The Story of My Life Part 57

Thus ended our interview with Pope Pins IX., of whose unaffected sincerity, candor, kindness, and good sense, we formed the most favourable opinion, notwithstanding the system of which he is the head.

Dr. Ryerson also mentions another interview which he had:--

In addition to my letters of introduction to Cardinal Antonelli, my Russian friend, Dunjowski, gave me a letter of introduction to Father Thyner, the keeper of the Archives at Rome, and an intimate personal friend of the Pope; in which letter he referred to the school systems of Upper Canada, in reference to Roman Catholics.

Father Thyner wished to see the Canadian school law and regulations, and shewed and explained them to the Pope, who afterwards spoke of their fairness and kindness, in my interview with His Holiness.

Father Thyner was once Librarian to the King of Prussia, and being a Roman Catholic, he went to Rome, where his varied learning and high character soon obtained him a high position at the Vatican.

He, as well as the Pope, in his early life was an enemy of the Jesuits, and was regarded by them as such throughout his whole life.

I had a severe illness of some weeks at Rome, during which Father Thyner visited me almost daily, but never said one word to me on the grounds of difference between Roman Catholics and Protestants.

During my last visit to England in 1876-7, I spent part of a day at the residence of the Rev. Wm. Arthur, A.M., who showed me the works in his library from which he had derived the princ.i.p.al materials of his masterly work on _The Pope and The People_. Among other works he shewed me some volumes written by Father Thyner, containing an account of the proceedings of the Council of Trent. "Why," I said, "I know Father Thyner personally," and related my acquaintance with him. Mr. Arthur said in reply, "This work is the chief source of my knowledge of the proceedings of the Councils of Trent;" and added, "Father Thyner having determined to publish an account (which had never before been published) of this Council, was forbidden to do so, and banished, or driven from Rome, when he went to Hungary, and published his great work on the Councils."

I have observed in the papers, that Father Thyner died in Hungary a year or two since. He was a man of profound learning, of fervent devotion, of great moderation in his views, of uncompromising integrity. I visited him in his convent, near Rome, and drank the juice of the grape grown in his own garden, and pressed by his own hand.

CHAPTER XLVI.

1844-1876.

Ontario School System.--Retirement of Dr. Ryerson.

Although I hope to be able to prepare a record of the private and personal history of the founding of our System of Public Education, and of the vicissitudes through which it pa.s.sed, as requested by Dr. Ryerson (page 350), yet in this chapter I give a brief outline of the principles of that System.

After his educational investigations in Europe, in 1844-1846, Dr.

Ryerson prepared an elaborate Report on a "System of Public Instruction for Upper Canada," which was published in 1846. In that report he says:--

By Education, I mean not the mere acquisition of certain arts, or of certain branches of knowledge, but that instruction and discipline which qualify and dispose the subjects of it for their appropriate duties and appointments in life, as Christians, as persons in business, and also as members of the civil community in which they live.

A basis of an educational structure adapted to this end should be as broad as the population of the country; and its loftiest elevation should equal the highest demands of the learned professions; adapting its gradation of schools to the wants of the several cla.s.ses of the community, and to their respective employments or professions, the one rising above the other--the one conducting to the other; yet each complete in itself for the degree of education it imparts; a character of uniformity, as to fundamental principles, pervading the whole: the whole based upon the principles of Christianity, and uniting the combined influence and support of the government and the people.

The branches of knowledge which it is essential that all should understand, should be provided for all, and taught to all; should be brought within the reach of the most needy, and forced upon the attention of the most careless. The knowledge required for the scientific pursuit of mechanics, agriculture, and commerce, must needs be provided to an extent corresponding with the demand, and the exigencies of the country; while, to a more limited extent, are needed facilities for acquiring the higher education of the learned professions.

