Contents—Education among the Loyalists—Effect of the War—No opportunity for Education—A few Educated—At Bath—A common belief—What was requisite for farming—Learning at home—The School Teachers—Their qualifications—Rev. Mr. Stuart as a Teacher—Academy at Kingston—First Canadian D.D.—Mr. Clark, Teacher, 1786—Donevan—Garrison Schools—Cockerell—Myers—Blaney—Michael—Atkins—Kingston, 1795—Lyons—Mrs. Cranahan—In Adolphustown—Morden—Faulkiner—The School Books—Evening Schools—McDougall—O’Reiley—McCormick—Flogging—Salisbury—James—Potter—Wright—Watkins—Gibson—Smith—Whelan—Articles of Agreement—Recollections—Boarding round—American Teachers—School Books—The Letter Z.
The majority of the refugees possessed but limited education. There were a very small number whose education was even excellent; but the greater portion of Loyalists from the revolting Colonies, had not enjoyed opportunities for even a common education. The state of society, for many years, precluded the teaching of youth. During the civil war, the chances for learning had been exceedingly slender. Apart from this, there did not exist, a hundred years ago, the same desire to acquire learning which now prevails. The disbanded soldiers and refugees, even some of the half-pay officers, were void of education, which, even in the back woods, is a source of pure enjoyment. There was, however, an English seminary at Quebec, and at Montreal, at which a few were educated during the war; for instance, Clark, who was a naval store-keeper at Carleton Island, had his children there at school. At the village of Kingston, there were a certain number of educated persons; but around the Bay there was not much to boast of. As their habitations were sparse, it was difficult for a sufficient number to unite to form good schools. Among the old, sturdy farmers, who themselves had no learning, and who had got along without much, if any learning, and had no books to read, there obtained a belief that it was not only unnecessary, but likely to have a bad effect upon the young, disqualifying them for the plain duties of husbandry. If one could read, sign his own name, and cast interest, it was looked upon as quite sufficient for a farmer. But gradually there sprung up an increased desire to acquire education, and a willingness to supply the means therefor. In most places, the children were gladly sent to school. And, moreover, in some cases, elder persons, without learning, married to one possessed of it, would spend their long winter evenings in learning from a willing partner, by the flickering fire light. Says Ex-Sheriff Ruttan, then living at Adolphustown, “As there were no schools at that period, what knowledge I acquired was from my mother, who would, of an evening, relate events of the American rebellion, and the happy lives people once led under British laws and protection previous to the outbreak.” “In a few years, as the neighborhood improved, school teaching was introduced by a few individuals, whose individual infirmities prevented them from hard manual labor.” We find it stated that the first school teachers were discharged soldiers, and generally Irish.
The Rev. John Stuart, subsequently. D.D., (See first clergyman) was the first teacher in Upper Canada. So early as 1785, the year he settled at Cataraqui, as he called the place, he says, in a letter written to an old friend in the States, “The greatest inconvenience I feel here, is there being no school for our boys; but, we are now applying to the Legislature for assistance to erect an academy and have reason to expect success; If I succeed in this, I shall die here contented.” “In May, 1786, he opened an academy at Kingston;” writing in 1788, he remarks, “I have an excellent school for my children,” that is the children of Kingston.—(Memoirs of Dr. Stuart). The degree of D.D., which was conferred upon Mr. Stuart, in 1799, by his Alma Mater, at the University of Pennsylvania, was the first University degree of any kind conferred upon a Canadian, probably to any one of the present Dominion of Canada.
While the Rev. Mr. Stuart was engaged with the first school in Kingston, Mr. Clarke was likewise employed in teaching upon the shores of the Bay, probably in Ernesttown or Fredericksburgh. “We learn from Major Clark, now residing in Edwardsburgh, that his father taught the first regular school in Dundas. He arrived with his family in Montreal, in the year 1786, and proceeded to the Bay Quinté. He remained two years at the Bay, employed in teaching. In 1788, he came to Matilda, at the instance of Captain Frazer, who, at his own expense, purchased a farm for him, at the cost of one hundred dollars. A few of the neighbors assisted in the erection of a school house, in which Mr. Clark taught for several years. He was a native of Perthshire, Scotland.”—(History of Dundas).
One of the first teachers at Kingston, was one Donevan.
As a general thing, all the British garrisons had, what was called, a garrison school, and many of the children at first derived the rudiments of education from these; that is, those living convenient to the forts. The teachers of these army schools, no doubt, were of questionable fitness, probably possessing but a minimum of knowledge, next to actual ignorance. However, there may have been exceptions. Possibly, where a chaplain was attached to a garrison, he taught, or superintended.
