Dr. Young strongly urged a more rigid inspection of Grammar Schools and the apportioning of the Legislative grant upon the basis of Inspectors'

reports. As so many girls had been drafted into Grammar Schools and put in grammar cla.s.ses apparently to increase the school grant, it was proposed during 1868 to allow only fifty per cent. of girls' attendance to count in apportioning the grant and even to make no allowance whatever for attendance of female pupils in future years. This opened up the whole question of co-education of the s.e.xes in Grammar Schools and caused lively debates in the Legislature and in Teachers' Inst.i.tutes.

The general opinion seemed to prevail that girls should have equal rights with boys but that the law should be so amended as to remove all pressure upon girls to study Latin.

After one or two abortive attempts, a Bill reorganizing Grammar Schools was pa.s.sed in 1871. This Bill abolished the term "Grammar School," and subst.i.tuted that of "High School." Adequate provision was to be made in each High School for an advanced English education, including natural sciences and commercial subjects. The study of Latin, Greek and modern languages was to be at the option of the pupils' parents or guardians.

Provision was made for a superior cla.s.s of High School, to be known as Collegiate Inst.i.tutes. These schools were required to have at least four masters and an average of not less than sixty boys studying Latin or Greek, and were to receive a special grant of $750 a year. County Councils were empowered to form High School districts and provision was made by which the High School Board could levy an a.s.sessment upon the district. High School vacations were extended from July 1st to August 15th. A very important feature of the new Bill was the provision for the admission of pupils. The county, city or town Inspector of Schools, the Chairman of the High School Board and the head master of the High School were const.i.tuted a Board with power to conduct a written examination and admit pupils according to regulations prescribed by the Council of Public Instruction.

At first the local examining Board set the entrance papers, but this plan was soon superseded by one requiring uniform papers set by the High School Inspectors. This aroused a storm of opposition, and the resolution of the Council of Public Instruction requiring uniform papers was set aside by an Order-in-Council. But the plan of uniform papers was so sensible, and so much chaos resulted from the other plan, that by 1874 the Government authorized a uniform entrance examination which shut out immature pupils and those insufficiently prepared. It raised the status of High Schools, enabling them to begin advanced work, and indirectly increased the efficiency of the Public Schools by fixing a standard of attainment. The Legislature also made further provision for High Schools by appropriating an additional $20,000 a year, exclusive of the grants to be given to Collegiate Inst.i.tutes.

The Act of 1871 provided for a minimum Legislative grant[111] for each High School, and made the maximum grant depend upon average attendance.

The Rev. George Paxton Young had, in his last Report as Grammar School Inspector, strongly recommended the adoption in a modified form of the English system of payment by results. He wished to see the High Schools graded by the Inspectors according to their general efficiency and the grant based upon this grading. In 1872 the High School Inspectors, Messrs. McKenzie and McLellan, urged the adoption of a similar plan and showed how it would serve as a stimulus to better work in all the schools. They also pointed out how such a plan would encourage Boards to employ good teachers, since they would have a pecuniary interest in keeping up a good school.

[111] The minimum grant per school was $400. The High Schools of the Province had, in 1872, from Legislative grant and County Councils, $105,000. This was more than $1,000 per school and about $30 per pupil.

Many of the High Schools charged no fees.

The Act of 1871 gave the Council of Public Instruction a large measure of control over textbooks to be used in High Schools. The Council issued lists of those authorized, and this did much to bring about uniformity in courses of study. Previous to 1871, many High Schools had only one teacher, but the new legislation required at least two for High Schools and four for Collegiate Inst.i.tutes. To secure this required much firmness on the part of Dr. Ryerson. Even two teachers were wholly unable to do efficient work in large High Schools, and there was no easy way to force School Boards to employ more. The Superintendent had steadily to oppose a tendency to form weak High Schools, and in some cases Grammar Schools which had been able to exist in a sickly state under the old law were wholly unable to meet the requirements of the Act of 1871, which threw some of the burden of support upon the local munic.i.p.ality.

