UNIVERSITY OF CALIFORNIA AT LOS ANGELES ESSAY CONSTRUCTION OF SCHOOL-HOUSES, TO WHICH WAS AWARDED THE PRIZE OFFERED BT THE AMERICAN INSTITUTE OF INSTRUCTION, AUGUST, 1831. BY WILLIAM A. ALCOTT. WITH AN APPENDIX. BOSTON: BILLIARD, GRAY, LITTLE AND WI1, AJtD RICHARDSON, LORD AND HOLBROOK. 1S32. QJ" Gentlemen who may receive this pamphlet, are respectfully requested to let teachers, school-committees, and others of tieir ac- quaintance, that take an interest in the subject of education, have an opportunity to become acquainted with its contents. 2^ R E P O K T THE Committee, appointed by the Directors of the American Institute of Instruction, to examine the several Essays which have been offered " On the Construction of School- Houses" and to award the Society's premium to the author of the best one, respectfully ask leave to REPORT: That they have given the subject committed to (hem, that deliberate consideration which its practical importance to the great cause of common education seemed to them to require. They have carefully examined live Essays, with their accom- p; nying plans ; some of them being of considerable length, and all of them containing valuable suggestions upon the several topics discussed in them. And while the Committee would not be understood to predicate absolute perfection of any of them, they have unanimously agreed that the one offered by WILLIAM A. ALCOTT, of Hartford, Ct., is decidedly the best. And they do hereby award to him the premium of TWENTY DOLLARS, appropriated by the proper authorities of the Institute for that purpose. The Committee ask leave further to report, that pending their deliberations, they received a scientific and valuable com- munication from Mr. WOODBRI DOE, of Hartford, Ct., upon the " Size of Sdkool-JRooms : : ' .1 topic intimately connected 4O8012 17 REPORT. with, or rather forming a part of, the more general subject discussed in the Prize Essay. In view of its merit, both as a distinct performance, and as an amplification of one topic of the subject proposed for the prize, the Committee herewith sub- mit the document ; and recommend that it be appended to the Prize Essay, and published with that, agreeably to the Re- solve with which this Report concludes. All which is respectfully submitted by your Committee. JAMES G. CARTER. E. BAILEY. J. KINGSBURY. 1. Resolved, That the thanks of the Institute be present- ed to Mr. Woodbridge for his timely and valuable communi- cation upon the " Size of School-Rooms." 2. Resolved, That the Prize Essay " On the best Construc- tion of School Houses " be read before the Institute, at such time during its present session as convenience may suggest ; and that, together with the document appended, it be printed under the direction of the Censors ; and that each member of the Institute receive, on application, one copy gratis. / ,- CONSTRUCTION SC HOOL-HOU SE S THAT the general arrangement and appearance of even inanimate things around us, have an extensive influence in forming our character, will hardly be questioned. Every ob- ject, and every individual we see ; either renders us more cheer- ful and happy, or the contrary. The condition of those ob- jects, therefore, which surround a collection of children, whether the number of those children he five, fifty, or one hundred, must of necessity have a very considerable influence in form- ing their dispositions, and giving a determination to their fu- ture character. Nor is their present comfort a matter of indifference, any more than that of the same number of adults. Where is the parent to be found, who would select as a location for his du oil- ing, the junction of four roads, or a portion of the highway, or a sand-bank, mar?li, or swamp? Or, who would choose, for this purpose, a bleak hill, a wilderness, or some lonely and se- cluded spot, rarely visited by man or beast 1 AViih a few mis- anthropic exceptions, mankind love to dwell in airy places, affording a pleasant prospect. They are fond of having shade and fruit trees, shrubs, flowers, fountains, and greensward around their dwellings. The number of those who prefer the disagreeable sight of barren hills, and fields, and sand-banks, or the nauseous and unwholesome exhalations of stagnant 1 6 PRIZE ESSAY". water, the barn yard and the sty, to the fragrance and rich scenery alluded to, must certainly be small : yet what is more common than to find school-houses exposed to many of these evils, and sometimes to all of them combined? The strongest evidence is every where afforded, that in constructing- and fur- nishing them, we too often consult our own convenience, rather than the comfort, welfare, or accommodation of our children. Location, size, structure, internal arrangement and furniture all combine to force upon our minds the same conclusion. The many dark, crowded, ill-looking, and sometimes disorderly and filthy huts, to be found in the country, called, or rather mis-called school-houses, seem to have been provided as a kind of necessary evil, rather than as places of voluntary and cheerful resort for the offspring of the proprietors. In con- formity with these views, we are told by a recent writer on this subject, that of forty school-houses with which he is acquainted in a single county, " three fourths ," as he judges, are "located without regard to the comfort, health, and happiness of the children. They stand in gloomy, unhealthy places, without a feature of beauty in the scenery around them." Few, indeed, of the numerous school-houses in this country are well lighted. Fewer still are painted, even on the out- side. Play-grounds, for common schools, are scarcely known. Hence the pupils are obliged to play in the road, exposed to every attendant danger, both physical and moral. Nor are the internal arrangements more favorable. There is much suffering from the alternation of heat and cold, and from smoke. The feet of children have even sometimes been frozen. Too many pupils are confined to a single desk or bench, where they are constantly jostling or otherwise disturb- ing each other. The construction of the desks and benches is often bad. Little or no provision is made for free ventila- tion. Hundreds of rooms are so small that the pupils have not, upon the average, more than five or six square feet of sur^ face euch ; and here they are obliged to sit, breathing impure CONSTRUCTION OF SCHOOL HOUSES. 7 air, on benches often not more than six or eight inches wide, and without backs. Many of these benches are so high that the children's feet cannot reach within several inches of the floor. Thus suspended, between the heavens and the earlh, they are compelled to remain motionless for an hour or an hour and a half together. These things ought not so to be. Their health and comfort are believed to be far more important than their progress in science ; and in providing for their ac- commodation during the hours of study, these are the first points to be secured. Health, as well as time, is money ; and it is a most mistaken economy which confines a child to those arrangements, and to that atmospheric impurity, which render him unfit for vigorous effort, and thus slowly, though surely, impair his constitution: for we- impose by these means a far greater tax on the parent, than would be necessary in erecting the most spacious buildings, and furnishing ample and liberal accommodations. Some of the above-mentioned evils arise from the fact that the centre of population of the district has usually determined the location of school-houses. But a central situation should be regarded as a matter of only secondary importance. The house should stand on an elevated spot of firm soil, at a moderate dis- tance from any other buildings, or any public road. A few shade trees should be near, and if convenient, fruit trees. A piece of ground, consisting of from a quarter to half an acre, should be devoted to the purposes of the school, and enclosed by a fence or wall in such a manner as to prevent, at the pleasure of the instructer, any communication from without. The main building should be near the side of the enclosure adjoin- ing the usual point of entrance. The wood should be kept in a separate building, as the danger from fire is thereby di- minished, and the house can be kept more cleanly and airy. In the rear of these should be a spacious play-ground, part of which should be paved, and covered with a kind of roof, or awning, where recreations may be conducted in unfavorable 8 PRIZE ESSAV. weather. Nearly* of equal importance are a flower garden, a well or spring of good water, and facilities for washing. The rest of the enclosure may be devoted to the purposes of agri- culture and horticulture, whenever these exercises shall come to be regarded as indispensable to every district school. When the soil is not naturally firm, an artificial soil should be substituted ; and the main building should always be ele- vated, at least two or three feet above the surface immediately around it. The height of the house, if thus elevated, need not exceed a story and a half. This will give room for placing the win- dows higher than usual in the wall, a point which will be in- sisted on hereafter. The ceiling should be arched, the walls plastered, and whitewashed; or perhaps painted. A building intended for alxnit sixty pupils, should be 40 feet in length, by 30 in breadth. This is probably a greater than a medium number of pupils, but for a larger or smaller number, the same plan may be observed, increasing or dimin- ishing the size of the building accordingly, though not in exact proportion to the increase or diminution of numbers, because the doors, entries, stove, &c., will occupy nearly as much space in a small house, as in a large one. For one hundred pupils, 48 by 40 feet is a convenient size; for fifty, 36 by 30: for thirty- six, 34 by 24. But a considerable number of the schools in the northern and middle States, contain fifty to sixty scholars, at least in the winter; and consequently require a building as large as is here contemplated. (Sec the drawing, A'o. 1.) In the plan here proposed, separate entries (a a) for the sexes occupy the south end of the building, each of which is 15 feet in length, by 5 in breadth. Within these entries, a suitable number of wooden pegs are placed, at a proper height, and suitable distance from each other, for hats, coats, and cloaks ; and a few benches or stools for the use of the smaller pupils, while adjusting their shoos, clothes, &c. The di- mensions of the school-room itself are 35 by 30 feet, including CONSTRUCTION OF SCHOOL-HOUSES. 9 the instructor's platform. This platform (6) consists merely of an elevation of the iloor across the north end of the room, to the height of 18 inches, and 4 feet in width ; on which are a moveable desk and seat (c) for the instructor. The seats and desks for the pupils, ((/.) occupy the central part of the room, and are arranged in rows from north to south, in such a manner that the pupils face the instructer. There are eight rows, having seven desks in each row, with corres- ponding spaces or aisles, (e) 1 feet wide, between the rows. The desks are 2 feet long, If feet wide, and the seats about a foot square. The latter, except those at the southern end of each row, are attached to the desks immediately behind them, in such a manner, that the front of each desk forms a back to the seat of the pupil who occupies the next. The desks and seats are so constructed as to leave no shelves or cavities under them. Each seat is, in effect, a square box closed on all sides. It is well known to instructors that when the hollow under the seat is left open as a place of deposit for a hat, <fcc., or shelves furnished for Looks under the desk, playthings of various kinds, together with the shells of nuts, and the cores and stones of fruits, are accumulated here by indolent or vicious pupils, to such an extent as often to occa- sion much trouble. It is to prevent thi possibility of evils of this kind, in part at least, that a different construction is re- commended. With the same view, as well as to favor clean- liness, and purity of the air, all hats, spare clothes, provisions, fruits, &c.. should be left in the entries. Flowers may, how- ever, be permitted to remain in the room during the day time, as they purify, rather than injure the air. The proper and most convenient place for the pupils' books and other apparatus, is a box or case in the front part of each desk. The relative position of this box will be illustra- ted by drawing. No. 2. Its width is 8 inches, and its depth about a foot, so as to receive the largest slates, atlases, and writing-books, when placed edgewise ; for which purpose there 10 PRIZK ESSAY- is a narrow division of the box, formed by a thin partition. The largest division is for books only. The lid, (e) when closed, forms a part of the upper surface of the desk. That part of the desk which forms the back to the next pupil's seat, is elevated about 3 inches above the level of the desk, both for his accommodation. and to prevent the lid of the book-case from falling over too far in that direction. The height of the desks and seats is proportioned to the height of the pupils who occupy them. They also bear a certain proportion to each other. Those which are nearest to the instructor's platform are the lowest, and those which are most remote, the highest; both because the pupils who most need the instructer's aid will be nearest to him, and removed farthest from the noise which is sometimes unavoidable about the stove and entries ; and because the view of the school from the platform will be more complete. The particular arrangement of each seat and desk, is such as almost to compel the person occupying it to sit in an erect position. The edge of the desk will be directly over the edge of the seat. In writing, the arms will hang naturally by the side, while the flexure at the elbow will be such, that the lower portion of the arm, with the hand, will form a right angle with the upper portion, and rest lightly upon the desk. The desks will thus l>e much lower than is usual, but all parts of the body, as well as every limb, will be at the same time free and unconstrained. This is a point of vast importance. The most common position at the school desk is extremely unfa- vorable to the healthful action of the lungs, stomach, liver, &.C., as well as liable to produce distortion of the spine, and consequent disease. Some have recommended desks gently sloping. My chief objection to this, is, that it is not common to meet with them in this form in the daily business of life. Not one in six of ihe pupils will write on a sloping desk after leaving school. Besides, the view of the instructor from his platform will be slightly obstructed, the general arrangement CONSTRUCTION OF SCHOOL-HOUSES. 