PRINCIPLES OF INFANT EDUCATION.
_Moral treatment--Importance of exercise--Play-ground
indispensable--The education of nature and human education should
be joined--Mental development, children should think for
themselves--Intellectual food adapted for children--A spirit
of inquiry should be excited--Gradual development of the young
mind--Neglect of moral treatment--Inefficacy of maxims learned by
wrote--Influence of love--The play-ground a field of observation--The
natural propensities there shew themselves--Respect of
private property inculcated--Force of conscience on the
alert--Anecdote--Advantages of a strict regard for truth--The simple
truths of the Bible fit for children_.
* * * * *
"The business of education, in respect of knowledge, is not, as I
think to perfect a learner in all or any one of the sciences, but to
give his mind that disposition, and those habits, that may enable
him to attain any part of knowledge he shall stand in need of in the
future coarse of his life."--_Locke_.
"When the obligations of morality are taught, let the sanctions of
Christianity, never be forgotten; by which it will be shewn not that
they give lustre and strength to each other: religion will appear to
be the voice of reason, and morality the will of God."--_Johnson_.
* * * * *
When Agesilaus, king of Sparta, was asked, "What should boys be
taught?" he answered, "What they ought to do when they become
men." Such a declaration was worthy of later times, since the most
intelligent now admit that the great end of all education is the
formation of solid, useful, and virtuous character. This work should
be, doubtless, commenced at the earliest possible period, to it the
system explained in this volume is considered to be adapted, and the
principles on which it proceeds are now to be illustrated. And here it
ought to be particularly observed that nothing is admissible, except
what is appropriate to the state of infancy, calculated to exercise
the physical energies, and likely, by their invigoration, to lay the
basis of a sound and powerful intellect. And yet all this is too often
forgotten. Look at the infant, the very embodying of vivacity and
activity, and its confinement to a particular posture, or the
requirement of a peculiar expression of countenance, is manifestly
unnatural. An inactive and healthy child under six years of age is
never seen. Whatever compels it to be otherwise consequently produces
what is artificial in character. A parent or a teacher may keep his
children quiet, and in what he terms order; but it does not follow
that this is a good preparation for after years. On the contrary,
bondage may issue in excess. The feelings and propensities which,
instead of being corrected, are unduly restrained, will be manifested
in some other ways, and under less favourable circumstances, and
frequently the reaction will be violent in maturity. Hence the system
now recommended is expressly one for _infants_, adapted to them just
as they are, and wholly designed to repress what is evil, and to
cherish what is good.
Accordingly, the utmost attention is given to the cheerfulness
and happiness of those on whom it acts. Instruction in reading,
arithmetic, geometry, and various other things is made exceedingly
amusing; smiling countenances and sparkling eyes are observable all
around when it is communicated; and what was dull and soporific,
according to the old plan, is now insinuated so agreeably, that
the child, while literally at play, is acquiring a large amount of
valuable knowledge. At play he sees Nature's book, that world of
beauties: he loves to look into it, there is no flogging to induce
him to do it. All is enquiry and anxiety on his part. "What is this?"
"What is that?" "What is it for?" "How did it come?" With numerous
other questions of similar import. Oh, that we had teachers to teach
more out of this divine book! Oh, that we had a public who would
encourage and cherish them for so doing! What blessed results even
have I seen, by one's being able to answer such enquiries! The absurd
notion that children can only be taught in a room, must be exploded.
I have done more in one hour in the garden, in the lanes, and in the
fields, to cherish and satisfy the budding faculties of childhood,
than could have been done in a room for months. Oh, mankind have yet
something to learn about teaching children! See how they catch at
truths through the medium of living things! See how it germinates in
them, by so doing; the teacher may forget, they do not, this I have
proved hundreds of times. Music has proved a most important auxiliary
for this purpose, and a stranger would be astonished at the hilarity
and delight with which much is rehearsed, with a full perception
of its meaning, when in any other way it would be irksome and
unintelligible.
These attainments, moreover, are accompanied by various movements
and evolutions which exercise the limbs, the joints, the muscles; in
addition to which, set times are appointed every morning and afternoon
for its exclusive enjoyment.
