RYERSON MEMORIAL VOLUME:

PREPARED ON THE OCCASION
OF THE
UNVEILING OF THE RYERSON STATUE
IN THE GROUNDS OF THE EDUCATION DEPARTMENT
ON THE
QUEEN'S BIRTHDAY, 1889.

BY J. GEORGE HODGINS, M.A., LL.D.,
BARRISTER-AT-LAW, AND DEPUTY MINISTER OF EDUCATION.

TORONTO:
PRINTED BY WARWICK & SONS 68 AND 70 FRONT STREET WEST.
1889.

PREFATORY NOTE.

I have two reasons to give for the part which I have taken in the preparation of the latter part of this Memorial Volume. The first is mentioned in the following paragraph from the brief resumé of the historical and personal facts given in the volume, and which I read on the day of the unveiling of the statue, as follows:—

"It devolves upon me, as Chairman of the (Ryerson Memorial Statue) Committee, and at the kind request of my colleagues—no less than as the life-long friend and fellow-labourer of him whose deeds and memory we honour to-day—to trace back to their source the origin and underlying principles of our system of education, and to show that these underlying principles and other vital forces were so combined by a master-hand as to form the groundwork, as they have, in their combination, become the charter of our educational system of to-day."

The second reason is contained in the following paragraphs—containing a brief record of Dr. Ryerson's thirty-two years in the Public Service, taken from The Story of My Life, page 351.

"During my connection with the Education Department—from 1844 to 1876—I made five educational tours of inspection and enquiry to educating countries in Europe and the United States. I made an official tour through each county in Upper Canada, once in every five years, to hold a County Convention of municipal councillors, clergy, school trustees, teachers and local superintendents, and thus developed the School system as the result of repeated inquiries in foreign countries, and the freest consultation with my fellow-citizens of all classes, in the several County Conventions, as well as on many other occasions.

"During the nearly thirty-two years of my administration of the Education Department, I met with strong opposition at first from individuals—some on personal, others on religious and political grounds; but that opposition was, for most part, partial and evanescent. During these years I had the support of each successive administration of Government, whether of one party or the other, and, at length, the co-operation of all religious persuasions; so that in 1876 I was allowed to retire, with the good-will of all political parties and religious denominations, and without diminution of my public means of subsistence.

"I leave to Dr. J. George Hodgins, my devoted friend of over forty years, and my able colleague for over thirty of these years, the duty of filling up the details of our united labours in founding a system of education for my native Province which is spoken of in terms of strong commendation, not only within, but by people outside of the Dominion."[1]

My own estimate of Dr. Ryerson's educational life and labours is contained in the following paragraphs, which were written by me in 1883:—

Dr. Ryerson's fame in the future will mainly rest upon the fact that he was a distinguished Canadian Educationist, and the Founder of a great system of Public Education for Upper Canada. What makes this distinguishing excellence in his case the more marked, was the fact that the soil on which he had to labour was unprepared, and the social condition of the country was unpropitious. English ideas of schools for the poor, supported by subscriptions and voluntary offerings, prevailed in Upper Canada; free schools were unknown; the very principle on which they rest—that is, that the ratable property of the country is responsible for the education of the youth of the land—was denounced as communistic and an invasion of the rights of property; while "compulsory education"—the proper and necessary complement of free schools—was equally denounced as of the essence of "Prussian despotism," and an impertinent and unjustifiable interference with "the rights of British subjects."

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

The first part of this volume contains an interesting account from the leading daily papers of Toronto of the ceremony of unveiling the great statue to a distinguished native of Ontario and a truly representative man—representative of her enterprize, energy and progress. As such, many of the leading men of the Province assembled on the Queen's Birthday to do honour to his memory. It also contains the addresses in full of those gentlemen who were appointed by their respective institutions, etc., to that duty, and who kindly consented to take part in the ceremonies and proceedings of the day.

The second part of the volume contains a statement of the origin, with illustrations, of the underlying principles of our system of education—primary, secondary and university.

There has also been added at the end some historical and personal sketches—some of them of a humorous cast—but all illustrative of the early days of education in this Province, and its vicissitudes of light and shade. They admirably serve to bring out in strong relief the present state of efficiency of our system of public instruction, as well as the substantial progress which has been made by it in its various departments since the early educational pioneers of Upper Canada first attempted to give it form and substance, over fifty years ago.

The photograph from which the frontispiece is printed was by Mr. J. Bruce, of 118 King street west, Toronto.

J. G. H.

Toronto, 24th May, 1889.

Personal Note.

A few days after the ceremony of unveiling the Statue, I received the following very kind note from Rev. Dr. Ryerson's only son:—

27 Cecil St., Toronto,
May 28th, 1889.

My Dear Dr. Hodgins,—The 24th of May was indeed a red-letter day to me and to my family; and one I shall never forget.

The Statue and Pedestal are beyond anything I expected; and the likeness is excellent.

Allow me to thank you very heartily for your eloquent Historical Paper, and the touching references to my dear Father.

I know that all you did was a labour of love. But I cannot allow this event to pass without expressing to you our deep gratitude for the time and pains you have taken in successfully carrying out this splendid memorial to my revered Father. Mrs. Ryerson joins me in very kind regards.

Believe me,
Yours very faithfully,
C. EGERTON RYERSON.

J. George Hodgins, Esq., LL.D.,
Toronto.

CONTENTS.

THE RYERSON MEMORIAL VOLUME.

PRELIMINARY.

The Rev. Dr. Ryerson's death occurred on the 19th of February, 1882. Early in the next month the following circular was issued:—

A preliminary meeting of trustees, inspectors and teachers connected with Public, Separate and High Schools—past and present—will be held in the theatre, or public hall, of the Education Department, on Tuesday afternoon, the 14th instant, at 4.30, to consider the proposal to erect a monument or other tribute of love and esteem to the memory of the late revered founder of the educational system of Ontario.

J. George Hodgins,
Convener.

Toronto, March, 1882.

The following account of the meeting appeared in The Mail newspaper of the 15th March:—

A meeting of those connected with educational matters was held in the theatre of the Normal School yesterday afternoon, to consider the proposal to erect a monument or other token of esteem to the memory of the late Dr. Ryerson.

There were present, Drs. Hodgins, Davies, Carlyle, Tassie; Inspectors Hughes, McKinnon, McBrien, Little, Fotheringham; Messrs. James Bain, G. McMurrich, and Crombie, Public School trustees, Toronto; Thomas Kirkland, M.A., Normal School; Mrs. Riches, Misses E. A. Scarlett, M. L. Williams, Boulton and Tomlinson; Messrs. McAllister, Doan, Lewis, Spence, McCausland, Martin, Clarke, Coyne, Parker, Cassidy, Campbell, teachers of Toronto city schools. Dr. Hodgins was appointed chairman, and Mr. James L. Hughes secretary.

Letters expressing regret at inability to attend were read from Mr. G. W. Ross, M.P., Inspectors Scarlett, Bigg and Platt, and Mr. W. J. Gage. Also a letter from the Minister of Education, to the effect that every inspector and teacher was at full liberty to take such action as he might think proper in connection with so laudable an object as the erection of a memorial to the late superintendent.

Dr. Hodgins related the circumstances which had led to the calling of a meeting, and said that the object was to unite all persons in any way connected with schools in a tribute of affection to the late chief, even the children might contribute a mite. There was some difference of opinion as to whether the tribute should take the form of a monument in the cemetery, or a statue in the Normal School grounds. He mentioned Dr. Ormiston as having taken a very strong interest in the matter.

On motion of Mr. McAllister, seconded by Mr. McMurchy, a resolution expressing the approval, by the meeting, of the proposal to erect a memorial was unanimously adopted.

Mr. Hughes suggested that a central committee of organization be appointed, and that local associations be formed in every county.

Messrs. Fotheringham, McMurchy, George McMurrich, McAllister and Brother Odo, were appointed to nominate the central committee. Their report was presented to the meeting, and adopted with some amendments.

In the discussion which took place, the general opinion was that the memorial should take the form of a statue of the late Chief Superintendent, to be erected in the Normal School grounds, Mr. Bain being one of those who strongly urged this view.

Mr. Inspector Fotheringham thought that the amount of the contribution should be limited so as to make it general, and suggested one dollar for each teacher and trustee, and ten cents for each child, corporate bodies being left to their own discretion.

The chairman having called for suggestions as to the formation of local committees, Mr. Little, Inspector for Halton, thought that the inspector for each county should appoint the teachers and trustees of each school to open a subscription list.

Mr. McBrien, Inspector for Ontario County, suggested that the inspectors should send a postcard to every teacher in the county, requesting him to convene a meeting in his section.

Mr. McKinnon, Inspector for Peel, was in favor of Mr. Little's plan.

There was also considerable discussion as to whether others besides those directly connected with the schools should be asked to contribute. It was urged on the one hand that the tribute would come more fittingly from those more peculiarly interested in education, and on the other that it should be made national in its character, especially as a large majority of the people had been educated, and their characters formed under the school system of which Dr. Ryerson was the founder.

These questions were left for future consideration, and, after a vote of thanks to the chairman, the meeting adjourned.

As the result of that meeting the following circular was issued by the secretary on the 15th March:—

At a preliminary meeting of trustees, inspectors and teachers connected with Public, Separate and High Schools, held in the public hall of the Education Department on the 14th instant, the following gentlemen were appointed members of a central committee to carry out the resolution unanimously agreed to by the meeting, viz.: to collect funds with which to erect a monument or other tribute of love and esteem to the memory of the late revered founder of the educational system of Ontario, viz.:—

Dr. Hodgins, chairman; Rev. Principal Davies; Principal McCabe; Rev. Dr. Ormiston, of New York; President Wilson and Prof. G. P. Young, Toronto University; Archbishop Lynch; Rev. Provost Body, Trinity College; Rev. Principal Caven, Knox College; Rev. President Castle, Toronto Baptist College; Rev. Father Vincent, Superior, St. Michael's College; Rev. President Nelles, Victoria University; Very Rev. Principal Grant, Queen's University; A. McMurchy, M.A., President of Ontario Teachers' Association; Very Rev. Dean Grassett, Chairman of Collegiate Institute Board; Edward Galley, Esq., Chairman, Public School Board; Vicar-General Rooney, Chairman, Separate School Board; Dr. McLellan, Inspector, High Schools; Mr. White, Inspector, Separate Schools for Ontario; Rev. Brother Tobias, city Inspector of Separate Schools; J. S. Carson, Esq., Chairman of inspectors' section Ontario Teachers' Association; R. Lewis, Esq., chairman of Public School section; D. C. McHenry, M.A., chairman of High School section; also the Public School Inspectors throughout the Province as ex officio members, (Messrs. D. Fotheringham and J. R. Miller). Mr. James L. Hughes was appointed secretary of the committee, and Mr. Walter S. Lee, treasurer.[2]

Appeal for Funds for Erection of the Statue.

At a subsequent meeting of the committee, Rev. Dr. Ormiston and Dr. Hodgins were requested to draw up an appeal soliciting aid for the proposed memorial. Dr. Ormiston did so as follows:—

Appeal to Trustees, Inspectors, Teachers and Pupils—past and present—connected with Public, Separate[3] and High Schools, and to the other friends of Education in the Province of Ontario; from the General Committee appointed at Toronto on the 14th March, 1882, for the collection of funds with which to erect a Monument, or other Tribute of Esteem and Admiration to the memory of the late Rev. Dr. Ryerson, founder of the Educational System of Ontario:

"Although still young our Province has already been called to mourn the removal of not a few of her gifted sons, who have severally adorned the different walks of public life. In weight of character, wealth of manhood, and width of human sympathy, the late Chief Superintendent of Education, stood amongst the foremost and mightiest of them all.

