School Examination.—On Tuesday last, an examination of the Danda's Common School, under the tutorship of Mr. Calder, took place, in presence of P. Thornton, Esq., District Superintendent, and a few others. The number of scholars usually in attendence, we are told, ranges from 125 to 140; of these about 65 are well advanced in the principal branches of an English education, and the remaining portion in the juvenile departments. 30 are free. The class was submitted to a close examination by their teacher, and also by Mr. Thornton, at the close of which the latter expressed himself greatly pleased with the proceedings of the day.-[Dundas Warder.

School Examination.—On the 11th ult., the annual examination of the pupils attending the Orillia Common School, taught by Mr. E. Slee took place. The children were examined by the Trustees and Visitors of the School, and the result gave the highest satisfaction to the parties present. [Barrie Magnet.

The Quarterly Examination of the School in Section No. 2 of McNab, was held at Burnstown, on Thursday last, the 1st inst., in presence of the parents and a number of visitors unconnected with the School. The appearance of the scholars was highly creditable to their Teacher, Mr. Joseph Warren, and to themselves. They were examined in Geography, Grammar, Reading, Composition, Arithmatic, and in the Greek and Latin Roots, and acequited themselves to the satisfaction of every person present. It is really gratifying to see education making such progress inthe back Townships, and to know that the efforts of a good and efficient Teacher are understood and appreciated-[Bathurst Courier.

Opening of Knox's College.-Another Session of this valuable Institution was opened with an introductory Lecture from Dr. Willis, on Wednesday the 17th ult. The Lecture was characterized by the usual ability of the Rev. Professor-presenting a review of the subjects of study pursued in the College--defining their limits, and distinguishing their claims upon the regard of the Students. Useful hints were given for the proper prosecution of the varied studies, and the object of all study was pointed out to fit the students for the service of God, in the Church of the world. Many of the Students were present, though a considerable number are still expected. Professors and students had met by the kindness of Providence, their ranks unbroken by disease or death. Several of the members of the Church, and other friends or the College were present at the interesting occasion.-[Globe.

A Teachers' Association has been formed in the Township of Dumfries, with the view of elevating the character of Common Schools. Quarterly meetings are to be held, open to the public, for the discussion of Educational questions.

UNITED STATES.

NATIONAL COMMON SCHOOL CONVENTION.

FIRST DAY.

Wednesday Oct. 17, 1849.

The National Convention of the friends of Universal Education commenced its Sessions at the Athenæum in Philadelphia, on Wednesday morning. Hon. Joseph R. Chandler presided over the preliminary organization, and afterwards the following gentlemen were chosen officers of the Convention: President-Hon. Horace Mann, of Mass.

Vice-Presidents-Joseph Henry, of Washington; John Griscom of New Jersey; Samuel Lewis, of Ohio; Rt. Rev. Alonzo Potter, D.D. of Penna.; J. B. Duncan, of La.

Secretaries-Charles Northend, of Mass.; Pemberton Morriss, of Penna.; S. D. Hastings, of Wiss.; S. Janner, of N. Y.

Hon. Horace Mann, on taking his seat as President, made the following remarks:

He said that he owed his election to the State and people from which he came, rather than to himself; he therefore mingled their thanks with his own, for the honour which the Convention had conferred upon him. He saw before him many engaged in the conduct of public schools. They knew how grateful to them and how valuable was the interchange of sentiments with his co-labourers from other parts of the country. He enlarged upon the good that would accrue from such an exchange of experience. State Superintendents of Common Schools, Committees and Boards of Control, as well as Teachers, would derive from such Conventions great assistance from the knowledge they would thus acquire from each other with regard to the distribution of offices, management, &c., of scholars, character of studies, age of children for attendance at school, standards, &c. Others engaged in the advancement of objects of public benevolence had long been in the habit of thus acquiring aid from each other by association

November, 1849.

with a view to the introduction of uniformity of system. Yet although Education was equally, if not more important than any of them, it had hitherto had no such aid. Such advantages would be invaluable to education; and to illustrate this the speaker gave examples. Such communion and such association would give to education body, shape and importance beyond what it now possesses, and at the same time would infuse a new life and a new enthusiasm to the great cause. He adjured the Convention, by every consideration which can operate on a philanthrophist or a patriot, to save the thousands now sunk in ignorance from that ruin to which they are certainly devoted without educational care.

