"The continuance of the annual appropriation for a monthly periodical, exclusively devoted to the subject of Education, and which shall serve as a medium of communication between this Department and the officers and inhabitants of the several school districts, is respectively recommended."

I do not propose that any Notices, Circulars, Acts, and so forth, inserted in the Journal of Education should be charged as advertisements; but I only desire that the Governor Generalin-Council may be pleased to approve of my employing this method of communicating with Municipal Bodies and School Officers on School matters connected with this Department.

TORONTO, 16th of July, 1850.

EGERTON RYERSON.

REPLY. I am directed by the Governor General to state in reply to your Letter of the 16th instant that His Excellency has been pleased to direct me to communicate to you his approval of the plan therein proposed, videlicet, of making the Journal of Education for Upper Canada the medium of communicating official Notices, Instructions, and so forth, from your Department to Municipal Councils, Superintendents, and other persons concerned in the administration of the School Law in Upper Canada.

TORONTO, 30th of July, 1850.

J. LESLIE, Secretary.

III. BY ESTABLISHING PUBLIC SCHOOL LIBRARIES IN UPPER CANADA.

With a view to collect specimens of interesting Books, suitable for Public School Libraries in the Cities, Towns, Villages and Townships in Upper Canada, the Chief Superintendent, in September, 1850, addressed the following Circular on the subject, to Book Publishers in the United States:

I have the honour to invite your attention to measures which are about being adopted to introduce and establish County, Township, City, Town and School District Libraries in Upper Canada. In the Municipal system of government, which exists in Upper Canada, we have elective County, City, Township and Town Councils,-each of which is invested with authority to raise any sum, or sums, of money it may deem expedient for the establishment and maintenance of a School Library, or Libraries, for such County, City, Township, or Town. A certain portion of the Annual Public Revenue is set apart by an Act of the Legislature to encourage and aid in the establishment of such Libraries,-always upon the condition that there shall be raised, from local sources, a sum equal to what is granted from the Public Revenue. The amount available under these provisions of the Statute for Library purposes is about Twenty five thousand dollars, ($25,000), per annum, and will doubtless be annually increased.

The amount set apart annually by the recent Act of the Legislature for the establishment of School Libraries, is to be apportioned and expended under the direction of the Chief Superintendent of Education for Upper Canada. The Books for such Libraries, as well as the TextBooks used in the Schools, are to be recommended by a Council of Public Instruction, of which the Chief Superintendent of Education is a Member. Our School Law requires the Chief Superintendent of Education, among other things,

Seventhly. To take the general Superintendence of the Normal School; and to use his best endeavours to provide for and recommend the use of uniform and approved Text-Books in the School generally.

Eighthly. To employ all lawful means in his power to procure and promote the establishment of School Libraries for general reading in the several Counties, Townships, Cities, Towns, and Villages; to provide and recommend the adoption of suitable Plans of School-Houses, with the proper furniture and appendages; and to collect and diffuse useful information on the subject of education generally, among the people of Upper Canada.

"Ninthly. To submit to the Council of Public Instruction, all Books or Manuscripts, which may be placed in his hands, with the view of obtaining the recommendation, or sanction, of such Council for their introduction as Text Books, or Library Books; and to prepare and lay before the Council of Public Instruction, for its consideration, such general Regulations for the organization and Government of Common Schools, and the management of School Libraries, as he may deem necessary and proper.

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Tenthly. To apportion whatever sum, or sums, of money shall be provided by the Legislature for the establishment and support of School Libraries: Provided always, that no aid shall be given towards the establishment, or support, of any School Library, unless an equal amount be contributed and expended from local sources for the same object."

And among the duties of the Council of Public Instruction are the following :—

Fourthly. To make suoh Regulations, from time to time, as it shall deem expedient for the Organization, Government, and Discipline of Common Schools; the classification of Schools and Teachers, and for School Libraries throughout Upper Canada.

"Fifthly. To examine, and, at its discretion. recommend, or disapprove, of Text Books for the use of Schools, or Books for School Libraries; provided always, that no portion of the Legislative School Grant shall be applied in aid of any School in which any Book is used that has been disapproved of by the Council, and public notice given of such disapproval."

You will observe by these extracts from our School Law, that provision is made for the introduction and use of two classes of Books,-Text Books for our School, Books for our School Libraries. We have already adopted and introduced into more than two-thirds of our three thousand Schools in Upper Canada, on uniform and admirable series of Text Books, except in the elements of Chemistry and some branches of Natural Philosophy. What we now have in view, and the object of this Communication, relates to the introduction of School Libraries. We are not yet publishers, or printers, of miscellaneous Books; we must import them. We propose to do so, both from the United States and Great Britain. Most of our popular Library Books are as suitable to Canada, as they are to the United States.

