During the Legislative session of 1836, Sir John Colborne was replaced by Sir Francis Bond Head as Lieutenant-Governor. It would seem that the difference of opinion between Sir John Colborne and Lord Glenelg of the Colonial Office was responsible for the former's asking to be recalled. His last official act as Lieutenant-Governor of Upper Canada, and one intimately connected with educational controversy at a later date, was to sign patents for the endowment of forty-three Anglican rectories out of the Clergy Reserve lands.
In the Legislature no real progress was made in education, although a lengthy report[49] and a draft School Bill were presented by a member of the Assembly, Doctor Charles Duncomb. This report was based on a visit paid by Doctor Duncomb to the Eastern, Middle and Western United States. It is interesting and emphasizes the importance of a suitable education for women.
The most important event of the year in its after effects upon education in Upper Canada was the formal opening of Upper Canada Academy[50] at Cobourg, under a Royal Charter secured by Egerton Ryerson.
In resigning his position as editor of The Guardian, the official organ of Methodism, Ryerson referred to the condition of education in Upper Canada, emphasizing the supreme importance of elementary instruction for every child in the country. It is also interesting to note that at this date, when he had probably never dreamed of having any official connection with elementary education, he should have touched the very root of the problem by pointing out the utter impossibility of making any real progress without a body of educated and trained teachers.
The Legislature of 1837 set at rest for a few years the vexed question of an amendment to King's College charter. The majority of the Legislative Council were stoutly opposed to any modifications that would lessen the control of the Anglican Church, but they saw that public opinion was strong enough to prevent the opening of the college until amendments were made. They also saw that they were running a risk of having the charter cancelled and a new one granted by the Crown. They accordingly accepted certain amendments proposed by the Legislative Assembly. These amendments[51] gave ex-officio seats on the College Council to the Speaker of the two branches of the Legislature and to the Attorney-General and the Solicitor-General of Upper Canada; they removed from members of the Council and from professors every semblance of a religious test except the following declaration: "I do solemnly and sincerely declare that I believe in the authenticity and Divine Inspiration of the Old and New Testaments and in the Doctrine of the Holy Trinity"; they removed absolutely from religious tests all students and candidates for degrees; they made the Judges of His Majesty's Court of King's Bench visitors instead of the Lord Bishop of Quebec, and vested the appointment of future presidents in His Majesty instead of conferring that office ex-officio upon the Archdeacon of York.
Steps were taken at once to place the college in a position to begin work. A very able and comprehensive scheme[52] of studies and courses was drawn up by the President, Dr. Strachan, and everything promised favourably, when the Rebellion broke out and all operations were suspended.
The following sketch of the Common Schools of this period, written by Mr. Malcolm Campbell, an old teacher of Middlesex, is inserted because it is believed to be typical of Upper Canada conditions. Mr. Campbell began to teach in 1835:—
"The School Houses, during the time I taught, were built of round logs about 14 × 16 ft., with clapboard roofs and open fireplaces. A window sash on three sides for light, a board being placed beneath them, on which to keep copies and slates. There were long hewn benches without backs for seats. There were no blackboards or maps on the chinked walls. There was a miscellaneous assortment of books, which made it very difficult to form classes. Cobb's and Webster's Spelling-books afterwards gave place to Mavor's. The Testament was used as a Textbook, a supply of which was furnished by Rev. Benjamin Cronyn, afterwards Bishop of Huron. The English Reader, and Hume and Smollett's History of England were used by the more advanced classes. Lennie's Grammar, and Dilworth's and Hutton's Arithmetics, and the History of Cortez' Conquest of Mexico were used, also a Geography and Atlas, and a variety of books. Goose-quills were used for pens, which the teacher made and mended at least twice a day. The hours of teaching were somewhat longer than at present, and there was no recess. The number of scholars varied from 15 to 30, and school was kept open eight to ten months in the year with a Saturday vacation every two weeks. Teachers, after having taught school for some months, underwent a pretty thorough oral examination by the District Board of Education, and were granted First, Second, or Third Class certificates according to their merits, real or supposed. They had the Government grant apportioned to them according to their standing. Mr. Donald Currie, in the section west of me, drew annually $120 on the ground of his high qualifications as well as his teaching Latin. My share of the grant was $80. Mr. Benson east of me drew $50.... The Government grant was what the teacher mainly depended on for cash. The rest of his pay, which varied from $10 to $16 a month, Government grant included, was mostly paid in "kind," and very hard to collect at that.
"The Trustees in these early days assumed duties beyond what they now possess. In engaging a teacher, they examined him as to his qualifications in the three R's and as much farther as any of themselves knew. They fixed the rate bill which each scholar should pay, usually at a dollar and fifty cents a quarter; and any family sending more than three scholars should go free, as well as the children of widows.... The teacher was expected to 'board round' at that rate of pay. He usually boarded in one or two houses near the school, doing chores morning and evening. The Trustees assessed each scholar with half a cord of wood during winter, which was scantily supplied; sometimes the teacher and bigger boys went with an axe to the woods to make up the deficiency. The trustees were to examine the school quarterly, and sign the Quarterly Reports so that the teacher might draw the Government grant."[53]