I will now give a brief summary, in chronological order, of the successive steps which Dr. Ryerson took to develop the system of education which he had founded.
In 1855 Dr. Ryerson established meteorological stations in connection with twelve selected county grammar schools, ten following the coast line of the lakes and on the large rivers, and two entirely inland. In this he was aided by Colonel now General Sir (J. H.) Lefroy, R.E., for many years director of the Provincial (now Dominion) Magnetical Observatory at Toronto. Sets of instruments, having been purchased in London and tested at the Kew Observatory, were sent out to the twelve stations, duly equipped and provided with all necessary appliances.
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 other articles of a typical character for an educational museum in connection with the Department. In 1867 I was deputed to largely add to this museum collection, which I did in Paris, London, etc., especially in the direction of Egyptian and Assyrian antiquities, busts, casts, fictile ivory, etc.
In 1858-61 Dr. Ryerson took a leading part in a protracted public discussion before a committee of the House of Assembly, in favor of grants to the various "outlying" denominational universities, chiefly in terms of Hon. Robert Baldwin's liberalized University Act of 1853. He maintained that these colleges "did the State some service," and that it was right that their claims should be recognised in a substantial manner, 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 the proposed scheme. His plan was not adopted, and universities were increased from five to eight subsequently. Twenty-five years after the close of that discussion a scheme for the confederation of these colleges was again considered but without much effect.
In 1862, Dr. Ryerson addressed a circular to boards of trustees in cities and towns, deploring the "numbers of children in these centers of population, growing up with no other education than a training in idleness, vagrancy and crime." He added: "I have, at different times, submitted three propositions or plans for the accomplishment of the object of free schools in cities and towns. First, that as the property of all is taxed for the common school education of all, all should be compelled to allow their children the means of such education at either public or private schools. Or, secondly, that each municipality should be empowered to deal with the vagrancy of children of school age, or the neglect of their education, as a crime, subject to such penalties and such measures for its prevention as each municipality, in its own discretion, might from time to time adopt. Or, thirdly, that the aid of religious benevolence should be invoked and encouraged to supplement the agency of our present school system."
Before bringing the matter again before the Government, Dr. Ryerson solicited the opinion and suggestions of the school boards on the subject.
Bishop Fraser's Estimate of the U. C. System of Education in 1863.
In 1863, Rev. James (afterwards Bishop) Fraser (of Manchester), was appointed a Royal Commission to enquire into the American and Canadian systems of education. From his report, published after his return to England, I quote the following passages:—
"The Canadian system of education, in those main features of it which are common to both Provinces, makes no pretence of being original. It confesses to a borrowed and eclectic character. The neighboring States of New York and Massachusetts, the Irish, English and Prussian systems, have all contributed elements, which have been combined with considerable skill, and the whole administered with remarkable energy, by those to whom its construction was confided. It appears to me, however, that its fundamental ideas were first developed by Mr. (now, I believe, Sir Arthur) Buller, in the masterly report on the state of education in Canada, which he addressed in the year 1838 to Lord Durham, the then Governor-General, in which he sketched the programme of a system, 'making,' as he candidly admitted, 'no attempt at originality, but keeping constantly in view, as models, the system in force in Prussia and the United States, particularly the latter, as being most adapted to the circumstances of the colony.'