Letters from John Sergeant and Martin Van Buren, regretting their inability to be present, were also read by Mr. Chandler.

Bishop Potter stated that letters similar to these latter had been received from Hon. John C. Spencer, Hon. Edward Everett, Hon. George Bancroft, and Professor A. D. Bache.

EDUCATIONAL MATTERS.- The delegations present then made their reports on the state of Public Education in their respective States. The following is a summary of them :

Delaware.-The School system had originated but a few years back, in the face of much opposition, but it had since overcome this, and was now prospering, increasing and advancing. Still there was much need of increasing interest, for there were some thousands of children in the State who had never crossed the threshold of a school house.

Louisiana-For years education has suffered great depression in this State. Year after year it was found that the State had appropriated more money in proportion than any other State, and derived less benefit. At the last session of the Legislature, however, an efficient law had been passed, and an appropriation of half a million of dollars made to carry it into execution. A system of taxation for the support of the same was also provided. A State University was established, and $85,000 appropriated for the erection of edifices for the same. Two of these had been finished, and the departments of Law and Medicine set in complete operation in them.

Maryland.—In Baltimore the school system is admirably organized, crowded and prosperous. A High School heads the system there. It contains 300 scholars. The thorough education of each pupil in these Public Schools costs $25. To get the same education at private schools and aca. demies, would cost $1,000 for each pupil. In the rural districts of the State, schools are in a bad condition. The annual State appropriation is $75,000. The Baltimore School Commissioners have exhausted their funds, and are unable to meet the demand for more schools. This prosperous system will be extended throughout the State. It is also intended to establish a Teachers' College.

Massachusetts. From this State there were lengthy reports, embracing the history, organization, details, evils and improvements of the system there. We cannot pretend to give a tithe of the information communicated. Hon H. Mann, on retiring from the office of Secretary of the Board of Control, had recommended that the Public Schools be made a branch of Gov. ernment. This has been carried into effect. The schools have suffered much from unequal distribution of Scholars, but more from the character of the Teachers. To reform this evil, County and State Associations of Teachers, Manual labour and Idiot schools have been established.

New Jersey-The Public School system was established in this State twenty years ago, but under it the same number of scholars attended the schools then as did six years ago. This act was owing to the imposition of the duties of the State Superintendent of the Public Schools upon the Secretary of the Commonwealth. The friends of education finding this an incubus upon the system, and upon all progress, made several successive efforts to get a bill through the Legislature, creating a separate office for the sole care of the Public Schools. After many failures, it finally passed, in such a way as to give the proposition a trial, by establishing a School Superintendent for two counties, the latter to pay the expense. The result was so highly satisfactory, that at the next session of the Legislature the State office was created. Since then the appropriations of the State have alvanced from $10,000 to $100,000, and in proportion, the scholars have, in five years, increased from 42,000 to 96,000.

It was resolved to hold a Convention in Philadelphia in 1850, on the fourth Wednesday in August, to appoint a Committee of five to make arrangements for that Convention, and to appoint a Committee of five to draft a plan for the organization of a National Association.

The next topic, "School Architecture, including the location, size, modes of ventilation, warming and seating, &c. of buildings intended for educational purposes," was referred to a Committee of three for deliberation and future report.

