The Infant System Part 4

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

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

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

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

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

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

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

CHAPTER VI.

REQUISITES FOR AN INFANT SCHOOL.

The master and mistress should reside on the premises-Interior arrangements-A school and its furniture-Lesson-posts and lessons-The younger children should not be separated from the older-Play-ground arrangements-Rotatory swing-Its management and advantages.

"Wisdom seeks the most desirable ends in the use of the most appropriate means."

I shall now lay before my readers an account of the things necessary for the establishment of an infant school; previously to presenting them with the detail of the plan to be pursued in it.

In the first place, it is necessary to provide an airy and s.p.a.cious apartment, with a dry, and, if possible, a large play-ground attached to it. The plot of ground, I conceive, should not be less than 50 feet wide, and 100 feet long; but if the ground were 150, or 200 feet long, it would be so much the better, as this would allow 100 or 150 feet for a play-ground; which is of such importance, that I consider the system would be very defective without it, for reasons which will be spoken of hereafter.

There should likewise be a room about fifteen feet square, for the purpose of teaching the children in cla.s.ses, which may be formed at one end of the large room: this is absolutely necessary. As the master and mistress should live on the premises, a small house, containing three or four rooms, should be provided for them. The reason for their living on the premises is, that the children should be allowed to bring their dinners with them, as this will keep them out of the streets; and, indeed, of those who do go home to dinner, many will return in a very short time; and if there be no person on the premises to take care of them, they will be lost; and not only so, but strange boys will come in from the streets, and do a great deal of mischief, if no one be there to prevent it.

The portion of sitting-room that I have allowed for each child is twelve inches. The scholars should sit all round the school room, with their backs against the wall; double seats should be round the sides of the school, like the two first seats in the gallery. A school according to the engraved plan, will be found large enough for all the purposes of an infant school; but if it is wished to be more commodious, it may be of the same length as the plan, and instead of twenty-two feet, may be made thirty feet wide; this will hold as many children as ought to be collected together in one place, and as many as any man and woman can possibly do justice to if it be any longer, it will be difficult for all the children to hear the master. An oblong building is the cheapest, on account of the roof. Economy has been studied in the plan given, without any thing being added that is unnecessary. This, of course, is a matter of opinion, and may be acted upon or not, just as it suits those who may choose to build. The master's house in the plan, it will be seen, projects a little into the play-ground, to afford him the opportunity of seeing the children at play while he is at dinner, that he may notice any improper conduct on the part of the children, and mention it when the accounts of the day are made up.

As children are very apt to get into danger, even when at school, it becomes expedient to exercise the utmost vigilance, in order to prevent the possibility of accident; for where two hundred children are a.s.sembled together, the eldest not seven years of age, it is most certain that if there be danger, some will get into. For this reason, all the doors on the premises should be so secured, that the children cannot swing them backwards and forwards; if they are not, they will get their fingers pinched, or greater accidents may occur. The forms also should be so placed that the children may not be likely to fall over them. Every thing, in short, should be put out of the way, that will be likely to occasion any danger. The seats should not be more than nine inches high; and for the smaller children six inches; and should be eleven or twelve inches wide; and fixed all round to the walls.

The master's desk should be placed at the end of the school, where the cla.s.s-room is. By this means he will be able to see the faces of all the children, and they can see him, which is absolutely necessary. They may then be governed by a motion of his hand.

The furniture necessary for the school consists of a desk for the master; seats for the children; lesson-stands; stools for the monitors; slates and pencils; pictures and lessons on scriptural subjects; pictures and lessons on natural history; alphabets and spelling lessons; bra.s.s letters and figures, with boards for them; geometrical figures, &c.; and the transposition-frame, or arithmeticon, as it has been called. To these may added little books, &c. The particular use of these articles will be shewn in the succeeding pages.

The following is a representation of a lesson-post.

The lessons, pasted on wood, to render them sufficiently stiff, are put into the grooves of the lesson-post; and can then be placed in any position which is most convenient, and adjusted to any height, as the master may see proper.

