power or right to exclude the territory of contiguous townships, formerly embraced in said fractional districts, without the concurrence of the boards of education of the contiguous townships ?"

ANSWER. They do, most undoubtedly, possess such power, and the legal right to exercise it, if, in the judgment of said board, the “best interest of the schools" of their township demand it.

In section 1, of the new school act, each organized township in the State is constituted one school district for all purposes connected with the general interests of education, and its management and control are confided to a township board of education.

Section 14 authorizes township boards of education, at a regular meeting, to change or alter, by consolidation or otherwise, the sub-districts of their township. And, although their jurisdiction or control over the territory of their township for the purposes aforesaid, is independent of the concurrence or non-concurrence of the boards of education of the circumjacent townships, so far as the right of excluding from their own sub-district any of the territory of the contiguous townships, yet the law forbids the exercise of this power in an arbitrary or capricious manner; for near the close of sec. 14, it is made the duty of township boards to pay due regard to population, neighborhood, and to any school house already built, or site procured, and to all other circumstances proper to be considered, so as to "promote the best interests of the schools."

In sec. 16, it is also declared that, "whenever it shall happen that persons shall be so situated as to be better accommodated at the school of an adjoining township, or whenever it may be desirable to establish a school composed of parts of two or more townships, it "shall be the duty of the respective boards of the townships in which such persons reside, or in which such schools may be situated, or of the townships or parts of which the school is to be composed, to transfer such persons for educational purposes to the township in which such school house is or may be located."

The legal rule which should govern township boards in this matter is, “the best interests of the schools," and the better accommodation of persons at the school of an adjoining township."

But as the experience of the older States has generally found these joint or fractional districts rather troublesome matters, it would be well to avoid them wherever it can be done without prejudice to "the best interests of the schools," and without seriously incommoding particular neighborhoods. In the case of villages or populous neighborhoods lying in contiguous townships, joint districts, in most cases, are indispensable.

The Commissioner would avail himself of this occasion to impress upon township boards the importance of proceeding with great care and deliberation in discharging the delicate and responsible duty of redistricting their respective townships. Let the whole ground be carefully surveyed, "due regard" paid to school houses already erected, sites procured, and every other circumstance affecting the interests of the schools. In this important matter, "hastening slowly," deliberate maturely, execute kindly and courteously, and do not overlook the discretionary power which section 23 vests in township boards. Let every thing be adjusted, so far as it can be done, so as to bear equally upon all and oppressively upon none. Township boards possess an excellent opportunity and scope for the exercise of the "golden rule." It is greatly to be desired that they should not violate the plain letter and spirit of the law, and thus afford occasion for its enemies to pray its repeal, as has evidently been the fact in many of the cases submitted to the Commissioner.

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It is believed, too, that township boards, in many instances, have sought to do too much in a single year, and imposed a burden of taxation altogether too heavy. Every district cannot be accommodated with new sites and new houses at the same time. Those who need them most, should be first accommodated, and thus on successively, until all are provided with suitable sites and convenient school houses. The chances are, that those who shall be last accommodated, will be best accommodated, for the world is still going to be progressive, and all the new things under the sun are not yet seen.

COLUMBUS, March, 1854.

H. H. BARNEY.

School Libraries.

-Should not every Union School possess a library? With every intelligent teacher it is presumed there is but one answer to this question. Little has been said upon this subject in the columns of the Journal of Education, but it has not been because it is unimportant. There were other topics lying more nearly at the foundation of public school instruction and discipline, to engage the attention of the able contributors to this invaluable periodical. It is not my purpose to enter largely into the discussion of this question in this article. It has been ably and fully discussed in Ohio, both publicly and privately,

within the last few years. I shall notice two or three objections sometimes made to school libraries, and then make some practical suggestions upon founding and sustaining them where they do not exist.