The conduct of inferior animals, when young, shows the propriety of
giving exercise to children. Every other creature makes use of its
organs of motion as soon as possible, and many of them, when under no
necessity of moving in quest of food, cannot be restrained without
force. Such is the case with the calf, the lamb, and many more. If
these creatures were not permitted to frisk about at pleasure, they
would soon die, or become diseased. The same inclination appears very
early in the human species; but as they are not able to take exercise
themselves, it is the business of their parents and nurses to give it
them. This may be done in various ways, and the methods included
in the system are shewn in other parts of this work. It is to be
regretted that men should be so inattentive to this matter; their
negligence is one reason why females know so little of it. Women will
always be desirous to excel in such accomplishments as recommend
them to the other sex; but men generally avoid even the slightest
acquaintance with the affairs of the nursery, and many would reckon
it an affront were they supposed to know any thing of them. Not so,
however, with the kennel or the stables; a gentleman of the first
rank, who is not ashamed to give directions concerning the management
of his dogs or horses, would blush were he surprised in performing the
same office for that being who is to be the heir of his fortunes, and,
perhaps, the future hope of his country.
Arguments to show the importance of exercise, might be drawn from
every part of the animal economy. Without it, the circulation of the
blood cannot be properly carried on, nor the different secretions duly
performed; neither can the fluids be properly prepared, nor the solids
rendered firm or strong. The action of the heart, the motion of the
lungs, and all the vital functions, are greatly assisted by exercise.
But to point out the manner in which these effects are produced, would
lead us beyond the present subject. We shall, therefore, only add,
that when exercise is neglected, none of the animal functions can be
duly performed; and when this is the case, the whole constitution must
go to wreck. Healthy parents, wholesome food, and suitable clothing
will avail little where it is disregarded. Sufficient exercise will
supply many defects in nursing, but nothing can compensate for its
want. A good constitution ought certainly to be our first object in
the management of children. It lays a foundation for their being
useful and happy in life; and whoever neglects it, not only fails in
his duty to his offspring, but to society.
While this is forgotten, let us not complain of weak and thoughtless
children, or of weak and thoughtless servants; for the former are so
from the neglect of their parents and the public; and the latter from
not having been taught to think at all--and yet the very persons that
object to the education of the poor are the first to complain of their
servants.
A notion that habits of industry must be established, has, however,
been the means, I regret to state, of a sad perversion of the system
in these respects. The time allowed for amusement and exercise has
been in some cases, very much abridged that the children might learn
and practise sewing, knitting, plaiting, &c. Now, no one can be more
disposed to the encouragement of industrious habits than myself, but I
would say not at the expense of health; which I am certain, in these
cases it must be. Deprive the children of their amusement, and they
will soon cease to be the lively, happy beings, we have hitherto seen
them, and will become the sickly, inanimate creatures, we have been
accustomed to behold and pity, under the confinement and restraint
of the dame's schools. I do not scruple to affirm, that if the
_play-grounds_ of infant schools are cut off from the system,--they
will from that moment cease to be a blessing to the country.
Nothing has given me greater pain than to witness the thorough neglect
of play-ground attendance on the part of teachers and the public;
the former leave the children to themselves at the very time their
attendance is most desirable; and when, if duly watched, the children
will give them _lessons_. Yes! such lessons as no book can give, and
such lessons as every efficient teacher _must_ learn, or efficiency
is out of the question. The public are too fond of hearing tasks and
memory work, and such book-learning as is taught in school, with the
singing, and the amusing indoor work, to the detriment and neglect
of the moral and physical outdoor work. Again and again, I say, the
outdoor training tells most upon the morals and the formation of
character.
The first faculties which develop themselves in childhood, are those
of observation. The infant, who is two months old, will notice a
lighted candle; immediately that sense is gratified, it seeks to
please another, that of _touch_, and every mother knows, if not
prevented, it will put its hand in the flame. The next effort is to
examine other objects: these it will seize if it can, and after having
examined one, it will put it aside to observe another. On its being
able to move about, it seeks objects within its reach, and wishing to
gratify the sense of taste, applies every thing to the mouth; by this
it distinguishes the bitter from the sweet, and on seeing what is
sweet a second time, will point to it and wish to obtain it, whilst
what is bitter will not be desired.
