42-46

TABLE A.-School Sections-Schools in operation-Moneys, Receipts, and Expenditure of the Common Schools in the Districts, Cities, and Incorporated Towns of Upper Canada, for the year 1848, TABLE B.-School Population-Pupils attending the Schools -Average, in Summer, in Winter: of Boys, of Girls-Time Schools have been kept open by qualified Teachers-Classification and number of Pupils in the various branches of study, 46-50 TABLE C.-Books used in the Schools, and Modes of Instruc

......

tion employed therein, TABLE D.-Common School Teachers, Male and Femaletheir Religious Faith-their average annual salary without board-Certificates of Qualification granted and annulled during the year 1848-Character of Schools, TABLE E.-Kind, Sizes, and Condition of School-housesNumber and kind erected during the year 1848-Total Schoolhouses-Freehold, Lease, Rented, &c. TABLE F.-School Visits,-by local Superintendents, Clergymen, Councillors, Magistrates, and others-Libraries, Common School, Sunday School and Public-Number of Volumes therein-School Requisites, Maps, Globes, Blackboards, &c. Colleges Academies, Grammar and Private Schools--Students and Pupils therein, and Branches of Study, TABLE G.-District Model Schools-Masters and PupilsMoneys, Receipts and Experditure-Miscellaneous, TABLE H.-Normal and Model School for Upper CanadaReceipts and Expenditure of Special Grant of £1500, in full— of Annual Grant of £1500 for 1848-and of an additional £500 granted to facilitate the attendance of Students,

APPENDIX.

........

50-54

54-58

58-62

62-66

66-68

68-72

Editorial Notices.

MR. D'EVERARDO'S STATISTICAL REPORT OF EDUCATION IN THE NIAGARA DISTRICT, for 1848, laid before the Municipal Council at its late meeting, will be found on pages 78 and 79 of this number. It is a model document of the kind. It is an abstract of Trustees' reports and of the observations and inquiries of the District Superintendent for the year 1848, and is such a paper as every District Superintendent ought to lay annually before the Municipal Council of his District.

EDUCATIONAL PERIODICALS, &c., RECEIVED.

THE ENGLISH JOURNAL OF EDUCATION.

London: George Bell. pp. 44, Monthly, 6s. 6d. per annum. Edited by a Clergyman

We have received several very interesting numbers of this excellent periodical. It is devoted, as its name implies, to the promotion of Education in England-Elementary, Collegiate, and Professional. A series of papers in the late numbers, entitled Paris and its Schools under the Republic, contain new and very valuable information, and evince much ability and discrimination on the part of the author. The Review department is also conducted with much impartiality, and forms an attractive professional feature in the Journal. We cordially wish our transatlantic cotemporary every

success.

SOUTH WESTERN SCHOOL JOURNAL.

Knoxville, Tenn., U.S. pp. 36, Monthly, $1 per annum. Edited by the Rev. Messrs. D. R. M'ANALLY and THOMAS M'INTIRE. We have received the April No. of this very neat periodical, and are happy to perceive by its pages that the important interests of Elementary Education in Tennessee receive much consideration and cordial support from the prominent men of that State. The ́selections are very excellent and appropriate, and the appearance of the publication exhibits much taste on the part of the proprietors.

BRITISH AMERICAN JOURNAL OF MEDICAL AND PHYSICAL SCIENCE. Montreal: J. C. Becket. Monthly, $3 per annum. pp. 28. Edited by ARCHIBALD HALL, Esq., M. D.

This able Scientific and Literary periodical we have had much pleasure in referring to before. It is highly ereditable to our Provincial Press and to the Faculty whose professional interests it is designed chiefly to promote. Its contents are, however, varied to suit non-professional readers; and its Review department is usually of a most interesting and valuable character-the subjects being highly important ones, connected with the social and material prosperity of our young and rapidly rising country. A Monthly Meteorological Register for Montreal and Toronto accompanies each No.,-the latter prepared with great care, from observations made at Her MAJESTY's Magnetical Observatory, in this City, by Captain J. H. LEFROY, R. A., F. R. S.

ACKNOWLEDGMENTS-To the 25th of May, inclusive.

