Infant ditties—Songs on natural history—Moral lessons in verse—Influence of music in softening of the feelings—Illustrative anecdote.

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"Music hath charms"

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Music has been found a most important means of mental and moral improvement. Its application took place from my finding a great difficulty in teaching some children, especially the younger ones, to sound their letters; and hence I determined to set the alphabet to a simple tune. I sang it frequently to the children when they were low or dispirited, and although none attempted the same sounds at first, I had the satisfaction of observing unusual attention. My next effort was very injudicious; for I urged on them the imitation of these sounds before they were actually capable of so doing; and hence, as more reflection would have shewn, only discordance arose. Having told them then to listen only, as they did at first, I soon discovered that having learned the tune through the proper organ—the ear, they were able to imitate it with the voice. We then by the same means marked the distinction between vowels and consonants with a tune that was longer and rather more difficult. As the monitor always pointed out the letters in succession while the children were singing, attention was excited and secured, and error effectually prevented, as correct time and tune could not be kept unless every child sung the right letter.

Success as to the alphabet led to the adoption of music in the teaching of arithmetic. This was available in two ways, first by combining with it physical exercise, and then by tasking the faculties of observation. The former was effected as follows: the children sang, one is the half of two, two is the half of four, three is the half of six, &c. &c., and then brought one hand down on the other alternately, without however making too much noise, so as to interrupt the time; the latter was accomplished by the arithmeticon, which has already been explained. A few specimens of the ditties thus used shall now be given; and several others, both hymns and moral songs are to be found in the Manual, recently published by myself in conjunction with a friend.

FOUR SEASONS FOR HUMAN LIFE.

Our days four seasons are at most,
And Infancy's the time of Spring;
Oh! with what trouble, care, and cost,
Must we be taught to pray and sing.

In Summer as our growth proceeds,
Good fruit should hang on every branch;
Our roots be clear'd from evil weeds,
As into knowledge we advance.

Our Autumn is the season, when
Temptations do our minds assail.
Our fruits are proved in manhood; then
Let not sin, death, and hell prevail.

For Winter brings old age and death,
If we've good fruits laid up in store;
Soon as we gasp our latest breath,
We land on a triumphant shore.

FOUR SEASONS OF THE YEAR.

On March the twenty-first is Spring,
When little birds begin to sing;
Begin to build and hatch their brood,
And carefully provide them food.

Summer's the twenty-first of June,
The cuckoo changes then his tune;
All nature smiles, the fields look gay,
The weather's fair to make the hay.

September, on the twenty-third,
When sportsmen mark at ev'ry bird,
Autumn comes in; the fields are shorn,
The fruits are ripe; so is the corn.

Winter's cold frosts and northern blasts,
The season is we mention last;
The date of which in truth we must
Fix for December—twenty-first.

FIVE SENSES.

All human beings must (with birds and beasts)
To be complete, five senses have at least:
The sense of hearing to the ear's confined;
The eye, we know, for seeing is design'd;
The nose to smell an odour sweet or ill;
The tongue to taste what will the belly fill.
The sense of feeling is in every part
While life gives motion to a beating heart.

THE MASTER'S DAILY ADVICE TO HIS SCHOOL.

If you'd in wisdom's ways proceed,
You intellectual knowledge need.
Let science be your guiding star,
Or from its path you'll wander far.

'Tis science that directs the mind,
The path of happiness to find.
If goodness added is to truth,
'Twill bring reward to every youth.

THE GOOD CHILDREN'S MONEY-BOX.

All pence by the generous deposited here,
When holidays come I will equally share.
Among all good children attending this school,
I should wish not to find a dunce or a fool.
Then listen, all you, who a prize hope to gain,
Attend to your books, and you'll not hope in vain.

THE MASTER.

THE COW.

Come, children, listen to me now,
And you shall hear about the cow;
You'll find her useful, live or dead,
Whether she's black, or white, or red.

When milk-maids milk her morn and night,
She gives them milk so fresh and white;
And this, we little children think,
Is very nice for us to drink.

The curdled milk they press and squeeze,
And so they make it into cheese;
The cream they skim and shake in churns,
And then it soon to butter turns.

And when she's dead, her flesh is good,
For beef is our true English food;
But though 'twill make us brave and strong,
To eat too much we know is wrong.

