of the Teacher's salary, and of the incidental expenses of the School They can also procure such apparatus and text-books as they may judge expedient for the use of the pupils in the School. But the manner in which the salary of a Teacher and other actual or estimated expenses of the School shall be raised, is left to a public meeting of the tax-payers, to be called for that purpose. Then, if the whole of the expenses are not thus provided for, the Trustees have authority to raise the balance in such manner as they may think proper, either by voluntary subscription, by rates on parents sending children to the School, or rates on all the rateable property of the School Section. Trustees themselves (and not a magistrate) issue the necessary warrants for the collection of all rates levied by them on resident rate-payers. Trustees can also, if they so desire, petition, the Township Council in behalf of any lawful meeting to impose School Section rates, and the Council is required to give effect to the request of such meeting, as expressed by the Trustees. The Common School property of a Section is longer vested in the Municipal Council, but in the Corporation of Trustees, and is therefore liable for debts contracted by them. Trustees, are, therefore, furnished with every needful security and means to enable them to establish a good school and provide for its efficient support. Faithful Trustees are provided with a still further protection and assistance, in the penalties which the Act imposes upon those Trustees who refuse or wilfully neglect to perform their duties. It has sometimes occurred, that Trustees have been thwarted or embarrassed in fulfilling their engagements, or doing their duty, by one or other of their colleagues refusing to act, and perhaps, in some instances, actually supporting an opposition school. The 16th clause of the twelfth section provides, that " in case any of the Trustees shall wilfully neglect or refuse to exercise such corporate powers for the fulfilment of any contract or agreement made by them, he or they shall be personally responsible for the fulfilment of such contract or agreement." The eighth section of the Act further provides, that "every person chosen as Trustee, and not having refused to accept, who shall at any time refuse or neglect to perform the duties of his office, shall forfeit the sum of five pounds; which sum or sums may be sued for and recovered by the Trustees of the section, for its use, before any Justice of the Peace."

66

It will thus be seen that the Act makes effectual provision against any person getting into the office of Trustee, and then refusing or neglecting to perform its duties; that it affords ample protection to each Trustee who performs his duties, and provides every means necessary to enable Trustees to fulfil their engagements. Instances sometimes occur, of parents or individual Trustees refusing or neglecting to pay a Teacher on the expiration of his engagement, the Teacher being thus compelled to leave without the payment of his hard-earned dues, and a debt thus perpetuated to the disadvantage of a new Teacher and the future injury of the School. The seventeenth section of the Act guards against this injustice and evil, by providing that any Teacher shall be entitled to be paid at the same rate mentioned in his agreement with the Trustees, even at the expiration of the period of his agreement, until the Trustees shall have paid him the whole of his salary, according to their engagement with him." This provision will prevent the injurious accumulation of debts to Teachers in a section, and it will furnish Trustees, desirous of performing their duties, with satisfactory reasons for insisting upon the prompt payment of the rates for the Teacher's salary; while it will afford protection to the discharged Teacher against any possible attempt to wrong him. Then the eleventh and seventeenth sections, and the 18th clause of the twelfth section, provide an easy mode of arbitration, by which Trustees can settle any differences which may arise between them and the Teacher, or other parties in their School Section.

I know not how a law, founded upon popular principles and a due regard to the equal rights of all parties, can more effectually provide for the easy and efficient discharge of the duties of Trustees, the right of each School Section to manage its own local affairs, and the means and facilities of education for all its children.

2. On the duties of Trustees in respect to their Teacher and School, I refer you to the second section of the General Regulations, prescribed by the Council of Public Instruction, for the ORGANIZATION, GOVERNMENT, AND DISCIPLINE OF COMMON SCHOOLS IN UPPER CANADA. It is needless for me to attempt to add a word to the practical and impressive views there expressed relative to the Duties of Trustees; and I would also recommend to your special attention the several sections of those General Regulations, as also the Forms, and remarks upon them, which I have prepared according to law, to aid Trustees in the performance of their duties.

