The Commission[59] appointed by the Legislature in 1839 to prepare a report[60] on education gave a comprehensive account of the condition of schools, but without throwing much new light upon them. The total number of pupils in the District Grammar Schools was still about 300, but the number in the Common Schools was estimated at 24,000, or about one in eighteen of the total population. As to the nature of the schools attended by these 24,000, there is abundant evidence to prove that they were very inefficient. The Rev. Robt. McGill, of Niagara, says: "I know the qualifications of nearly all the Common School teachers in this district, and I do not hesitate to say that there is not more than one in ten fully qualified to instruct the young in the humblest department." The London District Board for 1839 says: "The Masters chosen by the Common School Trustees are often ignorant men, barely acquainted with the rudiments of education and, consequently, jealous of any school superior to their own."[61] [59] The members were: Rev. John McCaul, Rev. Henry Grasett and Secretary Harrison. [60] See D. H. E., Vol. III., pp. 243-283. Also Appendix to Journals of Assembly for 1840. [61] See D. H. E., Vol. III., p. 266. The Grammar Schools had been gradually improving since their establishment, but were still very far from supplying the real needs of the people. They had no uniformity in course of study or textbooks, and were under no inspection. In fact, lack of supervision was the weakest spot in the whole school system. Lord Durham, in his famous Report,[62] refers to education in Upper Canada thus: "A very considerable portion of the Province has neither roads, post offices, mills, schools, nor churches. The people may raise enough for their own subsistence and may even have a rude and comfortless plenty, but they can seldom acquire wealth; nor can even wealthy landowners prevent their children from growing up ignorant and boorish, and from occupying a far lower mental, moral and social position than they themselves fill.... Even in the most thickly peopled districts there are but few schools, and those of a very inferior character; while the more remote settlements are almost entirely without any." [62] See Lord Durham's Report, p. 66.