Egerton Ryerson and Education in Upper Canada Part 8

That the leaders of Canadian public opinion in the years following 1846 saw all that was involved in Ryerson's gradual strengthening of central control of educational affairs is made abundantly clear by the leading editorials in the press of that period. The Toronto _Globe_, which had been established in 1844 by the Browns, was already in 1846 the leading exponent of advanced liberal ideas in Upper Canada. As the _Globe_ had been bitterly opposed to Lord Metcalfe, and had resented Ryerson's defence of him, it was not to be expected that Ryerson's appointment as Superintendent of Education would be satisfactory to that journal, or that his educational plans would be leniently criticised. Indeed, the _Globe_ editor's first objection to Ryerson's Bill of 1846 was to the great powers conferred upon the Superintendent and to the irresponsible nature of his Commission. The following is from a _Globe_ editorial of April 14th, 1846;[75] "We have read a draft of the new School Bill for Upper Canada brought in by Mr. Draper. We have not been able to go over all its claims, but it contains one objectionable principle, viz.: the appointment and dismissal of the Superintendent is vested in the Governor-General personally and not in the Governor-General with the advice of his Council, as it ought to be. The whole funds from which the school system is to derive support are raised by the people of Canada, and the disposal of them should be subjected to the control of the House through the Executive Council.... The powers of the Superintendent are very great and embrace many points such as the selection of proper books, etc. A Board of seven Commissioners to a.s.sist the Superintendent is named, but the Governor may appoint them, or not, and the Superintendent may take their advice, or not, and he has also power to prevent interference at any time, for he is only to receive advice on all measures which he may 'submit to them.' The whole of this extensive inst.i.tution, if the Bill pa.s.ses, will be lodged in the Governor-General personally and in the Superintendent, and they may work it for any purpose that suits their views." On July 14th, 1846, the editor of the _Globe_ again criticises the School Bill, because the Superintendent reports to the Governor and not to the Governor-General-in-Council.

[75] See bound volume of _Globe_ in Legislative Library, Toronto.

These articles are interesting and important. Why was Ryerson's appointment vested in the Governor and not in the Executive Council? The answer not only throws valuable light upon the way that Ryerson himself viewed his office and its relation to the public, but it incidentally shows how imperfectly responsible government was established in Upper Canada in 1846. We should gasp with astonishment in Canada to-day if it were proposed to vest the appointment of any public officers in the Governor-General personally. We allow our Governors no personal freedom in the conduct of public affairs. But in 1846 that idea was not wholly accepted. There still lingered a feeling that the Crown had certain vaguely-defined prerogatives, which might be exercised without let or hindrance from Councillors. And many who recognized that the British Crown had little individual freedom of action in public affairs in Britain could not see that the same status ought to be established for the Crown's representative in a colony. Or, to put it in another way, the people did not see how a colony could be self-governing without being wholly independent.

Ryerson wished his appointment to be vested in the Governor, rather than in the Executive Council, because he thought that by such an arrangement he was a servant of the country and not of any political party. He thought that a Superintendent of Education ought, like a judge, to be placed beyond the accidents and turmoil of politics. No doubt that was an illogical position. Indeed, time showed it to be so, and that full recognition of the principle of responsible government required a Minister of Education responsible directly to the Legislature. We can only speculate as to what would have been the effect upon our schools had Ryerson's position been looked upon as political and had he been forced to vacate his office with every change of government. It seems doubtful whether our schools would have improved as rapidly as they did under the conservative, but truly progressive, policy of Ryerson.