Col. Clark, of Dalhousie, says, “The first rudiments of my humble education I acquired at the garrison school, at Old Fort, Niagara. When we came to the British side of the river, I went to various schools. The best among them was a Richard Cockerell, an Englishman, from the United States, who left the country during the rebellion.” He also speaks of D’Anovan of Kingston, as a teacher, and likewise Myers, Blaney, Mr. Michael, Irish, and another, a Scotchman. This was before 1800.
A memorandum by Robert Clark, of Napanee, says, “My boys commenced going to school to Mr. Daniel Allen Atkins, 18th January, 1791.”
Rochefoucault says, in 1795, speaking of Kingston, “In this district are some schools, but they are few in number. The children are instructed in reading and writing, and pay each a dollar a month. One of the masters, superior to the rest, in point of knowledge, taught Latin; but he has left the school, without being succeeded by another instructor of the same learning.”
“In the year 1788, a pious young man, called Lyons, an exhorter in the Methodist Episcopal Church, came to Canada, and engaged in teaching a school in Adolphustown,” “upon Hay Bay or fourth concession.”—(Playter.) Ex-Sheriff Ruttan tells us, that “At seven years of age, (1799), he was one of those who patronized Mrs. Cranahan, who opened a Sylvan Seminary for the young idea, (in Adolphustown); from thence, I went to Jonathan Clark’s, and then tried Thomas Morden, lastly William Faulkiner, a relative of the Hagermans. You may suppose that these graduations to Parnassus, was carried into effect, because a large amount of knowledge could be obtained. Not so; for Dilworth’s Spelling Book, and the New Testament, were the only books possessed by these academies. About five miles distant, was another teacher, whose name I forget; after his day’s work was done in the bush, but particularly in the winter, he was ready to receive his pupils. This evening school was for those in search of knowledge. My two elder brothers availed themselves of this opportunity, and always went on snow shoes, which they deposited at the door.” It looks very much as if courting may have been intimately associated with these nightly researches for knowledge. Mr. Ruttan adds, “And exciting occasions sometimes happened by moonlight, when the girls joined the cavalcade.” At this school as well, the only books were Dilworth, and the Testament; unless it were the girl’s “looks.” “Those primeval days I remember with great pleasure.” “At fourteen, (1806), my education was finished.” We learn that at an early period there was one McDougall, who taught school in a log house upon the south shore of Hay Bay. Says Mr. Henry VanDusen, one of the first natives of Upper Canada, “The first who exercised the prerogative of the school room in Adolphustown were the two sons of Edward O’Reily, and McCormick, both of whom are well remembered by all who were favored with their instruction—from the unmerciful floggings received.”
About the year 1803, one Salisbury taught school on the High Shore, Sophiasburgh. The first teacher upon the Marsh Front, near Grassy Point, was John James. At the mouth of Myers’ Creek, in 1807 or 8, James Potter taught school; but, prior to that, a man by the name of Leslie taught. About this time, there was also a Rev. Mr. Wright, a Presbyterian, who taught school near Mrs. Simpson’s. He preached occasionally. In 1810, in a little frame school house, near the present market, (Belleville,) taught one John Watkins. One of the first school masters up the Moira, fifth concession of Thurlow, was one Gibson. Mrs. Perry, born in Ernesttown, remembers her first, and her principal school-teacher. His name was Smith, and he taught in the second concession of Ernesttown in 1806. He had a large school, the children coming from all the neighborhood, including the best families.
During the war of 1812, Mr. Whelan taught at Kingston, in the public school. The school house stood near the block house. It is stated, January, 1817, that he had been a teacher for ten years.
Before us, is a document, dated at Hollowell, Oct. 28, 1819. It is—“Articles of agreement between R—— L——, of the one part, and we, the undersigned, of the other part: that is to say: that R—— L—— doth engage to keep a regular school, for the term of seven months from the first day of November next, at the rate of two pounds ten shillings per month; and he further doth agree to teach reading, writing, and arithmetic; to keep regular hours, keep good order in school, as far as his abilities will allow, see that the children go orderly from school to their respective homes. And we, the undersigned, doth agree to pay R—— L—— the sum above named of ten dollars per month for the time above mentioned; and further, doth agree to find a comfortable house for the school, and supply the same with wood fitted for the fire. And further, to wash, mend, lodge, and victual him for the time of keeping said school. School to be under charge and inspection of the following trustees: William Clark, Peter Leavens, and Daniel Leavens.”
