The two last columns of the Returns are very imperfect. Many of the committees complain of the difficulty of obtaining correct information in these particulars, and that, as to the last particularly, viz: number of persons over 14 years, unable to read and write,' it was an affair of delicacy to make the necessary inquiries. Some of them state that, in the number returned, are old persons whose inability is the effect of bodily infirmity. There is also a great complaint of deficiency in school books, among the children of poor parents, although few are wholly prevented from attending school on that account. Some returns, it will be seen, do not designate the ages and sexes of the pupils. The total number thus returned is 2847, which added to the footing of the six columns in the Abstract, makes the whole number of pupils in the public schools, 74,006. Accompanying many of the Returns, are pertinent remarks of the School Committees, on the condition and prospects of the Schools, which cannot be here given.

GRAMMAR SCHOOL OF GLASGOW, SCOTLAND.

Since the appointment of the Rector, (1815,) the business of the school is conducted in the following manner. The hours of attendance are from 10 till noon, and from I till 3 o'clock, afternoon, except on Saturdays, when there is only one meeting, from 10 till noon. Prayers are said by each of the Masters in their respective class rooms, at the commencement of the morning meeting.

The Boys draw tickets for places three times, and are examined eight times in the year, by a Committee of the Town Council, Clergy and Professors. Their places are carefully marked on all these occasions, and their average rank in the Class is calculated from these examinations. As there are no particular days fixed for the examinations, the Masters and Scholars require always to be prepared. In 1824-5, places were drawn for in October, February and July, and the examinations took place on 19th November, 19th January, 25th February, 5th April, 6th May, 3d June, 24 September, and 30th September.

At a meeting of the Committee on the Grammar School, in October, 1796, when several of the Professors, and all the Masters of the School were present, the books fixed to be used for the first year, are the Rudiments, and a little of Cordery second year, more of Cordery, Nepos, part of Grammatical Exercises, or Mair's Introduction; third year, more of Mair, (or the Exercises,) with Cæsar and Ovid; fourth year, Sallust, Virgil, and part of Horace, continuing, this last year, such parts of Ruddiman's Grammar, &c. as may appear needful. Valpy's Delectus, Eutropius, Phædrus' Fables, and Buchanan's Psalms, have occasionally been introduced. Prosody has been of late much more attended to than formerly; one meeting a-week is generally devoted to reading the Scriptures, and another to some abridged History of Scotland, England, Rome, or Greece, according to the stage which the class may have attained to in its course. For some years, Moor's Greek Granimar, or most of it, and sometimes a little of the Greek Testament, have been taught in the afternoon's meeting, in the fourth year.

In the Rector's class, the higher Latin Classics are read one meeting a-day; the other meeting is appropriated to the Greek language. In the former, the authors chiefly read are, Virgil, Livy and Horace; in the latter, besides learning the Greek Grammar, the boys generally read through the Greek Exercises and Extracts, used at College, and write inany passages in the Exercises. When boys are very young, they sometimes remain over a year in the Rector's Class, and mingle with the rest, generally doing extra work among the higher scholars, as stated in the Notices printed annually. Some years the number has been such as to induce the Rector to form these into a class by themselves; and then parts of Cicero, Tacitus, or Terence, have been read, as also more of Homer, Xenophon, &c. after finishing the Greek Extracts. In order to overtake Geog raphy, Antiquities, Mythology, &c. the Rector has some years held an extra daily meeting with his class before breakfast, during the summer months This article on the business of the School, has been submitted to, and corrected by the

Rector, to whom, and to the other Masters, it is no more than justice to say, that their learning, experience, fidelity and industry, entitle them to the entire confidence of the public.

The vacation, lasting generally from five to six weeks, commences in the be ginning of June, and ends in the middle of July. In addition to which there are the following holidays. From Wednesday afternoon, till Tuesday morning, at the Spring and Winter Sacraments. Christmas day, Newyear's day, Candlemas day, May day, King's birth day, Deacons' choosing day, and two or three days (at the discretion of the Lord Provost) after the annual examination. The last Friday of January is a holiday of very old standing. From a remote period it has been customary for one student from each of the four Nations in the Natural Philosophy Class in the College, to repair to the Grammar School towards the end of January, and, in Latin, request a holiday for the boys on the last Friday of that month. In return for this compliment, four of the boys in the Rector's Class repair to the College in the last week in January, and in the same language ask a holiday for the Students, first of the Principal, by calling at his house, and afterwards of the several Professors, by entering their halls, when the classes are convened. It is needless to add, that these juvenile orators are politely received, and their request granted. When a holiday falls on Friday, there is no meeting on the following day.

