feet wide, with the lines of a stave painted on one end, to aid in giving instruction in vocal music.

These rooms are well warmed by heated air, admitted through registers r, r, (Figs. 3 and 4,) 18 inches in diameter, from the furnace below, F, (Fig. 2, from which the tin pipes p, p, (Figs. 2 and 3,) 14 inches in diameter, convey the air to the School-room in the second story. Each room is provided with two ventilators, each 3 feet long by 15 inches wide, opening into flues of the same dimensions, which open on a level with the floor, and leading into the attic, from which the impure air escapes at circular windows in the gables. These flues thus remove the foul air from the lower parts of the room

and cause fresh, warm air to slowly settle down upon the scholars-a very pleasant and healthful mode of ventilation.

The School room in the second story is large, and with an arched ceiling (see Section, Fig. 5) measuring 12 feet to the foot of the arch and 17 feet to its crown. It is provided with two ventilators 8 feet in diameter, placed in the crown of the arch, about 20 feet apart.

The entrances to the second story School room are by two short flights of stairs on a side; from the lower entries to s, s, (Fig. 4,) spaces about 3 ft. square, and thence to A, A, spaces 8 x 5 ft., extending from the top of the stairs to the doors opening into the School room. The Master's table c, as well as the tables d, d, for the Assistants, are moveable. The large area B, B, being 14 inches above the floor of the room, s 8 feet by 64 feet long, with large closets u, u, at the ends, filled up with shelves, &c., for the use of the Teachers.

The School room and the recitation rooms R, R, are warmed by heated air, admitted at the registers r, r, r, r, r, all of which are connected with the furnace in the cellar, by large tin pipes or conductors. The black-boards, 4 feet wide, painted upon the hard finished walls, are indicated by the lines b, b, b, b, b, in the recitation rooms, and along the walls behind the Master's table, extending on each side to the windows beyond, e, e, making in the School about 300 feet of black-board. The long benches e, e, are used for seating temporarily new pupilt on their entering School, until the Master can assign them regular seats; also for seating Visitors at the Quarterly Examinations. The space P, P, a broad step, 18 feet by 2 feet wide, is used for some class exercise on the black-boards. The passage t, t, about 18 inches wide, rurning the whole length of the room, affords great facility in the movements of pupils to and from the recitations and other class exercises. The Master's class generally recite in the space o, o, at the back of the room, which is 4 feet wide by 64 feet long.

The windows W, W, which are hung with weights, and furnished with inside blinds, contain 12 lights each of 10 by 16 in. glass. The quantity of air furnished for each scholar is a matter of no small importance. Each room in a Grammar School, intended to accommodate 200 pupils, should contain over 35,000 cubic feet, deducting the space occupied by the furniture. This estimate allows every child about 150 cubic feet of air for every hour and a half, on the supposition that no change takes place, except at the time of recess. But the rate at which warm air is constantly coming into the rooms from the furnace, increases the allowance for every child to about 300 cubic feet for every hour and a half.

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G. IV-PLAN OF THE SECOND STORY OF A GRAMMAR OR UNION SCHOOL, ETC.

FIG. V. TRANSVERSE SECTION OF A GRAMMAR OR UNION SCHOOL, ETC.

Fig. 5 exhibits a section of the building as if it were cut through the centre. It shows in an end view the projection, belfry, rooms, seats, desks and cellar. An imperfect outline of the warming apparatus is presented, giving an outline of the plan of its construction. The smoke pipe, connected with a, the heater, coiled twice around in the air chamber, passes off in the direction of b, b, to the chimney. The short tin pipes c, c, conduct the warm air into the lower rooms; and the long ones e, e, convey it to the rooms in the second story. On each side of the projection, over the door d, is a window, lighting the outside entry, and also the middle entry by another window over the inside door. The end view of the seats and desks do not represent the different sizes very accurately, but sufficiently so to give a correct idea of the general plan.

We give above the front view of a High School house, which may serve as an exemplar of a Central Town School house. The building is intended to accommodate 600 pupils.

