wunc all the cources vI their country tributary to their interests and comforts? And is not this the most obvious and prominent distinguishing feature between an educated and uneducated people the power of the former, and the powerlessness of the latter, to develope the resources of nature and providence, and make them subservient to human interests and enjoyments? Can this be done without increasing the value of property? I verily believe, that in the sound and universal education of the people, the balance of gain financially is on the side of the wealthier classes. If the poorer classes gain in intellectual power and in the resources of individual and social happiness, the richer classes gain proportionally, I think more than proportionally, in the enhanced value of their property. As an illustration, take any two neighbourhoods, equal in advantages of situation and natural fertility of soil-the one inhabited by an ignorant, and therefore unenterprising, grovelling, if not disorderly population ; the other peopled with a well-educated, and therefore enterprising, intelligent and industrious class of inhabitants. The difference in the value of all real estates in the two neighbourhoods is ten if not an hundred fold greater than the amount of school tax that has ever been imposed upon it: And yet it is the SCHOOL that makes the difference in the two neighbourhoods; and the larger the field of experiment the more marked will be the difference. Hence in Free School countries, where the experiment has been so tested as to become a system, there are no warmer advocates of it than men of the largest property and the greatest intelligence—the profoundest scholars and the ablest statesmen.

It has also been objected, that the lands of absentees ought not to be taxed for the support of schools in the vicinity of such lands. I answer, the inhabitants of the School Sections in which such lands are situated are continually adding to the value of those lands by their labours and improvements, and are therefore entitled to some return, in the shape of a local school tax, from such absentee landholders.

The objection that the Free-school system is a pauperising system has been sufficiently answered and exposed in a preceding part of this address. Such a term is only applicable to the present ratebill system, as I have shown; and the application of it to the Free School system is an exhibition of the sheerest ignorance of the subject, or a pitiful manœuvre of selfishness against the education of the working classes of the people. History is unanimous in the assertion, that the first race of New-England pilgrims were the best educated and most independent class of men that ever planted the standard of colonization in any new country. Yet among these men did the system of Free Schools originate; by their free and intelligent descendents has it been perpetuated and extended; their universal education has triumphed over the comparative harrenness of their soil and the severity of their climate, and made their States the metropolis of American manufactures and mechanic arts, and the seat of the best Colleges and Schools in America. Nor is a page of their educational history disfigured with the narrative of a "ragged school," or the anomaly of a pauper pupil. I submit then the great question of Free Schools, or of universal education, (for I hold the two to be synonymous in fact) to the grave consideration of the Canadian public. I think it properly appertains to the inhabitants of each school municipality to decide for themselves on this subject. I desire no further Legislative interference than to give the inhabitants of each school division the power of supporting their own school as they please. Of the result of their inquiries as to the best mode of supporting their school, I have no doubt; and in that result I read the brightest hope and the greatest wealth of future Canada.

EDUCATION OFFICE,

Toronto, January, 1849.

E. RYERSON.

N. B.-I have taken no notice of the objection founded upon the inequality and injustice of the assessment laws, in regard to Cities and Towns as well as country School Sections; as that objection lies against the assessment laws, and not against the principle of the Free School system; and as, I trust, the imperfection of the assessment laws will be shortly remedied by Legislative enactment. E. R.

Common School System, State of New the Message of Governor Fish to the State Senat 1849.-The Common School System of the in the discharge of its important objects. ized School Districts, reported during the past the number of children taught in the Common was 775,723, being an increase of 27,336 over preceding year. The number of incorporate reported was 4,785, in which 32,256 children aggregate of 807,979 children, who receive ins and Private Schools of the State. The amount for teachers' wages, during the year, was $639,0 paid on rate bills for teachers' wages was $466,6 gate of $1,105,682 44.

Intimately connected with the success of ins the establishment and support of libraries for the liberal and far-seeing policy of the law in 1838 pr and gradual increase of libraries in each of the State. During the past year $81,624 05 have State for this object. Upwards of one million t volumes have already been distributed, carrying culture into every portion of our wide-spread terri legislation of the State, has recently been second of individual liberality on the part of Mr. Astor, w of our land, had realized in his own career the ber participation in the privileges which the fiberal extends to all, without regard to the place or the

From the representations made to me, I am restoration of the office of County Superintenda of good to the School system. One of the injurio abolition, as I am informed by the Departinent, i which it depended wholly on those officers, are r in number, and that many of those received are s little value.