Rem. for Vol. I. from Clerk Colborne District, (20 copies)—for Vol. II. from Clerk Wellington District, (bal. for 54 copies), T. J. Robertson, Esq., Supt. Talbot District (13), P. Davison, J. Gardinier, P. M., Rev. D. C. Van Norman, A. M., Supt. Niagara District (10), W. T. Boate, Rev. J. R. Dalrymple, Thomas Keys, Capt. J. H. Lefroy, F.R.S., Miss C. Kemp, Rev. H. Biggar, Rev. S. Rose,-Clerk and Supt. C. S., Midland District.

*** Back Numbers supplied to all new Subscribers. The 1st Vol., neatly stitched, may be obtained for 5s. All communications to be addressed to Mr. J. GEORGE HODGINS, Education Office, Toronto.

Mr. MATTHEW MACKENDRICK, Bookseller, Hamilton, has been appointed Agent for the Journal of Education in that City, and will be happy to receive orders for the Publication.

TORONTO:- Printed and Published by J. H. LAWRENCE; and may be obtained from SCOвIE & BALFOUR and A. GREEN, Toronto; JOHN M'COY, Montreal; P. SINCLAIR, Quebec; MATTHEW MACKENDRICK, Hamilton; J. IZARD, Woodstock; and D.M. DEWEY, Arcade-Hall, Rochester, N.Y.

Miscellaneous.

DIRECT ACTION OF THE PEOPLE IN AID OF COMMON SCHOOLS.

BY S. S. RANDALL, ESQ.

The importance of a direct and frequent appeal to the people in behalf of the interests of education may, perhaps, be best illustrated by reference to the example afforded by the experience of the State of Connecticut. Next to Massachusetts, the "the land of steady habits" was the earliest to appreciate and to secure the blessings of an organized system of Common School instruction. In process of time an ample public fund was accumulated and placed in the coffers of the State, from whence the fertilizing streams of a wise, and well-directed beneficence were diffused through every neighbourhood; and up to comparatively a recent period, she contested gallantly with Massachusetts the palm of excellence in this nviting field of competition. Gradually, however, and by degrees, her exertions in behalf of elementary education were relaxed -one after another of her numerous and hitherto well-sustained schools drooped, languished and declined—and for many successive wears the strongest efforts of her ablest statesmen and philanthropists to re-enkindle the expiring embers of her ancient watch-fires of knowledge and virtue were paralyzed by the apparent lethargy and indifference of the public mind. More recently, however, we are happy to state, a vigorous effort has been made, the success of which is confidently anticipated, to re-organize a system of public Instruction, and once more to place this noble State on the eminence she so long occupied in the field of elementary education.

To us, it seems not difficult to assign the proximate cause of the apathy which thus prostrated the energies and relaxed the exertions of the citizens of Connecticut in this, their once cherished department of public enterprise. The habit of relying upon their ample school fund· -a fund long since accumulated, and early set apart For this specific purpose-and to which few, perhaps, of the existing generation, had in any degree contributed-seemed to dispense with the necessity of personal exertion and individual interest in che management of the schools. These institutions were known to be open to all, virtually, "without money and without price." They were maintained, not by annual taxation, as in Massachusetts, out by a State fund, annually brought, without direct co-operation on their part, to their very doors. With or without their presence or supervision, this fund was expended in the employment of eachers; and wherever these teachers were competent to afford that kind and degree of education which the varying tastes of the parents required, they were encouraged and the schools sustained; otherwise their children were withdrawn and sent to select or private schools, while the Common School was left to children of ndigent parents, who could not afford to send to more ambitious establishments; and who, however great might be the interest they elt in the prosperity of the District School, possessed none of those neans of influence which could augment its usefulness or add to ts efficiency.

The absence, then, of that direct and personal interest in the nstitutions for elementary instruction which is afforded by periodical contributions to their support, on the part of the citizens geneally, and which, as has been seen, so essentially invigorates the working of the Free School system of Massachusetts, is directly calculated to lead, by a sure and intelligible process, to indifference, pathy, neglect and ultimate disorganization. A public fund, however ample and munificent, derived from the coffers of the State, exclusively, and to which the citizens are not directly called upon to contribute, is not, of itself, sufficient, even when aided by the most inexceptionable organization, to awaken and concentrate that peronal interest in the efficient administration of a system of public nstruction which is indispensable to its success.

SPELLING.

