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Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent etre filmds d des taux de reduction diffdrents. Lorsque Ie document est trop grand pour dtre reproduit en un seul cliche, il est film^ d partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant Ie nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 32X 1 2 3 4 5 6 « THE SCHOOL HOUSE: ITS ARCHITECT UEE, EXTERNAL AND INTERNAL ARRANGEMENTS; WITH ELEVATIONS AND PLANS FOR PUBLIC AND HIGH SCHOOL BUILDINGS. TOOETHEU WITU ILLUSTEATED PAPEllS ON TDK IMPORTANCE OF SCHOOL HYGIENE AND VENTlLxVTlON ; ALHO WITH PRACTICAL SUGGESTIONS AS TO SCHOOL GllOUNDS, SCHOOL FUKNITUllE, GYMNASTICS, AND THE USES AND VALUE OF SCHOOL APPARATUS. WITH UPWARDS OF 400 ILLUSTUAT10N3. By J. GEOIiGE HODGINS, LL.D., Barmltr-at-Law, and Deputy Mininkr of Eiiumtion for the Province of Ontario. TORONTO: COPP, CLARK & Co., PRINTERS, G7 & C'J COLBORNE STREET. 1876. i 'LB 32 \9 opec. Coll • J PREFATORY NOTE. In compiling the following pages, the editor has endeavoured to meet an obvious want, or rather many obvious wants, in the general economy and management of our public schools. The subjects upon which he has sought to supply information are the following : — 1. School Architecture— including plans for collegiate institutes, high, intermediate, and primary schools. 2. School Sites— the laying out, planting, and care of the school premises. 3. The various methods of warming and ventilating school-houses. 4. The interior arrangements of the school-room — furniture, seat- ing, etc. 5. School Apparatus — with directions for its use and preservation. 6. Physical Training in Schools— with illustrations of gymnastics and calisthenics. 7. The School-room— its internal arrangements and care. Sc/wo/ Arc/ntecture.— A\thoiv^h a very gratifying improvement has lately taken place in the architecture of the .school-houses in Ontario, yet much more remains to be done in order to render the rural or village school— what it ought ever to be— the most attractive spot in the neigh- bourhood. The local school authorities indeed have sought to. avail themselves of such information, in regard to the details of school archi- tecture, as has been accessible to the Department. The people them- selves also have evinced an anxiety to profit by the experience of other places in this matter, and applications have been frequently made to the Education Department for Plans, Specifications, &c., to this end. In complying with these requests, as far as possible, school architectural engravings have been procured and published, from time to time, in the Journal of Education. These plans, with many additional ones (some of which are Canadian), have been collected and classified, and are now IV HREFATOKY NOTK. I published together in the follovvin.t; pages.* Much additional informa- tion has also been incorporated in the accompanying letterpress. School Grounds; Warming, Ventilating, Seating, cSr-The ..me remarks apply in all respects to the chapters on the laying out of the schoo grounds, and on the warming, ventilating, and seating of the -school-roon^s. I he numerous engravings inserted will be of interest and value m the illustration of this important part of the subject. School Apparatus.-Thc facilities which the Department, through the hberahty of the Legislature, has been enabled to ofter to school trustees for procurmg apparatus, diagrams, and maps for their schools, have UKluced trustees freely to avail then.selves of the privilege, and to urnish he.r schools w.th these articles. The proper use and careful preserva- tion of the apparatus have, therefore, become important matters of school economy. In the chapter devoted to this subject will be found embodied 1 IS believed, the result of much practical experience and intelli-^ent discrimination. ^ Physical Training.-To this chapter we have devoted a large space and Illustrated itwith a great variety of engravings. The importance of this branch of education is more and more felt every day. In Europe especially, it has long held a prominent place in school discipline and' instruction. In the Normal and Model Schools it luas always formed an attractive and valuable feature in the ordinary exercises of these institutions. I * I'or many (if tho illustrations in this work we an- iriil..i.f,.,i t, ti,„ \ , ~ and otliers. luJebted to the courtesy of gevcral American frienas i CONTENTS. i 1. 2. 3. 4. 5. f.. 7. 8. 9. 10. 11. 12. 13. 1. 2 3. 4. 5. 6. 7. 8. y. 2 3. 4. 5. 2. 3. 4. CHAI'TEK i. Influences of a good School-House and its Surroundings. Tlu! Iiitliionce (if an Attraotivo SL-liriol-lIfniHc y Aiiij)lu Krturii for Investment in a (JcmmI ScliDol-Iloiiae 9 School- H011SO8 shoulil l>t; Pleasant Way Marks 10 The Scliool-Hou.se an Index of tiio Cliarai'ter of a N'eitjhiiourhood 10 School-Hou.se and A])iiliance» as luHtrunients of Kducation 10 (!•) The School-HoiHo. (2.) The I'layKiouud and itn Intiueuce. School-House Inlluunoe on the Moralitj' of it.s KriMjueiiters 11 What every School-House should Have -Its Surroundinj^s 11 The Condition of our School-Houses the Result of Carulessneaa 12 The Hural School-Houses of the Past 13 \Vhy .should there be such lnade(iuate School Accommodation ? 13 Children's Inetl'aceahle Memories of the School-House (Kxaniples) 14 Wiiy not Adorn the School-Houses, Messrs. Trustees ? Ifi AVho should see to the Condition of the School-House IG CHAPTER ir. Ornamentation of the School Grounds. Why not Plant and Ornament the School (irounda ? 17 How Uuiuvitini,' Scho(d (Grounds may he Beautifietl— (Kxample) I7 Ornament your School as well as your Home (Jrounds 18 Organize to make a Town or School Beautiful ig Reasons why we should Promote Rural Ketiueme!it 19 Reasons why Trees and Slirubhery should he Planted 19 How to Arrange Flowers about School Premises 20 By all meatis let us have .School Flower Shov»-s 20 Tlie Beautiful Flowers !— Why not more Cultivated ? 21 CHAPTER III. General Considerations in regard to the Condition of School Premises. Suggestions as to the External Arrangement of School Premises 21 ( 1 . ) The Lot. (2. ) Position of the Building. (3. ) ( )utside Structure. (4. )' Wood- Hou.se. (5.) Privies. (6.) Walks. (7.) Fence. Teaojier Responsible for Keejiing tlie (irounds in Order 22 A Well, or other Convenience for Water, Required 23 Improving Existing Schoid Grounds 23 Enclosure of the Scliool Grounds _ 23 CHAPTER IV. Construction of School Ou*-building8. Specilications for the Privy Outbuildings • 24 ( 1 . ) Excavations. (2. ) Walls, &c. (3. ) Framing, &c. Other Illustrative Plans of Privy Outbuildings 26 Specifications for these A(!r. Agncw'M UulcM for tiiu Care of tliu l\vcs 34 ('H.\lTi:i! VI 1. Miscellaneous Remarks and Suggostions in Regard to School Ventilation, 1. Axioms in Ventilation 10. Errors iu Heganl to I,ow 'I'cmiierature and Ventilation 3!) 11. Importance of l-niforni Tenijierature Thernionieter Necea.tary 39 12. Two I'iotures— -Unventilated and Well Ventilated School-Houses 40 CHAI'TKH VIII. Lighting, Heating, and Ventilation. 1. Best Mode of Lighting the Scho(pl-Hoom 41 2. Best Modes of Heating thi; School-Room 41 (1.) Had Modes of Warming the School-Room Discusseil. (2.) Usual Modes. (3.) Fire-Plaee Modes. (-1.) S]iecilication. (5.) Advantages. ((I.) Stove- Warnnng. (7.) Hot Air Heating. (8.) Another Mode. (9.) The I'rohlem of Heating anai'ge Outlay at First cannot he .\ voided. (12.) \'entilatiou must be xVuijile. (13.) The (Jerman .System of Ventilation. rHAPTER IX. Illustrations of the best Plans of Ventilating School-Rooms. 1. t)Uieial Regulations in Regard to Ventilation of the School-Room 49 2. American .\lodcri\ System of Ventilation ( Illustrated) 49 3. New Brunswick Ollicial I'lan of \'entilatiou 56 CHAPTER X. Essential Principles of School Architecture. Conditions to he Observed in School-House Construction 59 (1.) The Materials Used should he Excellent in (ijnality. (2.) The Work sh(juld be Well Done. (3.) Evils of False Economy. (4.) Rules of Taste as Regards Form. Importan., Matters to be Considered in School Huihlings GO (1.) Health. (2.) The Situation. (3.) The Size of the School-Room. (4.) Flat- form and Shelves. (o. ) Entry, etc. ((>. ) Eight. (7.) Heating. (8.) The Construction of Seats and Desks. (9.) Proper Attcnticm to Cleanliness. Special Hints on School Building G2 (1.) Number to be Accommodated. (2.) Rooms for Separate Teachers. (3.) Concentration of Attention. (4.) Best Shape of Room. (5.) Combination of Classes. Rules to be ( (bserveil in Planning a School 63 A School-House should he Adapted to its Object (i4 No Cirls' Sch(M>l-House should be more than Two Storeys High G4 rONTENTS. yjj CHAITKH XT. The Internal Arrangemont of School Houses. 1. Rudkin on tlic Decoration of Soh(M(M!()(jiiis ''*'65 2. A I'lci for Jk'.aittifiil Si-tiool-|{(ioiu8 ....'. fs? 3. .listlii'tita in tlie Sclniol-Hooni !!!!!!! ra 4. Acliniral)lu .Suggestions on the Construction of School- llonmB ! ! !.'!.*!!.!.'. 71 5. Kll'oct of the Structuro of Sciiool-HouHe« on Mental HahitH ..'.'.,"!', "i 6. How the School-Koom may be uiado Noat and Comfortahle ............'.'... 74 CHAPTKJl Xn. The Site and Position of the School-House. 1. Choice of the School Site xr 2. Size of Site in ( 'ities, Towns, and Vilhiges '_ "- 3. Acoesi^ihility of Schools in Itural Sections ,' _ n'- 4. ( )t1icial Iteguhitions in regard to Site \\[ j'.- 5. Regulations in regard to School-House and (Jrounds .'..'.'....... "(} 0. Duty of I'ulilic School Inspector in these Matters 7(; 7. Laying out of the School ( Jrounds 7C 8. Intluence of the School-Hi>use Surroundings on the Puniia. . . ."..,. 77 0. Situation should l)e Ketired, Dry, .iiid I'leasant '...'.".."... 7^ 10. Orouiid-s to he I'laiited with Shade Trees "s 11. Shape and Slope of tho Orounds .'.'..'.. 70 12. Arrangement of the School ( irounds ............' sn 13. ( iymnastic I'lay ( Jround ' '_ q| 14. I'osition of the School-House ,".'.'.. fii CHAPTER XIII. Introductory Remarks on School-House Construction. 1. Ofhcial Rules to be Observed go (1.) Size of Site. (2.) Size of Rooms. (3.) R'ncc/ ' '(4.) "A'piay 'Ground.' ' (5 ') « o "'^,r • "••) '"^q-'i'-i^u OfKces. (7.) Furniture, Maps, and Apparatus. 2. Oeueral Dn'ections to 'J'rustees in regard to School Site go 3. (iencral Directions to Trustees in regard to the School-JIouse 33 4 Things to be Remendjcred in Planning a Schocd 83 .">. Examples of Porches and Kiitrance Doors for School- Houses 84 6. Example of Specifications to be signed by the Contractor 85 CHAPTER XIV. Plans of School-Houses in the Rural Sections and Small Villages 1. Those with One Storey oa CHAPTER XV. Plans for City, Town, and Village Public and High Schools. 1. Those with Two Storeys 1 , » CHAPTER XVI. Designs for City and Town Schools. 1. Three Storey Buildings ,»„ 2. Arrangements of a Graded School considered ..................... .'.'.'.'.'.'.'..'.' [qj CHAPTER XVII. Interior of the School-House. 1. The Size and Character oi a School-House Interior 100 2. Entry and (Clothes- Room Furniture .qo (1.) The Scraper. (2.) The Mat. (3.) The Lavatory.' ' '(4.) 'Pai'ls ' ' '(h'i Brooms and rushes^ (,i ) Umbrella Stand. (7.) Fire frons. (8.) Clothei Hook (y. ) Dnmer Closet. 3. Mo l)ia)4 Additional Kxcrciscs for Relief ("lian^'eg or Seat Drill, in Schools 207 DeskH for |)rawin>,' and Drawing; or Kxainination Table 208 Teacher's I'latforui, Dtwk, Siat and KeadiiiK Stand 209 (I.) Platform. (2.) Teacher's Desk. (3.) Teacher's Chair. School Library Shelves and Presses 21 1 (Jallery Kooni, for Object Teaching 212 Illustrations of Object Lesson Teaching 214 The l{la<;kdioaril and its Necessity in a School iJlO (1.) Kxteiit of Surface. (2.) Kinds of Black-boards. (3.). I'ajier Surface. (4.) ConiiioHition Hlack-board. (.5.) Another Kecipe. (G. ) L'anvas Substitute. (7.) >Iovid.le Hlackbo.wls. Necessity for the Slate and Hlack-l)oard in a School-Room 217 Music Written on the Hlack-board 218 Chalk and Crayons their ( 'onijiosition and Use — Black-board lirushes 218 (1.) Clialk and Crayons. (2.) To Make Crayons. (3.) Black-board Brush or Wiper. School-House Furnishings— Clock, Time Table, Bell, Registers, Thermometer.... 219 (1.) The Clock. (2.) The Bell. (3.) The I'rogranime and Time Table. (4.) The School Hegi.Hters. (■'i. ) The Thermometer. How to get a Clock for the Scho(d 220 Various .School Appliances -Honour Koll, Book-Carrier, Instand, and Pencil Rack 221 Slate, Tablt^t, and Object Lessons, Drawing Black-board, etc 222 (1.) Apparatus for the Little Ones. (2.) The Slate. (.3.) Tablet Lessons and Drawings. (4.) F-iuilding Blocks. (5. ) Alphabet Blocks. ((>.) Object Lessons. Practical Teaching of the Kye 22.'i CHAPTER XVIII. School Apparatus, with Directions for its Solootion, Use, and Preservation. Necessity of Apparatus and Libraries in the Public Schools 226 The Utility and Importance of School Apjiaratus 227 Necessity for Practical Illustrations in Teaching 227 What Kinds of Ajiparatus are necessary in a School 22H Ma]is, Diagrams, Pointers, (Jlobes, Tellurian, Orrery, etc 229 (1.) Maps. (2.) Di.agrams. (,'$.) Pointers or Wands. (4.) Cardinal Points. (.').) (ilobes. (t). ) Planetarium and Celestial Indicator. (7.) The Tellurian, or Season Machine. (8.) Astronomy. Arithmetical Tables, Numeral Fr.-imes, Forms and Solids 234 (1.) Multiplication Table. (2.) The Abacus or Numeral Frame. (3.) Geo- metrical Solids. (4 ) Cube Root Block. Mathematical Instrunisnts 237 Mechanical Powers, Electrical Apparatus 238 (1). Mechanical Powers. (2.) Electricity. Illustrations of Electro- M.agnetisni . . 241 How to make Scientific Illustrations in School interesting 24.^ Apparatus for Pneumatics, Philoso]ihy, ( )i)tic8, etc 240 (1.) Pneumatics. (2.) Hydrostatics and Hydraulics. (3.) Physiologj-. (4.) A Manikin. {5.) The Microscope. The Value of the Microscrope in Education 249 The Magic Lantern — Its Uses and Construction 250 CHAPTER XIX. Exterior of the School-House— Gymnastics and Calesthenics. Tlie Rev. Pr. Ryerson on Physical Education 253 I'hysical Education among the (ireeks .and Romans 253 Sketch of the Athletic Games of the Ancients 254 Illustrations of the Ancient Greek and Roman Games 255 Open and Covered Gymnasiums for Schools 260 Simple Gymnastic Apparatus for Young Children 261 Advantages of Training and Developing the Physical System 263 Inexpensive Gymnastic Apparatus for Schools 264 Simple Gymnastics for Boys 265 (1.) Means of Exercise. Calisthenics for Girls 267 Gymnastics in Switzerland 269 SCHOOL ARCHITECTURE INTRODUCTOIiY ClIArTER-THE SCllOOL-HOUSI':. INFLUENCES OP A GOOD SCHOOL-HOUSE AND ITS SURROUNDINGS. 1.— Tho Influcnco of an Attractive School-House. It is liif^lily (Ic.^iii'jililc to rttiiioNO, as taf iis iiossililc, all olislarlcs tliat iiitcrfi'rc witli t\w I'ddcation of yotitli. Tlio very |)laco of iiistnictiou slioulil lin it'iulfi'wl as altractivp us possiMc. If tln! st'liuol-hoiisc sliouiil li.t|i|p('n to In- tlic iiicaiifst liousn ill tli(! uoi^'liiiourliooil, tlu; iiiipntssioii of the cliililivu attcmliui,' it woiilil naturally hv, tliat it was one of tin; mcaiifst tliiii^^s in tlu; worlil to attc^nd scliool; vlicrcas if tliu scliool-lionsc is iicnt, flcifaiit and attract ivo, as it sliuiilil lie, tlit> iinjm-ssion tixiid in the minds of the cliildivn would i)L' that school was a place «)f power, iiiiliufuce and importance. It was requisite that the interior of tlie scliool- lionse should he rciideicd as clean and comfortahlc as possihle. There is, there- fore, much true philosophy in the erc^ctiijii of a j^ood school-house, with pleasant and agreeable surroundings. — L'ec. J)r. Jn'i/crson. 2.— Ample Return for Investment in a good School-House. I dilfer very widely from those who regard tho erection of a go(jd scliool-liouse as altogether an unjirodnctixc investnieut, (n'en in a pecuniary point of view. It will not, I tiiiiik, Ik; disputed that education has liecoiiie an indispmsalile institu- tion in every civilized community, .so much so, that no rcspectahh; head of a family would reside where its benefits eouhl iu)t be olitained for jiis ehihlren. A school-house, then, is no longer a inatti'r of choii'c, but a necessity. It is now jiretty generally understood that, if a community dt;sire its youth to keep pace with the march of events going on almost everywhere, it inu.st eibicate them; to neglect to do this would be to make them i>arialis in society — the hewers of wood and (h-awers of water for their better instructed neighliours. A school-house being thus a necessity of tlie times, it ai)peai's to nu^ that tin; difference of cost between a good one ami an inferior oiu; would be but little felt by tin; ratepayers, whereas one in all respects complett! might, in many instances, decide respectable persons to settle amongst us. Without a constant intlux of settlers and capital, a new jilace will retrograde, and its ju'operty depreciate in value ; whereas, by making it attractive to people with means, tlu^y might be induced to make it their home, and nothing will (h» tliis with more certainty than a'good school. In that CJise the demand for ])roperty would increa.se ; it would rise in value far beyond the amount rcMpiired to build a good school-house, and thus repay in- directly, maiiyfolil, the cost of its enaction. I am quite convince'd that a good school, well managed, i.s just one of tliose things calculated more than almost anything else to promote this end. So that even in a pecuniary sense T do not think the money spimt a dead loss. On the contrary, I believe it would repay overy i)ro])rietor ten times tho cost of the school by the increase it would etiect B 10 INFLUENCES OF TIIK SCiroOL-HOfSE. [Cliap. J ill tlio vfiliKf of Ill's lUMiierlv. We iicrd not tiavcl far for an oxainjilo illustrative of tliis fact. It was ■>? lOO.OOll, I tliink, tliis county advaiiccij towards laiililini,' our i-aihvay. No jiai-t of this larjfc sum, so far as I know, lias been paid back ; yet will any one ]ii'ct('n'l to say- even slinuW tl"'re never be a cent of it repaid — tliat tliis was a losinj,' investment i I say most einpliatieally, no : because the railroad bas increasfid tlie y.ihu) of projiei'ty in this county to moro than double what it would liave lieen without a railroad. And so it will ])e found with school-house and otiiei- improvements. It is a na.'row view of tlat matter to look only at the outlay, witliout considering' the effect the improvement miiflit have upon the value of the property anil the business of the ]>lace. We may, I think, re.st i isiired that it is only liy a lilieral municipal and school policy, just as much as l)y a lil)eral national policy, anytliinjf yooil or ^'reat for a jKsoplo is ever accom- plished." — /))•. lioinie, at School J'J.cdhtiiuitiun in Jfitr/iclf, Out. 3.— School-Houses should be Pleasant Way-Marks. It is to b(> re;,fiette(l that school-houses jL,'enerally have such an uninterestintf sameii(!ss, and w.int of imIik itioiial expression. They siiould have as much pleasiiiy' variety as tlie private liouses which adorn our land. There .=ihouId bo some- thiiiif about them different from those monotonous ami dreai-y circumstances whicli so often siirroui.d them everywhere here. If men would iaiild them more lu-aiiy to resiMiible their own liomes, j^oiu.ij; to school would be rol)bed of half of its irksomeness. Those l)oys and jjirls who havi^ jileasant homes, would hardly realize their absence from them, and the children of poor or untasteful parents would enjoy the priviles^'e of sjieiidini,' a ])ortion of each day where their love of ijeauty and pi'opi'iety wouhl be gratilied and incrt^ased. \»'o would .say that the country is liecomiiiii; noted for the improvement made in the style and comfort of its dwelliiiL,' houses. How much more should it have attractive schooidiouses. Since tlie passage; of the nsvised school la.w, good houses, commodious and well ventilated school-rooms, have been the result, and neighbourhoods have \m(n\ inijiroved morally and econoinically a ihousand fold by the ex])enditure. — O/u'^ Journal of /'Jducadoti. ^ 4.— The School-House an Index of the Character of a Neighbourhoo In many parts of tli(,' country there is a decided demand for Ix'tter school- houses. The condition of a .schooldiouse and the school in a neighbourhood reveals more of the charactev of that neighl)ourliood than is generally sujiposod. In many localities the jieople art! abunchmtly able to build; but it is often the ea.se in wealthy and growing commnn'ties that the schooldioust! is the last build- ing reconstructed in such ample projiortions and style as to be in hai-niony with tli(Mm[)rovod condition of the country. Tin'' does not show the true sjiirit of intelligence, or even e.Kliibit ordinary sagacity, for an intelligent and far-seeuig community will look jlrst after the ediicatioi of the chililren, and .see that the necess:iry educational a]»'!iances of a good school-house are amply provided. — Korlli-xocstiirti Home mid ,Sfhool JoitrxuL 5.— School-Houso and App-'^'ices as Instruments of Education. Among the instruments of right education may lie classed under the School- House and the Playground : 1. 7'/ie Si-hool-lfoiise — The arrangements of a school-house as to mvitiiess, taste, antl cleanliness, have a great inlhieiicc on the character of our children. Schools should have a tasteful, simi»le, inexpensive style of decoration. Ol jects of beauty and taste should be always within the sight of the children, but of such a character as might reasonably be exjiected in the dwelling of a thrifty ami industrious artisan, or well-to-do cottager. Chap. 1.] INFLUENOKS OF TUE SCIIOOL-IIOUSE. li 2. Tlic Play (J round and its laflucnce. — Tlio pliiygroinul, fi-i>m allowiiiijcliarnoter more freoly to devcloj) itself, is not onh clucative in itself, but fiirnislics the mediis of eiUicatioj) to tlie teMclier. P>y obsci'viiig the nssoi'iates Heleeted, the |i()siti<)iis assiiineu hh leaders or followers, th(i games j>hiyed, the forlwaraiice or otherwise, ho acfjuiros knowledge whicli innst he of great use iii the conduct of his sehdol. Shunid the teacher not use this knowledgf^, lie wonld be verv unwise, and the cliii'f henetits of the plavgroniid l)o ni;t reniised. 6.— School-House Influence on the Morality of its Frequenters. It is a ]>art of our |)hiloso))hy that lithirs and a'sthetie.s are as nearly allied as ( 'hristianity and eleanliness. If you wonld reader the moral chameter of a .school pni'e, you leust ck'anse ami puriiy ynur sehool-bnihling a)id its .'i]i]>ui'ti-nanei^s. a)ict lea.st, and liave most to learn, that the mora) character rof'i3U' and iud(,'licat(! jussociatinn.s aljuut the .scheol -house, shi>cking to nve)y sense of decency ami virtue i Can the best ju'ecepts of morality, daily uttered, overcome that taint which is jiatent in, on, and around the .sehoul-luiilding? C.tu tJiat teacher's intlnencc be vii'tuous, whatever attention may be. given to in.str))ctio)i in tlie duties of morality, who goes in and out daily before tlie school anil is too blind too .see, or too oareles.s to enri'. those vii^'s which an: indicated l)y such iniclM 'i Perha]>s these thing.s are so common that they are not regjirded as t))ey shovdil, ivs powerful iinniora! forces, opu-atiug r)n the susceptible jninds and jms-sions of children. That th 3' arc i)nn»orai I'orces we know ; aril kno%ving it we should see that they aiy renM)vcd iVoin every .school, and that all its arrangementH and a(>pliauce,s are cjileuJated to promote \irtiu> ar>d )norality. Wcj-e we seeking to know the intelleiitiKvl and jiljysical character of a scliool. we woi;!d go where the children arv. Did Are desire h) learn the moral ehiiraeter of a school, we should go wlieiti they Jiavr. hmn,a.\\\\. tind their "tracks" — around the school-jjousc and Ijuck of it. — JUinols J\'icc/ier. 7.— What erery School- House should have— Its Surroiindinga. In the first place, it should have rv jdeasanfc situation, not on the liighway. nor be near noisy factories, distiilc?ii^, or pork-hou.ses. Nor is it advisable, for maviy reasons, to place it ehtse by the burying ground. Its suj-roundings are pj)tent fducators, not to be lightly (!steemc. f u till caxes, sepai-atc entrances for hoy.s and girls. .'^lul entranee- halls large and light, widl Mippiied witli w.irdrobe hook.s, to ai:t\>mnu)date the outer garuient« of the puiuls. An umhn^H.i .stand, and boxes, or jtigeon-holes, for over-shoea and diniicr-j)ai]s, are desirable. If the w.-hool Ixj large ntid graded, the jirimary scholars shouhl have .sejtarati; eiit)aucre, and separAte grounds; otherwise, they will alway.s be cx]>o.sod to injury from the larj^or juipiks. 12 INFLUENCES OK THE SCHOOL-HOUSE. [Chap. I. Every scliool-liouKo should have a room whicli can he made comfortable for the pui)ils, to he occii[>ii'age 21.) Every school-house should have a huge tloor-space unoccupied by tlesks. There should l)e a wide passage-way outside the desks, entirely around the room. No teacher wants scholars lolling against the wall, oi- leaning on the window- sills. The walls jin; thus free to be used for )^lackl)oards, and classes can be placed on either side of the room at convenience. There woidd then be i-oom for viw'toi's at examinations, Avhei'e they can sit apart from the pu])ils. A teacher should be able to pass entirely around the I'oom Avith freedom. Ev(ny school-room should have a suitabh^ place to keep its books and apparatus under lock and key when not in use — a closet, with glass doors, if there is any- thing worth (lis])iiiyiug, but something safe and strong, where the globe can be kei)t from i-evolving too often, and the dictionary bo secure from that " play upon words " which is sometimes indulged in. Every school-room should have its windows so that they can be lowered from the top, as a safe and cheap assistant to ventilation. — Illinois Teacher. 8.— Condition of (>ur School-Houses the Result of Carelessness. No travelled man, even of moderate observation, can have failed to notice the sad conditicm of some of our country .school -houses. They are a libel on the thrift of our people. In no other single thing do you .so neglect beauty, conve- nience, utility, and your own personal interest.s. We speak advisedly when we say that many of our farmers have out-buiiilings for their cattle, sheep, and horses, better situated, in better repair, and moi-e comfortable than some school- liouses. This lamentable state of things is not the result of ignorance or poverty, but of habitual nfijlcct — carelessness. Modern ingenuity has done as much to improve school as dwelling-liouses. That ingenuity only needs to be appropriated to make the school-houses as com- fortable, convenient, healthy and attractive as the dwelling-houses. The prime secrf ', of 'ihe diiliculty is here : new school-houses, especially in small sections, ease the piu'se-strings somewhat ; and it is an outlay of money wliich the people say they do not expect to realize any immediate benefit from. And it is too much the character of our people to make all their calculations 'n dollars and cents. And so the fathers cover their love of money by saying " the sch'tol-house is as good as when fhe>/ went to school ; the seats are as easy, the desK as conveni' nt, the room a« comfortable, the books and instruction better." If there were any i-eason why every school-house should not be pleasantly situated, surrounded by appropriate play-grounds, and built in modern style, Chap. I.] INFLUENCES OF THE SCHOOL-HOUSE. 13 tlicre is none wliy they shouUl not ho furnished with ovcrv improvoment of ino'lern invention. The teacher's desk ouglit to bo deemed no better furnished without a standard Dictionary than the ]ml]»it witliout a Bibh;. And suitable and ndiable maps and cliarts arts as appropriate; and far more ncTcssarv on tlio walls of tho Hchool-i'oom, than frescoinj^s in cliurclies and parhn-."?. We think they wouhl be of iiioro benefit to cliildren. ('hibhvn, .!,'(Mierally. don't love tlunr l)()oks any too well • and d(Jii't study any more than is ntu-t^ssary in oin- eouinion schools. Thci'eforo it should be the study of parents to make tins .'ichool-room in every respect as pleasant, convenient, and attractive as ])Ossibl(^ UtI/e cinn dulci: should be the motto of eveiy one who \\\\h intluenc(! with cliildren, everywhere. It wmdd save a great deal of the labour of makin'jj crooked characters strai^lit. Let " beauty and utility dance together" always, when th((y will. — Xew llunipsJt'irc Journal of EdiLcatwa. 9.— Tho Eural School-Houses of tho Past. In all our travels we have found but very few old school-houses that should not be indicted and burnt ! Small, pent-up, unventilatcd, and furnished with back-breaking benches', they are as uninviting to the child as a ])rison, and should never be entered witli eithtn; its own or any intelligent parent's cons^'ut. But this is not all ; the exterior is almost universally rej)ul.sive. Think of an olil liald red scliool-house, when there are so many pleasing forms and colours that are just about as cheap. Think, too, of the situation of many of our school- houses — stuck down in some low, 'juaggy spot, where it is iniiK)ssible for chihlren to 1)0 liL'ultliy, or up in bohl relief ou some l)arre,n knob, without a suitable enclosure, and witliout eitlier a shade-tree or a flower-bed anywhere near. There it stands— the old red, or unpainted shanty — reared by unwilling tax-payers, who see the advantage of building good I)ariis for tliini- hoi'ses, and yet consent, for a few dollars, deliberately to cripple the oodies, and craiuji, and stint, and disease the minds of their children, because they have no apparent cash value in the nnirket ! — a humiliating evidence of the short-siglited fully of the parents of our youth, and a burning shame and disgrace to the enlightened sentiment of the country. — Wisconsin Fanner. 10.— Why should there be such Inadcquato School Accommodation ? From time immemorial the country school-house has been an object of satire and ridicule, on account of its cheapness and neglected condition. While great improvenuuits have })een madi; of late years in schonl-house architecture, speci- mens of the olden .style renuiin still to coniirm ami illusti'ate all that has been said or sung about this sad mnnun\ent of ])ul)Iic economy. A single glance at its structure, in coiufjarison with the church, the court-liouse, or townhall, will reveal how much dee]>er interest in these structures was felt by the builders than in that more important edifice where tlu! young reci-ive tliose lessons which are ro (ietennine the; whole character of their future mauliooil. Oiui would sujipose tlnit within those, walls, where the cliildrou are to si)end so large a portion of their ti-nder years, some of tin; comforts which men demand for themselves in mature life might be proviih ' by them for the young, to miti- gate, in some degree, the .severity of tlio.se tasks which i-igid mental discipline i-e(piires. But the carpeted floor, the cushioned seat, the frescoed wall of the church, the rich iini.sli and furniture of tin' bank, or elegant store, would be (juite out of phice where children are assembled for the culture of the intellect, of refined habits and manners. Is it a matter of sur|U-i.se that tho.se children who ciiiiK! from homes riehlv supplied witli whatever can contribute to comfort, refinement, and the culture of taste, should deteriorate umler such surround- ings as are too common I ov that those whosts homes are destitute of couifort u INFLUENCES OF THE SCHOOL-HOUSE. [Cliap. 3. and rofiniiig influonces sliould fail to roceivo that culture — from coarse surround- ings — wliicli is a most difsiralilo jtart of an ot:ition or non-adaptation to the wants of the pupils ; and all these inipres.-sions as certainly had tlitnr elfcct in moulding the character as the instruction which was imparted by the teacher. We may not have recognized it at the time, and may not now be conscious of it vet we now know that it was actuallv the case. Fig. 1. — The Olo-fasuioned ScuooL-IIoust:, which is still to iit; iound in some Localities. Take, for examph^ one of the old, shattered, broken-down school-houses, tha*- we so fri>queutly lind scattered throughout the cinintry. There is no play-ground attached to it, and weeds grow rank and luxtniantly aiound it. Enter : the door creaks on its hinges, and you find your.self in a small, low, dark room, where r.'hap. I.] INFLUENCES OP THE SCHOOL-HOCSE. 16 ventilation is secured by openings beneath door and windows, througli which tlio wind iiowls dismally. Tlio walls are without maps, or clnrts, or jiioturos. The room is cold and comfortless, the children are found liuddliii;,' together as near the stove as possible, to secure greater comfort. What must bo tluj clfect of such surr.)undiiigs ujiou the youthful mind which here i-eccives its Hrst impulse in the path of knowledgi; f No wonder that the children look upou it as a niisei-able place of torture, and that in after years they recall their school (not their school- days) as anything but the liapjiiest lueinory of their lives, but rather as a ]ilace of imprisoniuent from which they lougt-d to escajjo. On the contrary, l(!t us visit a neat, substantial, tasteful school-house, such as, we are happy to say, do dot the country here and there. The site is beautiful : it is surrounded by aui[ile grounds, tastefully laid out and ])lauted ; the building itself i)resents an attractive ap|)Carauce ; aiul within are all the appliances neces- sary to th(> comfort of the pupils and their advanci'ment in study. The fiii'iiiture is approjtriate ; tlu^ walls are clean, and furnished with hlaekboard, maps and charts, such as will best facilitate the ac(piisition of knowledge in all the hranches ]iui'sue(l. aiul. here and thei'e, looking calmly down upnu tlu^ proeeeding.s of the school-room, is a painting or engraving of one of the great world's great men, to which the teacher can occasionally point as an (!.Kaniple wortliy of imitation by all the jnijuls. Pictures of such men will render the childi-en familiar with their faces, character and history, and convey im[iressions to tlieir miiuls which will never afterwards be forgotten. Such things as tlmse givc^ mu air of relin(!Uient to the school-i'oom that renders it attractive to all hearts ; and in after years hundreds who ha\lace in wliit-h their tastes ami manners are surely and certainly formed, tlunr habits and chsiracter moulded and lixed, is the pla,c(! in which the least taste is displayed, and tlie best ca'culatcMl to cultivate — by association — bad habits and boorish niamici's. Homebody's to blame. The trouble is, evcrijliodi/ is to blame ; and as nobody is evoi-ybody, iVIr. No- body takes all the blame, and liimself sets about the work of i-eform ; and when Nobody undertakes a thing, Ik- always does it. Every school-house ought to Ik) thoroughly cleaned, as the fir.st thing. The seats, desks, iloors and windows sliould all l)e in working order ; that old rusty stove and pipe shoidd 1)0 Idackod; those unsightly s[M)ts of naked lathing should b;; covered, the ci.'iling nic(dy whitewashed, and the walls nicely papered with neat tasty paper. Who will do nil this? A day's work of a few individuals in a section, and a few dollare in money, will do it all. It-costs Init little — takes 1>ut little time. Yet it changes your dirty, disagniealilc, luiconifortable and di.sgraceful old school-room, into a neat, tasty, little parlom*; makers attractiv(! wliat Avas before I'f^jiulsive; encourages 3'our teachei', and does more towards cultivating good taste and refinement in yoiu' chikh'en, by association, than can be done in any other way. Tlio trustees ouglit to see to these; things; but ti'ustees are provorl>ially slack in the dischai-ge of their duties. They need prompting. Now let the first man or woman that reads this article take the matter in hand without delay, and if " nobody " is there, but only yourself, go to work; you can do it alone;, and feel well paid while doing it, and a thousand times paid hereafter. With how much better spirit can a teacher work when he finds things in shajxi upon the fii-st day, than when the surrounding's tell of neglect, and foreshadow want of interest in, and appreciation of, his future labours. — Ano)i. 13.— "Who should see to the Condition of the School -House. It is the duty of teachers, as mcII as pai-ents and school trustees, to see that the circumstances undei" which chiidren study are such as shall leave a happy impression u[)on their minds: for whatever is brought under the frecpient obser- vation of the young nuist have its influence upon their susceptible natures for good or evil. Shabliy school-houses induce; sloveidy haliits. Ill-constructed benches may not only distoi-t the body, but, by reflux influence, the mind as well. Conditions like these seldom fail to disgust the learner with his schoed, and neiiti-idize the best efforts of his tofichers. On the other hand, neat, comfortable places for study may helj) to awaken the associations, enchaining the mind and the heart to learning and virtuous instruction, Avith links of goUl brightening forever. — Ibid. Chnp. IL] ORNAMENTATION OP THE SCHOOt GROUNDS. 17 I CHAPTER II. ORNAMENTATION OP THE SCHOOL GROUNDS. 1.— Why not Plant and Ornament the School Grounds? All tlu! scliooMioiiscs mid gnmiids in llm uoiiiitry .'in- siisi-c'iitililc of very ;Lfroiy and tlowers, tlie scliool grouTidH, for tlio gratification and pleasnrn of tliosi- under tlieii- instruction, as well as for the gratification of tlie coniniunity in whii'li they laUour. Tlie position of the school-liouse, of ccjurse, has much to erched up among rocks and briars on the ajusx of a hill, or down in tht; midst of the mire and miasma of a swamp; yet even lusi'o there may bo something done. No matter how desolate and uncomfortable a place the school-house may occupy, there is room for ini|)rovement. The very I'ocks may Ix; converted into orna- ments. The swamps may be di-aincnl, and healthy, dry land selaces are the very ones where ornament is most reiiuiit'd, to make the school ground a i)leasant and inviting place. It is in the power of every one to pi-ooure a few sliade trees and some shrubbery to place in the school grounds. Tlus cost is no consider;ition, inasmuch as they can be secured almost (everywhere free of e.vpense ; and w here this is not the case, a dollar or two contribut(!d by the teacher, or collected by tlie jmpils, will purchase tdl the trees reipiired. Linden, maple and ash are among the most l)eautiful; but if these ai'e not to bi^ obtained, secant the most oi'namental of other kinds to be had. But, l)y all means, plant and ornament the school grounds. It will prove a pleasant and protitable investment. — -Ex. 2.— How Uninviting School Premises may be Beautified— Example. A correspondent writes : — It a as our lot some twelve years ago to attend a country school known as t...; " Old Sandstone." The school-house was rather rude in structure, and occupied a position on a slight elevation surrounded by a few oak and hickory trees. A new teacher came, and after becoming ac(iuiiinteil with the pujiils, he made a proposition to ornament and beautify the old school- house and the grounds surrounding it. The whole school accordingly fell to work colhecting funds and niateri.ils. Sev(M-al afternoons were devoted to the work of improvement, and in a few months both interior and extorioi- of the old house were carefully white-washed ; a neat lattice fence suiTounded the house ; flower borders were made and filled with flowers ; .shrubbery was ])lanled within the enclosure; the hei-etofore barren grounds were carefully covered with sod ; and the whole thing pi'osented such an altered appearance, that even its nearest neighbour scarcely recognized the "Old Sandstone" in its home-likti dress. All the work, with the excepti(m of a few half days, was accomplished during the time of recess and in the moi-ning before school. A .small portion of the flower border was .allotted to each of the larger pupils, who in the main j)crformeil the work, and all felt an interest in the presei-vation of the flowers and shrubbery, and the maintenance of the general beauty of the house. It was merely an ordinary public school; but, ordinary as it was, all felt a pride and interest in adding to its neat and cozy appeju'auce. IR OIIKAMENTATIOK OF THE SPIIOOI. OROUNDS. [Olmp. II. Tlio more lioino liko the soliool, tlio more interest and ploiisuro will tlio impils maiilftist in iittomliiig it. Tlicni is no iiioro cfftictivo way of ovci-coining irrcgu- liirity of iitti'Mil.'uuM! and truancy, iicrMiaiicntly, than this. Whrn scjiool once bocoiiiL's a jdoasant ))laee to impiis, thci temptation to play truant is in a groat ni(iasur(! ovciromc. WIhmi wc comn to look at tho matter closely, it is not nuich wonder that children disliko to attend school when the school-house and all about it are repulsive. There is no better time in the year lor jdanting trees and hardy shrulibery than in the fall or early spring. Nurserymen, as a general thing, [in^ft^r the fall for removing and plimting trees. A ft!W evenings and S.iturdays exp.'uded in a jiiili(nous manner will accomplish much. In tht; spring mouths the planting of flowers and seeds, and the laying of sod and the making of walks, may bo attended to. i'y thus occupying a portion of the spare niDinents of both seasons, due time and attention can iw giv(Mi to the h-gitimato work of each. — /ix'. 3.— Ornament your School as well as your Home Grounds. No time shoidd \n: lost at the proper season in ])lanting siiade trees and (;ver- gre(!ns; and wiiile all are busy in ornamenting the home gromuls, let them not forget theij- m^glected school grounds. It is such a jtity that people take so little interest in m;dcing the ])lace where their children must spend so much of their lives, pleasant and attractive. But wiierc they fail in this duty, we would urge teachers to take tlu; lead in this w(»rk, and to get all the hell) they can from others. We trust that no t(!acher who is, or ever expects to bi? aii.>//)i)i/i/, will say, 'vl do not intend to teach more than this term in this ilistrict, so tlit^re is no use of my going t(» the troubh; and la!)Our of planting out trees, 1 .shall never get any good of thiMu." We hope no teacher is so narrow-mimled or selfi.sh, as to make any such miser- able plea. The truth is, teachei's should labour nt)t only foi' theii' own good, l)ut also for the good of others. Fellow-teachers I go to work and plant young and thrifty trees around (jvery school-house in the land. If this were done in any onc! year, what an im])rovement the school-house grounds of five years hence would b(! u|K)n the school-house grounds of to-day. We would riicommend the .school authorities, where school grounds have not been selected, to select a ])leasant and convenient site, of not less than three acres; fence it, and have it planted with trees. In a few years it will bo a beautiful spot, wliei'C children would delight to assemble. If the trees were jiroperly selected, tastefully ari'aiiged, and good cai-e taken of thmu, they would soon form a grove, as enchanting as the groves of Athens were. Let us liavo all the vaiieties of forest trees that abound in our country, and let us not forget to plant a fi^w evergreens on (-ither side of the path that leads to the door of the school-house. — Iowa Inxtractvr. 4.— Organize to make a Town or School Beautiful, In one of Mr. Northro[)'s Connecticut School Ileports are remarks on "How to make a Town Ji(;autiful." He states that the citizens of 8tockbridge formed an association for this purpose. It has changed an unsightly village into one of the most beautiful towns of New England. The r<'coril shows that over .'^.500 trees of many varieties have been set out, not only in the village, but along the streets leading into the country. Both public and ))rivato grounds al)ound in hedges, evergreens and choice jdants, and the wide streets are kept like a lawn. It also suggests the j»ro[)riety of forming associations in our schools to beautify the st'hool grounds. Pupils could easily be led thus to organize, ami their united efforts would soon work a wonderful change. Tlui association should \k' a per- nxaueut one, and the work should be carried on from year to year. Try it. Chap. II.] ORNAMENTATION OF THE SCHOOL GROUNDS. 19 5.— Reasons why we should Promoto Rural Roflncmont. IMaiiy [KM. pic hiivc! yet to Icani wliat value tlicrc is to a t'aiiiilv in a well kojtt ilowor ^oinlfii. Docs it not siiiiply to cliildifu tlii'ir most licantifiil iiiciiinrics { A child who has nothing but a dirty lionst; and nt'<;lt!ctortant ini|nilsi' to a wdl-ordci'cd life. Beauty in morals can iiardly he exjiccted from detoiinily in condition. .And not only to childhood do tlowtsrs minister hai)]>y iutiuence.s, hut also to the lahoui-s anil fatigues of mardiood and ohl ag(\ Is not tin; farmer who returns from the laliours of th(! field to reposti in a well-kept house, in the midst of green lawns and heautiful IIdwim-s, a hiippitn- and liettei' man for their presoiico ( Does not old age lind them an added element of its repose { It wens useless to ask, "What good comes of flowci's / Can wo eat, drink or wear th(;m I ITow can F spare the time to cultivates them, when the nt.-ccssaries of life demand so nnicli of my attention (" Just as if ministering to our love of the heautiful is less of a necessity than eating, drinking or wearing. Vii'tiu* and happiness depend as nnich upon neatness, order and heauty, as animal life u]ion eating, drink- ing and sleeping. Even in those parts of the country when! the people still __ _ ;ur _.=^-^_. r live in log liouses, thert; is all _ the dilleri^nce imaginahle l)et ween a Wi'll-coiistructcd, well-ke[)t, and pleasantly situated liousff of this kind, and one that is other- wise. A retincd family will show their ictinemenl in sui-li a liouse, as much as in a palace; and the. \uigar\\ill make their vulgarity eipially cf»nspicuous. It is not cnstliness which is d(Miianded in cMir rural ai'chitecture, lait tasto and relinement. And these luay appear in ])utting logs togc'thor into a cahin, and in the air of neatness with which they aruildings; manuivi well, dig d(M^[), rake tine and smooth, l:iy y<)nr hoop on tho i)ed, and maik a fuiTow just outside of it for your seed, which should have been Hoaked six. or eight hours in te|)id water. Sow sweet peas, morning glory, or other llower vino, and cover about an inch deep, perhaps a little less. NoTK. — Two or tiuvo wucks after sowing, or wliuu the vines begin to grow, set y<>ar pole, whieli ia i)re[i;ireil as follows; Tile ])olo, wliieli slioiiM lie froai one to two inches in iliiuneter at the large end, aeeonling to lengtli, shouhl he tapered ilown to one-half the size at the .small end, and thaclier is sup- posed to know how to arrange and sow the tlower-beds, we will si)c.ak of another •Mubellishment — rockwork. Gather stones ranging in size from a pint mug, or a piece of chalk, to a bushel basket, and lay some of the larg(>st around in a circle, from three to six feet in diameter, according to tho size and nniuber of the .stones at hand; then fill up even with good soil ; then lay on another row of the largest stones left, filling up as liofore, taking care to break joints, and to draw in as you proceed, so as to have the pile come to a point, which may l)e made of one large conical-shaped stone. It may l)e as well to put in some sods, with tho grass side down, among the stones, to prevent the dirt from washing out. On the rockwork you can plant Nasturtium, IMoruing 'lory, Portulacca, Pi'tunia, and if you have a Lautana, Heliotroiie, Verbena, ^aclicrs of schottls to ur^^'o tlicir pupils lo tlic practice of floriculture, and to suhniit tin; results of tlieir endeavouis to pei'iodical examina- tion. If wo (h'siro the niasHCH to I'njni/ tins sight of flowers in our pulilie parks and gardens, we must teach them how to t\u\y iiji/nrrldfr tliem; tliey need not l)e tanglit to (iihiilre thoni. The love of (Itcvers is iidieivnt in mankind. — JJuijlin/i Fit Jill Teach''!'. NoTK. — Prhru j'lir S'-lnxil Jiaii'iin /■•i. Tht- ('(uiiity of VaiiiKnith Aelled to sell as large a lot as the trustees reipiire. If no natural obstacle oppose, the centre of the section would seem to be the best place for the school house; this centre having reference, of course, to population as well as distance. (See section 3 of chapter xii. ) (2.) Position of the Jhuldlng. — In a lot sixteen rods by ten, the house should sta!id very nearly in the centre. This would be at a sutlicient distance from the street to avoid all noise and dust, with room enough in the rear for the necessary outbuildings. It would also divide the gromids into two parts, for boys and girls. In any lot, the house should be placed in the middle as to width, and at a distance from the street. The front of the house should always face the street, so that the outbuildings may bo thrown into the background, not only in refer- ence to the house, hut to the street also. ')0 rONDITION OF Sf'lIOOL PHKMI8E9. [Chap. III. (3.) OnfHnle Structure. — In all cnacH two Hcpamto [>orcIio.s .should hn jirovidod. It provcntH the posHil.ility of iiiipiupci- cnimimiiicMtioii Iiftwccii lioys aiiiise. -Tin' \voodlioiis(» niiglit Im pluci!(l dircftly in thc^ ro.-ir, ho that a portion of it may sorvo for a liack hall. Tiiis arrangi-nnMit coiitriliutos to Jiannony of oxtiTnal apiioarani-c, and jtrovcnts the ont-door air from l)lo\ving directly into the scliouli'oom. Tlius st-rving adoiiMc purpose, the wood hoiiso is almost indis]it'nsal)le. A baseniout, howiivor, iniglit Imi pre|i,ire(l for tho storago of fuel. (.').) I'rlric/t. — With the yard diviih^l liy a high, snhslnntial ho.-ird fenco, riin- iiing from tho hack wido of tho wood-house to the roar fence. On (u-ery .school ground two privi(« are iiidispoiisaltle. A doidihf pi-ivy slmuld never lie creotod, for althougli si» arranged ns to sliut out the intrusive gaze, it cannot Im; iniide imp(a'viou.s to sound; and the vicious may take advantage of its consti'uctiou to outrage the foelinga of the pure-minded, without th(! fear of detection. A hotter way Would Ixi to separate the privies entirely. Tlie entrances slioMld )»• upon tho rear side, or else a screen should he erected to .shield them Irom olwervatiou. (.See jdiuis of these outl)uihling.s on pages 2i-27.) (0.) \\'a//cs. — That is very false economy which refustvs or neglects to furnish the neoe.ssary walks in and aimut the school pi-emisrs. During .some seasons of the year (whei-e walks are not j)rovid(Ml), the children must wade through mud analing, as rotjuired by tho olKcial regulations; this fence should be built of good luiiterials, and ))ut up in a solid manner. A picket, or a post-and-i-ail fence, would answer every pur])osi(. The gates should be built strong and In-avy, and so arranged as to shut of themselves. It might be well to set j)0sts within the gatL>s in such a manner that cattle could not get in, even if the gates should be left open. Tin? fence that ilivides the yard should 1)0 of a matched stuff, and from eight to ten feet high, faced on the boys' side. The wood-liouse door .should always open into tlie boys' play ground. 2 — Teacher Responsible for Keeping tho Grounds in Order. The trustees, in vv-hoiu is vested the exclusive control of the school property of the locality, should first project and erect school buildings and arrange the school ground.s; but after they are in order, they should lie entrusted to the teacher's care, as rerptired by the reguhitions,* and he should Inj miwle responsible for their • Can of School rn.j'er/i/.