The _mental_ part of the system should now be adverted to. Hence it
has been well remarked, "From the time that children begin to use
their hands, nature directs them to handle every thing over and
over, to look at it while they handle it, and to put it into various
positions, and at various distances from the eye. We are apt to excuse
this as a childish diversion, because they must be doing something,
and have not reason to entertain themselves in a more manly way. But
if we think more justly, we shall find that they are engaged in the
most serious and important study; and if they had all the reason of a
philosopher, they could not be more properly employed. For it is this
childish employment that enables them to make the proper use of their
eyes. They are thereby every day acquiring habits of perception,
which are of greater importance than any thing we can teach them. The
original perceptions which nature gave them are few, and insufficient
for the purposes of life; and, therefore, she made them capable of
many more perceptions by habit. And to complete her work, she has
given them an unwearied assiduity in applying to the exercise by which
those perceptions are acquired."
Such is the education which nature gives her children, and we may add
that another part of her discipline is, that by the course of things,
children must exert all their muscular force, and employ all their
ingenuity, in order to gratify their curiosity and satisfy their
little appetites. What they desire is only to be obtained at the cost
of labour, patience, and many disappointments. By the exercise of the
body and mind necessary for satisfying their desires, they acquire
agility, strength, and dexterity in their motions, as well as
constitutional health and vigour; they learn to bear pain without
dejection, and disappointment without despondency. The education of
nature is most perfect in savages, who have no other tutor; and we see
that in the quickness of all their senses, in the agility of their
motions, in the hardiness of their constitutions, and in their ability
to bear hunger, thirst, pain, and disappointment, they commonly far
exceed civilized nations. On this account, a most ingenious writer
seems to prefer savage to social life. But it is the intention of
nature, that human education should assist to form the man, and she
has fitted us for it, by the natural principles of imitation and
belief, which discover themselves almost in infancy, as well as by
others which are of later growth.
When the education which we receive from men does not give scope to
that of nature, it is erroneous in its means and its tendency, and
enervates both the body and the mind. Nature has her way of rearing
men, as she has of healing their maladies. The art of education is to
follow her dictates, and the art of education is equally to obey her
laws. The ancient inhabitants of the Baleares followed nature in their
manner of teaching their children to be good archers, when they hung
their dinner aloft by a thread, and left them to bring it down: by
their skill in the use of the bow.
The education of nature, without any more human care than is necessary
to preserve life, makes a savage. Human education joined to that of
nature, may make a good citizen, a skilful artizan, or a well-bred
man; but a higher power is wanting in order to produce a Bacon or a
Newton.
The error of the _past_ system (for such I hope I may venture to call
it) as to _mental development_ was, that the inferior powers of the
mind were called into activity, in preference to its higher faculties.
The effort was to exercise the memory, and store it with information,
which, owing to the inactivity of the understanding and the judgment,
was seldom or never of use. To adopt the opinions of others was
thought quite enough, without the child being troubled to think for
itself, and to form an opinion of its own. But this is not as it
should be. Such a system is neither likely to produce great nor wise
men; and is much better adapted to parrots than children. Hence, the
first thing attempted in an infant school is, to set the children
thinking,--to induce them to examine, compare, and judge, in reference
to all those matters which their dawning intellects are capable of
mastering. It is of no use to tell a child, in the first place, _what
it should think_,--this is at once inducing mental indolence, which
is but too generally prevalent among adults; owing to this erroneous
method having been adopted by those who had the charge of their early
years. Were a child left to its own resources, to discover and judge
of things exclusively by itself, though the opposite evil would be
the consequence, namely, a state of comparative ignorance, yet I am
doubtful whether it would be greater or more lamentable than that
issuing from the injudicious system of giving children dogmas instead
of problems, the opinions of others instead of eliciting their own. In
the one case we should find a mind, uninformed and uncultivated, but
of a vigorous and masculine character, grasping the little knowledge
it possessed, with the power and right of a conqueror; in the other,
a memory occupied by a useless heap of notions,--without a single
opinion or idea it could call its own,--and an understanding indolent
and narrow, and, from long-indulged inactivity, almost incapable
of exertion. As the fundamental principle of the system, I would
therefore say, let the _children think for themselves_. If they arrive
at erroneous conclusions, assist them in attaining the truth; but
let them, with such assistance, arrive at it by their own exertions.