The Inspectors' Reports for 1874 emphasize the need of additional teachers, the poor quality of work done in English literature, and the necessity of increased provision for natural science. Referring to the latter, the Inspectors' joint Report speaks as follows: "In regard to the direct utility of the knowledge imparted, the physical sciences are equalled by few subjects of study. We regret to report that the teaching of science is not making progress in the schools. For this there are many reasons, of which perhaps the most important are the lack of apparatus and the impracticable character of the prescribed programme of studies. All places might advantageously follow the example of Whitby and fit up a science room, that is, a room to be devoted to the teaching of science and furnished with the necessary appliances and apparatus. It cannot too often be inculcated that there can be no effective teaching of chemistry without experiments. Effective teaching implies first of all a qualified teacher, and few of our masters consider themselves well qualified to teach any of the physical sciences. Yet the number of masters qualified to teach in this Department is increasing every year and it is much to be regretted that where the master is qualified he is often compelled, if he wishes to teach chemistry, to provide the apparatus at his own expense. The public indifference to the claims of physical science is greater than the indifference of the masters.

Besides, three-fourths of High School Boards either are so poor, or believe themselves to be so poor, that they will grumble if asked to spend $10.00 annually for chemical purposes."[112]

[112] See copy of Report in D. H. E., Vol. XXV., pp. 244-245.

Progress on the whole was rapid. Several weak schools were closed,[113]

but they were schools which should never have been opened. Fees were either abolished or lowered.[114] The standard for pupils' admission was gradually raised and the old "Grammar Schools" were truly doing the work for which they were established in 1807.

[113] About fifteen in all.

[114] Out of 106 schools in operation in 1875, no less than 81 were absolutely free. Fees in the others varied from 75 cents to $6.00 per quarter, the average being $2.70.

Much was yet to be desired in the qualifications of High School masters.

In 1874, one hundred out of one hundred and six head masters were university graduates, but forty-five a.s.sistants held only Second Cla.s.s Normal School Certificates, or County Certificates, and twenty-three schools had to employ teachers for a whole or a part of the year without any legal qualifications. The average salary of head masters was $930.00, of male a.s.sistants $664.00, and of female a.s.sistants $416.00.

The following extract from the Inspector's Report is interesting in the light of what has since been accomplished: "In the absence of any special training college or chair of pedagogy in the University, we would suggest that as so many men are pursuing a collegiate course, with a view to becoming High School masters, it would be well for the Government to establish a lectureship in Education. It would not, we think, be difficult if proper encouragement were given to secure the services of several experienced and skilled educationists, one of whom might deliver a short course of lectures on the above subjects during each college session."

Perhaps no part of our school system has developed more since Ryerson retired in 1876 than our High Schools. But this development has been almost wholly a natural growth. True, there has been much legislation and many changes in departmental regulations, but nothing of a revolutionary character. The opening of the doors of the universities to women and their increased employment as teachers has led to their being placed on an absolute equality with men in the High Schools and in all graduating examinations. The number of schools has almost doubled and the teaching of every department has been improved; incompetent teachers have given place to those having high academic and professional training; natural science has been greatly strengthened and the teaching of languages much improved; good laboratories have been built; s.p.a.cious buildings with fine grounds have become the rule; the number of students preparing for university matriculation has multiplied many times; the average salaries of teachers have more than doubled, and finally the High Schools are so adapting themselves to the social needs of the people that they are becoming as much the schools of the people as are the Public Schools.

CHAPTER X.

_RYERSON AND THE TRAINING OF TEACHERS._

Normal Schools were mooted in Upper Canada before Ryerson became Superintendent. As early as 1843, Sir Francis Hincks said that the school system would never be complete without them.[115] In his Report on a System of Education made in 1846, Ryerson made it clear that any system of education must have as its basis trained teachers, and to secure trained teachers was almost impossible without Normal Schools.

His report gives details of the Normal School systems of Great Britain and Ireland, France, Holland, Germany, and the United States. One or two schools had just been established in Ma.s.sachusetts and one in Albany.

Ryerson visited these, but was most favourably impressed with the Dublin Normal and Model Schools, as managed by the Commissioners of the Irish National Board of Education, and our first Normal School was modelled largely after the Dublin type.

[115] See extract from his speech, Chap. IV., pp. 101, 102.

The legislation of 1846 appropriated 1,500 for fitting up a Normal School building and made an additional appropriation of 1,500 per annum for maintenance. The School Bill of 1846 created a Council of Public Instruction to work with the Chief Superintendent, and placed the proposed Normal School under its management. The Council of Public Instruction lost no time in beginning work. As early as May, 1846, they were planning an early opening of the Normal School, and were in communication with John Rintoul, of the Dublin Normal School, about accepting the head mastership of the proposed Normal School at Toronto.