3. It will be seen that the new Act provides every desirable facility for the establishment of Free Schools Schools supported by the property of all, and equally free to the children of all -the only Schools which are, in my opinion, based upon the true principles of national education, and adapted to national wants. But I wish every School municipality to be the judge as to the manner of supporting its own Schools; and I think the success of Free Schools will be greatly influenced by the discretion exercised in their first establishment. As the very object of a free School and the principle of supporting it, implies a School for the common education of all the children and youth of a School Section, the first requisite towards its accomplishment, is to provide a house and Teacher adequate to that end. To employ a Teacher incompetent to teach all the school-going youth of a section, and yet to tax all the inhabitants to pay the salary of such incompetent teacher, îs manifestly unjust. Trustees should, therefore, upon the ground of justice to all School-rate payers, as well as from regard to the interests of their children, employ none but a highly competent teacher, when it is determined to have a free school. A good school and a free school should be convertible terms, as should an able teacher and a teacher of a free School. Then will the quality and character of instruction be as much advanced, as the number of pupils will be multiplied, with the establishment of every free school. The Appendix to my School Report for 1849, contains copies of my addresses on the subject of Free Schools throughout Upper Canada; and the Legislative Assembly has ordered a copy of that Report to be furnished to each School Corporation in the Province. The report itself also contains the sentiments of local Superintendents and other enlightened friends of education on the subject of Free Schools. That report will be printed and placed in your hands in the course of two or three months. I will, therefore, dismiss the subject in this place, with the single additional remark, that I hope, before the year 1860, to see the light of a FREE SCHOOL emitting its splendour and imparting its blessings to every child of every School Section in Upper Canada.

It only remains for me, while I again congratulate you on the auspicious circumstances in which the new act places you, to urge upon you the fulfilment of the high purposes of your responsible office. The destinies of the rising and future generations of the country are truly in your hands. The youth of the land look up to you as the guardians and providers of that education which will enable them to perform their duties to their Maker, to their country, and to posterity. Surely you cannot, you will not betray their interests and disappoint their hopes. May they have reason to rise up and call you blessed! May the fruits of your labours place Upper Canada in a position of honour and pre-eminence among the other countries of North America!

I have the honour to remain, Gentlemen,
Your fellow-labourer and obedient servant,
E. RYERSON..

P. 8. I trust to be able, in the course of two or three months, to present to each Township Council a copy of a valuable work on School Architecture, containing a great variety of plans of school-houses, with specifications, and directions as to their construction, furniture, &c. It will therefore be accessible to the Trustees of the several School Sections in each Township, and will, I hope, contribute much to improve the character and convenience of our School houses and School premises, E. R.

The new Common School Act for Upper Canada is now printed and distributed to all the municipalities and School Sections. It may be regarded as the great charter of Common School Teachers in Upper Canada. It stamps their profession with new importance, and throws over their interests and character the shield of a new protection. I can now say truly, that I know of no State, where a popular School system exists, in which the rights and interests of Teachers are so effectually protected, as under the provisions of the new School Act for Upper Canada. The pages of the "Journal of Education" and the "Correspondence on the School Law,” lately printed by order of the Legislative Assembly, attest the feelings I have entertained and the efforts I have made to elevate the position, protect the rights, and improve the circumstances of School teachers; and I rejoice to witness the enactment of a law so far satisfactory on this subject, as to prompt me, for the first time during my five years' occupancy of office, to address an official circular to Teachers-believing that their position and prospects are now sufficiently encouraging to justify me in holding up the profession of a Teacher as a comfortable as well as respectable and useful employment for life.

2. The new Act provides Trustees of Common Schools with greater facilities for raising the salaries of Teachers and furnishing the Schools with all needful maps, apparatus, and text-books, than I know of in any other country; while, at the same time, it makes corresponding provision for the punctual payment of Teachers, both from the School Fund and School rates. You have only to study carefully the provisions of the Act to be impressed with the conviction, that they have been conceived in the spirit of the warmest regard for the interests and efficiency of the Teacher's profession, and contain all that can be secured by law to a Teacher, under a system of local self-government, where the patronage and emoluments of each School (beyond the amount of the School Fund apportioned to each School Section) are in the hands of a local elective Corporation, and not of a central Executive, as in other systems of government. The facilities for Normal School Instruction to all Teachers who wish to avail themselves of it, are also greater, under the liberal provisions of the new Act, than in any other country in America. A valuable series of uniform text-books coming so generally into use, and the Trustees being authorized to supply all the pupils with them, cannot fail greatly to relieve and facilitate the labours of the Teacher. It will also be observed, in the Regulations which have been made by the Council of Public Instruction (under the provisions of the new Act) that the independence of the Teacher, in the teaching and classification of his School, is placed beyond petty interference or individual tyranny. Under the more effective system for examining and lisencing Teachers as provided for by the new Act, and the Programme for the examination and classification of Teachers to be prepared by the Council of Public Instruction, a proper line of demarcation will be drawn between Teachers according to their relative qualifications, and each Teacher will acquire the position and advantage to which he is entitled.