Little good will be done, if you say to a child,--_That_ is wrong,
_this_ is right, unless you enable it to perceive the error of the
one and the truth of the other. It is not only due to the child as a
rational being that you should act so, but it is essentially necessary
to the development of its intellectual faculties. It were not more
ridiculous for a master, in teaching arithmetic, to give his pupil the
problem and answer, without instructing him in the method of working
the question, than it is for a person to give a child results of
reasoning, without showing how the truth is arrived at. But some,
perhaps, will be ready to exclaim, "Surely the teacher should not
withhold the benefit of his knowledge and experience,--the child will
have time enough to examine the merits of his information when he
grows older and be more competent to do so!" To this I answer: in the
first place, nothing should be submitted to the child which it is not
fully competent to understand. To give the child tasks or subjects
too difficult for its mental powers, is a violation of nature; and as
foolish and detrimental as though you were to place a hundred pounds
weight on its shoulders when it is incapable of supporting ten. The
teacher's experience can only be of service to the child so far as it
is applicable to its own state; and as to postponing the period when
it is to think for itself, there is certainly no occasion for it.
Nature has provided food adapted to the powers of the infant's
stomach, and those who would rightly conduct the work of education,
should imitate her in providing its intellectual food. That this may
be done, I am attempting to shew in theory in the pages of this work;
and, that it answers equally well in practice, any one who has a
doubt, may assure himself by visiting any school conducted upon the
plan here laid down.
The charge has been brought against the system, that we are not
sufficiently anxious to teach the children to read. Now, though I may
venture to say, that under no other plan, do the children acquire a
knowledge of alphabetical characters, and the formation of words, so
soon as under the present, yet I am quite ready to concede that
I consider their learning to read a secondary object, to that of
teaching them to examine and find out the nature and properties of
things, of which words are but the _signs_. It is with _things_, and
not _words_ merely, we wish to make our children acquainted. If they
first learn the nature and properties of an object, there is no fear
of their afterwards inquiring its name; but we too frequently find,
that having acquired _names_, they are indifferent to, and forgetful
of, the objects represented.
Let children see and observe an object, and be taught the name of it
at the same time, and then both are indelibly fixed on the memory.
An infant at home is perpetually running around and looking at all
things, and hearing persons speaking about them; it soon becomes
acquainted with their names and properties, and then from time to time
speaks about them. "Ah!" exclaims papa or mama, "What an old-fashioned
child that is; one would wonder where it got such notions." A little
thought and reflection would soon tell where, and this thought
properly carried out would display an important fundamental principle
in teaching the young mind.
Our first endeavour is, therefore, to excite a spirit of inquiry,--to
foster that curiosity which is so natural to young children: till this
is properly done, your information will not be well received, and
it is most likely soon to be forgotten; but having once made them
inquisitive, you are more likely to tire of communicating than they
are of receiving. The skilful teacher will, indeed, rather leave them
with an appetite still craving, than satiate them by repletion. I have
frequently found the most beneficial results arise from the sudden
cessation of a lesson or a lecture on an interesting topic. The
children have looked for its renewal with the utmost impatience,
pondering over what they had already heard, and anticipating what was
yet to come with the greatest interest. Give a child a _task_, and
you impose a burthen on him,--permit him to learn something, and you
confer a favour.