There is abundant evidence that there were many in Upper Canada who wished to see the position of Superintendent closely connected with politics. A _Globe_ editorial, Jan. 6th, 1847, commenting on Ryerson's report, says: "We expected that when our new Superintendent stepped into his ill-gotten office he would immediately take measures to make himself acquainted with the replies to such questions as the following: First, the situation, condition and number of schools and school-houses of all kinds in the Province. Second, the manner in which school trustees, town, county and district Superintendents had discharged their several duties. Third, the desire manifested by parents generally for the education of their children. Fourth, the competency and efficiency of the teachers, their salaries, etc. Fifth, the kind of school books used, the school libraries and other apparatus for teaching. Had such questions been proposed and answered, the Superintendent would have had something to base a report upon. It was but natural to suppose that an officer whose sole prospects of success are in the confidence and co-operation of the people would have taken some steps to gain that confidence and co-operation, that he would have been desirous by direct communication with superintendents, trustees, experienced teachers and influential persons in the Province of ascertaining their views and of obtaining their suggestions as to the best means of promoting the interests of the n.o.ble department over which he had been called to preside. But no, it is true he was devising a system of education for Canada, but what had the wants or wishes of the people to do with it?

The serfs must receive anything I, their lord and master, may import from the cringing subjects of despotic monarchies. We are more and more convinced from the examination of this report that Mr. Ryerson is not competent for the situation which he occupies."

This is manifestly unfair. Ryerson knew from previous experience and without any further special investigation, the answer to every one of the five questions propounded above. In 1848, just after the Baldwin-Lafontaine administration was formed, and before the newly-formed ministry had met Parliament, there was more or less discussion about dismissing Ryerson from his position as Superintendent of Education. The _Globe_ of April 29th, 1848, says: "Will any man, except a few of his own clique, say that Egerton Ryerson should be Superintendent of Education under a Liberal Government? We apprehend none. He has done nothing wrong since his appointment, it is said. We say he has. He spent many months on the Continent of Europe and in Britain in amus.e.m.e.nt or recreation, professing to get information about things which every person knew already.... We have had hints of the Prussian system being applicable to Canada and we feel convinced that he, who sold himself to the late Administration, would have readily brought all the youth of Canada to the same market and placed them under the domination of an arbitrary and coercive power. He had sold their fathers for pelf, why not sell the sons also? Was he not in league with that party which would retain the Province in va.s.salage to the old Compact which he had so heartily denounced in former times? Is he not a member of that Methodist Committee which bargained away to a worthless Ministry the Methodist votes for 1,500 to Victoria College? These are most memorable events in the annals of political corruption.... But we care not if there had been no ground for complaint since 1844. We know that Egerton Ryerson sold himself body and spirit to Lord Metcalfe and that he broached doctrines of the most unconst.i.tutional kind, threatening those who were but asking the common rights of British subjects with the vengeance of the whole Empire. The man who holds such views is unfit to be at the head of the country's education. He would convert the children of the Province into the most pliable tools of an arbitrary system."

These articles show clearly that the party press was not disposed to judge Ryerson by his work as Superintendent of Education. They claimed that because he championed Lord Metcalfe in 1844 he was a partizan, and if a partizan in 1844 he must still be one in 1848.

Besides a certain amount of political prejudice, Ryerson had to overcome the many points of friction caused by an attempt to work the Bill of 1846, and when we consider the ignorance and incompetence among those upon whom the administration of the Act rested, and the prejudices against the Act by many who were supremely selfish, we have to admit that a less courageous man would have utterly failed. Many trustees could neither read nor write. In some cases the District Munic.i.p.al Councillors who were parties to school administration were equally ignorant. District Superintendents of schools were not always fitted for such a responsibility. Perhaps half the whole body of teachers made up a motley a.s.sortment of impecunious tramps. The Superintendent's report for 1847 shows that out of 2,572 schoolhouses only 133 were of brick or stone, and that 1,399 were made of logs; 1,378 had no playground, and only 163 were provided with water-closets. With many superintendents, trustees, and teachers miserably incompetent, with buildings and equipment woefully inadequate, it required a stout heart to undertake a reformation.

