuart and Mr. James Cartwright, students-at-law." This letter was printed at Montreal, in 1807, in the quaint old type of the time. It is evidently a warning appeal against the infidelity and excesses of the French revolutionists.
Dr. Strachan's early and practical experience as a teacher gave to him an additional and keen sense of the educational wants of the country. His success as an educator proved to him what could be done in that direction. It also enlisted his feelings and fired his ambition to be the founder of an institution of superior learning, in which the young men of the Province could be thoroughly educated. The education of the masses was not provided for by him, but in an Act passed in 1819 and relating to classical schools (which he promoted), it was agreed—