Douglas attended the
Edinburgh Academy, a school founded to stimulate classical learning in . Here, taught by a Mr Cummings, Douglas received a classical education that, in the sixth class, when aged 15, consisted of Greek, Latin, Ancient Geography, English, Greek Testament, Arithmetic, Geometry, Algebra and French. This classical education broadened Edinburgh Douglas’s horizons and enriched his adult life, for he frequently impressed his critics with his worldly knowledge and grasp of complex and often abstract issues.
Douglas was awarded a school prize for “Best Reciter,” but otherwise did not appear to have distinguished himself academically. These reciting skills were to stand him in good stead throughout his public life; he was once described as a man who “is rich in ideas, and eloquent to express them.” Nonetheless, his presentation could leave something to be desired, with a contemporary deriding Douglas as possessing “rounded periods and sonorous voice” giving “the impression that he was always pronouncing the benediction.”
Towards the end of his life when reminiscing of his time at the Academy,
Douglas recalled that he:
had a great liking for history, and consequently for one of the teachers, a Mr. Cummings, who would at times read history to the class. He was also induced by one of the teachers to go out for walks and recite poetry on the way, to shout out to the hills of
In August 1843, Douglas travelled by coach to attend
, in Warwickshire. Rugby School Rugby, an established and distinguished public school, was “an endowed place of education, of old standing, to which the sons of gentlemen resort in considerable numbers.” The public boarding school system had for centuries prepared boys for the universities of Oxford and but by the early nineteenth century the system was in disarray, with misapplied endowments, inefficient organisation, loose and uneasy discipline, indefensible customs, bullying, and an environment where boys, rather than masters, set the tone of the school. The system was in urgent need of reform, so that its essential characteristics could be retained and many of its abuses overcome. Cambridge Rugby was revitalised and reformed under the headmastership of Thomas Arnold from 1828 to 1842, when he remade it into a school for ‘gentlemen.’ The effect of Arnold’s educational reforms on Rugby and therefore on the young Douglas’s life were profound, conferring lifelong benefits.
totally meaningless ritual for young aristocrats into the subject-matter of competitive advancement ... for middle-class boys ... to act as bell-weathers guiding other boys from the commercial middle class into a sanitised version of the territorial aristocracy.
Above all, as an Anglican priest with a doctorate in Divinity,
stressed the moral aspects of life. His aim was to make his school a “place of really Christian education.” What he wanted was “first, religious and moral principle; secondly, gentlemanly conduct: thirdly, intellectual ability.” As Squire Brown remarked, when he sent his son Tom Brown to Arnold ; “What is he sent to school for? ... If he’ll only turn out a brave, helpful, truth-telling Englishman, and a Christian, that’s all I want.” As will be shown throughout this thesis, this sentiment encapsulated the life John Douglas lived in Rugby School . The English public school system also strove to inculcate in its pupils the “ideal of responsible service,” and Australia Douglas’s adult life certainly reflected this.
Douglas should have proceeded to
Oxford University after leaving Rugby in 1846. However, as the Oxford Movement, which sought to bring about a return of the Church of England to the High-Church ideals of the later seventeenth century, was active there, his family sent him instead to an “uncontaminated” establishment, . Durham University
Durham University was established in 1832 under the auspices of the Bishop of Durham in the Anglican Church’s hope that if Oxford should “fail in its maintenance of the faith, Durham would still bear witness to the divine truth of the Catholic tradition.” The following year
became the first English university in the nineteenth century to institute a specific course in theology, one designed to improve the standard of theological attainment of ordination candidates. Durham
24 October 1846 Douglas was admitted to . He enrolled in the degree of Bachelor of Arts and entered Durham University , a residential college within the university. Here he studied Latin, Greek, Hadfield College , Theology, Divinity and Ancient History, and played cricket. In the mid nineteenth century a university education was something only the aristocracy and a few privileged others could aspire to. As in all university degrees of the era, theology and study of the classics were prominent. Religious studies provided the young Euclid Douglas with an historical and theoretical underpinning to his devoutly religious observance, while his classical education instilled the thoughts and ideals of the eminent philosophers and statesmen of the ancient world. These influences were to reveal themselves throughout his life in his many published speeches and writings. Likewise, Douglas’s mastery of Latin and Greek facilitated the clarity and directness of his thoughts and utterances, furthering his consummate command of the English language.
