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PUBLISHED UNDER THE DIRECTION OF THE BOARD OF COMMISSIONERS OF COMMON SCHOOLS.

VOL. I.]

HARTFORD, DECEMBER, 1838.

[No. 5.

To endeavor to effect a judicious classification of the scholars in the schools, and for this object to increase the number of teachers, and of school-rooms if necessary.

THE CONNECTICUT COMMON SCHOOL JOURNAL WILL BE PUBLISHED EVERY MONTH, AT THE PRICE OF FIFTY CENTS A YEAR, PAYABLE IN ADVANCE. To see that all the younger children in the schools are proPersons wishing to subscribe, can forward their names and remittances, to the Secretary of the Board at Hartford, or to the Vice-Presi-vided with a slate and pencil, to use in drawing, or writing, or dent of the County Association, or to the postmasters of the town in in any innocent way to amuse and improve themselves, when which they reside, who can render the Journal essential service by act- not otherwise employed. ing as its agents.

All communications relating to the Journal must be post paid.

CIRCULAR.

TO THE VICE-PRESIDENTS OF THE COUNTY ASSOCIA. TIONS FOR THE IMPROVEMENT OF COMMON SCHOOLS. In reply to numerous letters received from some of your number, and from persons who are anxious to co-operate with you in the object of your appointment, I offer the following suggestions to aid the formation and efficient action of associations in your several towns or societies, for the benefit of common schools, auxiliary to the County Associations. Let me beg of you not to defer acting under your appointment, even though you have received no formal notice of it, or of the duties you are expected to discharge; but engage in the work of school improvement immediately.

i. Have an interesting public meeting, with addresses, among which let the address of the Board of Commissioners be read, and remarks accompanying it, after which, organize. 2. Choose a President, two Vice-Presidents, a Secretary, a Treasurer, and an Executive Committee of three, with power to add four more to their number, if necessary, and also to

choose sub-committees.

bers of the Association.

To inquire into the capability of female teachers keeping the winter schools, and to inake trial of this if practicable. To encourage the coming forward of the right sort of young men and young women to be teachers of the public schools, and to aid them in qualifying themselves for the employment. To form a library of books on education, for the use of the teachers.

To promote the formation of associations of teachers for mutual improvement.

To invite the clergymen of the different religious denominations to give discourses or lectures on the subject of popular education, at suitable times, to their people.

rents of the scholars, and others.
To promote the frequent visiting of the schools, by the pa-

To inquire into the expediency of giving some compensation to the Committees and Visiters of the schools, especially the latter.

To inquire into the evils resulting in the schools from not having a sufficient number of books of the same kind and edipracticable with regard to the books used in the schools. tion in the same classes, and to see what improvements are

happy public meeting. Open the meeting with prayer. Have To collect all the children in the schools once a year for a a suitable address to the children, and also to the parents and teachers. Let there be music, instrumental if practicable, and refreshments for the children, with such other expedients for their innocent recreation as may be devised.

3. These officers shall constitute a Board of Education, and hold stated meetings, at least once a month, and oftener if expedient, for doing, and procuring to be done, what lies in their power, for the benefit of the public schools in the town. 4. The Board of Education shall fix the time of their meetIn carrying these, or similar suggestions, into effect for givings, and make such by-laws as are necessary to their success- mind that such associations are designed to aid the school coming efficiency to the town associations, it ought to be borne in ful action. They shall make a Report twice a year to the town mittees and visiters in the discharge of their duties, and that it association, of their proceedings, and of the state of the pub-is of the highest importance that such committees and visiters lic schools, and of plans for their further improvement. 5. The President, or in his absence either of the Vice-Pres-should be among the prominent and active individuals who idents, or in the absence of all these, any other member of the organize the town associations, and be engaged in promoting their usefulness. Board, may call a meeting of the Town Association; and a meeting shall always be called at the request of any three mem-sociations should make known, at short periods of time, the reIt is, also, very desirable that the Secretary of the town as6. Objects for immediate action on the part of the Execu-rults of their efforts, and any valuable information on the subtive Committee, acting under the direction of the Boardject of the public schools, to the Secretary of the Board, at HartTo ascertain how many of those enumerated by the District ford, as well as to the Secretary of the County Association. Committee are in no school whatever, and to try to induce the A few words as to the Common School Journal. The aid parents of such children to send them to school." already afforded it, is, it is hoped, but the pledge of that inTo get a minute and accurate statistical account of the con- creased patronage which it is yet to rece've, and which is dition of the public schools, embracing answers to all the in- essential to its complete success. The measure of its usequiries contained in the circular of the Secretary of the Board fulness, if it is capable of rendering any to this cause, must of Commissioners of Common Schools, and especially with be the extent of its circulation. This in some towns is larger regard to the best modes of giving efficiency to the examina-than we ventured to anticipate. But in others, and those too tion of Teachers and the superintendence of the schools. the large towns and cities from which we expected the most, To collect the best plans for school-houses, and for their in- we have hardly a single subscriber. Other good causes find ternal accommodation and comfort, and to see what defects their most generous and willing patrons here. And shall the are to be remedied, and improvements made in the school-cause of Common School Education, which holds in its emhouses in the town.

