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. I 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 consequent increase of progress in science, will more than compensate for the additional expense, were health out of the question.*

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 $100, 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 confinement in these cells; but how seldom do we hear the voice of remonstrance against contracted school-rooms!

The saving need be but fifteen minutes a day to each of fifty pupils. Let him who has had experience in the business of instruction 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 custom 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 consideration.

Should it be said, that the room thus constructed, cannot be used with so much convenience for meetings or for other purposes,~~~my reply is, that it was not designed for other purposes, but for a school-room. If it can be used for meetings and other purposes without injury, so much the better; but nothing should be permitted to interfere with its primary object. Even recreations should not be permitted here. If storms or inclement weather absolutely forbid going into the playground, or if there be no roof thrown over 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

to march in a row to any place designated,-to the instructer's 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 present, I have supposed shelves, cases, &c., might answer the purpose.

Again-no provision 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 exercise, the muscles which are connected with the spinal column,

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 particular 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, and every species of visible apparatus, including, 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 paratus, one thing, in the hands of the instructer, will answer the purposes of a large school, and frequently outlast half a dozen books.

ap

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.

M