Moral treatment—Importance of exercise—Play-ground indispensable—The education of nature and human education should be joined—Mental development, children should think for themselves—Intellectual food adapted for children—A spirit of inquiry should be excited—Gradual development of the young mind—Neglect of moral treatment—Inefficacy of maxims learned by wrote—Influence of love—The play-ground a field of observation—The natural propensities there shew themselves—Respect of private property inculcated—Force of conscience on the alert—Anecdote—Advantages of a strict regard for truth—The simple truths of the Bible fit for children.

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"The business of education, in respect of knowledge, is not, as I think to perfect a learner in all or any one of the sciences, but to give his mind that disposition, and those habits, that may enable him to attain any part of knowledge he shall stand in need of in the future coarse of his life."—Locke.

"When the obligations of morality are taught, let the sanctions of Christianity, never be forgotten; by which it will be shewn not that they give lustre and strength to each other: religion will appear to be the voice of reason, and morality the will of God."—Johnson.

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When Agesilaus, king of Sparta, was asked, "What should boys be taught?" he answered, "What they ought to do when they become men." Such a declaration was worthy of later times, since the most intelligent now admit that the great end of all education is the formation of solid, useful, and virtuous character. This work should be, doubtless, commenced at the earliest possible period, to it the system explained in this volume is considered to be adapted, and the principles on which it proceeds are now to be illustrated. And here it ought to be particularly observed that nothing is admissible, except what is appropriate to the state of infancy, calculated to exercise the physical energies, and likely, by their invigoration, to lay the basis of a sound and powerful intellect. And yet all this is too often forgotten. Look at the infant, the very embodying of vivacity and activity, and its confinement to a particular posture, or the requirement of a peculiar expression of countenance, is manifestly unnatural. An inactive and healthy child under six years of age is never seen. Whatever compels it to be otherwise consequently produces what is artificial in character. A parent or a teacher may keep his children quiet, and in what he terms order; but it does not follow that this is a good preparation for after years. On the contrary, bondage may issue in excess. The feelings and propensities which, instead of being corrected, are unduly restrained, will be manifested in some other ways, and under less favourable circumstances, and frequently the reaction will be violent in maturity. Hence the system now recommended is expressly one for infants, adapted to them just as they are, and wholly designed to repress what is evil, and to cherish what is good.

Accordingly, the utmost attention is given to the cheerfulness and happiness of those on whom it acts. Instruction in reading, arithmetic, geometry, and various other things is made exceedingly amusing; smiling countenances and sparkling eyes are observable all around when it is communicated; and what was dull and soporific, according to the old plan, is now insinuated so agreeably, that the child, while literally at play, is acquiring a large amount of valuable knowledge. At play he sees Nature's book, that world of beauties: he loves to look into it, there is no flogging to induce him to do it. All is enquiry and anxiety on his part. "What is this?" "What is that?" "What is it for?" "How did it come?" With numerous other questions of similar import. Oh, that we had teachers to teach more out of this divine book! Oh, that we had a public who would encourage and cherish them for so doing! What blessed results even have I seen, by one's being able to answer such enquiries! The absurd notion that children can only be taught in a room, must be exploded. I have done more in one hour in the garden, in the lanes, and in the fields, to cherish and satisfy the budding faculties of childhood, than could have been done in a room for months. Oh, mankind have yet something to learn about teaching children! See how they catch at truths through the medium of living things! See how it germinates in them, by so doing; the teacher may forget, they do not, this I have proved hundreds of times. Music has proved a most important auxiliary for this purpose, and a stranger would be astonished at the hilarity and delight with which much is rehearsed, with a full perception of its meaning, when in any other way it would be irksome and unintelligible.

These attainments, moreover, are accompanied by various movements and evolutions which exercise the limbs, the joints, the muscles; in addition to which, set times are appointed every morning and afternoon for its exclusive enjoyment.