The report of the Executive Committee of the show the condition of that most valuable agent in t This school is doing a great and good work. I experiment, and under its present judicious mana in the confidence of its friends, and attracting the once doubted its practicability, or its usefulness.

Free Schools in the State of New-York.mercial Advertiser says,—

"We are glad to learn that the great measure of of Free Schools throughout the State has been th brought to the attention of the Legislature. M notice that he shall introduce a bill for the establishi This is as it should be. Although our Common next thing to Free now-as all may attend them not-yet a distinction is made, and a partiality exi action will do away with. Free Schools, based np State, is the true policy. They thus become, as government a restraining influence-a conservati and prepares our citizens for their other duties. physical, intellectual, and moral, is one of the gre State, and renders unnecessary, to a great exten coercive powers of the government. The public s we believe, is decidedly in favor of a system of Fr present indications we have no doubt but that one the present Legislature."

Free Schools in the State of Indiana.-At t tion the people decided by a large majority in fav system of Free Schools throughout this State.

The National Society for Education in E has been issued by the Committee of this Society, wh the last five years, accommodation has been provided for 265,542 scholars; that the total expenditure in teachers' residences has been £768,000, of which a tributed by the Society, and about two-sevenths by th cil on Education; that in five Normal institutions masters and two for schoolmistresses, 1042 student training; and that, if the ratio of the last two years the Society will henceforth send out annually up trained teachers; that National diocesan training i provided, with the advice and help of the Society, a ham, and various other places; and the Report con appeal to the public for support, the means at the di Society for the building and improving of schools in tirely exhausted.--[London News.

Selections.

DUTY OF TRUSTEES IN THE SELECTION OF
TEACHERS.

Pecuniary considerations should have little or no influence in the lection of teachers. Better procure a good Teacher at forty dolrs per month, and let him teach a quarter of the time, than to ocure a poor Teacher at ten dollars per month, and let him teach e whole time. Nay, it is better to give what money you have r the services of a good Teacher, let the time be as short as it ay, than to take a poor Teacher the year round for nothing. Were you in danger of losing your eyesight, you would sooner mploy a skilful oculist, at any price, than suffer a miserable quack operate upon the precious organs gratuitously. Were your proerty all at stake in the county court, you would sooner pay well n advocate who could secure your rights, than accept the free serices of an unskilful pettifogger, who would not only lose your cause ut subject you to heavy cost and trouble. Or, were you a maker f silver wares and gold watches, you would cheerfully give half our profits to a journeyman who was experienced in the business, ather than permit a backwoodsman to work among your jewelry or nothing. Why then, should you employ a poor Teacher, because e is cheap, to work among the minds of your children, which are you more precious than jewels, more valuable than wealth, and earer than the apple of your eye?—Mass. Local School Reports.

It

DUTY OF PARENTS IN VISITING THE SCHOOL. Parents should not only attend the examinations, but they should requently drop in and spend an hour or two, during the term. would greatly encourage both teachers and scholars. In the one it would awaken new diligence and zeal, to the other it would prove a owerful stimulus to study. It would have a tendency to allay isorders and prevent dissatisfaction. And besides, it is a sacred uty which parents owe to their children. If the bodies of your hildren were deformed and ill-shapen, and a physician were emloyed to remedy the defects, to straighten rickety limbs and replace istorted bones, would you feel no interest in the process or result? Vould you take no notice of the labours of the surgeon? Would ou not rather pay many visits to the operator's room, to witness is patient and faithful efforts, as well as to rejoice with him at last the triumphs of his skill? And can you feel less interest in the perations upon the minds of your children, the noble, intellecual, immortal part? Will you never go and look upon the process nd progress of the work? Will you not rather go often into the Teacher's workshop, where the minds of your children are shaped nd moulded, and where impressions are being made, unchangeable s time and lasting as eternity ?-Ibid.