Egerton Ryerson was a man of rare diversity of gifts, of remarkable energy, and of abundant mental resources. It would have been easy for him to have excelled in any one sphere of human greatness, but it was his to stand high in several. He was a many-sided man; richly endowed in various ways. He was a laborious farmer—a zealous student—a successful teacher—an eminent preacher—a prominent ecclesiastic—an influential editor—a forcible writer—a sagacious counsellor—a most efficient principal and professor—but he was chiefly noted as a great public educationist.

For a third of a century he was the head and inspiring genius of our school system, establishing, moulding, adapting, controlling it; and this, the main work of his life, will endure and command in the future, as it has in the past, the admiration of all, both at home and abroad. During all these years he was the teacher's true friend, and the ardent well-wisher of the young. His sympathies—tender and true—as helpful as they were healthy, went out to every earnest worker, whether in acquiring or imparting knowledge. The enquiring left his presence directed; the downcast, cheered; the doubtful, confirmed.

Unselfish, generous, disinterested, he devoted himself wholly to his work. How often did his lip quiver and his eye fill when he addressed the gatherings of teachers and pupils, upon whom he looked not only with the eye of a patriot, but of a parent,—"Ye are my children all."

We can never forget him; we profoundly mourn our loss; we fondly cherish his memory. Affection, gratitude, a sense of what is due to so eminent a man, impel us to perpetuate that memory in some suitable way, which will render such a noble life an inspiring example to young men now and in the coming days.

In obedience then, to one of the purest and loftiest instincts of our nature, let us unite in paying a common tribute of admiration and regard to the memory of him to whom we all sustained a common relationship, and to whom we also, without distinction as to nationality, political preferences, or religious belief, can pay sincere homage, as the founder of our present excellent and comprehensive system of education.

In honoring him we do honor to our common country, and recognize our obligation to pay fitting homage to the great men of our Dominion, whose names, with his, are inscribed high upon the roll of Canada's famous sons."

At intervals, during the years 1882-1886, circulars were issued by the committee to inspectors, trustees and masters of High, Public and Separate Schools, urging the collection of the necessary funds to erect the proposed memorial. In order to aid in this work, 7,500 copies of a biographical sketch of Dr. Ryerson and his educational work, prepared by the chairman, was sent to the inspectors for distribution. The chairman also made the following suggestions to inspectors (with a view to facilitate the collections from pupils), which was generally acted upon, viz.:—

"Permit me to suggest a simple way of securing a response from each school: You might request the teacher to give notice that, on the following week, he would devote five minutes at noon of each day to taking down a list of contributions (from a cent upwards) to the fund.

"In this way the pupils—and everyone in the locality, through the children—would have an opportunity of contributing his or her mite to the erection of a statue to one of Canada's most honored sons."

The final circular issued by the committee was as follows:—

The appeal on behalf of the Ryerson Memorial Fund has been responded to by about two-thirds of the public, and less than one-third of the High-Schools in Ontario. The sum thus received amounts to $4,425.00, including accrued interest on the moneys received and invested.

The 7,520 masters and teachers now employed in the Public and High Schools of Ontario, have not yet been appealed to, as a body, to contribute to this most desirable and patriotic object, although many of them have sent in their subscriptions. The General Committee have, therefore, decided to make this appeal to them through the various teachers' associations. The committee trust, therefore, that the individual masters and teachers concerned (if they have not already done so) will heartily and promptly respond to this appeal.

The words with which Dr. Ormiston closes his appeal on behalf of this fund we would heartily commend to your sympathy and kind consideration. We do so with the earnest hope that you will give them a substantial and practical application. Dr. Ormiston says:—

"In obedience then, to one of the purest and loftiest instincts of our nature, let us unite in paying a common tribute of admiration and regard to the memory of him to whom we all sustained a common relationship, and to whom we also, without distinction as to nationality, political preferences, or religious belief, can pay sincere homage, as the founder of our present excellent and comprehensive system of education.

"In honouring him we do honour our common country, and recognize our obligation to pay fitting homage to the great men of our Dominion, whose names, with his, are inscribed high upon the roll of Canada's famous sons."

The Rev. T. Bowman Stephenson, L.L.D., delegate from the British to the General Conference of the Methodist Church in Canada, in his recent address to that Conference, said, referring to the late Rev. Dr. Ryerson:—

That gentleman "visited us in England twice. Old man as he then was, he seemed younger than most of us. I take him to have been one of those rare men who are never young and never old—old in wisdom whilst young in years—young in heart and feeling when already the snow is on the head. Eloquent, logical, far sighted, generous, independent, courageous, with an unhesitating faith in duty, and a boundless love of freedom and justice, he 'served his generation.'—O how well the inspired words describe him—by the will of God, 'he fell on sleep.'"

The Financial Results of the Appeals Made—Particulars of the Statue.

The following is the financial result of the labours of the committee up to the date of its final meeting on the 1st of June, 1889, viz.:—

The granite of the pedestal is from a quarry at St. George, in New Brunswick—a Province which was the first early home of Dr. Ryerson's father and mother, after the close of the American Revolutionary War. Dr. Ryerson's mother was a native of New Brunswick as were his elder brothers and sisters.

Programme of Arrangements for Unveiling the Statue.

The following was the programme of arrangements agreed to by the Committee to be observed on the Queen's Birthday, 1889, at the ceremony of unveiling of the statue of the Rev. Egerton Ryerson, D.D., LL.D., founder of the school system of Ontario, 1844-1876, ceremony to commence at two o'clock p.m.:—

Chairman for the Day.—The Hon. George W. Ross, LL.D., Minister of Education for Ontario. Dedicatory Hymn.—("All People that on Earth do Dwell," Old Hundred) to be announced by the Rev. John Burton, B.D. Selection of Scripture.—To be read by the Rev. John Potts, D.D., Secretary of Education of the Methodist General Conference. Dedicatory Prayer.—By the Rev. G. M. Milligan, B.A., Minister of Old St. Andrew's Church, Toronto. Opening Address.—By the Hon. George W. Ross, LL.D., Chairman of the Day. Unveiling of the Statue.—By the Hon. Sir Alexander Campbell, K.C.M.G., Lieutenant-Governor of Ontario. Patriotic School Song by the City School Children.—"Hurrah, Hurrah, for Canada!" to be led by Mr. Perrin, Music Teacher, City Schools. Historical Paper on Education in Ontario.—The abstract only was read by J. George Hodgins, M.A., LL.D., Deputy Minister of Education for Ontario. Address on behalf of the Ontario Teachers' Association.—By Mr. McQueen, President of the Association, 1889. Address on behalf of the Citizens of Toronto.—By His Worship the Mayor, E. F. Clarke, Esq., M.P.P. (Mr. Clarke having gone to England, the address was read by Alderman McMillan, President of the City Council, and Acting Mayor pro tem). Patriotic Song by the City School Children.—"The Maple Leaf for Ever!" Address on behalf of the University of Toronto.—By the Hon. John Macdonald, Senator. Address on behalf of Victoria University.—By the Rev. N. Burwash, S.T.D., Chancellor of Victoria University. Address on behalf of Queen's University.—By Sandford Fleming, Esq., LL.D., C.M.G., Chancellor of Queen's University. Address on behalf of Trinity University.—By the Rev. Professor William Clark, M.A. Address on behalf of McMaster University.—By T. H. Rand, Esq., D.C.L. The National Anthem. Benediction.—Pronounced by the Right Rev. Arthur Sweatman, D.D., D.C.L., Bishop of Toronto.

Representatives present.—The Mayor and Corporation of the City of Toronto, Chairman and members of the High School and Collegiate Institute Board of Toronto, Chairman and members of the Public School Board of Toronto. Upper Canada College, Hon. John Beverley Robinson; Knox College, Rev. William McLaren, D.D.; Wycliffe College, Colonel Gzowski, A.D.C.; McMaster Divinity Hall, Rev. Chancellor McVicar, D.D. LL. D.; Brantford Ladies' College, T. M. Macintyre, Esq., Ph. D.; Alma Ladies' College, Colin Macdougall, Esq., Q.C.[4]; Oshawa Ladies' College, Rev. A. B. Demill.

The following replies from other Colleges were received by the Secretaries, viz.:—

"Assumption College, Sandwich, March 12, 1889.

"Dear Sir,—I beg to return thanks for your invitation to the unveiling of the Statue to the late Doctor Ryerson.

"I do not think it will be possible for any representative of this College to be present on that occasion.

"I remain, dear Sir, yours respectfully,
"(Sgd) DENNIS O'CONNOR.

"J. Carlyle, Esq., Secretary."

"St. Michael's College, Toronto, 15th March, 1889.

"Dear Sir,—I received in due time your letter inviting me to the unveiling of the Statue to the late Dr. Ryerson on the 24th of May next. Your invitation I must respectfully decline, and thanking you for it.

"I remain yours very sincerely,
"(Sgd) P. VINCENT.

"James Carlyle, Esq., Secretary."

"College of Ottawa, March 21, 1889.

"Dear Sir,—I am in receipt at your circular, dated March 12th, with which you kindly favored me. Please accept my best thanks for your cordial invitation to send a representative of our College to the unveiling of the Statue of the late Dr. Ryerson. I am greatly sorry to state that it will be hardly possible to anybody of us to go on the 24th of May. Please excuse us and believe me.

"Yours sincerely,
"(Sgd.) J. M. FEAYARD, O.M.J.

"Mr. J. Carlyle, Secretary."

No replies were received from the other Colleges in Ontario to which invitations had been sent by the Secretaries. The following representatives were also present:

Ontario Teachers' Association, Public School Section, Mr. Robert Alexander; Inspectors' Section, Mr. David Fotheringham; High School Section, Mr. Archibald McMurchy, M.A.

Inscription on the pedestal of the bronze statue of Rev. Dr. Ryerson, as approved by the General Committee, November, 1887, to be placed on the front of the pedestal, facing Bond Street:—

EGERTON RYERSON,
FOUNDER
of the
SCHOOL SYSTEM OF ONTARIO.

To be placed on the rear of the pedestal:—

BORN
IN CHARLOTTEVILLE, COUNTY OF NORFOLK, ONTARIO,
March 24, 1803.
DIED
AT TORONTO, FEBRUARY 19, 1882.

Record of Rev. Dr. Ryerson's services, as approved by the General Committee, November, 1887, and intended to have been engraved on the Pedestal. It was afterwards decided not to do so, but to insert the name only, as founder of the Ontario School System.[5]

THIS STATUE
IS
ERECTED
AS A MEMORIAL
OF THE GREAT PUBLIC SERVICES OF THE
REV. EGERTON RYERSON, D.D., LL.D,
SON OF COLONEL JOSEPH RYERSON,
A BRITISH OFFICER WHO SERVED DURING THE AMERICAN REVOLUTION,
AND WHO WAS ONE OF
THE UNITED EMPIRE LOYALISTS
WHO SETTLED IN THIS PROVINCE.

A DISTINGUISHED MINISTER OF THE METHODIST CHURCH,
1825-1852.
HE OBTAINED FOR THAT CHURCH A ROYAL CHARTER IN ENGLAND
FOR THE ESTABLISHMENT OF
UPPER CANADA ACADEMY AT COBOURG,
1828-1841.
AFTERWARDS
THE UNIVERSITY OF VICTORIA COLLEGE,
OF WHICH HE WAS THE FIRST PRESIDENT.