The conduct of inferior animals, when young, shows the propriety of giving exercise to children. Every other creature makes use of its organs of motion as soon as possible, and many of them, when under no necessity of moving in quest of food, cannot be restrained without force. Such is the case with the calf, the lamb, and many more. If these creatures were not permitted to frisk about at pleasure, they would soon die, or become diseased. The same inclination appears very early in the human species; but as they are not able to take exercise themselves, it is the business of their parents and nurses to give it them. This may be done in various ways, and the methods included in the system are shewn in other parts of this work. It is to be regretted that men should be so inattentive to this matter; their negligence is one reason why females know so little of it. Women will always be desirous to excel in such accomplishments as recommend them to the other sex; but men generally avoid even the slightest acquaintance with the affairs of the nursery, and many would reckon it an affront were they supposed to know any thing of them. Not so, however, with the kennel or the stables; a gentleman of the first rank, who is not ashamed to give directions concerning the management of his dogs or horses, would blush were he surprised in performing the same office for that being who is to be the heir of his fortunes, and, perhaps, the future hope of his country.

Arguments to show the importance of exercise, might be drawn from every part of the animal economy. Without it, the circulation of the blood cannot be properly carried on, nor the different secretions duly performed; neither can the fluids be properly prepared, nor the solids rendered firm or strong. The action of the heart, the motion of the lungs, and all the vital functions, are greatly assisted by exercise. But to point out the manner in which these effects are produced, would lead us beyond the present subject. We shall, therefore, only add, that when exercise is neglected, none of the animal functions can be duly performed; and when this is the case, the whole constitution must go to wreck. Healthy parents, wholesome food, and suitable clothing will avail little where it is disregarded. Sufficient exercise will supply many defects in nursing, but nothing can compensate for its want. A good constitution ought certainly to be our first object in the management of children. It lays a foundation for their being useful and happy in life; and whoever neglects it, not only fails in his duty to his offspring, but to society.

While this is forgotten, let us not complain of weak and thoughtless children, or of weak and thoughtless servants; for the former are so from the neglect of their parents and the public; and the latter from not having been taught to think at all—and yet the very persons that object to the education of the poor are the first to complain of their servants.

A notion that habits of industry must be established, has, however, been the means, I regret to state, of a sad perversion of the system in these respects. The time allowed for amusement and exercise has been in some cases, very much abridged that the children might learn and practise sewing, knitting, plaiting, &c. Now, no one can be more disposed to the encouragement of industrious habits than myself, but I would say not at the expense of health; which I am certain, in these cases it must be. Deprive the children of their amusement, and they will soon cease to be the lively, happy beings, we have hitherto seen them, and will become the sickly, inanimate creatures, we have been accustomed to behold and pity, under the confinement and restraint of the dame's schools. I do not scruple to affirm, that if the play-grounds of infant schools are cut off from the system,—they will from that moment cease to be a blessing to the country.

Nothing has given me greater pain than to witness the thorough neglect of play-ground attendance on the part of teachers and the public; the former leave the children to themselves at the very time their attendance is most desirable; and when, if duly watched, the children will give them lessons. Yes! such lessons as no book can give, and such lessons as every efficient teacher must learn, or efficiency is out of the question. The public are too fond of hearing tasks and memory work, and such book-learning as is taught in school, with the singing, and the amusing indoor work, to the detriment and neglect of the moral and physical outdoor work. Again and again, I say, the outdoor training tells most upon the morals and the formation of character.

The first faculties which develop themselves in childhood, are those of observation. The infant, who is two months old, will notice a lighted candle; immediately that sense is gratified, it seeks to please another, that of touch, and every mother knows, if not prevented, it will put its hand in the flame. The next effort is to examine other objects: these it will seize if it can, and after having examined one, it will put it aside to observe another. On its being able to move about, it seeks objects within its reach, and wishing to gratify the sense of taste, applies every thing to the mouth; by this it distinguishes the bitter from the sweet, and on seeing what is sweet a second time, will point to it and wish to obtain it, whilst what is bitter will not be desired.

The mental part of the system should now be adverted to. Hence it has been well remarked, "From the time that children begin to use their hands, nature directs them to handle every thing over and over, to look at it while they handle it, and to put it into various positions, and at various distances from the eye. We are apt to excuse this as a childish diversion, because they must be doing something, and have not reason to entertain themselves in a more manly way. But if we think more justly, we shall find that they are engaged in the most serious and important study; and if they had all the reason of a philosopher, they could not be more properly employed. For it is this childish employment that enables them to make the proper use of their eyes. They are thereby every day acquiring habits of perception, which are of greater importance than any thing we can teach them. The original perceptions which nature gave them are few, and insufficient for the purposes of life; and, therefore, she made them capable of many more perceptions by habit. And to complete her work, she has given them an unwearied assiduity in applying to the exercise by which those perceptions are acquired."