11 less simple, and rather more expensive. On the proposed plan, (he construction of the \vhole is simple, and by no means expensive. The boards forming the desk and book case, are supported by i\vo broad pieces of plank placed upright at the ends, and by the seat attached to it in front. Although the present plan admits of but fifty-six desks, yet there is a seat (n) attached to the fore part of each of the eight desks which me nearest the instructor's platform, which, instead of being, like the rest, about a foot square, are two feet in length. On these, eight small pupils, and in an urgent case sixteen, may be seated without desks. The whole number of pupils thus furnished with seats in the main room, would be seven- ty-two. Those front seats will also answer another important purpose. Classes may sit here to recite to the instructer, or to witness experiments ; and if smaller pupils happen to be oc- cupying the seats, they can be transferred, for the time, to the stair (771) of the platform. Thus the whole school will generally face the instructer, who can oversee them from his platform, and pass, with the utmost ease and facility, from one to another, to direct or aid them, inspect their books, book-cases, slates, writings, &c. If lessons are given, or exercises performed on the black boards, either over the instructer's platform or on the wall, they will be in full view of all the scholars, without moving from their seats. When a pupil wishes to leave his seat, it can be done without disturbing half a dozen others, or compelling them to rise every time he wishes to pass, as is often the case when the desks are connected. There will be more difficulty, it is true, in crossing from one space or aisle to another ; but this will rarely be necessary. It will be better to pass around the north or south ends of the rows. When it is necessary, how- ever, to cross from east to west, only one pupil is compelled to rise at a time. The spaces between the outside rows of desks and the walls are 2 feet in width. If black boards or lessons are placed up- 12 PRIZE ESSAY. on the walls, it is desirable that these outer spaces should bo 4 feet wide, instead of t\vo. It is not, however, indispen- sable ; and my present purpose is to give the smallest space which will answer for the proposed number of scholars. The instructor's platform may be occupied for various pur- poses. On it, the pupils may take their station to declaim, classes or individuals recite, and visitors be seated. Here, too, is an extensive black board, o\er which are cases for deposit- ing apparatus, and for the school library. If the school has a museum, or collection of natural and artificial curiosities, it is convenient to have this also near the instructer ; and if ex- periments are made in chemistry, or any of the other sciences, the platform will be very convenient for that purpose. The instructer will also have the means of keeping his eye, through the medium of the two windows at this end of the room, on the play-ground ; and through the most northern windows on the west side, on the garden, and adjacent portion of the en- closure. The stove stands near the entrances. Between the nearest row of desks and seats, and these entrances, there is a space (oo) unoccupied, except by the stove, (k) and other furniture about to be described. This space, 8 feet wide, extends across the whole width of the house. Between it and the first row of desks, are two movable black boards, or semi-partitions, (//) each 12 feet in length, and 5 feet in height, consisting simply of boards painted black on both sides, and nailed to upright posts, supported in an erect position by being framed to cross pieces, or sills, three feet in leng|h. Their uses will be mentioned presently. This vacant space is naturally divided into two portions by the stove. Seats (g) are furnished to both ; taking care, however, to leave sufficient room to pass the semi-partitions to the prin- cipal school-room. If the monitorial system is adopted in any of its various modifications, this will be a proper place for reci- tation. Indeed, let the system of instruction be what it may, CONSTRUCTION OF SCHOOL-HOUSES. 13 these spaces will furnish ever}* advantage of separate recita- tion rooms, with but half the expense. The south side of the semi-partitions will furnish them with a black board. At other times, the instructor might use these places as an appro- priate retirement for reproof or discipline. But I have princi- pally in view another object still. The time, it is hoped, is not far distant when every school of any considerable size will be divided into two departments. When this period shall arrive, the female assistant teacher may occupy these apart- ments, with ten, twenty, or even thirty pupils, until the public mind shall be so thoroughly awakened to the importance of such an arrangement, as to erect, for the purpose, still more ample and commodious building?. The movable black boards also answer several other im- portant purposes. The side towards the instructor will often be convenient as a black board for the main school. Being five feet high, they may also be placed in such a manner as to screen the pupils near it from that intense heat, which occa-- sionally emanates from a stove, as well as from currents of air from the doors, when the pupils are coming and retir- ing. The rqajority of existing school-houses are very imperfectly lighted, as has already been observed. But on the present plan, the windows (w) are so arranged as always to afford sufficient light; and if in excess, curtains should, be inter- posed. It is believed that the windows of a school-house ought to be elevated about 5 feet above the floor. The following ar.e some of the reasons. 1st. It will in this waj" be more diffi- cult to look out at them, and much trouble will thus be saved to the instructed It will also preclude the necessity of nailing boards across the lower part of windows to prevent the pupils from looking abroad, as is sometimes done. 2. They are less liable to injury. 3. There will be less exposure of the pupils to currents of air. 4. This structure is favorable to ventila- 3 14 PRIZE ESSAY. tion, especially if the upper part of the windows be made (as they ought to be) to be lowered at pleasure. 5. The light will not strike so directly upon the eyes of the pupils, as when the windows are lower in the wall. 6. Another reason of still greater importance is, that by having a broad space left below the windows, room is afforded for prints, paintings, engravings, maps, and charts ; or for any other similar means of instruc- tion. The windows ought by all means to be furnished wilh cur- tains and blinds ; and if the former are judiciously selected, they may be made to afford the material, or furnish sugges- tions, for many important and interesting lessons. It is de- sirable that paper curtains should be prepared expressly for school-rooms, under the direction of some individual who un- derstands the wants and capacities of children. Holes or windows should be made in the roof of every school- house, that the impure air may sometimes be suffered to es- cape in that direction. The proper place for these windows is in the roof, about two-thirds of the way from the south to the north end of the building. One method of raising the shut- ters and opening these windows is, by m^ans of ro ts fastened to their tops, and the carried over pulleys and suspended in the room. The windows may fall by their own weight ; or if not, by means like those devised for raising them. There must, of course, be holes or spaces in the arched ceiling of the room, to correspond with these windows. The floors of school-houses should be nv.v'e of oak, or some very hard wood ; not only because it resounds less, but because it is more durable. If the desks and seats were made of the same material, they would probably be less exposed to injury, especially from vicious pupils. For black boards a softer kind of wood is preferable. Linden, or bass wood, has been re- commended. The doors (h) at the north end of the room communicate with the garden and play-ground, and also serve for the ad- CONSTRUCTION OF SCHOOL-HOUSES. 15 mission of fresh air, either to cool the room, when necessary, or to aid in ventilating it. Notwithstanding every arrangement hitherto proposed, it is obvious that the subject of ventilation may not receive that attention which its importance demands. Spacious apart- ments, like that which I have proposed, are indispensable, as well as a due regard to the number and position of the doors and windows. Still, if the latter are kept constantly closed, and the pupils are not permitted to stir from their seats oftener than once in an hour, or an hour and a half, their health may be seri- ously impaired. Respiration alone contaminates the air at a rate which is truly surprising to those who have not been accus- tomed to examine the subject. When to this source of im- purity we add the effluvia which are constantly escaping from the surface of all living bodies, together with other causes which are at the same time operating, we can scarcely avoid wondering why the immediate injury sustained by the hu- man constitution in confined rooms is not greater than we find it. Nothing but the fear of extending my remarks loan improper length prevents me from devoting several pages to this important subject. I cannot but indulge the hope, how- ever, that it will soon be investigated, and the results presented to the public. At present I will only add, that after every pre- caution in regard to ventilation, which human wisdom ca:i de- vise, every pupil should be required, and, if necessary, com- pelled to go out into the open air, at least once in an hour. Probably once in half an hour is not too often. The best method of warming school-rooms is by means of air heated in some adjacent apartment, and conveyed into the room by pipes or funnels. "When this course is not adopted, I prefer for the purpose an open stove, with either dry wood or charcoal. Much loss is sustained by burning green wood. The fore part of the stove should be towards the entrances, and pipe enough should be used to keep up as equable a tempera- ture in the room as possible. During the cold season, fires 16 PRIZE ESSAY. should be prepared about two hours before the time of opening school in the morning. The room may then be ventilated often, as the heated walls, floors, and furniture will quickly re- store the temperature of the air. A thermometer is useful, and the heat may be graduated by it. The pupils should not be suffered to leave the school at evening in a profuse perspira- tion, as sometimes happens, but the temperature should be re- duced gradually during the last hour of the afternoon, until they can go out with safety. Without adverting to the subject of personal cleanliness, which indeed does not come within the scope of the present essay, I cannot refrain from urging the importance of paying the strictest regard to the purity of the walls, ceiling, floors, and furniture, by frequent washing, scouring, brushing, &c. Mats and