[Ill.u.s.tration: a b, is a slip of wood with a groove in it, fixed to the post by means of the screws c and d, on which slip are two blocks e and f; the bottom one, f, is fixed with a groove in the upper side, for the lower edge of the board g h to rest in; the upper block, e, has a groove in the lower side, for the upper edge of the board g h to rest in, and rises and falls according to the width of the board on the slip a b.-Instead of being made with feet, the lesson post is generally, and perhaps better, fixed into the floor of the school-room, and should be very slight, and 4 feet 4 inches in height.]

The following lesson-post has been found to answer better than the preceding one; and is fixed in a socket, which prevents the necessity of the cross-bar feet at bottom, and possesses this advantage, that it may be taken out when done with, and hung up by the side of the wall, so as to allow the area of the room to be quite clear of any inc.u.mbrance, and to be used for any other purpose. No. 2, is the socket which should be let into the floor and screwed fast to the side of a joist, so as to keep it perfectly steady; the socket is to be open at bottom so as to let the dust pa.s.s through: and No. 1, is a plate, to fit over the socket, to come flush with the floor, to be put over it when the lesson-post is taken out, to prevent too much dust from getting into the socket. The little nich represented in plate one, is too small for the pupils to get their fingers into, so as to pull up the plate, but wide enough to allow the teacher to put a very narrow key in, when he desires to pull up the plate to put the lesson-post in the socket. No. 3, is a front view of the lesson-post, containing the slides nipping the lessons between them; the other figure represents a side view of the lesson post, and the small figure at the left hand side represents the groove of the two sliders to receive the lesson, and the back part of it the dovetails to clip, which come down behind the post; these are placed parallel in double rows down the school, at equal distances, exactly opposite each other; and flattened bra.s.s or iron is to be let into the floor, opposite to the front of them, as shewn in one of the engravings representing the area of the school, and the children at their object lessons. I have found by experience that this invention possesses a decided advantage over the other, as they always remain perpendicular and parallel to each other, take up less room, and are more easily put out of the way, and the children cannot knock them down; they should be numbered in front as represented in the figure, so that the teacher may always put the proper post in its own place.

[Ill.u.s.tration]

The Arithmeticon, of which a description will be given in a subsequent chapter, is simple in its construction, but, as will be seen hereafter, may be variously and beneficially applied. It is indeed indispensable in an infant school, as it is useful for teaching the first principles of grammar, arithmetic, and geometry. The expense of furnishing a large school is about 16.; that of a smaller one about 10.

I must here protest against a violation of the freedom of the infant mind. A fold, as it is called, is erected in some schools for the youngest of the children; and thus they are cut off from the society of the rest, from whom they would learn much more than they could from any teacher. The monitors having charge of this cla.s.s, are also cooped up in the same cage, and therefore suffer the same privation. The result of my own experience, as well as that of others, is, that a child is decidedly incompetent to the duties of a monitor, if he cannot keep the youngest cla.s.s in order without any such means. I would therefore deprecate, in the strongest terms, the separation referred to, as not only altogether unnecessary, but exceedingly injurious.

To have one hundred children, or upwards, in a room, however convenient in other respects, and not to allow the children proper relaxation and exercise, which they could not have without a play-ground, would materially injure their health, which is a thing, in my humble opinion, of the first importance. I would rather see a school where they charged two-pence or three-pence per week for each child, having a play-ground, than one where the children had free admission without one; for I think the former inst.i.tution would do the most good. The play ground, likewise, is one of the most useful parts of the system. It is there the child shews itself in its true character, and thereby gives the master an opportunity of nipping in the bud its evil propensities. I am, therefore, most anxious to recommend that this necessary appendage to an infant school should not be dispensed with. I moreover observe, that where there is a play-ground attached to the school, instead of playing in the streets, where scarcely anything but evil is before their eyes, the children will hasten to the school, with their bread and b.u.t.ter in their hands, in less than a quarter of an hour after they have left it, knowing that they have an opportunity of playing there the remainder of their dinner-time, so that they love the school, and but rarely wish to be anywhere else.

