FOR POPULOUS SETTLEMENTS, A BETTER WAY.

Suppose four Districts, embracing not much more than a mile square each, as is the case in some of our towns, each with its School hovel and Teacher, and each with forty scholars. One has a competent Teacher to instruct the large scholars, and the smaller ones are neglected. Another has a female to teach the small children, and the large ones stay at home, or attend only to make difficulty. Now let these Districts become one, with a commodious Schoolhouse near the centre, and the number of scholars will probably be increased from one hundred and sixty, to two hundred. Let them be divided into three grades, and perhaps eighty would come into the Primary Department. These would be taught by two females, who at whatever wages might be paid them, would probably accomplish more than any Teachers of the other sex. The studies of this Department would be simple, and the Teacher's success would depend more upon the tact, in which females excel, than in the talent of more learned men. The next, or Intermediate Department, might include seventy more of the whole number, and would require one competent Teacher, and the payment of as high wages, perhaps, as is paid to both the female Teachers in the lower Department. The other, or High Department, would take the remaining fifty of the scholars, who would enter it sufficiently advanced to engage in History, Philosophy, Book-keeping, Algebra, Geometry, or Astronomy. This grade will require a Teacher of still higher attainments, and commanding higher wages. He will also be the head of the other Departments. If the single Districts before employed a male Teacher in the winter and a female in the summer, as is usual, we have now two of each for the year--which is practically the same thing, and no portion of the children will be at any time excluded from School for the want of an appropriate Teacher. The wages paid may be

increased, but probably not more than equal to the increased number of scholars. To furnish instruction to all, we are no longer required to realize the figure of the poet, when he talks of

"The ocean being into tempest toss'd,

To waft a feather, or to drown a fly!"

In other words, we are no longer required to employ a University scholar to teach a portion of our children their letters, or let the others go untaught. We may thus obtain a full supply of Teachers, by the simple principle of a "division of labor," and each will labor under the most advantageous circumstances.

WHAT EVERY VILLAGE AND CITY SHOULD DO.

From the foregoing—which is but a mere glance at the subject the remedy, where circumstances will admit of its application, is readily suggested. Wherever the popu lation is sufficiently dense to furnish within a convenient distance from a common centre, more scholars than can be properly instructed by one Teacher, the territory thus included should still comprise but one District, with two or more School rooms, where the small scholars can occupy one apartment, and the larger another; each with a Teacher of qualifications adapted to his or her position. If the number of children within such bounds requires more than two Teachers, they should be divided into three grades. Where the number does not exceed four or five hundred, several considerations would counsel but one central building, with rooms for the several grades; but when the children exceed five hundred, it will be better to use the central house for the Higher Departments alone, and provide for the Primary Department in as many smaller houses variously located, as the demand may require. The congregating of more than five hundred children of all ages in one building, is of doubtful policy; and in a place of five thousand or more inhabitants, it is desirable that the

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small children be not exposed to the bustle, not to say the danger, and bad moral influences, of the crowded business streets through which they must pass less or more, to at tend the central School. These considerations were at first a serious objection in the minds of many, to Union Schools; and it was truly an objection in large villages, it but one house was contemplated.

The small children will comprise not far from two-fifths of the whole. With branch Schoolhouses, they will have a less distance to travel, and will be more directly under their parents' eye. The other three-fifths of the scholars can meet at the central building without inconvenience, where they may be divided into as many grades, or sections of grades, as circumstances may demand. It is still but one School, with a common interest, a common expense, controlled by the same officers, and with teachers responsible to one head.

WHAT IS BEING DONE.

There is perhaps no subject upon which public sentiment has undergone a greater change within the last ten years, than that of Primary Schools. Villages and cities that have hardly doubled in population within that time, have ten to fifteen times the amount of money invested in Schoolhouses that they had, eight or ten years ago. It is doubtful whether, ten years since, there were ten Schoolhouses in all the villages of this State, that would now be pronounced so much as respectable in appearance. In this respect the villages were behind the country in enterprise, taking into account their difference in circumstances. But what a change! Now almost every village of any importance--several of them having become cities in their government has its Schoolhouse or houses, to attract the traveller's eye with as much prominence as their churches, or other public buildings.

The city of Adrian, eight years since, had not two thou

sand dollars invested in School property. The value of her Schoolhouses and grounds is now not far from thirtyfive thousand dollars. Yet the accommodations are not equal to the wants of her two thousand children, and four or five thousand dollars per annum it is expected will be expended for two or three years to come. Yet no tax-payer doubts that this expenditure has increased the real value of his property more than equal with the tax he has paid.

The city of Ann Arbor, with twelve hundred and thirtynine children, has within five years, erected a Schoolhouse one hundred feet in length, costing, with the grounds, twenty-eight thousand dollars; and her citizens are not satisfied with that.

The township of Dexter has less than five hundred children; yet the village has a Schoolhouse that cost seven thousand dollars. This expense has been incurred for about two hundred and fifty children.

The city of Monroe, with twelve hundred and forty-five children between the legal ages, has recently erected a Schoolhouse at an expense of ten thousand dollars.

The village of Tecumseh has within two years past, completed a Schoolhouse at an expense of fifteen thousand dollars. The Report for the last year states the number of children between the legal ages, to be four hundred and sixty-eight; and the number attending School, four hundred and twenty-two.

Seven years ago, the village of Niles, with about five hundred children, had one School, and employed a Teacher at fifteen dollars per month-or it would be as correct to say that a Teacher was paid that sum, and they had no School; for the average number in attendance required but ten and one-half seats! The name of a School was kept up sufficiently to draw their portion of the Interest fund, and that, probably, was all that was expended. It seems almost incredible that a place of business enterprise like Niles, could sink so low in educational affairs. But the

citizens of that place resolved to redeem themselves from their reproach, and Niles has now a Schoolhouse one hundred feet it length, standing upon a lot forty by sixteen rods, or four acres in size, beautifully ornamented with native forest trees-the whole costing about thirty thousand dollars!

The city of Ypsilanti contains nine hundred and sixtyfour children within the legal ages. A Schoolhouse that cost fifteen thousand dollars was recently burned. Another is already erected, one hundred and twenty feet front, the center ninety-three, and the wings seventy feet deep -the whole costing forty thousand dollars.

These are examples of the educational spirit that now animates the citizens in most cities and villages in the State. Several other places might be named, where an equal or similar enterprize prevails. Every new movement begets new interest, dignifies the Primary School, and stimulates all classes in the noble work of Universal Education.

SCHOOLS IN THE COUNTRY.

As has been remarked, the Schools in the sparsely settled sections of the State cannot avail themselves of the benefits of the graded system to any considerable extent. This is a misfortune inseparably connected with their position; but that they cannot do all that is desirable, is no reason why they should not do the very much that is within their power, for very great improvement. Let Schoolhouse be located, erected, and furnished with taste; let the unsightly, inconvenient hovel with all its repulsive aspects and surroundings, give place to a building and accompaniments which, though on a small scale, the children may love and honor, as to them indeed a temple of knowledge—a place where they shall delight to repair—a place more attractive to them than are the homes of a majority-a place truly of poetry and flowers-a place of both natural