large opening [], into the air-chamber, where it is heated and conducted to the rooms by large pipes, [f,h]. The object of this mode of taking in air is two-fold. In the first place, the constant currents of cold air, passing over the top of the furnace, keep that surface comparatively cool, and also keep the floors above the furnace cool, thus removing all danger of setting fire to the wood-work over the furnace.

In the second place, as the inside walls are constantly becoming heated, and the currents of cold air, passing down on all sides of the walls, become rarified by their radiation, and thus, as it were, take the heat from the outside of the inner walls, and bring it round into the air-chamber again, at [b] This is not mere theory, but has been found to work well in practice. On this plan, the outside walls are kept so cool, that very little heat is wasted by

radiation.

In the second plan, the cold air is admitted as before; but, instead of ascending from [r] to the top of the furnace, it passes through a large opening, directly from [r], to [P, P, P], representing small piers, supporting the inside walls, and thence into the air-chamber at [b], and also up the spaces [t, t], to the top [s], from which the air warmed by coming up between the walls is taken into the rooms by separate registers, or is let into the sides of the pipes [f, h].

By this plan, the air passes more rapidly through the air-chamber, and enters the rooms in larger quantities, but at a lower temperature. This is the better mode, if the furnace be properly constructed with large inlets and outlets for air, so that no parts become highly heated; otherwise, the wood-work over the furnace will be in some danger of taking fire. The general defects in the construction of furnaces are:-too small openings for the admission of cold air-too small pipes for conveying the warm air in all horizontal and inclined directions and defective dampers in the perpendicular pipes. A frequent cause of failure in warming public buildings and private dwellings may be found in the ignorance and negligence of attendants.

A single remark will close this report, which has been extended, perhaps, too far by specific details-a want of which is often complained of by mechanics who are engaged in building school-houses.

It is believed to be best, and, all things considered, cheapest, in the end, to build very good school-houses-to make their external appearance pleasant and attractive, and their internal arrangements comfortable and convenientto keep them in first-rate order, well repaired, and always clean.

The amount of damage done to school property in this city has uniformly been least in those houses in which the teachers have done most to keep every thing in very good order. The very appearance of school property well taken care of rebukes the spirit of mischief, and thus elevates the taste and character of the pupils.

Respectfully submitted.

PROVIDENCE, August, 1846.

N. BISHOP, Superintendent of Public Schools.

DESCRIPTION OF LATIN AND ENGLISH HIGH SCHOOLS, SALEM.

The interior of this building is fitted up in a style of ornamental and useful elegance which has no parrallel in this country.

The Latin School is believed to be the first FREE SCHOOL established in the United States, and probably in the world, where every person within certain geographical limits, and possessing certain requisites of study, has an equal right of admission, free of cost. It was founded in 1637, and has continued without interruption, giving a thorough preparation to students for college, to the present day. The English High School was established in 1827.

The walls of the Latin Grammar School are enriched and adorned with inscriptions in the Greek and Latin language and character. These are not merely apothegms of wisdom, but mementoes of duty; they are fitted to inspire the pupils with noble sentiments, and are the appropriate" Genius of the Place."

The interior of the English High School is adorned in a manner no less appropriate and useful.

In the center of the ceiling is the circle of the zodiac, 29 feet in diameter. The ventilator, 3 feet in diameter, represents the sun, the spots being designated upon the nucleus in conformity to the latest telescopic observation. The divergence of the solar rays is also fully exhibited. The earth is represented in four different positions, indicating the four seasons. The moon also is described in its orbit, and its position so varied as to exhibit its four principal changes. The globular figure of the earth is clearly shown, and lines are inscribed upon it representing the equator, tropics, and polar circles. The hour lines are also marked and numbered. The border of the circle represents upon its outer edge the signs of the zodiac, with their names, and within, the names of the months. The signs are divided into degrees, and the months into days, both of which are numbered. The thirty-two points of the compass are marked upon the inner edge, the true north and magnetic north both correctly indicated, the variation of the needle having been ascertained by a recent series of observations.

The circle of the zodiac, as thus described, being enclosed within a square panel, the exterior spaces in the four angles are filled up as follows:

The western angle exhibits the planet Saturn, with his rings and belts, as seen through a telescope, and his true size in proportion to the sun, supposing the circle of the zodiac to represent the size of the sun. The eastern angle exhibits Jupiter, with his belts, of a size similarly proportionate. The other primary planets and the moon are described according to their relative sizes, in the southern angle. In the northern angle is a succession of figures, designed to represent the varying apparent size of the sun, as seen from the different planets. In the ceiling there are also two oblong panels, one towards the western, the other towards the eastern extremity. The western panel contains a diagram, which illustrates, by their relative position, the distance of the several planets, primary and secondary, from the sun, which is placed at one end of the panel. The several planets are designated by their signs, and the figures, placed opposite to each, show how many millions of miles it is distant from the sun. The satellites of the Earth, Jupiter, Saturn, and Herschel, are described as revolving in their orbits around their respective primaries. The eastern panel contains a diagram, which illustrates the theory of the solar and lunar eclipses. The moon is represented in different parts of the earth's shadow, and also directly between the earth and the sun. Upon the four sides of the room, in the space above the windows and doors, eight panels are described, containing as many diagrams, which illustrate successively the following subjects :-

