Examiners themselves. I would only suggest, therefore, as all the candidates present at any meeting of a County Board of Examiners will probably be examined in a single class, the candidates entitled to the lower class certificates may be relieved from remaining (except as mere spectators,) at the continuation of the examination of those who are deemed competent to be examined in the subjects prescribed for the higher class certificates; and that as the object of the examination is, to ascertain not only the nature and extent of the attainments of the candidates, but their capacity to teach others what they know themselves, the examination, in each subject of the programme, should be specially adapted to elicit this primary qualification of a good Teacher, as also his knowledge of school organization, classification, and government.

4. It only remains for me to advert to the mode of calling the first meeting of County Boards of Public Instruction, and of holding their future meetings. As the mode of calling the first meeting is left as a matter of instruction from this Department (section 35, clause 3.), I have thought it would be most convenient for the members of each County Board to meet about the middle of November, and have appoined that time accordingly. Each County Board once assembled, will ever after, according to law, appoint the times and places of its own meetings. It is submitted, whether the first meeting of each County Board of Public Instruction would examine Teachers at all; whether the members present at such meeting might not consider and determine their mode of proceeding in the admission of candidates to examination, and in the mode of examining them assigning to one or more members the duty of conducting the examination in each branch or subject prescribed in the Programme; and then appointing the time and place, or times and Tlaces for the examination of Teachers-giving due publicity of the

tame.

As but three members of the County Board are required to be present at any meeting for the examination and licensing of Teachers, they might at a general meeting agree to meet in sections of three or four members each at places most convenient for the examination of Teachers for different specified portions of the County-especially if it be large. As by the 15th Section of the Act, the certificates of qualification to Teachers, given by local Superintendents, are valid during the current year, the meetings and proceedings of the County Boards will have reference to 1851 and future years.

No branch of a system of public instruction has ever been brought into operation in any country, without much anxious toil; and the efficient commencement of this most important and too long neglected department of our school system, will require no inconsiderable labour and much patient and earnest purpose to promote the welfare of the rising generation. The more serious and difficult part of the task will soon be accomplished, while the results cannot fail to be extensively beneficial, alike upon the application, the aspirations and improvements of Teachers, the character of the Schools, and the progress and interests of the pupils.

I have the honor to be, Gentlemen,
Your most obedient servant,

E. RYERSON.

5. To know the elements of English Grammar, and be able to parse any easy sentence in prose.

6. To be acquainted with the elements of Geography, and the general outlines of the Globe.

7. To have some knowledge of School organization and the classification of pupils.

II. QUALIFICATIONS OF SECOND CLASS TEACHERS. Candidates for certificates as Second Class Teachers, in addition to what is required of candidates for Third Class certificates, are required:

1. To be able to read with ease, intelligence, and expression, and to be familiar with the pr nciples of reading and pronunciation.

2. To write a bold free hand, and to be acquainted with the rules of teaching writing,

3. To know Fractions, Involution, Evolution, and commercial and mental Arithmetic.

[Female candidates for this class of certificates will only be examined in Practice, and mental Arithmetic.]

4. To be acquainted with the elements of Book-Keeping.

5. To know the common rules of Orthography, and be able to parse any sentence in prose or poetry which may be submitted; to write grammanically, with correct spelling and punctuation, the substance of any passages which may be read, or any topics which may be suggested.

6. To be familiar with the elements of Mathematical, Physical and Civil or Political Geography, as contained in any School Geography.

III. QUALIFICATIONS OF FIRST CLASS TEACHERS. Candidates for certificates as First Class Teachers, in addition to what is required of Candidates for Third and Second Class certifificates, are required:

1. To be acquainted with the rules for the mensuration of Superficies and Solids, and the elements of Land Surveying.

2. To be familiar with the simple rules of Algebra, and be able to solve problems in Simple and Quadratic Equations.

3. To know the first four books of Euclid.

4. To be familiar with the elements and outlines of General History. 5. To have some acquaintance with the elements of Vegetable and Animal Physiology and Natural Philosophy, as far as taught in the Fifth Book of the National Readers.

6. To understand the proper organization and management of Schools and the improved methods of teaching.

N.B.-Female candidates for first class certificates will not be examined in the subjects mentioned in the first three paragraphs under this head.

By Order of the Council of Public Instruction for Upper Canada. J. GEORGE HODGINS,

PROGRAMME

Of the Examination and Classification of Teachers of Common Schools, prescribed by the COUNCIL OF PUBLIC INSTRUCTION FOR Upper Canada, as required by the Act, 13th and 14th Victoria, chapter 48, section xxxvIII.

TO BE IN FORCE UNTIL REPEALED OR REVISED BY SAID COUNCIL. N.B.-Candidates shall not be eligible to be admitted to examination, until they shall have furnished the Examiners with satisfactory evidence of their strictly temperate habits and good moral character.

I. QUALIFICATIONS OF THIRD CLASS TEACHERS. Candidates for certificates as Third Class Teachers, are required: 1. To be able to read intelligibly and correctly any passage from any common reading book.

