The Story of My Life Part 4

CHAPTER LXV.--1877-1882.

Closing Years of Dr. Ryerson's Life Labours 585

CHAPTER LXVI.--1882.

The Funeral Ceremonies 593

Tributes to Dr. Ryerson's Memory and Estimates of his Character and Work 598

LIST OF ILl.u.s.tRATIONS.

Page Portrait of Rev. Dr. Ryerson Frontispiece

Indian Village at River Credit, in 1837 59

John Jones' House at the Credit, where Dr. Ryerson Resided 65

Old Credit Mission, 1837 73

Old Adelaide Street Methodist Church 283

Victoria College, Cobourg 302

Ontario Educational Department and Normal School 421, 422

Educational Exhibit at Philadelphia 584, 585

Metropolitan Church 564

Dr. Ryerson's Residence in Toronto 587

PREFATORY NOTE.

Twelve months ago, I began to collect the necessary material for the completion of "The Story of My Life," which my venerated and beloved friend, Dr. Ryerson, had only left in partial outline. These materials, in the shape of letters, papers, and doc.u.ments, were fortunately most abundant. The difficulty that I experienced was to select from such a miscellaneous collection a sufficient quant.i.ty of suitable matter, which I could afterwards arrange and group into appropriate chapters. This was not easily done, so as to form a connected record of the life and labours of a singularly gifted man, whose name was intimately connected with every public question which was discussed, and every prominent event which took place in Upper Canada from 1825 to 1875-78.

Public men of the present day looked upon Dr. Ryerson practically as one of their own contemporaries--noted for his zeal and energy in the successful management of a great Public Department, and as the founder of a system of Popular Education which, in his hands, became the pride and glory of Canadians, and was to those beyond the Dominion, an ideal system--the leading features of which they would gladly see incorporated in their own. In this estimate of Dr. Ryerson's labours they were quite correct. And in their appreciation of the statesmanlike qualities of mind, which devised and developed such a system in the midst of difficulties which would have appalled less resolute hearts, they were equally correct.

But, after all, how immeasurably does this partial view of his character and labours fall short of a true estimate of that character and of those labours!

As a matter of fact, Dr. Ryerson's great struggle for the civil and religious freedom which we now enjoy, was almost over when he a.s.sumed the position of Chief Director of our Educational System. No one can read the record of his labours from 1825 to 1845, as detailed in the following pages, without being impressed with the fact that, had he done no more for his native country than that which is therein recorded, he would have accomplished a great work, and have earned the grat.i.tude of his fellow-countrymen.

It was my good fortune to enjoy Dr. Ryerson's warm, personal friends.h.i.+p since 1841. It has also been my distinguished privilege to be a.s.sociated with him in the accomplishment of his great educational work since 1844.

I have been able, therefore, to turn my own personal knowledge of most of the events outlined in this volume to account in its preparation. In regard to what transpired before 1841, I have frequently heard many narratives in varied forms from Dr. Ryerson's lips.

My own intimate relations with Dr. Ryerson, and the character of our close personal friends.h.i.+p are sufficiently indicated in his private letters to me, published in various parts of the book, but especially in Chapter liii. And yet they fail to convey the depth and sincerity of his personal attachment, and the feeling of entire trust and confidence which existed between us.

I am glad to say that I was not alone in this respect. Dr. Ryerson had the faculty, so rare in official life, of attaching his a.s.sistants and subordinates of every grade to himself personally. He always had a pleasant word for them, and made them feel that their interests were safe in his hands. They therefore respected and trusted him fully, and he never failed to acknowledge their fidelity and devotion in the public service.

I had, for some time before he ceased to be the Head of the Education Department, looked forward with pain and anxiety to that inevitable event. Pain, that he and I were at length to be separated in the carrying forward of the great work of our lives, in which it had been my pride and pleasure to be his princ.i.p.al a.s.sistant. Anxiety at what, from my knowledge of him, I feared would be the effect of release from the work on fully accomplis.h.i.+ng which he had so earnestly set his heart. Nor were my fears groundless. To a man of his application and ardent temperament, the feeling that his work was done sensibly affected him.

