The Inspectors' Reports for 1874 emphasize the need of additional teachers, the poor quality of work done in English literature, and the necessity of increased provision for natural science. Referring to the latter, the Inspectors' joint Report speaks as follows: "In regard to the direct utility of the knowledge imparted, the physical sciences are equalled by few subjects of study. We regret to report that the teaching of science is not making progress in the schools. For this there are many reasons, of which perhaps the most important are the lack of apparatus and the impracticable character of the prescribed programme of studies. All places might advantageously follow the example of Whitby and fit up a science room, that is, a room to be devoted to the teaching of science and furnished with the necessary appliances and apparatus. It cannot too often be inculcated that there can be no effective teaching of chemistry without experiments. Effective teaching implies first of all a qualified teacher, and few of our masters consider themselves well qualified to teach any of the physical sciences. Yet the number of masters qualified to teach in this Department is increasing every year and it is much to be regretted that where the master is qualified he is often compelled, if he wishes to teach chemistry, to provide the apparatus at his own expense. The public indifference to the claims of physical science is greater than the indifference of the masters. Besides, three-fourths of High School Boards either are so poor, or believe themselves to be so poor, that they will grumble if asked to spend $10.00 annually for chemical purposes."[112]
Progress on the whole was rapid. Several weak schools were closed,[113] but they were schools which should never have been opened. Fees were either abolished or lowered.[114] The standard for pupils' admission was gradually raised and the old "Grammar Schools" were truly doing the work for which they were established in 1807.
Much was yet to be desired in the qualifications of High School masters. In 1874, one hundred out of one hundred and six head masters were university graduates, but forty-five assistants held only Second Class Normal School Certificates, or County Certificates, and twenty-three schools had to employ teachers for a whole or a part of the year without any legal qualifications. The average salary of head masters was $930.00, of male assistants $664.00, and of female assistants $416.00. The following extract from the Inspector's Report is interesting in the light of what has since been accomplished: "In the absence of any special training college or chair of pedagogy in the University, we would suggest that as so many men are pursuing a collegiate course, with a view to becoming High School masters, it would be well for the Government to establish a lectureship in Education. It would not, we think, be difficult if proper encouragement were given to secure the services of several experienced and skilled educationists, one of whom might deliver a short course of lectures on the above subjects during each college session."
Perhaps no part of our school system has developed more since Ryerson retired in 1876 than our High Schools. But this development has been almost wholly a natural growth. True, there has been much legislation and many changes in departmental regulations, but nothing of a revolutionary character. The opening of the doors of the universities to women and their increased employment as teachers has led to their being placed on an absolute equality with men in the High Schools and in all graduating examinations. The number of schools has almost doubled and the teaching of every department has been improved; incompetent teachers have given place to those having high academic and professional training; natural science has been greatly strengthened and the teaching of languages much improved; good laboratories have been built; spacious buildings with fine grounds have become the rule; the number of students preparing for university matriculation has multiplied many times; the average salaries of teachers have more than doubled, and finally the High Schools are so adapting themselves to the social needs of the people that they are becoming as much the schools of the people as are the Public Schools.
CHAPTER X.
RYERSON AND THE TRAINING OF TEACHERS.
Normal Schools were mooted in Upper Canada before Ryerson became Superintendent. As early as 1843, Sir Francis Hincks said that the school system would never be complete without them.[115] In his Report on a System of Education made in 1846, Ryerson made it clear that any system of education must have as its basis trained teachers, and to secure trained teachers was almost impossible without Normal Schools. His report gives details of the Normal School systems of Great Britain and Ireland, France, Holland, Germany, and the United States. One or two schools had just been established in Massachusetts and one in Albany. Ryerson visited these, but was most favourably impressed with the Dublin Normal and Model Schools, as managed by the Commissioners of the Irish National Board of Education, and our first Normal School was modelled largely after the Dublin type.
The legislation of 1846 appropriated £1,500 for fitting up a Normal School building and made an additional appropriation of £1,500 per annum for maintenance. The School Bill of 1846 created a Council of Public Instruction to work with the Chief Superintendent, and placed the proposed Normal School under its management. The Council of Public Instruction lost no time in beginning work. As early as May, 1846, they were planning an early opening of the Normal School, and were in communication with John Rintoul, of the Dublin Normal School, about accepting the head mastership of the proposed Normal School at Toronto. It was proposed to give Mr. Rintoul £350, Halifax currency, and £100 for moving expenses. Mr. Rintoul accepted the appointment, resigned his position in Dublin, and was about to leave for Canada when, owing to some domestic affliction, he had to abandon his plans. The Commissioners of the Irish National Board then selected Thomas Jaffray Robertson to take Rintoul's place and the Council of Public Instruction chose as his assistant Mr. Henry Hind, of Thorne Hill. Robertson sailed from Ireland in July, 1847, and in November of the same year the Normal School was opened.