—Tlii' te.-iiOit'r shall dcivise the stii<;test vigilimre over tlifl scIikoI jiroperty umler liis (■liniKc, the tuiihliii;,', (juthoiiscs, foiircs, &c.. luniituri'. iiiipiinitiis and liooks, brlniigiiig to tlie school, so that thi7 may ivwivi! md iii.jwiy; uml give iiroiiipt uotive, in writinj;. to thi^ trustuos, of any repairs wliidi inny riiiiiiro to be iriaile to the luiihlin},', iireniisea, or furniture, Ac, anil of any furuituro or suxnilics wUiela may }*e rciinired for the svhijul—UJ)ii:ial licjiUatiuii 5. Chap. III.] CONDITION OK BfllOOL PRKMI.'^KR, sn nlniso. It is considcrod liis ncrs, to cut niid li.Tik tlic trtM's, to cover doors and furnitrre wit'i nncoutli vvriiin<;s and liynros; hnt it is «'mphati- callv thi- tcficlifr's duty to pr 'vent thosi! acts.* Tliis propcisity on the [i.'irt of tlif youiii,', to cnt, scratcli, dcfaci! tind destroy school [ii-opcrty, slioidd Im corrcctcil. 'fhcy do not tlnis inisii.sc tin* pro|it'rty of their p.-ircnts, .-ind it is l>nt iiiisnianagn nifiiit lit school tlijit induces them to act diirerenfly tliere.f Tencliers iniiy create finch a spiiit iiiiiom!,' tlic^ir |iu))ils, as not oidy to jircvent tiiein from doiny harm to tli(; Hcliool ja'dperty, hut to render tliem wiilini,' and re:iily to a.ssist in ])rotect- ing it from tlio trespasses of otliers. TJiey can l»»» tau<,dit to lov(^ neatness and order, to j,niar(l alfectionately tho trees and Howers ahuut the school grounds, any tlio jmront or guiinliaii, to the trustees, ) nuy i)iii>il lor .any of i'.tv tnlhiwiiij,' ri;ii«!iiiH ; • • • • f 'uttini,', ni;urin>,', (lestroying, (htaciiig or iiijiuiii^,' ftiiy of thi; .Si'hool proiierty, Huch im ImiIIiI- ings, fiiniitiu'o, fiiuHis, tM.c's, nhnililicry, sufits, He. ; or writiiij^niiy oliHctiu' or imiiroiH r worils on till' fences, jiiivics, or any p.'irt of tliu incniisis; proviileil lli;it any niiiHtcr .susiioniling a ]iuj)il for any of tlio t'aiis'es uhovu nnnicd, Hliall, iinniccliatily afti r siicli susjionsioii, ;,'ivc notici! tlieiuof, ill writing, to the parent or giiai-ilian of mucIi jiii|>il, and to tin' trustees, in whieii notieo whall lie stated the reason for .such siisiiension. Oii't in a neat and iiroper condition ; nnd he shall be held responsible for any want of clean- liness about the premises."— rni^urio OJlcUU Ueijulatioii 6. t As an encnurasement to teachers, it may be stated that during' the twenty-three y.iars the Toronto Kormal nnd Mod^l 8iliools have been in existence, neither cut nur defaccmeul can be peroflived on any of tho scats or u<;3ks i»f tUuae imtitution-s. — Kd, gjj-^.uiimujjjumi-ii. iiii i ^ n i . " lir 24 CONSTRUCTION OF SCHOOL OUTBUILDINGS. [Chap. IV. ncitlicr iilortsaiit to tlio foclinga nor congenial to tlie tasto. Cast-iron jialing, in cities iuiil towns, wouM cost less, lio cijually substantial, anil cortainlv inucli more beautifnl. A neat i)ale or Ijoanl fence, strongly made, with pests sunk deeply into the ground, wonid, however, be cheaper than either, and miglit be ,so con- structed as to be an ornament to the grounds. TIk- paling shouM bo close and lirmly morticed to the rails. The fence sliould be six feet high, and, by all means, painted. If the entranci! to the grounds be through a gate, it should be iiung with weights, or a ,s])ring. so as t'* close of itself when left open; Imt some grounds are entered l)y short (lights of steps, or a stile, which ascend to a laud- ing nearly on a level with the top of the fence, and descend in the same manner on the other side. CHAPTER IV. CONSTRUCTION OP SCHOOL OUTBUILDINGS.* The following jllustrations of outVtuildiiigs for schools (])rescribed by the Pro- vincial Boanl of Education for New Druuswick), were olitained thi'ough the courtesy of Theodore H. Ivand, Es([.. Chic^f Superintendent of Education for that Province. They are drawn on tlu; scale of eight feet to the inch, and are accom- panied Avith specitic'tions, a.s follows: 1.— Speoiflcations for the Pi'ivy Outbuildiugs. Fig. 4.— Front Ei.kvation (liuvs'). I'iL! -End F.LKVATKiN (nuYs'). Fig. C— End Ei.kvatkin ((iiiu-s') (1). Excav((t!(>7i.'!. — The vault to be excavated G feet deep bidow the surface of the ground, and to be made 1 feet longi-r than the building ; tliis projection of 4 feet to be made at the gable end, opposite to or at one side of the door. (2). Walk, rf'c. — Build rubble stone walls under three sides of the buihling one foot above i\io, surface of the ground, to receive the sills; the side and end w.nlis projecting beyond the building to be built onl}- .'5 feet high from the bott.rtn of vault, and the space to be coveretl with ,'?-inch plank laid sloi)ing, and secured at the foot to a plate laid on the low wall, and at the top to a 3-iuch piece, • OtsivFErriNd Hciiooi, Orncrs. Tim Ri'V. ,}. ('. Kylu. M..\., Vii'ar of Slrailtiroko, Eiiglaiiil, says: In rpgarct to tlio best moili' of (lisjiiferting siiliool olllucs, one Hiiiiplo iviiiuily, rticoiiimciKteil by a scliooliimstiir in Laiita- sliirc, ■ havii foiiml viTy I'lfrituiil and voiy i-li(!ai>. It is copperas, or grucu viU'iul, iliaaolvcd lu wiitiT nuj throwu luto the olToiiaivo I'luce. It costs very little iQ coaine crystals Chap. IV.] CONSTRUCTION OP SCHOOL OUTBUILDINGS. 25 Fig. 7.— Sbction. Vig. 8.— Section tiirouoh Vaci.t. Fig. tf.— Section. supported at tlio ends on tho sido-wiills ; tlieso planks to t,e so secured in place that they can be readily removed for the purpose of cleaning the vaidt, and to be covered over with earth, sloping from the building to shed the rain. (3). Fmminij, tf:c. — The frome to be boarded with sound boards, and covered with l■ou^'h siding oj- shingles ; the roof to he shiu!;led ; the ridge of roof to be left with an open space of (J inches for the escajio of foul air, and this openint^ to Plans of Outhouses for Schools of one Department. ■OlBI.«'. KiK'. 10.— Bov.s'. be protected from the weather by a saddle ^yith a llat sotfit, and closed at the ends and supported on board brackets. Th., smaller class of houses, both for the boys and for the girls, and the larger class for girls, to have a clear space of 4 inches left at the back of seats for ventilation ; this space to have free connection with the vault and with the opening in ridge of roof ; the larger class of houses for Ijoys to havu this space for ventilation in the centre of the building. The sills to be set in the centre of the stoue walls, and the wator-table to be sloped to cover the projecting wall. The floors to bo laid double and crossways. The smaller class of houses for boys to be divided by a partition, made of Ijinch tougued-aml-grooved plank, not plamd ; one sidt^of the houses for boys to be fitted ui) with seats with Jiinged flaps, hung with butts, and a sloping plank to be fixed above the seats to prevent the flaps from being opened beyond an I'iii' 26 CONSTKUCTION OP SCHOOL OUTBUILDINGS. [Chap. IV. 1 ■H 1 HH o o o o c ( ( c ^ Fig. 12.— Plan of Uuy«' Doiulk Priivv. I'Mg. 13. —Plan ok Uiki,s' Privy. angle of sixty degroes, the other side to he fitted up with a trough, Hct with a sufficient incline to carry off" the water, and to liave a down jjipu leading into the vault. The seats and the trough to be divided into stalls by tongued and grooved bou ds G feet high. The houses for girls to be fitted up witli seats with hinged flaps. The liouses for boys should invariably be provided with a urinal, as sliown in figs. 10, 12 and 17, otherwise tlie seats are constantly wet and dirtied, and unfit to sit upon. The doors to be jianellcd, hung with butts, and supplied with mortice or rim lock, Avith mineral knobs. The windows to have 2-inch sills and l|-inch casings, and l|-inch sashes, glazed with two panes 10-inch by IG-inch glass. The interior Avails and ceilings to have one thick coat of coarse brown mortar. All the wood work usually painted to have three coats of paint, and to Ik; sanded with coarse sand on the last coat, to prevent scril)bling. Note. — The arrows show the upward direction of the foul air to tlie cowl at the apex of the roof. 2.— Other Illustrative Plans of Privy Outbuildings,* i Fiy. 11. SiNULB Privy (Extkuhik). Fig. 15.— Plan or GinLs' Sinule Pritv. Fig. 14 presents another illustration of a liaiuLsome style of single privy for girls. It is adapted to the plan shown in figs. 13 or 15. If designed for boys, the interior arrangement should be similar to that shown in fig. 10. ' From Juhoiuiot's "School Houses," witk IllustiatloQi by S. £, Uewai. CLap. IV.] CONSTRUCT lOX OF SCHOOL OUTBUILDINGS. 27 ex of jya, 9 • • • • • OD _ ^ rrk rA r^. Fig. 16.— DouiiLi: Privv. Fig. 17. -l'i..\.N OF liovi' Doi.ni.K I'ltiv^ I Fij,'. IG. — Tlio illustriition sliowu in fig. IG is adapted to plans 12 or 17, and may l)e arnuigod for boy.s or gii-ls. If for girls, th(! part intirki'd '• urinals," in tig. 12, or B, in fig. 17, may Ijo arranged like A in the same tigure. 3.— Specifications for these Additional Plans. The excavations, walls of vaults, framing, inti-rior fittings, ikc, should he the •same as specified in section 1 of this chapter. The walls should hi; left hollow, opening into a ventili'^'Ug chimney or sliaft, to freely carry off the delettuious gases. The plaster should he lirowu and left wri/ rwnjk, and the wood work, when painted, should Ijis dusted on tlio last coat with coarse sand, »o as to make the usual scrihbling and figure-writing impossible. The urinal, B, fig. 17, should be provid<'d with a trough, and divided into stalls or partitions. 4.— Essential Rules in Regard to School Privies 1. The privy building, or closet, .should be masked, and its ai)j)roach e([ually so. 2. There should Ik; little or no exposure to mud or wet weather in reaching it. 3. There should be no unphsasant sight or odour perceptible. 4. The apartment should be as well finished as any part of the establishment. 5. It should be kept entirely free from cuttings, pencillings or markings, and scrupulously clean. G. Tht;re should, of course, be two privies attached to each mixeil school; and they should be .so sejjarate that neither in approaching nor occupying them can there be either sight or sound obscsrved in passing from on(; to the otiiei'. This cannot l)e effected by a vifre jKirl-itiaii. Nothing can secure tiie object but con- siderable distance, or extra heavy brick or stone walls resting on the ground. In omitting this i)recaution mistak((s which should never occur are common, whereas they are too serious ever to Iw made. The question ari>'e.s, can all this be done? Certainly; it can and shoidd be done. It is done in all large and well regulated public .schools. How ( In general terms — fii-st, by proper construction; and, second, by proper discipline. Note.— The privy shuulil lie tw rigidly inspected and policed as the school-rooin ; and the behaviour of jaipiLs in visiting it HhouM, if possil)lu, he controlled. There is no Hcrioua difficulty ahout thi.-i when there is a teacher of eacli sex in the school, and when iiroper arrangements exist for cleaning the elo.set constantly, and for reporting on its condition. \Vlien thei-e is but one teacher in charge of a school of both aexes, the trustees should make special arrangemeuta for looking after one of the privies. 28 SCHOOL nvaiENE AND VENTILATION. [Chap. r. CHAPTER V. GENERAL REMARKS ON SCHOOL HYGIENE AND VENTILATION. 1.— Perils of the Schc ol-Room. Under this iKviding, Dr. Boll, rnHtor of the New York Sanitarian, thus writes: "Whil(! roflectiiijf on how host to (liaciiss a subject so abundant in detail as 'The Perils of the Scln)ol-Room,' came the intelligence of the death of Dr. Anstie, caused by a wound which he received in a post vwrtem examination, wliile engaj,'ed in an investigation which hivl for its objei;t the discovery of tlie causes of a fatal school dis'tase — -acute idiopathic peritonitis — a disease often found to be due to malaria, which, in this [)articular instance, was cau.sed by newer gas. I u.se the word malaria in tliis connection in its simplest sense, to signify bad air, but recognize the usual distinction of two kinds of malaria — vegetable and animal. " (1.) Vefjetahh Malaria. — Tlie diseases common to vegetal>le malaria, or marshy emanations, are, unfortunately, so well known as not to rerpiire special description in this connection. It will suHice to state that they are liable to be greatly motlified and aggravated by animal malaria, the kind common to .school- rooms. "(2.) Animal Malaria may be engendered anywhere by the neglect of animal excretions. It is especially liable to occur as the result of crowding, darkness, want of ventilation, want of or defective sewerage, and filthy habits, and is subject to int(!nsitication by extremes of temperature in crowded ajiartments. "(3.) Space for Air Required. — The importance of air sjiace rests u})on the ■solute necessity of pure air for healthy respiration; but the amount of space required desponds upon a variety of circumstances. Hospital conditions, for example, rctpiire the largest amount of s])ace, and modern experience has shown that, other things being ecpial, n-o enclo.sed space equals plenary exi)()sure. But, for vario\is practical puri)0ses, the liuiits of space vary from 300 to 4,000 cubic feet — the smallest pi'oportion being the exaction for lodging-house dormitories, and the largest for hospitals— making due .allowance in all cases for sj»ace occujjied by furniture. And no deviation should he made on account of children, whether in regard to the different members of a family or a school-room. "Note. — With rcg.anl to this point, Mr. John Simon well observes: 'It ia to be desired th.at laws and regulations as to overcrowding should not proceed on the assuin])tion th.at children (to any meiusureable extent) require less breatliing si)acc than adults. Against any such assumption, two facts li.ave been considered : first, th.at even healthy ehihh'en, in pro- portion to their respective Imdily weiglits, are alK>ut twice as powerful as adults in deterio- rating the .air wliicli they brcatlie ; secondly, that the children will almost invari.-vbly have certain eruptive and other fe))rile disorders to pass through, from winch adult life is com- paratively exempt, and in wliich the requirenient of space is greatly increased. And having regard to these two considerations, I think it l)est that children and adults should bt deemed to rccpnro equal allowance of air and ventilation.'* "(4.) Necessity of Mauts for Renewal. — Moreovei", it should be observed that the mere space allowance should in no ca^e detract from the absolute necessity of means for renewal, and the smaller the space so much the more certain should be this provision. If 300 cubic feet only be allowed, the air must be changed, at the least, evciy twenty minutes. 7'o netitralize the deleterious 2>^opertiea of ■1 * Eighth Kcport of the Medical Officer of the English Privjr Council. Chap, v.] SCHOOL HTOIENE AND VENTILATION. 29 respired air, ami to replenish it, every pemon ref/uires 2,000 cithic feet of freak air hourly ; and with less provision tluin this, contamination is sure to follow. " (5.) Poisonous Efflaina Adheres Everywhere. — Tho poisonous effluvia which pervades the atmosphere of close and nuventihited I'oonis is not oidy nvl)roathod, it adheres to all the surroundings; it sticks to the walls ami furniture, settles into the drinking cups, into the food utensils, food and drink, permeates the clothing, and attaches to the person. "(6.) Fatal Results^ Diseases Caused. — It creates a nidus, which is not only in itself poisonous, perpetually lessening the vital force of all who inhabit it, and predisposing to hlood poisons of every kind, hut it also becomes a hotbed for the planting and ))ropagation of specitic poisons, such as siuidl-pox, scarlet ft^vcr, measles, whooj)ing cough, diphtheria, and the whole cattigory of epidemic diseases, and a fruitful source of .scrofula au 1 consun)])tion. The consideration of these diseases in detail, and their relations to crowded au volum(« of carbonic acid per 1,00U, is well known to cause headiiclie, vertigo, and other painful admonitions of danger. It is ai)j)arent, therefore, that the ill eflfocts of air which contains only a little nnore than 1 volume p(!r 1,000 of carbonic acid, are duo to other and more j>()tent poLsons. Such air not only contjiins, be.sid(!S the excess of carbonic acid, and not unfrc(iuently the more deadly ciu^'oonic oxide, dead and decomposing animal matter, and other mepiiitic gases and exhalations, but it is deficient in its very first life-sustaining projicrty, oxygen. "(10.) Amount of ()j'i/t/eit lii'rpnrp'l. — The average amount of oxygen con- sumed by a healthy person is half a cubic inch every i-espiration, which in a day amounts to uj>wards of 2.") culiic feet. And as oxygen constitutes l)ut one-fifth of the volume of the air, a single individual renders not less than \^2'^ cubic feet of air unfit for resjtiration, every twenty-foui' hours, by the mere abstraction of oxygen alone. Meanwhile there is exhaled by the lungs about 15 cubic feet of cai'bonic acid, .30 ounces of watery va])our, and an ind(*finite amount of organic matter, which lias been variously estimatc^d at from 10 to 240 grains. " (11.) Quantity of Air lifspired. — Tlie whole quantity of air actually respired in twenty-four hours by a healthy ])erKon is about 400 cii])ic feet. This contains, when once passed through the lungs, about five and a half per cent, of carbonic acid. It may be estimated at about 200 cubic feet per hour. 1,000 parts of vajiour exhalt.'d from the lungs consists of — -pure water, 907 parts; carbonic; acid, 90 jiarts; and animal matter, 3 i»arts. In addition to these, it is well known that other substfinces introduced into the cii-culation may be thrown off" from the .system, and increase the danger. "(12.) How the J/uniiiii S}/sfe)ii Suffers. — Besides the danger from active and fatal di.sease from exposure to the conditions Avhich have now been described, all physiologists recognize the infltience of depressiTig agents on the human organi- zation in blunting the sensibilititis, obtunding the intellect, promoting stupidity,, idiocy and physical deformity." CHAPTER VI. EXTBACTS FROM OFFICIAL REPORTS IN REGARD TO SCHOOL HYGIENE. 1.— To Overcome the Difiaculties of School Ventilation, is a Public Duty. In the Reports of the Mass;iehus(!tts Boanl of Health for 1871 and 1873, the question of School Ventilation is discussfid. That for 1873 says: "It must be con- sidered that one-fifth of our population are childi-en, and these are all in the growing, formative, susceptible stage of life, not only most readily, but most permanentlij art'i'cted by every influence to which they are subjected. VV^itliout doubt tlu* instinct of childhood is for frequent, almost constant, change of j>osition and interest during the waking hours, and any steady occujjation within a restricted space, may be fairly termed unnatural for children. But since they cannot have an " education " without some degree of violation of the normal conditions of childhood, it becomes of the first impor*-niice to maintain a constant, jealcis watch over the health of school children, anu Lo peraevere in the attempt t> harmonize school methods and influences with the healthy instincts of childhood. Chap. VI.] OFFICIAL REPORTS OX SCHOOL IIYOIENE. 31 Confiiiemont, vitiated air, enforced (piiet, prolonged inontal effort, the use of the eyes on small objects in trying; urraiiypnieuts, are ail, in nome lUgree, conditions nece.s.sary to school, but threateninj,' danger to the health of the scholars. To reduce this to u minimum, and there maintain it, is a ])ul)lic duty." 2.—" Better Ventilation " in Schools, a Nocosaity. Ill order to obtain the best information on tli(5 subject of School Hygiene, the Massachusetts Statt; Board of Hi-alth s(Mit out a circular of (juerii's on various school subjects. The tenth (juivstiou was as follows: X. How can our schools be iiioditied to improve their hygienic influences? (a) As to tasks and discij)line. (/>) As to physical conditions. The reforms callele lieating 27 Ruguhirity in nt working of these, when pro- vided, more fuel than we lik(^ to pay for. 4.— Three Things Essential in School Ventilation. Three things must be done to secure good ventilation. First, supply _/?•««/<■ air; second, warm it before bringing it into tlie rooin ; third, get rid of it after it has been breathed o)ice. In rooms heated by stoves, or by steam-](ip(!s in the room, the first and second demands cannot be met except by transtbrming them into " portable fiirnact's." To meet the third, re(|uires both larger, more numerous, and diflertmtly placed op(Miings and ducts than an; to be found in one scliool- hoiist^ in a huiulrel; and, in adilitioii to these, a shaft or flue of ample size, and well healed. And these all cost money. But then, pure air it a necessitij to health. No State or town can afibrd to allow its school children to be slowly poisoned by breathing foul air. If we are wise, we shall be more ready to spend freely so as to secure thorough ventilation. Nay, we shall insist on it at what- il 32 OFFICIAL REPORTS ON SCHOOL HYGIENE. [Cliap. VI. ever prico. In every school-liouse which coHte from $10,000 to ^20,000, enough might hiive V)Pon saved, by making tlic ceilingH two foot lower, to pay the cost of flujiplyiug t}ie building witli puns air, while at the Hunie time the labour of going up stairs would be sensil)ly less. * * * Ah to the pnwtice of ventilating in wint^'r ])y ojKUiing windows, we say, in the words of Dr. Angus Smith, "though foul air is a slow jKjison, w(i nuist not forget that a blast of cold air may alay like a award." (8ec Dickens on School Ventila- tion, page 37.) It seems to lie forgotten that tlio t)ld-ftushioneil o|>en fire is a very efficient nieans of ventilation, and might )\v vis«'d for that })urposo in nuMlorately-siy^jd modem scli(x)l-roonis. Excellent furniu-es can be and are madet of soapstone and brick, which furnish a perceptilily purer air than the ordinary furnace, without an inch of iron-h(;ating surface, as do also some of the furnaces made of wrorcjht iron. 5.— Important Reasons for Sanitary Precautions in School. I. 'Unit from many ]>ublislied nuulicid and lii'alth reports, it appears tliat children are much less liabh^ to the diseiuse than adults; that while it is dnul)tful that the diseiuse is eomnnuiicable by contact, it is cca-taui that ehildn^x are not, under pro|)er regulations, more exposed iu sch(M)ls than elsewhere to infection ; and that attiieks of the disease are much more frequent by night tlum by day. II. That while the cause which sfwcially determines an attack eludes observa- tion, it is found tliat all such conditions as are at any time unfavounibh' to health pnnlisposes to and aggravate tlu^ diswusfs. Of such unfavoui-able condi- tions, those most frequently occurring in schools are : 1. Tlie depression prwlucod liy too long confinement. 2. Fiitigue, whether in the schoolroom or play-ground. 3. Sudden change of tenu't'niture. as from overheating and siibscqueat chills. 4. Impuii3 air resulting from ovei-crowding, want of ventilation, or defective drainage. 6. Inattention to strict cleanliness of school-rooms, basements, play-grounds, and outhouses. III. That r(!gular and not exhausting employment of body and mind, and the assembling of children in airy, healthftd situations, are so for from tending to aggravate the epidemic, that they may rather be considereil as precautionary measures in the event of its prevalence. IV. That, in a a,nd plentiful diet and woollen underelothiug pn)vided at home — nothing can be recommended to guartl our cluldreu during the preva- lence of cholera. In accordiuice with the principles above adviuiced, the following ai-c recom- mended : I. That all school-rooms, with their biisements, outhouses and ])1 ay-grounds, be immediately thoi'oughly cleaned and aired; lime and disinfecttuits being fi-eely used. II. Tliat all di-ains be examined, cleared, and put in thorough repair. III. That throughout the sunuuer this state of cleiinlLnes.s I>c maintained, par- ticular aire being taken to .secure continual and ample ventilation and dryness. IV. Tliat the warming appai-atus of schools l)e kept in readiness for use during cliilly or damp weather, and even during sultry and close weather, to maintain a ciixjulation of air. ^ Cbnp. VI.] OFFICIAL REI'ORTS ON SCHOOL HYGIENE. 33 V. That moro ample provisiDii than is usual ho uiado for the personal cloaiiH- nosH of tho chihlrtju — lus, plenty of water, with soaj) and towels, for occa«ional ahlutiouH. VI. That a 8upi)ly of fresh-drawn, filtered, or boiled water for drinking be supplieil. VII. TliJit tho hours of school study be temporarily shortened, and this rather by fiuHjuent and lengthened recesses than by closing schools at an earlier hour. VIII. That such arrangements bo made as shall avoid exluiusting examina- tions after the warm weather has iH^guii. either by dispensing with them in part, or holding them at an earlitu' period than is customary. IX. That an air of cheerful roHnement and recreation be given to the school routine, by tho introduction of drill gymnastics, object oral lessons, lectures and convei-sations, music, drawing, and the lighter branches of study; especially avoiding onerous homti lessons. — lieport of Committee, McUlll yurmal School. 6.— Examples of Poisoning by Bad Air in School-Houses. Dr. Janes, the Sanitary Inspector of New York, in his report to the City Boaid of Health, Fel)ruaiy, 1S73, says: "In connection with the recent in8|)ec- tion of jiublic school buildings and factoiies, made by the Health Inspectors, I directed Dr. A. Endemann, Assistant-Chemist of the H(;alth Di^partment, to collect specimens of air from a few of the schools and other public buildings, and submit them to chemical analysis for the purpose of determining the amount of carbonic acid and other imi)urities. This se buiiiiings was generally faidty, and could be obtained only by opening the windows — ^a practice detri- mental to the health of the children who sit near or directly under them. The following experiment made in one school, shows the inefficiency of voTitilating flues in the walls, unprovided with means for creating an upward current. An examination of the air in one of the class-rooms provided with a ventilating flue was made whii(! one of the windows was opened, and yielded 17'2 parts of carbonic acid in 10,0U0. The win(h)^v was then closed, and after the lapse of ten minutes another examination gave 32'2 parts of carbonic acid, or an increase of 15'6 parts. The experiment now became to the teacher and children so oppnjs- sive that it was not continued. Dr. Endemann says: 'If the accunndation of carbonic acid had been allowed to continue, we might have reached within one hour the abominable figure of 110.' " As respired air contains not only this poisonous gas, but also effete animal matter escfiping from tho bodies of those present, and in (juantities in proportion to the amount of carbonic acid ('xhahsd, it follows that air vitiated by respiration is far more deleterious than air vitiated by the same amount of carbonic acid from other sources ; and as the standard of permissible impurity has been placed by high sanitary authority (Dr. Parkes and others) at G parts of carbonic acid in 10,000 of air, it is evident that the best practical talent .should bo engjiged in designing and perfecting means for securing to our public schools adec^uate and thorough ventilation in order to save the lives of the pupils. 7.— Influence of the School-Room on the Health of Children. The Medical College of Middlesex, IVIas.sachusetts, having considered the influence of public schools on the health of children, publishes the following facts as the opinions of its members : m 34 OFFICIAL REPORTS ON SCHOOL HYOIENE, [Chap. VI. 1. No child sliould 1)0 allowed to attend .school l)ofore the l)egiiining of his sixth year. 2. Tho duration of daily attemhince — ^includint,' tlui tiiiip given to recess and physical exerci.st) — should not exceed four luid a half houis for tlu; priniary schools; fiv(! and a half for other schools. ."{. There should Ix* no study recjuired out of school, unless at high schools, and this should not exceed one hour. 4. Rfcess tiuK! should bo devot(!d to ]>lay outside of the school-room -unleaa during stormy weather; and as this time rightfully belongs to the pupils, they should not he dejjrived of it except for serious offences; and those wiio are not (h'prived of it should not li<^ allowed to spend it in study; and no child should ever he contined to the sciiool-room during an entire session. The luiuimum of recess time should be fifteen minutes each session, and in j)rimary schools there should Ije more than one ivcess in each session. T). Physical exercise should be used in school, to prevent nervous and muscular fatigue, and to relieve monotony, but not as muscular training. Tt should be practised by both teacher and children in every hour not lirokeu by recess, and should be timed by music. In primary schools, every half hour should \n: broken by exercise, recess, or singing. 6. Ventilation should be amply ju-ovided for liy other means than by open windows, though these should be used in addition to special means during recess and exercise time. 7. Lessons should b(! scrupulously apportiomul to the average ca[)acity of the pupils; and, in primary schools, the slate should be use(l mon; and the books less, and the instruction should be given as much as possible on the princiides of " Object Teachuig." 8.— Eflfects of School Life upon the Eyes of School Children. Dr. Agnew, at a meeting of the Am(n-ican Social Science Association, in 1875, states that Herman Cohn, of Breslau, published, in 1807, the results of observa- tions made upon the eyes of 10,0150 school children. He established the fact that school life in his country was damaging to the eyes of scholars to a most alarming degree. He was followed by Erismann, of St. Petersburg, and others, who showed that elsewhere the same results were being produce;!. The broad fact was evidently demonstratinl, that wherever childi-en were ])rought iiuder observation, and the effects of the use of their eyes upon minute objects carefully noted, nc^arsightedness, a grave mdfddi/, was found to exist. That this malady was found less frequently, and then generally in a mild form, in young children; but that it increased rapidly in frequency and gravity as these childndi were pushed foi'ward in their education from the lowle, found that the nearsightedness rate in village schools was less than 2 per cent., that it had increased, however, to more than 2(5 per cent, in the gymnasium (or higher schools), and in that the Breslau Univei'sity, out of 410 students examined, not one-third had normal eyes. 9.— Dr. Agnew's Rules for the Care of the Eyes. When writing, reading, drawing, sewing, etc., always take care that — ■ (a) The room is comfortably cool, and the feet warm ; (b) There is nothing tight about the neck ; (f) There is plenty of light, without dazzling the eyes ; ((/) The sun does not shine directly on the object we are at work ni)on ; (e) The light does not come from in front ; it is best when it comes over the left shoiilder ; (/) The head is not very much bent over the work ; Chai). VTL] SrOOKSTIONS AS TO SCHOOL VENTILATION. 36 ((j) Tho jjapjo i.s noarly iicrpriiilinilivr to tlio lino of sij,'lit ; tliat ia, that tlio eye is lu'iirlv oppowito tlio iiiidcUo of tho piigo, for nn olijcct held Klaiitiiig in not seon BO (;l('iuly ; (/t) That tho pago, or othor ohjoct, i.s not less tliun fiftoon inchos from tho pye; NoTF. — Ni'.ir»ighttMliR'8s i.s apt to inci'tiaHO nijiiiUy when a ]irrs'>n wears, in rcadiiij,', tho claHxtis inteii(li'(l to iu in a proper inuuiu«r. Fourth. — OponingH in or near tho ceiling are oxoellont for one purpose. Wlion th(! room i.s too hot, thoy sorvo an «ixc«llout piirposo in coi>liiig it. Fur the purpoHo of vtiiitilatiou thi-y aro uat'ios.s, Iwcaiiso all tho heat will cscapo, ami it will bo inipossihlo to hoat tho room while tho coiling flues are ojMm. Whon provision Ih niado for thc! »i.sc;a|)tt of foul air near the jlnor, it is wt^U to havo tho outlotH in dilfuront parts of tho room. Unphjasant ourrmits am tims avoiiloJ.* 2.— Ventilation Essential to School-Rooms. Why i.4 it OHsential ? U'^eauso lift) ami hoalth in school ilciuMidH upon it. There is pure air enough, just outside, that may bo had for tho asking ; and yet how many of our school-rooms aro rooking day aftor ilay with tho dctadly poisim Hont forth again and again from tho lungs of two or threo sooros of pupils, and with the no loss poisonous exhalations from uncleanly clothing and uncleanly persons. Tho toachor outers tho school-room in tho morning, wIkmi tho air is com[»arativ('ily puro, but tho constantly increasing impurity steadily Itlunts tho senses, though it is not porcoivod. Tho air becomes charged and snri'hargoJ with noxious matter, teacher iind |»upil grow dull, and listloss, and irritable; the head aches, ami the work of the school drags wr-arily and ilrowsily on. By and by another recruit is added to tlio groat army of l)roken-down toacliers. Father or mothisr, do you know what kind of an atmos|>hoie your child is living in at tho schooH The air that he is breathing has repeatedly been down into the lungs of thirty, forty, or fifty of his .school-mates, and each tim(! has been reinfoi-cod with a fresh supply of decaying matter, until it is loadetl with poison which cannot be taken into the .system without at least weakening the vital forces. But what can be done I Much can be done. In the first place, there are now to be had, at reasonable prices, stoves and furnaces of a variety of make, with which puro air may bo introduced warm into the school-room, and the fold air removed through a shaft V)y an opening at the floor. (8eo chapter ix.) No school-room is fit to occupy without some such arrangement for securing ventila- tion — certainly no new school-house should be erected without something of the kind. But parsimony says that all this costs. Yes, it does cost; and it is well worth the cost. Good ventilation does, indited, co.st money; but the doctor, and the undertaker, and the lot in the graveyard cost, too; and the (juestion is, lohich is the best investment ? But if no such provision for ventilation can bo secured in old houses, some- thing may still be done toward making the school-room clean and healthful. The floor and walls may be kept free from anything that will contribute to the impurity of the air. Something may bo done in the way of enforcing personal cleanliness u[)on the pupils. Where the conditions are such as to render it possible, a window may be lowered a little from the top and bottom on the other side. At the recesses, and at noon, and oftener if need be, tho windows may be thrown open from the top and the bottom, and the pure breezes of heaven invited in to drive out the accumulated stench and nastiness. At any rate, with these miles of life-giving air above and around us, let us not kill ourselves and murder the innocents with the villainous air compound so often found in our school- rooms. — Illinois Teacher. * A better ]ilau is to have a ventiiUict and smoke flue Imilt toKi'thcr, the fonutr being .separatoil frmii the latter liy a shcot inm iiartitioii. The heat from the smoke in the Ih e rarilie^i tlie air in the veiitiiliu't, causing a brisker current to jiass out, while the emission of smoke is not retanleil. It might be well to have the vonli- duet exteuil to the floor, and have two registers, one at the eeiling (with i> <'ord attaehed), Hie other at the Moor, because gases ooniiense suddenly when brought in eontaet with a flat surfai-e, hence some of those obnoxious gases abunlic liriiin. Tlii! fiict is, tliat the I'ondiMisod air of a crowded room j^ivcs a dopo.sit which, if uHowcd to remain for a i'vw tUiVH, J'onnti a ao/i'l, thirk, i//utim>n$, maKs, havimj a strong oilonr of animal matter. If examined hy a niionwcopc, it is HtH-n to undcrj;!) a i'fmarkal)li' ohan^^o. First of all it is oonvcrtotl into a i^rtje- talile ijroirt/i, mnl this is follon't'il f>y the, pnhlnrtioti of uniinalcii/vii ; a docisive proof that it must contain orj,'anic matter, otherwise it couKl no! nourisii ori,'aidc l)ciii;,'H. This was the result arrived at hy Dr. Ant,'us Smith, in his heaiitiful pxperimonts on the air and water of t(»wns, whertjin he showed how (ho Innys anil skill gave out organic matter, which is in itself a ileadly poison, producing heailaciie, sickness, disr," wliat incalculaltlo evil nmst it not produce on those human heings who l>reatho it again and again, rendered fouler and lesH cai>ahh> of siistniniug life with e;ich hreath di'awn ! Such contamination of the air, and conseipient hot-lted of fever and epidemic, it is in the power of man easily to remove. Ventilation and cleanliness will do all, so far as the abolition of this evil goes ; anil ventilation and cleanliness nro not mirach-s to lie prayed for, but certain results of common oliedi'-me to the laws of God. 4 —The Whole Soienoe of v ontilation in Schools- To ensure pure air, it should be taken < elevation of .sevend feet from tlio gi'ound, and the higher the better. It .should l>o heated by radiating surfaces, .so ample, in fact, as not to exceed '220 degrees Fahreidieit. It sliould, when heated for use, Cf)mi' as relativ(dy near saturation, with moisture, as it was in its normal condition when tidceu from the atmosphere. In that event, it will feel soft and bland to the skin, and yield an immediate sensation of warmth and comfort to one coming from the coldest outside weather. And all the wood-work of a room thus heated, and the furniture within it, will not sutler injury from unnatural shi'inkage. It should enter a room above the heads of the occupant.s, to avoid sensilile ("urrents, and sliould leave it from its lowest point, nnd by as many and ditlusive places of egress as the architect can readily devise, but mainly at the base of the widls, as it is in contact with these that the warm air first becomes chilled, and hence acipiires a specific gravity, which causas it constantly to pour down the same in a steady current. It is also upon the floor of a room that foul air — the product of breathing, and of bui'iiing lamps and ga.slights, constantly find a place — for the rea.son that it Ls heavier than common air. 5.— Suggestions How to Ventilate School-Houses. All tlic windoW'S of a school-room should be hung with i)ulleys, in order that they may be (sasily I'ai.sed or lowered. In planning a school-house, arrangements sliould be made to have a smoke-flue start from the collar and run up to the roof; commencing at the floor of the school-room, a ventiduct should be carried up in front of it, and separnted from it by a sheet-iron pai-tition. In this way the smoke in the flue will heat, and therefore expand, the air in the ventiduct, and make it rise in a strong current, while the air in the ventiduct will not interfere with the draft in the flue. Tlie ventiduct should have two registers, one at the ceiling and the other at the floor; tho'igh during the school sessions — uidess the room bo too warm — the upper one should be closed. Impure air is heavier than other air, and will generally find egress from near the floor. 38 SUGGESTIONS AS TO SCHOOL VENTILATION. [Chap. VII. If a Btove must bo placed in the room, it should l)e surrounded witli a tin casing, extondiiig from tlio floor to about ouo foot above the tojt of the stove. TJiere should be a door in the casing for i)utting in fuel ; and a duct for the conveyance of fresh air should stiirt outside of the building, run under the Hoor, and communicate directly with the stove. This arrangement will distribute the heat much Itetter about the room, and avoid those cold cui-nnits of air whicli always, in a room heated by an ortlinary .Suove, sweep along the floor from the bottom of dooi's and windows, and openings in the floors and walls. — Wicktr- shams School Economij. 6.— Necessity of Upper and Lower Ventilators in a School-Room. It has commonly been supposed that the impure air (carbonic gas) which is expelled from tho lungs, descended to the floor. This has been shown by Professor Dalton, and other eminent chemists, to l)e erroneous. It has been ascert^vined by rejieated experiments that carbonic gas (Utilises itself rajndly into every part of the room. I'liis being the case, the impure air must bo drawn off from the upper stratum of the room, as weli as from the lower. Home have supposeil that an aperture half way between the upper and lower one, would draw off tli(i impure air as it esc.ipes from the lungs, and thus retard its diffusion; this, however, has not yet been established by satisfactory experim(mts. The deleterious effect pf imi)ure air is no longer questioned, and the nece.ssity of some more thorough and efl'ectual mijans of ventilation is urged by the most weighty considerations. In a room of .")l) scholai's, fropi liUO to oUO cubic feet of air are vitiated every minute ; and, unless some efl'ectual means are devised for expelling the impure air, the most ' rious consequences must ensue. 7.— Evils of Over-Crowded Schools. One of the crying evils in o, "chools is that seventy or eighty children are frequently put into a room whid should accommodate only half the number comfortably, and hero they are confined .six hours each day for the entire term. The coiisiilerations which should induce a different arrangement are many and powerful. Let us look at some of them. 1. Health. — Many, nay most, of the primal laws of physiology are daUy violated ; fresh air cannot be supplied in sutlicient CMantities for so many Ijeings; the limbs of tho scholars are cramjKHl into unnatural positions, and the amount of animal lunit evolved is both iincomfortnble and unhealthy. It is true, some rugged constitutions may j)ass through with little injury, but think of the frail ones. In laany instances the seads of disease are sown in school, and a life of suffering is the consequi'nce. 2. C/euullnes/i — The mother's parting injunction in the morning usually is, " Now, keep your clothes clean." In a closely-crowded school-room this is clearly impossible, and children often sutler from being wrongly blamed. 3. jYedtness. — All admit tho importance of early associations ; but liabits of neatness and order, no matter how cavofuUy they may be taught at home, caiuiot be successfully practised in a crowded .school-room. 4. laadequute Instruction ivith one I'eacher.— The next consideration the over-time which pupils must be kept in the school room in order to give them any instruction whatever. It is clearly inqmssible for any teacher competently to instruct more than forty or fifty pupils in the six hours usually allotted to them. Never let the school-room be crowiled with no many pupils that each one cannot receive adequate instruction. — E. McV. Moore, In Pennsi/lcania School Journal. 5. In these over-crowdeil schools the air — especially near the close of the day — becomes almost pestilential, indicating a sad lack of ventilation and much uuclean- liness of person and clothing. Chap. VIT.] SUGGESTIONS AS TO SCHOOL VENTILATION. 39 6. The dietetic habits of the cliilih-en, too, are often utterly neglected. They eat before school, at recess, after school, sometimes during school hours — ^cat pies, dougimuts, fi-ied m(;at, and other heavy, indigestible food, sure to ruin the health early or late. The odour from the Jebrit of these " school fi^asts," added to the poisonous air from th" lungs of half a hundred children, is eiiongh to sow the seeds of disease in many a constiUition. TIk; corri'ction of many of these evils is, however, quite within the teacher's proviuce. — Micltiyan 2'cachc7'. 8.— Nature's Signals of Distress in School-Rooms. 1 . Wliat teacher and pupil does not remember the comparative freshness and vigour of mind and body with which the morning's study and recitations were begun, and the langxior and weariness of Inxly, the confusion of nund, the dry .skin, the flushed cheek, the aching head, the sickening .sensations, the unnatural demand for drink, the tliousaud excuses to get out of doors, which came Jilong in succession as the day ndvancei], and especially in a winter's afternoon, when the overdieated and unrenewed atmosphere had become obvious to every sensed Tlu!So were nature's signals tion of the oxygen, and the constant generation of carbonic acid, but from the presence of other destructive agents and impurities. There is carl)ur(>tted hydrogen, which Dr. Dunglinson in hi.s Physiology, characterizes " as very d<']iressing to the vital functions. J'jVtiii wliile largely diluted v,'ith atmospheric air, it occasions vertigo, sickness, diminution of the force and velocity of the pulse, reduction of muscular vigour, and every symptom of diminished j)ower." There is also sulphuretted hydrogen, which, the same autJior says, in its pure state, kills instantly, and in its diluted state produces powerful sedative effects on the pulse, muscles, and whole nervous system. There are also offensive and destructive impui-ities arising from the decomposition of animal and vegetable matter in contact with the stove, or dissolved in the evaporating dish. 10.— Errors in Regard to Low Temperature and Ventilation. There is a mischitnous errcjr [)revailing, that if a room is kept at a low tem- perature there is no need of ventilation. Dr. Alcott mentions the case of a teacher who, when asked if .she did not find it dilHcult to keep her room ventilated, replied, " not at all, as it is one of the coldest ro(jms in the city." The necessity of ventilation arises from the consumption of the oxygen, and the generation and accumulation of carbonic acid. princi[ially in breathing, and both of tlios(> jiro- cesses can go (in and do go on, in a cold room, as well as in a warm one, if human beings are collected in it, and goes on rapidly and fatally according to the number of persons and the size and closeness of the apartment. 11.— Importance of Uniform Temperature— Thermometer Necessary. But whatever may bo the mode of warming adopted, whether by ojwn fire- place, or grate, stove wood or coal, or furnace, the temperature of the room should be uniform, and of the proper degree in every part. Not a child should be exposed to sudtlen and extreme changes of temperature, or compelled when overheated, or at any time, to sit against an inlet of cold air, or, with cold feet. This last is a violation of an indispensiiblo condition of health. To secure a 40 SUGGESTIONS AS TO SCHOOL VENTILATION. [Cliap. VII. uniform temperature, a thermometer will not only be convenient, but necessary. It cannot be ascertained for ilifferent parts of a room, or for thirty or forty persons differently "ircumstancod as to heat or cold, or ditierently employed, some of whom are seated, some standing or changing their position from time to time, without some hss variable and uncertain standard than the teacher's feelings. However anxious he may bo to make every scholar coiufortable, he cannot bo conscious at all times of the differing circumstances in wliich they are placed. Ho is not exposed to the rush of cold air from a broken or loose win- dow, or from cracks in the ceiling or in the floor. He is not roasted by a seat too near tin; stove. Ho is not liable to a stagnation of the blood in the feet from want of exercise or an inconvenient bench. Even though ho were capable of thus sympathizing with them, the temperature of the room after the fire is thoroughly going, and the doors closed, may pass gradually fi'oin 0")° Ij 70° without change l)eing ])orceptible. Now, though we may bieatliM freely in such an atmospliero, gradually heated, we cannot pass into the open air 40° or 50° colder as would be the case on most winter days, and much less receive a current of such air on .a ))orti<)n, and a sensitive portion of the body, without great danger. With a thermometer in a room, the beginning and i)rogro3s of such a change would be indicated, and could be guarded against. 12 —Two Pictures— Unventilated and Well Ventilated Gehool-Houses. FIRST PICTUHB — IN AN UNVENTILATED SCnOOL-IiOUSE. In a school-room small ami low, 'riiis is the w:iy tliu minutu.s go— • If you further wi.sli to know, Call, ami facts will plainly show : Eyelids drooping, Figuriis stooping ; Classes listless, Scholars restless ; Teacher weary, •School-room dreary ; Ijookiiig sadly, Lessoi^s l)ailly ; Many sighing, Some are crying ; Others idling, Sitting sideling ; Left their seat To pinch or heat ; Study loudly, Answer proudly; ('ireumvention Claims attention ; Air is horrid, B'accs florid ; Learning never, Sickness ever. SECOND — THE PICTURE REVERSED — IN A WELL VENTILATED SCHOOL-HOUSE. To a school-room large and airy. Hastens many a little fairy ; Flowers are blooming all around, Wide and smooth tlie green play-ground ; Houghs are waving in the hreeze, Birds are singing in the Lreea, Sunlight streaming gayly over Fields of waving grain and clover ; Some are shouting, some are singing, Till the clear-toned schoohhell ringing, Calls tliem from their happy play To the labours of the day. Sunny looks and rosy faces, Wearing (childhood's thousand graces Bow in solemn silence t" ere Wliile they lisp the morning prayer; And each sparkling eye is hi(l By its fringed and drooping lid. — Connecticitt C. S. Journal, Softly falls, with holy seeming. Love, from realms of glory streaming. While each spirit eye is open To Iieliold some heavenly token Of a blessing on the hours They shall spend in learning's bowers. Happy seems each little creature — Hapjiy, too, their smiling teacher, Wliile 'mill truth and bloom and song, Glide the rapid hours along. Those young hearts are learning well, Nature's nu)st enchanting sjiell ; Souls to iKilier life are hounding By the influence surrounding ; Spirits plume their new-Hedged pinions For a holier himic's dominions ; And in wisdom's pleasant ways, Fleets the morning of their days. Chap. VIIL] LIGHTINO, IIKATING, AND VENTILATION*. 41 CHAPTER VIIL LIGHTING, HEATING, AND VENTILATION. This Rubjoct is probiihly one of the most important conuocted witli tho internal tconomy of u school-housn. In a recent work on School-IIonso Architecture, publisliecl in Enghmd, l)y INIr Robson, we find some valuable remarks on the subject, which we subjoin. We also insert illustration.s of tho s^'stera of school- house heating and ventilation which has been olHcially adopted by the Provincial Board of P]diication in New Brunswick. 1.— Best Mode of Lighting tho School-Room. From Mr. Rol)son we learn that the quantity of glass contained in tho witi'lows, or !-kylight, has a direct influence on the amount of warniing-jKjwer rciuireil. The general I'tHpiest for '' [ilcnty of light" in sclioul-l)uildings is too often answered by the introduction of windows anywhere and everywhere. Wlien this is done not oidy is an unpleasant and trying glare of comjilcx lights and shadows jiroduccd, but in tiie severe, weather of wint<'r it is found almost impossible to warm the rooms. The power of glass in cooling the atmosphere of a room heated to a higher point than the external air is so great that, uidess we provide double windows, we must not introduce windows (piitc so lavishly with- out due consideration. If we place them exactly in the proper places, we shall find that a less quantity than is generally sufjposed will atFord almndant results. Note.