loyalty to his sovereign; he should not only possess the art of communicating knowledge, but be capable of moulding the mind of youth, and of giving to the power which education confers, a useful direction. These are the qualities for which patrons [or trustees] of schools, when making choice of a teacher, should anxiously look."

4. Trustees will always find it the best economy to have a commodious schoolhouse, kept comfortable, and properly furnished. It is as difficult for pupils to learn, as it is for the master to teach, in an unfurnished and comfortless school-house.

5. In the selection of books to be used in the school, from the general list authorized according to law, the trustees should see that but one series of reading books, one arithmetic, or one for the beginners and another for the more advanced pupils, one geography, &c., should be used in any one school, in order that the scholars may be classified in the several branches which they are studying. Heterogenous school-books (however good each book may be in itself) render classification impossible, increase the the labor and waste the time of the teacher, and retard the progress of the pupils. But the teacher and the pupils labor at the greatest disadvantage, when they are compelled to use books which are as various as the scholars' names.

6. Trustees, being a corporation, are required to adopt and use a corporate seal, which may be changed and altered at pleasure. It should be affixed to all agreements and official documents, such as petitions, &c.

15.-Duties of Common School Teachers.

The sixteenth section of the School Act prescribes, in explicit and comprehensive terms, the duties of teachers; and no teacher can legally claim his salary who disregards the requirements of the law. Among other things, the act requires each teacher to "maintain proper order and discipline in the school, according to the forms and regulations which shall be provided according to law." The law makes it the duty of the chief superintendent of schools to provide the forms; and the council of public instruction prescribe the following regulations for the guidance of teachers in the conduct and discipline of their schools:

It shall be the duty of each teacher of a common school

1. To receive courteously the visitors appointed by law, and to afford them every facility for inspecting the books used, and to examine into the state of the school; to have the visitors' book open, that the visitors may, if they choose, enter remarks in it. The frequency of visits to the school by intelligent persons, animates the pupils, and greatly aids the faithful teacher.

2. To keep the registers accurately and neatly, according to the prescribed forms; which is the more important under the present School Act, as the 31st section of it authorizes the distribution of the local school fund according to the average attendance of pupils attending each school.

3. To classify the children according to the books used; to study those books himself; and to teach according to the improved method recommended in their prefaces.

4. To observe himself, and to impress upon the minds of the pupils, the great rule of regularity and order—a time and a place for everything, and everything in its proper time and place.

5. To promote, both by precept and example, cleanliness, neatness, and decency. To effect this, the teacher should set an example of cleanliness and neatness in his own person, and in the state and general appearance of the school. He should also satisfy himself, by personal inspection every morning, that the children have had their hands and faces washed, their hair combed, and clothes cleaned, and, when necessary, mended. The school apartments, too, should be swept and dusted every evening.

6. To pay the strictest attention to the morals and general conduct of his pupils, and to omit no opportunity of inculcating the principles of truth and honesty; the

duties of respect to superiors, and obedience to all persons placed in authority over them.

7. To evince a regard for the improvement and general welfare of his pupils, to treat them with kindness combined with firmness; and to aim at governing them by their affections and reason, rather than by harshness and severity.

8. To cultivate kindly and affectionate feelings among his pupils; to discountenance quarrelling, cruelty to animals, and every approach to vice.

16.-Duties of Common School Visitors.

1. The thirty-second section of the Act provides that all clergymen recognized by law of whatever denomination, judges, members of the legislature, magistrates, members of county councils, and aldermen, shall be school visitors; and the thirty-third section of the Act prescribes their lawful duties.

2. The parties thus authorized to act as visitors, have it in their power to exert an immense influence in elevating the character and promoting the efficiency of the schools, by identifying themselves with them, by visiting them, encouraging the pupils, aiding and counseling teachers, and impressing upon parents their interests and duties in the education of their offspring. In visiting schools, however, visitors should, in no instance, speak disparagingly of the instructions or management of the teacher in the presence of the pupils; but if they think it necessary to give any advice to the teacher, they should do it privately. They are also desired to communicate to the local or chief superintendent any thing which they shall think important to the interests of any school visited by them. The law recommends visitors, "especially to attend the querterly examinations of the schools." It is hoped that all visitors will feel it both a duty and a privilege to aid, on such occasions, by their presence and influence. While it is competent to a visitor to engage in any exercises which shall not be objected to by the authorities of the school, it is expected that no visitor will introduce, on any such occasion, any thing calculated to wound or give offence to the feelings of any class of his fellow christians.

3. The local superintendents are school visitors, by virtue of their office, and their comprehensive duties, as such, are stated with sufficient minuteness in the third clause of the 31st section of the School Act. While each local superintendent makes the careful inquiries and examinations required by law, and gives privately to the teacher and trustees such advice as he may deem expedient, and such counsel and encouragement to the pupils, as circumstances may suggest, he will exhibit a courteous and conciliatory conduct towards all persons with whom he is to communicate, and pursue such a line of conduct as will tend to uphold the just influence and authority both of trustees and teachers.

17.-Form of Deed for the site of the Common School House, Teacher's Residence, &c.

, of lawful money of

Canada, now paid by the Trustees of the School Section aforesaid, their successors and assigns for ever, all that parcel of land, &c.

In trust for the use of a Common School, in and for School Section Number

in the Township of

?

and in the County and Provinge aforesaid.

The said covenants with the Trustees of the School Section aforesaid, that he hath the right to convey the said lands to the Trustees of the School Section aforesaid. And that the Trustees of the School Section aforesaid shall have quiet possession of the said lands, free from incumbrances. And the said

covenants with the Trustees of the School Section aforesaid, that he will execute such further assurances of the said lands as may be requisite.