It was proposed to give Mr. Rintoul 350, Halifax currency, and 100 for moving expenses. Mr. Rintoul accepted the appointment, resigned his position in Dublin, and was about to leave for Canada when, owing to some domestic affliction, he had to abandon his plans. The Commissioners of the Irish National Board then selected Thomas Jaffray Robertson to take Rintoul's place and the Council of Public Instruction chose as his a.s.sistant Mr. Henry Hind, of Thorne Hill. Robertson sailed from Ireland in July, 1847, and in November of the same year the Normal School was opened.

It was a part of Ryerson's plan that the several District Councils of Upper Canada should choose two or three promising young men and send them to the Normal School, paying at least part of their expenses. The following extract from the Regulations issued by the Council of Public Instruction in 1847 will ill.u.s.trate the requirements for admission to the first Normal School in Upper Canada: "1st. That the Provincial Normal School shall be open about the 1st of July next, and the first session shall continue until the middle of October, 1847. 2nd. That every candidate for admission into the Normal School, in order to his being received, must comply with the following conditions: He must be at least sixteen years of age; produce a certificate of good moral character signed by a clergyman; be able to read and write intelligibly and be acquainted with the simple rules of arithmetic; must declare in writing that he intends to devote himself to teaching (other students not candidates for school teaching to be admitted only on paying fees and dues to be prescribed). 3rd. Upon the foregoing conditions candidates for school teaching shall be admitted to all the advantages of the Normal School without any charge either for tuition or for books.

4th. Candidates shall lodge and board in the city under such regulations as shall from time to time be approved by this Board."[116]

[116] See Report of Superintendent of Education for 1848.

The school was formally opened by Dr. Ryerson, November 1st, in the presence of a distinguished company. The Model School was opened the following February.

The Normal School pupils were, many of them, poorly equipped for a course of training. They had received no adequate secondary education.

In fact, many of them were direct from the Common Schools. A few were mature men who had a considerable teaching experience.[117]

[117] Women were not admitted until the opening of the second term in 1848.

It was necessary to give a broad academic course and judiciously interweave some professional training. Grammar and mathematics received much greater attention than their importance merited. Physical science and natural philosophy, together with some agricultural chemistry, received a prominent place on the programme. Geography was also made much of, but it was largely mathematical and political and elaborately ill.u.s.trated with globes and maps. Literature and history were taught, but not in a way to arouse much enthusiasm. Pupils were supposed not to learn by heart what they did not understand, but there was in practice much memory work and repet.i.tion of rules.

On the whole, the Normal School was approved by all cla.s.ses of people, and the teachers trained there were in great demand. But there was some criticism, especially of the provision by which four shillings a week was granted to students to aid them in paying their board. Inasmuch as this money was deducted from the school grant, it was argued that the teachers in service were actually educating in the Normal School others who would displace them. Exception was also taken to granting aid to students who had no intention of making teaching their life work. To meet this difficulty, students accepting public money towards their expenses were required to give a.s.surance that they would teach a stated time, and others, called private pupils, were charged fees for tuition.

In 1849 the experiment was made of a nine months' session, but the country was not yet ready for this step and the attendance was so reduced that the plan was abandoned.

In 1850, the Council of Public Instruction attempted to widen the influence of the Normal School by sending the Normal School masters to attend Teachers' Inst.i.tutes throughout the Province. In this way many earnest teachers who had received no training were given suggestions that bore much fruit.

When the Normal School was established, it was held in the old Legislative Buildings of Upper Canada. After the riots in Montreal, in 1849, Toronto again became the seat of Government and the Normal School had to move. Temporary quarters were obtained while the Council of Public Instruction took steps to secure a permanent home, not only for the Normal School, but for the Education Department. The present site was secured and Parliament made an appropriation of 15,000 to provide for it and for a building. In July, 1851, Lord Elgin laid the corner-stone.[118]

[118] See D. H. E., Vol. X., pp. 5-14.