shoe-scrapers at every door are indispensable ; yet nothing is more generally neglected. It is surprising, that while a large proportion of the dwell- ing houses in this country are painted, and the expense is deemed necessary in point of economy, we scarcely ever see a painted school-house. "Would it not render the covering of these, as well as that of other buildings, more durable ? But placing economy out of the question, what adult person is so destitute of taste, as not to prefer painted buildings even on ac- count of the appearance? And are not children better pleased with handsome houses, fences, walls, &c., than with those of a contrary description? If the walls in the interior of the school-room are painted, it is desirable to have it done with a reference to the improve- ment of the pupils. Numerous interesting and instructive scenes might thus be presented, both historical and descrip- tive. The floor should be level, rather than sloping (as some have recommended) towards the instructer. Every school will need some kind of time-piece, which should be placed over the instructor's platform, in full view of the pupils. CONSTRUCTION OF SCHOOL-HOUSES. l"f I have already said that every school ought to have a spa- cious play-ground. The means of performing gymnastic exer- cises should be afforded, but to what extent I am uncertain. But I cannot help anticipating a period when every common school will have the means of attending to agricultural and mechanical pursuits more or less every day, and be furnished will all the necessary implements, made of a proper size fo? the smaller, as well as the larger pupils. It is to be feared, however, that though strict economy, no less than the health of the pupils, is believed to require it, the day when they will conin into general use, is still distant. It may be objected, that the school-room here proposed, is larger, and consequently more expensive than is necessary for common schools in country towns. But it affords scarcely nineteen square feet of surface, that iz, a space about four feet square to an individual : while it has been estimated that a space four feet square, and of the usual height of rooms, is the least which can be occupied for one hour by a pupil with safety. The air is supposed to be rendered entirely unfit for healthy respiration at the rate of a gallon a minute, or about a hogshead an hour. But as the carbonic acid, from its greater gravity, settles towards the floor, a hogshead of this air will reach about to the height of a child's head, who is sitting con- fined to the space above mentioned, or so nearly that he can- not avoid inhaling it. "Were not the detail too horrible, I might relate tb.6 dreadful story of destruction at Calcutta. At present I will only say, that one hundred and forty-six persons were confined to a room 18 feet square, for ten hours ; and though there was one opening for the admission of air and light, only twenty-three persons were living at the end of that time. They were destroyed by the impure and poisonous air. Can children, in groups of fifty or one hundred, spend even one hour in rooms of similar dimensions, and escape wholly uninjured? 18 PRIZE ESSAY. I visited a school not long- since where there was about 30 feet of space, that is, an average of much more than 4 feet square, to an individual. 1 inquired if the room was not unnecessarily large. "By no means," said the teacher. " I should be unable to spare a foot of it." An able instructer once informed me that he visited a school-room in the city of New York, where more than twice even the last mentioned space was afforded to each pupil. Yet he voluntarily remarked that there was no loss, but great gain, from having so much room. The ease and freedom with which the varied duties of the school can be performed where ample space is allowed, and the conse- quent increase of progress in science, wiil more than compen- sate for the additional expense, were health out of the ques- tion.* In regard to the expense of erecting separate desks, I am most decidedly of opinion that the amount of time saved by it, will be more than a sufficient compensation. Any thing which saves time, saves money ; and I think time enough would be saved in three years by single desks, to amount, at the lowest possible estimate, to $101), including food, clothing, and tuition for these are properly included in the estimate. * From a statement of Dr. Bache, quoted by the Journal of Health, Vol. II. No. 6, it appears that each of the cells for solitary confinement, in the new Penitentiary at Philadelphia, contains more than 1300 cubic feet of space ; which is equal to a room 14 feet long, by 12 wide, and nearly 8 high. I am acquainted with several school-rooms smaller than this, and without ventilation ; while in the cells alluded to, the most thorough attention is paid to ventilation, cleanliness, and temperature. The prisoner is also allowed an amount of exercise in the open air, when the weather is favorable, almost equal to that which is allowed to the pupils in many of our schools. In one instance, the amount of space to each school-room prisoner, is less than 36 cubic feet, while the adult convict in the penitentiary is allowed more than 1300! Much complaint has been made of the danger of life and health from con- finement in these cells ; but how seldom do we hear the voice of re- monstrance against contracted school-rooms ! CONSTRUCTION OF SCHOOL-HOUSE*. The saving need be but fifteen minutes a day to each of fifty pupils. Let him who has had experience in the business of in- struction say whether more than even this amount of time is not lost, by the present arrangement of a majority of existing school- rooms. My purpose has been to keep economy in view, in every suggestion. Separate desks for each pupil I regard as absolutely indispensable. As to the increase of size which they give to the school-room, it should be remarked that the purposes of health cannot possibly be answered without an amount of space at least as great as I have proposed, whether we use single desks or not. The height of the windows may be objected to by some. But the reasons for this innovation upon the prevailing cus- tom have been fully given ; and though it may be regarded as a violation of good taste, the numerous advantages which this arrangement will secure, vastly outweigh every other con- sideration. Should it be said, that the room thus constructed, cannot be used with so much convenience for meetings or for oth- er purposes, my reply is, that it was not designed for other purposes, but for a school-room. If it can be used for meet- ings and other purposes without injury, so much the better; but nothing should be permitted io interfere with its primary ob- ject. Even recreations should not be permitted here. If storms or inclement weather absolutely forbid going into the play- ground, or if there be no roof thrown ever any part of it, the division intended primarily for recitation, near the stove and entries, may be occupied for this purpose, but not the main room. Finally, it may be said that classes cannot be formed with so much ease and despatch, on the present, as on the old plan. Did my limits permit, I think I could easily show that this objection is entirely without weight. Not only can classes be formed in their seats, almost instantly, but by moving only a single step, they find themselves in the spaces or aisles, ready 80 PRIZE ESSAY. to march in a tow to any place designated, to the instructers platform, the black boards, or the play-ground. In fact, the Very construction of the desks, places the pupils in right lines, and almost compels them to maintain that position. Each pupil is situated about three feet from his neighbors, at the right and left, and separated by the whole width of a desk from those who sit next to him in the other direction. Of course, it will be rather difficult for one to communicate freely with another ; at least without the knowledge of the instructer. At present, it is not uncommon to see half a dozen heads huddled together. They may be engaged in study ; but they may, too, be doing mischief. How much better is it to prevent .evil, by such an arrangement that a vigilant instructer can see the whole school at a single view, and, with a proper degree of care, keep the pupils in the way of duty, than to expose them to unnecessary temptation, and then punish them for offending. If a room for the special purposes of a museum, and as a place of deposit for apparatus, should be desired, (and it is hoped it may be) the house must be somewhat larger ; and this room should be in the rear of the teacher's platform, on the same elevation. For the prescntj I have supposed shelves, cases, &c., might answer the purpose. Again no prov ision has been made for the pupils standing at higher desks a part of the time, because it is believed they may sit without injury for about half an hour at a time, and then, instead of standing, they ought to walk into the garden, or exercise in the play -ground a few moments, either with or without attendants or monitors. Sitting too long, at all events, is extremely pernicious ; particularly where the desks are too high. This is one principal reason why a large part of our youth have their spine distorted, and the right shoulder higher than the other. For the same reason, and for want of exer- cise, the muscles which are connected with the spinal column, CONSTRUCTION OF SCHOOL-HOUSES. 21 are but partially developed, and the whole body, especially the nervous system, is enfeebled. The relative position of each pupil should occasionally be changed from right to left, otherwise the body may acquire a change of shape by constantly turning or twisting so as to accommodate itself to the light, always coming from a particu- lar window, or in the same general direction. If a portion of the play-ground is furnished with a roof, the pupils may sometimes be detached by classes, or otherwise, either with or without monitors, to study a short time in the open air, especially in the pleasant season. This is usually as agreeable to them, as it is favorable to health. A few plain seats should be placed there. A flower garden, trees, and shrubs, would furnish many important lessons of instruction. Indeed, I cannot help regarding all these things as indispensable, and as consistent with the strictest economy of space, material, and furniture, as a judicious arrangement of the school-room itself. Sensible objects, arid every species of visible apparatus, in- cluding, of course, maps, charts, and a globe, are also regarded as indispensably necessary in illustrating the sciences. They not only save books, time, and money, as has been abundantly proved by infant schools, but ideas are in this way more firmly fixed, and longer retained. In the use of books, each child must have his own ; but in the use of sensible objects and ap- paratus, one thing, in the hands of the instructer, will answer the purposes of a large school, and frequently outlast half u dozen books. Such are the views which my own personal experience and observation have led me to adopt in regard to this important subject. I am aware that on some points they are opposed to prevailing opinions, but while I cannot suppose that they are entirely free from error, I cannot but hope that^these and other means proposed for the improvement of our schools will not be rejected without bringing them to the test of a fair experiment. 4 PLATE I. FIGURE I, 4 It. j SbiriK ^ Jl. \r w 1' L Sf 1 J* I S 1 CD j C jib e e e n TV Tt 7L Tl 11. 71 "- < e d; e d e d d d. cC e dL i 1 1 1 D 1 1 1 1 ^L i r^ c= I 1 L I 1 1 1 1 ! 1 1 1 ^ 1 1, 1 1 r-LL 1 == i 1 == "= w TV -i i i 1 1 1 1 1 f =1 | ! 1 1 1 1 M r-Jn 1 ! 