The Infant System / For Developing the Intellectual and Moral Powers of all Children, from One to Seven years of Age :: CHAPTER VIII. HINTS FOR CONDUCTING AN INFANT SCHOOL.

CHAPTER VIII. HINTS FOR CONDUCTING AN INFANT SCHOOL.

Classification—Getting the children into order—Language—Lessons on objects—Rules to be observed by parents—Daily routine of instruction—Opening prayer and hymn—Object or developing lessons—Synopsis of a week's instruction—Cleanliness—Never frighten children—Guard against forgetfulness—Observe punctuality—Be strictly accurate in your expressions—Guard against the entrance of disease—Maxims for teachers—Resolutions.

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"Whate'er is best administer'd is best."—Pope.

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Having had considerable practice in teaching children in the various parts of England, Scotland, Ireland, and Wales, it may be necessary to give a few hints on the subject of organizing an infant school. I have generally found on opening one, that the children had no idea of acting together. In order, therefore, to gain this object, it will be found necessary to have recourse to what we call manual lessons, which consist in the children holding up their hands all at one time, and putting them down in the same manner; throwing the right or the left foot out; putting their hands together, or behind them; or rising from their seats all at one time; clapping hands, which is a very good exercise; holding up their hands and twirling the fingers; holding up the forefinger and bringing it down on the palm, in time to some tune; imitating the action of sawing wood, and the sound produced by the action of the saw; doing this both ways, as it is done in the saw-pit, with both hands, and by the carpenter with the right; imitating the cobbler mending shoes, the carpenter plaining wood, the tailor sewing, and any other trade which is familiar and pleasing to children.

This we do in the first instance, because it is calculated to please the infants, and is one grand step towards order. After the first day or two, the children will begin to act together, and to know each other; but until this is the case, they will be frequently peevish, and want to go home; any method, therefore, that can be taken at first to gratify them, should be adopted; for unless this can be done, you may be sure they will cry. Having proceeded thus far, we have then to class them according to their capacity and age, and according as they shew an aptitude in obeying your several commands. Those who obey them with the greatest readiness may be classed together.

I have found it difficult, at all times, to keep up the attention of infants, without giving them something to do; so that when they are saying the tables in arithmetic, we always cause them to move either their hands or feet, and sometimes to march round the school. The best way we have yet discovered is the putting their hands one on the other every time they speak a sentence. If they are marching they may count one, two, three, four, five, six, &c.

Having classed them, and found that each child knows its own place in the school, you may select one of the cleverest of each class for a monitor. Some of the children will learn many of the tables sooner than the others; in this case, the teacher may avail himself of their assistance, by causing each child to repeat what he knows in an audible manner, the other children repeating after him, and performing the same evolutions that he does; and by this means the rest will soon learn. Then the master may go on with something else, taking care to obtain as much assistance from the children as he can, for he will find that unless he does so, he will injure his lungs, and render himself unfit to keep up their attention, and to carry on the business of the school.

When the children have learned to repeat several of the tables, and the monitors to excite their several classes, and keep them in tolerable order, they may go on with the other parts of the plan, such as the spelling and reading, picture lessons, &c., which will presently be described. But care must be taken that in the beginning too much be not attempted. The first week may be spent in getting them in order, without thinking of anything else; and I should advise that not more than sixty children be then admitted, that they may be reduced to order, in some measure, before any more are received, as all that come after will quickly imitate them. I should, moreover, advise visitors not to come for some time after a school is opened, for several reasons; first, because the children must be allowed time to learn, and there will be nothing worth seeing; secondly, they take off the children's attention, and interfere with the master: and, lastly, they may go away dissatisfied, and thereby injure the cause which they intend to promote.

In teaching infants to sing, I have found it the best way to sing the psalm or hymn several times in the hearing of the children, without their attempting to do so until they have some idea of the tune; because, if all the children are allowed to attempt, and none of them know it, it prevents those who really wish to learn from catching the sounds. Nothing, however, can be more ridiculous or absurd than the attempts at singing I have heard in some schools. And here, I would caution teachers against too much singing; and also against introducing it at improper times. Singing takes much out of the teacher, which will soon be felt in the chest, and cause pain and weakness there; and, if persevered in, premature death; and with women much sooner than men. This is another reason why one of each sex should be employed in the work. Singing is an exhilarating and exciting lesson; the children always like it: but even they are injured by the injudicious management of it, and by having too much of it each day; or the having two or even three exciting lessons at the same time. For example: I have seen children singing, marching, and clapping hands at the same time; and they are prompted and led by the teachers to do so. Here are three exciting lessons together, which ought to be separate: the result is, a waste of energy and strength, on the part of teacher and children, which is sometimes fatal to both. The exciting lessons were intended to be judiciously blended with the drier, yet necessary, studies. If the latter are neglected, and the former only retained, no greater perversion of the plans could occur, and a more fatal error could not be committed.

You must not expect order until your little officers are well drilled, which may be done by collecting them together after the other children are gone, and instructing them in what they are to do. Every monitor should know his work, and when you have taught him this, you must require it to be done. To get good order, you must make every monitor answerable for the conduct of his class. It is astonishing how some of the little fellows will strut about, big with the importance of office. And here I must remark, it will require some caution to prevent them from taking too much upon themselves; so prone are we, even in our earliest years, to abuse the possession of power.

The way by which we teach the children hymns, is to let one child stand in a place where he may be seen by the rest, with the book in his hand; he then reads one line, and stops until all the children in the school have repeated it, which they do simultaneously; he then repeats another, and so on, successively, until the hymn is finished. This method is adopted with every thing that is to be committed to memory, so that every child in the school has an equal chance of learning.

I have mentioned that the children should be classed: in order to facilitate this, there should be a board fastened to the wall perpendicularly, the same width as the seats, every fifteen feet, all round the school; this will separate one class from another, and be the cause of the children knowing their class the sooner. Make every child hang his hat over where he sits, in his own class, as this will save much trouble. "Have a place for every thing, and every thing in its place." This will bring the children into habits of order. Never do any thing for a child that he is able to do for himself; but teach him to put his own hat and coat on, and hang them up again when he comes to school. Teach every child to help himself as soon as possible. If one falls down, and you know that he is able to get up himself, never lift him up; if you do, he will always lie till you can give him your aid. Have a slate, or a piece of paper, properly ruled, hanging over every class; let every child's name that is in the class be written on it, with the name of the monitor; teach the monitor the names as soon as you can, and then he will tell you who is absent. Have a semicircle before every lesson, and make the children keep their toes to the mark; brass nails driven in the floor are the best, or flat brass or iron let into the floor. When a monitor is asking the children questions, let him place his stool in the centre of the semicircle, and the children stand around him. Let the monitors ask what questions they please, they will soon get fond of the process, and their pupils will soon be equally fond of answering them. Suppose the monitor ask. What do I sit on? Where are your toes? What do you stand on? What is before you? What behind you? Let the monitors be instructed in giving simple object lessons on any familiar substance, such as a piece of wood, of stone, of iron, of paper, of bone, of linen, &c. Let them question their class as to the qualities first, and then the various uses to which the object is applied. These lessons will be of incalculable benefit to the children, and give them an early desire to inquire into the nature, qualities, and uses of every natural object they come into contact with. We will suppose the monitor holds in his hand a piece of leather; he first asks, "What is this?" The children will simultaneously exclaim, "A piece of leather." This being answered, he will proceed to the qualities, and will have either from his class, or by his own help, the following answers: "It is dry, it is smooth, it is hard, it is tough, it is pliable, it is opaque," &c. He will then question them as to its uses, and will ask, "What is made from leather?" A. Boots and shoes. Q. What use is it of else? A. Books are bound with it; and so on through all its uses. He will then ask them how leather is made, and give them information which he has himself previously received from the teacher as to the mode of tanning leather, and the various processes which it goes through. Indeed, there is no end to the varied information which children may thus receive from simple natural objects. At first they will have no idea of this mode of exercising the thinking powers. But the teacher must encourage them in it, and they will very speedily get fond of it, and be able to give an answer immediately. It is very pleasing to witness this. I have been much delighted at the questions put, and still more so at the answers given. Assemble all the very small children together as soon as you can: the first day or two they will want to sit with their brothers or sisters, who are a little older than themselves. But the sooner you can separate them the better, as the elder children frequently plague the younger ones; and I have always found that the youngest ones are the happiest by themselves.

