"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.
Fundamental Principles of Dr. Ryerson's Scheme of Education.
In founding the system of public instruction for Upper Canada, Dr. Ryerson wisely laid down certain fundamental principles which he believed to be essential to the success and stability of that system. These general principles may be thus summarized:
1. That the machinery of education should be in the hands of the people themselves, and should be managed through their own agency; they should, therefore, be held, be consulted, by means of public meetings and conferences, in regard to all school legislation. This he himself did every few years.
2. That the aid of the Government should only be given where it could be used most effectually to stimulate and assist local effort in this great work.
3. That the property of the country is responsible for, and should contribute toward the education of the entire youth of the country; and that, as a complement to this, "compulsory education" should necessarily be enforced.