there has been signal failure in carrying out the design. I can see no ground for sorrow in such a failure. Uniformity of Text Books in any one school is absolutely essential to success. It is very desirable for a town. Ease of supply and cheapness would dictate uniformity for a tract_of_country seeking supplies at the same commercial center. In the abun dance of good school books, the only arguments for uniformity through the State, that appear to be of any weight, are: First, the expense incurred by parents in moving from one part of the State to another, where an entirely different set of books is used. Second, cheapness consequent upon large amounts supplied. To the first I would say, cases are very rare of removal from one part of the State to another; not frequent enough to make it the basis of an argument for uniformity. As to the second, monopoly never yet lessened the price of any products.

The books I have recommended below are such as commend themselves to my judgment. I would advise their adoption in schools where no uniformity at present exists, but cannot find in them any superiority sufficient to warrant a complete change where such uniformity is already secured. Changes are often desirable, but they should be made only with the consent of the people to be affected thereby.

Moral Instruction.-The Bible.

Readers.-I set out upon the examination of Readers, with the determination to recommend but one series, but as the examination progressed I could find no warrant for giving preference so far as general arrangement, quantity and quali ty of matter is concerned, to either of the three sets most used in this State, viz: McGuffey's New Series, Parker & Wat son's Series, and Sanders' Series. In paper, typographical execution, illustrations and binding, I give a decided preference to the National Series by Parker & Watson.

Spellers-simply as such, are of little use where the teacher has control of language. In the National Pronouncing Speller may be found very much of practical use.

Orthography.-Wright's.

The subject of Analysis has received far too little attention in our schools. It is of great practical utility, and deserves a place it has not hitherto held, as a branch of common school study. Sanders' Analysis, which is based upon the well known works of Dr. McElligott, meets the want in this par ticular.

Composition.-Brookfield's First Lessons, Quackenboss'

Composition.

Grammar.-Pinneo's Primary Grammar, Clark's Grammar, and Greene's Analysis.

Arithmetic.-Stoddard's Intellectual Arithmetic, Ray's Series, and Higher Arithmetic, (New Edition.)

Algebra.-Robinson's Algebras.
Geography.-Monteith & McNally's.
Physical Geography.-Warren's.

A large majority of our schools are without those very efficient helps in the study of Geography-Globes and Outline Maps. In my examination of Outline Maps, I have found nothing better than Pelton's.

Physiology.-Mrs. Cutter's Primary Work, Hitchcock's Physiology.

History of United States.-Lossing's Primary, Lossing's Pictorial.

Every child should be furnished with a copy of Webster's Primary or Academic Dictionary, using the larger work furnished each school district only as a Reference Book, and not as a constant companion.

Natural History.-Mrs. Redfield's Chart, and Mrs. Redfield's Zoological Science.

Botany.-Gray's "How Plants Grow," and First Lessons.

Some work upon Agricultural Chemistry, simple in its character, and as far as possible, avoiding all technicalities, should be introduced into our schools. A small work suita. ble for such introduction, has been prepared by C. B. Chap、 man, M. D.

Book Keeping.-Smith & Martin.

Natural Philosophy.-Parker's First Lessons, Peck's Philosophy.

Reference Books.-All that can be obtained.

VI.-NEEDED LEGISLATION.

1. The reports made to the Department of Public Instruction are incorrect, and in many particulars necessarily so.

The form of reports needs to be very much simplified. The reports would be far more valuable did they contain a few facts relating to the condition of schools, and less variety of statements concerning minor matters.

The requirements of law in regard to reports made by Dis trict Clerks, Town Superintendents, and County Clerks, do not harmonize. The whole matter needs complete revision.

2. The form of School Register should be uniform throughout the State, and some provision made that should secure the accurate keeping of such registers. The State should furnish these Registers, send a supply to each county, to be thence distributed to the several towns and districts.

Their

cost should be retained from the amount of funds annually distributed to the several towns. This course is recommended as an economical one. The cost to each district would be less than under the present system.

3. The law relating to the levying, collecting, and distributing of the several kinds of School Taxes, needs complete revision and simplification.

The taxes levied upon the towns by the County Boards of Supervisors, are in many cases paid over to the County Treasurer as county taxes, and two per cent. taken therefrom as Treasurer's fees. I do not consider this course the one designed by the law, but there is need of explicit directions upon this point. The tax referred to is exclusively a town tax, and should not go into the County Treasury at all.

4. The duties of District Boards need to be more definitey marked, and the relative powers of each member of the Board should be more distinctly set forth.

5. Some change in the length of school required as a condition of receiving Public Funds, may be safely made, and great good result from it. I would recommend a change from three to four months. By their previous action the peo. ple have shown themselves prepared for this change. Every county but one in the State, shows an average school of more than 3 months.

6. Under our present law the only basis of apportionment from the Public Funds, is found in the reports of Tax Levy, and Number of School Children.

After the money has reached the hands of the Town Superintendent, another condition is made by the law, viz.: a three months' school. The money that would have gone to the district failing in this condition, is divided between the other districts of the town. This offers a premium to those districts

that have careless neighbors, larger in proportion as the number of careless districts increases. If any premium is given, it should be to those towns, all of whose districts comply with the law, and never fail to have their three months' school. The only remedy for this injustice is found in such a change of the law as will require the apportionment of Public Moneys to be made upon the basis of the number of children entitled to receive funds at the hands of the Town Superintendent, e., the children of districts that have had the required school.

7. The matter of School Supervision, demands earnest attention. This has been discussed elsewhere. A change like the one proposed, would require modification of nearly every part of the School Law.

The simplest and best mode of reaching the whole matter, will be by the appointment, at an early day, of a Committee, whose duty it shall be to revise the whole School Law. Frequent amendments and additions have rendered the whole a piece of patch-work, difficult to understand, and more diffi cult to construe and explain. Some revision should be made at any rate, and the system modified to meet the wants of the people.

The whole matter is cheerfully submitted to the Legislature for its early and intelligent action.

J. L. PICKARD,

State Supt. Public Instruction.