for such carelessness, or rather ignorance, since the lady had three days for the preparation of the lesson. The dictionary should be kept in constant use by pupils and teachers. Teaching average, 65. E.

Miss gave the C class a lesson in Elocution. She gave a very short vocal exercise and omitted the Concert reading. During the recitation she read remarkably well; her voice was clear and full, her emphases and inflections were correct, and her whole manner free from embarrassment. The entrance of three or four visitors did not in the least disconcert her; for her calmness and dignity she deserves much commendation. Teaching average, 95. E. Miss gave the C class a lesson in Ancient History. She was sprightly and animated. She spoke in a clear, decided tone; but she pursued no regular plan in conducting the recitation. Events in Egyptian and Assyrian history were indiscriminately mixed; the pupils became confused, and the lady herself was somewhat bewildered. Teaching average, 88.

E.

Miss gave the B class a lesson in Physiology. She evinced perfect familiarity with the subject of the lessons. She did not confine herself to the textbook, but asked many good, general questions. One of the pupils did not understand a portion of the lesson which was to be explained by a diagram. Missendeavored to make the matter clear by an explanation which was very good, still the pupils did not see it clearly. I think the teacher would have succeeded in clearing the difficulty if she had used the pointer instead of designating certain points by letters. She spoke a little too low. Teaching average, 96.

M.

Miss gave the A class a lesson in English Literature. She did not spend enough time upon the lesson for the day, and consumed too much of the period in reviewing the old lessons. She was not careful in examining the blackboards; lbs. was permitted to stand as the abbreviation of pounds sterling, and whimsicalities was spelled with two l's. The lady made no deduction for errors, all the pupils, with but one exception, received 10. She deserves commendation for speaking in a loud, clear tone. Teaching average, 88. E.

Miss gave the A class a lesson in Elocution. She displayed the tact and skill of an experienced teacher. She assumed full authority over the pupils, (though they were her classmates,) and her whole manner was such that a visitor entering the room would have supposed she was the permanent teacher. One secret of her success was that she had given the reading lesson much home practice and preparation. Teaching average, 100. E.

Miss taught the A class in Literature. She taught well. Though rather quiet, she succeeded in awakening the interest of her pupils, and the entire recitation was very animated. The class is a good one, and the pupils deserve as much commendation as the teacher. Teaching average, 96.

E.

Miss gave the B class a lesson in Elocution. She is a good teacher, and reads very well. She maintained her dignity and composure during the entire recitation, though several visitors were present. Nothing tends to embarrass a teacher so much as the entrance of strangers; the lady's calmness and self-possession then, are worthy of much commendation. Teaching average, 100. E. Miss gave the A class a lesson in Literature. She evinced thorough preparation, and displayed considerable tact in conducting the recitation. Every pupil was called on and compelled to recite or confess ignorance. Teaching average, 93.

E.

Miss gave the D class a lesson in History. She is one of the best teachers in her class. She is sprightly, animated, and critical. The lesson was well taught; a map having been neatly drawn on the board, the teacher required the most important places referred to in the lesson to be pointed out upon it. Teaching average, 100. M.

EXAMINATIONS.

Written examinations take place at the end of each term, and also at the end of every six or seven weeks, in all the studies of the school.

In order to secure entire fairness in the examinations, and to prevent improprieties of any kind, a card is placed in the hands of each pupil, containing the following directions:

1. On the day before the examination begins, take home all your books; see that nothing whatever is left in your desk except this card and your slate; that your desk is cleaned out and free from bits of paper and rubbish of every kind; that the ink well is in good order, and supplied with fresh ink; and that your slate is thoroughly cleaned.

2. Observe the same rule every day before leaving the examination room. 3. Come each day provided with pens, pen-holder, and pencil.

4. Write your name and the subject of examination distinctly at the top of each page.

5. You need not copy the questions upon the paper, but be careful to number each answer to correspond with the question.

6. If unable to answer any question, write its proper number, and opposite the same, write, "I cannot answer."

7. In answering questions in Arithmetic, Algebra, &c., give the work as well as the answer.

8. After beginning a set of questions, do not leave the room without the permission of the teacher in charge, until that exercise is completed.