2. To be able to spell correctly the words of an ordinary sentence dietated by the Examiners

3. To be able to write a plain hand.

4. To be able to work readily questions in the simple and compound rules of Arithmetic, and in Reduction and Proportion, and be familier with the principles on which these rules depend.

GENERAL FORM

OF CERTIFICATES OF QUALIFICATION FOR COMMON SCHOOL TEACHERS IN UPPER CANADA.

To be granted by County Boards of Public Instruction, in accordance with the foregoing Programme of Examination.

This is to Certify, that of the ...... faith, having applied to the BOARD OF PUBLIC INSTRUCTION for the County (School Circuit or United Counties) of .... for a Certificate of Qualification to teach a Common School, and having produced "satisfactory proof of good moral character," the Board has carefully examined him [or her] in the several branches of study enumerated in the "Qualifications of (third, second, or first, as the case may be】 class Teachers," contained in the "PROGRAMME of the Examination and Classification of TeachERS OF COMMON SCHOOLS, PRESCRIBED BY THE COUNCIL OF PUBLIC INSTRUCTION FOR UPPER CANADA," adopted the 3rd day of October, 1850: and having found the said well qualified to teach the several branches therein named, the BOARD, as authorized by the 29th section of the Act, 13th and 14th Victoria, chapter 48, hereby licenses him (or her] to teach any Common School in the If a first class Certificate, here insert the name of the County, School Circuit, Union of Counties, or City; if a second class Certificate, the name of the Township; and if a third class

Certificate, the name of the School Section in which the Candidate is authorised to teach,—to be determined, at the discretion of the Board.)

This Certificate of Qualification to remain in force [for one year from the date hereof, or until annulled according to law-to be determined by circumstance, and the class of the Certificate granted.)

DATED this...... day of ................, one thousand eight hundred and ..... N.B. Each Certificate should be signed by the Chairman of the Board, and must also have the signature of a Local Superintendent of Schools. See 2nd clause of the 29th section of the Act.

PROGRAMME OF EXAMINATION AND COURSE OF STUDY FOR THE TEACHERS OF THE IRISH NATIONAL SCHOOLS. (la connexion with the foregoing we think it will prove useful and interesting to insert the following for the purposes of reference.-ED. J. or E.]

QUALIFICATIONS OF PROBATIONARY TEACHERS.

The Candidates will be required:

1. To read with correctness, ease, and intelligence, any passage selected in the first four Lesson Books.

2. To write a bold, free hand, and exhibit a knowledge of the principles of penmanship, and of the rules for teaching writing.

3. To write from dictation, with correct spelling, any passage read slowly from the Third Lesson Book.

4. To be familiar with the principles of the elementary rules, and with Proportion, and be able to work, with facility, neatness, and accuracy, sums in these rules, and in Commercial Arithmetic.

5. To parse any short, easy sentence in prose, and to exhibit an acquaintance with the Elements of Grammar.

6. To be acquainted with the general outline of the great division of the Globe.

The Female Candidates will not be required to know Cowmercial Arith

metic.

QUALIFICATIONS FOR THE THIRD CLASS.

The Candidates for promotion to this Class will be required:

1. To read with ease and expression; and be familiar with the principles of Reading, and with the principles and difficulties of Pronounciation. 2. To write from dictation, in a neat, free hand, with correct spelling and punctuation, any passage read from the National Lesson Book.

To know, in addition to the rules mentioned in the course of Proba tioners, Fractions, Involution, Evolution, and to be acquainted with the rules of Mental Arithmetic.

Female Teachers will not be required to proceed beyond Practice to qualify for this Class.

4. To parse any sentence submitted to them, and to analyze words, giving the roots, prefixes, and affixes.

Female Teachers will not be examined to the same extent in the latter exercise.

5. To know the elements of Mathematical and Physical Geography, the Geography of Ireland, and the general Geography of Europe.

6. To be acquainted with the principles of Book-keeping, and the mode of keeping Farming Accounts.

7. To be acquainted with the Measurement of Plane Surfaces.

8. To be familiar with the improved modes of Teaching, and with the Rules and Regulations of the Commissioners.

9. To be prepared for Examinations on the subjects treated of in:The National Lesson Books, to the Fourth inclusive; Easy Lessons on Money Matters;

Introduction to the Art of Reading, 1st Part;

Spelling-Book Superseded:

Geography Generalized, first eight Chapters;

Board's Treatise on Book-keeping:

Board's Mensuration, Sections 2 and 7;

Outline of the Methods of Teaching:

Whatever Agricultural Class Book may be hereafter published or sanctioned by the Board for the use of their Schools.

QUALIFICATIONS OF SECOND CLASS TEACHERS.

They will be required:

1. To write grammatically, and with correct spelling and punctuation, the substance of an easy lesson read twice over.

2. To know the general Geography of the remaining great divisions of the Globe, the Geography of the British Empire, and of Palestine.

3. To be acquainted with the outlines of general History. The Female Teachers will be examined on Mental Arithmetic.

4. To possess some knowledge of the elementary principles of Mechanics, Hydrostatics, Pneumatics, Optics, and Physiology.

