stem projecting on one side, like the stem of a watch, through | number amount to eighty or more, two assistants would be which a nail or screw may be driven, not tightly, but so that found more profitable than dividing the district; and, as two the cover may be made to slide over or off the orifice of the recitation rooms would be required, they might easily be fitted inkstand, on the nail or screw, as a hinge. up in the upper part of the woodhouse. The height of the seats should be ascertained, by the If the highway should pass the school in a northerly dibuilder calling in children of different ages, to try them, before rection, the gable or portico would form the front of the they are finally fixed, placing the younger in front. But, as schoolhouse. If it ran westwardly, the north or south side there is a continual change in the proportion of different of the building would be the front. But the road might pass ages attending any one school, there should be a number of in neither direction, but between the two. In this case, the planed pieces of plank and blocks put away in the corner of advantages of the most favorable mode of lighting the schoo!the woodhouse, in order that the teacher may always be able room, and the most pleasant exposure, both for Summer and so to arrange the seats, that every child may sit at his ease, Winter, must be sacrificed to appearance, or the building put an object as important, in respect to his mental improvement, far enough back into the lot, to obviate the awkward appearas to his bodily health. ance it would present, standing neither perpendicular nor parallel to the road. In such a case, the advantages and disadvantages should be maturely considered, and care taken not to sacrifice too much to mere appearance. B L B A Across that end of the room furthest from the door, there should be a platform four feet wide, about sixteen inches above the floor, in the middle of which should be placed the teacher's desk, with a moveable chair. Along the whole wall behind the teacher, should be cases for the library and [The following plan of a school house by Mr. Mann embodies apparatus, and also for the proper arrangement of the botani-most of the particulars specified by Mr. Palmer, and with Mr. Mann's cal and mineralogical specimens, to be collected by the whole Report on Schoolhouses, was probably before him when he penned the above valuable chapter.] school. Behind the teacher's chair, the work of the cases, for about six feet, should be plain, to serve as a large blackboard; the rest may be of pannelled work. The stove should stand in the middle of the space, at the opposite end of the room. The backs of the seats next the stove, should be high enough to protect the heads of their occupants from the heat. The stove-pipe should pass, horizontally, into the chimney built in the woodhouse, without the use of perpendicular pipe, to roast the children's brains. If the room be properly finished, it will be sufficiently warmed by the stove itself, and the supply of heated air. Near the stove should be a pail and tin cup; and, if there be no house or spring near, a pump should be placed near the door. As the children, while at play, frequently soil their face and hands, economy, as it regards their books, and a decent regard for cleanly habits, point out the propriety of a basin and towel. At this end of the room, there should be a moveable blackboard, about three feet square. A clock would be a desirable article, in a conspicuous part of the schoolroom, within view of the teacher's desk. If it struck the quarters, so much the better. It will have been observed, that, one end of the building being occupied by cases, and the other covered by the woodhouse, the room can be lighted only from the two sides. This arrangement was intentional, being considered superior to that of lighting the room from all sides. Cross-lights are extremely prejudicial to the eye; and a window behind the teacher would only prevent the pupils from seeing his countenance distinctly, without being of material use to him. If the house has been placed in the best position, namely, with one of its sides facing the south, the light will only be from the north and south, the former being the steadiest possible, and the latter can be made nearly so, by white cotton curtains, or Venitian blinds. Should curtains be preferred, care should be taken completely to exclude the sunshine, as a narrow streak of light is more prejudicial than a broad beam. The teacher should always have an eye to this difficulty. If the sunshine be permanently excluded from the room, it is believed, that it will never be found necessary to raise the south windows for air, at all; but should this not be the case, some plan of fixing the curtains may easily be adopted, that will prevent their being blown aside, and to keep the glare from the scholars' desks. Pegs should be fixed to the two sides and to the stove-end of the room, for hanging the hats and cloaks. These should be numbered, and every scholar should know his number, which should be fixed at the opening of the school. As a blank wall at the end of the building would be rather, unsightly, it will be proper to have false windows outside, unless the district be sufficiently liberal to allow a Doric portico, which would render them unnecessary. At all events, there should be a small cupola, and a bell, which should be rung by a monitor, appointed weekly, by the teacher. There should be a mat inside, and a scraper outside, of the inner door, that is, the door from the woodhouse. Should the number of pupils be fifty or more, an assistant teacher would be found useful; and a recitation room might be fitted up in the corner of the woodhouse next the schoolroom. Should the F HI M A represents the teacher's desk. BB Teacher's platform, from 1 to 2 feet in height. F E