The best way of spelling by word of mouth which we have ever known, is for the teacher to put out a word to a class, and then wait just long enough for each scholar to spell it mentally and hen name a particular scholar to spell it orally. And the utility of this plan increases just in proportion to the number belonging to

the class. It fixes the attention of every scholar, for not one of them knows but he shall be called upon to spell the word. It forbids all wandering, and betrays it if committed. If the class consist of twenty, twenty minds are at work, the moment the word is uttered by the teacher. In the ordinary way of putting out words to a class in rotation, if the class consists of twenty, as soon as one scholar has spelled a word in his turn, he knows that twenty others have to spell before his turn comes again; and away goes his mind, skating, bird's nesting, or playing tops or marbles, until, "in the course of human events," he perceives that another word is coming to him. In the mode first described, each scholar attempts in his mind, the spelling of each word in the latter, each scholar seldom does more than spell one word in twenty. Compared with the latter process, the former condenses the labour of twenty days into Spelling by rotation ought never to be practiced except, perhaps, in the smallest classes of the very youngest children.

one.

Every word, as it is put out to a scholar, should be pronounced precisely as it is uttered by a good reader or speaker, with the same, but with no more slowness or distinctness of utterance. There is a pleasant electrical experiment, where a conducting wire is shaped into the form of letters, which make some word, and on discharging the electricity, it runs up and down the letters and makes each one of them luminous. Now it is not the voice of the teacher in putting out the words, that is to shape out all the letters of the word visibly; but it is the mind of the learner that is to crinkle up and down and make each letter bright and vivid.

The mode of spelling by writing the words put out on slates or paper, has been so often described, that there can scarcely be a teacher in the State unacquainted with it. We make but a single remark as to the mode of examining the words after they have been written. When a list of sufficient length has been written, all the slates or papers may be left with the teacher for his inspection; or he may take one slate or paper from the right or left, and then let each scholar pass his list to his right or left hand fellow. After this is done, let the words be read or rather spelled in order as they are written, and let each deviation from the true orthography be marked for correction.-Mass. Com. School Journal.

CORRECT SPEAKING.

We advise all young people to acquire in early life the habit of using good language, both in speaking and writing, and to abandon as early as possible the use of slang words and phrases. The longer they live the more difficult the acquisition of such language will be; and if the golden age of youth-the proper season for the acquisition of language be passed in its abuse, the unfortunate victim of neglected education is very probably doomed to talk slang for life. Money is not necessary to procure this education. Every man has it in his power. He has merely to use the language he reads instead of the slang which he hears-to form his taste from the best speakers, writers and poets of the country-to treasure up choice phrases in his memory, and habituate himself to their useavoiding at the same time that pedantic precision and bombast which bespeaks rather the weakness of a vain ambition than the polish of an educated mind. There is no man, however low in rank, who may not materially benefit his financial condition by following this advice, and cultivating at the same time such morals and manners as correspond in character with good words.-Ex.

TEACHING BY EXAMPLE.

The teacher must exhibit in himself all that he wishes to see in his pupils. There is a mighty power in example. Åll feel it— but children especially. They look up to the teacher as a superior being, and consequently find themselves imitating him. He must, therefore, exhibit an example of self-government, if he expects them to govern themselves--of conscientiousness, if he expects them to be conscientious-of order, if he expects them to maintain it-of punctuality, if he would have them punctual-and of simplicity and truth, if he would have them simple-hearted and truthful. He must, in short, be before them, always, what he would have them be in the school and in the world. There will be a greater power in this than in all the rules and precepts he can lay down, if they are contradicted by his own spirit and conduct; for

the children will not believe a word of his teachings, if his life does not correspond with them. The Saviour's power lay chiefly in his spotless example. He was, himself, a constant illustration of his own teachings. Even Pilate was constrained to say, "I find no fault in him." Without this, his teachings would have been powerless. What a power there was in his presence! It was his pure spirit that shone out-that surrounded him as with a halo. How the multitude hung upon his lips! It was because they were unfeigned lips. No guile was found in his mouth, or in his actions. He was kind, even in his rebukes-a sympathising, affectionate friend-commending himself, always and everywhere, to the confidence and affection of all.

Such should be the teacher. The confidence and affection thus inspired will not only enable him to govern his school, but will give him a power over the intellects of his students that no other stimulus can exert. Do you wish to wake up mind? Make your pupils love you. It will give to the other needful appliances for stimulating intellect, a vastly augmented power. The parents will not find it necessary to whip their children to make them go to school, nor you to make them learn, for they will rather be whipped than not go to school, and not learn what you thus make them love to learn.