— As to tbo inlluonuo of the wirnlnw surface on tlio toiiiiiorature of tlie room, Mr. Hooil, ia liis work on Wannhnj dwl V< iit'dnthni, tell.s us that expcriiiu'iits have .shown that onu s(juaro foot r.' glass will cool I "iT!* cubic fcot of air aa many degrees per mimite ;is the iutern"! air exceeds the external in temi)erature. ('aleulating the cidiic contents of a room .ind ; .0 superficial area of window glass, we shall easily find on this i)asis the t ital amount of coolingpower .at work, .and the corresponding increase reijuired in warming -power. Tho more window there is, the greater the warming-i)ower must he. To over-light a room ia nearly as had as to under-light it. The priiirip'tl wiiKfowti of a school-room lighted liy otln^r windows, placed highly up in the opposite wall. Tho teacher, being thus made to face a cool, steady light, will not expcM-ience that conniiou (n'il of having the sun in his eyes while teaching. This arrangement has the advantage of si-oui'ing, at any time when reepiired, a current of air through or across the room, and light both on tho faces of the children and that of the teacher.— (See section 14, of chapter xii.) 2.— Best Modes of Heating the School-Room. As to the amount of hi^ating-power jiracticaliy reipiirtnl in buildings, IVIr. Hood further tells us that we should calculate for warming thret; and a half to five cubic feet/>er head per minute; and, in addition, one and a quarter cubic feet for "each square foot of glass. 42 LIGHTING, HEATING, AND VENTILATION. [Chap. VIII, (1.) Bdd Modea of Warming the SrJiool-Room DlacHsseil. — Tlio following- inoilo» of wariniiii,' scIiooI-Ikiuscs should i)0 oomleiiiueil in tlio iiiD.st iinoiiuivocul miiuuor. Of the most dolotiTious, ov dangerous, are tliose whicli may chissitied under four general heads, as follow.s : (1.) All warming by moans of ordinary stovos, not provided with a ventihit- ing fine sullicient for the escape of .smoke leakage or the products of combustion. (2.) Any method whicli mondy warms the same air again and a"ain. (3.) Any system by which the air is liable to be vitiated by direct contact with overheated metal surfaces. (4.) All methods in which warmth is obtained by water-pipes lieated at high pressun;. The first of these requires no comment, their objectionable nature being now pretty well understood and condemned by experienced educationists and school Tlie sccorul and fourth consist of a coil of hot-wator pii)cs in a corner, or of lines of steam pipes carried round the walls, without any provision for a renewed sup[)ly of air. The coil, or line t)f pipes, lieats the particles of air with which it is in contact, and thus transmits warmth ; but the princi[il(; is merely to heat and re-heat the san^e air which is being breathed again and again by the cliildren, with the certainty of becoming more and more impun; at each ]'('S|)iratioii. Another exanipli; of the svcimd mi'thud is that of the apparatus for heating being {)laced in the liasement, where the supply of air is froiii the interior of the room, or building. Tliere could not be a worse i)lan for health than this. The heated air rises to the ceiling; and, as it descends l)y cooling, is again drawn down to the basement to be re-hc^ated, anteri- ornted, and numerous instances coidd be given, from actual observation, of the bad effects proiluced. Generally, all metlio Is are objectionable which deteriorate or render too dry the air, which in any way tend to pnnent a coi)ious supj)ly of o.xygen, ami which, are not capable of simple and easy management. (2.) Usual Modes. — There are four modes of warming school-houses in this country, viz : — by means of an open fire-place, stove, hot air .and steam. The fire- l)lace is preferalile with reference to health, and, by a little pains in its construc- tion, may almpst ecpial the stove in the economy of fuel — furnishing the room at the same time with an amj)le sui)ply of fresh, warm air from abroad. (3.) Fire-place Modes. — There are two modes of heating a .school-house by an open (insplace, i.e., for wood and for coal. A fire-place constructed for wood may be somewhat hirge, especially in rural school sections, where wood is chea]). But (!ven then, economy and efliciency demand that, while the fire-place should project a little into the room, the aperture for the escape of the smoke, or "throat" of the chimney, .should be comiiaratively narrow, otherwise too much of the heat generated by tin; fire would escape up the flue, and thus be lost in the school-room. If the fire-place be constructed for a coal grate, it can be mado 60 as to jiroject sufficiently into the room to eiisure economy, in romleriug avail- Cliap. VIII.] LianriNG, heating, axd ventilation. 43 a}.le all the heat which may be generated. The aperture for tlio coal ffrate should .0 made as .small as pass hie consistently with etiiciency, so us to prSent 7," the case of the wood fire) the escape of too nu.ch of the heat up' the ^ li^.^v Ot the two modes, the wochI fire-place will be foun.l best adapted ami nu^t eciVo' m cal m rural schools, while the fire-place for coal is more suitable for ^'^1^^^ cMties. As to the question of health, there is no doubt that the open fi ;^>hc ^ most conducive to it, as it always ensures ample yentilation n tir^l on ^Z:i^::^"''' '^'"''"' be preferred, the fblliwin, is speciiicatil; fi^!":;^ /si*"l'^'i^'''to\~J" '-' f\"*'^^^^« I^^^^ti"'"' ^ '>»-ick fireplace might bo built . Jjn.f ' • f ^■^- ^i' *'''' ^'' ''''^^'''^' ^'^ the back ami on e^oh si e ly a casn^g of brick, leaving, between the fireplace and the casing, a space o ftiu^or hve inches (see rf in F;,. I'J), which will be heated through tl c bii , l ribs Into this space let air be admitted from beneath by a box. /, leading frjm the by 28 feet outside.] Fife'. 18.-GiiotND Plan of ScaooL-IIonsE I>. Entranrc door. E. Fliitry. F. Fiii-'|ilftCB. \\oii(l closet, or rr. itation room. Ti'achiT'.s pliitfiiriri. Apiiiiratus slii'lvt's. Ail- Uilhi beiiuuth the floor. Doors. Globes. CSrale 8 feet to the inch. SiiowiNi; Wrick Kiuki'lack. I. I.ilinuy slielves. m. M.iste.r'.s table and scat. p. l'.lss;lK«>«. r. IJeiitatioii seats. I. Si'holars' ilenks and .soata. V. Ventilator. «'. Windows. h. Movalde lilaekhoard. U.S. Air space, behind the llre-placc. outside by an opening at some convenient place. The brick casinc. shnnhl bn cmitmuetl as high as six or eight inches aboVe the top of he f^e2ee w e e^ uay open into the room by lateral orifices, ,,, with iron doors £u;gJwhich the heated air will enter the room. If these orificea are lower, part of the wa m 44 LIOHTINO, HEATING, AND VENTILATION. [Chap. VII 1. air will find its way into tlie firoplaco. TIio brick cliiTnnoy should rise at least two or three feet above the hollow hack, and should ho surmounted hy a brick top, with an openin<^ for a smoke- pipe, i {Fly. 10), which may thence be conducted to any part of the room, the same; as a connnon stove-pi|)e. (5.) Advanta(ics.—'Y\w advantages of this double tircplacc are : (1.) The fire, being made against brick, imparts to the uir of the apartment no deleterious qualities whi-jh are produced by the connnon iron stove, but gives the i L^ ' I ./• rScalo 4 feet to the incfc Fig. 19.— Plan ok School Fireplace, with Horizontal Sixtion. A. Horizontal section. B. Pcrpemlit'ular siu^tion. e. Bricli wiilla, 4 iiu-lics thick. d. Air sp.ice between the wiills c. Solid fronts of nia.sonry. /. Box for supply of fresh air from outside. Openings on the sides of the fireplace for the heiiteil air to pass into the room. Front of the liroplaee ami nianteliiiece. Iron smoke lino, 8 iuelies diameter. Spaee between tlic fireplace and wall. Partition w;Ul. h. i. J- k. I. Floor. pleasant heat of an open fireplace. (2.) None of the heat of the fuel Avill be lost, as the smoke-pipe, i {Fig. 19), will communicate nearly all the heat contained in tho smoke. (3.) Tlie current of air heated within the hollow-back, d, and constantly pouring into the room at a, will diftuse an agreeable heat throughout every part. (4.) The })ressure of the air of the room will be constantly outward, little cold will enter by cracks and windows, antl the fii'eplaco will have no tendency to smoke. If, instead of this fireplace, the common stove be adopted, it should bo placed above tho air passage, / {Fig. 19), which may be commanded by a valve or register in the floor, so as to admit or exclude air. (See Figs, 23 and 35.) Chap, VIII.] LIGHTING, HEATING, AND VENTILATION. 45 (G.) Stove Warminrf.—WWn tlio scliool-rooni is warm.-il l.v a common . stove a most effective ventilator for tl.rowing ont foul uir is one 'openiu- into a tin tube which encloses the sn.oke-flue at the point where it pass.-s throu.'h the root, as represented in Fi;,,. '20, 21, 23, 27, and 33. Warn, ai/natnrallv ris^s If a portion of the .smoke-tiuo !>e enclosed by a tin tnbe, it will warm the^iir within tins tube, and give it a tcnd(>ncy to rise. If, then, a wooden tube. A (Fu, 20) tZTlf.T" «' "°°'"' ''" ""^''" *" ^"mmunicate. by its upper extremity, with XiieU fli ' T fl •"''■"■'^ ""■'■"''^ '"'^^ ^'^^"^ I^^'^*^" "^ '^' ''^''''^' ^^i" '^l^^s act wueiie\er the smoke-flue is warm. tScale 4 fe.it to the iiudj. Pig. 20. -Example or- Vkkt.latiko Apparatus wueue a Stove rs fsru C. The sinoko-lltu!, 8 iiu'lics diiuricter. D, Cajis to keep out tlio rain. »,'^,i:ii;";,s'; riS" ii^ijr, ts^rs "I'ff ■- ,""',r ",'-■■"•"'• "- trials, in tl.e Now York „liicial re ortl ,^" ""'"'""'''' v;""l '■'-•-•'""•'"^..1, after caroful artilicial appliance. f.,r c..„.Sn./tT^^.^^^^^ with every tine there nmst bo devolving turrets, ..r sinnlar „ 'd.w ci e. nh K^^^^ VlV 'i'""^';" ,^l'l'."'-"'««« '»••<= k""wn : heating an-a„ge,nent at it. botto.^t it 'a . ;^S'u^ Ir 'w *''^""r'"r"r«f"^'''' Buccessfiil plan is to conduct a small ni. e A,, ,. ,1?V '^ 1 , 1: ^ ""l"!''^' '""• ■il>s<'hitelv .08 a .lrau«l\t-pipe. to a sn.all stov „' 'e 1 mSt ^'veu .r;','. S" "^' * '"'' "''""l' •^''■■'" '-^^^ as only the .slightest iucreaso of temperat rfi^ , lie 1 t? sf a ^ *-'"' ^*-™ ^^ '^ =^"«^ver. section '2, chapter vii.) "pt-r.imie is iicttlea to start the current. (Sec note to „tvo ,j. A a tians verse section of two staries of a school-liouso thus heated. 4r, LIGHTING, IIKATINO, AND VP:XTILATION. [Chap. VIII. and cx1iil)itinf( tlio interior iirrfint,'omout.s, maps, miuster's desk, cIocIih, Miick- hoard, Hoats, hot air and vt'Mtilatiujj aj>paratiis, »kc. TJu^ Hues for liot air to the upper Hour sliould he conveyt'd in tiic Hiich and eiKdo.sc I in tlic partition. F'kj. I'l gives a lateral .section of tiie veutidtu-ls or lonl air iiues, .showing tiie inanucr in wliich tlie Hups an; packod togotlior, and carried up Hopai-utely from tho floor of oach room until they discharge into tho common ejector, c, in the apox of the roof. (See also Fiy. 27.) FiK. 22. Vjg. 21.— Section of a Scuodl-HoUse, suowino Sy3ti:m oi- Ukatixi: and Vkntii.atiox. A. Hot ,iir funi.nce. fi. Ci'M .-lii- ducts. Uihhb. Hot iiiriliicts to the register ill IUl' lliKir.s. c. Foul iiir ducts— tlu! ])a.ssiij,'c into and tlu'oui^li whicli is iudieiitud by nn iirniw. d. .SuKilvc-llue. (8.) Another Mode. — A simpler fonn of heating and ventilation is given in Fi'/jfi. 23 and 27. Tho stove is not the ordinary kind, hut is a form of heatiu-. The cold air is brought in under the Ho;)r from outsiou the heads of the j)uirtls helow) to the op])osito end of the room, where, after jiassing through the wall, it enters the ventilating Hue, which commencing at the Hoor (see ilirection ;jf the arrows), is carried uj) through the attic, and out above the rtK)f. The lieat of tho smoke-pipe produces a lively ciu'rent of air in the upper |)ortiou of the ventilating flue, suHieient to draw oH' the lower stratum of air near tiie floor, and at the s.inie time diffus;' ecpially through the schcjol-room the fresh air which is introduced from outside and warmed by the heater at the opposite end of the room. Chap. VIII.] LIGHTING, HEATING, AND VENTILATION. 47 I'JU. cold ami acts. )U of lore, L-ing out ir in ituiii •oom the Fig. -Section of Single School-IIoi.sk, kho\vin(. a .siMri.i; .modi: of Hkatino ami Vii.ntii.ation. (0.) 77ie Problem of Hi'af'nm and Vnntilnthuj. — A scliool-Iiousi' n'()iiin;s not Wiinutii only, or veutiliitiou only, l»ut the two in combiuutioii, each fllii'ii'iit, thovoiigli, and ample. The air for resi)iriitiou must be perfectly fre.sh, comfort- ably warm, always in movement ho imperct^ptible as not to iirodiioo dr,iijgiii,.s. Tii»> sy"t?;;i f;!ioiild bo so oiitircly uuilei' eontrol that, wlieu the tcmiji-rature of the exteiMial air changes siiddeidy, that of the intermil air may bo regulated accordingly, and on no account allowed to become stagnant or unwholesome. The a]i|)aratus should be capable of warming the biulding within a short tune of the lighting of the tires, so that when the children tirst arrive the effects may already be at their ma.\imum. Fig. 24.— SI:l■TIo^^ of School- Room (No. 1) .siiowinc; Gkrman Sv.stkm ok Vi;.n tii.ai iu.n: (10.) These Desireil Resxlti mat/ he Attained in any one of several diflereiit ways, according to the building to be treated; but, what(;ver the coiir.se pursued, there is one great principle applicable alike to every system possible to be devised, which we must strongly insist iqtou at the outset, viz.: that of dcnuuid and nupplij. The i-einoval of heat(!d and vitiated air from a room by means of a Hue is often supposed to be ventilation. It is only a part — a neces.sary part — of 48 UOHTINO, HEATING, AND VENTILATION. [Chap. VIII. ventilation. To bo of uhp, sm-li a fluo roiiuiros that frosli air of at l('a.st (><|ual voIiiiiK! sliall lio achnittcd to the I'ooni at the .saiu(> tinm. Jn all tlio.sc .sy.stcnis which attempt to warm th(! air of a room without allowing any of tho warmth or air to escape!, ventilation is entirely lost si;i,'ht of (^alculatini,' the movement throuj{h the inlets to he at th»! rate of ];")(> feet per minute, frain l''i to JO cubic feet of air per chiH per minute is retpiired to pass into the school-room in a ceasele.ss .stream. To provide an eHectivc; .system of proper ventilation involven sometimes a cost .so eonsidi iai)le that tln! true principles of ventilation an; in dani,'er of liein;,' siicriliced, and attention to .school hygiene not attempted in a mistaken zeal for defending the punse-strings. Fig. 25. — Sei.'TIdn oi' School-Uoom (No. 2) siiowiso Gkrm.vn System or Vkstii.ation. (11.) A Larya Outhiy at First Cannot he Avoided, if we wonld have thorough warming and thorough ventilation eflectually combined; for, if the foul air be continuously extracted, and fresli air continuously admitted, the arrangements for warming the latter must be of gr feet loni,' l>y "Jt; wide ami 10 fcit hij^h. I'liyKiciaii.'j of t^xiicriciicc (h^clarc that lil'ty cliildrcu r(M|uirc 100,000 cul>ic feet of frt'sh air hourly, or '2,000 eul)ic feet per hour for eacrh child. Our otiicial rcgidation is therefore far below the medical standard. The Kej,'ulations also require that Public and lli,i,di School Inspectors, iii oxiunining into the condition of the .school-house, should see : Sj)ni'e/()i' Air. — Whether the rcMpiired space of nine scpiaro fi^ot for eaeh pupil, and the average space of one hundred ciddc fi'et of air for each child, have been allowed in the construction of tho school-house and its ohuss rooms. Note. — Vi iitildlioti becomes easy as soon as it m known that it is embraced in these two essential operations, viz. : Ist, to mi/tpl// j'rr.i/i register is closed, thus shutting off entirely any supply of fresh air except wliat may creep in through the crevices aroimd fiO I'LANS FOR VENTILATING SCHOOL-ROOMS. [Cliap. IX. tho doors and windows. If fiirtlior roHcf from lioiit or cIoho air 1)ocomoH Jiocea.sary, tlio wiridow.s urn let down it littler from tli<» t<)|». TIki rt'.stiU, of tliis is llmt tlio cold air rnslios in an' tills tlic liottoiii of the room, cansiii^' dangiroiis (iraii;,'lit3 for tlioso wlio sit noar tlin windows, and cold fci't for cvervhoily. ■* * * \j^ wo liavo S(M'n, tho carlionic acid f,'as o.vhaled from tho lungs i.s looked upon as Vin. 20. -Ground Plan ok Vkntilatkd School-House. the principal evil. Bnt so fur from its being the principal evil in vitiated air, * * * wo nuist seek further for sufliciont muses for the foul condition of the ail' in an occupied room. We shall discover in it not only this deleterious aciil, but in still greater proportion the watery va[iour and the animal matter thrown olf by both lungs and skin. 1'he amount of watery vapour givcMi off l)y the lungs and ^kin has been variously estimated at from twenty to forty ounces in Chap. IX.] PLANS FOB VEXTI LATINO SCIIOOT^ROOMS. 61 tliP twoiity-foiir lioiirs, or iil)out, h'w Id twi'lvc j.'mins (troy) ])<'r initiiitc. Tiiis vapour coiitaiiis aniinal matter wliicli hpciiis to putrcty almost iiiimi'i- ration than a jiositivc |)()ison. * * * Still anotlicr clcuuMit of evil must li»« couiitud in tliP t^lotliing of children of tho poorer oliisses, which i.s worn and kept in homes that have never known an airing. It is easy to detect, in some .school rooms, the odours resvdtini,' from the diilcrent occupations of the children's parents mingled with the scent from the frying of the family doughnuts or the smoke of the paternal tobacco-pip*!. Wiiat science hints of the germs of disease in the air about iis, might startle tlie most careless ; but such details are uuuecessary r^o PLANS FOR VENTILATING SCHOOL-ROOMS. [Chap. IX. * * * iti regard to the sim]>le question, liow we can hest ventilate and warm our .school-rooms, in which the chihlnMi daily spond five or six hours, the teachers, often .seven or ei<,'ht. The cliildren are at an age when respiration is most active, and when nature demandi an ample sup|)ly of air of the purest quality. We are, tiieii, forced to (!oncluy the aid of a small stove placed in thcs bottom of it. Tiiei'ofore the sliaft nitist have a cross section of four square feet, in order at that velocity to draw off the re(|uired fourteen cubic feot per second. E;ich horizontal duct must p;iss onc^quarter of foui'teen cubic feet ])er second, or tlu-ee and a half cubic feet, with a velocity of about two and a half feet per second. A cross-section must then bo one and one-fourth square feet, or twcdve by lifteen inches. Eacii foul-air register will be icMpiired to pass one-foia-th of three and a half cubic feet Fig. 32.— Plan or FinsT and Second Floom of Ventilathd Scuool-House. por second, with a velocity of two feet. Its area must thou be .4375 square feet, e([ual to sixty-tliree sipiaro inches, or eight by eight inches. The outHow of air can Ix; increased or diminished by the use of a valve in the shaft, by wliich its withdrawing powe- "an bo controlled. In case more fresh air is reqiiired than that supplied through the enve]o))e of the stove, wlien the valve in the fivdi-air duct is whle open, openings ((', J''!d by steam coils or a tire in the bottom, to nine, or, in cold weather, even twelve feet per second. " In room M {Fig. 32) the horizontal ducts are shown with the foul-air registers. Room N shows the distribution of the fresh air throujfh a hollow cornice made for the purpose. (See F'uj. 29.) Room O .shows the position of the desks. " F'uj. 27 is a section taken on the line X— Y of the plan {F'uj. 32), and shows the primary and secondary ooUectiny ducts and the main shaft." *s 56 PLANS FOR VENTILATING SCHOOL-nOOMS. [Chap. IX. Fig. 84.— SnowiNa Ge.seral ARRAMaRMENTs FOR IIeatiho and Vkktilatino. 3 — New Brunswick Oflacial Plan of Ventilation. Tlic following are an outline of .spocifications applicable to the New Brunswick illustrations of [leating and Ventilation, which we insert : — Chap. IX.] PLANS FOR VENTILATING SCU00L-K00M8. ^j SPECIFICATIONS FOU VENTILATION AND HEATING llie roof to be shinned in.l i,-, l,.,,-,. .1 "^^"iii |>''ite with .s(;rew-s. Rte. 3s.-S^,o. ,„„„„ s,„„. jc. „„„„ ,...„ ,„„ p,„. „ „„^ „_ ^^^^^ I 58 PLANS FOR VENTILATING SCHOOL-ROOMS. [Chiip. IX, air-ti"lit into each vontilatinff shaft ; each foul air-tubo to hiivo an o])eiiinff into* room at the ond oi)i)osite ontiance into vontihiting nhaft (/'V'/. W,)) ; this t)i)en- l.'ijr :17. —Kl.KV.MIDN OF FllONT Paiit Of aioVK, .SHciWINO FirriNU orjACKliT. Fig. ;i6.— Sl-CTION OK ri.AN AT BOTTOM or VKNTII.ATINi; HlUhT iu"' to 1)0 made in tlio floor close to the hase-boanl, and fitted with a damper or register to open or shut at phjasure, and connected air-tig)it with the tube under the joists. {Fiu- '^^•) FiR. 39. Pr.AN AM' M cTiDN OK DorBi.K Vkn- Tii.ATiN!ying PUKE AIK to crto/t stove, connecting with the outer air through the fonndaticm wall {Fiiju. 35 and o(5), and carriccl up through th(' floor, dii-eetlj' under and to within 3 inches of the bottom of the stove. This ])ipe to lu; fitted with a damper with rod coming through the floor close to the base board, to regulate supply of air. {Fig. ^b.) rhivp. X.] ESSENTIAL PRINCIPLES OP scuooL AnrniTEirrrRK. H'J Each .stove i.s Ui In) fittoil witli a curninon .sliciH iron or <:j;vlvnf)i;'.iiiJ iriM) },'ick«^t ( /'Vy. 35), liMvijii,' a sjxici! of (] iiK.'lu's on .ill siilcs l.x'tsvccii il am) the HUn\:, exev)/t about the door and di'.aiit,')jt (/V//. ."W), wliere it is to l>e tiinuxl in all around clo.so against tlio stovo. TliLs jiickct to lit tij,d)t to tlift floor, :v.n\ to Jiavc a lujvrr opiMi iJ inches for tin? t'.sciijK! of liot air iiiti) llic nnnn on inn-, sidf only, tlial ii»fYt tho tt'aelii-r'.s dr;sk ; tho t'ovor to ])i()ji!ct over the o|K'nini^ .imJ U) b«nd dow/iwanLs. TLo j.u'kc't is to be c;irri(Ml up to the (!over on tlie .side ji.Imjvo tJje stove door (Fi(j. 37), and al.so ou the otli(!r two sides ; the stove pijxj to pa.sM thrini]L;h the cover or jacket, and to be iitted tight into the siuoke-flni;. CHAPTER X. Ill the Iitted ■iirried ivall to |y open sheet Imlhim- l>i>lying lij^ with Mlation ■ied np |er and of the Iwith a h the iidate ESSENTIAL PRINCIPLES OF SCHOOL ARCHITECTUBB. I.- -Conditions to be Observed ia School-Hous3 Construction. In erecting sehooi-housos, it ,shouioru(' in niiiui lliat the •■.s/«'Titial e«mdi- tions to 1)6 observed in their consti'uetion are; that they shouhl brt cnn\imu'i\t, adapted to the purpose to Mltich they iira jiut, «nd tJtat ther shouM iiffortl abiindaut facilities ibr warinth, li^'ht, and proper vent));ttion and .sliehf'r. Mr. Johonnot, in his "CouiUry tSchool J/ouna," adds the following rxoeHent advice : W(! might clas.«i v;ith thesft another scarcely loss iiuportant, vi^., di>r.x)>ility. Uenoo the strengtli and stubiiity of walls, the iightuesd of roof and outMJfle covering, are matters of prime iuhM'i'si ; and if negleet«»eTiSi'> tor rebuil(\i»g. Tin; y^cnUnit, care should be tnkeu to procure brii.-k.s j'ropcrly Iturned, .straiglst-graincil ti)nl)e?s for frames, sov^nd roof-boanlh ami tsiding, floor-boai\!H without km>t«, .shingh-.< of the lirst cpiality, and frasli Imriied liiiiie. These ]»re<;antiov\>« cannot be (aX) strongly urge(L A singh^ .stick of bad limber svi)) son)erh should be well do tie. Job -worlc, as it ia usually termed (oft^m auotlior name for work mi.sftrab!y performed), cannot l»fi too earnestly deprecated. With the best of materjala, a careless or unskilful workman will oonsti-uct a worthless buildiiig. Lumber of the best kind may be wor.se than wasted by a .slovenly w>anner of fnim»)ig ajui adjusting it. Shingles poorly laid will })e followed by leaks, which mast HJsriousJy dam igo tho plaster and inside finish; they .should l/e hud in mortar. Founda- tions insecurely built will rack and destroy every other part of the building. Window-frames imperfectly constructed, siding and floors loosely laid, and doors GO ESSENTIAL PBtNCIPLKS OF SCHOOL AKCIIITKCTUnE. [Chap. X. witli yuwiiiiig joints, ull fillow tlic cutninco of tho cold aiul storms, ivnd tlius liecuiiK! tlif^ Hoiiivc of uniicr ])roportit)n and synnnetry alone, the ot!i(;r prin- ciples of ai'chit(M;ture ap[)lyiug ciiielly to larger and mor(! jiretending sti'uctures. If this is done, if our school-houses all coidbrm to these two fundamiMital laws, they cannot fail of becoming sti'ong educational inlluences in the right diiection. The advantages, in this regard, of ol)eying the princi])les of architecture in the construction of school-houses may be s-immed up in a few words: 1. If tho biulding is an ol>ject of l)eauty, the \i'ry sight of it inspires emotions of plcasur(\ 3. It adorns and beautifies the land.scape of which it forms a \y.ivt. 3. It l)ecomes an attractive place to children, and does not repel them by its deformity. i. It practically teaches ideas of pi'oportion and symmetry, and new and exalted conceptions of beauty of form. 5. It throws over })rop(>rty the shield of beaiity, and so checks and finally eradicates the rudeness, which is stimulatinl in children to destinictiveness, by deformity. 6. It forms oiu! atiiirisplicrc of tlif I'liiii'iiiddioiiso as far as its iiil]iuMu;(! I'xtcnds. Tlu' discast^s H(!>'iiiiiig to Im ciiidi'iiiic, wliicli suim'tiiiu's break out in schools, may often hr traced to some n('i;,'Id>ourinf; swamp or marsh, oi- heap of rotting,' v(\i,'ctal)Ics. (On this point, see especially clauses (7) and (S). Hec. 1 of chapter v.) .Sonu; manufactnres also gcneralc^ disagrccalilc ^ast-s, whii-h, hr(!athe(l for any considerahhs time, are dcdeterious in the extreme. Thci scliool- lioMsc should lie phu'cd at a distance from all thes<> sources of dis<'ase. Attain, it should l»e situated away IVom J'ailways. factories, the noise and st air may he ol)tained. (H(,'e section 3 of chapter xii.) (3.) T/ie l-lkiniiii is a consiih-ration of j,'reat importance. Every pupil should have suHicient room to sit and move without heini,' confined or jostled hy any one (dso. Packiu;,' children close toi^ethei", so that the hreath and atnu^sphere of ea<'h is shared with all his nei^hhours. is an mimiti^.ited ruliic fc<'t of air per min\ite. A school-riiom twenty by thirty feet in size, and ten feet hi,i,di, would contain six thousand cubic fiu-t of air. Forty scholai-s would consume this, and render it \infit for sustainini^ the bodily functions, in just thirty minutes. (See section 1 of chapter v.) NoTK. — In cverij srhool-hoiixe vlthmit jtntjur mniiia of n nHlulioii, thirc /.-• a hIow atiil mhtle poison which cnti-rii the. Mood mul lir(thi-< nf tin iniji'iii, iiiifl ■■"iji'' lli>' riri/ /(lUinliiliun of life. To sum up : Each school-house should be suHicieiitiy l,ir,i,'ii to allow eveiy pujjil : 1. To sit comfoi-tably at his desk. 2. To leave it without disturbing; any one else. 3. To see explanations on hi.s lessons, and to recite, without beinj^ incommoded or inconmiodini,' others. 4. To breathe a wholesome atmosjihere. For Un'. accomplishment of this last, not less than l')U cul)ie feet of air should be allowed for every jiupil. (4.) Pliifform (1)1(1 S/i('fc('s. — The master's jdatforin should be raised aliout eij,dit inches; and tln^ end of the room occuj.iied liy jiim, if a small school house (or a separate roon> in large ones.) should lu> tilled with sheh-cs for a library, and for philosophical apparatus, and any collection of natural curiosities (such as rocks, minerals, plants shells, etc.,) which may be made in the nei^diliouihood, or obtained elsewhere. The .shelves mav be convenientlv divided bv pilasters into three portions — the middle one for books, the othi.-rs for apparatus and collec- tions. On one of the pilasters may be a clock ; on the other a barometer and thermometer ; on slielv(!s in the corners, the f,'lol)es ; and over the library, in the centre, may lie the time-table. One of the pilasters may form part of the venti- lating tube. The space for the j)latform, sheh-es, Ac., biitween the front I'ange of desks and the north wall, should be from 7 to 10 or IJ feet, accoi-ding to the size of the room and the number of )iu[iils contemplated. l>y means of a largo movable black-board this space may be, in case of nei.'d, divided into two, so that two classes may recite at a time. (a.) Enfrj/, dr. — -The outside ])orch or entry should \w lighted ; and the room off it should be furnished with hooks or pins, for the accommodation of hats, bonnets, and cloaks. (*).) Li(jht.^^T\w windows should be on the east side of the room, and on the left of the ptipils. Windows ou the north, although they admit too much cold in winter, give an agreeable light. From the south the light is too intense; and 62 K8SENTIAI, PKINXUPLES OF SCHOOL ARCHITW.TUFfE. [Oll.-ip. X. 11 Ifill: if tho Hiiht. como from iH'liiiid, Mm IkmiI and IkkIv of the pupil, iii(cr|iosc(l, throw the iKKik intc» tlicir Hliiwlnsv. Tlu; windows Hlioidd lie Hct iiixii on()iii,'h to yivo an nniiitorrujitf'H. S<>atH witlioiit luicks should lanor lie jK'rmitt.<-d in a xchool-i"eration, requires a aejiarate teacher, be it only a monitor actini; for the hour. Without sonu; such provision it is impossible to k^'c]) all tlie children in a school activiily or usefully •unployed at the same time. Wheie assistants or monitors are en»i)loved at the public expense, it Itecomes of increased imptirtance to furnish them with all the mechanical appliances tliat have lM>en found by experience to be tho best calcu- lated to pive efti'ct to their services. (3.) Conceii'irat'ton of Atieidion.—T\\G main end to he attained is the concen- tration of the attcMition of the teachei- upon his own sepai'ate class, and of the class npon its teacher, to the exclusion of distractinff sounds and objects, and without i)b.-;tniction to the head ma.ster's j)ower of sujierintendiiiLi; the whole of the cla.sse™s and their teachers. This concentration would bt; efh^cted most complet^'py if each teacher held his cliuss in a separate* room ; but such an arranj^ement is not, in tlu* ca.se of small schools, unless foidini,' doois oi' slidinif paititions be used, pi-.icticable. The school-room, if single, should, tlierefor<\ be planned ixnd fitttnl to reali7.(\ as nearly jus may be by these means, the conibinee in an ohlonrj. Each class, when swvtcd in a grouji of desks, can be isolated from the rest of the school by a curtain or sliding [lartition or door — its t(NK'her .standing in front of it, where the vacant Hixir allows hiui to place his easel for the suspension of diagrams and the use of the black board, or to draw out the children orcasiouivlly from tlieir desks and to instruct them standing, for the -sake of relief by change of ])osition. The seats at the desks aiul the vacant floor in front of each group are both Chap. X.] E88ENTIAL PKINCIPLE8 OK SCHOOL AUrillTECTtrilK. 63 fiee'Ii'd, and shoulil tliei-efore be alloived for in ciilciilatiiig the sjiiice requisito for eaeh cfn.in. (^^.) Combination of ClasufiH. — By drawing liack tlio curtain lu'twutm two pfroups of desks, or sliding Imck Uk^ i>artiti(m or door, tlio |»ritici|ial tcachor can comltino two classes into one for tiie puriioso of a gallci lesson ; or a gallory may be sul)stituted for one of the groups. Kor siniult.inenu, insli-uetion, such a gallery is lietter tliati the enniliinution of two groups by the withdrawal of the inteiinediut(! curtain, pai'tition t)r door ; hecaustt the conihintMl length of tho two groups (if nion; tiinn tifteen feet) is greater than will allow the teai.htir to com- mand at a glance all the chiler of children it can accommodate, depends not nu-rely on its area, but on its area, its shajic, and the positions of the doors and stoves or furiuico. (b) Tho best width for a school-room intended to acconimo(hite any nundx-r of olnldreu between 48 and 144 is from 20 to 25 feet. This gives sufficient H[)ace for each grouji of desks and seats, for the teachers to stand at a projier distance from their classes, and for the classes to be drawn out, when necessary, in front of the desks, jiround the master or assistant. (c) A school not receiving infants should be divided into the number of classes prescribed in the programme of studies, (/'//e vnrifinij cajiiicifiin of children betimcn seven and thirteen years old will be found to require at least thus much Buhdicisian.) (d) Desks and seats, graduated according to tho ages of the children, should be provided for all the scholars in actual attendance, and therefore a school-room should eontain at lonnifour groups. (e) An allowance of 18 inehes j)er child on each desk will sullice for tho junior classes, but not less than 22 inches for the senior classes ; otherwise they may be crampcul in writing. (f) The desks should be rrr)/ sHylitli/ inclined, with a groove and Hat space at the to)) for pencils, [lens, itc. {g) As a gene "al rule, no row of desks and seats should bo more than 12 feet long; and no group sliould contain so many desks and .seats that tli(! teacher would have to raise his voice t(» a high pitch, as tliis lieeomes exhausting to himself, while at the same time it adds inconveniently to the general noise. {h) Each group of desks should be separated from the contiguous group, either by an alley 18 inches wide, for the passage of the chihlren, or by a space sutii- •cient for drawing or withdrawing the curtains, sliding partition, or door. {i) The curtains, when drawn, should not project more than 4 inches in front of the foremost desk. An alley should never be placed in the centre of a group or gallery, and the groups should never be broken by the intervention of doors, etc. ij) Where the number of chihlren to bo accommodated is too great for them to bo arranged in one room without overcrowding, an additional .school-room should be built, and ])lacod luuler the charge of an adtlitional teacher, who .«hould, however, be subordinate to the head-master. Gt ESSENTIAL PKINCM'r.KS OK SCHOOL AKCIItTECTUKE. [Chap. X. m (1.) Tlic walls of (ivnry Hchool-rooni mid class room, //" ciih'd at the level of the walt-jildte, slioulil hu iit Iciist 12 fccL hi,nli IVom tlic Icscl of tiic lloor to thti cciilinj^ ; and if tho ai-eii coiituiii more than 3(»U HU|KMlii'iiil sqiiaro feet, 13 feet; and if more tluiii (J(t(), tlit-n It feet. (2.) Tlio Willis of every school-i'(M>tn and diiss I'ooni, //' cfili'd to the rafterx niul collar-ln'dm, should Ix^ at Iciist 11 feet hiijh from the IKkm- to the wuU-idiite, and ;i.t leiist 14 fuet to the eelliny lu-nt.sa th' colhir-heani. (.3.) The whole of the external walls of the school and icsidencp, if of hrirk, should l)e at liMst one liriek ami a half in thickness; and //* o/ stuim, at Iciust 20 inches in thickness. (1.) Then^ shonl 1 be no o|)enin;^ wider than an ordinary doorway hetween ati infants' and any oilier sclatolrooni, as it is necessary to stop tin; sound of the infant teachin;^. (.'").) An infant school should always he on tlu^ /,'round lloor and, if exce<'din<; f<() children in nuinher, sln)uld have two <,'aUerics of uncijual size, ami a small j;roup of benches and desks for the; occasional use of the elder infants. (().) The class rooms should never b(> passage-rooms from one part of the build- ing to anotla^r, nor from the .school-n>oms to the playground or yanl. (7.) The chuss-roonis should Ik- on the sanu^ h»v(d as tla; school i-oom. (8. ) The cla-ss-i-ooms should bu fitted up with a gallery, placed at right angles with the window. (y.) Infants should never be taught in tli(^ same room with older children, as tl J noise and the training of the infants disturb and injuriously alfect the disci[>Iine and instructit)n of the older chihli-en. (10.) The .sills -f the windows .should be placed not le.ss than 1 feot above the door. (11.) Each window .sliould be made to lot down or o{Mm. (12.) The (l(M)rs and pa.s.sages from the school-rooms to the privies must be .separate! for the two sexes. So must al.so be the privies themseh'cs. If they cannot be constructed entirely apart from each other, there should be between th(>m a thick, or deadened, wall, so as to form a sutli'-ient obstacle to sound as well as sight. Tlie privies should In- sub-dividcnl, having a door and light to each sub-division. (See plans given in chap, iv, pvge 24.) 5.— A School- House should be Adapted to its Object. Dr. R. C. Kedzie, of the Michigan Agricultural Colh^ge, in his well-directed labours in behalf of niforin in school-house architecture, sjxys : — The first demand of .-irchitecture is that the buihling shall l)est secure tho objftcts for wliich it is cavctcd. This is the tirst and [H'iucijial aim of trui! archi- tecture. The form and appeamnce of the building, the aimmnt and kiml of ornamentation, ari; mattiu-s of secondary consideration. To revei-se this ordc^r — to (h'termine tlu^ form and appearance first, and then let the uses of tho building accommodate themselves to the building as best they can — is to consult pride, and not to follow architecture. To erect a lofty building to catch the ]>ublic eye, regardless of the best interests of the scholars, is an imi>osition, if not a crime. 6 —No Girls' School-House should be more than Two Stories high. If our school authorities have di^termined to er(H;t a school-housi! with one or two stories, and thus save our scholars from the disjustrous effects of excessive stair-climbing, let us stnMigthen their hands in this good work. What is tho testimony of the ohh^st and most thoughtful ti^acluM-s of our State in regard to the influence of oxcessivo stiur-climbing ? That it is evil, and oidy evil, aJid that liiiii !jt^-fm fcs*;:-;^^^^rt..j„^^^: Cllllp. XT.] INTKnVAIi AHnANOKMENTS OF Srfrooi.-HOUBES. C5 continiiiilly. ircar tlioin ; " Stiiir I'liiiiliiiii; very t'n'(ni(>iitly tjivoa rlsn to fciimlo coiii|>l!iiiits, or ii;.';,'niviit<'H the (•(Hiilitioii iiliciidy cxiHtiiijL;. Many j.'irls iisk to Ihj oxciiM'il iVoiii writiiii,' iiiul drawiiiLC (on the t'liiil (looi-) fioin this cause." " Stair- climltiiij; is \('iy iiijiirioiis to many frills, »'S|i<'cially as tlif |n'rin(l of |ailii'rty approaclit's, and i()llt>v\inf^ this |i(ui()d. It hits liti'ii ii i/nat portunity of enterinj^ an t'mphatic protest ai,Minst lofty school l)uillii,'cd to do it, if at all, in .schools with cheap furnitur(' in bare walls; or el.so we have consichu'ed that cheap fui'iiitnre and bare walls are a proper pai't of the; means of education ; and su])poscd that boys l(>arned liest when tlii'V sat on hard forms, and had nothing but lilank plasti-r about and al)ov(^ tliem whereupon to employ tlicii- sitai-e attiMi- tion ; also, that it was as well they should Ik) acctistouied to roufj^h and u<,'ly conditions of lhini;s, p;n-tly by way of pr(>pariii^ them for the hMi'dshijis of life, find jiartly that there mij^ht Ik- the least possiiile dania^i^ done to the floors aiiJ forms, ill the event of theii- beooining, duriufj the inasts8 becomes itself i'e]mlsive, more than need be, by the; vilene.ss of its associations ; aud loaiiy a study appears dull or painful to a boy, Avheii it is pursued ou a w 66 INTERNAL ARRANGEMENTS OF SCHOOL-HOUSES. [Chap. XI. blotted deal dosk, uiidi-r a wall with nothing on it but scratche.s and po.asantly ('iio\iu;h in a cui'taiiiod corner of iiis father's library, or at a latticed window nf his eottai^e. Nay, my own belief is, that the host study of all is the most beautiful ; and tliat a quiet f;lad(! of the forest, or the nook of a lake-shore, arc worth all the school-rooms in Christendom, when once you are ])a.st tlie multijilication table; but l)e tliat as it may. there is no question at all but that a time ou^^ht to come in the life of a wcll-traiuiMl youth, when he can sit at a writinscri])tion, not from sight. Now, I have no doulit that as we grow gnidnally wiser — and we are doing so (>very day — we shall discovei- at last that tin; eye; is a nolder organ than the ear ; and that through the eye wo must, in reality, obtain, fir |)nt into form, ni'ai'ly all tl'.<; usefid information we ha\'(^ about this world. Even as the matter stands, you will tiud that tiie knowledge whicii a boy is supposed to I'cceive fi'om verbal description is only available to him so far as in any uuderliand way h(> g<;ts a siglit of the thing yon are talking alioiit. I remendiei- well that, for many y(>ai-s of my life, the oidy notion 1 liad of tiic look of a Greek knight, was complicateil between recollection of a small engraving in my pocket Pope's Homer and a reverent study of the I lorse (Jiiards. .\nd tliongh I believe that most boys collect their ideas from more Naried sources, and arrange them more canifully than I did, still, whatever sources they seek nuist always be oculai' ; if they are clever boys, they will go and look at the Creek vases and sculptures in th(> British museum, and at tin; weajions in oiu' arnu)uries — they will see what real arnu)ur is like in lustre, and what Creek armour was like in form, and so ])ut a fairly true image; tog(;th(!r, but still not, in ordinary oases, a very livi'ii^ oi- interesting one. Now, the use of your decorative |>ainling would be, in myriads (.f ways, to animate their hi.story for them, and to put the living aspect of past things before their eyes as faithfully as intelligtuit invention can ; BO that tlu; mast(>r shall have nothing to do but once to i)oint to the school-room walls, and forever afterward the meaning of an.y wtu-d would be; fixed in the lioy's mind in the best ]tossil)le way. It is a glatu.'e at your good pii'turi; would show him, — and the fii'st I'aiiiy afternoon in the school-room would forever li.x in his mind, — tiie look of the i5word and sjtear as they fell or fh'W ; and how they jiierccd, or ' .uit, or shat- tered — how men wielded them, and how men died by tliem. But far more than Chap. XI.] INTERNAL ARBANO',.UKNTS OP SCHOOI^HOUSES. 67 this, it is ii question not of clotlios or weapons, hut of men ; how am wo suffi- ciently es^iiniitc the efii'ct on the luiml of a nohle youtli, at tlu^ time whi^n the world ope. is to him. of having I'aitht'ul anil touehing i-epresentations put hiforo liini of the acts and presences of great men — how many a resolution, wiiich would alter and exalt the whole course of his after-life, might be foriiu>d. when in some dre;niiy twilight, he met, through his own tears, tlui lixed eyes of thi)s(> .shadows of the great dead, unescapable and calm, pi(U"cing to liis soul ; oi fantitMl that *^heir lips moved in lU'cad reproof or soundless exhortation. And, if for hut ouo out of uiauy this were trae if y<'t. in a few, you could Ik- sure that such influ- ences had indeed changed their thoughts and destinies, and turned the eager and reckless youth, who would have cast away his energies on the race horse or tho gaming-talil(\ to that nohh; life-race, that holy life-hazard which .should win all glory to himself and all good to his country — woidd not that, to some purpose., bo "political economy of art i" — A'liskiiifi Motltra Faiiiters. nd wdl rm, ■17 be, iug :in ; lom toy's uiic vde )n a ress, .uld )w it rpt, hat mtc i.illv ht (5 : •amy the hat- than 2. — .1 Plea for Beautiful School-Rooms. ITap]uly for coming generations, the old notion has p.is.srd away, (liiit xhellcr is tlie chief element in school architecture. In the MUMiiory of our fathi'is it was thought enough if, externally, the school-hou.se had four sides, a ilour and a i-oof; anil internally, :\ tire-place and a row of benches. There was no attcm|>t to make the school such an attractive place that children would lind their gieatest enjoyment there. The homes, however, from which many of these childi'cn cauu; were made pleasant in various way.s. White walls, tidy fiu-nitui'(>. carjiets, music and pii;tiires were there to msski^ honie a pleasant spot -all the plcasanter, perhaps, when contrasted with the dreary school-room. Now, however, school ai'chitecture studies hodnlij as well as ntllitii; and there is a general recognition of the truth that beauty has high and essi'iitial uses. Had wo no need but for clothing and food, there might 1)0 some ground of distinction between the beautiful and the useful ; liut so long as we have an inner nature vearning for culture and tlevelo[)ment, we must have and usi; both to satisfy the needs of car divine being. In respect to true manhood, a (lower garden may bi" more truly a.seful than a jtotato Held, an oil painting than a blank chei|ue, a piano than a locomotive. Jn liuman culture, the most ]iotcntial forces ,an> intangilile ones, 'i'iiey |)ro- ceed tVom unrecognized soui'ces, and their ministi'ations ,iie so unconsciuus that they scarcely seem to have any existence. In tiie work of school discipline, he governs best who seems not to goxei'u at all. The true disciplinarian is a centre from which procci>d forces silent in their opei-atinn, and ])otiMilial in their results, and potential in pi'opoi-tion as they are unubserved. Sueli a person knows that his school is orderly, but how uv w hy, he can not tell. Neither do pupils them- selves know. There is some invisible, intangible force at work upon heart, mintl and nui.scle, and to this foi'ce no I'esistance imu be made, because its very exist- ence is unnoticed and unknown. This " uncoiiseious tuition," as Dr. Hunt- ingdon calls it, I'csides in tliiiujn as well as in persons ; and it is to a considei'ation of this fact that we wish to direct attention. The very apjiointments of a school- room may invite disorder or prevent it — ^they may ciiher co-operate with tho teacher in securing good disci[dine, or they may counteract and neutralize his best ell'orts in this direction. In our " Plea for Beautiful Hchool-Ilooms," we have in mind not only the modest school-houses by the country I'oad-side, but .also the eostly and beautiful tjuildiiigs in our towns and citii!s. In all these mach has been done in tho direction of good taste and beauty at pui)lic expense, but opportunity has been wisely left for individual enterpri.se and taste. School taxation usually pi'ovides a beautiful exterior, as well as light, warmth, white walls and varnished furui- : ae BIHII 68 INTERXAL AURAXaEMEXTS OF SCHOOL-HOUSES. [Cliap. XI. ture witliin ; but it doos not furnish carpots, pictures, flowers and otlier orna- ments necessary to make tlie sclu^ol-room a truly heimtifiil i)lac(!. It is prolmljly aa well tiiat all these thinfjfs are not provided at puhlic expense. Why is it that school property is so wantonly desiroycid ] Before the rights of such j)roperty will he respoct(^d, tliere must he in the sehool-i-ooni a feeling of ]iei'sonal owner- ship ; and this feeling can he estalilishetl in no otlier way so successfully as by a real investment in s(jinething bought for the common good. Hence wo .say that in jiroviding ornaments foi- the .school-room, they should Ix^ bought by teachers and ])upils, and not in such a way as to hnive the impression that tlu'ir owner- ship is tictitious, and that they can be injured witliout individual lo.ss. The first step towai'ds the work under consideration is to arouse a lively interest among pupils; and this calls for some tact on the [)art of the teach(a-.s. Have pnjjils pleasant homes'? Why are they so ])h'asant I Wiiy have tlieii- j)arents bought pianos, carpets, elegant furniture, hooks and pit'tures? How much time ]>l(>asuro dei-ived from ont* improvement, oi* success, will jtreparc^ the way for another; and so the work will go on, till the school-room— once dingy and Chap. XI.] INTERNAL AHUANGEMENTS OP SCnOOL-HOCSES. 69 itly -like \\ be I! rate d in ■iisjint iu a s tlie lioth ist bo HI led. ■lures none K) not i)\V of tiTOSst s sure j)on (> way V aud unlovely — has been transformed into a beautiful drawiuy-rooni, as attractive as the homo parlour. Another element of culture, is music. This is one of the most erticiont governing forces wiiich can Ix; emjjloved in school (lisci[)line. A sciiool-ioom without music is not a fit ](laco for a child ; aiul when wt reflect that live out of every six children can sing, we see no excuse for such neglect. — Jfic/t!(j(m 2' tucker. 3.— iEJsthetics in the School-Room. Tlie Creator has so ordered His work that sky and sea, blade, bad and flower, all animate and inanimate things, sing fortb tlicir lessons of beauty unceasingly. Who hiith ears to hear them, may hear and be made glad. Ueauty and us(.> are so commingled in nature there is neither inferior nor superior. The useful is only (hen must useful wlien added to th(! beaiitiful ; and the beautiful is most beautiful when conjoined to the useful, and, witii it, looking toward a purpose. It seems the extreme of folly, even though life be "a warfare," or "a v;de of tears," to ignore the existence of so much that is to compensate us for both. Even a little clay wrought by the hand of the Master is suilirient to open tlm blind eyes to tiie inlinite loveliness everywhere. Possildy every teacher may secure the anointing of, and so get such a love for beauty into the dee)» places of the soul, that he or she, too, may work miracles, transfurming by his or her plastic touch unsightly or indovely things into things goodly and to be desired. At any rate, every school- room furnishes abundant oi>i)ortunity to test the ability to do this. All general effects are produced liy the most cai-efnl attention to details. No woman of taste takes up her residence in a house without studying the minutiio of its possilfilities. The relation of wall to carpet, of both to furniture, tlu; effects ot" light and .sluuh', the distriliution of ornament, ar(^ all carefully con- sidered. But the same woman, as teacher, does naragus, with bouquets and jmts of flowoi's, which the pujiils will bring if encouraged to do so. If it is winter some st()V(^ polish will make it look new and tidy. The stove of a selujol-room is often the sum of all villanies, a'sthetieally. It is made the receptacle for bits of apple, remnants of lunch, pieces of paper, and all the inevitable debris of school. The hearth serves for a spittoon, and the zinc is soihid with ashes, chips, and melting ice and snow. There iii no need of siich an insult to the good taste of the school. Tea(di(!rs may make a great deal of the effects of light ami shade in their rooms if they study them. Pupils are made restless, and both children anil teacher 70 INTERNAL AKKANOEMENTS OF SCHOOL-HOUSES. [Chap. XT. bccomo irritable by a liglit too intense glaring upon them. Tiicn, to shade the sunny windows anbject of intei'cst. It may be a ])ieture, or a hanging basket, or a bracket and vase -it is something which the children enjoy, and iu the bringing of which they see an effort to make them hajipy. She takes an early opportunity (o have a conversation upon it, and then gix^es it to the school until she has occasion to noplace it by some othei- object of interest. I know another who is constantly planning [iretty drawings for her black-board. She makes a practice of having soinetliing new upon the black-board (uery Monday morning. Her puiiils have learmul as they come in to look for the pleasant surprises she pre])ares for them. Still another has s»n'eral pictures which are ownetl a month e.ieh by classes of pujiils. A card snsj)rnded beneath the j)ietnre gives the nannss of the for-the-time owners. Onc^ of theu) belongs to the pupils who aro j>erfect iu attendance for a month ; another to the twenty who have stood highest in their lessons for a month ; and a third to ])upils whose tle])ortr- ment has been without criticism for a specified time. In this way every child has something to work for. One cannot ge't j)erfect lessons, perhaps, but can come to school regularly, or can be j)erfect in conduct. Each child is likely to have a share in one or other of the pictures. If no one eains them th(\y are taken down and put away. So every one is working not only for himself, but for the school. In this way the ornaments of the school are made not only silent ministers to happiness, but positive forces in the school-room. But, after all, the soul of the teacher has greatly to do with the beauty of the school. A light glows in the face of the conscientious, gentle, sympathetic teacher, Chap. XI.] IKTEnX.Mi AURAXGEMEN'TS OF SCIlOOL-IIOUSEa. '1 know She uiKhiy Msant icli are )i<;tnre pupils h;ive doi)ortr- chiKl nit can k(!ly to K^v are ^If, but y silent of the teacher, which illumines all the room with its brightness. In the reflection of her own eliaractpr she sees in the scats tnitlit'iiliicss. cDHfidiMice, rcsjicct ami love. And so the spiritual beauty sanctities and <,'loriHes all the Ijcauty secured hy orna- mentation — Vjy any and every device in material things. — J/m Luthrop. 