3. Such being your position, relations and prospects under the provisions of the new School Act, I am desirous of making a few general remarks and suggestions relative to your future conduct. Your general duties are prescribed in the several clauses of the sixteenth section of the Act, and the rules acccording to which you are to conduct your School, will be found in the third and fifth sections, Chapter vi, of the General Regulations for the Organization, Government, and Discipline of Common Schools, adopted by the Council of Public Instruction. I hope you will meditate upon, and make yourself thoroughly acquainted with the intention and spirit of these requirements of the law and of the regulations authorized by it. What I have now to offer is of a more general character.

4. Permit me first to say, value your profession. If you do not value it, others will not. But do not show your estimate of it, by assuming lofty airs, or making lofty pretensions; but by making yourself thorougly master of it, by devoting your energies to it, by

becoming imbued with its spirit. Let your actions speak, and let your heart feel. If an orator would have his audience feel, he must first feel himself; and if a Teacher does not feel, and does not give proof that he feels, the value and importance of his work, can he reasonably expect others to do so? We often hear it said, "Teachers are not respected." But is it not almost as often true, that teachers do not respect themselves-that they do not act respectably that they themselves provoke the disrespect of which they complain. A Teacher cannot be made respectable by Act of Parliament. He must make himself so. In every ordinary employment of life, a man who acts upon high principles, and shows that he understands and values his business, will invariably command respect. Nor are the Teacher and his work an exception to the general rule. Nay, wherever a teacher has shown himself the possessor of noble principles, and that he understood and loved his work, has he not commanded respect, and soon acquired commanding influence in the neighborhood of his residence? I am persuaded that the people of Upper Canada do not, to any considerable extent, disrespect teachers worthy of respect. A people in so young a Province, and in the infancy of the school system, who voluntarily taxed themselves last year to the amount of two hundred and seventy-five thousand dollars (considerably more in proportion to population than the amount raised last year by the people of the State of N. York) for salaries of Teachers alone-irrespective of the legislative school grant, and of the sums assessed and collected for the erection of school-houses and the incidental expenses of schools-cannot but respect every respectable Teacher. It is true that narrow and mean views are entertained by some as to the amount of a teacher's remuneration, but the same persons entertain similar views as to the remuneration of all public officers. But the number of these enemies of knowledge and petty tyrants of mental labour, will diminish as intelligence and manly virtues advance in society. The large increase which has already, in many instances, taken piace in the salaries of efficient Teachers, and the increasing demand for such Teachers in various parts of the Province, indicate a progress full of encouraging hopes and anticipations for the future. 5. Then, if you value your profession yourself, employ the proper means to give it a place, not only in the esteem, but in the interest and sympathies of others. The profession of a Teacher is a means to an end; it exists not for the sake of the Teacher himself, but for the interests of society. It is a work indispensible to the progress and well-being of society. What is the Teacher's work? It is to develop the mind, to mould the heart, and to form the character of the future citizens, magistrates and rulers of our land! It is to teach and implant that which is the only true guarantee of liberty, order, and social stability-the essential element of a country's prosperity and happiness. Show that you sympathise with these objects that your heart is in them-that your thoughts and aims do not terminate in yourself alone, but embrace others, and especially encircle the rising generation. Such a spirit, like heat in the atmosphere, will be diffusive. Others will imbibe it; the

indifferent will become interested, and the selfish will begin to feel the impulses of intelligent generosity; parents will become increasingly anxious for the education of their children, and children will become increasingly anxious to be educated, In any neighborhood, both in town and country, where any youth are allowed to grow up uneducated, a Teacher should be an educational missionary, as well as an educational pastor; and every instance of success. will add to his influence and means of support, as well as usefulness. No class of men in the country will derive so large an individual advantage from the progress of society as School-teachers, and they ought to be intent in efforts to excite every sentiment and feeling, and to procure and circulate every publication, which will tend to diffuse education and knowledge. A Teacher who folds his arms in slothful inactivity-neither improving in knowledge himself, nor advancing it among others—and yet complaining that no Hercules comes to his relief, deserves neither respect nor assistance; while the Teacher who nobly exerts himself in both acquiring and diffusing knowledge, will receive both emolument and respect, if not admiration and applause.