MEMORY.

It is strange-perhaps the strangest of all the mind's intricacies -the sudden, the instantaneous manner, in which memory, by a single signal, casts wide the doors of one of those dark storehouses in which long passed events have been shut up for yeare. That signal, be it a look, a tone, an order, a single sentence, is the cabalistic word of the Arabian tale; at the potent magic of which, the door of the cave of the robber, Forgetfulness, is cast suddenly wide, and all the treasures that he had concealed are displayed. Upon the memory of the traveller rushed up the visions of his youthful days; the sports of boyhood, the transient cares, the quarrels soon forgotten, the pains which passed away like summer clouds; the pure sweet joys of youth, and innocence, and ignorance of ill, that never return when once passed away.—F. R. D.

INFLUENCE OF SINGING ON THE HEALTH OF CHILDREN.

One of the prejudices most obstinately maintained against teaching children to sing arises from an opinion frequently broached that singing, if practised at a tender age, may have a baneful influence on the health, and occasion pulmonary affections. It is not long since this idea prevailed in Germany also; but the most minute investigations, made by Governments as well as parents, have proved it to be quite erroneous. From the many thousand instances of contrary results, the German people have at last learnt the utter fallacy of this notion, and have not only ceased to dread singing as being injurious to health, but go so far as to consider it one of the most efficacions means, not only for refining the ear, for developing the voice, but also for giving strength and vigour to all the physical organs it calls into action. Nothing is better calculated than the practice of singing to produce the power of free and lengthened respiration. In proportion as matter is soft and plastic, it receives impressions the more readily and indelibly. The human body is necessarily subject to this physical law; and its mysterious union with the living principle, and with spirit, must contribute to increase rather than diminish the effect of that law. Childhood is the fittest period to receive to its fullest extent all the advantages resulting from this branch of instruction. organs of the voice are then soft and flexible, and susceptible of the slightest impression. The lungs expand with unobstructed ease; the muscles and nerves connected with the throat and chest yield readily to the action of respiration; the ear receives and conveys sound with facility, and ideas communicated at that early epoch of life are not easily effaced. On the whole, then, we are convinced that singing, or, as it may be termed, the art of extending and managing breath, is one of the best preventives of, and surest remedies for general weakness of the chest; and that its use, provided always it be proportioned to the other physical powers of the singer, is calculated to exert a most favourable influence on delicate constitutions, to impart vigour to the organs connected with the luugs, and thus to conduce to a healthy state of those

All the

important functions of the body. Those w who learned to sing early have lost their vo account the thousand atcidents and changes tution, by our effeminate training, may be su kind, violent colds, and whatever else, may ha and destroyed the former better quality o period of life when the voice undergoes a cl altogether; the notes of a higher pitch disa¡ till, by degrees, a new one presents itself u the scale, in the form of a tenor or a bass treble is, in the space of a few months or a f a bass of the roughest kind. Although the undergo such a remarkable transformation, i its whole character; a low voice often beco high one descends and becomes a contralto; This into an indifferent one, and vice versa. the developement of the bodily frame and the no one can say, with certainty, what the voi at a more mature age. The loss of voice attributed to early singing, unless injudicio or too high notes, have occasioned efforts be voice and chest. Besides, every one knows in the open air, often exercise their vocal pow by violent exclamations, than a judicious te to do in a year.—Music and Education, by I

THE POWER OF SILEN

What a strange power there is in silence tions are formed; how many sublime conquest pause, when the lips are closed, and the soul of her Maker upon her. When some of t blighting words have been spoken which se blood to the face and head, if those to whor keep silence, look on with awe, for a might within them, and the spirit of evil, or their gu near to them in that hour. During that paus step towards heaven or towards hell, and an in the book which the day of judgment shal are the strong ones of the earth, the mighty those who know how to keep silence when it to them; those who give time to their ow against temptation, or to the power of wrath, t mark of their withering passage.-The Essa

CHARATER versus TALE

Ability without upright principle is a snare a curse to all connected with him. Withou courage, the kindest dispositions and best inte tive of evil rather than good. In the scale holds the first place, benevolence the second, a Without the first, the latter two cannot exist the two former are often rendered useless. character will carry it over the want of an ex ing will supply the want of prudence; and n larity, long continued, will make knowledge u and genius contemptible.

