SCHOOL-ROOM ARRANGEMENTS.

In order to accomplish the greatest amount of good in the shortest space of time, the theory and practice of every comprehensive system of education should be held up to view as of equal importance. If we pay too much attention to the mere theory, we are in danger of becoming metaphysical and abstract in our instructions; and if, on the other hand we esteem too highly the practical, we become dull and monotonous. We need the theoretical to quicken the intellectual part of our nature, and the practical to give order and precision to our daily routine of school-room duties. In the humble opinion of the writer, the instructors of deaf-mutes in this country, have, thus far been too much interested in the theory of the system which they uphold. There have been so many principles to settle, that no doubt this bias towards the theory has been unavoidable. I would not be understood, by any means as asserting that the practical parts have been neglected, for if this had been the case, deaf-mutes could not, as at present, rejoice in their beautiful and almost perfect vernacular of natural signs; so many could not be pointed at, as now they are, throughout the length and breath of the land, as respectable and useful citizens; but what I do mean to say, is this: such a preponderance of attention has been given to the theory, that the great mass of deaf-mutes brought together in our various Institutions, have not made those advances in practical attainments during the comparatively short periods in which they are under instruction, which they would have made, provided more regard had been manifested for the perfecting of the practisé of the grand system in which we place our confidence.

In this short essay I propose to offer a few remarks upon an eminently practical subject, i. e. school-room arrangements.

These arrangements are of two kinds, general and particular.

By general arrangements, I mean those which should apply to all the school-rooms of an Institution. After careful reflection, I would put forth the following as approving themselves to my best judgment:

Each school-room should have ample accommodations for twenty pupils and one instructor. The pupils' seats should be arranged according to the plan adopted by our best public schools. There should be four rows of five seats and desks. In order to save room, the seat of one pupil could be attached in front of the desk of the one behind him. The advantages of this plan are these 1st. The seats being fixtures, the pupils would be free from the temptation to form lazy habits by having a stool to drop upon when engaged at their large slate exercises. 2d. The pupils when sitting down to write or study, would be under the immediate eye of the teacher, and a tendency to communicate unimportant ideas from one side of the room to the other, would be greatly checked if not entirely eradicated, as the pupils would all face one way; and 3d. The disagreeable noise of scraping stools would be wholly removed. These seats and desks should be graduated in size, so that the smaller pupils could be placed in front and the larger ones behind. They should present the same appearance in color &c., in all the rooms and it might be convenient to have them numbered.

The large slates or perhaps the newly invented composition material, should be placed about three sides of the room, occupying as small a space as possible. In my opinion each pupil would, in the ordinary school-room exercises, have ample room if the area of his slate were reduced one-third from the present dimensions.

On the remaining side of the room, should be a platform of moderate height and breadth, upon which should stand a large desk for the use of the teacher. This desk ought to be as low as possible. It should contain drawers, pigeon-holes, &c., sufficient

to contain paper, ink, ink-stands, pens, copy-books, school-books not in immediate use, crayons, pencils, and in fact everything which the teacher requires in his instructions from day to day. There should also be a place, in or about this comprehensive desk, where could be kept the water-pail, sponges, broom, dustpan, and towels. If the teacher could have all these things so arranged as to lay his hands upon them the instant they are required, a great many precious moments of time would be saved. On the platform should be a dignified looking chair for the teacher, and three or four chairs for visitors.

Upon the wall, back of the teacher's desk, there should be presented a surface of slate or composition, eight or ten feet in length, by three or three and a half in width.

Over the teacher's slate should be placed a clock upon which the time could be conspicuously seen, and a contrivance by which the day of the week, the month, the day of the month and the year could be constantly kept in view. Practical and daily exercises in time, thus capable of being given from almost the very outset of the course, would prove invaluable. Every school-room should, without question, be well warmed in cold weather, and well ventilated in all kinds of weather. That the proper temperature may be preserved, each room should be provided with a therIn concluding this presentation of my views, as to what constitute the best arrangements for the rooms as a whole, I would suggest that each room be provided with a substantial lock and two keys, differing from all others in the establishment, one key to be in the hands of the teacher, and the other entrustto a reliable female pupil, whose duty should be to keep the room in perfect cleanliness and order. The room should then never be opened, excepting when the teacher is there or this pupil is engaged in her daily work of putting all to rights.

mometer.

Having thus briefly remarked upon general school-room arrangements, I propose to make a few suggestions upon the other branch of our subject, i. e. the arrangements necessary for classes. of different standing.

As a uniform rule, there should be as many grades of schoolrooms as the number of years pupils are allowed to be under instruction. As there is some difference in this respect among the various institutions of this country, it will, of course, be out of my power to propose a gradation which would be perfectly applicable to all. Assuming that seven years is the proper time for the generality of deaf-mutes to be under instruction, I will make the gradation of the rooms to correspond. This could be very easily altered to suit any institution where only a less number of years was allowed.

In the room or rooms to be used by the pupils of the first year, in addition to the general arrangements heretofore mentioned, there should be a well selected library of books, full of pictures, with the names of the objects attached. The various primers and elementary school-books issued from the press in this country, offer an ample field from which to make selections. These books could be judiciously used in the great work of stimulating the minds of deaf-mutes to acquire a knowledge of words by their own exertions. They could be loaned from time to time by the teacher, as the reward of merit and application, and withheld as the punishment of disobedience and indolence. The use thus made of these little books should not interfere in the slightest degree with the onward though gradual progress of the class in the construction of grammatical sentences. In the opinion of the writer, hundreds of words could be acquired by the pupils themselves from these illustrated books, without going through the ordinary tedious process of writing them all out, and having them individually explained by the teacher. The book adopted as developing the principles of the course of instruction, must of course be the text-book of the school-room, but these other books could be used with great effect, as appliances in the comprehensive system.

Upon the ceiling might be tastefully arranged all the primary colors and their principal combinations met with in daily life, so that the teacher need only touch the color with the point of his rod to convey a clear and unmistakable impression as to what it is, to the minds of his pupils. Upon the wall of the room, oppo

site to the teacher's desk, and over the pupils' large slates, might be displayed the addition table, upon which the class could be frequently drilled, with great facility. In connection with this table the class should have a small arithmetical treatise, unfolding the principles of numeration and addition, and nothing else. During the first year, they should be so thoroughly drilled in adding figures, that they could perform operations without counting their fingers. Various pictures, according to the tastes of each teacher, might be hung in different parts of the room. After such a start as this, further appliances should be added from time to time as might be deemed expedient, upon mature reflection. In fact, everything in the power of man should be done to add life to the often too tedious and wearisome processes of imparting instruction.

In the room or rooms devoted to the class in the second year of their progress, should be the following peculiar arrangements: On the ceiling should be drawn the most commonly used geometrical figures, with their names attached. On the wall opposite the teacher's desk, should be the subtraction table, upon which the class should be thoroughly drilled during this year. In connection with this, they should have a small arithmetical treatise, comprising extended illustrations of the rules of subtraction, with a review of addition. These exercises in arithmetic should be so constructed as incidentally to assist the pupils in the acquisition of language. Books, containing short, simple and striking stories, the more pictures the better, should form the library for this class. In this library, and those of the higher classes, should be found books suitable for Sabbath reading. The teacher of this class should have in his possession a number of images dressed so as to represent family relations. It would be unnecessary to describe them here in detail. Each teacher's own ingenuity would suggest to him how he could best represent grand-parents, parents, children, uncles, aunts, cousins, &c. It seems to the writer, that from this point of instruction onward, each class should have port-folios of engravings, of more and more value, as they became able to appreciate them. They could often engage in writing descriptions of these engravings and pictures.