To inquire of the various teachers what they think can be done on the part of the School Committees, the Parents, and and others, for the good of the schools, and to solicit communications from the teachers in writing on these subjects.

To inquire into the expediency of increasing the compensation of first-rate teachers, and of offering a certain sum in addition to the stipulated wages, if the teacher will keep the school two years to the satisfaction of those who employ him, and of the Executive Committee of the Association. This sum to be paid out of the funds of the association. The mode of raising these funds for this and other purposes, whether by tax, or otherwise, or by both, to be determined by the association.

brace every good cause, be the only one, which neither religion, philanthropy, nor patriotism will take up and promote, either by personal or pecuniary aid? This periodical must rely on individual effort. Those who have kindly engaged to make this effort, and those whose duty it has been made by the county and town associations, to promote its circulation, are earnestly reminded that now is the time to give permanency and vigor to the Journal.

In conclusion let me say, that having met all the school conventions which have been held in the several counties of the State-having experienced much personal kindness from men of every shade of political and religious opinion-having given and received the hand of fellowship in this cause, and the

THEM.

pledge of co-operation in the work from hundreds, without SCHOOL SEATS, AND THE TEACHERS' ATTENTION TO knowing, or caring to know their views on other matters,-let me indulge the hope, that the same enlightened zeal which could induce men to abandon their business, and, in many instances, to travel so far, to attend these meetings, will induce them to carry out the recommendations of these conventions into efficient and harmonious action in their several towns, and above all, that this holy work of elevating the character of our common schools may henceforward as heretofore be the rallying point of all who love the State and would promote her true and durable good, however discordant, and even irreconcileable their opinions may be on other subjects. Then, shall we realize the hope of the Board, that Wisdom from above will direct it, -an enlightened Zeal carry it forward,-a fostering Providence insure its success, and Patriotism and Religion rejoice together in its consummation.

HENRY BARNAND, 2D,

It is of great importance, as we have heretofore remarked, that children should be made comfortable while at their seats at school. We wish, however, to keep our readers in mind of one important truth, viz: that the teachers must attend to this part of their duty better than many now do, before the desired end can be gained. The patent seat and desk, invented in Boston, and by some so much approved, even if it possesses all the excellencies claimed for it, and be really worth the price demanded, viz. fifty dollars, may be used without judgment, and so prove worthless. It is so constructed as to be capable of elevation, depression and convenient adjustment to persons of different sizes, and in various postures. But it evidently must require some knowledge and attention to be so adjusted; and if one school or twenty schools were furnished with such desks, unless the teachers both understood the adjustinent, and were faithful in attending to it, the advantages promised could not be enjoyed.

But, on the other hand, a teacher who knows enough to adjust such a desk to every description of his pupils, and feels interest enough in their comfort and welfare to attend to it properly, may find means to adjust almost any common seat, so as to render it commodious and favorable to health and study. We pointed out some of the simple, easy and economical improvements which may be made in ill-planned desks and benches, in a former number of this paper. If a few short pieces of plank and a few blocks were kept ready for use in every school, after making such arrangements as were there suggested, a judicious and attentive teacher would be able to dispense with an expensive patent desk, at least until the distheir regard for education, and provided the more indispensable supplies of books and apparatus.