TO THE YOUNG.-Drive envious feelings keep a bridle upon that little, but unruly Speak well of all, more particularly of those a the good qualities, when the bad ones are spo

EXAMPLE FOR PARENTS.-The education of out of my mind. Train them to virtue, habi activity, and spirit. Make them consider ev and unmanly. Fire them with ambition to b 'disdain to be destitute of any useful knowledge U. S.) Letters to his Wife.

THE HEAD THE SAFEST PLACE FOR MONI speaking of education, says: "If a man emp head, no one can take it from him."

School Architecture.

EVATION AND PLANS OF A GRAMMAR SCHOOLHOUSE-WITH EXPLANATION.

e give five illustrations of a very beautiful Grammar Schoole in this number of the Journal. One-the Front View, with hade trees and shrubbery, (Fig. 1)-will be found on the 81st , and the remainder exhibiting the interior arrangements, &c., w in this article.

efore proceeding to an explanation of the interior arrangements he building, we wish to present a general view, on a reduced , of the ground plan of a Grammar School-house, including cellar, yards, fences, gates, side-walks &c. This will be seen e annexed figure.

(Fig. 2.)

are furnished with sheet iron shutters, fastening on the inside. The School-house is provided with an abundant supply of good water, obtained from a fountain, or from a well, which is generally outside the building, the water being brought in by a pump P. A supply of good water for a School-house should not be considered merely as a convenience, but as absolutely necessary.

The horizontal section of the furnace F merely shows the ground plan. The cold air passes through a to the air chamber, where it is warmed by the fires in p, p,-two cast iron cylinders, 14 inches in diameter. The evaporator e holds about fifteen gallons of water, which is kept in a state of rapid evaporation, thus supplying the air-chamber with an abundance of moisture. In the plan and construction of the various parts of the furnace, special pains have been taken to remove all danger of fire-a consideration which should never be overlooked. The furnace is covered with stone, thickly coated with mortar, and the under side of the floor above is lathed and plastered, not only above the furnace, but at least ten feet from it in every direction. A full description of the construction and operation of these furnaces may be given in a future number of the Journal.

The cellar walls and the stone piers c, c, c, c, c, are well pointed, and the whole inside, including the wood work overhead, is neatly whitewashed, giving this apartment a neat and pleasant appearance. The walls of the building itself are of stone, about two ft. thick, faced with brick, and painted a tasteful colour.

he grounds around the Grammar School-house contain from 00 to 20,000 square feet, or between and of an acre. These nds are enclosed, and divided into two separate yards and a , by substantial close board fences, ff, ff, f, (Fig. 2,) 6 feet , neatly made and painted white. The boys' play ground B, the girls', G, are large; but the lawn E is small, and is planted trees and shrubbery. The gravelled side walks s, s, s, running ree sides of the lot, are shaded by rows of elms, maples, and ns, set near the curb stones. The gates A, C, D, and the elled walks d, d, d, lead to the front and the two side doors of School-house. The out-buildings i, i, are arranged with a large per of separate apartments on both sides, all well ventilated, furnished with a door, and the whole surrounded with ever

8.

the plan of the projection H, the stairway r, leads to the celwhich is 7 ft. in the clear, and extends under the whole of the building. The cellar is well lighted, having eight windows with 10 panes of 7 10 inch glass. The windows, being hung hinges on the upper side, and fastened with hooks and staples e lower edge, may be opened by raising them into a horizontal on, where they are fastened with hooks as when closed. With arrangement it is easy to keep the cellars well ventilated at all ne. The openings for the admission of fuel into the boxee o, u,

PLAN OF THE FIRST FLOOR OF A GRAMMAR SCHOOL-HOUSE.

In this Plan there are three entrances to the building; the front A, and the two side doors, B for boys, and G for girls, leading into the entries F, C, C. The front is a large double door, with a beautiful frontice of fine hammered granite. At all the outside doors are two or three hewn granite steps, furnished with four or six scrapers at each door. Pupils belonging to the Schools in the lower story pass from the side entries into the middle one, and, ascending two steps at a, enter their respective rooms T, S, which are rather larger than those in the primary and intermediate School-houses, being 36 feet by 32 ft. inside, and 11 ft. high in the clear. Ia