6. The mutual intercourse of teachers-mutual visits to each others' Schools-forming, and meeting occasionally or periodica!) in Associations for mutual improvement, and the promotion of pro fessional objects,-which are no other than public interests;-thes and kindred measures, in connexion with professional reading and

industry, cannot fail to contribute much to the success, enjoyment, and social standing of teachers. Professional friendships will be formed; professional feeling will be enkindled; professional zeal and emulation will be excited; professional skill and usefulness will be improved; and teachers will be more respected by the community at large, by thus evincing proper respect for each other. Faithful teachers have already on their side the enlightened part of the community, the press, the pulpit, and the Legislature. Let them be true to themselves and to their profession. Lord Bacon has said truly "Every man owes a debt to his profession". On one occasion some weeks since, I felt pained beyond expression, in witnessing certain members of the Bir chiming in with a senseless and shameful clamour against a profession, to members of which the American people have at this moment entrusted every department of their supreme government, and to the intelligence and patriotic advocacy of which Upper Canada is indebted for every vestige of her constitutional and municipal government, and the most valuable statutes of civil and criminal jurisprudence, as well as the largest facilities for public education, and some of the finest examples of personal and social virtues. I hope that no temptation to pander to the passions of prejudice, ignorance, or selfishness, will ever induce you to forget the debt which you owe to your profession. Seek to have it purged of every inebriate, every blasphemer, every ignorant idler who cannot teach and will not learn ;' and do what in you lies to stamp upon it the character of intelligence and virtue, and make it worthy of that high respect and liberal support which an enlightened people will readily award to able teachers of their offspring.

7. I would also offer a word of caution against discouragement in your work, or disinclination to it, on account of its comparative obscurity. It is true, the circle of your daily labours is narrow, and the results of them are remote; there is little variety in your employment, and the monotony of it is only varied by quarterly examinations and short vacations. It therefore requires more than ordinary patience, perseverance and benevolence to pursue your work, month after month, and year after year, with unabated zeal and energy. Yet your work is now a public profession, recognized by law, and none but a Teacher examined and lisenced according to law, is permitted to receive a farthing of the public School Fund, any more than a person not examined and admitt d to the Law Society, is permitted to practice as a Barrister at Law. And the results of the work performed in the humble school-house, though remote, will not be uncertain, and may one day appear in the highest position of a free people's gift, or in the most important affairs of a nation's diplomacy, or in the most honoured relations of parental and social life. The common school-house is the sole educational college for the vast majority of the present youth and future fathers and mothers of our country. That accomplished scholar and elegant writer, Dr. JARED SPARKS, President of Harvard University, traces his early training, and several years of his apprenticeship in teaching, to the common school; and the great American statesman and orator, DANIEL WEBSTER, is accustomed to refer to the common school as his first alma mater, in which was laid the foundation of his future character. Through long months, and in retirement and solitude, the Italian painter occupied his brush on a single piece of canvas; but that canvas has, age after age, imparted instruction and delight to hundreds of thousands. For years did the Grecian sculptor, in almost exiled seclusion, employ his chisel on a single block of marble; but that marble has survived the wreck of empires, and still commands the admiration of the refined of all countries. Let the practical philosophy of these facts be engraved upon the heart of every right-minded Teacher, and it will sweeten his toil, and add fresh attractions to every successive year of his increasingly skilful and efficient labours.

better establishment and maintenance of Common Schools in Upper Canada", section 35, clauses 1st and 2nd, I herewith transmit to you the certified Apportionment of the Legislative School Grant for the current year to the several Townships in the County of which you are Clerk.

I also transmit you a copy of the School Act, and of the Forms and Instructions for the execution of its provisions.

According to the 42nd section of the Act, the money apportioned to the several Townships of your County, is forthwith payable to your County Treasurer.

As required by the third clause of the 27th section of the Act, you will please notify the Local Superintendents of Schools of this apportionment as far as relates to the Townships under their charge respectively, and notify me also of the name and address of your County Treasurer, and of each Local Superintendent in your County; also favour me with the information, from time to time, required by the last proviso of the same section.