Room for recitation, for retiring in case of sudden in. disposition, for interviews with parents, when ne cessary, &c. It may also be used for the Library, &c. FFFFF Doors into the boys' and girls entries-from the en. tries into the school room, and from the school room into the recitation room. GGGG Windows. The windows on the sides are not lettered. The seats for small scholars, without desks, if needed to be movable, and placed as the general arrangement of the school shall render convenient. Where there is but one teacher, the space between the desks J represents the pupils' seats, and K the shape of the board or plank which forms the side and support of the desks. [The front of the seat J is a little the highest and the back is made to slope, so as to conform to the natural position of the body when the scholar is sitting upright. The height varies for children of dif. ferent size. As a scholar sits upright in his seat, the knee joint forming a right angle, and the foot being planted horizontally on the floor, no pressure whatever should come upon the thigh bone, where it crosses the edge of the seat.] A light green is perhaps the best color for the scholars' desks and seats, as it is more grateful than any other to the eye. For the outside of the house, white is the color most universally pleasing. PLAN OF A SCHOOL HOUSE AT Montpelier, VERMONT. [Having seen a very favorable notice of a new school house at Montpelier, Vt. by professor Taylor, in the Common School Assistant, we addressed a note to D. P. Thompson, Esq., for some particulars respecting it, and received the following plan and description, which we now lay before our readers.] A B 24 ft. Mr. BARNARD-Dear Sir: The foregoing sketches, with which the architect, Mr. John T. Miller of this place, has kindly favored me, exhibiting an elevation or front view, ground plan, ventilator, and end view of seats, marked in the same order, A B C D, will present the main outlines and most of the minor peculiarities of the School House in this village, of which Prof. Taylor, in the Common School Assistant of February, 1840, so flatteringly speaks, and of which you ask a description. The building, standing, end to the street, on an elevation near the centre of an enclosed, oblong lot, 4 rods wide by 20 deep, is 34 feet long, 24 wide, 12 high from sill to plate, with roof and belfry, all painted white, and of the architectural construction represented in sketch A. The shed, &c. is a detached building, standing directly in the rear of the house, and painted red. The house, being placed near the middle of the lot as regards length, is thus thrown back about 10 rods from the street, affording in this way an ample play ground in front, and another of almost equal dimensions in the rear. The ground plan, marked B, gives a view, first of the entry, marked 7, with shelves or presses at each end, and next of the school room, with its arrangement of seats, aisles, &c. The two outer rows of seats, marked i, for the larger scholars, are 4 feet long, 15 inches high, with back, or desk part for the next rear seat, 2 feet 5 inches high. The two inner rows, marked, for smaller scholars, are 3 feet long, 11 inches high, back, formed as in the other, 2 feet high. The outer or wall aisles, m m, are 18 inches wide; those between the greater and smaller seats, o o, 22 inches; and the centre aisle, n, 2 feet wide. The teacher's desk, k, with bell-rope descending within reach, is near the wall against the centre aisle, having a small tier of large long seats on each side, and leaving an ample clear space between seats and desk, in which stands the stove, whose pipe rises nearly to the ceiling, turns and runs over the middle aisle nearly to the end, when it is turned up into a brick flue resting on the beams above, and passing out the roof like an ordinary chimney. The floor, which is double, heavy and very tight, is an entire level. The seats are of birch, or other hard seasoned wood, smoothly planed and varnished. They must enumerate in August, all persons between th ages of 4 and 16, residing and belonging within such district' and certify as to its correctness. [Act for the regulation, &c. § 13.] They must employ, unless otherwise directed by the district, one or more qualified teachers. [Act concerning schools, $7.] If the district has neglected to give express instructions in this respect, it is the duty of this committee to act early; and before they authorize or allow the teacher to commence the school, they must see to it that he has a certificate of qualification, signed by the proper authority-otherwise the teacher has no right to receive, or the committee to appropriate, any portion of the public money towards his wages. Should the circumstances of the school require, they can employ one teacher for the younger, and another for the older children. The advantages of doing so will be set forth in an article on the gradation of schools. They must provide suitable school rooms. [§7.] They need not wait for any special instructions to do so; it is made the duty of the committee to see that the school room is suitable, which, of course, involves all the fixtures, appendages, and accommodations necessary for the health, comfort and progress of all the parties concerned. Should there be two or more teachers employed, a number of rooms must be provided. They must visit the school, by one or more of their number, twice, at least, during each season of schooling. [§ 7.] of committees and parents cannot be too often dwelt upon. The importance of securing frequent visitation on the part It gives impulse and vigor to the exertions both of scholar and teacher, and secures the faithfulness of the one, and the progress of the other. They must see that all the scholars are supplied with books, and in case they are not, and their parents or guardians have been