Slate Blackboard.

In the class-rooms of the American Asylum for the Deaf and Dumb, and all similar institutions, where most of the instruction is given by writing, and drawings on the blackboard, large slates from three feet wide, to four feet long are substituted for the blackboard. These slates cost from $2 to $3, and are superior to any other form of blackboard, and in a series of years prove more economical.

Plaster Blackboard.

As a substitute for the painted board, it is common to paint black a portion of the plastered wall when covered with hard finish, (i. e. plaster of Paris and sand ;) or to color it by mixing with the hard finish a sufficient quantity of lamp-black, wet with alcohol, at the time of putting it on. The hard finish, colored in this way, can be put on to an old, as well as to a new surface. Unless the lamp-black is wet with alcohol, or sour beer, it will not mix uniformly with the hard finish, and when dry, the surface, instead of being a uniform black, will present a spotted appearance.

Canvas Blackboard.

Every teacher can provide himself with a portable blackboard made of canvas cloth, 3 feet wide and 6 feet long, covered with three or four coats of black paint, like Winchester's Writing Charts. One side might, like this chart, present the elements of the written characters classified in the order of their simplicity, and guide-marks to enable a child to determine with ease the height, width, and inclination of every letter. Below, on the same side, might be ruled the musical scale, leaving sufficient space to receive such characters as may be required to illustrate lessons in music. The opposite side can be used for the ordinary purposes of a blackboard. When rolled up, the canvas would occupy a space three feet long, and not more than three inches in diameter.

Directions for making Crayons.

A school, or the schools of a town, may be supplied with crayons very cheaply, made after the following directions given by Professor Turner of the American Asylum for the Deaf and Dumb.

Take 5 pounds of Paris White, 1 pound of Wheat Flour, wet with water, and knead it well, make it so stiff that it will not stick to the table, but not so stiff as to crumble and fall to pieces when it is rolled under the hand.

To roll out the crayons to the proper size, two boards are needed, one, to roll them on; the other to roll them with. The first should be a smooth pine board, three feet long, and nine inches wide. The other should also be pine, a foot long, and nine inches wide, having nailed on the under side, near each edge, a slip of wood one third of an inch thick, in order to raise it so much above the under board, as, that the crayon, when brought to its proper size, may lie between them without being flattened.

The mass is rolled into a ball, and slices are cut from one side of it about one third of an inch thick; these slices are again cut into strips about four inches long and one third of an inch wide, and rolled separately between these boards until smooth and round.

Near at hand, should be another board 3 feet long and 4 inches wide, across which each crayon, as it is made, should be laid so that the ends may project on each side-the crayons should be laid in close contact and straight. When the board is filled, the ends should be trimmed off so as to make the crayons as long as the width of the board. It is then laid in the sun, if in hot weather, or if in winter, near a stove or fire-place, where the crayons may dry gradually, which will require twelve hours. When thoroughly dry, they are fit for use.

An experienced hand will make 150 in an hour.

GOODYEAR'S METALLIC GUM-ELASTIC, OR VULCANIZED INDIA RUBBER.

The fabric known as "Goodyear's Gum-elastic, or Vulcanized India_rubber," invented and manufactured by Charles Goodyear, of New Haven, Conn., is capable of many highly useful applications in the school-room, and for educational purposes generally. By the changes wrought by Mr. Goodyear in the construction of his fabrics, all of the remarkable properties of the gum in its native state are preserved and improved, while its defects and objectional features are obviated. There seems to be no limit to the many useful purposes to which it may be applied, in every department of the useful arts, and of practical life, and the public is not yet apprised of its manifold adaptations to humane purposes, and to the protection of life and property. We shall here notice only a few of its many useful applications in the school-room, and for school purposes generally.

Book-binding or Covers.

Several styles of Goodyear's fabrics are admirably adapted to the binding, or covers of school-books. A cover of this material does not crack, or warp, is not injured by water or oil, is not easily soiled, and if soiled, can be readily cleaned. A school-book bound in this way, we have every reason to suppose, will outlast, in the ordinary "wear and tear" of a child's use. (except that of the knife, which ought never to be allowed in a child's hand in the schoolroom,) a dozen bound in the best style with any kind of leather.

