| Ages. | Height. | Weight. | Number of observations made. | Increase. | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| In Height. | In Weight. | ||||||||||||
| From | ft. | in. | st. | lb. | oz. | in. | lb. | oz. | |||||
| 9 | to | 10 | 4 | 3 | ·38 | 4 | 4 | 10 | 22 | ||||
| 10 | „ | 11 | 4 | 5 | ·763 | 4 | 12 | 14 | 36 | 2 | ·383 | 8 | 4 |
| 11 | „ | 12 | 4 | 8 | ·403 | 5 | 6 | 6 | 49 | 2 | ·64 | 7 | 8 |
| 12 | „ | 13 | 4 | 11 | ·509 | 6 | 5 | 1 | 81 | 3 | ·106 | 12 | 11 |
| 13 | „ | 14 | 5 | 1 | ·639 | 7 | 2 | 2 | 218 | 2 | ·13 | 11 | 1 |
| 14 | „ | 15 | 5 | 3 | ·128 | 7 | 12 | 3 | 490 | 1 | ·489 | 10 | 1 |
| 15 | „ | 16 | 5 | 3 | ·972 | 8 | 6 | 0 | 737 | ·844 | 7 | 13 | |
| 16 | „ | 17 | 5 | 4 | ·451 | 8 | 11 | 6 | 870 | ·479 | 5 | 6 | |
| 17 | „ | 18 | 5 | 4 | ·666 | 9 | 1 | 7 | 627 | ·215 | 4 | 1 | |
| 18 | „ | 19 | 5 | 4 | ·804 | 9 | 4 | 10 | 242 | ·138 | 3 | 3 | |
| 19 | „ | 20 | 5 | 5 | ·267 | 9 | 5 | 6 | 51 | ·463 | 12 | ||
| II.—Table showing average height for age, disregarding weight. | III.—Table showing average weight for height, disregarding age. | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Age in years. | Height. | Number of observations made. | Height. | Weight. | Number of observations made. | ||||||
| ft. | in. | ft. | in. | st. | lb. | oz. | |||||
| 9 | 4 | 1 | ·35 | 5 | 3 | 10 | 3 | 3 | 8 | 1 | |
| 9 | 1⁄2 | 4 | 3 | ·739 | 12 | 3 | 11 | 3 | 5 | 0 | 3 |
| 10 | 4 | 4 | ·385 | 12 | 4 | 0 | 3 | 10 | 4 | 1 | |
| 10 | 1⁄2 | 4 | 5 | ·565 | 21 | 4 | 1 | 4 | 2 | 10 | 3 |
| 11 | 4 | 6 | ·481 | 20 | 4 | 2 | 4 | 3 | 4 | 11 | |
| 11 | 1⁄2 | 4 | 8 | ·322 | 26 | 4 | 3 | 4 | 4 | 5 | 10 |
| 12 | 4 | 10 | ·582 | 35 | 4 | 4 | 4 | 5 | 12 | 12 | |
| 12 | 1⁄2 | 4 | 11 | ·696 | 44 | 4 | 5 | 4 | 8 | 14 | 12 |
| 13 | 5 | 1 | ·458 | 69 | 4 | 6 | 5 | 1 | 12 | 15 | |
| 13 | 1⁄2 | 5 | 1 | ·728 | 122 | 4 | 7 | 5 | 5 | 3 | 27 |
| 14 | 5 | 2 | ·708 | 192 | 4 | 8 | 5 | 9 | 12 | 28 | |
| 14 | 1⁄2 | 5 | 3 | ·232 | 256 | 4 | 9 | 6 | 0 | 8 | 42 |
| 15 | 5 | 3 | ·72 | 349 | 4 | 10 | 6 | 8 | 1 | 56 | |
| 15 | 1⁄2 | 5 | 4 | ·048 | 389 | 4 | 11 | 7 | 3 | 15 | 118 |
| 16 | 5 | 4 | ·263 | 434 | 5 | 0 | 7 | 5 | 13 | 221 | |
| 16 | 1⁄2 | 5 | 4 | ·488 | 445 | 5 | 1 | 7 | 10 | 0 | 263 |
| 17 | 5 | 4 | ·606 | 376 | 5 | 2 | 8 | 1 | 0 | 309 | |
| 17 | 1⁄2 | 5 | 4 | ·644 | 296 | 5 | 3 | 8 | 5 | 14 | 564 |
| 18 | 5 | 4 | ·671 | 182 | 5 | 4 | 8 | 10 | 11 | 625 | |
| 18 | 1⁄2 | 5 | 4 | ·797 | 97 | 5 | 5 | 8 | 13 | 4 | 466 |
| 19 | 5 | 4 | ·831 | 40 | 5 | 6 | 9 | 4 | 12 | 274 | |
| 19 | 1⁄2 | 5 | 4 | ·854 | 12 | 5 | 7 | 9 | 7 | 9 | 217 |
| 20 | 5 | 4 | ·89 | 8 | 5 | 8 | 9 | 11 | 10 | 125 | |
| 5 | 9 | 10 | 2 | 5 | 54 | ||||||
| 5 | 10 | 10 | 10 | 8 | 12 | ||||||
ENVIRONMENT.
We now pass to the inanimate surroundings.
The first essential is that the soil upon which the school is built should be a dry and wholesome one. Gravel of course is the best, but there are many other varieties of soil and subsoil which admit of perfect drainage.