The play-grounds of some schools are paved with bricks, which I have found to answer very well, as they absorb the rain so quickly, that ten minutes after a shower, the place is dry enough for the children to play in; which, perhaps, would not be the case with any other kind of paving. They are commonly placed flat on the ground, but I should prefer them being put edge-ways, as they would last many years longer, yet it would take nearly double the number of bricks were they so placed.[A] If it be not paved, the ground will be soft, and the children will make themselves dirty. It should be so managed that the water may be carried off, for, if there are any puddles, the children will get into them. Some persons have recommended a few cart-loads of good iron-mould gravel, there being a sort which will bind almost like a rock, if well rolled; but the children are liable to dig holes if it is only gravel. If this is noticed in time it may be prevented; but if they are suffered to proceed, and no notice be taken of it, it will be very difficult to prevent them from continuing the practice. If money can be saved by any plan, perhaps it is as well to notice it; but after having weighed the advantages and disadvantages of gravelling, I am of opinion, that bricks are preferable. I should also recommend that fruit-trees be planted in the centre of the play-ground, and likewise round the walls; which will delight the children, and teach them to respect private property. If any person doubts the propriety of this plan, I can only say we leave many play-grounds thus ornamented: and instead of proving a temptation to the children, it has so far become the means of confirming principles of honesty in them, that they never touch a single flower or even a leaf in the garden. There should also be a border of flowers round the play-ground, of such sorts as will yield the most fragrance, which will tend to counteract any disagreeable smell that may proceed from the children, and thereby be conducive to their health, as well as to that of those who have the charge of them. They will, besides, afford the teacher an opportunity of giving the children many useful lessons; for the more he teaches by things, and the less he teaches by signs, the better. These things need be no expense to the establishment, except the purchase in the first instance, for they will afford an agreeable occupation for the master before and after school-hours, prepare him in some measure for the duties of the day, and afford him an ample opportunity of instilling a variety of ideas into the minds of the children, and of tracing every thing up to the Great First Cause. I have witnessed the good effects of these things, which makes me desirous of humbly but earnestly recommending them to others.

[Footnote A: In Lancashire, and other places where flagging is cheap, it has been found decidedly better than any other plan alluded to above, the children will not hurt themselves more by falling on flags than they would on bricks or pebbles.]

With regard to the expense: if 200 children pay two-pence each per week[A], which is now the usual charge, the annual receipts will be, deducting four weeks for holidays, about 80, and if the deficiency be made up by subscriptions and donations from the friends of the system, it may be easily adopted, and all its advantages secured. A village school might be furnished for half the money, and supported at less than half the expense. I QUESTION WHETHER IT DOES NOT COST THE COUNTRY AS MUCH FOR EVERY INDIVIDUAL THAT IS TRANSPORTED OUT OF IT, AS WOULD SUPPORT THREE INFANT SCHOOLS ANNUALLY, and secure good pay to the teachers, with 200 infants in each school.

[Footnote A: In some parts of St. Giles's, Wapping, &c., &c., many of the parents are not able to pay, and many that are, would sooner let their children run the streets than pay a penny; yet the children of the latter persons are the greater objects of charity; and it is the children of such persons that chiefly fill our prisons. We want three cla.s.ses of infant schools: one for the middle cla.s.s, who will pay; for skilled mechanics, who will pay 2_d_. or 3_d_. per week; and for the poor and illiterate who will pay nothing.]

Every year increases my conviction of the great importance of the play-ground, and of the folly of some of my early views respecting it. Finding a great variety of lessons and objects necessary to arrest the attention of children, diversified as they are in disposition and taste, it was supposed that an equal variety of toys was required for the play-ground. A good supply of b.a.l.l.s, battledores, shuttlec.o.c.ks, tops, whips, skipping-ropes, hoops, sticks, and wheelbarrows, was, therefore, obtained, and we flattered ourselves that this must produce universal happiness. In thus, however, we were most grievously disappointed; for the b.a.l.l.s frequently bounced over the wall,-the players, not being able to throw them with the precision of Spartan children, sometimes struck their comrades, perhaps, in the eye: if we could succeed in quieting the sufferer, by a kiss and a sugar-plum, the ear was as immediately afterwards saluted with the cry of, "O, my chin, my chin," from some hapless wight having been star-gazing, and another, anxious for as many strokes as possible, mistaking that part for the bottom of his shuttlec.o.c.k; while this would be followed by, "O, my leg," from the untoward movement of a stick or a barrow. In short, such scenes were insupportable; and what with the accidents that arose, and the tops without strings, and the strings without tops, the hoops without sticks, and the sticks without hoops, the seizure of the favourite toy by one, and the inability of another to get any thing, it was evident that we were wrong, but not so clear how we could do otherwise.

