On the morning that I was to assume my pedagogic duties, I arrived at the school house about 8 a.m., and at once proceeded to build a fire. I never can forget the feeling of utter loneliness which came over me, as I stood opposite a fireplace wide enough to accommodate an ox. On the walls of the building were three maps, of what countries I do not now remember, because geography was proscribed during my regime. Daylight was seen through the walls. The seats were of the most primitive character, while my own desk resembled more the top of a toboggan slide than the rostrum of one who was teaching the young idea how to shoot. There was no fence round the building, the play ground being illimitable in its dimensions and capacities. In short the whole of the surroundings of this rural academy congealed all literary aspirations, and it was little wonder that the boys and girls meeting there, and pretending to be drinking at the fountain of knowledge, grew up utterly destitute of the first principles of a rational and suitable education.
The children arrived, and I immediately began to assert my authority as the head of the institution. I made a short speech, telling the children that nothing would be taught in my school but reading, writing and 'rithmetic, adding that the ten commandments would be included in the curriculum. I got along famously that day with the pupils, and as I was told afterwards, when my charges went home and told their parents the new order of things, I was universally pronounced the greatest teacher of the age. I lodged that night with Trustee Fallis, my examiner. He was delighted with the reports given by Bill of my mode of teaching, and in a moment of confidence told me that the school was mine as long as I liked to keep it. I humbly thanked him, and retired to my room, where I found Bill, the heir of the house, in innocent slumber. Bill did not by any means prove a pleasant bed-fellow. Occasionally his feet were found where his head should be, and he repeatedly called out, "No grammar! Hurrah!" Next morning I rose, and after breakfast majestically strode through two feet of snow to the log school house, and then put in another day's grinding.
At four o'clock the trustees met and handed me a badly written and worse spelled manuscript, which on perusal I found to be the list of houses I was to board at during the coming three months.... Now, sir, continued the dominie, I put in a whole year of that kind of work; listened to all the gossip of the neighborhood, slept occasionally on the floor, nursed all the babies of the section, and just as I thought that my position was secure, disaster overcame me. One of the trustees had a daughter of prepossessing appearance, and I could not resist the temptation of falling in love with her. When the news got abroad that I was paying attentions to her, the section began to talk adversely of myself. Complaints were soon heard as to my teaching. Some said that I was teaching grammar on the sly, and that I was partial to some of the children. The result of it all was that a meeting of the board took place, and, despite the protests of Thomas Ginty, I was, in the language of modern times, "fired."
"Now," continued the old teacher, "the moral of what I told you is this:—Compare the log school house, its internal arrangements and play grounds, with those of to-day throughout the whole country, and you have the greatest exemplification possible of the progress made by Ontario during the last quarter of a century. There is scarcely a section now but has its brick school house, with surroundings attractive and neat. The teacher is given ample opportunity to cultivate the minds of his pupils to the highest pitch possible, at least as far as requisite for the general affairs of life. The old prejudices against teaching anything else but the three R's are gone. You have the walls of the buildings ornamented with maps, charts and other appliances. Text-books are provided of the most modern character, while a rigid system of examinations acts as an incentive to the teacher and makes him an instructor in fact and reality. Lastly, we have an intelligent and cultured class of teachers, and taking all things into consideration, they are well paid, and still better, their services are year by year becoming more appreciated. A better class of people now act in the capacity of trustees, and as years roll by a still more intelligent class will be found in these positions.
Reminiscences of Education in the City of Hamilton in 1852.
In conversation with a Reporter of the Hamilton Times in 1888, Mr. James Cummings, who, after thirty-seven years service on the City Board of Education, thus related his early educational experience:—
"At the time I first became connected with the board in 1852," said Mr. Cummings, "education was at rather a low ebb, not only in Hamilton, but throughout the country. Dr. Ryerson had just commenced his excellent common school scheme and in 1847, had established a training school for teachers in Toronto. Hamilton had decided to adopt the common school system and the reorganization of the schools was just being effected. Previous to that time the education of the children of the better class was almost wholly in the hands of private school teachers. There were a few small school rooms in the different wards, but they were wretched places, where usually fifty children were crowded into a small room reeking with fetid atmosphere. On the site of the present Cannon street school was a small frame grammar school, at which many of the present leading citizens received the ground-work of their education. A great reform was inaugurated here in the year 1852. Under the new Ryerson Act of 1850 trustees were clothed with new powers, and we immediately proceeded to reorganize the schools here on the new plan. Tenders were let for the erection of the present Central school and for ward schools in different parts of the city. Mr. (now Dr. J. H.) Sangster was appointed head master, and to him was entrusted the appointment of teachers, and he was made responsible for the efficiency of the schools. He had been a teacher in the Ryerson model school in Toronto, and he appointed as his assistants thoroughly trained graduates of that excellent institution. This was the founding of Hamilton's excellent common school system. It kept improving from year to year and soon closed out the private schools. Larger ward schools were erected, and since that day Hamilton has taken a high position educationally in the Province."
Education in the County of Simcoe, 1852-1872.
Dr. Ryerson was invited to open the new Public School in the town of Barrie in 1872. Before the ceremony was proceeded with a letter was read from Judge (now the Hon. Senator) Gowan, who was unable to be present, referring to his long services in the cause of education in the County of Simcoe. He said:—
"Ever since I came to this country, nearly thirty years ago, I have been connected with the school system, having held the office of Trustee of the Grammar School, and the position of Chairman of the Board of Public Instruction from its first institution till superseded by recent enactment, and, with the exception of my friend, Mr. Dallas, I am the only member of the original Board now living.