Secretary of the Board of Commissioners of Common Schools FEMALE TEACHERS OF COMMON SCHOOLS! (No. III.) In proposing, as the writer does, to rely much more than is the case at present, on female teachers for our district schools, he wishes not to be misunderstood. He has no idea that male teachers can be dispensed with. He would have our young men encouraged in all suitable ways to engage in the business of teaching. For one, he would rejoice to see in this State a Seminary for the express purpose of preparing them for this field of labor, and in having the compensation of first-rate instructors of the public schools raised considerably. Indeed, this must be done if we expect to command the services of those who are qualified for the employment. For they will not keep school, while so many other more profitable and inviting meth-trict or the parents should have made considerable advances in ods of gaining a livelihood and rising in the world, are open before them, and while so little effort is made, on the part of the pious and benevolent, to have the department of public instruction regarded as one of the most important fields of doing good, and to induce our young men and women to engage in it from philanthropic and religious motives. In the present state of things it is a vast missionary field. But when do we ever hear it spoken of as such? It must be cultivated by the patriotic and the good, if we would save our beloved country from impending ruin!

A school desk capable of adjustment may be a very desirable thing, at least in some small private schools: but it will be of little or no more practical value than any other, unless properly adjusted. Cheap substitutes may be provided by having graduated desks and seats of a cheap kind, prepared for different classes, and by having arrangements cheaply made to accommodate scholars of different sizes in those classes.

More depends then on the teacher than on the desks and benches, unless, as in some schools, the fixtures are permanent, and the district officers permit no alterations, as is done in one place which we could name. Yet we would warmly recommend, that models of improved desks and benches be made and described, that the attention of teachers and physicians be particularly invited to them, and their opinions and views publish

It will not be soon, however, with all the efforts that can be made, that we can hope to see public sentiment right in these respects. There must be, for a long time to come, a lamenta ble deficiency of well-qualified male teachers for our common schools. While doing all in our power to provide such, there will be no danger of increasing too much the number of good female teachers, and of feeling that we must place more relied for the information of the public. A little knowledge would ance on that sex for aid in the present emergency.

But how shall we get along in the winter schools, it is asked, with female teachers? They will do very well to teach the younger children in summer, or older scholars of their own sex, but how will they manage a large school of both sexes, and of all ages from four years to twenty? Can they be well qualified to teach the various branches necessary to be taught in such a school, and will they be able to keep the scholars in order?

These inquiries are very important, and deserve a careful answer. They are answered by facts. Not a few instances, both in our own and other States, have come to the writer's knowledge, where district schools of the usual size in point of numbers, and embracing scholars of both sexes, the older ones eighteen and twenty years of age, have been kept by young women, and as thoroughly taught and successfully conducted as they had ever been by male teachers. Particular inquiry was made with regard to their government, and in this respect there was no failure. The young men, it was said, had a sense of propriety, and a polite deference for the female teacher, that led them to yield to her gentler authority quite as readily as they had been accustomed to do to that which is made of masculine and sterner stuff.

The more the writer has made inquiry on this subject, the more such instances have been heard of; and it was not long since that a distinguished and laborious friend of popular education told him he had known of at least one hundred in the range of his observation. The use to be made of these facts in preparing the way for a more ample supply of first-rate teachers for our common schools, will be considered in a subsequent

number.

T. H. G.

introduce many economical improvements. Some of the most eminent medical men in this country, are decided and indeed indignant in their condemnation of the unhealthy positions which children are generally compelled to take in schools; and many diseases and early deaths they attribute to distortions thus caused in early life, especially among females.

PERSONS OF EVERY CLASS ARE DEEPLY INTERESTED IN
THE IMPROVEMENT OF OUR COMMON SCHOOLS.
It is the common belief, that none but parents have any di-
rect or intimate interest in education. At least the conduct
and expressions of men generally warrant us in coming to this
conclusion: for many of the most intelligent and virtuous
members of society, and even those who have been counted
among the most active friends of education, have been found
to slacken their exertions, and to lose their zeal, when their
own children had out-grown the schools: "It is time that I
should withdraw, and leave the care of the schools to those
who have children. I have done my share."