IN FOUNDING
THE SCHOOL SYSTEM OF HIS NATIVE PROVINCE,
AND IN PROMOTING THE
ESTABLISHMENT OF FREE SCHOOLS,
HE DISPLAYED THE RARE GIFTS OF A
FAR-SEEING AND ENLIGHTENED STATESMAN,
AND FOR THIRTY-TWO YEARS WAS
THE ABLE ADMINISTRATOR OF THAT SYSTEM,
1844-1876.

ERECTED BY CONTRIBUTIONS FROM SCHOOL TRUSTEES INSPECTORS, TEACHERS,
PUPILS AND OTHERS;
AIDED BY A GRANT FROM THE CITY OF TORONTO AND
THE LEGISLATURE OF ONTARIO.

CHAPTER II.

CEREMONY OF UNVEILING THE STATUE, 24TH MAY, 1889.

The ceremony of unveiling of the Statue is thus described by The Globe of May the 25th (abridged):—

The number of truly great men is not large in any country.

Ontario is not old yet in its physical and intellectual development, and yet it is with pride her people recall the memory of a few great men who are now with the overwhelming majority. Among the greatest of Canadian public men was Rev. Dr. Egerton Ryerson, the founder of the Ontario Public School system of education. Posterity recognizes this, and posterity seeks to perpetuate his memory in that loving manner which bespeaks gratitude, thankfulness and patriotism. The generation that now is speaks affectionately and reverently of him, who, by sheer force of character, founded a system of education which places the child of the poor man on an equal equality with that of the rich, and who so admirably developed his system that every office in the State is open through a complete system of elementary and secondary education to all classes in the Province. But this generation has done more. It erected a monument to the great man, so that generations yet unborn may not be unmindful of the heritage which shall be theirs, as the result of the untiring zeal and ability displayed by the Chief Superintendent of Education in Ontario for the moral and intellectual advancement of his country.

The unveiling of this monument, fittingly erected in a commanding position of the Normal School grounds, which were the scene of the labors of the grand teacher, took place yesterday afternoon before a large concourse of people. There were there statesmen and politicians, presidents of universities and eminent divines, men learned in the law and merchant princes, manufacturers and agriculturists, teachers and pupils—all being assembled to do honor to the name of him whose monument was unveiled and whose virtues were extolled. The gathering was truly historical and unique in its character—there being seen representatives of the old class of teachers who presided over the school, houses of the country when there was no system of education in Ontario, and who, therefore, could the more appreciate the revolution wrought by the master mind of Dr. Ryerson, when he undertook to mould into shape the heterogeneous elements of public instruction over forty years ago. Then, again, it is seldom in the history of a nation that all classes, creeds and colors could be got together to do honor to the memory of one man, and seldom could there be seen such an array of intellectual leaders in all the walks of life as held seats on the platform when Her Majesty's representative unveiled the form of him whose memory is sought by it to be perpetuated. The sky itself seemed to favor the auspicious occasion. The weather could not have been finer if it had been designed to gladden and rejoice the hearts of those who were present, and thereby to assist in making the proceedings pass off as pleasantly as possible.

A temporary platform was erected nearly in front of the monument commanding an admirable view of it, while seats were placed on both sides of the centre of attraction.

(Among those present not mentioned in the programme were: Ex-Governor Aikens, of Manitoba, Sir Daniel Wilson, Hon. Oliver Mowat, Rev. Dr. Scadding, Rev. Dr. Rose, Judge McDougall, Rev. Leroy Hooker, Thomas Hodgins, Q.C., Mr. F. E. Hodgins, Rev. Dr. Parker, Rev. Dr. D. G. Sutherland, Mr. Wm. Houston, Lt.-Col. Allan, Rev. John Hunt, Mr. D. Rose, Dr. H. H. Wright, Professor Ashley, Mr. J. J. Withrow, O. A. Howland, Mr. A. Marling, James Beatty, Q.C., Rev. Dr. Thomas, Mr. J. E. Bryant, Mr. F. B. Hodgins, and Members of the City Corporation, etc. A very large number of ladies were also present, and many unenumerated old friends of the venerable ex-Chief.)

The proceedings were opened by Rev. John Burton giving out Psalm 100, which was sung by the audience. Rev. John Potts, D.D., read a portion of Scripture, and the dedicatory prayer was offered by Rev. G. M. Milligan.

The Hon. G. W. Ross' Address.

Hon. G. W. Ross, Minister of Education, spoke as follows:—

We are assembled to-day to do honor to the founder of the school system of the Province of Ontario. On the 18th of October, 1844, the Rev. Egerton Ryerson received a commission from Sir Charles Metcalfe as Superintendent of what was then called the Common Schools of Upper Canada. At the time he entered upon his duties there were in existence 2,885 Common Schools, with a registered attendance of 96,756 children of school age. The entire revenue from all sources for school purposes amounted to $340,000. When he retired in 1876 there were 5,092 schools, with a registered attendance of 489,664 pupils, and a revenue of $3,373,035. Besides the Common Schools in existence there were 25 Grammar Schools attended by 958 pupils, and maintained at an expense of $16,320 annually. At the close of his long career there were 104 High Schools attended by 8,541 pupils, and maintained at an annual expense of $304,948. The accommodation for the pupils attending the Common Schools was supplied by 2,887 school houses, of which 213 were brick or stone, 1,008 frame and 1,666 log. The teachers numbered 3,086, and were possessed of such varied qualifications as might be expected when I tell you that they obtained their certificates in most cases from the Boards of Trustees which employed them. When he surrendered his commission there were 4,926 school-houses, of which 1,931 were brick or stone, 2,253 frame, and only 742 log, all in charge of a staff of highly educated and accomplished teachers, numbering 6,185.

The school law in existence at the time of Dr. Ryerson's appointment to office consisted of 71 sections, and was as crude in many respects as the education which was obtained under it. There were practically no authorized text-books, no Boards of Examiners, no Inspectors, no Department of Education. It was an era of primitive simplicity, but an era, nevertheless, the possibilities of which no man could estimate, the development of which no man could foresee. "The deep surge of nations yet to be" had struck our shores. Thousands of sturdy pioneers were at work hewing down our forests and wrestling with such social and political problems as are incident to a primitive order of things. The materials out of which to organize society on a higher plane were abundant though undeveloped. It was a great opportunity for a man possessed of a genius for organization. In the appointment of Dr. Ryerson the opportunity and the man met face to face, and the splendid system of education which we to-day enjoy is the best proof that the man was as great, if not greater, than the opportunity. But, while the opportunity was a great one, it must not be forgotten that the difficulties to be overcome, to a less vigorous and courageous man, would have been overwhelming.

The executive machinery for administering the affairs of several thousand distinct corporations, with all the complex details necessarily connected with electing trustees, collecting rates, appointing teachers, framing a curriculum of studies, regulating the discipline of pupils and supplying text-books, had all to be re-cast, if not invented, and put into operation. Cabinet Ministers, Members of Parliament and Municipal Councils had to be indoctrinated with the new education. The press had to be directed, and the whole people educated to receive with favor a school system which ignored well established theories and deeply founded prejudices. Even popular indignation had to be set at defiance, and amid misrepresentation and calumny the master builder had often to do his work and to await the verdict of posterity for the vindication of his wisdom and foresight.

It is well known, when Dr. Ryerson first proposed to make all the Common Schools of Upper Canada free alike to rich and poor, to citizen and alien, that he was charged with encroaching upon the rights of the subject, that he was charged with appropriating the money of the taxpayer who perhaps had no children to be educated for the benefit of the thriftless and pauperised classes of the community. What was his answer? It was this:—"The education of the people irrespective of rank or race or creed is a better investment even for the taxpayer than houses or lands, because it guarantees the safe possession of all his goods—it does even more—it guarantees his personal liberty and therefore the taxpayer must be made to pay for the common safety of the people."

When he asked authority for trustees to erect school houses wherever, in their opinion, the public interests required them, he was told such a law would be arbitrary and harsh, that it would place too much power in the hands of a few men. His answer was: "School houses are cheaper than gaols, teachers are cheaper than police officers, the taxpayer must be made to pay for the common morality of the people." When he said: "Teachers must be educated and trained for their work, the success of thousands of children depend upon skilful handling and discipline in the school room, we must have Grammar Schools and Normal School and Township libraries and Boards of Examiners," he was told that the country could not afford such luxuries, that he must wait till the people were richer. His answer was: "Efficiency is the highest economy. If the springtime of life is wasted, life's greatest opportunities are wasted. The taxpayer must be made to pay for the common intelligence of the people." As a result of all this courage—may I not call it heroism—in the defence of sound principles of education he placed his native Province in the van of all the States of America and all the Colonies of the British Empire. Well may we to-day assemble to do honor to his memory. Not only Ontario, but Canada, owes much to his breadth of mind, his sagacity and his tremendous force of character.

For thirty-two years his active brain and busy pen were devoted to the work of propagating sounder views on popular education. For thirty-two years he labored to establish the democracy of mind—the common citizenship of every child attending a Public School. With a patriotism which no man ever questioned, with talents which no man could fail to appreciate, with a tenacity of purpose which no difficulty could daunt, he devoted his life to one purpose, the establishment of a school system which would fully meet the wants of a free, strong and progressive people. (Applause). It is said of Augustus that he found Rome brick and left it marble. It may be said of Dr. Ryerson that he found our school system without any definite organisation, he left it highly organized. He found it weak in influence and poor in circumstances, he left it endowed with houses and lands and millions of treasure. He found it tolerated as traditionally respectable, he left it enthroned in the affections of a free people.

Well may we honor his greatness, for we share in all it has produced. Well may we search our quarries for a fit emblem of the durability of his work, on which to carve his name, that generations yet unborn may recall the record of his life and be stirred to emulate his example. And yet when we have done all this, when we have committed his memory to the keeping of the bronze and granite now before us, I believe the judgment of those who know his work will be that all the monuments which mortal hands can erect, and all the eulogies which affection or admiration can prompt his contemporaries to utter, will be ephemeral and perishable compared with the educational edifice which his own hands builded or the intellectual life which of his own genius he imparted to his fellow countrymen.

The Statue Unveiled by Sir Alexander Campbell.

At the close of his address Mr. Ross invited the Governor to unveil the statue. Before doing so the Governor, turning to the audience, said in feeling terms:—

"Dr. Ryerson was known throughout the length and breadth of this Province. No Representative of Her Majesty has had ever as pleading a duty given to him to discharge as that which falls to my lot in unveiling the monument of that great man."

Sir Alexander, accompanied by the Minister and Deputy Minister of Education, proceeded then to the statue, and the work of unveiling was only the question of a few moments. As soon as the British Canadian flag, which covered the massive form of the statue, was raised, the audience raised a cheer which is rarely heard within the Normal School grounds, It was the reflex of the inner gratitude of the sharers in a great heritage.

The sculptor, Mr. McCarthy, who did his work well, was then introduced to the Lieutenant-Governor by the Minister of Education.

The statue having been exposed to full view the song "Hurrah for Canada" was sung by city school children, led by Mr. Perrin, music teacher, city schools. The children acquitted themselves admirably.

Educational Retrospect by the Deputy Minister of Education.

It was fitting that the next speaker should be a gentleman so long and so closely connected with Dr. Ryerson in moulding the educational institutions of the Province. The Chairman therefore introduced Dr. Hodgins, Deputy Minister of Education, who read a masterly and comprehensive historical paper on Education in Ontario. Dr. Hodgins traced the growth of education in the Province from 1841, dealing minutely and with a thorough knowledge of details with the difficulties encountered by Dr. Ryerson in gaining public endorsation for his scheme of popular education, and the phases through which the system passed until at the Centennial Exhibition, held in Philadelphia in 1876, the Chief Superintendent of Education was gratified by the Commissioners making the following award:—

For a quite complete and admirably arranged exhibition, illustrating the Ontario system of education and its excellent results. Also for the efficiency of an administration, which has gained for the Ontario department a most honorable distinction among Government educational agencies.

