Resident Editor's Department.

UNION GRADED PUBLIC SCHOOLS.

THESE Schools are sometimes called Union Schools, because they are usually made up of the scholars of two or more contiguous districts which have been united and consolidated for the purpose of establishing a system of schools better adapted to the educational wants of the community than the district school. They are also styled Graded Schools, because the chief peculiarity of their organization, and that in which they most especially differ from the district school, is the gradation of the scholars in the different departments, according to their attainments. They are denominated Public Schools, because they are public or common property, and are open to the children of all within their territorial limits.

How far is this system practicable? It is not practicable in a very sparse population. Where there are not more than fifty scholars within the distance of a mile or a mile and a half from any given point, it can not be applied, and districts where the population is so scattered, must resort to other means for providing the common school education demanded at the present day. In the first place, the district school should be made as good as it is capable of becoming, by giving it a suitable school-house, the needed apparatus, and a good permanent teacher. And then a school of a "higher order" should be established and maintained at public expense, at the center of the town or society, in which the more advanced scholars may be assembled, even from the distance of two or three miles.

What is meant by grading a school? This question may be answered by an illustration. Suppose we have three hundred scholars of all ages, to be arranged and classified in a Union Graded School. For the sake of clearness, suppose the school-house contains six rooms each capable of accommodating fifty scholars. We first subject the scholars to an examination, of which we have a record. We now count off the fifty scholars whose names stand at the bottom of the list as having made the least progress in the course of an education, and place them in a room by themselves. This will constitute the lowest department, and may be called the Second Primary. The fifty who stand next above those on the list may be placed in another room and called the First Primary School, and so on till all are dis

posed of. The upper division will constitute the High School, and might be permitted to study the higher English branches, and the classic languages. The division next below the High School, might be styled the Grammar Department, and be required to understand thoroughly, arithmetic, geography and grammar, and be able to read, write and spell well, and perhaps have a general knowledge of the history of the United States. The divisions between this and the primary might be called the First and Second Intermediate Departments, and attend to the elements of the branches named for the grammar department.

This is in brief, the process of grading a school.

What are the advantages of a graded school?

We can at present give only the most general answer to this question.

1. A better classification than is possible in a district school. In a district school of fifty scholars, it is not uncommon to find twentyfive or thirty classes. It would be necessary for each teacher in the lower departments of the school graded as we have described, to have not more than ten or twelve classes in all the branches taught; and hence,

2. It enables the teacher to expend his labor more economically than in the district school. He can now have large classes, but few in number, and he can teach a class of twenty quite as well as he can a class of five; and therefore,

3. As the teacher has fewer recitations to hear, he can make his instruction thorough, which is quite impossible, when the multiplicity of lessons compels him to limit the time of recitations to ten or fifteen minutes.

4. It secures a great saving of time to scholars, since with such facilities, they can accomplish at twelve, what they could not under the district system, till fifteen.

5. It is cheaper, not absolutely, but in proportion to the advantages it affords.

Union Graded Schools have already been established in most of the cities and principal villages in the state, viz., in New Haven, Hartford, Waterbury, Middletown, Bridgeport, Norwich, New London, Norwalk, Stamford, Collinsville, Bristol, Rockville, New Britain, New Hartford, Mystic, Fair Haven, Derby, Southport, Willimantic, Plymouth, and some other places. Some of these schools are free ; in others, a tuition fee is required. These schools in most cases,

have been made good enough for the best, but in all cases they have not been made cheap enough for the poorest. But we are rejoiced that the number of free schools is increasing.

DEAR SIR:

CORRESPONDENCE.

Enclosed please find one dollar for my subscription to the Journal for 1855. During the present year I have been much pleased with the practical character of the paper, and acknowledge myself indebted to the Journal for many excellent suggestions. You will also find enclosed the proceedings of the first anniversary meeting of the first Teachers' Association in the " Old Dominion." As the influence of your excellent School Journal is not "hemmed in by state lines," perhaps a reference to our efforts, may not be altogether uninteresting to your readers, especially as pertaining to the history of Teachers' Associations. We have put our hand to the plough, and do not intend to look back.

PORTSMOUTH, VA.

Yours, &c.

N. B. W.

We welcome the good tidings from the venerable old "Mother of Presidents."