In all cases let teachers be careful to avoid the "parrot system," and to remember that while it is necessary to infuse a certain amount of information into the child's mind, it can only be made its own by drawing it back again and getting its own ideas upon it—this is called development, which is a thing universally disregarded in almost every school I have seen; and it is a general complaint made by almost every modern writer on education; and many have objected to the infant system on this account, because the teachers of it were not acquainted with its end and essence. The true infant system is a system of development; no other system can be of lasting benefit to the country in general, nor to the pupils in particular; the genuine infant system is not subject to the fundamental errors so much complained of; it has been invented for the purpose of operating upon all the faculties, and the machine must not be condemned merely because the teachers do not know how to work it; but every committee, and each individual in a committee, appear to lose sight of these principles, in order to try how much originality may be displayed, and thus utility is sacrificed to novelty; thus we may find as many infant systems as there are days in the year; and I have been made chargeable by certain writers for the errors of others; but these writers have not condescended to examine into the merits of the system for which I have been so many years an advocate.

But enough of this: we will now suppose that the little flock are brought by thus time into something like order; we are next to consider the means of securing other objects. Although the following rules for this purpose are given, it must not be supposed, that they are presented as a model not to be departed from. If they can be improved so much the better, but some such will be found indispensable.

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RULES

To be observed by the Parents of Children admitted into the —— Infant School.

Parents are to send their children clean washed, with their hair cut short and combed, and their clothes well mended, by half-past eight o'clock in the morning, to remain till twelve.

If any child be later in attendance than nine o'clock in the morning, that child must be sent back until the afternoon; and in case of being later than two in the afternoon, it will be sent back for the day.

Parents may send their children's dinners with them in the morning, so that the children may be taken care of the whole day, to enable the mother to go out to work. This can only be done where the teachers reside on the premises.

If a child be absent for a length of time, without a notice being sent to the master or mistress, assigning a satisfactory reason for the absence, such child will not be permitted to return again to the school.

Saturday is a holyday.[A]

[Footnote A: In Ireland the schools do not commence business till ten in the morning, and the children remain till three, and do not go home in the interval. In Scotland the rules are nearly similar.]

*** It is earnestly hoped that parents will see their own interest, as well as that of their children, in strictly observing these rules; and they are exhorted to submit to their children being governed by the master and mistress; to give them good instruction and advice; to accustom them to family prayer; but particularly to see that they repeat the Lord's prayer, when they rise in the morning, and when they retire to rest, and assist in their learning the commandments; and to set before them a good example; for in so doing, they may humbly hope that the blessing of Almighty God will rest upon them and their families; for we are assured in the holy Scriptures, that if we train up a child in the way he should go, when he is old he will not depart from it, Prov. xxii. 6. Therefore parents may be instrumental in the promotion of the welfare of their children in this life, and of their eternal happiness in the world to come.

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On each of these rules I will make a few remarks.

First rule. Some parents are so habitually dirty, that they would not wash their children from one week's end to another, unless required so to do; and if it be done for them, they will not be so thankful as when compelled to do it themselves. This I have found from experience.

Second rule. This has its advantages; for it would not be right to punish the children when the fault rests with their parents; consequently, by sending them home, the real authors of the evil are punished. Many parents have told me, that when their children were at home, they employed themselves in singing the alphabet, counting, patting their hands, &c. &c.; that it was impossible to keep an infant asleep, that they were glad to get them out of the way, and that they would take care that they should not be late again.

But there is no rule without an exception. I have found that this has its disadvantages; for some of the elder children, when they wanted a half-holiday, would take care to be late, in order to find the door shut, although they were sent in proper time by their parents; this, when detected, subjects them to a pat on the hand, which is the only corporeal punishment we have. If this rule were not strictly enforced, the children would be coming at all hours of the day, which would put the school into such disorder, that we should never know when all the children had said their lessons.

Third rule. This is of great service to those parents who go out to work; for by sending their children's dinners with them, they are enabled to attend to their employment in comfort, and the children, when properly disciplined, will be no additional trouble to the teacher, for they will play about the play-ground, while he takes his dinner, without doing any mischief.

Fourth rule. Many persons will keep their children away for a month or two when nothing is the matter with them, consequently the children will lose almost all they have learned at school. Besides this, children are kept out, who perhaps would attend regularly, and we should never know how many children were in the establishment. If, therefore, a parent does not attend to this rule, the child's name is struck off the book.

On the admission of every child, the parents should be supplied with a copy of the preceding rules, as this will prevent them from pleading any excuse; it should be fastened on pasteboard, otherwise they will double it up and put it into their pockets, and forget all about it; but being on pasteboard, they may hang it up in their dwellings. The short exhortation that follows, it is hoped, may have its use, by reminding the parents of their duty to co-operate with those persons who have the welfare both of themselves and their children at heart. The reasons for the holiday of Saturday are, first, that the teacher requires a rest, the infant system being so laborious. Second, that the school-room requires to be thoroughly cleaned; and, thirdly, that many of the mothers are obliged to wash the children's clothes on a Saturday because they have not a sufficient change, and if they do not have the Saturday, they will break the Sabbath by washing them on Sunday.

I shall next speak of the daily routine of instruction.

If we would be successful in our labours, we most ask for help,—we must solicit aid from that Being who never yet denied it when sincerely and fervently implored. A minister who desires to instruct his flock with effect, never fails to commence his work with supplication; and certainly every teacher must ask for help, and instruct his pupils to do so too, if he really wish to be successful. If the wisest and best of men ask assistance from God to teach their fellow-men, and feel and know it to be necessary so to do, who would not ask assistance to instruct infants?

"To lead them into virtue's path,
And up to truth divine."

If we had only to educate the head, prayer might be less necessary. But the promoters of infant schools want to affect the heart; to operate upon the will and the conscience, as well as on the understanding; to make good men rather than learned men—men of wisdom, rather than men of knowledge: and he who has this work to accomplish, should remember the Saviour's declaration, "Without me ye can do nothing." Whilst therefore I would avoid too frequent repetition of the divine names in tire presence of the children, and never fail to let them know the difference between talking religion and doing religion, and in every case avoid the very appearance of the form without the essence, I would in such case, avoid long prayers, and take care that what was said in their presence should be short, and to the point, keeping in mind the scripture maxim, to avoid long repetitions as the heathen do, who think they shall be heard for their much speaking; and little children cannot have the simple truths of the Word pourtrayed to them in too simple a manner.

To use prayers with little children composed of hard words taken from scholastic theology, is contrary to common sense. How is it possible that they can either understand or feel them? To utter prayer before them in dull and melancholy tones, and with grimaces of countenance, is calculated to give a false and gloomy impression of religion, and has often done so. I have known little children alarmed and frightened at such things; for sounds and appearances speak more strongly to them than words.—Christ said of the Pharisees, "they disfigure their faces." Our Saviour's direction is, after this manner, pray ye—"Our Father," thus directing us to draw near to the Most High God as a heavenly father, rich in mercy to all them that call upon him. True, indeed, it is that "all have sinned," but a "new and living way" is provided whereby we may "draw near with boldness to a throne of grace to obtain mercy and find grace to help in time of need." Cowper never penned a truer line than this;

"True piety is cheerful as the day;"

and such an impression of it should ever be given to the young. The best prayer of a master for his children, is the perpetual and strong desire of his heart for God's blessing upon them, which, when genuine and sincere, will without doubt be recorded on high, and will also urge him on to a faithful and unceasing discharge of his duties towards them. To possess this is indeed to "pray without ceasing," and will prevent an unnecessary multiplication of "long prayers," "vain repetitions," and "much speaking."