Besides raising by local assessment a sum equal (clear of all charges of collection) to that now apportioned to the several Townships of your County, it is important that two things be specially provided for by the Council of which you are Clerk: The one is, to obtain forthwith from the late District Superintendent [if they have not been already obtained] the last year's statistical returns of the children of school age in each school-section and parts of sections in your County. These returns are the data upon which the Local Superintendents must distribute the School Fund to the several school-sections the present year. It will be necessary for each Local Superintendent to be furnished with a copy of such returns so far as they relate to the school-sections under his charge. He cannot take the first step towards the apportionment of the school money notified to him without these data.

It is also important that your County Council [consisting, as it dces, of one or more representatives from each Township] take the requisite steps to have all school moneys, either of the past or present year, which now are or may come into the hands of Township Collectors or Local Superintendents, paid over to the County Treasurer, so that they may be paid out and accounted for according to the provisions of the Act.

I regret the unavoidable necessity [arising from the state of the School Law] which has compelled me to defer, to so late a period, the notification of the current year's apportionment of the SchoolGrant. I trust that such a necessity will not occur again, and that the promptness of co-ordinate action on the part of each County Council will provide for the payment of the assessment part of the School Fund within the period prescribed by law.

I fear that the School Returns on which I have been compelled [for the want of better data] to base the apportionment to the various Municipalities of Upper Canada, are defective in some instances and exaggerated in others. I hope the general census of the Province, now in the course of being taken, will enable me to revise and render the whole school apportionment more equitable, as well as enable me to notify it to the several Municipalities at the beginning of the ensuing year.

FOR UPPER

CANADA.

123

Matida

Mountain,

Williamsburgh,

Winchester,

Osnabruck,

Finch,

Cornwall,

Roxborough,

Charlottenburgh,

Kenyon,

Pittsburgh, Kingston, Loborough, Bedford, Portland, Camden, Sheffield, Richmond,

Lancaster,

Lochiel,

94 13 6 88 9

Ernestown,

TOWNSHIPS.

Albion,

£ 8. D.

Brock,

62 1 8

Caledon,

206 0 91

48 8 6 16 16 98 49 7 1

179 6 10

Chinguacousey,

Etobicoke,

Gwillimbury East,

Gwillimbury North,

Georgina,

54 6 5

Gofe of Toronto,

Adolphustown,

Fredericksburgh,. Amherst Island, Wolf Island,

Storrington,

...

83 3 10

128 10 3

17 16 11

86 10 62

32 8 9

Apportionment for 1850,..£1,078 4 7 Apportionment for 1849,..£1,077 3 3

Pickering Reach, Scarboro', Scott,

King,

Markham,

Peel,.

Guelph,. Waterloo, Wilmot, Woolwich, Nichol, Eramosa, Garafraxa, Erin, Amaranth, Puslinch, Wellesley,

Arthur,

D.

93 2 6 171 10 1 107-17 4

69 1 4

54 6 5

....

Holland and Sullivan,

53 14 0

59 12 0

Derby and Sydenham,

Toronto,

Uxbridge,

Vaughan, .....

Whitby,

Whitchurch,

Thorah,

York,

TOWNSHIPS.

1 7 11

56 6 9

West Gwillimbury,

73 6 8

Tecumseth,

41 1 0

Mono, ....

....

17 1

Adjala,

4 3

Innisfil,

Apportionment for 1850... Apportionment for 1849,..

£627 16

Medonte,

£616 13

Nottawasaga,..

St. Vincent,

Vespra,

TOWNSHIPS.

Essa,

.........

61 6 1

Floss,

Tiny,......

Tay,

Mulmer,

94 8

Tossorontio,.

14 19 6

TOWNSHIPS.

South Orillia,

Woodhouse,

Walpole,

45 12 7

North Orillia,

13.6

50 19 8

Hallowell, .......

61 6 18

Sunnidale,

11 6

40 5 6

Athol,

42 7 5

Walsingham, Windham, Charlotteville,

57 2 4

Hillier,

70 3 1

Ameliasburgh,

82 9 10

Apportionment for 1880,.. £641 17 3 Apportionment for 1849,.. £637 11

Rainham,

1

Middleton,

Sophiasburgh,

85 8 10

Houghton,

Marysburgh,

95 9 02

.....

