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should be of equal size. The openings or flues through the floor also, should be about as large, but provided with sliding shutters, so that part or all of the warm air might be shut out when necessary. The sides of these openings in the floor should be raised, at least enough to prevent the dust from being swept into them. Where there are several school rooms in one building, by judicious arrangements, they may all be conveniently and economically warmed by a furnace or stove. The labor, dust and confusion often caused by making fires, would also thus be greatly if not wholly prevented. In large rooms it may be best to have drums, or radiators of sheet iron prepared for the waiter, to receive the smoke from the smoke pipe, and save the heat which is commonly wasted. In that case it will be well to have a small fire place in each drum, so that a little fuel may be burnt in it in chilly or damp weather, before the season for large fires arrives.

Chimnies or flues, for the conveyance of smoke, should be built as small and neatly as may be, consistently with safety and convenience, for the purpose of saving room. Where stoves are used, the pipe holes may be kept open in summer as ventilators. Other holes, however, should be left in the flues, for ventilating in winter, near the ceiling. These should be made as large as possible, but fitted with shutters, which may be shut and opened, wholly or partly, by pulling strings, or other easy means. In Winter, the ventilators should be left open after school, long enough to change all the air in the room, closed long enough before the re-opening to allow the whole room to be warmed, partly opened in half an hour, or a longer time after the commencement of schools, opened wide again after the dismissal, and so on day by day. The times and degrees of opening must be determined with proper regard to the quantity of air in the room, the height of the ceiling, and the number of scholars. If the garments of the pupils are hung in the room, (which should never be,) or if the room should not be clean, more ventillation will be necessary. If the children are cleanly, less ventilation will be needed than for others.

In some school rooms it may be well to have one or more small openings left in the flues, near the floor, with a simple hearth, to serve as fire places, instead of drums with fire places. The Prussian manner of preparing stoves to retain and equalize heat, may be advantageously resorted to in some schools. They enclose the stove with brick work, closely built around it, so that the large mass, when once heated, diffuses a mild and equal degree of warmth, and continues to warm the room for many hours after the fire is extinguished. As the rapid heating and cooling of small stoves is to be guarded against, on account of the exposure they cause to the health of children, it would sometimes be a great improvement to encase a part of the pipe also.

Every school room should be furnished with a thermometer, and the teacher should understand the use of it, and pay constant attention to it. It should be judiciously placed, so as to be effected by no undue influence of contact, reflection, radiation, and should be the test of the temperature, instead of the feelings of the teacher. It should be hung low, nearly on a level with the breasts of the pupils while at their seats, because as the upper part of the air is first warmed, it would not show, in any other position, the degree of heat where only it is of importance. Probably the temperature of sixty-five degrees of Faharenheit is a good general standard.

(To be Continued.)

GOOD ORDER IN A SCHOOL.

count. I will only add that, whatever may in other respects be the talents of an instructor, if he cannot maintain good order, he is worse than useless as a moral governor of the young; he takes rank with the incompetent and the indolent.

The question then arises, How is order to be obtained? I should reply, by letting it be understood from the first that you are determined to have it. Good or bad arrangements,—a well or ill chosen system, (matters with which your pupil have nothing to do.) will, of course, materially affect the degree of order which can be maintained, and will also make a wide difference in the ease or difficulty of obtaining it. I am not now, however, speaking of systems, but of the kind of influence which must be exercised in order to make any system work quietly, regularly, and efficiently. And here nothing can be done without unbending inflexible determination on the part of the teacher. He must be an absolute monarch, and he must speak and act as a man "having authority."

These last words start a new train of thought. They suggest the idea of One, before whom not the waywardness of childhood, but the wickedness of nature and hardened malignity, cowed and was abashed; and yet He was "meek and lowly, a "man of sorrows," in rank a servant, and in temper a lamb. With this example before us, need I add that the voice and look of authority are quite compatible with a spirit of gentleness, love, and true humility? Ah! you will say, but He was "the Holy One" True! that was the secret of his power. While he commanded others he was himself governed; not indeed by men, but by principles; and so must you too, if, like him, you would be in your appropriate place, the object at once of fear and of love. Law (not caprice) must rule in your school; law, of which Hooker beautifully says, "Her seat is the bosom of God, her voice the harmony of the world; all things in heaven and earth do her homage, the very least as feeling her care, and the very greatest as not exempted from her power; both angels and men, and creatures of what conditon soever, though each in different sort and manner, yet all with uniform consent, admiring her as the mother of their peace and joy." But this is digression.