The subject of School Attendance-including the schoolage of children

and the best modes of securing the regular and punctual attendance of children at school, was debated until 12 o'clock, when the special order of the day, which was the Resolution reported by the Business Committee, directing a Memorial to be addressed to Congress, asking the establishment of a bureau in the Home Department for the collection of educational information from the States of the Union, was taken up and adopted. The former topic was then resumed. During this discussion an interesting statement was made respecting the Evening Public Schools in Providence, R. I. They are in a very prosperous condition, and the pupils, among whom are some men from 21 years of age to 40, learn with the greatest avidity. An interesting report was made respecting the condition of Night Schools in New York, which now contain about 1,000 girls and 2,500 boys, and have been very successful. An incubus upon the system has been the imposition of the duty of teaching the Night Schools upon the Teachers of the Day Schools, without additional pay. The whole subject of School Attendance was finally referred to a Committee of three.

Prof. Henry of the Smithsonian Institute, gave an interesting statement of the condition and progress of tnat noble institution. He was followed by Mr. T. J. Robertson, Principal of the Normal School of U.Canada, who gave a brief detail of the state of Common Schools in Canada. The system there, commenced about six years ago, and numbers now between 3,000 and 4,000 schools. The organization is similar to that prevailing in the Northern States of the Union. Upper Canada from which Mr. R. came, is divided into school sections and districts. It embraces some important defects; but they are analogous to those from which many of our State school systems suffer. The Normal School has in some measure remedied those which arise from the want of capacity in the teachers.

Michigan.--Several delegates from Michigan, who were present for the first time at the Convention, narrated the condition and progress of Common Schools in that State. They said that a constant increase of schools, scholars, districts, &c. had taken place there year after year. At present there are 90,000 pupils attending the schools, which are taught by 1,430 male and 2,436 female teachers. There are 345 Township libraries, containing 38,308 volumes which shows a great increase. The delegates however complained of the apathy manifested by parents. The Legislature has authorized the establisement of a Normal School and a State Board of Edueation. The system is supported by taxation.

Mr. Duncan, of La, offered a resolution recognizing the Smithsonian Institute as a great and efficient aid in the increase and diffusion of useful knowledge. Adopted.

The subject of the various grades of schools was then taken up and discussed. One of the points of inquiry was as to the 'Intermediate Schools' which are a grade between the Primary and Grammar Schools. The grades in Philadelphia and their classification were also detailed by Prof. Hart.

Many of the speakers complimented in the highest terms. the efficiency of female teachers to public schools, and denounced in severe terms, the inadequate salaries they received. Finally, the subject of grades of schools was referred to a committee of three, to report on at the next Annual Convention.

The subject of the course of instruction was then considered for a short time, and then that portion relative to books and apparatus was postponed indefinitely.

In the course of the session the following committees were appointed :To Organize a National Association.--J. R. Chandler, Pa.; J.S. Sutherand, Pa.; Samuel Lewis, Cincinnati : Alexander Dimitry, N. O.; Thos. H. Benson, Iowa; Rev. J. N. McJilton.

On School Architecture.--Hon. H. Barnard, Conn.; G. B. Duncan, La.; E. R. Porter. R. I.

On School Attendance.--N. R. Bishop, R. I.; W. D. Swan, Mass. ; H.H. Barney, Ohio: Dr. Monmonier, Baltimore.

THIRD AND LAST DAY.

Friday Oct. 19. The Chairman announced the appointment of the following Committees: On the Territorial or Civil Subdivisions of the State and Supervision.— Hon. H. Barnard of Conn.; Mr. Sherman of Mich.; Thos. H. Benton, Jr. of Iowa; Samuel Stephens of Pittsburg; Mr. Holbrook of Rochester.

On Night Schools.-Prof. John S. Hart; Charles Northend Mass.; Mr. McKeen of N. Y.; T. F. King, N. J.; J. J. Barclay, Philadelphia. Committee to Correspond with the Committee of Arrangements.-Normar Pinney. Ala.; W. B. Butts, Ark.; H. Barnard Conn.; Judge Hall, Del.; Rt. Rev. Bishop Elliott, Georgia; J. J. Wright Ill.; Thomas H. Benton, Jr., Iowa; Hon. A. Kennedy, Ind.; R. J. Breckenbridge, Ky.; Joshua Baldwin, La.; J. H. Latrobe, Md.; W. G. Crosby, Me.; W. B. Fowler, Mass.; Mr. Minor, Mo.; Samuel Newberry, Mich.; Judge Tatcher, Miss.; Governor Morehead; Professor Paddock, N. H.; Theo. F. King, N. J.; Chris. Morgan, N. Y.; Samuel Golloway, Ohio; Thomas H. Burrows, Penn.; E. R. Potter, R. 1.; Judge Huger, S. Carolina; Prof. Lindsey, Ten; Gen. Henderson, Texas; Governor James McDowell, Va.; Gov. H. Eaton; Vt; Rev. A. C. Barry, Wis.; Governor A. Ramsey, Minesota.

