subjected in the rooms where the pupils were seated with their backs towards the entrance.

The space in front of the desks should be sufficiently large for purposes of recitation; this in school-rooms of ordinary size, would be about ten feet; in small rooms perhaps a little less. A space of two or three feet in width should be left in the rear of the room for classes upon special occasions. The side aisles should not be less than two feet each. Those between the rows of desks might vary, according to the size of the room, from a foot and a half to two and a half feet.

5. Miscellaneous Suggestions.-The stove should be placed near the door, so that the air may be warmed, to some extent, before its distribution through the 100m. The entire length of the front of the room should be occupied by a blackboard, or a black wall; and if more than th's is needed, it may be placed upon the sides of the room, between the windows. If a platform is used, let it be not more than six or eight inches high. An unbroken level of floor is much better than any platform, because it allows greater freedom of movement and a greater amount of air in the room."

Thus it will be seen that the views of intelligent friends of the schools, in different parts of the country, are the same; and I have quoted thus largely from others and from those of established authority, that I might aid force to suggestions that have been made by friends of schools in Vermont whenever this very important subject has arisen.

Early in the history of modern school reform, soon after the appointment of Mr. Mann as Secretary of the Massachusetts Board of Education, in casting about to find what was the first and most necessary portion of his labor, he found the apathetic indifference of the people of Massachusetts to the condition of their schoolhouses to be the one great hindrance to all his efforts.

With the concurrence of the Board, he immediately gave his first attention to this matter, and prepared and published a special report upon the schoolhouses in that State. As was usual with him in other cases, so here, having taken the subject in hand, he in a certain sense exhausted it, and produced a report, which may be said of itself to have revolutionized the public sentiment of a whole commonwealth.

This report has never been exceeded that I know, for force, and having remained for a score of years as an inexhaustible magazine and source of supply to those who have followed in the same direction of labor, it is still, as I think, the best condensation of thought and suggestion upon its particular subject which is extant.

With such an appreciation of its value, I have judged best to insert in the appendix the entire report of Mr. Mann, and with an earnest com, mendation of it, leave the subject for future consideration.

ATTENDANCE UPON SCHOOL.

It would by no means have been unreasonable to have supposed that the preoccupation of the general mind with anxiety about public affairs, would have very materially affected the attendance upon the schools. And it is unexpectedly encouraging to find, from our statistics, that instead of diminishing, the average attendance upon the schools during the past year was really increased.

The average attendance for the year 1860-1, was reported at 45,442, and for the year 1861-2, it was 47,455, thus exhibiting an increase of 2,013, which is a gain upon the attendance of the previous year of 4 4-10 per cent. This is decidedly hopeful, and yet although it is an improvement upon the attendance of the year before, it still exhibits a general carelessness and want of common economy that is alarming.

The estimated attendance upon private and select schools, for the past year, is 7,121, and if this be added to the average attendance upon the public schools, which was 47,455, we shall have an aggregate average attendance upon all of our schools, public and private, of 54,576. The whole number attending school between the ages of 18 and 20 is reported at 2,642; if this be deducted from the aggregate average attendance upon all the schools, 54,576, we shall have 51,934 as the number of our children who are between the ages of 4 and 18 in attendance upon the schools.

Now the number of children between the ages of 4 and 18 who are reported, is 89,599, from which deducting the number in attendance, 51,934, we have remaining 37,665 children between the ages of 4 and 18 who are regularly absent from all schools.

In other words, while the past year has exhibited an improvement in the attendance of our children upon the schools, it is a sorrowful fact that more than forty-two per cent, of all the school children of our State have been regularly absent from school. Surely the annual presentation of this subject must, ere long arouse public attention.

STUDIES PURSUED IN OUR SCHOOLS.

To the thoughtful friend of education, that portion of the statistical summary which reveals the comparative time and strength given to the pursuit of the various branches taught in our schools, has a peculiar interest. It is here that we are able to discover the estimation in which our common schools are held by the public generally, as well as the relative rank of the various branches of study in the public consideration.

A very curious and interesting change of relative rank has been gradually occurring in the schools of our State, year by year, and yet so slowly as scarcely to excite a thought, much less any remark.

Within the memory of many among us, the whole attention of the schools was mainly engrossed by reading, spelling, writing and arithmetic; and many of our older citizens distinctly recollect when the introduction of the study of grammar was considered an outrage upon the public schools. Indeed, one member of your Hon. Board well knows, that on

one occasion, a solemn school meeting after mature consideration, directed the study of English grammar to be banished from a common school in Vermont.

But, little by little, a change has been wrought, less time has been given in arithmetic to mere ciphering, and more to demonstration and explanation, but upon the whole, time has been saved here with no diminution of benefit to the scholars; and more time and strength have been devoted to grammar, composition and history.

Thus, during the past year, while the number of students in arithmetic has not been diminished, but rather increased, the number of students in geography, composition and history has perceptibly increased.

