A CHAPTER ON SCHOOL-HOUSES. 



395 



when the heart is most sensitive, when the 

 feelings are most keenly alive, than at any 

 other; it is precisely at that age that the 

 soul opens itself most to visions of beauty 

 — that the least measure of harmony — the 

 most simple notions of the graceful and 

 symmetrical — fill it with joy. The few 

 yards square, in which the child is permitted 

 to realize his own vague ideal of a garden 

 — does it not fill his heart more completely 

 than the great Versailles of monarchs that 

 of the mature man ? Do we not forever re- 

 member with what transports of delight we 

 have first seen the grand old trees, the 

 beautiful garden, the favorite landscape 

 from the hill-top, of our childhood ? What 

 after pictures, however grand — however 

 magnificent — however perfect to the more 

 educated eye, are ever able to efface these 

 first daguerreotypes, printed on the fresh 

 pages of the youthful soul ? 



It is rather because teachers misunder- 

 stand the nature of man, and more especi- 

 ally of boyhood, that we see so much to de- 

 plore in the exteriors of the houses in which 

 they are taught. They forget, that in hu- 

 man natures there are not only intellects to 

 acquire knowledge, but also hearts to feel 

 and senses to enjoy life. They forget that 

 all culture is one-sided and short-sighted, 

 which does not aim to develop human na- 

 ture, completely, fully. 



We have an ideal picture, that refreshes 

 our imagination, of common school-houses, 

 scattered all over our wide country; not wild 

 bedlams, which seem to the traveller plague 

 spots on the fair country landscape ; but little 

 nests of verdure and beauty; embryo arcadi- 

 as, that beget tastes for lovely gardens, neat 

 houses, and well cultivated lan4s ; spots of 

 recreation, that are play-grounds for the 

 memory, for many long years after all else 

 of childhood is crowded out and effaced 

 forever. 



Let some of our readers who have an in- 

 fluence in this matter, try to work a little 

 reform in their own districts. Suppose, in 

 the first place, the school-house itself is ren- 

 dered agreeable to the eye. Suppose a 

 miniature park of elms and maples is plant- 

 ed about it. Suppose a strip of ground is 

 set apart for little gardens to be given as 

 premiums to the successful pupils ; and 

 which they are only to hold so long as both 

 they and their gardens are kept up to the 

 topmost standard. Suppose the trees are 

 considered to be the property and under the 

 protection of certain chiefs of the classes. 

 And suppose, that, besides all this little ar- 

 rangement for the growth of a love of order 

 and beauty in the youthful heart and mind, 

 there is an ample plaj'-ground provided for 

 the expenditure of youthful activity; where 

 wild sports and gymnastics may be indulged 

 to the utmost delight of their senses, and 

 the utmost benefit of their constitutions. Is 

 this Utopian ? Does any wise reader think 

 it is not worthier of the consideration of the 

 state, than fifty of the projects which will 

 this year come before it ? 



For ourselves, we have perfect faith in 

 the future. We believe in the millenium 

 of schoolboys. And we believe that our 

 countrymen, as soon as they comprehend 

 fully the value and importance of external 

 objects on the mind — on the heart — on the 

 manners — on the life of all human beings 

 — will not be slow to concentrate all beau- 

 tiful, good, and ennobling influences around 

 that primary nursery of the intellect and 

 sensations — the district school. 



There is a strong illustration of our gene- 

 ral acknowledgment of this influence of the 

 beautiful, to be found, at the present mo- 

 ment, in this country more than in any other. 

 We ullude to our Rural Cemeteries, and our 

 Irisane Asylinns. It is somewhat curious, 

 but no less true, that no country seats, no 