I, therefore, address this Circular to you, to request of you, (if you think proper,) to transmit my address, and at the expense of this, Department, for carriage, specimens of such Books published, or sold, by you, as you may think would be suitable for Public School Libraries, and the lowest Cash prices at which you will, from time to time, dispose of such Books to this Department, for the purposes contemplated. The Council of Public Instruction for Upper Canada will cause each of such specimens of Books to be carefully examined, and select those of them which may be approved, recommend them in a Catologue to public favour, and procure as many copies of them, from time to time, as may be required for the proposed Libraries.

That you may fully understand our object and mode of proceeding, I beg to make the following additional explanation :-

1. As there are no Public Libraries in most of the Counties of Upper Canada, we intend to make the Public School Libraries as comprehensive as possible, to meet the public wants.

2. No part of the School Library Fund will be expended in the purchase of any Books not sanctioned by the Council of Public Instruction; and the Books thus sanctioned and desired, will be procured through this Department.

3. The Books thus procured by this Department will be disposed of to the Local Councils and School Authorities, for the purpose of such Libraries alone, and not to any other parties of private individuals; so that the introduction of the Books into our Public Libraries, will not interfere with the ordinary sale of them to private parties, but will be a sort of advertisement of them, and will probably contribute greatly to extend the sale and circulation of them through the ordinary channels of the Book trade.

TORONTO, 27th of September, 1850.

EGERTON RYERSON.

EXPLANATORY NOTE IN REGARD TO THE SELECTION OF LIBRARY BOOKS.

Soon after the foregoing Circular was sent to the American Publishers Doctor Ryerson left Canada, on the 8th of October, 1850, on a visit to the United States and England, with a view to make personal arrangements with Publishers, in both Countries, for the supply of Library Books. As only a very few books had been received from the American Publishers, in reply to the Circular, and scarcely any of them of a description suitable for Libraries, I wrote to him

Dr. Ryerson to that effect, while he was in England. In reply, he said :—

"I am inclined to think that the large Publishing Houses do not wish to go to the trouble and expense themselves of selecting the Books asked for; but are quite willing and desirous of sending any number of Books that I may select from their Catalogues. A wish to this effect was expressed to me by one of the Harpers' firm, and I have had to pursue this course in London. Perhaps I shall have to do so in Boston and New York, before I return to Canada, and I shall then arrange with the American Publishers, individually, as to terms, the same as I have done in London.

I have not yet arranged with the Committee of the Privy Council on Education, in respect to the procuring of Books from them, upon the same terms that they have arranged to procure them from the Publishers and to furnish them to Schools aided by them, that is, on an average of fortythree per cent. below the selling prices to the public. In their official list are embraced all the Maps, as well as best School Text Books, that are published in England and Scotland, including those of the Irish National Board.

13 D.E.

CHAPTER XVII.

FORMS AND INSTRUCTIONS FOR EXECUTING THE PROVISIONS OF THE SCHOOL ACT OF 1850.*

I. FORMS AND INSTRUCTIONS FOR MUNICIPAL COUNCILS AND BOARDS OF SCHOOL TRUSTEES IN CITIES, TOWNS AND INCORPORATED VILLAGES IN UPPER CANADA.

First. The Forty-seventh and Twenty-fifth Sections of the Act of 1850 require that the Mayors of Cities and Towns and the Town Reeves of Incorporated Villages shall call the first School Meetings in their respective Municipalities for the election of School Trustees. The Sections of the School Act of 1850 are so explicit as to the manner in which such notices should be given, that they are not inserted in this place.

Second. According to the Twenty-sixth Section and the ninth clause of the Twenty-fourth Sec tion, the annual and special Meetings for the election of Trustees, and for any other school purpose, are to be called by the Board of School Trustees of each City, Town, or Incorporated Village. The notices in every such case should be signed, in behalf of the Board of Trustees, by the Chairman, or Secretary.

Third. School Trustees in Cities, Towns and Incorporated Villages, can adopt such forms as they may think proper, in laying, from time to time, before their respective Councils Estimates of the sums required by them for Common School purposes; In preparing for publication the annual reports of their proceedings, and to facilitate the performance of this duty, a blank annual Report will be prepared by the Department and transmitted to the Board of Trustees in each City, Town and Incorporated Village.

II. FORMS AND INSTRUCTIONS FOR COUNTY MUNICIPAL COUNCILS, COUNTY BOARDS OF PUBLIC INSTRUCTION, AND LOCAL SUPERINTENDENTS OF SCHOOLS.

First. The Duties of County Councils, or the Councils of Unions of Countries, are so clearly stated in the several clauses of the Twenty-seventh Section of the Act, that it is needless to make any explanatory remarks in reference to them; nor it is necessary to furnish any bonds of security required of County Treasurers, or Sub-Treasurers, of School moneys, or forms of notices required of each County Clerk to each Local Superintendent of his appointment and of the amount of money apportioned to the Township, or Townships, of his charge, and to the Chief Superintendent of the name and post-office address of the County Treasurer and of each Local Superintendent.