4.— Admirable Suggestions on the Construction of School-Rooms. Although tlie direct instruction of the j)Upils is rightly regarded as the prin- cii)al jiurpose of the ])riiiiary school, yet every earnest and intelligent teaeiier will feel tliat it is his duty to devote nuich attention to the formation of liabits of order, cleanliness, aiid neatness, as well as to the cultivation of a taste for the refined and beautiful. Tlie children attending our schools will be the ])arents of the next gejieration, and upon tlieir inclinations ami haliits will depend the character of tlieir lionies and the tenor of tlasir liviss. If their homes are to prove coiufortable, cheerful, atti'active — in a word, homelike — we nuist let slip no opportunity of arousing and (;nci)uraging a love for order and tidiness, and a dislike of that which is ill- regulated and slovenly. Children spcnid no small |,ortion of their time in school. Every one knows that they are greatly iulluenced by tlie exaniph? of the te;ieher and tiiu public opinion of the .school, but many think little of the effect produced by the appearance of the room in which they are taught. Yet the room e.xerts a positive intluenc(! on every pupil. A boy or girl coming fi'om a slovenly dwelling will be .attracted and binietited by fi'e(pienting a clean and ])leasaut school ; wliilt^ ont^ that is re]»vd- sive and dirty may positively undermine the benelicial influence (jf a respectable and cheerful home. Trustees of schools would do well to erect them on healthy and suitable sites, and in an attractive styh;.* A handsotne ediflce is not m-cessarily more costly than an ugly one, and even if the ex[)ense is somewhat greater, it would In,- more than counterbalanced by the pleasin-e aflbrded to the (?ye. It can b(( ea.sily shown that the interior of school-buildings can be adapted to purposes of tnoral education and a'sthetical culture ; aTid in doing so we must necessarily enter into veiy simphi details. A drat and essential requisite is demdincfis. The flooj's of every r(Him ought to be swept twicie a day if possible, and they should be frequently scoured, liefore sweeping, the mtips slmuld he njlh'd up, ami all tablets and pictures turned oi- covered. Desks, foi'ius, a[i]iaratus and window ledges should be* dusted as soon as the dust has subsided. If the desks are varnished, all ink spots can be removed by a wet towel ; and if tlu^y are not, the stains can be taken out by a solution of oxalic acid. Kartlienware ink-wells are the most suitable, as tliey can be easily washed. Children sliould be taught not to dip their ]iens too far into tlu; ink, and to avoid shaking any excess of it over the floor. So. also, th(>y should be told not to throw upon it scraps of waste and ilirty paper. The school-windows shouhl l)c frequently cleaned, both inside and outside, and all broken pan(!S should be rephiced. The upper part of the walls ought to be covered with a light colour-wash : a belt of black-boards should oci,'Uj)y the cimtre ; and the lower part .should be * "The situiitinn in wliicli tlio scliooMiniise is cM'ucted is liy no means of sli^'lit import.ince, »voi(l tlic iit'iglilioiirliood of any jilare iif puliUi' ViisoJl, wliore llio cliilili'cn would In- i',v|M)sed bad I'xainidc. The noists of a nimii fji'iinonted stici't or lii^liway, arisiti^; from thi- iiaM.sa;{c pavement, from t'n' ories of stii'et-hawkers, etc., is the source of serious iiitcrrn|>tiou to Ticinity of any nox nus trade ; of a ijiarsh or st:inn;int | 1 ; of streets l,'e. "Dleak and unliealthy sitnatinns on the other hand, and sites on a dry, sandy soli, whern •r.) exposed to eDuccutrati d radiiti.in, with little ventilation, are not unfreipiently i-hosen exposinj; the children, duriri'; jnar.y months In the year, to noxions natural irilhieiices, wliic removed by artificial means, —if iduffi of the Kngliah I'rivy Council on liiiiualivn, IHSO-UO, j>, It is desiraldflto to the Inllui'iice of of wheels over tlie the school. The ntly inlested with which there is Du the sehonlhouses in rnral districts, li often caiinut bo 71. 72 INTERNAL ARRANGEMENTS OF SCHOOL-HOUSES. [Cliap. XL wainscoted or painted. Wliou tlie room is scoured tli(! walls sliould be dusted, and cobwebs sliould bo rniaoved as soon .'is tlioy are seen. To diiiiiuisli tlin dust of tho scliool-room, scrii])ors ou^jht to bo dxcd outsido the doors, and \n'\>t in (^iliincut repair. Mats, also, sliould be placed in tlie (jntruuce- lobby, and the pupils nuist be dircctcil to uso both. The cniploynicut of mats will involve soiiin expense, but tli(! outlay will Ik- amply repaid i)y tlu> formation of a desirable habit. In the l<>bl)y, or in some suitid)l(! reuess, cap and cloak raeks oui^lit to be fixed, and a monitor should he held res})onsil)le for the neatness of its a[ipearance. A largo but inexpensive umbrella-stand would bo u welcome addition. ()[)eu Hre-places, wIkmi used, ought to be gu;irded l)y noat and strong ftjiidi'rs. All aslies should be removed, and the general ajipearance should be as titly as in a well-regulated honu;. Every school should l)o pi-ovidod with sutlieient and separate ofHcos, anss people, many of whom probably accjuired a love for cutting and carving initials on these buildings from school habits; and there is little doubt that interesting places have been closed to the public from this vandalism of ours. The emhellishmcM of the scliool-room finds no place in the thoughts of many teachers. Even some who insist on scrupulous clL a ])ride in making it attractive, many gifts, wo feel sure, would be ))reseutcd by those who appre- ciated iiis efforts to inlpro^•(! the taste of hi.s pujiils. Th(! playground should bo covered with gravel or asphalt, and wherever largo enough it should be edged with flower-beds. These could be easily kept in oi-der In' the master and some of the senior jiupils. The cost would be trifling, for seeds and Uowers sullicieut to make a l)oautiful dis[)lay would bo presented by the parents. Evergreens should be interspersed, as they wouhl make the border look comely even in winter. None but those to whom (he master granted the privilege would b;' allowtrl to touch th(( lluwers, and this restriction would be a healthy educational inlluence. What a contrast to this [licturo is presented by ^ome school-rooms which wo have in mind ! There may bo seen dirty floors, de-olate looking walls, damaged apparatus, tattered maps, broken panes — everything to repel, nothing to attract. However much kiiowliMlge is impiirtel in such schools, they reilect discredit both on teachers and committees, for they are insensibly tlevidoping habits which will frustrate no snuill part of the benelits resulting from intellectual instruction, and will 1)0 inimical to the happiness of all who are brought uuiler their sway. — Eng- lish Edncuiiuual Uccoi'd. many \,t !.ny- Is, for -room, coun- is, like when- |)sophy : of the kip, and lers and ■md the IxceUent levering Imd will jiinating it were 5.— EflFoct of tho Strueturo of School-Houses on Mental Habits. Tiiore are but very few who .seem to realize that the structure of the .school- room has anything to do with the formation of the mental habits of the children, conliiied day aftei- day, within it. There is a vague idea that the mind of the child must, necessarily, eont'orm to certain i>rinciples, of its own accord and by the foi'ce of its own action, no matter wliat may be; its surroundings. This is a great mistake. Surrounding inlhu''nces have as much to do in forming the mental habits of the child as in slia]iing the course of m.iuhood. An POSITION OF THE SCHOOt-IIOUSE. 75 ■"clept" on tho back, putty up tho crack, and paint it >)lack again. Thoro is no expeiidituro hero of anythiii;^ but a littlo liiljour. I'xcppt for this paint, ami that may be mado trilling if a few cents' worth of lampblack, a little caniphene, a flannel rag, and ingt;nuity are used. Perhaps the chalk is ".scratchy." Buy some crayons, if you can .; if not, make them yourself. Your boys will lielp you ; and, in a few hours, at an expense of half a dollar, you can make enougli to last for a whole term, and tiie improvement will pay you for your troubles. Have a ledge on the bottom of the black-lmard, to catch tb^ falling chalk- School Act, viz. : in rural sections, by the trustees and I'atepayers ; but in cities, towns and incorporated villages, by the trustees alone. (See chapter vii, Part I, of Dr. Hodgins' School Law Lectures, on Rural School Sites j and chapter xvi. of Part II, in regard to City, To^vn and Village Sites.) 2.— Size of Site in Cities, Towns and Villages. In cities and large towns it is often difficult to obtain school grounds of proper size, in convenient localitif^s, without gi'oat expense, and their dimensions must, theri'fore, within jiropcr limits, depend on circumstances. It might be remarked, however, that it would be better for pu])ils to walk a considerable distance, than that the limits of th(>ir play-ground should be so nai-row as not to admit freo exercise for the whole school. 3 —Accessibility of Schools in Rural Sections. A central site, even considered in reference to pojjulation, should bo, to somo extent, controlled by accessibility. Some pupils may reside at a short distance, in a itraight line, from a proposed site, yet an intervening stream or swanq:), etc., may render miles of travel necessary to reach it. Some, on tho other hand, may live twice as far off, yet, having none of these impediments to contend with, may reach the school with less actual walking than the former. The ai)parent distance of eacli class in a straight line from tlie school, is therefore not always to bo regarded, but the actual distance to be travelled, taking into account tho natural barriers in the way. Imjiedimeuts of this kind ought always to bo taken into view, in the tirst sub-division of a school section ; and, if possible, they should bo made tho boundaries between schools. But where this is impracticable, they nmst be taken into full account in the selection of the site. Where the territory attached to a school is traversed by a lai'ge stream or high ridge, if there be a briilgo over the ono or gap in the other, the vicinity of either will bo, in point of mere accessibility, a fit location for tho school. Territory level in its surface and luidividod by considerable streams, is generally traversed in opposite directions by a system of public roads. If advai.tago be taken of these facilities of travel, tho accessibility of the site may be greatly proniotisil. On tho whole, a central position, like accessil)ility, consists in promoting the convenience of the gi'eatest pos.sible number of pu[)ils. (See Division 1 and 3, of Chapter iii.) fi ktl; 76 SITE AND POSITION OF THE SCnOOL-HOUSE. [Chap. XII. 4— Official Ecgulations in regard to Site. The official reguliitioiis rciiuiit) that tlu; site for ii school sliuU be — ( 1 .) An acre in exttnit, but not loss than lialf an aero, ho as to aUow the Hchool- hous(! to bo set well back froui the road, and fnniish |ilMy-L(n>un(l.> within tho fencoH. A convenient form i'or scliool jL;i'o\inds will be fonnd to be an ;uva of ten rods front by sixloon rodw (hu-p, with tho scliool-houHc set back four or six rods from the road. The yronnds slioiiU l)o stroni^Iy fcncod, tlic yanis and ontlion.sos in tiic rciir of the scliool-hoiisc being invai-ial>ly separated by a hi,i,di and tight board fence ; the front grounds being ))lantod with shade trees and shnibs. b'or a small school, an area of eight lods front by tcti rods deep may bo sulUcient, tho Bchool-honse being .set back I'onr rods fmm tlie front. 5.— Bogulations in regard to School-House and Grounds The ollicial regnlations also jirescijlM' tliat there hIiuII be — {'2.) A selnxjl-house (with separate rooms whore the number of pupils exceed.s iifty). the walls of which shall not be less than ten feet high in the dear, and Avliich sjiall not contain less than nine scpiare t'vx^t on th(! Iluor for (mcIi child in attendance, so as to allow an area in each room f< r at least one hiimlrod cul)ic foot of air for each child, it shall also bo sutiiciently warmed and ventilated, and the 2)remises [aoperly drained. (3.) A suUieient feuco or paling round tlie school iiremi.sc3. (See Flij. 45, page 79.) (4.) A play-ground, or other satisfactory j)rovision for i)hysical exercise, ■within tho fences, and olf the road. (.").) A well, or other moans of procuring water for the school. (6.) Proper and separate olHcos for both se-xos, at some little distance from the school-house, and suitably enclo.scd. (See chaiiter iv.) 6.— Duty of Public School Inspector in these Matters. Tho regulations provide th.at in his in(puries in these matters, tho Inspector is especially iliicctod to see whether tho law and regulations have boon complied with in regard to tho following matters (.should he di.scover remissness in any of them, ho should at once call tho attention of tho trustees to it, l)efore withholding the school fund from the section, with a view to its remedy before his next ludf- yearly visit) : (1.) Si'.c, of Section. — As to the size of the school section, as prescribed by the School Law. (2.) School Accomnwclation. — Whether the trnstoos have jirovidod '^ adcf/uate acc<>nniiO(ftifio)t fur all ililhlnn of scJiool (Kjr [i.i'., befini'cu the (njcs of jirc (iiul tic<'>iti/-utie i/aivn, rc>il(lcHl\ In th/lr school dloiskni," [i.e., school section, city, town or village] as required by the School Act. (3.) Sparc fur Air. — Whether the I'oquircd spac^ of ninc^ square fee': for o.ach pupil, and tho average spac(> i'or one hundred cubic feet of air for each child, have boon allowed in the construction of the school-house and its class rooms. (See regulation 2, above.) (4.) Well ; Proper Covvcnirnres.- — Whether a well or other moans of procuring water is ))rovidod ; also, whether there are projior convonionces for priv.ito pur- poses of both sexes on the premises ; and whether the regulations in regard to them are observed. 7.— Laying out of the School Grounds. Tho size of school lots must in some measure bo determined, within the regu- lations, by the facility with which land in desirable situations can bo obtained. But in all cases, whatever may be the size of the grounds, they ought to be laid SITE AND POSITIOK OF THE firHOOL-nOUSB. 77 chftp. xir.] out nnd |>n>paro(l witli a view to both convonipiico and tnsto. Provision slioultl lio mmli' for siiitiilily pl.lcin;,' tlw st'ii;ii'iiti> olilci's. wi'll, and wooilslii'ds, ctf. Tii« f,'roun»l at tlif roar of tiio Idiildini; slioiiid l)i! littoil for the fool-lmll. and any other f^'arnns that tho boys hai)pen to booonio intcrestod in. Tho wholo should bo entdoscd by a unit foncc. Fig. 41. *i rofls. -Block Vl\s of Siiiooi. OilouxDa, etc.— No. 1. Note. — ^Tliese block plans arc inuroly siisfgustivo. They arc not all tliat conM bo desired. The iiitoriov fi'iicus should sepaniti; the boys' and j^iila' phiy-grouiida uomplutely, as in the block plans Nos. '_*, ;{ ami 4. 8.— Influence of the School-Houso Surroundings on tho Pupils- Every thiin^ around, as well ;is within, ii SL-iiool-lioust? sliould lie attraotiv«! to tho eye and imi)roving to th(! taste of tlie pu[)ils. It is in conneetion with tho sehool-hoiisc that they receive many of their earliest and most durable impi-es- sions. Those impressions shoiUd be on the side of neatness, virtue and cheerful- ne.ss. This is not likely to lie the case where the site of the schoohhouse is in a noisy, dirty tlioroui,difaro of the city, or in a low, damp, or bleak, unshelterad place in the country ; nor if all attention to comfort and decency be neglected in the internal furniture and out-door arrangeuieuts of the house itself. How different will be the associations, impressions anortii»ii apju'opriately litted up ami pi'ovided with suit'diliM-ouvenieuces, the one assi:,'nod for the (\\clusiv(? use of the hoys, and the other for that of the j,'irls. The entire premises (ss, order, propriety and chet^rfwl- ness, and the ahsenc(i of everythiug calculated to defile the mind, or wound the most 8ensitiv(,' modesty. • HMM A. Lawn. B. Girls' Yard. C. Boys' Ynrd. P. Privies. W. WoU. F. Furnace. Note. ---Sliaile trees should not only he plant- imI .''iiigly l)ut in groups, miller wliifli may l)0 erected rustic seats, where, on hot summer (lays, a jiart or the wlinle of the school may s])ond an hour in study, instead of being confined all (hiy in the schriol-room. Who can 1)laine a boy, in a chi'i'rk'Hs roon), for cutting lioles in the plank bench before liim, and catcliing flics to imprison there"? IJetter do tliat than sit aching all day. A child would sit in a grove studying for an liour, more willingly and more profitably than in the school-niom. The outdoor air and scenery fiuickens thought, ('hris- tfiplier North, while com- posing articles for Black- vnod, used to sit some- times during; all the sum- mer niglit under a fav- ourite tree in front of his house, eiigar;ed in deep tliought, and the next day would commit liis thoughts to paper. Fig. 4'i.— Block 1'l.\n of Gkound.s, etc.— No. 2. Note. — This plan is better arraugeil than the others in regard to the fences and privies. vv ; JStJi. 10.— Grounds to bo Planted with Shade Trees. S'^liool grounds slioiiul bo plentifully .supplied wilji shade trees. If otherwise suitable, a spot should be chosen for tiie school-house ujion wliich some lai'ge foi'cst trees are already standing, or the border of a wooil might be bclected. which could be easily thinned out. It takes a long time before trees newly planted, will assume that stateliness and beauty pos.sessed by the forest trees. Chap. XII.] SITE AND J'O.SITIO.N OK THK SCIIOOL-linUSE. 79 an and an in The oine- suiu- fav- of his deep nt'xt his >vwise large which autod ll.-SUapo and Slope of the Grounds. As a ffpnoral rule, tlu' most tlrv iiml licMiitifiil {,'ro;ii)ils iirc thosf> which slopo towiii'ds the .south or frotii the frout of tlie .school-house, which Hhould always liave its fnmt in that (lircctidii. Tiie iiicliiiatiiMi sliotiM, wiii-n' lu-acticalile, l«) ^(('iitlf, tli()ni,'li perhaps I'ur purposes ot' play, level j^'roumls woiil'l he IIh? most suitable. They should iiev<>r slojie in thi' opposite direction, if it oouhl !>(> avoided, us a northern evposurc* is nion^ cold. Tli • shape should, if possilile, lie rectan;;ular, the lt'nt,'th extending north and .suulh, and l).'aring the proportion to (he bremlth of aliout three to two. A school lot cont.iiniiig half an acre, might bo one hundred and eii,dity feet by one hundred and twenty one ; and oni? containing an acre, two hundretl and forty-two by one hundred and eiiditv feel. ^"^ J J Wl ® 5 ^ ^ Fir,'. ■11.— ISlulK ri..\S OK St IIiKiL (illcH'Nli.H, ^ iiA .V.\...:^..i^.... Fi;;. 4a. -lir.DCK ri,.VN of Si;ii()oi. Oiuiu.nhs — No. 3. These plans are .strongly rcconiniemled as admirably adapted to secure the objects most desirable to be attained in the laying o\it of school grounds. They eonibino in tluur arrangements complete sej>ara(iion of the sexes in their pljiy grounds, and yet furnish each Avith '•ample, room and verge enough " for enjoy ment and recre.ition. Tliey also combine, in the; curved lines of the .sidewalks and tli(^ rows and elumi)s of .shade trees, beauty of style with privacy and utility. Tlie ont-oilices for boys and girls are also (juite aoi)arate and secluded, which cannot fail to i>romute delicacy and rclinement. Fit;. 15. — Ex.\MPi,K (if Ne,\t and FIandsiimi- Si auoi, PAi.i.vd. In F\g. 4.5 we give an example of a. handsome style of a school fence or paling. The gates sliould lie built strong, and so arranged as to shut themselves. Seo also stvle of school fence shown in F'lq. ((5. 80 SITE' A\U POSITION 01' THE .SCHOOI.-IIOUSK. [Chap. XII. r. hjBti m l4 > H ■0 n H r. o a CO a .3 a ce m m a t- u c 12.— Arrangement of tbo School Grounds. As tlio front of tho grounds will prolmbly horlei' on a liiij;h\vay or sti -^ct, it will 1h' licttcv. ill onlf'r tu oseaiio noiso and secure unintei ru[ited attention to study, to |)Iac(i the siliool liouse in the iiack part of tho grounds, on a lino oxteiuling longthwiso through the (•eiitre of them. A planked walk should extend from the gale io the selioid house. A close and high board fence shoidd e.xtend from behind the house to the centre of the fence at the liaek end of tlio grounds. Walks might also extend on a line with the front of the house to botii sides. Tho two spaces thus cut ofl^ shoidd l)e private, in mixed schools, on(< for boys and one for girls ; and tiie large space in fi'ont be enjoy(?d by both in cornuon. Cliap. XII.] SITE AM) I'osi ; ION or the school-house. 8i It to lllO itll lor Ml, Tlio former init^lit b;^ hx'ul out in sjfrass plots, with .slinilil>ffy iind l)f'(ls for tlowors. and tlio latter, especially in towns aiel cities, slioiild he paved oi- hoarded, or coveroil witli sand or gr.ivel. Tiie hardened soil would answer well except in dain[) or wot woathei'. There should l)e sliade trees in all jjarts of tlie i^roumls. as nuiler them pupils could mad or study without interruption ; while others, wishing to watch the game or engage witii the players, conl(l do so. 13. — Gymnastic Play Ground. As no school is eom])I(U.o without " satisfactory provision" heing made (as required hy the ollii-ial i-egulations) '-for physical (>x(>rcise," wc insert plans Nos. 5 and C> (Figs. 47 k 48), showing how tliis arrangement can he easily earned out. -0 1 =1 I o ;i| Q !i| o o -*> o " PI »YC ROUND FOR CYMIVASTICS -O CCj r-:- c/nis Pl/troffouxu CO IT.- m ntnYsriouNO no 10 03 no .'0 ^0 %A 73 na fl3 'js rt ii':ALi: ri^' 17. -ni.ocK ri.,\N m- ovm- N.^ST.C AND i>TlllK l*I..\V 0I10UXD3. - N'l '■'. lasia O/'OUNu PLAN 33 40 SO Kp 70 3'i rco rr .-tr -d I'l-, \- '■.1.1 1 K \'\\\ Ml S. Ill Mil lliiC ,.; AM) Ul:iil. NU-^. Nil. 6. 14.— Position of tho Sohool IIousQ. It is very y t!ie nia.ster's desk: thit th' de ;ks lie .so plai'cd that pupils as they sit at them, will look towards tlw north. Some of the adv.in tages of tins ai'rangement are. th:it th'' pni)ils will oht.dti mor ; er sev( I'e.st cold of winter; that the ]iupils will look t( wards a. dead w;\ll. and thus avoid the gi-e,it evil of facing a glare of light -or, if a window or two h« allowed in the noith wall, tlie light coming' from that (piarter is less vivid, ;nid therefon; less dangerous, than that which comes from any otli<>r; lastly, that the dooi- heing in the south end, will opi'u toiniinfti the winds which prevjiil in suninuM', and I'ruin. the cold winds of winter. If, from noc.-.ssity, tlie hou.w nnist front northward, the mnster's desk should he still in the north end of the room, and the pupils, wh'ii seated, shoul 1 look' in tli.it direction. (See section 1 of cliaptn- iv.) SCHOOL-HOUSK OONSTKUC'TION'. [Chiip. XIII. I* CHAPTER XIII. INTRODUCTORY RlilM A.TIK3 ON SCHOOL-HOUSE CONSTRUCTION. 1 —Official Rules to be Observed. Tlie following g.juonil rules jiro taken from tli(! olli -iiil regulations: — (1.) Sho 0/ Site. — A site of an aere extent, but not less than half an acre. (2.) Size of Rooms. — A school-house (with sciparate rooms where the number of pupils on the roll cxcends lifty), the walls of which shall not be less than ton feet high in the clear, and whicli shall not contain less than nine square fecit on the floor for each child in the section, so as to allow an area in each room for at least one Inindrc-d cubit feet of air for each child.'" The rooms must also bo sulliciently warmed ami ventilated, ane strongly fvMiced; the yards and out-houses in the rear of the school-house shoulil be se))arated by a' high and tight board fence; the front ground should also b,.' planted with shade trees; shrubs ami liowers in their season. (1.) Various simple plants, recpiired for iilustr.itioii in the lessons on botany, nriurht lie cultivate(l near the schooldiouse. Flowers, beautiful in themselves, have a m ist delightful and humanizing iiillueuM^ on children and youtii, who should Ite t lught to care for and preserve them from harm on the school i)reniise3. * Tims, r.)!- iintiiiiH', a r.i,iin f.ir lirtv ohillii'ii wiuM ivi|iihM s|),ii't' fur .l.tlOO i-iibi't fret of air. TIih wniM 1)0 fquil t'l a ciilir i>l'llp> rulliiwlii,' iliiii'tniins in I'.'i-t, viz : .I'l ■: i'1 •< 10, wliirli is c [iiiVMlciit tn a pimiii '_'.'> t'c^i't Iniii; li.v '.'O I'.'ft wi.ji' iMil lil r.M't lil„'li. III l-;ti.'lii|i| III" iitll 'ial riilc!s K'^.Tiiiiii,' S'-lin.ils rfii'iliv Hial tin' iiitt-ri o- w.ills (if a K!'i'i"ii'ii' .sfli.iiil, it' I'.Mlf.l t.i till,' li'Vi'i (if tlic ivall-pl.ili', mint, hi' I:! iVi't ai„'Ii ; il' tli'^ iii'i'i In' ill >iv tiiaii :IU0 sii|ii'rili'ial IVi't (tluit i.<. a Viiiini IS X 20 I'l'i'tjtji" wall must liii l.il'i'ct liiuli ; ittlii' ai'iuln' iii .I'l' tliiii liilO sniiiTllrial f •.■! (Uial is. a r.i.iiii -Ja '< ;).i) lli' li.mlit iinisl li ■ 14 l'i«l. if III ■. im.hii Imi (••ili'il In lli" ral'liT. aii I >■ illar ln'aiu tliu walls iiiiy li" II r.it lii-li fiMiii 111- ill. 11' |,i till' wall-pliti', aii'l al livnl II I'lvt l>i tlic r.'iliiij; ai'i'.m tin' collar lii'aiii. Ill II ill.iinl .ilsii, a Inuliiiii;; riiiaul In' ini'il for s'liiml |iiiriiin-.;. piiblii' nr privati', with. ml an iiisiu'riioii mill I'l'i'tillc I'.i' of lllii;is.H. .\iiy nil" i'iiii|ii.'tlii,i{ a H'\\ i >', iii i li iililiii< il 'i'l irr 1 li.v tln' ilistiii'l. imp '"tnr tn liu iiiniiKilili", i< lialili', for tlic llrnt iill.'M'i', tn a iiin' of IVnni l,w,) t» fniir j;iiiiii'ai a wcnk ; aail fur a second, to a JuuIjI" lino ami iiiiiirNiniiiii'ut ufa wvt.\i. ui a rurlnirila. Clmp. XIIL] SCHOOL-HOUSE CONSTRUCTION. 83 ,.Is Iho iiv, ho ills :;uO Irilll tll« lillar Iti'MI I III 3 —General Directions to Trustees in regard to the School-House- (1.) The school-house shoukl be hut one stori/ hiijJi. (2.) A sopavato room must, aocordiug to th n ollii-ial rugiilatioas, Iv.! provided for every fifty pupils ciirollod iu the school. Jiy moans of slidiuj,' doors or moval)lo partitions thesis s('[)arate rooms miylit h.; thi'owu into one, .so as to accommodate all the i»ii[»ils of the school at prayers or ou special occasions. (3.) Provision should he m;ide for a gallery room in every school. (See plans given in the chapter on the interior litting of a s(;hool-room,) (4.) Separate entrances with outer ])orches to the school-room for boys and girls should invarialjly be ])rovided. (For plans of porches see next ]>age.) (5.) The entrance jiorches should be external to the school-house. (G.) The school-rooms must be well ventilated, as required by the oIEcial regulations. (For plans and suggestions, see chapter ix.) (7.) The light should lie admittcil to the school and classroom at the left of the children, and either from the east or north, but in no case should the children face it. (8.) The window .sashes should be made to move up and down on pulleys, and the sills should be about four feet above the floor. (9.) The external doors of a school-house should open outwards. (10.) Each school-house should be provided with a boll. (11.) If the house be brick, care sliould be taken to make the walls hollow, otherwise the walls will be damp inside. (See note to description of F'uj. 81. See also chapter x ) 4.— Things to be Remembtiod in Planning a School- Mr. Robson, in his (English) "School Architecture," justly remarks: — "The school -architect should rcmcnilior at the outset that he is liuildiiig for children varying in age, size, and studii's, and therefore I'CMpiiiing diilrrcnt accommo- dation ; for children engaged sometimes in study and sometimes in recreation ; for children wlios(^ hciilth and success in study I'cijulre that tlicy sliouhl be frequently and e\ery day in tlie open air for exercise an of study and of the school, cannot fail to b(> in no inconsideraltle degree affected by the nttraetive or reoulsive situation, appearance, out-door convenience and in-door comfort, of the jiiace whei-e they are to spend a larg'^ ])art of the most impressionjd>le ])eriod of their lives. This place, too, it should 1)0 borne in minil, is to be occupied by teachers who.se own health and happiness are effected by most of the circumstances above alluded to, aiul whose best plans of ordci', chtssiliealion, ted i)y the niiinner in which their school-hou.s<.'S are constructed and furnished." (See chapter v.) t! U 1. 84 SCHOOL-HOUSE CONSTUUCTIOV. [Chiip. XV. 5.— Example3 of Porches and Eatranco Doors for School-Houses. Fig. 49 (CupoLA)i Fig. 53. l-'ig. .'j:j. Fig. 50. FL'. 53. Fib'. 51. Fit?. Oi. Kii,'. Wo iusort al>ovn ei^ht oxainj»le.s of tlio ditfonMit kinds of poiriics iuul ontviinon doors for .'^cliool-lioiisc;-;. 'llicy pvo.siMit a ,!,nviit vari«!tv of stylo, and will aid trustnos and othi'i-s in iiiakinu' a snltK'litin of a noat aiid tiistnfnl cntranco to the sclioul-housi of largo l)uiMin;^s and ,si'liot)ls to opon oiitivdn/.i. It will 1)0 riMH;Mnl)oroil tli.it tlu^ law of OiUirio n'.piiivs all doors Chap. XIII.] SCIIOOL-IIOUSE CONSTRUCTION. 86 6.-^Examplo of Specifications to bo Signed by the Contractor. Mitson. — Tlic materials of tlic walls sliould lu' luick. ami tlic ccllav walls Imilt \\\i ahovo tho level of tho ground, oiglitocn iiiclios thick [with rcllar doorway (if desired), and window openings seenred with iron ,i,'nar [or oak] [if stone] and eii^dit indies rise. The walls from the surface of the <,'roun(i upwards will he of hriek ; tlu^ outsi le four inelies to he the he.st (juality dark stretchers, with the joints smoothly struck: the thickness of tjie wall at the hase and pilasters will lie si.xteen inches ; in the recesses twelve inches, h.-ing a nine inch wall spread on the liase. niakiiii; an openini,' of throe inches in the centre of tin- wall; the two surfaces to he Itonih'd toirethia* with alternate headers ev(>rv lifth course ; the jinijection of the hase to he tlnisiied on the to]i with heailers, TIk' flues will Ije maih." eiifht by twenty four iuclies, thor<)UL,ddy and smnotldy pargeted and toppi^l out on the roof for veutilatoi-K. Tlie work to he done in a sulistautial and work- manlike manner, v.ith mortar eompo>v'd of clean, sharp sand and wooddiurnt lime. Plastei iiij,' on llie interior will lie done in the sana^ luaniier as tlio last; th(? jaml)S of the windows will he plastered and the angles I'oumli'd. ('(tr/zenfer Work an'/ M ill he continued o\-ei- {\w wall, foi'ining cantilevers to support tlie eaves ; tlies > from the gables will lie framed into tho outei- rafter. Th<^ i-afters will be framed and one and a half inch plaidc collar beams well sjiikeil across the same. The I'afiers will lie l.ithed and covered with the best white pine shingles, butt"d ami joiuted. A Iiell tunet will lie built according to the plan. The window frames will be mafle plank front or easing, and double hung. The sash and shutters to be made and hung as usual on the flaidc and back of the liuilding; but on the front, inside shutters in one pair to each window will be made and hung to open against tln^ wall, and recesses in wall will b(^ ma. Waius-oting, black-board, inside dressing.s and jaml)H of doors, pinrails and hooks in recitatiou rooms, slats iu maiu I'oom for m ips, cellar door and steps, and outsiih; stops (of wood), and privy and fencing, v.ill be done iu the l)(>st ;"anner. I'iiiii/lti>/ (Did (ifminij. — Tho wood work usually ])ainted will receive three coats in plain colours, with pans white hiad and linseed oil. Tiie sash all to be ghL-^ed with the best glass ; tin; size of tho glass will be thirteen by sixteen inches, eighteen lights in ea'jli fr.uu" on the sid ; and bav-k ; th'^ front frames to have twelve lights each. Giitmrd'. — All the raateriah and workmansliip to b.-; of tho bast (piality, and everything to be furuished. re piisite to coin;)lete tho l)uildiug iu all its parts, in a sul)stautial and workm luHk) uiauner, and to tho .satisfaction of the trustees. Note. — See " Suggi'stious for Specifications." Itrancn lu aid 1 to the doors 86 PLANS OF ONE-STOREY SCHOOL-HOUSES. [Chap. XIV. CHAPTER XIV. PLANS OP ONE-STOREY SCHOOL-nOUSES IN THE RURAL SECTIONS AND SMALL VILLAGES. 1!^ Fi;,'. 58.— UiMiuN Xo. 1, End Ei.kvatios.' Thf. inforior aiTan,L(('iiicnts of this phiu rosomlilo many of the others; but in this, an outside lohliy is made at the (Mitrance {/''!;/■ T)!).) wliicli gives an additional room inside (B) for tlio pui-jjoscs of a library or recitation. U^ °{M (J L n WiMU^ o o Aiiii^2t D Off 3Z~r Fia GnOl'Nl) 1^1 AX AIlAl'lllI TO I'K.S. i',1 AM) 71. A. Ontsiile porcli. 11. Kiitr.uifi'. r. (Sills' liiiiiiiot rnom. 1). 15n)s' (M]) roiiin. FF. One a siiioki> lliu<, the otlior i» ventilator, hroiiglit tiiyi'tluT in llie Infl, ami tniiiii'd mit tOj^rlliiT, (i. 'IVarhoi's iliisk iin a Iiin^ platform. hh. Si'at.s tor l.wo iiui>ils. L. Lilirarj'. 7)1. Untranrc to tlio cellar. SS. I'a.ssageH or uisli s. •These ilusi^ns, villi one outward door only, are not to bo preferrod, Inil, tlieyare inserted ratlicr to .tfivo vnriety in flio sf.i/ii! of .seliool-luiuscH, th.in to be strii lly Tollowed. The double entrauoes, shown in /'lys. "!•, etc., oipeeially iu b'm. BS and following plauH, are niueh \.o be preferred. Chap. XIV.] rL.VSS OF OXE-STOUKV SCHOOL-HOUSES. 87 ,elc., Si( fiianly n.-iiled over the joints. The eai'penter work. inclu !Sif-r: P]:RSPi:fTivE, with Onoi-Nn, etc, bf.st (piulity. Tlie mason'/ will also bo as the first, with the same arrani^oiiient of cellar window and cellar onti-ancc : the jdastering al.s(; in like manner; tho Y'yz. t'.l. ni-ii;N No. li ,\iiaitkd tii Gm>irsn I'rAV, I'm. ivi. jiaiiitiii-; ali^o the siune, with glas.s of tlio same size ani"('S('nto(l contains si ats for twcnty-fonr pupils, hnt liy iiicrcasin;.^ the liMi^th thn-u fcut tlici'n will Iji- room for onn more row of .scats, ami for thirty pnpils, and hy incrcasim.,' its width four feet, it will contjiiu .still another row of desks, and seats for forty pnpils. Tho ))orch is .a single njom, lait of sniiicient .size for a loliliv foi' cloaks and hats. The sto\o is to lie placed in one of tiu" niches near llm entram't! in front, while the other niche may he used for a library. The ventilators in this, as in all tho designs, are placed in tho nnw of tho room, but each one is connected with the chimney l)y a tube under the lloor. (See Fiori'li is fiiiisliivl witli a cniiiMion jjahlo. Tlic iiniaincntal lilaL^rri- work of tin' ^m1>1(vs iniy lti> tmiitti'l, if (icsiicil, ami tlio roniico iiiatlo widi' uml |ilaiii, liict» that cif AVy. ('>1. The only extra cost of this ii,'ii is raisiii.i,' tint iralili's ovi-r thi' wimlows, ami in ciiitin.,' down the cornors of tlii> roof, tln> whnl(> of whi"h on:,'hr, not to t>xce<>(l a few tlollars. This ch-sii^n is rcpresiMitcd as tinif>hi>d with hattiMis, hut claphoanls may l)o usml, nv the houso may ho huilt of hrii-k. Tli.i snprrior iiitpMrauco of this design will inoro than warrant the additional oxpcnsc. lighted eitluH- iiardcd. Firj. 08. — Tn villages and eountry places near cities, where the dwellings are of line architectural appearance, the si.'hool-house should lie in harmony with the .surroundings, and tlaa'o is a demand for ornamental designs. Design No. 4 has been prejiarcd to meet this demand. The style is chaste and neat, and not expensi\e. The stee]) gjthles all tca-minate in min;irets or pinnack^s. vVn orna- mental hell-tower surnKauits the front. The porch has an ornamental tent- roof, sloping down from the front galtle. (latilt^s are ei'eeted above the side windows, and a beautifid ornamental chimney extends upward from one .siile of the poi ;h. The matin'ial may be lirick or stone, tlie finish of the gables being a stone coping instead of a coiiiice. This coping may be made of wood with a covering of tin. Fi(j. G9 gives the plan of a very beautiful rustic .school-house and gi'ounds. This design for a .school-house intends to (exhibit a model of fitness and close economy. The pi-incii)les of fitness are, 1. Ample dimensions, with very nearly the least possible length of wall for its inclosure, the roof l)eing constructed without tho beams, the uppiM' and lowisr ends of the rafters being hcdd by the wall plates and fnum; at the f(;ot of the lantern. The ceiling may show the timber work of the roof, or it may be plastcu'cd. 2. Light, a uniform tempiM'ature, and a free ven- tilation, secured by a lantern light, thus i',voiding lateral windows (except for air IMAGt EVALUATION TEST TARGET (MT-3) 1.0 I.I o.. 132 2.5 il|| 2.2 ^ 2.0 1.8 1.25 1.4 i6_ ^ 6" — ► el o 7 PI rtogiEphic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 ( 716) 872-4503 ^ '^ iV ^v "\ \ Wc %\- ^V \ 6^ % ^^ "%"■ i L

- W., ^ 6^ i^isstsadsiiammmm 92 PLANS OF OXE-STOHEY SCHOOL-HOUSKS. [Chrtp. XIV. in summer,) and f^aining wall-room for lilack-boarda, maps, models, and illustra- tions. Side window are shown in tlic view, and may lio made an addition by Fig. 69.— Ue.sion No. 9.— PKR.si'KtTivi-; and GitorNDs of an Octaoonai. Uustic School-house. those who doubt the efficiency of tlie lantern light. (Tlie lantern is not only best for light, but is essential fur a free ventilation.) With .such a light, admitted equally to all the desks, tlicro will be no inconvenixpense for broken glass, as the sashi!s will bo removed from ordinary accidents. The i-oom, accorduig to this plan, is heated by a tiro in Chap. XIV.] PLANS OF ONR-STORKY SCHOOL-HOUSES. 93 the C(Mitn«, (ullicr iu ji stovi^ or ,i,'r:iln. wiiii a i)i|in f,'i>iiig (lir.-<'tly (lin)iiL;li tlio roof oftlic lantern, iind tinisliiii;^ oiitsiile in ii slu-et-iron vaso, or otlicr ,t|)|iropriate ca[). Tli<^ ])'\])iy can Im tastefully iasliioiicd. witli a Imt-iiir chanilicr near tlio floor, so as to allonl a larijo radiating; .surfaeo licforc tlic Ix-at is allowcii to fsi-apc. This will sf!cnrt' ii uniform teia|)eratiu*o in every part of the room, at tJK! same time that till' inconvenience from a \nyie passini^ dircftly over tin? heads of children, is avoided. The octagonal shape will admit of any nwmher of seats and desks, (according to the size of the room,) arrangi^l paralhd with the sides. Tlie master's seat may he in the centre of the I'oom. and the seats be so constructed that the scholars may sit with their hacks to the centre, by which their attention will not b(! diverted by facing other scholars on the op])osi(e side, and yet so that at times they may always face the master, and the whole school be forni('d into one class. Th(! lol)by next to the front uoor {Fi(/. 70), if made large, may .serve for a small recitation room. The inside wall of this lobby may .sliow like a screen eiglit feet high, and the space above be o[ien to the school-room. This screen-like wall may be luing with liats and bonnets, or the triangnlar space next the window may be inclosed for this pnrpose. TIk^ face of the octagon opposite* to the porch has a wood-honse attached to it, serving as a sheltei-ed way to the girls' privy beyond. A second privy can be erected somt; distance away for Ijoys. The wood-honse is open on two sides, to admit of a cross dranght of air, preventing the possibility of a nnLsance. Other wing-rooms may bo attached to the remaining sides of the octagon, if additional inconveniences for closets, library, or recitation rooms be desired. Tlie mode here suggested of a lantern in the centre of the roof for lighting school-houses, is so great a change from tlie usual plan of lii^hting that it requires full and clear explanations for its (!.vecution, and phiiii and satisfactory re.asoiis for its general adoption, and of its great exccdlence in preference to the common mode. They arc; as follows, viz : — (1.) A skylight is well known to be fir lietter and stronger than light from the sides of the building in cloudy weather, and in morning and evening. The difference is of the greatest importance, in short days it is still more so. (2.) Tiie light is far better for all kinds of study than side light, from its quiet uniformity and equal distriimtion. At certain seasons of the year a mo%'able curtain will be found desirable to prevent too strong a glare of light from b(!ing jKiui'ed down. (.'i.) For siiiiUer houses the lan("rn may be sipian;. a siiii|)le form easily con- Btructed. The sides, whether sipiare or octagonal, should incliiu! like the draw- ing, but not so much as to allow water condens"d on its iiisiih' to drop nlF, but run down on the inside to the bottom, which should be so formed as to conduct it out liy a small aperture at each liottom pane of glass. (4.) The glass rccpiired to light a .school-room equally well witli side lights would be duubl(> what would be i-eouired here, and the lanterns would be secure from I'oiiiinon accidents, liy which a great part of the glass is (>very year broken. (.").) The strong propensity which scholars ha\i) to look out by a side window wouhl lie ni'Stly jirevented, as the shulters to side ajiertures would only lie o|(ened when the warm weather would re(piire it for air, but never in cool W(>ather, and therefore no glass would be usetl. The shutters being made very tight, by calking in winte;-, would make the school-room much w.-irnu r than has bei-n common ; and being so well vi-ntilated, and so high in the centre, it would lie more healthy. ((i.) The stove, furnace, or open grate, being iu the centre of the room, lias great advantages, from did'iising the heat to all parts, ami equally to all the scholars; it aNo admits the pipe to go pcrpeuJicuhirly uji, without any inconvenienco, and U4 I'l.ASa UK (IXK-STOKKV S( IIOOL-IIOCSKS. [Chap. XIV it <')'f';itlv fMci!itiit-os tho v<'ii'il;iti'>n 11(1 till' rcfiMitioii or cscji] sc:ii)R of lio:it, l)v iiioans III Hi, "i ! :li*|i!!l of tln' sliiliiii;- c.iii ni>')vi\ (Sc(> /''/V/.v. "J?. .">•) iiiui -M, on piigcs 51, .").") ami '»6.) This plan is dcsioiuM] for a small villaiic <>r tliiuly si'tilcnl rin-al vii'iiiily. Tl le .|(^ nf platform ami lilackhonrcl slioiilil he oxtciidt' 1 to the 1h>.)1< c'ln.^cls. on the toiiolicr's jiiiivli luul (,'ii'l->' iiiti.iiii't". II. Hi.ys' iiitiiiiicc. I' lioy.s' rlotlics room. I) Oiils' ilotlii's or gallery room. K. Tiiiiln'r'.s cli'sk uii a iilatforin, 4 liy y fuut. r Hfi\ln for ivi.i |iii|>jls cacli. o. I'ttssa^i' :! Ii'ct. wiile. H Library. K. I'liiiiMiry flue. I.. ('('Iliir I'litniiice. V. Vgiitilatiir. 9l'> I'l-ANS (>(■ tlNi; STOIUCV .SlHOOL-iroiTSES. [c;iiM|.. XIV'. Miiil fifty, ft iniiy lif (if .sloiic. luick or wood. TIm' size is twculy-tlirt'o liy thirty- four f(*(*t, iuid jiitcli of roof clivcii feet; liic Htory twelve feet in lici^'lit in the c'lciir, with u side [loi'di ; the w.ills n|' uiidvi's.'-cd stone or lu-ick or wood. Fii; T.*) — Dkskin Nh. 12.--Aii,U'Ti;|i in Giioi'M) I'i.an in Fiii. 7l). Tlio cellar will he exuav.Tted under (lie luiijdini)-, Mith eiitniiice, itc, and foun- dation treiiL'hes for the iioreh two feet lielow tlie KUiface of tho yiouiid. In BJiliSSBiiE^iSil^|@E^=S!i^^=^ i 1 ,. 1 1 O Fig. 70. -liuiiL'.M) Plan, ,\iiai-iiii lo 1il.su..v Nd. lu, I'ld. 7J. Cliui). XIV.] I'l-ANH OF o.M:-sroui:Y school-houses. 97 Fig. 77.- Okshis No. \'.i. — Kko.nt and Sihk I'Kii.si'Kriivi:, adaptki' td I'm. 78. — T 1 "" ri -J * liU'll M) I'l.A.N Ali.M'll.li 111 111. A. riiT iilai'r ami Viinilatiiiir lUw. 1!, •|V:ii-li.'i's l'liir..nM <' St..x,. ami .vir Hurt, l>I). Itiiumt .111.1 (.'a|. Uuijius. Iv Kiiti-iiirc Il^ill. !■'. .M:!)! ami Api'aratus flnsi't. !■; i.s till' riMiit liall. with il.iiir njii'iiinn .lli'crtly to fill' .siliii.il-nMiiii. Till- iliKii' is fill- li'ai'lir's ami \ isi- t.ii's mily (MiviT l.ii |iii|iilH as ,1 niUO. Tn tin- ii);lit aii'l li'I'l liniii tills h'lli ari' tlir rimiiis 1) |) -iinn fur lii.ys anil uiiii t'ui- (•l^l^;, fmiii whii'li lliry piiss, ri's| «i:livi'ly, tliriiiij:ii iiiinlliiT iluiii- In tln' srli.i.'.|-i m, thus aviililiii;.; til ' ciumliiig hihI roiil'iisliiii of tiiililiijj liaik 111 iiiliT till' .si'liunli Ill frniii till' liall. As all iiivariMliii' riiN', ln.ys ainl uii'^ slimiM liiivr si'imMtu t-ii!iaiii'i's intii 111. Si houMimisi' In this I'l'spiirt all iif llii'sr IIisIhms iiii' ilofi'i'tlvi- ; Init this ih IVrt ran »ii- ri'iiiiilinl III till ••iinstiui'tiiiMiif till' liiilliliii.'.;stlii'in- Sl Ivt'.s. It is the tra-liii's |ilatl'iiiiii, ami K a 11111]., iir tho ti'aili.r's |.tiviiti' rlnsit. r is till' St. IV.', till' irjii' ;;iiiim In tlli' ri„'lit. "'nl tlirll- lir.'at ri'.'ht aii^li's thi-'U^li tli iiln' ui' llii' ni.'iii tn tlif I'liiniiicy, A, vliH'h has a sniill tiri'|ilai'.', with lii'iirtli, aiiil rioisUi- In llu- i.ulh'l i.l' .'..1.1 ami iiui'iii'o ulr. « ^mg^ y8 PLANS OK OXK-STOItKV SCIIOOI.-IKtl'SKS. [Cliai.. XIV. i I 'liii regard to tlm (l(!tail,s of tliii iiiiisou ami c.ir|KM)t('r'.s work, tlioy oan ln> (iMtcrinitU'd uj)on l)y tli'> tnisti'ijs, uinl insi'i-ti'.l in the s[).!'jiti''iiti<)iis. 'J'lio spfriti'Mtioiis ifiviui on piLCe H;") will ba a j^iiiiU! in this r«s[K)at. Tlie details of seatiux iviid warming will 1)0 "(iveii in another chaiitcr. 7'V'/. 7r> is a n'.'at and (dopant dissiifu for a >;ra;dl scliool lioiisi: in a vidaL,'*' or rural secti'iu. Till' only olije "lion to it is, tlu; siniil.; cniranfc door to the- liuildiui;. 'i'lie bnilding has an ontsido pordi and a btdl tnrrot, 'I'lui former is widl lighted. The '• hail " is ratliei- narrow, bnt the '* wardrobe " room on either side, for boys and girls, is very convenient. 'I'lie ])ii]>il;^, on enti-ring the " \vardroI)e " from the hall near the outer door, should, however, be able to ])ass on thi-migh it into the sohool-rooni direct ; but instead of that they have to eonie into the hall again, and thence into the sehool-room. In doing so, as shown in the ])hui (/V'/. 7()), the pupils from either " w.u'drobo" hav.', to meet at the same place in thi^ hall, thus leading to confusion, if not sonvtimes to uns'jeinly jostling and crowding. This error should bo corrected in erecting the building (as is shown in Flij. 78), anil th" two do >rs into the hall now .shoulil b ■ closed up. In passing througli the "wardrobe" room, the pupils can hang their caps and Iwimets on clothes pins fastened to the sliort partitions which extend acro.ss the room. The school-room, Fi;/. 70, is -0 by 21- feet, and is designed to acoommodat'^ 40 (but, if e.\.tended, it might be made to seat 50 or 00) pupiKs. The teacher's plat- form and two closets are at the oppo.site end of the room. One of the closets might be eonvcsrted into the tiollioiise. It may be that many of the sections are poor ; and in that case they are far too j)oor to subject their childi-en to cxi)osures and consi>ipient disease, and so a good school-house becomes indispen- sable. Each .school section that receives ])ublic money is morally iHiund to ])rovide all the appliances ni^ces.sary f o • the projier expenditure of the money so oliiained; an I the po )rer the section the greater is the necessity for all po.ssible means for moral and })hysical advancement. In tW i d.ssign tw ) entrances are proviilel in friut. each of which opens into a room wlii''!i is at on -e an entry-way and a lobby for idothes. Tin; space between the two entry wiys cm be used for recitations, and a room may be linished in the b.usemi^nt, or added to the rt'ar for the stoi-ing of fuel. Tim design is well adipte 1 to sections in which the attendanji^ is large dui'ing one portion of the year, and snvdl at other tim(>s. The njcitation-room gives an opportunity for the employment for an extra teacher, as nupiired by law, when the school has an aveiMgi? attendance of over lifty pupils. The fi-ontr and back walls of the sehoolr.nim, between the two doors, should be occupied by black- b.)ai'ds. The st )ves are pla"ed in the front corners of the room, .and the ven- tilators in th > op|K)siti' corni-rs. Tins room is suoplied with two back entrances opening r^Kpectivelv into lii ■ l)oys' and the girls' play grounds. .•tor ;t a oiis to to so iblo s all lli'U )iick :>ek- veii- nces v\m]>. xrv.j IM.ANS iiK O.VE sTORKV SCHOOL IHMSKS. 9y Fif/. 79. — Tliis dosii^n ivpresents u ]>hnn Imt neat mi'I siili.stiiiiti.il tVaint' luiild- iiig. TIu; roof lias tlio phiiii wiilc. projoctiiiy coniii'i' and caves wliicli protect iiiiiiiiifflifiii^iiniiiiiiifc'-i^^:^^ ILL Jilijlr. If t r • -'!■■ 'ri^»MiBai»,f«in . ;. -^~--ljZFir l-'i;. 7;'. -I)i:si(iN Ni). 11. Adaitioh to Kn;. m' tlic Walls (if lli.> ])\\\\ liiiLT, ;iiiil at the saiin' lime '/we it an a|i|)('ai-aiu'(' of ccinifort and snlidity. The iinish may lie oi" iiatt"ns. or it may ii'^ of clap hoards, as in mmsm msmm mmm M -11 iO o I'i.^. Sn. -CiU'irMi I'l.AS AHMTiai CO I'lilS. T!>, Hi, \Mi, Willi McDItliAriuN, r.) S'l AM. S'* tlic ciiij':avinir, or, siiiistisntially, (-lie same liiiildimr may lie made of li ick. TIiin sidiool lioiise is represeiili'd Ui Htuiidinii; on a sid.' liill wni.-li slopes I'.ow award and llii 100 PLANS OF ONE-STOREV 8CHO()I--HOUSES. [('hup. XIV. hackwaivl from tlio lioiisc. Tri .sitiiatioiis of tliis kiiul tin* back i(iN No. l.'i. Adaitih, wiiii MuDiKirATlnNS, to Kkim Ml, S'J AND S;i. ciitraui'i'S till' ])Iaii can b :• rcconiiiuMidc I, Imt not otln'rwiso, as .hey arii a necessity. If anvtl lytliin;^ cheaper is attenipl vl .111 )i)rclies o niitted it wdi be liv tlie ush of poor m.atorials. by s'-riiniiiiiLT just propyl lions, or Ity diiniiiisliin',' (he size, so as to depfix'c pupils of their due |)roportion of pure air, ami of Mieir fi'cedoiu of til" interests of the school will suficr, and ])resout movenienf . h l>-\KI* siivinu \vill be effected at a fearful futiu^e cost to the cliiklreii. wm Drsit.x Ni). !").- This is a vei'v neat an 1 tidy-looki n'f s( hool-1 loiiso. Tl le stvio and linish of the doors. \viniit wood or stone may lie used. Note. In tiic cnctinii nf hrii'k walls, cm' must lie taken tn li.ive tlie walln liolliiw, or fnrnieil «ii that a s|i;icc el' ;iir ni;iy I'l- eeiiliiit.l w itiiiii tlifin, othcawisc the w.ilis w ill lie il:iin|> niid the reeiii uidualtliv. The in'craiition slmiilil alsii he taktai to have tlu' fumiilatinn l.ijil in hyiiraiUii' ei nuait um hinii as tlie ualer-talile to piiveiit the niuisture ef the ^rnnuiil lr(MU ])eniii atiiiv' the entire \v;ill.< nl' (lie liuildiiii;. 'i'lie elteet i>f till' limistare i.s iidL unlv 'hlite- riou.s te heallii. hut eiiiiihine'l with the action of front, it has a teiuleuoy tooraek aud dtstroy the u.dis of the liuiidiii^;. Till' side windows nearest tlie front, the four side windows, and two in tlio rear (not sliowii in llie plan) siiuuld all lie luriiislied with suli>.laiitial iiisidtj l>lind.>. (Mitside hlinds ljo soonest to decay, and they are so incons'enieiit, that they will nt'ten fail to lie o|ieiied or shut when tliey should lie. NniK. We would airain re)ieat here tlei^ |iiiiiils should never he seated o|i|i'iiiti' to the window, as sueh ;m arranj,'ement eamiot he etlierwise liiaii iiijmious to the e\es of the jiu|iil, since the stroiif^ li^^llt is eonstaiitly shinin;,' in to tlieiii. I'lipils should always he seated with their hacks or sides to the wiiulows. 