On Instruction and Training.-Messrs. Hamı Wright, Phil. Liberty Hall, Me.; J. N. McElligo son, Canada.

The following resolution offered by Bishop Potte Resolved.--That the great and invidious inequal paid to male and female teachers for like services, i the immediate and earnest attention of the friends a The following offered by Hon. Mr. Duncan was Resolved. That in the opinion of this Conventio employment of teachers or either sex, in any bran promoted by giving the rate of compensation at a s equate recompense, and such as will command the try in the cause of public instruction.

The following resolution offered by Mr. Pierce w Resolved-That a Committee of three be appoi port to the next meeting of the Convention, on the crime, and the compara.ive cost of crime and educa

The chair appointed the following committee on O. B. Pierce, Gov. H. Eaton and John S. Ketchur The subject of teachers and their qualifications, appropriate Committee.

The following resolution was also adopted :Resolved.--That a Committee of five be appoi method of raising the necessary funds for the supp whether by a direct tax upon property, by an asses a State school fund, or by a combination of two or and also to report how far Common Schools shou provisions. And that the said Committee include ment of the cost of Public Literary Instruction in Union, and suggest also the best mode in their opi penditure of money for educational purposes the m

The Chair appointed the above Committee as fo J.; Hon. Joel B. Sutherland, Philadelphia: T. F The subjects of parental and public interest, and instruction were referred to the following Committe ers of Va.; Rev. D. Kimball of Mass.; Lyman Warder, Ohio; and J. N. McElligot, N. Y.

Hon. Joseph R. Chandler, with some well co marks, offered a resolution acknowledging the exce ant services rendered by Hon. Horace Mann, bot chusetts, and President of the Convention. It was by three rounds of applause. A resolution was als the Vice-Presidents and Secretaries for their servic

The President, in a speech which was listened t turned his acknowledgemets for the honour done h then adjourned sine die.-[Phil. North American. BRITISH AND FOREI

The School of Design in Dublin.-The of Design, in connection with the Royal Dublin S rations on Monday last, the 1st inst. The Figure is open every morning from 9 to 12 o'clock, and th tectural Schools, every evening from 7 to 10 o'clo An Elementary Class of Practical Geometry and P Friday morning and evening; and there are morn from 9 to 12 o'clock, in which instruction is given in Flowers and Plants, Landscape, Etching, and Pai The admission fee is only 2s. 6d. per quarter; a one pound per annum have the privilege of ser Schools. [Dublin Advocate.

School of Design in Cork.-The contrac and Murphy, have a number of tradesmen employ alterations and improvements in the Royal Cork portion of it to the purposes of the School of Desi

Universities.--Among the rumours of th relate to the probable extension of the University s the Established Church. Instead of throwing ope to students of ail religious denominations, St. Bee said, to be invested with the power to grant degre cording to the Liverpool Standard, is the chosen towards the erection of which the Archbishop of of Westminster, and Lord Robert Grosvenor, have -[Leeds Mercury.

Oxford University Museum.-A site has for the erection of a new University Museum, w more than £50,000, of which part will be raised remainder will be supplied from the University el

URNAL

UN

vovember, 1848

RNAL OF EDUCATION.

TORONTO, NOVEMBER, 1849.