Having excited a spirit of inquiry, the next endeavour is to direct it
to proper objects. These, of course, will be things which relate to
the senses of the child; the nature and properties of bodies, which
may be ascertained by the application of those senses, &c. Having
induced it to examine for itself, you are now to elicit its ideas of
each object respectively; and having taught it to use its reason
and judgment freely, and to express its own notions fearlessly and
candidly,--you are to attempt the correction of what is erroneous, by
putting forth your own views in as simple a way as possible: not so as
to induce the child to give up its own opinions and adopt yours, but
in such a way as to direct it to the attainment of truth; to induce a
comparison between its thoughts and yours, and thus to discover its
own error.
The powers of observation will speedily be improved under such a
course of instruction, and in all the subsequent stages of existence,
will not fail to constitute an independent and shrewd observer. But
some may think we are straining the child's faculties by the plan
recommended,--overstepping nature's laws,--and that the result must be
detrimental to the child, both in mind and body. So far, however, is
this from being true, that we have taken nature for our guide. We
deprecate strongly, most strongly, that unnatural system, which
gives children tasks so far beyond their powers, and for which their
infantile faculties are not qualified;--we would lead them on in the
path which nature has marked out--step by step--taking care that one
thing should be thoroughly mastered before another is attempted.
The mental powers of children are far stronger than is generally
supposed. No one who looks back to his early childhood, can fail of
recollecting, that, at times, his thoughts would even then reach
the very limits of human thought. All the powers of mind that are
exercised in after-life display themselves in infancy, and therefore
they all ought to be quietly and easily brought into exercise. This
maybe done by any object,--even a toy. Were we to tie up several of
our members so as to prevent their use, and at the same time exercise
strongly those at liberty, bodily distortion must result. If we, in
teaching, exercise the memory alone, and that merely with a knowledge
of words and not of things, an absolute mental distortion must result,
and the higher powers of reflection, judgment, and reason will remain
weak, feeble, and deficient from want of exercise. When all the powers
of the mind are brought out into harmonious action, the acquirement
of knowledge be comes pleasurable. Knowledge is the proper aliment to
expand and enlarge the mind, as natural food is for the growth of
the body; and when such as is proper to the age and character of the
recipient is selected, the one will be received with as much pleasure
as the other. As the due exercise of every bodily power causes it to
become strong, healthy, and vigorous, so the right and proper use of
every mental faculty will, in the end, occasion it to become active,
free, and powerful.
As soon as the child enters the school he is under command. He is
required to occupy certain places, to go through various motions, and
to attend to diversified instruction, at the sound of a foot, or the
raising of a hand. From this course no departure is allowed. At first
it is the work of sympathy and imitation, but afterwards it becomes a
matter of principle. Thus, then, the native reluctance of the infant
mind to obey, is overcome, and a solid basis laid for future efforts.
So far, however, the discipline is general; to be particular, the
individual character must be minutely observed. The movements of the
child, when unrestrained, must be diligently watched, its predominant
qualities ascertained, and such a mode of treatment adopted as sound
judgment of character may dictate. Wherever this is forgotten, some
evils will arise. The orders which are given to any other power than
those of sympathy and imitation, are not likely to be obeyed by the
untrained babe; the fact is, that as yet it has no other means of
obedience, and for this on higher principles we must wait till nature
furnishes instruments and opportunities for their exercise. When,
however, success is gained thus far, the way is prepared for
further development and culture, and the powers of observation and
discrimination, then gradually tasked, will accomplish all that is
desired. Thus the infant sits or rises, repeats or is silent, at
first, because those about him do so; afterwards he perceives a reason
for doing so: for example, that, when in the gallery, he can see
what he could not any where else, and, therefore, that he must march
thither, and then he judges that one thing is wrong because the doing
it was forbidden, and that another is right because it was commanded,
or because the one makes him happy and the other the contrary.
Under the old system of education, I must candidly say, _moral_
treatment has been often altogether omitted, and still more frequently
has it been erroneous, and consequently inefficient. Let me
ask,--would it promote a child's health to teach it to repeat certain
maxims on the benefits resulting from exercise? The answer is obvious.