The address of Dr. Ryerson, in introducing the Governor, shows that he had no thought of divorcing the Common Schools from agriculture, the backbone industry of the people. He says: "The land on which these buildings are in course of erection is an entire square, consisting of nearly eight acres, two of which are to be devoted to a botanical garden, three to agricultural experiments, and the remainder to the buildings of the inst.i.tution. It is thus intended that the valuable course of lectures given in the Normal School in vegetable physiology and agricultural chemistry shall be practically ill.u.s.trated on the adjoining grounds, in the culture of which the students will take part during a portion of their hours of recreation.... There are four circ.u.mstances which encourage the most sanguine antic.i.p.ations in every patriotic heart in regard to our educational future. The first is the avowed and entire absence of all party spirit in the school affairs of our country from the Provincial Legislature down to the smallest munic.i.p.ality. The second is the precedence which our Legislature has taken of all others on the western side of the Atlantic in providing for Normal School instruction, in aiding teachers to avail themselves of its advantages. The third is that the people of Upper Canada have during the last year voluntarily taxed themselves for the salaries of teachers in a larger sum in proportion to their numbers and have kept open their schools on an average more months than the neighbouring citizens of the old and great State of New York. The fourth is that the essential requisite of a series of suitable and excellent textbooks has been introduced into our schools and adopted almost by general acclamation, and that the facilities of furnishing all our schools with the necessary books, maps, and apparatus will soon be in advance of those of any other country."[119] In November, 1852, when the buildings[120] were formally opened, the Honourable John Beverley Robinson, Chief Justice of Upper Canada, said: "Without such a general preparatory system as we see here in operation, the instruction of the great ma.s.s of our population would be left in a measure to chance. The teachers might be, many of them, ignorant pretenders without experience, without method, and in some respects very improper persons to be entrusted with the education of youth. There could be little or no security for what they might teach, or what they might attempt to teach, nor any certainty that the good which might be acquired from their precepts would not be more than counterbalanced by the ill effects of their example. Indeed the footing which our Common School teachers were formerly upon in regard to income gave no adequate remuneration to intelligent and industrious men to devote their time to the service. But this disadvantage is largely removed, as well as other obstacles which were inseparable from the conditions of a thinly-peopled and uncleared country traversed only by miserable roads, and henceforth, as soon at least as the benefits of this inst.i.tution can be fully felt, the Common Schools will be dispensing throughout the whole of Upper Canada, by means of properly-trained teachers and under vigilant superintendents, a system of education which has been carefully considered and arranged, and which has been for some time practically exemplified. An observation of some years has enabled most of us to form an opinion of its sufficiency.

Speaking only for myself, I have much pleasure in saying that the degree of proficiency which has been actually attained goes far, very far, beyond what I had imagined it would have been attempted to aim at."[121]

[119] See D. H. E., Vol. X., p. 6.

[120] These included what is now the main Departmental building and the Model School to the north. The present Normal School building was erected later.

[121] See D. H. E., Vol. X., pp. 278-283.

The following from Honourable Francis Hincks leaves us in no doubt as to Ryerson's part in securing the building. He says: "With regard to this inst.i.tution, so far it has been most successfully conducted, and I feel bound to say that we must attribute all the merit of that success to the reverend gentleman who has been at the head of our Common School system.

It is only due to him that I should take this public opportunity of saying that since I have been a member of the Government I have never met an individual who has displayed more zeal or more devotion to the duties he has been called upon to discharge than Dr. Ryerson. A great deal of opposition has been manifested both in and out of Parliament to this inst.i.tution, and a good deal of jealousy exists with regard to its having been established in the city of Toronto. I can speak from my own experience as to the difficulties experienced in obtaining the co-operation of Parliament to have the necessary funds provided for the purpose of erecting this building. I will say, however, that there never was an inst.i.tution in which the people have more confidence that the funds were well applied than in this inst.i.tution. There is but one feeling that pervades the minds of all those who have seen the manner in which this scheme has been worked out. In regard to the Normal School itself, the site has been well chosen, the buildings have been erected in a most permanent manner, and without anything like extravagance, and I have no doubt there will be no difficulty in obtaining additional Parliamentary aid to finish them."[122]

[122] See D. H. E., Vol. X., pp. 282-284.

In his report for 1853, Ryerson suggests Normal training for Grammar School teachers. I shall give his own words: "The Provincial Normal and Model Schools have contributed, and are contributing, much to the improvement of our Common Schools by furnishing a proper standard of judgment and comparison as to what such schools ought to be and how they should be taught and governed, and by furnishing teachers duly qualified for that important task. There is equal need of a Provincial Model Grammar School, in which the best modes of teaching the elements of Greek and Latin, French and German, the elementary mathematics and the elements of natural science, may be exemplified, and where teachers and candidates for masterships of Grammar Schools may have an opportunity for practical observation and training during a shorter or longer period. Such a school would complete the educational establishments of our school system and contribute powerfully to advance Upper Canada to the proud position which she is approaching in regard to inst.i.tutions and agencies for the mental culture of her youthful population."[123]