Such indifference, when shown by men who have been active friends of education, and the chief promoters of the schools, sometimes has done extensive injury, by dampening the feelings of others, and by inculcating the false doctrine with which we are here contending. Every individual in the community is directly or indirectly benefitted by good schools, or injured by bad ones.

The family is benefitted, by more orderly, trusty, intelligent and virtuous children. There is a direct channel constantly open between the place of instruction and the place of action.

The knowledge imparted by the teacher, the examples he sets, the influence he exerts, are quickly transferred to the table and the fireside. There is a constant channel of communication between them, like that kept up by the bees between the flowers and the hive. The teacher's words are repeated at home; and he in some degree directs the daily conversation and manners of the household. If he has learned the harmless, the useful, the worldly and heavenly wisdom of his profession, he will teach such things as are of practical, visible and tangible value; such as the parents have learnt to appreciate by the experience of real life.

We hope hereafter to show, somewhat distinctly, in what modes the interests of persons in various situations in society, are in fact intimately connected with the existence and nature of common schools around them.

DRAWING IN SCHOOLS.

In many schools which we have visited, the value of drawing, as a frequent exercise, has been happily tested, in a v ty of ways.

This word means drawn towards, as any thing may be drawn towards you which is tied to a string. But there is no string which draws a falling stone towards the ground. There is none which ties this house down. Yet the stone falls, and the house presses down hard upon the earth, as if cords were drawing upon them. So every drop of rain, in a shower, comes down from the clouds as if it were drawn by force.

The word attraction is made from a Latin word which signifies drawing; and gravitation from one which means heaviness, or weight. Therefore, the drawing, or moving or pressing downwards of heavy things, is called the attraction of gravitation. But giving such a Latin name instead of an English one, does not explain any thing. As was said before, nobody understands why a stone falls: but we know that every thing which has weight is inclined to fall, that is, to remove towards the middle part of the earth.

When a sled slides down hill, it does not fall, because it cannot; but, as it can get nearer to the centre of the earth by moving down the hill, it does not remain still, but slides away; In the first place, it is of great use in employing waste time. and when it reaches the bottom it stops, because it can get no Whoever knows the great mass of our schools, must be sensi- nearer the centre of the earth. When a wagon is going up a ble, that their greatest evil is want of sufficient business for all hill, the horse must pull much harder than when going over a the children, especially the youngest. The prevailing prac-plain; and when it goes down, the horse sometimes must hold tice in many schools is, to find the small children some lesson back, to keep it from going too fast. When you go up stairs, to learn, which they are called upon to recite; or more com- you find it harder walking than on the floor across a room; but monly, perhaps, they are taught in a class once each half day, when you come down stairs, that is easiest of all.

There

and during the rest of the time have little or nothing to do. It Some things have more weight than others as lead is heais often said by teachers, that they keep books from them, ex-vier than wood, and water is heavier than hay. cept a short period in each session, because they destroy them fore we say the attraction of gravitation is stronger on lead by handling, while they do not learn, except when under their than on wood or hay. It has been thought that the partiimmediate instruction. cles, (that is the small parts,) of heavy things are closer to

Now ten, twenty, or even five small children left thus unem-gether than those of light ones. This we know is the reason ployed, must inevitably cause disorder. But give them slates why some things are heavier than some others; for a handful and pencils, with convenient desks to lay them on, and a of cotton, or a barrel of sand, pressed down, will weigh more great difference will be seen, even if they are left entirely to than one loosely filled. So also, a stick of pine wood, which themselves. Place before them a few cards, with well formed is loose grained, is lighter than a stick of walnut or mahogany letters, words, the elementary geometrical figures, drawings of of the same size, which is much more closely grained. familiar objects, &c., and they will teach themselves something of drawing, and more of the letters, spelling, reading, and writing. Let them then have the arithmetical tables in sight, maps, running hand copies, &c., and as they grow older, they will soon be found spontaneously learning something important in several branches.