* * *

QUALIFICATIONS AND DUTIES OF TEACHERS. School teaching, like music, is a science to be studied, as well as n art to be practised. Hence the expediency of our Normal Schools,- -a bright star dawning in our horizon; an enterprise ruly laudable in its purpose, and deserving the countenance and atronage of the public. Teachers should be well qualied, in all respects, for teaching and governing the young. They hould be apt to teach, and able to teach with accuracy,――to develop nd mould the minds of their pupils, and foster in them habits of hinking for themselves, rather than of loading the memory only with the ideas of others. They should choose the occupation for is own sake, and not solely for its reputableness, its comparative crativeness or ease. They should be devoted to their charge, nd readily secure their confidence and affection. They should culcate morals as well as science, nurture the heart no less than he intellect. Let all our schools be furnished with teachers of uch a stamp, and they would soon shed around them a bencficient fluence, that would tell most happily on coming generations.—Ib.

BENEFITS OF COMMON SCHOOL LIBRARIES. The scholars in the districts have taken great interest in reading e library books, and they are to be found in almost every family town, and, indeed, in families where they very seldom had any

other new book than an almanac, from one year's end to another. I remember of being at one of those houses, when a boy of ten years old came in, bringing with him a book which, he said, he had read through, and wished to exchange for another which the family had. When asked how he liked the library books, he said, "Very much. Before we had a library, I could get but few books to read, and used to spend my evenings at play, and now I stay at home and read all the library books that I can get." And at another house, hearing an old man giving a history of China, who among many other things said, if it was not for the fact that the land produced two crops of rice in a year, its vast multitude of inhabitants would starve to death. When asked his authority, he said, "I read it in one of the school library books." Who can calculate the vast amount of benefit we may expect to receive from the estab lishment of our school libraries? The old and the young are all partaking of their benefits. Whole families may be seen sitting around a winter's evening fire, listening with eager interest to the reading of some one of those books.-Ibid.

SCHOOLHOUSES vs. ARSENALS.

At a meeting recently held in Boston, Hon. Josiah Quincy thus beautifully contrasted the defences of the cities of Boston and Paris : "The late King of the French, one of the most sagacious and austere sovereigns in the world, had caused to be expended forty millions of dollars for the defence of Paris, and had placed his batteries in such positions that their shots might reach every house in the city. Yet, at the first movement of the people he fled from his country with but a five-franc piece in his pocket. In a similar manner our own city has erected its batteries on every hill top, and designed also to throw a shot into every dwelling house. In this kind of defence, a defence of moral power, consists the welfare of the race, and the permanence of political institutions."-Christian Citizen.

WHAT EDUCATION IS.

Real, effective Education does not mean merely reading and writing, nor any degree, however considerable, of mere intellectual instruction. It is, in its largest sense, a process which extends from the commencement to the termination of existence. A child comes into the world, and at once his education begins. Often at his birth the seed of disease or deformity are sown in his constitution; and while he hangs at his mother's breast, he is imbibing impressions which will remain with him through life. During the first period of his infancy, the physical frame expands and strengthens; but its delicate structure is influenced for good or evil by all surrounding circumstances; cleanliness, light, air, food, warmth. By and by, the young being within shows itself more. The senses become quicker. The desires and affections assume a more definite shape. Every object which gives a sensation, every desire gratified or denied, every act, word, or look of affection or of unkindness, has its effect, sometimes slight and imperceptible, sometimes obvious and permanent, in building up the human being; or rather in determining the direction in which it will shoot up and unfold itself. Through the different states of the infant, the child, the boy, the youth, the man, the development of the physical, intellectual, and moral nature goes on, the various circumstances of his condition incessantly acting upon him-the healthfulness or unhealthfulness of the air he breathes; the kind, and the sufficiency of his food and clothing; the degree in which his physical powers are exerted; the freedom with which his senses are allowed or encouraged to exercise themselves upon external objects; the extent to which faculties of remembering, comparing, reasoning, are tasked; the sounds and sights of home, the moral example of parents; the discipline of school; the nature and degree of studies, rewards, and punishments; the personal qualities of his companions; the opinions and practices of the society, juvenile and advanced, in which he moves; and the character of the public institutions under which he lives. The successive operation of all these circumstances upon a human being from earliest childhood, constitutes his education; an education which does not terminate with the arrival of manhood, but continues through life-which is itself, upon the concurrent testimony of revelation and reason, a state of probation or education for a subsequent and more glorious existence.-Edgeworth.