With a view to give a summary sketch of Dr. Ryerson's exposition of the system of Public Instruction which he desired to establish, I give the following additional extracts from his first Report. After combating the objection which then existed in some quarters to the establishment of a thorough system of primary and industrial education, commensurate with the population and wants of the country, he remarked:--

The first feature then of our Provincial System of Public Instruction, should be universality. The elementary education of the whole people must, therefore, be an essential element in the legislative and administrative policy of an enlightened and beneficent government. Nor is it less important to the efficiency of such a system that it should be practical than that it should be universal. The mere acquisition, or even the general diffusion of knowledge, without the requisite qualities to apply that knowledge in the best manner, does not merit the name of education. Much knowledge may be imparted and acquired without any addition whatever to the capacity for the business of life.... History presents us with even University Systems of Education (so called) entirely dest.i.tute of all practical character; and there are elementary systems which tend as much to prejudice and pervert, not to say corrupt, the popular mind as to improve and elevate it.

The state of society, then, no less than the wants of our country, requires that every youth of the land should be trained to industry and its practice, whether that training be extensive or limited.

Now education, thus practical, includes religion and morality; secondly, the development to a certain extent of all our faculties; thirdly, an acquaintance with several branches of elementary knowledge.

By religion and morality, I do not mean sectarianism in any form, but the general truth and morals taught in the Holy Scriptures. Sectarianism is not morality. To be zealous for a sect and to be conscientious in morals are widely different. To inculcate the peculiarities of a sect and to teach the fundamental principles of religion and morality are equally different.

I can aver, from personal experience and practice, as well as from a very extended inquiry on this subject, that a much more comprehensive course of biblical and religious instruction can be given than there is likely to be opportunity for in elementary schools, without any restraint on the one side, or any tincture of sectarianism on the other--a course embracing the entire history of the Bible, its inst.i.tutions, cardinal doctrines and morals, together with the evidences of its authenticity.

With the proper cultivation of the moral feelings, and the formation of local habits, is intimately connected the corresponding development of all the other faculties, both intellectual and physical. The great object of an efficient system of instruction should be, not the communication of so much knowledge, but the development of the faculties. Much knowledge may be acquired without any increase of mental power; nay, with even an absolute diminution of it. (See Chapter li.)

In founding the System of Public Instruction, Dr. Ryerson wisely laid down certain great principles which he believed to be essential to the success of his labours. These general principles may be thus summarized: 1. That the machinery of education should be in the hands of the people themselves, and should be managed through their own agency; they should, therefore, be consulted in regard to all school legislation. 2. That the aid of the Government should only be given where it can be used most effectually to stimulate and a.s.sist local effort in this great work. 3.

That the property of the country is responsible for, and should contribute towards the education of the entire youth of the country, and that as a complement to this, "compulsory education" should necessarily be enforced. 4. That a thorough and systematic inspection of the schools is essential to their vitality and efficiency. These, with other important principles, Dr. Ryerson kept steadily in view during the whole thirty-two years of his administration of the school system of Ontario.

Their judicious application has contributed largely, under the Divine blessing, which he ever sought, to the wonderful success of his labours.

Notwithstanding the zeal and ability with which Dr. Ryerson had collected and arranged his facts, a.n.a.lyzed the various systems of education in Europe (largely in Germany) and America, and fortified himself with the opinions of the most eminent educationists in those countries, yet his projected system for this province was fiercely a.s.sailed, and was vehemently denounced as embodying in it the very essence of "Prussian despotism." Still, with indomitable courage he persevered in his plans, and at length succeeded in 1846 in inducing the legislature to pa.s.s a School Act which he had drafted. In 1849 the Provincial administration personally favourable to Dr. Ryerson's views went out of office, and one unfavourable to him came in. The Hon.