Ryerson had two temperamental qualities that stood him in good stead; he had an idealist's faith in humanity, believing that men would choose the higher if it could once be shown them; he had besides an infinite capacity for hard work and for taking pains. This is fully shown by the way he met the many objections to his Bill of 1846. The bitterest opposition came from the Council of the Gore District, now the County of Wentworth, a District from which more progressive ideas might have been expected. On the 10th November, 1846, this Council[76] pet.i.tioned the Legislative a.s.sembly against Ryerson's Bill. They objected to a Provincial Board of Education and to a Chief Superintendent. They wished to have re-enacted the School Bills of 1816 and 1820. Among other things the pet.i.tion says: "With respect to the necessity of establishing a Normal, with elementary Model Schools in this Province, your memorialists are of opinion that however well adapted such an inst.i.tution might be to the wants of the old and densely populated countries of Europe, where service in almost every vocation will scarcely yield the common necessaries of life, they are altogether unsuited to a country like Upper Canada, where a young man of such excellent character as a candidate is required to be to enter a Normal School and having the advantage of a good education besides, need only turn to the right hand or to the left to make his service much more agreeable and profitable to himself, than in the drudgery of a common school, at an average of 29 per annum [the average in Upper Canada for 1845]; nor do your memorialists hope to provide qualified teachers by any other means in the present circ.u.mstances of the country than by securing as heretofore the services of those whose physical disabilities from age render this mode of obtaining a livelihood the only one suited to their decaying energy, or by employing such of the newly-arrived immigrants as are qualified for common school teachers, year by year as they come amongst us, and who will adopt this as a means of temporary support until their character and abilities are known and turned to better account for themselves."

[76] See copy of pet.i.tion in D. H. E., Vol. VII., pp. 114-116.

This pet.i.tion was sent to every District Council in Upper Canada. Some districts agreed with it, some were indifferent and some wholly opposed its spirit. Colborne District Council took a very different att.i.tude.

They praised the Chief Superintendent, warmly approved of a Normal School, and found much to admire in the legislation of 1846. The following from their report will serve as an ill.u.s.tration:[77] "As the Normal and Model Schools begin to yield their legitimate fruits, and as the blighting effects of employing men as school teachers who are neither in manners nor in intellectual endowments much above the lowest menials, shall press less and less heavily upon the mental and moral habitudes of the rising generation, the great benefits to be derived from the present Common School Act, and its immense superiority over all former school laws of Upper Canada, will become more and more confessed and appreciated. Already that public apathy which is the deadliest enemy to improvement is slowly yielding to the necessity imposed by the present school law upon the trustees and others of acquiring extended information, of entering with a deeper interest into all matters connected with Common Schools and of joining with school visitors, superintendents and munic.i.p.al councillors in a more active and vigilant oversight of them."

[77] See copy of memorial in D. H. E., Vol. VII., p. 117.

Ryerson saw that public opinion must be educated. The problem was a wider one than the education of the rising generation in the schoolhouses. The fathers and mothers and all who made public opinion must be awakened. This work Ryerson did in a characteristic manner. He had been a missionary preacher of the Gospel; he now became an educational missionary. He sent carefully-prepared circulars to Munic.i.p.al Councils, to District Superintendents, to school trustees and to teachers. He established at his own financial risk, and without accepting a penny of the profits for his labour, an educational journal as a means of communication with the general public. In the autumn of 1847 he spent ten weeks in visits to the twenty-one Districts into which Upper Canada was at that time divided. He called District Educational Conventions, lasting each two days. To these were invited teachers, District Superintendents, School Visitors, Munic.i.p.al Councillors and the general public. The Warden was generally secured as chairman. During the day, Ryerson discussed the School Act and its operation. He found that often the people had been misled and that trustees who had never made any attempt to enforce the Act had laid the blame for their poor school upon the Act of 1846. In almost every case a frank discussion face to face with the parties concerned removed unreasonable prejudices and made friends for the new Superintendent. In the evening, Ryerson gave a public lecture. His subject in 1847 was "The Advantage of Education to an Agricultural People." No subject could have been more appropriate to secure the sympathy of the ma.s.s of the people and to give the lecturer an opportunity to show what he hoped to do for Upper Canada.

CHAPTER VII.