School Books.

Its uses are not confined to covers, but school books can be printed on this fabric, which can be manufactured of suitable thinness for this purpose, and at the same time have a strength of texture, which will not tear, but outlast the best linen paper, and at the same time be readily cleaned when soiled. When school books are printed on this fabric, and bound in covers of the same, one of the greatest items of educational expense will be reduced.

Maps and Charts.

We have seen beautiful specimens of maps printed on various specimens of a new fabric, recently invented, and called vegetable leather, gum-elastic vellum, and metallic tissue, which will admit of the roughest use, and are capable of being handled for years without any injury, and can be rolled or folded up when not in use. We see no difficulty in printing outline maps, charts, and diagrams of all kinds on this fabric, which can be rolled up when not needed, and which can be washed and wiped clean with sponge, if soiled from use, or from the dust and smoke of the school-room. Both sides of the fabric can be used for the purposes of printing. The outline maps, if made of suitable fabric, can be filled up by the scholar, and the pencil marks erased by the sponge. Maps of this material can be so made as to exhibit the elevations and depressions on the earth's surface.

Globes.

We have seen beautiful specimens of globes, celestial and terrestrial, and of a great variety of sizes, from three inches to three feet, made of the fabric above described, such as vegetable leather, or gum-elastic vellum. When embossed, they show the elevations and depressions, the mountains and valleys, and water-courses of the earth's surface. When inflated with gas lighter than atmospheric air, they float about the room. If soiled, they can be easily cleaned with the sponge, and will bear the roughest usage. If the great outlines of the globe only are printed, the pupil can be exercised in filling up the blank with a lead pencil. When articles made of this fabric come into demand, our schools can be furnished with globes almost at the price of children's toys, and thus the great objection of expense will no longer prevent the introduction of this

piece of apparatus, and of visible illustration, into every school of every grade. When not inflated, the globe of three feet can be packed away in a space of about as many inches.

Floor Cloth, or Carpet.

This fabric is admirably adapted for carpeting the aisles of a school-room, both to prevent reverberation, and to secure cleanliness. It can be easily cleaned, and will wear as long as the floor itself.

Blackboard and Desk Covering.

By using different styles of this fabric, a suitable surface of any desirable size can be obtained for the lead or slate pencil, which can be attached permanently to a wall, or be made in a portable form.

It can be attached to the top of the desk, and thereby prevent all reverberation. When thus applied, it will not gather dust, or wear out, like cloth, but can be kept clean with a sponge, and will wear as long as the wood itself. The fabric used for covering a desk, can be of the same style of fabric as that used for a blackboard or slate, and thus answer all the purposes of either of these articles of apparatus.

Sponge.

An article is made of the gum, leavened and raised like bread, and called a sponge, from its close resemblance, in texture and uses, to the natural sponge. It is the best article which we have seen for erasing marks made by a lead or slate pencil, or chalk, on paper, slate, or blackboard, or prepared surface of any kind in the nature of the blackboard or slate. Besides answering all the purposes of the sponge in such applications, it will remove the oiliness which is frequently communicated to the slate by the hand, &c. It is also invaluable as a mop, or scrub, or shoe mat, at the door of the school-house, as it is not injured by exposure, or the roughest and most constant usage.

Pen and Pencil Wiper.

The article used for making the sponge can also be made into a pen-wiper, and can be attached to the inkstand, (which can also be manufactured of the same material.) It can also be attached to the end of the lead pencil, or to the port-crayon, or handle for the more convenient use of the crayon, chalk, or slate pencil. It will work much closer than the native gum, and is admirably adapted to drawing purposes.

Calisthenic Exercises.

Every school, and especially every school for girls and young ladies, should be supplied with swings, and other apparatus for developing, expanding, and strengthening the muscles of the chest arms, &c., and for these purposes several styles of this fabric are admirably adapted.

Drawing and Writing Tablets.