'J'here shoidd he no wiiichiw in front of theiu ; hut. if any, they should lie windows facinn iio'-th, and not those faciiij,' south. If from the stiucture of the lot or the house this arran^'eiiifut is iiiijiossihlc, tho window should ho niuifcd or otherwise iicrm;ineutly darkened or shade. I. |Seu page 41.) Wc give two additional ground ]ilans wiiieh may he adapted, with somo slight variations reipiircd hy the nature of tin; site, itc, to the ilcsigiis Nos. II, 15, 10, etc. Design Xo. 10, /■'(■//. 81, r<^prescnts a liandsomc (U'tiameiit.il hrielc or stono building, with a slate or other siihstaiitial roof. TiitM-npola. like that in /•'/(/. SI, isiuadt> to grow out of the strtictiin* itstilf. Tin; windows and doois have pointod gotliic arches, and over each of the windows a galde has heen ere<"ted. which gives Fig. S.'i.— Gboi'nh Plan, AiiAfiKn, wirii MmnrTeATioNs, to Kkis. 79, SI, SI and Rii. thorn a tasteful finish. Tho whole grouping [iroducos a very pleasant eflect ; and the design, as well as that of Designs 17 and IS. would make an excellent and haiulsoine .schooldiouse, or a small hut (Oegaiit church. Note. — In erecting structures nf this kind, great care should be taken to make tho founda- tion secure. The iiudori)inin^ should he laid in hydraulii; eenicut. and every precaution should he taken that the wh(de fouadatioii should he of .sullicient strength to support the weight which must rest uinui it. '\~' ''-:-:i.,.jnn 108 PLANS OK ONE-STOIIKY .SCIIOOI.-nOl 8ES. [Chap. XIV. p ''||i|ii I'M;;. ,S4.- Dkskin No. K1. -Auaiikd to Kios. SO, Si and S5. Note. — Tliis dusign ininlit alsn liy usjil as a Sumliy scIiudI rooui for a church, and for a variety of otlier )iiil)lii; school i)ur[)<)des. Thu root' .shimlil l)o covurod with slate. r il fi. f 1' lir if J. 11 11 ■' 11 ! jil'i 1 '-■' It '1 iii.'i 'i 1 1 W 1 u w 1 1' I'ij: r-; •.1 'i "y :i I'll! iili it'':' i:; rrr ii 1 i !;] lil Tim iiiliji If <^^^m^^^^ ■Mi(^^iMMV////Mmii(»>ffim'i Fig. S'). (iltiK NI) ri..\N ADArTII), WITH .MOTIIFKWTION, TO Kills. 79, -il, 84 AND 80. Design No. 17, Fhj. 8('), represents a plainer structure (of brick or stone) than the preceding one, and it lias l)een varicfl by tlio introduction of plain arched ■windows and corner buttresses, wliicii give tlie building a strong and substantial appearance. Th(! cupola, too, ditters from that shown in the preceding design, Chnp. XrV.] PLAN'S OK OSE-STOREY SCIIOOT.-IIOUSES. 103 ■^rm Itone) than luu art'hed ln\)stantial liig ilesigu, beinj,' a sq\v caps may, from motives of eeonomy, Ite omitted, ami the window.s lini.siied in die ordin.i:-y manner. The buttresses should ahvaya terminate in pinnacles, or otherwise tlie struotuie w(»uld appear bald and unlinisheiL A. Rear entrance. B. Girls" do. C. Boys' (ill. FlO. 87.— IJllUUM) I'l.AN, AUAl'Ti.D, ViVVM MODI KlTATIoSS, TO FlC.9. 79 AND 81. V. Flue fnr Vftn(il.iti(in. F. Seat unci desk, wilk iron ends. g. Cold iiir duct. I). Teacher's ]ilatfiirm. E. Library. 8. Vonlilatiug atove. 5 If 104 PLAVS OP ONE-STOREY SCHOOL-HOUSES. [niap. XIV. Tliis Dcsii^-ii, in its j^t'niT.il foiiturcs. ivscmblcs N^o. Id. /•'///. S4. l)ut tlio rntranco iliinrs arc at tin- wide iuid nut at the front. Tiiis is a derided innntivcuicnt. as Chap. XIV.] ri..vNs OK o.vE-SToucY scnooi.-HorsK.s. 105 Uoor gahlcs nro HoLjint. in stono copinR.s. The porch, t.^o, is iioat, hut jiny of tlic (lt\sii,'iis Kivi-ii on pa;,'!' SI ran Ixi sul.sti- iaU'd ior (lif mi,, in tlu' <'ii;,'ravi:!.i,'. 'I'hc ciip.iia. Wkv that slmsvu in /•',,;. 81, ■a 1100 il. as llcrly ami Ki;;. '.III. |);;.-iii;N Nd. ID. Ai)ArTi:]i, wrni 'iiiMi i. u i..:., r,. liu. SS. .grows out oftlic stnu'liirc. ami is an iiii,i.oral pai-t of it wliich caiinol hr- omil willioiit (lostroyiiiLj; tlic -viuTil symmetry of tii'' design. Tlio malciial.s ..f hiiililiiiL!- m;iy !)(> l)-.aciv or stone. 'I'lie jiointcd arches of th.- (h. n- ami win. heads give n hamlsome finish to the hnlMinj,', Avhich tit it ailiiiir.il.ly for a vill school. 'J'he design can al.so he adopted to a church structure. ted th.. ow a''rt li,'. ',11 llr.^Ki.s .Nti. 'Jii. — .Viivrij 11 in I'l.i. '.i.'. The ;,'ronmI plan, Flrj. S!), is titti>il for tlie D.'sii^ni shown in Fi)/. f^f<. hut with a litlh' modiliiation i*. cm easily !»> adapted to Ite.sii^'ti No. I(i. /•'/ 1'i..\n adattki) to Desion No. iiO, Asn, with MooiFrcATioN.s, to Desion No. 19. Fir/. 92 furnishes a compact ground plan for Design No. 20, Fit/. 91. It secures the very desirable advantage of separate entrances for boys and girls. Fig. 93.— Desion No. 'il. — Adapted, with modification, to Kio. i)l. Fig. 93 represents one of the designs for nu'al school-liouses prescribed hj the New Brunswick Provincial Board of Education. The gables in the Design are Chap. XTY.] IT.ANS OF OXE-STOUEY SCIlOOL-IIOUSEft. lo; ornameutod witli rafters, collars and aroln-s. supported on fraiiiod lii'ack<^'ts. Tlio Desiyii rail hn adapted to the yroiiiid plan shown in Fij. \i'2, or to tho Wock plan, Fiij. 'Jl. XoTK.-'riie rafters ami collars sluudd >«> 4 inclies liy 7, champcreil ami out at the (tids ; the liracket.-: fliiiulil )>e framed with tlio same sized timhcr; ihc ar.-ln'A sii<\«l(l hi' ;{ iiiclies tliiek, liiiilt of l-iueli stull, and inoiilded on the edge. The .spaudrcla alioulil lie tilled in ■with ineh hoard ■, [liLieed witii jig-saweil pattern. Fiij. 100, on pa^'o 110. is an (Mdav-cd and nifsdilicd design o^' tlii., ^.tyie ol" schoohhousc, aixl is admirably ada|)ted to the piirpo.se.s 'of a seliool \\ itii two tlopartnients. The style of Hnisli, niateiial, etc., yre the simie as in Fld. Lhe lire Fift- S4.— lii.ocK I'r.AN OF Sciiooi.-lloiisi: and (inoiNHs, ai>U't::d m nEsii;N No. 21, Fni. OT. li. Hoys' ditr.inco. O. Girls' cnti'aii(;i>. T. Teacher's closest . The Vilock plan shown in Fig. 9 i gives an admiral)le bird's-eye vie\v, not only of the interior of the sch.'^-'' I'lL'. 95.— Dehkjn No. 22.— Adaited to Fid. 9U. be omitted, neither shouhl the ontei- porches wliicli tlio pl.in lacks. Tlie roof is of the ordinary pitch, iiiid uiay ho covered with shxto, or sliingh-s laid in mortar. Note. — In lini.shiiigwood Btriictiircs in tliis manner, tlie clapboards should be laid with but little expo- sure to the weather. This arrangement gives tighter joints, and makes the build- ing much warmer. In somo places buil< lings designed for habitation are covered with a coating of tarred paper before the siiling is laid, and this renders them almost air-tight. This cov- ering is recommended for school-liouses bnilt in our northern climate, and in ex])ipsed situations. By its use the school-room will bo made more comfortable, and a large saving in fuel eftected. REFERENCES. Girls' waidrfibe. liojii' waidmbo. (iiils' vi'stihulc. buys' vi'stiliule. Uuilk t'lo.SL't. lViii'lu'r'.s closet. Wiiinl stove. O.W. li.W. G.V. D.V, li.C. T.C. W.S. V. VenUlatiui; shaft. rig. P6.- tiiiol'Ni) TiAN AUAPTrc TO DtsiiiN No. 22 Flo. 5. riiap. XIV.] 'plans of one-storey scnnoi.-iiouij;^. 109 po- lus ter l.l- mo iit'il eretl arred ig ia tiicin cov- for our in ?y its ill bo ilile, fuel 1.1 Fi^'. 97. — Uhaia.N No. 2:}.— Adai'TEI) lo Ukoi-nd I'i.an, 1'ki. 90. This Design is soiuewliat similar to that shown in Flys. 'Jl and 95 ; but the HEFEnENCE.'l. TC. Tciulier's closet, .S8. Stovca. \VS. Wash .stand. VV. Viiitilators. I'ij;. 9S. -Ground Pi,*n adapted to Fios. 9.'j and 97. aiTaiigoraent of the entrance doors and windows is somesvhat different. It has a projecting jiorch, which is a great iiuproveniout, and protection in wet weather. ]iO I'LAXS (IK . XrV. Fig. 09.— Desiun No. ■J4.--Ai>ai'Ti;i), with muWucatios, Tu I-'k.s. OO and US. Tliis Design is .somcwlint .siiiiiliir, in \\>n\> and oiillinc, to tluit shown in Fi(js. 90 and 'jr>. It is given as anotlirr cxaniiiif! of a neat village .seliuol-house. KiL'. 100.— l)i;si .N N.), - AliAI'lKO, WITH Muli|FH\TI.iN, TU Kill. (II!. Tids TV Pr ,vil.c::d sgn (No. 2.")) is anoLlier of lliosi^ plans iiduptcd liy Xcw Bniuswick lioard of K lni-:iti()ii. It is a neat and tMslcful stnu'tnrc. t'lu.).. XIV.] PJ.AN8 OF OXK-STORKY SCHOOL HOUSES. 11 ^ Fiir. lOL'.— GriiirNi) Plan, aI'.kkikd to Fki. 101. tasteful proportions and iinisli. It may lie Iniilt of laiuk or stone. In oithor 11: PLANS OK ONKSTOREY SCHOOt-HOCHES. [Chttl.. XIV. case the dooi' and wimlow otips should 1)0 of a difi'eroiit coloured stone or liridc alUunmtcly (as tlicoasc iiuiv In-). 'l\v: vn(,\ of tlif main ImildinLj (ninnini,' icn^tli- ways) is at. v\'^\\i aiiijlivs to that of tlio transvorso h('clion wliich carricH tiic cupola. Tlu-ro aro four {,'al>l('s, and a noat ami oruamontal corniw; runs across tlu-ni, as well as u|) lo (he ajicx of llu^ I'oof. ' 'riic j,Mtiund |ilan (/'V'/. \(>'2) \< arrait}.;(Ml so as to i>rovidi: \\ rill Two Departments. (See fig. 104.> This engraving re]>n'sents the end elevation of a pi'imaiy ami secondary school Fij;. 104. l)K>ioN FOR Window. XoTE. — Instead of the tri])lrt wimlow hIiowii ill nisiL'ii No. 27, a nioililic^itioii like tli:it shown in i'V;/. 104 can bo adoptuil. ItEFERENCES. .\B. fioys' and pr's' entries. C Prlnmry (Icpiirtnu'iit. I>. Si-cnnilarv (Icpiirlnn'nt. VV. IMuHuiiiis fcii- liiu^tuTS. cc. Book clii.sit.s. rr. Hepst'i-s foi hut air. s,v. Lavatories. fi'. Flues for vcnlilatiou. Fig. 105. -CiRorNr) Plan Ai>ArTi:ii to 1'ig. 10.". house, or a schoo/ with two dejiartment,'? un.dor two teachers, for 130 pupils PLANS OK uNE-STOUKY HrHOdl.-HOlSKS. l:{ Ivindow Ion like hcit air. iitilutiuii. (^Imi.. XIV.] 'riio scluiol-lioiisc stands \y\r\i fi-oin tlic liii^liw.iy, on iiii cli'vatol siti^ — ^ns school- liou.s(> .sites ouglit alway.s to lie ami fur neatness of (le.si;,'n iui\ convenieneo of nrrivn<;;cment is not ,surpa.ss(!il, we believe, by any similiir stnieture in Canada. It lias two departiiieiits on tlu; same floor. The .stylo of the huildini,' is very neat and tasteful, and lias soinetliiiiL; of tlit; Tuscan cast in it. Tlie entrance doors of tlift boys and >,'irl.s ure rospectivtily on oitlior side of tlu; bnildim,'. Tliere uro tivo pi'ettily .slia])ed arched windows in eith(>r side - three* on one side and two on tlio other .side of thi^ <'ntraiic(^ door. Tlieir size and appearance are the same as that ol' tho centre either side. The handsonit,' characteristic projection over each door may \m .seen in the (Mi^ravin;,'. The bolfiy and donlde ciiimney issuinj,' from tho centre; of the roof ai'e neatly ilesi^ned. The triple window inserted in either end of tli(! bnildini,' i^ive it a scholastic a|)p(Mrance. Tiie iralile is sliL^htly ornamented, and is furnislicd with a circular vent ilatinj; window, as .seen in the en.!,'raviny. The troe.s and shrubbery around the school-house ;,'ivo it an air of cheerfidnes.s and I'opose — so esstnitial in contributinj^ to the health, thi' comfort, and the success of the pupils and masters. The foregoinj^ ffround plan of the scliool-liou.so (/'/y. 103) is desi^aiated to alVord accommodation for a |)iimary anSi ddoi.-IIuise. This DtMijH is ins'i'ti!l to sliow how a .school-house ciiii be or.,vti'.I on w sloping l):ink ill a cits oi- tow n. Fig, lOS. — DKsiiiN No. li'J. — Knd and SiKK riiusrEi.-iivK oi'' a 1'kimauv .Sciiuui., with GiiDl'Ntw. Fhj. 108 i'e])r,!,sen^,s a villaije sclioal-house. It is situated in a grove, on a little knoll, which admits of a h.isjuiiut room in the roar, designed for a library or otli(>r roi)m. Tliis sp ■■im -n of Eiizibethan architcL^ture is not common in Canada. In many nciglduurhoods ir, is a matter of ct'oinimy to l)iiild of stone, an 1 wlicre this is the case the style of urchitou'Lure should be adapted to the jna+erial. ciii.i,. xrv I'l.AVS (IK (>Ni:-STOUEY SCHOOL HOfSK''. lir. IliUrary |hi>u ill stoue, to tlie Via. lOlt. — Dr^lCIN No. ..■ I',, It A |!,,\ , .. ,., ...... .- .. . .;: ui.-M . . Tlii.1 is a eoiii]>letc us well iis usrl'iil Imildiiig of its class. Tlii; (Imlil • cutiaucus ■.■^■Tr: L-j L__i :_] i I J :t7i|| I r:rz!_ I ^ ';| ^ [r !![ZJ [ui_jzzi[ZJLZJ[ZJ[z:]T i, ^"^ ' ' ... - u K ] i '■'■■a I v J LZJ _£_J-V i::ij l::^ y [=Z] *r L__i l::^! LZ] lzu .:p K:, L£_l iff I > > • J ' ^-;r^j..2:i:^-:3= H ' Ml Fig. 110.— (JKui!si> Plan (ik 1)k.siii.n No. HO. Jl Oiil.si.li' povi'li mill i..ntrin:V' f.ir twicher-s. lilj. Ti.aolii'i.-.' .li-ik-i aii. liii.vs' aij.l ^.'irls' fiitiHii.-i; aiiil clutlius room. KK. ljlii..)li(' iisod for rooitiitioii pur|ti)fsos, tlicir tintirn privacy may bo oll'i-cteJ l>y iisiug tho front nitr.incfs for onliiiiiry imrposcs iliiriii;,' hoIiooI hours. Tlicrc is hIsd licro n ioiiy pl;itrnriii, wliicli, if pluci'd on tlm oppHit(( .sido of tlin ruoiii wIum-d tln'rn aro no \vindi)\v.H, wiU Wutli ;,'iv(' greater l)lack-l)o:ird spivuo iind iiffurd a saftjr luid moro jilcasaiit li;,dit t(i (he pupils' «'y(!s. witiioiit any increase of cost. TIk! tcaclifrs' entrances arc sliowii in 1 lie front pnrspcctivo (l'"i, on ])agt; 1-0. Where school-houses of more than one storej arc erected, the ground floor should iiirttridhh/ be rescrvod for the girls' school (as in Design No. o5, page I'JT). On this })oiut we lay considerable st'.es.-', for the reasons given on page 04. Clm|.. XV.] HLAXH QV TWO-STOHF.Y SrHOOLHOt'KEa. 117 )f this lor j^'ii' tliem. ho uvi ui wi Is «r' th )UUtl On Tho (jromnls iirDuinl llu' wlmol Imiiso, as j^ivcn in tliis lilnck ]>l.'ui, ar<' oiicloscii, nii'l (lividi'il into t\vn huiijL,' on pulK'ys or with hiiio;i's on the upper side, fa.sli'iicd with hooks and staples at thi; lower ed;,'e. This airani;inniit will keep the ei'Uars wc^ll ventilated at all s easons. Ti le openill I's for the admission ot' fuel into th boxes, (>, o, should he furnished with sliei-t iron shutters, fasteiiiin,' on the iiihide. Tho school-house is reipiired to he provided with a supply of uood water, «)htaiiied from a well outside the huiMiui,'. 'Ihe water can then he lirnii^ht in hya pump, I*. The liorizontal .section of the lurnaee, |'\ merely shows the iilock plan. (See^/, in transversn Hection of the hou.^e, /•'/'/. 11.").) The cold air is designed to pa.sa throuf;h a (Iilock plan) to the air chamher, where it can he \v armed hv the lires ill i>, p two cast-iron cylinders, It imdics in diameter. The evapoiator, <;, is i \1 Fig. 112. — Dksui.v Nil. 31. -Front I'ki'.sikitivi:, with Tiiek.-i, kti'., adapted to Fh;. II,; designed ta hold about lifteoii gallons of water, to he kept in a state of i-a|)id evaporation, thus supplying the air-chainher with an alaiiidance of moisture. In till! [ilau and construction of the various parts of the furnace, special pains sliould be taken to remove all danger of tin!. The furnace should be covered with stone, thickly coated with mortar or dead ashes, and the under side of the floor above lathed and ])lasterod, not only above the furnace, but at least ten feet from it in every direction. lis ri.ANS OK T\V(»-ST(»1U;V SCIKKIl.-IIorSES. [Oiai.. XV. Tlio cellar walls aixl tlin KtDiio piors, e, r, r. c. r, slinnlil 1k' woll poiutfd, and the wlinlt! inside, iiu'ludihL,' tin- wood work ovcrl.i'ad, n<':itly wldtrwaslicd, sd as TO <^\vi' tlic apaitnif-nt a neat and pleasant a ppca ran (.•(•, in case it slamld i)C nsed us a play -roDin in wet weather. 1'his desii;!! is for a scIioiiIIkmi'^" of two storeys in hei;^ht, havinif two school- rooms on the iToiuid floor, and one Jai'ife one, in the sei.'ond stoi'ey, besides a larj:e celliU for a fnriiace, and phvy-rooni in wet weather in case there should bo no play-shed on the j)rennses. 'I'he jfronnds should he jilanted with trees, and the huildinjf its(>lf adornective. In tiio , ground plan (/''') tiiere are tlirtu^ entr.inces to the laiildiuLr : tlui front, A, for teachers and visitors, and th(! two side doors, }i for hoys, and G for girls, leading; into the entries, F, (.', (J. Tlu! front is a larj^'e double door, as Fig. U.I.-GKeuNii Pun ok Gihi.s' Simkku,, ad.mtkd to DiisiriN N'o. 31. shown. At all the outsiilo doors there should bo at least four scraj)ers at each door. Pu])ils belonging to the schools on the ground tloor pass in through the doors, B, tr, into the rooms C. (', where they can leave their caps, bonnets, itc. There are also stands in these rooms at t, t, t, t, for umbrellas. Passing from C, C, into the central hall, F, the pupils ascend two steps at a, through the doors, D, D, into the school -room.s, S and T. The sojits and desks in the rooms, T and S, will be described at length hero- after. A section of these seats and desks may Ije seen in the transverse section {Fiij. 115). The small iron posts, c, c, c, c (about 2^ inches in diameter), are designed to suppoit the lioor above, and are jjhued, as shown, against the ends of the .seats, so as not to obstruct the passages at all. On the platforms, P, P, are shown the tables for the teachers, and the closets, J, /, for brushes, kc. Black- boards, ])ainted upon tlie walls, can (\Ktend from the doors, D, D, to the windows. They should havt> the lines of a stave painted on one end, to aid in giving instruc- tion in vocal music. The rooms might be warmed by heated air, admitted through registers, r, r (Fiys, 113 and 114), from the furnaco below, a (Fu/. 115), from wliich the tin ii Cliiii.. XV.] I'LANS OK TWO-SToUKY SCUOUt.-llOUSKS. 110 I oach ■i the ttc. J, C, ),D, liorc- kion are loutls Mws. |ruc- r, T tin ]->i)iis ;), p {Fit;. 1 13), and r, e (/'V'/. 1 1.') i, can oonv(y tlio air to tlio scliool-nmm in tlie ^iroml ston-y. Ivicli room slioiiltl lie provuleil with two ventilators (ono abovt) anil oni' l»rIow). (i|ii'niiij,' into lines h ailini^ into the attie, from which the iinpnro ail- can escape at tlie circnlar windows in llie i^ahles, as shown in the Design, Fi,j. 111'. The school room in the second storey (/''''.'/. Ill) is Vav-so. and with a coved or arched ceilin;;; (see tr:uisverss to ,s', s (Fiij. 114), and thence to A, A, at the top of the stairs to the doors opening into the school-njoin. (See also /'///. 115.) The master's table, c, as well as the tables d, d, for the a.ssistants, are designed to be moveable. Tho large area, B, B, shoiiM be 11 inches aliovo the floor of the room; «, », are large; closets at the ends, tilled up with shelves, iVc, for the use of the teachers. The school-room and the recit.ition rooms, I», B, may b(! warmed by heated air, admitted at the registers, /•,,-,?•, r. r, all of which are to be connected with the furnace in the cellar, by largo tin pipes or conductors. The black-boards, painted upon the hard tini.shed walls, are indicated bj- the lines, b, b, in the recitation rooms, and by h, />, along the walls behind the master's table, extending on each side to the wimlows beyond, e, e. The long benches, e, e, are used for seating temponirifi/ new pupils on their entering school, until the master can assign them regular seats; also, for seating visitors at the quarterly examinations. The broad step, P, P, may l)e used for some class exercise; on tho black-board.s. The passage, t, t, running the whole length of the room, affords great facility in the movements of jiupils to ami from the recitations and other class exercises. The master's class can recite in tlie space o, o, at the back of the room. The windows, W, W, should be hung with weights, and furnished with inside blinds. Flij. 115 exhibits a section, of the building as if it were cut through the centre. It shows, ill au end view, the projection, belfry, rooms, seats, desks and cellar. ^-s' 120 I'LAN.S OF TWO-STOllEY SCHOOL-HOUSES. [Cliiip. XV, MltlTTrilK OF SfAIRWAV. An iinjicrtVct view of tli<; wnrmin;,' M|)j);iniUi.s i.s piH'SiMitcil, jfiviiii; incn-ly an out- line) of tlio plan of its coiiHtructioii. TIk; smokc^ ]>i|»^, connected with a, tlie heater, passes off in tlic diroction of b, b, to tlio chimney. Tim short tin pipes, c, c, con- chict tlin warm air into tlio lower rooms ; and tlie loni; ones, r. lAH Figi. Ill i 117.— Seition ami Plan or Stairwayb. XoTK.- Aa tlie staircases arc to lie iiacd by childi'en, the "risers" of tlie stejia sliould not exceed s-ix iuelies. Tlie stejis themselves slioiild be at least a foot wide. No "winders" should lie used under any i, norsKs. I 'J I l''ij{. 118 — SKlTrnN riK A TwimT' iREY lltir^K. I'T, II VrSTIHTIns. til /•'/'/. I 18 illusiniti's. ill a moditinl tVuin, HUM Icof vcTiriliitiiii; it two-storcv srliool- tl onsr, tillK IS lIlsiM led u) (Ml ^lltioii to II' Sill lijcet. Kill I cr rticiili irs (witli nniiicrous illiistratiiins on tlio siil>j('c will he fouiid in cliaptoi- ix, paj^'cs -l^'J-oS. To > iiuicli atlfMiliou cannot lie piiiil to this ill! lortaiit snhjcet, for tlic reasons i,'iven on ( lie iiii'es iiH lioat( wliifli are full of w.ii-iiiu;,'. Seliool trustees ami others, haviiii^ to do with tlie erection of si^hooL ho i.ses, slionid not. niider any oifeiini. St mees, oveilook orneLtlect tliese waininj's UKIl'ni.M F.S. •'". Olii'iiili}{>i 111 w;ill (if scl I ri"iiii, fc. Vi rli'iil nil' sliiiris. /'. f'liiiiini'.v hIiiiH. vc. Vi'iiiiiiitiiiu s'liiri. ; an oiit- le heater, c, c, con- it to the )r. '/. i*5 a • window ise nt tho of the Ihousps re sn of onld leading so that Ihonld bo 11 o, lilhistrate. llijj;ht" |v suited use ,1 by Ihmiltl lift shimlil sliiuilil \yhc laiul- •acli tlight Ihauil-rail. li^.^s tliiva Iw risers," ':isi'9, to the con- lioro than Kig. li'.i. UiMiiS Nij. :i'.'. -I'miNT I'Kiisi'tcnvi; (with LiuoiNiif.) (iK a lldi si; auai'Tk.k to Km. 120. Ft'i/. IlJ i'liraislies a design of a neat and snhstantial edilico. Tiie style 1h plain and ine.xpensive. The eiiief olijeetion to it is, that the entrances for boys and _<,drls are too close to;;(!tht;r. The arrani,'ein"nt of the school-room pl.iiis i.s very good, and can lie made to comfortably accommodate from two hnndr.'d to two luindr.'d and tifty ]>npils. This nnmbu!' will fnlly employ six teachers -one master and tive a.ssistants for the whole building; or, out; ma.ster and two assistants for each lloor. Tii(> communicating doors bptwi'en the niuiu room.s, J 122 PLANS OF TWO-STORKY BOnOOL-lIOUSES, [Chap. XV. aaaaana DQaaaaD aaaDaaa "TT 1 aaaaaaa ^-"' DDDDaaa r a 4^jr REFERENCKS. aa. Dny.s' and girls' li.ills. Sfe. Cup mill cloak rooms. cc. Clostts for liooUs, &c. ihl. Class or g.illery room*. If. Passnccs, 2 iii.d 3 fpi't wiik'. /. FIiiiiM for warm ;iir, &r. ff'j. Hrats for tw.i \m\nU jacli. Iih. Tcac-liii'd (li'sks. ik. linys' ami yirls' porchoi. m. I'a.ss.ip' for teaohnra. nn. (ilads jLirtitioim. V. Cellar il' or. rr.'VeiitiliiUiig lines. Fi.ij. lIO.-.UiioL'.Mn Plan as-I' I'l.is or I'tk t Flohii, ADAixm To I'li. HO, or .MOMnri>, lo I'lu. l-.M. uiiil tJic g]ns3 inrtitu)!)K botwomi tlie main ninl cljiKs-rooins, adiiiinihly favour tliis nrraiigeiiiciit. '^^'llil(! Iwo of tlic tcachors on cacli floor arc cop.iliictin.i^ rocitatioiis liLsii.s Nu. o3. — 1" iisi'KCTivi: Vii.w ui' Si uuuL-lluLVi;, ALiAiTtu TO I''ii,s. 120, lL'2 and 123. in tlui (;las::-r()om.;, the tliiril can jin'.sprvo order au!L..'J.;m!^!';; U I- — '. iim.).' .m.AmtmkW 7,;v.v...'.»'.v.u i!iga>-. . ~s I . :!!w.'i.';;M'.".i.a'.mi .ut^k ki.i!w p o. H CU C^ '^ rro yy-s" ,o o CIZ] o o. , 9 o . o o o o REFP.HENrK.S. R. Teacher's landing. C. Boys' lamliiiK. P. Platform for recitation, witli black- buaril. Q. Libri-ry and apparatus. KR. Recitation, or gallery, rooum. S. PaH.safteB bet\*een seatg. T. Teachoi-'s platform. Note. — The rooms, RR {Fig. 12(>), can 1)0 se])aratu(l by a fold- ing door, if dfsirahU', 2'.'WA t ' A'!^.- .!">.!! T ■;_! '*r T"'' u '^ -'T' /!yj' i**r-f T mmm mm Efflfflm fflOIDfflDID tja ' '' I ' "^"i -T^=^ Pig. ISS.— Gbowid Pt.4;« or Oisu' DnrAnTMEfrr, adapted to Fio. tJT. AB. Staircases for boys to socoiidary school, U. CD. Entrances for Kills to luiinary, li, aud inter- mediate .school, F. E. Primary icliool-room. F. Intermediate school-room. U. Beat and desk attached, for two papiU. L. Gallery room. Fig. 128 represents the ground plan of a double school-room for a primaiy and secondary girls' school. The division will bo found desirable. i ■I I' . ' J---. I', fflfflfflfflQffl]]raB„ '-D IT m A' =3 C I "J.."- "j.'\'vw 'mw. '. iSiff,'.\ v.'if'i.ma.'f>, - j:j > i ■ \ fr 91 mm Fig. 120.— Plan of Fibst Floob, for Bots, adapted to Fia. 127. AB. Boys* landings to school-room. R. CiUtiry room. 6. Desk and .seat for two puxiUs, S. Stove. U. ■cliool-room. V. Flao for rtntiUtioB. Clmp. XV.] pr.AXs (IF Two-sruRKY s(nnoi,-noi;sE3. 127 T Kig i:iO. -UnsKiN Nu. ;ir..- Ai>\iTh.i. m I'lcs. Lil ami l:i-.'. D('si!.pi No. .'?') i.s ii very pliiu Imt conipiiot scliool-Iiouse, ailaptail to both boy."» UEFEUKNCE.S. li. Oil-Is' primnry and Inter- niuiliato ruuiiis. n. Giilli^ry iiiom. V.r.. Boys' *t girls' ontrauce* VV. Tuurhcrs" rooms. GO. TiNicliers' ili'skn. VV. Vuntilutlug rogisteri. Fig. 131.— Ground Floor, adapted to Fni. 130. and girls. Tho ground floor should be appropriated to the girls' school, and the first, or upper lloor, to boys. (iSco suggestions in section C, page 04.) 128 PLANS OF TWO-STOUEY 8CHOOI,-nOl'SE«. [Chap. XV. Tliis pmiind pliin {Fifj. 1:51 ) is ailaptiii tn |)csij,'ii No. .^fl {Fiii. 1.10), and miitod to tlu! ^'iils' (Icjturtinciit of a pMl.lio or liiyli sclitiol. (Seo sootion (i, uliaiit(;r ix, p,t-c C.l.) ^lli fe^ g '^ S y g? '-7 '3 '^5 ^ f^ ^ol ^ S -7^ 3 Q H S ^_.? G g^ f^ ^ r-i[zi:r"~!mmrnr~"! — ir-ir— jcn! — i L_' r-\ -T -n nn n r"! ::n rn ^a no nn 7^ cn a t-Ti n c=:i cni C-] ri] czj C:] cii] ■ --"^-'i IH" ,I1L .E:^ JZZ J^-Q, ill/. IZE f^i^ f.n en nrj cm cz] [zzj czi] rn l j3 m i i rn r-i g ir~j c=j =: r.:z3 cr3 m LXJ c£; S t±j a ci3 I!KI'khkn(t;s. A. Iliiys' |.riiiii|ial S( l.iiiil- D. Mliiiuy or liixlHi'a roiiii. KIO. C'liiKs-rDoiiis. rr. I/ililiics. T. Oniwlnt; tiihli'H. (i Tcnhi r's ilisU. 1' I'i.inii r.pvt'.!. \ \'. Viiiiil/itiMg ie);i»lnrK. Ki),'. l.'i'J. KllisT ri.iM.ii, AiiAi ii;i> Til Km; KlU. 'I'lif tii'Mt tloiti- (/•'/'/. WVl) is ailapU'd to tlic l>i>ys' ilcp:irtiii*'iit i)f a puiilic or hij;li .school. Hi;. V.vi. liKsii.s Xi -AliAl'l'lli TO Fliis, l;i4 AMI Vi!}. Dosiji;ii No. ■">" is snitalilc lur a brick or stone si'liool-lionsc. Tlic stvli- is old Kiiiriisli. It' tin- material lie red lii irk, tile aiiiflcs aild wiuilow and door ii:ieuinits Chap. XV.] I'UWS OK TWOSTOREY SfllOOL HOUSES. 129 can 1)(' t'nii.Hlicd v itli w liitc lirick or Oliio .saml stoiio ; if in ronirli stono, tli«^ tlrcssinj,^ may l)o in < )lii() sand stone or otiu'i' (licssi-il stono. In tliis |)csi;;n it will he seen tliiit tlie roof ovorlian^'s, tlms an'onlini.; protfction for tin- wallrt. Tlio windows nm covcivil witli hoods, wiiioh siiado tlicni, making tht; light frue from the Ldiwi' of Kunshine. UKKEIiKS('K.«l. A. I'Mircipal sclioo'-roiim. H tJ.illi'ry roiiiii, fur ^i-lii. i;. (iirl.s' ilii.ik rnimi. 11. Oirls" i-ntiani'C. E. I.ilimry room Kfl. Hi'piinitc il.iKi'-ronn.s. II. I'iliiirWMj to boy.s' scliool. I.M. Ccivcrcil |"iit|io. P. TiMU'hcr'g iiliurorin. Fij;. 1.34.— OtioliND Plan (Oirlh' Scii(>oi.\ ahai-ikd to Km i;i;!. In tho ground plan {F'nj. 131), tho supgestions niadi! in section 6, of chapter xi, on |)ag(? til, can l)c carried out — the ground floor lieing devob'd to the girls' school, and tho upper floor to the hoy.s, Th<' attention of trustees and others is specially called to these suggestions. Tho arrangt'uu'nts on this ground floor art; good, and the spuco is well and v isely economized. M "UJii'i : n u J ^j y n \\\ .] n nnoDD ~' en r_-3 C3 t_^ rrj ,1-j CZ3 C3 c >-J (i-J CJ t n cj rz] r~i cmi r— ; i j r:.; LL;i CJ 1=^ ir^ t-j CD :;i3 trj --.J cz^ r-n a zij C3 [~a czi rm 1—1 t=j La rsz c:=z r:x) en ._-) A Hr UEKEUE.SCES. .V. Prii]ci|ial sr.linol-room. I), (iallcry for lioys. C. (.'nil room. 1). Ti'iiiliii's .-itairi-nsi'. K Rook or library rndin. K. .\ssi.>,laiit's lats-room. (f. Hiiiall galliry room. II. Tcailii r'.s room. I. ra|i rociin. K. Stairraue. Ml,. CovereU veranda. Fig. l.l.'v— KiR.sT Ki.ooR, (liovs* Sriniiii.) adaitkh ro Fici 1:53. is old The iirst floor in this plan is well arraiige(l for lioys of various ages. The two gallery rooms (B and (1) will he found of great fiervice in teaching the younger childiN'n, anil in etfoctually utilizing the service's of a.ssistant teachers and monitors. Ndtk. — Tliij soliool-liouao. of which /•V;/.'-'. 1H3, l.Tt runl LSiTare illustrationa, wa.s erected at .Sinicov.', Norfolk ('ouiitr, in 1>S.")S, from ik'sign.s hy .Minsr.s. .Messor & .(oiios, Toronto. This l^esign (/'/'/. 1 :)(')) represents what ni.iy he cuisidei-ed as an old-fashioned style of schoohhouse. It is, liowev(U\ comj^act, and comparatively ine.xpeiisive. The four (nitrances provided are most necessary in so larg*; a >)uilding. The arrangements for ventilation are good. The Designs shown in /V'/.v. Si. (SO and 88 can, with advantage, l)c sul)Stituted for this Design. (Sec pages 1U2-101.) il 130 PLANS OF TWOHTOUKV HI'IIOOI, HOUSES. [Chap. XV '^»«.«CUlt Fig. 136.— Deuion No. 38.— PERwi'Kcrivi; ot' Sciiooi,-IIoi 8k, l''E:a'i:, ANuUiii'LM'.i, ahaitki) ru I'm. l;i7. 1^5 t. I B REI'RRESf'ES. BB. Snirillertlasa-rooiiiaforglrls. CC. Lar;,'cr tlnss-roonia lor girls. D. Oalltry or small i:lasa-ri)oiii. EEEE. noys' mid girls' separate entrance halls. FFFR Cap and bonnet rooms. GGGO. Teachers' desks. H. Furnace register. SS. Smoke flues. WW. VeutilatiDg shafts. Fig. 137.— Plan of the Ground Floor {Giuls* School), adapted «o Fio. 139. ^v. Chap. XV.] Vl.XSS on>. ^' scparatu , rooms. IfU. TIio <,'romi.l pliiii of this I)<'si^,'ii (I'! primary, or a primary .iml intermediate scliool— tlio primary lielnw and tiie intermi-di.ite ahovis— or tlic l)n'l''.iii.,' may accomniothito a ;,'iilH' prim.'iry and intermediate hchooi helow. and a primary and intei-iiiediato hoys' sdiool aliuve, in each of which ••an lio i:onifortahly uucoiumodatod aa many chiith'on as one t"acher c;in instruct. l.r.FEKENfiS. A. IJoys" Bcliool-rnom. r<, Miliary uiij U-aclmr'n rtom. DIJ. Oallt'rj' or recitation roomr HE. f.imlliitfn. l-'l'. Warilrobts. 0, Tcai.hur'rt . — l)i;.;(N Nd. 3!i.— Kuont i i:R.si'i:c:rivt; or Scdoni., adai'TKD to Fios. 140 and 141. cn cn cn c=3 tzD en en en czD C33 en en cn'^nn'^cr: en en cni crn cti c=i en en trn CD 33 en (=1 en en en a c=i CD en en en en a c3 REFERENCES. ABCD. GirLs' school-rooms. aa. OutsiMe poivlies for boys and girls. hb. Cup nnti oloak roorrs for boys unci girls. c. Teacihcrs' gallery, or library room. d. Entrance to rooms B and D, and to boys' ui)i)ar room. c. Seats for two pupils each. !/.7?!?- Tea';lier8' desks. hhlih. Passages two feet wide. WW. ' tilaling flues. Fig. 140.— GnovNi) Plan adaptf.d to Fio 139. To secure readiness of entrance to room B (Fig. 140), there should be a stair- way and outside door, as there is to room D. Chap. XV.] PLANS OF TW0-8T0UEY SCHOOL-HOL'SES. 133 and bnys I room. , and DDagonn . a -r i]Q][iona.: nannnnn ,S(!:';i3i;:v;_L3bi=»a r ' A^t-.:^' ' . REFE1!K\CES. EF. Boys' schonl-roonis. G. Lecture room. 0. Lobby and entrance to lecture room. b. Caj) room for boys. b. (between leacliiTs' desks) Teachers' closet. eU. Class ur gallery rooms. ee. P'S.^ages. Mf. Hot air flues. gg. Teachers' desks. hh. Seats for two jjupils each. 1. Closets for books, &c. mono. Lavatories. vvrv. Ventilating flues. w. Girls' elotlios room. X. Closet for library and ajjparatus. lair- Fig. 141.— Plax ok First Floor, adapted to Fio. 1:<9. i If the ])lans as given are adoptetl, the following are the spccilications prepared to accompany them : — /Specification. — The liuilding will be fifty-five by seventy-six feet, vitli two tower.s i)rojtvting sligluly from the line of the building. The first anti second storeys will bo eacli fifteen feet in the clear ; pitch of roof, nine feet ; and eleva- tion of fir.st floor, two feet si;c inches. The walls will be of stone, stuccoed on the e.xterior, and laid oft' in l)locks in imitation of cut stone [or brick]. The pave and cornice and cupola, from the level of the eave, will l)e of wood, and painted and sanded in imitation of cut stone. The covering of the roof will be of tin (slate, or .shingles laid in mortar), as also the ])ase of the cupola and roof of the same, and of the porches. The e.xterior walls in the cellra' will In; twenty-four inches, the first storey twenty-two, and tlie remainder twenty inches thick ; the walls forming the front stiiii ways will he, of l)riok, thirteen inches first storey, nine inches second. Piers will lie built in the cellar of stone or hard brick, for the sup])ort of the iron {)illarR, 27 inches iit the base, and tapering upwards to 18 inches at the top, for the sujiport of the glass ))artition which luns longitucniially through the building, and fur the sujipoiL of the floors of joists. Tlu; liooi'ing joists of the first and second storeys will be three by fourteen inclies ; and in addition, a camber-rod will be I'un through them. The roof will be constructed as in the plan aforesaid. The window fiiimes the same, excepting that all the shutters will be liung inside. This building will roqutre (as suggested) four flights of stairs, with wall rail, &c. The glass partition in tlu; fir.'-t storey will also reipiire iron posts. The partition separating the school-'-ooms E and F, in the second storey, will also J)e of sash, wiiliout the iron jwsis. The pai'^i^ion foiming the lecture rooms, and all others, will be ihfoe by si.\ inch scantling. Lavatories for th(> pupils aiul for the teachers will be constructed where shov/n iu the plan, and connected with sullicient anu properly-constructed sinks or wells. Note. — See remarks (with sections) on the construction of stairways, on i)age 120. 134 PLANS OF TWO-STOREY SCH00L-II0USE3. [Chap. XV. Fig. 142.— Uksiom No. 40. — rERsriiCTivi; ViLW of Twu-storky Scuool-IIousk. Design No. 10 ])r(isnnts tlici extorior view of unotlior style of a two-storey Bchool-iiousc. It lias tlic iulviUitages of a iloul>l(^ scliool-hoiise on the ground floor. The small Imilding in the rear, connected with the main building, will l)e found e.spccially useful. A plai. of the ground and first floors can be specially prepared to suit cii'cunistances and vants of the school. Fig. 113.— DioKiciN No. 11 — .\iiArTr-n, with mouh-r'ations, to Tkis. 141, Hr> *nd 140. Design No. 11 represents a very handsome school-house foi' a city or town. The type is modiHtnl Italian. The building is surmountod by a neat belfry, which gives an appropriate ilnish to the school-house. v. )rey uikI will ally Chap. XV.] PLANS OF TWO-STOREY SCHOOL-HOUSES Fi;,'. 111. — 15A.-EMi;.sr l'i,\:> ad.mti.d to Flu. M:i. //;/. Ill n.pn.s.>nt;sa has-niout plan .i-I:ii.tc,l to the Desii^n shown in Fin 143 S^od ki^h,;.' 1' •'r^^^""^\«^'^- "^' '^-^ -" 1- "««^l t^i- otlior purposes of the btiiooi, jiuiitor.s rc!isi(k;nc(', etc. Fi;,'. 14.\-rr.,\\ i,r nii: (iiioiNn FmoK, alaptkh to Fi u:j. F///. 1« show.s M plan of tli,. j,o',„ni,l floor a.lai.to.l to Dcsi-n No 41 G ar,. th. s,.hool-r„o,us , CO pass^^^es ; pp, toachors' platforms ; DD, vontil IvHhK, rog..ster,s; Cl Cl, closets; S, stovo in tlio hall; V, main ontran.-c- interior artangements for this style of school-house are very -rood Tlu .oweyer, he mo.lilie.l to suit particular cases, an.l the circunjstauees of v localities. IJ and lators ; The sy can, ariuuH own. L'lfry, 136 PLANS OF" TWO-STOnEY SCHOOI.-IlorSKS. [CliMp. XV >M Fio'. 140.— Plan of thk Fikst Floor, aimptkd to Fio. 143. Fig. 140 represents tlie first floor on second storey, adapted to Design No. 41. The same letters are used to designate the difl'erent parts of the room, etc. Note. — Tliese plans can also be adapted to four-storey school-houses, a.s may be seen further on. Fig. 147.— DE3ION No. 42,— Adapted, with MODincATiONS, to Fioh. 107 and 110. This Design, No. 42, represents one of the Toronto City Ward Schools, erected in 1854. In general outline it is somewhat like the preceding Design. With aome modifications, plans 107 and 110 can be adapted to it. I VAm\x XV.] PLAN'S ()F TWO-STORKY S( IIOOL-IIOI'SES. 137 Dc'siijn No. 42 is ii pljiiii unA sul)stiuiti U stnu'tinv, mi 1 hi'! si"i;ii'ntp ontranoes for hoys iiii.l Lfiils, wliicli \V(! regard as an cssi'iitial I'lMtuic of all sr-iiDol-hou.ses — large ur suiiill. M^i:' •# D"^igii \o. t-'- is a ]»l;iiii anil incxpr-nsivo t\vo-st ircy Iniilding, a laiit'^l to an orilinaiy Inwn school. Tin- singlo eiiti'auc(! tor I) ns and girls, as wt- havo frciiiicntly intiinatcij, is decidedly olijectionahlo. (See pages H'.i, Ij", DS and lUt). A schooldionsi' like that sIkjwu in J'l'j. 148 was (»rectod in ^Fadison, Wisconsin, in 1S(;7. The interior phms given "on pages DO, 11."), 118, \\12, 12:}. l'J4. 1;$;") and 1. 'is may. with a little nioditication. he adapted to tins design. 'Che hcHVy is an attractive addition to tin' appearance of (Ins school honse. 138 PLANb OK TWOSTOREV St .HOOL-UUf SES. [Uhap. XV. 1*1 Note. — The bell sIiouM always ho niii;^ a ruaHoiiiiKlii timi' Ixjfcu'e thi; coiuniLiicoiimiit of the exorcist-s, to tMial)lf ()U]>ilM. l)y iticri'iisieil sfK'cil, V> Iw in tliiir seats iit ihio time ; and the rin[,'inf,' of it, at the cldse r)f tiie fore ami aftcriii'nii session, will eiiaMc ])an iits witliiii its Round to know whither that loitvI•in^' on the way lioine. which should not he jiermitted, has been jiractistd. It need scantdy he stati' 1, that it is tli(! teacher's duty to l»e in tin; schixfl some time before the re^ul.ar exercises coninietK'e, find to he the hast ]i.'i>on in it after they close. If he ])ractice this duty ri>,'idly hinisilf, and also hohl his i)Upils resiionsilde for the propriety of their behaviour on tln' way to and from school, he y,i\\ soon lind that their promptness anil regularity will increase. The otiieial regulations on this subject require the teacher to be in hia school-room at a quarter taited To Kio. MS • ( Fiff. 149 is idoutical wltli /'/'/■••. 201 ami '20.1, and may o;Tsily be ailaptid to Desiija No. 43. Tlic plans on i)a,i^cs l'J.2 and 12;} ai-c, hosveviT, hettor a lapteJ to the design. Either of thorn, with very littl.' niodilication, can be rendered avail- able. This ])lan, with Fi;/n. '2i)'.], 204 ami 20."), were ]»rt'|»ared for the "(icne.see School" in Rochester, N.Y. Tlie interior arranifi'iui-nts are convenient, while the facilities for ventilation, as indicated l>y tlw uiind>er of tines on either side of the "wardrobe" ])as.sa'j:(' in th(» i)lan (/'V'/. 14'J), ai'e all tlmt could be desired. The staircases are wide, and tlu' school -roDnis arc of a reasonal)li" siz ■. Tlu' two rear school-rooms .arc two feet longer than thns<' in front. Tlie jilan of tlie grounds shoidd lie so arranged thai the girls could conveniently enter at tln^ front door, and tlie boys at the rear. Their |ila\-gr>iunds should also bi^ separated by a high board feuco, and the out-ottices should be placed ([uite apart. We have already referred to these matters on page 27, and think attention to iheni cs.sential in the construction of school houses, esitecially for boys and girls of a larger growth than those attending mere primary schools. Cha;.. XVI J'LANS OF THRKE-STOHF.V SCIIOmI. mnsKS. 1 :vj CllAV'VVM X\l. DESIGNS FOR CITY AND TOWN SCHOOLS. Three-storey Biiildirsgp. Wo now ]ir.)c('iMl to '/we in tliis cliaiitcr m mniilicr of |)l!iiis ndnptfd to flirop- hloi'i-y soliottl-liniiscs, not tlmt wr ii|i|i)'i>\i' ni' thi'Mi, Imt ;is ill l.-irtji' cities iuiil tuwu.s hiiul is ilillii'iilt to aiMpiii'c, tlifv nvc ii lu'ccssif v. 1^ |)tril to apte.l iivail- Miesoe wIiHr IT side I' si rod. ill' two of tlio front it I'd l)y f iiuN e o tlu'iii lis of a V\:. r. I, l'i.-.h.s' .N.I, IL ApAi-n.i. ro Kh:- I'l. I'^J vsn 1.'.:;. /■'/''. loO r('|in'sciits a lari^'c, si|iiar('. comnact, tiircf-storcv scliool-liousf. with liKKKKKNfUS. A l..c'tni'<' niuiii an. I I'lLlpi'l. H I. ilMiiMtory. i'y'. I'tmiuri's. I>l'l). Janitor'-, iiitiius. i:. i:iiiiy. i' iiiii. rig. 1.01. — I'l.AN OK Tin; H.sskmkm, auaiifi. lo In.. I.'jh. two eutrauce.s — one to the jfirls' scliool, on tlic ground floor, and the utiiT to tlie lioys' scliool, on tlio first floor, as shown in Fiij. lo-J. 140 PLANS OF TIIRFK STOflEY SrHOOL-noUSES. [('Ililli. XVI. The iKisoiiu'iit {Fi(/. IT)!) contains ii Icftiin- ninin, A (wliich may servo also as jt cliapcl lor th(^ girls' scliool), willi (•()n\toft;ilili' scats to iicfoiaiiKMliitc^ ccmveiiiciitly liUO pupils. A liil punitory, 15, mljoins tin- licturo looin, with whidi it coniumiii- catos by a doer iit tli»^ »'ny tlw girls' di'partinfnt, anil consistsS of a large aehool-rooni, with two recitation oi' galleiy rooms, ]>, B, tMitritJs, etc. The building can 1)e thorougldy and nniforndy warmed by two furniu^-es in the basement, and a change of air can 1mi secured by ventilators at tla; top of the rooms, and also i\ear the floor, opening in^o flues which iire cariied up in tluj chimn(>vs. (Sih; Fiij. 27.) Tlie warmth imparted by the sniokft which jiasses up in the adjoining flues, secui-es a good dr;ift. In the u])per storey adilitional ineiins of ventilation can in summer be furnished by the skylights, which can be partially opened. -^-.— Jl-?;.Wa.. -_-:—- .(HT "! OttQOOOO ItKFEr.KNCES. A. lidvs' lariji' cliiMs riioiii, liH. I{(ciUi1iou nioiiis. (;. Ti'achfr'.s louin. 1). I'ri 111.11 iiii'iit 1(1(1111. { ilc)iart- ir g.illiTy Iv IJliiaiv, liglited by sUylight. r. Skjli^'lil ill ceiling. Fig. 10:!. --Pi,.\N 111-' Ski'oM) Fi.ook, auai'Tkh to l-'i 1.10. On the second iloor {Fi[/. Ift.'?) will be found a gallery room, I), a libi'ary. hall, E, and room occupied l>y piiniary departnu'ut, A. Ther*; is a large sky-light in the centi'e of the larger Imys' schoolrooiu, F, and anuLher in the lilirary on the second iloor, F, m Chap. XVI. PLANS OF TIIREE-STOREV SCHOOL-HOUSES. 141 ,11 riionis. , I'ODIII. ili'liiirt- i;,illiry ligliU'l liy in I'ciliiit,'. lilinirv. ky-li-lit Inuv oil Fhj. l.')t r('|)ros(Mits tlio |ioi -|»i'ctivt> front view of a piililiour Iiii,'li .soliool house, erecttitl ou u sloping situ. (Sco also F'nj. 107.) In such a sohool-liouse thorn may bo a prliU'tri/ (lepartini^nt in tho ba.sniuont storoy for small chililron, both iiialii anil fcnialo, t:iiii,'lit l)y oik^ or nioro tiMclnTs. The first floor may \n^ a|>pi'opriat(fil to an i.iiti'na''iHnti', srhool, uv sccorKl (l(>[),irlni<'nt, with separate .•ij):ii'tmouts for Ijoy.s mu\ girls. Tho .second floor may bo apprupriatod to tho or liigliost dopartmpiit of tlic school — tanght by flii' head nia.ster of the whole eKtablislunent. As the pujiils advance through the pre.scriticd courses iu the lower departments, they should be advanced to the next higluu- department, and so on, until they complete the cour.se of instruction iu the school. 142 I'LANH OK TIlKKKSTOriKV SC'IIOOL-IIOUSES. [Chap. XVI. TIiiH Mclinol-lionH" (wrMijiics iMi clcvutcd Mini slojiitiff sihintinti. Tt ''h n sprrimfn (if plain liiit tiistt'l'iil airhitcctmc ; ;iii(l cviiy sc'IiooI-IhiHsh sIkuiM lie iittractivo in it.s vriT Mppcaiaiicf ciiiliifiiiat ical i>\' what is tait;,'lit witliiii. 'V]u' f'riicc. th(^ f^'roiiiids, (lif trees. sIioiiM lie siu'li as to please tlie (•y<>. iinpr(i\e tlie taste, ami cxcito choei-fiil f('cliii<,'s. 'I'lic yanls arfaiiid tliis lniililiti'.' ai-c enclosed liy a hand- some fencp. (S(!(^ /''/, page 7'.l.) The ^mnnds ar«> |ilaiited with trcfs. Fi);. IS,'). -I'r.AM oi- TMI-: Hahkmknt I'miuu, ai>,mti:i) ti> I'm. Ifit. Tlie school beinf,' dpsijjned for both boys and ajirls, jiii entirely srjiarate entrance is provided for each department. Tla- front door at which the yirls enter has a neat appearance, with donhlc colnnins (thus providini; for larL^e side lij^hts) and a lieavy ornamented cap. Tla* words " Huiii School " may bo .seen over thi.s door. The door in the circular projection, flouting on another street, is the entrance for boys. Tiie rooms in th(» basement (loor shonld bn sejiarated from eacli otlier by solid brick walls. The pupils, in the girls' departineiit, entei-ing the house at A (Ftf/. 155), ])ass into tla^ large lobliy, C, from which they can go to all parts of the building approjtriated to their use. Th(! furnace room, H, should have a lirick iloor, and .should be kept in as good order as any other parts of the house. 'J'he wood boxes, //, n, and the furnace, F, should be ,so constructed that, with an ordinary degree of care, the room may be kept as clean as any of the schoolrooms. 1ji this looiu, at m, iff, jirovision is made for setting uj) innlu'ellas. It resembles a ladder placed in a horizontal position, and should be fastened to tla^ ceiling on one side, and sup]iorted on the other by substantial [losts of oak or other strong wood, turned in a tasteful style and let into the floor. The jmmp, p, accessible to all in the girls' department, shonld be connect(Ml with a neat sink, lined with lead, and should aHbrd an abundant su]){tly of the best water. The rooms, E, G and I, can, if desired, bo apjiropriated as ofllce.s of the school tnistees, inspector, masters, etc. The large lecture room, D, on the left-hand side of Fi;/. 155. i.: furnished with a sutUcient number of seats (a sitecimen of which is shown at f) to acconnuodate the pupils. On the platform, P, is a long table, d, made coiivonient for experi- mental lectures in chemistry, natural |ihilosophy, etc., having pneumatic troughs for holding gases. At F (/. 7, /) are snitabh; provisions for furnaces, titc, required in the preparation of chemical experiments. The pumji, p, with a sink like the other (in room II), is used exclusively by the pupils in the boys* department. Clmp. XV I.) I'KANS OK TIIIlEi: STORKY 3t"HOOI<-UOt'HE8. U3 Af nil Ii'ctiiv(>s 1111(1 i>t!i, are so.itwl at. th" o|i|»n.site siile of t\w room. This iirriinjic- iiii'iit is tlt'i'iiu'il !nlvis:iUlt> ill oficr to oiivi.it • tlio oltjcctioim somctiiiK's iiiufln a;,Miiist lijiviiii,' a si'liooi t'oi" Imys ami '/iv]^ in tin- sanif liiiiiijiii','. I'ln- tlrpart- iin'iits arc timrohy kept fotiit-ly si'iiaratc. ('X(c|)t in i-NciriMS in vocal music and ocrasioniil Icclnrt's. The Iioys cnti-r (lii> hoiisf at th.' I'litl dior, li, on tlio liastv incnt door, ami hy a short lliyht of stairs tln'y n-ach (In- lirst storey at « (Fiij. IOC). ifood m'c. F, liay he iion is Izontal |m the style inont, lid an led, be |l with iiodate [xiitni- l-ouiihs lUll ed the bit. Kig. 150.-1'lan ok im; liiicic.si) I'l.uim, ahaitdh to I'ni. Ii4. TJie three rooms, D, E and F (Fiij. 15(5), are appropriatod to the dpj)artment for fjirls. They are easy of access to the pupils, wlio, a-scendiiii,' the hroad tli;,difc (j. ITiT)) is apj)ropriated to the studies of the fost year, E to those of the fincoiid, and F to those of the third. In each room there are three sizes of seats and desks, but the arrangement in all is uniform- the largest being at the back of th(! room. On the raised platforms, P, P, P, P {Fiy. 1 oG), are the teachers' tables, d, d, d, d, designed to be covered, and furnished with four drawers each. The registers, f-,f,J\f, admit the warm air from tin; furnace, and the pipes, p, p, p, conduct it into the I'oonis in the upper storey. The passage, b, leails into the i)layground, which is ornamented with a variety of shrubbery. The door near e, leading from the room F {Fiij. 15(5), is used only for teachers and visitors, except when the two departments assendle in the hall. In the room (' the girls' primary class |)nrsue the studies ]irescrib(;d for the first year. The other rooms in this department for boys may be in the next storey. Pujiils ascending from the area « {F'uj. 15(5), by two circular staircases, land on the broad space a, c, from which, by a short flight of stairs, they reach the second storey. This stH'ond storey is divided int imr /mifi- IkiII an arranyi^ni'iit iiy which one room can bo cli.mj^ed into ihrii' and three into iini\ as occasion may leipiire. ()\\ all public «)ccasii)ns, such as <(uartcrly examinations and annual exliiliitions, the r loms aro thus thrown to;j;ether, and tlio seats and desks turned so as tiua'ally the case), so as to admit of easy egi-ess in case of lire, acciilt^nt, jianic, etc. The plan of its iirst and second lloors is as follows : — The four corner rooms on each floor ai'e, in effect, class rooms, separated from the main room in the centre or principal school-room by glass ji.irtitions, so as to have them under the constant supervision and control of the iirst master. (See Fiu. ir)8.) Under this .system of government and instruction, for which a glazed partition throughout, and the wide central [)assages, ailbrd full facilities, each .storey wouhl require live tcachei-s — a master and four assistants ; and each would thus consti- "^^ rom Ls to |(See Itiou luld Lati- Chup. XV'I.] I'LAN« OK TJIKKK-HTitUKY «('H()OL-HOU8E8. 145 tiito oiif hwi^i' Hcliotil. Tlic two rlasH iimiiiis oh tlir sccftnd 9t(»r»\v will 1k' found vt-ry siiitiilili- fur iicitatiun |mi|iii.s('s, if ciilicr ui- Imtli of tlmso H*.oit'yrt Im- iijuiro- ju'iiitud tu pupilti uf an udvanot'd gnido. It \h very dt-Hii-al>l(>, liowt^vur, to have u gallory room on ttacli llonr for cniiMiiii'iicc in tcudiing olijttct lessonH. Kig. 15S.— I'LAN OK TllK KlllST ('"l.oillt, ADAI'lKl) Til Kllli*. l.')7 ANI> 150. (S«H! iiIho Kit,'. 134. a. Hn.vii' I'litmiii'i' aii'l >:i A.su 1C4. Fl(j. 1(10 is a niodillcation of Desitjns Nos. U) Mid IT, and is more elej^ant in its style (which is Italian modified) than either ot them, especially in the cujuila and <;;enei'al .appeaiance of the huildim,'. The en,Li;ra\inji represents the central school house erected in Adrian, Alichif,'an. It is a lar^c and compact linildin<^, and, as a high school or colh'giate institute, woidd he a great ornament in any citv or town, The following interior pl.ms can, with a litth; modification, lio adajitiMl to this Design ; — /'/'/. Ii)l is the plan of the basement adapted to Design No. 18. It, with the — w it in ii)la trill iiiiy 1.0 tlic Chap. XVI.] PLANS OK TIIUKK-STOKKY SCHOOLHOUSE.S. 147 l-'ig. IGl. — I't.AN OK BaSKMKNT, ADAPTED TO Klli. 1(>0. 28X33 t _ ■ 1 _ — — -i> 1 '.'.'. n 1'.'' Ijfl I U|^^^|U^^ MHi HH ■k '-: 1 1 ^> , 1 i 1 -5- 23X33 TTil Arii:ii M I'n. Irto 148 PLANS OF THUEE-STOKEY SClIOOL-IIOUSEf?. [Cliap. XVI. m 41 I ft Vij;. lti;i. -I'l.AN nr FiKST I'i.ooh, adai'Ted T(i Fig. 100. plans in Figs. IHl. 102, 1C3 and 1G4, wore snlimittcd to the American E haatiunu Fi(J. llii. — l'LAN 111 SU( iiNIi I'l.uUU, ADAJ'TCli 111 Klc. Kill. Cliap. XVT.| I'LAXS OK THItKKSTOUEY SCllOOI. HOfSES. 149 Assncintion, in ISTo. l)y Hon. A. .1. Ikickntl", of ('i('\ cIjukI, Oliio. He claimed for tiic plans scvrnil points of cxci'llciicc, viz. : — (1.) The liu'lil was ailniittcd on tlio side of the scliool-rooin wliicli is to tlie left of the pupils. (•_*.) That hy •standiiiLT at or near the doorway, the teacher may have a view of the pupils, whether they were in the school -room, in tht; <'loak I'ooms, oi- passing out or to and fro in the halls. (3.) i'lich school-room has a hat or cloak room attached, which is in every cascj to the left of the ti^achcr as ho stands on the platform facing; the l)upils. ( 1-.) That each cloak room has a lar^(! window, and a doorway directly op}iosite, l)y moans of which it can he thorouifhly aired at any ti)m'. (;>.) The direct entriinco from the hall to the school-room is at the left of the teacher. ((■>.) That there is an unhroken space for a hlack-lioai'd hehind th(! teacher's desk. (7.) Tiiat the thrcii windows on the one side of (>icli i-oom, and the doors diri'ctly o]iposite (with two windows liehind the jiupils), alford ample means of airiuLf and nssistiui; to ventilate the school rooms in warm, sultry weather. (S.) That there are two veutilarini,' shafts, hasini,' foul air ducts leadinij into them from sev(!ral })arts of each room, and heaicd by the iron Hues of the fui-nace. Note. — These "points of excellence" will lie feuiul iliscnssed at some lungtli o7i piigi.'s 28-59. In referrmg to the best mode of lighting a seliool-niom, see page 41. ^ptHmfflHimfffff^^ »•'■.. .i-.»i,;>-ii...v, Fit; l(i."i —1)1 ui.s- Xo. 4!' — Fitosr l't;usrh>rivK of a ( itv IIu.h Sciiimh., (Ht Cdi.i.KiaATi: In.stitcti:. /•'/(/. l!'