where I know not; but certainly for the eight years during which I have had charge of a Grammar School, although I have had an assistant the entire time, we have never admitted a female pupil, nor any boy who had not previously been instructed in the elementary branches of an English education. Trusting you will pardon the liberty I have taken in thus intruding upon your valuable time, which I have been induced to do feeling assured that your object is not to support some favorite theory, but to elicit and circulate the truth, I remain, Rev. Sir, with great respect, Your very Obedient Servant,, BENJ. BAYLY, Principal L. D. G. School. [Remarks by the Journal of Education.-We have always heard a very high character given of the London District Grammar School by persons acquainted with it; but we apprehend so much cannot be said of every Grammar School in Upper Canada-altho' it has been our intention to speak only of the defects of the system, and not in the slightest degree disparagingly of the qualifications or abilities of any Principal of a Grammar School.] GRAMMAR SCHOOLS-CLAUSES IN THE NEW COMMON SCHOOL ACT. To the Editor of the Journal of Education. SIR, I observe in your Journal for November, some important suggestions in relation to the Grammar Schools of this Province. The propriety of calling public attention to this subject cannot be questioned. Legislative provision has not yet succeeded in elevating these institutions to their proper standard, and I am glad you have entered upon the task of directing more notice to them. The handsome annual appropriation towards the payment of a Teacher, together with other favourable circumstances have not been sufficiently productive of good. I think I will be borne out in saying, that, generally speaking, the characteristics of our Grammar Schools have an air of exclusiveness-high tuition fees-a small number of scholars Teachers behind the age-Trustees too indifferent to the important trusts consigned to them—a want of zeal and lively interest in the cause of Education in nearly all concerned. The Teacher, required to be a proficient in languages and mathematics, has been called upon to give much of his attention to very young scholars, sons of the more wealthy, who would have been better at the Common School. And then as to the provision for the so called "poor scholars", what has it effected? Have the results of the whole system been at at all commensurate with the outlay on the part of the Government? or rather (for a poor system is always better than none at all, and it is perhaps difficult to estimate the advantage of even a few additional persons being better educated in the country than they would have been without the Grammar Schools) have the results at all approached the anticipations of the original projectors of the District Schools? I would not wish to be understoood as willingly disparaging these institutions, or as being unmindful of noble exceptions at times, to their general features, for occasionally, owing to the exertions of some spirited teacher much has been accomplished. But, at a time when so much is attempted to secure a thorough and efficient SYSTEM of Education in the Province, on which depends its future character and the happiness of the people, the Grammar Schools ought not to be overlooked. I notice, that you do not in the suggestions you offer, make any mention of the clauses in the new School Bill, which have a natural bearing on this question. The 46th, and some subsequent clauses, contemplate a union of the Grammar and Common School. By this means a division of labour might be effected. Over the higher departments, the Principal of the Grammar School could preside. Next to him would be his assistant Teacher. Others would follow as occasion might require; the salary being proportioned according to the skill required. There will be little or no difficulty in providing compensation for their Teachers in the several District Towns, out of the Grammar and Common School funds already allotted to their localities. As the demand for good Teachers incrcases, which it will with the intelligence of the people, these institutions may become Model Schools, and it is to be hoped the honour and pride of the Counties. Our population greatly changes by the influx of emigrants from other lands, who participate in working out our free institutions, but which can only be well conducted by experienced and intelligent agents. Great reliance must necessarily be placed in the older settlers of the country, whose experience should be of great service. Every true friend of Canada will feel it his duty to lend his aid, however humble, to the great cause of Canadian education, in order that we may have a sufficiently large class of people among us, able and willing to direct the work of good government. What a sickening picture was lately presented around the scaffold, on which two human beings, man and wife, were about to expiate their deep offence against the laws of God and man! In the words of a well known writer the scene was such that "man had cause to be ashamed of the shape he wore, and to shrink from himself as fashioned in the image of the devil." There were ruffianism, vagabondism, brutal jokes, offensive and foul behaviour, prostitution and thieving, while it was yet the solemn hour of midnight, and this in the metropolis of the greatest nation, the centre of civilization ! Shall we, in time, while yet we have the means as a people, ere our public lands are dissipated, not make this most extensive provision for the education of the people-shall we not do our honest endeavours to further the education