In such a Central School house, there may be a primary department in the basement story for small children, both male and female, taught by one or more female teachers. The first floor may be appropriated to an intermediate School, or second department, with separate apartments for boys and girls, and taught by a male and female teacher respectively, or by male teachers, as may be preferred. The second floor may be appropriated to the High School, or highest de partment of the Common School-taught by the Head Master of the whole establishment. As the pupils advance through the prescribed courses in the lower departments, they should be advanced to the next higher department, until they complete the course of instruction in the senior department, or High School. The same system of teaching should be observed throughout; and the pupils will not be impeded, and the parents will not be put to needless expense, by various modes of teaching and the use of unsuitable and improper books.

This School house occupies an elevated and beautiful situation. It is a specimen of plain but tasteful architecture; and every School house should be attractive in its very appearance-emblematical of what is taught within. The fence, the grounds, the trees, should be such as to please the eye, improve the taste, and excite cheerful feelings. The yards around this building are enclosed by a handsome baluster fence, resting in front on heavy blocks of rough granite. The steps are of hewn granite, twelve feet long, making a very convenient entrance. The grounds are planted with trees.

The size of the building is fifty feet by seventy-six, with a projection of seven feet. The walls of the basement are of stone; the remaining portions of the walls are of brick.

The School being designed for both boys and girls, an entirely separate entrance is provided for each department. The front door at which the girls enter has a very beautiful frontispiece, with double columns (thus providing for large side lights) and a heavy ornamented cap-all cut from granite in the best style. The words "HIGH SCHOOL may be seen over this door.

The door in the circular projection, fronting on another street, is the entrance for boys, and has also a fine frontispiece, cut from granite.

The Basement, First and Second Floors, are fitted up as Schoolrooms, and the entire building, thus divided, is capable of accommodating 600 pupils-boys and girls. We will now proceed to give an explanation of the accompanying Plans of the different School rooms in the building. A reference to Fig. 1 will be advantageous in connexion with such explanation.

The Rooms in the Basement Floor (which is 12 feet high in the clear,) are separated from each other by solid brick walls. The pupils, in the girls' department, entering the house at A, (Fig. 2,) pass into the large lobby C, 12 feet by 28, from which they can go to all parts of the building appropriated to their use.

The furnace room H has a brick floor, and can be kept in as good order as any other parts of the house. The wood boxes, n, n, and

FIG. II.-PLAN OF THE BASEMENT FLOOR.

the furnace F, are so constructed that, with an ordinary degree of care, the room may be kept as clean as any of the School-rooms. In this room, at m, m, provision is made for setting up umbrellas. It resembles a ladder placed in a horizontal position, and is fastened to the ceiling on one side, and supported on the other by substantial posts of oak or other strong wood turned in a tasteful style, and let into the floor. The pump, p, accessible to all in the girls' department, connected with a nice sink, lined with lead, affords an abundant supply of excellent water. The rooms E, G and I, nearly 16 feet by 24 each, are appropriated as offices of the School Trustees, Superintendent and Masters, &c.

The large Lecture Room D, on the left hand side of the Plan, is furnished with a sufficient number of seats (a specimen of which is shown at 1,) to accommodate about 250 pupils. On the platform, P.

ment.

which is raised seven inches from the floor, is a long table, d, made convenient for experimental Lectures in Chemistry, Natural Philoso. phy, &c., having pneumatic troughs for holding gases. At F, (i, g, i,) are suitable provisions for furnaces, &c., required in the preparation of chemical experiments. The pump, p, with a sink like the other, in room H,) is used exclusively by the pupils in the boys' departAt all Lectures and other exercises in this room, the girls, entering at a, occupy the seats on the right of the middle aisle. The boys, entering by descending the short flight of stairs b, are seated at the opposite side of the room. This arrangement is deemed advisable in order to obviate the objections sometimes made against having a School for boys and girls in the same building. The departments are thereby kept entirely separate, except in exercises in vocal music and occasional lectures. The boys enter the house at the end door B, which is six feet above the basement floor, and by a short flight of stairs they reach the first story at e (Fig. 3.)