The Treasurer of each County, City, or Town should either apply personally, or appoint, by Power of Attorney some person at the Seat of Government, to apply and receive the Legislative School Grant apportioned to such County, City, or Town.

Second. On the fidelity and ability with which County Boards of Public Instruction fulfil the functions assigned to them in the Twenty-ninth Section of the Act, depend the character and efficiency of the Schools as affected by the character and qualifications of the Teachers. Much has been said about incompetent Trustees and their employment of incompetent Teachers; but Trustees cannot employ such Teachers by means of the School Fund, unless such Teachers are licensed to teach. It, therefore, remains with the County Boards, (chiefly with the Local Superintendents,) to say whether a penny of the School Fund shall be misapplied in payment of any intemperate, immoral, or incompetent Teacher. In giving Certificates of Qualification, County Boards should not, therefore, regard individual applicants, but the interests of youth, the destinies of the rising and future generations of the country. The functions of County Boards of Examiners will commence with the year 1851, when a Programme of Examination and Instructions, as authorized by the Twenty-ninth Section of the School Act of 1850, will be provided, according to which the future examinations and classifications of Teachers will be conducted and determined.

Third. No explanation can make the important duties of each Local Superintendent plainer than the several clauses of the Thirty-first Section of the School Act; and the form of conducting the correspondence which the duties of his office requires, is left to his own judgment.

III. MISCELLANEOUS GENERAL REMARKS AND INSTRUCTIONS.

First. Appeals to the Chief Superintendent of Education.-All parties concerned in the operation of the Common School Act have the right of appeal to the Chief Superintendent of Education; and he is authorised to decide on such questions as are not otherwise provided for by law. But, for the ends of

* Only the more important Forms and less diffused Instructions are inserted in this Chapter.

justice, to prevent delay, and to save expense, it will be necessary for any party thus appealing to the Chief Superintendent:

First. To furnish the party against whom they may appeal, with a correct copy of their Com munication to the Chief Superintendent, in order that the opposite party may have an opportunity of transmitting, also, any explanation or answer that such party may deem expedient. Second. To state expressly, in the appeal to the Chief Snperintendent, that the opposite party has thus been notified of it. It must not be supposed that the Chief Superintendent will decide, or form an opinion, on any point affecting different parties, without hearing both sides,-whatever delay may at any time be occasioned, in order to secure such a hearing.

Second. The foregoing directions do not, of course, refer to Communications asking for advice on doubtful points, or prudential measures of a local, or general, character.

Third. Communications generally. The parties concerned are left to their own discretion as to the forms of all communications, relating to Common Schools, for which specific Forms are not furnished.

Fourth. All communications with the Government, relating to Schools conducted under the authority of the Common School Act, 13th and 14th Victoria, Chapter 48, should be made through the Education Office, Toronto.

Fifth. Communications with the Government, not so made, are referred back to the Education Office, to be brought before His Excellency through the proper Department-which occasions unnecessary delay and expense.

CHAPTER XVIII.

GENERAL REGULATIONS FOR THE ORGANIZATION, GOVERNMENT AND DISCIPLINE OF COMMON SCHOOLS IN UPPER CANADA. ADOPTED ON THE 5TH DAY OF AUGUST, 1850, BY THE COUNCIL OF PUBLIC INSTRUCTION, AS AUTHORIZED BY THE COMMON SCHOOL ACT OF 1850.

SECTION 1. HOURS OF DAILY TEACHING, HOLIDAYS AND VACATIONS IN THE SCHOOLS. First. The hours of teaching each day shall not exceed six, exclusive of all the time allowed at noon for recreation. Nevertheless, a less number of hours for daily teaching may be determined upon in any school, at the option of the Trustees.

Second. Every alternate Saturday shall be a Holiday in each School.

Third. There shall be three vacations during each year; the first, eight days at Easter; the second, the first two weeks in August; the third, eight days at Christmas.

Fourth. All agreements between Trustees and Teachers shall be subject to the foregoing Regulations; and no Teacher shall be deprived of any part of his salary on account of observing allowed Holidays and Vacations.

SECTION 2. DUTIES OF COMMON SCHOOL TRUSTEES IN RURAL SCHOOL SECTIONS.

First. The full and explicit manner in which the duties of Trustees are enumerated and stated in the several clauses of the Twelfth Section of the School Act, renders it unnecessary to do more, in this place, than make some expository remarks on the nature of the General Duties of Trustees, and the relations subsisting between them and the Teachers whom they employ. The law invests Trustees with most important functions; they are a Corporation, and, as such, the ownership and control of the School Site, School House, and all the Property attached thereto, is vested in them; they are to provide and furnish the School House and Premises, and Apparatus and Text-books for the School; and they alone have authority to employ the Teacher. Their duties are, therefore, of the greatest importance, and they should be well understood.