IONS OF GRAMMAR SCHOOLS TO COMMON SCHOOLS AND COLLEGES. ppropriate functions of our District Grammar Schools atis drawn by the writer of these remarks early in 1846, in t on a system of Public Elementary Instruction for Upper p. 9, 149–156. We know not that we can better inme practical observations on the relations of District Schools, than in the words which we employed upwards ears since :

asis of an educational structure adapted to this end should be = the population of the country; and its loftiest elevation should ighest demands of the learned professions, adapting its gradabols to the wants of the several classes of the community, and pective employments or professions, the one rising above the each complete in itself for the degree of education it imparts; of uniformity as to fundamental principles pervading the e whole based upon the principles of Christianity, and uniting ed influence and support of the Government and the people." the Second Part of the Report, after having explained ated by references to European countries the kind and of the gradations of schools required for carrying into ope system of instruction indicated in the words just quoted, ng observations occur:

this view the same principles and spirit would pervade the em, from the Primary Schools up to the University; the basis n in the Elementary Schools would be the same for the whole at least so far as public or governmental provisions and ree concerned-not interfering with private Schools or taking he account; but as soon as the pupils would advance to the limstruction provided for all, then those whose parents or guarno longer dispense with their services, would enter life with mentary education; those whose parents might be able and uld proceed, some to the Real School to prepare for the bufarmer, an architect, an engineer, a manufacturer, or mechanthe Grammar School to prepare for the University, and the

rrying out and completion of such a sytem, the courses of ineach class of Schools would be prescribed, as also the qualifi admission into each of them, above the Primary Schools: each ld occupy its appropriate place, and each Teacher would have iate work; and no one man in the same School, and on one ne day, would be found making the absurd and abortive ataching the a, b, c's, reading, spelling, writing, arithmetic, geography, (in all their gradations,) together with Latin, Mathematics.

is true in the business of teaching, as well as in every other of human industry, that where there is a suitable division of labourer is more likely to become more thoroughly master of nd imbued with the spirit of it, than where his time and attenergies are divided among a nameless variety of objects; and ple of England may be appealed to in proof of the almost ich may be performed in regard both to the amount and manufactures, by a skilful division and application of labour, examples of other countries of Europe be adduced in illustramay be achieved as to both the cheapness, the thorougness, practical character, and the general diffusion of education, by Bencation of Schools and Teachers, their appropriate training ny competition. together with an efficient system of inspection lass of Schools, the latter being the chief instrument of the mprovement in the Holland system of Public Instruction. developement of such a system of Schools, is not the work ut I hope the day is not distant when its essential features in our own syster of public instruction, and when its undvantages will begin to be enjoyed by the Canadian people." the topics referred to in the passages which we have hat we desire at the present time to call attention.

trict Grammar Schools were clearly intended to occupy diate position between the Common Schools and Colleges⚫ ct is distinct and peculiar; and so should be their organThey are the first of the three stages in a system of

er.

liberal studies. As the College prepares for professional studies, so does the Grammar School prepare for the Colleges. Ought not the organization and system of instruction in the Grammar Schools to have reference to the Colleges to which they are intended to be introductory? Or should they be suffered to remain a compound of every thing? Do not the interests of classical learning require the existence and endowment of separate schools for that purpose? Is not such the object of the District Grammar Schools? As they are partially endowed for that object, ought they not to be made efficient for its accomplishment to as great an extent as possible! Can that be the case as long as Grammar Schools are allowed to. Are teach everything that is taught in the Common Schools? not the subjects peculiar to a Grammar School ample to occupy the time and employ the energies of any one man? The eyes of an Argus and the arms of a Briareus would hardly suffice for the double duties of a Common School Teacher and a Grammar School TeachThe Rev. Dr. G. W. Bethune, of Philadelphia, in a recent address before a literary society of HARVARD COLLEGE, Mass., speaks of an "omnigenous competition which is equally ready at inventing a cooking-stove on an ethical system, and will take to the pulpit, the bar, a professor's chair, a seat in the Senate, or the Presidency of the United States, if only sure that the emoluments of the new speculation will only exceed those of a quack-medicine, a peddling-wagon, or a singing school." Some such "omnigenous" powers seem to be ascribed to the master of a Grammar School, when, in addition to teaching Latin, Greek and Mathematics, he undertakes to teach all the branches of ar. English Education. The result of such an attempt must be, that no branch will be effectually taught. Those who send their children to the school either to acquire an English education or the elements of Classical learning, will be alike disappointed; both classe of children will sustain irreparable injury and the design of the Legislature in endowing the Grammar School will, in a great measure, be defeated. The Common School in the neighbourhood of such Grammar School will also suffer corresponding injury-a considerable portion of its legitimate support being diverted from it by the rival competition of the Grammar School! Surely it never could have been intended that Grammar Schools should occupy the same ground as Common Schools-should compete with them; thus lowering the character and impairing the efficiency of both the Grammar and the neighbouring Common Schools. It is the bearing of this question on the interests of Common Schools that has induced us to depart in this instance from our usual course, to discuss matters relating to any class of seminaries in the Province not managed under the provisions of the Common School law. We venture then to suggest,

