The County Model Schools of 1843-1850.
The necessity of these schools was felt more than forty years ago, and provision was then made for their establishment. Thus, in the first School Act passed in 1843 to regulate Common Schools in this province, section 57 of that Act declares:—
"That it shall and may be lawful for the court of wardens of any county in Upper Canada ... to raise and levy by county rate a sum not exceeding £200 ($800), and to appropriate and expend the same for the maintenance of one or more County Model Schools, within such county and to constitute, by by-law, or by-laws, to that effect, any township, town, or city school, or schools within the county, to be, for any term not less than one year, such County Model School or Schools," etc.
"A sum not less than £40" was appropriated to each such school towards 'the payment of the teachers and the purchase of books and apparatus.' The 66th section of the same Act also declared:—
"That in every such township, town or city Model School gratuitous instruction shall be given to teachers of Common Schools within the township, town or city, wherein such Model School may be established during such periods and under such regulations of the township, town or city superintendent may from time to time direct."
"Again, in the first Common School Act prepared by Dr. Ryerson, and passed in 1846, after providing for the establishment of District Model Schools—it was declared (sec. 40):—
"That at every such District Model School gratuitous instruction shall be afforded to all teachers of Common Schools within the district in which such Model School may be established during such period and under such regulations as the district superintendent may from time to time direct."
These County Model Schools (as will be seen) had higher functions than have the County Model Schools of the present day. They were designed to afford instruction to persons who were already teachers, and were thus in Dr. Ryerson's views constituted local Normal Schools for that purpose. So much importance did Dr. Ryerson attach to the value of training institutions for teaching, and so much did he anticipate a demand for them that on page 162 of his "Report on a System of Public Elementary Instruction," published in 1845, he said:—
"As soon as examples of the advantages of trained teachers can be given, I believe the ratio of demand will increase faster than that of supply, and that an additional Normal School will soon be required in each of the most populous districts."
Then again so jealously was the efficiency of these District or County Model Schools guarded that in the same Act, 9 Victoria, chapter 20, it was provided that no teacher could be appointed to such school without the approval in writing of the district superintendent, and unless he held a certificate from the Normal School (which was established in 1847). In addition to these requirements power was given to the district superintendent to suspend or dismiss Model School teachers and to appoint others in their places, in case the local trustees neglected or refused to do so. This district superintendent was also authorized to examine (as they often did at the Model School) all "candidates for teaching in Common Schools" and to give them certificates of qualification, special or general, at his discretion.
The question may here be asked, "Of what practical value were these County Model Schools in the work of training school teachers, and did they at all discharge the higher functions to which reference is made?"
It was clear that these schools were regarded in those early days as a necessary adjunct to our system of education, for the very purpose of aiding teachers in their professional work. Thus, Mr. Hamilton Hunter, in his report as School Superintendent of the Home District for the year 1844 says:—
"The deficiency in the qualification of teachers could be remedied by establishing in each district a Model School upon a good scale, and having it under the management of a superior teacher or teachers.... The School Bill makes provision for this, etc."
In his report for 1847 Dr. Ryerson thus speaks of the operation and success of these schools wherever they had been established:—
"The School Superintendent of Dalhousie District says: 'In this [County Model School] I have there held public examinations of Common School teachers; and on some occasions, when reluctant to give them certificates, I have sent them to the Model School Master for information and examination.... [These teachers] did not make any permanent stay except one, merely learning the mode of instruction, the value of the studies and discipline of the school.'... The Superintendent of the Johnstone District says:— ... 'Much good has been done by the establishment of the Model School in this district. Several teachers, whose education was by no means good, have acquired a sound knowledge of the subjects which are required to be taught in the Common Schools.' The Superintendent of Schools in the Midland District says:—'Almost every teacher who has attended the Model School for any length of time is now teaching with good success.'"
In the Act which was hurriedly passed in 1849, but which, by Order-in-Council, never went into operation, provision was made to establish, or continue the County Model Schools "in any township, town, or city," and granting to each of them "£25 over and above the sum to which such schools would be entitled as a Common School
... which sum shall be expended in the payment of a teacher or teachers, and for
no other purpose."
In the Act of 1850, provision for the establishment and maintenance of Township Model Schools was made. Township councils were authorized to raise a special tax for the support and efficiency of these schools; and it was "provided likewise, that tuition to student-teachers in such Model Schools should be free."
The reason why Township Model Schools were substituted for county ones, is given by Dr. Ryerson in his circular to town reeves, dated 12th August, 1850. Other reasons contributed to this change, but the circular gives the chief reason.
"The attempts of district councils to establish Model Schools have thus far proved entire failures...: The late district councils have in every instance, except one, abandoned the attempt.... To the success and usefulness of a Model School, a model teacher, at any expense, is indispensable, and then a Model School-house, properly furnished, and their judicious and energetic management."
In addition, I may say that the causes of failure of these valuable training institutions in 1850, may be incidentally learned from the very words here used by Dr. Ryerson by way of suggestions to town reeves. These schools had neither model teachers, nor were the buildings "model school-houses." Besides, the district superintendents of that day, and after them, the township superintendents, had, as a rule, no experience as trained teachers themselves.
By the Act of 1871, the status and qualifications of these most important officers were raised to their present high standard. The very name was changed, and that of inspector was substituted.
It was felt by Dr. Ryerson that until these new officers had secured some degree of popular favor, and had proved their efficiency as organizers of schools, and as practical judges of the necessary qualifications of teachers, it would be useless for him to attempt the re-establishment of the County Model Schools. Before that time had fully arrived he retired from office—leaving this important and necessary duty to be undertaken (as it was efficiently) by his successor, Hon. Adam Crooks, as Minister of Education.