One style of the improved metallic fabric is admirably adapted as a substitute for paper or slate, for introductory exercises in writing and drawing, as each impression of the pencil can be removed by the sponge, and a fresh, clean surface as constantly secured. The same material can be used for books for memoranda, records of attendance, returns of school committees, &c.

The excellence of this fabric for all school purposes, as compared with paper, and other materials used for similar purposes, consists in its durability and

economy.

LIBRARY.

EVERY school should be furnished with a Library which should include, 1. Books on schools and school-systeins, for the use of school officers and parents; and on the theory and practice of teaching, for the professional instruction of teachers.

2. Books of reference, for the use principally of teachers.

3. Books for circulation among the pupils.

4. Books for circulation among the parents, and inhabitants of the District, or neighborhood.

In the arrangement, and furniture of a school-house, provision should be made for the Library.

The following catalogue may assist those who are charged with the purchase of books:

BOOKS ON EDUCATION.

THE SCHOOL AND SCHOOL-MASTER, by Alonzo Potter, (Bishop of Pennsylvania.) and George B. Emerson. New York: Harper and Brothers. Boston: Fowle and Capen. Price $1.00. 551 pages.

This volume was prepared at the request of the late James Wadsworth, of Geneseo, New York, with special reference to the condition and wants of common schools in that State. Its general principles and most of its details are applicable to similar schools in other parts of the country, and, indeed, to all seminaries employed in giving elementary instruction. Mir. Wadsworth directed a copy of it to be placed in each of the school libraries of New York, at his expense, and his noble example was followed in respect to the schools of Massachusetts, by the Hon. Martin Brimmer, of Boston.

Introduction. CHAPTER I.

CONTENTS. PART I. EDUCATION OF THE PEOPLE. Sec. 1. What is Education. Sec 11. Prevailing Errors in regard to the Nature and End of Education. Sec. III. The same Subject continued Sec IV. Same Subject continued. Sec. V. What is the Education most needed by the American People. Sec. VI. The Importance of Education, 1. To the Individual. Sec. VII. The Importance of Education. 2. To Society.

CHAPTER II COMMON SCHOOLS. See I Relation of Common Schools to other Means of Education. Sec. 11. Present State of Comm n Schools-1. School-houses. 2 Manners. 3. Morals Sec. III. Same Subject continued -4. Intellectual Instruction. 5. Irregular Attendance. Sec. IV Hor can Common Schools be improved ?-1. Discussion. 2. Female Teachers. 3. Union or High Schools. 4. Consolidation of Districts. Sec. V. The Improvement of Common Schools continued. Organization in Cities.-1. District System. 2. Monitorial. Fächer System. 4. American system. 5. Diversity of Class books. Sec. VI. Same Subject, continued-Education of Teachers.

3.

CONTENTS. PART II. Introduction. BOOK I QUALITIES. Chap. I. Mental and Moral, important in a Teacher Chap. II. Health. Exercise. Diet. Sleep. Recreation. BOOK II STUDIES. Chap. I. Laws of the Creation. Chap. II. Natural Laws. Chap. III Independence of the Natural Laws. Chap. IV. Higher Studies. Chap. V. Advantages of a Teacher's Life.

BOOK III. DUTIES. Chap. 1. To Himself. Self Culture. Chap. 11. To his Pupils, to give them means of Knowledge. Chap. III. To his Pupils, to form their Moral Character. Chap. IV. To his Pupils, Cultivation of their Powers. Chap. V. Communication of Knowledge. Chap. VI. To his Fellow-Teachers. Chap. VII. To Parents and the Community.

BOOK IV. THE SCHOOL. Chap. I. Organization. Chap. II. Instruction. General Princi ples. Chap. III. Teaching: 1. Reading. 2. Spelling. 3. Grammar. 4. Writing. 5. Draw

ing. 6. Arithmetic. 7. Accounts. 8. Geography. 9. History. 10. Physiology. 11. Com position. Chap. IV. Government.

BOOK V. THE SCHOOL-HOUSE. Chap. 1. Situation. Chap. II. Size. Chap. III. Position and Arrangement. Chap. IV. Light. Warming. Ventilation.