It is no doubt gratifying to know that our humble efforts extend occasionally, "beyond the little limits of our own state and neighborhood," though we are thankful if they produce all the effect desired at home. We most cordially grasp the right hand of fellowship, extended over Mason and Dixon's line. We are a brotherhood engaged in the same great cause. In this enterprise we know no North, no South, no East and no West. The country is the field.

DEAR SIR:

Enclosed please find one dollar in payment for my subscription to the Connecticut Common School Journal, which I have received for nearly a year I value, the Journal highly, as a work for teachers, but it is doubly interesting to me, as I learn from it what my old friends and fellow-teachers are doing at home. Yours, &c. R. A. B.

HINCKLEY, Medina Co., Ohio.

At home-that tells the whole story. You love good old Connecticut. It is your home. But you have emigrated to the Buckeye State, to find a better field for the practice of your vocation. But have you not made a slight mistake? Connecticut is now on the look-out for her stray sons. She needs their services at home, and will pay a very respectable compensation. Not long since, when an attempt was made to induce one of our best teachers to accept a

place in Massachusetts, his district promptly voted to pay him as much as he could get anywhere else. But Ohio is a good school for you. The teachers of that state have Excelsior on their banner.

AGENCY OF THE STATE TEACHERS' ASSOCIATION.

MR. SHERWOOD, whose appointment to this office was announced in our last number, is now in the field earnestly engaged in promoting the improvement of our common schools. It will be his aim to deliver lectures in five or six societies each week during the winter. It is a very encouraging fact that in nearly every place where he has lectured, he has been invited to give a second lecture.

A copy of the following circular, with the blanks filled, is sent to the acting School Visitor or some other friend of the cause in the place where it is proposed to deliver a lecture.

DEAR SIR; At the last annual meeting of the State Teachers' Association, it was voted unanimously to establish an agency for the promotion of the objects and interests of the Association.

The Board of Directors were instructed to elect a suitable person, to fill the office, and provide for the superintendence of its operations and affairs, by the appointment of an Executive Committee.

In accordance with these instructions, the Brd elected George Sherwood, Esq., as Agent, and the undersigned as an Executive Committee.

Mr. Sherwood has accepted the appointment and entered upon the duties of the office.

He will devote his whole time to the promotion of the interests of the cause of education in this State.

He is directed by the Committee to visit schools, to advise with teachers, to confer with school officers, to aid teachers in procuring situations, and committees in securing competent teachers, to deliver Lectures on Common Schools, so far as he may be able in the different school societies, to circulate the Common School Journal, and to coöperate generally with the friends of the cause, as opportunity may present.

We take pleasure in recommending Mr. Sherwood, as a gentleman every way worthy of your confidence.

By his education, his experience, and his deep interest in the cause of popular education, he is admirably qualified for the discharge of the duties assigned him. We beg leave to bespeak for him your aid, encouragement and cordial sympathy. Respectfully, Yours,

HENRY BARNARD.

DAVID N. CAMP, PRES. STATE TEACH Asso.
JOHN D. PHILBRCK, SUP. OF COм. SCHOOLS.

DEAR SIR: In accordance with the above mentioned plan of operations, I propose to visit your place.

If you will have the kindness to see that proper arrangements are made, and suitable notice given for my Lecture in your school society, you will confer a great favor.

Clergymen, School Visitors, and others interested in the cause of education, are respectfully requested to assist by their remarks and general coöperation, in making our meeting interesting and profitable.

Yours, Truly,

GEORGE SHERWOOD.

The series of articles under the above head, were unavoidably interrupted, but are now resumed.

In the first article, some suggestions were made upon the importance to the teacher, of mature and well digested plans. One of the first things which will suggest itself to the mind of the young teacher will be, how to arrange the different studies and exercises so as to secure the greatest benefit to each pupil.

If the school is thoroughly graded, and the pupils of different attainments are placed in different departments, the work of planning and arranging the different exercises, is much simpler than in large schools containing children of all ages and acquirements. In most of our cities and larger villages, the schools are either brought together and provision made for all the grades under one roof, or a High School is established by itself, and the other grades placed in convenient locations at different points.

The number of grades must depend upon the number of children and other circumstances connected with the location of the schools. In Hartford, New Haven, and in the Model Schools connected with the State Normal School, there are four grades either in actual existence or contemplated.

Where the number of children to be provided for by one municipality is large, a separate and distinct officer is required, to have the general supervision and charge of all, and to give his principal time to these duties; but if the number is not too great, or the territory over which it is spread too extensive, the general classification, allotment of VOL. X., No. 3. 13