But to proceed. The children being assembled, should be desired to stand up, and immediately afterwards to kneel down, all close to their seats, and as silently as possible: those who are not strong enough to kneel, may be allowed to sit down. This being done, a child is to be placed in the centre of the school, and to repeat the following prayer:—

"O God, our heavenly Father, thou art good to us: we would serve thee; we have sinned and done wrong many times. Jesus Christ died on the cross for us. Forgive our sins for Jesus' sake; may the Holy Spirit change our hearts, and make us to love God; help us to-day to be good children and to do what is right. Keep us from wicked thoughts and bad tempers; make us try to learn all that we are taught; keep us in health all the day. We would always think of God, and when we die may we go to heaven. God bless our fathers and mothers, and sisters and brothers, and our teachers, and make us obedient and kind, for Jesus Christ's sake. Amen."

Perhaps it would be better under all the circumstances, to use a simple prayer out of the Book of Common Prayer.

The children afterwards repeat the Lord's prayer, and then sing a hymn; for instance, the following:

When first the morning light we see,
And from our beds arise,
We to our God should thankful be,
Who every want supplies.

'Twas God who made the brilliant sun,
That gives all day its light;
And it was God who made the moon
And stars, which shine at night.

The fish that in the water swim,
The beasts upon the land,
Were all created first by Him,
And shew His mighty hand.

The food we eat, the clothes we wear,
'Tis God alone can give;
And only by His love and care,
Can little children live.

Then let us ever caution take,
His holy laws to keep;
And praise him from the time we wake,
Until again we sleep.

Immediately after this they proceed to their lessons; which are fixed to what are called lesson-posts. To each of these posts there is a monitor, who is provided with a piece of cane for a pointer. This post is placed opposite to his class; and every class has one, up to which the monitor brings the children three or four at a time, according to the number he has in his class. We have fourteen classes, and sometimes more, which are regularly numbered, so that we have one hundred children moving and saying their lessons at one time. When these are gone through, the children are supplied with pictures, which they put on the post, the same as the spelling and reading lessons, but say them in a different manner. We find that if a class always goes through its lessons at one post, it soon loses its attraction; and consequently, although we cannot change them from post to post in the spelling and reading lessons, because it would be useless to put a child to a reading post that did not know its letters, yet we can do so in the picture lessons, as the children are all alike in learning the objects. One child can learn an object as quick as another, so that we may have many children that can tell the name of different subjects, and even the names of all the geometrical figures, who do not know all the letters in the alphabet; and I have had children, whom one might think were complete blockheads, on account of their not being able to learn the alphabet so quickly as some of the other children, and yet those very children would learn things which appeared to me ten times more difficult. This proves the necessity of variety, and how difficult it is to legislate for children. Instead, therefore, of the children standing opposite their own post, they go round from one to another, repeating whatever they find at each post, until they have been all round the school. For instance, at No. 1 post there may be the following objects; the horse, the ass, the zebra, the cow, the sheep, the goat, the springing antelope, the cameleopard, the camel, the wild boar, the rhinoceros, the elephant, the hippopotamus, the lion, the tiger, the leopard, the civet, the weazel, the great white bear, the hyena, the fox, the greenland dog, the hare, the mole, the squirrel, the kangaroo, the porcupine, and the racoon. Before commencing these lessons, two boys are selected by the master, who perhaps are not monitors. These two boys bring the children up to a chalk line that is made near No. 1 post, eight at a time; one of the boys gets eight children standing up ready, always beginning at one end of the school, and takes them to this chalk line, whilst the other boy takes them to No. 1 post, and delivers them up to the charge of No. 1 monitor. No. 1 monitor then points to the different animals with a pointer, until the name of every one that is on his plate has been repeated; this done, he delivers them to No. 2 monitor, who has a different picture at his post; perhaps the following: the fishmonger, mason, hatter, cooper, butcher, blacksmith, fruiterer, distiller, grocer, turner, carpenter, tallow-chandler, milliner, dyer, druggist, wheelwright, shoemaker, printer, coach-maker, bookseller, bricklayer, linen-draper, cabinet-maker, brewer, painter, bookbinder. This done, No. 2 monitor delivers them over to No. 3 monitor, who may have a representation of the following African costumes: viz. Egyptian Bey, Ashantee, Algerine, Copts woman, Mameluke, native of Morocco, Tibboo woman, Egyptian woman, Fellah, Bedouin Arab, Turkish foot soldier, Maltese, Rosettan, native of Cairo, Turkish gentleman, Bosjesman, native of Coronna, native of Namacqua, Caffree, native of Tamaha, native of Ebo. Having repeated these, No. 3 monitor hands them over to No. 4, who perhaps has an engraved clock face, with hands composed of two pieces of wood, over which paper in the shape of clock hands has been pasted; he gives the children a lesson from this object, explains to them the difference between the minute and second-hand, shews them their uses, and points out the dots which mark the minutes, and the figures which divide it into hours, makes them count the seconds, and soon tell the hour. No. 4 then gives the class to No. 5 monitor, who has at his post a representation of the mariner's compass; he explains its uses, shews them the cardinal points, tells them how it was discovered, and then he will move the hands around, beginning at the north, and making the children repeat as he moves the hands, north, north-north-east, north-east, east-north-east, east, east-south-east, south-east, south-south-east, south, south-south west, south-west, west-south-west, west, west-north-west, north-west, north-north-west, north. The degrees, &c., may be considered as going too far for infants; we therefore reserve them until we treat of juvenile schools. We have not thought it necessary to name all the points of the compass, but have confined ourselves to the principal ones. No. 5 then hands the class to No. 6, who has on his post representations of the following fishes, viz., whale, sword fish, white shark, sturgeon, skate, John Dorey, salmon, grayling, porpoise, electrical eel, horned silure, pilot fish, mackerel, trout, red char, smelt, carp, bream, road goldfish, pike, garfish, perch, sprat, chub, telescope carp, cod, whiting, turbot, flounder, flying scorpion, sole, sea porcupine, sea cock, flying fish, trumpet fish, common eel, turtle, lobster, crab, shrimp, star fish, streaked gilt head, remora, lump fish, holocenter, torpedo. No. 6, then gives the class to No. 7; and as variety is the life and soul of the plan, his post may be supplied with a botanic plate, containing representations of the following flowers:—daffodil, fox-glove, hyacinth, bilberry, wild tulip, red poppy, plantain, winter green, flower de luce, common daisy, crab-tree blossom, cowslip, primrose, lords and ladies, pellitory of the wall, mallow, lily of the valley, bramble, strawberry, flowering rush, wood spurge, wild germander, dandelion, arrow-head. No. 8 monitor has on his post a set of geometrical figures, illustrated by the representation of objects either natural or artificial of the same shape; thus a triangle illustrated by one side of a pyramid, a square, a pentagon, a hexagon, a heptagon, an octagon, a nonagon, a decagon. No. 9 monitor has another set of geometrical definitions on the same principle, as a perpendicular line, a horizontal line, an oblique line, parallel lines, curved lines, diverging or converging lines, an obtuse angle, a circle. No. 10 a different set of geometrical shapes, viz. sociles-triangles, scolene-triangles, rectangle, rhomb, rhomboid, trapezoid, trapeziums, ellipse or oval. Having arrived at No. 11, the class find here the European costumes, viz. Englishman, Frenchman, Russian, Swiss, Italian, German, Scotchman, Welchman, Irishman, Turk, Norwegian, Spaniard, Prussian, Icelander, Dutchman, Dane, Swede, Portugese, Corsican, Saxon, Pole. No. 11 monitor delivers them to No. 12, and there they may find pictures representing Negroes, Otaheiteans, Highlanders, American Indians, East Indians, Laplanders, Greeks, Persians, Sandwich Islanders, Turks, English, Chinese, Dutch, Tartars.

