Among reading-books for schools, the Bible holds a distinguished place; and there is reason to apprehend that, of late years, it has been too often excluded from these institutions. Moral instruction in schools is of equal importance with that which is intellectual; and no means of moral instruction can be compared to the Scriptures. And even aside from their sublime doctrines, their pure morality, their immense practical bearing upon the heart and the life, there is no book where grandeur of thought is equally combined with simplicity of language, and where lofty ideas are so completely brought down to the comprehension of children. It will hence be found, that the reading of the Scriptures will be to them the most easy kind of reading, and well calculated to produce that natural tone and manner which constitute its perfection. They contain no high-sounding words, introduced to give a factitious dignity, where real dignity is wanting; no inversion, for the purpose of surrounding an idea with a mist, which may magnify its importance. Whether the whole Bible is used, or the New-Testament only, or extracts from different parts of the whole Scriptures, may be safely left to the decision of those who are charged with the selection of school-books. Several volumes of sacred extracts, well fitted to this object, have from time to time been made; and among them, one was executed, some years since, with great judgment and taste, by Dr. MCKEAN, Professor of Rhetoric and Oratory in Harvard University, and another, more recently, by Dr. PORTER, President of the Andover Theological Seminary. To undertake to discuss, at large, the subject of school-literature, or the merits of the more prominent text-books for schools, would greatly exceed the limits of this paper. But it is a subject of great importance, and one of which no person should be ignorant, who has any concern in the management of schools. Such is the ignorance of many teachers, and even of the most intelligent men in the community, in regard to school-books, that many works of this kind have obtained a circulation to which they are not entitled. No person of general information should suffer himself to be uninformed in regard to school-literature. School books need a literary censorship, very different from that to which they have hitherto been subject. If all the literati of the country were well versed in this matter, and would bring their opinions to bear on school-authors, a public opinion might be formed which would fix the seal of approbation on valuable school-books, and a mark of censure, which would help to consign them to speedy oblivion, on those of a different description. If teachers should not be suffered to instruct without having their qualifications put to a strict test, still less should text-books be introduced into schools, until they have undergone a still more rigid scrutiny, by persons competent to decide on their merits.