In these branches the rates of increase during the past year have been as follows: In arithmetic 1 6-10 per cent., in geography 7 9-10 per cent., in composition 9 2-10 per cent., and in history 18 per cent.

But from these statistical tables and official reports, we find the peculiar conservatism of our State markedly manifesting itself in our schools, by the reluctance with which we give any countenance to the encouragement of classes in some of the most useful as well as attractive branches of study that have received much attention in the schools of nearly every other State.

Geology, physiology and botany have become "common" in the public schools of nearly every one of our neighboring States, but they are hardly known in our schools.

I am not aware that there exists in the public schools of an ordinary grade in our whole State, a single class in geology, and yet, within a few years a very general appreciation of this science has been rapidly growing. And while every intelligent man recognizes an acquaintance with the elements, at least, of geology, as necessary even to what is called a "common education"-no movement is made to introduce it into the schools. Indeed, there seems to be, in some quarters, an actual opposition to any effort in this direction.

With a view of stirring discussion as to the merits of geology as a school study, I requested my friend, Rev. John B. Perry, of Swanton, who has given his hours of recreation, for many years, to self culture in Natural History, to write an essay on the feasibility and desirability of making Geology a branch of school study for at least a portion of our scholars; and I here subjoin the essay which he kindly furnished for the last year's report, but which was excluded by other matter:

GEOLOGY IN OUR COMMON SCHOOLS.

Having been requested to furnish something in respect to the desirableness of introducing the study of Geology into our common schools, I herewith cheerfully comply. This I am led to do with less hesitation, because I regard it as a matter of great moment; indeed I am especially emboldened to undertake the task in the hope that the subject may come finally, as I believe it is already slowly coming, to be recognized more nearly according to its real importance. I am at the same time encouraged to make a few suggestions on this topic with more confidence, since this, or some similar, plan evidently lay near the heart of that judicious and justly honored friend of the young, to whose untiring labors the natural as well as civil history of our state owes so much, the lamented Zadoc Thompson; and also because the intimate relation of the subject proposed to the welfare of the rising generation is, and has been, acknowledged by many other staunch friends of education, whose names need no mention in Verment.

I may, then, begin with the remark that the introduction of the study of Geology into our common schools is desirable because of the intrinsic importance of the subject.

Geology, fairly looked at, covers a broad and substantial field of knowledge, with which all should have some acquaintance. The crust of the earth furnished the road travelled alike by the peasant and the potentate in their earthly journey, and surely each should know the nature of the way. Contemplated from one point of view, it embraces in itself, or at least stands in intimate connection with, every branch of Nataral History. In thus taking cognisance of that with which each has much to do during his temporal existence, and which especially concerns the large mass of the people, particularly in the rural districts. Geology is very important. It is peculiarly so, since it is calculated to impart an intelligent insight into several branches of knowledge, which are too little understood by us all, though they set forth the nature and relations of objects, with which it is our fortune most frequently to meet in all the walks of life, and with which indeed, every child ought early to become familiar.

The study of this wide subject, accordingly, opens properly with Mineralogy, and is suited to lead us daily to a better acquaintance with the constituents of the rocks of the globe,and so with the mineral elements of the soil, onhich we tread. Closely connected with this branch of enquiry is the consideration of the modes and effects of mechanical agency, as well as of the processes and results of chemical action-operations which are continually going on, products which are everywhere exhibited, in the domain of matter-attracting the notice of the child no less than that of the phi osophThere is, consequently, much of high importance, in itself considered, in all the e phenomena of the material universe, into which every person, so far as practicable, should be initiated, and with which each may easily gain more or less familiarity. The characteristics of some of the more common minerals and metals, with their name, may be readily learned in youth, if attention be only directed to them, and thus the first steps taken, which will gradually lead to a knowledge which is of no little intrinsie worth, and must be of lasting benefit when acquired.

er

An acquaintance also with Botany is implied in most geological investigations, and is likely to be to some extent easily secured by such as engage in them. As these studies are pursued, one may come, almost unconsciously, to be conversant with the great distinctive features of the vegetable world. Tae more marked characteristics of plants, shrubs and trees, become familiar as household words; often, too, without any great expenditure of time or effort; while a minuter and more intimate acquaintance with them is acquired from day to day, and the mind thus led by imperceptible step 8 into a knowledge of great value in itself, and which will be of no snail moment in af. ter years.

So, too, the study of Geology supposes some familiarity with Zoology, and, al. most of necessity, introduces the learner into this new and important field. Such animals now living, as chance to fall in the way of one who is becoming interested in fos. sil remains, receive an attention, which they would not otherwise command, and there thus begins to be gained an understanding of their organization and habits, which prepares the way for a constantly increasing knowledge of the different rices which iraverse the air and seas, or roam over the dry ground. In this wise, one may get an early start, which as carried on promises to result in an accurate and thorough acquaintance with the living creatures which move on the surface of the earth. The information, to say nothing of the insight, thus gradually acquired, is such, regarded in itself as to deserve to be rated high, and with which few, when once possessed of it, could be willingly induced to part.