notified thereof by the teacher, they must provide the same at the expense of the district in the first instance, and then cause the same to be added to the next school tax or rate of such parents. [§7.] This provision faithfully complied with, will do away with one of the most serious evils in the schools; for how can teacher or scholar do any thing, unless the latter is supplied with proper books? They must suspend, during pleasure, or expel during the current season, from school, all pupils found guilty, on full hearing, of incorrigibly bad conduct. [§ 7.] This provision is ne save the morals and manners of the school from the contamination of bad example. In this connection, it is the duty of the committee in every way to promote a proper respect for the office and character of the teacher. They must give all proper information and assistance to the school committee and visiters of the society, which they may require. [§ 7.]. The Ventilator, C, placed in a hole 2 feet in diameter, cut through the ceiling into the attic story, and taking the place of common centre pieces, is formed of two circular zinc plates fastened together by a rivet in the centre. From both of these plates are cut triangular gores, bc, whose truncated apexes rest on the inner circle, a, enclosing the pivot, and their bases on a periphery, or outer, unbroken circle, g, 14 inch wide. One of these, the upper plate, is made fast in the cased aperture in the ceiling; the other and lower plate turns on the pivot before named, being confined or held up at the edge by a narrow circular rim, riveted on to the circumference of the immovable plate, and thus forming an intermediate groove for the movable one to turn or play back and forth in. In this way, all the gores or spaces cut out of the upper plate are covered by the spaces between the gores or spaces not cut out of the lower or movable plate, and by turning the latter the width of one of these gores, all the open spaces in both plates are brought to correspond; leaving these gores or triangular holes, equalling in sur-cessary to sustain the proper authority of the teacher, and to face nearly half the ventilator, open from the room below to the large attic vacuum above, into which the foul, light air, instantly rushes. dd are pullies fastened to the ceiling; ee weights descending low enough to be reached by the hand; ƒ a brass knob, to which the cord is fastened; and h a slot or circular mortice cut in the periphery, with a rivet at one end to prevent the lower plate from turning more than the width of one gore. Thus, by pulling on one weight, you open the ventilator, and on the other you shut it. The ventilator may be opened and shut more simply, of course, by a knob fixed into the turning plate and reached by the hand from a seat or chair, but not so conveniently. This ventilator was one of my own contriving, in regard at least to the principle. Having seen and experienced dangers and inconveniences from the usual method of ventilation, by lowering the upper sashes Besides these express provisions of the law, it is the duty of of the windows-which, while it lets off the foul, sends down a column this committee to perform all other lawful acts as may from of cold damp air on to the heads of the scholars, whose pores are often time to time be required of them by the district, or which may in a state to contract thereby instant colds-I opposed any contrivance be necessary to carry into full effect the powers and duties of for ventilating by the windows; but having no notion of dispensing school districts. [§ 7.] with thorough and frequent ventilation, I hit upon the principle of the above, and by the aid of the ingenious architect, Mr. Miller, the details were arranged as already described. And I have no hesitation in TEACHERS-THEIR QUALIFICATIONS AND EXAMIrecommending it for all school houses, whether building or already built. It will clear a school room of all foul air in ten or fifteen minutes, without letting down any perceptible quantity of cold air-the air above being partially warmed and the pressure weak, while the foul air, escaping through the crevices of the roof, can never descend again into the school room. Indeed, it works as well in practice as it looks in theory; and I am unable to think of any preferable mode of school house venYours respectfully, DP. THOMPSON. tilation. DISTRICT COMMITTEES. These committees, consisting of not more than three, are appointed by the district at the annual meeting in August; or, in case of omission to do so, or of vacancy, they are appointed by the committee of the society on proper application. [Act Joncerning schools, § 7. 28.1 district for the year previous, has been faithfully applied and They must certify that the public money received by the expended in paying the wages of teacher or teachers, and for no other purpose whatever. [§ 8.] NATION. No person can be employed to teach in any common school of this State, and receive any portion of the public money appropriated to the support of schools, unless he possesses a certificate of qualification, given previous to the opening of the school, by the school visiters or committee by them appointed, which committee must be satisfied, by examination, as to the moral character and literary attainment of the person presented or applying for the office. The lowest degree of literary qualification are recited in the law in terms clear and positive:-No certificate shall be given to any person not found qualified to teach reading, writing, and arithmetic, thoroughly, and the rudiments, at least, of grammar, history, and geography. The attainments here required are as small as could, with any regard to the proper education of any child for usefulness and respectability in life, be required of the teacher in any public school. To be "qualified to teach" these branches, supposes