Popular Education Part 20

I would respectfully suggest, and even _urge_ the propriety of locating the school-house on a piece of firm ground of liberal dimensions, and of inclosing the same with a suitable fence. The location should be dry, quiet, and pleasant, and in every respect healthy. The vicinity of places of idle and dissipated resort should by all means be avoided; and, if possible, the site of the school-house should overlook a delightful country, and be surrounded by picturesque scenery. The school yard, at least, should be inclosed not only, but set out with shade trees, unless provided with those of Nature's own planting. It should also be ornamented with beautiful shrubbery, and be made the park of the neighborhood--the pleasantest place for resort within the boundaries of the district. This would contribute largely to the formation of a correct taste on the part of both children and parents. It would also tend to the formation of virtuous habits and the cultivation of self-respect; for the scholars would then enjoy their pastime in a pleasant and healthful yard, where they have a _right_ to be, and need no longer be hunted as _trespa.s.sers_ upon their neighbors' premises, as they now too frequently are.

SIZE AND CONSTRUCTION.--In treating upon the philosophy of respiration at the 92d page of this work, it was stated that, exclusive of entry and closets, where they are furnished with these appendages, school-houses are not usually larger than twenty by twenty-four feet on the ground, and seven feet in height. The average attendance in houses of these dimensions was estimated at forty-five scholars in the winter. It was also stated that the medium quant.i.ty of air that enters the lungs at each inspiration is thirty-six cubic inches, and that respiration is repeated once in three seconds, or twenty times a minute. Now, to say nothing of the inconvenience which so many persons must experience in occupying a house of so narrow dimensions, and making no allowance for the s.p.a.ce taken up by desks, furniture, and the scholars themselves, a simple arithmetical computation will show any one that such a room will not contain a sufficient amount of air for the support of life three hours. But I will here simply refer the reader to the fourth chapter of this work, and will not repeat what was there said.

In determining the size of school-houses, due regard should be had to several particulars. There should be a separate entry or lobby for each s.e.x, which Mr. Barnard, in his School Architecture,[69] very justly says should be furnished with a sc.r.a.per, mat, hooks or shelves--both are needed--sink, basin, and towels. A separate entry thus furnished will prevent much confusion, rudeness, and impropriety, and promote the health, refinement, and orderly habits of the children.

[69] "School Architecture," or Contributions to the Improvement of School-houses in the United States, by Henry Barnard, Commissioner of Public Schools in Rhode Island, p. 383. This excellent treatise embodies a ma.s.s of most valuable information in relation to school-houses and apparatus. It contains the plans of a great number of the best school-houses in various portions of the United States, and should be consulted by every committee before determining upon a plan for the construction of a valuable school-house.

The princ.i.p.al room of the school-house, and each such room where there are several departments, should be large enough to allow each occupant a suitable quant.i.ty of pure air, which should be at least twice the common amount, or not less than one hundred and fifty cubic feet. There should also be one or more rooms for recitation, apparatus, library, etc., according to the size of the school and the number of scholars to be accommodated.

Every school-room should be so constructed that each scholar may pa.s.s to and from his seat without disturbing or in the least incommoding any other one. A house thus arranged will enable the teacher to pa.s.s at all times to any part of the room, and to approach each scholar in his seat whenever it may be desirable to do so for purposes of instruction or otherwise. Such an arrangement is of the utmost importance; and without the fulfillment of this condition, no teacher can most advantageously superintend the affairs of a whole school, and especially of a large one.

In determining the details of construction and arrangement for a school-house, due regard must be had to the varying circ.u.mstances of country and city, as well as to the number of scholars that may be expected in attendance, the number of teachers to be employed, and the different grades of schools that may be established in a community.