To which is subjoined, quaintly, in Mr. L.’s hand writing:
“It is to be understood that the said R—— L—— has performed his business rightly till he is discharged,—(Signed) R—— L——.”
Below are the names of the subscribers, and the number of scholars each will send.
The practice already referred to, of setting apart for school teachers such members of the family as were physically incapable of doing hard manual labor, without any regard to their natural or acquired capabilities, was of Yankee origin, and continued in many places for many years. The writer had, among his early teachers, one who boarded round from family to family, whose sole qualification to teach consisted in his lameness. This prostitution of a noble calling, had the effect of preventing men of education for a long time, from engaging in the duties of this profession.
In different places, young men would engage for three or four months, in winter, to teach school; but, with the return of spring, they would return to the labor of the field and woods. After a while, young women could be found who would teach in the concession school house all the summer, to which the younger children would go.
Some of the first school teachers were from the old country, and some from the American States. The latter would naturally desire to have used American school books, and, as they were the most conveniently procured, they were introduced, and continued to be in use for many years. At least, by some schools, Dr. Noah Webster’s spelling book was among the first to be used; and the writer commenced his rudimentary education in that book. It followed, from the presence of American teachers and school books, that peculiarities of American spelling and pronunciation were taught to the children of Canada. For instance, take the letter Z. This letter of the English alphabet is, according to original authority pronounced zed; but Webster taught that it had not a compound sound, and should be pronounced ze. This matter was brought before the public, by a letter over the signature of “Harris,” which appeared in the Kingston Herald, in 1846. After adducing abundance of authority, he concludes that “the instructor of youth, who, when engaged in teaching the elements of the English language, direct them to call that letter ze, instead of zed, are teaching them error.”
Contents—Mr. Stuart’s school—Simcoe—State Church and College—Grammar Schools—Hon. R. Hamilton—Chalmers—Strachan—Comes to Canada—Educational history—Arrival at Kingston—The pupils—Fees—Removes to Cornwall—Pupils follow—Strachan, a Canadian—Marries—Interview with Bishop Strachan—His disappointment—A stranger—What he forsook—300 pupils—Their success—Stay at Cornwall—Appointments at York—A lecturer—At Kingston—Member of Legislative Council—Politician—Clergy Reserves—Founds King’s College—The thirty-nine articles—Monopoly swept away—Voluntaryism—Founds Trinity College—Bishop Strachan in 1866—What he had accomplished—Those he tutored—Setting up a high standard—“Reckoner”—Sincerity—Legislation, 1797—Address to the King—Grammar Schools—Grant, 1798—Board of Education—Endowment Of King’s College—Its constitution—Changes—Upper Canada College—Endowment—“A spirit of improvement”—Gourlay—The second academy—At Ernesttown—The trustees—Bidwell—Charges—Contradicted—Rival school—Bidwell’s son—Conspicuous character—Bidwell’s death—Son removes to Toronto—Academy building, a barrack—Literary spirit of Bath—Never revived—York.
Up to the time that Upper Canada was set apart from the Province of Quebec, as a distinct Province, and even until 1799, when Dr. Strachan came to Kingston, the Rev. Mr. Stuart continued to be the only teacher who imparted anything like a solid education. But his scholars consisted mainly of boys not far advanced. No doubt many of them, however, received from him the elements of a sound, and even classical education.
Governor Simcoe, soon after assuming office, impressed with the importance of higher education, even for an infant colony, took early steps to procure from the mother-country a competent person to place at the head of a College he had determined to establish in connection with a State Church. His scheme of education to further that object, was to establish a system of grammar schools, and a University as the head.
The Hon. Robert Hamilton, of Queenston, had at this time a brother living in Scotland, and it was through him that an offer was made first to the celebrated Dr. Chalmers. But not desiring to come, although he had not yet attained to his greatness, he mentioned the name of his friend Strachan, to whom the offer was then made. Mr. Strachan decided to come. Thus it was the veteran school-teacher, the divine, the founder of Universities, who but recently passed away, was led to Canada to become the occupant of one of the most conspicuous places in the Province of Upper Canada. So intimately is the name of Dr. Strachan associated with the history of education, as well as with the Episcopalian Church, that it becomes necessary to supply here a somewhat lengthened account of his educational history. He arrived at Kingston the last day of the year, 1799, having sailed from Greenock the latter part of August, and having been over four months on the way. But when Strachan arrived, Simcoe had been recalled, and his scheme was at least, in abeyance.