9. When under examination, avoid with the utmost strictness all communication with others, whether by talking, notes, signs, or otherwise; and do not look over the answers of others lying on the adjoining desks, or allow others in this manner to overlook your answers. Any violation of this rule will cause your exercise to be rejected.

10. Referring to text books, or to written or printed abstracts, or memoranda of any kind connected with the subject of examination, or having such book, abstract, or memorandum, in your desk, or about your person, will cause your exercise to be rejected.

In order to induce not only correctness as to the substance of the answers given, but a habit of carefulness as to the manner of expression, the teachers, in marking the examination papers, note minutely on the face of each paper every thing that is considered faulty. This is done by simply writing the figures 1, 2, 3, 4, &c., on the margin of the sheet, opposite any fault that may be noticed. Figure 1 indicates some fault in the heading, or in the general arrangement of the matter in the sheet; 2 indicates want of neatness; 3 indicates letters written indistinctly, or words not properly spaced; 4, spelling wrong; 5, punctuation wrong; 6, capitals neglected, or used improperly; 7, mistake in grammar; 8, sentences not complete; 9, answer not as full as it should be; 10, answer incorrect.

The object of this scheme of notation is simply to enable the teacher, with the least expenditure of time and labor, to indicate the various faults which mar the appearance and lessen the value of an examination paper. A small printed card, containing this scheme of notation, is placed in the hands of each teacher as a guide in marking the papers, and also in the hands of each pupil while writing his answers. The consequence is that the usually slovenly, careless, illegible, and unworkmanlike style of writing and expression is entirely broken up, and the pupils get unconsciously into the habit of expressing themselves upon paper in a manner that is agreeable to the eye and that is almost entirely free from the minor blemishes of composition.

When the examination papers have been marked and the faults noted with a pencil upon each paper, according to the scheme just explained, the papers are returned to the pupils, and with these papers before them, and with the aid of their books and of the explanations given by the teachers, they are required to write out a second complete set of answers. This exercise is not counted as a part of the examination, but it takes the place of an ordinary recitation. Its object is to fix in the minds of the pupils, while the matter is still fresh, all the corrections which have been pointed out. This revision of the work of examination has a most admirable effect. The questions are usually of a searching character, and reveal to pupils deficiencies in their knowledge, of which they had not been aware. Going over the ground a second time, while this impres sion is fresh.

BOARDING ARRANGEMENTS.

Although the tuition of the Normal School is free, it was found that the main item of expense, the board, had increased until it threatened seriously to embarrass the operations of the institution. Accordingly in September, 1864, a suitable building was secured and fitted up as a boarding-house for the use of the female pupils and teachers. By having a considerable number together, it was found that the expense to each student could be considerably reduced. The first experiment was so successful that the house was enlarged in 1865 so as to accommodate ninety boarders. The building, as thus enlarged, is 135 feet long by 37 feet wide, and three stories high. It is planned with a special view to the wants of such an establishment, and is particularly convenient and attractive. The rooms are of good size, each suited to the accommodation of two pupils; they are neatly carpeted, and supplied with the necessary furniture, with one double bed, and with two large deep closets, one for the exclusive use of each occupant. The beds are furnished with mattresses, but not with pillows or bedding, each boarder being required to furnish these articles for herself.

One of the leading Professors, with his family, lives in the building, and he and his wife have the charge of the establishment. The arrangement altogether is giving the greatest satisfaction to the patrons of the school. Such an establishment was particularly needed for female pupils. Young ladies away from home, and boarding promiscuously through a large town, are exposed to social temptations, and they often lose much time in consequence, even when they do not form undesirable acquaintances, or fall into worse evils. Parents are reluctant to send their daughters to a distant town to attend school, where there can be, from the nature of the case, no adequate guaranty for an efficient supervision and protection out of school-hours. Besides these grave considerations, there is the important matter of economy, the cost of attendance at school having been reduced almost one-half.