To enter into a thorough explanation of the uses to which such lessons as these may be applied would make a volume of itself, which at present I have no time to write[A]; but it may be necessary, for the sake of teachers generally, to shew the uses to which a few of them may be applied, and leave it to their own ingenuity to go on is a similar manner with the great variety of lessons we have of this description, and which infants are quite competent to learn. Take the European costumes as an example. When the children are thoroughly acquainted with each of the representations, and can name them themselves, or if too young to name them, can point them out if they are named by the teacher, they may then be told that the Englishman is born in a country called England, and that London is the capital, and that capital means the greatest town or city. Care must be taken that every thing is thoroughly explained, and that the pupils understand the meaning of the terms used. You then windup this much by telling the pupils that Englishman means the man, England the country, and London the chief city; that England is the country they live in, if you are teaching English children. That Frenchman means a man that lives in a country called France, which is separated from England by a part of the sea called the English channel; that Paris is the chief town or capital. The teacher may here mention some remarkable events connected with the history of France, and tell the children that France and England have been often fighting against each other, but that they are now at peace, and that we should be as kind and good to Frenchmen as to any other men, because God likes to see all men live friendly with each other. The children are then told that Russian means a man living and born in Russia; that Russia is a country where there is much ice and snow, and which is very cold; that Petersburgh is the chief town, and that the people of Russia drive over the ice and snow in sledges, which are carriages without wheels. That Swiss means an inhabitant of a country named Switzerland, which is almost in the centre of Europe, and has no sea near it; that it is a very pretty country, full of beautiful lakes and mountains; that a lake is a very great pond of water, and that mountains are very high rocky places, and that the tops of the mountains in Switzerland are always covered with snow; that the Swiss people are very brave, and fought very hard for their freedom, that is, that no other people should be masters over them; that the capital or chief town of Switzerland is Berne. When the teacher comes to the Italian, he will say that he is an inhabitant of a country called Italy, which is a very beautiful place; that Rome is the capital, and was once the greatest city in the world. In speaking of the Scotchman, the teacher may tell the children that Scotland is not separated from England by any sea, but the three countries called England, Scotland, and Wales, all form one island, which is entirely surrounded by the sea; that the people who live in the north, and cold parts of Scotland, are called Highlanders, and are very brave and hardy; that Edinburgh is the capital. When the Welchman is under the children's notice, the teacher will tell them that he lives in a pretty country called Wales, which is joined to England, that is, no sea divides them, that the chief town is London, although London is in England and not Wales, because Wales has been governed by the same king as England for many hundred years, and the eldest son of the King of England is called Prince of Wales. When the teacher points out the Irishman, he may tell his class that he lives in an island near England, separated or divided from it by a part of the sea called the Irish Channel; that Dublin is the chief city, and that Ireland is governed by the same queen as England is. Speaking of the German, he may say that he lives in a country of which the chief town is Vienna. He may tell the children that the Turk lives in a country called Turkey; that it is a very warm place, and its chief town is Constantinople; that the Norwegian lives in a cold country called Norway, whose chief town is Christiana; that the Spaniard lives in a country called Spain, the chief town of which is Madrid; that many of the oranges we eat come from Spain; that the Prussian lives in a country called Prussia, the chief town of which is Berlin; that the Icelander lives in a very cold place, called Iceland, which is an island; that it is a place surrounded by water on every side; that there is a great mountain in Iceland which is called a burning mountain, because flames of fire often come out from the top of it. That the Dutchman lives in a country called Holland; that the people of that country are remarkable for being very clean, and that most of the dolls which little English girls play with, are made by children in Holland; that Amsterdam is the chief town or capital. The children are told that the Dane lives in a country called Denmark. The teacher may state that many hundred years back the Danes conquered England, but that a brave English king, called Alfred, drove them all away again; that Copenhagen is the capital or chief town; that the Swede lives in a country called Sweden, and that Stockholm is the chief town; that the Portuguese live in a country called Portugal, the capital of which is Lisbon; that the Corsican lives in an island called Corsica, the capital of which is Bastia; that the Saxon lives in a country called Saxony, the chief town of which is Dresden. In telling the children that the Pole lives in a country called Poland, the chief town of which was Warsaw, the teacher should explain to them that Poland has been conquered by the Russians, and taken from the Poles, and shew how unjust this was of the Russians, and also how the Poles fought very bravely to defend their country, but that the Russians being stronger, and having larger armies, they were at last overcome.

[Footnote A: I have since written a volume for juvenile schools; where the principles are carried out. This can be had of the publisher.]

Having in this manner told the children as simply as possible, a little about each country, the teacher should then tell the principal rivers; thus: The principal rivers of England are, the Thames, the Severn, the Trent, the Mersey. London, the capital of England, is is built on the banks of the River Thames; and ships from all parts of the world sail up this river, to bring us various things which we could not get without sending to other countries for them; such as tea and coffee and sugar. The principal rivers of France are, the Seine and the Rhone; the Seine is the river on which the capital of France, Paris, is built. The principal rivers of Russia are, the Wolga, the Don, the Nieper, the Dwina, and the Vistula. The Wolga is a very great river, being three thousand miles long. The Rhine, which is one of the largest rivers in Europe, rises in Switzerland. The principal rivers of Italy are, the Po, the Arno, and the Tiber; the chief town of Italy, Rome, is built on the banks of the Tiber. Rome was once the greatest city in the world. The principal rivers of Germany are, the Danube, the Rhine, and the Elbe; of Scotland, the Clyde and Tweed; of Ireland, the Shannon, Barrow, Boyne, Suire, and Nore. The capital of Ireland, Dublin, is built on a small river called the Liffey. The principal rivers of Turkey are, the Danube and the Don; of Spain, the Guidalquiver; of Portugal, the Tagus, on which the chief town, Lisbon, is built; and of Saxony, the Iser. In the same manner the children may receive instruction fitted for their tender understanding, concerning the other parts of the globe, always keeping in mind that, unless they are made to comprehend thoroughly what is given to them, it is quite useless to attempt to give them the lessons at all. When giving the lessons on African costumes, the teacher should explain in the simplest manner, that the Egyptian Bey is the chief governor of a country in Africa called Egypt; that Africa is one of the four great parts into which our earth is divided; that the Nile is a great river flowing through Egypt, which, at certain times of the year, overflows its banks, and that this fertilizes the ground, and causes the corn to grow, which, but for this, would be withered with the sun, because but very little rain ever falls in Egypt; that the cause of the Nile overflowing its banks is, the great rains which fall in the countries from whence the Nile flows: that the Ashantee is an inhabitant of another country of Africa, where the people are very ignorant, and do not know as much as the little children of an infant school: that the Algerine lives in a part of Africa called Algiers: the people there are very wicked and cruel, and used at one time to take the ships of every other country that they met on the seas, and make slaves of the people they found in them; but they cannot do so now, because the French have conquered them, and taken all their ships from them: that the Bedouin Arabs are people who rove about from place to place, amongst the great sandy deserts of Africa, and rob travellers who are passing over those deserts: the teacher should explain that these deserts are very large places, covered with sand, and the sun is so hot that no tree or shrub, or grass, will grow there, and there is no water to be had, so that travellers carry water in leathern bottles on the backs of camels; that camels are large animals, much larger than a horse, which are very useful in those warm countries, because they can carry very heavy loads on their backs, and go a great time without water. The Copts woman should be pointed out to the children, and notice should be taken of the large veil before her face. The Mameluke should be pointed out as belonging to a fierce tribe of soldiers. When speaking of the natives of Morocco, it should be mentioned that the Moors at one time had possession of Spain; that the Maltese is a native of an island called Malta; that Cairo (a picture of a native of which is in the lesson) is the chief city of Egypt. That the Bosjesman, native of Coronna, native of Namacqua, Caffree, native of Tamaka and of Ebo, belong to the savage nations of Africa, of which but little is known, who are of a black colour, and go with very little clothes on them, because the country is so warm.