Col. Clark says that “a school was established at Kingston, 1800, by the Hon. R. Cartwright for his sons, having Mr. Strachan for teacher, who had the privilege of taking ten additional scholars at £10 each per annum.” Among these ten were the late Chief Justice Robinson, Chief Justice Macaulay, the Hon. George Markland, Bishop Bethune, the successor of Dr. Strachan; the Rev. W. Macaulay, Picton; Captain England, Royal Engineers; Justice McLean, Col. John Clark, and the two sons of Hamilton, James and Samuel. These, with four sons of Richard Cartwright, formed Mr. Strachan’s first school for the higher branches of education.
Mr. Strachan continued to teach in Kingston for three years, when he removed his school to Cornwall.
All of his pupils at Kingston, except John Clark, of Niagara, followed him to that place, and continued for years under his instruction.
The high standard of education now set up by Mr. Strachan had a beneficial effect. He trained here for usefulness and distinction, some of the first men of the Province. In addition to those mentioned as distinguished pupils, was Christopher Hagarman. Here Mr. Strachan, it may be said, became a thorough Canadian, and began to identify himself with the higher interests of the country. He shortly after married a lady of Cornwall, Miss Woods, who lived to within a few years of the Bishop’s death.
Dr. Strachan, in conversation with the writer, referred to the time of his coming to Canada with no little feeling. He evidently felt the disappointment arising from the departure of Governor Simcoe very keenly, which left him quite to his own resources in the new country, far from his home which he had forsaken, in view of certain promises of advancement, congenial to his taste. He was, to use his own words, “a lonely stranger in a foreign land, without resources or a single acquaintance.” But in coming to speak of his pupils, of which there had been about 300, and whose course in life he had been permitted to see; whose success he had been proud to note, he spoke of them with all the kindness and regard of a parent. He dwelt upon the character and high position to which so many had attained, especially the late Chief Justice Robinson. Speaking of himself, he said his “early life was of too busy a nature to allow him to keep a journal.” And we find it stated that he had to support a mother and two sisters.
Mr. Strachan continued at Cornwall nine years, teaching, when he removed to York. The Government recognised his ability, and to increase the sphere of his usefulness, and to establish a Provincial College, he was requested to remove to the capital of Upper Canada, and had offered to him every advantage, pecuniary and otherwise. In these early efforts to establish higher education, says the Rev. Mr. Smart, whose testimony is important, too much praise cannot be given to Dr. Strachan.
Although Mr. Strachan had removed to Cornwall, Kingston was occasionally favored by his presence as a public lecturer, as the following notice which appeared in the Gazette, December, 1810, will show:
“Mr. Strachan’s annual course of popular lectures on Natural Philosophy, will commence on the second Monday in January, the course consisting of thirty-six lectures, to be completed in two months. Tickets of admission, four guineas; students taught at any of the District Schools of Upper Canada, entitled to tickets for one guinea. This money to be appropriated to the purchase of scientific books, for the use of those who attend the lectures.”
In 1818 Dr. Strachan was appointed a member of the Legislative Council, and also of the Executive Council. In these positions he was a consistent worker to secure the establishment of a State Church; and for the twenty-two years he took part in the politics of Upper Canada he ceased not to work for the cause, and the preservation of the Clergy Reserves. Dr. Strachan never forgot the original purpose which brought him to Canada, the foundation of Grammar Schools and a University. In 1827, after using the influence which his political position allowed him to secure this object, he procured a royal charter for a University which he named King’s College after his Alma Mater. This institution was intended for the exclusive benefit of those who would subscribe to the Thirty-nine Articles. For nearly twenty years this University continued under the control of the Church of England. But the spirit which obtained in the public mind of Canada was hostile to this monopoly, and the time came when the University he had founded became more truly a national one. Although at this time an old man, when it might have been supposed he would yield to the adverse influence which had overcome his college, he never thought of resting satisfied, but, in direct opposition to the principle against voluntaryism, for which his life had been so far spent, he set about laying the foundation of another University, and the Trinity College of Toronto is a second monument to his untiring energy and success; a monument which renders another unnecessary to commemorate him.