5. To know the First and Second Books.

6. To be familiar with the rules for the Measurement of Solids, the prineiples on which these rules depend, and with the elements of Land Sur veying.

8. To be prepared for examination on the subjects treated of in:--
Fifth Book of Lessons. Sections 2, 3,*4:*
Introduction to the Art of Reading, Part II;
Geography Generalized;

Epitome of Geographical Knowledge, Book III, and Period VII of Book IV.;

Board's or Thomson's Treatise on Arithmetic;

Thompson's Euclid, Books I. and 11., with the exercises thereon;
Thompson's Algebra, Chapters 1, 2, 4, and 8;
Board's Mensuration, Sections 4, 5, 6, and 11;
Lessons on Reasoning, Parts 1. and II.;

*Professor M'Gauley's Lectures on Natural Philosophy, Part I., Chapters 6, 7, 8, 9, and the first 28 paragraphs of Chapter 10.

5. To have a popular acquaintance with the Laws of Heat, and the structure of the Steam Engine, and the elements of Chemistry.

6. To be prepared for examination on the subjects treated of in:

* Fifth Lesson Book, Sections 1 and 5;*

Lessons on Reasoning, Parts Ill., IV., and V.;

Thompson's Euclid, Books III. and IV., with Exercises thereon;
Thompson's Algebra, Chapters 3, 5, 6, and 9;

M'Gauley's Lectures on Natural Philosophy, Par. II., Chapters
6, 7, 8, 9, and 10;

Johnson's Catechism of Agricultural Chemistry, or any other Treatise on the same subject which the Commissioners may publish or sanction.

The Female Teachers will not be required to be prepared on the subjects marked with an * asterisk.

Candidates for promotion must be prepared for examination on any of the subjects prescribed for the Class or Classes below that to which they desire to be raised.

GENERAL CONDITIONS.

The minimum of proficiency required of the Teachers of each Class in stated in the preceding programme.

All newly appointed Teachers, who have not previously conducted National Schools, are considered as probationers, and must remain as such for at least one year, at the expiration of which time, they will be eligible for classification, and may be promoted, even before being trained, to any Class except the First: if promoted they will receive the full amount of Salary to which they may become entitled, from the commencement of the second year of their service under the Board.

All Teachers must remain at least one year in a lower division of any Class, before they are eligible for promotion to a higher division of the same: and they must remain two years in a lower Cla-s before they are eligible for promotion to a higher Class.

This Regulation does not apply to Probationary Teachers, nor to Teachers who may be promoted on the recommendation of the Professors at the termination of the course of training.

None but Teachers trained at the Normal School of the Commissioners are eligible for promotion to any division of the First Class, and only upon the recommendation of the Professors, or of a Board of Inspectors.

Examinations are to be held, at specified times, by the Inspectors, with the view of promoting meritorious Teachers; while those who may have conducted themselves improperly, or in whose Schools the attendance has considerably decreased, will be liable to be depressed.

No Teacher will be admitted to examination with a view to promotion, on whose School a decidedly unfavourable report has been made by the District Inspector within the previous year.

Teachers will not be eligible for promotion, unless, in addition to satisfactory answering in the course prescribed for the Class to which they aspire, it appears from the reports of their respective District Inspectors that their Schools are properly organized and well conducted, that adequate exertions have been made by them to keep up a sufficient average attendance: that their junior Classes are carefully taught, and that a fair proportion of the Pupils of the higher Classes, besides being proficients in the ordinary branches of Reading, Spelling, and Writing, are possessed of a respectable amount of knowledge in, at least, Grammar, Geography and Arithmetic. In female Schools it will be farther requisite that instruction in plain Needlework, including sewing, knitting, and cutting-out, be given to all girls capable of receiving it, and that they exhibit a due proficiency in this department.

It must also appear from the reports of their Inspectors, that their School Accounts have been regularly and correctly kept, that their Schools and School premises have been preserved with neatness and order, and that cleanliness in person and habits has been enforced on the children attending them.

None can be appointed as Assistant Teachers whose qualificationa a70not equal to those required of Probationers.

Candidate

JOURNAL OF EDUCATION.

TORONTO, OCTOBER, 1850.

TWO OBJECTIONS TO THE SCHOOL ACT ANSWERED AND ITS PROVISIONS ILLUSTRATED BY REFERENCES TO THE EXAMPLES OF THE NEIGHBOURING STATES.

It would be strange if no objections were made against some provisions of any school law. In the States of New-York and Pennsylvania, whole counties rose against the Common School law on its first enactment; and their opposition, in some instances continued for years. But it has long since ceased-especially in the former State-and the discords of former ignorance, selfishnes and faction are drowned and forgotten in the universal acclamations of joy and triumph at the noble achievements of their common school system. So it has already begun to be in Upper Canada; and so we are confident, from the history of the past, it will soon be uni. versally. In the mean time, among several criticisms too trivial to merit notice, two objections have been made to certain provisions of our School law, on which it may be proper, once for all, to re mark; not because the objections have been made by any considerable portion of the Canadian press, or that they are characterised by the least research or consideration, or that they have been made in any spirit of courtesy or candour; but simply that all who earneatly desire the universal education of Canadian youth, and who are patriotically labouring to promote that object, may have the means at hand to refute the only plausible pretext for hostility that the most unscrupulous pens have been able to devise.