Malcolm Cameron, a hostile member of the cabinet--although he afterwards became a personal friend of Dr. Ryerson--having concocted a singularly crude and c.u.mbrous school bill, aimed to oust Dr. Ryerson from office, it was (as was afterwards explained) taken on trust, and, without examination or discussion, pa.s.sed into a law. Dr. Ryerson at once called the attention of the Government (at the head of which was the late lamented Lord Elgin) to the impracticable and un-Christian character of the bill, as under its operation the Bible would be excluded from the schools. Rather than administer such an Act, Dr. Ryerson tendered the resignation of his office to the Government. The late Honourable Robert Baldwin, C.B., Attorney-General (the Nestor of Canadian politicians, and a truly Christian man), was so convinced of the justness of Dr.

Ryerson's views and remonstrance, that he took the unusual course of advising His Excellency to suspend the operation of the new Act until Dr. Ryerson could prepare a draft of a bill on the basis of the repealed law, embodying in it, additional to the old bill, the result of his own experience of the working of the system up to that time. The result was that a law pa.s.sed in 1850, adapted to the munic.i.p.al system of the Province, so popular in its character and comprehensive in its provisions and details, that it is still (in a consolidated form) the princ.i.p.al statute under which the Public Schools of Ontario are maintained.

The leading features of that measure may be briefly summed up under the four following heads:--

1. The machinery of the system was mainly adapted to the circ.u.mstances of Upper Canada, from the school laws of the Middle (United) States.

2. The method of supporting the schools by a uniform rate upon property was adopted from the New England States.

3. The Normal and Model schools (established in 1847), were projected after those in operation in Germany.

4. The school text-books were originally adapted from the series then in use in Ireland, and acceptable to both Protestants and Roman Catholics.

In 1850, Dr. Ryerson, while in England, made preliminary arrangements for establis.h.i.+ng the Library, and Map and Apparatus Depository in connection with his department; and in 1855 he established Meteorological Stations in connection with the County Grammar Schools.

In this he was aided by Colonel (now General) Lefroy, R.E., for many years Director of the Provincial Magnetical Observatory, at Toronto.

Sets of suitable instruments (which were duly tested at the Kew Observatory) were obtained, and in 1855, the law on the subject having been amended, twelve stations were selected and put into efficient working order. In 1857 Dr. Ryerson made his third educational tour in Europe, where he procured at Antwerp, Brussels, Florence, Rome, Paris, and London an admirable collection of copies of paintings by the old masters; statues, busts, etc., besides various articles for an Educational Museum in connection with the Department. In 1858-60, Dr.

Ryerson took a leading part in the discussion in the newspapers, and before a committee of the legislature, in favour of grants to the various outlying universities in Ontario, chiefly in terms of Hon.

Robert Baldwin's University Bill of 1843. He maintained that "they did the State good service," and that their claims should be substantially recognized as colleges of a central university. He deprecated the multiplication of universities in the province, which he held would be the result of a rejection of his scheme. In consideration of his able services in this contest, the University of Victoria College conferred upon him the degree of LL.D. in 1861.

In 1867 he made his fourth educational tour in England and the United States. On his return, in 1868, he submitted to the Government a highly valuable "special report on the systems and state of popular education in the several countries of Europe and the United States of America, with practical suggestions for the improvement of Public Instruction in Upper Canada." He also made a separate and extensive "Report on Inst.i.tutions for the Deaf and Dumb and Blind in Various Countries."

In a letter to a friend, Dr. Ryerson thus explained the principles upon which he conducted the educational affairs of the Province for upwards of thirty-one years. He said:--

During these years I organized the school system and administered the Education Department upon the broad and impartial principles which I had advocated. During the long period of my administration of the Department, I knew neither religious sect nor political party--I knew no other party than that of the country at large--I never exercised any patronage for personal or party purposes--I never made or recommended one of the numerous appointments of teachers in the Normal or Model Schools, or Clerks in the Education office, except upon the ground of testimonials as to personal character and qualifications, and on a probationary trial of six months.