How can we dispel ignorance? By educating the intellectual faculties. How can we prevent immorality? By educating the moral faculties.-Dr. Adam Clarke.

ARTS AND SCIENCES OF INSECTS AND ANIMALS.

Bees are Geometricians. Their cells are so constructed as, with the least quantity of material to have the largest sized spaces, and the least possible loss of interstices.

So also is the Ant-Lion. His funnel shaped trap is exactly correct in its conformation, as if it had been formed by the most skilful artists of our species, with the aid of the best instruments. The Mole is a Geologist.

The bird called the Nine-Killer is an Arithmetician.

The Torpedo, the Ray, and the Electric Eel are Electricians. The Nautilus is a Navigator. He raises and lowers his sails, casts and weighs anchor, and performs other nautical evolutions. Whole tribes of birds are Musicians.

The Beaver is an Architect, Wood Cutter, and Builder. He cuts down trees, plans, and builds houses and dams.

The Marmot is a Civil Engineer. He not only builds houses, but constructs aqueducts and drains to keep them dry.

The Marmots are also Agriculturists. They cut down grass and make it into hay.

The white Ants maintain a regular army of soldiers. The East India Ants are Horticulturists. They raise mushrooms, upon which they feed their young.

Wasps are Paper Makers. Caterpillars are Spinners.
The Fire-fly and Glow-worm are Lamplighters.

The bird Ploceus Textor is a Weaver. He weaves a web to make his nest. The Spider also weaves a beautiful web. He sews leaves together to make his

The Prima is a Tailor. nest.

The Waldenses, ancestors to the Vaudois, were the first people in Europe who made regulations as a community, that all the children of every degree should be taught the elementary branches of an education. For ages before the Scotch Parliament in 1494, made enactments which compelled the barons and substantial freeholders to send their sons to school, the Waldenses had taken care that all the children, including those of the poorest goatherds should have access to some school free from expense. Their teachers were their pastors, the two professions at that time being hardly separable. In other countries of Europe, learning was saved by the Priesthood from utter extinction for their own use and advantage; these saved it by accretion, but the Vaudois saved it by diffusion. Bernard of the 12th century, thus testifies with regard to them : "The rustics and laymen in these valleys are taught to argue with and confute their betters upon subjects that they have had no business to meddle with; for they have schools everywhere which the meanest of the people are allowed to attend."

New-England has tried this Free School system for almost two centuries. Its feasibility and utility has been there thoroughly tested-and the people are now convinced, both there and in our state, that instead of the school being taught but part of the year

by a man called from the plough, or from be ought to be taught the whole year by a reg sional Teacher.-New York State Official

THE FLEASURE OF DOING GOOD,

THE PLEASURE OF DOIN

A young man of eighteen or twenty, a took a walk one day with a professor, whe the students' friend, such was his kindness t he instructed.

While they were walking together, and t ing to lead the conversation to grave subjec old shoes, lying in their path, which they s poor man who was at work in the field nearly finished his days's work.

The young student turned to the professor the man a trick; we will hide his shoes, behind those bushes, and watch to see his po not find them."

"My dear friend, answered the profess amuse ourselves at the expense of the poor. you may give yourself a much greater pleas poor man. Put a dollar into each shoe, an ourselves."

The student did so, and then placed himse behind the bushes close by, through which th the laborer, and see whatever wonder or joy

The poor man had soon finished his work, field to the path, where he had left his coat an put on the coat, he slipped one foot into one of ing something hard, he stooped down and foun ishment and wonder were seen upon his cou upon the dollar, turned round, and looked aga he looked round him on all sides, but could see put the money into his pocket and proceeded shoe; but how great was his astonishment wh dollar! His feelings overcome him; he fell up up to heaven and uttered aloud a fervent tha he spoke of his wife, sick and helpless, and bread, whom this timely bounty from some u save from perishing.

The young man stood there deeply affected, eyes.