It has been objected, that the Provincial Superintendent of Schools has power to decide certain questions submitted to him, and to give instructions for the execution of School Act, and that the Provincial Council of Public Instruction has power to prescribe the Books to be used in the Schools, and to make regulations for their organization and government.

These objections are put forth, as if the matters objected to were novel monstrosities enacted for the first time in the present School Act: whereas precisely the same provisions (only more comprehensive in reference to the Superintendent) have existed in our School law nearly five years, and without a shadow of suspicion that constitutional liberty has not been secure, or that a human being has been wronged, nay, in the face of the fact, that our Common Schools have advanced with unprecedented rapidity. Were there anything in these provisions of the Act of the character alleged by the objecters, the last five years would surely have furnished some illustrations. Their entire silence in respect to facts, and their entire volubility in unsupported assertious, sufficiently indicate the baselessness of their objections.

In every system there must be some head, whether in a school or in a nation, whether under a monarchy or a republic, whether of public instruction or public revenues. Whatever may be the powers of the Provincial Superintendent of Schools, he is responsible for the exercise of them in every particular. If he does a wrong to the humblest individual in the country, his decision can be complained of, and he be brought to account accordingly; if he be unfaithful in any part of his duty, he can be arraigned and dismissed. His responsibilities are, therefore, commensurate with his powers, and the assertions of some writers about "irresponsible government" in connexion with the office of Chief Superintendent of Schools, are mere figures of speech and spectres of imagination.

Our American neighbours are proverbial for not giving their State officers greater powers than are required by the exigencies of the public service. What are the powers, then, with which the people of the State of New York have felt it necessary, during an experience of nearly forty years, to invest their State Superintendent of Common Schools? The following is a summary account of these powers, given in a "Digest of the Common School System of the State of New-York," compiled by S. S. RANDALL, Esq., present General Deputy Superintendent of the Schools:

"At the head of the whole system-controlling, regulating, and giving life and eciency to all its parts, is the Chief Superintendent. He apportions the public money among the several counties and towns; distributes the laws, instructions, decisions, forms, &c., through the agency of the County and Town Superintendents, to the several districts is the ultimate tribunal for the decision of all controversies arising under any of the laws relating to Common Schools-keep up a constant correspondence with the several officers connected with the administration of the system in all its parts, as well as with the inhabitants of the several districts; exercises a liberal discretionary power, on equitable principles, in all cases of inadvertent, unintentional, or accidental omissions to comply with the strict requisitions of the law; reports annually to the Legislature the condition, prospects, resources, and capabilities of the Common Schools, the management of the School Fund. and such suggestions for the improvement of the system as may occur to him and vigilantly watches over, encourages, sustains, and expands to its utinost practical limit the vast system of Common School Education throughout the State." (p. 30.)

Then respecting the very points on which certain writers have been ringing the changes relative to our School law, the llowing is the New-York State Law:

"The Superintendent shall prepare suitable forms and regulations for making all reports and conducting all necessary proceedings, under this Act, and shall canse the same, with such instructions as he shall deem necessary and proper, for the better organization and government of Common Schools, to be transmitted to the officers required to execute the provisions of this Act throughout the State. (Passed in 1812, and still unrepealed and unmodified, after the experience of nearly 40 years.)

Our school law gives the Chief Superintendent no power to make "regulations for the organization and government of Common Schools;" that power is vested in the Council of Public Instruction. Besides, "each neglect or refusal" on the part of any of the local School officers, to observe the "regulations or decisions” of the New-York Superintendent, renders such party liable to a penalty varying from ten to twenty-five dollars. The following are additional provisions of the New York State School Law, relative to the powers of the Superintendent of Schools:

"The Superintendent of Common Schools may designate and appoint any one of the Clerks employed by him to be his General Deputy, who inay perform all the duties of the Superintendent in case of his absence or a vacancy in his office." Passed in 1841.

The Superintendent of Common Schools may appoint such and so many persons as he shall from time to time deem necessary, to visit and examine into the condition of Common Schools in any county where such persons may reside, and report to the Superintendent on all such matters relating to the condition of such schools, and the means of improving them, as he shall prescribe; but no allowance or compensation shall be made to said visitors for such services." Passed in 1839.

Any County Superintendent may be removed from office by the Superintendent of Common Schools, whenever in his judgment sufficient cause for such removal exists; and the vacancy thereby occasioned shall be supplied under his hand and official seal, until the next meeting of the Board of Supervisors of the county in which such vacancy exists." Passed in 1843,

It may be left to the writers who have assailed our School law, to say, whether the Superintendent of Schools in the State of NewYork is a despot and the people and teachers "serfs" or "slaves." But we think they themselves must confess that his powers are much greater than those conferred by our law on the Chief Superintendent of Schools in U.C. This is so, even in respect to the Normal School; for there the State Superintendent is not merely a member of a Council having the management of the Normal School, but has co-ordinate and co-equal power with such Council. The New-York State Law on this subject is as follows:

§ 3. The said Normal School shall be under the supervision, management and govern ment of the Superintendent of Common Schools and the Regents of the University. The said Superintendent and Regents shall, from time to time, make all needful rules and regulations, to fix the number and compensation of teachers and others to be employed therein, to prescribe the preliminary examination and the terms and conditions on which pupils shall be received and instructed herein, the number of pupils from the respective icities and counties, conforming as nearly as may be to the ratio of population, to fix the ocation of the said school, &c., &c. Passed in 1844.