It then occurred that we might provide some wood-bricks, about four inches long, an inch and a half thick, and two inches and a half wide, and of these a thousand were obtained. With these children are exceedingly amused from the variety of forms in which they may be placed, and of buildings which may be erected with them.

The play-ground should always be at the rear of the premises, and as private as possible, that both teachers and pupils be secure from annoyance of any kind. The entrance should be only through the school, and no other way; this secures the flowers, the fruits, and the moral training of the children.

[Ill.u.s.tration]

In addition to these, all that is required is a rotatory swing, of which the above is a representation. To make one, a pole eighteen or twenty feet long should be firmly fixed in the ground: three feet of the but-end should be sunk, secured by sleepers to keep it steady: it should be at least three quarters of a yard in girth at bottom, and taper gradually to the top to half that size. An iron rim is to be driven on the head of the pole to keep it from splitting, and then a spindle at least an inch in diameter, with a shoulder, is to be fixed in it; an iron wheel with four spokes turned up at the end like a hook, to which four ropes are to be fastened, must then be made to revolve on the spindle. As the ropes reach the ground, four children may take hold of them and run round until they bear the whole weight of the body on the arms; and this exercise will be found to strengthen the muscles, and give vigour to the whole frame. In a large school there should be two swings of this kind,-one for the girls, and the other for the boys. The teachers must, however, be careful the first few weeks, to train the children to look about them: this they are but little disposed to do, hence the most impressive manner should be adopted, and I will venture to say, should any injury be sustained by the children, the fault will not be theirs. The effect of the instruction thus urged will be valuable in other cases; for a child, thus taught to watch against accident, will be careful in pa.s.sing crossings, and going through crowded streets, and thus be likely to escape many dangers into which others fall. This exercise may also be accompanied by instruction, as the children may repeat "The Cow," or "The Sheep," or any other lesson, as the measure of the time during which four may have the swing. It will, moreover, afford an opportunity for detecting the selfishness of some children, by their wishing to keep the ropes too long, and the pa.s.sion of others, from the vehemence with which they will insist on their rights; but, as on such occasion, both are to be forbidden to swing any more that day, they will soon learn to bear and forbear.

In the event of a child being thrown down from standing in the way, all the children should be placed in the gallery, and this one shewn them. If it appear hurt, all will pity it; let then the question be put, How did this happen? and the answer will be, perhaps, "Please, sir, because he did not make use of his eyes." Here, then, is full opportunity to inculcate caution, and to inform and benefit the whole. For example: the master may say, How many senses have we? The children will answer, Five. Master.-Name them. Children.-Hearing, seeing, smelling, tasting, and feeling. M. Where are the organs of sight? C. Here (pointing to the eyes). M. Look at this child, and see if he has them. (Here an inspection will take place, the sufferer will look sheepish, and begin to perceive he has not made the best use of the sense of seeing, whilst the singular observations of the children will sharpen his faculties, and make such an impression as to cause him to be more cautious in future; and many a scholar who is sitting in judgment will profit by the circ.u.mstance.) I have known the lives of several children saved by such simple lessons, and they are of as much importance as any that are taught, though I am not quite sure that all the teachers will think so. Too many, to save trouble, will find fault with the swing; and I have known several instances where the swing had been taken down in consequence. We have found the swing answer in all three countries; it strengthens the muscles, which, in physical education, is a matter of the highest importance. It has been introduced into juvenile schools with similar success; and, also, in ladies' boarding-schools I have personally inspected tine effects produced. Under all these circ.u.mstances, and in every instance, I have found the most beneficial effects produced, provided the exercise was properly regulated and superintended. It will not do, therefore, to have this important part of the system dispensed with. The teachers must be present at all the exercises in the play-ground, or, more properly speaking, the training-ground. Non-attention to this is a capital error; and, if persisted in, must be followed with dismissal.