In enforcing authority, especially over numbers, attention must be paid to the tones of the voice. A horse it has been shrewdly observed, scon perceives the timidity of his rider by the shaking of his legs, and no sooner does he suspect fear than he refuses to obey. Children, in like manner instinctively discover by the tones of the voice when a teacher is unable to enforce obedience; and the moment that discovery is made his power is gone. He may implore, or he may be imperious; he will only excite their scorn. You will see that what I refer to, has little to do with what is termed a good or bad voice; it is not a question of high or low notes, and still less of loudness and vociferation. It is only as an index to the mind, as indicating the determination within, that the tones of the voice become important; and this kind of demonstration you will at once perceive may be conveyed as well in a whisper as in a shout. Only let it be a living voice, expressing the calm and quiet determination of a mind conscious of its strength, and it will rarely be resisted.

Bear in mind then, that the first step you have to take, in moral, as well as in intellectual education, is, to Establish Your Authority. There never was a more absurd notion than that which is becoming popular in some quarters, that children may be governed without authority, by moral suasion alone; that is to say, that they may be brought to love duty without any intervention of arbitrary command. Do not listen to this mischievous trash for a moment. To what extent it may be pos

do not pretend to say; but this I am sure of, no good will be done unless the child knows that authority is at hand if reason should fail; and let me add, I account that moral discipline litthe worth, which does not teach a child to submit to authority, simply as authority. There are moments in the course of education, and even of life, when the delay which reasoning demands, would expose us to the danger, which it is intended to avert, and where we must learn to yield to authority without a question.

The first thing to be attended to in every school is Good Or-sible to substitute explanations and reasons for commands, 1 der. This point, not less essential to the comfort of the teachers, and to the communication of instruction, than it is to the happiness and the moral welfare of the child, must be gained at all hazards. The want of order is the great master defect of nearly all schools. I know of no one thing which so powerfully counteracts the exertions of teachers as this want of good discipit it is a great mistake to attend to instruction as the first thing; the love of order, punctuality, and cleanliness, ought tutas of knowledge are increased; terary ir struction is less important, but because discipline is itself a principal means both of moral and Intchectual improvement. Every intelligent being sees and feels the beauty of order when he finds himself surrounded by it, and children do so even more than adults. A good teacher will know how to turn this natural taste for arrangement to ac

Authority once established, obedience will be prompt, and very scon become habitual. No obedience, indeed, is worth the name, which is not prompt, habitual, and, I might add, cheerful. A languid and dilatory, yielding to repeated commands in rank disobedience. "Not as in my presence only, but also in my absence," must be required; and nothing short