But whether the particles of iron are closer than those of gold or not, we cannot tell; nor whether each of them has more gravitation. We only know that gold is heavier than iron. We often find it convenient to know heavy things from lighter ones. This is generally found out by making experiments, But, let the teacher occasionally give the pupils familiar and (that is, trials,) or by observation. Much of this knowledge practical lessons in the elements of drawing, and show him we obtained while we were children; and God made us so that how the letters of the Roman and the written alphabet may be we had a wish to find out the weight, as well as the colors, resolved into the simplest lines. Exercises of this kind are shapes, and other qualities of things around us. Little childconsidered by some experienced teachers as of much more im-ren spend much time in lifting things which are within their portance than the constant training of the hand to a particular manner of holding a pen. In many schools, children are encouraged to use slates as early as they can hold a pencil, and allowed to place the hand as nature dictates, under the belief, that in early life its natural proportions incline it to a different position from that to which it may be afterwards readily brought.

An experienced teacher, formerly of Connecticut, who now instructs a common school of 140 boys in a neighboring State, mentioned, a short time ago, that by the daily use of a slate, and with but little assistance, a boy of fourteen, who did not know his letters when he began, learned to read in his school in a shorter time than he had ever known any other to do it, with much more instruction; and he had, at the same time, acquired the art of writing tolerably well.

A SCHOOL LECTURE ON GRAVITATION.
TO BE READ BY A TEACHER.

When I let this stone go which I hold in my hand, which way will it move? Why will it not move up? Why not stay in the air?

you the reason.

reach.

We should not blame them, or call this disposition a mischievous one: but we should encourage them to take up and examine such things as will not harm them, or recieve any injury from handling: such as smooth stones, blocks of wood, short sticks, shells, &c. We shall find they will amuse themselves in this manner, be happier, better tempered, and keep out of real mischief, while they will also learn something useful. This is a good habit for older brothers and sisters.

It is often useful to know the weight of things. A child might choose too large a piece of wood to carry home, and be unable to carry it the whole distance, because ignorant of its weight. A man once loaded his cart so much, that his horse fell down. and could not rise until I had helped him take the load off. You can easily see that he had unnecessary trouble in this way, beside the trouble he gave me : for he had to load the cart again, though more lightly, and lost much time and labor through his ignorance. Besides, he ran a risk of injuring his horse.

Many people do not know that their bodies are lighter than water, when the breath is in them; and no doubt many have drowned, who might have escaped with their lives, if they had You cannot tell why it moves down, or falls, as we call it. been told of this fact and remembered it. But you should know You may expect me to tell you why it does. But I cannot tell that your body, even with breath or air in it, is but little lighter We know that things heavier than the air than water, so that if your head is in the natural position, and always do fall when dropped, and we commonly say that their you keep still, only about a quarter part of your head will be weight makes them fall. But the wisest men cannot explain above the surface. This would leave your eye-brows under the cause, any better than the most ignorant. They common- water, and of course you could not breathe. If you should try, ly think that a stone is drawn towards the ground, and they you would draw water in at your nose or mouth, into your say it is attracted,

lungs, which would strangle you.

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sometimes a number considerably larger than this. But every child ought to have a place at a desk, and more space than is commonly allowed, while there should be at least a few surplus seats to be occasionally used. There should also be a large vacant space on the floor,, for the convenience of the teacher, and more for the accommodation of classes at the blackboards, recitations, &c., the evolutions on other physical exercises of the pupils, and the free circulation of air. It should be remembered, that the present system of arranging or managing a school in any district, may be changed at some future time; and that not only more pupils may be admitted, but more room for each may be thought desirable. Not a few school-houses might be mentioned, in which extreme inconvenience is suffered from too circumscribed a plan, or in which much expense has been incurred to enlarge it.

Yet you might bend your head backwards; and this would in a school room not more than twenty-five feet square; and
allow you to breathe. You then could float a long time, if
you could keep your presence of mind, and if the water were
smooth, you might call for assistance. All this you could do,
even if you could not swim. It is well to know also, that salt
water, (such as is always found in the sea,) is heavier than
fresh; and therefore, a person floating in the sea, would
have his head higher out than if floating in fresh water.
It is easy to learn to swim, to one who knows that he can
float.
This power of gravitation as it is called is, in truth, nothing
but the power of God. It is his almighty hand which thus
causes all material things to tend to the centre of the earth.
We may well admire this constant and extensive exhibition of
his power, so uniform and so beneficial in its effects. For it
keeps every thing in its place, and preserves order on our globe.
Were this law of gravitation suspended, or did it act irregu- Small ante-rooms are necessary, which may be used for the
larly, or at intervals, the greatest disorder and confusion would deposit of outer garments, or as class-rooms, or both; and a
be the consequence. Let us admire in it then both the pow-liberal allowance should be made for them in laying out the
er and goodness of God.
ground. It probably would be within reasonable bounds to say,
that no district school house ought to occupy less space than
twenty-two feet by forty; while not a few should be considera-
bly larger.