Her skin, with lime and bark together,
The tanner tans, and makes it leather;
And without that what should we do
For soles to every boot or shoe?

The shoemaker cuts it with his knife,
And bound the tops are by his wife,
And then he nails it to the last.
And after sews it tight and fast.

The hair that grows upon her back
Is taken, whether white or black,
And mix'd with mortar, short or long,
Which makes it very firm and strong.

The plast'rer spreads it with a tool,
And this you'll find is just the rule,
And when he's spread it tight and fast,
I'm sure it many years will last.

And last of all, if cut with care,
Her horns make combs to comb our hair;
And so we learn—thanks to our teachers,
That cows are good and useful creatures.

THE SHEEP.

Hark now to me, and silence keep,
And we will talk about the sheep;
For sheep are harmless, and we know
That on their backs the wool does grow.

The sheep are taken once a year,
And plunged in water clean and clear;
And there they swim, but never bite,
While men do wash them clean and white.

And then they take them, fat or lean,
Clip off the wool, both short and clean,
And this is call'd, we understand,
Shearing the sheep, throughout the land.

And then they take the wool so white,
And pack it up in bags quite tight;
And then they take those bags so full,
And sell to men that deal in wool.

The wool is wash'd and comb'd with hand,
Then it is spun with wheel and band;
And then with shuttle very soon,
Wove into cloth within the loom.

The cloth is first sent to be dyed;
Then it is wash'd, and press'd and dried;
The tailor then cuts out with care
The clothes that men and boys do wear.

THE HORSE.

Come, children, let us now discourse
About the pretty noble horse;
And then you soon will plainly see
How very useful he must be.

He draws the coach so fine and smart,
And likewise drags the loaded cart,
Along the road or up the hill,
Though then his task is harder still.

Upon his back men ride with ease,
He carries them just where they please;
And though it should be many a mile,
He gets there in a little while.

With saddle on his back they sit,
And manage him with reins and bit,
The whip and spur they use also,
When they would have him faster go.

And be the weather cold or hot,
As they may wish he'll walk or trot;
Or if to make more haste they need,
Will gallop with the greatest speed.

When dead his shining skin they use,
As leather for our boots and shoes;
Alive or dead, then, thus we see
How useful still the horse must be.

THE DOG.

The cow, the sheep, the horse, have long,
Been made the subject of our song;
But there are many creatures yet,
Whose merits we must not forget.

And first the dog, so good to guard
His master's cottage, house, or yard,—
Dishonest men away to keep,
And guard us safely while we sleep.

For if at midnight, still and dark,
Strange steps he hears, with angry bark,
He bids his master wake and see,
If thieves or honest folks they be.

At home, abroad, obedient still,
His only guide his master's will;
Before his steps, or by his side,
He runs or walks with joy and pride.

He runs to fetch the stick or ball,
Returns obedient to the call;
Content and pleased if he but gains
A single pat for all his pains.

But whilst his merits thus we praise,
Pleased with his character and ways,
This let us learn, as well we may,
To love our teachers and obey.

MORAL LESSON.[A]

[Footnote A: The following tale, though not adapted for the younger children of an Infant School, and too long to be committed to memory by the elder ones, might be read to such by the master, and would serve as an admirable theme for conversation. It is likewise well adapted as a tale for family circles.]

THE TWO HALVES.

"What nice plum-cakes," said JAMES to JOHN,
"Our mother sends! Is your's all gone?"
"It is," JOHN answered; "is not thine?"
"No, JOHN, I've saved one half of mine;