of this is worthy of commendation. I know that it is attainable. | such a doctrine, can easily doubt that it has been, and must be I have again and again seen a school of five hundred boys pro- injurious. If the parent sends his child to school merely to ceeding a whole day, with the most perfect order and regulari- obtain as much knowledge as possible, and if he judges of the ty, in the absence of every adult person capable of exercising teacher's ability and faithfulness only by bringing him to such even a shadow of authority. The moral influence of the absent a test, why need we be surprised to find every expedient teacher, aided only by subordinate arrangements among the tried to made the pupils appear as proficients in their studies boys, was governing hundreds who would have gloried in merely, without a due regard to the other objects of educa defying any exhibition of mere force. But it is not enough to tion. While public opinion is faulty in this way, we cannot assert for a time, even successfully, your claim to unqualified reasonably look for clear and decided views in favor of moral submission; authority must be maintained through a long culture and discipline among the great mass of our teachers, course of years, under every diversity of circumstance, and with with all their youth, inexperience, and isolation. Whatever a constant succession of new scholars. Now this cannot be corrects public opinion, will surely improve the opinions and done by the mere exercise of will, however strong that will practice of teachers, in a greater or less degree; and the may be. You must now, therefore, endeavor to ascertain by movements now made among us have undoubtedly begun to what means you can gain an habitual ascendancy over the minds bring about some salutary changes. It is, however, highly of the young. Every one must have noticed the different de- desirable, that this desirable process should be accelereted; grees of influence exerted by different individuals in the same and this may be done, to a considerable extent, by personal circumstances. "Take," says Mr. Hall, "as an example, the exertions, as well as by the adoption of other means. case of two ministers of the Gospel, on the whole similarly cir- The circulation, and attentive study of publications on educunstanced with regard to their congregations: the one almost cation should be actively promoted by every friend of improveidolized, the other barely treated with respect. What occasions ment; and some devoted agent should present himself, in evthe difference? The office is the same. The difference is in ery township at least, with a determination to do something the men; and it consists, probably, rather in their respective tem- for the benefit of the common school teachers. We have pers and dispositions, than in any inequality of talents or at- written something on this subject before: but its importance tainments. It is precisely thus in schools. In some schools, leads us to allude to it again. It is evident that a little exerevery word which proceeds from the mouth of the master is tion, made even by a single respectable individual, in any eagerly seized upon and attended to; in others, it is as habitu- township or county, might serve to bring the teachers together, ally disregarded." to associate them in a society for common improvement, to collect papers and books filled with information of practical importance to their daily business, and to engage in the investigation of questions intimately connected with the good of their pupils, as well as to bring them within the hearing of such suggestions and appeals, such views of their duties, and This is a subject of great importance and deep interest. such hints about the ways and means of performing them, Indeed the reflection naturally arising in the mind of a friend as they would generally value highly, and turn to good acof teachers, whenever it presents itself, are of such a nature count. Such an influence as a good man may thus exercise, at as cannot be easily expressed. It is of paramount necessity. the expense of but a few hours in a week, would prove more With regard to its importance, it is so intimately connected available than we can easily estimate. If any should seem with the public good, that this is absolutely inseparable from inclined to doubt either his own ability to acquire such an inthe other. In proportion as the education of teachers is im-fluence, or the utility of such measures as we have alluded to, proved, public intelligence, morals, and prosperity are increas- let him but make a short experiment, and his doubts will ed. While making this remark, however, we would guard our readers against the idea, that we have intellectual education only in view. We have no such limited, imperfect, and erroneous conceptions of the subject. We do not consider a person educated, whose affections or physical nature have been abused through bad management, or been allowed to suffer from neglect. Neither do we call any plan for educating teachers a good one, in which the proper development of either of these three great departments is not kept in mind and treated on correct principles.

Dunn's Normal School Manual, (To be continued.)

THE EDUCATION OF TEACHERS.

We do not mean that the business of educating the young, or of training instructors, should be suspended until the best possible methods should be introduced and placed over each: far from this, we should rejoice to see every teacher in the State and country enjoying instruction, in some form and degree or other, in public or in private, provided only that persons of common sense, with correct fundamental views, could be found to undertake the task.

vanish.

But there can be nothing gained by delaying to found institutions for the more formal education of teachers. While we urge the friends of schools to come out at once, and do what they can to extend the advantages of improvement to those now conducting the instruction of the youth around them, we are far from wishing to see any delay in the organization and opening of Normal schools. We should rather hope that the exertions of individuals would favor and expedite their cre

ation.

IMPROVED AND CHEAP IMPLEMENTS FOR SCHOOLS.

Some teachers may perhaps be disposed to introduce exercises in drawing and some other branches who may wish to know how to obtain supplies of slates, crayons, or other necessary objects, of good quality, on reasonable terms, and of such a rature that they may be durable.

Slates. The best are the cheapest in the end, though the Perhaps there is no class of persons more disposed to receive prices are higher. The principal difficulty with common slates instruction, to attend to it, and to improve by it, than the great as every teacher knows, is their liability to break at the cormajority of the teachers of our common schools. The reasons ners. A single fall from a desk is often sufficient to break one are, that their profession leads them to appreciate its general of the weak wooden pegs, and then the thin stone is left withvalue, and their interests are intimately connected with theirown out protection. In schools where such slates are in use, they improvement. Their success in life depends upon their know- may be partially guarded against such accidents, by having a ledge; and even their daily confort, and the despatch of their safe and convenient place for their deposit when not in use. A business depends on the amount of their intellectual attain- simple band of cord, tin on wire, round each corner, has in many ments, and their familiarity with methods of teaching. This instances preserved a slate from ordinary accidents, for a long is felt by many teachers: probably by all. Some are further time. It is better, however, where the means can be obtained, sensible, that their efficiency and usefulnesss might have been to begin with a supply of the very best quality. The best Engmuch increased by a well devised system of moral and physi-lish or Pennsylvania Slates, with substantial oaken frames, cal training. The more they reflect on the nature of the affections, and the mutual relations between the animal frame and the spiritual part of man, the more must they desire to become qualified as educators in the broad sense of the term.