Such is the education which nature gives her children, and we may add that another part of her discipline is, that by the course of things, children must exert all their muscular force, and employ all their ingenuity, in order to gratify their curiosity and satisfy their little appetites. What they desire is only to be obtained at the cost of labour, patience, and many disappointments. By the exercise of the body and mind necessary for satisfying their desires, they acquire agility, strength, and dexterity in their motions, as well as constitutional health and vigour; they learn to bear pain without dejection, and disappointment without despondency. The education of nature is most perfect in savages, who have no other tutor; and we see that in the quickness of all their senses, in the agility of their motions, in the hardiness of their constitutions, and in their ability to bear hunger, thirst, pain, and disappointment, they commonly far exceed civilized nations. On this account, a most ingenious writer seems to prefer savage to social life. But it is the intention of nature, that human education should assist to form the man, and she has fitted us for it, by the natural principles of imitation and belief, which discover themselves almost in infancy, as well as by others which are of later growth.

When the education which we receive from men does not give scope to that of nature, it is erroneous in its means and its tendency, and enervates both the body and the mind. Nature has her way of rearing men, as she has of healing their maladies. The art of education is to follow her dictates, and the art of education is equally to obey her laws. The ancient inhabitants of the Baleares followed nature in their manner of teaching their children to be good archers, when they hung their dinner aloft by a thread, and left them to bring it down: by their skill in the use of the bow.

The education of nature, without any more human care than is necessary to preserve life, makes a savage. Human education joined to that of nature, may make a good citizen, a skilful artizan, or a well-bred man; but a higher power is wanting in order to produce a Bacon or a Newton.

The error of the past system (for such I hope I may venture to call it) as to mental development was, that the inferior powers of the mind were called into activity, in preference to its higher faculties. The effort was to exercise the memory, and store it with information, which, owing to the inactivity of the understanding and the judgment, was seldom or never of use. To adopt the opinions of others was thought quite enough, without the child being troubled to think for itself, and to form an opinion of its own. But this is not as it should be. Such a system is neither likely to produce great nor wise men; and is much better adapted to parrots than children. Hence, the first thing attempted in an infant school is, to set the children thinking,—to induce them to examine, compare, and judge, in reference to all those matters which their dawning intellects are capable of mastering. It is of no use to tell a child, in the first place, what it should think,—this is at once inducing mental indolence, which is but too generally prevalent among adults; owing to this erroneous method having been adopted by those who had the charge of their early years. Were a child left to its own resources, to discover and judge of things exclusively by itself, though the opposite evil would be the consequence, namely, a state of comparative ignorance, yet I am doubtful whether it would be greater or more lamentable than that issuing from the injudicious system of giving children dogmas instead of problems, the opinions of others instead of eliciting their own. In the one case we should find a mind, uninformed and uncultivated, but of a vigorous and masculine character, grasping the little knowledge it possessed, with the power and right of a conqueror; in the other, a memory occupied by a useless heap of notions,—without a single opinion or idea it could call its own,—and an understanding indolent and narrow, and, from long-indulged inactivity, almost incapable of exertion. As the fundamental principle of the system, I would therefore say, let the children think for themselves. If they arrive at erroneous conclusions, assist them in attaining the truth; but let them, with such assistance, arrive at it by their own exertions. Little good will be done, if you say to a child,—That is wrong, this is right, unless you enable it to perceive the error of the one and the truth of the other. It is not only due to the child as a rational being that you should act so, but it is essentially necessary to the development of its intellectual faculties. It were not more ridiculous for a master, in teaching arithmetic, to give his pupil the problem and answer, without instructing him in the method of working the question, than it is for a person to give a child results of reasoning, without showing how the truth is arrived at. But some, perhaps, will be ready to exclaim, "Surely the teacher should not withhold the benefit of his knowledge and experience,—the child will have time enough to examine the merits of his information when he grows older and be more competent to do so!" To this I answer: in the first place, nothing should be submitted to the child which it is not fully competent to understand. To give the child tasks or subjects too difficult for its mental powers, is a violation of nature; and as foolish and detrimental as though you were to place a hundred pounds weight on its shoulders when it is incapable of supporting ten. The teacher's experience can only be of service to the child so far as it is applicable to its own state; and as to postponing the period when it is to think for itself, there is certainly no occasion for it. Nature has provided food adapted to the powers of the infant's stomach, and those who would rightly conduct the work of education, should imitate her in providing its intellectual food. That this may be done, I am attempting to shew in theory in the pages of this work; and, that it answers equally well in practice, any one who has a doubt, may assure himself by visiting any school conducted upon the plan here laid down.