PLANS FOR SCHOOL HOUSES.

It is commonly easier to point out defects than to suggest remedies. We are however disposed to lose no time in proposing improvements in the plans of our common school houses, especially as we have reason to believe, that preparations are making to erect new ones, in several towns in this state, for speedy

use.

The floor should be as near the level of the ground as may be consistent with a supply of light, air, &c., and the steps or stairs, (if stairs be necessary) should be low and wide. This point is rarely attended to; and children are almost compelled to make unnecessary noise upon them, or are exposed to falls, The Site. In selecting a spot for a common school house, in consequence of having steps disproportioned to their stature. many other points are more important than its position, the A school-house ought to be an ornament to the street and the very centre of the district. It is desirable that the people should town; and should have every appropriate decoration, and all be accommodated with a healthful and a pleasant, indeed an the beauty of proportion, required by the rules of pure architecattractive place for their children, and one in which their mortural taste. All this may be secured with but little additional als will not be exposed, or their studies interrupted, as well as expense; and even if the cost were considerable, the value of that each should have only such a distance to send, as the law the improvement would far transcend it. We consider it an may be thought to warrant. To secure healthfulness, unwhole- object of importance, to view the monuments of architectural some marshes should be avoided, and all situations and neigh-skill in distant countries; and some of our youth are sent abroad borhoods which the physicians, on consultation, may not ap- to cultivate taste as well as knowledge, at a great expense of prove. The approach and vicinity should be dry, to prevent the time and money, and too often at the hazard of moral injury. children from being exposed to getting wet feet. If there be a Yet how seldom do we find them returning with any real, well steep bank near, or a swift stream or deep pond, it should be founded taste on subjects of this nature! They begin too late. avoided as much as may be. Regard should be had to the If their eyes were eady familiar with edifices well proportionexposures that a situation may, if possible, be found, which ed, well adapted to their uses, and embellished with approprishall not be very cold in winter nor very warm in summer. ate and tasteful ornaments, how much better and more geneTo afford the children pleasing sights and occupation in play rally would the beneficial influences of good taste be enjoyed! hours, the yards should be large enough for two flower gardens, It is far from being a matter of indifference whether a schoolone for each sex: and laid out in beds, to be planted and tend- house be a mere hovel or not; and we regret to observe, in a ed by them. To prevent interruptions in their studies and plan recently formed and published under the authority of the recreations, is also important. Noisy shops, public houses and American Common School Society, that a building is proposed, squares, parade grounds, thoroughfares, &c., should be out of whose exterior would be a deformity in any place where it sight and hearing if possible, and even the way to and from might be adopted. The Grecian styles should be universal. school ought not to pass near them if they may easily be avoid- The Gothic, in our humble apprehension, has nothing to do ed. Demoralizing influences are to be guarded against with with a country where all is open and above ground. It flourishdouble care. Bad words and bad examples, from the vicious, ed in days of ignorance, obscurity and mystery. It makes the degraded, or even the rude and ignorant, often counteract gloomy and ill-defined impressions on the mind, by intimating the exertions of the best insructors, and render in a degree una- something which it does not show. The Grecian architecture, vailing the precautions and warnings of virtuous and intelli- on the contrary, presents the simple beauty of proportion, and gent parents. The character of common schools may greatly displays utility as its leading object. The plan is intelligible suffer in the public estimation, if laxity prevails on points like at a glance; every part is exposed to the eye, and its design is this; and, on the contrary, timely attention may guard them intended to be understood. The Doric order may prove the against one source of serious evils, and save them from liability most cheap: but it is desirable that adjacent districts should to one of the most frequent objections. Let it be ever kept in also frequently display the Ionic and the Corinthian. Our view, that every sound consideration demands of us the most builders and carpenters may find an useful exercise in studying scrupulous caution, to prevent even a single child from being the principles of pure taste, and in adapting the models of antikept from the common schools by any well founded objec-quity to our circumstances. It is to be hoped that they will at tion. least regard just proportions, even in the construction of school houses of the simplest materials: for one might be so formed of logs, in Ohio or Indiana, as to surpass in appropriateness, convenience and taste, some of the brick academies which deform certain villages in older states. The Rustic style may perhaps be introduced in some instances with happy effect, where circumstances may render it more convenient; but even then the rules of proportion and propriety should be strictly observed. The effect of such measures as we recommend, would doubtless do much for the improvement or architecture in dwellings and other buildings.