something more than to know them. To know any thing, in the sense in which it is usually understood, is not to know how to teach it. Some of the best scholars, or at least some who were reputed to be such, whom we have known, have been signally deficient in the art of communicating. This art requires a familiar acquaintance with the young mind, with the difficulties under which it labors, of the order in which its various powers should be developed and the several studies presented, of the best means for awakening and securing attention, and of the motives and incitements to study which are to be applied. Especially if this art is to be exercised in such manner as to learn a child to observe, reflect and judge; to impart a love and desire for knowledge which shall last beyond the hour or the school season, and to give the means and the instruments of future self-culture-does it require something more than mere knowledge, no matter how extensive, of the studies above recited. Again, to teach these studies in a school composed as our district schools all are, requires a practical acquaintance with the art of governing the young. Before giving a certificate of qualification, therefore, the examination should be such as shall test not only the actual attainments of the candidate in the studies required to be known and taught, but also his ability to communicate a knowledge of those studies to the young, and of governing his school. The tact and power of government cannot generally be ascertained by ex amination. Previous success in the school room is the best evidence; and this evidence must be sought in the district where the candidate has previously been engaged in teaching. The district committee should ascertain this point to his own satisfaction before he makes any engagement with a candidate, or presents him for examination to the proper committee. As this subject is treated of very fully in a subsequent article, we will not enlarge upon it here, except to remark, that the committee of examination should make up their minds firmly not to give a certificate of qualification to any person, whom they do not think qualified in a moral, as well as literary point of view to teach their own children in the studies which he will be called upon to teach the children of their neighbors and townsmen. The following summary of the intellectual and moral qualifications of any common school teacher is from Palmer's Teacher's Manual. 1. "The teacher should understand the object of education. He should no longer contract its usefulness to the ignoble object of enabling men to conduct the mere business of life. He should have a strong and clear perception of the truth, that the object of school education is not even principally to acquire knowledge, but to form habits of mental industry, to train the mind to find pleasure in intellectuul effort, and to inspire a love of knowledge for its own sake. 2. The teacher should be a good reader, able to make the hearer feel and perceive all that the author intended. This however, is so rare a talent, that, until teachers' seminaries have been some time in operation, it will be nearly in vain to look for it. at their simple efforts to please, by presenting a flower, an apple, a cake, or any other token of regard; be willing to comply with every request, and to grant every indulgence, not incompatible with duty, or their own good; but firm in refusal, when compliance would be wrong. 6. The moral character of the teacher should be unimpeachable, in every respect. He should be a pattern of neatness, and order; and, to crown all, and which, in fact, embraces the whole matter, he should be a lover and steadfast follower of TRUTH. DUties of overSEERS OR VIsiters of scHOOLS. [It is impossible to over estimate the importance of the office of overseers or visiters of schools in our school system. On the faithful and intelligent discharge of its duties, does the efficiency of the whole system rest. Let us see what these duties are. Overseers or visiters of schools must examine the qualifications of such persons as are presented, or apply for the office of teacher; and without their written approbation no person can enter a common school legally to teach, or receive any portion of the public money appropriated to schools. They must "superintend and direct the general instruction of the scholars," determine the class books to be used, the studies to be pursued, and the character of the discipline to be resorted to by the teacher. They may displace any teacher who shall prove himself disqualified, or refuse to conform to the rules and regulations which they may prescribe for the management, studies, books and discipline of the schools. They must visit each school twice during each season of schooling, (both in summer and winter,) the first visit to be made within two weeks from the opening, and the last, within two weeks of its close, and require such exercises as will show the proficiency of the scholars, and the discipline and mode of teaching pursued. They must make out such returns of the condition of the schools, as the Board of Commissioners may require to be laid before the Legislature in their Annual Report. They must submit to their several school societies annually a written report of their own doings, and of the condition of the several schools within their limits, with plans and suggestions for improving the same: They may appoint a sub committee of one or two to act under their advice and direction, in the above particulars, and thus secure the special attention of persons best qualified for this office, who shall receive a small compensation for their services. We proposed to enter at length into each of these requirements of the law, and to throw out such suggestions as seemed calculated to aid the faithful and intelligent compliance on the part