Location of School-Houses. Architecture. Inattention to these Matters.

eye, or any thing to protect them from the chilling sweep of the winter's winds, and the glare and heat of the summer's suns. They are almost universally forbidding objects to the sight, and ill-arranged, ill-ventilated, and comfortless as places of study. Now there is utterly a fault in this matter. The scenes and phenomena of external nature— the earth, with its beauties of mountain and valley -of stream and cataract—of beast and bird, and tree and flower, and the boundless heavens, with their ever shining garniture-do not, indeed, exert that power over the mind and heart that the society of human beings does; yet their influence is of so much importance that it is not the part of wisdom to overlook it in the education of the young. Such a position, therefore, should be selected for the site of a house of education as combines the greatest number of natural beauties and advantages possible under the circumstances; and then the hand of taste should be employed to augment and enrich them, so as to invest the whole place with a sweet and attractive air. The building itself ought to be constructed with a prime regard to neatness, convenience, and health; so that there should be nothing unsightly in its aspect— nothing uncomfortable, or prejudicial to health in its arrangements-nothing, in short, repulsive or chilling in its whole appearance and structure. It

School-Houses should be large enough for School and Master's Family,

is commonly the case, in Prussia, that the same building accommodates both the school and the teacher's family. This is probably the best arrangement, and it would be desirable, if possible, gradually to introduce it into our own practice.

CHAPTER VI.

GENERAL ORGANIZATION-OBSTACLES-EN

COURAGEMENTS.

A good Organic Constitution necessary to the efficiency of a system of Popular Education-A Consideration of the Objects to be accomplished by it necessary to its Formation-Various Officers essential-Their Services should be remuneratedOrganization should be as simple as possible-Superintendent of Public Instruction-County Commissioners-Trustees for Townships-School Inspectors-Their various Duties-Means for securing Regular Attendance of Pupils, and Fidelity in Teachers-Diffidence with which these Suggestions are made -Consideration of Obstacles-Indifference of the PeopleVarious Proofs of it-Lagging Legislation-Feebleness of Voluntary Associations-Periodicals on Education unsupported -Difficulty of removing this Indifference-Admitted Costliness a great Obstacle-Ought not to be-Friends of Educa tion must be content to labour for remote Results-Obstacles arising from Points in our Social System, and Traits in our National Character-The Lust of Wealth and the Leaven of Agitation hinder Reform-Multiplication and Intermingling of Religious Sects a Hindrance-Remoteness and Impalpable nature of the Benefits to be gained a great Impediment-Our duty to provide for Posterity—This duty plainly written on the Creator's Plan- Pleasure arising from its Performance-Encouragements-Indifference giving way-Much has been already accomplished-Formation of Lyceums-Example of

Organic Constitution of the System. Diversity of Opinion.

other Countries-Popular Education not a Political Question -The Press unanimous in its Favour-Concluding Appeal to Statesmen and Legislators.

It will be in vain for any of our State Governments to provide with even princely liberality for the instruction and support of popular schools, and to prescribe the most comprehensive course of study, unless it also gives to its system such an organic constitution as will ensure practical efficiency in its operations. What this general organization should be, is a question on which great diversity of opinion is likely to exist. On the other points discussed in these hints, I not only feel assured, Gentlemen, that your views will coincide with mine, but I have some confidence that I shall unite the suffrages of a majority of the friends of education throughout the country. In reference to the question now to be considered, I entertain no such hope. A variety of plans might be proposed, any of which would be efficient for the object in view. It would, therefore, be presumption, perhaps, in any one to suppose that an organization according to his particular notions, would be the best possible; certainly I should esteem it as such in myself. Nevertheless, I have opinions on the subject; and I should regard my present undertaking as incomplete, if I withheld them from the public. My plan is better suited to a small

Objects to be accomplished. Services better rendered when paid for.

state than to a large one, and I frankly avow that I have our own commonwealth in my eye, in entering upon the exposition of it.

It is well to understand definitely what objects we propose to accomplish by this organic constitution. Clear ideas on this preliminary point will afford us essential aid in our subsequent inquiries. What, then, are the objects contemplated? The great object is the sound and thorough education of all the children in the state. But this must be reached through the attainment of subordinate objects. The chief of these are to secure, first, faithfulness in the teacher; secondly, a regular attendance on the part of pupils; thirdly, fidelity in the disbursement of the public money appropriated to this cause; and lastly, full returns to the Legislature, showing the annual results of the system adopted. These ends can be attained only through the agency of various state, county, and township officers, and certain statutory enactments.

Services of every description are, as a general thing, more cheerfully and faithfully rendered, when paid for. Let us start, then, with this postulate, that all the officers employed are to be adequately remunerated, either by salary, or by per diem allowances. We shall find our account in this, in whatever aspect it may be regarded. Let us also lay down another principle for our