"Now," said the professor, "are you not than if you played your intended trick?"

"O dearest sir," answered the youth, "yo a lesson that I will never forget. I feel now t which I never before understood, it is better to We should never approach the poor but them good.

CHRISTIANITY ABOVE CONTR Those who really value Christianity, and beli not only to the spiritual welfare of man, b prosperity of human society, rejoice that in teachings there is so much which mounts ab stands on universal acknowledgment. While

it are disputed, or are dark, they still plainly and its main pillars; and they behold in it a sa up to the heavens. They wish its general pr great truths, to be spread over the whole earth not value Christianity, nor believe in its imp individuals, cavil about sccts and schisms, a changes upon the shallow and so often refute on alleged variety of discordant creeds and cl Hon. D. Webster.

Great efforts from great motives, is the best life. The easiest labor is a burden to him wh performing it. Foster.

NOTICE.

This No. is sent to some of our principal subscribers for the first lume, and others, whose attention. may not have been directed to the Notice" on the last page of the Dec. No. Those who receive it under ese circumstances will particularly oblige us by transmitting their subriptions for the second volume, (5s.,) or by returning without delay, with eir name and post town, the No. now sent.

ACKNOWLEDGEMENTS-To the 19th January, inclusive.

Rem. for Vol. I, from Major Campbell, Supt. Talbot District, A. cClelland, Supt. Town Belleville, Mrs. R. M. Merry, A. T. Corson. on. Judge Draper, H. A. Massy; for Vol. II, Major Campbell, A. cClelland, G. McVittie, Arch'd McCallum, Supt. Town Belleville, lerk Prince Ed. Dist., Rev. T. Demorest, R. McClelland, A. T. Corson, Clipperfield, H. Frost, Hon. Judge Draper, J. Smith, (L. C.,) W. . Buell, Esq., J. Black, M. B. Roblin, Clerk Dalhousie Dist., J. Lewis, sq., A. Morse, Esq., Rev. Dr. Chisholm, N. Whiting; Miss A. McLean, fiss M. E. Haigh, Miss M. M. McIntosh, Miss J. Foster, Miss C. Burgar, Jiss M. E. Hellens. Miss A. M. Haley; R. W. Hamilton, A. Weldon, D. McDonald, T. A. Smith, T. A. Ferguson, A. Salt, T. Watson, R. Nixon, J. Murray, W. Fletcher, R. Futhy, N. Willson, G. Miller, L. Closson, J. M. Kimball, T. Middleton, A. Diamond, A. McKay, D. McCallum, R. Keer, W. Laurie, Rev. W. Philp, J. Briggs, A. Dallas.

We commence the second volume of the Journal of Education with the hope and prospect of promoting to a much greater extent We are than heretofore the original objects of the publication. deeply grateful to the great majority of the Canadian press of different parties for the favorable co-operating notices they have taken of this part of our efforts to diffuse useful knowledge and advance the interests of Common Schools. We find the task to be by no means a light one, in addition to already sufficiently accumulated duties; and nothing but a conviction of its vast importance enables us to persevere in its performance. Though the present number has been prepared under a more than ordinary pressure of engagements, we hope the several departments of it will furnish satisfactory indication that our best judgment and efforts will be employed to fulfill the intimations of the Prospectus,-to make the Journal of Education an expositor of practical and sound views of universal education, and an entertaining instructor on subjects involving the formation and development of the mental and social character of our country. In the columns of this Journal we have nothing to do with parties, sects or personal controversy, but with what equally concerns persons of all persuasions and parties upon the basis of our Common Christianity and in harmony with our civil institutions. Upon this ground we hope for the still more extensive and active co-operation of District Councils and friends of education generally.