1 H [ P[ j i 1 1 1 1 J 1 1 1 L H ^ -LL _LJ- _L_L . .LL i ' J _L OJL J-L P L / 1 p^ r-. h. EV fix ff i f* s TV ft li * I A w - "XiT" "X TT 1 e V e TV- FIGURE 2. J 7 1 a a EXPLANATION OF PLATE I. FIG. 1. THE PLAN OF THE SCHOOL-HOUSE. aa The two entries, ft The Instructor's platform. c Instructer's desk and seat. d Desks, 2 feet by 14 inches. e Spaces between the rows of desks, 1 feet wide. jy Movable black boards. g Seats, for those who are reciting, &c. h Doors. k Stove. m Step for ascending the platform, n Seats for small pupils, and for recitation. o Space 30 feet by 8, for recitation, &c. p Globe, r Library. Place of deposit for Museum, &c. to Windows. FIG. 2. SIDE VIEW OF THE DESKS AND SEATS. a Seat. b Back of the seat, or front of the desk, e Case for books, &c. d Narrow division for slates, &c. t Lid to the book case. / Form of the plank which is the principal support of each end of the desk. APPENDIX. COMMUNICATION SIZE .AND VENTILATION OF SCHOOL-ROOMS. To the Committee of the American Institute, on the Subject of School-Houses. GENTLEMEN, THE air we breathe is so common a blessing, that its value is not estimated ; and the importance of preserving its purity in schools, by constructing rooms of sufficient size, and providing ample means of ventilation, cannot be. appreciated, without considering the influence which it has upon life, health, and mental vigor. While I shall not attempt to offer an entire plan for a school-room, I have hoped to promote the general object you have in view, by collecting the principal facts in relation to the subject of air, which ought to be considered in its construction and arrangements. The heart of a healthy individual, of mature age, beats about sixty-six times a minute, or four thousand times an hour ; that of a child, much faster. The whole mass of the blood is supposed to pass through it, fourteen times an hour, or once in four minutes. After it returns through the veins to the heart, and before it is again sent out into the body, it is made to pass through the lungs, where it comes in con- 28 APPENDIX. sand six hundred and sixty -five children, of the previous years, died for want of pure air ! ! * We shudder at the history of the * The following statements will show that diseases of the most dan- gerous character, are often produced by the want of ventilation, where no immediate injury is perceived. They are extracted from a work recently published in London, by Dr. George Hawthorn, on the sub- ject of ventilation. "The contagion by which Typhus Fever is produced," says Dr. Lind, " is generated in three ways ; the first of which is the confine- ment of the healthy animal exhalations in a crowded and ill-ventilated place." Mr. Howel, and others, who escaped from the black hole at Calcutta, were seized with the Typhus Fever. Dr. Chisholm, in his observations on the remote causes of feve-r, says : The second pro- ceeds from human effluvia, arising from healthy persons, but, from the peculiarity of circumstances in which they are placed, in a state of morbid concentration, are capable of generating a principle similar to that produced by infectious and pestilential effluvia." Dr. Fordyce, and others, state, that many brute animals are subject to Typhus, when crowded together in ill-ventilated places. It has been observed to break out among hogs and sheep. It is very common to find mild febrile attacks among the poor, appa- rently originating from cold, or other causes, becoming contagious in their course, in consequence of the confined and dirty situations in which the patients live. " I have known a nervous fever," Dr. Ferrier observes, " which was putrid also in several instances, preserved in a small town for almost two years, among the poor alone." In 1779 a fever of the nervous kind raged in Carlisle (England), which did not seem to be introduced from any neighboring place. Dr. Heysham, with great industry, traced its origin to one of the gates, which was tenanted by five or six poor families." " I conceive it unnecessary to adduce more facts, corroborative of the important truth, that accumulated and concentrated animal effluvia are sufficient to produce diseases of a most malignant and pestilential nature ; or to give more references, to show that such has been the opinion of the most experienced and learned writers on the subject. It is a fact, established by the experience of ages, that the most destruc- tive diseases with which our cities and towns have been visited, have generally had their origin either among the poor, whose houses, besides being crowded, are the abodes of all kinds of filth and wretchedness and destitute of every means of ventilation ; or in barracks, poor houses, SIZE AND VENTILATION OF SCHOOL-ROOMS. 29 "black hole of Calcutta;" but here was a sacrifice of life, eighteen times as great, in an institution of charity ! A man in health, is supposed to breathe, on the average, twenty times in a minute, and to take in forty cubic inches of air at one inspiration ; or eight hundred cubic inches, equal to 3} gallons per minute. Of this, one fifth only, or one hun- dred and sixty cubic inches is vital air, or oxygen ; and thirty- two cubic inches, or one- fifth of the whole vital air contained, is consumed in the minute, in order to produce the changes in the blood which are necessary to health. In five minutes, therefore, the vital air of the whole 3} gallons would be con- sumed ; or, in one minute, the vital air of two-thirds of a gal- lon. In one hour, the whole vital air of nine thousand six hun- dred cubic inches, or forty -one gallons, would be destroyed, and respiration could no longer be performed. But in addition to this, an amount equal, or nearly equal, to that of the oxygen consumed, is produced of carbonic acid, formerly called fixed air (which often destroys life in wells) ; and this poisonoiis gas is breathed in place of vital air. At the end of half the time mentioned, therefore, we shall have an air composed of only half the proper quantity of oxygen, and corrupted by an equal quantity of a poisonous gas. In this view of the subject, we can hardly doubt that double the we have stated, i. e. twenty thousand cubic inches, or hospitals, prisons, ships, boarding-schools ; or in places which are filled with animal effluvia, from a number of persons being confined or col- lected together. The necessity, therefore, of changing the air in all such situations, is too obvious to require comment. A dreadful example of the effects of air thus corrupted, upon indi- viduals who breathe it only a short time, occurred at what were termed the Black Assizes, held at the Old Bailey, in London, 1750. The ef- fluvia arising from a large number of prisoners, who were brought in- to the Court, or confined temporarily in rooms adjoining it, was so de- structive, that more than forty persons present were taken sick and died, including four out of six of the judges, and several of the counsel and jury. 5 30 . APPENDIX. eighty-two gallons per hour, would leave a person to faint and die. Facts confirm this estimate. Particular experiments were made on this subject by Dr. Henderson and Mr. Kite. Dr. Henderson breathed six hundred cubic inches for four minutes, or nine thousand cubic inches, equal to thirty-six gallons, an hour ; and was compelled to stop, after suffering much oppression and distress for breath. Mr. Kite breathed five hundred and ninety-one inches, fora minute ; equal to seventeen thousand seven hundred and thirty inches, or one hundred and forty-one gallons per hour, and was greatly oppressed for breath. He breathed the same quan- tity 1J minutes, and the oppression became intolerable ; and in two minutes use of gallons of air, (equal to seventy gal- lons per hour) he became giddy, his face swelled, and he fell back in his chair. Halley says, that it requires at least one gallon per minute to sustain life, or sixty gallons an hour ; but this was the air compressed by being in a diving-bell, at the bottom of the sea ; and the quantity must be estimated higher at the surface of the earth. Lavoisier says, that, according to his experiments, a man would die in 5 cubic feet, or eight thousand six hundred and forty inches, in an hour. It would appear, then, that when a person is confined to ihree hundred cubic inches, 1J gallons of air a minute, or to eighteen thousand cubic inches, or seventy-two gallons an hour, he will be in danger of oppressed breathing, and faint- ing. He will not receive the supplies necessary to maintain his vital energies without much more air. The question, " How little can be afforded without immediate danger to life ?" is one which should never be asked by a kind, or even faith- ful educator, concerning that which God bestows in unlimited abundance, and which can only be excluded by inexcusable parsimony, or cruel neglect towards those under our care. We are not merely bound to keep cJiildren alive, but to give them all the air which is necessary to invigorate their constitu- tions, to produce comfort, and cheerfulness, and activity of SIZE AND VENTILATION OF SCHOOL-ROOMS. 31 body and mind. We must therefore resort to the instructions of experience as to this point. Unfortunately, we have few particular observations in re- gard to school-rooms. The French writers on hospitals, deem it indispensable that each patient, (even in the private sick room of a school) should have 6 cubic toises of air, equal to fourteen hundred cubic feet; and suck is the plan of the best European hospit- als. Sir Gilbert Blane says, six hundred cubic feet are neces- sary in England (with a climate much colder, and an air generally purer than ours) for each patient ; and that with a less quantity "it is impossible to maintain the requisite pu- rity of the air" If we take but half the quantity required by the French,- (allowing the rest on account of disease) it will probably be a better rule for our climate ; and when we re- collect the superior means of ventilation in the immense rooms of a hospital (many of which are seventy feet long and four- teen high) this will by no means be too muck for a small, close school-room. We shall then have a space of seven hundred cubic feet for each pupil ; or, supposing the room to be eight feet high, each child should have eighty-seven square feet, or a space of 8 feet by 11. It appears from the facts collect- ed by Mr. Adams,* that the smallest allowance, in several dis- tinguished schools which he visited, was 7J feet; and the largest, sixteen to a scholar ; or, if the room \vere ten feet high, (as we believe those referred to are,) seventy-two to one hun- dred and sixty cubic feet. Lancaster, whose rooms in England' were 15 or 20 feet high, in many cases allowed nine square feet to a pupil, or from one hundred and thirty to one hundred and eighty cubic feet to each ; and this where the most rigid econ- omy was demanded. Supposing the ceiling to be ten feet high, at only the allowance of one hundred and fifty cubic feet to * See Adams' Lecture, in the collection of Lectures delivered be- fore the American Institute in 1830. 32 APPENDIX. art individual, the smallest dimensions of a room for thirty pupils should be 22 feet by 20 feet ; of one for fifty pupils, 30 by 25 for seventy pupils, 35 by 30 and for one hundred 44 by 34 feet. A liberal allowance would re- quire at least one third more: and double the space is highly desirable. But if we reduce the space occupied by each child to less than that here allowed, we hazard his health and constitution, as well as his immediate comfort, in order to avoid an expense comparatively of no moment. And with this amount of space, nothing but frequent and careful ventilation, and great attention to cleanliness, in the persons of the pupils as well as in the room, will prevent their suffering from the constant exhalations, (often loaded with disease) which arise from the skin, the stomach, and the lungs, and which cannot be weighed and measured, except by the baneful effects they sometimes pro- duce, when they 'are suffered to accumulate. These exhala- tions, let it be remembered, are thrown off by the organs, be- cause they are injurious to the person himself. But with- out due ventilation they must be respired by others ; and not only that, they are mingled with the saliva in the mouth, and pass with it into the stomach. Who can wonder at the loss of appetite, and diseases of the lungs and stomach, which are so commonly connected with ill-ventilated school-rooms ! Such places are literally nurseries of disease, and open sepulchres for health and happiness. In regard to the mode of ventilating school-rooms, it should be remembered, that the gases and exhalations in a crowded assembly are of two kind* those which ascend on account of their heat or lightness to the upper part of the room, and are perceived by those who sit in elevated galleries, or whose heads are in any way raised towards the ceiling and the car- bonic acid or fixed air, which is heavier than the atmosphere, and therefore descends, and occupies that part of the room next the floor,' in the same manner as it is found to settle in SIZE AND VENTILATION OF SCHOOL-ROOMS. 33 wells and cellars. To favor the escape of the lighter exhala- tions, it is indispensable to have openings over the tops of the windows, or in the upper part of the room ; and scarcely any degree of ventilation below will supply their place.