thickness of the wall at the base and pilasters will be sixteen inches; in the recesses twelve inches, being a nine inch wall spread on the base, making an opening of three inches in the centre of the wall; the two surfaces to be bonded together with alternate headers every fifth course; the projection of the base to be finished on the top with headers. The flues will be made eight by twenty-four inches, thoroughly and smoothly pargeted and topped out on the roof for ventilators. The work to be done in a substantial and workmanlike manner, with mortar composed of clean, sharp sand and wood burnt lime. Plastering on the interior will be done in the same manner as the last; the jambs of the windows will be plastered and the angles rounded. CARPENTER WORK AND MATERIALS. The flooring joists will be eight by fourteen inches, and ceiling joists two by twelve, placed sixteen inches between centres, and the flooring joists strengthened with two lines of lattice bridging, well secured to the same; a raising piece well be spiked on the ceiling joists, and the rafters heeled against it; alternatively the rafters will be continued over the wall, forming cantilevers to support the eaves; those from the gables will be framed into the outer rafter. The rafters will be framed, and one and a half inch plank collar beams will spiked across the same. The rafters will be lathed and covered with the best white pine shingles, butted and jointed. A bell turret will be built. The window frames will be made plank front or casing, and double hung, The sash and shutters to be made and hung on the flank and back of the building; but on the front, inside shutters in one pair to each window, will be made and hung to open against the wall, and recesses in wall will be made to receive them; the subsills of the windows will be made of heart pine. A circular transom sash will be made over the front door. The closets will be shelved in the usual manner, and the platform for the Teacher's desk made with eight inch rise. Wainscotting, black board, inside dressing and jambles of doors, pinrails and hooks in recitation rooms. rails in main room for maps, cellar door and steps, and outside steps (of wood) and privy, and fencing will be done in the same manner as those before fully described. PAINTING AND GLAZING. The wood work usually painted, will receive three coats in plain colors, with pure white lead and linseed oil. The sash all to be glazed with the best American glass; the size of the glass will be thirteen by sixteen inches, eighteen lights in each frame on the side and back; the front frames to have twelve lights in each. All the materials a d workmanship to be of the best quality, and every thing to be furnished, requisite to complete the building in all its parts, in a substantial and workmanlike manner, and to the satisfaction of the Building Committee. koutua owi odt illam edt 10 andso odt ni eadem de to nego na qual losmarow ban Inda omil aud boow bas basa A. B. Eave and cornice of Plan No. 1. 66 1231323 2 APPENDIX "A. OFFICE OF PUBLIC INSTRUCTION, ST. PAUL, MIN., June 20, 1860. To the Trustees of School Districts, and Town Superintendents of Schools : Letters received from different portions of the State indicate that there should be an expression of opinion by the State Superintendent, in relation to certain defects and obscurities of the present School Law. TOWN SUPERINTENDENT. It is undesirable that this officer should, at the same time, be a district school teacher. Among other duties, there devolves upon him the examination and advising of teachers, also the visitation of schools. If a town at the annual election, has failed to elect a Town Superintendent of Schools, he may be chosen by the Justices of the Peace, together with the Board of Supervisors of the town, in accordance with the provisions of article seven, section first of the Act to provide for Township Organization." ་་ A Town Superintendent of Schools can qualify by depositing with the Town Clerk a written acceptance of the office, or subscribing the following before a Justice of the Peace: "STATE OF MINNESOTA, County. 85. " "I do solemnly swear that I will support the Constitution of the United States, and of the State of Minnesota, and that I will faithfully execute the duties of the office of Superintendent of Schools, within and for the town of according to law and the best of my ability and understanding. Every school district ought to contain thirty, and if possible, not less than fifty scholars. By section twenty-second of the amended school law, the Town Superintendent has the power to divide his town into school districts; at the same time, it is inexpedient to change existing district boundaries, unless the interests of education impcratively demand it. In forming new school districts, the Town Superintendent ought to be careful to see that there are sufficient pupils to maintain an efficient school. After districts have been established, a map of the district should be made and filed with the Town Clerk. If an alteration of the district formed by the Town Superintendent is desired, the provisions of section twenty-six of the school law must be complied with. EXAMINATION OF TEACHERS. The last Legislature, in giving to Town Superintendents the authority to examine teachers, omitted to repeal that division of section ninth, which imposed the duty on the Trustees of a district. The authority, notwithstanding, rests with the Town Superintendent. Section thirteenth, chap. ter third of the Statutes of Minnesota, enunciates a general principle in these words: If conflicting provisions be found in different sections of the same chapter, the provisions of the section which is last in numerical order shall prevail, unless such construction be inconsistent with the meaning of such chapter." UNIFORMITY IN TEXT BOOKS. The "Statutes of Minnesota," chapter fifth, section one hundred and fourth, says: "It shall be the duty of the Superintendent of Common Schools to introduce and recommend to the schools such text-books as he shall deem best adapted to their wants," " The difficulty that once existed of obtaining books that were suitable to the various grades of scholars, has ceased. Many enterprising publishers have employed gentlemen of talent and experience to prepare school books, which are generally forwarded to every point where there is a probability that they will meet with a sale. This laudable activity, however, has created the new difficulty of knowing how to select the best from so many which have their respective excellencies, and earnest advocates.., Į After due deliberation, it has been thought best "to introduce and recommend to the schools," the following works: Monteith's First Lessons in Geography—a little work designed to teach the rudiments to beginners. It contains the simplest questions, with little outline maps, which give a general view of the several divisions of land and water, without meridians or parallels of latitude. No.: 2.0 Monteith's introduction to Manual of Geography, is a work one step in advance of the First Lessons, giving a review of that number, and answer-.. ing as an introduction to the Manual. No. 3. Monteith's New Manual of Geography. It contains no vast amount of Il-arranged descriptive matter, but a simple combination of History and Astronomy, in easy, simple, practical, and strictly progressive lessons. No. 4.. McNally's Complete School Geography, is a large, comprehensive work in the quarto form, illustrated by maps and engravings, and designed for advanced classes in public schools, academies and seminaries. Mitchell's Outline Maps with Camp's introduction., READING AND SPELLING BOOKS. Sanders' New Speller, Definer and Analyzer. Sanders' New First Reader. Philbrick's School Tablets. Sanders' New Third Reader. ARITHMETIC. Davies' Primary Arithmetic and Table Book. Davies' Intellectual Arithmetic. Davies' First Lessons in Arithmetic. Davies' School Arithmetic, Revised Edition. HISTORIES. Willon's Juvenile American History. Willon's History of the United States. Itaq J Towers' Introduction. Towers' Common School Grammar. PHILOSOPHIES. Parker's Juvenile Philosophy, Part: I. Parker's Juvenile Philosophy, Part II. Parker's Compendium of Natural Philosophy. MORAL LESSONS. A GRIEVANCES. 11}{ Section twenty-eight provides the following mode of redressing griev-: ances: ་ ་་ "Any person considering himself aggrieved in consequence of any decision made by any school district meeting, or by the Town Superintendent, in altering or forming, or refusing to form or alter, any school district, |