No one acquainted with facts, it seems to us, can deny, that the instruction of the intellet has been very generally regarded as the principal part of school Education, if not its sum total. Yet no one, who has closely considered the tendency of

may be obtained in New York, for about $- a gross, for the size of 8 inches by 11. These are good in every respect, except the weakness at the corners. The English slates, have been in general use in the New York City public schools for some years: but they are all carefully strengthened with plates of wrought iron, screwed over the corners, on the outer sides. With this precaution, and the careful use made of them in the Infant and upper schools, they last for many years.

Slate Pencils. These are the cheapest crayons that can be furnished to schools, especially when purchased by the quantity. The great objection to them is, that they are so brittle. This causes a very great loss. They may be pretty effectually guarded against breaking, by having little strong paper covered with paste, and rolled round them, and well dried. As the point is gradually worn away, the paper and the stone may be easily cut together, always leaving the other parts of the pencil enveloped in a sheath.

Crayons. Crayons of different colors may be procured at pretty moderate prices, or manufactured, by persons of some ingenuity and patience. The white are to be preferred for writing on black-boards, when well made; but chalk is on the whole preferred to them, by most teachers of our acquaintance. Large slates, several feet in diamter, mounted on frames, are in use in some institutions, instead of black boards; but they are very expensive. For them white crayons are necessary.

Port-Crayons, or handles for pencils, chalk, &c. are very convenient. They may be made in a cheap way, of tin tubes, about as large as a pen, with two slits at each end, and there a little enlarged, to permit a bit of a slate pencil to be slipped in. A small ring or tight band, may be then pushed down to fasten it. With a few of these in a school, all the small pieces of pencils and chalk or crayons may be saved from waste. As for every other article in the school, for all these there should be a particular place provided.

while thinking of the cold, frozen, lingering hours we have passed there. We remember well that during the latter part of each service, there was a regular scuffle with the cold, on the part even of the most grave and worthy of the congregation. There was such a thumping of feet against one another to keep each warm, not on the part of us small fry' alone, but even of the 'old standards,' that one would think he was in a treadmill instead of a sanctuary. We believe the men in those days loved the house of prayer-but then they loved to leave it too, and they did so, with as much eagerness as was becoming in good men.

Some houses of worship in some parts of the country are built, too, not only where several ways meet, which may be desirable, but where all the winds meet. We have seen not a few sanctuaries placed where the old mischief-maker would have advised, had he been consulted, on the ground that so uncomfortable a location would insure empty pews and naked walls.

It is marvellous how comfortable people will make their own dwellings, and how uncomfortable they suffer their place of worship to remain. See that rickety old stove. It is patched with iron hoops, or it would tumble flat as the walls of Jericho. Ask the Squire if he would have it in his parlor! And there are the broken windows-count them, and ask Capt. X. Y. Z. if he would suffer a tithe of them to remain in his own house twelve hours! And there is a small jog' of green wood; it makes one shiver to think how one's mortality must ache, before that wood can be made combustible.

And then the tires are not made in season; and troops of the people are gathered about the stoves till near or quite sermon time. And for want of due care and judgment in relation to it is done to the unutterable annoyance of the speaker, who the matter, the stoves must be replenished during service, and must cease pro tem, altogether, or go on amid a most antimusical conflict of shovels, tongs and iron doors.

CHURCHES AND SCHOOL HOUSES. Having lately had experience of the mischief which cold churches and crowded, over-heated, badly ventilated school rooms can do for one, whose lungs do not happen to be proof against all sorts of attacks, the writer of this paragraph can commend most feelingly the following article from the Massachusetts Common School Journal, for its truth, its right feeling, and good humor. We have seen the "red" school houses of Massachusetts in a bad plight enough: but we have More. Some places of public worship in the country are seen places in this State, within the past week, "where schools not provided with any places of shelter for horses or vehicles. are kept according to law," as the certificates of our school On this peg is hung many a man's excuse for not attending committees run, which were not even painted "red," had not public worship in unpleasant weather. He is merciful to his hingeless window-blinds" to be propped up, had not and beast, and will not have him too rudely visited by snow or rain. never had any other ceiling over head than bare rafters and Hence you need only to walk into one of those sanctuaries on shingles, no lath nor plaster to be laid bare by neglect or by in the weather either, to behold a most sorrowful vacuity, and an unpleasant day, and there need not be any thing alarming mischievous hands-which nevertheless had been busy in opening still wider crevices between the gaping clapboards, for a sorrowful pastor mourning over it. You would think your the "cranying winds to whistle through," and seats, with- self in the sad solitude of a forsaken heathen temple. We think out backs, so high and so narrow, that they are as incommodi- that the spirited and enterprising, especially the friends of ous as they well can be, if not absolutely dangerous to chil- Zion in such parishes, should spare no pains, and not be frudren not gifted with an extra length of limb. Well might the gal of expense, to do away such a pretence for the neglect of teacher smile at the incredulity of his visiter, when he asked public worship. in amazemnat "if he kept school here?" No wonder that parents never visit such a school house-the only wonder is that so many will send their children there.