The size of the building, of course, cannot be fixed by any single standard but must be left to be determined by the probable number of scholars, and other circumstances. In some buildings it will be proper to provide for two or three schools, or departments. In some cases the high price of land, and in, others its cheapness may go far to determine the size or form of the ground plan. A small lot may render it judicious, in some instances, to make a place beneath for fuel: or a crowded neighborhood may require some peculiar form of the building to secure light or air. In general, however, where land is not of a very high price, there is more danger of making the ground plan, as well as the height of the walls, too large.

It is true that twenty-five or thirty children are often placed

The form of a school-house should be a parallelogram, unless peculiar considerations might in some rare instances require a deviation from it.

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The floor, in common cases, may be level; but in large schools, for one or two hundred children, great advantages are thought to be derived by having it raised at a gradual slope from the end where the teacher sits, as it enables him the better to overlook the scholars, and then to attend to his signals, and to read lesson boards, &c. The floor should not be encumbered with raised platforms, large or small, as some floors are. They interfere with the evolutions of classes, the movements of the teacher, &c. beside breaking up the simple uniformity of plan. They are introduced into some schools for the stations of assistant teachers, in others for those of monitors: but if mutual instruction is to be provided for, the more compact, simple and convenient fixtures of mutual schools are much to be preferred.

A front door and a rear one will commonly be necessary; where both sexes are taught in the same room, two rear doors, and, if convenient, two front doors also will be required. The rear doors should open into separate yards, divided by a high fence, or stone wall, or by the wood-house; and the other outbuildings should be placed as far apart as the ground will permit, opening on different sides, and divided into small compartments. It is desirable to have them built of stone, with a sheltered way leading to them. This way should be open to full ventilation, and dry under foot.

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"Do parents seek excuses to avoid the training of their chil dren; and under the gaze of parental love, sometimes pay large sums to teachers, to relieve themselves of their toilsome duties? The schoolmaster or mistress daily bows to the yoke from which they are glad to obtain exemption, and receives in addition a load which would crush almost any other member of the community. If we compare the task of a common school teacher with that of a professor or tutor of a college, whatever may have been the labor and self-denial of the course which has prepared the latter for his station, we shall find that he is free from many of the most serious embarrassments of the former. There is no variety of studies and recitations to be attended to in rapid succession; there is no great diversity of ages, habits or circumstances to be considered in the management of the individuals composing his class, the application to be made of the principles of government and instruction is not embarrassed by an endless complication.

"But look at the teacher of a common school in our country, such as he is found in the great majority of cases, surrounded by thirty or forty children, he has a dozen different branches to teach, some to all, others to a portion of his pupils. His first task, that of classification, calls for some of those powers which would be demanded of one who should undertake to yoke to the plough, the harrow and the cart, a herd of all cattle driven together at hazard in a village pound.

