ded. As already pointed out, the Act of 1843 was largely a failure because it did not provide adequate machinery for the enforcement of its provisions. No important school legislation wa

t grasp of future legislation if w

tal Legislative grant for 1846 was ￡20,962 to 2,736 schools) and see that it was expended according to the Act; he was to supply school officers with all necessary forms for making school returns and keep them posted as to school regulations; he was to discourage unsuitable books as texts and for school libraries and to recommend the use of uni

ion and six other members appointed by the Governor-General. This Board was to manage the Normal School, to aut

ified for such positions. The only thing to do was trust to the District Council to choose the best man available. The District Municipal Council was also instructed to levy upon the rateable property of the District a sum for support of schools at least equal to the Leg

oportion to the number of children between five and sixteen years of age resident in the section, and pay these sums to the teacher on the proper order being presented; to visit all schools in their Districts[71] at least once a year and report on their progress and general condition; to advise trustees and teachers in regard to school managem

s. They were given authority to question pupils, conduct examinations and advise the teachers, or make reports to the District Superintendent. They were especially charged with the duty of encouraging school libraries. One remark

d to create a local power to act in an emergency if a school became vacant through any cause during a school term. In many cases the Superintendent lived fifty to seventy-five miles fr

-room from time to time of educated men and women, and especially those occupying public positions, has a beneficial effect upon both teachers and pupils. Pupils feel that the work of the school must be important if it is worthy of the attention of busy and successful men. Teachers are encouraged to make a good showing and are often hungry for the few w

ct school books from a list sanctioned by the Department of Education. In Ryerson's draft bill he proposed that the rate bill should be levied upon the property of the section. This would virtually have given free schools. The Legislature of 1846 amended this clause and made the rate bill assessable only upon parents of children in actual attendance. Ryerson says of these rate bills:[74] "The evils of the present system of school rate bills have been brought under my notice from the most populous townships and by the most experienced educationists in Canada. When it is apprehended that the rate bill in a school section will be high, many will not send their children to the school at all-then there is no school; or else a few give enough to pay the teacher for three months, including the Government grant; or even after the school has commenced, if it be found that the school is not so large as had been anticipated, and that those who send will consequen

ng to the actual time of the child's attendance, whereas the Bill of 1846 levied a tax upon the parents of children in a

orized on the same condition as in the Act of 1843. The clauses in the Act of 1843 relating to the

rdinated the several parts of the system, but put life into it. This was no easy task. The people were very jealous of their power of local control, and yet unless this local control could be subjected to some central control, improvement was hopeless. It was here that Ryerson did what no other man had done. He lessened local, and strengthened central,

grant at the disposal of the Superintendent for him to apportion among the Districts. Here was a lever of wonderful power, and Ryerson was quick to perceive its possibilities. If Districts wished a grant they

reasonable doubt that he received many practical hints on this point from the workings of Her Majesty's Committee on Education formed by the Imperial Parliament. The history of the world presents no more significant illustration of how a

the great powers conferred upon the Superintendent and to the irresponsible nature of his Commission. The following is from a Globe editorial of April 14th, 1846;[75] "We have read a draft of the new School Bill for Upper Canada brought in by Mr. Draper. We have not been able to go over all its claims, but it contains one objectionable principle, viz.: the appointment and dismissal of the Superintendent is vested in the Governor-General personally and not in the Governor-General with the advice of his Council, as it ought to be. The whole funds from which the school system is to derive support are raised by the people of Canada, and the disposal of them should be subjected to the control of the House through the Executive Council.... The powers of the Superi

with astonishment in Canada to-day if it were proposed to vest the appointment of any public officers in the Governor-General personally. We allow our Governors no personal freedom in the conduct of public affairs. But in 1846 that idea was not wholly accepted. There still lingered a feeling that the Crown had certain vaguely-defined prerogatives, which might be exercised witho

ccidents and turmoil of politics. No doubt that was an illogical position. Indeed, time showed it to be so, and that full recognition of the principle of responsible government required a Minister of Education responsible directly to the Legislature. We can only speculate as to what would have been th

hird, the desire manifested by parents generally for the education of their children. Fourth, the competency and efficiency of the teachers, their salaries, etc. Fifth, the kind of school books used, the school libraries and other apparatus for teaching. Had such questions been proposed and answered, the Superintendent would have had something to base a report upon. It was but natural to suppose that an officer whose sole prospects of success are in the confidence and co-operation of the people would have taken some steps to gain that confidence and co-operation, that he would have been desirous by direct communication with superinten

y months on the Continent of Europe and in Britain in amusement or recreation, professing to get information about things which every person knew already.... We have had hints of the Prussian system being applicable to Canada and we feel convinced that he, who sold himself to the late Administration, would have readily brought all the youth of Canada to the same market and placed them under the domination of an arbitrary and coercive power. He had sold their fathers for pelf, why not sell the sons also? Was he not in league with that party which would retain the Province in vassalage to the old Compact which he had so heartily denounced in former times? Is he not a member of that Metho

is work as Superintendent of Education. They claimed that because he championed Lord Me

would have utterly failed. Many trustees could neither read nor write. In some cases the District Municipal Councillors who were parties to school administration were equally ignorant. District Superintendents of schools were not always fitted for such a responsibility. Perhaps half the whole body of teachers made up a motley assortment of impecunious tramps. The Superinte

School Bills of 1816 and 1820. Among other things the petition says: "With respect to the necessity of establishing a Normal, with elementary Model Schools in this Province, your memorialists are of opinion that however well adapted such an institution might be to the wants of the old and densely populated countries of Europe, where service in almost every vocation will scarcely yield the common necessaries of life, they are altogether unsuited to a country like Upper Canada, where a young man of such excellent character as a candidate is required to be to enter a Normal School and having the advantage of a good education besides, need only turn to the right hand or to the left to make his service much more agreeabl

to yield their legitimate fruits, and as the blighting effects of employing men as school teachers who are neither in manners nor in intellectual endowments much above the lowest menials, shall press less and less heavily upon the mental and moral habitudes of the rising generation, the great benefits to be derived from the present Common School Act, and its immense superiority over all former school laws of Upper Canada, will become more and

labour, an educational journal as a means of communication with the general public. In the autumn of 1847 he spent ten weeks in visits to the twenty-one Districts into which Upper Canada was at that time divided. He called District Educational Conventions, lasting each two days. To these were invited teachers, District Superintendents, School Visitors, Municipal Councillors and the general public. The Warden was generally secured as chairman. During the day, Ryerson discussed the School Act and its operation. He found that often the people had been misled and that truste