At the close of the Session, usually the last week in September, or beginning of October, Prizes are distributed for merit and good attendance, by the Lord Provost, who, on this very interesting occason, appears in full court dress, sword, &c. The interest which the public takes in this exhibition, is so great, that it has been found necessary to use one of the churches, the under part being occu pied by the Magistrates, the Committee, the Masters, who appear in their gowns, and the Scholars, and the gallery by parents and their families. After a prayer has been said by one of the Rev. Members of the Committee, the Convener gives a summary of what has been done in the School, during the past year. Greek, Latin and English Books, in elegant bindings, are then distributed. Prizes for merit are given to one fourth part of the Boys in each class, who ranked highest on the average of the eight examinations, and for good attendance to those who have not been absent from any meeting of the school. On 3d October, 1825, 138 Prizes were given for Scholarship. For not being absent from any meeting of the school, during the year, Prizes were given to 255 Boys-and for not being absent from any meeting, during five years, Prizes were given to eleven Boys. Besides these books from the Corporation, gold and silver Medals are also given. The annual value of Prize Books, on an average of the ten years, since the forma tion of the Rector's Class, is L 96: 17:8. Historical Account of the Grammar School of Glasgow.

BOSTON PUBLIC SCHOOLS.

The Annual Visitation of the Public Schools of this city was made on Wednes day last by the Mayor and Aldermen, and other members of the School Commit tee, accompanied by the President of the United States, Admiral Sir Isaac Coffin, Honorable Mr. Biddle, President of the bank of the United States, Honorable Mr. Saltonstall of Essex, Mr. Seaton, Editor of the National Intelligencer, the President and Professors of Harvard University, the clergy of this and neighbor ing towns, and numerous National, State, and Municipal officers and functionaries. Notwithstanding the time allotted to the exhibitions of some of the schools was so short, as not to admit of full justice being done to the Institution, the Instructers, or the Pupils, the exhibitions were highly satisfactory to the visiters, and those parents who had an opportunity to witness the progress of their children.

[The particular methods of instruction adopted in these schools, would, we think, be interesting matter for the pages of the Journal. The account of the Public La tin School given in our 5th and 6th Nos. will be followed by articles on the other public schools of the city.]

* In the above passage an allusion is made to the classification of the students according to their respective places of nativity.

NOTICES.

WORKS IN THE DEPARTMENT OF EDUCATION.

A History of the American Revolution: intended as a Reading Book for Schools. By Samuel Williams, LL. D. New-Haven, 1824. 12mo. pp. 204.

The following extracts from the preface will serve to give an idea of the design and plan of this work.

Ibat the rising generation be made acquainted with the leading events which produced our separation from the crown of Great Britain, and our establishment as an independent nation, is an object of the utmost importance.

While in our schools and seminaries of learning, the rising generation are taught those branches of literature which are to fit them for the various duties to be performed under the government, either as officers or private citizens, a history of the origin and principles of that government should not be neglected. A work of this kind has long been wanted in our common schools-and to supply this defect, the present volume is intended. It was written as early as the year 1795; but was never before published, except in the monthly numbers of a periodical work of that day. From its early date, and the acknowledged correctness of Dr. Williams as a historian, it may be considered as a true and faithful narrative.

The publisher has spared no pains to make a proper division of the subject into chapters and sections, the better to fit it for the purpose for which it was intended --a reading-book for our common schools. We have also added, at the close of the volume, several orders and addresses of Gen. Washington, and other documents published at the conclusion of the war; together with the Constitution of the United States, and all the amendments which have been made to that instrument since its first adoption. These additions, it is hoped, will contribute to render the work still more useful and interesting.'

The idea of collecting Dr. Willians' papers on the revolution, and forming them into a school-book, was, we think, a happy and judicious one. The events which are thus detached for a moment from the body of American history, are well entitled to a separate attention: they form, in fact, of themselves, an interesting whole, highly entertaining and instructive. This useful volume is one which, we hope, will be adopted in every school.

The style of the work is chaste and correct, intelligible to children, and captivating by its natural simplicity. The moral and political tone of the writer is moderate, and avoids every useless amplification of circumstances which, in the hands of some authors, are so managed as to produce in the bosom of the young reader an exasperated resentment towards the land of his fathers. School-books like this, are admirably adapted to cherish a manly independence of spirit, and an enlightened patriotism. They furnish the means of inspiring the minds of youth with an early interest in the institutions of their country, and with a knowledge of their duties as citizens,

This work is intended for common schools; but the style in which it is executed is vastly inferior to what it deserves from its intrinsic importance, and its literary merits. Better paper and neater cuts, would make it worthy of a place in any school, and would introduce it, perhaps, into families, where the interest of the story, and the simplicity of the style, will certainly make it welcome as a book for children.

Richardson's American Reader.-The American Reader, a selec tion of Lessons for Reading and Speaking, wholly from American authors, embracing a great variety of entertaining subjects of history, biography, divinity, laws, natural and moral philosophy, and of other branches of useful and elegant learning.-Furnishing numerous Speci mens of American Eloquence: From the Presidential Chair, the Head Quarters of the Military Commander, the Seat in Congress, the Pulpit on various occasions, the Bench of the Judge, the Bar, Stations of Literary Honor, the Seats of the Muses, and from the Shades of Private Life. Containing Rules for the proper use of the Pauses, for graceful and persuasive Pronunciation, and for appropriate and impressive Gesture; to improve the Scholar in Reading and Speaking, while enriching the Mind with religious, virtuous, and useful Knowledge, designed for the use of Schools.--By Joseph Richardson, A. M. Third edition. Boston. 1823. 12mo. pp. 192.