CHAPTER VII.

QUALIFICATIONS OF TEACHERS.

Teachers should practice what they teach-Necessity of patience-Mere automatons will not do for infant teachers-Disadvantage of using excessive restraint-A master and mistress more efficient than two mistresses-Objections to the sole government of females-Two frequent use of Divine names should be avoided-General observations.

-"Such authority, in shew, When most severe and minist'ring all its force, Is but the graver countenance of love, Whose favour, like the clouds of spring may lower, And utter now and then an awful voice, But has a blessing in its darkest frown, Threat'ning at once and nourishing the plant."-Thomson.

I enter on this chapter with a full recollection of the painful sense of incompetency I endured on becoming "a teacher of babes;" and this, I trust, will enable me to offer any remarks on the present subject with the humility that is desirable, blended with the confidence of experience. It is a very common idea, that almost any person can educate little children, and that it requires little or no ability; but it will be found, on an enlightened and correct estimate of the work, that this is a very great mistake: and I regret that this mistake has been made by those who professed to understand the system, and who have written upon it. But there is just this slight difference between theory and practice: theory supposes such and such things to be correct, which was my own case; but twelve months only of practical effort very soon convinced me I was wrong. How frequently, for instance, may we find children, ten or twelve years of age, who cannot answer the most simple question, and who, nevertheless, have been to school for several years. To give the children correct notions, is a part of education seldom thought of: but if we really wish to form the character of the rising generation, and to improve the condition of society generally, the utmost attention must be given to this object. Little, I should think, need be said to prove, that few ideas are given in dame-schools. There may be a few as to which an exception should be made; but, generally speaking, where the children of mechanics are usually sent before the age of seven years, no such thing is thought of. The mind of a child is compared by Mr. Locke to a sheet of blank paper, and if it be the business of a tutor to inscribe valuable lessons on the mind, it will require much patience, gentleness, perseverance, self-possession, energy, knowledge of human nature, and, above all, piety,-simple, sincere, and practical piety,-to accomplish so great a work with propriety and success.

Whoever is in possession of these requisites, with the addition of a lively temper, pleasing countenance, and some knowledge of music, may be considered as a proper person to manage an infant school; and whoever has charge of such an inst.i.tution will find numerous opportunities of displaying each and all of these qualifications. It would be almost useless to attempt to cure the bad tempers of children, if the master should encourage and manifest such evil tempers in his own conduct; for children are not indifferent to what they see in others: they certainly take notice of all our movements, and consequently the greatest caution is necessary. It will be of little purpose to endeavour to inculcate suitable precepts in the minds of the children, unless they see them shine forth in the conduct of the teacher.

How strangely it would sound, if, when a teacher was explaining to his pupils the sin of swearing, a child should say, "Please, sir, I heard you swear;" and it is just the same as to those faults which some may consider of minor importance,-such as the indulgence of angry pa.s.sions,-in the presence of children. It must always be understood, that the essence of the plan is to allow the children to speak,-not what they do not feel and think, which has been but too general,-but what they do think and feel. This children will always do if rightly trained. Yes, with modesty and decorum, but with power! What will the old cla.s.s of pedagogues say to this? What! allow pupils to tell you of your faults! Certainly; they know them; at least, those committed in their presence. They talk of them to themselves, why not to us? Some of the best lessons I ever got were under similar circ.u.mstances.