of the resident population of Canada, and to save our country and our children's children from the thraldom and degradation and wickedness of ignorance? Who is not interested in such a cause? Misery and vice are the sure concomitants of ignorance. W. O. BUELL. While we highly ap Perth, December 18th, 1849. [Remarks by the Journal of Education. preciate the pervading spirit and great object of the foregoing communication, we can scarcely imagine that, of late years at least, the suspicion of exclusiveness can justly attach to the management and character of our District Grammar Schools; and although too much indifference characterizes the affairs of the Grammar, as well as Common Schools, we are glad to believe that increased attention begins to be given to the interests and operations of both. We had not overlooked the 46th and some subsequent clauses of the new School Bill; but we considered them not well advised and nugatory for the objects contemplated by them, in connexion with other provisions of the Bill. The provisions of the new Bill contemplate the division of Cities and Towns, as well as Townships into separate School Sections; but only one such School Section in a Town can be united with the Grammar School-the Section of the Town within which the Grammar School happens to be situated. Nor does the Bill provide for consulting the Trustees of the Grammar School, and who are responsible for its management, in regard to any such union; nor recognize their opinion at all in the matter of uniting them with another Trust. The Bill also makes the Grammar School Fund divisible among all the Masters employed in such Union School, and does not secure it to the Master of the Grammar School. The 49th Section of the new School Bill deprives Trustees of Grammar Schools of the power of employing a Master (except he be a graduate of some University) unless he shall have produced a certificate of qualification signed by the Head Master of the Normal School. If there be ever so many candidates for a vacant Grammar School, and if the Trustees be ever so competent to judge of the qualifications of such candidates, not one of them can be employed without coming to Toronto for a certificate of qualification from the Head Master of the Normal School-a School in which Classica are not taught at all, and a Head Master of which may not be necessarily acquainted with them. The new Bill does not preclude Common School Trustees from employing a Teacher without a certificate of qualification of any kind, while it thus limits the authority of Grammar School Trustees. It does not provide for any standard of qualifications, according to which certificates shall January, 1850. be given to Masters of Grammar Schools; and a few days since a person came no less than 160 miles to Toronto to obtain a certificate of qualification as a Master of a Grammar School although he did not know the Greek Alphabet, and nothing more of Latin than the simplest elements of Grammar. These remarks will sufficiently explain why we made no allusion to the 46th and subsequent sections of the new School Bill in our remarks on Grammar Schools. They are, perhaps, sufficient to show also, that the provisions of the new Bill in regard to Grammar Schools, as well as many other of its provisions could not have been adopted in their present form, had there been time and opportunity for due examination and discussion of the Bill by the Government and Legislature. Established institutions of any kind ought not to be meddled with without careful inquiry and a thorough knowledge of their nature, The Grammar Schools are a relations, and proper management. most important link in the chain of our educational institutions, and ought not, we think, to be dealt with incidentally, but only after mature investigation, and by provisions adapted to improve their efficiency and perfect their system of management and operations as far as possible.] FREE PUBLIC LIBRARIES. In our report of the late examination of our Common School, we purposely omitted all notice of the suggestion of the Superintendent in reference to the establishment of a Public Library for the use of the Scholars, because we considered it a matter of very great importance, and the space then at our command precluded us from We believe it will be conceded that it is imdoing justice to it. perative on the friends or the people, to promote secular instruction in every possible way, and to enlarge that basis of popular thoughtfulness and intelligence on which in times like these, the fabric of good government, peace, and social progress can alone securely rest; and we know no better way of doing this than by the establishment of good libraries, indeed we think its importance cannot be exaggerated. Among the many causes that have contributed to the diffusion of intelligence and education among the population of It is Scotland, public libraries have not been the least successful. among the many debts of gratitude which Scotland owes to Robert Burns that he was, if not the first, yet among the very first to set the example of forming a public library; and such institutions are now common, if not universal, in the rural districts of Southern Scotland. Some may be of opinion that the like taste for literature does not exist among our population, that it has still in a great measure to be created. But this appears to us to be only a stronger motive for introducing such institutions. No people in the world have made more efforts to provide an improved education for the young than the people of Canada. But when the generation thus trained and enlightened shall have grown up