possession of the province, ever attempted anything for the promotion of
general education. Indeed, the only matter in which it appeared in
connection with education was one by no means creditable to it; for it
applied the Jesuits' estates, which were destined for education, to a
species of fund for secret service, and for a number of years maintained
an obstinate struggle with the Assembly in order to continue this
misappropriation. No doubt the existing antagonism of races, then so
great an evil in Lower Canada, prevented anything like co-operation in
this matter; but added to this was, probably, a doubt among the ruling
class in Canada, as in England, as to the wisdom of educating the
masses. An educational report of 1824 informs us that 'generally not
above one-fourth of the entire population could read, and not above
one-tenth of them could write even imperfectly.' In the presentments of
the grand juries, and in the petitions on public grievances so
frequently presented to Parliament, the majority of the signers were
obliged to make their marks. During the year 1824, the Fabrique Act was
passed with the view of relieving the public ignorance, but unhappily
the political difficulties that prevailed from that time prevented any
effective measures being carried out for the establishment of public
schools throughout the province.

Nor was education in the western province in a much better state during
the first period of Parliamentary Government, that is from 1792 to 1840.
It is noteworthy, however, that high schools for the education of the
wealthier classes were established at a very early date in the province.
The first classical school was opened in the old town of Kingston by the
Rev. Dr. Stuart. In 1807 the first Education Act was passed,
establishing grammar schools in each of the eight districts in which the
province was divided, and endowing them with an annual stipend of one
hundred pounds each. In 1816 the first steps were taken by the