bined could do, in a time when thousands did not go a hundred miles from home during their lives. Going abroad shows men that this is a great world--that possibly their house is not the only "centre" of it-that there are thousands of rivers larger than theirs, and thousands of men who after all, know more than they do-truths which perhaps, they would never have learned so as fully to appreciate, from books.

The child of the farmer, cut off by circumstances, from all save a limited intercourse with the world, needs, more than all others, the advantages of going away from home; but this is ordinarially attended with an expense that few are able to bear, to any extent that will produce marked results. The end may be gained in some measure, however, without expense, and the lack of a high department in the country School so far supplied, by sending his more advanced children to the town to attend a graded School, and receiving a child from town to board in exchange, which child will also be benefited in various respects. He is probably more ignorant of the country than the farmer's child is of the town; and he or she will obtain quite as much and as useful information, by associating with the country, as the other will by his intercourse with the town. Both will learn that there are many more things in the world than they ever dreamed of under their parental roof. This need not interfere with the legal exclusiveness of School Districts, as "a fair exchange is no robbery;" and it is believed that no School Board would object to a measure mutually so beneficial. The youth from the country might thus pursue higher branches of study than they could in their own ungraded School, and at the same time have the advantage of observing the habits and customs of other people, of acquiring that ease of manners which comes by association with strangers, and of gaining that self-reliance which they can never possess while ignorant of their fellow man. If the School Board in the

towns object that the exchange would not be equal, as probably the scholars they would receive, would be older than those who go into the country, and require more experienced teachers, let them charge a trifling tuition. The difference at most, would be but slight, and by consultations, the Boards of the respective Districts might arrange conditions satisfactory to all. Such an intermingling of families would do much to destroy the petty jealousies, envyings and exclusiveness of feeling that often exists between the town and the country. The young would thereby extend the circle of their acquaintance, and so far increase their opportunities of meeting with the" most suitable partner for life. The change would often prove highly conducive to the health of the parties, and all concerned would feel more than before, that all men are their neighbors, and realize more fully the true brotherhood of mankind. The subject is suggested to the reader's consideration.

UNION SCHOOLS.

By a "Union School" is to be understood something more than a mere consolidation of two or more Districts, and the gathering of all the children to be taught under one roof. Twenty Districts might unite, and yet, the union be only united confusion and anarchy. On the other hand, any number of Districts may unite under the provisions of Sections 92 and 93 of the Primary School Law, and continue to use all the old Schoolhouses, with no other, and yet realize the complete design of a Union School. It may be the same thing, whether they do this, or occupy but one great central building; but in the latter case, they must divide into separate rooms; and it matters not whether the several grades are separated by several streets, or only by a brick wall. The important characteristic of a Union School is the gradation of its departments; and this may be done as well with separate houses

as with separate rooms. If several houses are made use of, the Primary Department will be in one, to which all the small children will repair. Another house will be for another grade, and so on; and the children from all parts of the same District will meet and pass each other daily on their way to School. In a village of moderate size, it will usually be found expedient to occupy but one house; but experience has shown that in large towns, it is a better policy to have several houses. The law under which our Union Schools are established, had not for its end the mere union of Districts for a consolidation and saving of expense, by making education more a wholesale business; all this was but a means to the end; which end was, to grade the School, as it could not be done with limited numbers. The advantages to be derived from thus grading the School according to the studies pursued, has already been alluded to.

In the establishment of our earliest Union Schools, the plan was adopted of erecting one house for all the scholars. Where the population has but slightly increased, the single house generally continues to be used; but in the rapidly growing towns, the one house has soon become filled, and the plan is being changed by the erection of branch houses for the Primary departments. By this division, it becomes no less a Union School. They are controlled by the same Board, and the same Superintendent or Principal has charge of all as before.

Any single District may avail itself of all the advantages of a Union School, if it has scholars enough to require several Teachers. In that case the scholars may be classified under separate Teachers, and the School becomes thereby a Graded School. But single Districts seldom contain scholars in sufficient numbers to adopt this course; hence a union of Districts as the remedy.

The Union School proper is no more than a large graded Primary School, with as many grades, or departments, as

the number of scholars and variety of studies may require, to furnish in the best manner, a good common education to its pupils, and prepare them morally and intellectually, for the responsibilities of life.

A PREPARATORY DEPARTMENT.

Our State has a University, which after a struggle of years in its early history, almost for its very existence, now stands upon broad and sure foundations, and is preparing many of our young men for a commanding influence in society. But in that struggle, the Branches, which were projected to facilitate the preparation of those who would wish to enter the University, expired; and in all probability, they will never be revived. A more than substitute however, has been found, by connecting with the Union Schools, a department with all the advantages and appliances expected in the Branches. This feature of the Primary School, additional to the advantages it has formerly afforded to the young, is in harmony with its design, and an extension of its benefits. The extent to which the Primary School shall go in its instruction, is decided only by custom; and it will hardly answer in this age of the world, for Custom to declare its laws, like those of the Medes and Persians, unchangeable, whenever an advancing age, new circumstances, and new views, make a modification desirable. One of the main objects of the Union School is to teach successfully, higher branches than could be taught in the single District School. By what rule then, shall the limit of these additional studies be prescribed? Most evidently, by expediency, and regard to the greatest good of the greatest number.

The State has provided a University where our young men may walk in the highest paths of literature. Its attempt to afford them facilities for reaching its classic halls proved a failure. Thus the State has acknowledged an obligation in this matter. The State cannot endow an

Academy in every county, and private Schools to supply the want, are too expensive for the masses--a great portion of those who wish for their aid, being persons of limited means. It were cruel mockery for the State to proclaim a free University to its youth, and at the same time remind them that they can reach it only by a heavy preliminary expense. The Union School has established one department additional to the highest ordinary advantages of the old system-why not add another, and meet this great want in our otherwise admirable educational system, and give our young men and women all the advantages of the Academy, in their own immediate vicinity?

But one possible objection, it is believed, can be urged against this plan; and that is not valid, because the assumption is not true in fact. That is, that such a department would add to the expense of the Primary School. This is on the supposition that whatever one person gains, some other person must lose; but this is not always true. Two farmers may exchange horses, and both make a good bargain. Much more may this be the case, in business arrangements relating solely to moral and intellectual

means.

It is not here proposed or recommended to admit students to this department absolutely free, or subject only to their share in the rate bills. It is probable that a moderate tuition should be charged them. They might, pursuant to the provisions of sections 141 and 142 of the School Law, be charged such tuition as the Boards shall deem just, and those residing within or without the District be received on the same terms. The burden of expense in attendance at a High School, is not in the tuition, but in the payment for board, where the student is required to go from home. But here, where the greater number would board at home, a small tuition, and yet more than sufficient to meet the increased expense of the School, would be a