He lost a good deal of his elasticity, and during the last few years of his life, very perceptibly failed.

The day on which he took official leave of the Department was indeed a memorable one. As he bade farewell to each of his a.s.sistants in the office, he and they were deeply moved. He could not, however, bring himself to utter a word to me at our official parting, but as soon as he reached home he wrote to me the following tender and loving note:--

171 Victoria Street, Toronto,

Monday Evening, February 21st, 1876.

My Dear Hodgins,--I felt too deeply to-day when parting with you in the Office to be able to say a word. I was quite overcome with the thought of severing our official connection, which has existed between us for thirty-two years, during the whole of which time, without interruption, we have laboured as one mind and heart in two bodies, and I believe with a single eye to promote the best interests of our country, irrespective of religious sect or political party--to devise, develop, and mature a system of instruction which embraces and provides for every child in the land a good education; good teachers to teach; good inspectors to oversee the Schools; good maps, globes, and text-books; good books to read; and every provision whereby Munic.i.p.al Councils and Trustees can provide suitable accommodation, teachers, and facilities for imparting education and knowledge to the rising generation of the land.

While I devoted the year 1845 to visiting educating countries and investigating their system of instruction, in order to devise one for our country, you devoted the same time in Dublin in mastering, under the special auspices of the Board of Education there, the several different branches of their Education Office, in administering the system of National Education in Ireland, so that in the details of our Education Office here, as well as in our general school system, we have been enabled to build up the most extensive establishment in the country, leaving nothing, as far as I know, to be devised in the completeness of its arrangements, and in the good character and efficiency of its officers. Whatever credit or satisfaction may attach to the accomplishment of this work, I feel that you are ent.i.tled to share equally with myself.

Could I have believed that I might have been of any service to you, or to others with whom I have laboured so cordially, or that I could have advanced the school system, I would not have voluntarily retired from office. But all circ.u.mstances considered, and entering within a few days upon my 74th year, I have felt that this was the time for me to commit to other hands the reins of the government of the public school system, and labour during the last hours of my day and life, in a more retired sphere.

But my heart is, and ever will be, with you in its sympathies and prayers, and neither you nor yours will more truly rejoice in your success and happiness, than

Your old life-long Friend

And Fellow-labourer,

E. Ryerson.

Dr. Ryerson was confessedly a man of great intellectual resources. Those who read what he has written on the question--perilous to any writer in the early days of the history of this Province--of equal civil and religious rights for the people of Upper Canada, will be impressed with the fact that he had thoroughly mastered the great principles of civil and religious liberty, and expounded them not only with courage, but with clearness and force. His papers on the clergy reserve question, and the rights of the Canadian Parliament in the matter, were statesmanlike and exhaustive.

His exposition of a proposed system of education for his native country was both philosophical and eminently practical. As a Christian Minister, he was possessed of rare gifts, both in the pulpit and on the platform; while his warm sympathies and his deep religious experience, made him not only a "son of consolation," but a beloved and welcome visitor in the homes of the sorrowing and the afflicted. Among his brethren he exercised great personal influence; and in the counsels of the Conference he occupied a trusted and foremost place.

Thus we see that Dr. Ryerson's character was a many-sided one; while his talents were remarkably versatile. He was an able writer on public affairs; a noted Wesleyan Minister, and a successful and skilful leader among his brethren. But his fame in the future will mainly rest upon the fact that he was a distinguished Canadian Educationist, and the Founder of a great system of Public Education for Upper Canada. What makes this widely conceded excellence in his case the more marked, was the fact that the soil on which he had to labour was unprepared, and the social condition of the country was unpropitious. English ideas of schools for the poor, supported by subscriptions and voluntary offerings, prevailed in Upper Canada; free schools were unknown; the very principle on which they rest--that is, that the rateable property of the country is responsible for the education of the youth of the land--was denounced as communistic, and an invasion of the rights of property; while "compulsory education"--the proper and necessary complement of free schools--was equally denounced as the essence of "Prussian despotism,"

and an impertinent and unjustifiable interference with "the rights of British subjects."

