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._