A separate selection from American authors only, may we think, afford a pleasant and a useful variety in reading lessons. We should feel strongly inclined, however, to question the utility of such a selection, if used to the exclusion of a wide range of classical Eng ish authors. The tendency of such an arrangement would be at once to cramp and adulterate the style of American youth, in their exercises in written composition. For the style of school-books will, after all, influence, favorably or otherwise, that which the pupil falls into, when he is

grown up.

An exclusive use of the Reader, however, was not, we presume, anticipated by the author. As to the general merits of this book there can be no question. The subjects of the lessons are judiciously selected; and the style is generally creditable to the compiler's taste, as well as to the talents of the writers from whom the selection is made.

Useful information and sound moral instruction characterise most of the pieces contained in this volume; and the names of their respective authors are a guaranty that no sentiment is inculcated, but what is worthy of an early place in the minds of those who are advancing to take their places in life as American citizens.

an al

The Rational Guide to Reading and Orthography: being tempt to improve the Arrangement of Words in English Spelling Books, and to adapt the Reading Lessons to the comprehension of those for whom they are intended. By William B. Fowle, Instructer of the Monitorial School, Boston. Boston, 1824. 18mo. PP 160.

That Mr. Fowle has been very successful in this as well as his other attempts to lay a good foundation of early instruction, is proved not only by the general sale of this book, but by its adoption in the primary schools of this city.

The matter and the arrangemennt of this little volume possess much of originality both are happily adapted to the capacity of young children, and are exceilently suited to aid a gradual and sure progress in the principles of reading.

One of the greatest merits perhaps of the Rational Guide is the minute attention which the author has judiciously betowed on the department of pronunciation. This part of the work will be found very serviceable in places where the style of pronouncing has not yet received a systematic attention.

The reading lessons which are interspersed with the columns, are simple and intelligible; they are all written in a very interesting style; and many of them

convey useful moral instruction.

From a pretty extensive acquaintance with similar school-books issued from the English press, we are enabled to make a comparison which is highly favorable

to Mr. Fowle's. There is no work of the kind, as far as we know, which is equally well adapted to the use of beginners in reading and spelling; or which an instructer may use with so much advantage and pleasure.

BOOKS FOR CHILDREN.

Jane and her Teacher; or the Sunday School of Ellington. By the author of George Wilson and his Friend.' Salem, 1825. 18mo. pp. 72.

George Wilson and his Friend; or Godliness is profitable for all things. By the author of 'Jane and her Teacher.' First American

Edition. Salem, 1825. 18mo. pp. 108.

These little volumes bespeak not only a heart ardently engaged in Sunday School instruction, and earnestly desirous of imbuing the young mind with a sincere and deep-felt piety,—but exhibit, throughout, no ordinary talent and skill in the management of a story for children.

Here and there the reader finds moral scenes of great beauty and power, such as cannot but leave a lasting and beneficial impression on the mind of all classes of children, but especially of such as attend Sunday schools. To them these volumes have a peculiar interest; as they are very judiciously written so as to embrace a series of Sunday school incidents, with their appropriate lessons of religious instruction.

ANSWERS TO CORRESPONDENTS.

Received since our last:

An article on Moral Education, to which we shall give an early place.
An account of Washington College, Connecticut.

Account of Public Libraries in Europe.

School Books, &c.

Leavitt's Easy Lessons; Second Book for Primary Schools; Scott's Lessons, (Collier's Edition;) United States Spelling Book; Lessons from the Bible; Cardell's Elements of English Grammar; Blair's Lectures, (Worcester's edition ;) Bossut's French Phrase Book; Sunday Evening Lectures; Juvenilia.

An intelligent and zealous correspondent writes as follows.

To the Editor.

I know not what interest you may feel in knowing the opinions which are entertained and expressed by the friends and patrons of your Journal, respecting the manner in which it is conducted; but I will hazard stating a remark which several of my friends and correspondents have made, and which appears to me not destitute of truth. It is said that the Journal wants a more definite character: that it is too much a collection of facts with regard to what is doing in the business of Education, without any guide to distinguish what is praiseworthy from what is censurable. But a very small proportion of our community are prepared to admit with Capt. Partridge that a knowledge of military tactics is the most precious of all attainments, or to think that certain late invectives against the inductive method of teaching, are entitled to any consideration. Now, it is not credited by any one, that you believe the sentiments expressed by these and many other writers in the Journal, to be consistent with a good mode of instruction. What is wanted, is that the work should possess some definite character; that the ed