Dr. Hodgins concluded as follows:—Having been intimately concerned in all of the events and educational matters to which I have referred, it may not be out of place for me to add a few words of a personal character in conclusion. At the end of this year I shall have completed my more than 45 years' service, as chief of the staff of the Education Department of Ontario. For over 40 years I enjoyed the personal friendship of the distinguished man whose memory we honor here to-day—32 years of which were passed in active and pleasant service under him. How can I, therefore, regard without emotion the events of to-day? They bring vividly to my recollection many memorable incidents and interesting events of our educational past known only to myself. They also deeply impress me with the fleeting and transitory nature of all things human. The chief and sixteen councillors, appointed and elected to assist him, have all passed away. His great work remains, however, and his invaluable services to the country we all gratefully recall to-day, while his native land lovingly acknowledges those services in erecting this noble monument to his memory. Truly indeed and faithfully did Egerton Ryerson make good his promise to the people of this Province, when he solemnly pledged himself, on accepting office in 1844—

To provide for my native country a system of education, and facilities for intellectual improvement, not second to those of any country in the world.

God grant that the seed sown and the foundations thus laid, with such anxious toil and care—and yet in faith—may prove to be one of our richest heritages, so that in the future, wisdom and knowledge, in the highest and truest sense, may be the stability of our times!

The Teachers' Representative.

The audience was then introduced to Mr. R. McQueen, President of the Ontario Teachers' Association, who eulogised Dr. Ryerson for his marked individuality, tenacity of purpose, and the grand results he achieved through his influence for popular education in his native country. He deserved a monument from a thankful posterity because his whole aim in life was to ameliorate the condition of his fellow-countrymen. He was there in behalf of the teachers of Ontario to express their joy at the tribute paid to the memory of a great teacher and founder of a system of education.

The Acting-Mayor Responds.

In the absence of Mayor Clarke, Ald. McMillan was called on to reply in behalf of the citizens of Toronto. The Acting-Mayor said that Canada owes Dr. Ryerson a deep debt of gratitude. His life was grand and versatile; he was a teacher and a Christian; a combination of the scholar and gentleman; a leader of men. He impressed his genius on the educational institutions of the Province, he was loyal to the country of his birth, and he abhorred falsehood and oppression. Therefore it was eminently fitting that his greatness and worth should be commemorated by a public tribute.

The school children at this stage sang the well-known Canadian song: "The Maple Leaf for Ever."

The Universities of Ontario.

The Universities of Ontario owe much to the painstaking care of the late Dr. Ryerson over the development of Public and High School education. The efficiency of the University and its possible influence depend on a sound and thorough system of elementary education. The High School depends on the Public School and the University on the High School. Our Universities have made tremendous strides during the last ten years, and without a doubt the cause of this has been due to the fact of the elementary schools putting forth the fruit of the good seed sowed thirty years ago. The Universities therefore were not unmindful of what they owe to the genius of Dr. Ryerson at yesterday's re-union. These five institutions were well and ably represented on the platform. The addresses of these representatives were one series of eulogies on the life and labors of him, whose memory they met to do honor to.

Senator Macdonald, after praising the Ontario system of education, turned to the young people of the audience and said: "You are forcibly reminded to-day that Canada will cherish the memory of all those of her sons who will work patriotically and nobly for the good of their country."

Rev. Dr. Burwash spoke of Dr. Ryerson as a public educator, but he would be great, the speaker said, in any other profession. Ontario, however, remembers him as an educator, statesman, philanthropist and Christian teacher in the highest sense of the word.

Chancellor Fleming honored the name of Dr. Ryerson for having laid such a broad and national system of education as enables Ontario to rank among the first of enlightened nations.

Rev. Professor Clark thought that the spirit of Dr. Ryerson was to provide such a system of education as would make men of earnestness, character and patriotic ardor. The University with which he was identified honored the name of Dr. Ryerson, and he was there to add his tribute to the worth of so great a Canadian.

Professor Rand, eulogised also the elementary and secondary system of education in Ontario, declaring that its founder richly deserved to be commemorated by a public monument.[6]

The audience then sang the national anthem. Bishop Sweatman pronounced the benediction, and the statue of the great educationist was left to posterity to admire and to preserve intact and inviolate.

The report of The Empire necessarily traversed the same ground. I can therefore only give the salient points in addition to those referred to by the Globe, it said:—

The great educational lights of the Province were present in front of the Education Department building yesterday afternoon, when the statue of the Rev. Dr. Ryerson was unveiled. The day was appropriate for doing honor to the memory of a man who had so ably served his Queen and country. A large crowd of citizens witnessed the unveiling and listened to the addresses that were delivered.

The following relatives of Dr. Ryerson were present: Mr. Charles Egerton Ryerson, (his only son), Mrs. C. E. Ryerson and their two sons, (Egerton and Stanley), Mrs. Edward Harris, (his only daughter), Dr. G. S. Ryerson (his nephew) was absent with the Grenadiers at Berlin, Mrs. G. S. Ryerson and son were present; also, Mrs. Hardy (his niece) and her daughter, Miss Ethel Hardy, Dr. John Beatty, of Cobourg, and Mr. James R. Armstrong, (brothers-in-law), Mrs. J. R. Armstrong, Mrs. George Duggan, (sister-in-law), His Honor Judge McDougall, (a connection by marriage)."

The main points of The Mail report were as follows:—

It would perhaps be too much to say that, while the gay and thoughtless were seeking amusements in other parts of the city, it was only the wise who repaired to the grounds of the Education Department to take part in the unveiling of the Statue of the late Egerton Ryerson; yet it cannot but be admitted that those who assembled to witness and assist in this ceremony were men and women worthy to have the privilege of publicly honoring the memory of Canada's greatest educationist. Among those present were men who have attained to eminence in every department of public life, and it was but right that they should pay the tribute they did to the memory of him who was the founder and for many years the head of the greatest of all departments. There were men present who for years were associated with Dr. Ryerson in his great work; men whose characters were to a great extent moulded by his example, and men whose ambitions have been wakened and whose purposes have been inspired by the contemplation of his achievements.

Early in the afternoon the crowd begin to gather around the statue, the front part of which was veiled by a large British flag, the folds of which hung almost to the foot of the pedestal. In front of the statue, under the shade of a couple of the maples that help to make the grounds of the Education Department and Normal School so attractive, a platform had been erected for the use of those who were to take part in the ceremony, and around it were placed a number of seats.

At the close of his address (given on pages 9-11), Hon. Mr. Ross invited Sir Alexander Campbell to unveil the statue. Before proceeding with the ceremony Sir Alexander advanced to the front of the platform and briefly expressed himself as feeling highly honored by being called upon to perform such a task as the one that on this occasion had devolved upon him. He thought no pleasanter duty could fall to the lot of a Lieutenant-Governor of any province than that of assisting in honoring one of the province's noblest men. He then stepped down, and taking hold of the cords that kept the flag in place, drew them aside and the drapery fell to the ground. As the sunlight flashed on the exquisitely chiselled features, and the form so well known to many of those present stood out for the first time as it will stand, it is hoped, for many years to come, a prolonged cheer burst from those who had up to this moment watched Sir Alexander's movements with almost breathless interest. After a pause of a few moments, during which the naturalness and finish of the statue was freely commented on, Hon. Mr. Ross called forward Mr. Hamilton McCarthy, the sculptor, and amid great applause introduced him to Sir Alexander, who spoke in flattering terms of the pleasure he felt in meeting a man who had shown himself capable of producing so excellent a work of art.

The bronze statue, nine feet six inches in height, represents the late Dr. Ryerson in the attitude of addressing an audience in the cause of education. The head is turned a little to the right, with the lips slightly parted, and with the massive brow and flowing locks, give a correct and forcible expression, in harmony with the action of the advanced arm and firm position of the right leg. The proportions of the figure are well kept through the ample folds of the Doctor's gown, which in their various lines, lend richness and interest to the work, and take away the stiffness of the modern costume. The left hand is raised nearly to the breast, and in it is grasped a book. A little to the left and rear of the figure stands a short pedestal bearing three books, carelessly laid one upon another; and on one of the panels of the pedestal is the arms of the Department of Education under Dr. Ryerson's regime. Dignity of bearing, repose and action, and distinct force of character, eminent qualities in the personality of the late doctor, mark the expression of the figure; and it is evident that no pains have been spared by the artist in the modelling of the details.[7] Mr. Hamilton McCarthy has also been very successful in the design of the pedestal, which has excited general admiration. It is 10 ft. 6 in. in height, and is of New Brunswick granite. The conception is unique in character. Pilasters at the four angles terminate in buttresses to the ground, and support above beautifully designed capitols with dentils on the face. The pyramidal form of the whole work gives it an effect of rising out of the ground. The finely polished panels of the die, in each of which a classic shield is outlined, contain the inscriptions.

Mr. McCarthy can be congratulated upon the success of his work, and the province can be congratulated upon the possession of so noble an addition to the few works of art now in the country. Mr. Gullett, the contractor for the erection of the pedestal also performed his duties carefully and faithfully, as not the slightest hitch occurred, and no damage was sustained by the granite.

Comments of the Press on the Unveiling of the Statue.

The Evangelical Churchman of May the 9th, anticipating the unveiling of Dr. Ryerson's statue, said:—

"On the 24th of this month, the Queen's Birthday, Ontario will do honor to one of her most distinguished sons. On that day will be unveiled the statue to the memory of Egerton Ryerson, the founder of the school system of his native province. The ceremony will be unique in many ways, not the least interesting fact in connection therewith being that the statue of Dr. Ryerson will be the first one erected by the Province of Ontario to one of its own sons. Dr Ryerson was a thorough Canadian and was born in Ontario. Thus this signal honor to his memory acquires additional lustre, and does much to redeem Ontario from the reproach an often uttered that a prophet is not without honor save in his own country. It reveals, indeed, another fact which, in a new country, is not without a peculiar significance. It is this, that national life is commencing in earnest, and that national characteristics are developing themselves. A country which can step aside, as it were, in the rush and hurry of existence to do honor to one of its sons, is not without aspirations after a national existence, is not wholly given up to considerations of material interest, and possesses within it something that is full of promise of permanence and true greatness."