ton Recorder.

plaining. It is conceived in that peaceful spirit, which begs, as a privilege, what might be demanded as a right. Surely, whoever could deny so just a claim, so gently sued for, must be guilty not only of injustice, but of hardness of heart.

PUBLIC WORSHIP.

We have seen some valuable remarks on the general topic now before us in the Vermont Chronicle, from the Secretary of the Vermont Domestic Missionary Society. We commend the following extract, to all whom it may concern.

We find the following under the Editorial head of the Bos-of our feeble churches. The hour of public worship arrived, 'In Dec. of 1837, I spent the Sabbath with the pastor of one It is in the happiest vein of good-humored com- and I prepared to go to the meeting house. The pastor looked toward the house and said, "We will wait awhile, for I fear the fire is not made yet.'' It was a cold day, and this remark rendered it to my feelings still colder. We waited 10 or 15 minutes, and my brother said, 'I see a smoke, and I think we will go. As we approached the house, I saw a brother take out of his sleigh, in which he had just brought his family, a large arm-full of wood, and carry it into the house. When we entered the house, the fire in the stoves had but just been kindled, and the cold air had not yet been at all affected by the heat. Very many in the immediate neighborhood, habitually absented themselves from the sanctuary. And I could not but think how the members of the church would appear inviting their irreligious neighbors to go with them to the house of God, which through their negligence, was so uncomfortably cold, at least during the morning service.'

"Inasmuch as the stated public worship of God is one of the most important of duties, and one of the most precious of privileges, every thing should be done to secure as large an attendance as possible. And one means of accomplishing this, is to have places of worship furnished with every needed comfort and convenience. In this respect the sanctuary should be made as attractive as possible. There should be nothing repulsive in the idea of a visit there. And, at this inclement season of the year especially, should all reasonable pains be taken in this respect.

We feel the full importance of the injunction, 'Ask for the old paths, where is the good way, and walk therein,' but we do not think this binds us to the custom of some of our ancestors in regard to the sanctuary. We remember where we worshipped in our youthful days. We trust there was sacred fire in the hearts of many who were accustomed to worship there. But fire to make shivering multitudes comfortable was never seen within those walls. It makes us feel chilly this moment

By way of contrast with some houses of worship, look at our theatres, gambling houses, and the like. Every kind of convenience and comfort are provided. Every thing repulsive is guarded against. Satan knows how to manage this thing. Deliver over to him one of our uncomfortable sanctuaries to be prepared by him for some of his own purposes. He would mend every broken window in a trice. The fallen plastering

the departed clapboard-the defunct shingle--all these things

would be forthwith supplied. He would pitch the green wood into the street, or the sea even, and supply its place with the best originators of caloric his means would allow. He would not have a smoky house, nor put the house where nothing but a windmill ought ever to stand. He understands the science of adaptation. All our cities contain specimens of his capacity to banish every idea of repulsiveness from his sanctuaries, and to adapt means most skillfully to ends. We would wish the children of light were wiser in these matters. Let the enemy teach us. It will not be the first time his weapons have been turned against himself."