where is it to look for healthy nutriment for its new insight and intelligence if not in lending libraries established in every village. There exists at present a large number of Sunday school and other libraries, but they do not meet the wants of the people; the motives of the supporters of these are most praiseworthy, but their views are narrow and their tastes exclusive. If any one of our rural population has a taste for science, history, or general literature, it is out of his power to gratify it. It is books of this class, works on history, biography, geography, physiology, mathematics, practical, mechanics, agriculture, &c., that it is desirable to supply in large quantities; and books of this description to be permanently and extensinely useful should be itinerating, that is exchanged between village and village, township and township, and their selection and general management should be intrusted to a central committee in which each contributing and participating place should be represented. The establishment of free public libraries will necessarily generate a desire in the humblest men to possess books as well as borrow them, and it is most important to give a right direction to this newly created appetitc. It is needless to point out how this would re-act on booksellers, publishers, and authors, and give a new and higher Lone to the morals and character of the people. We know that the great difficulty in the way is how to make a beginning. We would suggest that the newly elected Councils cannot conceive that any good citizen would grudge a small tax for the establishment of such a desirable institution.-The Dumfries Reformer. [Remarks by the Journal of Education. The spirit and objects of the foregoing remarks on the establishment of public libraries, are so accordant with what we have repeatedly urged in Reports, the Journal of Education, and in communications to the Government, that we are happy to add them to the many articles which we have copied into these pages on the subject. As to the concluding suggestion of The Dumfries Reformer, we may remark, that the new School Bill gives local Councils or Trustees no authority to impose a tax or rate for the establishment of public libraries-though the Superintendent of Schools for Upper Canada had drawn attention to the subject, and submitted a draft of bill investing local Municipal Councils with such authority as early as the 12th of October, 1848. The omission of such a provision is one of the defects of the new School Bill.] CANADIAN PROGRESS DURING THE PRESENT The Rev. Dr. CRAMP Concludes his late Lecture before the Montreal Mechanics' Institute, entitled "1800 and 1850," with the following summary statement of Canadian progress during the present century : In the progress to which your attention has been directed this evening, Canada has largely participated. Her advancement since the year 1800 has been steadily rapid. In that year the population of Lower Canada was 250,000; it has increased more than threefold, being now 780,000. The population of Upper Canada was 70,000; it has increased more than ten-fold, being now 721,144. In 1800, sixty-four vessels arrived at the Port of Quebec; in 1849, one thousand and sixty-four. In 1800 the Provincial Revenue was less than £30,000; in 1849, the returns for two quarters exceeded £300,000. In 1800, a vessel might take as much time in getting from Quebec to Montreal as was occupied in crossing the Atlantic; now we leave one city at sunset and reach the other at sunrise. In 1800 there were no Common Schools, and in Upper Canada no Colleges; in 1850, our schools are frequented by 200,000 pupils, and in addition to the Colleges and Seminaries connected with the French Canadian population, we have McGill and Lennoxville Colleges in Lower Canada, and, in Upper Canada, Queen's, Regiopolis, and Victoria Colleges, and the University of Toronto, besides numerous private seminaries for education, well conducted and crowded with students. In 1800, there was no gas, no steamboats, nor railroads, nor plank roads-in many places scarcely any road at all. The changes in these respects need not be enlarged on; they are well known and duly appreciated. At that time the country wore an aspect of rudeness and discomfort; the population was scattered, toilsomely pioneering its way through the forests. Settlements were few and far between, and towns were but here and there visible; but in 1850, wherever the traveller goes, he discovers symptoms of enjoyment, enterprise, and prosperity : well cultivated farms, flourishing manufactories, thriving villages, populous towns and cities, displaying the best style of modern elegance, together with abundant proofs of remunerating commerce, are presented to his view; while in all directions he observes with satisfaction the care which has been taken to provide the means of mental culture and religious improvement. What re Before us, also, an exhilarating prospect is opened. mains, but that we resolve to be wisely patriotic ;-that whatever position we may individually choose to occupy, politically or religiously, we will encourage to the utmost extent, all purposes tending to the advancement of the interests of the land ;-that we will foster its institutions, and labour to bring them as near perfection as any thing human is capable-that we will promote, as far as in us lies, the union of Canadians in furtherance of education, agriculture, manufactures, and all moral reforms;—and finally, that we will live for this country, and combine with all true patriots in the pro secution of such measures as shall render Canada as great and glorious as she is free! Educational Entelligence. UPPER CANADA. Common School Examination in the Town of London.