From the lesson supposed to be at No. 12 lesson-post, a good deal of information may be given. The teacher may be thus supposed to address the children, pointing to each picture, as he describes it.

Little children, this is a picture of negroes: they live in Africa, but are often stolen from their own country to be made slaves of. Africa is a very hot part of the world, and the poor negroes are black, and have short black woolly hair, something like the hair on a black sheep; but we must not laugh at them for this; it was God who made them as well as he made you; and those poor negroes are very mild and quiet people, and like to amuse themselves by singing and dancing. You see the negroes in this picture; they are carrying a black lady in a kind of basket, called a palanquin: a pole goes through this, and they hold it on their shoulders. The next picture represents some of the people who live in a country called Otaheite; they are strong, stout people, and very mild and friendly. They are not black like the negroes; their complexion is of a pale brown, with black eyes and very handsome white teeth. The next picture represents Scotch Highlanders: they live in the cold parts of Scotland; they are very strong and healthy, and able to bear cold and hanger very well. They are fond of playing on the bagpipes. This is a picture of American Indians: they live in America, and are of a reddish colour; they build their huts in the thickest forests, as far from the white men as they can. The next is a picture of East Indians: their country is in the warmest part of Asia, and from it comes a great many beautiful things, such as ladies wear for shawls and dresses; there are a great many people in the East Indies, and twenty-five millions are subject to the Queen of England.

The Laplanders live in a very cold country, called Lapland, in which the ground is covered with snow all the year round; they are very happy notwithstanding, for God gives every people means to be happy, if they are good and love him; they have nice little huts to live in, and sledges to travel with, which are drawn by rein-deer—we will read about the rein-deer by and by. The Laplanders are kind to strangers, and are very brave, although they are the smallest people in the world.

This is a picture of Greeks: they were once a very great and powerful people, but afterwards the Turks conquered them; they have now, however, a king of their own.

The Persians, of whom this is a picture, live in a country of Asia called Persia, from whence the most beautiful silks, carpets, leather, gold and silver lace, and pearls, are brought. The Persian women are very handsome, and wear the most beautiful clothes of any women in the world—we should not like them the better for this, for handsome faces and fine clothes will not make people good or happy, unless they try to be so themselves.

This is a picture of the natives of the Sandwich islands: they are a very friendly people, and live together without fighting or quarrelling; they make mats and canoes, and the women make cloth.

The Turks (this is a picture of some of them) are very fine handsome people; they wear very long beards; and they shave their heads and wear white turbans instead of hair; they are very fond of drinking coffee and smoking from great long pipes.

The English are represented in this picture: you are English children—England is a very great country, and the Queen of England has many ships in every part of the world; and a great many places, many thousand miles away, belong to England.

This picture represents the Swiss: they are a very brave, honest, good people, and their country is very beautiful; a great many clocks and watches are made in Switzerland.

This is a picture of the Chinese: they wear very curious dresses; and the ladies in China squeeze their feet very much, in order to make them small, which they think a great beauty. Tea comes from China, and is the leaf of a small plant.

This picture represents the Dutch: they are a very clean and industrious people, and the little children there are never idle.

The last picture represents the Tartars: they live in Asia, and wander about without any fixed dwelling, not staying in one place longer than while it gives them food for themselves and their horses, of which they have a great many. Horses are wild in Tartary.

The reader will at once perceive what a feast is afforded to the young mind in these object lessons; the objects are accurately copied from nature, and the costumes from the best sources, so that the infant mind is expanded by viewing a proper representation of the real thing through the fit organ, the eye. It is astonishing what infants will learn through the sense of seeing, and it is remarkable that our systems of education for young and old, should not have been founded on a knowledge of the high importance of this medium for communication and information; the youngest child may learn to distinguish one object from another to an endless variety, and I could produce children who could point me out a thousand objects, if I called them by their proper names, who perhaps could not themselves name twenty of the objects out of the thousand; by this it will be seen we first give them the object, and language itself follows in due course.

Whenever a clear idea or notion is given to the mind by a picture or object, it is then easy to impart the information that is naturally connected with it; and this will then be most strongly retained, according to the law of association, which is one of the most important principles to be kept in view in imparting instruction to both young and old. Lead on FROM something known TO something unknown, is a golden rule,—a most valuable axiom that all teachers should ever bear constantly in mind. What important lessons may be given in a field, wood, or forest! How much better is the thing itself for a lesson, than the representation of it! And what a class of teachers are wanted for this work? Yet sure I am that in due time the Great God will raise such up from amongst his people, to the glory of His name, and the benefit of succeeding generations. May greater minds than the humble writer of this, be called to work in this blessed vineyard for the good of the species, and for the diminution of crime; and, oh! may they be able to dive into the recesses of the wonderful works of God, to grapple with the difficulties therein found, and bring to light some of the hidden mysteries, for the instruction of mankind!

When this book was first written, thirty-two years ago, some of the ideas were universally scouted, yet I have lived to see the day that the very men who sneered at the views first made known in this book, adopt precisely the same principles, and even go much further that I ever intended, or even thought suitable for infant minds, and quietly puff this off as a new discovery in infant training; so much the better, portions of the public will hear them, and they would not listen to me; and if the end is answered, it is of little consequence through what means that end is gained. It is satisfactory to know that the principles first developed in the infant plan are found equally applicable to older children, and I have had the pleasure of seeing those principles carried out in many schools throughout the country, too numerous to mention individually.

It will be seen from what has been said that the plan of the children marching from one post to the other, is the very thing for infants, as exercising and developing their locomotive powers, a thing exceedingly desirable for young children. The great error of the old infant system, or in other words, the dame-school plan, was the keeping the pupils rivetted to their seats; here they are marching from one place to another, and get ting food for every sense. Take as another example the picture of the trades; the monitor says to his little pupils as they come up. What does a fishmonger sell, the answer is, fishes of many sorts, such as salmon, cod, herring, and mackerel. Q. What does a mason do? A. Cut stones into their proper shapes, polish some sorts, and cut ornaments on others. Q. What does a hatter sell? A. Hats, for men, women, and little children. Q. What does a cooper do? A. Mend casks and make them. Q. What does a butcher mean? A. One that sells beef, mutton, pork, &c. Q. What do they call butchers in Scotland? A. Fleshers. Q. What does a blacksmith mean? A. One that makes different things from iron, and sometimes shoes horses. Q. What does a fruiterer mean? A. A person that sells all sorts of fruits, such as apples, pears, plums, cherries, gooseberries, strawberries, &c. Q. What does a distiller mean? A. A man that makes rum, brandy, whiskey, and other liquors. Q. What does a grocer mean? A. A man that sells tea, coffee, sugar, spices, and many other things. Q. What does a carpenter mean? A. A man that cuts up wood, makes benches; it was a carpenter made our gallery. Q. What does a turner mean? A. A man who makes snuff-boxes, bed-posts; It was a turner who made the balls on our arithmeticon. Q. What does a tallow-chandler mean? A. A man that buys and sells candles of different sorts. Q. What does milliner mean? A. A person that makes ladies' caps, tippets, and things for little children. Q. What does a dyer mean? A. A man that dyes cloths of different colours. Q. What does a druggist mean? A. One that sells drugs of different kinds, such as nutgalls, alum, bark, &c. Q. What does wheelwright mean? A. A man that makes carts, wheelbarrows, &c. Q. What does a shoe-maker do? A. Makes shoes for men and women and little boys and girls. Q. What does a printer do? A. Print lessons for little children to read; newspapers and books for men to read. Q. What does a coach-maker make? A. Coaches, gigs, omnibuses, cabs, and things of that sort. Q. What does a bookseller do? A. Sells books of different sorts, pictures, paper, sealing-wax, &c. Q. What does a bricklayer do? A. Builds walls, the brick part of houses, &c. Q. What does a linen-draper do? A. Sells linen to make shirts, printed calico to make frocks, and many other things of that kind. Q. What does a cabinet-maker do? A. Makes tables, chairs, and presses, and other things to furnish houses with. Q. What does a brewer do? A. Makes ale and porter. Q. What does a painter mean? A. One who paints insides of houses, doors, window shutters, and such things. Q. What does a bookbinder do? A. Puts covers on books.