We penned the following remarks in 1866: This widely known worthy still animates the church he has been mainly instrumental in erecting to a high and ever influential position in Canada, and whose untiring energies, guided by a brilliant intellect and a noble purpose, has made him the parent of higher education in the Province. The result of his doings—the traces of his vigorous mind, the repletion of his noble life may be seen, not alone upon the page of Episcopalian Church History; but in all the departments of Provincial life—in the halls of learning, in the recorded charges from the Bench, by the mouth of those he educated; in the speeches of many of Canada’s earliest and foremost statesmen. For it was he tutored the mind of a McLean, a Hagerman, a Robinson, of the Sherwoods, Jones, besides a large number of others who have acted a conspicuous part in the history of the country. While the trees of the forest yet overshadowed the muddy soil where Toronto now proudly rears her graceful spires and domes, and while the wild duck found a safe resting place in the bay, now thickly dotted with crafts of every size, Dr. Strachan by pen, and by word of mouth, was setting up a high standard of learning; and by worthy means, was stimulating the minds of the future men of Canada to attain that high mark. Read the easy flowing words that appeared in the Kingston Gazette, over “Reckoner,” and it will strike one that if he took the Spectator as a model, he abundantly succeeded in imitating the immortal Addison. His school at Cornwall was pre-eminently good, “he had the welfare of those committed to him at heart, (says the Rev. Mr. Smart,) as well as the youth of the country generally.”
Five years after the erection of Upper Canada into a distinct Province, 1797, steps were taken by the two Houses of Parliament to establish schools for the higher branches of learning. A joint address was presented to His Majesty, Geo. III., asking that he “would be graciously pleased to direct his Government in this Province, to appropriate a certain portion of the waste lands of the Crown, as a fund for the establishment and support of a respectable Grammar School in each District thereof; and also a College, or University, for the instruction of youth in the different branches of liberal knowledge.” The Imperial Government replied, enquiring in what manner, and to what extent, “a portion of the Crown lands might be appropriated and rendered productive towards the formation of a fund for the above purposes.” The Executive Council of Canada recommended “that an appropriation of 500,000 acres, or ten townships, after deducting the Crown and Clergy sevenths, would be a sufficient fund for the establishment and maintenance of the royal foundation of four Grammar Schools and one University.” It was also suggested, that the Grammar Schools be established at Cornwall, Kingston, Newark (Niagara), and Sandwich, and the University at York. It is not known what action was taken on this recommendation.—(Lillie). But, in 1798, “a grant was made of 549,000 acres of land in different parts of the Province, to carry out the design of the Grammar Schools and University.” “Of the above land endowment, 190,573 acres were, up to the year 1826, assigned to (or disposed of by) a public body, known as the Board of Education, the proceeds having been applied to the support of Common and Grammar Schools.” The residue of the grant, amounting to 358,427 acres, appears to have been regarded as properly constituting that portion of the royal gift which had been intended for the support of the contemplated University.
Through the influence and exertion of Dr. Strachan, the University of King’s College was established by Royal Charter of Incorporation, 15th March, 1827, with an endowment of “225,000 acres of crown land, and £1,000 for sixteen years.” The Council or Governors were to consist of the Chancellor, President, and seven Professors or Graduates of the institution. All were to be members of the Church of England. This exclusive feature of the College continued to exist until 1843, when the charter was modified whereby parties were eligible to hold office by a declaration of their “belief in the authenticity and Divine incorporation of the Old and New Testaments, and in the doctrine of the Trinity.” Various changes were made by Legislative enactment until the present institution became established, in 1853, when the faculties of Law and Medicine were abolished, the name changed from King’s College to University College, and the University and College made two distinct institutions.
The Royal Grammar School was merged into Upper Canada College in 1829, and this institution was opened the following year. “In the years 1832, 1834, and 1835, it received endowments of land, amounting, in all, to 63,268 acres, irrespective of two valuable blocks in York—on one of which the present College buildings stand.” “The College further received an allowance from Government of £200 sterling, in 1830; £500 in 1831; and £1,000 sterling per annum since.”
While to Dr. Strachan belongs the honor of establishing the first school whereat a liberal education might be obtained the efforts and labors of others must not be forgotten. Shortly after the commencement of the present century, there arose, perhaps as a result of the teaching of Strachan, a greater desire for advanced learning. Says a writer in 1811, “A spirit of improvement is evidently spreading, the value of education, as well as the want of it, is felt. Gentlemen of competent means appear to be sensible of the importance of giving their children academical learning, and ambitious to do it without sending them abroad for the purpose. Among other indications of progress in literary ambition, I cannot forbear referring to the academy lately erected in Ernesttown, by the subscription of public-spirited inhabitants of that, and the neighbouring townships, who appear to be convinced that the cultivation of liberal arts and sciences is naturally connected with an improvement of manners and morals, and a general melioration of the state of society.”