The charge has been brought against the system, that we are not sufficiently anxious to teach the children to read. Now, though I may venture to say, that under no other plan, do the children acquire a knowledge of alphabetical characters, and the formation of words, so soon as under the present, yet I am quite ready to concede that I consider their learning to read a secondary object, to that of teaching them to examine and find out the nature and properties of things, of which words are but the signs. It is with things, and not words merely, we wish to make our children acquainted. If they first learn the nature and properties of an object, there is no fear of their afterwards inquiring its name; but we too frequently find, that having acquired names, they are indifferent to, and forgetful of, the objects represented.

Let children see and observe an object, and be taught the name of it at the same time, and then both are indelibly fixed on the memory. An infant at home is perpetually running around and looking at all things, and hearing persons speaking about them; it soon becomes acquainted with their names and properties, and then from time to time speaks about them. "Ah!" exclaims papa or mama, "What an old-fashioned child that is; one would wonder where it got such notions." A little thought and reflection would soon tell where, and this thought properly carried out would display an important fundamental principle in teaching the young mind.

Our first endeavour is, therefore, to excite a spirit of inquiry,—to foster that curiosity which is so natural to young children: till this is properly done, your information will not be well received, and it is most likely soon to be forgotten; but having once made them inquisitive, you are more likely to tire of communicating than they are of receiving. The skilful teacher will, indeed, rather leave them with an appetite still craving, than satiate them by repletion. I have frequently found the most beneficial results arise from the sudden cessation of a lesson or a lecture on an interesting topic. The children have looked for its renewal with the utmost impatience, pondering over what they had already heard, and anticipating what was yet to come with the greatest interest. Give a child a task, and you impose a burthen on him,—permit him to learn something, and you confer a favour.

Having excited a spirit of inquiry, the next endeavour is to direct it to proper objects. These, of course, will be things which relate to the senses of the child; the nature and properties of bodies, which may be ascertained by the application of those senses, &c. Having induced it to examine for itself, you are now to elicit its ideas of each object respectively; and having taught it to use its reason and judgment freely, and to express its own notions fearlessly and candidly,—you are to attempt the correction of what is erroneous, by putting forth your own views in as simple a way as possible: not so as to induce the child to give up its own opinions and adopt yours, but in such a way as to direct it to the attainment of truth; to induce a comparison between its thoughts and yours, and thus to discover its own error.

The powers of observation will speedily be improved under such a course of instruction, and in all the subsequent stages of existence, will not fail to constitute an independent and shrewd observer. But some may think we are straining the child's faculties by the plan recommended,—overstepping nature's laws,—and that the result must be detrimental to the child, both in mind and body. So far, however, is this from being true, that we have taken nature for our guide. We deprecate strongly, most strongly, that unnatural system, which gives children tasks so far beyond their powers, and for which their infantile faculties are not qualified;—we would lead them on in the path which nature has marked out—step by step—taking care that one thing should be thoroughly mastered before another is attempted.

The mental powers of children are far stronger than is generally supposed. No one who looks back to his early childhood, can fail of recollecting, that, at times, his thoughts would even then reach the very limits of human thought. All the powers of mind that are exercised in after-life display themselves in infancy, and therefore they all ought to be quietly and easily brought into exercise. This maybe done by any object,—even a toy. Were we to tie up several of our members so as to prevent their use, and at the same time exercise strongly those at liberty, bodily distortion must result. If we, in teaching, exercise the memory alone, and that merely with a knowledge of words and not of things, an absolute mental distortion must result, and the higher powers of reflection, judgment, and reason will remain weak, feeble, and deficient from want of exercise. When all the powers of the mind are brought out into harmonious action, the acquirement of knowledge be comes pleasurable. Knowledge is the proper aliment to expand and enlarge the mind, as natural food is for the growth of the body; and when such as is proper to the age and character of the recipient is selected, the one will be received with as much pleasure as the other. As the due exercise of every bodily power causes it to become strong, healthy, and vigorous, so the right and proper use of every mental faculty will, in the end, occasion it to become active, free, and powerful.

