riod
when youthful passions are strongest, and youthful temptations most
powerful, we cannot but entertain painful apprehensions. Many a
parent would deem it his duty to leave his son without the
advantages of a liberal education, rather than thus expose him to
the danger of moral shipwreck in its acquirement.

This danger does not so much apply to that very considerable class
of persons whose home is in Toronto; or to those young men whose
character and principles are formed, and who, for the most part,
are pursuing their studies by means acquired by their own industry
and economy; or to the students of theological institutions
established in Toronto, and to which the University College answers
the convenient purpose of a free Grammar School, in certain secular
branches. But such cases form the exceptions, and not the general
rule. And if one college at Toronto is liberally endowed for
certain classes who have themselves contributed or done nothing to
promote liberal education, we submit that in all fairness, apart
from moral patriotic considerations, the state ought to aid with
corresponding liberality those other classes who for years have
contributed largely to erect and sustain collegiate institutions,
and who while they endeavour to confer upon youth, as widely as
possible, the advantages of a sound liberal education, seek to
incorporate with it those moral influences, associations, and
habits which give to education its highest value, which form the
true basis and cement of civil institutions and national
civilization, as well as of individual character and happiness.

The various statements and propositions in this memorial were fully and
ably discussed on both sides at the time before a Committee of the
Legislature. The discussion itself and voluminous papers and documents
on either side were published in pamphlet form and in the newspapers, so
that no further reference to them is necessary. The only other point
raised in the discussion which is not mentioned in the memorial, is one
on which Dr. Ryerson has expressed himself clearly. That is the
relations of denominational colleges to the national system of public
schools. On that point he says:--

The denominational collegiate system which I advocate is in harmony with
the fundamental principles of our Common School system.... The
fun