1. Whether a formal and thorough inquiry (by Commission or otherwise) into the state and character of the District Grammar Schools in Upper Canada ought not to be instituted. The facts that notwithstanding the existence of from 30 to 40 of these Grammar Schools in Upper Canada-of there being no less than 60 Grammar School scholarships established in the Provincial Univerversity of the University being munificently endowed and provided with able Professors, and yet only eight students matriculating at the last Annual Convocation-a smaller number than annually enters the youngest of the Colleges in the newest States of the neighbouring Republic; these facts, it appears to us, are quite sufficient. to justify, if not demand, the most careful inquiry into the working of that class of schools on whose contributions the University depends for its numerical efficiency, as well as great numbers of youth for a sound elementary Classical education.

2. Whether a course of studies and general rules of discipline should not be prepared and prescribed for the Grammar Schools,

fixing a standard below which pupils should not be admitted; thus stamping upon the Grammar Schools uniformity and definiteness of character, making them efficient in promoting the objects of their establishment, and preventing them in any instance, from the useless, if not worse than useless attempt of teaching a multitude of things imperfectly instead of teaching a few things efficiently.

3. Whether a thorough system of governmental inspection ought not to be established and exercised over the Grammar Schools, as well as over Common Schools.

We are far from intimating an opinion that there are no efficient Grammar Schools in the Province, even under the present system, or rather absence of all system. We believe there are several instances in which separate apartments for different classes of pupils are provided and assistants employed to teach the English branches. But we apprehend such examples are rather exceptions to the general rule, than the rule itself. We think the general rule is, whether there be an assistant or not, to admit pupils of both sexes, and of all ages and attainments, from a, b, c, upwards, into schools which ought to occupy a position distinct from, and superior to that of the Common Schools. Equally far be it from us to intimate, that there is any deficiency of qualifications on the part of masters of Grammar Schools. But we doubt not that they will be the first to feel how much the efficiency and pleasures of their duties will be advanced by the introduction of a proper and uniform system, as they will be the first to confess, non omnia possumus omnes.

SCHOOLS FREE FOR ALL IN THE STATE OF
NEW-YORK.

We experience the most intense pleasure in stating, that by a ballot vote of the people of the State of New-York, given throughout the whole State on the sixth of this month, COMMON SCHOOLS ARE DECLARED FREE TO EVERY CHILD IN THE STATE! A short Bill passed the State Legislature at its last session for the establishment of Free Schools in every part of the State, leaving the carrying of it into effect to be determined by a ballot vote of the people to be given at the time of their November Elections of State officers. That vote has been cast in favour of Free Schools. The gross misrepresentation and unmeasured abuse with which the avowal of our sentiments on this subject was received by a portion of the Canadian press, is infinitely more than compensated by the noble and patriotic triumph of the Free School principle among the citizens of the great State adjoining us-though we deeply lament the injury which has been inflicted upon hundreds and thousands of poor Canadian children in our Cities and Towns by the opposition to which we refer : for had the example of the liberal press in the State of New-York been imitated by all that press in Canada, we doubt not the Free School system would now be in operation in every one of our Cities and Towns, as it is in two or three instances. But while Canada has been doomed to these drawbacks upon the educational interests of the youth of her principal cities, we rejoice to know that a spirit of candour, progress and patriotism has been evinced in many portions of the Province; and we think all friends of universal education among us may derive fresh encouragement from what has just transpired in the State of New-York, to labour and hope for speedy corresponding results in our own beloved country. Able American Educationists have expressed their belief, that as much progress has been in the Common School system in Upper Canada during the last two years as had taken place in ten years in the State of New-York itself; we believe the elements of our inintellectual and social advancement are only begun to be developed, if not arrested by retrograde movements; and we cannot endure that a humiliating contrast should begin again to appear between the educational progress of New-York and Canada. We believe no American citizen experiences more real, heart-felt and unspeakable delight than we do at the sublime moral demonstration which the sixth of this month presented in the State of New-York, when an over

