then, the
school-house be commodious and cleanly; inviting in its appearance, and
elevating in its influence. Let every member of the school, at all
times, be furnished with entertaining and profitable employment. Let the
corrupting influence of bad example be at once and forever removed. And,
finally, let the services of a well-qualified teacher, of good morals,
correct example, and who is scrupulously watchful, be invariably
secured.

But if the mean appearance of our school-houses is one reason why they
are so defaced, it may be asked, why do not our _churches_, which are
frequently among the most elegant specimens of architecture, escape the
pollution? The reason is evident. The foul _habit_ is contracted in the
unseemly school-house, and it becomes so established that it is very
difficult to suspend its exercise even in the Temple of God. Were our
school-houses, in point of neatness and architecture, equal to our
churches, the evil in question would soon become less prevalent, and,
with judicious supervision, we might safely predict its early
extinction.

I would not suggest that too much pains are taken to make our churches
pleasant and comfortable, but I do protest that there is a great and
unwise disproportion in the appearance of our churches and
school-houses. It is frequently the case in villages and country
neighborhoods, that the expense of the former is from fifty to eighty
times the value of the latter. The _appearance_ of our school-houses is
an important consideration. If we would cultivate the _beastly_
propensities of our youth, we have but to provide them places of
instruction resembling the _hovels_ which our cattle occupy, and the
work is well begun. On the contrary, if we would take into the account
the whole duration of our being, and the cultivation and right
development of the nobler faculties of our nature, while the animal
propensities are allowed to remain in a quiescent state, and _adapt
means to ends_, our school-houses should be pleasant and tasteful. Every
thing offensive should be separated from them, and no pains should be
spared to give them an inviting aspect and an elevating influence.

It is easier to make children good than to reform wicked men. It is
cheaper to construct commodious school-houses, with pleasant yards and
suitable appurtenances, than to erect numerous jails and extensive
prisons. George B. Emerson, in a lecture on moral education, speaks to
the point. "In rega