Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

Ventilation.

of ventiducts, care should be taken to give them a smooth surface, and to avoid all sudden turns or angles. The Emerson ventilating caps, placed at the outlets, are also important auxiliaries to the successful operation of ventilating flues.

If a smoke-pipe, or steam or hot-water pipe, can be made to pass through a ventiduct, its value will be greatly increased. When this is impracticable, the ventiduct should at least be carried up by the side of a smoke-flue. In one of the school-buildings of Chicago, a steam-pipe is carried through the length of each ventiduct. In the Philadelphia High School, the ventiducts all terminate in two ventilating chambers in the loft. In each of these is placed a large coal-stove, and from the top is a large cylindrical exit-tube. A large amount of heat may be generated by these stoves, at any season of the year, and an impetus given to the ascending current to any extent desired.*

When all other resources for ventilation fail, the teacher should resort to the windows. These can be opened freely before and after school, and at the

*"The important points in the construction of a ventilator are, that it should, when possible, be a warm tube, and that it should open near the floor of the apartment to be ventilated. When warm, it constantly acts, from the mechanical tendency of a column of heated air to rise; whereas, if cold, it acts only when air is, by some means, forced into the room to be ventilated. In every other case, a cold ventilator is not to be relied on. A second point is, that its opening should be near the floor of the apartment, for it then carries off the stratum of air in contact with the floor, which is always the coldest, and usually the foulest in the room."-North American Review.

Ventilation.

recesses; and they can be let down from the top, a few inches, during school hours, when the air of the room becomes unfit for use.

The following extract from a report prepared by a special committee of the New York Board of Education, embodies a condensed summary of nearly all the valuable results that have yet been reached on the subject of heating and ventilation:

"That the building be warmed throughout (except the janitor's rooms, halls, and stairways) with fresh air, heated by contact with hot-water or steam pipes, or radiators, placed beneath the building; that the quantity of such radiating surface be at least one square foot to every fifty feet of the cubical content of the portion of the building to be heated; that if this do not amount to four square feet of radiating surface for each scholar to be accommodated in the building, then that amount be put in; that the boilers shall be capable of boiling the water, or of generating abundant steam in the coldest weather, and the smoke-pipe shall not in any case show a temperature of above 350°; that the draught of air into the furnace of the boiler, of water into the boiler, and of cold air into the stacks of pipes or radiators, be governed by automatic regulators; that the boilers shall not require replenishing with fuel oftener than once in every four hours; that the radiating surface be divided into separate stacks, one or more for each room, and that the ventilating flues be separate, with openings into the room both at the top and the bottom of the room, and equal in aggregate sectional area to the sectional area of the cold-air boxes, which shall not be less than one square foot for every hundred feet of radiating surface; that the contractor shall give security satisfactory to the Board of Education that he will keep the apparatus in repair for five years, and that it shall in all weathers heat every portion of the house to 70°, and furnish ventilation at the rate of ten cubic feet of air per minute to each scholar to be accommodated by the building, the air to be so introduced into the rooms as to produce no unpleasant draught."

Books of Reference.

BOOKS OF REFERENCE

FOR THE

ORAL COURSE OF INSTRUCTION.

IN conducting oral exercises on the various subjects relating to common life, teachers are often at a loss to know what sources of information are most available. The following catalogue will serve as a general guide to works of this class. The list is by no means complete; but it embraces the most useful of those which have fallen under the author's observation.

Teachers will generally derive more aid from such works as "The Science of Common Things," "First Book of Science," "Fireside Philosophy," etc., than from the more elaborate text-books prepared for the use of High Schools and Academies. By cultivating a familiarity with elementary and practical works on the different subjects to be presented, teachers will more readily adopt a style of instruction and illustration that is adapted to the wants of their classes, than by studying works which are more extended and more strictly scientific. One of the greatest dangers in giving oral lessons, is that of attempting too much. The principles of science must be drawn upon sufficiently to give the pupils a clear and satisfactory explana

Books of Reference.

tion of most of the common phenomena around them, without attempting to exhaust the different sciences to which they relate.

ACKERMAN.-First Book of Natural History, by A. Ackerman, 12mo, pp. 286, New York. ABBOTT.-Learning about Common Things, by Jacob Abbott, 16mo, pp. 193, New York.

BARNARD.-Object Teaching and Oral Lessons on Social Science and Common Things, with various Illustrations of the Principles and Practice of Primary Education, as adopted in the Model and Training Schools of Great Britain; republished from Barnard's American Journal of Education; 8vo, pp. 434, New York and Chicago. $1.50.

This volume contains a reprint of several of the most valuable English works on Oral Teaching.

BEECHER.-Physiology and Calisthenics, by Catharine E. Beecher, 16mo, pp. 151, New York. 50 cts. BROWNELL.-How to Use Globes, by F. C. Brownell, 12mo, pp. 33, New York and Chicago. 10 cts.

BATEMAN.-Third Biennial Report of the Superintendent of Public Instruction of the State of Illinois, for 1859-60, by Hon. Newton Bateman, Springfield, Illinois.

Mr. Bateman's Report embraces an article of sixteen octavo pages on object lessons; the value and use of the slate and blackboard, and of cards and charts; the best methods of cultivating habits of observation and reflection; and the relative importance of Primary Schools in a graded course of instruction.

Books of Reference.

CALKINS.-Primary Object Lessons for a Graduated Course of Development, by N. A. Calkins, 12mo, pp. 362, New York. $1.00.

CARLL.-Child's Book of Natural History, illustrating the Animal, Vegetable, and Mineral Kingdoms, with application to the Arts, by M. M. Carll, 16mo, pp. 148, New York. 38 cts.

COWDERY.-Elementary Moral Lessons, for Schools and Families, by M. F. Cowdery, Superintendent of Public Schools, Sandusky, Ohio, 12mo, pp. 261, Philadelphia. 63 cts.

COWDERY.-Primary Moral Lessons, Part I., by M. F. Cowdery, Superintendent of Public Schools, Sandusky, Ohio, 16mo, pp. 116, Sandusky. 33 cts. CAMP.-Annual Report of the Superintendent of Common Schools of the State of Connecticut for 1861-62, by Hon. David N. Camp.

Mr. Camp's Report contains an article of twentyfive octavo pages on Methods of Teaching, embracing Object Lessons and a Course of Study for Primary, Intermediate, and Grammar Schools.

EMERSON AND FLINT.-Manual of Agriculture, for the School, the Farm, and the Fireside, by Geo. B. Emerson and Chas. L. Flint, 12mo, pp. 306, Boston.

FITZGERALD.-Exhibition Speaker; to which is added a Complete System of Calisthenics and Gymnastics, with Instructions for Teachers and Pupils. Illustrated with fifty engravings, 12mo, pp. 268, New York. 75 cts.

The Gymnastics and Calisthenics occupy forty-six pages.

« ΠροηγούμενηΣυνέχεια »