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Here in America, and especially in our city, which we have been at such pains to make as hideous as possible, the schoolrooms, where hundreds of thousands of children pass many hours daily, are one degree more graceless than the town itself; the most artistically inclined child can hardly receive any but unfortunate impressions. The other day a friend took me severely to task for rating our American women on their love of the big shops, and gave me, I confess, an entirely new idea on the subject. “Can’t you see,” she said, “that the shops here are what the museums abroad are to the poor? It is in them only that certain people may catch glimpses of the dainty and exquisite manufactures of other countries. The little education their eyes receive is obtained during visits to these emporiums.”

If this proves so, and it seems probable, it only proves how the humble long for something more graceful than their meagre homes afford.

In the hope of training the younger generations to better standards and less vulgar ideals, a group of ladies are making an attempt to surround our schoolchildren during their impressionable youth with reproductions of historic masterpieces, and have already decorated many schoolrooms in this way. For a modest sum it is possible to tint the bare walls an attractive color-a delight in itself-and adorn them with plaster casts of statues and solar prints of pictures and buildings. The transformation that fifty or sixty dollars judiciously expended in this way produces in a schoolroom is beyond belief, and, as the advertisements say, “must be seen to be appreciated,” giving an air of cheerfulness and refinement to the dreariest apartment.

It is hard to make people understand the enthusiasm these decorations have excited in both teachers and pupils. The directress of one of our large schools was telling me of the help and pleasure the prints and casts had been to her; she had given them as subjects for the class compositions, and used them in a hundred different ways as object-lessons. As the children are graduated from room to room, a great variety of high-class subjects can be brought to their notice by varying the decorations.

It is by the eye principally that taste is educated. “We speak with admiration of the eighth sense common among Parisians, and envy them their magic power of combining simple materials into an artistic whole. The reason is that for generations the eyes of those people have been unconsciously educated by the harmonious lines of well-proportioned buildings, finely finished detail of stately colonnade, and shady perspective of quay and boulevard. After years of this subtle training the eye instinctively revolts from the vulgar and the crude. There is little in the poorer quarters of our city to rejoice or refine the senses; squalor and all-pervading ugliness are not least among the curses that poverty entails.

If you have a subject of interest in your mind, it often happens that every book you open, every person you speak with, refers to that topic. I never remember having seen an explanation offered of this phenomenon.

The other morning, while this article was lying half finished on my desk, I opened the last number of a Paris paper and began reading an account of the drama, Les Mauvais Bergers (treating of that perilous subject, the “strikes”), which Sarah Bernhardt had just had the courage to produce before the Paris public. In the third act, when the owner of the factory receives the disaffected hands, and listens to their complaints, the leader of the strike (an intelligent young workman), besides shorter hours and increased pay, demands that recreation rooms be built where the toilers, their wives, and their children may pass unoccupied hours in the enjoyment of attractive surroundings, and cries in conclusion: “We, the poor, need some poetry and some art in our lives, man does not live by bread alone. He has a right, like the rich, to things of beauty!”