In an address before the Ontario Teachers' Association in 1872, Dr. Ryerson said: "As it has of late been stated, so confidently and largely, that he had yet to learn the elements of his native tongue. Such had been the representations on the subject, that he had begun to suspect his own identity, and to ask himself whether it was not a delusion that he had in boyhood not only studied, but, as he supposed, had mastered Murray's two octavo volumes of English Grammar and Kame's Elements of Criticism and Blair's Rhetoric, of which he still had the notes that he made in early life; and had been called to assist teaching a special class of young persons in English Grammar when he was only fifteen years of age; and whether it was not a fancy that he had taught, as he supposed, with some degree of acceptance and success, what was then known as the London District Grammar School for two years, and had subsequently placed himself for a year under an accomplished scholar in order to read Latin and Greek. Somewhat disturbed by these doubts, he thought he would satisfy himself by writing to the only two gentlemen with whom he was now acquainted, who knew him in these early relations. In reference to these statements he would read the correspondence on the subject." (See the foot notes appended.) THE REV. DR. RYERSON AS A TEACHER. As to Dr. Ryerson's influence as a teacher, Rev. Dr. Ormiston thus referred to it at the Ontario Teacher's Convention in 1872. He said: "The teacher has a reward peculiar to his work--a living, lasting memorial of his worth. The feelings of loving reverence which we entertain for those who have awakened our intellectual life, and guided us in our earliest attempts at the acquisition of knowledge, are as enduring as they are grateful. I shall never forget, as I can never repay, the obligations under which I lie to the venerable and honorable Chief Superintendent, Dr. Ryerson, not only for the kindly paternal greeting with which, as principal, he welcomed me, a raw, timid, untutored lad, on my first entrance into Victoria College, when words of encouragement fell like dew-drops on my heart, and for the many acts of thoughtful generosity which aided me in my early career, and for the faithful friendship and Christian sympathy which has extended over nearly thirty years, unbroken and unclouded, a friendship which, strengthened and intensified by prolonged and endearing intimacy, I now cherish as one of the highest honors and dearest delights of my life; but especially for the quickening, energizing influence of his instructions as professor, when he taught me how to think, to reason and to learn. How I enjoyed the hours spent in his lecture-room--hours of mental and moral growth never to be forgotten! I owe him much, and but for his presence here to-day, I would say more of what I think and feel of his character and worth. He has won for himself a place in the heart of many