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of the work involved, the need of direct and authoritative representation of that work on the floor of the legislature, and in the executive council. He proposed that the educational system should be unified from the provincial university to the elementary school under the control of a minister of the crown, as a most important department of the provincial government. For this purpose he voluntarily placed his resignation in the hands of the lieutenant-governor.

The hesitancy of the government and of the public mind to accede to this change arose from a consideration of the danger of the intervention of party politics in so important and national an interest. Here, if anywhere, the interests of the public service should not be subordinated to, or even for a moment endangered by the unfortunate tendency to reward political adherents by appointments in the public service. Dr. Ryerson himself acknowledged the difficulty and continued in office for several years after making this proposition. Immediately on his retirement in 1876, the proposal was carried into effect, and has powerfully influenced the history of education in Ontario for the last twenty-five years. During that time the political danger has not appeared to be so important. The appointing power is so diffused among municipal and local bodies that there has scarcely been room for criticism even by the most suspicious; and the few appointments at the central office have

MINISTER OF EDUCATION

been very judiciously made. Dr. Ryerson's idea of greater facility and effectiveness in the presentation of educational interests to the legislature has been fully sustained by the results in the hands of able ministers of education. Perhaps the one weakness of the new system was scarcely anticipated at the time. The minister of education, under the pressure of the general work of government, and of the demands made upon a political leader, must depend to no small degree upon subordinates, and he himself is liable at any time to step out of office. There can scarcely be thus the same conservative unity and continuity of policy and the same careful development of great principles which were such conspicuous features of Dr. Ryerson's administration. Perhaps we could not have secured them under any other man as chief superintendent.

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CHAPTER IX

THE SEPARATE SCHOOL QUESTION

T the date of the founding of our Upper Canadian school system all parties were agreed that religion and morality should form an essential part of the education of the young. Puritans and Presbyterians, Anglicans and Roman Catholics, stood firmly by this principle as a matter of conviction as well as of traditional usage, and Methodists were no exception to the consensus. They had shewn their faith by their works in the building of their college. When, therefore, Dr. Ryerson addressed himself to his important task, he did so upon the basis of this principle, believing that he had behind him the support of almost unanimous conviction on the subject; and he took especial pains to make provision for the recognition of religion in the schools, and for the instruction of the children in the fundamental principles of religion and morality. This provision was made in three ways-first the trustees were given power for the regulation of religious teaching and exercises in the schools in harmony with the desires of the parents; again all clergymen were made visitors of the schools with the right to instruct the children of their communion by themselves for an hour each week; and

in addition the text books selected for the schools were made to embody a very considerable amount of religious and scriptural knowledge, without involving any dogmas called in question among the religious bodies. As a result of these provisions it is a well-remembered fact that at least in the rural schools religious influence and instruction were fairly well maintained. In the year 1859, with 3,665 schools, 4,360 visits were made by clergymen; in 2,510 schools the scriptures were read daily, and 1,708 schools were opened and closed with prayer. In all the schools the text books used contained the moral and religious lessons referred to. In the last report issued by Dr. Ryerson, of 4,758 schools reported, 4,033 were opened and closed with prayer, and the ten commandments were taught in 3,167. On these facts Dr. Ryerson in his report makes the following remarks:-"The religious instruction, reading, and exercises, are, like religion itself, a voluntary matter with trustees, teachers, parents, and guardians. The council of public instruction provides facilities, even forms of prayer, and makes recommendations on the subject, but does not assume authority to enforce or compel compliance with those provisions or recommendations. As Christian principles and morals are the foundation of all that is most noble in man, and the great fulcrum and lever of public freedom and prosperity in a country, it is gratifying to see general and avowed recognition of them in public schools."

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