The three rooms, D, E and F, (Fig. 3,) are appropriated to the department for girls. They are easy of access to the pupils, who, ascending the broad flight of stairs (at a, Fig. 2), terminating at B, can pass readily to their respective rooms.

As the course of instruction in this School occupies three years, the room D, (Fig. 3,) is appropriated to the studies of the first year, E to those of the second, and F to those of the third In each room there are three sizes of seats and desks, but the arrangement in all is uniform-the largest being at the back of the room. The largest desks are 4 feet 8 inches long, and 22 inches wide on the top; the middle size is two inches smaller, and the other is reduced in the same proportions. The largest seats are as high as common chairs (about 17 inches,) and the remaining sizes are reduced to correspond with the desks. The passages around the sides of the rooms vary from 2 to 4 feet wide, and those between the rows of desks from 18 to 24 inches. On the raised platforms, P, P, P, P, are the Teachers' Tables, d, d, d, d, covered with green baize and furnished with four drawers each. The registers, f,f,f.f, admit the warm air from the furnace, and the pipes, P, P, P, conduct it into the rooms in the upper story. The passage, b, leads into the yard, which is ornamented with a variety of shrubbery. The door near e, leading from the room F is used only for Teachers and Visitors, except when the two departments assem ble in the hall. In the room C the boys pursue the studies prescribed for the first year. The other rooms in this department are in the next story.

Pupils ascending from the area e, Fig 3, by two circular staircases, land on the broad space a, c, from which, by a short filght of stairs, they reach the seeond story, which is sixteen feet high in the clear. This second story is divided into three school-rooms-two of the smaller of which, separated from the third by a nross partition, are fitted up precisely like rooms C and F, in Fig. 3. and are immediately them; and the third is fitted up like D, Fig. 2, only that it is furnished with three rows of seats instead of two, and has three seats and desks on each side of, and parallel to the ends of, the Teacher's platform.

One of the smaller rooms in the second story is appropriated to the middle class, and the other to the senior class of pupils. The arrangement of the seats and desks are the same as in the other rooms, except that they are movable-being screwed to a frame not fastened to the floor. The cross partition, referred to above, is composed of four very large doors, about 14 feet square, hung with weights in such a manner that they may be raised into the attic, thus throwing the whole upper story into one large hall-an arrangement by which one room can be changed into three and three into one, as occasion may require. On all public occasions, such as Quarterly Eqaminations and Annual Exhibitions, the rooms are thus thrown together, and the seats and desks turned so as to face the large platform in the principal School room.

In erecting a building, such as we have described, in which the School rooms are necessarily placed one over the other, care should be taken to deaden the noise overhead. This may be done by filling up (with proper precautions) the spaces between the joice of the floors with tan bark, cork shavings, or some other compact light substance.

The building, which has already been erected on a corner lot 198 by 170 feet, is of brick, 70 by 44 feet on the ground. The basement wall, up to the water table, is of stone, laid in hydraulic cement. The roof is covered with tin, laid in white lead.

The basement wall, 10 feet high in the clear, contains a lecture room, (which serves also as a chapel,) 26 by 40 feet, with comfortable seats to accommodate conveniently 200 pupils. The floor descends 2 feet from the rear of the room to the platform, giving 12 feet height immediately in front of it. A laboratory, 12 by 15 feet, adjoins the lecture room, with which it communicates by a door at the end of a platform. The remainder of the basement floor is occupied by the

furnaces for warming the building, and by the rooms of the Janitor.

The first floor is occupied by the male department, and consists of a School room about 30 by 54 feet, and nearly 15 feet high in the clear, with two recitation rooms, entries, &c.There are 62 desks, each four feet long and accommodating two pupils.

On the second floor are the girls' school room, about 28 by 40 feet, with seats for 76 pupils, 2 recitation rooms, library, hall, and room occupied by There primary department. is a large skylight in the centre of the girls' School room, and another in the library. The rooms are fifteen feet in height.

The building is thoroughly and uniformly warmed by two

the upper story additional means of ventilation are furnished by the sky-lights, which can be partially opened. Illustrations on this subject will be given at the close.