1. The different phases of the moon. 2. The apparent, direct, and retro grade motions of Mercury and Venus. 3. The moon's parallax. 4. The commencement, progress, and termination of a solar eclipse. 5. The diminution of the intensity of light, and the force of attraction in proportion to the increase of the squares of distance. 6. The transit of Venus over the sun's disc. 7. The refraction of the rays of light by the atmosphere, causing the sun or other celestial bodies, to appear above the horizon when actu

ally below it. 8. The theory of the tides, giving distinct views of the full and neap tide, as caused by the change of position and the relative attraction of the sun and moon.

The two small panels over the entrance doors represent, respectively, the remarkable comets of 1680 and 1811, and the theory of cometary motion as described in the plates attached to Blunt's "Beauty of the Heavens."

The diagram in the large panel upon the north side of the recitation platform represents the relative height of the principal mountains and the relative length of the principal rivers on the globe. The mountains and rivers are all numbered, and scales of distance are attached, by which the heights and lengths can be readily ascertained. The relative elevation of particular countries, cities and other prominent places, the limits of perpetual snow, of various kinds of vegetation, &c., are distinctly exhibited. This diagram is a copy of that contained in Tanner's Atlas.

The diagram in the corresponding panel on the south side of the recitation platform represents a geological section, the various strata being systematically arranged and explained by an index.

The space between the windows upon the north and south sides of the room are occupied by inscriptions in which the diameter, hourly motion, sidereal period, and diurnal rotation of the several primary planets and the earth's moon, are separately stated, according to calculations furnished for the purpose by Professor Peirce, of Cambridge. The hourly motion and sidereal period of the four asteroids are also stated in corresponding inscriptions upon the western side. The diameter and rotation of the sun are inscribed upon the edge of the circular recess beneath the ventilator.

Over the frontispiece, which surmounts the recess upon the teacher's rostrum, is a beautifully executed scroll bearing the inscription,

"ORDER IS HEAVEN'S FIRST LAW."

This motto may be regarded as equally appropriate, whether viewed as explanatory of the celestial phenomena which are figured upon the walls, or as suggesting the principle which should guide the operations of the school.

The clock is placed within the recess, upon the wall of which the course of studies prescribed for the school, and arranged into two divisions, is conspicuously inscribed.

Many of the charity schools of Holland contain paintings of no inconsiderable excellence and value. In Germany, where every thing, (excepting war and military affairs,) is conducted on an inexpensive scale, the walls of the school-rooms were often adorned with cheap engravings and lithographs, of distinguished men, of birds, beasts, and fishes; and, in many of them, a cabinet of natural history had been commenced. And throughout all Prussia and Saxony, a most delightful impression was left upon my mind by the character of the persons whose portraits were thus displayed. Almost without exception, they were likenesses of good men rather than of great ones,frequently of distinguished educationists and benefactors of the young, whose countenances were radiant with the light of benevolence, and the very sight of which was a moral lesson to the susceptible hearts of children. In the new building for the "poor school" at Leipsic, there is a large hall in which the children all assemble in the morning for devotional purposes. Over the teacher's desk, or pulpit, is a painting of Christ in the act of blessing little children. The design is appropriate and beautiful. Several most forlorn-looking, half-naked children stand before him. He stretches out his arms over them, and blesses them. The mother stands by with an expression of rejoicing, such as only a mother can feel. The little children look lovingly up into the face of the Saviour. Others stand around, awaiting his benediction. In the back-ground are aged men, who gaze upon the spectacle with mingled love for the children and reverence for their benefactor. Hovering above is a group of angels, hallowing the scene with their presence.-Mr Mann's Seventh Annual Report.

PUBLIC SCHOOL SOCIETY OF NEW YORK.

Prior to 1805, the only schools in the city of New York which partook at all of the character of public schools, were one established by the "Female Association for the Relief of the Poor," in 1802, and those sustained by different religious denominations for the gratuitous education of the children of their own members. These were few, feebly sustained, and the course of instruction altogether inadequate.

In April, 1805, on the petition of De Witt Clinton and other individuuals, a free school" was incorporated by the legislature for the education of children who did not belong to, and were not provided for by any religious society. This school was organized in May, 1806, and taught on the plan then recently originated by Joseph Lancaster.