COUNTRY DISTRICTS.--In country districts, as they have long been situated, and still generally are, aside from separate entries and clothes-rooms for the s.e.xes, there will only be needed one princ.i.p.al school-room, with a smaller room for recitations, apparatus, and other purposes. In arranging and fitting up this room, reference must be had to the requirements of the district; for this one room is to be occupied by children of all ages, for summer and winter schools, and for the secular, but more especially for the religious meetings of the neighborhood. But in its construction primary reference should be had to the convenience of the scholars in school, for it will be used by them more, ten to one, than for all other purposes. Every child, then, even the youngest in school, should be furnished with a seat and desk, at which he may sit with ease and comfort. The seats should each be furnished with a back, and their height should be such as to allow the children to rest their feet comfortably upon the floor. The necessity of this will be apparent by referring to what has been said on the laws of health in the third chapter of this work, at the 68th and following pages.

No one, then, can fail to see the advantages that would result to a densely-settled community from a union of two or more districts for the purpose of maintaining in each a school for the younger children, and of establishing in the central part of the a.s.sociated districts a school of a higher grade for the older and more advanced children of all the districts thus united. If four districts should be united in this way, they might erect a central house, C, for the larger and more advanced scholars, and four smaller ones, P P P P, for the younger children. The central school might be taught by a male teacher, with female a.s.sistants, if needed; but the primary schools, with this arrangement, could be more economically and successfully instructed by females. In several of the states legal provisions are already made for such a consolidation of districts. This would invite a more perfect cla.s.sification of scholars, and would allow the central school-house to be so constructed, and to have the seats and desks of such a height as to be convenient for the larger grade of scholars, and still be comfortable for other purposes for which it might occasionally be necessary to occupy it. Such an arrangement, while it would obviate the almost insuperable difficulties which stand in the way of proper cla.s.sification and the thorough government and instruction of schools, would at the same time offer greater inducements to the erection of more comfortable and attractive school-houses.

--------------- | | | | P | P | |------C------| | | | | P | P | ---------------

CITIES AND VILLAGES.--The plan suggested in the last paragraph may be perfected in cities and villages. For this purpose, where neither the distance nor the number of scholars is too great, some prefer to have all the schools of a district or corporation conducted under the same roof. However this may be, as there will be other places for public meetings of various kinds, each room should be appropriated to a particular department, and be fitted up exclusively for the accommodation of the grade of scholars that are to occupy it. In cities, and even in villages with a population of three or four thousand, it is desirable to establish at least three grades of schools, viz., first, the primary, for the smallest children; second, the intermediate, for those more advanced; and, third, a central high school, for scholars that have pa.s.sed through the primary and intermediate schools. While this arrangement is favorable to the better cla.s.sification of the scholars of a village or city, and holds out an inducement to those of the lowest and middle grade of schools to perfect themselves in the various branches of study that are pursued in them respectively as the condition upon which they are permitted to enter a higher grade, it also allows a more perfect adjustment of the seats and desks to the various requirements of the children in their pa.s.sage through the grade of schools.

NEW YORK FREE ACADEMY.--In the public schools of the city of New York, two hundred in number, six hundred teachers are employed, and one hundred thousand children annually receive instruction. The Free Academy, which is a public school of the highest grade, and which is represented in our frontispiece, was established by the Board of Education in 1847. The expense of the building, without the furniture, was $46,000, and the annual expense for the salaries of professors and teachers is about $10,000. Out of twenty-four thousand votes cast, twenty thousand were for the establishment of this inst.i.tution, in which essentially a complete collegiate education may be obtained. No students are admitted to it who have not attended the public schools of the city for at least one full year, nor these until they have undergone a thorough examination and proved themselves worthy. Its influence is not confined to the one hundred or one hundred and fifty scholars who may graduate from it annually, but leaches and stimulates the six hundred teachers, and the hundred thousand children whom they instruct, and thus elevates the common schools of the city _in reality_ not only, but places them much more favorably before the public than they otherwise could be.

Smaller cities, and especially villages with a population of but a few thousand, can not, of course, maintain so extended a system of public schools; but they can accomplish essentially the same thing more perfectly, though on a smaller scale. For the benefit of districts in the country and in villages, I will here insert a few plans of school-houses.

