liable to be, slaves of despots and the dupes of demagogues; sometimes, like the unsettled ocean, they can be thrown into incontrollable agitation by every wind that blows; at other times, like the uncomplaining ass, they tamely submit to the most unreasonable burdens.... Sound learning is of great worth even in religion; the wisest and best instructed Christians are the most steady, and may be the most useful. If a man be a child in knowledge he is likely to be tossed to and fro, and carried about with every wind of doctrine, and often lies at the mercy of interested, designing men; the more knowledge he has the safer is his state. If our circumstances be such that we have few means of improvement, we should turn them to the best account. Partial knowledge is better than total ignorance; and he who cannot get all he may wish, must take heed to acquire all that he can. If total ignorance be a bad and dangerous thing, every degree of knowledge lessens both the evil and the danger."[41] [41] See copy of letter in D. H. E., Vol. II., pp. 7 and 8. Ryerson wrote this when he was only twenty-eight years of age, but it foreshadows the fundamental principles upon which he later attempted to base a national system of education. It is interesting to note that in this same year the United Presbytery of Upper Canada were discussing the establishment of a Literary and Theological Seminary at Pleasant Bay, in Prince Edward County. This seminary never was established, but the agitation for it led to the founding of Queen's University, at Kingston. While Methodist and Presbyterian clergy were forming plans for academies, the members of the Legislative Assembly were debating a series of resolutions on the School Reserves and the failure of the people of Upper Canada to secure the free Grammar Schools for which the Crown Lands were appropriated in 1798. Several things are made plain in these resolutions regarding the attitude of the popularly elected branch of the Legislature. The following stand out prominently:-- 1. That the existing Grammar Schools were wholly inadequate to perform the work for which they were created. 2. That the real intentions of the Crown in setting apart the immense School Reserves in 1798 had never been carried out. 3. That the successive Canadian Administrations had been largely concerned in appropriating the lion's share of these Reserves for University education. 4. That the School Reserves of 1798, with proper management, would be now (1831) sufficiently productive to give great assistance to education if applied in accord with the real wishes of the people. 5. That the money received from these School lands from time to time ought to be paid in to the Receiver-General and disposed of only by vote of the Legislature.