be brought into operation. This course was followed, and in the meantime Ryerson perfected his plans for a new Bill to go before the Legislature in 1850. As the Cameron Act of 1849 was never given effect, it has no interest for us, except in so far as it shows the evolution of the Act of 1850. During the Parliamentary recess, 1849-50, the Government issued circular letters to School Superintendents, ministers and other official persons, to secure suggestions as to school legislation. The replies were handed to Dr. Ryerson by the Hon. Francis Hincks, who had charge of the School legislation for 1850. Ryerson's draft of the Bill of 1850 is a tribute to his practical common sense and is sometimes called the Charter of the Ontario School System. Ryerson knew the people of Upper Canada as few knew them, and he was quick to see the dividing line between that which seemed highly desirable and that which was possible. He moved steadily toward a distant goal, but was ever educating public opinion to move with him and seldom showed impatience over the slow pace of travel, so long as there was actual progress. He wished to see free schools, but in this Act contented himself with securing permissive legislation, which he believed would soon lead to the adoption of a free system. The outstanding feature of the Act was the strengthening of Trustee Boards by recognizing them as corporate bodies with full power to manage schools under Government regulations and full power to levy taxes or rates upon the District which they represented. In case the Municipal Council collected school money, they did it only as a matter of convenience. Provision was made for securing school sites, erecting and furnishing new buildings, electing trustees, holding board meetings, keeping schools accounts, appointing collectors for school moneys, providing books and apparatus, educating indigent children and forming school libraries. Teachers' duties and responsibilities were not materially altered. They were, however, effectually secured against loss of the full amount of salary promised them by trustee boards. Adequate provision was made for school sections composed of adjoining parts of two or more townships. Provision was made for Township Boards of Trustees on the request of a majority of the school supporters, to manage all the schools of a township. County Boards of Public Instruction were formed, consisting of the County Superintendent and the Trustees of the District Grammar School. These boards were to meet four times a year, to hold examinations and license teachers. They were to use their influence to establish school libraries and promote the cause of education. District superintendents were limited to one hundred schools each, and were to receive one pound per annum for each school, besides necessary travelling expenses. The Superintendent was no longer the custodian of school money, but gave orders to the Township Treasurer