The academy above referred to was the second school of importance established in Upper Canada. It was also situated upon the shores of the Bay of Quinté. The following is from the Kingston Gazette:
“Ernesttown Academy.—The subscribers hereby inform the friends of learning that an Academical School, under the superintendence of an experienced preceptor, is opened in Ernesttown, near the church, for the instruction of youth in English reading, speaking, grammar and composition, the learned languages, penmanship, arithmetic, geography, and other branches of Liberal Education. Scholars attending from a distance may be boarded in good families on reasonable terms, and for fifteen shillings a year can have the use of a valuable library. School Trustees: Robert McDowel, Benjamin Fairfield, William Fairfield, Solomon Johns, William Wilcox, Samuel Neilson, George Baker.—Ernesttown, 11th March, 1811.”
The person selected for teacher was Mr. Barnabas Bidwell, who had a few years previously come to Canada from the State of Massachusetts, where he had been, according to a writer in the Kingston Gazette, Attorney-General of that State. The same writer made charges of a serious nature against Mr. Bidwell, as to the cause of his leaving his country; but one of the above committee vindicated Mr. Bidwell’s character; by asserting that although Mr. B. had been “unfortunate in business, and became embarrassed, he was honest, and had left property to pay his debts when he left—that he had been a tutor at the first college in America—that he avoided politics and devoted himself to literary pursuits.” It was about the commencement of the present century, when Mr Bidwell came to Bath to live.
Probably the academy at Bath was regarded somewhat as a rival to the school existing at Cornwall.
Barnabas Bidwell remained at Bath about eight years when he removed to Kingston, with his son, Marshal Bidwell, who became a lawyer, and a very conspicuous character in Canada. B. Bidwell died at Kingston, July 26, 1833, aged 70. His son removed to York in 1830, where he practised his profession until the eventful year of 1837.
The academy, at the commencement of the war of 1812, was in a prosperous state, but very soon all was changed,—the school was broken up, and the building converted into a barrack. The close of the war unfortunately saw no return of the old state of things, the teacher was gone, and the students scattered, “having resorted to other places of education, many of them out of the province. The building is now, (1822), occupied as a house of public worship, and a common school. It is to be hoped, however, that the taste for literary improvement may be revived, and this seminary be re-established.” But these hopes were never realized. The literary glory of Bath had departed. The capital of York was now to become a centre to which would gravitate the more learned, and where would be established the seats of learning. The limited, though earnest rivalry which had existed between Kingston and Bath, was to be on a more important scale, between the ancient capital, Kingston, and the more promising one of York.
Contents—Extract from Cooper—Educational institutions—Kingston—Queen’s College—Own’s Real Estate—Regiopolis College—Roman Catholic—Grammar School—Attendance—School houses—Library—Separate Schools—Private Schools—The Quaker School—William Penn—Upon the Hudson—Near Bloomfield—Origin of school—Gurnay—His offer—Management of school—The teaching—Mrs. Crombie’s schools—Picton Ladies’ Academy—McMullen, proprietor—Teachers—Gentlemen’s department—Popular—The art of printing—In America—Book publishing—First in America—Books among the loyalists—Few—Passed around—Ferguson’s books—The Bible—Libraries at Kingston and Bath—Legislation—In Lower Canada—Reading room at Hallowell—Reserves for Education—Upper Canada in respect to education—Praiseworthy—Common School System Bill introduced 1841—Amended, 1846—Dr. Ryerson’s system—Unsurpassed.
The subjoined statement we extract from Cooper, which was written in 1856. We have no doubt the last twelve years has been attended with a steady increase in the importance of the Educational institutions of Kingston.
“Educational Institutions.—There are in Kingston two colleges, Queen’s College and Regiopolis; the County Grammar School, 11 Common Schools, 2 separate R. C. Schools, one School connected with the Nunnery, or Sisters of Charity, with numerous good private schools for boys, private schools for girls, infant schools and other minor educational establishments, such as evening schools, classes for teaching continental languages, &c., in all between 20 and 30.
“Queen’s College.—Queen’s College is an educational institution of very considerable importance, and from it have issued graduates in arts, divinity and medicine, of no despicable attainments. It was incorporated by Royal Charter in 1842, and is under the management of a Board of Trustees and Senate. It has a Principal and four Professors in Arts and Divinity, besides six Medical Professors. It confers Scholarships of the aggregate value of £200, the highest being worth £12 10s. It numbers during the present year, 47 medical students, 30 in Arts, 10 in Divinity, connected with it is a Preparatory School, where great pains are taken to prepare pupils for matriculation at the college. A good library, containing some 3,000 volumes belongs to the College. A series of meteorological observations are taken by the graduates, with the able supervision of the Rev. Professor James Williamson, under whose assiduous attention this branch of knowledge, so much neglected in Canada has been carefully fostered.
“This institution owns valuable real estate, and is aided by an annual grant from the Legislature of £750, and £250 to the medical branch.
