Part 13 (1/2)
[123] See Superintendent's Report for 1853.
The Legislature voted 1,000 for a Model Grammar School, and in 1855 plans for a building were prepared under direction of the Council of Public Instruction. The estimate exceeded the means at the disposal of the Council and nothing was done until 1856, when Ryerson wrote the Executive Council as follows: ”There is no branch of our system of Public Instruction so defective as our Grammar Schools, and the 'Model'
for them as to both structure and furniture, discipline, modes of cla.s.sification and teaching is of the utmost importance.... I am persuaded that a saving of one-half of the time and expense usually incurred in the Grammar School education of youth may be saved by improved methods in teaching and directing their studies, a result which will greatly increase the number of those who will aspire to a higher literary education apart from other advantages and intellectual habits and discipline. It is proposed to erect the Model Grammar School in the rear of the present Model School.... The proposed mode of admitting pupils will prevent the Model Grammar School from interfering with or being the rival of any other Grammar School. It is also intended to afford every possible facility and a.s.sistance to masters and teachers of Grammar Schools throughout the Province to come and spend some weeks in the Model Grammar School.”[124]
[124] See copy of letter in D. H. E., Vol. XII., p. 321.
The Government now authorized the Council of Public Instruction to proceed with the erection of a building to accommodate one hundred Grammar School pupils. The school was opened in 1858. It was the intention to give a preference to the two or three pupils from each county and city in Upper Canada who were recommended by the respective Munic.i.p.al Councils. Ryerson's circular to these Councils will throw some light on the subject: ”The object of the Model Grammar School is to exemplify the best methods of teaching the branches required by law to be taught in the Grammar Schools, especially the elementary cla.s.sics and mathematics, as a model for the Grammar Schools of the country. It is also intended that the Model Grammar School shall, as far as possible, secure the advantages of a Normal Cla.s.sical School to candidates for masters.h.i.+ps in the Grammar School; but effect cannot be given to this object of the Model Grammar School during the first few months of its operation.”[125] In 1859, in a report to the Government, Ryerson speaks further and says: ”In regard to the Model Grammar Schools the buildings are completed and the school has been in operation several months and with the most gratifying success. Upwards of thirty masters of Grammar Schools have in the course of a few weeks visited and spent a longer or shorter time in the Model Grammar School with a view to improving their own methods of school organization, discipline, and teaching; and I have reason to believe that it has already exerted a salutary influence in improving the several Grammar Schools--an influence that will be greatly increased when we are enabled to form a special cla.s.s consisting of candidates for Grammar School masters.h.i.+ps.”[126]
[125] See copy of Circular in D. H. E., Vol. XIV., p. 65.
[126] See Report of Superintendent for 1859.
In 1861, Mr. G. R. c.o.c.kburn, Rector of the Model Grammar School, resigned to become princ.i.p.al of Upper Canada College. Ryerson wished to transfer the functions of the Model Grammar School to Upper Canada College. This was not agreed to, but the same year provision was made for admitting candidates for Grammar School masters.h.i.+ps to a course in training in the Model Grammar School. Up to this time the School had been of professional service as a school of observation, the holidays being so arranged that its cla.s.ses were in session while Grammar School masters were on holiday.
In July, 1863, the Model Grammar School was finally closed. The following from a letter sent by Ryerson to the Provincial Secretary makes clear the reasons for this action: ”When the Model Grammar School was established it was expected that nearly every county in Upper Canada would be represented in it and provision was made for that purpose. That important object has not been realized; and although the attendance at the school has been larger during the last year than during any previous year, reaching even to 100, the attendance as in former years has been chiefly from Toronto and its neighbourhood. I do not think it just to the General Fund to maintain an additional Toronto Grammar School.
During the past year a training cla.s.s for Grammar School masters.h.i.+ps, consisting to a considerable extent of students in the University, has been successfully established. But it has been found that the instruction in all subjects, except Greek, Latin, and French, can be given in the Normal School to better advantage than in the Model Grammar School.”[127]
[127] See Ryerson's letter in D. H. E., Vol. XVIII, p. 69.
Trained teachers for the Grammar Schools were much to be desired, and Ryerson deserves credit for his progressive ideas. But just at that stage in their evolution, although they contained many scholarly men, the Grammar Schools as a whole were more in need of teachers with sound scholars.h.i.+p than of teachers with a little professional training.