In this way only competent and trained persons were appointed to the Normal and Model Schools, and to the Education Office, when a vacancy occurred by resignation or death. Each employe below the one who had resigned or died was advanced a step if deserving; and the most meritorious lad was selected from the Model school, or on other testimonials, and placed at the bottom of the list, and trained and advanced according to his merits in the work of the Education Department. Each one, thus felt, that he owed his position not to party, or personal patronage or favour, but to his own merits, and respected himself and performed his duties accordingly.

I believe this is the true method of managing all the Public Departments, and every branch of the public service. I believe it would contribute immensely to both the efficiency and economy of the public service. Needless and inefficient appointments would not then be made; and it would greatly elevate the standard of action and attainments, and emulate the ambition of the young men and youth of the country, when they know that their selection and advancement in their country's service depended upon their individual merits, irrespective of sect or party, and not as the reward of zeal as political party hacks in elections and otherwise, on their own part, or on that of their fathers or relatives.

The power of government in a country is immense, for good or ill. It is designed by the Supreme Being to be "a minister of G.o.d for good," to a whole people (without partiality, as well as without hypocrisy), like the rays of the sun; and the administration of infinite wisdom and justice, and truth and purity. But when government becomes the mere agency of party, and its highest gifts the prizes of party zeal and intrigue, it loses its moral prestige and power; and from the corrupt fountain would flow polluted streams into every Department of the public service, which would corrupt the whole ma.s.s of society, were it not for the counteracting and refining influences which are exerted upon society by the ministrations and labours of the different religious denominations.

I know it has been contended that party patronage, or, in other words, feeding partizans at the public expense, is an essential element in the existence of a government. This is the doctrine of corruption. The Education Department--the highest public department in Upper Canada--existed for more than thirty years without such an element, and with increased efficiency and increased strength in the public estimation, during the whole of that period. Justice and virtue, and patriotism and intelligence, are stronger elements of power and usefulness than those of buying and rewarding partizans; and if the rivals.h.i.+p and compet.i.tion of public men should consist in who should best devise and promote measures for the advancement of the country, and who should exercise the executive power most impartially and intelligently, for developing and promoting the interests of all cla.s.ses, then the moral standard of government and of public men would be greatly exalted, and the highest civilization of the whole country be advanced. But I will not pursue this topic any further. The truths I state are self-evident.

For many years after Confederation Dr. Ryerson felt that the new political condition of the Province--which localized as well as circ.u.mscribed its civil administration of affairs--required a change in the management of the Education Department. He, therefore, in 1869 and 1872, urged upon the Government the desirability of relieving him from the anomalous position in which he found himself placed under the new system.

The reasons which he urged for his retirement are given in a pamphlet devoted to a "Defence" of the System of Education, which he published in 1872, and are as follows:--

When political men have made attacks upon the school law, or the school system and myself, I have answered them. Then the cry has been raised by my a.s.sailants, and their abettors, that I was "interfering with politics." They would a.s.sail me without stint, in hopes of crus.h.i.+ng me, and then gag me against all defence or reply.

So deeply did I feel the disadvantage and growing evil of this state of things to the Department and school system itself, that in 1868 I proposed to retire from the department.... My resignation was not accepted; ... when, two months later, I proposed that, at the commencement of each session of the legislature, a committee of seven or nine (including the Provincial Secretary for the time being) should be elected by ballot, or by mutual agreement of the leading men of both parties, on the Education Department; which committee should examine into the operations of the Department for the year then ending, consider the school estimates, and any bill or recommendations which might be submitted for the advancement of the school system, and report to the House accordingly. By many thoughtful men, this system has been considered more safe, more likely to secure a competent and working head of the department, and less liable to make the school system a tool of party politics, than for the head of it to have a seat in Parliament, and thus leave the educational interests of the country dependent upon the votes of a majority of electors in one riding. This recommendation, submitted on the 30th January, 1869, was not adopted; and I was left isolated--responsible in the estimation of legislators and everybody else for the Department--the target of every attack, whether in the newspapers or in the Legislative a.s.sembly, yet without any access to it, or to its members, except through the press, and no other support than the character of my work and the general confidence of the public.