-The examination of the pupils under the care of Mr. NICHOLAS WILSON, Was lately held in the Town Hall. We were much pleased with the manner in which they acquitted themselves, and we are certain that the readiness with which they answered the various questions put to them would have elicited astonishment from old proficients. They appeared perfectly at home either in Geography or Arithmetic, and surprised us by the celerity in working questions in Logarithms and other rules in Arithmetic.[London U. C. Times. Pine Grove School-Vaughan.--Extract of a Letter from the Rev. A. Dixon, B. A., late Superintendent of Common Schools at St. Catharines.-"On Friday the 21st ult., I attended the Quarterly Examination of the Common School at Pine Grove. It continued for several hours, and was most satisfactory to the visitors present, reflecting credit alike, on the ability of Mr. HIGGINS, the teacher, and on the perseverance of the pupils. The answering in Scriptural History was remarkably good, shewing that the children were taught not merely to repeat by rote, but to think on what they learned. Several exceedingly complicated questions in Arithmetic, were solved with much ease, by the more advanced pupils, and nearly the whole school evinced a surprising quickness and accuracy in mental calculation. The answering in Geography also, was very creditable. It was exceedingly gratifying to witness the interest taken in the School by some of the leading Gentlemen of the neighbourhood; J. W. GAMBLE, Esq., Mr. GRAHAM, and others, took an active part as examiners. If the leading men throughout the country, generally, took such an interest in the Schools as those gentlemen do in the one at Pine Grove, their effi ciency would be materially increased. At the close of the Examination, the Doxclogy was sung by the Master and Pupils." School Section No. 5, Scarboro." The Quarterly Examination was held this day in the presence of the Trustees, the Rev. Mr. Wightman and fourteen other visitors-parents of the children attending the School. I am happy to state through the columns of the Journal of Education the high opinion that seemed to be entertained, both by Mr. Wightman and the other visitors, of the talent and diligence of Mr. William Hunter, the Teacher, late a student of the Normal School, and also their full approval of the simultaneous system, pursued by him in conducting the School. All expressed themselves highly pleased with the proficiency which the children had made under his tuition during the short period he has taught the school."-[Communicated. School Section No. 6, Augusta.-"Our Teacher, Mr. PENNOCK, having availed himself of the Provincial Normal School, has by his improved method of communicating instruction, proved the usefulness of that excellent Instution. Heads of families, as also many persons from beyond the limits of the School Section, have been induced to attend, and have been delighted with the method pursued, and the remarkable advancement of the children. The Teacher being a proficient in HULLAH's system of Vocal Music, the singing was not by any means the least interesting part of the Examination to the visitors. From 9 to 9 o'clock, the School was examined in Reading, Prefixes and Affixes. The classes were questioned on the properties of Metals, and by their promptitude in answering, evinced a respectable knowledge of the subject. From 94 to 10 o'clock, the School was examined in Sacred History. This branch of instruction was never before introduced into the School, and the proficiency of the children was truly pleasing as well as edifying. The next subject was Geography, which is taught from maps, which the Teacher, at some trouble and expense, had procured expressly for the School. The result of the examination on this subject, was such as did great credit to the pupils and also to the Teacher. The visitors were next treated to an exemplification of Mulhauser's system of writing. From 11 to 11 o'clock the classes were examined in Grammar and Algebra; then followed common Arithmetic, with the use of Formula, also Mental Arithmetic. The Examination then closed with singing, an exercise which refines, as well as exalts the youthful mind. I see by your Journal of November, that the Free School System has at length obtained in the neighbouring State of New York, and you may feel proud that you had the happiness and the honour of contributing very essentially to that result. I trust that the same influence will achieve something for us in Western Canada in that direction."-[Communicated. School Section No. 6, Township of Bertie.-"At the close of the First Quarter we were well satisfied with the progress the children had made. On some whose attendance had been regular, it was remarked they had acquired more knowledge in one quarter under Mr. C. Abraham (from the Normal School) than in a whole year previous. We were also surprised at the end of the Second Quarter to hear the ready answers of his pupils in Geography, Grammar, Arithmetic, &c. There was an unusual number of the parents and others in attendance at the hour appointed, and at the close of it there was an universal expression of approbation."-[Communicated. School Section No. 19, Dumfries, was examined before the Trustees by the Rev. J. Roy, of St. George, who expressed himself very much pleased with the progress which the children had made since he last examined the School. Every class seemed not only to learn accurately, but also to understand thoroughly, the subject to which their attention was directed.