Egerton Ryerson and Education in Upper Canada

by J. Harold Putman

By an Act passed in 1839[39] there was an attempt made to raise the College to the dignity of a temporary university. This action displeased the Council of King's College because it tended to delay the opening of lectures in that institution. In 1849, when the Baldwin University Bill made an independent corporation of Upper Canada College, that institution was indebted to the University for nearly $40,000, which was never repaid.[40]

In 1831 the Methodists began to build at Cobourg the Upper Canada Academy, which was to be open to all religious denominations. They felt that although Upper Canada College was non-sectarian in a legal sense, yet, inasmuch as the principal and professors were Anglican clergymen, the institution was essentially an Anglican College.

At this time the Rev. Egerton Ryerson was editor of The Christian Guardian newspaper, the official organ of the Methodist Conference. In an editorial, April, 1831, he thus refers to the proposed Upper Canada Academy: "It is the first literary institution which has been commenced by any body of ministers in accordance with the frequently expressed wishes of the people of Upper Canada. The Methodist Conference have not sought endowments of public lands for the establishment of an institution, contrary to the voice of the people as expressed by their representatives.... Desirous of promoting more extensively the interests of the rising generation and of the country generally, we have resolved upon the establishment of a Seminary of Learning—we have done so upon liberal principles—we have not reserved any peculiar privileges to ourselves for the education of our children; we have published the constitution for your examination; and now we appeal to your liberality for assistance.... On the characteristics of the system of education which it is contemplated to pursue in the proposed Seminary, we may observe that it will be such as to produce habits of intellectual labour and activity; a diligent and profitable improvement of time; bodily health and vigour, a fitness and relish for agricultural and mechanical, as well as for other pursuits; virtuous principles and Christian morals. On the importance of education generally we may remark, it is as necessary as the light—it should be as common as water, and as free as air.... Education among the people is the best security of a good government and constitutional liberty; it yields a steady, unbending support to the former, and effectually protects the latter. An educated people are always a loyal people to good government; and the first object of a wise government should be the education of the people. An educated people are always enterprising in all kinds of general and local improvements. An ignorant population are equally fit for, and are liable to be, slaves of despots and the dupes of demagogues; sometimes, like the unsettled ocean, they can be thrown into incontrollable agitation by every wind that blows; at other times, like the uncomplaining ass, they tamely submit to the most unreasonable burdens.... Sound learning is of great worth even in religion; the wisest and best instructed Christians are the most steady, and may be the most useful. If a man be a child in knowledge he is likely to be tossed to and fro, and carried about with every wind of doctrine, and often lies at the mercy of interested, designing men; the more knowledge he has the safer is his state. If our circumstances be such that we have few means of improvement, we should turn them to the best account. Partial knowledge is better than total ignorance; and he who cannot get all he may wish, must take heed to acquire all that he can. If total ignorance be a bad and dangerous thing, every degree of knowledge lessens both the evil and the danger."[41]

Ryerson wrote this when he was only twenty-eight years of age, but it foreshadows the fundamental principles upon which he later attempted to base a national system of education.

It is interesting to note that in this same year the United Presbytery of Upper Canada were discussing the establishment of a Literary and Theological Seminary at Pleasant Bay, in Prince Edward County. This seminary never was established, but the agitation for it led to the founding of Queen's University, at Kingston.

While Methodist and Presbyterian clergy were forming plans for academies, the members of the Legislative Assembly were debating a series of resolutions on the School Reserves and the failure of the people of Upper Canada to secure the free Grammar Schools for which the Crown Lands were appropriated in 1798. Several things are made plain in these resolutions regarding the attitude of the popularly elected branch of the Legislature. The following stand out prominently:—

1. That the existing Grammar Schools were wholly inadequate to perform the work for which they were created.

2. That the real intentions of the Crown in setting apart the immense School Reserves in 1798 had never been carried out.

3. That the successive Canadian Administrations had been largely concerned in appropriating the lion's share of these Reserves for University education.

4. That the School Reserves of 1798, with proper management, would be now (1831) sufficiently productive to give great assistance to education if applied in accord with the real wishes of the people.