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sympathies and prayers, and neither you nor yours will more truly rejoice in your success and happiness, than

      Your old life-long Friend

      And Fellow-labourer,

      E. Ryerson.

      Dr. Ryerson was confessedly a man of great intellectual resources. Those who read what he has written on the question—perilous to any writer in the early days of the history of this Province—of equal civil and religious rights for the people of Upper Canada, will be impressed with the fact that he had thoroughly mastered the great principles of civil and religious liberty, and expounded them not only with courage, but with clearness and force. His papers on the clergy reserve question, and the rights of the Canadian Parliament in the matter, were statesmanlike and exhaustive.

      His exposition of a proposed system of education for his native country was both philosophical and eminently practical. As a Christian Minister, he was possessed of rare gifts, both in the pulpit and on the platform; while his warm sympathies and his deep religious experience, made him not only a "son of consolation," but a beloved and welcome visitor in the homes of the sorrowing and the afflicted. Among his brethren he exercised great personal influence; and in the counsels of the Conference he occupied a trusted and foremost place.

      Thus we see that Dr. Ryerson's character was a many-sided one; while his talents were remarkably versatile. He was an able writer on public affairs; a noted Wesleyan Minister, and a successful and skilful leader among his brethren. But his 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 widely conceded 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 rateable 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 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 (lees, &c.) 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 and more 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. In the "Story of My Life," not much has been said upon the subject with which Dr. Ryerson's name has been most associated. It was distinctively the period of his public life, and its record will be found in the official literature of his Department. The personal reminiscences left by him are scanty, and of themselves would present an utterly inadequate picture of his educational work. Such a history may one day be written as would do it justice, but I feel that in such a work as the present it is better not to attempt a task, the proper performance of which would make demands upon the space and time at my disposal that could not be easily met.

      There was one rôle in which Dr. Ryerson pre-eminently excelled—that of a controversialist. There was nothing spasmodic in his method of controversy, although there might be in the times and occasions of his indulging in it. He was a well-read man and an accurate thinker. His habit, when he meditated a descent upon a foe, was to thoroughly master the subject in dispute; to collect and arrange his materials, and then calmly and deliberately study the whole subject—especially the weak points in his adversary's case, and the strong points of his own. His habits of study in early life contributed to his after success in this matter. He was an indefatigable student; and so thoroughly did he in early life ground himself in English subjects—grammar, logic, rhetoric—and the classics, and that, too, under the most adverse circumstances, that, in his subsequent active career as a writer and controversialist, he evinced a power and readiness with his tongue and pen, that often astonished those who were unacquainted with the laborious thoroughness of his previous mental preparation.

      It was marvellous with what wonderful effect he used the material at hand. Like a skilful general defending a position—and his study was always to act on the defensive—he masked his batteries, and was careful not to exhaust his ammunition in the first encounter. He never offered battle without having a sufficient force in reserve to overwhelm his opponent. He never exposed a weak point, nor espoused a worthless cause. He always fought for great principles, which to him were sacred, and he defended them to the utmost of his ability, when they were attacked. In such cases, Dr. Ryerson was careful not to rush into print until he had fully mastered the subject in dispute. This statement may be questioned, and apparent examples to the contrary adduced; but the writer knows better, for he knows the facts. In most cases Dr. Ryerson scented the battle from afar. Many a skirmish was improvised, and many a battle was privately fought out before the Chief advanced to repel an attack, or to fire the first shot in defence of his position.

      A word as to the character of this work. It may be objected that I have dealt largely with subjects of no practical interest now—with dead issues, and with controversies for great principles, which, although important, acrimonious, and spirited at the time, have long since lost their interest. Let such critics reflect that the "Story" of such a "Life" as that of Dr. Ryerson cannot be told without a statement of the toils and difficulties which he encountered, and the triumphs which he achieved? For this reason I have written as I have done, recounting them as briefly as the subjects would permit.

      In the preparation of this work I am indebted to the co-operation of my co-trustees the Rev. Dr. Potts and Rev. Dr. Nelles, whose long and intimate acquaintance with Dr. Ryerson (quite apart from their acknowledged ability) rendered their counsels of great value.

      And now my filial task is done—imperfectly, very imperfectly I admit. While engaged in the latter part of the work a deep dark shadow fell—suddenly fell—upon my peaceful, happy home. This great sorrow has almost paralyzed my energies, and has rendered it very difficult for me to concentrate my thoughts on the loving task which twelve months ago I had so cheerfully begun. Under these circumstances, I can but crave the indulgence of the readers of these memorial pages of my revered and honoured Friend, the Rev. Dr. Ryerson—the foremost Canadian of his time.

      Toronto, 17th May, 1883.

      On the accompanying page, I give a fac-simile of the well-known hand-writing of Dr. Ryerson, one of the many notes which I received from him.

      [This is the same note, transcribed:]

      Portland

      

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