 Mason, p. 3; The
: A Brief History. Internet file (www.cybersurf.co/academy/prospect/histgen.htm), p. 1 Edinburgh Academy
 W. T. W. Morgan. “John Douglas: An early Durham Graduate in
.” Durham University Journal, vol 81 no 1, December 1988, p. 15 Australia
 Annual Report by the Directors of the
to the Proprietors at their General Meeting. Edinburgh, The Academy, 1843, pp. 14-15 (Copy held at The Academy.) Edinburgh Academy
 Ibid., p. 34; Torres Strait Pilot and
Gazette New Guinea 12 September 1903. Douglass prize on this occasion was “a book of ’s poems.” Campbell
Courier, Brisbane 3 September 1869, p. 2
 Bernays, pp. 198 & 201
 Torres Strait Pilot and
Gazette New Guinea 12 September 1903
 W. Morgan, p. 15; Letter to Eve Douglas from
, Rugby School 22 July 1961. Douglas Papers, John Oxley Library, State Library of Queensland, OM 89-3/D; “Commonwealth and New Year Celebrations.” Torres Straits Pilot and Gazette, New Guinea 5 January 1901, p. 2. Douglas was a boarder at School House and graduated in 1846.
 Michael McCrum. Thomas Arnold Headmaster: A Reassessment.
Oxford, Press, 1989, p. 14. Oxford University Rugby school was founded in 1567.
 Briggs, pp. 148-49
 Ibid., p. 150
. Internet file (www.spartacus.schoolnet.co.uk/edrugby.htm), p. 1; Thomas Arnold. Internet file (www.spartacus.schoolnet.co.uk/edarnold.htm), pp. 1-2; “Arnold, Thomas.” Encyclopaedia Britannica. 15th ed. Rugby School , 1993, vol 1, p. 581 Chicago
E. L. Woodward. The Age of Reform.
Oxford, Press. 1949, pp. 466-67 Oxford University
 Christopher Harvie. Revolution and the Rule of Law (1789-1851) in, Kenneth O’Morgan, ed. The
Oxford Illustrated History of . Britain Oxford, Press, 1984, p. 448 Oxford University
Woodward, p. 467
 Lytton Strachey. Eminent Victorians.
, Collins, 1918, p. 174 London
 Ibid., p. 178
 Ibid. pp. 178-79. Tom Browns Schooldays was a novel by Thomas Hughes, first published in 1857 and based on his experiences as a student at Rugby during the
era. Douglas himself said that his experiences at Arnold Rugby were similar to those recorded in Tom Brown’s Schooldays. (“The Club.” Torres Straits Pilot and Quetta Gazette, New Guinea 12 September 1903)
 Briggs, p. 153
 Nothing is known of Douglas’s academic achievements at
Rugby, as the records have not survived.
 Robert Douglas, p. 3; Jones (1904), p. 25. Indeed, Caroline Douglas, the wife of Archibald William Douglas, the 8th Marquis of Queensberry and John Douglas’s first cousin, had converted to Catholicism.
 Durham University was established because: “The great and increasing population of the north of England, and its remoteness from the universities of Oxford and Cambridge, long pointed out the expediency of establishing in that part of the kingdom an institution which should secure to its inhabitants the advantages of a sound yet not expensive academical education.” (C. E. Whiting. The
1832-1932. University of Durham , the Sheldon Press, 1932, p. 32) London
 Whiting, pp. 31-32
 Ibid., p. 259. This was the Licence in Theology.
 Robert Douglas, p. 3; W. Morgan, p. 15
 Mason, p. 10
 Ibid., p. 11