“Regiopolis College is a Roman Catholic Seminary of learning; it has three Professorships, the duties of which are discharged by Roman Catholic clergymen. Beyond its own walls, and its own community, it is little known as an educational institution.
“The County Grammar School is supported as those in other counties, that is, by a grant from Government of £100 per annum, and the tuition fees of pupils. It possessed formerly a small endowment; this for the present has been consumed in creating a fund for the liquidation of some debt on the school-house, a plain substantial building in a healthy and elevated part of the town; it is under the control of a Board of Trustees, appointed by the County Council, and is managed by a head-master and under-master. It is one of the three Grammar Schools first established in the Province, and created by Royal Charter—the other two being at Cornwall and Niagara.
“The Common Schools are, as in other places, under the management of the department of education, and the local control of a Board of Trustees, and local Superintendent. There is a great want of proper and sufficient school-houses, a want which it is anticipated will soon be supplied, the Board having in contemplation, the immediate erection of proper buildings. The free school system has been adopted here; the difficulties usually attendant on its establishment have not been altogether escaped—the public seeming loth to tax themselves to any extent, for the purpose of general education. A marked increase in the attendance at the city schools has taken place during the last two years, and there are now taught as large a number of children in the common schools of Kingston as in any other Canadian city, in proportion to its population: the standard of education may or may not be as high as in Toronto, Hamilton or Brockville, but if it is more elementary, it is not less sound. In free public schools, such as now established, it is perhaps as well not to aim at a higher standard than is here attained to. When good school-houses are erected, it will doubtlessly be found necessary to adopt the Central School system, on the model of that so successfully carried out in Hamilton, Perth and St. Catharines, and perhaps elsewhere. When such is the case the present schools will rank high as primary schools, whilst the central schools will have to compete with other similar institutions in the province, and will not likely be behind them in character and value; these changes are in contemplation, and will before long be carried into effect. The people of Kingston do not fail to appreciate the benefits of sound education of its inhabitants in elevating the position of a city. A public library, containing some 2,000 volumes, has been established in connection with the city schools.
“The Roman Catholic Separate Schools are under the management of a separate Board of Trustees; they are supported as are the Common Schools, by a Legislative grant, proportionate to the average attendance of pupils, and by a rate settled by the Board, collected from all rate-payers; in the case of the Separate Schools, from the parents of pupils and supporters of the schools, who are exempt from all other taxation for school purposes. The rate in their case is usually very low. The wealthier supporters of the schools, with a praiseworthy zeal, voluntarily contribute largely to the required fund. Among the private schools are many excellent academies for both boys and girls, which afford both ornamental acquirements and substantial, classical and commercial education.”
Quaker Schools.—The noted and good William Penn founded a school for the children of the Friends at an early date. Subsequently a Quaker Boarding School was established upon the banks of the Hudson, near Poughkeepsie.
Toward the latter part of 1841, a school for the children of the Quaker denomination, was opened near the pleasant village of Bloomfield, about 4 miles from Picton. The origin of the school we believe, was pretty much as follows: An English gentleman, John Joseph Gurney, brother to Elizabeth Fry, a member of the Quaker Society, and we believe a minister, was travelling in Canada, and discovering the wants of that denomination, with respect to education, offered to bestow a certain sum, (£500), on condition that another specified sum were raised, a suitable place bought, and buildings prepared. His offer being accepted, and at this juncture, Mr. Armstrong being desirous of selling his farm of 100 acres, with a good brick house just completed, the present site of the school was procured. In addition to the means thus obtained there was also a limited sum held by the society, it is said a bequest, for educational purposes. Additional buildings were erected, and the school duly opened. The first teachers were Americans. The school was managed by a committee chosen annually by the Society, until the latter part of 1865, when it was leased to Mr. W. Valentine, to whom we are partially indebted for the foregoing facts. The school continues under the supervision of a managing committee, appointed by the Society. Its capacity does not extend further than to receive 30 pupils of each sex, who are taught the usual branches of a good English education, and sometimes the rudiments of the classics and the modern languages.
In 1836, Mrs. Crombie and her sister Miss Bradshaw opened a “Female Academy” in Picton, which promised to give “substantial and ornamental accomplishments.”
The Picton Ladies’ Academy was opened in December, 1847, by the Rev. D. McMullen, as sole proprietor. It was continued by him until May, 1851, when Miss Creighton rented the premises and took charge of the school. It continued under her management nine months, when it finally was closed. The first teachers were the late Mrs. N. F. English, and Miss Eliza Austin. Afterwards Miss M. E. Adams was preceptress, and Miss Ployle was teacher.