[Ill.u.s.tration: _Plan of a School-house for fifty-six Scholars._

Size, 30 by 40 feet.

Scale, 10 feet to the inch.]

D D, doors. E E, entries lighted over outer doors, one for the boys and the other for the girls. T, teacher's platform and desk. R L, room for recitation, library, and apparatus, which may be entered by a single door, as represented in the plan, or by two, as in the following plan. S S, stoves with air-tubes beneath. K K, aisles four feet wide--the remaining aisles are each two feet wide. _c v_, chimneys and ventilators. I I, recitation seats. B B, black-board, made by giving the wall a colored hard finish. G H, seats and desks, four feet in length, constructed as represented on the next page.

The seat and desk may be made together, and instead of being fastened permanently to the floor, attached in front by a strap hinge, which will admit of their being turned forward while sweeping under and behind them.

[Ill.u.s.tration: _Primary and Intermediate Department, on first floor._

Size, 36 by 64 feet.

Scale, 12 feet to the inch.]

A, entrance for boys to the High School. C, entrance for girls to the High School. P, entrance for boys to the Primary and Intermediate Departments. Q, entrance for girls to the same. D D, doors. W W, windows. T, teacher's platform and desk. G H, desk and seat for two scholars, a section of which is represented at X, in the Primary Department. I I, recitation seats. B B, black-boards. S S, stoves, with air-tubes beneath. _c v_, chimney and ventilator. R, room for recitation library, apparatus, and other purposes.

[Ill.u.s.tration: _High School, or Third Department, on second floor._]

A, entrance for the boys, through the entry below. C, entrance for the girls. G H, desk and seat: aisles from two to three feet wide. D D, doors. W W, windows. S S, stoves. _c v_, chimney and ventilator.

T, teacher's platform. R, recitation-room. I I, recitation seats in princ.i.p.al room. B B, black-board: as a subst.i.tute for the common painted board, a portion of the wall, covered with hard finish, may be painted black; or, what is better, the hard finish itself may be colored before it is put on, by mixing with it lamp-black, wet up with alcohol or sour beer.

VENTILATION OF SCHOOL-HOUSES.--We have already seen that in a school-room occupied by forty-five persons, thirty-two thousand four hundred cubic inches of air impart their entire vitality to support animal life _the first minute_, and, mingling with the atmosphere of the room, proportionably deteriorate the whole ma.s.s; that the air of crowded school-rooms thus soon becomes entirely unfit for respiration, and that, as the necessary result, the health of both teacher and scholars is endangered; that the scholars gradually lose both the desire and the ability to study, and become more inclined to be disorderly, while the teacher becomes continually more unfit either to teach or govern. Hence the necessity of frequent and thorough ventilation.

The ordinary facilities for ventilating school-rooms consist in opening a door and raising the lower sash of the windows. The only ventilation which has been practiced in the great majority of schools has been entirely accidental, and has consisted in opening and closing the outer door as the scholars enter and pa.s.s out of the school-house, before school, during the recesses, and at noon. Ventilation, as such, I may safely say, has not, until within a few years, been practiced in one school in fifty; nor is it at the present time in many parts of the country. It is true, the door has at times been set open a few minutes, and the windows have been occasionally raised, but the object has been either to let the smoke pa.s.s out of the room, or to cool it when it has become too warm, not to ventilate it.

Ventilation by opening a door or raising the windows is imperfect, and frequently injurious. A more effectual and safer method of ventilation consists in lowering the upper sash of the window. In very cold or stormy weather, a ventilator in the ceiling may be opened, so as to allow the vitiated air to escape into the attic, in which case there should be a free communication between the attic and the outer air by means of a lattice in the gable, or otherwise. A ventilator may also be constructed in connection with the chimney, by carrying up a part.i.tion in the middle, one half of the chimney being used for a smoke flue, and the other half for a ventilator.

