hat have
torn parental hearts, and a thousand more wounds in the hearts of the
children themselves, which no human power can ever wholly heal. When
will the state learn that it is better to spend its units for prevention
than tens and hundreds for remedy? How long must the state, like those
same unfortunate children, suffer the punishment of THEIR existence
before IT will be reformed?"

Kindred institutions have existed in several of our principal cities for
a quarter of a century, among which are the House of Reformation for
Juvenile Delinquents in New York, the House of Refuge in Philadelphia,
and the House of Reformation in Boston. Considering the degradation of
their parents, the absence of correct early instruction, and the
corrupting influences to which the children sent to these institutions
have been exposed, becoming generally _criminals_ before any effort has
been made by the humane for their correct educational training, one may
well wonder at the success which has crowned the efforts that have been
put forth in their behalf, for the greater part of them _are effectually
and permanently reformed_. This, however, only shows more clearly the
power of education, and the advantages that may be derived from the
establishment and maintenance of improved common schools throughout our
country.

_But how are these reforms effected?_ The means are simple, and are
slightly different from those already described for the correct training
of unoffending children. Take, for instance, the House of Reformation in
the City of New York. In the first place, they have a good school-house,
embracing nearly all the modern improvements. The yard and play-ground
are of ample dimensions, and are inclosed by a substantial fence. This
constitutes a barrier beyond which the children, once within, can not
pass. But the clean gravel-walks, the beautiful shade-trees, the green
grass-plats, the sparkling fountains, the ornamental flower-garden, all
conspire to render the place delightful. It is, indeed, a prison in one
sense, but the children seem hardly to know it. Then, again,
well-qualified teachers and superintendents are employed. The spirit
which actuates them is that of love. By proving themselves the friends
of the children, the children become their friends, and are hence easily
governed, considering their former neglect. Being well instructed, they
love study, and generally make commendable progress. Their habits are
regular, and