State of Common School Education in Upper Canada, 1845.
From the reports then made to him by the County Superintendents of Schools, I select the following extracts, showing what was the actual state of education in the province when Dr. Ryerson commenced his labors as Superintendent of Education.
Mr. Hamilton Hunter, Superintendent of Schools in the Home District (County of York), in his report for 1845, says:—
"There is one fact with which I have been forcibly struck, in my visits to the schools, which shows, in the clearest manner, the great necessity that existed in this Colony for the establishment of a system of Common School education. It is this: That in our schools the amount of attainment, on the part of the pupils, is generally in an inverse ratio to their size and age, after they have reached their twelfth or thirteenth year. The largest scholars that attend our schools are by far the lowest in point of attainment, which shows how sadly the education of that portion of the community, now about to attain the years of manhood and womanhood has been neglected. In many of our country schools, it is a very common thing to find persons advanced to the age of young men and women commencing to learn the first rudiments. The mind feels pained upon contemplating this; but it is gratifying to think that a remedy has been provided against it in the establishment of our Common Schools, by which the elementary branches of education are brought within the grasp of all. It leads us to reflect upon the melancholy state of ignorance that must have existed at no distant period in this Province had no means been provided other than those which formerly existed for placing the elements of knowledge within the reach of the rising generation."
Hon. Hamnett Pinkey, Superintendent of Schools in the District of Dalhousie (Carleton, etc.), in his report, says:—
"The Common Schools are very indifferently conducted, and the masters in general very inadequately perform the duties required of them; a reform is expected from the establishment of the District Model School."
Rev. Alexander Mann, M.A., Superintendent of Schools in the Bathurst District (Lanark, etc) says:—
"In existing circumstances I have declined giving a regular certificate to any teacher.... I made an effort on my own responsibility, and at my own expense to improve teachers, by opening a private school, solely for their benefit, but as I did not meet with proper encouragement I was obliged to relinquish my purpose."
Richey Waugh, Esq., Superintendent of Schools in the Johnstown District (Leeds and Grenville), says:—
"The trustees of many schools employ teachers only for whatever time the school fund will pay their wages, and they receive but little benefit from the public money thus expended."
Patrick Thornton, Esq., Superintendent of Schools in the Gore District (Wentworth, etc.), says:—
"It is a matter of regret that the old parrot system of repeating words without attaching ideas to them, does still in too many instances prevail; and the dregs must remain till some of the old formal teachers are off the field."
Rev. Newton Bosworth, F.R.S., Superintendent of Schools in the Brock District (Oxford, etc.), says:—
"The diversity of books and modes of teaching referred to in my last report, still exists, nearly to the same extent; and in the qualifications of teachers also, as great a variety was observable as before.... It appears to me that parents should be impressed, to a much greater extent than at present, with a sense of the necessity and importance of education for their children."
George Duck, jr., Esq., Superintendent of Schools in the Western District (Kent, etc.), says:—
"In many townships little or nothing was raised by rate-bill. In many places the poverty of the settlements prevented it; and the only school that was kept open in these districts was just during the time that the allowance from the aggregate fund was sufficient to pay the teacher. This course is, in fact, of very doubtful benefit, as the school is seldom kept open for more than three months in the year, and the children lose so much benefit continuous education produces."