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 ad vanced 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 oper ations 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 lyce

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.

PLAN AND DESCRIPTION OF PUBLIC SCHOOL, No. 17, NEW YORK.

The following plans and explanation of a "Public School” and a “Primary School" are copied from the "Thirty-ninth Annual Report of the Trustees of the Public School Society of New York." The plans after which the school-houses of this Society were originally constructed, as well as the methods of instruction pursued in their schools, were adopted from those recommended by Joseph Lancaster, and the British and Foreign School Society. These plans and methods have been from time to time essentially modified, until they can no longer be characterized as Lancasterian or Monitorial, but the plans and methods of the Public School Society of New York. There are two grades of schools, the higher called the Public Schools, and the lower, called the Public Primary Schools. Those schools of the primary grade, which are in the buildings appropriated to the higher schools, are designated Primary Departments, to distinguish them from the Primaries taught in separate buildings. The system of instruction pursued in the Primary Departments was originally the Infant School system, and still retains many of the methods of that system. The school-rooms were, therefore, constructed and furnished in reference to simultaneous exercises of the whole school, to oral instruction with visible illustrations, and to physical movements of various kinds.

Public School, No. 17, is in 13th Street, between the 7th and 8th Avenues, on the centre of a lot of ground 100 feet front and rear, by 103 feet deep. The main building is 42 feet front, and 80 feet deep; the stair building (in the rear,) is 21 by 14 feet. The main building is 49 feet high, from the pavement to the eaves. The first story of the front of the main building is of brown stone, polished, as is also the bases and caps of the pilasters. The walls are all of brick (including the front fences); the front being of (what are called) Philadelphia pressed bricks; the front cornice is of wood, and painted white.

The windows of the lower story, contain each 30, and the two upper stories each 40 panes of glass, 12 by 10 inches: the sashes are all hung with weights and cords, so that they may be raised or lowered at pleasure.

The rooms are all wainscoted, as high as the window sills: the wainscoting, doors, and desks are all grained in imitation of oak: the doors, window casings, and sashes are painted white. The rooms are ventilated by means of six blinds, by 3 feet, being placed in the ceiling between the timbers, and two or three bricks being left out opposite the blinds, in the outside walls.

The first story is 11 feet 6 inches high in the clear, and is occupied as a Primary Department, for both boys and girls, and contains seats for 150 children in the Front Room, (marked A on Fig. 1,) and 200 on the Gallery, (marked M on Fig. 1); making in all 350 seats in this department.

The second story is occupied as the Girls' department; the room is 151⁄2 feet high in the clear, and contains seats for 252 scholars.

The third story is occupied as the Boys' department; the room is 16 feet high in the clear, and contains seats for 252 scholars; making in all 854 seats in the building, exclusive of the seats in the recitation rooms.

The steps in the stair building, by which the scholars enter and retire from school, are of blue stone, 3 inches thick by 12 inches wide, and are expected to last as long as any part of the building. This method was adopted to avoid the necessity of putting in new steps every few years, (which has heretofore been necessary where wooden steps have been used,) and also to lessen the noise consequent on a great number of children going either up or down wooden steps, at the same time; thus far the experiment has succeeded admirably, and is now adopted for both Public and Primary Schools.

Fig 1. Ground plan of Primary Department, yards, &c.