Neither can it be of any service to the moral health of the child, to
teach it to repeat the best maxims of virtue, unless we have taken
care to urge the practical observance of those precepts. And yet this
has rarely been the case. How frequently do we hear persons remark
on the ill conduct of children, "It is surprising they should do
so;--they have been taught better things!" Very likely; and they may
have all the golden rules of virtue alluded to, carefully stored up in
their memories; but they are like the hoarded treasures of the miser,
the disposition to use them is wanted. It is this which we must strive
to produce and promote in the child. Indeed, if we can but be the
instruments of exciting a love of goodness, it will not err, nor lack
the knowledge how to do good, even though we were to forget to give it
any rules or maxims. It is to the heart we must turn our attention in
the moral treatment of children. We must carefully endeavour to elicit
and train out the moral feelings implanted within; and to awaken the
conscience to the approval of good, and the dislike and detestation
of evil. Another grand object of the master or mistress of an infant
school, is, therefore, to win their love, by banishing all slavish
fear. They are to be invited to regard their teacher, as one who
is desirous of promoting their happiness, by the most affectionate
means--not only by kind words, but by kind actions; one of which
influences a child more than a volume of words. Words appeal only to
the understanding, and frequently pass away as empty sounds; but kind
actions operate on the heart, and, like the genial light and warmth of
spring, that dispels the gloom which has covered the face of nature
during the chilly season of winter, they disperse the mists which
cold and severe treatment has engendered in the moral atmosphere.
The fundamental principle of the infant school system is _love_;
nor should any other be substituted for it, except when absolutely
necessary. Let the children see that you love them, and _love_ will
beget love, both toward their teacher and each other. Without the aid
of example nothing can be done; it is by this magnetic power alone
that sympathetic feelings can be awakened. It acts as a talisman on
the inmost feelings of the soul, and excites them to activity; which
should be the constant aim of all persons engaged in the important
work of education. As we find that vicious principles are strengthened
by habit, and good principles proportionally weakened, so, on the
contrary, immoral dispositions are weakened by the better feelings
being brought into action.
The great defect in the human character is _selfishness_, and to
remove or lessen this is the great desideratum of moral culture. How
happy were mankind, if, instead of each one living for himself, they
lived really for one another! The perfection of moral excellence
cannot be better described than as the attainment of that state in
which we should "love our neighbour as ourselves." The prevalence of
self-love will be very obvious to the observant master or mistress, in
the conduct of the children under their care, and it is this feeling
that they must be ever striving to check or eradicate. Nor need they
despair of meeting with some degree of success. The children may be
brought to feel, that to impart happiness is to receive it,--that
being kind to their little schoolfellows, they not only secure a
return of kindness, but actually receive a personal gratification from
so doing; and that there is more pleasure in forgiving an injury than
in resenting it. Some I know will be apt to say,--that after all, thus
is nothing but _selfishness_ or _self-love_. It is an old matter of
dispute, and I leave those to quarrel over it who please. Every
one knows and feels the difference between that which we call
_selfishness_, and that which is comprehensively termed by the lips
of divine truth, the "_love of our neighbour_." If it must be called
self-love, I can only say that it is the proper direction of the
feeling which is to be sought.
In the work of moral culture, it will be necessary not only to observe
the child's conduct under the restraint of school observation and
discipline; but at those times when it thinks itself at liberty to
indulge its feelings unnoticed. The evil propensities of our nature
have all the wiliness of the serpent, and lurk in their secret places,
watching for a favourable opportunity of exercise and display. For the
purpose of observation, the _play-ground_ will afford every facility,
and is on this account, as well as because it affords exercise and
amusement to the children, an indispensable appendage to an Infant
School. Here the child will show its character in its true light. Here
may be seen what effects the education of children has produced;
for if they are fond of fighting and quarrelling, here it will be
apparent; if they are artful, here they will seek to practice their
cunning; and this will give the master an opportunity of applying the
proper remedy; whereas, if they are kept in school (which they must
be, if there be no play-ground), these evil inclinations will not
manifest themselves until they go into the street, and consequently,
the antidote will not be applied. I have seen many children behave
very orderly in the school, but the moment they entered the
play-ground they manifested their selfishness to such a degree, that
they would wish all the rest of the children to be subservient to
them; and, on their refusing to let them bear rule, they would begin
to use force, in order to compel their compliance. This is conduct
that ought to be checked,--and what time so proper as the first stages
of infancy?
