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Art is not based on craft, but on sensibility; it does not live by honest labour, but by inspiration. It is not to be taught in workshops and schoolrooms by craftsmen and pedants, though it may be ripened in studios by masters who are artists.

Listening there with beating pulses, and an unaccountable, undefined apprehension, I heard him pass through all the schoolrooms, clashing the doors impatiently as he went; I heard him invade the refectory which the "lecture pieuse" was now holding under hallowed constraint; I heard him pronounce these words "Ou est Mademoiselle Lucie?"

The children were all out in the fields or the garden; he could see their schoolrooms and dormitories and refectory. They were all rather bare, exquisitely clean and airy, full of the most recent improvements as regarded educational appliances. "This is the Orphanage building," Sister Agnes explained.

The neutrality which we now have is often but a sham; it carefully excludes the Christian religion but permits the use of the schoolrooms for the destruction of faith and for the teaching of materialistic doctrines. It is not sufficient to say that some believers in Darwinism retain their belief in Christianity; some survive smallpox.

At the last report I received, the corridors and schoolrooms were still filled every inch of space with a motley collection of beds, on which men lay in their uniforms, for lack of other clothing. They were covered with old patchwork quilts, with anything that can be used. There were, of course, no sheets. All the sheets were used long ago for dressings.

No one can tell in how many schoolrooms children reciting in arithmetic or grammar are compelled to go through, under the alleged sanction of method, certain preordained verbal formulae.

The sole decoration of the apartment was a highly-coloured chart that we had noticed on the walls of all the other schoolrooms. Feeling that this must be a sacred relic, and that it probably illustrated some of the Pestalozzian foundation principles, I walked up to it reverently, "Qu'est-ce-que c'est cela, Madame?" I inquired, rather puzzled by its appearance.

He sang eloquently the advantages of proximity of school-buildings to rentable homes, but he did not know he did not know that it was worth while to know whether the city schoolrooms were properly heated, lighted, ventilated, furnished; he did not know how the teachers were chosen; and though he chanted "One of the boasts of Zenith is that we pay our teachers adequately," that was because he had read the statement in the Advocate-Times.

Besides the schoolrooms proper, there were rooms for recitation, where the classes met their teachers; so we had the change and variety of moving from one part of the house to another. We met Mlle. Genevieve in one room, for mathematics and Italian; Mme. Jupon in another, for French.

What results have I been able to discover growing out of this work? Ideals grow so slowly that one cannot measure much progress in a few years. We are slaves to conditions, no matter how hard, and we suffer them to exist rather than arouse ourselves and shake them off. The immediate results are better schools, yards, out-buildings, schoolrooms, teachers, literature for rural people to read.