A male department was established by Mr. McMullen, with the hope of having it connected with the Grammar School. But this was not done. The principal of the school was C. M. C. Cameron, now Dr. Cameron of Port Hope, and a graduate of Victoria College. He was assisted by Mr. Samuel W. Harding; the school existed but one year. Both of these schools were well attended, and were deservedly popular. When closed it was generally regarded as a public loss, by those most capable of judging.
We have accorded to Dr. Strachan a prominent and foremost position in connection with the subject of higher education. We considered it a duty as well as a pleasure, to thus honor one whose praise was in all the land when he ceased to live. But the fountain of education opened by him did not flow, shall we say, was not intended to flow to the masses. Dr. Strachan’s educational establishment was rather created for a select circle, for an expected Canadian aristocracy. It remained for others to originate a stream of learning that should water the whole land, and come within the reach of every Canadian family—that should give intellectual life to the whole of the country, irrespective of creed or origin. To the Wesleyan Methodists belongs the greater honor of establishing an institution of higher learning, whose doors were opened to all, and within which any one might obtain learning without hindrance, no matter what his belief. While religious oversight was to be extended, no peculiar dogma was to be enforced, no sectarian principle was to be inculcated.
In the month of August, 1830, when the Wesleyan Conference met upon the Bay Quinté, the Rev. Wm. Case, being General Superintendent, and Rev. James (now Dr.) Richardson, Secretary, and while Cobourg was yet embraced within the Bay Quinté District, the following Resolution was adopted by that body:
“That a Committee of nine be chosen by ballot, consisting of three from each District, to fix the location of the Seminary, according to some general instructions to be given them by the Conference.” The committee consisted of “J. Ryerson, T. Whitehead, S. Belton, David Wright, J. Beatty, Wm. Ryerson, Thos. Madden, Wm. Brown, James Richardson.”
The following Constitution for the Upper Canada Academy, was adopted:
“1. That nine Trustees be appointed, three of whom shall go into office annually.
“2. That a Board of Visitors, consisting of five, be chosen annually by the Conference. That these two bodies should jointly form a Board to appoint the Principal and Teachers, and govern, and generally superintend the institution.”
The Conference, in the Pastoral Address, asked for the liberal support of the members, in the establishment of the proposed Academy. A general agent was appointed, and active steps taken to carry out the object. It is noteworthy, that the call thus made to the farmers, many of whom were yet struggling for the necessaries of life, was promptly and nobly responded to. Agents continued to be appointed from year to year, and in the Conference address of 1835, it is said, “We are happy to be able to say that the buildings for the Upper Canada Academy are nearly completed. We trust the Institution will soon be open for the reception of pupils.” There had been delay “for want of funds.” Arrangements were making to accommodate one hundred and seventy pupils, with board and lodging. In 1836, it is found stated, that “the Conference and the friends of general education, and of Wesleyan Methodists in Canada, have at length, by their unremitting efforts, succeeded in preparing the Upper Canada Academy for the reception of pupils, and we expect, in a few days to see it in operation.” In 1837, we find that Matthew Ritchey, A. M., was the Principal of the U. C. Academy. If we mistake not, the Rev. Egerton Ryerson had previously been named to fill the office. At all events, we have every reason to believe that this distinguished Canadian educationist was chiefly instrumental in securing the foundation of an abiding institution, probably, indeed, was the originator of the scheme. He not only stimulated others to work; but obtained from Government a grant, so often begrudged. He also, as a representative to the British Conference, was the means of procuring a donation of one hundred pounds’ worth of books, beside other contributions. In 1840, the Rev. Mr. Ritchey ceased to be Principal. During his time of service, it is stated, the Academy increasingly progressed in efficiency and in increase of pupils. Mr. Ritchey’s successor, in 1841, was the Rev. Jesse Hurlburt, A. B. Daniel C. VanNorman was Professor of Mathematics, a post to which he had been appointed a year previous.
The year 1842 saw the Upper Canada Academy changed into the Victoria College, by Provincial Legislative enactment, possessing the usual powers and privileges of a University. The Rev. Egerton Ryerson was made Principal; Jesse Hurlburt, A. M., and D. C. VanNorman, Professors; and James Spencer, English Teacher. Dr. Ryerson continued Principal until 1845. In 1845, Alexander MacNab, A. M., was appointed Acting Principal, and in 1847 he became Principal, and held the position until 1850.
In 1851, the Rev. S. S. Nelles, A. M., was elected to the office which he now continues to hold with so much credit and dignity, having been instrumental in materially advancing the reputation of the previously well known College.