_THE RYERSON BILL OF 1850._

The Act of 1846 provided that the Munic.i.p.al Councils of Toronto and Kingston were to have the same powers in school matters as the District Councils. Toronto had at this time twelve school sections, each with its own Trustee Board, and each fixing its own textbooks and course of study. Such a system was c.u.mbersome, wasteful, and inefficient, and the practical mind of Ryerson devised a remedy. In 1847, the Cities and Towns Act was pa.s.sed. This Act required the Munic.i.p.al Councils of cities and towns to appoint a School Board of six members. These six, together with the Mayor of the Corporation, had full control of all schools and school property. They could determine the number and kind of schools and the texts to be used, but they had no power either to levy an a.s.sessment upon property or to collect rate bills from parents. Any funds needed by the School Board in addition to the Legislative and Munic.i.p.al grants were to be levied upon the taxable property of the city or town by the Munic.i.p.al Council. But the Act did not say that the Munic.i.p.al Council must grant the sums asked for by the Board of Trustees. In Toronto the Council of 1848 refused to levy the necessary a.s.sessment, and the School Trustees were compelled to close the schools from July to December.

The Toronto _Globe_[78] declared that Ryerson was introducing a Prussian despotism into Canada. Ryerson said that he desired nothing Prussian in the Canadian schools except the method of schoolroom instruction, and claimed that his new School Bill was almost a literal transcript of that in force in the State of New York. Ryerson then set forth the chief advantage of the new Bill, viz.: that it gave to the poor man the _right_ to have his children, however numerous, educated, whereas the rate bill system compelled him in many cases to claim free schooling only on the ground of his poverty. The new School Act was to enable a poor man to educate his children and still maintain his self-respect.

The school tax was to be levied not upon the children of the section, but upon the real property. Ryerson concluded as follows: "Wealthy selfishness and hatred of the education of the poor and labouring cla.s.ses may exclaim against this provision of the law, but enlightened Christian philanthropy and true patriotism will rejoice at its application."

[78] See editorial, Toronto _Globe_ of May 8th, 1848.

Commenting on Ryerson's letter, the following issue of the _Globe_ said: "The Doctor makes a great fuss about the cruel position of a man who cannot 'brook to say he was a pauper' under the old system and the delightful and 'enlightened Christian philanthropy' of his new system which 'places the poor man and his children upon equal footing with the rich man and his children.' All bunk.u.m, Dr. Ryerson. If it is hard to have ten or fifty or one hundred scholars as paupers at present, will it improve the matter to make the children of the common schools all paupers? If one cla.s.s keep their children away now because the schools are above their means, and pride won't let them submit to state the fact to a trustee, will there not hereafter be a much larger cla.s.s whose pride will prevent them sending their children to what even Dr. Ryerson admits will be pauper schools?... Is it not melancholy that so crooked, so visionary a man as this should be at the head of the literary inst.i.tutions of the country?"

But Ryerson was fighting for free schools. He knew that thousands of children were growing up ignorant, especially in the large towns. He was able to show that in the city of Toronto, out of 4,450 children of school age in 1846, only 1,221 were on the common school registers and that the average attendance was scarcely one thousand. Even if it were granted that another thousand were in attendance at private and church schools, the fact remained that not more than half the children in Toronto were being educated.

In October, 1848, Ryerson submitted to the Government a draft School Bill, designed to remedy the defects in the legislation of 1846-1848. In a report[79] which he submitted with his draft Bill he says: "No law which contemplates the removal of grovelling or selfish ignorance and the elevation of society by means of efficient regulations and general taxation for schools ever has been, or ever will be, popular with the purely selfish or the listlessly ignorant. All such laws must be sustained for a time at least by the joint influence of the Government and the intelligent and enterprising portion of the community."

[79] See copy in D. H. E., Vol. VIII., p. 85.

The outcry against free schools and taxation of property to educate the children of the poor showed clearly that the time had not yet come for the realization of his plans, and Ryerson in his draft Bill restored to towns and cities the right to impose rate bills upon parents, at the same time declaring his faith in the ultimate triumph of free schools.