The Hamilton Times of the 25th of May, under the beading of "The Memory of a Great Canadian," said:—

"The unveiling of the Ryerson statue in the Normal School grounds, at Toronto, yesterday, was the occasion of recalling the achievements of the late Dr. Ryerson in connection with Ontario's educational system. From 1844 until 1876 Rev. Egerton Ryerson was Chief Superintendent of Education in this Province.... But Dr. Ryerson's services to Canada did not begin in 1844. He was a great man before he touched the educational System. He was born in the County of Norfolk in 1803, and when he was about 20 years of age he was studying in Hamilton in a little house on Jackson Street, not far from the place where the new Y.M.C.A. building is in the course of construction.... In 1826 Archdeacon Strachan preached a sermon on the death of Bishop Mountain. The Methodists at that time were the most numerous religious body in upper Canada but Dr. Strachan set forth the claim of the Church of England to the Clergy Reserves.... Mr. Ryerson was junior preacher under the late Rev. James Richardson, who had his arm shot off while in naval service near Sackett's Harbour during the war.... When Dr. Strachan's sermon was published, it was agreed that Mr. Richardson and Mr. Ryerson should each write a reply to it. They separated, each going to a different part of their large circuit, and when they met a few weeks later young Ryerson had prepared his paper, but Mr. Richardson had nothing ready. It was read before the other preachers and published. The battle had now begun, and it did not end until the Clergy Reserves were secularised in 1854. During nearly all that time Mr. Ryerson was a leading character in Canadian public life. He wrote, he spoke, he worked, appearing before Parliamentary committees, interviewing the statesmen of Great Britain and occasionally taking his stand upon the hustings.... Dr. Ryerson was born in 1803 and became Superintendent of Education in 1844. He was only 42 years of age at the time of his appointment, yet he had performed a greater share of work, and had attained a greater degree of prominence in those forty-two years than most public men can boast of as the achievements of a lifetime. How many men in this latter end of the century get into the thick of the fight and make their influence felt while under 40 years of age? The point we wish to impress is this: Had Egerton Ryerson died in 1844, instead of becoming Superintendent of Education and living until 1882, his history would still have been worth writing, and he would have deserved a monument For the services he performed for his native Province. His long connection with educational affairs to a great extent blotted out the memory of his earlier work and struggles in another connection. He had much to do with founding Victoria College and getting that institution fairly established.... The impression remains with us to this day that if Dr. Ryerson had been a lawyer he would have made all other Canadian lawyers look small; if he had gone into politics he would have been perpetual Premier: in short, he was the ablest native Canadian who has so far helped to make history.

The Christian Guardian of the 29th May, said:—

The unveiling of the statue of the late D. Egerton Ryerson, last Friday, in the Normal School grounds in this city, recalls the memory of a worthy and honored Canadian, widely known as a successful journalist, a gifted and learned divine, and an eminent educationist. It will hardly be questioned that the principle of perpetuating the memory of benefactors of a country is a laudable one, or that the individual in this case was worthy of this honor. No one who has travelled in Britain or other European countries, has failed to have his attention arrested by statues, or other memorials, of eminent men whom the county delighted to honor. It is well adapted to inspire the young with high purpose to note that however partisan strife may obscure the patriotic services of public men during active life, when the work of life is over, as a general rule, men of all parties cheerfully recognize the value of the service rendered by those who have faithfully labored for the public good. Owing to the intensity of political feeling in Canada, there is a strong tendency to underestimate the work of our statesmen and politicians, until they have gone where human praise or blame cannot affect them.

Though Dr. Ryerson passed through many fierce controversies, and at times came into conflict with hostile opponents, to-day men of all creeds and parties are ready to give him his due meed of praise as one of the greatest of Canada's sons, who achieved a work in organizing and building up a system of public education that shall tell powerfully for good through all coming time. He founded no cities; he led no armies to victory; he had no special influence on the material prosperity of the land; but in organizing a system of public schools, which placed the elements of a sound education within the reach of every boy and girl in this Province, he has exercised an undying influence over the future intellectual life of the country, that shall largely determine its place in the scale of civilization.

It is not only since his death that the strife of tongues has ceased, and the value of his work has been generally acknowledged. For several years before his death the echoes of old battles had become silent; old strifes were healed; and he lived in a peaceful Beulah land awaiting the Master's call to cross the dark river. In the beginning of 1879 at the request of the editor of the Guardian, he wrote an article for the Jubilee number of this paper, of which he was the first editor. After giving an interesting account of the origin and growth of the paper, he concluded by saying; "May the success of the past be as a dim dawn to the success of the future! Such is the prayer and hope of the first editor of the Guardian—now retired from all office in Church and State, near the fifty-fifth year of his ministry and the seventy-seventh year of his age—looking for a better country and waiting for a heavenly home."

The Presbyterian Review of the 30th May, said:—

The various speakers dwelt upon the immense service which the late Dr. Ryerson rendered to the country in laying broad and deep the foundations of our educational system, and testified their satisfaction that gratitude and veneration had found expression in the noble work of art before them, which would perpetuate his name to many generations of students and scholars.... Dr. Hodgins and the other gentlemen associated with him on the Ryerson Statue Committee are to be heartily congratulated on the result of their well-directed efforts and well-sustained efforts to assist in perpetuating the memory of a native-born Canadian who, notwithstanding some errors of judgment, proved himself worthy to be held in grateful remembrance by his countrymen.

The Week of the 31st May, said:—

That was a grand purpose to which Rev. Egerton Ryerson pledged himself on accepting office as the first Superintendent of Education for Ontario in 1844, "To provide for my native country a system of education, and facilities for intellectual improvement, not second to those of any country in the world." The form and loftiness of the promise marked the courage, individuality and conscious strength of the man who made it. The statue in the Toronto Normal School grounds, which was unveiled with appropriate ceremonies on the 24th inst., will henceforth stand as the testimony of the people of Ontario, especially of its teachers and others interested in educational work, to the faithfulness and ability with which the pledge was redeemed through thirty-two years of indefatigable toil and struggle. The artistically wrought monument in bronze will also serve as a fitting reminder to all who visit the Educational Department that the people of Ontario do not mean to let those who faithfully served their country in its earlier days be forgotten. A monument "more enduring than bronze" stands out to view wherever a free public school is efficiently doing its work in training the young of both sexes and of all classes to become intelligent and patriotic citizens of this growing commonwealth. Whether it be literally true or not that Dr. Ryerson "placed his native Province in the van of all the States of America and all the colonies of the British Empire," as the Minister of Education avouches, his plan was certainly comprehensive and statesmanlike, and was followed out with a courage, perseverance and success, for which the Province must ever remain his debtor.

The Toronto correspondent of the Montreal Witness, under date of 31st of May, says:—

One of the noblest public tributes ever paid to the memory of any man in Canada was paid the other day to the memory of the late Rev. Egerton Ryerson. From the time of his death, early in 1882, till now, the work of collecting subscriptions for the erection of a statue has gone steadily on. The amounts contributed were individually small, but the contributors were numerous, and now in front of the Departmental Buildings, in St. James' Square, stands a memorial of him which will fairly convey to future generations some idea of what the man himself was in personal appearance. The massiveness and rugged strength are there, and there were, after all, the most marked traits of Dr. Ryerson's personality, though he was by no means lacking in sympathy and intellectual ability.... The addresses were admirable alike for brevity and good taste, and nothing occurred to mar the success of the ceremony.

The Educational Journal of June 1st, said:—

The statue of the late Dr. Ryerson, which has been so long in course of preparation, has been set up on the Normal School grounds, and was unveiled, with appropriate ceremonies, on the 24th ult.

The ceremony of unveiling was performed by Sir Alexander Campbell, the Lieutenant-Governor, who said that he thought no pleasanter duty could fall to the lot of any Lieutenant-Governor than that of assisting in honoring one of the Province's noblest men.

The status is of bronze, nine feet six inches in height, and stands upon a pedestal of New Brunswick granite, ten feet six inches high. It represents Dr. Ryerson in the attitude of addressing an audience in the cause of education. The head is turned a little to the right, with the lips slightly parted, and with the massive brow and flowing locks, gives a correct and forcible expression, in harmony with the action of the advanced arm and firm position of the right leg. The proportions of the figure are very well kept through the ample folds of the doctor's gown, which in their various lines, lend richness and interest to the work, and take away the stiffness of the modern costume. The left hand is raised nearly to the breast, and in it is grasped a book. A little to the left and rear of the figure stands a short pedestal bearing three books, carelessly laid one upon another; and on one of the panels of the pedestal is the arms of the Department of Education. Dignity of bearing, repose and action, and distinct force of character, eminent qualities in the personality of the late doctor, mark the expression of the figure; and it is evident that no pains have been spared by the artist, Mr. Hamilton McCarthy, in the modelling of the details of both statue and pedestal. The statue stands in a commanding position in the Normal School grounds. It will add a new object of interest to the many attractions which these grounds present to teachers and others visiting the Department.

The Irish Canadian of the 6th of June, under the heading of "A Graceful Tribute," said:—

On the 24th of May (the Queen's Birthday), was unveiled the statue erected in the Normal School grounds to the memory of the Rev. Egerton Ryerson, the founder of the common school system of education in Ontario, and its Superintendent from its inception in 1844 till 1876, when he retired in the fullness of years, and after his labors had been crowned with signal success. The Catholics of this Province, in the matter of education, have nothing for which they should be thankful to the distinguished divine.... For all that, Dr. Ryerson was a man of great and good parts; and, from a Common School point of view, he has left a noble heritage in a system of education that will bear favorable comparison with the best of any land.

It was the occasion of the unveiling of his statue that his co-laborer in the Education Department—Dr. J. George Hodgins—paid the memory of Dr. Ryerson a graceful tribute. Who so capable for so delicate a task as he who had been Dr. Ryerson's right-hand man, his able support, during his long and varied career in the Education office? And happily has the story of the ups and downs of the Common School system been told by the learned Deputy Minister, to whose ripe judgment, in no small degree, was due the system's unmeasured success. The part that Dr. Hodgins played, however, is kept in the background; and we see only what Dr. Ryerson done during his lengthened incumbency, and the difficulties with which he had to contend in maturing his plans and bringing them as nearly as possible to his own ideal of perfection.

Dr. Hodgins' retrospect goes back to the period of the U. E. Loyalists, and thence downward to 1876. It leads us by degrees from the primitive system in vogue prior to the grammar schools (in one of which the late venerable Bishop Strachan taught as master), through a series of changes aiming at higher education, till we arrive at the year in which the foundations of the present system were laid. The corner-stone having been placed, the superstructure rose in fair proportions; and the edifice having been completed, to furnish it with all the adjuncts necessary to the best educational training was the Superintendent's constant care. How Dr. Ryerson finally overcame every obstacle to his darling object is told with tender affection by Dr. Hodgins, who, in laying a chaplet on the grave of his dead chief, does honor not only to the memory of a good man, but also to his own generous instincts.

The Canada Educational Monthly for June-July, said:—

The Rev. Dr. Ryerson has long been widely known as a gifted and learned divine, as well as a successful journalist, who took a prominent part in the religious and moral development of our country in its early days, ... but the fitting memorial which was unveiled on Her Majesty's seventieth birthday, is erected to him chiefly as a worthy Canadian and an eminent educationist....

The life work of this able man has now passed into other hands; in itself it forms a whole superstructure, and if the enlightened principles which he laid down and acted upon are carried out in their integrity, they must exercise an undying influence for good upon the intellectual life of the country, upon its gradual advance in the scale of civilization and refinement, and upon its moral and religious life.

The ceremony of unveiling the statue brought together many true, patriotic and representative men. Some of his personal friends and fellow-workers were there, and others who remembered him with affection and gratitude. The Government, the city, the public and secondary schools, the colleges and universities were all represented, and all united in honoring the memory of the founder of the Ontario school system.

CHAPTER III.

THE ADDRESSES DELIVERED AT THE UNVEILING.[8]

The Teachers' Association of Ontario.

Mr. Robert McQueen, President of the Ontario Teachers' association, spoke as follows:—

Your Honor, Mr. Chairman, Ladies and Gentlemen:

We are gathered here to-day to do honor to the memory of one to whom this country owes a debt of deep and lasting gratitude; and should I fail entirely to give expression to any thought worthy of the man or the occasion, I feel certain that all will be overlooked, when I simply utter the two words "Egerton Ryerson." He was a man of marked individuality of character, of energetic action, of great power of will, and tenacity of purpose. His life-work bears the marks of his individuality and energy, the results he achieved are evidences of his power of will and his tenacity of purpose. And, in view of the results which he achieved, it is a meet and a becoming thing, that, as a people, we should meet and do honor to his memory, as we have gathered here this day to do.