-[Galt Reporter. School Section No. 1, Williams, was examined on the 18th inst., in presence of several gentlemen, who were all highly satisfied with the excellent manner in which the School is conducted, and the very great progress the pupils are making. Prizes were awarded in the several classes; and two for general proficiency and good behaviour. Two pupils received, each of them, an additional prize from Mr. McIntosh, for the creditable manner in which they acquitted themselves in all the classes, considering their age; the former being 9 and the latter 8 years.- [Canadian Free Press. Palermo Grammar School.-The Trustees of the Gore District Grammar Schools have decided to remove the Palermo Grammar School to Galt. UNITED STATES. EXTRACTS FROM THE ANNUAL REPORT OF THE STATE Secretary's Office, Department of Common Schools, Albany, January 1, 1850. The Superintendent of Common Schools, in obedience to the requisitions of law, respectfully submits the following Annual Report :Number of Common Schools. From the abstracts furnished by the several County Clerks, of the reports of the respective Town Superintendents of Common Schools, it appears that there were, on the first day of July last, in the 878 Towns and 81 Wards of Cities in the State, 11,191 School Districts, of which 8,411 are composed of territory wholly situated in the town where the school-house stands, and the remainder are joint districts formed from two or more adjoining towns. Reports have been received from the Trustees of 10,928 Districts; leaving 263 only from which no sufficient returns have been made. Time of keeping the Schools open by qualified Teachers.-In the several reporting districts, schools have been maintained by duly qualified teachers, for an average period of eight months during the year embraced in the returns. Number and Attendance of Children.-The whole number of children between the ages of five and sixteen residing in the respective districts from which returns were received was 739,655, and the whole number of children taught in the several district schools during the year was 778,309, being an increase of 2,587 over the number taught during the preceding year. Of the number thus taught, 6,687 had been in attendance on the schools during the entire year; 21,793 for ten months and upward; 70,378 for eight months and upward; 165,968 for six months and upward; 315,430 for four months and upward; 508,671 for two months and upward; and only 269,638 had attended for a less period than two months. Private Schools.-In the several towns and cities, from which reports have been received, there were 1,893 private and unincorporated schools, in which 72,785 pupils were under instruction during the whole or a portion of the year reported; and 35 schools for the instuction of colored children comprising 4,006 pupils, the expenses of which were defrayed by the apprcpriation of $2,866 97 from the public money applicable to the payment of teachers' wages, and $2,149 60 raised by rate bill on those sending to the schools. Expenditures of the Year Reported.-During the year embraced in the Annual Report of the Trustees, the sum of $1,153,916 27 was paid for teachers' wages; of which $653,704 53 was received from the State Treasury, and from the avails of town and county taxation and local funds, $489,696 63 contributed on rate bills by those who sent to school; and $10,515 11 raised by taxation on the inhabitants of the district to meet the amount due on the rate bills of such indigent persons as were exempted by the Trustees from the payment of their share of such bills. The number of children so exempted in the several reporting districts, is stated at 16,900. The aggregate amount of money expended during the same year in the purchase of books for the district library and school apparatus authorized by law, was $92,104 82. 439,696 63 10,515 11 .$954,010 21 Exhibits an aggregate of...... contributed by the inhabitants of the several School districts during the year reported, for the support of the Schools; and the entire amount expended for that object, during the year, including the sum apportioned from the Common School Fund, the sums raised by the Boards of Supervisors of the respective counties, and the local funds belonging to the several towns applicable to school purposes, was.. $1,607,714 74 Add to this amount paid for additions to the several district 93,104 82 .$1,700,819 56 The whole amount of public money received from all sources during the past year by the several Town Superintendents, and other officers charged with the receipts and disbursements of School moneys, was $846,710 45, of which $625,456 69 has been apportioned among the several districts for teachers' wages, $88,075 32 for library purposes, and the balance for contingent expenses in the several cities and large towns where special provision for its expenditure is made. And the entire aggregate will amount to...................... District Libraries.-The whole number of volumes in the several district Libraries of the State on the first day of January 1849 was 1,409,154-being an average of about 125 volumes to each district. Many of the larger and wealthier districts, however, greatly exceed this average; and the disproportion is the greater where it should least exist. In the cities and large villages, where excess may most readily be had to extensive and wellselected public and private libraries, the share of the library fund appropri ated to the respective districts is in the ratio of the population, and far beyond their real wants or necessities; while in the poorer and more remote districts, where books are most needed and most difficult of access, the pittance annually doled out from the library fund is too meagre to enable the trustees to do more than purchase a few cheap and comparatively worthless volumes. Normal School.