* In the winter season, an opening into the upper part of the chimney, when the draft is good, will answer the purpose. Where this is wanting, and especially in rooms where lights are used, a very excellent means of ventilation is found in an artificial chimney, formed by a pipe issuing from the upper part of the room, with a large funnel at the opening, in which a lamp is kept burning. By means of the strong draft here produced, Sir Humphrey Davy, the celebrated English chemist, cleared his laboratory in a very short time, after having filled it with noxious gases. But it is not less necessary to guard against the effects of the carbonic acid which settles in the lower part of the room. In caverns and wells, it often rises only to a certain height ; so that above this level an individual may breathe and a light may burn, perfectly well ; while a light would be extinguished and the respiration obstructed, or stopped, on descending below it. Thus, in the celebrated Grotto del Cctne, in Italy, in which this gas issues from the ground, and although it is in- visible, can be found by its effects to iiu\v along the ground, a dog will die, while a man whose mouth is elevated above the level of the gas. suffers no inconvenience. The teacher, there- fore, especially if he is elevated on a platform, will not always * I presume many have noticed a fact illustrating this remark, which I have more than once observed in travelling ; that when a room which has been closed during the day in warm weather, is aired at night by windows opening only from below, the air will appear for a short time quite fresh ; but on shutting the windows, will become, in half an hour, as close as ever. In this case, the warm exhalations and lighter gases remained undisturbed at the top of the room ; and as soon as the lower air, which has been cooled, becomes heated, and ascends, they are again brought down, and made perceptible. 34 APPENDIX. be sure that the air of that part of the room in which the smaller children are breathing is good, merely because he perceives no want of purity in that which surrounds him ; and, like the man in the Grotto, may be surprised to find that one who breathes below him suffers from the badness of the air. On this account it is of great importance that no part of the room should be below the level of the doors ; and that regular pro- vision should be made for opening the doors frequently and for a sufficient time, to allow this deleterious gas to flow off. These circumstances seem to me very decisive arguments against making a school-room descend, as I have sometimes seen, towards the centre, producing a kind of " black hole " for the smaller children ; and they show the importance of employing rooms above the level of the ground, for schools, as well as other assemblies of people. The immediate evil effects are imperceptible perhaps ; but seeds of disease and debility may be planted, which no subsequent care can eradicate. The best mode of securing regular ventilation as well as uniform heat in a school-room, during the season when the windows must be closed, undoubtedly is, to introduce the ex- ternal air from the side, and not from the cellar, of the build- ing, through a stove or furnace, so that it may enter the room warm, diffuse the heat equally throughout, and prevent the current of cold air which presses in at every crevice. In this way also, the doors and windows may be opened at any- time, without cooling the room too much, as the air usually presses outward.* * Several excellent plans have been discovered for this purpose, of which I trust the Committee will furnish some account. I have found, that a common stove might be made to answer the same purpose, in some degree, in the following way : Let a close case of sheet-iron be made of such dimensions as to rise from the floor to the top of the stove, or a little above it, on three sides ; and so large that there will be a space of two inches on all sides between the stove and the case. The stove should be raised on legs, or bricks, a few inches from the SIZE AND VENTILATION OF SCHOOL-ROOMS. 35 The facts and principles presented in this paper, have been collected with care, from the best and most recent authorities in Chemistry and Physiology within my reach ; * in the hope that they might serve to impress more deeply on the minds of parents, and of the guardians and visitors of our schools, the importance of providing the indispensable means of bodily health and intellectual vigor, for teachers and their pupils. It can scarcely admit of a doubt, that the premature decay, or sudden destruction of many a faithful teacher, and the debiliiy of constitution of many a pupil, is brought on by the insidi- ous but poisonous influence of the corrupt air in which they epend their days. The economy, which hazards such results, by providing small school-rooms, car. only be compared to that infatuated avarice, whicJi destroys life, in striving to obtain or to hoard the means of existence. In no single mode, probably, could the American Institute be more useful, than in establishing and circulating correct views on this important subject ; and I cannot but hope that their efforts will be the means of extensive good, on this and many other subjects of vital importance to the interests of education, and therefore, to the prosperity of our country. I am, Gentlemen. Repectfully yours, WILLIAM C. WOODBRIDGE. floor, and the opening beneath closed in front with brick the other three sides being closed by the case. Introduce the air from without, by a wooden trough, and let it rise under the bottom of the stove, and it will pass out between the stove and its case in a pleasant state of warmth. The trough should be furnished with a slide, to regulate the amount of air, according to the warmth of the stove and of the room; and the case should be so constructed that it may be removed, in order to clean the space around the stove when necessary. * Among these are Hare's, Gorham's, Henry's, and Silliman's Chem- istry ; Richerand's, Magendie's, and Bostock's Physiology ; Londe's Hygiene ; The Paris Dictionary of Medical Sciences, and Rees' Cy- clopedia. CONSTRUCTION OF SCH OOL-ROOMS [The Censors have been favored with a communication " On the Con- struction of School- Rooms " from the Rev. WILLIAM WOODBRIDGE, which was not offered for the prize of the Institute. On this sub- ject. Mr. Woodbridge speaks with the" voice of experience ; and the following extracts from his communication, contain an exposi- tion of principles which are well worthy of attention. The Censors would not be understood, however, to approve of the plan proposed in this communication, in all its details.] THE subject proposed by the Institute, requires attention to the best modes of constructing, warming, lighting, and airing school-rooms. The construction of a room necessarily depends on the objects to which it is destined, and the ends to be ob- tained ; and these must first be considered. No man ought to build, without counting the cost: viz. For what purpose he builds as well as at what expense ; whether of money, or TIME, HEALTH, or LIFE. What millions have been wasted for want of the first ! What losses folljjw miscalculations in the last. Before stating any particular plan, I would make some gen- eral, but essential remarks-. CONSTRUCTION OP SCHOOL-ROOMS. 37 1. The intent of all theoretical and practical education is, to form the sound mind in the sound body. This is the cen- tral point to which all means are to be directed. How are the powers of genius to be developed in a sickly child ? What are the public uses of theology, in a dyspeptic divine? or the energies of wisdom in a consumptive habit? in a walk- ing corpse? Health then, and wisdom, are the great objects of education : " United they flourish divided they die." For this the church the nation is in mourning*. 2. Frcslt air, and cleanliness in every form/ are absolutely and imperiously essential in our common schools. 3. Clear light, easy and convenient seats and benches, that favor easy attitudes of body, appear to be important, if not es- sential points in the structure of school-rooms. Uneasy bod- ies render the mind uneasy and restless. Clear images of truth cannot be reflected from turbid and agitated water. 4. To prevent is easier than to rectify disorders in a school. In order to do this, no scholar should be out of his teacher's eye five minutes in a day. Such vigilance is essential to order; as it convinces the scholar that nothing can be done, even slily, without de- tection, nor can study be neglected without notice : it is a first principle in the teacher's art, the first in school tactics. There- fore every school-room ought to be so constructed as to render thi> rreat and incessant duty convenient. 5. The " non-naturals" to use the Physician's term, have great effect upon the mental temper, as well as the physical system. A village fiddler takes great care of his violin, keeps it carefully from wet and dampness and too much heat, which affect the tone of its strings, and render them too tense or too lax ; surely then the nervous and muscular sys- tem requires attention. Mental habits are formed under the hand of the teacher. Passions are to be regulated into proper discipline, for self-command, and social order, and regular sub- 408012 38 APPENDIX. jection. Nothing that belongs to the means of their regula- tion is trifling. " Just as the twig is lent, the tree's inclined." The distorted sapling is low, unshapely, and crooked, while the well trained tree, which is near it, grows tall and upright. LIGHT. Windows for a school-room ought to be high, for several reasons. 1. When low, the light is interrupted by every in- tervening object, and throws the pages of the reading and writing book into the shade. 2. Low windows when opened bring a current of air directly upon the pupils, and expose those before it. 3. Low windows incline the scholar to look out too long and too often. The upper sash of every public room ought to be hung with a weight, that it may be let down in order to allow the hot and lighter exhalation?, which rise to the ceiling, to escape. 4. The saving of glass would be a serious advantage in point of convenience and economy ; for low windows are often broken, and often go a long time un- mendcd, from the neglect of committees. 5. The same quan- tity of glass in a sky-light, would produce double the quantity of light. The sky-light might also be so hung as to air the room, often and easily.* 6. The end or side windows, ought to be high, and their light thrown upon the benches length- wise ; otherwise it will admit an inconvenient shade. Every purpose then both of air and light will be best secured by high windows, combined with sky-lights where it is practicable, throwing the light lengthwise over the benches, supposing these to be sloping. * The glass might be of the kind called bull's eye, that would stand the weather, and be more secure from accidents. CONSTRUCTION OP SCHOOL-ROOMS. 39 HEAT. Heat in a school-room ought to be equally diffused through every part. This can rarely be done without a stove. No seats or benches ought to touch the floor, therefore, to pre- vent the free circulation of warm air to the feet. Such seats also would interrupt the sweeping, which ought to be done daily and well. The fire ought to be kindled early in the morning ; otherwise children become uneasy and fretful, and nothing goes on well. When the warm air of a stove- heat meets the scholar's cheek, as he enters school, he is at once pleased and easy. On the other hand too great a de- gree of heat renders the scholars uneasy, listless and fretful, and the teacher more languid. There ought to be a thermometer in every school-room, and the heat regulated to fifty-five or sixty degrees. If the preservation and health of the plants of a green-house deserve this care, should it not be used for a school of children ? Our feelings often lead us to judge incorrectly of the tempera- ture ; and a teacher who is chilled or feverish, may render his scholars uncomfortably hot or cold, by regulating the room according to his own sensation. When the room is well warmed in the morning, little, if any additional fuel will be necessary until noon. The breath and perspiration of a school, will keep up the temperature of the room until nearly noon, when the heat ought to abate, to pre- vent too great a change in passing into the cold air. The same regulation should be observed in the afternoon, and es- pecially in the evening school. Stove-heat is far the most economical as well as most equally diffused through a room. It is of little importance in what part the stove stands ; but it ought to have a. foot-board, say six or eight inches high, if the stove lie twelve or fifteen inches from the floor ; and sir inches wide, to set the feet on, in order to dry and warm them, and at a safe distance from the stove. To set with cold or \vet feet, for several hours, produces immediate uneasiness, 40 APPENDIX. and often danger. Above this, there ought to be a railing to prevent the children coming too near the side? and top of the stove. An open fire-place is sometimes dangerous, and even fatal, to children dressed in cotton. I have had two or three grown children whose clothes have taken fire, who were saved with difficulty, from dangerous if not fatal burning. Xo school-room ought to be left without some careful person, nor the fire renewed without the teacher's direction. AIR. The quantity of fresh air necessary to life, amounts to more than one gallon for each person for every minute, or seventy- two gallons an hour. So much then must be ruined by res- piration ; and so much restored by ventilation every hour. For want of this change of air, attendance upon meetings in a school-house or confined room, soon communicates lan- guor and weariness to a painful degree. Attendance on a crowded assembly is followed by a sleepless or restless night ; and a weary day follows from no other cause. How many asthmatic and fatal lung complaints arise from this single cause. In looking back upon the languor of ffty years of labor as a teacher, reiterated with many a weary day, I attribute a great proportion of it to mephitic air ; nor can 1 doubt that it has compelled many worthy and promising teachers to quit the employment. Neither can 1 doubt, that it has been the great cause of their subsequent sickly habits, and untimely decease. A few, by timely vigilance and care, have prolonged life, until age has given them a fair discharge. It is to be noted that they were men of temperance, either from inclina- tion, virtue, or necessity or men of very strong natural con- stitution. But how shall we prevent the deleterious effects of want of air, which we have described, upon the physical and mental system ? From eiht to sixteen square feet of area in a school-room have been estimated as necessary to secure a CONSTRUCTION OF SCHOOL-ROOMS. 