of the 1900 persons who have been or will be elected to this office. The following communication covers much of the ground which we should have gone over, and we commend it to the serious consideration of all who would act in the spirit, as well as the letter of the law. The author is well 3. He should be able to illustrate and simplify every thing acquainted, from long and varied experience, with the subject he teaches, and, therefore, should have the power of commu- on which he writes. He has been an active member of the nicating his ideas with clearness and precision. He should board of school visiters for several years, and taught in almost know how to make children think, by means of appropriate every variety of the district schools, and for longer and shorter questions. He should also be apt at finding means of rousing periods of time. He has taught in the winter school, and in sluggishness, and correcting waywardness; of inciting the the summer school, and for the whole year, and for years in idle to diligence; of strengthening good principles where succession, in the same district. He has taught in the centhey exist; implanting them where they are deficient, and, in tral and populous, in the remote and sparsely populated disall, forming habits of order, industry, patience, and obedience. trict, and in various towns in three counties, Hartford, 4. He should possess decision and firmness; patience and Litchfield, and New Haven, and has been practically acquaintperseverance; uniformity of temper, and complete self-com-ed with the schools in the remaining five. In short, he does not write as a theorist, but as a plain, practical, common sense 5. He should be pleasant and affectionate, and well qualifi- man, a school master and a school visiter, and as such, his ed to sympathize with children. Empty professions of inter- suggestions should receive the candid attention of all to whom est and attachment will not succeed; children, in this respect, this article is addressed.]—-Ed. C. C. S. Jour. cannot be deceived. There is nothing that so invariably begets its like, as love. If the teacher desires his pupils to love him, and this is what every teacher should desire,-it is only necessary for him to love them. He should also show, that he takes an interest in their sports, and sometimes unbend, so far as to take a share in them. He should appear gratified mand. EXAMINATION OF Teachers. I am not about to say any thing which should lessen the sense of responsibility in parents or teachers. Parents and teachers have much to do, and if it is all done, it does not release school visiters from their obligations; and if it is not done, this circumstance increases, rather than diminishes, the obligation of school visiters. First, as to the examination of teachers. A person may furnish evidence of good moral character, and the requisite literary qualifications, and still be deficient in aptness to teach or communicate. In examining a teacher, therefore, it seems to me highly desirable to ascertain, if possible, not only his acquirements, but his power of communication; not only what he knows, but whether he can tell his pupils what he knows. Nor is this, alone, sufficient. A person may be able to tell what he knows, and yet, for want of skill to tell it in a proper manner, it may not be happily adapted to develope the powers of the child's mind. Aptness to teach should be ascertained by school committees at the examination of the candidates. And in all the examinations which, in the capacity either of committee or teacher, I have attended,-and the number cannot be much less than fifty,-I do not recollect ever to have heard a question of the kind to which I now allude agitated, except it were by myself. Who has ever asked the candidate for teaching how he would teach the alphabet to a child who had never been instructed at all in it, whether by giving him the names of the whole alphabet at once, for example, of of only a part of it; or whether he would teach him the small letters first, or the large ones; or whether he would teach the alphabet to his pupils singly, where he had more than one, or by classes; or whether he would begin with letters at all, or with whole words; or lastly, whether he would try different methods with different pupils, or even, if necessary, with the same pupil? Will any one deny the importance of beginning right at the very threshold of human knowledge? But if not, will any one deny the necessity, or the importance, of making the views of the teacher, and the methods he would adopt, among other things, the subjects of examination? my view, should be the spirit of an examination, so far as the mere intellectual qualifications of a teacher to impart merely intellectual instruction are concerned. Nor can I see how those committees who are truly enlightened, and rightly disposed, can hesitate as to the importance and necessity of making these examinations thus thorough. For the sake, however, of a few individuals to whom the duties of a committee may be new, and who may not, till their appointment the present year, have thought of studying the subject, I will endeavor to answer some of the objections which may be brought against this form of examination. The first objection will be, that it will consume a great deal of time. It will, indeed; but what then? Will not the time be profitably spent? Can there be any doubt about it? Or will it be said, that since the services of school committees are gratuitous, if we make their duties more weighty than they now are, good men will refuse to serve, and thus things will become in the end worse than they now are? But I take it for granted, that in consenting to perform the duties of a committee for one year, every individual obligates himself-voluntarily-to do his best. What if he is not under oath, especially so? Is not