1. The machinery of the system was mainly adapted to the circumstances of Upper Canada, from the school laws of the Middle (United) States.
2. The method of supporting the schools by a uniform rate upon property was adopted from the New England States.
3. The Normal and Model schools (established in 1847), were projected after those in operation in Germany.
4. The school text-books were originally adapted from the series then in use in Ireland, and acceptable to both Protestants and Roman Catholics.
In 1850, Dr. Ryerson, while in England, made preliminary arrangements for establishing the Library, and Map and Apparatus Depository in connection with his department; and in 1855 he established Meteorological Stations in connection with the County Grammar Schools. In this he was aided by Colonel (now General) Lefroy, R.E., for many years Director of the Provincial Magnetical Observatory, at Toronto. Sets of suitable instruments (which were duly tested at the Kew Observatory) were obtained, and in 1855, the law on the subject having been amended, twelve stations were selected and put into efficient working order. In 1857 Dr. Ryerson made his third educational tour in Europe, where he procured at Antwerp, Brussels, Florence, Rome, Paris, and London an admirable collection of copies of paintings by the old masters; statues, busts, etc., besides various articles for an Educational Museum in connection with the Department. In 1858-60, Dr. Ryerson took a leading part in the discussion in the newspapers, and before a committee of the legislature, in favour of grants to the various outlying universities in Ontario, chiefly in terms of Hon. Robert Baldwin's University Bill of 1843. He maintained that "they did the State good service," and that their claims should be substantially recognized as colleges of a central university. He deprecated the multiplication of universities in the province, which he held would be the result of a rejection of his scheme. In consideration of his able services in this contest, the University of Victoria College conferred upon him the degree of LL.D. in 1861.
In 1867 he made his fourth educational tour in England and the United States. On his return, in 1868, he submitted to the Government a highly valuable "special report on the systems and state of popular education in the several countries of Europe and the United States of America, with practical suggestions for the improvement of Public Instruction in Upper Canada." He also made a separate and extensive "Report on Institutions for the Deaf and Dumb and Blind in Various Countries."
In a letter to a friend, Dr. Ryerson thus explained the principles upon which he conducted the educational affairs of the Province for upwards of thirty-one years. He said:—
During these years I organized the school system and administered the Education Department upon the broad and impartial principles which I had advocated. During the long period of my administration of the Department, I knew neither religious sect nor political party—I knew no other party than that of the country at large—I never exercised any patronage for personal or party purposes—I never made or recommended one of the numerous appointments of teachers in the Normal or Model Schools, or Clerks in the Education office, except upon the ground of testimonials as to personal character and qualifications, and on a probationary trial of six months.
In this way only competent and trained persons were appointed to the Normal and Model Schools, and to the Education Office, when a vacancy occurred by resignation or death. Each employé below the one who had resigned or died was advanced a step if deserving; and the most meritorious lad was selected from the Model school, or on other testimonials, and placed at the bottom of the list, and trained and advanced according to his merits in the work of the Education Department. Each one, thus felt, that he owed his position not to party, or personal patronage or favour, but to his own merits, and respected himself and performed his duties accordingly.
I believe this is the true method of managing all the Public Departments, and every branch of the public service. I believe it would contribute immensely to both the efficiency and economy of the public service. Needless and inefficient appointments would not then be made; and it would greatly elevate the standard of action and attainments, and emulate the ambition of the young men and youth of the country, when they know that their selection and advancement in their country's service depended upon their individual merits, irrespective of sect or party, and not as the reward of zeal as political party hacks in elections and otherwise, on their own part, or on that of their fathers or relatives.