Ryersons' Goals
Report on a system of public elementary instruction for Upper Canada by Egerton Ryerson
In 1847, Ryerson wrote a report in which he outlined his vision for the education system in Upper Canada. There are a number of principles that be drawn from this report.
Definition of Education
"By Education, I mean not the mere acquisition of certain arts, or of certain branches of knowledge, but that instruction and discipline which qualify and dispose the subjects of it for their appropriate duties and employments of life, as Christians, as persons of business, and also as members of the civil community in which they live" (Ryerson, 1847, 9).
The modern education movement is seeking to make education applicable to the real world; a world where 21st century skills are needed to survive and thrive. Ryerson, in the same way, was seeking to help educate a populace that would be prepared to face the modern realities of his day. He saw education as something to instruct the whole person. Education was to help children prepare for a life in a quickly evolving society. Under Ryerson, mandatory education really took root. Ryerson believed that education was essential. Ryerson states that "The branches of knowledge which it is essential that all should understand, should be provided for all, and taught to all; should be brought within the reach of the most needy, and forced upon the attention of the most careless" (Ryerson, 1847, 9).
Heart for Education
The following quote from Ryerson is found at the conclusion of his 1847 document. His use of the Prussian teacher is an inspiring image. This again shows his heart and passion for the issues at hand. It is a noble goal that we should all aspire to do our best for students:
"we cannot fail of the completest success, if every Legislator, and Ruler, and Ecclesiastic, and Inspector, and Trustee, and Parent in the land, will cultivate the spirit and imitate the example of the Prussian School Counselor..."I promised God that I would look upon every Prussian peasant child as a being who could complain of me before God, if I did not provide him the best education, as a man and a Christian, which it was possible for me to provide" (Ryerson, 1847, 191).
Definition of Education
"By Education, I mean not the mere acquisition of certain arts, or of certain branches of knowledge, but that instruction and discipline which qualify and dispose the subjects of it for their appropriate duties and employments of life, as Christians, as persons of business, and also as members of the civil community in which they live" (Ryerson, 1847, 9).
The modern education movement is seeking to make education applicable to the real world; a world where 21st century skills are needed to survive and thrive. Ryerson, in the same way, was seeking to help educate a populace that would be prepared to face the modern realities of his day. He saw education as something to instruct the whole person. Education was to help children prepare for a life in a quickly evolving society. Under Ryerson, mandatory education really took root. Ryerson believed that education was essential. Ryerson states that "The branches of knowledge which it is essential that all should understand, should be provided for all, and taught to all; should be brought within the reach of the most needy, and forced upon the attention of the most careless" (Ryerson, 1847, 9).
Heart for Education
The following quote from Ryerson is found at the conclusion of his 1847 document. His use of the Prussian teacher is an inspiring image. This again shows his heart and passion for the issues at hand. It is a noble goal that we should all aspire to do our best for students:
"we cannot fail of the completest success, if every Legislator, and Ruler, and Ecclesiastic, and Inspector, and Trustee, and Parent in the land, will cultivate the spirit and imitate the example of the Prussian School Counselor..."I promised God that I would look upon every Prussian peasant child as a being who could complain of me before God, if I did not provide him the best education, as a man and a Christian, which it was possible for me to provide" (Ryerson, 1847, 191).
Ryerson and the Christian Religion
Egerton Ryerson was a man with strong Methodist ties and firm Christian beliefs. This belief system was connected to everything he did and everything he created in regards to education. His belief is seen in his own words: "Instruction in the schools, he insisted, would be "but a sounding brass and a tinkling cymbal when not founded upon and sanctified by the undefiled and regenerating religion of Jesus Christ" (French, 1978, 56).
Ryerson also believed that the Christian religion should inspire other men to help the less fortunate. The following is a strong statement from Ryerson in regards to free public education.
“In response to one critic who opposed paying for the education of ‘all the brats in the neigborhood,’ Ryerson replied that educating ‘brats’ was the very purpose of his free school legislation. ‘It is proposed to compel selfish rich men to do what they ought to do, but what they will not do voluntarily.’ (Axelrod 29)
Finally, French states that while some debate the validity of Ryerson's achievements, it is undeniable that his Methodist faith was at the center of his work.
"He remains...a formidable figure, not so much for his accomplishments, as for his strenuous determination to bring together and to apply the Christian tradition and the British inheritance in the shaping of Upper Canada. His devotion to the public interest, as he defined it, was his way of fulfilling Wesley's injunction to seek after holiness in this life" (French, 1978, 57).
Ryerson also believed that the Christian religion should inspire other men to help the less fortunate. The following is a strong statement from Ryerson in regards to free public education.
“In response to one critic who opposed paying for the education of ‘all the brats in the neigborhood,’ Ryerson replied that educating ‘brats’ was the very purpose of his free school legislation. ‘It is proposed to compel selfish rich men to do what they ought to do, but what they will not do voluntarily.’ (Axelrod 29)
Finally, French states that while some debate the validity of Ryerson's achievements, it is undeniable that his Methodist faith was at the center of his work.
"He remains...a formidable figure, not so much for his accomplishments, as for his strenuous determination to bring together and to apply the Christian tradition and the British inheritance in the shaping of Upper Canada. His devotion to the public interest, as he defined it, was his way of fulfilling Wesley's injunction to seek after holiness in this life" (French, 1978, 57).
Ryerson and the Improvement of Society
In 1847 there was an influx of starving Irish immigrants to Canada. One estimate suggests that they were coming at ⅙ population of Canada per year. Faced with this crisis, Ryerson speculated that “without schools, Irish children would perpetuate racial behaviour patterns and grow up ‘in the idleness and pauperism, not say mendicity and vices of their forefathers’ (Houston, 1972, p. 266). Public education was posited as a very effective means for improving the lives of children.
Ryerson believed in the power of education to transform society.
" Now, the Statistical Reports of pauperism and crime in different countries, furnish indisputable proof that ignorance is the fruitful source of idleness, intemperance and improvidence, and these the foster-parent of pauperism and crime" (Ryerson, 1847, p. 11)
Finally, Ryerson shares with modern educators the desire to create effective citizens who can partake in the modern society:
"education should prepare youth for their ‘appropriate duties and employments of life, as Christians, as persons of business, and also as members of the civil community in which they live.’ Only a system of public schooling, preferably free and compulsory, could effectively tackle such an important challenge” (Axelrod, 25).
Ryerson believed in the power of education to transform society.
" Now, the Statistical Reports of pauperism and crime in different countries, furnish indisputable proof that ignorance is the fruitful source of idleness, intemperance and improvidence, and these the foster-parent of pauperism and crime" (Ryerson, 1847, p. 11)
Finally, Ryerson shares with modern educators the desire to create effective citizens who can partake in the modern society:
"education should prepare youth for their ‘appropriate duties and employments of life, as Christians, as persons of business, and also as members of the civil community in which they live.’ Only a system of public schooling, preferably free and compulsory, could effectively tackle such an important challenge” (Axelrod, 25).
Some Modern Research
"Compulsory attendance laws have existed for more than a hundred years, and policies to mandate further education continue to be discussed. The implications of raising the minimum school leaving age further are not well understood. Evidence presented here suggests these types of policies were previously very effective in raising lifetime welfare" (Oreopoulos, 2005, 21).