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doubtless be procured at other places; but these are named as they have kindly furnished the means of illustration here used.

Hereto are also appended illustrations of another style of School Desk, and an approved style of Inkstand; also, a cut representing in miniature one of a series of ten Philosophical Charts; all of which may be obtained at either of the establishments last referred to.

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EXPLANATION.-The iron plate (a,) with a screw-thread on its rim, is held securely to the desk or table by two common screws. On this is placed the glass font (b,) to contain the ink. The cap (c.) of Japanned iron, surrounds the glass font, and is screwed on to the base-plate, or removed at pleasure, by the lever (d.)

Recommended for the Public Schools of Michigan, by the Superintendent of Public Instruction.

The Superintendent of Public Instruction is required by law to publish "a list of such books as (he) shall think best adapted to the use of the Primary Schools, and a list of books suitable for Township Libraries." In discharging this somewhat difficult and delicate duty, the present Superintendent has studied as carefully as possible the character of the books and the wants of the Schools. has also consulted freely with the leading Teachers of the State, and has weighed with much care the somewhat conflicting opinions concerning the various Text Books in

use.

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Among the numerous Text Books offered for examination-each one having its peculiar excellences, and each one, too, its defects-none being perfect-it has often been a matter of great difficulty to arrive at a just conclusion as to the comparative value of any one book. In making the selection, care has been taken

1st. To get the best books; and,

2nd. To make as few changes as possible in the books already in use.

Extensive changes would not only be expensive to the people, but would sacrifice something of that familiarity with the Text Books, which greatly facilitates the work of the younger and less experienced Teachers. Between Text Books of nearly equal merits, therefore, the preference has been given to those most widely in use.

Doubtless many defects will be found, and many objections will be urged against the books on the list; but it is doubtful whether any books can be substituted in their place, against which an equal number of objections might not be urged. There is no book on the list which has not been successfully used in the School-room, and each one has received the high approval of Teachers of known ability. The Superintendent, therefore, freely commends these books to the School Boards of the State, as worthy of their confidence-as good practical books which any Teacher of ordinary skill can use successfully.

The use of the books recommended by the Superintendent is not obligatory upon the Districts, the right to prescribe authoritatively the Text Books for any District being vested by law in the District Board of such District. The use of a diversity of Text Books in any one branch of study, in the same School, is so serious an evil, that District Boards should exert all their influence and authority to abate it. If a Teacher is compelled to hear two classes instead of one, recite daily in Geography or Grammar, simply because the pupils have different Text Books, half of the time devoted to that branch is wasted. Suppose the extra recitation occupies thirty minutes; in a week this amounts to three hours, or half a School-day; in a year it amounts to twenty-six days, or one month, costing, at ordinary rates of wages, $25 or $30,-all of which the District pays to save the expense of the two or three new books necessary to enable the pupils to be classed to gether. But if we reckon not merely one extra class, but three or four, as often are found in a School in which a diversity of Readers, Arithmetics, Geographies, &c., are allowed, the time wasted will be two or three hours a day, and thus the District is made to pay perhaps $100 a year to save the purchase of new books which would generally in the aggregate cost less than $10. If there be added to this the hurry and imperfection which must necessarily

attend all the teaching where the Teacher's time is divided between an undue number of classes, the magnitude of this too common evil may easily be seen. While a uniformity of Text Books throughout the State would be desirable, as affecting the uniformity in the separate Schools, a uniformity in each School is a vital necessity to the welfare and success of the School.

It is not recommended that any School already supplied with a complete set of Text Books, shall make any change for the purpose of introducing the books upon this list. On the contrary, the Distriet Board of such a District should firmly resist every proposition for change, unless some more than ordinary advantage is to result therefrom.

Finally, in adopting a series of Text Books, much regard is due, and will be paid by a wise School Board, to the judgment of a prudent and experienced Teacher, especially if such Teacher is somewhat permanently employed in the School. Many good Teachers will doubtless dissent from some of the books on this list, and prefer others from which they, at least, can teach with greater efficiency and success; but the Superintendent confidently believes that the great body of the Teachers of the State will, from a sincere desire to promote the interests of the Schools, cheerfully concur in the adoption of this list, even though they may personally entertain a preference for other books.

Orthography.

The Progressive Speller, by Salem Town and N. M. Hol brook.

McElligott's Young Analyzer.

This should follow the spelling book to teach the analytical structure of our compound and derivative words.

Practical Guide to English Pronunciation, by E. J. Stearns. A small book of much value in its department.

Webster's Dictionaries.

Every School should have a Quarto Dictionary for reference, and every pupil should have a smaller one for private use. Where it can be afforded, I would also recommend Worcester's large Dictionary as a book of reference.

Reading Books.

Webb's Primary Lessons-a set of cards to be hung up and used in teaching beginners.

Webb's Normal Reader, No. 1.

Webb's Normal Reader, No. 2.

These are most excellent primary readers, and are the only ones, I have seen, really adapted to the Word method of teaching.

Sanders' New First, Second, Third, Fourth and Fifth Readers, and Young Ladies' Reader.

Sanders' Readers are generally used in the State, and are excellent books. They should follow the Normal Readers.

Sargent's Standard Fifth Reader.

Where another Reader is desired for the highest classes, 'this will be found one of the most excellent in use.

Elocution.

Sanders' Elocutionary Chart.

Northend's Little Speaker.

Sargent's Standard Speaker.

Fowle's 100 Dialogues.

Grammars.

Welch's Analysis of the English Sentence.
Sill's Synthesis of the English Sentence.

These works, which were written by Teachers in the State Normal School, are used in that School, and as a consequence are coming generally into use in the State. They differ widely from the old Grammars, but are certainly more philosophical, and hence more useful.

Green's Elements of English Grammar.

I add this book because there are many Teachers and School-officers who are not familiar with the works of Profs. Welch and Sill, and who will prefer other works.

Rhetoric and Composition.

Brookfield's First Book in Composition.

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