Now, will the venerable Editor of the Recorder, and all his readers who have smiled over this lament, he so good, for one moment, as to turn from the churches and look at the school houses. How often did that service come, which the "old standards" were so reluctant to attend, and so glad to get away from? Twice a week only, or, like the children's, 10 or 12 times a week? And how long did it last? An hour and a half, for two half days in a week; or three hours each, for 10 or 12 half days? And yet at the last end of the shorter race, (we cannot call it a heat.) there was such a "scuffle with the cold," such a "thumping of feet," that the "sanctuary" sounded like a "treadmill." This is not the exact way, it is true, in which matters proceed in a school room. There the account is balanced, when half the children are too cold, by making the other half correspondingly hot. "We remember" too, where it was once our fortune to play the schoolmaster. Against one side of the house, was fastened a long seat; of equal length, stood a six-legged slab for a writing desk, two legs at each end and two in the centre to keep it from what the boy's called tilting. Back of the seat, were two loose windows. In front of it, stood the stove, broadside. To save faces and eyes, the scholars used to erect a parapet of slates and books along the forward edge of the slab. This protected the face, but the rush of air through the crevices in the windows and the cracks in the floor, kept their heads and feet as cold as the North and South poles of the earth, while the radiation from the stove poured, point blank, into their equatorial regions; like a sun, always vertical, flaming down upon a single point in the ecliptic. In most of our school houses, the scholars must assume strange posi-ed to believe that Litchfield county is in some particulars in tions, if they would observe the maxim of the physicians, "keep the head cool and the feet warm."

carpeted within. The minister speaks from a mahogany desk; he reposes his hands upon its covering of scarlet velvet, his fingers play with the silken tassels; if need be, he reads by astrals, from his gilt hymn book. But the school houses:-alas! the wrath of the elements has been poured out upon these without stint or measure. The wood-colored clapboards dangle by a nail; the moss-covered shingles flutter in the wind; the chimney bends with the infirmities of age; a rail, borrowed from a neighboring fence, props a hingeless window-blind against-we know not what. We forbear;--is it worthy of Ossian, and there needs no ghost to do the shrieking. Is not the Recorder right then when it says, "Satan knows how to manage this thing?" Once, it seems, he foolishly divided his forces and attacked both church and school house. But the thing is better understood now. He has concentrated his strength upon the latter; well knowing that if he can conquer that, the church will be hardly worth saving; for if a deep disgust for study is given to the infant mind, there is little hope that it will ever afterwards delight in sober thought and reverent contemplation. If the faculties are not formed in childhood to some susceptibility to the beauty and the wisdom of the external world; they will be far less likely, in riper years, to be awakened to the excellencies and the glories of the spiritual universe. If the soul of a child is suffered to remain earthly, sluggish, sensual, unstimulated by any vigor of thought. uwarmed by any generous fervor of youthful feeling, then, when he passes from the benches of the school room to the pews of the meeting house, it will be the lot of the minister to preach christianity, not so much to a man, as to an animal or a machine; and though he could speak with the tongue of an angel, he will speak comparatively in vain.

INTELLIGENCE..

LITCHFIELD COUNTY.

Having recently visited some ten or twelve towns in this county, and attended public meetings, visited schools, and conversed with teachers and school committees, we are inclinadvance of every other in the state. The winter schools opened earlier-candidates were thoroughly examined, and in But to return to the churches. If the pious of those days, not a few instances rejected for want of proper qualificationwho "loved the house of prayer, loved to leave it too," can we there is a very commendable spirit pervading a large class of not find some excuse for the reluctance of the children to attend the teachers, and as far as we could learn, school visiters are school; or, what is far worse than reluctance, their willing-aithfully discharging their duties. We doubt whether an ness to attend it from a wrong motive and for wrong purposes? instance of such ex-post facto examinations, and visitations Can children bear heat or cold better than the hardy, robust similar to what is given in the following communication from men,—the "ironsides"-of olden time? If, as the above artia trust-worthy correspondent in this county will occur again cle slyly intimates, the "Old Mischief-maker" had a voice in during the present year. deciding where the houses of worship should stand, he must have been sole Committee man, in selecting sites for the school houses-ay, and been draftsman and master-builder too, and broken all the paint-pots, except the one containing red paint, which, perhaps, he has a fancy for. This supposition will bear the well-known philosophical test;-it accounts for all the facts. Are not some of the houses too cold and others too hot; some too open and others too close: some perched on a mountain, others sunk in a marsh;-in fine, in suiting custo mers, has he not always served himself? It is giving him small credit for physiological science, to suppose he knew, that a child can no more study on short allowances of fresh air, than if he were strangled. What are the dangers or the discomforts of any church, compared with those of most school rooms? An hour and a half twice a week will not plant tubercles in the lungs. We trust hereafter, when school houses are either to be built or repaired, the voters in the district will all turn out and supersede the old building Committee, and choose some one in his place who loves the children.

Dear Sir:-In compliance with your request, I now put in tangible form, some of the evils which have fallen under my own observation, connected with the discharge of duties de volving on the visiters of common schools.