In February, 1849, Ryerson submitted additions to his draft Bill of the previous October. Among other changes he recommended additional Superintendents for Districts of more than 150 schools; District Boards of Examiners who would replace the District Superintendent and school visitors[80] in issuing teachers' certificates; Teachers' Inst.i.tutes for lectures and professional training of teachers; provision for separate schools for coloured children; school libraries for each section, and also township libraries; township School Boards; a School of Art and Design, connected with the Normal School; provincial certificates for Normal School graduates; making trustees personally responsible for a teacher's salary; the distribution of school funds on a basis of actual attendance, rather than on the number of children in the section; better provision for fixing school sites; more equitable division of the $200,000 legislative grant between Upper and Lower Canada, and provision for the admission into the common schools of pupils from sixteen to twenty-one years of age.

[80] The report of the Bathurst District Superintendent for 1848 showed 82 teachers certificated by School Visitors and 42 by the District Superintendent. See Report of Chief Superintendent for 1848.

The Baldwin Government entrusted the handling in the Legislature of the School Bill of 1849 to the Honourable Malcolm Cameron. It should be borne in mind that the Legislature met in Montreal and that the Education Office for Upper Canada was in Toronto. Dr. Ryerson was, therefore, not in direct communication with the Government, nor was he officially informed from day to day as to the progress of the Bill. It should further be borne in mind that during this session the Parliament Buildings were burned, the Governor-General mobbed, and party feeling strongly aroused, thus creating conditions favourable for hasty and careless legislation. It seems to have been taken for granted by the Legislature that the Bill as brought in was prepared by Ryerson. As a matter of fact, Ryerson's Bill had, with Cameron's a.s.sent, been so mutilated by an enemy of the Superintendent that its essential provisions were destroyed. As soon as Ryerson learned its real nature, he protested on several grounds, but especially because it aimed to destroy the usefulness of the Chief Superintendent; excluded clergymen from being school visitors; destroyed the provincial nature of the school system; injured the prospects of a Normal School; would subject teachers to serious loss in collecting their salaries; re-established school sections in towns and cities; made no provision for uniform textbooks, and because it was c.u.mbersome and unworkable. After an elaborate a.n.a.lysis of the Bill, Ryerson intimated that he would not attempt to administer the law as pa.s.sed and that sooner than do so he would resign. The Government soon ascertained that the Bill was unsatisfactory to everybody and intimated to Ryerson that it would not be brought into operation. This course was followed, and in the meantime Ryerson perfected his plans for a new Bill to go before the Legislature in 1850.

As the Cameron Act of 1849 was never given effect, it has no interest for us, except in so far as it shows the evolution of the Act of 1850.

During the Parliamentary recess, 1849-50, the Government issued circular letters to School Superintendents, ministers and other official persons, to secure suggestions as to school legislation. The replies were handed to Dr. Ryerson by the Hon. Francis Hincks, who had charge of the School legislation for 1850.

Ryerson's draft of the Bill of 1850 is a tribute to his practical common sense and is sometimes called the Charter of the Ontario School System.

Ryerson knew the people of Upper Canada as few knew them, and he was quick to see the dividing line between that which seemed highly desirable and that which was possible. He moved steadily toward a distant goal, but was ever educating public opinion to move with him and seldom showed impatience over the slow pace of travel, so long as there was actual progress. He wished to see free schools, but in this Act contented himself with securing permissive legislation, which he believed would soon lead to the adoption of a free system.