These lessons being all supplied by me, more explanation in this place may be unnecessary, but as a further guide to teachers of infant schools, I subjoin a synopsis of a week's course of instruction which has been adopted in many schools.

* * * * *

SYNOPSIS OF A WEEK'S INSTRUCTION.

TIME.—Mornings. School to assemble at nine o'clock, and to leave at twelve.

Afternoons. School to assemble at two o'clock, and to leave at four in winter, and five in summer.

MONDAY.

Morning. When assembled, to offer the appointed prayer, after which a hymn is to be sung; then slates and pencils are to be delivered to the children; after which they are to proceed with their letters and spelling. At half-past ten o'clock to play, and at eleven o'clock to assemble in the gallery, and repeat the picture lessons on natural history after the monitor in the rostrum.

Afternoon. Begin with prayer and hymn as in the morning; picture lessons on Scripture history to be repeated from the lesson-post, and to be questioned on them afterwards in the gallery.

TUESDAY.

Morning. Usual prayer and hymn. Letters and spelling from the lesson-posts. Play. Gallery; repeat the addition and subtraction tables.

Afternoon. Prayer and hymn. Multiplication table; the monitor asking the question, and the children answering. Reading lessons. Play. Gallery; numeration and spelling with brass figures and letters.

WEDNESDAY.

Morning. Prayer and hymn. Letters and spelling. Play. Gallery; master to teach geometrical figures and musical characters.

Afternoon. Prayer and hymn. Practice pence and shilling tables. Play. Gallery; master to give lessons on arithmetic. Extempore teaching on men and things, &c. &c.

THURSDAY.

Morning. Prayer and hymn. Letters and spelling. Division, weights, measures, and time, from the rostrum. Play. Gallery; same lessons as Monday morning.

Afternoon. Prayer and hymn. From the lesson-posts epitome of geometry and natural history. Gallery; brass letters and figures. Extempore teaching on men and things, taking care that all such teaching shall be illustrated by substances.

FRIDAY.

Morning. Prayer and hymn. Letters and spelling. Tables in arithmetic, at the master's discretion. Play. Gallery; lessons on geography, maps, globes, &c.

Afternoon. Prayer and hymn. Scripture pictures on the lesson-posts, and questions on them in the gallery.

SATURDAY.

Morning. Prayer and hymn. Letters and spelling. Tables of arithmetic from the rostrum. Play. Gallery; lessons on the transposition frame, and on geometry from the brass instrument. Religious instruction should have a prominent part in the business of every day, and especially so every Saturday morning.

N.B. If visitors wish any particular lessons to be gone through, and the children appear disposed, the master is not bound to adhere to the above rules, neither at any other time, if the children appear particularly disinclined.

* * * * *

There are a few other matters, on which, before concluding this chapter, I must speak, as claiming the attention of infant school conductors. First attend to

CLEANLINESS.

Although we have referred to this before, yet, as it is of considerable importance not only to the children but to those around them, it may not be amiss to take up a little more of the reader's time, and to state the different plans that have been devised, in order to make the children as clean as possible. In one case, a trough was erected, and a pipe provided to convey the water into it; but before it had been up a month, it was found, that instead of answering the end intended, it had quite a contrary effect; for the children dabbled in the trough, and made themselves ten times worse than they were, by wetting themselves from head to foot; besides which, it frequently caused them to take cold, of which the parents complained. Some took their children away without notice; others came and gave the master what they called "a good set down." It was, therefore, thought necessary to forbid the children washing themselves, and to wash all that came dirty. But it was soon found that the dirty children increased so fast, that it required one person's time to attend to them; besides which, it had another bad effect, it encouraged the parents in laziness; and they told me, when I complained of their sending the children to school dirty, "That indeed they had no time to wash their children; there was a trough in the school for that purpose, and the persons who had charge of the school were paid for it, and ought to do it." In consequence of this, the trough was taken away, and it was represented to the parents, that it was their duty to keep their children clean; that unless they did so, they would be sent home to be washed; and if they persisted in sending them without being washed, there would be no alternative left but to dismiss them from the school altogether. This offended some of the parents, and they took their children out of the school, but many afterwards petitioned to have them readmitted. I mention this merely to prevent others, who may be concerned in the establishment of infant schools, from incurring an unnecessary expense, and to shew that the parents will value the school equally as well if you make them wash their children, as if you did it for them.

The plan that we have acted upon to enforce cleanliness, is as follows: As soon as the children are assembled in the school, the monitors cause them to hold out their hands, with their heads up; they then inspect their hands and their faces, and all those who are dirty are desired to stand out, to be examined by the master, who will easily perceive whether they have been washed that morning; if not, they are sent home to be washed, and if the mother has any sense of propriety, she will take care that it shall not often occur. But it may be found, that some have been washed, and been playing with the dirt, when coming to school, which some children are very apt to do; in this case they have a pat on the hand, which generally cures them. There is much trouble at first, to keep the children quite clean; some of their parents are habitually dirty, and in such cases the children will be like them; these will, therefore, require more trouble than others, but they will soon acquire cleanly habits, and, with proper management, become as cleanly as any of the other children. As soon as a child is taken into the school the monitor shows him a certain place, and explains to him, that when he wants to go into the yard, he is to ask him, and he will accompany him there. Of course there are separate accommodations for each sex, and such prudential arrangements made as the case requires, but which it is unnecessary further to particularize.[A]

[Footnote A: This is a subject of the highest importance in moral training, and deserve the serious attention of committees as well as teachers: inattention to these matters, may demoralize every child that enters the school. In many schools throughout the country I have seen great want of attention to this subject, the seats were too high, the circular holes too large, causing fear on the part of the infants, and also bad habits. The seats should be the same height as the seats in the school—six inches, and nine inches high, the diameter of the holes seven inches and nine inches—the teachers should constantly visit these places, inculcate habits of delicacy and cleanliness. Such habits formed in childhood are never forgotten. Superfine dressy teachers, will be too proud, and too high, to attend to these things—but the judicious mother or matron will at once see their importance and act accordingly—"as the twig is bent the tree's inclined."]

2. NEVER FRIGHTEN CHILDREN.

It is common for many persons to threaten to put children into the black hole, or to call the sweep to take them away in his bag, when they do not behave as they ought; but the ill effects of this mode of proceeding may be perceived from the following fact. I knew a child, who had been to one of those schools where the children of mechanics are usually sent, called dames' schools, which was kept by an elderly woman, who, it seems, had put this child into the coal-hole, and told him, that unless he was a good boy, the black man would come and take him away; this so frightened the child, that he fell into a violent fit, and never afterwards could bear the sight of this woman. On the mother getting the child admitted into our school, she desired me to be very gentle with him, relating to me all the above story, except that the child had had a fit. About a fortnight after the admission of the child, he came running one day into the school, exclaiming, "I'll be a good boy, master! master! I'll be a good boy." As soon as he caught sight of me, he clung round, and grasped me with such violence, that I really thought the child was mad; in a few minutes after this he went into strong convulsions, and was such a dreadful spectacle, that I thought the child would die in my arms. In this state he remained for about twenty minutes, and I fully expected he would be carried out of the school a corpse. I sent for the mother, but on her arrival I perceived she was less alarmed than myself; she immediately said, the child was in a fit, and that I had frightened him into it. I told her that she was mistaken; that the child had only just entered the school, and I was ignorant of the cause of his fright; but several of my little scholars soon set the matter to rest, by stating the particulars of the fright, which they observed when coming to school. It seems that a man was in the street, who sweeps chimneys with a machine, and just as the little fellow passed him, he called out, "Sweep;" this so alarmed the child, that he thought the man was going to take him, and was affected by his fears in the way I have stated. The child, however, getting better, and the mother hearing what the children said, begged my pardon for having accused me wrongfully, and then told me the whole particulars of his first fright and the woman and the coal-hole. I had the greatest difficulty imaginable to persuade him, that a sweep was a human being, and that he loved little children as much as other persons. After some time, the child got somewhat the better of his fears, but not wholly so. He had but one fit afterwards. This shews how improper it is to confine children by themselves, or to threaten them in the manner described. Many persons continue nervous all their lives through such treatment, and are so materially injured, that they are frightened at their own shadow.