By the study of Geology, however, we come to know not solely of one or of another of these kind of objects by itself alone, but more or less of them all taken together, as they lived and flourished in former ages, su cessively died, and came series after series to make up what is the now-existing crust of the earth. In this way there is secured not merely a familiarity with the past, but in addition to it an acquaintance, in itself very important, with things as they are in the present. That which now exists is, by the aid of Geology, seen both in the light which belongs inherently to it, an in the transmitted light of whatever has gone before. The science in question does not merely cover the several fields of enquiry already mentioned; it not only introduces to a knowledge of minerals, plants and animals, as they have appeared at a given point of time, but it also conducts us through the diversified phases of their existence, begining with species long since extinct, snowing us early and low grades of organization typical of bigher ones which were to come after, exhibiti: g the manifold different races in the successive stages of their history, finally bringing us to see the great kingdoms of nature as they are now, and in this wise enabling us to behold them, with clearer insight than would else be possible, under the forms and modes of existence in which

we find them to day. The examination therefore of the fossil remains of such plants and animals, as have lived in the past, in giving us a knowledge of their structure and habits, prepares us for a better understanding of the organization, capabilities and powers, of the various families which now have their abode on earth, and thus of the great scheme of universal nature. This knowledge, then, the first draughts of which, if judiciously dealt out, may be relished by any child, is, as must be evident at a glance, very important in itself, and the early beginning of its acquirement deserving of high consideration, even if no reference be had to any ulterior, or more practical end.

Again, however, the study of Geology is desirable in our common schools, as affording one of the best means of mental discipline.

Perhaps no department of knowledge is better suited than this, probably scarcely a branch so well calculated, to lead one to take an adequate survey of the universe, and thus wide and far reaching views of truth generally. While Astronomy, which is briefly set forth in its great outlines in our common school geographies, reveals an infinitude space, Geology puts the mind on the stretch to comprehend that almost boundless reach of time supposed to be necessary for the marvelous wonders produced since that beginning from which the creative fiat began to go forth from the Almighty. By such contemplations, on which the young are very ready to enter, and in which they receive an important discipline, the mind is brought into a vast realm, made familiar with its wide-embracing circuit, much more easily than when narrowed by the contracting influence of later habits, and is thus early prepared to look in a comprehensive way at every subject, which may come before it. And the danger of injury from this natural process is far less than from the artificial methods too much in vogue. This is only the carrying forward of a system of observation, upon which every child enters in his earliest years, and which would be usually continued through life were he not soon turned aside by the constraints of an unnatural and therefore false mode of training.

The powers of the learner are, also, pleasantly taxed, as he beholds something new from day to day, and thus unfolded genially, as he advances step by step in mastering great distinctions, which are written with a bold hand on all the works of creation. Many facts indicate to him, that there was once simply an expanse of unorganized material, which having its own peculiar affinities, gradually became a more shapely mass of matter,experiencing according to the law of its nature ceaseless changes under the forming power of the Most High, thus serving in one sense at least, to mark and measure the bounds of primeval time. Ile, also, finds evidence that at length things of life appeared, taking up portions of these inert elements, which by the working of the divine fiats came to be raised above the remainder of this primitive lifeless mass, at once looking upward, and rooting downward, and so in being distinguished from it to serve to cover its nakedness with a robe of verdure. Almost, too, before aware of his advancing insight, he discovers that in the gradual working of creative power, another form of life appeared endowed with powers of sensation and loc motion, drawing material from the tender herb, and yet above it, at once the mate of the defenceless plant, and still its rightful lord; and that far onward and upward in the successive steps of creative wisdom, above all that had gone before, humanity was at last ushered upon the stage, female beauty and manly dignity, more than realizing all previous anticipations, formed in the likeness of the Eternal, the crowning work of creation. The pupil, thus starting with the liteless elements around him, soon learns that all visible things may be comprised in the two great provinces of organic and inorganic existence. Proceeding by easy gradations, he comes to be conversant with the differences between, and the prominent points distinctive of, the vast domains of vegetable and of animal life, and to recognize humanity as superior to both, man as intended to use all these forms of existence with wisdom, himself as spiritual to rule his own spirit, and thus to control every element of nature, both without him and in his own being, in ceaseless equity. By an easy process the pupil passes on, entering more minutely into what is involved in these several kingdoms, learning the great divisions belonging respectively to minerals, plants and animals. Proceeding from these he gradually becomes familiar with the characteristics of orders and tribes, of genera and species, the great facts in nature all the while calling out and unfolding correspondent powers of apprehension in his opening mind.

It is likewise true, that in each individual object, which attracts the learner's attention, he finds room for endless study. Many a single thing is a world in miniature, and may be examined simply as it is in itself under an almost countless variety of aspects. In such an investigation one may enter into the minutiae, so far as he