-This Institution is steadily progressing in usefulness and popular favor. During the past year a large and commodious edifice has been erected for its use, from the funds appropriated for that purpose by the Legislature at its last session; and between four and five hundred pupils from every section of the State annually avail themselves of the valuable course of instruction there communicated. At the expiration of their respective terms these pupils, thoroughly prepared for the work of instruction, go into the several school districts where their services may be required, and with but few exceptions, diligently devote themselves to the business of teaching as a permanent profession. It is difficult to estimate the value of the services thus rendered by this Institution, in elevating the standard of qualification of teachers of our Common Schools, in diffusing over the entire surface of the State a higher appreciation of the work of education, and enlisting a deeper feeling in behalf of our elementary institutious of learning. The permanent footing on which it is now placed is a matter of sincere congratulation to every friend of education. School Architecture.-The Superintendent is gratified in being able to state through the liberality of one of our philanthropic citizens, James S. Wadsworth, Esq., a copy of the valuable work on School Architecture, referred to in the last Annual Report from this Department, by the Hon. Henry Barnard, late Commissioner of public Schools in Rhode Island, and now State Superintendent of Connecticut, has been forwarded to the Town Clerk of each town in the State, for the use of the various school officers of the town who may have occasion to consult the same. The subject of School Architecture is rapidly assuming that high appreciation which it deserves: and the varied experience and undoubted abilities of Mr. Barnard entitle his suggestions and recommendations to the utmost regard. If a copy of this excellent work could be placed in each of our School district Libraries, there is no reason to doubt the expense would be a thousandfold compensated by the increased convenience, elegance and beauty of our numerous school houses. Nearly $200,000 is, as will be seen by reference to a former part of this Report-annually raised by direct taxation throughout the State for the single purpose of building school houses. It is obvious, therefore, that the interests of the several districts, in a strictly economical point of view, would be essentially promoted by such an expenditure of this fund, as would be most in accordance with the judgment and experience of those who have familiarized themselves with this department of Architecture. In this respect such a work as the one referred to would prove invaluable to the several districts. School Journal.-The renewal 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 offi. cers and inhabitants of the several school districts, is respectfully recommended. The School Lawc.-By the eighth section of the "Act for the establishment of Free Schools throughout the State," all laws and parts of laws inconsistent with the provisions of that act, o'her than those relating to free schools in cities, are repealed: and by chapter 388 and chapter 382 of the laws of 1849, several essential alterations were made in the school laws as codified by the act of 1847 amending and consolidating the several provisions of the Revised Statutes, relating to Common Schools. The existing statutes afford, therefore, a very imperfect guide to the inhabitants of school districts, and the several officers charged with the local administration of the system, and it is very desirable that those portions of the acts referred to, which are still in force and unrepealed, should be re-enacted and consolidated in one general statute, together with such amendments as the Legislature at its present session may see fit to adopt; and that the Superintendent of Common Schools should be authorized to prepare a copy of the same, together with such instructions and forms, for the guidance and information of the officers and inhabitants of the several districts, as he may deem expedient and necessary, and cause the same to be distributed throughout the State, and placed in the several district libraries. Free Schools.-The adoption by the people of the "Act for the establishment of Free Schools throughout the State," and the consequent incorporation of its provisions into the statutes of the State as a portion of our Common School system, constitutes a new and interesting era in the history and progress of that system. Every child between the ages of five and twenty-one, residing in the State, is entitled to free and gratuitous education in the Common Schools now established, or which may hereafter be established in pursuance of law, and the expense of such education beyond the annual appropriations from the revenue of the Common School Fund, and the amount required by law to be raised by the respective Boards of Supervisors upon the taxable property of the several towns and counties of the State is to be provided by taxation upon the real and personal estate of the inhabitants of the respective school districts. Whatever difference of opinion may exist in reference to that particular mode of levying the tax thus authorized for the universal and free education of the youth of the State, the great principle that elementary instruction in our public schools shall from henceforth be free to all, without discrimination or restriction, has been definitely settled, and may be regarded as beyond the reach of controversy. Christian Education of the Heart.