Besides admitting light the outside windows are of use in providing ventilation for the school rooms. They are opened wide during intermissions between classes, so that when the children come in from their exercise on the play grounds they enter an atmosphere nearly as pure and fresh as that out of doors. In addition, many schoolhouses, especially those built recently, have regular ventilating devices. The class room furniture in Norway, like that used in many other European schools, is about as primitive in design and lacking in attractiveness as anything found in the whole country. Its evolution surely has been greatly retarded. In each room there is a small platform high enough to enable the instructor to see all his pupils with ease. On this platform is a desk and a high chair in which the teacher sits most of the time while giving instruction. The pupils' seats and desks are made of heavy lumber and attached to a common base. This makes them clumsy, and they appear very queer to one accustomed to the better designs now in use in some countries. Those of recent make are for but one pupil, though older ones, some of which are still in use, accommodate three or four. In construction the seat is generally a solid flat bench with a low back. The desk has a slightly sloping top, a small inconvenient shelf for books, and a receptacle for pencils, pens, rulers, and other articles used by school children. The Norwegians deserve commendation for the care exercised in the arrangement of seats and desks. The distance and proportion between them are regulated according to scientific principles looking to the physical welfare of the occupants. The bodily posture of children in school determines in large measure what it will be out of school. Far too little attention has been given the physical side of education, and one of the important problems in connection therewith is the proper construction of schoolroom furniture. In the smaller buildings, classrooms have commodious cupboards for apparatus (maps, charts, globes, plates, etc.), and various things with which the children work (sewing materials, exercise books, etc.). While they have a liberal supply of excellent illustrative material and teaching apparatus and the best of facilities for storing it, mechanical appliances for its display and devices for its convenient use are woefully lacking. Maps and charts are held in the hand or hung on a nail or other fixture in the room; while globes and the like are placed on chairs or improvised stands. In general the apparatus is awkward to manipulate and as a result much of its value is lost.