As soon as the child enters the school he is under command. He is required to occupy certain places, to go through various motions, and to attend to diversified instruction, at the sound of a foot, or the raising of a hand. From this course no departure is allowed. At first it is the work of sympathy and imitation, but afterwards it becomes a matter of principle. Thus, then, the native reluctance of the infant mind to obey, is overcome, and a solid basis laid for future efforts. So far, however, the discipline is general; to be particular, the individual character must be minutely observed. The movements of the child, when unrestrained, must be diligently watched, its predominant qualities ascertained, and such a mode of treatment adopted as sound judgment of character may dictate. Wherever this is forgotten, some evils will arise. The orders which are given to any other power than those of sympathy and imitation, are not likely to be obeyed by the untrained babe; the fact is, that as yet it has no other means of obedience, and for this on higher principles we must wait till nature furnishes instruments and opportunities for their exercise. When, however, success is gained thus far, the way is prepared for further development and culture, and the powers of observation and discrimination, then gradually tasked, will accomplish all that is desired. Thus the infant sits or rises, repeats or is silent, at first, because those about him do so; afterwards he perceives a reason for doing so: for example, that, when in the gallery, he can see what he could not any where else, and, therefore, that he must march thither, and then he judges that one thing is wrong because the doing it was forbidden, and that another is right because it was commanded, or because the one makes him happy and the other the contrary.

Under the old system of education, I must candidly say, moral treatment has been often altogether omitted, and still more frequently has it been erroneous, and consequently inefficient. Let me ask,—would it promote a child's health to teach it to repeat certain maxims on the benefits resulting from exercise? The answer is obvious. Neither can it be of any service to the moral health of the child, to teach it to repeat the best maxims of virtue, unless we have taken care to urge the practical observance of those precepts. And yet this has rarely been the case. How frequently do we hear persons remark on the ill conduct of children, "It is surprising they should do so;—they have been taught better things!" Very likely; and they may have all the golden rules of virtue alluded to, carefully stored up in their memories; but they are like the hoarded treasures of the miser, the disposition to use them is wanted. It is this which we must strive to produce and promote in the child. Indeed, if we can but be the instruments of exciting a love of goodness, it will not err, nor lack the knowledge how to do good, even though we were to forget to give it any rules or maxims. It is to the heart we must turn our attention in the moral treatment of children. We must carefully endeavour to elicit and train out the moral feelings implanted within; and to awaken the conscience to the approval of good, and the dislike and detestation of evil. Another grand object of the master or mistress of an infant school, is, therefore, to win their love, by banishing all slavish fear. They are to be invited to regard their teacher, as one who is desirous of promoting their happiness, by the most affectionate means—not only by kind words, but by kind actions; one of which influences a child more than a volume of words. Words appeal only to the understanding, and frequently pass away as empty sounds; but kind actions operate on the heart, and, like the genial light and warmth of spring, that dispels the gloom which has covered the face of nature during the chilly season of winter, they disperse the mists which cold and severe treatment has engendered in the moral atmosphere. The fundamental principle of the infant school system is love; nor should any other be substituted for it, except when absolutely necessary. Let the children see that you love them, and love will beget love, both toward their teacher and each other. Without the aid of example nothing can be done; it is by this magnetic power alone that sympathetic feelings can be awakened. It acts as a talisman on the inmost feelings of the soul, and excites them to activity; which should be the constant aim of all persons engaged in the important work of education. As we find that vicious principles are strengthened by habit, and good principles proportionally weakened, so, on the contrary, immoral dispositions are weakened by the better feelings being brought into action.

The great defect in the human character is selfishness, and to remove or lessen this is the great desideratum of moral culture. How happy were mankind, if, instead of each one living for himself, they lived really for one another! The perfection of moral excellence cannot be better described than as the attainment of that state in which we should "love our neighbour as ourselves." The prevalence of self-love will be very obvious to the observant master or mistress, in the conduct of the children under their care, and it is this feeling that they must be ever striving to check or eradicate. Nor need they despair of meeting with some degree of success. The children may be brought to feel, that to impart happiness is to receive it,—that being kind to their little schoolfellows, they not only secure a return of kindness, but actually receive a personal gratification from so doing; and that there is more pleasure in forgiving an injury than in resenting it. Some I know will be apt to say,—that after all, thus is nothing but selfishness or self-love. It is an old matter of dispute, and I leave those to quarrel over it who please. Every one knows and feels the difference between that which we call selfishness, and that which is comprehensively termed by the lips of divine truth, the "love of our neighbour." If it must be called self-love, I can only say that it is the proper direction of the feeling which is to be sought.