--The education of the heart must ever accompany and keep pace with that of the head. Correct principles, right motives, and good habits must early be implanted in the youthful mind, and "grow with its growth and strengthen with its strength;" and every influence which flows from the elementary school must be elevating and ennobling. Too much care cannot be taken by the inhabitants and officers of school districts, in excluding from the teachers' desk individuals of doubt. ful moral character, or in securing the services of those whose daily lessons and deportment shall inculcate and foster the great truths of humanity, integrity, conscientiousness and benevolence. To accomplish this, it is not necessary that the peculiar or sectarian views of any religious denomination should be taught, or even adverted to; nor is the Common School the proper place, in any point of view, to enforce the distinction between the several religious sects. The foundation of character, usefulness and happiness may be laid in those enduring and comprehensive principles of Christian ethics and morality which lie without and above the pale of mere theology; and this is the province of the Common School, so far as its means are adequate and its jurisdiction extends. If, therefore, the inhabitants and officers of the several school districts will avail themselves conscientiously and in good faith of the provisions so liberally made by the enlightened and comprehensive policy of the State for the support of elementary schools, they may reasonably look forward to results far surpassing the most sanguine expectations of those statesnien and philanthropists who have hitherto so indefatigably exerted themselves for the promotion of popular education. The coming generation will be prepared to enter upon the varied duties incumbent upon them with faculties unclouded by ignorance, and with principles and habits undebased by vice. The complicated machinery of civilization will move onward to the accomplishment of its majestic destiny, free from the incessant friction of selfish and sinister designs-the enormous expenditures now lavished upon Free Schools in the State of New-York.-In our November number of last year we mentioned the vote of the people of the State of New-York in favour of FREE SCHOOLS. The State Superintendent has published a general circular on the subject of the new Free School Law. We extract the following introductory paragraph of this excellent circular : "The Superintendent of Common Schools tenders his most cordial congratulations to the people of the State, on the recent adoption of the "Act for the establishment of Free Schools throughout the State," by a majority so strongly indicative of the popular appreciation of the great interests involved in the issue submitted. The whole number of votes cast for the new law is 249,872, and the whole number against it 91,951, showing a majority of 157,921. The unequivocal sanction thus afforded to the principle of the Universal and Free Education of the youth of the State, affords additional grounds of reliance upon the efficacy of our popular institutions, to accomplish the important objects for which they were designed, and demonstrates the entire confidence which may at all times safely be reposed in the intelligence and virtue of an enlightened community. The conviction is fully entertained by the Superintendent, that by far the larger portion even of those who felt constrained to oppose the act in question, were actuated not by hostility to the principle of Free Schools, but by considerations drawn from objections, whether well or ill-founded, to the particular details of the bill upon which they were specifically called to act. These objections, it is confidently hoped and expected, may be obviated either by a more full explanation and understanding of the provisions referred to, or by future legislative action; and the united efforts of the people, thereby enabled to be put forth to sustain and carry into successful operation, the new and interesting feature thus engrafted upon our system of public instruction. To this end the Superintendent earnestly envokes the efficient co-operation of every friend of Education, in its highest and best sense, and of every citizen who has at heart the welfare and prosperity of our social, civil and religious institutions, in the important task of organizing and perfecting the details of that system which has been so emphatically decreed by the popular will." BRITISH AND FOREIGN. EXTRACTS FROM THE FIFTEENTH REPORT OF THE COMMISSIONERS OF NATIONAL EDUCATION IN IRELAND, FOR THE YEAR 1848, Number of Schools and Pupils.