.") represents a front perspective of a very ele<,'ant buildini;. The stylo is Norman iiothic, and introduces a new dcpaiture in the architi-ctiirc of I'ity school-houses. The desii,'u is also adapted tn a iiuildini,' fir a puhlic lil>i-ary. Tho ground plan (/'V'/. 1 lo) can. with snme mndillcations, lie adapted to this desiLjn. 150 PLAN'S OF TJIHKK-Sriiur.V S( lIuoL-HOUSES. [Cluip. XVI. Fig. ICfi.— Uf.siiin No. 50.- rt:K.siMxriVK Vilw of v City Hicii School or Colleui.\te Institite. Fig. IGG is a dcsiou in {\w Itiiliaii style of iircliitecttire, luid is inserted for A-iirioty. It is plain and sulistantial, and adapted to a stone building. I i;_'. Iii7. Pi vN or .\ tlunNO I'lnnn. with MiiMfii \ri"\s aI'MTih to pFsiciN \o. .'0. /'V'/. Iti? 1,'ive-i an inl 'liui- plan whii'li. wiili sonic niu litiiMtions. i-an Ix' adapteil iis (111 pr^'-i I .'i I 1 .'Hi can h,' nini-,' I'i'adily ad ipit' 1 ti) it. tu l>,.si..n N... rxi. Tnc 1.1, Clmp. XVI. J'l-ANS OK TUltEKSTOUEV SLIIOULHOLSES. 1.->I Fi(f. IfiS rcriri'smts ;i MTV ('111 hin'li M'lioul liuii.M" or i-ullf^iiiti' iiistitiitf for a rit\ iipart. tlli>lli;li iihin. ('li';,':iiit ailil MiliNtalilial 'II ir I'litri'avinjf IS tliat ui t n lt stone abotinds, the building could Ik- erected of stone, with either biick facings, as indicated, or ditl'ei'ent coloured stone on the corners, ami door and window tiinuiiings. Cluip, XVI. PLANS ().'•• T!l!'.i;i:-r.)KKV .SCHOOL-HOUSES. 153 Till' building, and admirably arrant;ed inside, as will l)i> .sei'ii by r<>fen'iir>' to tlic followiuif plans. 'Pliciv are two entrances — one at (he front for girls, and one at the rear for lioys. The style I. 15 1 PLANS OF THKEE-STOREY SCHOOL-HOUSES. [Chap. XVI. is neat anrl elegant, and the buildin^j is compact and massive. Such a building may be either in brick or stone, with the drcssiiif,'s of the doors and windows in white or coloured stone, or white or rc(l brick. There are four handsome fronts, or facades, with central projections in (sach. The windows are Lutheran enriched, and the entablatures crowning the walls are quite massive and elegant in outline. : Fig. 171,— Rasement Plan, adapted to Fkj. 170. BB. Boiler furnaces. C. Fuel room. CC. Stairways. D. Janitor's room. F. Boiler room. HII. Central hall. J. ClM.sut. I'PI'l'. Passages. RRRRR. Play rooms for wet weather, SS. Water tai)3. T. Closet. WW. Closets. This basement {F!j, 171) is well planned, and contains play rooms for wet weather ; boiler, fuel, and janitor's rooms. Each of these play rooms is fui'nished with a water tap and sink (see S, Fl;/. 171). There are two stairways of good width, and a passage way, or hall, on either side of the staii-s. If necessary, one or more of the rooms, R, R, may be appropriated to the janitor, leaving still three good-sized play rooms for wet weather. The basement walls sliould not be less than twenty-four inches thick of solid stone masonry. The upjier walls, for the first storey, should bo eighteen inches, and for the other storeys fourteen inches. (See note on page 15G.) The interior walls should be solid. Chap. XVl.] PLAN'S OF THKEE-STOUEY SCHOOl.-IlOUSES. 155 In tho following plan (Fit/. 172) wo Imvc a compact arrangemont of six adjoin- ing class rooms, yet none of tlioni having any communication with each other. ather. )r wet wished good , one still |ot be |ls, for irteen Fig. 172.— Plan ov Fiu^t .and Gumusd Fluor.s, adai'Ted to Fio. 170. CiCIGG. Wanlrohe imssafres, (iii. (Ill I'eiitn) C'louk rooms. nil. Ceiitiiil hall. I.r., Front anil rear pntranees. n'TI'l"". lViirli,.r.s' iilatfurms. likKUUK. Class rooms. HIUiURR. Registers. TTT. Tuai'hers' closets. VVVVVV. Ventilators. Fi'j. 172 e.xhihits a compact aiTangomcut of tlio fir.st and second floors. The six si.'Iiool-rooms on those floors are most convenient in regard to size and their relative jiosition. Eacli ronm, as will bo seon, is well lighted — those at the angles on two sides, and tho.so in tho centre at the onils only. Tho pupils all face inward towai'd tho blank wall, so that no light falls dir(;ctly on thoir eyes — an arrange- ment much to be commended, and, in the opinion of medical men, essential. On this sul)ject tho attention of trustees and others concerned is specially directed to the lemarks on this important subject, as given on page 41, which see. As each class room is separate and distinct in itself, its o.Korcises can be carried on without reference to, or interruptions from tho ]iroceedings of, the others. Each room, too, it will bo seen, has two entfanoes (and (?xits) — which will be found very convenient, as l)oth sides of the room can bo filled or eniittiod simultaneously. Thus neither crowding nor confusion can arise in the room among the pupils, where the school is under tho ordinary diseipline of a good teacher. t : > I l'^ 15G PLANS OK THIti;i:-.STOHEY HClIOOL-HOrsKS. [flmp. XVI. Note. — In regard ti) tlu! cnriHtniotion of the walls, wn w.)ulil .say that the outer walls ohouM not lie less than cifrhtccu iiiclics thick n|i to the toii ■'(" the lir.st storey, an'l fourteen inehes thick, uji to the top o| the sccmiil storey. 'I'he w.ills of the thinl storey may l>o twelve inches. Tiic nian.saril roof jKirticju may i>e of two l>y four, or four liy loiir Hcantling. Fig. it:!.— Plan di- TimiiI) I'i,im>u, mi M.k.nsaiid Rook Stouky, aI)ai'Ti;d to t'u.. 170. AA. Tciclieia' i'oiiiiK. C. r.il)r.u,\-. ElO. L:iliiUiin.s. II AssiaMy liul. I.. I. iiil.Tii (aliiivi! iilatfiiriii). I.L. St,:iirvvay lililiics. I'I'I'I'. r'UUonii.<. Itlt. (..lass rooms. imifU. It.-istrs. S. As.ii'mlily liall pliitform. T. .\;i|i:u'aliis nioiii. WW. Viiitil.il.a'.s. J'^ij. 17.'5 rcprosDuts ;i uiosi iMuvcuiont |il:m ul' tho iiiausai'd storey. It has a largo as.seiably or e.Kaiuiiiiitiou hall, witli two class rooms at the angles, which may hi' a])[)li(Ml to othin- imr|)(>s('s. a.s may In' ihouLjlit desirable. This as.ipmhly hall is aihuiraljly coustnicted. and well lighted ; tln! jilatl'urm is large and cou- vonioiit, and may bo availaldo fur " declamation " e.verciscs or other purposes. Note. — The whole of the interior of this l)uil(lin<; is ailinirably plnnned. The only defect in it is one which we have frc(|uently pointed out, and tiiat is, the coni])uratively insulhcient means (jf egress from the building iu case of suddca alarm or jianic amiing the pujjiJs. There should at least be one more stairway in the building. (See remarks on page 120.) Clmi.. XVi. I'l.AN-i or TIIKKI'-STOUKV M IKIol.-lli HSI.S. 167 E 3 o •< I si o i Dcsii,'!! No. "j.S i-('|iri-sciits u [ilaiii. iu;is.si\i' Ijuikliu.if, iuLqiti'il (o ji lai'^^'o liigli 'liool or coIlejj[i!ir of iiii;li sfluini in ,'i towii. Tlic i'ii;,m-:i vim,' is (Iim; nt' the < 'a]i,'ii !'.-iiii,ii-y ^rhuol. fcc.'d'd ill Smitli I'mstdii. M;is,s;ic!nisi'(t,s. 'I'll" iiilcriiH' |i|iilis m biiilc.l to it ^'. ill he found on |iiL,'t>s 1 .'if). LWi, !ind l.'iO, /'V'/.s'. II I. | If), j Id, and |t'7. Chivu. XVI. I'l ANS OF TIlKKn sruKKY Si'llOi it.- lli »isi:s. ir,i < •< J o o a o m OS Mr or W itli til' cN.M'iitii.M 111' ill,' I'liiiiisy tiiiisli i){' till' I'niiit pil>li< of l)i\si !('ii:.p. .\Vl. itnrEniixcKS. \ \. Cliiss roi)i'i.< lili. S.|):ir,Ul' pl'it lj.'CS. I'lJ. Cl.>>.ls. K. Assembly hall. Fig. ISl. Plan iif8i;<;hxii Kllhh cik l)i:sni.\ Xi>. ^b, I'm. ITS. Tlio Siune plan of arraiitccinoiit is followed in Fiij. 181 as in Fiy. 180, except that two of tlio class rooms arc; iiiiido into one large assembly hall. There is a large coved recess Ijchiiul the teacher's platform. C 1^ - c aasM KlilTUE.VCKS. »H. Clo.si.ta. 1). Drawing or hum as.siMiibly niuiii. Iv (iynin.Tsium. K. I'ri'ss. GG. Clusots. "jsma: Eiass . _iati\::ua rusau Fig. IS'.' ■Fi'I'KTil UR .Villi' FliioU 111'' \ ('i;mku. UU lllilll SrllmiL, AliAI'TEU lu Fhl, ITS. 1 4 ,""/ "4 ^^-'^^ Cliiip. XVI. ri.ANS OK TIIKDi: ST()l!i;V SCHOOL. HOISKS. 165 'i'lii' loiVLrniii^f jilaiis (F!'j<. 1^1 ;iii(l \^>^l) I'liriiisli ;iiii)ilc room in tlin luiiMiiiir for the purposes of tli(> sfliool. Tlic wholi- of the jiiipils ui:iy In' iiNSi'iiililfil ill tlin lary« room, K, /■'/'/. ISI. v.-liil<- ri/uins l» mi i !•;, /■'/;/. iS2. will he toiiini useful ;is a iTViiUiiisium for>iiiail cliildren in wi'! wc-m Iht, iinij ii-; a i-uniii t'ni- "1 are adajite,! to Dcsiuii No. ftt), wliidi, for II school of tliat si/o ami form, is an ine.\iiensi\r stylo. Tlu! great ohjeetion to it. anil to all otiier tlirea or four-storey seiiool luiiiiiings of a square form, is. the great danger to the lives of tins ehihlren in case of panic or fire in the school. Desides, in the ordinary daily I'outine of the school, tlie noise necessarily caused liy several hiindieds of children is very great ind 1. and leads inevitaldy, unless very great caro is taken, to coid'usion and' inconvenience. On these subjects see the remarks made on pages TJO, 1 U and 1 ().'{. 166 PLANS OK TlIltKK STOUEY .SCHOOL-UoLSES. [(."hap. XVI. Tlio fdllowinj,' oni^rnviii;,' also iv])r("^i'iits n four-stdrcy school hiiiMinrj. Imt owing to its loiiii ami intcrioi- is much less ohjci-tioualik' than thr iircccdiu^' ou^^ i/^WKT This Design (No. 57). is that, of tho "Brown School." of TTavtfonl, Cmn. It is a largo, iioat, ))lain buiUling, and has a pleasing "appearance. The objection to it is tilt' same as that urged against the [(receding Design — -that is, its great height ot" f( Mir storeys. Only in ease of great neeessily should a school building exceed two storeys, and then the suggestions on l)age \'2<) should be carefully followed by the trustees and those having to do with its erection. Chap. XVI.] pLAxs OF T.lnKK-STOHEV .SCHOOL-HOUSES. .J 6 a o s Pi "*' '**-«-K r... OK «,;„,,„„ ,,, ,, ROL'NDs .,!■ Kli., 181 ' 6'. r '* ti' 168 IM.ANS OV THItl'.K STOUKV SCMOdl.-llDl .SKS. [(.'llflli. X \ I. This l)l()('k ]tlaii (/•'//. lSr») is very i'oiii|>ii •: juiil cninidcto. Tlif only oUjoctiKU is this proxiiiiiiy nf tlic \v;itci' clnscls. 'I'linsc fnr hoys ami ^'irls slionlil l>o fiitircly sopunitt'il, as Jiircaily itniiiicd oiil on pMi,'!- •_'" (wlii.li sec). l''ig. ISC. -Ti.AN nh- KiHsr, Hi:ri.M. and Tiiiiii) I'locrs of |ir>!r.s Xo. .'i7. WK \Vi; Wi; \\\l W:inln.lirs. This plan (Fiij. IHO) is also very cdiiijjIc'k' iiM'l c-onip.icfc. I( ])rovi(lps for six cla.ss rooms on each of t\\o first, .second and tiiird lloors. Tlicsu sclioolrooms are sejtarated from each otlicr liy halls ov passages. Kit'. IS". I'HN '•]•■ l'..rUTII .SlMUtY ur IlKStC.N .Nm. [i7. This plan {F!;/. 1^7) --,• ^ 'i^-l. , XVI. VAm],. XVI. I'l.ANS i)K THIIKF. ST0HI:Y SfllOOI, Ilor.sl'S. ir,9 >).'('tH>ll •iitiivly Til.- iif\t .Mi.^raviii;,' (Fi;/. IHS) is thnl uf tl),. howlil.-li S,-lio,)l. nn<{, cljII.Sftt.S, Hll.l i.s <))).. of ll).' mI.1, sllli.shlllli.ll >tvlr nl's.-li,,..! |, )ii, MiLssa- iiM.s in lliiit city. L R. les for si.\ rooms are R. .R. as^riiil'ly Iwo cfiilro \\ sppjirato this J'iij. leach lloor lis the t'vil 111 trustL'cs liiol-hoiise. I 'i£«ari.'!33nr wijnssujajj;: FiR. 1.S8,— r)i:sioN- N(i. r.,S.- Pcm a Citv Pi nuc ok Hiuii Sciionr.. F!,f. 18S ivprosi'iils a very i»laiii hut, iii-xiinisiM. style ol" M^h.-ol li)iisc lor a city or town. I'A'oiKMiiy ami eomiiaetncss Iiave lieen eonsulf.-il in its arninLrements. Tliese are goo.l ; hnt the j)re.suiit tomien y on the part of Irnslces an.! niher.s is to ereet sehoo! l.iiihiiii the ost of land) trusf'vs are .,rti n eomprlli'd to h.. eoutcnt. .\dded to this, rh" h.-. ted. vitiated ail-, whieli. in such lol'ty selioolliou.s.'s as those of [lire*! and f.ui- -to ■-■ys. is sure tu he aueu'uulatfd. is very unfavourahli' to health, ,ind the life of a eliild attend- im,' (Inni is not to h- envi(-d. It is to he jiop.-d that wli' Third Floohh, adaptkd to Fio. 180, Fi(/. 190 represoiits the secoml and tliird floors of Dosigu No. 59. It liaa tlie adviuitJige of a doublo stairway, wliioli j^rcatly facilitates egress from the school. Pig. 191.— Plan ok thk Upper Storey, or Anir, adapted to Fio. 18tf. The fourtli floor has two school-rooms of the same size of those below. Each room is provided with a st^parate clothes room, with water, and everything for the comfort and conveuience of the school. /'/<>vo i\w iimiii ciiriii«'(! in a Iii;,'li iii:viis!inl roof, which is sunnoiiiitttl l.y mh ni-ii.iiiicntiil vi'iitiliitiiiy; t\iiTi-f, iihoiit thirty fcft hiu'li Project i ii;5 tVoin tlic luiililii' nf cicli of thi- t\vi> liiiin;('r siilcs is a wing, iiinl in iVinit. Fia- 192.— Uesiun No. CO.— Adaitkd to Figs, ly;'., I'Jl, VX> axi> I'.m;. (See Uesiitn No. il2.) of ciu'ii will!,' is ;i lirick iuid "t:)iic ikd'cIi. nr vs'ili'.ilo, throu;.'li which the boys and oirls cutfr, 'i'iu' wiiiirs aw occiijiicil ii\ 1 Ik' staircuscs t'.iul cloak imduis. iii''-f i €hM,), XVT.] TMN.. OK Tni.i-.r.sr..nKV •*' IIOOI. norsKs. 173 nEPERiNcia. H. Doilor. IlK. UcT-Ur Mom. l-'l' Onal flogct. QWt'. Uirli'watorcloiet nWC. ttiya'watfrcloiet Ij. I.ahoriitiirj', T. Jiiiiitor'i rcHimi. T|{. Tiac'lier'g ruorii. a room gii-Is, BtC. CCCC. Closets. CIosoU Platform*. RB. Register*. SS. School-rooms. VV, VentiUtori, Fig. 194.-Pl*n of Ground Floor, adaptkb to F,o. i9i and closet... C, 0, opposite the^st!u w 4 ete °Tho h ''1''"'' ^^''^''''^'' ^' P' a* either side of the building jZulV ? ^' '''''^ «"'^^' entrances are uuarng, as Nvell as tlie separate staircases to the upper floors m PLANS OF THREE-STOREY SCIIOOLrUOUSES. [Chap. XVI. I ill KEFERENCES. CC. Tcat'hcrs' closets. HH. Lobbies. L. Lntiire looin. IM. Library. HR. Hcgisters. VV. Veiitilato™. Fig. 195.— Plah or First Floor or Second Storey, adapted to Fio. 192. On the first floor {Fi(j. 195) is a large class room, S, a lecture room, L, and library, L B, with lobbies, H, H, closets, C, C, i-egisters, R, R, etc. RKFEREMrKl. Ail. Assembly Hail. CC. Closets. CC. Tcacheri' room*. HII. Lobbies. F. Platform. RK. '.teuistars. Fig. 196.— Plan of Attio 8tor»7, adapted to Fio. 192. The entire area of the attic storey of the main Imilding is devoted to an assembly liall, A II, for the scholars, or for other imr]) ses. Thtn-e is a wide plat- fonn at the end for speakers, etc. The ttMchei-s' rooms. (J, C, are opposite the stairways, and ■mall closets, C, C, arc at either side of them. Chap. XVI.] PLANS OF THREE-STOREY .SC'lIOOL-HOlSES. 175 ;o an jdatr- the 2 I Oosiij;!! Xo. 01 roprosonts tlio girls' Iiii,'Ii ;iii(l nonnnl .school, orocteil in Boston, iMiiss. U i.s also !iilii|>t(!'l to ;i (•(■iiti'.il or liii(li ,s iiistitiito of thn largest class. Tlio building is plain and conipaot. 'I'hn ontlinoH of th" build- ing aro broken at tho cornors by projootidii and also on eaoli sidu. There are ■p ;:■/ 'F: at « ■ 7*> rr.Axs (ir rifKKiJ-si'oKKV scndoi-iiDrsES. [Cliap. XVT, two entrancos abovo thi- Imsomoiit —one in tlie contrc "C cnch strent fnnit, and npproaclioil liy tlii,rlits oFstcmo s(c]>s foiiricfM fc't broad, whicli Icml up to a vesti- bule. TIkm'c are four iinisheil storeys, inehuUn;,' the basemiMit, wliicli slioiild be at least t\velv(?i feet lii.i;li ; the first and second storeys are eadi Jburtcen feet liigh ; the large Jiall in the tliird storey is eigliteen feet six inches higli. Fii; I'.is. -Pi.<,>; OK Ba.skmi:nt of Di:siciN No. 01. This basement phm is adapted to the purjioses of a primary school, and .should be almost entirely above the street level, as shown in I'i VO FlO. I'JT. room, INI. whicli can be fiii'uislied, and the walls lined with bookcases. This room is connected with the reception room, F, and with a room. S. for the advanced i-lnss, occupying one corner of t\v?. building. The inner portion of this quarter of the building is occupied by a jiassage leading from tlin hall to the advanced class room, S, and muster's room ; a staii'case leading down to the basement storey, a cloak room for the advanced class, master's closets, B, B, and the venti|)eai'aii('n of the buiKling is iioa^t^aii.l olciTfiut. TIic .'nirrav iiii,' ivj.ivs.Mits tlu- •• Wolls' Sdiool." civflcd in ISllT. Inrliidiiii,' tlio attio, or mansard n '.f. tlio linildini,' is four .storeys in lifi.olit. It i.s a liandsonio and yet snh.stantial stnicture. The tinisli of the mansard roof and cornice is very neat and phiin, and yet quite in harmony with the tasteful styhj of the building. (Jhap. XVI] PLANS oi' riiiii::: sToi!,:v sciioor. iiochks. / 181 Iff m M m ■iCr^^ I ,i^i;]:ryv:;i jJ^' •^.-lr?>»5-^^>!s*-^|^'5ii,si^;_: ,'^w ■'^"' *.'-■;. ^^^fj \ ■r;i^: 5\.', ^''^, i . .. 1 . " .fff* I^ ■U--^^4M' .*.«.,* ' Fig. '.'0:1.- Desha- \o. ti:}. —Ckvtuai. hr IItr;ii S.-mioi., aii.vi'Tfd to This. l'HI and 'J'i; no cuifniviii'' ( F/'//. l!03) n'])i-('sfiitK si'lioii] luiiiili'.i^i', croetcil KoclicstiM-, X. V. It is a plain ami i'(imiia''t sclinol-liou.s;-, ami may lti> adaDtcJ to a e'ciiiral nr \\[<^\\ scIiodI, fur m cily or town. It lias two fiitraiRvs. a front and rear one. TIk' style is iuPxiK'nsivi', and niucfi ji-ss ornate (too niiieii so) tliau tosv(>r. or I'lipola, sf'ms ivitlior that of nc proofiiiii. 1) t'siifn, 111'. awkwardly iilaccd on a fr(jnt i,'a1)lr of an inclcifant a)i]i(.'arani'i! Imil iiiiiu:, anil ''ivt's tlir- wl loll- strni'tiire F .'l».| is he iilan II f ll u' ''ronml n I III.- 1. Iloiii'. t! I )l'ML'll N. ()■_' and o.i. 1 1 ii.is a front .'Uiii rear ontram^-. and I'onr convenient eluss rnoms. Non:. 'i'lif.' walls of all siioii iniildiic'.s sliealil lii' doiiWlc, lii.uinl tK^jutlicr Iiyirun tics, tin t'xturior wall nf facod liiMi'lv, ;l<.u til •_'() iii'luH tliick, wit I 1 a lour-nii'li an- siiacu li'jtwooii, for till- purjinsi! of iiiti-i'(-i'i>tiii luaa siinl roMt' ^lllluld \n> ovoivd w'>iu^, aiuptki- to Fios. i02 and iO:f. Fig. Mi. I'l.AN (ir SkiiiND Fi.h. h. Ai>M-n.D td Fins lOJ and M3. Cllll]). XVT. I PLANS I 'I- TIIUFE STOKKY SCHnoi.-HOl'SES. 183 Ki^. -IHl. — UUSKIM No. IM. Knit A IIk.II Srilnnl nil ('ill. I KI.IAIK Is.STITI TK, AHAl'TKUTO I'lC.S. 2U7, ETC. Fill. L'On roi)i'i>.s<'nts (>ii«> of tlie most t.a.sicfiil iiiid olc:,'aiit stnioturt's for sclioola ill lliis l)()ok. It is (it'll iiii.xiMl styl<' of iircliitcctiirc, tin* Xoriiutu styl«', liowcvur, liffcloiiiiniitiiiL;. It roiisLsts of two .storeys, witli a ruiscd liasuinciit, iiutl siic- moiiiiti'il with a luausaril roof, iiinkiii;,' praL'tically four .storeys. The foiiii(l;iti(jii is of frejstoiii^, carrieil up to the lui'lilh* of tlie hasenn'iit Aviuilows, iiiid oveilaid by a wiiter-tahh^ of <^hio samlstoiin. The window sill.s and luilt-courses iire also of tin; ( )liio s:indstone ; tlie window-raps oa the front and on the main towers are ari'hed witli hlook.s of the same, altornatinjj; with tlie Porthmd stone ; tla; otherH ai-e oriianu'iit"d lirirk eups, with an <)hio key-stonc'. Tiie ImildiiiLf was oriififi.illy erci'tt'd as the hi'^li seliool of irarlford, Conn. The interior arran^'-nients ditl'er mat 'rially from those ot' preci 'jm plans, and, as will lie si'en, are very eonvenient. §m0'i-i ■ 1^ ■M 18i PLAN'S or TIIIIKK STOItl'.Y Sllluor. IlOfSi:-!. ICli: XVI. Tlie only <)hj»»ctioii is. timt tlio stiiirw.iys .ii'o plMci'd ton far iiway iVcmi tin- ivariif tho hiiililiu.;. TIk^s;! (li^toetH iiro roini'ilioil in /'V'/.y. 21L', L'l.'i aixl ij 1 I. \i-v^o IS-l. [n til*' iiortli-f.'ist cornor of tlif lmili|in;( is an olisf'rvatory tir,vi>r of suitalilo li<'iy;ht. 'I'lit) (ilisfTSatory itson ail h'hIvh, Imvini,' an nnohstrnotfil |ifos|)cct in all iliivction:4. U'iow tiiis is tilt' rloi'k room, (Mntainin'' a ciofk with I'onr ilial.- Anodicr tovv'cr, on tlii^ soullitM.st cornur, is oc.-ajilt! I i»y the vrntilatin^i,' ishaft, ai-onml whi<'ii iho hoys' .stiiircaso as(?(«.nils. 'I'lic main rntraiiiri' is on tiic casti'i-n tVont. nrnaincnti-il witli Inown stonn columns, havin;^ foliat(ul cajtitals anil liases oi' Ohio stoni', ami is a|>|iroacli('(l }>y a llii,'lit of stone steps with a heavy hahistraile. 'I'lie entrance iloors for the ;:irls ure on the north siih\ one lea'liie' into the first stilv reeesseil A, Con'. Itooms. 15, B, Boilcra. 0, f!, Store Rooms. P, P, Ovmnafifi. E, E, Pastagi Wiivs. 1', l'',St:iiiVH,-eriss!i|^cs. (i, ("!, .laiiitor'M Itooiiis. II. U.Ti'aHiors' Closets I, Boys' Closot. J, Girla' Closut. K, K, Jiutraacua to Basement. V, VeutUatiiig Shaft. Kin. "^07. — Plan ok Basement, adapted to Fui. 206. In the hnsement is a cjymnasium for the boys, 30 by 40 feet, and 12 feet high, well suj)i)lied with aj)])aratus ; also a separate play-room of the same size for the gilds in wet wc.'athor. Ou this fioov, also, are janitors' rooms, rooms for coal and ashes, anil for storage. The entire floor is paved with brick, and cemented. In the first storey are four rooms, designed for 5(5 pupils each. ( )ne of these is the jirineipal's room, in which are bell-pulls connecting Avith gongs in the four storeys, and speaking-tubes communicating with diflerent parts of the building. Contiguous to the principal's room, and between it and the fiont entrance, is the liiii'aiy anil rception room. On each side of the entrance are wardrobe rooms f. Tii thuso rooms tho uvuilablo x^:isu,:a>l-^'g-;!m^'''t^'r-ammz::^:», hi mmm n le .(1 ;e tr A, A, A, Fourth rinss Uonm?. n, Sininr Cln.'s Rnoin. 0. C, rniri'lnrs. P, D, VeftihulM. E. K, Unrilriilji- lUiDin.s. F, lU-i'i-pticm Kuiun. (1. 1.iln.in . II, 11, .-t:iii<;ia.- IIiill". I.MaiiiKn- trance. J, 1!o>k" Kntraiico. K, Ulrls' Kiitraucf. V, VuiitiUtinn Sliiift. v, r,V»'utilutlujj Kegiat**. rig. 208.— ri.AS 1)1' Tin: First Fi.ikiR, Aii.M'Trn Tn Fic;. 206. space for baui,'iiii,' irarmnnts, cto., is iiuiltiplitid by traiisvorso partition.?, extending 5^ feet inward tVoin tbo wall, upon which, as well as upon the wall, are stout A, A, Third Clas.i Rooms. B, Junior Class Room. C,C, Corridors. E,F Wardrohp Uooiiw. G, Laboratory. lI,U,Stairoasp Ilnlls. 1, 1, Philosophical Apparatus. Y, YcDtilating Shaft, v, v, Vvutilating Registers. Fig. 209.— Plan of Second Floor, adapted to Fio. 806. iron hooks for clothing, all numbered. These rooms are likewise furnished with iron sinks, having solf-closing faucets, fixed wooden stools, and other conveniancds. N IMAGE EVALUATION TEST TARGET (MT-3) / s Jt^ W^ jo o w. -^^ ^ C/x '4 1.0 i.i 2 in i; M 2.2 1.25 r ;i::4 L4 2.0 1.8 1.6 V] ^»^ VI /. # r on Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 i 186 PLANS OF THREE-STOUEY SCHOOL-HOUSES. [Chap. XVI. ■6 ! 1^ On the second floor are two recitation rooms, for 50 pupils each, and one some- what largf'i-, to aceommadato 75 pupils, in wliicli aro two cases of philosopiiical instrumen , enclosed with glass frames to the ceiling, so as to be nearly dust- tight. On this floor, also, is the laboratory, well furnished with chemical appa- ratus, and provid(;d witli sliding window-shutters, so arranged by means of an adjustable panel that light can bo entirely excluded, or admitted only through apertures from one half incli to three inches in width, as may be desired in optical exi)eriments. To (liable a class to see expfM-inients more readily, the operating table and pneumatic ti'ough are plan i on the level of the floor, from which .seats, enough to seat GO pupils, rise in four tiers u[)on platforms H inches high. In the rear of the laboratory, but not coiu>ecting with it, is a lai'ge recitation room. For the pupils in the S(>c()nd storey two vvardrobcj rooms are provided, and of full height, furnished in all respects like those below. A, ttirge Hall. H, H, Koiitation Uooms. 0, C, Staircase UoUs. D, D, Oablneta. V, Ventilatiug Shaft, v, Ventilating Registoi-s. Fig. 210.— Plan of Third Floor, adapted to Fig. 206. The third storey, which is in the mansard roof, is occupied chiefly by the hall or chapel, a large room 22 feet in height, used every morning for devotional exercises, and many times a week for other purposes. It is caj)able of seating 800 to 1,000 persons, and will therefore be useful on public occasions. The roof is supported by six trusses, and a large A'entilator opens directly to the externpl air, to be used whenever other means of ventilation are not sufticient. In this room are cabinets of minerals and shells, and connecting with it, as well as with the stairways, are two recitation rooms. Note. — All the partitions, from the basement to the third storey, should be of solid brick, and if the two stairways .and the various corridors are enclosed within brick walls, the building may be regarded us qu'te scciu'e against possiljle danger to the pupils or a crowded assembly in case of tire. The floors can also be made partly Hre-proof by a thick layer of laths and deafening mortar. The interior of each roon' shouhl bo fitted with inside blinds and moulded hack linings, and tlie walls prepared with slated Idack-boards. The entire inside finish of the building for doors, windows, wall-linings, etc., might be of soft brown ash. The wood might be gunimelfj,Miit and c.xponsiv)^, and their style of architecture is somewhat of a Jiybrid gothic and Italian nii.ved. ^rtilf Design JJo. 67 is that of a high .school in Marshall, Michigan. The architecture is somewhat Italian in its styh', l)ut, as w<; have obsei'ved, not very graceful in its general outline. It is worthy of remark, that in erecting a school-house one of an inforior and faulty style of ardhitocture is just iis expensive, if not more so, than one of a neat and elogint di^sign, ami hanm^nious in outline. The cause of the erection of so many ill-shaped and tasteless school-houses is the reluctance of trustees to take the trouble to consult a goad work on the subject of school archi- tecture, or a professional architect. The conse([uence is unfortunate in many cases, both for the masters and pupils, and ultimately fur th« finances of the 192 PLAXS OF TiniKR-STOIlKY Sf'HOOI.-HOUSES. [Chap. XVI. iih m m scliool section or (livisiou. Tlio common ^lofocts in scliool-liouses which are planned by amateur school iirtjliitfcts, are frc(|uenUv— (I) Want of sitRcient schoolroom spac(! ; (2) either none, or ijefcctive vontilatioti ; (3) absence of a room for the teacher ; (4) closets for maps and apparatiis ; (5) separate entrances for V>ovs and girls ; and (6), what is more important and essential, separate offices for the sexes. Design NTo. (i8 represents a high :;,cliool building erect;Hl in Aurora, Illinois Like the preceding d(!,sigu, it is also p;iitly Italian in its style, but lacks graceful- ness of outliu(\ The defects can, howeviu', be easily remedied by a good aichitect, as they are chielly in th;i turrets of th- vejitilating shafts, and cupola. Cbap. XVI.] PLANS OK TIIUEE STOREY SCHOOL HOUSES. 193 The following DeHisjn is inoro nrtistic in its stylf tli:m is No. C>8, but it is nevertlielcsH marked l)y si.nilar dpfi-ots to tboso already pointed out. Desit,ni No. 69 roprosonts a lii;.;li school l)iiiMin<,' orected at Winona, in Minne- sota. Like thtt two prtjcodincj on','ravings, it lacks elo,t,'anco in stylo, but this can be easily ram.sdiod by a skilful band. Tho cliioi' dofects are in the turrets and cupf>l:i,aud tV i:it jfible. wliicli ai'e not in bannony with tlu) rest of the build- ing. For a tbrei' storey .scboobbousc, tbor.', are also insulli 'icnt means of egress. Tim entr/uice door is (juite too small for .so birge a building. The following Design and acconipinying plans an- ailupte 1 to graded schools, which can best \m practically carried out in school l)uildings virtually distinct, but yet conveniently connected togetlier. We give two e.tanipliis— one American and one Ku'dish. m ki 194 i'LANS OK THUKESTOREV SCIIOOU HOLSES. [CllUp. XVI. Fi'g. 221 is inongnivinj^ofa school huililiurf (M-eoted in Hirtfonl, Oonuofticut. Tlie elevation is neat, j)lain. and handsome, and very siiital)lo tor a central or o a superior high school. The interior arrangement is very conveniiMit. It com- bines the advantage of a triple building, each one having a direct communication with the other. Fi{i. 222 is adapted to Design No. 70, and shows a very convenient arrange- ment of detached school-rooms. In F>(j. 2^I'^ the same arrangement of th(» detached school rooms is followed. It possesses all the advantages of a triple building. Chap. XVI. PLANS or THKFE-STOKEY S("H00L-HOi;SEa. 195 Hg. 223— Pun or First and StroNn Fi.ooHs, adapted to Fio. 221. 196 PLANS or TirKK!; STOIIEY Sf'UOOI.-IIOlTSKS. [CllHp. XVI. ,11 1 i'.ii rig. ii'J,!. l'L,\;i 111- TAi. Ijiiui) Fluor, adaptld to Fiu 221. [(Miap. XV^I. PLANS OF THREK-STOUEY HCII00L-U0U8ES. 197 2.— Arrangements of a Graded School considered. Tho fnrpsoin^ plans (/'V;/.*. 2'2'2 iiikI 'J23) sui,'f,'Pst an arraiifjempiit of rnoms for a gradf'il kcIiduI. It is ho far succossfiil an to provido for grouping wliat may be regarded as separate and distinct soliools (connected togetlier by passages an-l doors), l)nt virtu illy under tlio .same roof. Tlii.s will l)e found of great practical convenience, wliicli can l)i> turned to good account if the schools are carefully graded. The (piestion of graded sclioois is somewliat mixed up with tliat of seating. Formerly, the only kind of di'sks and seats used was the long desk and backless seat for all kinds of pui)ils. This Vas succeeded by the long desk, with the improvement of a bucked seat; but yet used for all kinds of pupils. At length, as a great improvement, the dual systttm of .seating was ailopted in manj'- good schools. This dual system is, however, gradually being displaced by thq .system of single desks and .seats — especially for the senior pupils. In Kng- land, where the long bench and desk system prevailed for such a length of time, (•BO , „BCALE or ■-' ' ' 4A Fig. 224. — Enqlish Plan fur a Gbaueu School or 210 Pupils. AA. Double tiasi room. B. Single class room. C. Large school-room. D. Lauding. E. Sliding partition. F. Lavutory. the dual system has been adopted in many of the best schools, especially under the new local school boards. Fig. 224 is a plan suggested by Mr. Robson, in his "English School Architecture," for a graded school of 210 pupils, beated on the dual system. A, A, is a double cla.s8 room, separated by the sliding partition E. The large school-room, C, is designed for three classes, divided by the curtain, as indicated in the engraving. The room B may be either used as a class or gallery room. All of these class rooms are under the same roof, yet in effect in sepai"ate buildings. The arrangement of the teachers' desks differs materially from those shown in preceding plans. In the rooms A, A, B, and one end of C, it is jjlaced at an angle of the room. The advantage claimed for this arrange- ment is, that the teacher can see every pupil from a diagonal standpoint, and observe him at work, without being directly seen by the pupil in return. J &"'.■' 198 INTERIOR OF THE SCHOOL-HOUSE. [Chap. XVII. CHAPTER XVII. INTERIOR OF THE SCHOOL-HOUSE. 1.— The Size and Character of a School-House Interior. In regard to the c':::e of the interior of a school-houso, tlie »i inter's plut/orm and the entri/, or jjorch, we liave ah-eady made several siiijgf'stions ou jiage 61. In regard to the selection of school furniture, no specilic directions can be given which will meet all cases. INIost houses and schools will require certain modifi- cations to suit local or peculiar circumstances. There are, however, certain general principles, both cf construcfion and arrangement, governing this subject, which should never be violated. These \ ill be indicated in their proper place, leaving details to tlu circumstances of each case. The accommodntions for a schoohhouse, embraced under the head of furniture, may be divided into four classes: — (1.) Those relating to the e?itry and clothes rooms. (2.) Those con- nected witii the pin|ioses of the principal school-room. (;>.) Those of the class room, (-t.) Tliose of the gallery. " Note. — On the subjects of this chaittov see tlie reuiarks- and saggestions on page 61. 2.— Entry and Clothes Room Furniture. (1.) The Scraper. — The space inunediatidj; in front of every school-house should be paved with brick or stone, covered with plank, or tlie surface, by some other appi'opriate means, rendered smootli and r,o hard as to resist the action of th*' YtAn and frost. On this space the steps or ])latform lending tc the door will be placed, and either will be incomplete without a strong, convenient shoe scraper at each side. Two will be required, for iXv reason that the pupils enter the school, morn- ing and afternoon, about the siinie time, and i*' there be only one scraper, ir will either cause delay or comjtel some to enter th(> building with soiled shoes. Clean- liness and neatness are amongst the cardinal virtues of the school-room ; and eveiy means of inculcating and promoting them should receive the earliest and most constant attentiim. (2.) The Mat. — After the rougher and heavier portion of the mud has been scraped from the feet, a good rubbing on a coarse mat will not only remove the balance, but aid in drying the shoes, so that there will b" less danger from wet and damp feet than would be experienced without this precaution. In addition to this, there will thus be less of that annoying dust in the sch i/l-room, which, when present in large quantities, is constantly kept ailoat in the air, to the great difscomfort of the inmates, and to the injury of clothes, books, and lungs. These rough mats should he placed just inside the main entrance door. The tise of the scraper and mat should in all cases be insisted on. and every pupil entering with soiled feet should be sent back and made to clean them. JJoTE.- A pair of mats, or two ])air in a largo school, to be used alternately — one to be dried and beaten frtje of (bist while the other is in use --may he maile of corn-husks or straw. If the teacher manage properly, mats, quite sulliciont for the purj)ose, will be readily luaile or ])roTi(le(l hy the larger pujtils in turn, if they can l)e had in no other way. If the female pupils were to prepare a r.ag mat, to be laid inside of or near the door leading from the entry or vestibule into I'le school-room, for a second wiping of the feet, the precautions against dust in the room would be complete. (3.) 21ie Lavatory. — Children often soil their hands in play, and some even come to school with unwashed hands and faces and uncombed hair. Such should never be permitted to enter the schoolroom till all the re(]uirements of outward decency are complied with. In the country it Avill generally be too far to send them home again for that purpose ; and therefore preparation for it should be found in the school. Hence, a wash-stand in a large bui.'ding, or a regular lavatory in one of Chap. XVII.] tXTKUIOR OF THE SrilOOL HOUSE. 199 1)6 Liiie liale Itry Inst line tro.r ky lie the liighest class, bocomos propi^r. ^h: Robsnn, in liis "School Arohitpctnre," sny.s : ''Tlie wa.sliiii!,' rooms for diildron should not he so pliicoil a.*s to involve po.ssible oolil or wet feet in reaching them, a.s when a yard or playijronnd has to bo crossed. Neither is it a s^ood ])lan to utilize one or botli sides of a jforch or enti'ance passaj;o witli lav.'itory tittin^s ; for wher- ever the wasliini,' jirocess is carried on there is sure to be more or less of sloppiness or nntifliness, which is Itest placed apart and away from tlu! ey»' in a separate, though small apartment, eomcnient of access from the schoolroom. The common methoil of placinsj the b.-usins acro.ss one end of the cap and cloak room (/V;/. 225) shonld not be aiIoj)ted when? the general plan admits, withont extravagance, of a better arian'^cmem. for the caj)s and cloaks are thereby liable to become spla.shed and wetted. 1'he wood cnt {Fi'j. 220) .shows a kind of lavatory '.vhii'h has jiroved best umler all eircumstanc-s. Instead of lieing made to ti)i up on a j)ivot, tiie basin is iixeil, but tlit> /'emoval df a conple of screws is siitlicient Fi.^. 2'2.'>. Lavatory ani> t'l.ilAK KociM I'oMUINl.D. REFERE.NCKS. A. Onttor in fldor, miitei' lavatory. H. I'ortidii of floor Klupod. C. Level floor. D. Iron drain. E. Tup, with levpr and Imll of lead or iron. K. Overflow in enamelled iron basin. J. Slate .slat). H. Snpply pipe. Fig. 226. — Skktcii showinu Mkchamsm ok Lwatorv. to release it for the removal of any stoppage. The plug cannot be removed and lost, as when attached to a chain. For letting out the water, it is lifted half an inch and turned half round. The water cannot be left running, for the removal of the child's tinger lets drop tlie leaden (or iron) Aveight, and turns olf the tap. An overflow shoidd always be jtrovided from the basin, so that in case of accident the room be not flooded. In tla^ floor, and immediately under thi! line of basins, there should be a gutter to carry away the water always splashed on to the floor." (4.) Pails. — Everj' school should have two pails — one for drinking water, with cup near it, and one for washing and scrubbing purposes. (5.) Broom (Uid Brushes. — No school, however small or )>]ain, should 1)0 with- out a broom for sweeping the floor at lease twict a week, and if daily, the better. Large buildings should also have a hair sweeping or floor brtish, and a cobweb brush or ceiling duster with a long h.indle. To this list should also be added a scrubbing brush for the flupils while ])assing in and out during school hours, which often create disturbance, when the baskets are h'ft in -he clothes rooms without being locked up. NoT2. — Several of the articles just named are indispensable, and will not be refused by any board of trustees. Othur.s may be. In that ease it will be in the power of the teacher, by showing a dispo.^ition to keep tlie school-liouse in gootl order and conditi(m, and by a re8])ectful representation of the utility and neces.sity of additional article.?, to induce a reason- able board to obtain them. If not, lie has the ])upils to appeal to. By proper explanation of the uses ami value of the desired conveniences, and of tlie habits dependent on them, he will rarely fail in creating such a feeling in the school as will supplj' all that is requisite, till the trustees shall discover their own duty iu the matter. 3.— Mode of Using these Articles. Most of these school articles, such as scrapers, mats, basins, buckets, fire-irons, clothes hooks and dinner closets, are in daily use, and only require a little con- stant attention on the part of the teacher to render them greatly conducive to the neatness and tiiliness of the school, and of the formation of right habits on the part of the pupils. But others, such as brooms, sweeping brushes, scrubbing and cobweb brushes, and "'/ove all, whitewash brushes, only come into use occasionally, and will require an effort on the part of the teacher to develop their full use and value. But this effort, if i)roperly made, will be its own reward. Note. — Although the official regulations require the trustees to make provision for keep- ing the school-house clean, as directed by the teacher ; yet if the larger pupils be requested Toluntarily t' meet the teacher in the school-house during a Saturday forenoon once a month, or evi , very six wei ks, for a general sweeping, scrubbing, and, if necessary, white- washing, the effect on the schciol — botli ])ersonal and material — will be found most salutary, and the object will be accomplished. Children like to feel themselves of use to those whom they respect ; and, if properly governed, they delight in ini])roving their own things. The teacher is their best friend, and the school is their own. Their nature will incline them, if it be properly guided, to oblige the one and beautify the other. In achlition to this thorough cleansing, there should be a general arrangement of the books, apparatus, furniture, etc., of the sohool-room every Friday afternoon, before dismissal for the week. Clmp. XVII.] INTERIOR OF THE SCHOOL HOUSE. 201 irons, con- •e to tw on )bing ;0 use their ird. keep- I nested 4. -School Seats and Desks for every Pupil. Desks and scats constitute the main portion of the furuitnrn of tlie room, and upon their form, construction, and arrangomont, will depend nuicli of the comfort of the pui)ils and the order of the school. It is now aihnitted as .settled principle.s a|)plicable to all scIiiqI.s : — (1.) That every pupil, whether okl or young, shoidd have a de.sk as well as a seat. (2.) That both slioukl ho made as comfortablo and as well adapted to their object as possible, ('.i.) That the seats aiul sks should be .so arranged as to permit each ])upil to pass to and fro from his own, without diHturl)ing any other in .so doing. To these may be adtled : — (4.) That the more neatly and substantially the seats and desks are mtide at first, the longer they will last, and the greater will be the saving to the school section in the end. Note. — See remarks and suggestions on this subject on page 03. 5.— Desks and Seats are required for the Younger Children. The desk is aii necessary for young as for okhu- pui)ils, foi* several reasons. Children should not bo long confined to one attitude— fre(pient changes of posi- tion being a want of their nature. After sitting upright in their seats for some time, they soon lean on the back of tlie chair or bench ; but this |)osture before long also becomes tiresome, and they will be observe^l to lean sideways upon each other. At this time it is that restlessness and disocder begin to manifest themselves amongst the youngo" pupils, and at this time the forwanl support afforded by the desk, both for the person and the b(OTk, would form a relief to the .scholars, and tend to the quiet of the school. Moreover, it is now admitted by all good teachers that the slate and pencil should be put into the hands of «very pui)il th(! very first day of his entrance into school j and this renders a ♦lesk indispensable, if for no other reason. Note. — To render the seat and desk comfortable and convenient, both shouhl bear a proper proportion, in lioight and form, to the size of tlie pupil ; so that when seated his feet sliouly ocjupy more floor space, when arranged with a [las.sage at each end, the double desk is now in use in nearly all, except the highest grade of schools. 7.— Kind of Seats and Desks for Primary Pupils. Various kinds of desks and stiats are n(jw in Tise for this da.ss of pupils, all seeking to unite comfort with neatness and durability. The eoml)ine(l seat and desk repres(inted by Fie let down and the seat folded uj) so as to allow the floor to be easily and thoroughly cleaned. There is another advantage in the use of these desks. They provide, at A, A, A, a place or box extending the entirel ength of the desks, for the pupils' books, slates, etc. Fiff. 229 shows a seat and desk differing nuich in form from tlie pre- ceding, yet it is the same in })rin- ciple ius the last, except that the desk has an enclosed l)ox, covered with a hinged lid, for each pupil. This arrang(unent is not ))referred, as the raising of the lid interposes a sci'oen between the teaclier and pupil, l)ehind which, and in the box itself, acts may be performed which woidd not be ojienly attempted ; while the opening and shutting of the lids cannot but create noise in Fig. 229.— Dorm.i: Snioni. Sr.AT ani> Di;sk. . , , mi i i -ii i. the school. The desk with a sta- tionary lid, a shelf beneath, and a slit in the back for a slate (as in Fi(js. 230 and 251), seems to meet the views of the greater numljer of teachers. ;!' Chap. XVII.] INTERIOR OF THE SCIIOOL-IIOUSE. 203 desk |)ro- )rin- tlie orod m)>il. 1 red, losos find box hich it(Ml ; Fig. 230.— SiNdLE Scnooi. Desk and Seat. Flq. 230 repi'esents a style of single desk and seat of neat and lif.'ht nppearance. The back of the seat is curved so as to lit the back of the |)upil. The peculiar construction of the support to the desk gives it additional strength uud solidity on the floor. The sides ai-e open to the inspection of the teaclier. F'kj. 231 r(!) (resents an ex- celhsnt school de.sk, with fold- ing d(!sk, now used in the Normal School, at Ottawa, and the Model Schools, at To- ront(j, besitles in nund)ers of the best schools in the pro- vince. It is manufactured by Mr. Charles Potter, !> King street east, Toronto. (See advertisement.) Mr. Potter states that "the seats and backs of the improved folding chairs are constructed on cor- rect idiysiologieal principles, being curved to fit the natural shape! ^f the human body, thus compelling, when .seated, a more strict adhereTice to the erect posture ; and, by allow- ing the chest of tlu! pupil Tiill e.xiKUision, promotes better health and physical development than could be produced by the old style of chair, which causes the pupil to be in a stoojiing position most of the time. The folding chairs enable the pupils to take their seats and leave tlxem witliout the usual disturbance. They are turtied down on India-rubber cushions, which act as grateful springs to their occupants. They also afl'ord a better chance for cleauliuess, as there are no angles for the lodgment of dust, and a free passage is obtained, when the seat is lifted up, for the sweeping and the washiug of the school-room lloor. The folding seat is of pai-ticular advantage for young ladie.s' schools, as there is no danger of their clothes being torn when moving to and fro." Single desks are generally to be preferred to double ones. The whole expense for room and desks is about twenty per cent, more ; but full particulars as to cost and construction of these patent desks with folding s(uit, can be obtained from Mr. Potter, No. 9, King Street East, Toronto. Fit{. 231.— Poti'eb's Patent Uf,sk, with Foldinu Si:at. 204 IJfTEBroR OF THE SCHOOL-HOt SE. [Cliai.. XVII. m' f,* 8.— Belativo Sizes of School Seats and Desks. The dosks atnl KwitH for largpi- or stiialliT iiii|)il.s .should be of difTcront dimcn- nioiis. \V(! tliiiik it dt'.siiah](! for two juniors (o sit togftlier; and each desk for two may be 3^ or 4 feet long. Tlie yonngpi' juipils being placed nearest tlie master's desk, tlie front ranges of desks may lie l'^ inches wide, the next 14, the next 15, and the most remote 10 inches, witli tiie lieiglit resjiectivcly of 24, 25, 20 and 27 inelies. Tlio seats sliould vary in like manner — tliose of the smallest class shonld be 10, the second 10^, the thiid 11, the fomtli or largest class IH or 12 inches wide; and lieing in height IM, 14, lo an inches respectively. All the edges and corners shoiihl be airefully rounde«l. 'Die desk for a single pupil shonld be at least two feet long (2J is better) by lis inches wide, witii a siielf beneath (as may be seen in Fi;/. 2'M) for books, and ^ a narrow, defj) opening between tlie back of the seat in front of ~ \ tlie desk itself to receive a slate, as at li. in Fitj. 21)2. The npjier suiface of (lie desk, exrept three inclies of tht^ jmrt nearest the seat in front, should sloj)e one inch in a foot, and the edge shonld lie in the sann? j)er]>endiculur line with the front of the seat. 'Hie threes inches of the level jiortiou of the sni-face of the desk should have a groove rnnning along the line of the slope (see a, in Fig. 2;]2), to pi-evcut ])encils and pens from rolling off, and an opening at e, Fitf. 232, to receive an inkstand, whicli should be covered with a metallic lid. Tin; end pieces or supporters of tlie desk should be so made as to interfere as little as possible with sweeping. The following Table is said to show pretty accurately the proportion which sluMild exist between the heights of seats and desks for the various sizes of pupils ; the corresponding width and length of the desks; and the proper distances between desks of the same size in the same row, so a.s to admit the chair between them. IlriKlit. i.f .seat. 10 inches. 12 ", 14 " 16 •' t'ig. ;i3L'.- TulMl^■ D^;sK. IciKlit of flout of (Irsk. WMth of ilisk. 21 inches. 23 " 15 " 27 " 12 inches 13 " 14 " 15 " Leiigtli of (U'.sk per piiiiil. I'liair «;iar>fi liitwei'ii dusks. 17 inches. It) " 21 " 21 " 20 inches. 22 " 24 " 2C " % ,1 15 P' 7u i" 9.— Arrangement of School Seats and Desks. We have already suggested (page 41) that, in arranging the furniture of a school-room, the pupils sliould bo faced tow-irds a wall containing no windows, or if any, that they shonld have close blinds or curtains; and that if ]H)ssible this should be the nortli wall. It is also believed that the teaclier's platform and desk shonld be across tla; end, and not the side, of the loom, thus throwing the whole of the jiupils nioie n\ front of him. In all schools, but especially in those of mixeil studies and ages, there should be seats and desks of different heights to suit the res])ectiv(! sizes of the pujiils. In such cases the smaller seats for the younger pu})ils should be jilaciul in front — that is, nearest the teacher's desk — in order to have them more uiuler his eye and conti'ol. Seats and dosks should never be allowed to touch the wall. If the size of the room \vill not allow a full passage next the wall, the de.sk shonld be kept at lea.st six inches from it, both to allow the ])U]iil near it the free use of his ai-ni, and to keep liini from contact with the damp, cold Avail. NoTK.— A great mistaken lias bu<'ii made in some scliool-lumses 1>y seating them in such a Way as to liave all tlio pupils in the mom face the windows. Sucli an arrangement cannot be otherwise than injurious to the eyes of the pupils, as tlie strong light is constantly shining into them. Pupils should always lie seated with their backs or sides to the windows. There should he no windows in front of them. (See page 41.) When praeticalile, the h(nise should be so placed that pu])ils as they sit may face the north. In rooms to be used in summer as well as V, niter, it would be better that there should be no windows on the soutli. In all eases there should be outside or inside blinds. Uutside blinds are to be preferred to keep Chap. XVII.] INTERIOR OF THE aCIIOOL-IIOUSE. 205 lulo nl.1 ,11s. il — ■ eye the i>:\st I to ell a mot iiiiig lu^re mild a» 1 all the room cool. Inside blinds can be more easily managed so as to modify the light in the school. Thu gable end of the school-house should also bj tow-ird the south, since by this arrangement the roofs would bo much leas heated in summer. 10.— Class Space for Seats and Desks. In a .school-house without recitation rooms, oi* with but one teacher, a sufficient space in front of the jilatforin, for classes during recitation, will be indispensable. It should be as large as possible, after making full allowi>nc(? for the necessary passages. Tlio full breadth of the room should bo allowed for this purpose, if practicable ; if not, space for painted or brass semi-circles at the side rows of seats on the floor should be allowed. 11.— Diagonal Arrangement of Single Desks and Seats. By a diagonal of single desks and scats in a school-room, as many scholars can bo .seated at singh; as at double desks, and they will only occu[)y the same floor room. There is also a gain over single desks as arranged in the common way in schools, by seating forty-eight scholars, with those desks, ii the same space as thirty-six are commonly .seated. The desks and chairs are arrang(;d diagonally on the floor, so that no one .scliohir can see the face of another without one of the two being at right or left half fiice. When the school is called to attention, all can rise at once, and step into tiles in the aisles, without coming in contact with one another. (See the "Desk drill," and illustrations, .section 13, page 2UG.) Scholars arranged diagonally are more directly under view of the teacher, and can therefore, as a general rule, be kept in better order. 