It is quite probable that the Public School system of this country is still defective in certain respects, which can only be satisfactorily improved with the progress of experience. The remarks of a writer in a recent number of a popular American magazine, _Scribner's Monthly_, may have some application to ourselves, when he says that there is now-a-days 'too decided an aim to train everybody to pass an examination in everything;' that the present system 'encourages two virtues--to forgive and forget, in time to forgive the examiner, and to forget the subject of the examination.' The present writer does not wish--in fact, it is rather beyond the limit he has marked out for this review--to go into any lengthy discussion of matters which are worthy, however, of consideration by all those interested in perfecting the details of the educational system in Ontario; but he may refer, _en passant_, to the somewhat remarkable multiplication of text-books, many of which are carelessly got up, simply to gratify the vanity and fill the purse of some educationist, anxious to get into print. Grammar also appears to be a lost art in the Public Schools, where the students are perplexed by books, not simple, but most complex in their teachings, calculated to bewilder persons of mature analytical minds, and to make one appreciate more highly than ever the intelligible lessons of Lennie's homely little volume, which was the favourite in those times when education was not quite so much reduced to a science. But these are, after all, only among the details which can be best treated by teachers themselves, in those little parliaments which have grown up of recent years, and where educationists have admirable opportunities of comparing their experiences, and suggesting such improvements as may assist in the intellectual development of the young, and at the same time elevate their own social standing in this country. On the whole, Canada has much reason for congratulation in possessing a system which brings education in every province within the reach of all, and enables a lad to cultivate his intellectual faculties to a point sufficient to place him in the years of his mature manhood in the highest position that this country offers to its sons. As to the objection, not unfrequently urged, that the tendency of the public school education of this country is to withdraw the young from the industrial avocations of life, it may be forcibly met by the fact, that it is to the New England States we look for the best evidences of industrial, as well as intellectual, development. The looms of Massachusetts and Connecticut are not less busy--the inventive genius of those States is not less fertile, because their public schools are teeming with their youth. But it is not necessary to go to the neighbouring States to give additional force to these remarks; for in no part of the Dominion, is there so much industrial energy as in the Province of Ontario, where the school system