But it is often asked, Why is it not just as well to raise the lower sash of the windows as to lower the upper one? In reply I would say, first, lowering the upper sash is _a more effectual method of ventilation_. In a room which is warmed and occupied in cold weather, the warmer and more vitiated portions of the air rise to the upper part of the room, while that which is colder and purer descends. The reason for this may not be readily conceived, especially when we consider that carbonic acid, the vitiating product of respiration, is specifically heavier than common air. Three considerations, however, will make it apparent. 1. Gases of different specific gravity mix uniformly, under favorable circ.u.mstances. 2. The carbonic acid which is exhaled from the lungs at about blood heat is hence rarefied, and specifically lighter than the air in the room, which inclines it to ascend. 3. The ingress of cold and heavier air from without is chiefly through apertures near the base of the room. Raising the lower sash of the windows allows a portion of the purer air of the room to pa.s.s off, while the more vitiated air above is retained. Lowering the upper sash allows the impure air above to escape, while the purer air below remains unchanged.

Lowering the upper sash is also the _safer method of ventilation_. It not only allows the impure air more readily to escape, but provides also for the more uniform diffusion of the pure air from without, which takes its place through the upper part of the room. The renovated air will gradually settle upon the heads of the scholars, giving them a purer air to breathe, while the comfort of the body and lower extremities will remain undisturbed. This is as it should be; for warm feet and cool heads contribute alike to physical comfort and clearness of mind. Raising the lower sash of the windows endangers the health of scholars, exposing those who sit near them to colds, catarrhs, etc.

Indeed, when it is very cold or stormy, it is unsafe to ventilate by lowering the upper sash of the windows. At such times, provision should be made for the escape of impure air at the upper part of the room, and for the introduction of pure air at the lower part, as will be shown while treating upon the means of warming.

MEANS OF WARMING.--Next in importance to pure air in a school-room is the maintenance of an even temperature. This is an indispensable condition of health, comfort, and successful labor. It is one, however, that is very generally disregarded; or, perhaps I should say, one that is not often enjoyed. School-houses are generally warmed by means of stoves, some of which are in a good condition, and supplied with dry, seasoned wood. The instances, however, in which such facilities for warming exist, are comparatively few. It is much more common to see cracked and broken stoves, the doors without either hinges or latch, with rusty pipe of various sizes. Green wood, also, and that which is old and partially decayed, either drenched with rain or covered with snow during inclement weather, is much more frequently used for fuel than sound, seasoned wood, protected from the weather by a suitable wood-house. With this state of things, it is exceedingly difficult to kindle a fire, which burns poorly, at best, when built. Fires, moreover, are frequently built so late, that the house does not become comfortably warm at the time appointed for commencing school. These neglects are the fruitful source of much discomfort and disorder. The temperature is fluctuating; the room is filled with smoke a considerable part of the time, especially in stormy weather; and the school is liable to frequent interruptions, in fastening together and tying up stove-pipe, etc., etc.

This may seem a little like exaggeration. I know full well there are many n.o.ble exceptions. But in a large majority of instances some of these inconveniences exist; and the most of them coexist much more frequently than persons generally are aware of. I speak from the personal observation of several thousand schools in different states, and from reliable information in relation to the subject from various portions of the country. I have myself many times heard trustees and patrons, who have visited their school with me for the first time in several years, say, "We ought to have some dry wood to kindle with; I didn't know as it was so smoky: we must get some new pipe; really, our stove is getting dangerous," etc. And some of the boys have relieved the embarra.s.sment of their parents by saying, "It don't smoke near so bad to-day as it does sometimes!"

The princ.i.p.al reason why the stoves in our school-houses are so cracked and broken, and why the pipes are so rusty and open, lies in the circ.u.mstance that green wood, or that which is partially decayed and saturated with moisture, is used for fuel, instead of good seasoned wood, protected from the inclemency of the weather by a suitable wood-house. There are at least three reasons why this is poor policy.

