Part 11 (1/2)
No changes in Separate School legislation were made after Confederation until 1886, and the only events of pa.s.sing importance in Separate School affairs were the objections raised in Kingston in 1865 and in Toronto in 1871 to visits of inspection by the Grammar School Inspector, who had been appointed to make these visits by the Council of Public Instruction. When Dr. Ryerson pointed out that these visits were authorized by the Scott Bill of 1863, the Bishops very gracefully waived their objections and the principle of Separate School inspection by Government officers was established. In 1874, the three High School Inspectors made a general inspection of Separate Schools. In their report to the Government they say: ”The inspection of the Separate Schools derives an additional interest and importance from the peculiar position they occupy in our educational system. Among them we have found both well-equipped and ill-equipped, both well-taught and ill-taught schools. On the whole we regret that in the majority of cases the buildings, the equipment, and the teaching are alike inferior. There are but few Separate School teachers whose school surroundings are such as to make their positions enviable, and accordingly a large measure of approbation is due to those who have succeeded in doing good work. We have pleasure in stating that in many places the Separate School Boards are beginning to see that they must either make the schools under their charge more efficient or close them altogether. There are many things connected with the operation of the Separate School Act which invite comment; but we think it best to postpone the expression of our views until they are matured by the experience of another year.”
Some years after this, in 1882, the Education Department adopted the plan of appointing special Roman Catholic Inspectors of Separate Schools. No doubt regular inspection of these schools has done much to increase their efficiency, but it is to be regretted that the plan of inspection adopted tends to widen still further the breach between them and the schools of the ma.s.s of the people.
Four years after Ryerson's death, the Act relating to Separate Schools was revised and amended. No new principles were introduced, but every amendment made tended to place Separate School supporters on an equality with supporters of Public Schools. The number of schools has gradually increased owing to the rapid increase in our urban population. In 1884 there were 207 Separate Schools, with 27,463 pupils; in 1894, 328 schools with 39,762 pupils; and in 1906, 443 schools with 50,000 pupils.
Perhaps the most important event connected with the history of Separate Schools since 1886 was the decision of the Judicial Committee of the Privy Council in November, 1906. This decision made it clear that the clause declaring persons qualified as teachers in Quebec at the time of Confederation to be qualified teachers of Separate Schools in Ontario applied only to individuals and not to religious corporations as such.
The result will be that the Separate Schools ought soon to have a body of teachers with the same academic standing and the same normal training as the Public Schools.
CHAPTER IX.
_RYERSON AND GRAMMAR SCHOOLS._
As already shown in the chapters on the early history of schools in Upper Canada, Grammar Schools were provided for before any provision was made for Common Schools. In fact the chief nominal purpose of the large grant of public land in 1799 was to endow Grammar Schools, and in 1807 schools were opened in each of the eight Districts into which Upper Canada was then divided. These schools were supposed to be cla.s.sical schools, fas.h.i.+oned upon the model of the great English Public Schools.
As a matter of fact they had no uniform standard of equipment, staff, course of study or graduation. A few schools, such as Cornwall, Kingston, York, and Niagara, were famous and turned out many able men.
Some of the schools received pupils who could not read, and were in no sense secondary schools. As the population increased, new schools were opened. Although originally intended to be free schools, they all charged fees. The public grant, which was paid direct to the princ.i.p.al, was one hundred pounds for each school. As the population increased, new schools were opened, and by 1844, when Ryerson became Superintendent of Education, twenty-five Grammar Schools and Academies were in operation.
These schools were managed by trustees appointed by the Crown, but were under no proper Government control. They were never really inspected.
Each school was a law unto itself. All were supposed to teach Latin and Greek, but in many of them there was not a single pupil studying either of these languages. They were handicapped in many ways. For years there were no good elementary schools from which they could draw pupils with a foundation for a secondary education. During the same long period there were in Upper Canada no colleges to which graduates of Grammar Schools might go for professional training. This gave these schools a wide scope and great opportunities, but few seized the opportunities. The poverty of the people and the natural apathy of many in regard to education also prevented the development of good schools.
Good schools are possible only with good teachers, and good teachers in Upper Canada were not easily secured. The professions of law and medicine then, as now, were much more attractive than teaching for men of ability and education. Mercantile life also offered great opportunities. The result was that the Grammar Schools were often in charge of incompetent teachers.
Ryerson's commission gave him no control over Grammar Schools. But his first Report in 1846 recommended a graded, unified system of schools from the Common School to the University. He also pointed out that these Grammar Schools which were intended for a special work were teaching everything taught in a Common School. In his Report for 1849 he recommended a commission of inquiry into the state of Grammar Schools and showed that the whole thirty or forty schools had matriculated only eight students into the University during that year. He suggested a fixed course of studies, a minimum qualification for entrance, and Government inspection. ”Surely,” he says, ”it never could have been intended that the Grammar Schools should occupy the same ground as Common Schools, should compete with them, thus lowering the character and efficiency of both.... I am far from intimating an opinion that there are no efficient Grammar Schools in the Province, even under the present system or rather absence of all system. There are several instances in which separate apartments for different cla.s.ses of pupils are provided and a.s.sistance employed to teach the English branches, but such examples are rather exceptions to the general rule than the rule itself. The general rule is whether there be an a.s.sistant or not to admit pupils of both s.e.xes and all ages and attainments for A B C and upwards into schools which ought to occupy a position distinct from and superior to that of the Common Schools. Equally far be it from me to intimate that there is any deficiency of qualifications on the part of masters of Grammar Schools. But I doubt not that they will be the first to feel how much the efficiency and pleasures of their duties will be advanced by the introduction of a proper and uniform system as they will be the first to confess, '_non omnia possumus omnes_.'”[102]
[102] See extract from Report of 1849, published in D.H.E., Vol. VIII., p. 291.