In witness whereof, the said parties hereto have hereunto set their hands and seals in the day and year before mentioned.

REMARKS.-1. If the grantor be a married man, his wife's name must be inserted in the deed, and this phrase added after the word "requisite:" And, , hereby bars her dower in the said lands.

wife of the said

2. When, however, the land has descended to the wife in her own right, she must, besides joining with her husband in the conveyance, appear before two justices of the peace, to declare that she has parted with her estate in the land intended to be conveyed without any coercion or fear thereof by or on the part of her husband; and the certificates of such justices must appear on the back of the conveyance the day of its execution. The form of the certificate is as follows: "We the undersigned Justices of the Peace for do hereby certify that on this

at

by

day of

the within deed was duly executed in the presence of

, 18

wife of , one of the grantors therein named; and that the said , at the said time and place, being examined by us, apart from her husband, did appear to give her consent to depart with her estate in the lands mentioned in the said deed, freely and voluntarily, and without coercion or fear of coercion on the part of her husband, or of any other person or persons whatsoever."

"R. W-
"A. M.

J. P.
J. P."

3. If the deed be for the site of a school-house in a city, town or incorporated village, the words, board of school trustees for such city, town or village, should be inserted instead of the words "Trustees of school section number " &c., in the foregoing form. See the twenty-fourth and twenty-sixth sections of the Act.

18.-Communications to the Department of Public Instruction for Upper Canada.

1. Appeals to the Chief Superintendent of Schools, &c. All parties concerned in the operation of the Common School Act have a right of appeal to the chief superintendent of schools; and he is authorised to decide on such questions as are not otherwise provided for by law. But for the ends of justice-to prevent delay, and to save expense, it will be necessary for any party thus appealing to the chief superintendent of schools: 1. To furnish the party against whom they may appeal, with a correct copy of their communication to the chief superintendent, in order that the opposite party may have an opportunity of transmitting, also, any explanation or answer that such party may judge expedient. 2. To state expressly, in the appeal to the chief superintendent, that the opposite party has thus been notified of it. It must not be supposed that the chief superintendent will decide, or form an opinion, on any point affecting different parties, without hearing both sides-whatever delay may at any time be occasioned in order to secure such a hearing. 3. Application for advice

should in all cases be first made to the local superintendent having jurisdiction in the locality.

2. Communications generally.-The parties concerned are left to their own discretion as to the forms of all communications, relating to common schools, for which specific forms are not furnished by the department. In all cases of appeal or otherwise, however, the number of the section, and the name of the township and post-office should be given; and if any previous correspondence on the same subject have taken place, the dates of such correspondence and other particulars should, also if possible, be mentioned.

3. Communications with the Government relating to Schools, conducted under the authority of the Common School Act, 13th and 14th Victoria, chapter 48, should be made through the Education Office, Toronto. All such communications, not so made, are referred back to the Education Office, to be brought before His Excellency through the proper department-which occasions unnecessary delay and expense.

4. Communications relating to the Journal of Education and Educational Depository, &c., should invariably be written on a separate page or sheet in order that they may be separated and classified, &c.,

NOTE.-For various other forms, instructions, regulations, &c., not in such general use as the foregoing, see Appendix to the Annual School Report for 1850, Number V., pages 243-259). For Common School Act, 13th and 14th Victoria, chapter 48, see same Report, Number IV., pages 217-242.

APPENDIX F.

ABSTRACT of the Descriptive Catalogue of maps and other school requisites for sale at the Educational Depository in connection with the Department of Public Instruction for Upper Canada, Toronto.

1. GEOGRAPHICAL MAPS.

I. IRISH NATIONAL MAPS.

1. Modern Geography.

2. Ancient and Scripture Geography.

II. VARTY'S MAPS.

1. School Room Maps.

2. Large Outline Maps-corresponding with the above.

3. Combination Maps-i. e., full and outline.

4. Miscellaneous Maps-Physical, Political, &c.

5. Scripture Geographical Maps and Charts.

6. Historical Charts, &c.

7. Map Projections.

8. Vignette series of Outline Maps.

9. Plain Outline Maps.

III. CHRISTIAN KNOWLEDGE SOCIETY'S MAPS.

1. Modern Geography.

2. Ancient and Scripture Geography.

(Published by the Scottish School Book Association.)

VII. PELTON'S OUTLINE MAPS, with KEY.

VIII. BLISS' OUTLINE MAPS.

IX. FRENCH EMBOSSED MAPS.

X. VARIOUS ASSORTED MAPS.

1. Crutchley's Prince of Wales' Maps.

2. Macphail's Maps; three series, small sizes.

3. Map of Upper Canada by W. H. Smith; with the new county divisions. Coloured, in sheets, and mounted.

2. OTHER SCHOOL REQUISITES AND APPARATUS.

XI. ATLASES.

1. Physical, Political, and Astronomical.

2. School Geography.

XII. NATIONAL SCHOOL Books.

(Dublin Editions.)

XIII. OBJECT LESSONS AND PRINTS.

(Small Type Series.)

1. Natural History.

2. Natural Phenomena.

3. Prophetic and Scripture Sites.

(Large Type Series.)

1. Scripture Natural History.

2. Natural History, &c.

3. Scripture Scenes.

4. Scripture Manners and Customs.

5. Scripture Prophetic Sites.

6. Forest Trees.

XIV. ILLUSTRATIONS OF NATURAL HISTORY, ZOOLOGY, &c.

(Chiefly Charts of Animals, &c. grouped.)

XV. HISTORICAL AND MISCELLANEOUS PRINTS.