Men, even great men, only act permanently, as they act upon the institutions of their country. The greatness that centres in the individual is dependent upon and contingent on the existence of the individual, and the influence exercised by him as it centres in him, dies with him, passes away when he leaves the scene. But the man who leaves his impress on the institutions of his country, exercises an influence that is permanent in its action, pervasive in its power, and, within the range of these institutions, is universal in its beneficence. Every amelioration of these institutions is an abiding good, shared in by all who come within their sphere of operation. It becomes the common heritage of all.

Such was the impress made, such still is the influence exercised by the individual to whose memory and life-work we have met this day to do honor. His connection with, his charge over, and his influence upon the educational institutions of this country, reaching backward nearly half a century from the present time, and lasting over a period of nearly thirty years, was that of a formative and meliorating kind. From the time of his acceptance of office in 1844, down to the period when he resigned his trust, his energies were directed, his powers brought to bear on organizing, modelling and consolidating the school system of this province.

Let us for a few moments trace briefly the history of that system for the last fifty years. The Education Bill of 1837 may be said to have been the first legislative attempt at organization. This bill provided for the annual expenditure of fifteen thousand pounds for common school purposes, and that as soon as the permanently available Public School Fund of this Province amounted to ten thousand pounds per annum, a superintendent of common schools should be appointed by the Governor under the Seal of the Province, whose duty it should be to report annually to the Legislature on all matters pertaining to the administration of the public schools. The union of the Provinces brought the Act of 1841, introduced by the Hon. Mr. Day. This Act was simplified and improved by the Bill of 1843, introduced by the Hon. F. Hincks. By the provisions of that Act the Secretary of the Province was ex-officio Chief Superintendent of Schools. In 1844 that office was tendered to the late Dr. Ryerson, and in the autumn of that year it was accepted by him on two conditions: (1st), that the administration of the school system should constitute a separate and distinct non-political department; (2nd), that he should be permitted to act by a deputy for one year and have leave of absence for that period, in order to enable him to visit and examine the educational systems of other countries, in Europe and America, before attempting to lay the foundations of a system in Upper Canada. The whole of 1845 was spent in these inquiries and investigations. The results were embodied in a report to the Legislature in 1846. Along with this report was a Draft School Bill, which was introduced and carried through by the Hon. W. Draper, and became law in June, 1846. In a few mouths a draft bill for cities and incorporated towns was submitted and carried through by the Hon. J. H. Cameron, and became law in June, 1847; these two Acts, with modifications and improvements, suggested by time and experience, were incorporated in the School Bill of 1850, which was introduced by the Hon. F. Hincks, and was the first Act to which the Earl of Elgin gave the Royal Assent after the removal of the Seat of Government to Upper Canada.

The provision of this bill embodied the basis of our present system. It introduced the principle of free schools, leaving the adoption of that principle to the option of each school section. Subsequent changes and modifications were embodied in the Act of 1870, which abolished the office of township superintendent, introduced the county inspectorate, and made free schools compulsory. This Act may be said to be the last touch of the "Master Hand." In order to apprehend the true nature and extent of that impress which he made, of that influence which he exercised and exerted, we have only to look around, to look on that noble structure, whose foundations he was permitted and honored to lay, and whose superstructure he was so largely enabled to rear. Our school system is his true memorial.

I have already said that it is a meet and a becoming thing for a nation to honor the memory of its public benefactors. The nation that ceases to cherish and manifest a grateful remembrance of those who have devoted their energies to the promotion of its welfare and spent their lives in its service, gives evidence of deterioration and decay, gives evidence that it is on the down grade of national existence. To-day we have gathered here to give expression to our gratitude in tangible form, by the erection in this public place, of this costly and enduring memorial of the individual and his life-work, that by its very presence it may speak to all who behold of the grateful sense of benefits received, cherished by the people of this Province. Yet there is another way in which we may manifest our gratitude, viz., by seeking to conserve, to consolidate, to ameliorate, our school system, which has thus come down to us from the moulding hand of the departed; and not only seeking to preserve what has thus been handed down to us, so far as the school system itself is concerned, but to seek to make it practically effective in its operation, so that all who live under its shadow, may share to the full of the blessings and privileges which it is fitted to confer and intended to bestow. Our sense of gratitude will thus assume a practical and beneficent form. That the management of our school system has fallen into, and now is in good and wise hands, we all feel confident. That its success depends largely on the energy, the zeal and the faithfulness of those who are entrusted with the education of the youth of this Province, our high and public school teachers, together with the co-operation of the people at large, of all classes and of all creeds, all will be prepared to admit. In one word: It is only by the united and concerted action of all three, the executive skill, the zeal and energy of the teachers, and the popular sympathy and support that we can hope to secure the full benefit of our school system on the one hand; and on the other, show ourselves worthy of the heritage that has been handed down to us by those who have gone before us.

Address of the Acting Mayor.

Alderman McMillan, President of the City Council and Acting Mayor of Toronto, in the absence of Mayor E. F. Clarke, M.P.P., in England, spoke as follows:—

I regret very much that His Worship the Mayor is not with us to-day to represent the citizens of Toronto on this interesting occasion.

It is his loss, however, and I fear it will be your loss also, that it has fallen to my lot to act as his substitute and to speak on his behalf and on behalf of the citizens of Toronto.

Knowing my own unfitness for the task, I have hesitated; feeling my own inability, I have shrunk from the duty imposed on me. Deeply conscious as I am of the fact that it requires more eloquence than I possess to do justice to the occasion, or to speak in fitting terms of the great work of the eminent divine and educationist to whose memory this statue has been erected.

No more appropriate place could have been selected for its erection than here on the grounds of the department which is the creation of his genius, and in front of a building which stands a monument to the energy of its founder.

He will be but a poor student of the history of his country who has not yet learned from its pages the deep debt of gratitude which every Canadian owes to the man whose memory is held in most affectionate rememberance by all classes of the community.

He will be a poor judge of mental power or moral worth who has not yet learned to prize the grandeur of his life-work or the versatility of the attainments of the man who was not only a deep thinker and a notable teacher but an earnest and a humble Christian—a happy combination of the scholar and the gentleman.

During a long and eventful career, and at a crucial period in our country's history the active part he played in public affairs has left on the institutions of our province the impress of his vigorous intellect. Prompted by pure motives, and guided by sound judgment, he gave evidences of an uncommon genius, which he devoted to the service of his country and the best interests of the people, and thus he became a leader among men.

In the school system of this province he built for himself a more lasting monument than the granite and bronze we now raise to his memory.

With fluent speech and ready pen he has oft been the defender of our most sacred rights and cherished privileges. A lover of truth, he abhorred falsehood. A lover of freedom, he hated oppression; and the cause of truth and of freedom found in him an able and willing champion. A staunch defender of British connection, he yet manfully battled for equal rights and privileges to all classes of the people.

He loved the land of his birth with no ordinary affection and, during a long and busy life, he helped to mould her destiny and shape her course—guiding her feeble and often erratic steps, leading her into the paths of truth and righteousness which, we are assured, most surely exalteth the nation.

In the pages of Canadian history the "Story of his Life" and labors will ever be instructive reading.

In the chronicles of the Methodist Church of Canada (the church of his choice) his name will always stand pre-eminently conspicuous as one of her ablest scholars and one of her most eminent divines—an earnest preacher and a devoted missionary. Filled with a fervent love for his Lord and Master, he labored earnestly in His vineyard seeking souls for His hire.

I am proud of the privilege I enjoy of being here on behalf of the citizens of this great city—pleased to be able to bear testimony to the high appreciation we have of his services and the strong affection we bear to the memory of the Rev. Egerton Ryerson. I am also pleased to have this opportunity of being allowed to tender my own humble tribute of respect to the memory of him who was both a statesman and a scholar, a patriot and a Christian.

Representative of the University of Toronto.

The Honourable Senator John Macdonald, speaking on behalf of the University of Toronto, said:—

I wish first to express my regret—a regret I have no doubt in which you share—that some one better fitted than myself had not been selected to represent the University of Toronto upon this important occassion. My embarrassment is lessened however, and possibly your disappointment, in view of the handsome tribute paid to the memory of the great man by the Minister of Education in his admirable address, by the presentation of the historic paper by the Deputy Minister, and last, though not least, by the speech of Alderman McMillan on behalf of the city of Toronto.

Patriotism is that passion which aims to serve one's country, either in defending it from invasion or protecting its rights and maintaining its laws and institutions in vigour and purity. If then we accord, as we ought to do, a place among the patriots of our country to those who readily respond to its call in the hour of danger, to those who bring their wisdom and judgment to bear in the making of laws for its good and healthful government, to those, also, who as diplomats in the carrying on of delicate and subtle international negotiations do so in such a way as not only to maintain their country's honor but to make their country respected, what place shall we assign to him who devoted his life to the best interests of the young of his own province in order that they might be fitted rightly to take their part in life, to do this all the better by reason of that educational system of which he was the moving spirit and which it was his to found? What place I ask, if it be not the very first place in the front rank of that distinguished class. Egerton Ryerson may fairly be regarded as the founder of the school system of his own province and as a consequence must, throughout all time, occupy a foremost place in the history of his country.

His was a life spent not in the promotion of his personal ends. Indeed it may be affirmed that his devotion to his life-work so absorbed his time, his thoughts and his energies as to have disqualified him for making that suitable provision for the close of life for which his great abilities so eminently fitted him.

It would scarcely be fair to claim for him all the honour of perfecting the school system of Ontario, scarcely fair to say that to him exclusively belongs the results seen to-day which give to the school system of Ontario so prominent a place among the school systems of other countries. A measure of the praise is doubtless due to the able staff of workers by which he was supported. His was the directing mind; 'twas theirs to carry out his plans.

It would not be fair to ascribe to the architect all the credit for the grace, symmetry and safety of the most magnificent public buildings. True, he it was who planned the foundations, made them deep and broad, as that they might be safe and enduring. True, he it was who gave grace and beauty to the elevation, as that it might not only answer its purpose, but that it might be at the same time "a thing of beauty;" but how easily might not only the safety of the building be imperilled but its beauty marred by careless and by ignorant treatment; but skilful treatment has produced the needed strength, and has secured the grace of outline, and the building is perfect and harmonious in all its parts.

What the architect is to the building that was Egerton Ryerson to our school system. His it was to lay the foundation upon which a structure which might be at once the pride and the glory of our Province could be erected; his it was to lay these deep and broad and enduring. How wisely and how well he did his work. How well his efforts have been supplemented by the able band of workers who were associated with him the splendid school system of our Province to-day abundantly testifies.

It is fitting, therefore, that his statue should be placed on these grounds, so that the coming generations may be made familiar with the general appearance of the man who has done so much for the educational interests of his country.

But it is not here, faithful as the bronze may speak of the man, that his most fitting and most enduring monument must be found. The group of happy faced children which throng our sidewalks wending their way each morning to our schools, the pupils of our Model Schools, our High Schools, the under-graduates of our Universities, and these seen not only in their school period, but in their subsequent career taking their place in our country as its legislators, its professional men, its merchants, mechanics, farmers, its matrons, taking their places in life, and taking them all the better for their own good and that of their country for the training, sound, thorough and scholarly, which they have received in the schools, colleges and universities of their own country, helping them to make their homes homes of comfort, elegance and refinement.

Here must be found the true and abiding monument of the man; here the enduring fruit of his life-work, more imperishable also than either brass or marble.

Statistics have been freely given, and these need not be repeated.

Not often does it fall to the lot of one man to leave behind him such a record as that left by Dr. Ryerson in his life-work of thirty-three years.