12.— How to Make Desks and Comfortable Seats. The problem of an easy seat and desk for a school-room is a very important one, which, like many oth(^r ju'oblenis, has not yet received its ouli/ good solution. I send you the following as the result of my own labour and study. I have tried it by years of actual use, and know the pl.in and jiroportion.s to be good. Make the .seat from half an inch to an inch lower than one-fouj'th of the person's whole height. ]\Iake the back from one to two inches higher than one-fourth of the jierson's height. Make the desk (level) one-sixth of the person's height above the front edge of the seat (reasons for this may Im .see i by referring to the Oxford Drawing Book). Thus, for a person about six ieet high, the seat shouhl be seven- teen inches, the de.sk twenty-nine inches from the floor, and the back nineteen inches from the seat. For one three-and-a-half feet, there heights would be ten, seventeen, and twelve inches. In a ix)oni for ])upils of all sizes, the seats may vary from ten to sixteen or seventeen inches high ; the desks from seventeen to twenty-eight or twenty-nine. In a primary department, .seats may vary from ten to thirteen inches, and desks from seventeen to twenty-one. In an intermediate dejiartment, seats from twelve to fifteen inches, and desks twenty to twenty -four. In a higher depaiiment, seats fourteen to seventeen inches, desks twenty-three or twenty-four to twenty-eight or twenty-nine. In all cases seats should bo graded with care, and pupils seated accoi'ding to their sizes — the tallest in the back of the room. Note. — For "relative sizes of school desks and desks," see section 8, page 204. Incline the seat from tlie front downward one inch in one foot. Incline the back one inch in six, except the back of the seat next to the wall, which shoiUd be about twenty-five inches wide, and slant one in live. The seat for the largest size should be full twelve inches wide, and the top (or lid) of the desk eighteen or nineteen. The ends of all lx)ards should project an inch over the standard, for firmness in nailing. Nail-heads .should not be set, so as to require putty for children to pick out. Every projecting corner of the seat, back, and desk, should be rounded to a quarter cii'cle of a radius of three or four inches ; every outer edge of the same p.' 206 INTERIOR OP THE SCHOOL-HOUSE. [Chap. XVII. !^; * to a semicircle. Desks for two should bo from three-and-n-half feet to three feet nine inches in length for larger pupils ; while three foot is long enough for a l)rimary depai-tniont. To vary the size, afU^r making enough for one row across the room, cut off from the top and bottom of tho standard each <]uart('r of an inch • from tho width of tho lid and biick each tjuarttu' of an inch ; and from tho width of tho 8(!at ono-eighth of an inch. The seat shoidd never bo less than ten inches wide. These Viuiations may bo two or three times tus great in a promis- cuous school. The stiuidard may bo, at each side, an inch or more uarrower^thau the top and seat to bo nailed upon it. The shelf should V)o rabbeted (I think that is the term) into the standard ; and the latter be; nailed to tho Hoor. Both are sirongcr and neater than cleats. Tlie whole, uDwle of imll-seasoned whitewood (which is less liable to split than pine), stained, or nicely grained and varnished, give a room a very neat api)ear- ance, are comfortable, and not so likely to be cut to pieces as those not well finislied. — Illinois Teacher. NoTK. — Saya Dr. .T. ('. V. Smitli, "There is a radical defect in the scats of our scljool- rooms. Malforiiiatiori of the bones, narrow chests, coughs ending in consumption, and death in middle life, l)e8ides a multitude of minor ills, liave their origin in the school-room. To the badly-constructed seats and writing desU.s are we to look, in some measure, for the cause of so many distortions of the Iwnes, spinal dise.ises, and chn)nic affections, now so prevalent throughout the country." Another physician. Dr. Woodward, says, "High and narrow seats are not only extremely uncomfortable for the young scholar, tending constantly to make him restless and noisy, di8tur))ing his temiter, and preventing his attention to his books, but they have a direct tentlency to produce deformity of his liml)s. Seats without backs have an eipuilly unfavourable inliuence upon the spinal colunui. If no rest is aH'onled to the backs of the chihlren while seated, they almost necessarily :ussumc a bent and crooked position. Such a position, often assumed and long continued, tends to that deformity whieli has become extremely common among ehildi'cn of modern times, and leads to diseases of the spine in innumerable instances, especially with delicate female children." 13.— Seat Drill in Schools. With a view to enable teachers to introduce a system of seat and desk drill fo schools, we have selected the accompanying illustrations on the sub- ject from " Rob.son's Scliool Architecture." The advantage of em])loying this diill is, that pupils soon learn to move with celerity and precision, besides being more amenable to control. Obedience to the " word of connnand " is invaluable in maintaining order and discipline in the school ; and a wise teacher will avail himself of every means at his command to pi-omote these chief of all school virtues. The following "code of drill" has been drawn by Mr. Eobson : — " At the word " Return" {Fig. 233, " Return "), the hands should be i-aised to gia.sp the slate. Fi(j. 234, "Slates."— At the word "slates," the slate should be smartly lifted and placed in the groove in froiit of the desk, without noise. The hands should then be lowered. Note. — If books have been used, as in the case of an arithmetic lesson, the additional command may follow : — (1) "Return" (2) "Books." At the word "books," the books should be placed on the shelf lunler the desk, and the hands brought back to their original position. Fiij. 235, "Lift" (or "Raise").— At the woi-d "lift" (or "raise"), the edge of the flap should be Fig. 234. -" Up Slater. grasped by both hands. Fig. 233.— "Keturn." Chap. XVII.] INTERIOR OF THE SCHOOK-HOUSE. 207 aw II Fi,j. ■asp f tin r : — the and Fig. 235.—" Uii" (oil " Uaise.") Fig. 23ti. — " Wi;.iKa.' Fig. 287.— "Stand." Fig. 238.—" Out." Fig. 23r), " Do.sks."— At tlic word "(lasks," the fluji hIiouKI Ik' raised (piickly, but without noise, and the huiuls (h'o])])t>d. Fip to the rear aud another to the left ; at tho same moment the pupil opposite tJie hft cud of the desk takes a sliort i>aoe to the fro)U and another to the rii/ht {Fiy. 238). "Down." — At the word "down," each jjupil takes his plii^o promptly {Fig. 237). "Lower" (or "Close").— At tlu! word "lower," the to raiHcd or loworod, to suit tlio lioij,'lit of the pupil, l>y nioaiiH of a pog Ix'iii;^ ])lafO(l ill tlio hold of tlic Hupportiiii; Htaiuhird. The .siiclf will he fouml convrnicnt as a place on which to place crayons, chalk, ruler, «tc. Note. — The inatorialH u.-^til ill ilriiwiiij,' clii.sses will lie illustriited niiil (li^scrihed in a futuro chapter. Fig. 242 may he u.scsd for a douhlo purpose, viz.. as a drawing or examination tahlc it was constructed at tlie su^'gestion of President White, of Cornell I'liivcr.Mly, niiaca, N. Y. It contains no drawei- for the concealment of books or piijiers, and folds flat, so us to bo easily jiut away when not requirc^d. Note. -Tlie table may also be used with good (ff"ct for giving lewsons (Hi olijectH, as they can he placed upon it, and may be easily seen. I''ig. 242.— DuAWiNci, <)IMK(T Lkkson (UR KXAMINATIUN) XaBLE. 18.— Teacher's , iatform, Desk, Seat, and Heading Stand. (1.) Platfm-ui. — In all coi-tracts for the erection of .school-houses, the platform should be included, and it should lie ample and sub.stantial. The north end of the main room has frecpieiitly li{>en pointed out as tlie most desirable situation ; but tJiis will depend on the jiosition of the liouse and of tlie windows. The plat- forir, .shoidd extend across the whole end or side of the room where it is jilaced, if not curtailed by doors ; and it should be one full step hi^^dier than the floor, but probably two steps will be found (Mpially ust^ful for ordinary piirjioses, and more so in times of exhibition, etc. Across each end of, and ujion the pliitform, will be an ajipropriate place for two standing closets — one for apparatus and the other for a library, if no room be sjiocially provided for those ]iurposes. This part of the wall, us it does not face the school, will not be so desirable; for a black- board as the cross wall, and can more readily lie dispensed with for clo.sets than any other. No platform should be narrower tluin four feet, but five Avould be better, and six amjile for all purposes. (2.) Teacher's Desk. — Many forms of teaclu^rs' desks are in use. Any of them will do if it liave the following quali- ties:— (1.) A large, level, table-like surface on the top, not less than two and a half feet wide by five feet long, with a ledge not higher than three or four inches at each end of the back, and a movable inclined surface for writing on, if desired. If the ledge is higher, it will interfere with the teacher's view of a class in front of him, and may impede the pupils' view of articles or experiments when (exhib- ited on the desk ; and the inclined writing surface should be movaVile, to leave the whole desk-top free for similar occasions. (2.) It should have no deep box or well, covered with u lid, but drawers luideineath or at the side, and shelves with doors, oi- lioth, always accessible without disturbing the articles ncccs.sarily placed on the top. Pig. 243. -Teacher'.s Desk and Chair. 210 ISTKKtOR OK TlIK SCHOOL-HOUSE. [Chap. XV IT. (3.) Teac/mr'a Chair. — I'lu! [iliitfonu hIioiiM have at least oiio Iar>,'o, comfort- aM(3, anil sodato loard of trustees, who, when thoy visit tho school, shoidd always, during at loast a portion of thoir stay, aijjwar on the platform, ami 1)0 seen and known in tht'ir oHicial character. Children are naturally inclined to ho much inlliienced hy tlu^ prtjsenct; of those in authority ; and it is a groat error in any system for tho oducatiou of tho pttople, whose law8 and th(! agents of who.so laws depend wholly on voluntary ohedience, to wea1y their froipiency. When it is known ihat this is u matter of periodical rocurronco, it will he e.xpcictisd and prepared for ; and when the rules of the school aro understood to emanate from other authority, and thoir results to he rc))orted to another triliunal, parents will have an a the back of which is ornamented with fretwork. The upper ])art or door, covering the pigeon- holes, can be lot down, forming a desk for writing on. When done with, the teacher's papers may be put in the pigeon-holes and the door closed up and locked. Fiij. 245 shows a convcniiont reading stand or easel for the teacher. It can be used at the opening religious e.\orcises of the scliool, or when the teacher wishes '-'i Clmp. XVI I.] INrERlDK OK TIIF, SfHOOL-IIOUgE. Fig. 246.— Portable Book Rack and Writing Table, Fig L'47. -Library Book Case, or Press. 211 to Rtand nt a rooitfttion. Till! n|i|M'r portiim, or d(-Hk, in iiioviiltlo ill tJtn Hookct, aiul mil Im- mi.sL'il or lo weird at tlio pU-a- Kun* of the iisrr. A itiii at tilt! Mt of tho iipimr part of tlio stand kt<«'pH tluj desk ill its placii vvlicii iiUHt'd or lowiui'd. Movalilc finj^eiH, or pins, aro u.stid tn keep opi'ii tilt) l)ouk or iiiaMUH('ri[)t while roadiiij,'. Tho feet (>f tilt' stand should \»i niadoof iron and .serowt-d on tho ceiitnil pillar. The desk itself may form a box or well, covered with the top, ill wliifli to keep the l)il»le used at tho morniiij^ or evening reli- gions exercises, or other hooks used on th most iniiiortiint ailjuncts to a school is tlic ^alhny ronni for oT)joct toachiiif,'. Wo tliorofon; ins,'ivo the details of *ht' construction of a gaHcrv, and the third gives a practical illustration of the mode of teaching in the gallery itself. cur//vro w/iti. a,»coGt.a uf HCWa 4xJ wmvn yv:VAA'\^X''n yi o t'l'sli.g J Tl < SECTION Ok a Gal:.;;uy (Pig. 248), snowiso Dktails of Construction. From Fif). 248 any intelligent carpenter cfin easily understand the dt^tisils of the construction of \\\v gallery, and can i-eadily give uu estini:ite of the o.st. F'uj. 2r)0 gives a section of the gallery from A to 15, and Fig. 249, fi'om Vj to D. The section of the gallei'V shows six rows of seats, graduated from 7^ to {)h inches in height, accord- ing to the sizes of the ])upils. The seat (allowing 14 or 15 inches for each child) should In^ litted with a low back 8 iiiciies in height. The steps up, o)- gangways, should A f 5 e'cAif riouiioE^ ^' HAMOKA It. t- MATCH COAnOIMS f ~^^<.\.wr.,h,,,,J.^K.W ^ -fjTi.^-^-'i^-'^'"- ''^^'^•"'■'■"' Ml PLAN AT C. D. FiK. '249. leieaa tr scneoiitoom 0<- uionr \ tut iMi S3I1 J SECTION ON LINE A.B. Fig. 250. be 18 inches wide, plactnl at each end of the gallery ; and the steps should he .so arranged as to b(! out of the way, anil not too high for the little legs intended to use them. The width from hack to back should be 23 inches, so as to afford room for freely jiassing in and out. Next to the wall, at the rear, matched .skirting boards should line the wall. Note. — (iallerics should, if poasiblo, be always lighted from the right side of the puinls or from the toiJ, but never from the back or front of the pupils, if it can be avoided. Chap. XVn.J INTERIOR OF THE SCHOOL HOUSE. 213 KiK. 2'<1. — Il.LUSTRATlNd A OaI.LKKV I,1.SSoN in AlllTIIMKTIi:. FUj. 251 aftords an illustration of tlio j^n-advuil riso of si^ats in a f,'alli'rv room. Tlio pupils am iifathercd in front of tlit^ tcafhcr, and can reailiiy seo any object iu the tf'aclicr's iiind. She also can tix licr <>y<'« on any pupil, and detect any inatten- tion on his or her part. In the illu.stration ,t;iven, the teaeher is usini: a numeral frame for teaoliini^ the simple principles of arithmetic. The l.laeklioard easels, whieli are at lierriL,dit liand. can next lie used with efl'eet for jiraetieal illustrations of the lesson in haud, or for the pui'pDses of tcachiiii^ tlie elements of drawing, or any other subject wliich admits of illustration. lLI.I!STll\rlMI < 1 11.11 IT I'LvrlllMl IN A SclllHil.-lii.iiM. Fiij. 2'2 gives an illustration of how f,ir and in what way object teaching can c used in an ordinary s •hooi-niniii. < tn mie side is a chart, with a teacher 214 INTERIOR OF THE SCHOOL-HOUSE. [Ohaj.. xvri. Hr 'II ''A fjis-:. M illnstratincf the losson on Eiip;lish j^rammar ; on the loft ]\:*ii(\ side is a black- board exercise on tlic same siilject, with a l)oy explaining it to his fe-llow-pupils. 19.— Illustrations of Object Lesson Teaching.* Each exercise in object lesions shonld 1)0 conducted with a view to forming habits of attention and careful observation throni'h the use of th(! senses. Form. — In Nature's school, childrcwi first learn to know things as wholes ; they learn to know thoir parts afterward. The teacher who would bo successful must follow Nature's plan of instruction. Present, therefore, common objocts as wholes, and lead the pu])ils to notice resemblances in shape, first; afterward direct their attention to pi-ominent differences. A Box of Forms and SoUi)la(j on Slates, etc. — The exercises of drawiuf/ and printing on slates should be introduced in such a manner as to give an inten^sting variety to the class- work ; also, so as to aid in the discipline of the class, by giving the children something to do that will intert'st them after they have become tired with their oth(;r lessons. The children might b(^ allowed to use slates for drawing, as a reward for good order and attention. Short daily exei'ci.ses may be made very useful. (See Fih)yment and changes of position by variety in her methods of instruction, the children will seek to gratify their need by ](lay. Therefore childreti shoidil nrver be compelled to sit loithout emphijment either for the mind, the hands, or the bodi/. Ohildi'en should l)e led to do right by encouragement rather than be driven by fear. Juy all coiiiiHsteut tciichci-H, tlie liliirk-Koanl is known to bo tlio most usofiil, aiul, next to seats and desks, the most iiuUspensablo article of school fuiniture. Wi*h a sufficipiicy of black-board, tlio wcll-ijualiticd, expe- rienced teacher can do almost auythiiif; in tlie way of iiistriictioii ; witliont it, ho feels himsfilf at a loss in every branch. As to the quantity iev the chalk in Aviitrng upon it. F'kj. 2.5.3 represents a collection of portable wooden black- boa ids, of various sizes, including one ruled for music. (3.) Paper Surface. — Let the surface be cleared of all roughness or iiieipiality, with sand papei". Take common wall pajier, let it be pasted smoothly and firmly on the re(piired spac(is, and covered according to the follewing reci]K^ :— Lamp-black and flour of emery, mixed with spirit varni.sh. No more lamp-black and flour of emery should be used than are sullicient to give the required black- and abi-ading suiface ; and the varnish siiould contain only sutticient gum to hold the im^redients together, and confiiit^ the c(,inpoKiti;)n to the wall. The thinner the inixtun; the better. Tlie l;imp-black should first bo ground with a small (piantity of alcohol, to free it from lumps. The composition should be a]»]ilied to the smooth surface with a eommoii painter's bru.sh. Let it become thoroughly dry and hard befcjre it is us(m1. This kind of surface, if properly made and used, will last for several years. Another j)aper surface may be speedily and cheaply prepared, by pasting strong wall ])aper smoothly on the wall, then sizing it to prevent tho paint fiom sinking into the paper, and after- wards giving it a couple of coats of black oil-paint, witli a small mixture of emery to give it a grit, or hold on the crayon, anil enough varnish to cau.se it to dry rapidly. (4.) Composition Black-board. — For twenty square yards of wall, take three jteeVs of mason's putty 'white finish), three pecks of clean fine sand, three [K-cks of ground jilaster, and three pounds of lamp-black, mi.xed with three gallons of alcohol. Lay the mixture evenly and smoothly on the surface to be covered. The alcohol and the lamp-black must be well mixed together, before they are mixed with the other iii'M'edients. -lOKTAHLE lil,A(;K-UOAUli.S. I 21G INTKIUOK OK THE SCHOOL HOUSE. [Chai.. XVII. NoTR. A superior artiult! of Iii|uiil sl.ating for blick-boards, with directions for usiiig, may he olitaiiicd at tiie I'coplcs Dt'positoi'y, Toronto. (5.) — ilnother Recipe. — To 100 IIjs. of common mortar, add 'l^^ lbs. of calcined pla.stor; to this add twelve papers, of the; lar<^e.«t sizi>, of laiiii)-l>lack. Thi.s is to be put on as a skim coat, one-sixth of an incli thick on rough i)lastering, after it has Ix'en thoioughly rak(;d and prepan^d. Tiiis should be covtsred with a coat of paint, made in th(! following manner :— To mw. (juart of spirits, add one gill of boiled oil ; to this add ones of the lai-gest papers of lamp-black, after it has been tlioroughly mi.xed with spirits. To thi.s add one pound of the iinest Hour of emery, 'i'his paint may be also put on boards or canvas. This should be con- ll Fig Jul. —A MllVAIlI.i: Ul.Al K-11()AI!D. atantly stirred wlien used, to prevent the; emeiy from settling. If tumice-stone to enu'ry. Chap. XVII.] INTERIOR OF THK SCHOOL-HOUSE. 21^ No'ra. — All stationary black-boarda sliouhl have a neat frame (»r moulding at the top and each end, and a ledge or narrow trough at the bottom, to hold the chalk or crayons and the wipers, and to catch the dust from above. This should be so made as to prevent the crayons from rolling otf and breaking on the floor. (6.) Canvas substitute. — A. prepared canvas substitute for a black-board, which may be ])i'ocured at the People's Depository, Toronto, of the following sizes, is painted black, with wooden frames : — No. 1, size 24 inches by 30 inches j No. 2, 30 inches by 3G indies ; No. 3, 30 inches by 42 inches. (7.) Movnhle Jihick-boartfs. — These have the adxantage of ])resenting both sides for use. One kind is set in a frame, and turns on pivots, as shown in Fiiepared crayons, when obtainable, are much better. The follow- ing recipe is said to produce excellent articles, at a small cost ; and if one person were to make them for a whole district, the cost and the labour would both be further reduced. Crayons thus made will not cut or scratch the board, but they ai-e easily broken, and requii-e more care than chalk. (2.) To make Crayons. — Take five pounds Paris white and one pound of wheat flour, wet with water, knead it well ; make it so stiff that it will not stick to the table, but not so stift' as to crumble and fall to j)ieces when it is rolled under the hand. To roll out the crayons to the proper size, two boards are needed — one to roll them on, the other to roll them with. The first should be a smooth pine board, three feet long and nine inches wide. The other also slioul ' be pine, a foot long and nine inches wide, having nailed on the under side, near each end, a slip of wood one-third of an inch thick, in order to raise it so much above the Chap. XVII.] INTERIOR OF THE SCHOOL-HOUSE. 219 under board as tlmt the crayon, wlien brought to its jwopcr size, may lie between tlio boards witliout being flattened. The mass is rolled into a ball, and slices aro cut from one side of it about one-third of an inch thick ; these slices are again cut into strips about four inches long and one-third of an inch wide, and rolled separately between tliese boards until smooth and round. Near at hand should be another board, three fetit long and four inches wide, across which each crayon, as it is made, should be laid, so that the ends may project on e,T,ch sitle. The crayons .should be laid in close contact and straight. When the board is filled the ends should Ijc trimmed off, so as to make the crayons as long as the width of the board. It i.s then laid in the sun, if in hot weather, or if in winter, near a stove or fire-place, where the crayons may dry gradually, which will require twelve hours. When thoroughly dry they are fit for use. Crayons can also be procured at the People's Depository, Toronto. (3.) Black-hoard Brush or Wiper. — To save time and promote cleanliness, every pupil should, when at the board, be provided with a wiper, to clean the l)oard and prevent, as much ixs possible, the dust from flying through the room. A common .sized sheep's pelt would aftbnl a sulficient numlter of the kind represented in the cut for an ordinary school. The skin should be cut in pieces eiglit inches long and five wide, and 1)6 carefully tack«!d, woolly side out, on a block a little smaller in size. If the block is two or two and a half inches thick, it can be trimmed up so as to form a handle out of the same piece. These wipers will last a long time, and if j)roperly made will not cut or scratch the boards or wall. The conical bi-ush or wiper is a very superior article, and is sufficiently exjjlained by the engraving. A wiper of some kind should be provided, and its use insisted on in every school. The reprehensible practice of using the Fig- 258.-CONIOAI, Brush or Wiper. gdge of the hand, or the cuff" of the coat for this purpose, should never be tolerated in any school in which order and neatness are observed. Fig. 255.— Brush or Wiper. 24.— School-House Furnishings.— Clock, Time Table, Bell, Registers, Thermometer. (1.) The Clock. — The habit of correct observation cannot be cultivated in a better way than by a constant reference to time. In school this is particularly the case. Every day has its a])|)ointe(l duties, and every day its special exercise. To secure punctuality, regularity, harmony, and good order, a clock, which may now be obtained for a small sum, should be placed in some cons{)icuous position in the school-room. (See Fvj. 252.) A time table or programme of the daily and hourly class duties should also be neatly written, or printed in large letters, and hung up in an accessible jilace. "The bell strikes one. We take no note of time. But from its loss." ' ' Time is dealt out by particles ; To give it then a toii^rue is wise in man." (2.) The Bell. — A little hand-bell should accompany the clock, as a conservator of order, and will, if judiciously managed, save the teacher many an effort of the lungs. For opening the school, in changing classes, and at dismission, it is a sovereign remedy for noise and confusion. Sometimes a single clip of the clapper, accompanied by a glance of the teacher's eye, will speak a language " louder than words." For ordinary purposes, a simple twenty-five cent bell will be amply sufficient, and much preferable to the spring-bell, which ia sometimes used. 1 * 220 INTERIOR OF TIIK SCIIOOL-IIOUSE. [Chap. XVII. (3.) 77te Programme aivJ Time Table. — As the official reguliitions require the time tnblo to be hung up in every school, blank forin.s of them can bo obtained for a trifle at the People's Depository ; also, a (sojiy of th(^ prescribed prograninio. The \itility of the tituo table is acknowledged by every good teacher. (4.) The School KeyixlerH. — Tlie school law reipiires two registers to be used ill every school, viz : an entrance register and a daily n^gister. The former for recording the entry, progress, and departure of the pupils of the school — the other in which to keej) a record of the attendance of the scliolai"a. These registers are to bo kept by the teacher, and catefully preserved for future reference. To carry out the law, a register should be obtained by the trustees, from the Depository, ruled according to the prescribed form. They should recpiire it to be kept neatly and accurately by the teacher, and j)resented regularly for inspection. A book of record of this kind, ke])t as contemplated, would exert a beni^Hcial influence upon all connected with the school. To the trustees it would afford, at a glance, the corai)arative merits of one pupil with anotluir, and of the present with the school of the past. To the parent it would exhibit the attendance of the child, and its character. The pupil, knowing the permanence of the record, would strive to appear to the best advantage upon its pages. And lastly, the U^acher could refer to it as one evidence of his neatness, regularity, ami faithfulness. The inspector, at his visits, should carefully examine the register. (5.) The Thermometer.— To ascertain the degree of temperature in the school- room (always a consideration of importance), there should be at least one ther- mometer. By means of the ventilators the teacher may regulate the t{'m))erature, and in'. How nicfi it will he, /" Nt^od I say that in pursuing this oouiso I have never failed, in a sinjjle instance, to Becuro a clock 1 So with a black-hoard or any other article of school furniture. — Iowa Inatructar. 26.— Various School Appliances -Honour Roll, B jok Carrier, Inkstand, and Pencil Rack. The use detcrmiued cither hy tho use of tlu^ admirahli^ system of " merit cards," issued by the Education 1 U'partnunt, Toronto, or i»y any private .system of marking adopted by the teacher. A liij,ddy artistic style of " honour roll " has been issued l)y the People's Dejwsi- t jry, Toronto, at 75 cents. The "roll" can be used to indicate either the .scholarship alone of the pui)il, or his de])ortnient, or both, as may be decidtnl by tlus teacher. It should be displayed in some cousjiicuous place, so that all tho pupils, as well as parents and visitoi-s, could readily exauiine it. Its u.se in a well-conducted school catniot but be condu- cive to the order and discipline of the school, and the conduct and diligence of the pupil. JjONES iWDSOON" THE BfST^ BOVhT TOP Fig. 258.— B >oK Caukier— No. 1. H ze kit In. Mr Its Im he ct Fig. 257.— Honour Roll. l-'ig. TiO. Unr.K C'AItrtlF.K— Nu, 222 INTEIIIOR OF THE SCHOOL-HOUSE. [cnmp. XVII. ''■IT. 'Z fit, m f J: *■' i t :," ** ^ .1 "'*■■ i 1 . ii. ;: 1 ''' I Fi(j8. 258 and 259 represent two kindH of kcIiooI hook cniTievs for boys or girls. Tlio ordinnry strap will kw^ hooks well toi,'('thi'r, hut it rntiicr injures the hiiid- ing; while thcst! hook curriers preserve it, as well us keep the hooks Hut. Fig. 260 is only inserted us a sample of one of the many styles of teachers' ink- stunds in use. It has a pen tray on the stand attached to the ink hottle. The ink bottles foi* pii[iiis' desks mv. also very numerous. I'liey are supplied from the People's Depository, at various prices. Fig. 200. -TEAciir:irH Inkstand. Fifj. 2G1 represents a pencil rock. It can be made of tin, al)out three, four, or live inches liigh, and the holes large enough to receive a jtencil. At the close of the school one of tiie pupils can bo designated, in rotation, to gather up the leatl and slate pencils and place them in tiu! rack, so that they can lie readily got Fig. L'til. — Pencii, Ra( k. next morning when the school open.s. This practice will be found to be produc- tive of good results, and tend to j)romote onler, regidarity, and economy of time — and of [)encils. Besides, each pupil can readily get his own pencil, and no time need be lost in looking for one. 27.— Slate, Tablet and Object Lessons, Drawing, Black-board, etc. (1.) Apparattis for the Little Ones. — It would be an easier task to select and use the apparatus of a college, than to make choice of those things suitable for the "little ones" of the school. "The earth was made so various, that the mind Of desultory man, studious of change. And pleased witli novelty, might be indulged." The school-house should also be "made so various." If children be well taught in school, efforts must be made to satisfy their desire after novelty and variety. They must be interested ; and to interest them, they must have con- stant emjdoyment. (2.) 27ie Slate. — Every child old enough to attend school should be furnished with a small, neat, well-bound slate. All children love to draAv tigures and make marks with the chalk or pencil. If the proj)ensity which affords them so much amusement be properly directed, it will save them many a weary hour at school. If parents were confined six hours a day, with but little intennission, listening to their teacher of sacred things, in the church ; or if the father were obliged to sit for several days constantly as a juror — a slate and pencil, or a picture, would afford gi'eat relief. Letters, words, and figures may be written, and pictures may be copied during the time which, without these amusements and employments, Chap. XV IL] INTERIOR OF THE SCHOOL-HOUSE. 223 wotild ho Hpont in i(llpnes.s, rostlcsHiiosH, or miscliit^f. Stnoriil kiml.s of slatoH are now in use. Tlio liglitor, stronger, and nioro lifiiiitifiil tlic aiticlf, tho more it rail xud |on- iied like lich lol. ^ rl & n * (^ o <1 s ^X^ ^^^® lig. Wi.— Slate with ruiuiiKf^. will be prized and used. A very useful drawing slate, with pictures on the out- side frame {Fig. 2(52), may be ol)tained at the People's Dei)ository, Toronto. (3.) Tablet Lesions and Drawiiu/s. — To the great (■omf providod. Many pnictiriil mitlmicficiil (HlHciiIficH migiit 1m) <'X|iliiin<'il liy n-ft-rcuco to iKHHistiHictiim liy tlu' lilockH ; hut, the cliicf «'X('t'llfnc(> of siiirli 11 s<>t w'oiiM cdiiKist ill tlic ainiisciiii'ut ami t'liiployinciil it would atl'urd tho " littlo onus." While i]u> teaohtu' was liusy timching n class, they would be no Itrna liusy in ipiititly huildiug those Iittl(> houseH. Lle!tUm!eLJt£ mii^t 'ii Fi|{. 264.— Alphabet Hand Fhamb. Fig. 265.— Alphabet Box. (f).) Alphahet Blocks.— Tho most agreeable way for a child to loarn the alphabet is by means of alphabet blocks, or separate letters printed on cards. Children lirst learn the name of the letters, and then how to combine them into words, as illustrated in the hand frame (/Vf/. 204), or the alphabet frame {F'kj. 2GG). For con- venience, the letters may be kept in a box with 2G pigeon holes, as in Fuj. 2G5, or inserted in a movable shape in a frame, as in Fuj. 2GG. Fig. 261!.— Ali'Hahki Kramk. (6.) Object Lessons may be taught in two ways, viz., by pictures of animahs, ;enes, and phenomena, and by cabinet objects. (See Fiif. 267, and Fii/s. 251 and 252.) Indeed to complete the list of thos(^ things deemed indispensable for the use of the teacher and the benefit of the " little ones," there should be jjrovided a strong box, to contain a cabinet, or omnium yatherum, selected from everywhere — picked up in every place. Common-place things should there have a place. Whole volumes might be written on the simi)le t<>xts there contained, which could be gathered in '-■ ■^, INTERIOR OF THH 8(.'H00I--II01:HK. 225 'riiak 'tirt our Sliiiii) hy t\\v Witli Hiu'li n This box shoulil coiitii n SI Clmp. XVII.] ftn hour ; for, aw SImkp.s|>('iiro hiivh, then* ivw " .st'i'iiiotiH in stoncH, niul good in ovorytliiiig." For "TrutliM, shatiif mill inin'ry lutt to Iciirii, wiclf of L'vt.Ty jiHth wo tn'nd lu.itrr, liu tli.'it runs inny rciul." II:. imislin, flimncl. liiicii. oil-cloth, felt, drugget, lirick, pottery, chiiiji, glass, iron, stct'l, cojipcr, lend, tin, brasH, tHJWter, II ty|i«', a ling, a iifi'dlc, a |iin. a but- ton, stfcl |icn, papi'r. paichnit-nt, lea- tln'r, niororco, kid, lau-kskin, eoroon, hair, wool, lionip, llax, wax, gum, iican, pea, clovf, coH'ci-, cinnamon, wheat, oats, liarley, Inick wheat, sponire, shells, etc. Such a liox would contain a mine of truth to be had for tli«( taking. Caltinets of this kind, at a clieap rate, (;an be olitained at tiif People's Depository, Toronto. Fig. 'M~. — OiUKCT l.r.KsciN (."auinkt. ^ Fig. 26!).— A Maonet, 0.- Lknseh. M'"!*! pliilosophy can be gatli- ered . ,.rn boy.s' toys. A top, a kite, a l>at and ball, a marble, u bow anneath — are all subjects on which he loves to e.x*patiate, and h<^ evidently walks among them as the deliglited spectator of a theatre of wonders. Almost a.-^ much may be .said o( him wliom I may call his more philosophical and practical son. Wiiat a watcher had Solomon been of the ant in her many-chambered mansions ; and of all tiie world of plants, from the cedar of L 'b.inon to the hyssop on the wall ! And so the Creator, wiion the world first prooe3ded from His glorious hand, is described as looking upon it with evident delight, and pro- nouncing it to be " very good." Wliat poetry is tiiero in the expression, " Let tliei-e be light, and there was light !" How full of imagery drawn from nature is also the language which God is pleased constantly to put into the mouths of His pi-ophets. And thus, also, in the New Testament, the sjtarrow falling to tho ground, the lillies of tho valley, the fields white with the harvest, are objects of His notice, and are called in as images to illustrate and adorn His lessons. I need go no further. He who woidd follow in th({ footsteps of the holiest of men, aiul of tlieir glorious Creator Himself, will be a careful spectator of nature. He will be ftir from hurrying throusjch its scones without feoliniT:s of admiration and deliifht. In fact, what an injury do tli(!y intliet on themselves who shut their eyes on the beautiful volume which tho Lord of heaven and earth has thus thrown open to them. Other beautiful objects, tho works of man, tho treasures of human wi.sdom and art, are locked up in tho nniseums of the rich and great. But Nature is the universal treasure-housi\ to wlii(>h t]u> ])easant has as free access as the king. How delightful for the man shut up iluring the hours of (i.tily toil in the hot and crowded city, or in some low and smoky cottage, to be at liberty to e.scapo for a u^oment to the green mei'dow or the shining ri^er, to watch the last ray of the sun, to see the stars kindling in the heavens, till, at last, nigh, )reads out tho " brave ovei- hauging canopy," spangled with ten thousand stars. — Conn. C. S. Journal. ' CHAPTER XVIII. SCHOOL APPARATUS, WITH DIRECTIONS FOR ITS SELEC- TION, URE, AND PRESERVATION * 1.— Necessity of Apparatus aad Libraries in the Public Schools. The following is an extract from the report of the cou\mittee on apparatus and district school libraries, to the Iowa State Teachers' Association : — "Your committee, to which was reft>rred tlie sul>jeet of apparatus ami district school liliraries, rejiorts as follows : — Both subjects have been carefully considered, and the conclusion arrived at is, that it is high time tliMt the people awake to their own interest on these subjects. * * * ■' * Tlierc can be no doubt but that conducting schools without any kind of scliool apparatus, is an expendi- ture of time and money that tho people are iuial)lo to allbrd. And it is the opinion of your committee, that if no other means can b(i devised to prooire necessary apparatus for our pul)lic schools, that it wouM be an mlcantage to tho children, and to .jll concerned, to suspend them for six months, or even a year. • This clmpter, witli soiiii' modification, is ti'.'Mm from Mr. Cow's )>!i|ii>r. ))iililisliiil in the Punnsylvanin School Arcllitcclnre. Most of tlic i.rlicic's inciitionfcl miiy l)e obtaiiiuil at tlie Teoiilu's Dcpinitory, Toronto. See descriptive catalogue sent to trustees ami inspeirlors. Chap. XVIII.] SCHOOL APPARATUS. 227 and to use tho money roquircd to support tliem for purchasing suitable school a])paratus. Kvory school should have tho necessary maps (up to the times), globes, mathematical blocks, ii numeral frame, charts of different kinds, and at least a small philosophical and chenueal a|i|>aratus; thus furnishini; tciiehers the means of illustratint; iutellifjU'ntly to their pu[)ils the various branches tauLfht. Until such apparatus is supplieil, very many things must pass unexjilained, and the youth pass throuifh our common schools, and prol>ably through life, with only a smattering kiiowhnlge of many of the subjt ets tlicy should bcM undcistiiud. * * if If Your committee conchules by adding, that, in its opinion, it is tho duty of evci'V Inw teiwlier and /'ricm/ of cihicntMu to use all honourable mcms to induce school ollicers, and especially the people at tiie regular school meetings, to avail tiiemselves of the benefit of the jtrovisions made in the school law for the purchase of apjjaratus and school libraries. rict •ed, to ubt di- the ire he ■ar. hodl Ste 2.— The Utility and Importance of School Apparatus. The utility and importance of the use of apparatus in the .seliool-room have not, until lately, been generally appreciated, as there are even yet some school sections in wliich nothing of the kind can be found. It is now (•on<'f'd(>d 1)V everv one, that wi^ can best undei'staml those tliinj's which we can see and hamlle, as well as talk about. It is tlie lialnL of mankind to be better satisfied with a knowledge of those things the eye has witnessed, than with the knowledge of the same things of wliich they have only heard. '• We have seen, and therefore we know," is the general sentiment. It is true that nnich of Our know- ledge of material things, of facts and of jirinciples, is not the result of our own obser- vation or experiment ; much that we know is received and appropriated upon the faith we hav(( in others, in connec- tion with our own knowledge of facts anyi' and the toudi. as well .as the sense of hearing. Nor are tlie senses alwav's able to convey tlie trutli tt) thc> mind, allliongii generally so reliable. Wo nuiy deceive ourselves 1)V relying too much on the appearances things may assume. Optical illusions or deceptions ai'c iK^t unfreipient, and hence the neces- sity of undershuuling things not only as they i!p|i('ar, b\it as they are. 3.— Necessity for Practical Illustrations in Teaching. The most eidighteneil and gifted teacher will frequently find that words are not sutHoient to give a clear and distinct idea of subjects which arc material and I'ig. JTl — Col.I.KlTIO.N liK Srllool, .Xl'IAItATl'tl. '■'' 4 J 228 SCHOOL APPARATUS. [CllRp. XVIII. objects of scnso. He must hv'uij:^ liis subject, not abstractly, but really and prac- tically, to the mind of the pupil, iu order that it may bo fully understood ; and if he be not jjrepared to make his illuntrations or experiments from the best sources and models, his iiiffonuitv should be (^xcitf^d to present th(! best his means and opportunities will allow. The more that all the senate can be employed, the Il.LrsTKATION Of A SteAM EnOINE. more information can be gained of any subject. The wisest philosopher, endeavour- ing to explain the construction and operation of a steam engine, to one not well versed in mechanical science, would fail to convey any correct idea of the machine, unless assisted by diagrams, pictures, and models. Language alone would not be sutticiont to present to the mind a clear conception of the complicated structure. Its various parts so nicely adjusted and well adapted to each other — its tremen- dous power and extreme velocity — could never be understood or appreciated unless it was thus seen and studied. It is thus a question of great moment, how far material objects can be bi-ouglit to assist in the improvement of the schools '( Or, in other words, what tools can be put into the teacher's hands to enable him to do the most and best service, in the least time, and with the most economical expenditure of funds'! 4.— What kinds of Apparatus are necessary in a School. School a])])aratus may be enumerate 1 under two classes. TIk; first embi-aces those things which should bo consiilered indi:-i|i(!nsabl(!, and which no schotd should lie without ; the second i.-ontains siurh articles as may be consid(M-ed exceed- ingly I'seful, though not absolutely essential, and also such as are most highly finished and ex]»ensive. As the pul)lic school law requires th' t certain branches of elementary science shall form part of the t'uri'iculuni of e\'ery school in tiie pi-ovince, we would dis- tinguish that apparatus as belonging to the first class, which is necessary to demonstrate, illusti'at(>, oi- teach the elemt^ntaiy branches of geography, grammar, arithmetic, inidiug, wi-iting. and spelling. The large majority (jf tlu? schools would require a comj)lei,: set of apparatus adapted to this end; ami some might. Chap. XVIII.] SCHOOL APPARATUS. 229 .ighly icieiice 1(1 dis- liiry to nimar, schools might. Fig. 273. — lLl.i;.sTn.\TioN of School Maps and Appaiiatus. even go further, and secure some of the insti-unients adapted to schools of the highest grade. 5.— Maps, Diagrams, Pointers, Globes, Tellurian, Orrery, etc. (1.) Mtips. — A map is a picture of a part, or of the whole, of the earth's surface. From a study of such picture" tLe mind is enabled, by the principle of association, to transfer and secure a iii-^ntal copy or impre-ssion from the canvas or plate. Amongst the best maps for the school-room are those which show clearly and distinctly the jihysical and political divisions of the various couTitries. Out- line maps, or such as have no names on them, but meriily an outline of the general characteristics of the country represented, are also very good. Among the maps used in a school there should, if possible, be a map of the county and township con- taining the school. These maps should also be well coloured, and hung as objects of beauty and taste around the room. They can be procured singly or in cases and movdble stands, of very ingenious construc- tion, as may ha seen at the People's Depository, To- ronto. Whenever they are used in recitation, the rmitniiQ < • f Fig. 274.— SrKciMEN ok a Map Ca^se, II 111 230 SCHOOL APPARATUS. [Chap. XVIII. ca.se or stand kIiohIcI be removed to the north side of the house, so that the points of tlie coinpiLss on the map may correspond witli their true position on the earth. Maps mounted also in frames, on endless rollers (as in Ficj. 275), can be obtained at the Depository. (2.) Diagrams of every variety, relating to natural philosophy, the physical sci- ences, vocal music, etc., may also be obtained at the De- pository, Toronto. These illustrations give great in- terest to the subject to whicli they refer. Fly. 27/3 is an illustration of an admirable contrivance for displaying, in a convenient form, an end- less variety of school songs, set to music, on sheets print- ed on a large scale. Hul- lah's illusti'iitions of vocal music, printed on large sheets, can also be displayed in the same way. The great advantage of the plan is, that a succession of music can be brought into view with promptitude and con ve - nience, by turning the handle at the right-hand side of Fig. 275. Musk; Shkkt.s on Endless Rollers. :i (3.) Pointers or Wands. — Several pointers should be furnisiied for use in the demonstra- tion of prol)lems on the board, and for point- ing out places on the outline maps. They .should be four or five feet long, neatly taper- ing to a point, and light. Pointers can be obtained at the Depository, Toronto. (4.) Cardinal Puints.-lo familiarize scholars with the principal points of the compass. North, South, East, and West should be neatly painted or printed, and put up either on the corres- ponding walls t)f the school-house, or on the ceiling, where the four points of the compass might be painted in distinct colours, with letters designating the seveml points. Fig. 276.— The Compass. Chap. XVIII.] SCHOOL APPARATUS. 231 M^ 36S 1^^ (5.) Glnhi's. — It is a difficult thing for a scholar to appreciate the fact that the earth on which wo live is round or globular, and that though it has a motion Pig. 277.— Bronze Frame Globe. Fit'. 278.— Bronze Frame Globe. Fig, 279.— Semi-Fbame Globe. which tends to throw us from its surface, yet we cannot fall from it. Few chil^ dren can understand that a ship can be lost to sight on the ocean. Maps may> Fig. 280.— Globe, with llioii Stand and Compass. Fig. 281.— Bronze Frame, High Stand. to some extent, be used for this purpose ; but to convey the complete idea, a model is indispensable. That model is the terrestrial globe. Not unfrequently, 232 SCHOOL, APPARATUS. [Cliap. XVIII, the pupil, attempting to loam goography witliout tliin aid, has, and will always continue to liavo, a confused idea of eijuatov, ni(;ri(lians, parallels, and poles ; of latitudes, longitudes, axis, and zones. Tlie whole is to him without system, and with little sense. On the contraiy, these terms are easily taught, if suitable subjects for illustration Ije ]H'ovided. ft' C.6£A/>SMy. -C(iEiNKi.i.'s Tkhuestbial Globk. Fig. 283. — Magnetic Globk, with Figures. The neajialic globe (Fig. 283) is designed to illu.strate gravitation. It is metallic, and by the use of magnetized objects, representing men of different races, animrds of different climes, light-houses, .steamers, ships, the actual living, moving world, with much of its most interesting and instructive j)henomeua, is jiresented in miniature to the mind of the ^^iuiiiiiMiii.jiiij« uiiHoiewccl. P. The earth's pointer. N. The snn's pointer. Fig. l'»8.— LoNO's Tellurian. (8.) Astronomy. — The apparatus to which we refer, for the study of the science of astronomy, consists of the orrery, or model of the planets, revolving in their Fig. 289.— Boy Turnino Crank of Orrery. various orbits and sun-omuled by their satellites, and put in motion by a crank or spring ; the telescope, without which we cannot see very far into this science ; the tellurian, as above ; and the celestial globe. (See Fig. 289.) 6.— Arithmetical Tables, Numeral Frames, Forms and Solids. (1.) Multiplication Table. — In order to acquire facility in using numbers, the multiplication table must be committed to memory. To facilitate the memorizing of abstract numbers, musical association may be used. Cards, large enough to be seen across the school-room, should be hung around it. They will serve as ornaments to the room, and answer the double purpose of assisting the memory t^ a*'? 1 -- * p _ J 1 i l1 1 Chap. XVIIL] SCHOOL AITARATL'S. J35 and traiiiins? the vocal orj^aus. It ia an immenne hihour to learn these tables. If any one doubts this, lot the attempt he niudo to commit to memory the nnnihers from twelve times t\v(>lve to twenty-four times twentv-four, and the doubt will bo disp(?Iled. Everything,' should bo done to assist childrou, and make pleasing such hard labour, in wliich t'le thinking powers take little part. (2.) The AhacHH, or Num- eral Frame. — F'nj. L'UO .vliows a frame supporting twelve rows of little wooden balls, strung on wires, along whicli they move readily. The simple rules of arithmetic are ditlicult to acipiire al)stiaet!y. Chil- dren c ount by menus of their fingers until they acquire pi-o- tieiemy. Tliis instnunent is Ix'tter. as the teacher can in- struct a whole class or school at the same time. Addition, Subtraction, as well iis Invo- lution and Evolution may be illustrated by means of the instrument, to those further advanced in mathematical study. Fig 21)0. — ABACI'S, (ju Ni'MHRAi. Framk. (3.) Geometrical Soluls.—A. portion of practical arithmetic, in most or all the te.Kt-books now in use, is devoted to the m'usuration of solids. Such solids should always be put into the hands of the pupil. Cubes, cones, prisms, pyramids, spheres, heuiisplieres, spheroid.s, cylinders, and sections of each, should coin[)rise a portion, at least, of the set. If moasuros of length, as the foot, divided into inches and nails — yard and rod ; and luuasnres of caj),icity, as pint, quart, gallon, and half bushel, were added, the assortment would be more useful and complete. Solids, representing timb ;r an I boai-ds of dittoren- mo:isurenients, should also bo secured. Every school should be sup[ilied with .sets of these most useful and necessary adjuncts to the teaching of nrathematical science. They sim))Ufy to the eye abstract truth which, without these appliances, would be most dithcult to make plain to the capacity of childicn. Fig. asu.— Set ok Cubes. From this set of cubes {Fi;/. 291) the puj)il can easily see that the one square figure, increased four-fold on every side, jiiakes the number of separate cubes amount to eight ; and this tigure, when increased four-fold on every side, amounts to sixty-four separate cul es — or a multiple of eight in each ca.se. These cubes and otlier geometrical .solids, can be obtained at the People's Dei)Ository, Toronto. i ) ■r'i ! 236 SCHOOL API'ARATUS. Fio. 2'.)2. -Cent, liijdi JlLocK. [Chap. XVIII. (4.) Cube Hoot Block.— To make apparont the reason of tlu! rules for the extraction of cul>e au'l square roots, the sec- tional cdhe block should be used. This block, or rather number of blocks united, forms a cube. The parts may be separated from each other, !«>- ing held together by wire pins. In connection with the abacus before mentioned, the whole subject may be rendered per- fectly plain by its use. The cost of the above articles de- pends upon their size and the finish put on them. They can be obtained at the People's De- pository, Toronto. {Hy. 292.) Oblats Spbbboid SrBiiRa. Fig. 293. Pbolatb Sfhbboip. Fig. 293 represonts forms of the sphnro and sph(^roid, which may hv, multiplied and vai'ied iudeKtiitely. Tlie oblate and prolate H[)heroid is sliown in Fi(j. 293. Hrxaoonai, I'BrsM. Prixm. TiUANOULAR Prism. Cylindkr. Fig. 294. Fig. 294 illustrates the various forms of the prism, as well as the cylinder. Chap. XVITI.] SCHOOL ArPAKATUS. 237 Fig. 295 roproHenta the pyramid and frustum, as well aa the cono and frustum. In both COHUH tho frustum can ho soparati^d from tho pyramid and cuno. PnLUUO AJTD Fbdstdm. COKR Aim Frvstum Fig. 295. 7.