The school while under your charge was well and efficiently conducted, and was so considered and appreciated throughout the neighborhood at the time; and after you left the charge of the London District School it was generally regretted in the neighborhood.
I remember hearing this frequently remarked not only by pupils who attended the school under your tuition but also by their parents.
"During two years I was thus teacher and student, advancing considerably in classical studies, I took great delight in "Locke on the Human Understanding," Paley's "Moral and Political Philosophy," and "Blackstone's Commentaries," especially the sections of the latter on the Prerogatives of the Crown, the Rights of the subject, and the Province of Parliament."
In an address before the Ontario Teachers' Association in 1872, Dr. Ryerson said: "As it has of late been stated, so confidently and largely, that he had yet to learn the elements of his native tongue. Such had been the representations on the subject, that he had begun to suspect his own identity, and to ask himself whether it was not a delusion that he had in boyhood not only studied, but, as he supposed, had mastered Murray's two octavo volumes of English Grammar and Kame's Elements of Criticism and Blair's Rhetoric, of which he still had the notes that he made in early life; and had been called to assist teaching a special class of young persons in English Grammar when he was only fifteen years of age; and whether it was not a fancy that he had taught, as he supposed, with some degree of acceptance and success, what was then known as the London District Grammar School for two years, and had subsequently placed himself for a year under an accomplished scholar in order to read Latin and Greek. Somewhat disturbed by these doubts, he thought he would satisfy himself by writing to the only two gentlemen with whom he was now acquainted, who knew him in these early relations. In reference to these statements he would read the correspondence on the subject." (See the foot notes appended.)
The Rev. Dr. Ryerson as a Teacher.
As to Dr. Ryerson's influence as a teacher, Rev. Dr. Ormiston thus referred to it at the Ontario Teacher's Convention in 1872. He said: "The teacher has a reward peculiar to his work—a living, lasting memorial of his worth. The feelings of loving reverence which we entertain for those who have awakened our intellectual life, and guided us in our earliest attempts at the acquisition of knowledge, are as enduring as they are grateful. I shall never forget, as I can never repay, the obligations under which I lie to the venerable and honorable Chief Superintendent, Dr. Ryerson, not only for the kindly paternal greeting with which, as principal, he welcomed me, a raw, timid, untutored lad, on my first entrance into Victoria College, when words of encouragement fell like dew-drops on my heart, and for the many acts of thoughtful generosity which aided me in my early career, and for the faithful friendship and Christian sympathy which has extended over nearly thirty years, unbroken and unclouded, a friendship which, strengthened and intensified by prolonged and endearing intimacy, I now cherish as one of the highest honors and dearest delights of my life; but especially for the quickening, energizing influence of his instructions as professor, when he taught me how to think, to reason and to learn. How I enjoyed the hours spent in his lecture-room—hours of mental and moral growth never to be forgotten! I owe him much, and but for his presence here to-day, I would say more of what I think and feel of his character and worth. He has won for himself a place in the heart of many a young Canadian, and his name will be ever associated with the educational advantages and history of Ontario. May he be spared for many years to see the result of his labors, in the growing prospects and success of the common schools and educational institutions of this noble and prosperous province, whose best interests he has patriotically done so much to promote."
In 1882, after Dr. Ryerson's death, Dr. Ormiston thus referred to his experience at Victoria College, then under Dr. Ryerson's presidency. He said:—
"In the autumn of 1843, I went to Victoria College, doubting much whether I was prepared to matriculate as a freshman. Though my attainments in some of the subjects prescribed for examination were far in advance of the requirements, in other subjects I knew I was sadly deficient. On the evening of my arrival, while my mind was burdened with the importance of the step I had taken, and by no means free from anxiety about the issue, Dr. Ryerson, at that time Principal of the College, visited me in my room. I shall never forget that interview. He took me by the hand; and few men could express as much by a mere hand-shake as he. It was a welcome, an encouragement, an inspiration, and an earnest of future fellowship and friendship. It lessened the timid awe I naturally felt towards one in such an elevated position—I had never before seen a Principal of a College—it dissipated all boyish awkwardness and awakened filial confidence. He spoke of Scotland, my native land, and of her noble sons, distinguished in every branch of philosophy and literature; specially of the number, the diligence, the frugality, self-denial and success of her college students. In this way he soon led me to tell him of my parentage, past life and efforts, present hopes and aspirations. His manner was so gracious and paternal—his sympathy so quick and genuine—his counsel so ready and cheering—his assurances so grateful and inspiriting, that not only was my heart his from that hour, but my future career seemed brighter and more certain than it had ever appeared before.
"Many times in after years have I been instructed, and guided, and delighted with his conversation, always replete with interest and information; but that first interview I can never forget, it is as fresh and clear to me to-day as it was on the morning after it took place. It has exerted a profound, enduring, moulding influence on my whole life. For what, under God, I am, and have been enabled to achieve, I owe more to that noble, unselfish, kind-hearted man than to any one else.
"As a teacher he was earnest and efficient, eloquent and inspiring, but he expected and exacted rather too much work from the average student. His own ready and affluent mind sympathized keenly with the apt, bright scholar, to whom his praise was warmly given, but he scarcely made sufficient allowance for the dullness or lack of previous preparation which failed to keep pace with him in his long and rapid strides; hence his censures were occasionally severe. His methods of examination furnished the very best kind of mental discipline, fitted alike to cultivate the memory and to strengthen the judgment. All the students revered him, but the best of the class appreciated him most. His counsels were faithful and judicious; his admonitions paternal and discriminating; his rebukes seldom administered, but scathingly severe. No student ever left his presence, without resolving to do better, to aim higher, and to win his approval."