Persons, in such circ.u.mstances, cannot be too circ.u.mspect, as every trifling fault will be magnified, both by parents and children. Indeed, character is of so much importance, that the designs of benevolent individuals are very often frustrated by appointing improper persons to fill such situations. I have seen, more than once, the interests of two hundred babes sacrificed to serve one individual; and persons have been chosen merely because they had been unfortunate, and to serve them they have been placed in a situation disagreeable to themselves, and unprofitable to the children. It is one thing to possess certain information, but it is another to be able to communicate that information to infants. Patience is a virtue absolutely indispensable, as it will frequently take the master or mistress a whole hour to investigate a subject that may appear of little or no importance: such as one child accusing another of stealing a trifle,-as a plum, a cherry, a b.u.t.ton, or any other thing of little value. The complainant and defendant will expect justice done to them by the master or mistress; and in order to do this, much time and trouble will, in some cases, be necessary. Should a hasty conclusion be formed, and the accused be punished for what he has not been guilty of, the child will be sensible that an injury has been done him, feel dissatisfied with his tutors, and, consequently, will not pay them the respect they ought to have. Besides, it will frequently be found, on examination, that the accuser is really the most in fault, and I think I have convinced many children that this has been the case, and they have retired satisfied with my decision. For when a child is convinced that justice will be done him, he will open his case freely and boldly; but if he has any idea that it will be otherwise, he will keep one half of the facts in his own mind, and will not reveal them. I once formed a hasty conclusion in the case of two children, and happened to decide directly contrary to what I ought to have done; the consequence was, that the injured child endeavoured to do that for himself which he found I had not done for him, and pleaded his own cause with the opposite party in the play-ground; but finding that he could not prevail on him, and being sensible that he had been wronged, he was so much hurt, that he brought his father the next day, and we re-considered the case; when it was found that the child was correct, and that I was wrong. Here I found how necessary it was to exercise the utmost patience, in order to enable me to judge rightly, and to convince my little pupils, that I had the greatest desire to do them justice. I compare an infant school to a little commonwealth, the head or governor of which is naturally the master. An infant school master or mistress is not to consider anything relating to the rights of his little community, as trifling or unimportant. However justly it might be considered such in itself, yet, comparatively, it is a matter of moment to the parties concerned, and such therefore it should be esteemed by him who is the arbitrator of their rights and the legislator and judge of the infant state. He will have, indeed, to act the part of counsel, judge, and jury; and although the children cannot find words to plead their own cause, yet by their looks and gestures, they will convince you that they know when you have rightly decided; and it appears to me, that the future conduct of the children in the world, will depend, in a great measure, upon the correctness of the master's decisions.

One would suppose, to hear the observations of some persons, that mere automatons would do for masters and mistresses. By them the system is considered as every thing, while the persons who are to teach it, have been considered as secondary objects; but a system, however perfect in itself, will be productive of little good, unless it be committed to persons possessed of some degree of skill; as the best watch will go wrong, if not properly attended to. We cannot, therefore, be too circ.u.mspect in the choice of the persons to whom we commit the care and education of the rising generation. There is something so powerful in correctness of deportment, that even infants respect it; and this will operate more on their minds than many imagine. It does not appear necessary to me, that children should be kept under excessive restraint by their tutors; they should rather be encouraged to make their teacher their confidant, for by this means he will become acquainted with many things, the knowledge of which it is essential he should possess, both as it regards himself; and the welfare of his pupils. If the child be enthralled, he will seek some other persons to whom he may open his little mind, and should that person be ill-disposed, the most serious consequences will not unfrequently follow. I know the source from whence all a.s.sistance is derived, and I am taught to believe, that such a.s.sistance will not be withheld from those who diligently seek it. I am well aware that I shall have to render an account of my stewardship to the Almighty, for every child that may have been placed under my care, and I feel that to do so unblameably, requires much a.s.sistance from above.

Let not those, then, who are similarly circ.u.mstanced with myself; think that I address them in the spirit of arrogance, with a pre-conceived opinion of my own sufficiency. I wish that all who teach may be more fit for the situation than I am. I know many who are an honour to their profession, as well as the situation they fill; but, I am sorry to say, I think they do not all meet with the encouragement they merit. It is not always those who do their duty the best that are most valued; but if a man's conscience do not upbraid him, he has in its approval a high reward.