Starting upon the principle of selecting and adapting to Canada whatever we might find useful in the school systems or school writings of any country,-whether monarchical or republican, European or American-we borrow most from those countries in which most attention is bestowed upon the subject of popular education, and most progress has been make in it by the free and voluntary efforts of the people themselves; and that is undoubtedly the case in the Eastern States and principal cities and towns of the neighbouring republic. As in the republic of science and literature, there is no such distinction as monarchy and republicanism; so there is an essential agreement in sentiments and feelings among the patriotic and enlightened educationists of all countries, whether of Germany or France, of England or America. We may surely

then avail ourselves of the educational knowledge and experience of our American neighbours, as well as of their experience in manufactures, commerce and agriculture, without any reference to their republican institutions, or political sentiments, or religious creeds. We shall therefore continue to pursue the course which we have hitherto adopted, however a nut-shell bigotry shall assail us from one quarter for receiving a lesson on school teaching from despotic Germany, and from another quarter for receiving a lesson on school-supporting from democratic America. Nor are we aware that the plan of a school-house, or of school premises, will be the better or the worse, the more or less monarchical or democratic, whether it be adopted from London or New York, from Prussia or Massachusetts.

From whatever sources the educational information of Upper Canada may have been derived, or by whomsoever it may have been diffused, we rejoice to believe that there is a great increase of it among the people, and a corresponding increase of desire and exertion on their part to educate their offspring. We believe they never entered upon a year with so ardent and universal a wish to improve their schools and soundly educate every child in the land. We doubt not but the year 1849 will form an epoch in the educational history of Upper Canada; and we hope the Journal of Education may successfully contribute to render that epoch more marked by promoting the interests of education and knowledge throughout the year.

THE GOVERNOR GENERAL AND AGRICULTURAL PRIZES IN THE PROVINCIAL NORMAL SCHOOL.

His Excellency LORD ELGIN, highly approving of the course pursued by the Board of Education in making agriculture a part of the instruction given in the Normal School, and desirous of encouraging it, has established two Agricultural Prizes-the one five pounds and the other three pounds-to be awarded to the two students who shall, at the end of the each half year's session, stand the best examination on the subject of agriculture. We have reason to believe that this liberal expression of His Excellency's desire to connect the science of Agriculture with Common School instruction, is already exerting a powerful influence in the Agricultural Department of the Normal School.

In Three 1. Projec

EDUCATIONAL MAPS FOR THE USE OF SCHOOLMASTERS. Parts: I. Illustrations of Mathematical Geography. tions used for Maps of the World. 2. Conical and Cylindrical Projections. II. Illustrations of Physical Geography. 1. Mountains. 2. Rivers. 3. Lakes. 4. Index Map of the World. 5. Climate. 6. Vegetation. 7. Sizes of Oceans, Seas, Islands, &c. 8. Sizes of Countries. III. Historical Maps. 1. Assyrian Empire. 2. Persian. 3. Macedonian. 4. Roman. 5. Christian, at the Rise of the Mahometan Religion. 6. Mahometan. 7. Christian, at the Present Time. London: Published under - the direction of the Committee of General Literature and Education, appointed by the Society for Promoting Christian Knowledge. Toronto. For Sale at the Depository of the Church Society of the Diocese of Toronto. Price 10s., or (less discount of th to Schools), 8s. 9d.

To the Teacher who wishes to acquaint himself thoroughly with the proper methods of constructing maps, and to adopt the most approved methods of teaching Geography, we know not of a more valuable manual for the price than these cheap Educational Maps for the use of Schoolmasters. A careful examination alone can enable a person duly to appreciate the appropriateness and excellence of these maps, and the value of the explanatory chapters on Map

46

Thirdly, who the people are who possess it; what are their habits and history. The ordinary instruction given in our National Schools, when best done, is generally confined to this third portion, or rather to the names and divisions of countries in their several positions.

"The master has here placed before him :-1st. A sketch of all the ordinary projections, by which he may make himself so far acquainted with the subject, that he may be able to impart as much of this kind of knowledge as his scholars can receive.

"2nd. The heights of mountains, length of rivers, and sizes of lakes, all so numbered that he may easily refer to them on the Index Map; and the use which he may make of these plans is, to be able to point out the principal features of this description to his scholars on the map; and to give them a general notion of the great features of the world. This division comprehends, also, two maps illustrative of climate and its influence upon vegetation; and diagram's exhibiting the comparative sizes of the principal oceans, seas, islands, countries, and continental divisions of the globe.