To take another case, a quarrel like this may arise: a boy has
six gooseberries; another boy comes and asks for one; by a little
solicitation he obtains it:--he wishes another;--but the boy who has
them says he cannot spare any more; he has only five, and cannot part
with another. The second boy, however, duns him. He even acts the
hypocrite, and puts into play many of the worst artifices of human
nature, which we so often see in daily practice, and he gains his
end. But he is not yet satisfied; he wishes another. The first boy,
however, will on no account give him more. He again tries all his
arts, but in vain. Seeing he cannot by art or entreaty gain another,
he has recourse to violence. He snatches one out of his companion's
hand and runs off with it. The first boy is irritated at such conduct,
he pursues the fugitive, overtakes him, and gives him a blow on the
face. The second boy is as great a coward as he is a thief. He comes
up and makes his complaint to the master. The master then has a trial
by jury. He does not knock one head against the other according to the
old custom, but he hears both plaintiff and defendant, and having got
the facts, he submits to the children themselves whether it was right
in the one boy to take with violence What was not his own, and shews
them which is the more to blame. Then they decide on the sentence;
perhaps some one suggests that it should be the utmost infliction
allowable, a slight pat on the hand; while a tender-hearted girl says,
"Please, sir, give it him very softly;" but the issue is, a marked
distinction between right and wrong;--appropriate expressions of
pleasure and disapprobation:--and on the spot, "a kissing and being
friends." I am, indeed, so firmly convinced, from the experience I
have had, of the utility of a play-ground, from the above reasons,
and others, elsewhere mentioned, that I scruple not to say, an infant
school is of little, if any, service without one.
Where the play-ground is ornamented with flowers, fruit-trees, &c.
(and I would recommend this plan to be invariably adopted,) it
not only affords the teacher an opportunity of communicating much
knowledge to the children, and of tracing every thing up to the Great
First Cause, but it becomes the means of establishing principles of
honesty. They should not on any account be allowed to pluck the fruit
or flowers; every thing should be considered as sacred; and being
thus early accustomed to honesty, temptations in after-life will be
deprived of their power. It is distressing to all lovers of children,
to see what havoc is made by them in plantations near London; and even
grown persons are not entirely free from this fault, for, not content
with a proper foot-path, they must walk on a man's plantations, pull
up that which can be of no use, and thereby injure the property of
their neighbour. These things ought not to be, nor do I think they
would be so common, if they were noticed a little more in the
education of children. It has been too much the practice with many,
to consider that the business of a school consists merely in teaching
children their letters; but I am of opinion, that the formation of
character while there, is of the greatest importance, not only to the
children, but to society at large. How can we account for the strict
honesty of the Laplanders, who can leave their property in the woods,
and in their huts, without the least fear of its being stolen or
injured, while we, with ten times the advantages, cannot consider our
property safe, with the aid of locks and bolts, brick walls, and even
watchmen and police-officers besides? There must be some cause for all
this, and perhaps the principal one is defective education, and the
total neglect of the morals of the infant poor, at a time when their
first impressions should be taken especial care of; _for conscience,
if not lulled to sleep, but called into vigorous action, will prove
stronger than brick walls, bolts, or locks; and I am satisfied, that I
could have taken the whole of the children under my care in the first
infants' school, into any gentleman's plantation, without their doing
the least injury whatever; and this I could now do in any similar
circumstances_. I will mention, however, one fact.
One day, while I was walking in the play-ground, I saw at one end of
it about twenty children, apparently arguing a subject, _pro_ and
_con_; from the attitude of several of the orators, I judged it was
about something that appeared to them of considerable importance. I
wished to know the subject of debate, but was satisfied that if I
approached the children it might put an end to the matter altogether.
