The Committee recommended better salaries, normal schools for training teachers, British textbooks, an Inspector-General of Education, and a Provincial Board of School Commissioners. Looking at the matter three-quarters of a century later, we can see that really good schools were not then immediately possible. Schools, like everything else, cannot be created at command. They are the result of evolution. Upper Canada College illustrates this. Expensive buildings were erected and capable masters secured in England, and yet the school was not really efficient for many years. The country was largely a wilderness. The people were comparatively poor and their first care was to provide the necessities of life. The sad side to the picture is that there was among the mass of the people so little real interest in education and so little appreciation of its worth. People will never struggle to acquire that of which they feel no need. It seems quite clear, too, that the struggle for civil and religious freedom and equality hindered the development of a good school system. The latter could scarcely be possible before the former had triumphed. The natural leaders of the people and those who by superior attainments and education were fitted for leadership were straining every nerve and mustering every known resource to overthrow a corrupt oligarchy. Even among the spiritual leaders of the people there was no unity of purpose. Instead of working shoulder to shoulder with one another for the moral and intellectual growth of their people, they were in many cases sapping their strength through acrimonious and recriminating discussions of state church, sectarianism, Clergy Reserves, endowment and grants. When once it was finally settled that Upper Canada was to have responsible government and that all races and all creeds were to enjoy equal civil, religious and political rights, it was much easier to lay a solid foundation for the development of efficient schools. To this nothing contributed more than the Municipal Act of 1841. It supplied the necessary local machinery, working in harmony and in close connection with a central government. It seemed to leave almost everything to local initiative and local control, thus appealing to local patriotism. In reality it gave a central authority power to direct by laying down broad general principles, and it stirred up a maximum of local self-effort by distributing Provincial grants.