1. It takes double the amount of wood. A considerable portion of the otherwise sensible heat becomes latent, in the conversion of ice, snow, and moisture into steam. 2. The steam thus generated cracks the stove and rusts the pipe, so that they will not last one half as long as though dry wood from a wood-house were used. 3. It is impossible to preserve an even temperature. Sometimes it is too cold, and at other times it is too warm; and this, with such means of warming, is unavoidable. Scores of teachers have informed me that, in order to keep their fires from going out, it was necessary to have their stoves constantly full of wood, and even to lay wood upon the stove, that a portion of it might be seasoning while the rest was burning. Aside from the inconvenience of a fluctuating temperature, this is an unseemly and filthy practice, and one that generates very offensive and injurious gases.

Again: I have frequently heard the following and similar remarks: "The use of stoves in our school-houses is a great evil;" "Stoves are unhealthy in our school-houses, or in any other houses," etc. This idea being somewhat prevalent, and stoves being generally used in our school-houses, their influence upon health becomes a proper subject for consideration.

Combustion, whether in a stove or fire-place, consists in a chemical union of the _oxygen gas_ of the atmosphere with _carbon_, the combustible part of the wood or coal used for fuel. Carbonic acid, the vitiating product of combustion, does not, however, ordinarily deteriorate the atmosphere of the room, but, mingling with the smoke, escapes through the stove-pipe or chimney.

The stove, in point of economy, is far superior to the open fire-place as ordinarily constructed. When the latter is used, it has been estimated that nine tenths of the heat evolved ascends the chimney, and only one tenth, or, according to Rumford and Franklin, only one fifteenth, is radiated from the front of the fire into the room.

Four-fold more fuel is required to warm a room by a fire-place than when a stove is used. Oxygen is, of course, consumed in a like proportion, and hence, when the open fire-place is used, there is necessarily a four-fold greater ingress of cold air to supply combustion than where a stove is employed.

And, what is of still greater importance, when a fire-place is used, it is impossible to preserve so uniform a temperature throughout the room as when a stove is employed. When a fire-place is used, the cold air is constantly rushing through every crevice at one end of the room to supply combustion at the other end. Hence the scholars in one part of the room suffer from cold, while those in the opposite part are oppressed with heat. The stove may be set in a central part of the room, whence the heat will radiate, not in one direction merely, but in all directions. In addition to this, as we have already seen, only one fourth as much air is required to sustain combustion, on both of which accounts a much more even and uniform temperature can be maintained throughout a room where a stove is used than where a fire-place is employed.

But whence, then, has arisen the prevailing opinion that stoves are unhealthy? There are two sources of mischief, either of which furnishes a sufficient foundation for this popular fallacy. The first has already been referred to, and consists simply in the almost total neglect of proper ventilation. The other lies in the circ.u.mstance that school-rooms are generally kept too warm. In addition to the inconvenience of too high a temperature, the aqueous vapor existing in the atmosphere in its natural and healthful state is dispersed, and the air of the room becomes too dry. The evil being seen, the remedy is apparent. Reduce the temperature of the room to its proper point, and supply the deficiency of aqueous vapor by an evaporating dish partially filled with pure water. If this is not done, the dry and over-heated air, which is highly absorbent of moisture in every thing with which it comes in contact, not only creates a disagreeable sensation of dryness on the surface of the body, but in pa.s.sing over the delicate membrane of the throat, creates a tickling, induces a cough, and lays the foundation for pulmonary disease, especially when ventilation is neglected. The water in the evaporating dish should be frequently changed, and kept free from dirt and other impurities. Care also should be taken not to create more moisture than the air naturally contains, otherwise the effect will be positively injurious.

The evil complained of is attributable mainly to the maintenance of a too high temperature. Were a thermometer placed in many of our school-rooms--and a school-house should never be without one in every occupied apartment--instead of indicating a suitable temperature, say sixty-two or sixty-five degrees, or even a summer temperature, it would not unfrequently rise above blood heat. The system is thus not only enfeebled and deranged by breathing an infectious atmosphere, but the debility thence arising is considerably increased in consequence of too high a temperature. The two causes combined eminently predispose the system to disease. The change from inhaling a fluid poison at blood heat, to inhaling the purer air without at the freezing point or below, is greater than the system can bear with impunity.