The outstanding feature of the Act was the strengthening of Trustee Boards by recognizing them as corporate bodies with full power to manage schools under Government regulations and full power to levy taxes or rates upon the District which they represented. In case the Munic.i.p.al Council collected school money, they did it only as a matter of convenience. Provision was made for securing school sites, erecting and furnishing new buildings, electing trustees, holding board meetings, keeping schools accounts, appointing collectors for school moneys, providing books and apparatus, educating indigent children and forming school libraries. Teachers' duties and responsibilities were not materially altered. They were, however, effectually secured against loss of the full amount of salary promised them by trustee boards. Adequate provision was made for school sections composed of adjoining parts of two or more townships. Provision was made for Township Boards of Trustees on the request of a majority of the school supporters, to manage all the schools of a township. County Boards of Public Instruction were formed, consisting of the County Superintendent and the Trustees of the District Grammar School. These boards were to meet four times a year, to hold examinations and license teachers. They were to use their influence to establish school libraries and promote the cause of education. District superintendents were limited to one hundred schools each, and were to receive one pound per annum for each school, besides necessary travelling expenses. The Superintendent was no longer the custodian of school money, but gave orders to the Township Treasurer to pay to teachers their proper allowances. The Superintendent was to visit every school in his District once each quarter, and to deliver a public lecture in every school section once each year. Thus the way was open for the District Superintendent to become an expert, giving a minimum of time to clerical work and a maximum to the encouragement of pupils and teachers. He was to become a link between the Department of Education on the one hand and the District Council and Trustee Boards on the other. He was a local officer, but his duties were definitely prescribed by a central authority. Through him the Chief Superintendent and the Council of Public Instruction were able to keep in touch with pupils, teachers, school visitors, trustee boards, county boards, and district councils. School visitors were given the same privileges as by the Act of 1846, except the right to grant licenses to teachers. The General Board of Education was merged into the Council of Public Instruction, with duties substantially the same as those a.s.signed the former body in 1846.

Incorporated towns and cities were no longer to have school sections, but instead a Board of Trustees to manage school affairs. Town and City School Boards were allowed three ways of securing the money necessary, in addition to the school fund, for common school purposes. The Board might ask the Munic.i.p.al Council to levy an a.s.sessment for the required sum, in which case the said Council were bound to comply with its wishes; the Board might levy a rate bill upon the parents of pupils attending school; or they might raise the required funds partly by a rate bill and partly by an a.s.sessment levied by the Munic.i.p.al Council.

The only real difference between the methods of raising money in towns and cities on the one hand and rural sections on the other, lay in the plan of deciding how the money was to be raised. In rural sections the ratepayers a.s.sembled at the annual meeting, made the decision, and the trustees carried out their wishes; in towns and cities the trustees had full power to decide upon the method of taxation without consulting the ratepayers. School trustees in incorporated villages were governed by the same rules as trustees of towns and cities, except in the manner of the annual election.

One very important feature of the new Act was the setting apart of 3,000 a year for the establishment and support of school libraries, and 25 a year for each District Teachers' Inst.i.tute. A sum was also set apart for procuring plans and publications for the improvement of school architecture. The Chief Superintendent was authorized to issue provincial certificates to Normal School graduates.

The Act of 1850 also made some important changes relating to Separate Schools, which will be noted in another chapter.

Dr. Ryerson always felt that he owed much to the Governor-General, Lord Elgin, for helping him to form a public opinion which made possible the legislation of 1850. That distinguished n.o.bleman was a graduate of Oxford, and he never lost an opportunity of helping forward any movement designed to raise the intellectual status of the people. But it was largely Ryerson's unaided efforts that gave Upper Canada in 1850 such a splendid educational machinery. It was no factory-made plan, but a system developed step by step out of partial failures into something better. It was, like all English law, the result of applying a common-sense remedy to a clearly proved weakness.

During the pa.s.sage through the Legislature of the Bill of 1850, a debate arose about Ryerson's salary, and the value of his services to the country. The following condensed account of a speech delivered in Parliament in July, by Hon. Francis Hincks, makes clear the att.i.tude finally adopted by the Liberal Government toward Ryerson, and for that reason has some historical interest:

"The member for Toronto, Mr. Boulton, had charged the Administration with buying the support of the Superintendent of Education with an increased salary. He had desired, in bringing forward this question, to make it as little a political question as possible. He thought that the great question of education might be treated without reference to party differences. He thought it his duty, considering the position which the Reverend Superintendent of Education occupied towards the party with whom he acted, to state his whole course of conduct towards that gentleman since he had taken office. It was well known to the House that the reverend gentleman was engaged, before accepting the office which he now held, in very keen controversy with the members of the present ministry; he had taken a course decidedly hostile to them. As writer for the public press at that time, he had himself engaged in that contest, though without personal feeling, as he trusted he had engaged in every contest of the kind. But there was undoubtedly on his own part, and on that of his colleagues, a strong political feeling of dislike to the reverend gentleman, on account of the formidable opposition with which they were met by him. He was appointed to the office of Superintendent by the late Government, and he did not blame that Government for so appointing him; for, if anyone ever established strong claims upon a party, it was the reverend gentleman by his defence of that administration. The present ministry again a.s.sumed the duties of the Government, and undoubtedly there was a general feeling among their supporters that one of the first measures expected of them was to get rid of the reverend gentleman in some way or other, and in that feeling most certainly he sympathized. He had found, however, bye-the-bye, that those who were most eager to recommend the Government to dismiss officials, when they were put into similar situations, into the munic.i.p.al councils for instance, that they did not carry out those views, that they did not turn out their opponents without a reason for it. There were two or three ways of removing the Chief Superintendent; one was to make the office a political one; but after the best consideration being given to the question, it was not considered advisable to do that, and the proposition to abolish the office altogether, he was satisfied would have had the worst possible consequences on the educational interests of the country, after observing the benefits of active superintendents in New York, and our own Province. The only other mode then, if these two were resisted, was to remove the inc.u.mbent altogether, and then the question came, whether he had acted in such a manner as to justify his dismissal. He had often asked this question of the persons who urged his dismissal, and they had never given one good reason to support the affirmative. He was not one of those who thought that because a person supported one Government that he was therefore incapable of serving faithfully those who succeeded them, whom he had formerly opposed, always supposing, of course, that his office was not a political one. He could not find that the reverend gentleman had entered in the slightest degree into the field of politics, and as he had discharged his duties with great zeal and ability, they had no reason to interfere with him. Then the point was, how they were to act towards him in his position, and his (Mr.

H.'s) determination was to give him the most cordial support; as a member of the Government he considered it his duty to do so. He felt it his duty to give the same support to officers who came oftener into contact with him, the officials of the Custom House, and he defied anyone to say that any political opponent of his had received less cordial support in the discharge of the duties of his office than his friends had; the efficiency of the service absolutely required that he should do so. He put himself in communication with the reverend gentleman in reference to this Bill, and as he (Mr. H.) believed that Doctor Ryerson possessed a more complete knowledge of the school system than any other person, he thought that any Government would have done very wrong not to have availed themselves of that knowledge. He deeply regretted the course which some gentlemen with whom he generally acted had taken on this matter.

"He would only say now, that he considered he should be paid the highest salary given to any officer, for the duties of none were more onerous or more important. He might remark that he had not found lawyers in the House very anxious to reduce the salaries of the judges, but when it came to civilians, to superintendents of schools, then five hundred pounds a year was far too much. Now he considered the duties of that office as quite equal in importance, and requiring equal talents to those of a Collector of Customs, and thought that he should not be placed in an inferior position to them."[81]

[81] See issue of Toronto _Globe_, July 11th, 1850, p. 331.

The Toronto _Globe_, of July 16th, 1850, speaking on the debate in the a.s.sembly, said:

"The debate on Egerton Ryerson's salary was, we think, just another instance of pandering to the cry of the moment. His salary was sought to be made the same as the Lower Canada Superintendent's.

Well, the Lower Canada Superintendent's salary is five hundred pounds, but it would not do to name that sum for Upper Canada until the retrenchment committee had operated upon Lower Canada. Now, why not say at once that five hundred pounds is the proper salary for the Superintendent of Education of nearly a million people, and stick to it? We are no admirers of Egerton Ryerson, and we have always thought, and we think still, that the present ministry should have turned him out neck and crop the moment they got into power; but we are free to admit that he is a man of very great talent, who, at any mercantile or professional business he might engage in, would readily make five hundred pounds a year, and we do think that this sum is as little as could be a.s.signed to an office of such high public importance."