I have ofted witnessed the approval of very incompetent teachers-incompetent with reference to Book knowledge-because no qualifications are prescribed by law, and the board of examiners, shrunk from the faithful exercise of their discretionary powers, out of regard to individual feelings, or popular favor, and on one occasion, I saw a person admitted as teacher in one of our schools, and permitted to remain through the season, (Although we have no reason to doubt the statement made by our correspondent, still, for the credit of the state we must omit here a few lines.) and this too, was well known by the board who gave the certificate of approval.

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I have seen also, the most deplorable negligence and formality in the visitation of schools-in some instances schools left About a dozen years ago, it was our fortune to travel upon entirely unvisited by any member of the board during the the principal thoroughfares, over almost all parts of the state. term, yet the schools have received their share of the public Lately we have had occasion to repass substantially over the fund; the society's committee choosing rather to take it for same routes. The churches have changed; the school houses granted, that they had been visited, and in other respects remain. The parents have taken care of themselves; few kept according to law," than to be at the trouble of informing have been found to take care of the children. It is now a rare themselves. (I am happy to see that the law of the last Legisevent, to see a forlorn, dilapidated, weather-beaten church.-lature, contemplates a remedy of this evil.) The visits of the They seem new, commodious, attractive. They have belfries board,are generally so far as I know,very formal,in many cases, and bells; all are painted outside, many are cushioned and the first visit not made till near, or past, the middle of the term

and in some instances, the most disgraceful expedients resorted to, in order to comply with the letter of the statute.

For instance, I have seen two of the visiters enter the school room, introduce themselves, and then, one immediately excuse himself, leaving the other to witness alone, the exercises of the school. Yet the school was "visited by at least two of the board." I have seen also one instance, in which the school had been kept through the term, and closed without being visited at all, or the teacher examined: which having come to the ears of the Society's committee, they thought they could hardly take the oath requisite, in order to obtain the dividend from the public fund. The school was therefore convened on an afternoon, the teacher called in, and the two clergymen of the town, being members of the board of visiters, soon appeared, and made their first visit of some thirty minutes, then took their leave, called at a neighboring dwelling, the scholars had a season of relaxation-were again called to order, and received the second visit of the Rev'd Gentlemen-after which they were sent to their homes, the teacher passed the ordeal of examination, was approved,-and thus wound up the whole farce, in the short space of two hours!

Scenes like those above described, I believe are not very uncommon, but I choose to speak only "what I know, and testify that I have seen". And I fear like scenes will continue to be witnessed more or less, so long as the law says nothing as to the qualifications of teachers except that they shall be approved. And so long as the visiters are so slightly responsible, and are called to arduous, thankless, unrequited labors.

We must also give an extract from another letter, written by "one who knows." These letters show that there is ground of self enquiry on the part of Connecticut-and will add a little to our self-knowledge.

seated in the sleigh, and on their way home, could not have been more than from 15 to twenty minutes, and during that time, the school had been twice visited "according to law."

FAIRFIELD COUNTY.

We have recently returned from a short visit to a portion of this county; and regret much that we were compelled by illness, to We are rejoiced to see evidence of awa leave the field so soon. kening interest all over the county, in the improvement of common but the Report of Mr. Hart, on the Norwalk schools, and a personal schools. Fairfield county can clain many excellent private schools. inspection of a few others, in other towns, is enough to satisfy us that much remains to be done to bring up the public schools to their true position of usefulness. We hope their public spirited commit. tees will not neglect to expose the school houses-if some of them can be called such-for we have no where seen just such buildings, with just such accommodations, in doors and out of doors, any where else in Connecticut. There is a larger proportion of children not in attendance on any schools, public or private, in Fairfield county, than in any other county of the State, if the information we received from individuals in the larger towns can be relied on. We commend the Report of Mr. Hart to the serious consideration of good men and patriots, in other towns than Norwalk.

COMMON SCHOOLS IN NORWALK.

(Mr. Hart's Report, Concluded.)

LANE DISTRICT.-Whole number 96-average 40. Use the Tes tament once a day. In reading, are used Olney's History, English Chichester's Spelling Books. Study Grammar and GeographyReader, Popular Lessons, Child's Instructor, and Webster's and writing books in superior condition. But, all parties concerned are continual losers and sufferers on account of the school house, which stands crowded on to the noisest thoroughfare in the state. It is worn out and uncomfortable, the furniture unfit for use, and the comfort, decency, health and morals of children go a begging in the street. But many of the proprietors are more unfortunate than culpable-for those who possess or control suitable lands for locating a school house, will neither sell them nor suffer a building to stand in the highway opposite.