After the Common Schools had been brought under the rule of law it was inevitable that the Grammar Schools should be reorganized. In 1850, Francis Hincks introduced a Grammar School Bill prepared by Doctor Ryerson. This Bill aimed at bringing the schools under popular control and administering them on lines similar to those governing Common Schools. Trustees were to be appointed by County Councils; Trustee Boards were to have power to levy rates for buildings, equipment and apparatus; the Legislative grant was to be distributed to the several Districts on the basis of population, but only when local contributions made up a sum equal to the grant exclusive of pupils' fees; the programme of studies was to be broad enough to prepare for matriculation; the Council of Public Instruction was to fix Grammar School programmes, prescribe texts and appoint inspectors. A meteorological station was to be established in connection with one Grammar School in each District. This Bill was withdrawn, but a similar one[103] became law on January 1st, 1854. The new Act, as amended in 1855, also provided for uniting Grammar Schools with Common Schools and provided that a Grammar School master, unless a university graduate, must secure a certificate from a Board of Examiners appointed by the Council of Public Instruction. This Act also authorized an annual appropriation of 1,000 to establish a Model Grammar School in connection with the Normal School, authorized the Council of Public Instruction to appoint Grammar School inspectors, and made up a liberal grant to secure libraries and apparatus. After this legislation, the Council of Public Instruction drew up regulations governing the curriculum of Grammar Schools and took steps to bring about the use of uniform texts. From the first there were two courses of study, a general English course and a cla.s.sical course leading to matriculation. The head master of each Grammar School was required to conduct an examination of candidates for admission, the requirements being intelligible reading from any common reading book, spelling, writing, elementary arithmetic, and the elements of English grammar, with definitions of geography.
[103] This Act did not give trustees power to levy a.s.sessments, but they might ask munic.i.p.al councils to do so. The distribution of the Legislative grant did not, as in the Bill of 1850, depend upon the raising of any fixed amount by the local Board.
In the autumn of 1855, the Grammar Schools were inspected, those in the east by Thomas Jaffray Robertson and those in the west by William Ormiston. Their reports show that many of these schools were indifferent and a few hopeless. Perhaps half of them were doing fairly well. The attendance averaged about thirty, of whom nearly one-half were studying Latin. Half of the schools admitted female pupils. The highest salary paid a head master was $1,200, while the average for head masters was $700. Few of the schools had two masters. Half the total number of head masters were graduates of British or Canadian universities. In some cases the teachers were paid a fixed salary, and in some cases they got the Government grant and the school fees. These fees averaged about three dollars per quarter. In a few cases the head master had a dwelling in connection with the school.
The inspectors criticised the buildings, equipment and grounds severely, as the following extracts will show:--
”Of the Grammar School houses seventeen were originally built for school purposes and several of them, which were s.p.a.cious and substantial buildings, may be cla.s.sed as good; ten were somewhat inferior; and one, a very old wooden building, could scarcely be considered habitable. Nine schools were carried on in premises rented for the purpose and were in most instances totally unfit. In many cases the grounds attached to the schoolhouses were partially or entirely unfenced, and the sheds or outhouses were in a shameful state of neglect. Even in the neatest premises I saw no attempt at ornament; not a tree, shrub or flower to awaken or cultivate a taste so simple and natural in itself and so easily gratified as it could be in rural districts.... Very many of these houses are inferior to the Common Schools. In most cases the premises present a dull, unthrifty and unattractive appearance, dest.i.tute alike of ornament and convenience, without fence, shed, well, tree, shrub or flower, while within an entire lack of maps, charts and apparatus is with too few exceptions the general rule.”[104]
[104] See copy of Report in D. H. E., Vol. XII., p. 81.
Two years later the same inspectors made another general report on Grammar Schools. They found some improvements but many weak schools doing the most elementary Common School work. They deprecated the practice, then becoming somewhat common, of establis.h.i.+ng new Grammar Schools in small villages.
It is abundantly clear from Ryerson's Reports, 1856-58, that he was dissatisfied with the progress being made in Grammar Schools and eager to attempt their improvement by means of further legislation. The most serious problem was that of providing an adequate and certain financial support for these schools. The schools were managed by trustee boards appointed by County Councils, but were attended largely by pupils of towns and cities. The people using them and contributing largely to their support were not given the power to manage them.
Ryerson was also very doubtful about the result of the experiment authorized in 1854, of uniting Common and Grammar Schools. The union gave trustee boards increased freedom of management, but in many cases the union school became, for all practical purposes, a common school, having, perhaps, three or four senior pupils studying Latin and Greek.
Such schools brought all Grammar Schools into contempt.