In the work of moral culture, it will be necessary not only to observe the child's conduct under the restraint of school observation and discipline; but at those times when it thinks itself at liberty to indulge its feelings unnoticed. The evil propensities of our nature have all the wiliness of the serpent, and lurk in their secret places, watching for a favourable opportunity of exercise and display. For the purpose of observation, the play-ground will afford every facility, and is on this account, as well as because it affords exercise and amusement to the children, an indispensable appendage to an Infant School. Here the child will show its character in its true light. Here may be seen what effects the education of children has produced; for if they are fond of fighting and quarrelling, here it will be apparent; if they are artful, here they will seek to practice their cunning; and this will give the master an opportunity of applying the proper remedy; whereas, if they are kept in school (which they must be, if there be no play-ground), these evil inclinations will not manifest themselves until they go into the street, and consequently, the antidote will not be applied. I have seen many children behave very orderly in the school, but the moment they entered the play-ground they manifested their selfishness to such a degree, that they would wish all the rest of the children to be subservient to them; and, on their refusing to let them bear rule, they would begin to use force, in order to compel their compliance. This is conduct that ought to be checked,—and what time so proper as the first stages of infancy?

To take another case, a quarrel like this may arise: a boy has six gooseberries; another boy comes and asks for one; by a little solicitation he obtains it:—he wishes another;—but the boy who has them says he cannot spare any more; he has only five, and cannot part with another. The second boy, however, duns him. He even acts the hypocrite, and puts into play many of the worst artifices of human nature, which we so often see in daily practice, and he gains his end. But he is not yet satisfied; he wishes another. The first boy, however, will on no account give him more. He again tries all his arts, but in vain. Seeing he cannot by art or entreaty gain another, he has recourse to violence. He snatches one out of his companion's hand and runs off with it. The first boy is irritated at such conduct, he pursues the fugitive, overtakes him, and gives him a blow on the face. The second boy is as great a coward as he is a thief. He comes up and makes his complaint to the master. The master then has a trial by jury. He does not knock one head against the other according to the old custom, but he hears both plaintiff and defendant, and having got the facts, he submits to the children themselves whether it was right in the one boy to take with violence What was not his own, and shews them which is the more to blame. Then they decide on the sentence; perhaps some one suggests that it should be the utmost infliction allowable, a slight pat on the hand; while a tender-hearted girl says, "Please, sir, give it him very softly;" but the issue is, a marked distinction between right and wrong;—appropriate expressions of pleasure and disapprobation:—and on the spot, "a kissing and being friends." I am, indeed, so firmly convinced, from the experience I have had, of the utility of a play-ground, from the above reasons, and others, elsewhere mentioned, that I scruple not to say, an infant school is of little, if any, service without one.

Where the play-ground is ornamented with flowers, fruit-trees, &c. (and I would recommend this plan to be invariably adopted,) it not only affords the teacher an opportunity of communicating much knowledge to the children, and of tracing every thing up to the Great First Cause, but it becomes the means of establishing principles of honesty. They should not on any account be allowed to pluck the fruit or flowers; every thing should be considered as sacred; and being thus early accustomed to honesty, temptations in after-life will be deprived of their power. It is distressing to all lovers of children, to see what havoc is made by them in plantations near London; and even grown persons are not entirely free from this fault, for, not content with a proper foot-path, they must walk on a man's plantations, pull up that which can be of no use, and thereby injure the property of their neighbour. These things ought not to be, nor do I think they would be so common, if they were noticed a little more in the education of children. It has been too much the practice with many, to consider that the business of a school consists merely in teaching children their letters; but I am of opinion, that the formation of character while there, is of the greatest importance, not only to the children, but to society at large. How can we account for the strict honesty of the Laplanders, who can leave their property in the woods, and in their huts, without the least fear of its being stolen or injured, while we, with ten times the advantages, cannot consider our property safe, with the aid of locks and bolts, brick walls, and even watchmen and police-officers besides? There must be some cause for all this, and perhaps the principal one is defective education, and the total neglect of the morals of the infant poor, at a time when their first impressions should be taken especial care of; for conscience, if not lulled to sleep, but called into vigorous action, will prove stronger than brick walls, bolts, or locks; and I am satisfied, that I could have taken the whole of the children under my care in the first infants' school, into any gentleman's plantation, without their doing the least injury whatever; and this I could now do in any similar circumstances. I will mention, however, one fact.