"It was so large, as well as nice,
I thought that it should serve for twice,
Had I eat all to-day, to-morrow
I might have mourn'd such haste in sorrow;
So half my cake I wisely took,
And, seated in my favourite nook,
Enjoyed alone, the double pleasure,
Of present and of future treasure."
"I, too," said JOHN, "made up my mind
This morning, when our mother kind
Sent down the cakes so nice and sweet,
That I but half to-day would eat,
And half I ate; the other half—"
JAMES stopp'd his brother with a laugh;
"I know what you're about to say,—
The other half you gave away.
Now, brother, pray explain to me,
The charms which you in giving see.
Shew me how feasting foes or friends
Can for your fasting make amends."
"A poor old man," said JOHN, "came by,
Whose looks implored for charity.
His eyes, bedimm'd with starting tears,
His body bowed by length of years,
His feeble limbs, his hoary hairs,
Were to my heart as silent prayers.
I saw, too, he was hungry, though
His lips had not informed me so.
To this poor creature, JAMES, I gave
The half which I had meant to save.
The lingering tears, with sudden start,
Ran down the furrows of his cheek,
I knew he thank'd me in his heart,
Although he strove in vain to speak.
The joy that from such acts we gain
I'll try for your sake to explain.
First, God is pleased, who, as you know,
Marks every action that we do;
That God 'from whom all blessings flow,'
So many JAMES to me and you.
Our mother, next, had she but seen
Her gifts of kindness so employ'd,
Would she not JAMES, well pleased have been;
And all my feelings then enjoy'd?
The poor old man, was he not pleased?
Must not his load of sorrow be,
Though but for one short moment, eased,
To think, 'Then some one feels for me.'
But still you ask, of all this pleasure,
How much will to the giver fall?
The whole, rich, undiminish'd treasure,—
He feels, he shares the joy of all.
We eat the cake, and it is gone;
What have we left to think upon?
Who's pleased by what we then have done?
How many pray, JAMES, more than one?
The joys by sympathy supplied
Are many, great, and dignified.
But do not on my word rely,
Whilst you, dear JAMES, the fact may try;
And if you do not find it true,
I'll next time eat both halves with you!"

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It is desirable that the master should add instrumental to vocal music. He should be able to play on the violin, flute, or clarionet, but, as he must speak much, the former is to be preferred. Such is the influence of the weather, that children are almost always dull on dull days, and then a little music is of great advantage. On wet days, when they cannot go into the play-ground, it assists them in keeping the step when they march, it cheers and animates their spirits, and, in some measure, compensates for their privations. It will also aid various evolutions.

Music may be employed, moreover, to soften the feelings, curb the passions, and improve the temper, and it is strange that it should not have been employed till the operation of the Infant System, to which it is absolutely indispensable. When, for instance, after a trial by jury, as explained in a former page, the children have been disposed to harshness and severity, a soft and plaintive melody has produced a different decision. To recite one case; when I was organizing the Dry-gate School in Glasgow[A], a little girl in the gallery had lost of her ear-rings (which, by the way, like beads, is a very improper appendage, and ought by all means to be discouraged), and on discovering the fact, commenced a most piteous lamentation. I made inquiry for it immediately, while the children were seated in the gallery, but in vain; and I subsequently found it in the hands of a little girl at the bottom, who was attentively examining it, and who gave it me the moment it was demanded. On asking the children what was to be done in this case, they said she should have a pat of the hand. I then showed, that had she intended to steal it, she would have secreted it, which she did not, and that her attention was so absorbed by it, that she had not heard my inquiry; but one little boy was not satisfied; he said, "She kenned right weel it was nae her ain;" but after singing a simple and touching air, I was pleased to find his opinion changed. "Perhaps, sir," he said, "ye may as weel forgie her this ance, as she is but a wee thing."

[Footnote A: This school has since become a very important Normal school, from which many others have emanated, the head master being the one I originally instructed: Mr. Stowe, also, one of the directors, has applied the principles of the Infant School System to the instruction of older children, which is called Stowe's Training System; being applied to juveniles, with great success. I know of no school, except the Dublin Normal Schools, equal to those, and of no masters superior to those I have seen who have been taught there.]

The music chosen for children should be easy and simple, fluent and varied. Hymn tunes should be of a rather lively character, as the more dull and sombrous are not well adapted to the infant ear. Airs for the tables or exercising songs are required to be very cheerful and inspiring, and then they tend to excite pleasure and liveliness, which should often be aimed at in an infant school.

As children take much interest in singing, and readily learn verses by heart, so as to sing them, although not properly instructed in their meaning or rightly understanding them, singing has been considered by many persons the "soul of the system." This is a grievous error as regards the intellectual advancement of the children, and still worse as regards their health and that of the teacher. I have at times entered schools as a visitor when the mistress has immediately made the children show off by singing in succession a dozen pieces, as if they were a musical box. Thus to sing without bounds is a very likely way to bring the mistress to an early grave, and injure the lungs of the dear little children. Use as not abusing is the proper rule, tar all the new modes of teaching and amusing children that I have introduced; but it has often appeared to me that abuse it as much as possible was the rule acted upon. Call upon the first singers of the day to sing in this manner, and where would they soon be?