To see the old-log school house, with its imperfect appliances, supplanted by the palatial school buildings with their perfect equipment of our own day.

To see the work done by our High Schools, our Colleges and Universities, which challenges not the attention only, but the admiration of other countries, that is an honour, even with the capabilities which exist in a young country like ours, reserved but for few, and yet among that number he stands out promptly whose statue has this day been unveiled by His Honour the Lieutenant-Governor.

Any words of mine are poor and weak indeed in dealing with a matter so full of interest, not to the people of Ontario only but to the people of Canada, but full of interest to my own mind, as it must be to the mind of others, is the estimate placed upon Dr. Ryerson's work by many eminent men, all well qualified to judge from an educationalist standpoint. Dr. Hodgins has spoken of the late Dr. Fraser, Bishop of Manchester.

Few men were so well able to form an opinion upon any educational system. Himself a great scholar, an Oriel man, an enthusiast on all matters connected with the educational system of his own country, appointed by the Royal Commission as an assistant commissioner to visit and report upon the educational system of the United States and Canada, thus speaks of our school system and of Dr. Ryerson. After referring to the system says: "It shows what can be accomplished by the energy, determination and devotion of a single earnest man. Through evil report and good report, he has found others to support him in the resolution that free education shall be placed within the reach of every Canadian parent for every Canadian child."

Egerton Ryerson has deserved well of his country. His best days and his best energies were given to the upbuilding of its grandest institution. Well should his country guard and cherish his memory, so that the young who are here assembled to-day may learn this lesson, that he who devotes his life for his country's good, his country will hold his memory not in fragrant only, but in perpetual remembrance.

Representative of Victoria University, Cobourg.

The Rev. N. Burwash, S.T.D., President and Chancellor of Victoria University, spoke as follows:

Ladies and Gentlemen:

It is particularly appropriate that on this occasion Victoria University should speak. We meet to do honor to one of the greatest of Canada's sons. Dr. Ryerson has written his name indelibly upon the pages of his country's history. He has done so not merely by superior gifts of intellect, although to few men have more noble talents been entrusted. Nor has he done so merely as the successful leader of a great party in Church or State, although he was a leader, one of the first three in one of Canada's greatest movements towards a perfect political constitution. The success of this movement, after a struggle stretching through the lifetime of a full generation, and its results of which all good men now approve, might well ennoble the name of any man. But that for which we honor Dr. Ryerson's name and memory to-day is his work as an educator; and from Victoria University he first received the call to consecrate his life to his work. He was the first President of Victoria College. He, a Canadian of the Canadians, was the first Canadian to occupy that position in our Province; and Victoria has maintained the Canadian succession unbroken from his day to the present. Victoria was the first institution in this Province in active operation as a teaching institution with University powers. And it fell to Dr. Ryerson to shape its character and curriculum, and to give it a form, many features of which it has retained to this present hour.

It was from this duty of laying the foundations of our University in this young Province that Dr. Ryerson was called to the wider field of fashioning the primary and intermediate education of the whole people.

It would be presumption on my part to attempt to speak to-day of the difficulties which beset him in his task, and of the skill and judgment with which those difficulties were met and overcome. That has already been the more appropriate duty of one who has just spoken, and who was for long years his most valued and honored associate in his life-work.

But, as a Canadian of the fourth generation, and as a Canadian school boy who has enjoyed the advantages of the great work which to-day we commit to the perpetual memory of our country, I may venture to refer to the peculiarly Canadian character of the system founded by Dr. Ryerson. The early schools of this country were very varied in their type. Prepossession and usage rule imperiously in education. Each little colony or settlement, as it was called, had its national prepossessions. Here was an attempt to reproduce a miniature English Eton or Rugby. There was a genuine Scottish parish school with its Bible and Catechism. Here was an Irish school with its predilection for difficult problems in arithmetic and algebra. There was a Yankee school with its spelling-matches and dialogues on examination day. These were the heterogeneous elements of forty-five and fifty years ago. To-day, we have everywhere the Canadian school as unique in its character as any of these, and as well-known in its results all over this continent. The skilful mind that took possession of these materials, that carefully separated the good from the bad, that patiently and wisely removed or overcame prejudices, that calmly waited till the public mind was ready for each progressive movement, and then with vigor pushed it forward to speedy completion—this was the ——le gift which Dr. Ryerson devoted to his country's service. Gathering his materials for building up a perfect educational system from all lands, and from the wisdom and experience of all ages, this great man wrought out his life-task in the face of political prejudices, of national prejudices and of sectarian prejudices. I know of no man of his day who rose more fully than did he above the narrowness of all these. From the elevation of a broad catholicity, he grasped the great outlines of a comprehensive and national system of education for the Upper Canadian people, and patiently did he work toward that as his ideal. It would be too much to say that he completed the ideal. Such is not often given to mortal man. There are problems in this work still unsolved. There is still something for us to do. But in the solution of these problems we may well thank God for the broad, strong foundations, and structures planned, and so nearly completed by this master workman.

In the inaugural address with which Dr. Ryerson opened his work in Victoria College, I find this passage "The education imparted in this college is to be British and Canadian. Youth should be educated for their country as well as for themselves." This motto, never forgotten, has given character to his great life-work, and has given us a system of public schools and intermediate schools which more enduring than any monument will perpetuate to our children for generations to come, the name of Egerton Ryerson.[9]

Representative of Queen's University, Kingston.

Sandford Fleming, C.E., LL.D, C.M.G., Chancellor of Queen's University, spoke as follows:—

Your Honor, Mr. Chairman, Ladies and Gentlemen:

In the name of Queen's University, and at the special request of the Senate of that institution, I come here to-day to take part in these interesting proceedings. On behalf of higher education in Eastern Ontario I have the honor to bear tribute to the memory of Dr. Egerton Ryerson.

However unworthy the individual whom Queen's has sent on this occasion, I am warranted in stating that no institution in this country is more thoroughly alive to the importance of sound education for all classes of the community than the University I come here to represent. Moreover, I venture to say that there is no one here present who more fully appreciates the incalculable value of the school system of Ontario and the work accomplished in its establishment, by him to whose memory we are this day assembled to do honor.

It is not simply an agreeable duty I am called upon to perform, I feel it to be a high privilege to be allowed to take part by my presence on this auspicious occasion. I have but to look back over a period of forty years to recall the living form of the sculptured figure before us, and to remember the time when in the zenith of his strength and intellectual power, he brought to bear on the great work of his life that wisdom and foresight, that indomitable perseverance and patriotism, that zeal and devotion with which he was gifted. I have but to recollect his persistent efforts to initiate and put in successful operation a comprehensive system of common school education in this province, to express my unalloyed satisfaction that those efforts—those great and sustained efforts were not in vain. I rejoiced then, as I rejoice now, that the noble work in which he took so conspicuous a part has been crowned with signal success. I thought then, and I think now, that the people of this province, I may indeed say the people of the whole of Canada, of all ages, of all classes, of all colors and of all creeds, owe a deep debt of gratitude to Dr. Ryerson, and I cannot be wrong in the firm opinion that we all do well to revere and perpetuate his memory.

While Dr. Egerton Ryerson attached most importance to the establishment of the common schools of the country on a sound and efficient basis, he also warmly sympathized with every effort to promote higher education. He took an active part in founding Victoria University, of which he was chosen the first president. He was a strenuous supporter of that institution up to the day of his death, firmly believing that the resources of the country could support, and that the people of Ontario should possess, well endowed, independent seats of learning of different types.

As a member of the community I have always had the highest esteem and veneration for this great pioneer of education in Canada. I feel now and have always felt with unnumbered thousands that his life has indeed been that of a foremost public benefactor. I am, therefore, greatly gratified that it has fallen to my lot, on behalf of Queen's University and higher education in Eastern Ontario to bear tribute to the memory of the founder and first administrator of our system of public instruction, a far-seeing Canadian, an enlightened statesman, a man who in his distinguished career rendered the most important services to the country of his birth.

I am glad to have an opportunity of taking part in the formal inauguration of the work of art which we see before us. At the same time I cannot forget that Dr. Egerton Ryerson has left behind him an inheritance to unborn generations of Canadians in the schools which we behold everywhere throughout the land and the free public instruction which they represent. These are now and must always be recognized as his best and most enduring monument.[10]

Representative Of Trinity University, Toronto.

The Representative of Trinity University, Rev. Professor Clark, remarked that he had the honor of representing the smallest of the universities of Ontario, but one in which they strove to do their work in a spirit of loyalty to their country as well as to their own convictions. He had naturally prepared to make some remarks on the distinguished and illustrious man in whose honor they were then assembled; but, as he supposed, nearly everything which had occurred to him as being suitable to be said had been anticipated by previous speakers.

As he looked upon those Normal Schools by which they were imprinted, he could not help being reminded of the words inscribed on the interior of St. Paul's in memory of its founder, Sir Christopher Wren, "Si monumentum requiris circumspice." "If you ask for his memorial look around you." With equal propriety we might point to those schools as a monument and memorial of Dr. Ryerson, the founder of the educational system of this Province, no less fitting than the statue which had just been uncovered. But more enduring than the building or the effigy was the intellectual and moral work which he had accomplished in our educational institutions, for that work was eternal. Its effects and influences would never pass away, but would go on leavening generations yet unborn. Whatever changes or revolutions might occur, his work and its consequences would still live on.

In one respect, perhaps, it was fortunate that others should have borne testimony to Dr. Ryerson's work and ability, and to the greatness of the work which he had done. His own knowledge of the man and of the work was only second-hand, and he could not speak with the freshness and vividness of those who had personal knowledge of them. "Segnius irritant animos demissa per aurem." But although he had not direct and immediate knowledge of Dr. Ryerson, he had the opportunity of studying several of the publications which gave an account of his history, and especially of his educational work—more particularly some of those written by Dr. Hodgins. From these he had learnt something of the spirit in which the work had been accomplished, and the principles which were embodied in it; and these would account for the eulogiums which had already been bestowed upon the work and its principal doer.

They might learn from such investigations something that would help to guard them from dangers which attended their educational work. It seemed to him that Dr. Ryerson's conception of the work of education was singularly simple, earnest, deep and comprehensive, free from affectation and one-sidedness. They were in danger of forgetting some of these elements, of making education showy instead of solid,—of forgetting that it was the education and discipline of the man and of the mind that we had to accomplish, and not the outward adornment of him, or the mere imparting of knowledge. Some of our dangers have been forcibly pointed out by the President of University College, Sir Daniel Wilson, in the March number of the Canada Educational Monthly. It would not be proper to go into details on such an occasion, but he would recommend those who were interested in these questions to study that article.

There was great danger of their being one-sided in education, of their taking up cries on one side or another. We have often heard of a foolish Anglomania by which some people were possessed. But there are other manias which are quite as silly. There was an Americano-mania and a Canada mania (mania Canadensis, said the Minister), and they were all equally foolish. It was egregious folly merely to imitate an Englishman or an American. But it was equally foolish to imagine that we had everything and could do everything by ourselves. Our business was not to make Englishmen or Americans or Canadians, but to make men, furnished with sufficient knowledge, with cultivated, disciplined minds, with vigorous wills. This is our work, and we must do it with our might, remembering the limitations of our position and realizing what we could and could not accomplish. We must not at present expect the results of the education given at the great German universities or at Oxford and Cambridge, but we might make the best with the materials at our disposal. We might foster in the rising generations a love of truth and goodness, and instil into them a deep sense of duty, and thus help to qualify them for the position they would have to occupy, and the work which they had to perform.