41 convenient space for air and the exercise of the school. Why not be liberal of space and air } Parsimony here is " penny- wise" it is extravagance of health and life. GENERAL CONSTRUCTION. In the division of a school-room, 1 would place the teacher on an elevated platform, eighteen or twenty-four inches above the horizontal floor of the house, from which his eye can easiest view every part. This platform may serve as a stage for speaking and reading select pieces. 'In front of this platform, on each side of the teacher's desk, should be a board, or desk, ten or twelve inches wide, and conveniently high for a class to rest their books upon when they are receiving les- sons, or occasionally to place an idler at. to study. Behind the teacher's platform, ought to be a book-closet, for maps, ap- paratus, or instruments for school use. A clock that would cost from five to eight dollars, would save its cost every week, be- sides fixing the habit of punctuality, of diligent study and or- derly recitation. Time is money. Every minute lost in a school of forty-five scholars amounts to three-fourths of an hour. And all this may be saved several times every day, by the punctuality which a clock produces. DESKS AND BENCHES. Having tried all kinds of seats and boxes, I prefer those of the Andover and Exeter academies. These consist of seats and boxes twenty-four inches long, fifteen to eighteen wide ; sloping one inch, with the lid 1 or 2 inches wider than the body of the desk ; rising from the seat to the elbow of the student. One inch higher might be as well, or even better. The boxes, or desks, may be four or five inches deep next the seat, and six or seven on the other side. The parting of these desks should consist of 1 inch cross-pieces, upon which the lids will rest. The back of each seat will support the box part of the seat behind it. These upright backs will be mor- 42 APPENDIX. ticed into two upright plank posts, and these posts into two wide joists, of four or five inches thick. The seats, say ten or twelve inches wide, may be twelve to fourteen or fifteen inch- es high ; more or less, to suit larger or smaller boys. Between the seat, and its desk, allow only room to stand up. All seats ought to have open backs, with narrow boards on the top to rest the back upon. I have thus given my views in a brief and hasty manner, which circumstances render unavoidable, and request the In- stitute to dispose of them as they deem best. (Signed) WILLIAM WOODBRIDGE * * The Rev. Mr. Woodbridge is now seventy-five years of age. He was the first principal of the Phillips Exeter Academy. He commenced, in 1780, the only school known for instructing females in the high branches of knowledge, was instrumental in forming the earliest as- sociation of teachers of which we have any account in this country, in 1799 and was for fifty years actively engaged in teaching. ELEMENTARY SCHOOL-ROOMS, [The following judicious and pertinent hints are extracted from the "School Magazine " for April, 1829. It is hoped they may furnish some useful suggestions to teachers and others who are interested in ELEMENTARY SCHOOLS.] IN the selection of school-rooms in cities, the following things seem highly important : that Hie situation chosen be not confined, or dark, or damp, but embrace, as far as pos- sible, the advantages of pure air and free circulation, along with the full privilege of light, and, if possible, a pleas* ant aspect. Surrounding objects should, as far as possible, contribute to cheerfulness. This is a principle of great im- portance in all our arrangements for early education. "Where the advantage of a play-ground can be had, paing should be taken to keep it dry ; as it cannot otherwise be wholesome. If a plat, ever so small, can be appropriated for a few shrubs and flowers, or even a single tree, it may be ren- dered a source of valuable instruction, as well as of immediate enjoyment. A little care will prevent any injury being done to such a spot, or its productions. In the English infant schools, a bed of shrubs or flowers is sometimes added to the play-ground, for the very purpose of affording opportunity of cultivating early the natural sensibilities of infancy towards the works of crea- tion, and of cherishing in the young mind habits of self-corn- mand, and a respect for the rights of property. Mr. Wilder- spin, of the infant school in Spitalfields, recommends to all teachers of schools for little children, an arrangement of this sort ; adding the testimony of his experience, that in several 44 APPENDIX. years' teaching of children from indigent and perhaps ill-reg- ulated families, he seldom or never found this expedient for juvenile improvement fail of producing the happiest effects. To render school-rooms in cities less injurious to the health of young children than they sometimes prove, the following 1 precautions have been found serviceable. To dispense en- tirely with close stoves, and to make use of open stoves, or, when possible, of fire-places. To keep a thermometer in the school-room, for the purpose of regulating the tem- perature, whether in summer or winter. To have one or more of the ivindows made so as to let down at top. The raising of windows sometimes throws a strong current on the heads and necks of children, when in a state of exposure from a previously overheated room. At some seasons of the year, this method of ventilating is dangerous, and in all it is inju- rious. In winter, and especially in the afternoon school hours, great relief from oppressive w T armth or closeness, may be ob- tained by a single pane in the upper part of any of the win- dows being framed, so as to turn on small hinges, in the man- ner of a door. A few circular openings in the ceiling serve, in some measure, the same purpose. To secure both of these last mentioned contrivances, would probably be found most desirable. With these brief hints w r e must leave the subject of school- rooms in relation to the circumstances of a city, and proceed to the consideration of arrangements applicable to elementary schools in the country. We may be permitted, in the first place, a few remarks on the choice of situations for the erec- tion of school-houses. The selection of the spot on which the building stands, is too often made, in New England, at least, with mere reference to a location precisely central for the pop- ulation of the district. A little attention to the wants and comforts of the children, if substituted for the views and wishes of grown people, would lead to a choice very different from what is sometimes made. ELEMENTARY SCHOOL-ROOMS. 45 How often may the passing traveller observe, whether in the severity of winter, or the scorching heat of summer, the district school-house exposed in an angle of a bare field, to the violence of the wind, or the heat of the sun, when, at the distance of a hundred rods, might be found the shelter of an ad- jacent eminence, or the shade of an inviting grove. Were pa- rents, in all cases when the site of the school-house is in agita- tion, to think of their children's happiness rather thun their own predilections, the right decision would be always made ; and the building would be erected where education, (and not local feeling,) required it to be. The free scope for exercise commonly enjoyed by children in the country, renders any arrangement for health less a matter of importance there, than it is in cities. Still, an enlight- ened regard to the influence of circumstances in education, would lead to endeavor for securing every possible advantage, whether of a moral or a physical nature. It is by no means a rare circumstance, that the school-house is so situated as to have no adjoining space for recreation. Children are in consequence of this, sometimes left to find their amusement by playing in the road or in the street. In retired, shady, and pleasant situa- tions, this disadvantage is comparatively slight. In rainy or dusty weather, however, and where young children are of necessity exposed to an oppressive sun, the evils are obvious. To secure the safety of the younger children, without irk- some restraint, is also a matter of importance in central situa- tions, and near to roads on which there is much travelling. An appropriate play-ground, besides offering attractions for pursuing recreation in a safe and suitable spot, becomes a source of pleasure as a property and possession, a thing not without its influence, even in childhood. Many important considerations might be advanced, in ad- dition to those now offered, on this point. But our present object is to submit hints which may lead to further thought, rather than to attempt a full view of the subject. Besides ; 7 46 APPENDIX. there are several useful exercises of an intellectual nature, which may be uniicd with bodily recreation ; and for these purposes an adequate space, and sufficiently retired, by means of a fence or otherwise, is indispensable. This is more partic- ularly the case in regard to those blended forms of amusement and instruction which have been introduced with so salutary an effect in infant schools, and which, with a little exertion, might be afforded to the younger classes of pupils in all pri- mary schools. Great benefit would often be conferred on health, and a valuable aid would be rendered to cheerfulness and mental ac- tivity, by extending the arrangements made for the education of childhood, so far as to furnish opportunities for exercise and recreation in unfavourable weather. A large shed construct- ed of the plainest materials, would, in this view, be a very desirable addition to the accommodation, and the innocent and healthful pleasures of children. In inclement weather, the labors of the teacher would sometimes be lightened by employing such a building as a receptacle for classes whose presence was not, at the moment, required in school ; and whose uneasiness must otherwise be repressed by stern measures, or be left to occasion disturbance and interruption. The subject of facilities for recreation we must now dismiss, with the single remark, that this is a point of great importance to the whole character of the young. Measures for promoting health are of value in proportion as they are used earl)', while the frame is susceptible, and every favorable change is effec- tually seconded by nature. A clear, strong, and ready mind, is inseparably connected with health and activity of body ; and the purity of the young heart is best sustained in those instances in which the laws of the human constitution are at- tentively observed. The period of childhood offers, moreover, strong inducements for an affectionate care of its welfare, by the simplicity of the means it requires to be used for its advan- ELEMENTARY SCHOOL-ROOMS. 