— Mathematical Instruments. In connection with the study of matliomatics, the use of mathematical instru- ments is indispensable. We have therefore inserted specimen illustrations of cases of these necessary and most useful instruments, which can bo procured from the People's Depository, Toronto. ^•.«Nui#aaita„i Fig. 296,— Case op Mathematical Instruments, No. 1. Pig. 297. — Case op Matiie.matical Instruments, No. 3. Fig. 29G (No. 1) I'epresents an elementary set, and an inexpensive one; Fig, 297 (No. 2) is a better set, with the necessary squares and fibres, in a good case ; but Fig. 298 (No. 3), in a superior case, is bett:'v still. 238 it J I SCHOOL APPARATUS. [(-'Imp. XVIH. l-iX' >tfH.— Cahk iik .MAriir.MATiCAL Instkumkntm, Mo. 3. Vi'4. 2'j'.i.— Varidus Kinds or Matiii;matrai. Insiuimknt.s. Fig. 299 rejn'escnts a iiiiinlxn- of iiinUiomiitieal instruments commonly used in flra\vin;jf niiitheiniiliciil fignics. Thoy consist of a compass or dividers, with various pens, etc. 8.— Mechanical Powers, Electrical Apparatus. (I.) ^f(■chnnical Poioers. — The principles of natui-al pIiilosoj)hy, in their prac- tical application, should be seen and understood in school. Many arithmetical Fig. .300.— 8t'RF.w. Fig. aOl. — iNCLtNKD Pl.ANB. Fig. :m. Lkvkrs. Fig. 30;i.-WKDoE. operations are* based upon them. An apparatus, such as is seen in the cuts, would give a better practicjvl knowledge, in a few weeks, of the principles of Chap. XVlII.j SCHOOL APPARATUS. 239 Fig, 304.-SET OF Mechanical Powers. wtaLletoir"'"''^ ^" '''™'^^ by experience in yea.u Such knowledge is invaluable to its possessors, as every day some principle is used in practice. Tho Pig. 305.— Applicatiok of the Pulley. set should embrace the lever, simple and compound; the wheel and axle ereot and inverted ; the pulley, fixed and movable ; the inclined plane, the wodgerand Fig. 300.— Illostration of Inclined Plakb. Fig. 307.— Application OF THE Wedob. tiie screw. Homely illustrations, as in Fias SOT "loa a,.A inT u • 240 SCHOOL APPAHATUS. [Cliap. XVIII. '^/' i may T)e presented in 80 many npplicationH as to kocp the stiulont in constant •*'ondor ami deliglit. By aid of apjiaratiis the operator seems iiivesteil with magical or supernatural power. He calls this inyisible agent into active life. Fij/. 308.— Gm.ii Lkaf BLKCTlKlMKTr.ll. l''ig. 'M'J. — Eli;cxiiical Uattkuy. . ;no.— Ki.Di-THicAL I'ini Hali.m. directs its enerjiy, and controls its foj'ce. Now, i^ appears darting and flaming-, sparkling and crackling like tlio lightning's Hash ; and now subdued and tame, it rings a chime of bells. Now, the birds full before the uiimic gun, charged, like • o fig. 311.— Elkcthical Bfii,is. Pig. 312.— Insulatino Stand. Fig. 313.-— Electrical Spiral Tube. an engine of der.th, to destroy ; and again, it cau.ses light-footed figures to dance a merry reel. We fear its force, wo wonder at its greatness, ami we laugli at the curious freaks it plays. The shattered model of the miniature house, the OjKZ Pi^. aH.— Ki.EITUKAL liKLI-H AND Jars. Pig. 31 j. Kl.lX TkU Al. ."!)luHl.-,.MAN AND UlKDH. Pig. 316. — DaNTINO FlOrRtS. head of hair in wild disorder, the miser's plate, the magic picture, are all full of int-rest ami instruction. There are various kinds of electric machines. Instead of the plate, many luachiiies are furnished with a ghiss cylinder, as a generator. Chap. XVIIL] SCHOOL apparatus. 241 The phite machines are doomed the best. Machines of the most modern con- Fig 317. — L'NlVCBaAI. DlSCHAROGR. Fig. 318.— Jointed Fig. 319.— Bucket and Flv-wh»el. Dl.Sl'HABOER. Fig. ;^i:o. -LiivuKN Jar. Fig. ;i21.— Thunder House. Fig. 322.— Luminou.s I.kyhen Jar. Rtruction may bo purchased at the Depository, at from thirty to one hundx'ed and Dfly dollars, exclusive of jars, discharging rod, chains, etc. 9.— Illustrations of Electro-Magnetism. tirMi*iii! „ Closely connected with the preced- ing is tho subject of electro-magnetism. Wo therefore insert a few illustrations on the subject, from which selections can be made for the schools. Fig. 333 represents Morse's Ameri- can tcilcgraph, as first inv«aited. The instruments now in use, though some- what ideuticnl in ])rinciple, are of very superior construction. Fig. 323.— Enolibh Electhiu Telegraph. zc zc ZO zo Fig. 3*4.— Cruickshank's Battery. Fig, 325.— Smee's Battery. Fig. 326.— Voltaic Couplk. Figs. 324, 325 and 326 rei>resent various kinds of batteries, and a voltaic couple. 242 SCHOOL APPARATUS. [Cliap. XVIII. \ ' 1 ■ w Fig. 327. — Sui.i'iiATR OF Copper Fig. 328. —Simple Battery. . Fig. 329.— Section ok Sulphate op Uattkrv. Corricu bATTERV. Fig. 327 represents a sulphate of copper battery. It is ch. "geil with a solu- tion of sulphate of copper (bine vitriol), by which the power of the battery is sustained. Fig. 328 is a simple batter". Fig. 329 is Fig. 330.— Three-cell Battery. Fig. 330 represents a Grove's battery of three cells in the operation of magnetising. Fig. 331 — Ulode and Coil, with Dippinu Needle. Fig. 332.— Dipping Needle. Fig. 331 is a globe and coil, with magnets (north anil south pole) and dipping needle. Fig. 332 is a dipping n>^edle of another con.struction. J Chap. XVIII.j SCHOOL APPARATUS. Fig. . greater qunn.ity „f „„,„,,i,„ ,„„y ^ ^ ^^J large whosl, a greater anantitv of ,v,„i .„^: _ ' '"■^'!*' *". ''^^"'^'e, by means of the 244 SCHOOL APPAUATUS. [Chap. XVITI. Pig. 338.— Smee's Battery and Hklix and Bar. This rpprosonts a .single cell of Smee's battery in the operation of magnetising a bar of iron. The effect is seen by the bar 8Ui)porting a number of keys, while the battery is in operation. Fit;. 337.— nmii/.dSTM, Hkvolvinu Fig. 338.— Wiieei, AusiATrRE. An.MATUKK Bki.l Engine. Fig. 339,— Uevolvino Hemx. Fi(f. 337. — When the engine is connected with a battery the current is estab- lished, and keeps the bell striking regularly. Fuj. 33S. — This represents a horae-shoe >nagnet powerful enough to sustain a wheel, as shown. Fig. ;}3l). — When this helix is connected with a battery the current is estab- lished, and keeps the heli.x revolving. Ficting their observations of natural phenoniona ; but with the majority it rerpiires at least a miniature application in order to so elucidate and fix the principle as to make it of any practical utility. A boy, for instance, may study ami commit the whole theory of the action of the liarometer, the siphon, or the fire-ongiiie, without a tithe of that comprehension of the cause of their ojieration which a few well-explained and successfully-performed experiments with the air-pump would afford. So of the theories of electric induction, the electric telegraph, the refraction of light, etc. — all are far more readily and satisfactorily comprehended by a few appropriate and well-performed illustrations with an ordinary philo- sophical apparatus. I say loell-per/onned, for a bungling, imperfect mechanical illustration of scientific principles is oftentimes worse than no illustration at all. And on this point allow me to dwell for a moment. While all intelligent teachers admit the advantages of experimental illustrations of science, few, comparatively, regard the succeasfid performance of such as an art rofjuiring attei'tion, ingenuity, and a certain degree of mechanical skill. To suppose that every ceacher who has 246 SCHOOL APPARATUS. [Chap. XVIII. -* studied in a general way the ])rinoiple.s of philosophy, astronomy, or chemistry, can go at once before his classes and illustrate with an apparatus those principles, is as absurd as to expect a successful performance upon a church organ from a mere reader of Moz:irt's compositions. Apt illustrations with instruments require experience and a due degree of attention. The demonstrator of science who views illustrations with philosophical machines, as he does the production of music from a crank organ, will tind himself sadly disappointed in the trial. In illus- trating the properties of liquids or gases, for instance, no machines will give satisfactory results in the hands of an indifferent, inexperienced mmipulator. In each (here is a score of nice contingencies to be regarded, which only caieful observation and exj)erienco can renuniy. To operate a nice air-j)umi) as if it were a common water pump, or an electric machine as we would a grindstone — to disreganl the e.vtreme tenuity of gases, or the subtle nature of such an agent as electricity, is to insure disappointment and failure. To be sure, some of the coiU'ser and less intricate illustrations may be produced by almost any one, but the nicer and more attractive experiments require experience and skill. Not understanding hmo to dlloin for rpsults is often a cause of faihire. In the use of the mechanical ])owers, for instance, the theory as taiight in works of natural philosophy, does not regard friction or inequalities in the density of the parts of the levers ; accordingly, ii))()n th(* application of wcnghts to the arms, there is found to be a discnipancy between the theory and the actual result, requiring a little exercise of skill to obviate. One experimenter will perform an entire course of [meumatic experiments without the .slightest accident to the a|)])aratus or failure in the illustrations. Another, with the .same instruments, finds that the receivers do not fit to the pump ]ilate — that the stopcocks leak — -that tli(! glass of the water hammer is too thin — that mercury and acids have found tlunr way into the air-pump, where they ought not to ; and so each instrument seems imperfect, and each illustration proves a failure. In chemistry, too, the sad results of a want of skill are still more obvious. Confidence, says Lord Bacon, lies at t'le two extremes of knowledge. This is especially the case with illustrators of .science. No teacher is qualili(Ml to use ev.m the most sim})le ])hilosophical ai)paratus before his classes without some previous preparation ; and no successful teacher of natural science will fail to exercise his ingenuity and avail himself of the means within his reach, for rendering attractive and impressive the facts he would teach. — Massachusetts Teacher. 11 M (1 9.— Apparatus for Pneumatics, Physiology, Optics, etc. ) Pneumatics. — Many beautiful and interesting experiments may be per- formed with the air-pump. The elasticity, expansivencss, and compressibility of air, may be illustrated by this machine. Four of our cuts represent experiments which ure uuule by the aii'-pump. The.se experiments S.- Kcii ri,iniiii;.M Tuiiivs, ok Watkr Lkvkl. Fig. S.'J2.— Si'ECTACLK iNSTUU.MKNT. I Fig. 34U. — 'J'lii: KvKiiALL. Fig. 350.— Mu.solk.s of Kyk. Fig. 351.— Cause or Lono and Siioiit Sight. the functions of the several parts of the body, or their philosophy in the systeni» are found necessary. Fvju. 34'J, 350 and 3;")! exhibit something of the anatomical structure of the eye, together with the illu.stration of o[)tical }>hilosophy, as .seen in that oi'gan. Fl(/. 352 I'oitrcsents the " spectacle instrument." The object of this instrument is to show the reason why the concave glass is suitable for one eye, under certain con- ditions, and tho convex glass, iii different circumstances, is l)etter suited to the necessities of another ; or in other words, to show why tho boy cannot see with his grand- father's " specs." Every school in which these studies are pursued, should be provided with such facilities. (5.) A Mduiklii, or model of the human figure, with tho muscles and other parts removable at pleasure, and of the form and colour of life, will b(i found of great use and value in this study. A set of physiological plates, at least, should be in every good school. (0.) The Microxcope is a most valuable instrument in the higher schools. It creates a taste for the col- lection and examination of tho minuter objects of Nature, which so wonder- fully display the great Creator's power. Fig. 353 represents the effect produced by the lenses of a double mid'oscope. The rays which diverge* from the object A, B, are collected by the lens L, M, and form an inverted image on the retina of the eye at C, D, and so on. Section of Doiiblk-Lens Microscope. Clmi). XVIIl.] SCHOOL APPAKATUS. 249 It 10.— Tho Value of the Microscope in Education. Tlir micnwcnpn is a indst vahial)l(' aid in this early trainiiiif in natural seicnco. " liut few of us," yoti say at once, "can alFonl to l)uy a niicroscopi' ;" ami you think, of course, of an outlay of tliirty or forty Fig. 355.— Compound Microscope, WITH Stand. Fig. 356. —Compound Schiioi. Microscopk. make up for it ; aiul so we go on, (lis.secting flies ami gnats witli o.inibric neivlles, and exhibiting their feet, ami jaws, anil eyes, and o.utetmre ; or, with vengeful satisfaction, catch a mosquito and depriv*^ him (or hor, since it is tli3 females that torment us) of the long, keen lances wliicli have boon phmged into our flosh so 260 SCHOOL API'AHATltS. [Clmj.. XVIII. I : ruthlpfisly ; or wo may tako piecos of wood, drops of water, " motes in the sun- beam," or any little ohjcct, and s>ibj('ct tlicni to iiiKpcction. Ono word, by tlic way, about a class of uiountiMl objects, of which you should have at least one or two Hpecimens. We mean microscopic photograi)hH. These are interesting^, not only as testinj^ the power of the instruniont, but as showing bow inlinitesi- nially smidl and yet how marvellously perfect is the picturo painted by tlu! pen- cil of light. In the centre of a l)it of glass you can ju.st discern, with the naked eye, a spot such as'you may make by lightly touching the point of a h;ad pencil to paper. Put it uiuler the lens, and yoii read the Lord's prayer, (or God save the (pieen) the letters very small — though magnified ten thousand times super- ficially — but clear and ilis- tinct ; or the Greek slave stands before you, as fault- lessly beautiful as in mar- ble of Crawford ; or the Fig. 357.— Box OK MicRoacopic Objects. Fig. 358.— Camera Obscura. tiny speck expands into Canova's graces, lovingly entwined in a lovely group.- — M. S. E., in Massachusetts Teacher, 11.— The Magic Lantern— Its Uses and Construction. There is no kind of amusement for tbe long winter evenings more instructive than the magic lantern, with its appliances. Tt was formerly used only for exhibiting the grotesque and ridiculous, in a so called magical manner — hence its name — but is now considered of .sufficient educati(- lal importance to be used in our colleges and schools to illustrate the various branches of knowledge. The magic lantern is remarkable for the simplicity of its con- struction ; and a short descrij)tion of it will be given exi)lanatory of the manner in wliicli a few magnifying lenses can be so applied as to become an ol>ject of in- terest aiul instruction. It is a refmctinj o]>tical instrument, and consists of a dark lantern with a funnel or chimney on the top, the funnel being bent for the pur- pose of intercepting the light in letting out the smoke. It contains a Lamp (see engraving, Fia. 355), the light from which Fig. 359.— SiNOLF. Maoic Lantern. • ij j. i i mi • r ii IS reflected upon a convex lens. Ihisturtlier 'concentrates the light upon the slides onwhich the picture is painted. This picture is inserted in an inverted position in the opening ; the rays from the Maw V < -SiNGLF. Maoic Lantern. Clmp. XVITl] SCHOOL APrAHXTUS. 251 us, it ler be in- ■"? rk Ihe feee tch Ler ids llie la tlio first the lantern Fi; aUO.— ShX-TlilS OK liANTERN AND Lens. illuminated object tliRii enter a Hlidin^ tuho ami reproduce tho picture on an «ijlur;^ed HCiile on tlie sereen. Tlie siidin;^ tube can bo iuljusted to the |)rop«r focus, and by tliis means tlie picture can lt« |U'oduced, on the screen, of any laced on one side of it and the spectators on the other. In this cas(> it should b(! made of uhit(; muslin or calico suspended from a beam or frame, at a cnt Hcene, and either lioids tlie lantern under Iiiw ai-ni, or has it fastened liy a strap aronnd his waist. By approaehing the* screen closely, and (juickly adjnstinj,' the focus, tho spectators wil' see a very small iniaj,'e, which will apiM'ar t > them as representin;,' something at a distance ; l»y gradually withdrawing from the acretMi, and at the same tiints adjusting the focus according to the distantie, tho figures will appear to increase in size and advance; towards tiie spt^ctatoi-H ; on again approaching the screen they will simmu to rece<|e. The greatest dilH- cnlty is in regulating the focus with sutlicient rapidity. To obviate this, the Inist lanterns hav(^ a rackwork and pinion attiiehed to the tulie, by gently turning which the focus is ol)tained with great nicety by a little practice. J>issolving views ai-e exhiiiited by means of two lanterns. (See /'7//. .')'»().) A sliding cover is jtlaced in front of the nozzle of each of the lanterns, and these are moved sinndtaneously in such a manner, that when tho nozzle of one lanttirn is completely opened, that of the other is com})letely closed ; BO that, ■ ucordingly as the former is gradually closed, the latter is gradually opened. It i.s necessaiy to make the discs fi-om both lanterns perfectly coincide on the screen. Should the edge of one disc show l>eyond the eilge of the other, move the lanterns sideways — it l)eing necessary to place one of them at an angle which will vary according to the distant e fiom the screen. To illustrate the ojitical eflects produced by two lanterns in this way, let us suppose one pictiu'e represents a church and bridal party in summer, and another picture of the same size with the church and a funeral in winter. If the cover of the nozzle of the lantern containing the summer scene be gradually clo.sed and the other gradually opened, the eOect will l)e that the summer ))icture will grad- ually assume the appeai-ance of approadiing winter — this change going on until the picture on the screen represents a winter scene, and the procession will undergo a similar change. IVIany beautiful eflects may l)e shown in this manner, such as buildings illuminated, .ships in storm and calm, water mills, falling snow, lightning, rainbows, and other atmosjdieric phenomena. The oxycalcium light is often employ(Ml with these; lanterns, and is a great improvement on tlu; oil lamp. It is j)i'oduced by a jet of oxygen passing through the flame of a spirit lamp, and impinging upon a cylinder of lime ; it is of intense brilliancy, scarcely inferior to the oxy-hydrogen light, at one-half the expense, and may be used without the slightest danger. Kig. :\l\\.- I'llAS I VnM M.iil;] A 1.\N1'K11N, WITH OlssllIvrNd Al'I'AllATIIS. Clap. XIX.] EXTKIIIOR OF TIIK SCIIOOL-HOrsE. 253 CHAPTER XIX. EXTERIOR OP THE SCHOOL HOUSE CALISTHENICS. GYMNASTICS AND \at 1.— The Rev. Dr. Ryerson on Physical Education. In liis ollitiial report on ii Hystcm of |tul»lio olc'iiu'iitarv iiistnictioii for irppcr (!anii(lii, |>ul»lisli('(l in lS4t) \ty t\\t' Uttv. Dr. Hyt-rson ('liii'f Sii|>i!riuttMi(lt'iiL of Edni-ation, arc the following udniirablo remarks on physical training in our schools : — *' On the (hn-olopmoiit of th» phi/sioaf poworn, I nood say hut ii few words. A system of instrnrtion ninkiM'^' no provision for tliosi> ex M'oisiM wliich contrihuto to hiMltli and vigour of holy, and to agr(^i^alil('n('ss of ninnncrs, must nocossarily be imperfect. Tiio active pursuits of most of those pupils who attend the public schools, r('([uir(* the exercise necessary to l)odily healtli ; Imt the gymnastics regularly taught as a recreation, and witli a view to thc^ future pui'suits of the pupil, and to which so much im|)ortance is attached in the best British schools, and in the schools of (fermapy and France, are advantageous in variou-t respects — [iromote not oidy physical he;ilth and vigour, hut social cheerfulness; active, easy, and graceful movements. They strengthen and give the pupil a perfect command over all the members of his liody. fjike t\nt art of writing, they pro- ceed from the simplest ujovement to the most com[)lt!X and dillicult exercises, imparting a bodily activity and skill scarcely credible to those who have not witn(!ssed them. "To the culture and commaud of all the faculties of the mind, a corresponding pxercis(^ and control of all tjie members of the body is uis.vt in im|>ortauce. It was young men thus trained that i^omposed the vanguard of lUuciu'r's army; and unich of the activity, enthusiasm, and energy wliicii distinguished them, was attriliuted to their gymnastic training at sclio)!. A training which gives supe- riority in one department of active life, must l)c beneficial in auotiior. It is well known, as has been observed by physiologists, that ' the niuscli>s of any part of the boily, wlien worked bv <'xei-cise, ilraw additional uourisliinent from tin' Itlooil, and arc!, \)y the rep'titiou of the stimulus or exercise, increased in siz;', strength, and freedom of action. Tlie regular action of the muscles promotes and preserves the uniform circulation of tlie lilooil. wliicii is the prime condition of health. The strengtii of a b')dy or of a linil) dciicnds upon the strengtii of tlie musiMilar system, or of the muscles of the limb ; and as the constitutional muscular endowment of most people is tohn'alily go id, tli'MliviM-sities of nuis'-ular pDwc^'obsprvablf a'iioii'.xst men is ehiiilly attributable to exercise.' Tlie youth of ('inidaan! di'sigiied for active, and most of them for laliorious, occupations. Exercises which strtmgthen not one class of nmsides, or the muscles of certain memliers only, but which develop the whole physical system, cannot fail to be beneticial." 2.— Physical Education among the Greeks and Romans. To physical education, great imiiortauce has been attachisd by the best educa- tors in all ages and countiies. Plato gave as many as a thousand precepts respecting it. It formed a prominent feature in the best parts of the education of the (jrreeks ami Ramans. It has been largely insisted u|)on by the most dis- tinguished educational writers in Europe, from Charon and Montaigne, down to numerous living authors in France and (lermany, England and America. It i:-4 KKTKRIOR OF THE SCHOOL- HOUSE. [Clii.f.. XIX. occii],!."; a r()ris|)icti<)iis |i1mc«' iti tlio cuilfs of Si-hool llcj^ulations in Fi-aiice and Bwitzt'vliiiiil, and in nnvny jilao-s in (iciinany. Tlic ccli Kvatt-d Pcstalozzi anil De FcllfnluT^ incorporated it as an rsstvlltif part of their Hystenis of instruction, an I even as nccesKury to tlieir Jtnccess ; and experienced Ameiii-an writers and pliysi- ol()j;i.sts attriliute tlie Tvant of pliysiral development and streniftli. and ovmi liealtli, in a disprop(jrtionally larj^e niinilier of educated Americans, to tlie alisence of proper provisions ami eiK'o\n?iu;ejnonts in respect to appropriate physical exercises in tlif schools, academies, and colleges of the United States. 3. -Sketch of the Athletic Games of the Ancients. AniofiK the (Iredcs, periofliail games were of hij,di antiipiity, and extorted an important inihieiice u[uiii their national character. Such j,'anieH were tvarly cele- brated, especially in honour of tlie dciul ; anil Honier, the futlier of (j!ii;ciaii iK>etry, descrioes, in his account of the funeral of Patroclus, the chariot mces, fwit races, hoxini,'. wrest rnii,', tlirowiti^' the i|uoit, etc. Tiiese i;anies were at lens his lMidy untler, and In'ings it into sulijection " — referring to the severe course of physical regimen and exercise required of Grecian competitoi-s, preparn/- tory to their public appearance. There W(M'e four public solemn games in Greece — tlie Olympic, Pythian, Nemea.n, and Isthmian. The Ist/niiiati games were celebrated near the Jsthmus of Corinth, whence tliey derived their name. They were observed every third, and afterwards every fifth year, and held so sacred that a pid)Iic calamity could not prexiMit their celebration. T!i(^ victors were crownehal crowns given in the annexetl engravings ; 1)ut in other respects they diflered. m Fig. ."ICi! -Tiiiu.\!i HAi. Ckown. Fig 303.— Civic Crown. Tlie yemcdii games were celebrated in the town of Nenuia, in Argolis, every third year. The victors were crowned with purtslei/. The Pythinii. games were celebrated every fifth year, in the second year of every Olympiad, near Delphi, The victors were crowned with hmrds. Tlie Olympic games were celebrated the fir.st month of every (ifth year, at Olynipia, a town situated on Mio river Alpheiis, in the territory of Klis, on the western coast of the Pelopponnesiis. These were the most famous games of the Greeks. They lasted live days, and drew together an immense concoui-se fioru all ]tai-ts of Greece, and even from foreigTi countries. No one was permitted to contend in them unless hi' hail prepared himself, by continual exercises, for ten nionth.s, in the public gynmasium at Elis. The competitors were obliged to take an oath that they would use no unlawful means to obtain the victory. The prize Clmp. XIX.j GYMNASTICS AND CALISTHENICS. 255 liostowod on the victor was a crown of oUoe ; yet tliis honour was considered eijual to th', vidorif of a tjein'nif uiunn;^ the Greeks, and to a trlmnji/i among the lioniaiis. TliuoydicKw informs us that during tlie cehsbratiou u'i these games, a sacred truce was observed between all the States of Greee(! ; all hostile operations were suspended, ain' for the time, they regarded each other as fellow-citi/.eus and brethren. The only authentic chronology of the Greeks is conncL-ted with these games. The space (four years) that intei-vened between one of tht;ir celebrations and anothi'r, vas called an O/i/ia/n'dil. Tiie era of the first Olympiad is 77(5 years before th 3 Christian era. The ()lym]nads may be rtulueed to tht^ common era, by multipiying the OlymjuaJ, immediately preceding the one in question, by 4, and adding the number of years to the givi^n (Hympiad, and, if H.C, subtracting the '.unouiit i'rom 777 ; if A.D., subtract 77(i from the; amount. The exercises practised at these games were, first, foot races alone ; but they afterwai'ds consisted also of throwing the quoit, boxing, wrestling, horse, aiid chariot races. At that period, wIumi gunpowdc^r was unknown, and war had not become a science, and each battle was oidy a multitude of singhi coml)ats, such exercises of bodjly strength and activity were much cultivated liy most ancient nations ; Itut tlie Greeks were the lii'st to reduce them to a system, and to inv(!st them with the importance of a national institution. Those games were not wholly contined to gymnastic and athletic exercises. Contests were, .also, at later ))eriods, admitted between poets, orators, musicians, historians, pliilosoplieis, iiud artists of ditfereut dcscinptions. It was there that portions of the history of Hei'odotus were first reciced or read ; and it was by thus listening to the fascinating tales of the Father of profane history, that Thucydides first caught the inspiration which prompted him to write a history as |)hilosopliieal as it is brilliant, and as eharming as it is jirofound. It was at these games, also, that Lysias recited his harangue on the fail of tlus tynint Dionysius. Intellectual enjoyments thus became blended with social amuscMnents and athletic contests; and assemblages which first jirodiiced martial skill and prowess, were, in after ages, productive of .social and int.illectual relinement. of at he he jni to ten ik.! lize 4.— Illustrations of the Ancient Greek and Roman Games. The following illustrations will give some idea of the principal athletic exercises which wei-e practised at the Grecian games, and which cannot fail to impress ns with tli(! much greater eleva- tion of modei'n tasto, and maimers, and institutions, and especially of religion and iiioi'als. notwithstanding tile iioasted refinement ami grandeur of Grecian taste and character. In wrestling, the comiH'ti- toi-s were nearly or quite naked, and they seem to have displayed great skill and agility. K.vcited by the presence of a vast assem- bly, they put forth amazing oflbrts, and though bruised and nrainuid in the struggle, they gave no evidence of suflering. Kig 304. "Wkkstlino. vm).t 256 EXTEKIOIt OK TIIK SCIJOOL-HOUSK. Fig. 365.— Leapkvu. [Cliap. XIX. Leapiii}^ wa.s per- forniod by .sj)ringing over a liar. No one was perniittod to enter info tliis sport, at the Olympian j^ainics, who liail not practised ten months. Boxing was a favourite sport, and aj)pears to have been practised much as it is now in England. No unfair advantage was aHowed in thi.s or any other contest. The h>ast trick was severely punished. Fig. 366.— Bo.KlNi*. Throwing the (liscvn or quoit — a round piece of stone, iron, or hrass— called forth the ener- gies of the uu)st powerful men ; and the feats performed, iu hui'ling large weights, were astonishinif. Fig. :lil7.— Thk Dihcds. a iiij). xix.j GVMNASTICS AND CALrSTIIENIcs. 257 SOS. Running was practise.!, an.l if «-,, nu.v 1h;I lU'NNIXd. lOVf" tho Jl o..e. „H.., ,„, ,.„„ , ;.:;;;,rri„i';:r^n:S:,r£;:i;.'7 modern jiedestiiuns. r-^ --'^.-.:^.r?^;g^-S- Hc eluu-iot rucintr wore conspicuous among tlie sports. The Ki},'. *in. CiURi.vr KA.i.vti lorse racing aiu" could be his rivals confolf. 1 •" ,* . '"»-' t'^'efrateu coiHpieroi' co^^tl ;^:*..:^'r ^^ -'- l-I-'»- *!■.' l-aughty youth declined, .mSs "ki;:; in the igH Fig. The mode of attaching tlie Jiorses to the '•'"'iiot, l.y moans of a ],h.in, straight nirnok-har, is shown in the annexed V^uiv. Jt was extremely sinij.lc, an.I left 111." h.)rses (juite free in their movements Ihe war .■liariot difler.'.l lait slightJv from tJ.e racing chariot, as will l.o s.^eu "hy the lollowing illustration. 258 EXTERIOK OF THE SCHOOL-HOUSE. [C!liap. XIX. «'.: ■I \l We also <,'ive illustrations of the iniUtaiy knights on liorsoliack, a war galley, the foot soldier, the militaiy leader, and, to compU-to the series of illustrations of ancient social life, the figure of an emperor, patrician, plebeian, and slave. Fig. :!71.— War Chariot. Fii;. 373.— MiLiTAUY Knk.ht. Fig. S72.— Military Leaubk. The nulitary knight was one of a body appointed originally, as is sui)posod, by Romulus. TIh^ knight was selected from the patrician families, and mounted at the public expense, to serve as a body-guard to the king. '^^ Fin. :t74.— .\ Win alley. Fig 37.0.— [{OMAN SilLDIKR ON .VaRi'U. Chap. XIX.J OVMKASTrcS AND CALISTJIE.V/CS. 259 Fig. 376. - Kjii'KRoR. Fig. ii?'.— I'.viiui lA Fig, yrs.— Pleheian. were tho lowest grades. eprescntci] ]>y tho common.s. The slaves aiul Kl^liators Fig. 379.— Sl.we. Fig. 38n.-.Gi.,ii,iATORs AvVAiTiNc; Tin; Hi.is-A,.. profession. wore not only inton.tin, fVo>; e "h^ "r' , ''' ""''T' 1'''' ^^'^I^'"^'^' -''-'^ tion that the popular r,.li;io.,,sW<'H '^ '"•'""'' '"'* ^'■•"" ""^ ■'^''"^- at tho present Ilay, ,herC is no uH . ZZ'" ■'""""'"''■ ^' "'"''"' ■•'i'l-'^'- ^'-t, ^oep., the passion. .. n.an.i.:!,^:;^ ^^^J^aS^S ^lati^^ ^ 'i'l I'fiO KXTKHIOII OF TIIK SC'lIOOL-UorSE. [Clia]). XIX. J! I ■ ■ ■ ■ TT n a 9_^ & ^ ^ &> 'l^ »..,,® E— 1^ ^ & & & 9 9 5.— Open and Covered Gymnasiums for Schools. In connection with the remarks in chapter xii, on tlic layiiii; out of .school prouiids and prenuKcs, a.s well as jirovidinp for a }>layj,'rouii(l and ;;yiiniasiimi, we ^ in.scMt the ciignivin,i,'s, Fi(/s. "-i I :iH\, 382 and ;5«3, iliu.s- tratiiiii tills sul)j(rt. /Vlan of a school pi/ir a/fof/vo & & & I V V . t7*3 Fiy ;i.s|. lii.oiK Plan or Uoi'iu.k Sciiool-IIousk, WITH UVMNASICM. ■ I ■ ■ ■ ■ " 1 BOYS piAre/iouMD ^ Q GIRLS PLatGROUNO '!T g/'oun:j plan 30 30 /to so 30 /to 70 I loor: Id K O 10 scnuc Ki^. ;tS:;.— lii.ot K Plan hk .Si'iiooi.-IIocsk and Pi.AViutoi'Ntw. puYCRouND roa ^ CTM/v/isr/cs cints m PLAranouNo Bora ptaYoaouNO n o m m 90 to so Cd 79 ao S9 lOO FT kfat- l -t t— t-H — i —t -I— i BCALC Kit'. 3S.'?. lil.DlK I'l. AN OK HfUOOL SUi; AND Pl.AYdllOIINllS. site, shosving a double sjliool-house, with sej»aratel playgrounds tor boys and girls, and a playground with suitable apparatus for gymnastics, iji tlie rear. The riiap. XIX.] OYMNAHTICS AM) CALIMTHEMCS. 261 ii]i|t:iriitiis, it will 1(0 seen, is cnmiilctt'ly sliiulcl (us tlio j^rouml should he) witli tici's. (Sec ]K\ iMiini('i|t;il scliool in till' Kiaiikfiirtcr-str.i.ss, IJcrliii, Prussia, an SI of this hook. Fiy. aS4.- Ui'.siu.N H)H Cdvkukd (iYmna.siim. Ft;/. 384 furnishes a design for a covered gymnasium, oi* Gciinan (iirnlinUe. The illustration shows the tnnihiilln attached to the (Iciwrhrschiih', or Trade Scliool, at Hof. It is plain and simple in its construction. A building of this kind should l)e attached to every huge high or j)ublic school, or collegiate in.sti- Fig. 385.— Section av C(.VKitKi) Gymnash'm. tuto, as g3'mnastics under a com]ieti'nt instructor would always form an agre(>ablo cliange in the amusements of school boys. An instructor is nect^ssary, tVoui the fact that boys, left to them.selves in their gynniastic exercises, would bo a])t either to l>liiy practical jokes on each other, or indulge in exercises ipiite too violent in their character for safety or health. 6.— Simple Gymnastic Apparatus for Young Children. Fhj. 380 is a plan which may bo adapted to a covered gymnasium, or to an "uncovered school-room," as an out-door gymnasium for young childriMi is some- times called. The one sliowu in Fi(j. 38(5 is the plan of a playgroujul for children, reconnnended bj' the Eirglish " Home and Colonial School Society." whose long labours (Mr. Rolhson i-emarks, in his "School Architecture") in the tieltl of infant e(hication entitle their opinion to weight. There are four kinds of apparatus shown in the plan {Fig. 386), but we give a fifth also. These comprise — 262 EXTERIOK OK THE SCHOOL-HOL'SE. [Chap. XIX. 60.x 20. COVCRCD WAY ■■• •• COVERED WAY Fiy. :).S7.— Tin: II n iii.i, Inoi.ikeu Plane. • 100^ L t'iSS.— W tVoni (\ to 8 tt'»>t lonpf, witli iouiuUmI conicrH, or ends, jiroji^i-tiu^i; about 4 iuchcs hfyond tlie tops of tho supporting posts. Tlicsc posts should bo 18 inohi's apart. (a.) F'kj. 'M\.- Till' C/iinfiini/ /inprs. — This consists cf a simple tVauic, supporting thrco ropes for c'linibin;^ — all hiini'in"' loosely — till' two outer ones being attached to the posts, so as not to allow them to swing about too i'reely. Fii/. 392 is a safe and neat swing seat. Tliesesix articles may be us(hI by young chil- strong, ami therefore not inclinetl to take part in outdoor sports, which are, of course, lieneKcial to tho healthy and vigorous among our childri'U. The benefits resulting from syste- matic gynnuistic training are, too, deciiledly ditlerent from those acciniing from oi'dinary outdoor sports. Tho former scientifically trains special groups of muscles, and confers special benefits upon tho bodily system. Skilled insti'uctors are, ofcour.se, reipiired, and Dr. Putnam maintains that the result of such train- ing was to promote general health, and to bestow s[iecial accomplislnnents. It is not necessary that very great nuiscidar power should be developed, as that is not neces.sarily conducive to gooil health, nor does it always accompany it. One way in which school children may be greatly benefited is by helping them to perfect the process of respiration. This was demonstrated by the work done by Prof. Monroe with the children of the Boston schools. Goo(l breathing is by no moans common, and the singing teacher has always much to accomplish in this respect. In.struction in this regard may not only give vastly increased power to healthy pei-sons, but it may save many who are affected by lung disorders from early deaths. Proper physical instruction in our schools should also relate to tho sitting of the scholars, to projwr methods of study or of mental applicati(.>n, to proper means of ventilation, etc. It is a notorious fact that many cases of injury to tin; spinal column arise from improj>er postures while sitting. (See l)age L'()(i.) Among 731 pupils at Neufchatel, (12 cases of this sort wen; observed among 3r)0 boys, ami 156 cases among 381 girls. Tin; curvature of the spine occasioned was mostly to the right, caused, no doubt, largely by writing at imsuitable desks. The excess among girls is due, no doul)t, very nnich to the fact that they take, less active exercise, and are much less robust, as a rule. Herr Raag, of Berlin, says tl-at ho has found gynmastics A-ery useful in preventing these spinal curva- tures. With practical benefits resulting from these exercises, the lectures of hygiene, etc., will have much greater forci^ than otherwise. For proper school gymnastics it is only reqiusite that there should be space enough about the desks to enable the pupil to advance one step and to swing the jr,4 KXTEKIOR OK TIIK HCHOOI.-HOUHK. [Chap. XIX. arms frcf-ly. A larj»o Imll, witli a fow (l froiri Hi to 20 fct-t Ion;;, supportrd hy h'^'s, as sliown at G(}. It shoulil consist of as clear a jiiceo of [tint! tiiiihcr as possihlc, dressod and cloamid off, and then sawn down tho middle. Two swing trees may thus he made out of one piece of timli(M-. Tiie diiunetcr of the tree, wIkmi dressed, should he from si.\ to ei'dit inches. KiK- ;il>3. A 8wiN(i Trek. c w '-n lt Fig. ;!il4. — FiXF.ii Paraiij;!. IJius. Fiij. 394 represents the simplest and most ordinary kind of fixed parallel bars. A is the side elevation, and Ji the end view or section. The two bars, a, a, are each supported l)y two posts, b, h, tlxed in the ground, and connected underground by two planks, c, c. Fig. 3;).').— ADJ1I.STABI.E AND MoVAIlI.K Tauallel Bars. F!(j. 395, represents a movabiv^ and adjustable ])air of [)arallel bai"s. The a Ivantago of them is, that in wet and cold weather they can bo moved and used UYMSASTU'S AND fALIsrilK.Xli'rt. l)lm|., XIX.j uiiiliT o<»v»'r. ., , . .. .. . I intii 11 1'niiiit'd t'untiti)^, l>, h, iiiitl tixctl liy iiiiylt! irons, <;, <•. Tlic Ijolts, t to till* l)olts, f,j\ which n^ivch throiigli tht^ fnuiuul pioocH, a tind b. L>tJ5 uiiiliT oovtT. A is the side cli'N ;i( ion. iind 15 n section of it. 'I'lic posts are tenoned Tlie JjoltH, (/, (/, aro scrowed 9. Simple Gymnastics for Boys. (1.) Mtitna of K.rrrc'iKe. — In tiie eonntiv school stu'tions, wher«^ the |diiy;^roiind is extensive, and snitalde for th(^ use of bats, bails, iioops, stilts, jmnpin;^ sticks, etc.— which the pupils will theniscdves fmiiish in .ilnindance it will render any special provision in tiiis respect less necessary. IJut in case the ;,'ronnds are small, and in towns wlierc greater variety of moans is required, additional unangeinents should be made for Huch phyHical e.vercise an may Hocure proper nuiscnlar development. Amongst boys, running and leaping ai-o favo\n"ite piistimc's, and both are con- ducive to health. For iMinning, no (»ther preparation of the ground is ntH'ded than that there shall lie space enough, and that the siirfact; be sutliciently level to l)e safe. Some kimls of leap riMjiiire preparation. The long leap, along the surf'" of the ground, only ui'etls a level space for the run an and not too liard for the leap itself The high !«"• v. made a useful and safe exercise liy means of a [ aping cord or bar. so constructed as to bo elevated '■\ proportion to the increase of the youth's activity 1)V piactice. yet .so arranged as to j)revent the injuiy by striking the feet against th(! coid or bar. The pole hsap brings the mu.scles of the hands and arms into play as well as those of tla^ lower limbs ; and if it be cautiously practised and gradually increa.sed, will give a degree of confidence and activity to the performer, which may be valuable to him in the dangerous and trying posi- tions of after life. '''«• •''•'7- '"""• ''►•*•'• Vaulting is another kind of exercise which strengthens the muscles of both upper and lower limbs. T!ie power to swing oneself over a fence too high for a lie Vij;. 398.— VAUi.TlNd. leap, in times of danger or great haste, is desirable. Hajtid and graceful mount- ing on horseback may also bo thus taught. The necessary fixtures cost little, and add to the variety of the playground. The parallel bars are adnurable contrivances to exercise and strengthen the arms, and open and expand the chest. If of different heights and sizes, they may he used by pupils of all ages. They possess the advantage of being perfectly free from the possibility of accident to the smallest boy who uses them ; and should therefore be among the fii-st meaais for exercise introduced upon the playground. i'6t; KXTKRIOK or TIIK SCHOOI^-HOrSK. [fimp. xrx. ii'' Fig. .'««•. — Pa It A I.I. Kr. lt,uw, Xo. I. T)ie liuii»)iital liar riK. fOO. — Parallkl Dars, No. 2. Is t'lif lads <•{' iMiirc lulvaiiffil a<:^e, aiid its use, bosides Htn'iij,'tliciiiii^ tlm liitinl.s iiiiil iiriiis, ullnnls t-lit' .saini' tinlt^ It alsi) has tln' ailvantai,'!-. whicii fnw of tli(> oxrrciscs which have boon oninneratcd posHass, of ln-ing fvprnliy adapted to boys ami girls. Ad 10.— Calisthenics for Girls. In snggpsting thfso or similar arraiigcnionts and appamtus for tlic anms»>mont and physical ti-aining of tho youth of l)Oth sexes, of course it i.s not desiijned to assort that all, or «!ven any of tlii'ni, are indispensable to every school. It is admitted that chiMren, in >^ood health, will have exercise of some kind, and, if not restrained, will jjeiierally manatee to secure! a sutliciency to ]>i'on\ote growth nnd vi;,'our of body; but it is also known that, if left to themstdves, they will generally neL,d(!ct the studies |iroper for their intellectual culture. Hence tho latter, with that of their moral nature, becomes the object of jirimai'V importance and obligation, ibit then, it is also believed that the means of physical exercise may also be vastly improved in nature and result, ami at tho sanx! time he made a strony atti-ai'ting in(lui>nce in favoui* of the school and of learning. In this view of it, physical training rises in importance to a j)oint only secondary to that of the culture of the heart ami the intellect ; ami it may, thei-efore, not be over- looked without ilctriment to the best interests of the child and of .society. Though girls neithi;r require the same robust exercise nor rough sports, t/O develoi)R their frames and tit them for the duties of lift>. as boys, yet the system of education wliii-h omits or slightly pi'ovides for their [diysical train- ing, is most riidically defective. In addition to such of the apparatus already enuuK^'ated, and others pro[)er tor botii sexes, tliose mort? peculiarly adaj)ted to their wants should be provided. In this point of view, light dumb- Fig. 40S.~1ni)Ian Clui; E.xercise. Fig. 409.— Halancinli Bar Exercise. |sps in bells or Indian clubs are best calculated, if properly used, to strengthen the arms and expand the chest. Both may be found of great service. Fig. 408 indicates 268 EXTERIOR OF THE SCHOOL-HOUSE. [Chap. XIX. i^ m i the difierent motions of the Indian club exercise. The balancing bar can also be employed with great offect, luid as an easy and gi-aceful exorcise. The long back-bdard is also well calculated to expand the diest and give lithe- ness and grace to all ilic niovenicnts of tlie arms and bust. The variety of atti- tude into which its uf e can be made; to thi-ow the jKirson, cannot but be beneticial. The triangle is a short bar of wood, attached by a light rope at each end to one Kit;. 410.- TniANom in the school buihling, for gymnastic or calistlicuic exerci.ses, or to erect Fig. 412. -VAnUli'.S (iVMNASTIC ANli L'AI.ISTHKNIO Kxi:ni:i«K.s. C'mp. XIX.] OYMXASTICS AND CALISTHEXrcs. "'S'S ';;;;;ir:^ t;:^;:;^ - 1;^- -eh expe.,ie„. .houia .e ..J! tins in.h.spo„sal,:. rerjuisite. '»''* ^" '^^' l«^'-'mtte,l to i„torfero wi"]' From tl.o P I- , "•-^y'^^astics in Switzerland, in Switzerland, al.nost all the schools. l,oth uvun-u: , of gyn.nastic^ exerei^L^ Vn"^''''r ''^•"•'^« !•<>!- -Hi poles, a criTpoj;,::' 15, ^^''''•"■''^- ?"fe'-l'oleH, a vaultini,.-horse „^ r ' '"T "'^l- >•""' ■■ ai..l iiiM.v of the ..rl,, T ? ''''"'' =1 ":;:,,r::;;;;rr ^-""' "'n.» g''oun(l of loose sa.ul w , I. '''' ''"' '^ to render it .soft ^' ' '""^'' «'" l'•' ''I'l-N ironi sehool to .^,.1,^.1 • . "*' "t its n.eni- Fi«. 4I;WBAr,AKc,K„ Vo^., Exkr^:, n„ i 11 il -"Ml.-, iiuiU.S '1 the nicmhrrs att.,,,! ; ai.d a great N"^"1 Poi.K Exkucisf:, No. niunher of o.verei.ses nv +J <= t', IS only pre;naratory to 270 EXTEKIOK OK THE SCHOOL-HOUSE. [Chap. XIX. crfeL— ^T^^T^^^ a great triennial festival, which is held at the principal Swiss towns in succession, as the fjjoverniiient used ti) ho. At tiiis t'i'stival all tlie assDciatious uwot, and the members compete with one another for wreaths, prizes, and other distinctions, just as in the old Grecian games, before they had been perverted from their original purpose, and degraded into mere e\liil)itions of particular feats. People asscml)le from all ))arts of the country to witu(!ss the ])erformances ; the tine national songs of Switzerland and Germany, sung in cliorus by the friendly antagonists, excite anil sustain the giMUiral enthusiasm. Tlie standards of the associations, and tlu^ gay clotiies of the spectators, give a radiant aspect to tins scene : everytlung contriliutes to the joyousness and merriment of the occasion. At the close of tiie festival, wjiicli genei-ally lasts three days, the wreaths are placed on the brows of the victors, in the presence of the asseml)led sjiectators, and the prizes distril)uted by the hands of fair laditss, who thus grace with their presence the ceremony of tlu; award, and impart a liigher value to the marks of distinction. " All this "s very well, it will bo said, and feasible enough, in a country where the education 'if eveiy member of tlu' ci)mmuiiity is carefnlly provided for at the pul)lic expense, and where, so far trom being a national debt, tiie govei-nnuMits of the several Cantons liave generally a consid- erable surphis revenue at their disposal for pub- lic works. But we reply, tliattheexpenseof tilting u|) oven a comjjlete gym- '^ ^^ nastic ground need ncit ^f be iuiything very coi.sid erable if once the site is obtained ; and that the .^ playgi'ound of an elemen- \ tary school mav be fur- \ nislied with the common ; aj)pS'^^'f ? '^'. '•'''"•'"« tl,o eye. andox- n" .'''^'■''^'"'' '" tiu-s «i'i"'.s, in wl.icJ. tl.P , !' "f ^^'« l"'tro,ui.re hesto t? ','' P''<'-f->niiU'nce of FlXfS. PKINTKD AT THK ■'■ "TKAM I'KKS., Of ,.„l.p ' 01.H.,KNK WKEKT, IoRontc 11 I 1 E /; ■M>VKirn.sl.;j,^>,Ts. tJlulnsopliiiMl A' ~~ CJ.03E8, MAP8. CHAHTa. 4; - ^^ '^^ C>!:KIUP. Blackboards, Slates, f •'^CHOOJ. FUR.\7t('RF ■^"'«0'.S ,(. COm.lES.I °"'" '■' •'°"^ STREET. ^ NEAR BROADWAY UTI.I(\ii,,.\ - -0.T STREET EAST, ^.O.t^^- li and MeMn...,,„._ ... ^^^" Smith and MeMu.-ehys ;•/., . ' Kiy til ■^''^■^"'■'■'' -Vritl,,,,,.,,, Nc.\ t. (to (» ."lO The School House : ,f, T°to ' " •^""''" '" " '" ■'■'--%'" H.,lBin,,;L'|s'\^^'r"''l™'n,,u.„,;,,, '■»•■'' " I" I (10 I 0(> FRONT STREET EAST. '/'' '•! TORONTO. \1>\ KlfllSKMKNTfi ® THE ONTARIO PATENT SCHOOL DESK, WITH FOLDING CHAIRS. CHARLES POTTER, MANUFACTURER, JVo. U KlXa^ STJIEET EAST, TOllOyTO. 'I'lic .Maiiiit'jU'tiux'r cla tcir his I'ati'iit SoIkiuI Kuniilurc! tlie lulldw iiij; iiuitrnvciiniits 'I'lial tlir s.>;(ts and liai-ks i>\ \]\v iiii|iic)V.-.| I'uMiii- Chairs an- ruii-.|ri|.'|ivl mi rnrrn-l |ihysiiilo>;ic ,il pi In 'ii.lrv, liiiiij; ciiivi i| t.p lit 111.' iialiiral >lia|.i'cifilii' liiiiiiaa Ii.hIv : llius ir,iii|MlIiiii;, \Wii'ii srali'd. anion' stri'-l adii'M-cia-r In till' •■ivi-l luisliMv. aiil. Iiy ajl'iwiii'^ llic iliisl nl' llif |ui|iil lull . Apaiisinn. rsinlilisliiii,' Iji'Urr lnMh:i nii.l pliysii-a! ili'liorliiuail tliaii ciiiilil In- incidn'ril liy llir i.ld pallri ii diaii', wliirli rau.-.rs tlii' |iU|mI In Iw ill a stuiiiiii.ii )iiisitioll llln.sl III' the lilllr. 'I'lii i-liiiii' iri'iiliic Ml rivsllfss nlld llllr.'ISV Wllfli llsilli; tlic- rcalKi) niiii'i' riiiiit'iiit ililr lliaii nnliiiary siliunl I'jiaiis : |iii|ijU nil! iinl ■ scats, «■ lljrh iditpti'd as to Ml till' iiatiinil I'liivrs ■'I'tln'ii- tiiidii's. Tlic rnldliiu l'li!iirs nialilr lih' |iiipils In laUr and Iravr tlii'ir si'als uillioiit Hi,' sli|,dilfst ili-liii'lilU'-i'. 'i'lii'y ai'i' liinicd d'lun Mil nililin rii-.|iinn~, wlil.'li .ilsnartas ^ratil'iil sinin^-. I.i llirir iMTii|iaiits. Tlhv aNn alliiid a lii'lli'i- cliaiii'i' r.ir I'lcinliiii'ss. as tli-.'n' aii' nn '-m.^lfs Inr tin' |nfl.;iiiint ul' diisl, and a IVci' ii.i-s.i^,' is Mlitaiiiiil wlii'ii till' seal is liflnl for tli'' sxvci'|iiii^ mid llic wasliiii^ nl' tin- .Si-lioolrooni Hour. The Knldiii!; Si'at lit' l>arlii'iilai-ad\anla:jv In l.ailii's' Si liools, as ll liTr IS no ilan''i'r ii and IV 'J'lii' 111' tlii'ir rlotiii's lii'ini^' lorn wlim mox iliairs all-' slroii;;rr and lii'linT lliaii tin' old rasliioni'd |ii'disl,il rliairs, wliirli, from tin' ills; to -li'iiii n|iou till' siTi \vs xvlii.-li fasli'ii lln'iii lo tin' II'. linariMlilv In 'iMIli 1. Mllistanli.il sMpiiorts, sn lialanri'd Ilia I. i'M'Ii lu'l'on' lliry an' smwi'd lo I'a' lliinr. tl sunn alti'r us I'llaiis. I'MiiL'aUirs in tin' liiili'd Stair ;ils •flio Deslc liiiM' slndii'd till' wants I'llonls Th. y liavi- :s nr.liii iry all ill favniu- o.-' Koldiiii ii'V all' .IS N tcadv sinirli'il Hull it Ills till' |iniiiir ini'liiiid plani' for willing; nii ; tlir Irvrl jiarl li-is ',nioM' f.ir |ii'ni'ils, and is Ii.iii'd for inU wrlls. Tln' slu'lf liciicitli tlir Inp of tin' Drsk ;;i\i's .inijili' ^Jla.•l' for liooks and sl.itis, liriiiL; widr rnnn^li I'l ini'Vrnt llicir liilliii',' out. and is dividi'd in tin' niiddli' liy a ii::rtil,inn. Till' ends id till' di'slcs .in' niadr nf nrnaiiii'iil il o|irii inili wnil>. sn Iji.'il tln' Trarlirr nia> ins|n'i'r and |iii'\' nt tin' nlli'l'alnirlll nf iln]llnpi' llirli' 11' Ki'ys In till' lioiilis till' |iii|iils niiiy 111' iisiii;^;. In addition ti tiii'i'\lni I'liifoil di'riv.'l IVnin till' ini|irovi'd Si'linnl fiirnilnn', il liis i|iiili' an nrii'inii'iiTiil ii|i|ii'iiriini-i.', wliirli nl' its.'lf Irniii its difai-riiii'iit and di'stniclinn liy tlir imjiils: il iilsn .'i"ts as an adjiiurt in I'lr is a )irnli'i'li lash' Inr llir flniii tlinniil;_'ldy si'asoiinl WDo.j, and tin nir.il distiicts il .illor.ls ;;n'al aihaiil i^i- •alai;;, a aiilifiil. All my .Si'lionj Knrniliiri' is w.irniiili'd In 111' nf till' lirsi i|iialily. Iii'iin,' niaiml'ii' I'md lUlli'll 11' S|,l than tl Id patli rii S.'lmnl I'lnnili: astiiiijs an' vi'vv slr'iii>; and \>i'll llnishi'd. To Si'lmnl Tims 11' Iniiisii'irlatinii, as il run lii' so fnldrd .iinl ji.irki'd as tn > Siir^lr jli'sks arr also niannl'artiiird on llr sinirlinii as Ihi' llmilili' llrsk' I alsn inakr a lliiiililr Fnldill;,' Sr.it, .■i'l.ilil''d tn ilir sain:' Drslv. tlial, « liilr it i,i:il,is nrarh .is ^' 1 ; III!' ailvMiila^'r nf lia\ iii5 nnh' I'mir frrl Inr tlir D.mlilr llrsk ; lliii'; making it ra.sii'i In smili tlir ilonr. iliis I)., Ill, I, ' Drsk and l''iildin'j iiniiv at, has I'l'i" M\ lirsksand Srat Its arr rr^isiri- d. and I I irri'lnr.' raiUi'iii .my oin nut !■ pn I ll dnl ajj.iiiisl ai'i'iinliiix In law. h'Iri'rt /,', ■/'.■»■/; 1/ ../■ /;. II: //. ;■ i./ ../■ .Yi, ■ py nr iiiakr (hi'iii, or lln-y ■/ .'I'll...;, T.;rn,l,.. I^'ivat pleasiu'c In statin:,' Ih it tin lIli'Mndrl Srllnn), ;;ivi' Krrat Sill isfai'tinll li.iM' 111'' ■■nnirnit nf till' pupils ,it lirart. Disks and Cliairs palrnli'd liy Mr. rnttpr, .'Uii' iinu- lis.d in Tlir\ will loniiiii'iid llirnisclvrs to liilsli'i'S and tli is>' wlm F, IS. /'. l-ihl,, i:- M.A., r. ../ !.':■ Ilrih Srhiul Untnil, Ihiiiitf^^nt. Tin Disks fiiriiislnd liy yoii to niir lii^li Silmnl give iiin.st I'.xii'lli'iil satisfacliuii. Tlicy me a ;;ri'al iiiipi.ivt liirni nil any ntlirr I liavi n- 'I'iXr orilrrs ill i'nnsri|llrll' I 111 ininii'iidrd Ilirni in srvrral indaiin's, aiil I liavi- n > dniil.t v ill Price for Double Desk with two Foldiug Chairs, - $5 75 Price for Single Desk with one Folding Chair, sriccr.ir. u.rncs ion L.tnfir yrMnrits. •ib