ometry, Trigonometry, Surveying, Natural Philosophy, Chemistry, Astronomy, Topical Geography, History, Physiology, Book Keeping, Grammatical Analysis, and Composition, Drawing, Botany, Latin, Greek and French. Names of the Teachers: F. B. Brigham, Principal. L. S. Potwin, B. A., Teacher of Classical Department. Sarah E. Wyman, Teacher of French and English Department. Emma Craw, Teacher of the Intermediate School. Mary Hall, Teacher of the 2d Primary School. Kate M. Schmuck, Teacher of the 1st Primary School. PLANS AND ARRANGEMENTS FOR DISTRICT SCHOOLS. No. III. If the schools have been properly graded and classified, the studies are now to be determined, and a programme of exercises made out. It should be remarked however, that there is probably no town or city in the state, needing more than one High School. It is better to multiply schools of the lower grades, and raise the standard of qualifications for the highest department, than to divide the means among two or more High Schools in the same town. In the Grammar and High Schools, there need be no limit to num. ber of pupils, if the rooms are sufficiently capacious, and an adequate number of teachers is provided. In the primary and secondary schools there are important reasons for having the schools in different parts of populous districts, or towns, and having each taught by one teacher, or at least with but one assistant. In this case not more than fifty should usually attend with one teacher, or twice that number with two. The programme of exercise should be entirely different, in the different grades. In a primary school the sessions should be shorter than in the higher schools, two hours each half day is a longer time than children from four to six should be kept in school. There can be no close, continued study in this department, as in the High School; neither can the various subjects be classified, and pursued with the same method, as in higher departments. Children are here to be taught to read and spell; the elements of numbers, and perhaps some facts in the geography of their own town or state. Memory, the only intellectual faculty, really active at this age, is to be cultivated, not over-loaded. Habits of attention are to be formed, the pupils are to be taught to observe carefully, and notice minately the common things around them. They should be questioned as to the number, size, form, and color of different objects. They should be encouraged to talk about them, to ask for information, and to tell what they know. How shall all these things be attended to? Though there should be variety and change, there should still be system in a Primary School. We think in all schools there should be some devotional exercises; a recognizance of a Supreme Being, to whom all are accountable, and from whom mercies and blessings are daily received. In a Primary school these should be short, and of a nature to secure the attention of even the youngest child. The teacher might read a few verses from the histories or biographies of the Old Testament, or perhaps from its poetry, or a parable, or an account of a parable from the New. Two or three stanzas from a simple hymn, may be sung, the teacher could lead in a short prayer, asking for just those things the little child needs, or all might unite in some form of prayer. After the devotional exercises, some incident might be mentioned, illustrating a moral principle, or questions proposed designed to form and strengthen habits of right. The recitations should be short, but full of life. They shonld be at the same time interesting and instructive. The whole arrangement should have reference to the constant employment of the pupils, with something to do. One class might read, and then print a lesson on their slates while other classes read. Part of the time would be devoted to drawing on slates. In this, as in many oral exercises, the whole school might ́engage at once. Singing for a few minutes at a time should occur between the other exercises. Various motions of the hands and arms, standing, walking, and marching, could all be practiced with benefit. The teacher should not feel that all the instruction is to be obtained from books. Children are to be taught to read, it is true, but they should also be taught to think. Let them go out doors and gather flowers. Ask each member of a class to bring two daisies, three buttercups, or four dandelions, to the teacher's desk. Or show them a mineral and let them find others similar. They are thus taught numbers, the power of observation, and an acouaintance with nature. Some of these exercises might be repeated several times a day; others might occur but once. The school should close at night if possible, with pleasant thoughts, a hymn of praise, and a prayer for forgiveness, protection and guidance in the future. C*. BRISTOL UNION SCHOOL. We said a few words in a former number respecting the movements in Bristol. The following from the Christian Secretary, may be regarded as a bright page in the history of what is doing for the improvement of Common Schools. "For years past our schools in Bristol have been in a low state. In most cases seventy-five or one hundred scholars have been huddled together, under the charge of a single teacher, and that one, often a female. Occasionally a student from some neighboring college, low in funds, has stopped among us to recruit, teaching a school more to suit his own pleasure than the good of his pupils. Parents who were able have sent their children away to other towns to be educated, but generally with poor success, as there are, doubtless, few towns in the State that, in the last thirty years, have given a collegiate education to so few of its sons as this town. The friends of education, however, have not ceased to mourn this deplorable state of affairs, and various methods have been considered and agitated to bring