It is also productive of much mischief to talk of mysteries, ghosts, and hobgoblins, before children, which many persons are too apt to do. Some deal so much in the marvellous, that I really believe they frighten many children out of their senses. I recollect, when I was a child, hearing such stories, till I have actually been afraid to look behind me. How many persons are frightened at such a little creature as a mouse, because the nature of that little creature has not been explained to them in their infancy. Indeed, children should have all things shewn them, if possible, that they are likely to meet with: and above all, it should be impressed upon their minds, that if they meet with no injury from the living, it is most certain the dead will never hurt them, and that he who fears God, need have no other fear. It is also common with many persons, to put a disobedient child into a room by itself. I cannot approve of this method, as the child is frequently frightened into quietness without improving his temper in the least; if it be day time it is not so bad, but if it be dark, the consequences are often serious, and materially injure the constitution of the child. The more I reflect upon this subject, the more do I see its impropriety. I would rather use the rod, in moderation, and mercy. I am sure it is better for the disobedient and unruly child, and more according to the dealings of the Creator with us all. I can truly say my punishments, which have not been slight, have done me good. As children we cannot see these things; as men and thinkers, we can. Yea! and kiss the rod.

3. GUARD AGAINST FORGETFULNESS.

The circumstance I am about to mention, shews how necessary it is to teach by example as well as precept. Many of the children were in the habit of bringing marbles, tops, whistles, and other toys, to the school, which often caused much disturbance; for they would play with them instead of attending to their lessons, and I found it necessary to forbid the children from bringing anything of the kind. After giving notice, therefore, two or three times in the school, I told them that if any of them brought such things, they would be taken away from them. In consequence of this, several things fell into my hands, which I did not always think of returning, and, among other things, a whistle belonging to a little boy. The child asked me for it as he was going home, but having several visitors at the time, put him off, telling him not to plague me, and he went home. I had forgotten the circumstance altogether, but it appears the child had not; for some time after, while I was lecturing the children upon the necessity of telling truth, and on the wickedness of stealing, the little fellow approached me, and said, "Please, sir, you stole my whistle." "Stole your whistle!" said I; "did I not give it you again?" "No, teacher, I asked you for it, and you would not give it to me." I stood self-convicted, being accused in the middle of my lecture, before all the children, and really at a loss to know what excuse to make, for I had mislaid the whistle, and could not return it to the child. I immediately gave the child a halfpenny, and said all I could to persuade the children that it was not my intention to keep it.

However, I am satisfied that this trifling mistake of mine did more harm than I was able to repair during some time; for if we wish to teach children to be honest, we should never take anything from them without returning it again. Indeed, persons having charge of children can never be too cautious, and should not, on any account whatever, break a promise; for experience has taught me that most children have good memories, and if you once promise a thing and do not perform it, they will pay very little attention to what you say afterwards.

4. OBSERVE PUNCTUALITY.

A little girl, whose mother was dead, was often absent from school. She was never at a loss for excuses, but from their frequency I was at last induced to suspect their truth. None of the children knew where she resided; so I was obliged to send the eldest boy in the school home with her, to ascertain whether or not her stories were true. I gave the boy positive directions to make haste back; but, much to my surprise, I saw no more of him for six hours. When he returned, he told me that the little girl refused to shew him where she lived; and had taken him so far, that he at last determined to leave her, but could not find his way back sooner. In the evening I went myself, according to the direction I had entered in the admission-book, but found that the family were removed, and the persons in the house could not tell me where they had gone to reside. I saw nothing of the child for the five following days, when a woman who had the care of her and her little brother in arms, came to inquire the reason why the girl came home at such irregular hours, stating, that sometimes she came home at half-past eleven, at other times not till two, and sometimes at three in the afternoon: in short, often an hour after school was over. I told her that the child was frequently absent, and that it was five days since I had seen her. The woman appeared quite surprised, and told me, that she had always sent the child to school at the regular time; that when she came home before the usual hour, she said her governess had sent all the children home a little sooner; and if she came home after the time, then she said that there had been some ladies visiting the school, and that the children had been kept for their inspection.

Here I must acknowledge, that I have frequently detained children a little while after school-hours, when we have had visitors, but since it furnishes the children with an excuse for going home late, I think it would be better to discontinue the practice; and would hint to those ladies and gentlemen who feel inclined to visit such schools, that they should come between the hours of nine and twelve in the forenoon, or two and four in the afternoon. I have only to observe, that the child I have been speaking of came to the school very regularly afterwards.

There is another subject too important to be passed without notice; I mean the punctual attendance of the pupils. If the teachers are firm, and determined, to secure this, it can be done. In Ireland, where the value of time and punctuality is least understood, the thing was accomplished,—whilst no better lesson can be given to those who have to work for their daily bread, than punctuality. If a child cannot attend school at nine, how can it attend work at six in the morning? Be firm, and the object is gained.

5. BE STRICTLY ACCURATE IN YOUR EXPRESSIONS.

One day when the children were assembled in the gallery, having none of their usual lessons at hand, I took from my pocket a piece of paper, and promised them that if they would answer me every question I put concerning the paper, I would at last make a paper boat. I proceeded in the following manner: "What is this?" "What colour?" "What is its use?" "How made!" "What made of?" &c. These questions being answered according to their different views, and having folded the paper into a variety of forms, and obtained their ideas upon such forms, I proceeded to fulfil my promise of forming it into the shape of a boat; but the children, seeing me at a loss, exclaimed, "Please, sir, you can't do it;" which proved the fact, as I had forgotten the plan, and was obliged to make the confession. "Then, sir," rejoined one of the boys, "you should not have promised."

In the course of my observations I had frequently enjoined the children to make every possible use of their thinking powers, but it appears I had at the same time forgotten to make use of my own, and consequently had been betrayed into a promise which I was not able to perform.

I remember some other instances:

One of the children happened to kick another. The injured party complained to the person who then had the charge of the school, saying, "Please, sir, this boy kicked me." It being time for the children to leave school, the master waved his hand towards the gate through which the children pass, thoughtlessly saying, at the same time, "Kick away;" meaning that the complainant was to take no more notice of the affair, but go home. The complainant, however, returning to the other child, began kicking him, and received some kicks himself. A friend was present, and seeing two children kicking each other, he very naturally inquired the reason. "Please, sir," replied the children, "master told us!" "Master told you," says the gentleman, "that cannot be; I'll ask him." He accordingly inquired into the truth of the affair, and received for answer, "Certainly not." "Yes," said the child, "you did, sir; did not I tell you just now that a boy kicked me?" "Yes," says the master, "you did." "Then, please sir," says the child, "you told me to go and kick away!" The master immediately recollected that he had said so.

This fact shews how improper it is to say one thing to a child and mean another. These children were under the influence of obedience, and in the light of truth, and being in that light, they could see from no other, and very naturally concluded the master meant what he had said.