The supports are of wood, however, instead of cast iron, and the seats are easy Windsor chairs. Both seats and desks are firmly secured to the floor by small iron knees and screws. For pattern see illustration at the end.

The School and recitation rooms are all furnished with large slates set in the wall in the room of blackboards.

Patterns of the teachers' desks in the School rooms will be given at the end.

The whole cost of the building, including furnaces, scholars' desks and chairs, slates and inkstands, was about $6,000. As many of the School houses now about being erected in several of the Towns of the Province at about the cost of the building illustrated in the Number, the plans and interior arrangements carried out in this bullding will be an excellent guide in approximating to the cost of one adapted to the wants and resources of the Town in which it is designed to erect one or more superior School houses.

[To be continued.]

Papers on Practical Education.

FONDNESS FOR TEACHING.

The question is often asked by those about to engage in teaching:"I wonder if I shall like teaching." Now, one of the first requisites for success in this vocation is a fondness for the occupation,-an ardent love for the work; and we would have beginners in the profession enter upon their labours with nothing less than a determination to love the work. This determination, before a practical trial has been made, cannot, as we think, be regarded as premature or inconsiderate. No person should engage in teaching, without having first studied the nature of the calling, and his fitness for its duties; and public sentiment now quite generally demands, also, some special profession. al training for the work. In the case of an individual who has thus studied his vocation and himself (we used simply the masculine pronoun for the sake of convenience, including, of course, teachers of both sexes), and also, perhaps, made some special preparation for engaging in it; and who still has a desire to make a trial at teaching; it is fair to presume that their is enough in such a person's tastes and predilections to constitute a guaranty, that the labours of the teacher will be, in a good degree at least, congenial to him. Hence we think such a beginner in teaching may safely resolve to love the work.

Entering upon the labours of the schoolroom with this resolution, the young teacher will be in a frame of mind to understand properly the nature of his work, to grapple successfully with its difficulties, and to bring the full strength of a willing mind to bear upon the discharge of his duties. This, most assuredly, will lessen his trials. Such a state of mind is to him the achromatic glass, through which he clearly sees the many perplexities and provocations he necessarily encounters, in their true relations, without distortion, and without the confused colourings of a dissatisfied mind. And it is to him, likewise, the astronomer's planet-seeker-the far-seeing glass. It enables him, reading the hearts of his pupils, to discern those little points of light, not ob vious to common vision, to understand those little peculiarities and traits of character, to discover those little signs of encouragement and success, so cheering and so valuable to him, and which by a doubting, wavering, and indifferent teacher are never seen.

But there are teachers, too many indeed, who do not love their work. It is not very ur common to hear one of that class remark :-"I would not follow teaching, if I could get out of it. I am in the business, and am not fit for anything else." Alas, that such a teacher should not understand himself, as well as others understand him! While he is conscious, or fancies himself so, that he is "fit for nothing else," it is a matter of deep regret that he is not also conscious of his utter unfitness for the very business in which he is engaged.

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According to our idea of the feelings which a teacher ought to cherish for his calling, the schoolroom must seem the most unsatisfactory place in the world to a teacher who regards his labours as mere drudgery, and looks upon them with disgust. It would seem to be a kind of slow, but real, torture. Small, indeed, must be the pleasure that such a teacher derives from his daily labours. Not only is he a loser himself in this respect, but he inflicts a great wrong upon the com munity. He is without the proper spirit of a teacher, and he cannot labour with success, or profit to others. His work will be unskilfully and badly done; and he will send forth his pupils infested with his own bad temper, and without that harmonious development of their powers and character which is the true end of education. He owes it to himself, but more especially to the welfare of the community, to cultivate and exhibit a fondness for his calling; or to step aside, and give his place to others who are qualified to discharge its important and delicate duties.

Such is the character of the age, that the teacher has a great work to perform,--great, not only in respect to its arduous duties, but in respect to its consequence upon our own, and upon future times. No one qualification is more indispensable for him than a love for his work, -the true teacher's spirit. The teacher who has it will take delight in his labours, and will be willing to spend his strength and his days in moulding the character of the young. And let him not fear lest he