The writers to whom we have referred have also attacked that provision of our law which authorises the Chief Superintendent to appoint suitable persons in the several counties and ridings to hold Teachers' Institutes, and make regulations for their management. The following is the School law of the State of Connecticut on this subject-a provision from what that of our law was adopted:

GENERAL ASSEMBLY, MAY SESSION, A. D., 1848. Resolved by this Assembly, That the Superintendent of Common Schools be, and he hereby is, directed to employ suitable persons to hold, at not more than sixteen convenient places in the different counties of the State, in the months of September and October, annually, schools of teachers not exceeding one week each, for the purpose of instruct'ng them in the best modes of governing and teaching our common schools, &c.

Let us turn now to the democratic State of Michigan where the jatest and most perfect system of public education has been adopted which exists in any of the Northern States. The second and third sections of the School law of that State is as follows:

"Sec. 2. The Superintendent of Public Instruction shall prepare and cause to be printed with the laws relating to primary schools, all necessary forms and regulations for con ducting all proceedings under said laws, and transmit the same,with such instructions relative to the organization and government of public schools, and the course of studies proper to be pursued therein, as he may deem advisable, to the several officers entrusted with their arrangement and care.

Sec. 3. Such laws, forms, and instructions, shall be printed by the person having contract for the State printing, in pamphlet form, with a proper index: and shall also have annexed thereto, a list of such school books as the Superintendent shall think best adapted to the use of the primary schools, and a list of books containing not less than tiro hundred volumes suitable for Township Libraries, with such rules as he may think proper to recommend for the government of such libraries? Passed in 1843..

Whether the writers who have assailed our School law, are entirely uninformed as to what is passing in the neighbouring countries on school matters, or whether they presumed upon the entire absence of such information on the part of their readers, we are unable to say; but we doubt not every candid person of any party will be satisfied, that the powers of the Superintendent of Schools in Upper Canada are much less than those possessed by Superintendents of Schools in the "free and democratic States" bordering on our southern and eastern frontier; and that there must be a strong and evident necessity for these provisions of the school law, or they would not exist in such States.

Then on the subjecting of selecting and prescribing text-books for the schools, and the selection by our Council of Public Instruction of one series of such books, which has been objected to. What is the judgment on this point by those whose love and conceptions of liberty will hardly be called in question by any of the assailants of our School law? The following are the sentiments of the Massachusetts Board of Education:

"The multiplicity of school books, and the imperfection of many of them, is one of the greatest evils at present felt in our Common Schools. The Board know of no way, in which this evil could be more effectually remedied, than by the selection of the best of each class now in use, and a formal recommendation of them by the Board of Education. Such a recommendation would probably cause them to be generally adopted; but should this not prove effectual, and the evil be found to continue, it might be deemed expedient to require the use of the books thus recommended, as a condition of receiving a share of the benefit of the school fund."*

But it is needless to multiply testimonies of this kind, a volume of which might be collected. It is a settled question among educationists of all countries. But we will add a few illustrations of the application of the principle at this moment in the State of Michigan. It will be seen by the foregoing extracts from the law of that State, that the individual Superintendent is the authority created for the selection and recommendation of both text and library school books throughout the State. A former Superintendent had sought to please all parties by recommending three or four text-books in each branch of school instruction, and thereby failed to secure the important object of uniformity of text-books in the schools. The present State Superintendent—a man of acknowledged ability and energy-has determined to sanction one, and but one, series of text-books for all the schools in the State. The men whose bookmaking and book-selling craft is endangered by this promotion of the public interests, have assailed the judiciousness of the State Superintendent's selections; but even these interested parties have too much self-respect to call in question the propriety of such authority, as have the Canadian writers to whom we have alluded. To elicit the opinion of the most experienced educationists in Michigan on the subject, the present Superintendent (the Rev. S. NEWBURY) addressed a note to the Rev. Dr. Duffield, an able and competent judge. The reply, together with the following extracts, will show the manner in which the Superintendent is sustained by the enlightened men of all parties throughout the State:

• The Chief Superintendent of Schools for Upper Canada in his Annual Report for 1849, sunimarily and emphatically states the reasons which induced the Provincial Board of Education to recommend but one series of text-books in the Common Schools of U.C.: "The great object contemplated and gained by the introduction of an uniformn series of text-books in the schools, is three-fold: 1. The substituttion of books of superior value for those of inferior value, or of objectionable character. Perhaps no opinion is more unanimous among competent judges, than that many of the books which have been used in our schools, and are still used to some extent, are next to worthless for the accomplishment of the object for which they are used, if not pernicious in their tendency: nor have I heard it pretended on any occasion, much less from any quarter entitled to respect, that the motley variety of school books which chance, time, circumstances, and itinerant vendors have strewed over our country, are comparable in excellence with the series of National School Books, which have been recommended by the Provincial Board of Education for use in all our schools. 2. A second object contemplated by an uniform series of textbooks for schools, is the classification of pupils and the greater efficiency of teaching. When there is but one series of Readers, one Arithmetic, one Geography, one Grammar, &c.. used in a School, all the pupils of like attainments in such school, in any one branch, can be formed into the same class; and as a public speaker can address one hundred as easily as he can address ten, so a teacher can teach a class of twenty pupils as easily as he can two. The fewer classes, therefore, he has in his school, the more instruction he can give on any one subject, and to each pupil in given time. But pupils cannot be thus classified where there is a diversity of text-books in the different subjects of instruction. The use of an uniform series of text-books in each school will, therefore, ald greatly to the value of a teacher's time, and to the amount of knowledge imparted to the pupils, or of mental development by appropriate exercises. And when a teacher be comes familiar with a series of text-books-the order of subjects and the modes of illustrading them-be can use such accustomed instruments of teaching with more ease and to greater advantage, than when new books are constantly thrust upon him. It is scarcely possible to devise a scheme more seriously to paralyze a teacher's exertions and lesson the value of his labours, than by denying him the means of classifying the pupils of his school, and by distracting his attention and wasting his time in teaching thein one by one instead of teaching them by classes. 3. A third object resulting from the use of an uniform series of text-books is their greater cheapness. A merchant can sell an article much cheaper when the demand for it is very large, than when the demand is very limited; the publisher of a newspaper can afford it at a much less price per annum when the circulation of it is twenty thousand copies, than when it amounts to only one or two thousand. So can the publishers of school-books sell them cheap in proportion to the extent of the demand for them. The more general the demand for any one series of school hooks becomes, the greater will be the competition and enterprise to supply that demand. The books will then be produced better in quality and lower in price. In whatever light, therefore, we view the introduction of an uniform series of good school books, the gain-the vast gain-of it is on the side of the pupils and their parents."

SCHOOL BOOKS.

Jackson, Mich., April 4, 1850.

Rev. GEORGE DUFFIELD, D. D. Dear Sir, take the liberty to write you, to ask your views upon a subject which has excited some feeling in the public mind, and one which I feel anxious to see decided in such a manner as shall redound to the interests of education in our State. I wish to obtain your views as to the course pursued by the Superintendent. in recommending a single series of text books for each branch of elementary education, instead of recommending various authors on the same subject, and if you please, give me your opi nion of the merits of some of the more important books on the list, such as the Arithmetics and Mathematical course, the Histories, the Philosophies, the English Grammar, and the Rhetorical Reader, or any others you may please to notice. I trouble you with these inquiries because of the great confidence I have in your judgment in such matters, and because of the great interest I have in the adoption of the best means for the progress of the educatio, al interests of our country, my whole time being devoted to this object. Respectfully and truly, yours, &c., SAMUEL NEWBURY.

[REPLY.]

Detroit, Mich., April 19, 1850.

Rev. SAMUEL NEWBURY, Jackson. Dear Sir,-Yours of the 4th instant was duly received, and I will cheerfully answer, as briefly as I can, your several inquiries. Among the most important and delicate duties, prescribed by law to the Superintendent of Public Instruction, is that of recommending text books to be used in schools. It is important, because the success in teaching depends very much on the character of the books put into the hands of the pupil. It is delicate, because the competition in school books has produced several systems on every branch of elementary education, each, perhaps, possessing some peculiar merit, and on that account enjoying some portion of the confidence of the public.

As a public officer, charged with this day, the Superintendent could not feel himself at liberty to decline its responsibilities, either by inaction, or by recommending every work presented by an author, or a publisher. This would have increased, rather than cured that growing evil-the multiplica

tion of text books.

It appears from a previous annual report, that there were put upon the list three series of Arithmetic, Thompson's, Emerson's and Davies'. These works are constructed on the plans and methods of teaching quite different from each other; and those three systems, differing in every essential particular, were by the authority of the State placed side by side in the same school. This must necessarily produce confusion. It prevented teachers from arranging pupils of the same age and acquirements into classes; and without classification, there can be no regular and systematic instruction. A variety of text books on every other branch of elementary education was, in like manner recommended, so that scarcely two schools could be found using the same books. It seems that these, and other considerations of a like character, induced the present Superintendent, on entering upon the duties of his office, to examine very carefully, in connection with others whose opinions were entitled to great weight, all the leading text books in use in our State; and after a very careful comparison of them all, he decided to recommend the list appended to his annual report, and it seems to me it would be difficult to make a better selection. I am aware, however, that some have questioned the wisdom of this recommendation. This, indeed, was to be expected, because it affected many interests. Some of the articles published, complaining of the selection of books, are of so grave a character, and so well calculated to mislead the public mind, that I think it due to the interests of education, to give my views. very briefly, of some of the most important of the text books which the Superintendent has recommended, that the public may judge intelligently of the propriety of the selection.