-On the 31st of December, 1847, we had 3,825 schools in operation, which were attended by 402,632 children. At the close of the year, 1848, the number of schools in operation was 4,109, and of pupils on the rolls, 507,469, showing a total increase, in this class of schools, of 284; and an increase in the attendance, in the year, ending the 31st of December, 1848, as compared with the year 1847, of 104,837 children. In our last Report we stated that, in consequence of the prevailing dis. tress, there had been a decrease in the attendance, during the year, as compared with the preceding one, of 53,788. The increase in the year 1848, may be ascribed, in a considerable degree, to the fact of food having been distributed, by the British Relief Association, to the children attending a large number of the National Schools, especially in the south and west of Ireland. In addition to the 4,109 schools in operation, there are 321 towards which, at various times, we have made building grants; of these grants 91 were made during the past year, amounting to £8,748 38 4d. When these 321 schools shall have been completed, and in operation, they will afford accommodation to 30,461 additional pupils. The number of schools struck off the rolls, during the year 1848, for the various reasons specified in the Appendix, was 114; 10 schools are suspended, which may hereafter be re-opened; and 426 new schools were added to the list. The number of our schools, on the 31st of December, 1818, was 4,440, including those in operation, those suspended, and those towards the building of which we have promised aid. The actual and expected attendance in these 4,440 schools, will be 537,930. Classification and Salaries of Teachers.-In our last Report, we explained the arrangement decided upon for the classification of the teachers, Our four Head Inspectors examined, during the year 1848, the male National Teachers throughout Ireland, assigning to each the class to which they considered him entitled. The Head Inspectors are satisfied from the results of their examination, that the qualifications of the Masters are steadily improving; and there is every prospect, that the arrangements we have adopted will secure still further improvement. The examination and classification of the female teachers will take place this year. National Books.-On the 31st of December, 1847, the receipts for books sold to National Schools, at reduced prices, within that year, amounted to £4,124 13s. 8d. The amount received in 1848 was £5,572 7s. 11d., showing an increase in the year 1848 of £1,447 148. 3d. It is to be observed that, as our books are supplied to National Schools at nearly half the cost of production, the value of those sold in 1848, would be about £11,000. The demand in England and Scotland for our National School books materially increased in 1848. We have made arrangements with the Committee of Council on Education, and the Poor Law Commissioners in England, for supplying their Schools with National School books, at a moderate rate, but which leaves a small profit over all the expenses incurred in their publication. From the orders already received, we have every reason to expect, that the Committees of Schools and the local Guardians of Poor Law Unions in Grea! Britain, will avail themselves, to a considerable extent, of the advantages thus afforded. Our sales to the Committee of Council on Education, from the date of this arrangement up to the present time, have averaged about £300 each month. Drawing in the Normal and Model Schools.-The experiment announced in our Fourteenth Report, of the introductions into our schools, in Marlborough-street, of the system of Drawing from Models, under a Master of experience, has been eminently successful. We hope gradually to train a class of teachers qualified to communicate a limited knowledge, both of drawing and vocal music, to the children attending our larger schools throughout Ireland. Religious Instruction.—We deem it expedient to republish the statement made in former Reports regarding the arrangement for giving religious instruction to the pupils of the Model Schools, and the teachers in training, which is as follows:-" The arrangements for the separate religious instruction of the children of all persuasions attending these schools, and also of the teachers in training, continue to be carried into effect every Tuesday, under their respective clergymen. Previously to the arrival of the clergymen, each of the teachers in tmining is employed in giving catechetical and other religious instruction to a small class of children belonging to his own communion. These teachers attend their respective places of worship on Sundays; and every facility is given, both before and after Divine Service, as well as at other times, for their spiritual improvement, under the directions of their clergy." Number of Teachers Trained during the Year.-We trained, during the year, and supported at the public expense, 267 National Teachers, of whom 177 were males, and 90 were females. We also trained 33 teachers not connected with National Schools, who maintained themselves during their attendance at the Model Schools, making the total number of teachers trained in 1818, 300. Of the 267 teachers of National Schools, trained during the year, 11 were of the Established Church, 37 Presbyterians, and 219 Roman Catholics. The total number of male and female teachers trained, from the commencement of our proceedings to the 31st of December, 1848, is 2,311. We do not include in this latter number those teachers who, at the time of their training, were unconnected with National Schools. Model Farm and Agricultural Instruction.-The management of the Model Farm, by the agriculturist, during the year, has given us satisfaction. Having decided, as stated in our last Report, upon providing adequate accommodation for boarding, lodging, and training at least 50 Agricultural Teachers and Pupils, which is double the former number, we have enlarged By this arrangement, we shall be enaour farm to upwards of 100 acres. bled not only to employ an increased number of Agricultural Teachers and Pupils, but also to give them a more varied and useful course of agricultural instruction than we could do when the farm was smaller. Model Agricultural Schools. In 1847, we had 17 Model Agricultural Schools, and 12 ordinary Agricultural Schools. During the year 1848 we |