only with the programme, but also as far as possible, with the course of study. At the close of the term a copy of the programme should be left in the classification register for the benefit of the next teacher.

SUGGESTED READINGS

Baldwin, "School Management," part V; "Report of the Committee of Fifteen"; White, "School Management," pp. 86-94; Roark, "Economy in Education," pp. 64-72; Page, "Theory and Practice of Teaching," pp. 269-286; Tompkins, "School Management," pp. 130-133; "Report of the Committee of Twelve," pp. 166–171; Dutton, "School Management," chap. X; Bagley, "Classroom Management," chap. IV; Seeley, "A New School Management," chap. V; Perry, "The Management of a City School," pp. 96-102.

CHAPTER XIII

THE SCHOOL-ROOM AS A FACTOR IN ORGANIZATION

The Old-time School-house. In 1837 Horace Mann stated in an official report that not one-third of the schoolhouses of Massachusetts were fit for habitation. And ten years later Lord Macaulay said of the common schools of England: "We know what such a school too often is: a room crusted with filth, without light, without air, with a heap of fuel in one corner and a brood of chickens in another; the only machinery of instruction a dog-eared spelling-book and a broken slate; the masters the refuse of all other callings."

The educational palaces, fitted with every convenience for comfort and health, that adorn so many of our larger cities bear witness to the wonderful improvement of school architecture in recent years. But in our smaller towns and rural districts school authorities are still too often content with the unsightly, poorly lighted, unventilated, badly heated, filthy structures and forbidding surroundings of the school buildings of a generation ago.

"The evils of unsanitary school-houses," says A. P. Marble, "have attracted most attention in the crowded school-rooms of cities, but these evils are not confined to densely populated places. The vigorous country boys and girls may for a time resist the evils of a school-room alternately too hot and too cold; of draughts of cold air in winter through cracks in the floor and poorly built walls; of out

houses too filthy for use and sources of moral defilement; of seats and desks built for cheapness and not for comfort, and more racks for torture than like a perfect resting-place for the growing bodies of little boys and girls. But, however much the injury may be concealed, the deadly work goes on in many a country school. It is well known that no child can learn well or grow mentally when in bodily discomfort. Dulness, uneasiness, and consequent disorder in a school are often directly traceable to vitiated air." As recently as 1896 Hon. Henry Sabin, then State Superintendent of Iowa, said in a public address: "Yet in all this State there are comparatively few school-rooms in the building of which the supply of fresh air has been taken into account. This is as true in the city as it is in the country." And in speaking of the deplorable condition of the school out-buildings, the Superintendent of Public Instruction of Maine declared: "The condition of these hovels is so shocking that I feel justified in calling special attention, in strong language, to the duties of the towns in this connection." In the recently adopted "rules and regulations" of a certain city school board is this provision, under "duties of the janitor": "He shall scrub the floors twice each year." So it would seem that with all of our advancement in school architecture and school sanitation since the time of Horace Mann, there is still room for improvement, and teachers should be the apostles of a better hygiene.

The School-room Should Interest the Entire Community. -There is no other kind of public buildings in which all classes of the community ought to be so vitally interested as the school-house. For the children of the community the school-room is both a home and a workshop, a livingroom and a library. It is where they spend a great portion