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that the prejudice in England against it is fast
yielding to an opposite feeling; that the Wes-
leyan Conference have come to the resolution
of adopting it, and that he was constantly re-
ceiving letters from clergymen and managers
of schools, expressing their satisfaction with
the improvement which had followed its adop-
tion.

Whilst these considerations may lead some
of our committees to look upon the "mixed"
system more favourably, they do not lessen its
dangers when carried on without proper super-
intendence. The "mixed" system requires a
more careful selection of masters, both as to
their intellectual and moral qualifications;
greater vigilance from the committees and a
more frequent inspection; but these demands
are really so many advantages, so many argu-
ments in its favour; for no system can work
well where these are wanting, and the best de-
vised plan and the most elaborate precautions
are useless, without that personal supervision
and active interest which give spirit and life
to the whole.

Whether then from a conviction of its ad-
vantages or from the necessity of the case,
we may assume that in the great majority of
our schools, the mixed system which educates
all the children together, will be still adopted.
This, however, renders proper arrangement of
more than usual importance, and at this time
when a considerable sum is about to be ex-
pended in building new schoolrooms and re-
pairing and improving the old ones, I have
thought a selection from the general rules and
directions of "the Committee of Privy Council
on Education" might be made useful. The
first point to be determined is the number of
children to be provided for, on which I would
remark, that in a young and growing colony
like our own, provision should be made on the
most ample scale that the means will allow.
The necessity for this is already shown by the
enlargements now being made in our places of
worship; in our school-rooms it is not less ob-
vious. They are in some districts the only
rooms at all fitted for public meetings or social
gatherings of any kind, which until their in-
creasing population, wealth, and intelligence
require institutions for these express purposes,
are free from the objections and temptations to
excess in other places of public resort.

1. In planning a school-room, it must be
   borne in mind that the capacity of the room
   depends, not merely on the area, but on the area,
   the shape, and the positions of the doors,
   windows, and fire-places. The best form is an
   oblong; the best width, for any number be-
   tween 48 and 144, is from 16 to 18 feet. This
   gives sufficient space for each group of desks
   to be ranged (with its depth of three rows)
   along one wall, for the teachers to stand at a
   proper distance from their classes, and for the
   classes to be drawn out in front, when neces-
   sary.

2. A school not receiving infants should be
   divided into at least four classes.

3. A school-room should therefore contain
   at least four groups of parallel benches.

4. Each group should not contain more
   than three rows.

5. No group should be more than 12 feet
   wide.

6. An allowance of 18 inches each will suf-
   fice for the junior classes, but not less than 22
   inches for the senior classes. Thus, at 18 inches
   per child—

A bench 7ft. 6in. will accommodate 5 children;
" 9 0 " " 6 "
" 10 6 " " 7 "
" 12 0 " " 8 "
at 22 inches—
" 7 4 " " 4 "
" 9 2 " " 5 "
" 11 0 " " 6 "

Each group should be divided from the adja-
cent group by an alley, in which a light curtain
can be drawn forward or back.

7. It will be sufficient to provide an alley,
   18 inches wide, for the passage of children at
   one end only of each group, at the other end
   a space of three inches for the curtain will
   suffice.

8. If the schoolroom be not lighted from
   above (when dormers are generally preferable
   to skylights) the windows should be placed as
   high as possible. This plan interferes less than
   any other with the side walls, which are wanted
   for the children's benches, maps, pictures,
   diagrams, &c.

9. All windows should be made to open.
   Care should be taken to avoid draughts of air;
   and a few large, well-placed inlets for light are
   better than many small ones.

10. The time-table of a school should be so
    arranged, that classes engaged in occupations
    comparatively silent (as writing, slate arith-
    metic, drawing, committing to memory, and
    the like) should be interposed between those
    who are reading aloud or receiving oral in-
    struction.

11. A class-room, for at least two classes,
    should also be provided. (This is always use-
    ful; but is particularly so in mixed schools,
    where a mistress can be procured to give occa-
    sional instruction in female branches of educa-
    tion. Also, where in one instance has
    already been done, ladies in the neighbourhood
    have united for this purpose. It may also be
    used as a village library and reading-room,
    when not in use.)