THE ARITHMETICS.

The Arithmetics most in use in this State, were the series of Davies, Thompson, Emerson, and Perkins. The first three of these had been previously recommended. It became necessary to select one or the other of these series, or else to abandon altogether every attempt at system an uniformity. Prof. Davies higher course is used, in whole or in part, in more than one hundred collegiate institutions, and has been adopted by our State University. His academical course is adopted and used even more extensively, being used, as I am informed, in over one hundred academies in the State of New York, and his course for common schools has a wide circulation. Now it is manifestly of the first importance to bring all the departments of instruction, the school, the academy and the university into harmony with each other. It is of great consequence that the same terms, definitions and rules laid down in the arithmetics, should be found with only the necessary modifications in the Algebra, and higher branches of Mathematics. And as the higher works were already in general use in the State, the arithmetic constructed on the same general plan was to be preferred on that account.

HISTORIES.

I highly approve the selection of histories on account of the arrangemen of the matter--the accuracy of facts-and the general style. It was proper that the Superintendent, in forming his judgment, should give weight to the standing and reputation of the authors, [whose various works were examined, Jas teachers of youth. Mrs. Willard, whose histories are recom mended, has been long and favourably known as the head of one of the most flourishing female seminaries of the country. She is indeed one of the most distinguished educators of the age, and her scholars in nearly every State of the Union bears a living testimony to the fidelity and usefulness of her labours.

PHILOSOPHIES.

The Philosophies recommended, large and small, are well adapted to the use of our schools and academies. They were written by Professor Parker, whose philosophies are used in the public schools of Boston, and are in very general use in other States, and certainly have received the highest commendation from competent judges. From the examination I have given them I think they unite, in the highest degree, the requisites of a good text book, viz: a concise and perspicuous style, correct arrangement of matter, lucid explanations, and unity in all the parts.

GRAMMAR.

The author of the grammar recommended is Mr. W. S. Clark, principal of one of the flourishing academies of New-York. One great merit of this grammar is, that it cannot be taught without the use of the blackboard.

RHETORICAL READER.

Parker's Rhetorical Reader deserves a place in all our schools. The introduction is full of sound sense and practical knowledge, and the princi. ples of good reading, as unfolded by the author, when rightly apprehended by the teacher, cannot fail to secure a supervision of this most invaluable part of a good education, so exceedingly desirable in many schools I do not deem it necessary to specity, further, the books contained in the list recommended, though much might be said of each one of the most important books on the Superintendent's list.

Having replied to your inquiries. I have only to remark in conclusion, that the duty of selecting a proper list of books has an intimate connection with important public interests-the great interests of common school education. If the public sustain the Superintendent in the recommendation he has made in compliance with the requirements of the law, our schools will soon feel the influence of a common system of instruction, and a check will be put to the efforts which have been made, and are now making, from abroad, to introduce into our schools and system of public instruction, the numerous works which daily come from the press. A uniform system, or ganized on a permanent basis, will then take the place of the contusion which now prevails, and teachers, and scholars, and parents, and those having charge of the interests of education, will act in concert with each other in carrying forward what we all have so much at heart-the intellectual and moral improvement of the youth of our State.

Respectfully and truly yours, &c.,

GEORGE DUFFIELD, Pastor of the 1st Pres. Church, Detroit.

I fully concur in the views expressed in the letter of the Rev. Dr. Duffield. I had carefully exa uined all the works to which he refers with one exception. and think they are the best that can be introduced into our schools. They form a complete system, and as such, I hope they will be received and used by all our teachers.

SAMUEL A. McCOSKRY,

Bishop of the Protestant Episcopal Church in the Diocese of Michigan.

I concur in the foregoing views and opinions expressed by Dr. Duffield and Bishop McCoskry. E. FARNSWORTH,

[Regent of the University of Michigan.

I concur fully in the views expressed above. regarding the merits of the elementary works specified by the Rev. Dr. Duffield, and generally of the list recommended by the Superintendent of Public Instruction. My opinion of the importance of uniformity in school books is such, that if I did not entirely coincide in the opinion of these gentlemen, I should deem it my duty to lay aside any special predilections I might have for others, in order to do what little there might be in my power to sustain the public authorities in their efforts to accomplish so desirable an object. ZINTA PITCHER,

[Regent of the University of Michigan.

1 concur very fully in the general views expressed by Dr. Duffield, Bishop McCoskry, Chancellor Farnsworth, and Dr. Pitcher. With the works of Prof. Davies I am familiar; and have no hesitation in recommending their introduction in the schools of this State, as the best system heretofore of. fered to the public. CHARLES W. WHIPPLE, Chief Justice of Michigan.

I fully concur with the recommendation of Bishop McCoskry of the books presented by the Superintendent of Public Instruction, for the use of all schools throughout the State. The acknowledged superiority of the more important books on this list as set forth by Dr. Duffield in worthy of the special consideration of all teachers and all friends of education, who desire to see permanently in our education system an uniformity in instruction. I trust the time is not far distant when this desirable result will be realized. F. H. CUMING,

Rector of St. Mark's Church, Grand Rapids.