There continued to be complaints that teachers trained in the Normal Schools did not continue to teach. In his Report for 1856, Ryerson makes clear that in his opinion these defections from the teaching ranks were no condemnation of Normal Schools. He says: ”The only objection yet made to the training of teachers, as far as I know, is that many of them do not pursue that profession but leave it for other employments. Were this true to the full extent imagined, the conclusion would still be in favour of the Normal School, since its advantages are not confined to schools or neighbourhoods in which its teachers are employed, but are extended over other neighbourhoods and munic.i.p.alities.... In all professions and pursuits there are changes from one to another. I do not think it wise, just, or expedient to deny to the Normal School teacher the liberty, if opportunity presents itself, to improve his position or increase his usefulness.... In whatever position or relation of life a Normal School teacher may be placed, his training at the Normal School cannot fail to contribute to his usefulness.”[128]
[128] See Report of Chief Superintendent for 1856. See copy in D. H. E., Vol. XIII., p. 51.
Nor was all the criticism of Normal School affairs directed towards the teachers who left the profession; those who remained in it were emissaries of evil. Then, as now, there were croakers who thought that a boy born on a farm naturally belonged there, and that any enlightenment which tended to make him dissatisfied with his surroundings was an evil.
One, signing himself Angus Dallas of Toronto, wrote several pamphlets attacking the school system. Speaking of the Normal School, he said: ”The young men who have attended six months at that inst.i.tution and leave it with certificates to teach, go forth into the country with the most mistaken estimate of their own importance. They open schools wherever accident places them, and by teaching and familiar intercourse, combined with the example of nomadic habits, for they seldom remain longer than twelve months in one place, they soon contaminate the minds of the older pupils and also of young men who may reside in the neighbourhood, by their doctrines of enlightened citizens.h.i.+p; and thus these pupils soon learn to disdain honest labour.”[129]
[129] The Toronto schools were at this time very expensively managed as compared with schools in other cities of Upper Canada. This could not be attributed to the expense of Normal-trained teachers. In 1858, ten years after the Normal School was established, no Common School in Toronto was in charge of a Normal-trained teacher, and only two or three such teachers had ever been employed there. See D. H. E., Vol. XIII., p. 299.
In 1855, the Legislature had authorized a museum and library in connection with the Department of Education. These were formally opened in 1857 and the library contributed much to increase the efficiency of the Normal School by widening the scope of the students' reading.
In the following year the Council of Public Instruction revised the Normal School Regulations. Qualifications necessary for admission were accurately set forth and the course of study defined for both second and first-cla.s.s certificates. There continued to be two sessions a year, but students who entered to qualify for a second-cla.s.s certificate spent two or more sessions before reaching a standard ent.i.tling them to a first-cla.s.s certificate.
An interesting sidelight is thrown upon the nature of the instruction given in the Toronto Normal School by the Report for 1868 of George Paxton Young, Inspector of Grammar Schools. Young was trying to raise the standard of the Grammar Schools, and shows how their improvement would affect the Normal Schools. He says: ”I suppose there can be no doubt that if High Schools like those which I have described were established, it would be necessary to modify the work of the Normal School considerably. Teachers who would have to perform different duties from what have hitherto been expected at their hands would need a different training from what has. .h.i.therto been given. The instructions in English in the Normal School would require to be raised to a far higher level than is now aimed at. Much of the elementary drilling which Normal School students at present receive might be dispensed with. Our inst.i.tution for the training of teachers ought not to be a school for teaching English grammar. In the same way I would lighten the s.h.i.+p of such subjects as the bare facts of geography and history; not rejecting of course prelections on the proper method of teaching geography and history. The English master in the Normal School might thus be enabled to devote a portion of his time to lessons in the English language and literature of a superior cast--lessons which he would have a pride in giving and on which the students would feel it a privilege to wait. Such lessons would be immensely useful even to those young men and women who might only desire to qualify themselves for becoming Common School teachers. In the department of physical science, it is plain that if the views which I have expressed in regard to the way in which science should be taught in the High Schools be just, the object of the prelections in the Normal School should not be to cram the students with a ma.s.s of facts but to develop in them a philosophic habit of mind and to make them practically understand how cla.s.ses in science ought to be conducted in the schools.”[130]
[130] See D. H. E., Vol. XX., p. 127.
No man in Canada was better qualified to estimate the real work of any educational establishment than Young, and although he was not closely connected with the Normal School, we may a.s.sume that his a.n.a.lysis was essentially correct and that the study of formal grammar and the acquisition of scientific facts bulked large in the Normal School programme. In his report for 1867,[131] in speaking of the Normal and Model Schools, Ryerson says: ”They are not const.i.tuted as are most of the Normal Schools in both Europe and America to impart the preliminary education requisite for teaching. That preparatory education is supposed to have been attained in the ordinary public or private schools. The entrance examination to the Normal School requires this. The object of the Normal and Model Schools is, therefore, to do for the teacher what an apprentices.h.i.+p does for the mechanic, the artist, the physician, the lawyer--to teach him theoretically and practically how to do the work of his profession.”