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The temperature of the air admitted to the rooms above is regulated without reducing the quantity of fresh-air supply, in the following manner:

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In an ordinary school room when the air becomes too warm the teacher causes the registers to be closed, which shuts off the heat and of course the ventilation at the same time. In the arrangement shown on Diagram 2, there is only a grating at A. The damper B is controlled from the school-room, and is so arranged that when it is open it admits the warm air to the flue, and when shut it admits cool air from the corridor through an opening into flue placed below radiators at C, and vice-versa.

The damper can also be placed at any intermediate position so that the temperature of the admitted air at A can be regulated to any degree from 140° to 70°, and adjusted to that which is necessary to keep the room at 68°, or, as some prefer, 70°.

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Each scholar is supplied with 30 cubic feet of air per minute, and the provision for supplying fresh air and withdrawing vitiated air changes the atmosphere every 11 minutes in ordinary weather. Each class-room is supplied with fresh air as above described through four 8"x12" hot-air flues entering the class-rooms about seven feet above floor. Each class-room is also provided with six ventilation flues 8"x12" (Plate V.) placed in the cross walls, and as near the inner wall of the room as practicable. The openings to four of these ventilation flues are placed at the level of the floor and are constantly open, and the openings to the remaining two flues are placed just below the level of the ceiling, and are closed, except when the air in the room becomes overheated, when these registers are opened, allowing the overheated air to escape. As indicated on the ground plans, a continuous line of steam-pipe is run along the partitions in cloak rooms, close to the floor, so as to dry the clothing in wet weather. Ample ventilation flues are provided in each cloak room, and the doors are provided with open transoms above and are three inches from the floor at the bottom, thus admitting a free circulation of air.

The main corridors on first and second floors, and the large assembly hall on the second floor are provided with direct radiators in addition to the warm air supplied to them by the indirect radiators in the basement. There are eight of these direct radiators in the assembly hall, and they are placed under the window stools of the east, west, and south outside walls. Each direct radiator is supplied with fresh air through what is known in Boston as the "Eureka Ventilator," built in the outside wall immediately behind each radiator. ventilators are provided with dampers so as to control the admission of fresh outside air, as shown by the accompanying illustration.

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Eureka Ventilator.

These

In addition to the ventilation flues elsewhere described, the assembly hall, which will accommodate over 1,100 persons, is to be provided with three of "Boyle's Patent Air Pump Ventilators" for the extraction of overheated and vitiated air. These are automatic ventilators placed on the ridge of the roof, and communicating through galvanized iron ducts with a large ventilating register opening in the ceiling of the assembly hall.

1842.

WILLIAM EWART GLADSTONE.

WILLIAM EWART GLADSTONE was born in Liverpool Dec. 29, 1809, educated at Eton, and Christ Church, Oxford, where he graduated in 1829, taking a double class in 1831. After traveling on the continent, he was returned to Parliament in 1832, and was in 1834 made a junior Lord of the Treasury, and in 1835 under Secretary for Colonial Affairs, by Sir Robert Peel. In the same year he retired from office with his leader, and returned with him in 1841 as Vice-President of the Board of Trade, and Master of the Mint. In this capacity he gave the explanation required of the commercial policy of the government and of the revived tariff in In 1843 he was made President of the Board of Trade, and in 1846, succeeded Lord Stanley as Secretary of State for the Colonies. In the following year he resigned, and in a few months he was elected member of the House for the University of Oxford, and in 1852 became Chancellor of the Exchequer. In 1855 he was in Parliament but out of office, until 1859, when he resumed office as Chancellor of the Exchequer, assisted in negotiating the commercial treaty with France, and aided the Oxford University Commissioners. He was rejected as member from Oxford in 1865, but was immediately returned for South Lancashire, and after the death of Lord Palmerston became leader in the House of Commons and Chancellor of the Exchequer under Lord Russell's administration. In 1866 he brought in a Reform Bill, and again in 1868, when he was successful. As Premier after 1868 he signalized his ministry by disestablishing the Irish Church, and inaugurating a new system of land tenure in Ireland.

Mr. Gladstone has kept up his classical studies, for which he was eminent at Eton and Oxford, and published an elaborate work on Homer. He maintains the classical side of the question of a modern curriculum for secondary and superior schools.

Classical Training, the Basis of a Liberal Education.

The relation of pure science, natural science, modern languages, modern history, and the rest, to the old classical training, ought to be founded on a principle, and that these competing branches of instruction ought not to be treated simply as importunate creditors that take one shilling in the pound to-day because they hope to get another shilling to-morrow, and in the meantime have a recognition of their title. This recognition of title is just what I would refuse; I deny their right to a parallel or equal position; their true position is ancillary; and as ancillary it ought to be limited and restrained without scruple as much as a regard to the paramount matter of education may dictate. But why, after all, is the classical training paramount? Is it because we find it established?

because it improves memory, or taste, or gives precision, or develops the faculty of speech? All these are but partial and fragmentary statements, so many narrow glimpses of a great and comprehensive truth. That truth I take to be, that the modern European civilization from the middle age downwards is the compound of two great factors, the Christian religion for the spirit of man, and the Greek (and in a secondary degree the Roman) discipline for his mind and intellect. St. Paul is the Apostle of the Gentiles, and is in his own person a symbol of this great wedding. The place, for example, of Aristotle and Plato in Christian education is not arbitrary, nor in principle mutable. The materials of what we call classical training were prepared, and we have a right to say were advisedly and providentially prepared, in order that it might become, not a mere adjunct, but (in mathematical phrase) the complement of Christianity in its application to the culture of the human being, as a being formed both for this world and the world to come.

If this principle be true, it is broad, and high, and clear enough; and it sup plies a key to all questions connected with the relation between the classical training of our youth, and all other branches of their secular education. It must of course be kept within its proper place, and duly limited as to things and persons. It can only apply in full to that small proportion of the youth of any country who are to become in the fullest sense educated. It involves no extravagant or inconvenient assumptions concerning those who are to be educated for trades and professions, in which the necessities of specific training must more or less limit general culture. It leaves open every question turning upon individual aptitudes and inaptitudes; and by no means requires that boys without a capacity for imbibing any of the spirit of classical culture are still to be mechanically plied with the instruments of it after their unfitness in the particular subject matter has become manifest. But it lays down the rule of education for those who have no internal and no external disqualification; and that rule becoming a fixed and central point in the system, becomes also the point around which all others may be grouped.

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