vhelming majority of the fathers and grown-up s vere seen wending their way to the places of ele their golden declaration that there shall hencefor of knowledge--that mental culture is the birth-ri in the land—and the light of education shall be a of heaven. Every such ballot was a legacy of P to posterity. We rejoice in being permitted to be in this great contest-some twenty thousand copi to the People of Upper Canada on Free Schools first number of the present volume of this Journ printed and distributed in the State of New York previous to the election; and we hail the result higher than the highest military honour to the cit selves, but as the perennial source of prosperity and the electrical messenger of salutary in countries.

We subjoin the following paragraphs from a in order to connect, in appropriate terms, with th great achievement, the mention of a name which b ed part in hastening its consummation::

"In recording the sanction, by a vast majority of Commonwealth, to the opening of the doors of ever in the State, we chronicle the triumph of a struggle w ried on for half a century. In this simple labour, how much patriotism and earnest talent has been enl of the earnest wishers for the full recognition of the t tion, like the natural light, should be free to all and the country depends upon the knowledge of its down to their graves well nigh disheartened at the pr of slow belief. It has not, then, been the work o upon its true basis the Educational System of the St glory which would attach to any benefactor who singl ed and carried it to completion, must be divided amo names in the van, and be shared by every one humble co-operators.

e

"But there is no reason why, because we are unabl to each his share of the honour of the first efforts to education, that we should overlook one who may rig having brought the cause of free instruction to its The Hon. CHRISTOPHER MORGAN has been the agen Since his introduction into office, he has exercised al ample field of labour well, but pre-eminent ability has all previous Superintendents, his supervision of the system of the State. His vigilance has quickened t

and it has been remarked that at no time since the half-way free schools of the old regime, have they for the last two years. The errors and abuses which into management in some portions of the State, hav reformed. It is the mark of a nobly great mind, tha can take in every part of a great system and watch ov of its operations, at the same time it is never overw ministerative duties, but, comprehending the true air see its great errors, and plan and carry out all usefu Mr. MORGAN was labouring assiduously in his super 10,000 School Districts, hearing personally all appe the nice questions which are ever arising from ignor never for an instant, seems to have lost sight of the Public Schools were only half free schools, and that t vent the errors of mismanagement from their anom well as to attain the higher good, was to make then He has laboured earnestly and well to make a realit predecessors were content to regard ouly as a pl attainable in the next century.

"To Mr. MORGAN we are indebted for the framing o for its earnest pressure upon the attention of the I which, unfortunately, the best of measures may be was determined that the people at least, should ha expressing their views directly on the Free School o been nobly sustained in his belief that they were pr measure, by the overwhelming vote just cast in the a

"The organic reform in our school system, conter great minor changes, and will demand signal wisd maturing its details. Next to the popular approval friends of popular education will regard, as a great g re-election of Mr. MORGAN. We are now sure that longer be deferred. We are sure that in throwing op doors to all, without money and without price," which will be worthy of a State to give and a peop the Free Schools of the next decade of this century the scope of its means of instruction, the character the possession of all the requisites of advance and el assured by the election of Mr. MORGAN."