A uniform temperature, which is highly important, can be more easily and more effectually maintained where a stove is employed, furnished with a damper, and supplied with dry, hard wood, than where a fire-place is used. In the former case the draft may be regulated, in the latter it can not be. A great amount of air enters into combustion even where a stove is used. A greater quant.i.ty enters into the combustion where a fire-place is used, in proportion to the increased amount of wood consumed. Much of the heated air, also, where an open fire-place is used, mingling with the smoke, pa.s.ses off through the chimney, and its place is supplied by an ingress of cold air at the more distant portions of the room. There is hence not only a great waste of fuel, but a sacrifice of comfort, health, and life.

But even where a stove is used there is a constant ingress of cold air through cracks and defects in the floor, doors, windows, and walls, which causes it to be colder in the outer portions of the room than in the central portions and about the stove. The evil is the same in kind as that already referred to in speaking of fire-places, but less in degree. This evil, however, may be almost entirely obviated by a very simple arrangement, which will also do much to render ventilation at once more effectual and safe, especially in very cold and inclement weather. The arrangement is as follows:

Immediately beneath the floor--and in case the school-house is two stories high, between the ceiling and the floor above--insert a tube from four to six inches in diameter, according to the size of the rooms, the outer end communicating with the external air by means of an orifice in the under-pinning or wall of the house, and the other, by means of an angle, pa.s.sing upward through the floor beneath the stove. This part of the tube should be furnished with a register, so as to admit much or little air, as may be desirable. This simple arrangement will reverse the ordinary currents of air in a school-room. The cold air, instead of entering at the crevices in the outer part of the room, where it is coldest, enters directly beneath the stove, where it is warmest. It thus moderates the heat immediately about the stove, and being warmed as it enters, and mingling with the heated air, establishes currents toward the walls, and gradually finds its way out at the numerous crevices through which the cold air previously entered. If these are not sufficient for the purpose, several ventilators should be provided in distant parts of the room, as already suggested. This simple arrangement, then, provides for the more even dissemination of heat through all parts of the room, and thus secures a more uniform temperature, and, at the same time, provides a purer air for respiration, contributes greatly to the comfort and health of the scholars, and fulfills several important conditions which are essential to the most successful prosecution of their studies, and to the maintenance and improvement of social and moral, as well as intellectual and physical health.

By inclosing the stove on three sides in a case of sheet iron, leaving a s.p.a.ce of two or three inches between the case and the stove for an air chamber, the air will become more perfectly warmed before entering the room at the top of the case. The best mode, however, of warming and ventilating large school-houses is by pure air heated in a furnace placed in the bas.e.m.e.nt. The whole house can in this way be warmed without any inconvenience to the school from maintaining the fires, on account of either noise, dust, or smoke. But as this mode of warming can not be advantageously adopted except in very large schools, it will not often be found desirable out of cities and large villages.

LIBRARY AND APPARATUS.--I have already said that every school-house should have a room for recitations, library, and apparatus. In country districts where but one teacher is employed in a school, it will perhaps generally be found convenient to conduct the majority of the recitations in the princ.i.p.al school-room. But even where this practice obtains, there is still urgent necessity for a room for a library, apparatus, and other purposes.

Several of the states have carried into successful operation the n.o.ble system of District Libraries. These, in the single state of New York, already contain nearly two millions of volumes. In some of the new states the system of Township Libraries has been adopted, which, on some accounts, is better adapted to a spa.r.s.e population with limited means.

These, in the State of Michigan, already contain one hundred thousand volumes. The director of each school district draws from the township library every three months the number of books his district is ent.i.tled to. These, for the time being, const.i.tute the district library, and each citizen in the township is thus allowed the use of all the books in the township library.

Now, whichever of these systems is adopted, the school-house is the appropriate depository of the library. There are many reasons for this.