every elector-nay, is not every American citizen-to all intents and purposes, sworn to obey the laws, whether in a public or private capacity, to the best of his knowledge and ability? And if it was so, that in entering upon the office of school committee, no new duties were imposed, still all conscientious men, one would think, should feel themselves bound to do their duty, to the full extent of the spirit of the statutes for at least one year. If the labors are found too severe, they can then refuse to serve any longer. I take it for granted, moreover, that some, at least, of each committee, are men who are willing to make sacrifices for public good, especially where the end in view is one of such permanent importance. It is because I believe there are such men, in greater or less numbers, in every committee, that I venture to write. If there be a work of benevolence to which, as good citizens, we are called, and in which, as the friends of provement and elevation of our common or district schools. John Howard himself, was not called more loudly to make sacrifices, than are our committee men. And are there no Howards among them? Or who has ever asked the candidate how he would teach a pupil to read? or what he would make his leading aim in teaching to read? Some teachers simply set a child to repeat-humanity, we are required to make sacrifices, it is the iming the words of a sentence or verse, as fast as he can, in turn with other members of his class, till by long practice he can repeat them at sight; and this is all. Some require not only this, but that the pronunciation should be correct. Some require a natural tone of voice, others a high key, and others, again, permit an under tone. Some require distinctness, others do not. Some measure the proficieney of their pupils by the rapidity of their utterance, while others take a different course. Some endeavor to have their pupils read but little, and endeavor to make them understand what they read; while others pay no sort of attention to this point. Some suffer them to read over, that is, the whole class,-a number of pages at a single lesson, while others have the lesson short, and endeavor to have it read over and over by different pupils till all can read it correctly. Some few, perhaps, teach their pupils to form their own reading lessons for themselves. There are a thousand ways of teaching reading; or rather there are a thousand ways of conducting that process which has usually been called teaching reading. Now what committee, I again ask, make the teacher's plan of communication the subject of patient and careful examination? Or in the examination of the candidate in regard to arith metic, where is the committee to be found who make it an important point to ascertain what are his methods and principles in regard to communication. When and where do we hear it asked,-How do you teach arithmetic to your pupil? Do you commence, with beginners, by requiring them to commit to memory all the rules, explanations, tables, &c., of the first, or ground rules, before you allow him to use a slate? Or do you think it preferable to commence with practical questions, and build the rule, as it were, upon the exercise? Or would you teach by rules and exercises at the same time? Would you begin with the mental arithmetic first, proceeding afterward to that which is written? Or would you begin nearly at the same time with both, and carry on both simultaneously? Would you make any use of sensible objects in illustrating the properties or relations of numbers, such as corn, beans, panes of glass in windows, balls, blocks, cubes, &c.? Or would you reject all these instruments and methods, as useless or foolish innovations ? These may serve, for the present, as examples of what, in Suppose the worst, however. Suppose a committee were made up of men who were destitute, wholly so, of a sense of duty, or obligation, and without piety or benevolence. Suppose, in one word, they will do nothing without pay. Why should we not pay them? We are parents; they labor for the good of our children; are not their services as well worthy of remuneration as the services of any other persons, which we never think of refusing to reward? How often do we find fault with our teachers! And are not those services valuable which have a tendency to prevent the evils which our children often suffer under the direction of ill selected teachers. I have seen the experiment tried,-and that, too, in the very heart of this state, and in a place where piety and benevolence and a sense of obligation, might have been found, one would think, if any where, and as it appeared to me, with very great success. I wish it were tried oftener. Men who would do their duty without the prospect of reward, would not probably do it less faithfully if rewarded; and there is reason to believe that if a reasonable compensation were made, we should secure the services of a class of men who, though they now stand aloof from the duties of school committees, or perform them heartlessly, are nevertheless, when once obtained, of sterling value. I am decidedly of opinion, that every town that knows its duty-if school societies will not do it should make an appropriation every year for the payment of school committees for their services, both in examining candidates, and visiting schools. Let me not be misunderstood, however. It is highly desirable that men were to be found-nine at least in the compass of each school society, who are willing to spend and be spent," in the service of common schools. Such men have been found. I have myself known some such. I may indeed say, without boasting, that I have acted in this capacity, and would be willing to do so again. I have performed, year after year, double the ordinary services of a committe man-I think I may even say quadruple those services-and that, too, |