The windows should be large and numerous, rather than small and few, that a supply of light and air may be the better "And what unnecessary difficulties are thrown in the way, secured under all circumstances. They should be furnished by the indifference of superintendents and parents! Hear the with blinds; or, if not, with shutters or curtains, with the hope complaints of an insufficient supply of books, bad rooms, furnithat the teacher will dispose them daily and hourly as circum-ture and arrangements, and the long list of evils which the stances may require to regulate the light. The windows teacher learns to appreciate by too real experience! Then conshould be low, if they command a tranquil country scene, or sider the poor preparation with which some thirty or forty thouother objects of a tranquillizing character: but high enough to sand new teachers annually embark in their toilsome business! exclude near objects, if they be of a nature unfavorable to the Out of the sight and hearing of improvements, and far beyond mind. Both the lower and the upper sashes should be formed the sphere of discussion and enquiry, they have little to enfor easy raising and falling; and, if not within reach, fitted with courage the exercise of their minds in investigating principles, cords and pullies, or other convenient means of opening and much less do they receive light or direction in views not their closing them. The tops of the windows should be as high as the ceiling, or nearly so, that the upper stratum of air may be expelled by lowering them.

Own.

"Happily, however, the employment of a common school. teacher offers peculiar means and opportunities for self-improve-A ventilator should be formed, either by a hole in the ceil- ment. The mind, when urged by strong necessity, learns ing covered with a green blind, or by openings in the upper something of its own resources; for it there exerts its powers. parts of flues. The ventilators, of whatever kind, should be By practice a teacher perceives the tendency of certain princilarge enough for a considerable current, and lead, without in-ples of instruction and discipline, and his circumstances render terruption, to the external air. The preposterous mistake valuable those which prove successful. True, under the varishould be avoided, of leading them into a close garret, or other ous embarrassments around him, he usually makes much less confined place. progress than we could desire; but every improvement introduced by an independent exercise of reason and resolution, whatever benefit may confer upon the school, proves doubly useful to the teacher. It helps to mature his character, and [Extracted from a Lecture on the "Management of a Common School," deliver-lays at least one solid stone in his own education, in a firm poed before the American Institute of Instruction, at Boston, August, 1835, by sition and a strong cement." Theodore Dwight, Jr.]

To be continued.

THE LABORS OF A COMMON SCHOOL TEACHER.

"It may well be asked, by those who have reflected but little on the subject, why are there so many different views concerning the management of common schools? Why are so few conducted well? Why is the task relished by so small a number of teachers, and understood by so few committees or trustees? To a person, however, who has considered the subject aright, and with the aid of practical experience, the answer is ready to all these questions. The management of a common school is one of the most complex of human employments, and involves some of the principles least understood, and most difficult of application.

THE LAW OF LOVE IN SCHOOL.

[From "The Teacher, or Moral Influences employed in the Instruc.
tion of the Young." By Jacob Abbott. pp. 328. 12mo.]
"A most effectual way to secure the good will of a scholar,
is to ask him to assist you.

"There is a boy in your school who is famous for his skill
in making whistles from the green branches of the poplar. He
is a bad boy, and likes to turn his ingenuity to purposes of mis-
chief. You observe him some day in school, when he thinks
your attention is engaged in another way, blowing softly upon
a whistle which he has concealed in his desk for the purpose
of amusing his neighbors, without attracting the attention of
the teacher. Now, there are two remedies. Will you try the
physical one? Then call him out into the floor; inflict pain-
ful punishment, and send him smarting to his seat, with his
heart full of anger and revenge, to plot some new and less dan-
gerous scheme of annoyance. Will you try the moral one?
Then wait till the recess; and while he is out at his play, send
very skillful in making whistles, and asking him to make one
for you to carry home to a little child at your boarding house.
What would in ordinary cases be the effect? It would cer-
tainly be a very simple application; but its effect would be, to
open an entirely new train of thought and feeling to the boy.
What he would say to himself while at work on his task,
'give the master pleasure by making whistles? Who ever

"Let the occupations of men be considered, let an estimate
be formed of the difficulties to be encountered, even in the prac-
tice of the learned professions; and I am persuaded that they
will be found beset by few sources of perplexity as great as
those which embarrass the common school teacher. If the bu-
siness of governing men proves harassing and painful, it is to
be remembered that the teacher participates similar trials: for
he is obliged to govern, without directions from a superior,
without written laws prescribed by higher authority, and to aa message out by another boy, saying that you have heard he is
great extent, without many precedents known or acknowledged.
"Do men of the most thorough education usually find them-
selves unable to communicate well the knowledge they have
acquired; and do they sometimes shrink from an examination
into the state of their minds? The common school teacher
must daily submit to what they regard as peculiarly difficult or
irksome.

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