Detroit, May 17, 1850.

Rev. SAMUEL NEWBURY, Dear Sir,-After a patient examination of the books recommended by our Superintendent for adoption in our schools, I cordially concur in the views expressed by Dr. Duffield. They seem to me almost without exception, to possess merits sufficient to justify the selection and entitle them to universal use in our common schools, and I trust the choice of our Superintendent will be ratified by the people in the uniform adoption of these works.

Very respectfully,

H. D. KITCHEL, Pastor of the 1st Con. Church, Detroit. [From the Faculty of the University of Michigan.] University of Michigan, May 17, 1850. We, the undersigned, severally fully concur with Bishop McCoskry, Dr. Pitcher, and others, in reference to the views expressed by the Rev. Dr. Duffield with regard to the comparative merits of the books specified in the above letter; and in general as to the list of text books recommended by the Superintendent. As a multiplicity of books issued daily from the press, is constantly urged upon our schools from abroad, we deem it essential to the permanency and prosperity of our system of public instruction, to secure uniformity in text books throughout the State, and we therefore approve the course adopted by the Superintendent-the recommendation of a single set of books on each elementary branch of education instead of inserting upon the list various authors upon the same subject.

G. P. WILLIAMS, Prof. Math. and Nat. Phil.
ANDREW TENBROOK, Prof. Mor. and Int. Phil.
D. D. WHEEDOx, Prof. Logic, Rhet, and His.
J. HOLMES AGNEW, Prof Ancient Languages.
SAMUEL DENTON, Prof. Theory and Practice Med.
Department.

From the Rev. Dr. PENNY, one of the Visitors of the University of Michigan, and formerly President of Hamilton College.

Grand Rapids, 20th June, 1850. The frequent changes of elementary books in all our schools, although the consequence of a very laudable and desirable ambition, in the cause of education, is nevertheless loudly and justly complained of. as a serious evil; causing loss and perplexity alike to the parent, the teacher, the bookseller, and pupil. It is not easy to find a better remedy than that proposed by our Superintendent of Public Instruction, viz. that by a general and official recommendation of the best books now extant, their general adoption should, as far as possible, be secured, and that, from time to time, such changes should be made, through the same channel, and such only, as a due regard to merit may demand.

JOSEPH, PENNY.

It is by law made the duty of the Superintendent of Public Instruction to recommend text books for use of the schools in this State. Repeated changes of text books in schools is the source of much vexation and expense to parents; and while it is desirable, it seems to us, to avoid this, we are inclined to think uniformity in the books throughout all our schools is exceedingly important. This is not to be secured in any other way, so far as the recommendation of the Superintendent is concerned, but in the selection of a single set of books. Heretofore, we believe, various text books in the several branches of education, have been recommended, and this has been the source of much difficulty with school officers in making the selection which would secure a desirable uniformity in the text books.

From the Jackson Patriot.

The list of books selected by the Superintendent of Public Instruction, we are glad to see, elicits the entire commendation of the Press. This is right, and speaks well for the interest felt on this subject in different sections of the State.

We bespeak for the whole list of books recommended, a critical examination. One very important feature in this selection we notice, is, the Superintendent recommends but one author on the same branch of study.The object is to secure, as far as practicable, uniformity of text books in our District Schools. We sincerely hope that school officers, teachers, and the friends of Common Schools throughout the State, will co-operate with the Superintendent in a work so vital to the interests of our schools.

From the Detroit Daily Advertiser.

The Superintendent of Public Instruction has, after examining them, recommended a series of books as best adapted to the use of our common schools throughout the State. The necessity of uniformity in school books in the primary branches of education is quite apparent. To bring about this uniformity, the co-operation of school teachers and schools Boards is important and necessary.

From the American Citizen.

The necessity of uniformity in books used in Common Schools, has long been seen and felt, and we are pleased to notice the efforts of the Superintendent of Public Instruction, and the President of the Board of Education, to establish a list to be introduced in every common school throughout the State. Those interested in education will hail with pleasure the attempt of these gentlemen to accomplish an object which must, without fail, eradicate an evil of long standing and a serious obstacle in our otherwise rapid strides towards a perfect system of tree schools. Here is a theory recom mended, which if successful, will give to our system of Common School Education alasting benefit and healthy advancement.

From the Macomb County Herald.

We are glad to notice that the Superintendent has, upon full examination, determined to recommend the list of books hereinafter enumerated, for the use of all the schools in this State. This effort at uniformity, if successful -as we trust it may be-cannot otherwise, in our opinion, than aid materially in the great cause of education.

The importance of uniformity in the school books throughout the State, must, upon a moment's reflection be, we think, apparent to all. The schools can be more certain of being supplied with books, and at much lower prices. The merchants in the country, and others who are generally expected to supply the books, will be at no loss to know what kind of books to purchase and to keep on hand. But to be successful in his efforts at reform in this measure, it is highly important that the Superintendent should meet with the hearty co-operation of the several School Boards, and the friends of education generally, throughout the State; and we really hope there will be no lack of such co-operation.