One objection sometimes raised, is, that sectarianism and party prejudices are likely to be imbibed by scholars. In reply, it is only necessary to say, that no book of a sectarian character, or that will tend to bias the minds of children either in religion or politics, should ever find a place in a school library. school library. Let this principle be strictly adhered to, and the objection, grave as it otherwise would be, can no longer exist. Another objection is, that the library books are likely to divert the minds of scholars from the regular studies pursued in school. In answer, I will only say, let the teacher establish some strict law regulating the perusal of their library by his pupils, in school, and for a violation, have such a penalty as a deprivation of the book, or a forfeiture of the privilege of drawing a book for a specified length of time, or some other stringent rule, and no evil of this kind will result from having library books in school. Again, it has been said that public school libraries, if generally established, will tend to supersede Sabbath School libraries, and thus a large amount of moral and religious influence upon the minds of the youth will be lost. The fact, that in this country, these libraries have found so strong a place in the affections of the people of this country, is sufficient proof that no libraries will ever supersede them; but in addition to Sabbath School libraries, Public School libraries will be a great auxiliary in affording the means for turning the minds of children in a proper direction. Public School libraries give children a larger range from which to gather information, and to store their minds with knowledge. That a School library should be of as high a moral character as a Sabbath School library, there can be no doubt; but the books generally should consist of a different style of reading matter, such as histories, ancient and modern, of our own and other countries, and books of a pleasing and interesting character, containing memoirs and anecdotes, such as will create a taste for reading, invite the young to form habits of study and investigation, and inspire in them a love for all that is great and noble in life. It is not the possession of an accurate knowledge of mathematics, nor a profound acquaintance with grammar, nor both these acquirements combined, even, that makes the truly educated man : these are but individual branches of a beautiful and well proportioned tree. The really educated man must not only be well versed in all the sciences, but farther, his mind must be well balanced; and to this

end he must have general information, he must have an extensive knowledge of books, and a practical acquaintance with human nature. How is all this to be obtained better and quicker than by throwing around our scholars the means which a well selected library affords; than by setting before them such ample provisions, and giving them all, rich and poor alike, the privilege of partaking? How frequently has the true and faithful teacher felt desirous of having a different kind of reading in the hands of his pupils, from that which often falls into their possession? Nothing is truer than that children, if their minds are properly directed, are naturally fond of books. Yet the aversion of children to study in school, has long been proverbial. Should this longer be said? Yet can this aversion to study, and this innate love of knowledge be reconciled? I answer, yes. Let good sound reading matter, such as has been described above, be placed in the hands of the young, in the place of the trashy stuff that is flooding our land, and their souls will as naturally and instinctively crave knowledge as their appetites demand the food which nourishes their bodies. I believe the true reason why study is not generally a source of pleasure to the young, has been for the want of proper school books, based upon sound and philosophical principles. It is not always true that the great reader is the better or wiser man, but he may be both, if his mind is fed on wholesome food.

How desirable that the teacher should be able to supply the cravings of the minds of his pupils with bread, instead of letting them help themselves to air. As the healthy growth of the body depends upon the food that nourishes it, so does the vigorous growth of the mind, the mastery over general principles, and the ability to apply them successfully in the investigation of truth, and the attainment of knowledge, depend upon the mental food of which it partakes.

It is well known, that good as is our present school law, ample as are most of its provisions, and well adapted as it is generally conceded to be to the wants of the present day, its provision for school libraries is exceedingly limited, and it will be several years before any thing of much importance can be realized from this source. If the teacher feels the necessity of having a library at once, he may immediately commence by calling the attention of his pupils to the subject, reading some short appropriate article, and thus interest them until he has incited in them something of a desire to make an effort, and then he may propose to bring 10, 15, 20 or 25 cents, (as he may think best, owing to the condition of the school and the circumstances of the scholars,) or he may propose that all may bring a specified sum, and as much

more as they can, (some will bring more and some less,) and they will commence a library. From this first effort $10, $15, or $20, may be realized and expended for books, some cheap provision may be made for their deposit in the school-room at first, and additions from a similar source may be made every quarter. After something of an interest has been awakened in the school and among its patrons, a general appeal to their friends can be made by the teacher and scholars for assistance, and from such contributions a large sum may be realized at least once a year. Let the first purchase of books consist of small volumes, that a larger number may be obtained: contributions of second hand books may be made by any one. By pursuing such a course, in a few years a good book-case may be purchased, and several hundred volumes of valuable reading matter may be therein deposited for the benefit of the school. To show the feasibility and practicability of the plan, let an example be cited and a few facts stated.

In the summer of 1850, the first grammar school in this city commenced a library: small contributions were made every quarter by the pupils, sometimes assisted by their parents and friends, and the sum of from $10 to $25 was expended quarterly, for books and school apparatus. In the autumn of 1852, the school realized upwards of $80 as the net proceeds of a vocal concert given by the scholars. During the early part of the present term, (winter of 1854) in one week the scholars raised among themselves and their friends, the handsome sum of $80. This school library now consists of 150 volumes of text books and works of reference, and 600 volumes of miscellaneous reading books; which, including $40, expended for maps, charts, etc. etc. have cost $336.84.

It it hoped that these hints may be of some little service to those teachers in Ohio who feel an interest in this subject, and that they will turn their attention to it in earnest, where some plan has not been adopted; and that much good may result from their efforts.

COLUMBUS, March, 1854.

D. C. PEARSON.

HOME EDUCATION.

Rules for Home Education.

The following rules we commend to all our patrons and friends for their excellence, brevity and practical utility. They are worthy of being printed in letters of gold, and being placed in a conspicuous