114 JOURNAL AND PROCEEDINGS. 



directly under the control of the Education Department. By this 

 Act candidates for the position of head master, other than University 

 graduates, were required to pass an examination to test their fitness 

 for this work, Inspectors were appointed, and in 1858 a Model 

 Grammar School was opened in Toronto for the professional train- 

 ing of teachers. This school was closed in 1863. with the expecta- 

 tion that Upper Canada College would give a good classical and 

 commercial education to its students, and at the same time afford 

 ample facilities for this professional training. This latter hope was 

 never realized, and in 1885 certain Collegiate Institutes were set 

 apart as training schools for instruction in the theory of education 

 and the practice of teaching. Additional legislation, which greatly 

 promoted the efficiency of the Grammar Schools and added to their 

 usefulness, was obtained in 1866, but not without a hard struggle on 

 the part of the promoters. By the Act of 1 87 1 the name was changed 

 to that of High School, and a superior order of classical schools es- 

 tablished under the title of Collegiate Institutes. Shortly after these 

 changes had taken place an additional Inspector was appointed, uni- 

 form Entrance Examinations instituted, and the principle of " pay- 

 ment by results " adopted. To apply this principle practically some 

 test was necessary. This test was found in the " Intermediate " 

 Examination, which provoked something more than a spirited and 

 generous rivalry among the head masters. The principle of pay- 

 ment by results has wisely been abandoned and the more equitable 

 one based upon the salaries, the equipment, and the average attend- 

 ance, substituted therefor. The Intermediate has been merged into 

 the non-professional examination of teachers, and more recently into, 

 that of matriculation to our Universities. These secondary schools 

 occupy an honorable place in our educational system, and are 

 worthy the most cordial and hearty support of our people. Whether 

 we look at the buildings and equipments provided, the liberal course 

 of study pursued, the quantity and quality of the work done, or the 

 scholarship of those in whose charge they are placed, we feel that 

 they are schools which any people might well be proud to possess, 

 and we honor them accordingly. 



In 1 816, or nine years after the establishment of District Public 

 Schools, an Act was passed, granting the sum of $24,000 annually, 

 from the revenues of the Province, for the support of Common 