THE TEACHER'S MANUAL, by Thomas H. Palmer. Boston: Marsh, Capen, Lyon & Webb, 1840. pp. 263. Price, 75 cents.*

This work received the prize of five hundred dollars, offered by the American Institute of Instruction, in 1838, for "the best Essay on a system of Education best adapted to the Common Schools of our country." CONTENTS. PARTI. Chapter I. Introductory. Chapter II. Who are our Schoolmas ters. Chapter III. Physical Education. Chapter IV. Intellectual Education. Chapter V. latellectual Education, continued. Chapter VI. Moral Education. Chapter VII. Recapitulation PART II. Chapter I. Introductory. Chapter II. Physical Education. Chapter III. Physi cal Education, continued. Chapter IV. Physical Education, continued. Chapter V. Intellectual Education. Chapter VI. Intellectual Education, continued. Chapter VII. Intellectual Education, continued Chapter VIII. Intellectual Education, continued. Chapter IX. Intellectual Education, continued. Chapter X. Intellectual Education, concluded. Chapter XL Moral Education. Chapter XII. Moral Education, continued. Chapter XIII. Conclusion. THE TEACHER TAUGHT, by Emerson Davis, late Principal of the Westfield Academy. Boston: Marsh, Capen, Lyon & Webb, 1839. pp. 79. Price 37 cents.

This valuable work was first published in 1833, as "An Abstract of a Course of Lectures on School-keeping."

SLATE AND BLACKBOARD EXERCISES, By William A. Alcott. New York: Mark H. Newman. Price 37 cents.

The chapters in this little work were first published in the Connecticut Common School Journal, in 1841. The various suggestions and methods are highly practical.

THEORY AND PRACTICE OF TEACHING. by David P. Page. Principal of the New York State Normal School. New York: A. S. Barnes & Co.

CONTENTS. CHAPTER I. The Spirit of the Teacher. CHAPTER II. Responsibility of the Teacher. Sec. I. The Neglected Tree. Sec. II. Extent of Responsibility. Sec. III The Auburn Prison. CHAPTER III. Habits of the Teacher. CHAPTER IV. Literary Qualifications of the Teacher. CHAPTER V. Right Views of Education. CHAPTER VI. Right Modes of Teach ing. Sec. I. Pouring in Process. Sec. II Drawing-out Process. Sec. III. The more Excellent Way. Sec. IV. Waking up Mind. Sec. V. Remarks. CHAPTER VII. Conducting Recita tions. CHAPTER VIII. Exciting an Interest in Study. Sec. I. Incentives. Emulation. Sec. II. Prizes and Rewards. Sec. III. Proper Incentives. CHAPTER IX. School Government. Sec. I. Requ sites in the Teacher for Government. Sec. II. Means of securing Good Order. Sec. III. Punishments, Improper, Proper. Sec. IV. Corporal Punishment. Sec. V. Limitations and Suggestions. CHAPTER X. School Arrangements. Sec. I. Plan of Day's Work. Sec. II. Interrupt ons. Sec. 111. Recesses. Sec. IV. Assignment of Lessons. Sec. V. Reviews. Sec. VI. Examinations, Exhibitions, Celebrations. CHAPTER XI. The Teacher's Relation to the Parents of his l'upils. CHAPTER XII. The Teacher's Care of his Health. CHAPTER XIII. The Teacher's Relation to his Profession. CHAPTER XIV. Miscellaneous Sugges tions. See 1. Things to be avoided. Sec. II. Things to be performed. CHAPTER XV. The Rewards of the Teacher.

HINTS AND METHODS FOR THE USE OF TEACHERS. Hartford: Price 25 cents.

This volume is made up principally of selections from publications on methods of teaching, not easily accessible; and under each subject discussed, reference is made to various volumes, where additional suggestions can be found.

THE DISTRICT SCHOOL AS IT WAS, by one who went to it, (Rev. Warren Burton.) New York: J. Orville Taylor, 1838.

In this amusing picture of "the lights and shadows" of school life as it was in New England twenty years ago, the teachers and scholars of some of our District Schools as they are, will recognize the school-house, books, practices, and methods with which they are too familiar.