One day some visitors requested I would call out a class of the children to be examined. Having done so, I asked the visitors in what they would wish the children to be examined; at the same time stating that they might hear the children examined in natural history, Scriptural history, arithmetic, spelling, geography, or geometry. They choose the latter, and I proceded to examine the children accordingly; beginning with straight lines. Having continued this examination for about half an hour, we proceeded to enter into particulars respecting triangles; and having discoursed on the difference between isosceles triangles and scalene triangles, I observed that an acute isosceles triangle had all its angles acute, and proceeded to observe that a right-angled scalene triangle had all its angles acute. The children immediately began to laugh, for which I was at a loss to account, and told them of the impropriety of laughing at me. One of the children immediately replied, "Please, sir, do you know what we were laughing at?" I replied in the negative. "Then, sir," says the boy, "I will tell you. Please, sir, you have made a blunder." I, thinking I had not, proceeded to defend myself, when the children replied, "Please, sir, you convict yourself." I replied, "How so?" "Why," says the children, "you said a right-angled triangle had one right angle, and that all its angles are acute. If it has one right angle, how can all its angles be acute?" I soon perceived the children were right, and that I was wrong. Here, then, the reader may perceive the fruits of teaching the children to think, inasmuch as it is shewn that children of six years of age and under were able to refute their tutor. If children had been taught to think many years ago, error would have been much more easily detected, and its baneful influence would not have had that effect upon society which at this day unfortunately we are obliged to witness.

At another time I was lecturing the children in the gallery on the subject of cruelty to animals; when one of the little children observed, "Please, sir, my big brother catches the poor flies, and then sticks a pin through them, and makes them draw the pin along the table." This afforded me an excellent opportunity of appealing to their feelings on the enormity of this offence, and, among other things, I observed, that if the poor fly had been gifted with the powers of speech like their own, it probably would have exclaimed, while dead, as follows:—"You naughty child, how can you think of torturing me so? Is there not room in the world for you and me? Did I ever do you any harm? Does it do you any good to put me in such pain? Why do you do it, you are big enough to know better? How would you like a man to run a piece of wire through your body, and make you draw things about? Would you not cry at the pain? Go, then, you wicked boy, and learn to leave off such cruel actions." Having finished, one of the children replied, "How can any thing speak if it is dead?" "Why," said I, "supposing it could speak." "You meant to say, sir," was the rejoinder, "dying instead of dead."

It will, of course be understood that in this case I purposely misused a word, and the children being taught to think, easily detected it.

6. WATCH AGAINST THE ENTRANCE OF DISEASE.

It may, probably, be considered presumption in me, to speak of the diseases of children, as this more properly belongs to the faculty; but let it be observed, that my pretension is not to cure the diseases that children are subject to, but only to prevent those which are infectious from spreading. I have found that children between the ages of two and seven years, are subject to the measles, hooping cough, fever, ophthalmia, ringworm, scald-head, and in very poor neighbourhoods, the itch—and small-pox. This last is very rare, owing to the great encouragement given to vaccination; and were it not for the obstinacy of many of the poor, I believe it would be totally extirpated. During the whole of the time I superintended a school, I heard of only three children dying of it, and those had never been vaccinated. I always made a point of inquiring, on the admission of a child, whether this operation had been performed, and, if not, I strongly recommended that it should be. If parents spoke the truth, I had but few children in the school who had not been vaccinated: this accounts, therefore, for having lost but three children through the small-pox.

The measles, however, I consider a very dangerous disorder, and we lost a great many children by it, besides two of my own. It is preceded by a violent cough, the child's eyes appear watery, and it will also be sick. As soon as these symptoms are perceived, I would immediately send the child home, and desire the parents to keep it there for a few days, in order to ascertain if it have the measles, and if so, it must be prohibited from returning to school until well. This caution is absolutely necessary; as some parents are so careless, that they will send their children when the measles are thick out upon them.

The same may be said with respect to other diseases, for unless the persons who have charge of the school attend to these things, the parents will be glad to get their children out of the way, and will send them, though much afflicted, without considering the ill-effects that may be produced in the school. Whether such conduct in the parents proceeds from ignorance or not, I am not able to say, but this I know, that I have had many parents offer children for admission, with all the diseases I have mentioned, and who manifested no disposition to inform me of it. The number of children who may be sick, from time to time, may be averaged at from twenty to thirty-five, out of two hundred, we have never had less than twenty absent on account of illness, and once or twice we had as many as fifty.

Soon after I first took charge of the establishment, I found that there were five or six children in the school who had the measles; the consequence was, that it contaminated the whole school, and about eight children died, one of my own being of that number. This induced me to be very cautious in future, and I made a point of walking round the school twice every day, in order to inspect the children; and after the adoption of this plan, we did not have the measles in the school.

The hooping-cough is known, of course, by the child hooping; but I consider it the safest plan to send all children home that have any kind of cough; this will cause the mother to come and inquire the reason why the child is sent home; and it can be ascertained from her whether the child has had the hooping-cough or not.

With respect to fever, I generally find the children appear chilly and cold, and not unfrequently they are sick. I do not, however, feel myself competent to describe the early symptoms of this disorder, but the best way to prevent its gaining ground in the school is to send all the children home who appear the least indisposed.

As to the ophthalmia, I can describe the symptoms of that disease, having had it myself, together with the whole of my family. It generally comes in the left eye first, and causes a sensation as if something was in the eye, which pricks and shoots, and produces great pain: the white of the eye will appear red, or what is usually called blood-shot; this, if not speedily attended to, will cause blindness; I have had several children that have been blind with it for several days. In the morning, the patients are not able to unclose their eyes for some time after they are awake. As soon as I observe these appearances, I immediately send the child home; for I have ascertained, beyond a doubt, that the disease is contagious, and if a child be suffered to remain with it in the school, the infection will speedily spread among the children.

As children are frequently apt to burn or scald themselves, I will here insert a method for adoption in such cases. It is very simple, yet infallible; at least, I have never known it to fail. It is no other than the application of common writing ink. One of my own children burnt its hand dreadfully, and was cured by immediately washing it all over with that liquid. Several children burnt their hands against the pipe that was connected with the stove in the school-room, and were cured by the same means. One boy, in particular, took hold of a hot cinder that fell from the fire, and it quite singed his hand; I applied ink to it, and it was cured in a very short time. Let any one, therefore, who may happen to receive a burn, apply ink to it immediately, and he will soon witness the good effects of the application. Thirty-three years' experience has proved to me that stoves in any school are a nuisance: the common fire place is better than heating with hot air, hot water, or stoves of any description that I have yet seen. The grate being low, as at railway stations, is an improvement and answers well. Had theorists seen the white faced dull eyed children that I have seen, where stoves are used, and felt the head aches which I have felt, they would soon banish them from every school.

7. NEVER CORRECT A CHILD IN ANGER.

8. NEVER OVERLOOK A FAULT.

9. IN ALL THINGS SET BEFORE THE CHILDREN AN EXAMPLE WORTHY OF IMITATION.

* * * * *

I should recommend the adoption of the following resolutions of an intelligent and zealous committee, and that a copy of them be sent to each master and mistress.

"That as this infant school is established for the express purpose of carrying into the fullest effect the system of Mr. Wilderspin, which the committee are convinced is practicable and excellent, the master be desired to make himself perfectly acquainted with it, in its physical, mental, and moral bearings, by a study of Mr. Wilderspin's works on the subject, and particularly of the last and most complete edition.

"That the rules as printed be strictly adhered to by the master. That children who are ill, having hooping-cough, ringworm, or other contagious disease, be refused admission until perfectly restored. That the business of the school begin precisely at the time appointed, and that during the shortest days the signals for leaving school be not given till four o'clock precisely.

"That except during the time given, according to the system, to play, the whole be occupied by the mistress as well as the master in the instruction of the children, and that the plan laid down in Mr. Wilderspin's book, be followed as nearly as possible, so that the apparatus already provided may be gradually brought into action, and the children have all the advantages of the system; the master and mistress so dividing their labour that all the children may be occupied.

"That the master and mistress pay the utmost attention to the children learning to read.

"That when a child is absent a week, the master state the cause to the treasurer, to prevent mistakes as to the payments, and that when a child declines attending or is excluded, immediate notice be given to the secretary of the ladies' committee.

"That the master be desired to go on with the business of the school when visitors who are members of the committee are present, and only to pay particular attention to those who may be strangers, and who require information.

"That all applications from the master be made to the committee through the secretary.

"That all orders from the committee to the teachers be conveyed through the same channel."

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