Some of the bystanders saw me looking very attentively at the
principal actor, and, as I suppose, suggested to the party the
propriety of retiring to some other spot, for immediately afterwards
they all went behind a partition, which afforded me an opportunity of
distinctly hearing all that passed, without being observed by them. I
soon found that the subject of debate was a _song_. It seems that one
of the children had brought a song to the school, which some of the
monitors had read, and having decided that it was an improper thing
for the child to have in his possession, one of them had taken it from
the owner, and destroyed it. The aggrieved party had complained to
some of the other children, who said that it was _thieving_ for one
child to take any thing from another child, without his consent. The
boy, nettled at being called a thief, defended himself, by saying that
he, as a monitor, had a right to take away from any of his class any
thing that was calculated to do them harm; and was, it seems, backed
in this opinion by many others. On the other hand, it was contended
that no such right existed; and it was doubtful to me for a
considerable time, on which side the strength of the argument lay.
At last one of the children observed to the following effect:--"You
should have taken it to _master_, because he would know if it was bad
better than you." This was a convincing argument, and to my great
delight, the boy replied--"How much did the song cost?" The reply was,
"A half-penny." "Here, then, take it," says the child, "I had one
given me to-day; so now remember I have paid you for it, but if you
bring any more songs to school I will tell master." This seemed
to give general satisfaction to the whole party, who immediately
dispersed to their several amusements. A struggle like this, between
the principles of _duty and honesty_, among children so very young,
must prove highly interesting to all who love them, and exemplifies,
beyond a doubt, the immense advantage of early instruction.
Another thing to be noticed is, a regard for _truth_. Nothing is so
delightful as this. There is no conversation so agreeable as that of
the man of integrity, who hears without any design to betray, and
speaks without any intention to deceive; and this admitted, we should
strive to the utmost to induce children to remember it. But our
success, in a great measure, will depend on the means we employ. Many
children are frightened into falsehood by the injudicious methods of
those who have the care of them. I have known a mother promise a child
forgiveness if it would speak the truth, and, after having obtained
confession, she has broken her engagement. A child, once treated in
this manner, will naturally be guarded against a similar deception.
I have known others who would pretend not to punish the child for
confession, but for first denying it, and afterwards confessing. I
think that children should not be punished, on any account, after
having been promised forgiveness, truth being of too great importance
to be thus trifled with; and we cannot wonder if it is lightly
esteemed by children, after the example is set by their parents.
Having had several thousand children under my care, I have had
favourable opportunities of observing the bias of the infant mind,
and I must say, that I have not found them so inclined to evil and
falsehood as I had previously imagined.
When morality is adverted to in this volume, let it never be
forgotten, that by it is meant the pure and perfect morality of
the sacred Scriptures. From this source alone the great truths and
precepts can be derived, for regulating the conscience and improving
the heart. The infant system, however, would aim to steer perfectly
clear of the more remote theological opinions entertained by
Christians of different denominations. With these, little children can
have nothing to do, and institutions for their express benefit should
receive the support of all. What kind of religious doctrine and faith
infants ought to be taught, I will not here determine, but leave it
for consideration in a future chapter devoted more expressly to that
subject. It must be the wish of all true Christians that they should
be taught the fundamental truths of the everlasting Gospel. But it is
much to be lamented that what are the fundamental truths of the gospel
is so frequently a debatable point. With such controversial topics
infants have nothing to do, and to teach such matters would rather be
sowing seeds for future scepticism than laying a solid basis for
pure and undefiled religion. In all things, but more especially in
religion, as being the subject of the highest importance, the purest,
simplest, and most unadulterated truths should be taught. The Bible
contains ample and abundant stores of such simple truth, most
admirably suited to infant capacity in texts, precepts, parables, and
histories. The pious and judicious mother or teacher can be at no loss
for a proper selection. Many beautiful and simple prayers are to be
found in the Church of England Prayer-Book, which I think cannot be
mended, and which I have found quite suitable to the infant mind.
Several of the Collects, for simplicity of language and rich fulness
of divine truth, cannot be surpassed. Simple hymns for instruction and
devotion are also requisite, and I have endeavoured to provide such as
these in a _Manual_, recently published in connexion with a friend,
and which may be bad through the publisher of this work.