Representative of McMaster University.[11]

Professor Theodore H. Rand, M.A., D.C.L., representative of McMaster University spoke as follows:—

Twice before it has been my privilege to unite in doing honor by a public memorial to the name of distinguished educationalists,—that of Horace Mann, of Massachusetts, and Alexander Forrester, of Nova Scotia; but in view of the breadth of the area over which Egerton Ryerson wrought, and the really national character of his work, this has been an occasion of surpassing interest to me, and one, I am sure, which marks an epoch in the educational history of Ontario. In speaking as a representative of McMaster University, which is just now being organized as one of the instruments of the higher education of this country, I may be permitted to say that the Christian denomination which controls the destiny of that University has in all parts of the world been in active sympathy with popular education, and in two of our Canadian provinces has been foremost in efforts to secure the efficient organization of systems of free education under government control.

When a country has risen to the position of making adequate public provision against the blighting and destructive influences of ignorance, it has undertaken the discharge of one of those contingent and great obligations which, perhaps, will always await any people who are pressing forward to the attainment of the possibilities of Christian civilization. With all its imperfections our system of public education in an eminent degree commands the affectionate regard of our people and the admiration of strangers. While Ontario was not the first of our Canadian provinces to organize a free system of public schools, and while she has not maintained intact the principle which lies at the basis of the common schools, the grandeur of the outline of our system and the general completeness of its details are, I believe, unsurpassed by those of any other system on this continent or throughout the empire. This is especially true of the completeness of the provision made for passing from the elementary schools into the work of the higher education. Ontario occupies this advanced position to-day, with all its immeasurable advantages, largely because of Egerton Ryerson. He was possessed of a profound conviction that mind is the great creative power by which all resources of nature are to be turned to account. He had no idea that material good is a good at all only as it is a means for the development of the moral and social possibilities of the individual and of the nation. He did not argue, as many others in the country did, that since the area of the Province is vast, its population widely scattered, its forests waiting to be felled, its lands to be cleared and drained, therefore the organization of an efficient school system was a thing of the far future. On the contrary, having before him such examples as Prussia, Scotland, Ireland, the New England, Middle and Western States, and believing that our civic institutions should afford social conditions inferior to those of no country in the world, he poured all the energy of his great heart and mind into the effort to make available even to the remotest hamlets of the Province the blessings of knowledge. Intelligence, industry and morality were felt to be inseparably bound up with the progress of education. A system good enough for the rich and poor alike, and supported at the public expense, was his aim and his final achievement. The Christian communism underlying our systems of public education on this continent is proving one of the great safeguards of society against the forms of a false communism; and there is yet room, in my judgment, for a still wider application of kindred principles in our social system.

The work of Egerton Ryerson furnishes an additional illustration of the truth that systems of popular education are, so to speak, the gift to the people of the Colleges and Universities. His relations to the higher education enabled him to grasp all the elements involved in the great problem he undertook to solve for Ontario, and to bring all parts of the educational system into helpful and sympathetic relations. Our Universities must always be sources of stimulus and enrichment to the schools of the Province at large, if they discharge in any original and adequate measure their functions to society.

In attributing so important a share to Egerton Ryerson in the establishment of our school system, I am not, of course, unmindful of the public men who seconded his efforts, and above all, of the teachers and inspectors by whose self-sacrificing toils educational advance was rendered possible, and has been sustained. Were he whom we honor in our midst to-day he would be the first to speak thus, and especially of his friend, Dr. Hodgins, who for so many years was his able assistant and valued confidant. This bronze memorial is well—may it long testify to the patriotic virtues of a noble man—but it is as nothing, I trust, in comparison with the living and imperishable memorials of enriched and ennobled human lives. As time witnesses the increasing development of the material and spiritual forces of the present and coming generations of our people, as our social and national institutions are more fully perfected and widely recognized, we shall have hereby and herein perennial memorials of the founder of the school system of Ontario throughout all coming time.

CHAPTER IV.

EDUCATION IN ONTARIO—PAST AND PRESENT.

An Historical Retrospect by J. George Hodgins, M.A., LL.D., Barrister-at-law, and Deputy Minister of Education for Ontario.

To-day will long be memorable in the educational history of Ontario—for to-day has been unveiled the first statue ever erected in this province to one of its own sons.

It will be still more memorable from the fact that that special subject of public interest and national concern which has been signally honoured to-day, is the pre-eminently important one of popular education. These two facts combined give to the celebration and pleasant incidents of the day a peculiar significance and a special interest.

Significance of the Event of To-day.

One of the first indications of a growing national life and a patriotic national spirit is the erection of statues to noble sons who have rendered such valuable services to the state as are recognized and honoured here to-day.

It is a most hopeful sign, as well as an assuring and happy augury for the future of a country, when its patriotism takes the grateful and graceful form of doing honour to those who have aided in laying the foundation of its future greatness and prosperity. This, we all rejoice has been done by Ontario to-day in the unveiling of the statue of the distinguished founder of her educational system. She has reared to-day to one of the sons of her soil a noble monument, expressive of grateful acknowledgment for services of the greatest importance and value to her and to the thousands of her sons and daughters yet unborn.

The erection of this statue emphasizes in a striking manner a notable fact, chronicled by John Milton, which the mature judgment of the nineteenth century has everywhere endorsed, that—

"Peace hath her victories no less renowned than war."

That is, that it is not heroic deeds of valor alone which call forth a nation's gratitude. It further shows us that unswerving devotion to duty in any of the departments of the public service, or professional or private life, which have to do with matters which concern a nation's progress and welfare, is equally recognized, if not more signally honoured, than were deeds of prowess in the days gone by. We have, at all events on this continent, many notable examples of distinguished honour being done to literary men, to men of science and to noted educationists. Any one who has visited the chief city of Massachusetts cannot fail to have seen, on the broad terrace in front of the capitol, a massive bronze statue to Horace Mann, the well-known Founder of the Public School system, not only of Massachusetts, but practically of the New England States.

The Ontario System of Education—Its Influence Abroad.

So, in like manner we unveil to-day the statue, not only of the Founder of the School System of Ontario, but of one, the impress of whose hand, and the practical suggestions of whose mature experience, may be recognized in the systems of education of some of the Maritime Provinces, and in those of Manitoba and British Columbia. The first Superintendent of British Columbia, and the second of Manitoba were trained in the schools of Ontario, and were thus experienced pioneers in the new Provinces of their educational systems. Also in the West Indies the educational example of Ontario was felt to be of some value by Sir Francis Hincks, when Governor of the Windward Islands.[12]

Even the grand old Mother Country has not failed to acknowledge her indebtedness to him whom we honour to-day, for practical suggestions in the solution of the educational problems which confronted her public men, notably the Duke of Newcastle and the Right Hon. W. E. Forster,[13] during the years reaching from 1860 to 1870.

In 1860, at the request of the Duke of Newcastle, who accompanied the Prince of Wales to Canada, Dr. Ryerson prepared an elaborate sketch of the system of education in Upper Canada, and contrasted it with the English and other European systems of education. This report was embodied in a letter to the Duke, dated 12th October, 1860.

As to the appropriateness of our erecting a Statue to Egerton Ryerson in Ontario, as was done to Horace Mann, in Massachusetts, I may here quote a reference to the equal value of the labors of those two noted men which was made twenty-five years ago by that acute observer and experienced educational commissioner, the late well-known and distinguished Bishop Fraser, of Manchester. He said:

"What Education in New England owes to Horace Mann, Education in Canada owes to Egerton Ryerson."

To-day we honour ourselves by seeking to discharge that obligation, at least in part.

There is one circumstance connected with the erection of this statue which, to my mind, gives it a peculiar value and significance. The erection of statues by popular vote, or by the Legislature, gives a quasi, if not a real national character to such erection, but, a statue erected from the proceeds of thousands of small contributions, as in this case, shows that deep down in the hearts of the people of this country there must have been genuine regard for the man whom they thus seek to honour. When a memorial takes such a form as that we may well regard it as more enduring and precious than either the bronze or marble which constitute the material of its structure.

Comprehensive Character of the Ontario Educational System.

It devolves upon me, as Chairman of the Committee having charge of this work, and at the kind request of my colleagues,—no less than as the life-long friend and fellow-laborer of him whose deeds and memory we honor to-day—to trace back to their source the origin and underlying principles of our system of education, and to show that these underlying principles and other vital forces were so combined by a master-hand an to form the groundwork, as they have, in their combination, become the charter of our educational system of to-day.

And here, in this connection, a thought or two strikes me; and each thought contains for us a moral and a lesson.

The first is that educational systems are essentially progressive in their character and purposes, and truly they "never continue in one stay."

The second is that the earliest sources of what might be called our educational inspiration are now uncertain guides, and, as such, are to-day of doubtful authority.

No one will venture to affirm that even—as it was then considered—the broad and comprehensive scheme of public education sketched by Dr. Ryerson in 1846, should be considered as the acme of our educational achievements of to-day. Nor would any one at all conversant with the condition and progress of education on this continent alone be content to draw his inspiration from, or limit his range of observation to, the New England States as formerly. The examples to be seen, and the experience to be consulted, and the systems to be studied, must to-day, so far as the United States is concerned—be sought for in the far-off Western States.

In this matter I speak of what I know; and I speak, therefore, with the more emphasis on this point, because of the primary importance of keeping this Province and the Dominion educationally abreast of the most advanced States of the American Union—our near neighbors, and our energetic and actively progressive educational rivals.

As an illustration of these notable facts, I may state that having been selected by the United States Bureau of Education to act as one of the seven international educational jurors, at the New Orleans Exhibition in 1885, it was, during six weeks, my duty with others, to examine into and report upon the condition and results of the various state systems of education in the Union, and in other countries.

Character Of Systems Of Education Abroad, And Lessons Therefrom.

I need not more than state, what you likely anticipate, that France, by her enlightened educational legislation of 1881—providing for manual, or industrial, training in all of her schools—and Germany, by her earlier and more systematized educational legislation, stand at the head of European States, as does Japan at the head of the whole Eastern World. But, in this connection, the interest to us should be to note the fact that the educational centre in the United States has within the last few years been gradually shifted from the east to the west. As an illustration, I may say that the highest award for the extent, variety and completeness of its educational system in all its details, was unanimously made by the jurors to Minnesota, while Massachusetts and other New England States, with New York, Pennsylvania, etc., were entitled to only second and third class honors. France and Japan justly received first-class honors, while England and other countries (omitting Germany) had to be placed in the second and third class ranks as educating countries.

A revelation of these and other suggestive facts in regard to the progress of education in countries outside of our own, more than ever convinced me of the wisdom of Dr. Ryerson's policy of observation while head of the Education Department. He laid it down, not so much an educational axiom, as a wise dictum—the result of his educational experience, that—

"There is no department of civil government in which careful preparation, varied study and observation, and independent and uniform action, are so important to success and efficiency, as in founding, maturing and developing a system of public instruction."

He, therefore, wisely devoted a large portion of his time to this "careful preparation," as well as to "varied study and observation" of systems of education in Europe and America. And this fact largely accounts for the "success and efficiency" of his efforts in "founding, maturing and developing" our system of public instruction.

In a reply to a resolution from the Council of the County of Norfolk, in 1851, Dr. Ryerson thus referred to this subject:—

"There is no poetry in the establishment and development of a public school system; it is a matter-of-fact-work from beginning to end; and its progress, like the growth of body and mind in an individual, is gradual, and is the joint result of time and labour. I am happy, however, to know that our school system has already become so far developed in its principles, objects and character as to command the attention and almost unanimous approbation of the country. I have laid it down as a first principle to educate the people through the people themselves, by their own voluntary co-operation and exertion, through the usual elective municipalities and other acknowledged and responsible organs of a free people."