alted title, this evil would be greatly reduced in magnitude; but as it is easier to secure uniformity of text books in every school than the services of professional teachers, the more speedy remedy should be applied. The uniformity of text books throughout the entire state is not thought important, even if it were practicable. No effort has yet, as I am aware, been made under the sanction of law, to enforce the use of a uniform series of books throughout a state, except in Illinois, during the present year, and the plan seems to meet with much opposition, and will probably result in a failure. In the eastern states, where public schools have attained the highest degree of perfection, no idea is entertained of a necessity to have a uniformity of school books throughout a state; the people would regard it as surrendering too much of their liberty, as investing in one man, or set of men comprising a Central Board, too much power in allowing them to dictate what books their children shall study. Towns and districts regard themselves as little independent republics, jealous of their privileges, and unwilling to yield a power that may more successfully and agreeably be exercised by local authorities in the districts and towns. Were there but one set of books among the vast number thrown before the public, which are adapted to use in common schools, a different state of things would exist, and a uniformity throughout the state would follow as a necessary incident to furnishing each school with such meritorious books. Upon a comparison of the returns in this office with, the recommendations of text books suitable to be used in the schools, made by my predecessors, there appears little ground for belief that very great success has attended such recommendations in affecting the object intended. The wisdom of those recommendations is not brought in question; but circumstances and counter influences are such that an individual recommendation, carrying with it no other weight or power than the confidence reposed in the means and ability of the officer to discriminate upon so important a subject, is not likely to be very extensively adopted. In many districts, the books recommended cannot be procured without great inconvenience, and they are content to use such as are within their reach. Publishing firms are alive to their own interests and can afford to expend large sums in employing agents to canvass the state for the purpose of introducing their publications, as the field is an extensive one, promising large profits in return for the outlay. This is an influence difficult to overcome, nor is it desirable, if good books are thus introduced into the school. But it is not calculated to result in securing a uniform series throughout the state, as there are rival firms. The law, as before stated, requires the state superintendent to recommend the introduction of the most approved text books. It would be a laborious task to ascertain what text books really are the most approved as the best literary institutions in the country differ in their choice of elementary and other school books. I therefore recommend the following series of books as highly meritorious works, and eminently worthy to be introduced into the schools of the state, and commend their adoption by district offi cers. Spelling Book.--McGuffy's. Reading Books.-McGuffy's 1st, 2nd, 3rd, 4th & 5th. McGuffey's Pictorial Primer is a very excellent little book to be placed in the hands of beginners, being well adapted to the capacity of childhood. It is believed that no better series can be adopted than this, as it leads the scholar gradually from the first principles of our language, through the entire series, affording a complete and systematic method of learning the art of reading. Geographies.-Mitchell's Primary. Mitchell's School Geography and Atlas. Outline Maps.-Pelton's (with Key.) Arithmetics.-Colburn's Intellectual. Ray's. Part 3d. Grammars.-Greene's Elements of English Grammar. Tower's Elements of Grammar (for beginners). Analysis of Words.-McElligott's Analytical Manual. Goodrich's History of the United States (new Ed.). Natural Philosophy.-Johnston's. ́Algebra.-Ray's, Parts 1st & 2d. I most cordially concur in the recommendation of my predecessor for the introduction of book-keeping into the common schools, as "a large proportion of the children of the state receive their education in public schools, and among the preparations for business and active life which they receive, some knowledge of book-keeping is an object of importance." I know of no werk so well adapted in every respect for use in the public schools as the one named. Anatomy, Physiology and Hygiene-Cutters. Human and Comparative Physiology, by Mrs. E. P. Cutter, for beginners. I deem it of the highest importance that this study should be introduced into the common schools, and in the order of study should take precedence of all others except those branches required by law to be taught. The little work is adapted to the capacity and wants of children twelve years of age, and as far as I have observed in schools where this study is pursued, the pupils.. regard it as very interesting and make rapid progress. They are thus early in youth becoming acquainted with important truths concerning their own physical constitution, with the functions of the different organs, and the laws of health; and are imbibing principles which will be of great service in their youth and after life, in aiding them to adopt such a course of conduct as will insure the greatest physical vigor and the consequent enjoyment of good health. The large work on the same subject, by Dr. Calvin Cutter, is more extended in its investigations, and suited to the use of older scholars. Both works contain engravings to illustrate the anatomy of the human system. There are also ten large anatomical outline plates, arranged to accompany the books, which will greatly aid the pupil in prosecuting this study. These plates can be procured for ten dollars a set; one of which is sufficient for the use of a school, and should be suspended upon the wall. Dictionaries.-Webster's Unabridged, should be used by every teacher in the school room, and a copy of either the "School," "High School," or "Quarto Academic" edition should be in the hands of every pupil who can read. Irregular Attendance, and want of Punctuality.-Teachers are unanimous in their testimony that, of all the evils necessary to be overcome in schools, there are none which so completely baffle all their efforts and plans for effecting a reform as irregular attendance upon school, and tardiness, or want of punctuality in being at the school room at the hour of opening school. These may be considered trivial things, but they are serious obstacles to the successful management and rapid progress of a school. The effect produced by tardiness is that the delinquents are unable to continue with their class, on account of the loss of recitations and the accompanying instructions of the teacher; and they must either go on without a knowledge of what has been mastered by their fellows in the class, or the class must be kept back until they can acquire what has been lost through this want of punctuality, or they must fall back into another class, more probably a new one has to be organized. If new classes are thus formed, the whole school suffer by a further division of the time of the teacher. If the class is kept back until the delinquents overtake it, the class suffers; and if they go on without mastering what they have missed by tardiness, they must nesessarily be the losers. The same evils result from irregular attendance, but in a greater degree. Thus a disárrangement of the classification and system of the school is affected, and its barmony and good order interrupted. This evil can only be overcome by the hearty co-operation of parents with teachers; for all efforts of the latter towards reform, in, this respect, are powerless, so long as they are opposed by parents, either through want of consideration, indifference or design. This opposition or rather inattention to the subject on the part of parents is mainly induced through ignorance of the real effects of irregular and late attendance, which serves to multiply the difficulties of the teacher. Parents, probably, have a legal right to suffer their children so to attend school as to inflict a positive injury upon the school and every other child attending it, but they have no moral right thus to trespass upon the privileges of others. There are sometimes unavoidable causes to produce in a slight degree, the evil under consideration; but in a great majority of cases it is the result of censurable carelessness and neglect on the part of parents, which would not exist if they possessed sufficient interest in the education of their children. Children who are habitually irregular and late attendants upon school might as well remain at home, for they can make little or no progress, but injure that of others. A parent may plead that he can do as he pleases with his own children and that he has a right to wrong them, but it is respectfully suggested that he has no right to wrong the children of his neighbors. 1 , The attention of school officers and all friends of education is respectfully directed to this subject; for in their own district and neighborhood they can correct this evil, by remonstrating with their friends and neighbors, correcting their false views, arousing › their interest in education, and teaching them the priceless value of the education of their offspring. LARGE SCHOOL DISTRICTS.-Another reform necessary to be accomplished for the improvement of schools, is to avoid extending indefinitely in a town the number of school districts. District, schools are supported solely by money annually apportioned to the districts and by direct taxation upon the property within the limits of the district. Small districts can contain but a small number of children upon which an apportionment is based, and consequently |