The large boarding-house being entirely filled, and there being numerous applicants for admission, who could not be accommodated, the Trustees, in the summer vacation of 1867, took another large building adjoining the former, and fitted it up in similar style for the accommodation of forty additional boarders. This building also was immediately filled.

The resident Professor and his family, in consideration of their services in the management of the household, live in the house entirely free of cost. A charge of one dollar a week is made to each pupil, for rent and fuel. Under "fuel" is included all that is needed for cooking and washing, and for heating every part of the establishment; and under "rent" is included all that is necessary to pay interest, taxes and insurance on the cost of house, furniture and grounds.

The Trustees assume that an assessment of $1 a week on each boarder will cover these items. This sum is a regular and fixed charge. Beyond that, the pupils are charged the actual cost of their living, and this

fact constitutes a very important feature of the plan. The actual cost of the remaining items has been maintained now for more than three years at $2.50 a week, with a variation of only 25 cents for a single term, and the accommodations, both as to quantity and quality, have been such as to give entire satisfaction. But were the Trustees to undertake to board the pupils outright for this sum, there would be less care in regard to waste and breakage, and a more ready disposition to find fault and be discontented. Having paid a fixed sum, the boarders would feel like consuming the full worth of their money. On the contrary, the sum being contingent, they are more ready to acquiesce in any little economies which are to keep their expenses within bounds.

The boarding arrangements which have been described, are exclusively for the use of the female pupils and teachers. A similar establishment for the accommodation of gentlemen is imperatively needed, and is in contemplation.

FARNUM PREPARATORY SCHOOL.

The Farnum Preparatory School at Beverly was established and endowed by the liberality of Paul Farnum, Esq., and opened for the reception of pupils, on the 8th of October, 1856. It has a Board of Trustees of its own, but is designed as an auxiliary of the State Normal School, and an appropriation is made by the Legislature towards its support. As indicated by its name the course of study is preparatory, and has special reference to the more thorough and professional course of the Normal School. A large proportion of the pupils are from Beverly and the vicinity, but those qualified are admitted to the classes in the Normal School at Trenton, on successfully passing the required examination. One hundred and forty pupils were admitted the first term. This number has been increased successive years, and in 1867 amounted to two hundred and eighty.

PLANS AND DESCRIPTION OF THE STATE NORMAL SCHOOL OF NEW JERSEY.

The buildings occupied by the State Normal School of New Jersey, are two in number, one of which is occupied exclusively by the Normal School proper, and the other by both the Normal School and its adjunct, the Model School, but principally by the latter. The two were built and furnished at an expense of about $55,000.

The plans are drawn on a scale of thirty-two feet to the inch. Each building is in the form of a Greek Cross, the main edifice running nearly north and south with wings or projections on the east and west. The front wing of the Normal School on the east, terminates in two towers, 10 by 10 feet.

The great objects secured in the adoption of these plans, are the highest degree of convenience and adaptation to the purposes of a school for both sexes, symmetry, tastefulness, economy in cost of construction, with ample facilities for lighting and ventilation, the ingress and egress of pupils, together with a full supply of water in the proper place, and for every desirable purpose.

The rooms are all large, airy, and commodious. The uses of each apartment will be understood by reference to the numbers indicated on the diagrams, and the accompanying explanation. Each building is heated by four of Boynton's first class furnaces, and ventilated by means of air passages leading from each room to a large chamber for the purpose in the attic, under the ventilator. These air chambers are heated by stoves, thus creating a forced draught from each apartment to the ventilator.

The furniture is of the latest and most approved character, and there are in the two buildings, fifteen hundred feet of the best Vermont and Lehigh wall slates

1, Main entrance and Hall. 2, 2, Cloak Rooms for each sex. 3, 3, Toilet Rooms for each sex. 4, 5, Halls and entrances. 6, 6, 6, and 7, 7, 7, Recitation Rooms. 8, 8, Extra Cloak Rooms. 9, 9, Privies. 10, 10, Halls for each sex

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