In 1808, the institution was enlarged by the legislature under the name of the "Free School Society of the City of New-York," and the city corporation presented a site for a school-house, and entrusted to its keeping the education of the children of the alms-house.

In 1809, the first edifice was completed and dedicated to its future purposes in an address by De Witt Clinton, the president of the society.

In 1815, the society received its quota ($3,708) of the first apportionment of the State Fund for the support of Common Schools.

In 1821, a committee of the society were instructed to correspond with distinguished educators, in Europe and the United States, for information on the subject of schools, and especially the education of the poor. This step resulted in some modifications of the plans of the society, and the methods of instruction in the schools.

In 1828, the first primary school was opened in the Duane street building, on the plan of the infant schools, which had been introduced into the large cities of the United States, under voluntary efforts. The result was favorable. It drew off the younger scholars from the other schools in the same building, and facilitated the instruction and government in both classes of schools. This school was for a time under the joint management of the society and a committee of ladies from the infant school society. At this time, Mr. Samuel S. Seton was employed by the society as an agent to visit the families of the poor, to make known the benefits of the schools and secure the punctual attendance of delinquent scholars. This step led to a knowledge of various abuses, and the introduction of several improvements. Mr. Seton has since acted as the Agent of the Society, and in this capacity has given unity to all of the operations of the several committees of the Board.

In 1828-29, the schools of the public school society were placed more on the basis of "Common Schools"-open to all, not as a matter of charity, but of right, and supported in part like other great public interests, by a general tax. This tax was one eightieth of one per cent., and was the first tax raised by the city of New York, for the support of Common Schools; the memorial by which the attention of the Common Council was called to the subject was signed principally by the wealthiest citizens.

In the winter of 1832 a large committee on the part of the society, was appointed to examine into the condition of the schools, and propose such modification and improvement, as might be considered judicious. To aid the committee with the experience of other cities, two of their number were deputed to visit Boston and examine the school system and schools of that city. This committee reported certain modifications, which were concurred in by the board. These modifications were the establishment of primary schools, under female teachers, for the elementary classes, with some simple apparatus for visible illustration; an extension of the

studies in the upper public schools, so as to embrace astronomy, algebra, geometry, trigonometry, and book-keeping; an increase of the salaries of teachers, the substitution of assistant teachers for certain class recitations and reviews, and the opening of recitation rooms for this purpose; the more extended use of blackboard, maps. globes, and other apparatus; and the establishment of evening schools for apprentices, and such as leave school at an early age.

In 1834, owing to the increase of the primary schools, a school was: opened for the benefit of those who were employed as monitors in that class of schools. This plan has been extended so as to embrace such pupils of the older class of the upper schools, as from their peculiar taste,. industry and proficiency, could be recommended as monitors or teachers. While in these normal schools, they are denominated "cadets," and such as are properly qualified are promoted to the station of monitors, under pay, and so on to "passed monitors," from which class the assistant: teachers are to be selected. These schools now embrace two hundred pupils, under the charge of nine teachers, and have already furnished the schools with a number of teachers.

In 1836, owing to a want of one or more high schools in the system, a number of scholarships in Columbia College and the University, with their preparatory schools, were opened by those having the management of these institutions, for such scholars of the public schools as were advanced to the limit of the instruction there provided. In 1841-2, similar privileges were opened in the Rutgers Female Institute, for a certain number of girls.

In 1842, an act passed the legislature which altered very essentially the system of public schools in the city of New York, by providing for the appointment of School Commissioners in the several wards, who together constitute a Board of Education.

In 1844, Mr. Josiah Holbrook's system of scientific exchanges and a plan of oral instruction in the natural sciences, were introduced into the schools of the Society. The teachers were authorized to. allow the pupils to occupy a limited portion of time weekly in preparing specimens of writing, mapping and drawing, with a view to the exchanging of such specimens for those of other schools in this and other states. These exchanges of the results of mental and artistical labors on the part of the pupils, have excited a most healthful rivalry, greatly favorable to the development of their mental faculties, while its moral influences have been decidedly good. Not the least among its benefits has been the cultivating of a taste for the art of drawing, so necessary and useful a part of common school education, particularly in those pupils designed for mechanical pursuits. Connected with the operations here alluded to, was a plan of instruction by short oral lectures on the natural sciences, from objects collected and placed in the school cabinets by the pupils themselves, formed into associations or "school lyceums."

In 1847, the Free Academy was established by the Board, after an expression in its favor by a direct popular vote. Admission into the Academy is confined to those who have been pupils in the public schools. The range of instruction is equal, if not superior, to that of the best academies in the State.

In 1848, evening schools were established for such pupils as could not attend the public or ward schools by day.

In 1853, the schools and property of the Public School Society were transferred to the Board of Education, and the Society, after years of faithful, disinterested, and useful service, in building up an improved system of public instruction, was abolished.