could look forward to a life of usefulness and honor with a

better hope of success. A client put a note into his hands for collection, which, though long overdue, had been neglected. It was dated some time during the year 1857, but it was found, on examination, that the period had expired within which it should have been paid.

The note was really worthless, but the young lawyer saw that by a very slight change in the figures it could be made to appear good. So he took his pen, and altered the 1857 to make it read 1859. The mere change of the figure 7 to a 9 was a "little thing;" it only required an instant to do it; but, unfortunately, that little thing was a crime. The judge and jury called it "forgery," and that young man expiated his violation of law in the state prison. The habit of perpetrating wrongs at school, such as forging notes from parents, etc., leads to the commission of great crimes. He who acts conscientiously as a boy, will not violate the law when a man.

CHAPTER XXX.

"The good needs fear no law,

It is his safety, and the bad man's awe.”

THE LAW OF THE SCHOOL.

The morality of the school.-All that has been written in the preceding pages upon the subject of the moral law applies with special force to the pupils at school. If they

Was it right to send a young man to the penitentiary merely for changing a 7 to a9? Are little wrongs justifiable because they are little? Is forgery at school a moral wrong? Why? What may it lead to? Why? Can a liar, a forger, or a law-breaker be a good member of society? Of school?

Why need the good man fear no law?

will practice, conscientiously, the principles set forth, they will acquire such habits of gentleness, kindness, truthfulness, honesty, and charity as will make them loved and respected in after life. The immoralities of school are exhibited in many ways, such as profanity, immodest and unchaste language, the willful destruction of school property, the defacement of school furniture, and the abuse of the school premises.

We involuntarily form an opinion of a family from an inspection of the premises on which they reside. May we not judge unerringly of the moral character of a school in the same manner? If the school-house and its surroundings are marred by the knife, and marked with chalk and pencil; if the gates, doors, and passages are dirty and disfigured, is it uncharitable to say that the school they represent is vicious; that the boys are vulgar, the girls impure, and the teachers unrefined?

We have already learned that, “A good man, out of the good treasure of the heart, bringeth forth good things; and an evil man, out of the evil treasure, bringeth forth evil things." "By their fruits ye shall know them." If these evil indications are pictured in, on, and around the very building devoted to moral and intellectual culture, we are forced to conclude that the minds and hearts from which

such vandalism springs must be evil. It may be, and probably is true, that there are refined, virtuous, and pureminded individuals in such a school, but it is evident that they are in the minority, and that their influence for good, either has not been exercised, or has failed to accomplish a reform.

The reform.-If a school-house presents these shameful signs, which reflect so severely upon the moral character

What evil practices are indulged in at school that may become habits? What impression do we receive of a family from the appearance of the premises? Is the school subject to the same principle? May we judge of the value and virtue of a school by the condition of the premises? Why? What does the text say? Is it right that all should suffer because some are vicious? How may a reform be worked out?

of teachers and pupils, it need not, and should not remain in that condition. Every refined teacher, every virtuous girl, and every boy who has a respect for his sister, will unite in an effort to effect the moral purification of the place. Soap and water, brush and sand-paper, scraper and jackplane will be brought into use, and all will join to redeem the place from pollution and themselves from the shame, if not of perpetrating, at least of permitting such a scandal. Shame on an institution of learning, whether college or common school, that will suffer such glaring indecency to shock the sensibilities of refined people. The moral sense of every school should revolt at such a condition of things, and if it does not, it is a sad illustration of the law of habit, which, by such evil associations, makes them tolerable.

But when the sensibilities of the scholars are so stirred as to require a purification of the premises; when soap and sand, paint and putty have removed as far as possible the foul blemishes that disfigure the place, the question will arise, how shall it be preserved from future injury? How shall the majority control those who have no sense of delicacy or refinement; prevent the repetition of such acts, and vindicate their title to purity? This question will be answered in a subsequent paragraph of this chapter.

Erroneous ideas of honor.-As has already been stated, the precepts of the moral law do not permit us to do wrong, or connive at wrong. Dr. Hart says: "There is a practice common to school life everywhere, known by the not very dignified name of cheating. There is," he continues," among young people, generally, while at school, an erroneous and mischievous state of opinion on this subject. An ingenuous youth, who would scorn to steal, and scorn to lie anywhere

Who should unite to effect the reform? What is necessary to purify a polluted school? If teacher and pupils unite, may not the school premises be as pure as a private house? What is said by Dr. Hart about cheating? Is it true that boys think they may honorably lie to a teacher?

M. M.-15

else than at school, makes no scruple to deceive a teacher. Cheating at school blunts the moral sense; it impairs the sense of personal honor; it breaks down the outworks of integrity; it leads by direct and easy steps to that grosser cheating, which ends in the penitentiary." Not only is this dishonesty seen in the recitation-room, but it pervades all the actions and all the associations of school life. In some schools it is understoood to be a point of honor to lie, to conceal thefts, frauds, trespasses, and personal injuries; and so strong is this immoral idea of honor, that public sentiment will control and compel the pupils, on pain of insult and abuse, to violate their consciences, the law of the school, and sometimes the law of the state.

Anecdote.-Thirty young men, ranging from seventeen to twenty-five years of age, were assembled to recite in college, and while the professor was arranging his desk, they amused themselves by tossing an old wig, which one of their number had stolen, as a joke, from the room of its owner, backward and forward across the room. By an accident, it fell into the professor's chair. On turning to sit down, he saw it, and, happening to be bald himself, supposed it was put there purposely to insult him. Being much mortified at the supposed rudeness, he asked, with some excitement of manner, who did it.

It would have been an easy matter, under ordinary circumstances, for any one in the class to have said that it happened as a piece of boyish fun; that it was an accident, and that no insult was intended, which would have been strictly true. But, unfortunately, the standard of manhood, of real honor, was so low that not one of the number dared to tell, as long as the person who did it kept

Is a lie at school of less importance than a lie elsewhere? Will habits of lying in school not become habits at home? Can an honorable boy tell a lie anywhere, under any circumstances? Review the chapter on veracity. May an honorable pupil be dishonorable in school? Are pupils driven to do wrong by the wrong sentiment of the school? Give the anecdote.

silent. The professor asked each member of the class separately: "Did you do that?" "Do you know who did?" and every one answered in the negative. Although the plain statement of the fact would have been satisfactory, yet they all dared to tell a deliberate lie, and that, according to the code of the college, was esteemed an exhibition of honor. The good old professor was grieved at what he was forced to believe was a cowardly insult to himself, perpetrated by the entire class.

Moral sentiment corrected.-When the moral sentiment of many of the pupils is not good, the remedy is difficult, for bad habits are hard to overcome; but those who possess the true principles of real honor, and the moral courage to do what they think is right, can effect a reform. There are several influences which, if united, will accomplish this result. The chief of these are personal persuasion and example, the union of the good, and information.

The union of the good.-As combinations are sometimes made to defy the laws of the school, and to conceal lying, stealing, vulgarity, and destruction of property, under false notions of honor; so combinations may be made to sustain the right by those who wish truth, justice, and morality to prevail. No honorable youth can associate on terms of intimacy with a liar, a thief, or a libertine. "In union there is strength," for good, as well as evil; and, if the virtuous will associate together, and refuse to recognize those who are viciously inclined, morality will become popular, and will in the end prevail. When the general sentiment of the school condemns all kinds of deception, and all dishonesty, those who are addicted to such practices will find the strongest and best inducements to reform-or leave.

Did those young men do right? What would have been right? May a moral reform in school be made? Is it desirable? How may it be effected? Is it right that a few shall give a bad reputation to a whole school?