Healthy situation.The altitude is also a question to be taken into account. The greatest altitude compatible with accessibility is as a rule the best, because then the air will be fresh and abundant, and probably bracing. The aspect is also of importance. This should be as sunny as possible, and the girls’ sleeping and living rooms should be flooded with sunshine for great portions of the day, whatever happens to the rest of the establishment; as comparatively short hours are spent in schoolrooms, the importance of sunshine in them is less great, though they must be bright and attractive, for cheerful surroundings and associations help to produce the cheerful minds which most easily conquer intellectual difficulties. Cheerful surroundings.There must be no gloominess, with its depressing effects upon youthful spirits, anywhere. The nature of the surroundings has much to do in fact with the ideas, pleasurable or otherwise, which will be associated with the recurrence of any given lesson, and will often colour our recollections through life.
Climate.It is desirable also to ascertain the rainfall. There are certain portions of our island where the rainfall is very much heavier than in others, and often places only a few miles apart may differ by being either inside or outside a rainy band. Where outdoor exercise is as important as it always must be for young people, it is absurd to start a new school in a place where the games will be constantly interrupted by rain, or where, when it has rained, the ground is of a nature which does not quickly dry up. Of course what one really wants to know is the average number of rainy days and the seasons of the year when they chiefly occur, rather than the number of inches per annum of the rainfall, but these are details which are not generally easy to ascertain.
Ventilation and warming.Having secured a suitable spot, with abundant space, a large portion of it level for the purpose of play, see that the building is commodious, well-built, well-lighted, and thoroughly dry, and have all the windows hung top and bottom so that there may be plenty of fresh air, and have good fireplaces. Fireplaces are decidedly the most healthy method of warming for all living rooms, but hot-water pipes are unobjectionable, and far more convenient and economical for schoolrooms.
Arrangement of buildings and lighting.Every school of course has its own method of arrangement, but it is preferable where possible to have a central building for teaching purposes, containing schoolrooms, art-room, laboratory, workshops and gymnasium, surrounded by houses of residence, each holding about twenty-five girls. The houses should be warmed with fireplaces, the school by means of any warming apparatus at the time in vogue. In both school and houses it is most desirable to have electric light because it does not vitiate the air.
The accommodation in the building will naturally be arranged in accordance with the ideas of school organisation which it is intended to carry out, different plans being suitable for different kinds of schools.