Apportionment for 1850, Apportionment for 1849,.

9

54 3 4

74 6 10

30 2 2

HALTON.

SIR,-As required by the thirty-fifth section of the School Act, 18th and 14th Vict., ch. 48, (a copy of which, with the Forms and Instructions to aid in executing its provisions I herewith transmit,) I have the honour to intimate to you, for the information of the Council of which you are Clerk, and of your Board of Common School Trustees, that the sum stated below opposite the name of your City or Town has been apportioned for the current year out of the Legislative School-Grant. By the 42nd section of the Act, the amount of school money apportioned to each City or Town is payable to the Chamberlain or Treasurer of such City or Town. Your Treasurer can forthwith apply and receive such apportionment for the current year.

In accordance with the twenty-first section of the Act, taken in connexion with the 2nd proviso of the 3rd clause of the twentyseventh section, you will please inform me of the name of the Chamberlain or Treasurer of your City or Town, and favour me, from time to time, with a copy of the proceedings of your Council on School matters.

To the Taxable Inhabitants of Cities and Towns in Upper Canada, on the subject of their election of Boards of Common School Trustees, on the first Tuesday in September next. GENTLEMEN, I beg to adopt this method of calling your attention to the important duty which devolves upon you of electing Common School Trustees on the first Tuesday of September next. According to the provisions of the new Common School Act for Upper Canada, there is to be but one Board of Trustees for the management of all the Common Schools in each City and Town. That Board is to be composed of two persons from each ward of such City or Town; which persons are to be elected by all the taxable

inhabitants of such ward, at the place of the last municipal election and in the same manner as the members of the City or Town Council are elected. One of the Trustees elected in each ward retires from office the second Wednesday of January in each year, and his place is to be filled by popular election. The Trustees thus elected are the school representatives of the inhabitants of each City or Town. They have the sole power of employing Teachers and of determining the sums which shall be raised and expended for Common School purposes, and how and when such sums shall be raised. They are the Common School Corporation of each City or Town.

The character and condition of the Common Schools in each City and Town will be determined by the character of the School Corporation elected. According to the 47th Section of the Act, the first election takes place on the first Tuesday in next September, pursuant to notice by the Mayor of each City or Town. On the School Corporations thus elected will devolve all the obligations which have been incurred by the present Boards of School Trustees for Cities and Towns.

The election of proper persons as School Trustees in the several wards of each City and Town, is therefore a matter of the greatest importance. They should, doubtless, be persons who understand the Common School wants of their fellow-citizens or townsmen, and who will take a deep and lively interest in supplying them. I would, therefore, respectfully submit for your consideration, whether it would not be well to have each Board composed, as near as may be, of an equal number of Clergymen and Laymen-one Clergyman and one Layman elected for each ward. Thus nearly, if not quite all the religious persuasions of each City and Town would be represented through their Ministers; and the laymen will be best able to attend to the financial affairs of the Schools, and the Clergy will have most leisure and be in the best position to attend to the character and discipline of the Schools, and to use the most efficacious means of securing the attendance of all eligible children in each City and Town. The union of the representatives of several religious persuasions in each Board will effectually prevent any thing like mere sectarianism in the Schools, while they will be invested with a proper moral and Christian character; and in all educational Boards of which I have any knowledge, (and they are common in the neighbouring States,) which consist partly of laymen and partly of Clergy of different religious persursions, the proceedings are characterised by harmony, propriety, and efficiency.

I therefore respectfully suggest for your consideration the importance of trying this plan of constituting your Boards of Common School Trustees. If, on trial, it should not realize your expectations, you can easily adopt another-as one half of each Board of Trustees retire at the beginning of each year. But, if, on the other hand, it shall be found to work well, (as I am persuaded, it will) the greatest benefit must result from thus securing the intelligence and leisure and influence and zeal of the Clergy, in connexion with the laity of the different religious persuasions, in educating the children of the masses of our fellow-citizens and townsmen; and their friendly and efficient co-operation in a work of this kind, will, I am confident, issue in increasingly friendly and fraternal feelings in other respects and in other matters. It is under the influence of these convictions, that I have taken the liberty to make the suggestion, in calling your attention to the approaching election required by the new School Act.

I have the honour to be, Gentlemen,
Your obedient Servant,
ERYERSON.

EDUCATION OFFICE, Toronto, 15th August, 1850.