One day, while I was walking in the play-ground, I saw at one end of it about twenty children, apparently arguing a subject, pro and con; from the attitude of several of the orators, I judged it was about something that appeared to them of considerable importance. I wished to know the subject of debate, but was satisfied that if I approached the children it might put an end to the matter altogether. Some of the bystanders saw me looking very attentively at the principal actor, and, as I suppose, suggested to the party the propriety of retiring to some other spot, for immediately afterwards they all went behind a partition, which afforded me an opportunity of distinctly hearing all that passed, without being observed by them. I soon found that the subject of debate was a song. It seems that one of the children had brought a song to the school, which some of the monitors had read, and having decided that it was an improper thing for the child to have in his possession, one of them had taken it from the owner, and destroyed it. The aggrieved party had complained to some of the other children, who said that it was thieving for one child to take any thing from another child, without his consent. The boy, nettled at being called a thief, defended himself, by saying that he, as a monitor, had a right to take away from any of his class any thing that was calculated to do them harm; and was, it seems, backed in this opinion by many others. On the other hand, it was contended that no such right existed; and it was doubtful to me for a considerable time, on which side the strength of the argument lay. At last one of the children observed to the following effect:—"You should have taken it to master, because he would know if it was bad better than you." This was a convincing argument, and to my great delight, the boy replied—"How much did the song cost?" The reply was, "A half-penny." "Here, then, take it," says the child, "I had one given me to-day; so now remember I have paid you for it, but if you bring any more songs to school I will tell master." This seemed to give general satisfaction to the whole party, who immediately dispersed to their several amusements. A struggle like this, between the principles of duty and honesty, among children so very young, must prove highly interesting to all who love them, and exemplifies, beyond a doubt, the immense advantage of early instruction.

Another thing to be noticed is, a regard for truth. Nothing is so delightful as this. There is no conversation so agreeable as that of the man of integrity, who hears without any design to betray, and speaks without any intention to deceive; and this admitted, we should strive to the utmost to induce children to remember it. But our success, in a great measure, will depend on the means we employ. Many children are frightened into falsehood by the injudicious methods of those who have the care of them. I have known a mother promise a child forgiveness if it would speak the truth, and, after having obtained confession, she has broken her engagement. A child, once treated in this manner, will naturally be guarded against a similar deception. I have known others who would pretend not to punish the child for confession, but for first denying it, and afterwards confessing. I think that children should not be punished, on any account, after having been promised forgiveness, truth being of too great importance to be thus trifled with; and we cannot wonder if it is lightly esteemed by children, after the example is set by their parents. Having had several thousand children under my care, I have had favourable opportunities of observing the bias of the infant mind, and I must say, that I have not found them so inclined to evil and falsehood as I had previously imagined.

When morality is adverted to in this volume, let it never be forgotten, that by it is meant the pure and perfect morality of the sacred Scriptures. From this source alone the great truths and precepts can be derived, for regulating the conscience and improving the heart. The infant system, however, would aim to steer perfectly clear of the more remote theological opinions entertained by Christians of different denominations. With these, little children can have nothing to do, and institutions for their express benefit should receive the support of all. What kind of religious doctrine and faith infants ought to be taught, I will not here determine, but leave it for consideration in a future chapter devoted more expressly to that subject. It must be the wish of all true Christians that they should be taught the fundamental truths of the everlasting Gospel. But it is much to be lamented that what are the fundamental truths of the gospel is so frequently a debatable point. With such controversial topics infants have nothing to do, and to teach such matters would rather be sowing seeds for future scepticism than laying a solid basis for pure and undefiled religion. In all things, but more especially in religion, as being the subject of the highest importance, the purest, simplest, and most unadulterated truths should be taught. The Bible contains ample and abundant stores of such simple truth, most admirably suited to infant capacity in texts, precepts, parables, and histories. The pious and judicious mother or teacher can be at no loss for a proper selection. Many beautiful and simple prayers are to be found in the Church of England Prayer-Book, which I think cannot be mended, and which I have found quite suitable to the infant mind. Several of the Collects, for simplicity of language and rich fulness of divine truth, cannot be surpassed. Simple hymns for instruction and devotion are also requisite, and I have endeavoured to provide such as these in a Manual, recently published in connexion with a friend, and which may be bad through the publisher of this work.