Second. While the Trustees employ the Teacher, agree with him as to the period during which he shall teach, and the amount of his remuneration-the mode of teaching is at the option of the Teacher; and the Local Superintendent and Visitors alone have a right to advise him on the subject. The Teacher is not a mere machine, and no Trustee, or parent, should attempt to reduce him to that position. His character and his interest alike prompt him to make his instructions as efficient and popular as possible; and if he does not give satisfaction, he can be dismissed, according to the terms of his agreement with his employers. To interfere with him, and deprive him of his discretion, as a Teacher, and then to dismiss him for inefficiency, which is the natural and usual result, is to inflict upon him a double wrong, and frequently injures the

pupils themselves, and all parties concerned. It should then be distinctly understood, as essential to the Teacher's character, position and success, that he judge for himself as to the mode of teaching in his School, including, of course, the classification of pupils, as well as the manner of instructing them. It is, nevertheless, the duty of the Trustees to see that the School is conducted according to the Regulations authorized by the School Law.

Third. It is, therefore, important that Trustees should select a competent Teacher. The best Teacher is always the cheapest. He teaches most, and inculcates the best habits of learning and mental development, in a given time; and time and proper habits are worth more than money, both to pupils and their parents. Trustees who pay a Teacher fairly and punctually, and treat him properly, will seldom want a good Teacher. To employ an incompetent person, because he offers his incompetent services for a small sum, is a waste of money, and a mockery and injury of the youth of the neighbourhood. We entirely concur with the National Board of Education in Ireland, in the following estimate of the qualities of a good Teacher :

"A Teacher should be a person of Christian sentiment, of calm temper, and discretion; he should be imbued with the spirit of peace, of obedience to the law, and of loyalty to his Sovereign; he should not only possess the art of communicating knowledge, but be capable of moulding the mind of youth, and of giving to the power, which education confers, a useful direction. These are the qualities for which Patrons, [or Trustees], of Schools, when making choice of a Teacher, should anxiously look,"

Fourth. Trustees will always find it the best economy to have a commodious School-House, kept comfortable, and properly furnished. It is as difficult for pupils to learn, as it is for the Master to teach, in an unfurnished and comfortless School-House.*

Fifth. In the selection of Books to be used in the School, from the general list authorized according to law, the Trustees should see that but one series of Reading Books, one Arithmetic, or one for the beginners and another for the more advanced pupils, one Geography, etcetera, should be used in any one School, in order that the scholars may be classified in the several branches which they are studying. Heterogeneous School Books, (however good each Book may be in itself,) render classification impossible, increase the labour and waste the time of the Teacher, and retard the progress of the pupils. But the Teacher and pupils labour at the greatest disadvantage, when they are compelled to use Books which are as various as the scholars' names.

SECTION 3-DUTIES OF COMMON SCHOOL TEACHERS.

The Sixteenth Section of the School Act of 1850 prescribes, in explicit and comprehensive terms, the duties of Teachers; and no Teacher can legally claim his salary, who disregards the requirements of the law. Among other things, the Act requires each Teacher to "maintain proper order and discipline in his school, according to the Forms and Regulations which shall be provided according to law." The law makes it the duty of the Chief Superintendent of Education to provide the Forms; and the Council of Public Instruction have prescribed the following Regulations for the guidance of Teachers in the conduct and discipline of their Schools.

It shall be the duty of each Teacher of a Common School ;

First. To receive courteously the Visitors appointed by law, and to afford them every facility for inspecting the Books used, and to examine into the state of the School; to have the Visitors' Book open, that the Visitors may, if they choose, enter remarks in it. The frequency of visits to the School by intelligent persons, animates the pupils, and greatly aids the faithful Teacher.

Second. To keep the Registers accurately and neatly, according to the prescribed forms; which is the more important under the present School Act, as the Thirty-first Section of it authorizes the distribution of the local school fund according to the average attendance of pupils at each School.

Third. To classify the children according to the Books used; to study those Books himself; and to teach according to the improved method recommended in their prefaces.

Fourth. To observe himself, and to impress upon the minds of the pupils, the great rule of regularity and order,—“ a time and a place for everything, and everything in its proper time and place."

Fifth. To promote, both by precept and example, cleanliness, neatness, and decency. To effect this, the Teacher should set an example of cleanliness and neatness in his own person, and in the state and general appearance of the School. He should also satisfy himself, by per

* It was not until 1871 that the School Law of that year made it imperative upon School Trustees to "provide adequate accommodation for all children of School age in their School division, or municipality." The word accommodotion was in the Regulations defined to include a School site of an acre in extent, Fence, Playground, Wells, Separate Offices, Maps, etcetera; the size of the School Room was also defined.