MODEL DESIGNS FOR COUNTRY SCHOOLS. 7^7 art of teaching, like all other arts, began by efforts made by individuals on individuals ; and it is only in modern times, at least in Britain, that the discovery lias been made of tJie art of teaching children in masses. This art is nothing more than a branch of that general system of improvement which consists in the cooperation of numbers for the good of the wliole. We shall make no attempt to trace the history of tliis art, which seems to have existed for an unknown length of time in India ; but it would be withholding what is due to meritorious exertion, not to mention the names of three eminent individuals, who, in modern times, have brought it to the perfection in which it now is. We allude to Mr. Lancaster, who, without any knowledge of what had been done in India, invented a similar system, and applied it in this country ; INIr. Wilderspin, who invented, and it may be said perfected, at least in principle, the system of infant instruction ; and Dr. Boll, who improved the Indian system at Madras, and afterwards imported it into Britain. Having paid some attention to these three systems of teaching, both in Britain and on the Continent, and looking upon universal education as the grand moral lever which is to raise the human world, we can hardly refrain from entering into the subject at some length ; but we must content ourselves with observing that the three modes are essentially one and the same; viz., that of educating in masses; and, that we consider this art as of as great importance in the moral and political world as the invention of the steam- engine is in that of the world of arts and manufactures. It is not one of the least advantages of this system, that it lightens the labours of both the master and the scholar, and renders that an amusement which formerly was a task. We shall first lay down the fundamental principles for designing and fitting up schools of these three descriptions, and next give two or three miscellaneous examples. Sect. I. Of the Fundamental Principles, and the Rules derived from these Principles, for designing and fitting up Schools for the Education of Children in Masses. 1517. The Education of Children in Masses comprises that of infants under five years of age, and that of children from that age upwards. The education of infants not five j-ears old must necessarily be almost wholly effected by teachers who have attained the years of discretion; but that of children farther advanced may be in great part effected by tlie mutual instruction of the childi-en themselves, under the direction and superintend- ence of a competent master or mistress. This necessarily divides our present subject into two subsections; viz., that of designing schools for training infants, and that of designing schools for mutual instruction. We shall treat the subject very concisely in both sub- sections, happy in being able to refer to works accessible to all Architects who may be required to design or execute schools ; viz., Wilderspin on Infant Education, 4th edit. 12mo, 1832, 5s. ; Brown on the Cidtivation of the Infant Mind, 4th edit. 12mo, 1832, 2s. 6d. ; Wilson on the System of Infant Schools, 3d edit. 8vo, 1826, 4s. 6d. ; Manual of Model Schools of the British and Foreign School Society, 8vo, 1831, 5s. ; and Stoat's Sj/stem of Circulating Classes, as an Improvement on the Madras System, 12mo, 1826, Is. SuBSECT. 1. Fundamental Principles, and General Rules deduced from them, for designing Schools for Infant Instruction. 1518. In the Choice of the Situation for an infant school, the first consideration is, the piiysical health of the children ; and the next, their moral health. The principle derived from the first consideration is, that the spot should be dj-y and airy ; and the rule deduced from this principle is, that the building should be placed on a site elevated, either naturally or by art, and so that the sun may shine on each of its sides on every day, or on most days, of the year. The principle derived from the second consideration is, that the school should be so situated as not to expose the children to the risk of moral contamina- tion ; and, to effect this, it should be a rule always to place infant schools in a decent and orderly neighbourhood. There are other subordinate rules respecting the construction of these buildings, to be derived from these principal ones ; which, after what has been said on the subject of drainage, ventilation, cleanliness, and decency, in the preceding pages of this work, we shall leave to the Architect. " Much," it is observed by Mr. Brown, the excellent master of the Spitalfields Infant School, " may be done by forethought and contrivance, to secure healthiness and convenience, and to save expense ; and not only so, but to give the children such a prepossession in favour of order, neatness, and cleanliness, as shall lead to the most beneficial results in their after-lives. I could wish," he adds, " for the good of society at large, that the poor were disgusted with the wretched hovels in which they dwell ; and which, in London at least, often let for higher rents than com- fortable houses." (Essay on the Cultivation of the Infant Mind.) 1519. The Desiderata of the School-room are, ample dimensions, free air, light, sunshine, and cheerfulness. The rule, therefore, should be, to have high walls, in order to obtain a lofty ceiling; and to have abundance of windows exposed to the sun. The size of the room must depend on the number of children to be instructed in it ; and the
