The Infant System Part 7

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.

SAt.u.r.dAY.

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 bra.s.s instrument. Religious instruction should have a prominent part in the business of every day, and especially so every Sat.u.r.day 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 pet.i.tioned 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 a.s.sembled 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 s.e.x, 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 pa.s.sed 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 G.o.d, 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 const.i.tution 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 circ.u.mstance 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 circ.u.mstance 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 pa.s.sed 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 a.s.sembled 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 pa.s.s, 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 cla.s.s 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 p.r.i.c.ks 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.