there are several useful exercises of an intellectual nature, which may be united 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 particularly 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 primary schools.

Great benefit would often be conferred on health, and a valuable aid would be rendered to cheerfulness and mental activity, 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 constructed 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 early, while the frame is susceptible, and every favorable change is effectually 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 attentively 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

tage. The infant does not ask for multiplied and costly resources; it solicits, with nature's true eloquence, the privileges of protection and freedom, the cheering light, and the invigorating air, and the use of its limbs,-benefits in regard to which our prevailing views of education have been extremely narrow.

The next topic to which 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 instruction 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 facilities 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 adequate 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 unequal 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 reformation of instruction.

The additional expense of the salary of an instructress would probably amount, in some cases, to an 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

master. In like manner, where summer schools are very numerous, 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 schoolrooms 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 higher from the floor than is now customary, and having, if necessary on this account, a higher ceiling. Several advantages would be thus obtained. A large space of wall would be gained, which would admit of a range of maps, or useful tables, of letters, figures, weights, measures, &c., besides pictures illustrative 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 other department of instruction which requires or admits illustration 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

OF A

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 arranged 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. Additional 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 is 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

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 following 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 diminished at the same rate.

In villages and populous neighborhoods, would not the interests of education be promoted, if the children were judiciously classed in a series of schools, according to their attainments? There might be one commodious building, containing 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 assigned 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 teaching, the principal instructer 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, about 22 square feet of floor, exclusive of entries, 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.