Windows.--Make the window frames with 2" pine sills, 11" pulley stiles, 1" x 5" casings with back mouldings, and 14" moulded sashes. All sashes to be hung with 2′′ axle pulleys, silver lake sash cord and iron weights, and fitted with fasts and lifts. All the top sashes to have sloping draught-boards attached to the heads. Put zinc caps over heads of all window and door frames.

Floors. Under floor to be of 1" dry hemlock and top floor of 1" narrow, mill-planed spruce, not to exceed 6′′ in width. Put stout paper between these floors and turn up 1" on walls.

Inside Finish.-Put plain 1′′ x 5′′ casings to all doors and windows.

The walls of all rooms to be sheathed vertically to the height of window-sill, with narrow, dry, matched and beaded spruce, or other approved wood. Finish with 8′′ base, and neat cap, which will form chalk tray where it comes under blackboard.

Ventilation.-An opening is to be made in ceiling of each room, as shewn on plans, and fitted with register, having a cord carried above ceiling joists and down the wall to platform, so that the teacher may regulate the temperature of the room. A galvanized iron duct or chute is to be provided for supplying fresh air to each stove, connecting with the outer air through the foundation wall, and carried up through the floor, directly under the bottom of the stove. This chute to be fitted with a damper, having a rod coming through the floor close to the baseboard, to regulate the supply of fresh air.

Each stove is to be fitted with a sheet iron or galvanized iron jacket, leaving a space of 6" on all sides between it and the stove, except at the door and draught, where it is to be turned in close against the stove, all round. The jacket is to fit tight to the floor, and to be open at the top. Painting The whole exterior of building to be painted with two (or three) coats best white-lead paint. The internal woodwork to be stained or painted, as desired. Glaze all sashes with 16 oz. glass.

COMMENTS ON THE PLANS, ETC.

1. Nos. 1 and 2 show single seats and desks. When double seats and desks are used the room may be a few feet narrower, for it is better to have the pupils seated in the form of a rectangle deeper than its breadth facing the teacher. Were it broader than its depth the pupils would not so readily fall under the eye of the teacher. (See Reg. 46, page 72.)

2. For No. 3, when double desks and seats are used the room should be made a little wider so as to accommodate three rows of double desks as specified in Regulation 49, page 75.

3. The heating may be better done by means of a good furnace, for good cheap jacketed stoves with the proper air connections do not appear to be on the market. The heating capacity of stove or furnace must be very much more ample than would serve for rooms containing only a few people. It should be sufficient to heat the air of the room every 10 or 15 minutes. (See Reg. 48, page 74.)

4. The fuel shed is not placed at the end of the school room as it would cut off some of the light which should fall from the rear of the room. On the side it gives the advantage of making a dark wall on the right of the pupils on which the most of the blackboard should be, to be illuminated by the abundant light from the left side of the room. (See Reg. 47, page 73).

5. Other classrooms can with the least expense be carried along the same side, thus aiding the proper lighting of the school room and preserving the good exterior appearance of the building.

6. When a classroom is made, it will serve very well, for the library which in its simplest form must have shelves and a door with lock and key. (See Reg. 51, page 76 to 78).

7. A division is also set off as a Manual Training Workroom. Some would prefer folding doors between this room and the other classroom or library, so that the whole might be thrown together into a large classroom which in some schools might be desirable. Others object to this for the double reason that the doors would take the best place for the shelves of the library, and that shavings and sawdust would be brought into the classroom. They would prefer the opening into the workroom to be from the fuel room. This is a matter on which trustees follow their own views. (See Reg. 52 and 53, pages 78 and 79)

8. The use of the work bench in a rural school is expected to be as follows: There are always many children who cannot go home for their dinners at noon. They must necessarily remain about the school room. While many of these would prefer amusement in other ways, there would always be some who would prefer trying their hand at tool work. The teacher (a graduate of the Normal School) could start one of the most responsible boys at this work, and he could soon trust him to take charge of the room with perhaps one or two other boys at a time during the oon hour. Five sets of two boys could thus be accommo

dated for one day each week, the teacher utilizing the services of the most responsible boy to take charge of the room in his absence. This charge of the work room would be a high compliment and stimulation to further exertion and good behavior in the case of each boy so honored. With a little preliminary direction for a few minutes every day, the teacher could thus in most school sections set a boy to improve himself and others in manual work which might be used to a considerable extent in supplying the school with home-made apparatus. It might save a pupil from the ennui of an hour in which he could not otherwise profitably amuse himself. It may save him from mischief and from being a torment to the school and the teacher; for it often happens that the boy with no literary tastes may be a most deft genius as a workman or an artist, and this side of his school life may help to put him in harmony with the other side. The list of tools given in Regulation 53, page 79, is the full set. A home-made bench and a portion of the tools-the most useful-would be a very satisfactory equipment for most schools. It is believed that under a good teacher, such a room would soon pay the cost of it to the trustees, in the repairs which the boys could effect while amusing and training themselves.

9. The books in the school library could be used very effectively as supplementary readers. A pupil doing advanced work in a common school could repay the extra attention which the teacher might be giving him by taking a class into the class-room, and selecting an interesting and classical story, a paragraph of which might be read in succession by each pupil in the class from the one book, those without the book following the reader intently to get the whole story. This same exercise could be turned into a good exercise in English composition by requiring each pupil to write his own account of the story as he understood it. Such exercises taken regularly would soon give a fluency of expression in writing to pupils who otherwise might acquire it only after many years.