It was a reasonable boast at the time that only systems of popular education, based upon the principle of free schools, were possible in the republican American States, where the wide diffusion of education was regarded as a prime necessity for the stability and success of republican inst.i.tutions, and, therefore, was fostered with unceasing care. It was the theme on which the popular orator loved to dilate to a people on whose sympathies with the subject he could always confidently reckon. The practical mind of Dr. Ryerson, however, at once saw that the American idea of free schools was the true one. He moreover perceived that by giving his countrymen facilities for freely discussing the question among the ratepayers once a year, they would educate themselves into the idea, without any interference from the State. These facilities were provided in 1850; and for twenty-one years the question of free-schools _versus_ rate-bill schools (lees, &c.) was discussed every January in from 3,000 to 5,000 school sections, until free schools became voluntarily the rule, and rate-bill schools the exception. In 1871, by common consent, the free school principle was incorporated into our school system by the Legislature, and has ever since been the universal practice. In the adoption of this principle, and in the successful administration of the Education Department, Dr. Ryerson at length demonstrated that a popular (or, as it had been held in the United States, the democratic) system of public schools was admirably adapted to our monarchical inst.i.tutions. In point of fact, leading American educationists have often pointed out that the Canadian system of public education was more efficient in all of its details and more practically successful in its results, than was the ordinary American school system in any one of the States of the Union. Thus it is that the fame of Dr. Ryerson as a successful founder of our educational system, rests upon a solid basis. What has been done by him will not be undone; and the ground gone over by him will not require to be traversed again.

In the "Story of My Life," not much has been said upon the subject with which Dr. Ryerson's name has been most a.s.sociated. It was distinctively the period of his public life, and its record will be found in the official literature of his Department. The personal reminiscences left by him are scanty, and of themselves would present an utterly inadequate picture of his educational work. Such a history may one day be written as would do it justice, but I feel that in such a work as the present it is better not to attempt a task, the proper performance of which would make demands upon the s.p.a.ce and time at my disposal that could not be easily met.

There was one _role_ in which Dr. Ryerson pre-eminently excelled--that of a controversialist. There was nothing spasmodic in his method of controversy, although there might be in the times and occasions of his indulging in it. He was a well-read man and an accurate thinker. His habit, when he meditated a descent upon a foe, was to thoroughly master the subject in dispute; to collect and arrange his materials, and then calmly and deliberately study the whole subject--especially the weak points in his adversary's case, and the strong points of his own. His habits of study in early life contributed to his after success in this matter. He was an indefatigable student; and so thoroughly did he in early life ground himself in English subjects--grammar, logic, rhetoric--and the cla.s.sics, and that, too, under the most adverse circ.u.mstances, that, in his subsequent active career as a writer and controversialist, he evinced a power and readiness with his tongue and pen, that often astonished those who were unacquainted with the laborious thoroughness of his previous mental preparation.

It was marvellous with what wonderful effect he used the material at hand. Like a skilful general defending a position--and his study was always to act on the defensive--he masked his batteries, and was careful not to exhaust his ammunition in the first encounter. He never offered battle without having a sufficient force in reserve to overwhelm his opponent. He never exposed a weak point, nor espoused a worthless cause.

He always fought for great principles, which to him were sacred, and he defended them to the utmost of his ability, when they were attacked. In such cases, Dr. Ryerson was careful not to rush into print until he had fully mastered the subject in dispute. This statement may be questioned, and apparent examples to the contrary adduced; but the writer knows better, for he knows the facts. In most cases Dr. Ryerson scented the battle from afar. Many a skirmish was improvised, and many a battle was privately fought out before the Chief advanced to repel an attack, or to fire the first shot in defence of his position.

A word as to the character of this work. It may be objected that I have dealt largely with subjects of no practical interest now--with dead issues, and with controversies for great principles, which, although important, acrimonious, and spirited at the time, have long since lost their interest. Let such critics reflect that the "Story" of such a "Life" as that of Dr. Ryerson cannot be told without a statement of the toils and difficulties which he encountered, and the triumphs which he achieved? For this reason I have written as I have done, recounting them as briefly as the subjects would permit.