47 tage. The infant does not ask for multiplied and costly re- sources; it solicit?, with nature's true eloquence, the privileges of protection and freedom, the cheering; light, and the invigor- ating air, and the use of its limbs, benefits in regard to which our prevailing vie\vs of education have been extremely narrow. The next topic to winch we would invite the attention of our readers is the plan on which school-houses are usually erected. Several changes might be advantageously made in this particular. Of those which seem most important one is the enlarging of the plan of the building, with a view to prolonging the season of teaching, and conducting the instruc- tion of the elder and the younger classes, during a part of the year, under the same roof. A more liberal allowance of space, than has been customary in the planning of school-houses, would at least afford opportunity for arranging and classing the scholars to better advantage, and for introducing new T fa- cilities for instruction in several departments of education. Few measures, perhaps, for the improvement of popular education would be more effectual, than an arrangement which might afford the requisite facilities for advancing, in an ade- quate manner, the progress of the elder classes in common schools. The great number of children now usually under the care of the teacher of a winter school, and their very une- qual ages and capacity, hinder the improvement of all, by confining and embarrassing the efforts of the instructer. To divide the school, so as to arrange the younger scholars in an elementary department, under the care of a female assistant or of monitors, would be a great step towards a general reforma- tion of instruction. The additional expense of the salary of an instructress would probably amount, in some case?, loan entire obstacle to such an arrangement. But there are few school districts in which the requisite number of scholars sufficiently advanced in years and in education, could not be found, competent to render a limited but effective assistance, under the eye of a qualified 48 APPENDIX. master. In like manner, where summer schools are very nu- merous, the instructress, if adequate to the charge, might, by the instruction which she should afford to a female class of the proper age and ability, remunerate them for the assistance they might render, in teaching the younger scholars. To facilitate any plan of this sort, it would be desirable, in all cases, to have the school-room large enough to admit of the principal and the subordinate instruction going on at the same time, under the personal care and the superintending eye of the teacher. An improvement of some value in the planning of school- rooms would be gained by having two doors, instead of one. In this way, a separate entrance might be appropriated for scholars of each sex, or for the younger, and the elder classes. An improvement in the arrangement of the windows of school-rooms would be attained, by placing them much high- er from the floor than is now customary, and having, if ne- cessary on this account, a higher ceiling. Several advantages would be thus obtained. A large space of wall would be gain- ed, which would admit of a range of maps, or useful tables, of letters, figures, weights, measures, &c., besides pictures illus- trative of geography and natural history, such as are now afforded in small and cheap publications adapted to primary schools. But the greatest advantage attained in this way would be a range of black board,' round the greater part of the room, for various uses in spelling, ciphering, and any oth- er department of instruction which requires or admits illustra- tion addressed to the eye. To elevate the windows of school-houses would be attended with two other advantageous consequences. It would tend to keep the attention of the scholars from being attracted to occurrences and objects out of doors, and in summer would afford opportunity of ventilation, without the disadvantage of throwing the current of air directly on the heads of the children. PLAN VILLAGE SCHOOL-HOUSE IT is believed that the leading principles, advanced in the Prize Essay, will be generally approved by practical teachers ; but there may be those who would prefer a school-room ar- ranged on a plan somewhat different from that which the author proposes. The Censors have determined, therefore, as the whole subject was committed to them, to annex to the Essay another plan, which, they hope, will be acceptable to the members of the Institute. Plate II is the ground-plan of a village school-house, for both sexes, containing eighty separate seats and desks. Ad- ditional seats for small children, who may not require desks, can be introduced at pleasure, and the teacher can arrange them in such situations as may be most convenient. For this purpose a sufficient number of light, moveable forms should be furnished. The whole edifice, exclusive of the portico in front, which may be omitted, if a cheap, rather than a tasteful building ia required, is 58 feet long, and 35 feet wide. The dimen- sions of the school-room allow 21 feet of floor to each of eighty scholars, the passages, teacher's platform, &c. being included. It is believed that this allowance is not too liberal,- is not more than is required for the comfort, health and improvement of 50 APPENDIX. the scholars.* If we were called upon to name the most prominent defect in the schools of our country, that which contributes most, directly and indirectly, to retard the progress of public education, and which most loudly calls for a prompt and thorough reform, it would be, the want of spacious and convenient school-houses. The plan here proposed may be enlarged or diminished, for a greater or less number of scholars, according to the fol- lowing scale : For ten scholars, add 4 feet to the length ; for sixteen scholars, add 4 feet to the width ; for twenty-eight scholars, add 4 feet to both length and width. For a less number of scholars, the length or breadth, or both, may be di- minished at the same rate. In villages and populous neighborhoods, would not the in- terests of education be promoted, if the children were judi- ciously classed in a series of schools, according to their attain- ments 1 There might be one commodious building, contain- ing separate rooms for two, three, or more schools, according to the number of children that could conveniently attend. A regular system of studies for the whole establishment should be determined, and its appropriate part of that system be as- signed to each school. Stated examinations should be held ; and the scholars should be advanced from the lower to the higher departments, according to their progress in the several studies. To give a unity to the mode of government and leaching, the principal instructor should exercise a general superintendence over all the schools ; and the senior pupils might be called upon, from time to time, to assist the teachers in the lower departments. They would thus render useful * It may not be amiss to state, that two of the Censors teach large private schools in Boston ; and, in their respective schools, they allow, for each of their scholars, ahout 22 square feet of floor, exclusive of en- tries, dressing-rooms, recitation-rooms, &c. One of the school-rooms is 16 and the other 18 feet high, the former giving about 350, and the latter about 400, cubic feet of space, to each scholar. PLAN OF A VILLAGE SCHOOL-HOUSE. 51 aid to the school, review their own studies in the best manner, and prepare themselves to engage in the business of teaching, should they wish to do so. In cities and large towns, such a union of successive schools is perfectly practicable ; and it cannot be doubted that such an arrangement would be attend- ed with many advantages. The school-room, represented in the plan annexed, is 48 feet long, and 35 feet wide, within the walls. The floor of the room should be level, and not an in- clined plane. Nothing is gained by the common mode of finishing school-rooms wilh inclined floors ; and much is lost in symmetry, convenience and comfort. A faithful and active teacher will be about among his scholars, and not confine himself to a fixed seat, however favorably situated for over- looking them. Whether there be a stove in the school-room or not, there ought to be an open fire-place, where children may warm and dry their feet. The fire-place should be furnished with a hot- air chamber, to facilitate the ventilation of the room. The lids or tops of the scholars' desks are usually made to slope too much. They should lie nearly, if not quite horizon- tal, an inch to a foot being a sufficient slope. Each scholar should have a separate seat, which should be confined to the floor. The scat should be about 13 inches square, and furnished with a back not more than 10 or 12 inches high. The front rows of seats and desks, or those nearest the master's platform, being designed for the smaller children, should be lower than those near the entries. PLATE II. TV w w H A ^L B A y I vr vr vr W 1 ++ S Boys. * ,x + * Oirls. '^E 33FE ^ f 'O r~~~ o o o O o o t i 1 3 E t~~ o o o 6 o o I" 3 E O o o o o 1 3 E 1 o o o o o o o 1 _J E \ J>",'.'.' / o r o o o o o O o - =i E O o o " o o o o o 1 3 E 1 6 o o o O o o f ^ s : 3 E 1 d o o o O o E rt e\ S / OE rf I WJL 1 o o p o EXPLANATION OF PLATE II. P Doric Portico in front of the School-house. d, d, d, d, d Doors. B E Boys' Entry, 12 by 10 feet. G E Girls' Entry, 12 by 10 feet. W R Wood-Room, Jl by 8 feet. g Fire-place. e Closet. f Sink, to be concealed by a falling door balanced with weights. D, D, D, D Passage around the room, feet wide. 1,2,3,4,5,6 Stations marked on the floor, to be used by classes when reciting to monitors. ABA The Teacher's Platform, extending across the room, G feet wide and 1) inches high. B A part of the Platform, to be removed in the winter, if necessary, to make room for a stove. x Cabinet for apparatus, specimens, &c. y Book-case. H Master's Desk. / Assistant or Monitor's Desk. F Centre Passage ; in the plan drawn 3 feet wide, but 4 feet would be better. b Scholars' Desks, 18 inches wide and 2 feet long. c Scholars' Seats. a Passages between the seats and the next row of desks, 15 inches wide. A desk, seat, and passage, occupy 4 feet; viz. desk 18 inches, space between the desk and seat 2 inches, seat 13 inches, and passage 15 inches. 10 w, w, &c. Windows, which should be placed high from the floor. The scale on which Plate II. it drawn, is one tenth of an inch to a foot. ACT OF INCORPORATION. COMMONWEALTH OF MASSACHUSETTS. IS THE YtAR OF OUR LORD ONE THOUSAND EIGHT IlfNDKED AND THIRTf O.NE. An Act to incorporate the American Institute of Instruction. SECTION 1. Be it enacted by the Senate and House of Representatives, in General Court assembled, and by the authority of the sains, That Francis Wayland, Jr., William B. Calhoun, William Sullivan, John Adams, John Park, Thomas H. Gallaudct, Andrew Yates, Roberts Yaux, Wil- liam C. Fowler, Reuben Haities, Gideon F. Thayer, Solomon P. Miles, William C. Woodbridge, Ebenezer Bailey, Abraham Andrews, Otis Everett and James G. Carter, together with their associates, be, and they hereby are made and constituted a Corporal ion in the city of Boston, by the name of the American Institute of Instruction, with all the powers, rights, duties and liabilities usually incident to Corporations, for the purpose of promoting and improving the means of education and instruction in Morality, Science and Literature. SECTION 2. Be it further enacted, That the said Corpo- ration may appoint such officers, and make such by-laws, rules and regulations, as it may see fit; provided the same be consistent with the Constitution and Laws of this Common- wealth. SECTION 3. Be it further enacted. That said Corporation may hold real estate to the value often thousand dollars, and personal estate to the value of twenty thousand dollars, in its 56 ACT OF INCORPORATION. corporate name ; and use and improve the same for the bene- fil of this Institution, and for all lawful purposes incident to tlie powers hereby granted. SECTION 4. Be it further enacted. That any persons named in this Act may call the first meeting of the members of this Corporation by public advertisement in any newspaper primed in Boston, two weeks successively before the day of meeting. SECTION 5. Be it further enacted, That this Act shall be subject to be altered, or amended, or repealed at any time, at the will of the Legislature. In House of Representatives, March 3, 1331. Passed to be enacted. WM. B. CALHOUN, Speaker. In Senate, March 4, 1831. Passed to be enacted. SAMUEL LATHROP, President. March 4, 1831. Approved. LEVI LINCOLN. CONSTITUTION AMERICAN INSTITUTE OF INSTRUCTION. PREAMBLE. WE, whose names are hereunto subjoined, pledging our zealous efforts to promote the cause of popular education, agree to adopt the following Constitution, and to obey the By-Laws made in conformity thereto. ARTICLE I NAME AND OBJECT. The Society shall be known by the title of the AMERICAN INSTITUTE OF INSTRUCTION. Its object shall be the diffu- sion of useful knowledge in regard to education. ARTICLE II MEMBERS. 1. Any gentleman of good moral character, interested in the subject of Education, may become a member of this In- stitute, by signing this Constitution, and paying, at the time of his admission, a fee of one dollar.* 2. An annual assessment of one dollar, shall be laid upon each member, by neglecting to pay which, for more than one * Members of the Institute may receive their certificates of mem- bership by sending to the Treasurer the annual assessment. Gen- tlemen residing at a distance, who wish to join the Institute, may do BO, by sending to the Treasurer one dollar, and authorizing him to sign their names to the Constitution. 58 CONSTITUTION. year after due notice from the Treasurer, he shall cease to be a member of the society. 3. Any gentleman, by paying at one time the sum of twenty dollars, shall become a member of the Institute for life, and be exempted from all future assessments. 