"3rd. Historical maps of the four great Empires which preceded our Saviour, of Christianity before Mahometanism, of Mahometanism and Christianity since; i. c., of the present state of our holy religion geographically viewed. The first six of these are on the same outline map, and only the seventh embraces the whole world."

MAP OF AMERICA. Constructed for the use of the National Schools of Ireland, under the direction of the Commissioners, and republished with the approval of the Board of Education, for the use of Common Schools in Canada. SCOBIE & BALFOUR. Toronto. Price, mounted on canvass and rollers, 17s. 6d.

3

We beg to refer to the advertisement of the re-publication of this Map of the National Series, by ScOBIE & BALFOUR. The Canadian reprint is not only a fac simile of the original, but in every respect equal to it. The boldness of the outlines of countries and rivers, and the brilliancy of the colouring, are admirable, and highly creditable to Canadian enterprise and skill. The price of the reprint is lower than that of the original imported map. We hope the Publishers will be amply remunerated for their large outlay in preparing this valuable contribution to the apparatus of our Common Schools. We understand the Publishers will have the re-publication of the Map of the HEMISPHERES ready for delivery in the course of two or three months, and then proceed as rapidly as possible with the re-publication of the Maps of EUROPE, AFRICA, ASIA, &c. We hope the day is not distant when a set of these maps will be found in every Common School of Upper Canada. It is hardly necessary to say, that every friend of our country ought to support and encourage Canadian enterprise, especially when the productions of that enterprise rival in both quality and cheapness transatlantic or foreign importations.

CANADIAN REPrints of the NATIONAL SCHOOL BOOKS, by BREWER, MCPHAIL, & Co.

In the November number of this Journal, we gave the contents of the Five National Readers, with explanatory remarks, and noticed in terms of commendation the general correctness and excellence of BREWER, MCPHAIL, & Co.'s Canadian reprints. Their reprints are from the edition of the original series which have been recommended by the Canadian Board of Education. We have pleasure in directing the attention of Trustees, Teachers, and School-book dealers to the advertisement of BREWER, MCPHAIL, & Co., on the last page of this number of the Journal of Education.

WEBSTER'S DICTIONARY UNABRIDGED.

We have received from Messrs. HoYT a copy of the latest quarto edition of this in one volume. The typographical execu ful. In the unanimous judgment of the Great Britain and the United States, WE most learned, the most comprehensive, a of the kind in the English language; con in Dr. JOHNSON's great work, with num tions, more concise and accurate definition the addition of some sixteen thousand wo sisting for the most part of terms used of science and the arts, in commerce, m and the liberal professions. We have n

at present; but we may observe, that scribe to all the views of the learned A regard to orthography and some less im esteem our own library essentially defe Dictionary, and that after frequently c with other standard Dictionaries, for seve printed in England some years since; a account in the Philadelphia Times of a o edition intended as a present to HER MA

"THE QUEEN'S DICTIONARY. Among t the Franklin Institute, one, in particular, at a copy of Webster's Quarto Dictionary, in Majesty, VICTORIA, Queen of Great Britai Turkey morocco antique, and the clasp a solid gold. The edges are gold, and on American flags are beautifully blended in el of the top is a streamer with the words E at the bottom another with the motto, Ho

We have omitted to remark, that we WEBSTER'S Dictionary what we have no English lexicon-a comprehensive pr Modern Geographical Names, in addition vocabularies of Scripture and Classical P

Mr. D. M. DEWEY, Book Agent, &c., been employed by us during the last year tions and documents from different parts from our own experience of his ability efforts to oblige, we cordially recommend the services of an agency such as he adv

School Meeting at Stamford-the L A Meeting, called by the Trustees of the ford, was held on Saturday last, to consi system of Education was most desirable. appointed Chairman, and Holloway, retary. The Chairman opened the meeting ing to the point. After he had concluded and with ability in favor of the old and a Lemon, Esq., most eloquently and logically liberal system. Mr. Lemon was ably secon also spoke in favor of liberal Education, and community generally. When the several s was taken, and Stamford proved its determi progressive spirit of the age, by voting f Mail.

Free Schools in the Town of Niagara called by the President of the Corporation, it of discussion, by a majority of the rate-pay system of free Schools, and not petition the L ment of the old rate-bill system.