about reform. Measures were at first taken, two or three years ago, with a view to consolidate all the schools of the town, but failed. After this failure, Districts Nos. 3 and 4, in which most of the educational enterprise of the town seems to exist, effected a union and proceeded to build a house for their accommodation. To do this to the satisfaction of all was no small undertaking, but the voice of the many was for no half-way affair, and overcoming a good deal of opposition the enterprise was at length crowned with the success of one of the best, if not the very best country school-house in the State, which was completed and fitted for use about the middle of December last, at a cost of about $14,000. It was my privilege to attend the dedicatory exercises with which the school was opened. The house was crowded to overflowing both afternoon and evening. Addresses from Hon. H. Barnard, Reverends Richardson and Lewis, and Professors Camp and Philbrick, of the State Normal School, did honor to the gentlemen and to the occasion. The parents were again and again reminded that the work was not yet done-of the responsibilities resting upon them of watching over and sustaining the school, and the importance of meeting such responsibilities. Nor were they reminded of these duties in vain. The school commenced. Two hundred and twenty-five pupils, backward in attainments-without habits of study, were collected in the three departments of the school, under the instruction of one male and three female teachers. From time to time during the past term have we spent a pleasant hour in this school. We have been pleased to notice the order, the system, the interest and the harmony, which, in each department of this school, are always so prominent and so attractive. The closing exercises of the first term's school were witnessed with evident satisfaction, by a large company of the citizens of this place, on last Tuesday afternoon, and never before has it been my pleasure to witness the interest which is here manifested in this school. The cheerfulness on every pupil's countenance, the quickness with which they anticipated and obeyed the wishes of the teacher, doubtless was remarked by all. The exhibitions of the school in reading, composition, declamation, geography and singing, were highly creditable. The report from the Register was an interesting one. It recorded new events in the school history of Bristol. About one fourth of the pupils had not been tardy or absent; over one-half had not been absent at all; the per centage of attendance being 96—of tardiness less than 2. During the session of fifty days the school had been visited by about five hundred visitors. In accounting for this attendance almost unparalleled, we may say that teams have been hired and placed at the disposal of the pupils whenever the weather might be an obstacle to attendance. The Committee of the District are now collecting a library, and whatever apparatus and aids to instruct are within their reach. Parents who had pupils abroad have taken them home to this school. Students that have defied discipline and instruction in several of the best private schools in this State can now be found here, daily in their places in this common school, deeply interested in study;-are themselves rather quieters than agitators of evil, ready at the beck of the teacher to do his slightest wish. The school is successful, and doubtless will be so, and it is "good enough for the best and cheap enough for the poorest." BRISTOL, March 3d, 1855. The rules of order are mostly summed up in these two precepts 1. A place for every thing and every thing in its place. 2. A time for every thing and every thing in its time. M. Resident Editor's Department. WHAT IS DOING FOR THE IMPROVEMENT OF OUR SCHOOLS. THE JOURNAL. We humbly hope that this Journal is doing something to carry forward this good work. It goes into the hands of nearly all the live teachers in our public schools, and many of the foremost professional teachers in our private schools and Academies, are among our subscribers, contributors, and best friends. Last year we asked the Legislature to make an appropriation to defray the expense of sending it to the Acting School Visitor of each school society. The request was readily granted. The beneficial results of this measure have already exceeded our most sanguine expectations. It was accomplishing a good work simply as the organ of the teachers. It is now also the official organ of communication with the school officers, and by this extension of its circulation, we believe its usefulness has been doubled. One more step remains to be taken, namely, to make it the communication with every school district. organ of This step has been urged by several of the most enlightened educators in the state. The expense of this measure to the treasury of the state, will be just about a quarter of a cent for each inhabitant. Certainly it cannot then be an extravagant experiment. We believe the time has arrived for this step. We should be glad, however, to receive the opinion of school visitors on the subject. Those who will take the trouble to write us on the subject, will confer a favor. NAUGATUCK. Personally we are not so well acquainted with this enterprising village and its school as we wish we were, and intend to be. We have occasionally heard indirectly of the success of the Union School in that place. We have now something definite, direct and tangible, in the following sketch which we are happy to lay before our readers. "The Naugatuck Union District School, is now, and has been for the last eighteen months, under the charge and instruction of Mr. Henry Sabin, the Principal, and Miss Harriet Baker, and Miss Esther F. Hotchkiss, Assistants. This school consists of three grades in as many separate departments, distinguished by the High, the Intermediate and |