Ryerson Memorial Volume / Prepared on the occasion of the unveiling of the Ryerson statute in the grounds of the Education department on the Queen's birthday, 1889

by J. George Hodgins

Character of the Important School Legislation of 1871.

The fifth and last series of conventions was held in 1869, and on the results of the consultations and deliberations of these conventions, Dr. Ryerson framed that crowning measure of his administration, which received the sanction of the legislature in 1871—twenty-one years after the first great departure in school legislation—that of 1850.

For the various objects which he had recommended during the years from 1850 to 1871, liberal grants were made by the Legislature. The policy of the Government during those years was to sustain Dr. Ryerson and to second his efforts to build up and consolidate the system of public instruction which he had taken such pains to establish. The result was that our school system expanded and grew in every direction, and became firmly rooted in the affections of the people. In this way it came to be regarded as one of the most successful and popular systems of education on the continent. And yet, as I have shown, he was continually suggesting improvements in it, for he always held that there was room, as well as a necessity, for them.

School legislation, chiefly in regard to high schools and matters of detail, took place at intervals during the intervening years, but it was is 1871 and 1874 that the final legislation under Dr. Ryerson's auspices took place. That of 1871 was strikingly progressive and took a wide range. That of 1874 was largely supplemental and remedial.

The Act of 1871 introduced into our school law for the first time some important principles, which, as yet, had not received legislative sanction. They were chiefly those which related, among others, to the following matters:

1. Governmental, combined with improved local, inspection of schools.

2. A high and fixed standard of qualifications for inspectors of public schools.

3. The abolition of non-certificated township superintendents of schools, and the substitution therefor of duly licensed county inspectors.

4. The institution of simultaneous and uniform examinations in the several counties for teachers desiring certificates of qualification. This principle was soon extended to other examinations, including competitive examinations in counties, etc.