DESIGN FOR A PUBLIC SCHOOL. 



and warm the frame admirably, without any danger of over-heating, and in ordinary 

 nights, (the frame being well covered,) I needed no fire. Soon after the lamp was lighted, 

 the warm water began to rise in the boiler, and to flow off through the topmost pipe, and 

 as it became cooled it returned to the bottom of the boiler, by the lower part of the same 

 pipe — and although, of course, the water never became hot, it was quite warm enough, 

 not only to raise the temperature of the frame, but to keep it raised — as the water once 

 heated remained so a long time after the lamp went out. 



I ought to add, that at the end of the frame, where the lamp was fixed, I had a little 

 box, or double door, by which I could light and feed the lamp without letting cold air into 

 the frame. 



I have sent you this account of my simple experiments, which will appear insignificant 

 enough to many of your readers, thinking that some few of those to whom " necessity is 

 the mother of invention," might find a useful hint for their own practice. 



Yours truly, An Original Subscriber. 



New-York, September, 1851. 



DESIGN FOE A PUBLIC SCHOOL. 



[ SEE FRONTISPIECE. ] 



In accordance with our wishes, to see an improvement in the architecture of our school- 

 houses, as expressed in previous numbers of this Journal, we present this month a de- 

 sign by Mr. Oavelkr, an English architect, which will be found to present some points 

 worthy of study, in the composition of this class of buildings. 



The style is what may be called domestic Gothic, and in picturesque effect is only cal- 

 culated to harmonise with rural scenery. It is to be built of brick, with stone dressings 

 — a very substantial and excellent mode — and one which, in many parts of this country, 

 would be comparatively economical. 



The plan of this school-house embraces a double-school accommodation — one for bo3^s, 

 and another for girls. The total number of pupils provided for is four hundred. Each 

 school-room has a class-room, a lobby for cloaks and hats attached to it, and a separate 

 yard for play ground, in the rear. 



Buildings for public instruction, if thus designed in a style calculated to awaken ideas 

 of beauty, fitness and order in the minds of youth, would always help to educate the eye 

 and the feelings in architecture, while like every other mark of civilization and refine- 

 ment, they would insensibly elevate the character of all who are brought in contact with 

 them. A boy may learn arithmetic as well in a log hut as in the most admirably propor- 

 tioned building; but in the latter he will also be much more likely to learn something of 

 the power of the nobler forms of mere matter, and their superiority over low and vulgar 

 forms. 