Down Town DISTRICT.-Whole number, 83-average 30-more than one in three attend. Bible in daily use. Read in Juvenile Reader, one of Cobb's Readers, and Spelling Book. Students in Writing Books in excellent order. Geography and Arithmetic. The reading lessons appeared to be well suited to the purpose of learning children to read well, and excellent method in regard to studies in general, was very observable. In this school some valuaDear Sir:-In compliance with your request, I now send you ble apparatus was in use, which, with additions, should be in every a few facts which I have witnessed respecting our "Common school, if it is the object to have children really educated. The Schools." During the last 12 or 15 years, has fallen to my house is a good building, but it is small, stands in the highway, and lot to be engaged in teaching a district school in the winter is destitute of such defences and conveniences as a respectable famseason with the exception of one or two seasons, and in all exily would require in this district. cept one, I have been engaged in this county-and while in some sections, the subject of school visiting and examining teachers, has been well attended to-in others it has been very imperfectly performed, or entirely neglected. I have taught a school, when from the commencement to the close, not an individual came into it, either of the visiting committee or the parents. I have taught another, which was visited once only by one of the school visiters, and he the clergyman. I have taught another, which was not visited at all, until at the repeat ed and earnest solicitation of the district committee, (who was of the opinion that he must make oath that the school had been kept according to law,) two members of the visiting committee were induced during the last week, to visit the school once, at which time, I myself received a certificate of approbation, and yet not one of these failed of getting the public money. I have taught another, which having been neglected till the last day, was visited twice in the afternoon, the visiters taking a short walk between the two visits. But the last winter, as if to keep up with the spirit of improvement that characterizes the age in which we live, instead of devoting two days or even half day to visiting the school, the whole duty was performed in less than half an hour. After waiting in vain for a visit till the last day but one, it was announced in the morning, that the school would be visited to-day. I of course expected that although the visiting had been delayed till the "eleventh hour," it was now about to be thoroughly performed; especially, as soon after the school had commenced in the morning, two gentlemen of the visiting committee drove up in a cutter, and after fastening their horse, came into the school. Before they were seated, one of them said to me that they did not intend to examine the school or to hear any exercises, but that they called for the purpose of being able to certify that the school had been kept according to law, and that as it was necessary to visit the school twice, and one of them was obliged to go away on business, their visits must be very short. After staying one or two minutes, they took their hats and stepped out of the door, and af. ter being gone about as much longer, they returned and then said they would hear the school spell around once, which having been done, then immediately left the school, got into the cutter and returned. The whole time, from the time they drove up to the school house, to the time they were snugly

NORTH WEST DISTRICT-Whole number 81-average 25-less than one third attend. Six reading classes use Hale's History, Web. ster's History, Easy Lessons, Easy Reader, and Spelling Book. Other studies not yet commenced, as the school has but recently begun. Much difficulty on account of the diversity of books. All use the Bible. School house is a good building, but not conveniently furnished within or without. By paying a premium which should have purchased a convenient lot, the district obtained liberty to build in the highway, opposite to a tract of wood, bushes and rocks, in as good a place as any other, where two or three roads meet.

OVER RIVER DISTRICT.-Whole number 130-average, 51-ab. sent, 79. Five reading classes use English Reader, Webster's His. tory, Popular Lessons, Easy Lessons, Improved Reader-all use the Testament-Grammar, Arithmetic and Geography are studied. It was interesting to witness unusually good methods in regard to reading and spelling, in this school, because, in many others, those studies are treated with comparative neglect, and many a child eventually becomes a tolerable Latin scholar, who knows but little about his native language. The location of the house is much better than the one formerly used in this district, but still there is want of room, and many other things to make it a suitable place to bring up so large a family in.

NORTH EAST DISTRICT.-Whole number 58-average, 15-absent,

43, on the 4th of this month. Reading classes, three, and use Histo ry, English Reader, Webster's and Chichester's Spelling Books, and Testament. Students in Arithmetic and Geography. The school room is comfortable, excepting that the writing tables and benches were made for grown persons. As usual in this town, the house stands destitute, in the highway.

It appears that in this school society there are 941 children be

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