In July, 1863, the Model Grammar School was finally closed. The following from a letter sent by Ryerson to the Provincial Secretary makes clear the reasons for this action: "When the Model Grammar School was established it was expected that nearly every county in Upper Canada would be represented in it and provision was made for that purpose. That important object has not been realized; and although the attendance at the school has been larger during the last year than during any previous year, reaching even to 100, the attendance as in former years has been chiefly from Toronto and its neighbourhood. I do not think it just to the General Fund to maintain an additional Toronto Grammar School. During the past year a training class for Grammar School masterships, consisting to a considerable extent of students in the University, has been successfully established. But it has been found that the instruction in all subjects, except Greek, Latin, and French, can be given in the Normal School to better advantage than in the Model Grammar School."[127] [127] See Ryerson's letter in D. H. E., Vol. XVIII, p. 69. Trained teachers for the Grammar Schools were much to be desired, and Ryerson deserves credit for his progressive ideas. But just at that stage in their evolution, although they contained many scholarly men, the Grammar Schools as a whole were more in need of teachers with sound scholarship than of teachers with a little professional training. There continued to be complaints that teachers trained in the Normal Schools did not continue to teach. In his Report for 1856, Ryerson makes clear that in his opinion these defections from the teaching ranks were no condemnation of Normal Schools. He says: "The only objection yet made to the training of teachers, as far as I know, is that many of them do not pursue that profession but leave it for other employments. Were this true to the full extent imagined, the conclusion would still be in favour of the Normal School, since its advantages are not confined to schools or neighbourhoods in which its teachers are employed, but are extended over other neighbourhoods and municipalities.... In all professions and pursuits there are changes from one to another. I do not think it wise, just, or expedient to deny to the Normal School teacher the liberty, if opportunity presents itself, to improve his position or increase his usefulness.... In whatever position or relation of life a Normal School teacher may be placed, his training at the Normal School cannot fail to contribute to his usefulness."[128] [128] See Report of Chief Superintendent for 1856. See copy in D. H. E., Vol. XIII., p. 51.