4. Honorary members may be elected by the Institute, at the recommendation of two thirds of the Directors present at any stated meeting of that Board. 5. For dishonorable or immoral conduct, a member may be dismissed from the society, by a vote of two thirds of the members present, at any regular meeting. 6. Ladies, engaged in the business of -instruction, shall be invited to hear the annual address, lectures, and reports of committees on subjects of Education. ARTICLE III MEETINGS. 1. The annual meeting of the Institute shall be held at Boston, on the Thursday next preceding the last Wednesday in August, at such place anil hour as the Board of Directors shall order. 2. Special meetings may be called by the Directors. 3. Due notice of the meetings of the society shall be given in the public journals. ARTICLE IV OFFICERS. 1. The officers of the society shall be a President, Vice Presidents, a Recording Secretary, two Corresponding Secre- taries, a Treasurer, three Curators, three Censors, and twelve Counsellors, who shall constitute a Board of Directors. 2. The officers shall be elected annually, in August, by ballot. ARTICLE V DUTIES OF OFFICERS. 1. The President, or, in his absence, one of the Vice Presi- dents, or, in their absence, a President pro tempore, shall preside at the meetings of the Institute. CONSTITUTION. 59 2. The Recording Secretary shall notify all meetings of ' the society, and of the Board of Directors ; and he shall keep a record of their transactions. 3. The Corresponding Secretaries, subject to the order of the Board of Directors, shall be the organs of communication with other societies, and with individuals. 4. The Treasurer shall collect and receive all moneys of the Institute, and shall render an accurate statement of all his re- ceipts and payments!, annually, and whenever called upon by the Board of Directors ; to whom he si mil give such bonds for the faithful performance of his duty, as they shall require. He shall make no payment except, by their order. 5. To the Board of Directors shall be entrusted the general interests of the society, with authority to devise and carry into execution such measures as may promote its objects. It shall be their duty to appoint some suitable person to deliver an ad- dress before the Institute, at their annual meeting ; to select competent persons to serve on Standing Committees, or to de- liver lectures, on such subjects relating to education as they may deem expedient and usefid : to collect such facts, as may promote the general objects of the society ; and to provide con- venient accommodations for the meetings. They shall, at the annual meeting, exhibit their records, and report to the Insti- tute. They shall have power tu fill all vacancies in their Board, from members of the society, and make By-Laws for its government. 6. It shall be the particular duty of the Curators to select books, and to take charge of the library of the Institute. 7. The Censors shall have authority to procure for publica- tion the annual address and lecture^. It :-!:ull be their duty to examine the annual reports of the Standing Committees, and all other communications made to the society ; and to publish such of them, as, in their estimation, may tend to throw light on the subject of education, and aid the faithful instructer in the discharge of hi? duty. 60 CONSTITUTION, ETC. 8. It shall be the duty of the President, the Vice Presidents, and Counsellors, severally, to recommend to the consideration of the Board of Directors such subjects of inquiry, as, in their opinion, may best advance the great objects of the Institute. 9. Stated meetings of the Board of Directors shall be held at Boston on the first Wednesday in January ; on the last Wednesday in May ; and on the day next preceding that of the annual meeting of the Institute in August. ARTICLE VI BY-LAWS AND AMENDMENTS. 1. By-Laws, not repugnant to this Constitution, may be adopted at any regular meeting. 2. This Constitution may be altered or amended, by a vote of two thirds of the members present at the annual meeting, provided two thirds of the Directors, present at a stated meet- ing, shall agree to recommend the proposed alteration or amendment. BY-LAWS. I. At all meetings of the Board of Directors, seven mem- bers shall be necessary to constitute a quorum to do business. II. The Board of Directors shall annually choose a Com- mittee of Finance, whose duty it shall be to audit the accounts of the Treasurer, and, under the control of the Board of Di- rectors, to draw orders on the Treasurer for the payment of charges against the Institute. III. It shall be the duty of the Recording Secretary, on application of any two Directors, to call special meetings of the Board. OFFICERS AMERICAN INSTITUTE OF INSTRUCTION. PRESIDENT. FRANCIS WAYLAND, President of Brown University, Provi- dence, Rhode Island. VICE PRESIDENTS. WILLIAM B. CALHOUN, Springfield, Massachusetts. WILLIAM SULLIVAN, Boston, Massachusetts. JOHN ADAMS, Andover, Massachusetts. JOHN PARK, Worcester, Massachusetts. THOMAS H. GALLAUDET, Hartford, Connecticut. ANDREW YATES, Chittenango, New York. ROBERTS VAUX, Philadelphia, Pennsylvania. WILLIAM C. FOWLER, Middlebury, Vermont. REUBEN HAINES, * Germantown, Pennsylvania. BENJAMIN B. WISNER, Boston, Massachusetts. THOMAS S. GRIMKE, Charleston, South Carolina. JOHN GRISCOM, New York city, New York. TIMOTHY FLINT, Cincinnati, Ohio. PHILIP LINDSLEY, President of the University of Tennessee, Nashville, Tennessee. ALVA WOODS, President of the University of Alabama, Tus- caloosa, Alabama. BENJAMIN ABBOT, Exeter, New Hampshire, WILLIAM WIRT, Baltimore, Maryland. * Deceased. 62 OFFICERS OF THE INSTITUTE. . RECORDING SECRETARY. GIDEON F. THAYER, Boston, Massachusetts. CORRESPONDING SECRETARIES. SOLOMON P. MILES, Boston, Massachusetts. WILLIAM C. WOODBRIDGE, Hartford, Connecticut TREASURER. BENJAMIN D. EMERSON, Boston, Massachusetts. CURATORS. ABRAHAM ANDREWS, Boston, Massachusetts. FREDERICK EMERSON, Boston, Massachusetts. CORNELIUS WALKER, Boston, Massachusetts. CENSORS. EBENEZER BAILEY, Boston, Massachusetts. JACOB ABBOTT, Boston, Massachusetts. CORNELIUS C. FELTON, Cambridge, Massachusetts. COUNSELLORS. WILLIAM J. ADAMS, New-York city, New- York. JAMES G. CAKTER, Lancaster, Massachusetts. WILLIAM RUSSELL, Germantown, Pennsylvania. JOSEPH EMERSON, Weathersfield, Connecticut. WILLIAM FORREST, New-York city, New- York. WALTER R. JOHNSON, Philadelphia, Pennsylvania. JOHN KINGSBURY, Providence, Rhode Island. SAMUEL P. NEWMAN, Professor in Bowdoin College, Bruns- wick, Maine. HENRY K. OLIVER, Salem, Massachusetts. ASA RAND, Boston, Massachusetts. OLIVER A. SHAW, Richmond, Virginia ELIPHA WHITE, John's Island, South Carolina. THIRD ANNUAL MEETING. THE third annual meeting of the INSTITUTE will be held in Boston, on Thursday, the 20th day of August next. It is hoped that the members will not only be present themselves, as hereto- fore, but that they will also make others, who are interested in the subject of education, acquainted with the objects of the In- stitute, and thus induce them to come forward and assist its ef- forts, with their influence and active exertions. The committee appointed for the purpose, have not fully com- pleted the arrangements for the next anniversary ; they have made such progress, however, as leads them to believe that the exercises will be highly interesting and instructive. The Introductory Address will be delivered by President QUINCY, of Harvard University. LECTURES. Lectures on the following subjects, will be given by the gen- tlemen whose names are annexed. 1. Duties of School Committees. WILLIAM B. CALHOUX, Springfield. 2. Moral Influence of the Physical Sciences. Jon.v PIERPOXT, Boston. 3. The mode of teaching Natural Philosophy. Prof. HALE, of Dartmouth College. 4. Physical Education. Dr. GEORGE HAYWARD, Boston. 5. The best mode of teaching the Learned Languages. BEXJAMIX A. GOULD, Boston. 6. Modern Languages. Prof. TICKXOR, of Harvard University. 64 THIRD ANNUAL MEETING. 7. The best mode of teaching History. Prof. FISKE, of Amherst College. 8. Geography. WILLIAM C. WOODBRIDGE, Hartford, Ct. 9. Rewards and Punishments in Schools. JOHX A. VAUGHAN, Hallowell, Maine. 10. Emulation. JOHN" KIXGSBURY, Providence, R. I. 11. Defects of Common Schools. R. I. HOWARD, Newburvport. 12. The proper mode of conducting Recitations, and the utili- ty of Questions in text-books. WILLIAM H. SPEAR, Roxbury. 13. Discipline of Schools for Females. JAMES FURBUSH, Portland, Me. 14. Elocution. JOHN BARBER, Westchester, Pa. 15. Mode of Teaching Arithmetic. FREDERIC EMERSON, Boston. 16. Classification of Schools. S. M. BURXSIDE, Worcester, Mass. It is probable that Lectures on some, if not on most of the fol- lowing subjects, will be delivered ; but the lecturers are not yet engaged : 1. The Philosophy of Language. 2. Geology and Mineralogy, as branches of popular education. 3. Utility and proper use of Visible Illustrations. 4. Analysis of the Powers of the Mind to be developed in the process of Education. 5. The teaching of Grammar and Composition. 6. The influence of youthful Sports and Games upon the For- mation of Character. 7. Legislative aid to the cause of Education. 8. Discipline of Schools for bo 9. The peculiar Rights and Duties of American citizens, and the best method of teaching them. THIRD ANNUAL MEETING. 66 DISCUSSIONS. The Committee having been directed to propose questions, to be freely discussed during the next meeting of the Institute, they beg leave to offer the following. Other questions will probably be introduced by the members at the time. 1. Is it expedient to establish modes of amusement, during the periods which may be allowed for relaxation, in school hours? 2. Is a republican mode of government for schools, practicable and expedient? 3. Should children be required to commit to memory what they do not understand? 4. Is it best to attend first to a brief outline of a study, and then gradually to fill up that outline ? 5. Is it profitable that a scholar should be engaged in several studies at the same time ? 6. Should the principle of emulation be resorted to, in educa- tion? 7. Could the time, which is employed in the study of the an- cient and foreign languages, be more profitably devoted to the English classics, and the sciences? DISSERTATIONS. It is hoped the members of the Institute will be mindful of the votes,* passed at the last meeting, requesting them to commu- nicate the results of their experience for the general good. A * INSTITUTE, Monday, August 29. On motion of MR. WOODBRIDGE. Resolved, That it bo considered the duty of every member of the Institute, as his circumstances permit, to communicate the results of his experience and observations on the subjects discussed or proposed by the Institute, to the Cen- sors, to be by them published, or referred to appropriate committees, at their discretion. BOARD or DIRECTOR;?, August 2'J. On motion of MR. BAILEY, Voted, That the several members of the Institute be respectfully invited to communicate such facts relating to education, and such practical method of teaching in any particular department, as may not be generally known or prac- tised : such communications to be directed to the Recording Secretary, before the first day of August, 1832, and by him to be submitted to the Directors. 66 THIRD ANNUAL MEETING. vast amount of useful information might be thus collected. Dis- sertations on the following subjects are particularly requested : 1. The best method of teaching children the meaning of words. 2. Modes of teaching the alphabet and a distinct articulation. 3. The measures to preserve the natural form, the strength and health of pupils, while engaged in their studies ; especially in relation to postures, while studying, and the changes which may take place in postures, and the space of time in which studying may be continued without intermission. 4. The means best adapted to make children happy in school ; and to lead them to regard the acquisition of knowledge as a pleasure, and not as a task. PRIZE ESSAY. By a vote of the Board of Directors, a prize of twenty dollars is offered for the best Essay on the teaching of penmanship ; with a view to ascertain some mode by which the loss of time, incurred by the common methods of teaching, may be obvi- ated. Competitors are requested to send their performances to GIDEON F. THAYER, the Secretary of the Committee of Arrange- ments, as early as the first of August next. It will be remembered that all Ladies, engaged in the business of Instruction, are invited to atiend the exercises of the Institute, free of expense. E. BAILEY, Chainnan. Boston, Feb. 12, 1832. University of California SOUTHERN REGIONAL LIBRARY FACILITY Return this material to the library from which '. was borrowed. NON-REiiiWAeiE SEP 2 DUE 2 WKS FROM DA RFC'niD-YRL OPT 2 1 1999 E RECEIVED LOS ANGELES A 000167238 5 LIBRARY USE v-CULATINl ALF RROWERS