PICTURES AND CONVERSATION.
_Pictures--Religious instruction--Specimens of picture lessons
on Scripture and natural history--other means of religious
instruction--Effects of religious instruction--observation_.
* * * * *
"The parents of Dr. Doddridge brought him up in the early knowledge of
religion. Before he could read, his mother taught him the histories of
the Old and New Testament, by the assistance of some Dutch tiles in
the chimney of the room where they usually sat; and accompanied her
instructions with such wise and pious reflections, as make strong and
lasting impressions upon his heart"--_See his Life_.[A]
[Footnote A: This gave me the idea of introducing Scripture pictures
for the infants; and that they are successful can be vouched for by
hundreds of teachers besides myself.]
* * * * *
To give the children general information, it has been found advisable
to have recourse to pictures of natural history, such as of birds,
beasts, fishes, flowers, insects, &c., all of which tend to shew the
glory of God; and as colours attract the attention of children as soon
as any thing, they eagerly inquire what such a thing is, and this
gives the teacher an opportunity of instructing them to great
advantage; for when a child of his own free will eagerly desires to be
informed, he is sure to profit by the information then imparted.
We use also pictures of public buildings, and of the different trades;
by the former, the children acquire much information, from the
explanations which are given to them of the use of buildings, in what
year they were built, &c.; whilst by the latter, we are enabled to
find out the bias of a child's inclination. Some would like to be
shoemakers, others builders, others weavers, others brewers, &c.;
in short it is both pleasing and edifying to hear the children give
answers to the different questions. I remember one little boy, who
said he should like to be a doctor; and when asked why he made choice
of that profession in preference to any other, his answer was,
"Because he should like to cure all the sick people." If parents did
but study the inclinations of their children a little more, I humbly
conceive, that there would be more eminent men in every profession
than there are. It is great imprudence to determine what business
children shall be of before their tempers and inclinations are well
known. Every one is best in his own profession--and this should not be
determined on rashly and carelessly.
But as it is possible that a person may be very clever in his business
or profession, and yet not be a Christian, it has been thought
necessary to direct the children's attention particularly to the
Scriptures. Many difficulties lie in our way; the principal one arises
not from their inability to read the Bible, nor from their inability
to comprehend it, but from the apathy of the heart to its divine
principles and precepts. Some parents, indeed, are quite delighted if
their children can read a chapter or two in the Bible, and think that
when they can do this, they have arrived at the summit of knowledge,
without once considering whether they understand a single sentence of
what they read, or whether, if they understand it, they _feel_ its
truth and importance. And how can it be expected that they should
do either, when no ground-work has been laid at the time when they
received their first impressions and imbibed their first ideas? Every
one comes into the world without ideas, yet with a capacity to receive
knowledge of every kind, and is therefore capable, to a certain
extent, of becoming intelligent and wise. An infant would take hold
of the most poisonous reptile, that might sting him to death in an
instant; or attempt to stroke the lion with as little fear as he would
the lamb; in short, he is incapable of distinguishing a friend from
a foe. And yet so wonderfully is man formed by his adorable Creator,
that he is capable of increasing his knowledge, and advancing towards
perfection to all eternity, without ever being able to arrive at the
summit.
I am the ardent friend of _religious_ education, but what I thus
denominate I must proceed to explain; because of the errors that
abound on this subject. Much that bears the name is altogether
unworthy of it. Moral and religious sentiments may be written as
copies; summaries of truth, admirable in themselves, may be deposited
in the memory; chapter after chapter too may be repeated by rote, and
yet, after all, the slightest salutary influence may not be exerted
on the mind or the heart. These may resemble "the way-side" in the
parable, on which the fowls of the air devoured the corn as soon as
it was sown; and hence those plans should be devised and pursued from
which we may anticipate a harvest of real good. On these, however, my
limits will only allow a few hints.
As soon as possible, I would have a distinction made between the form
and power of religion; between the grimaces and long-facedness so
injurious to multitudes, and that principle of supreme love to God
which he alone can implant in the heart. I would exhibit too that
"good will to man" which the gospel urges and inspires, which regards
the human race apart from all the circumstances of clime, colour,
or grade; and which has a special reference to those who are most
necessitous. And how can this be done more hopefully than by
inculcating, in dependence on the divine blessing, the history,
sermons, and parables of our Lord Jesus Christ; and by the simple,
affectionate, and faithful illustration and enforcement of other parts
of holy writ? The infant system, therefore, includes a considerable
number of Scripture lessons, of which the following are specimens:
JOSEPH AND HIS BRETHREN.
The following method is adopted:--The picture being suspended against
the wall, and one class of the children standing opposite to it, the
master repeats the following passages: "And Joseph dreamed a dream,
and he told it to his brethren; and they hated him yet the more. And
he said unto them, Hear, I pray you, the dream which I have dreamed;
for behold, we were binding sheaves in the field, and lo! my sheaf
arose and also stood upright; and behold, your sheaves stood round
abort, and made obeisance to my sheaf."
The teacher being provided with a pointer will point to the picture,
and put the following questions, or such as he may think better, to
the children:
Q. What is this? A. Joseph's first dream. Q. What is a dream? A. When
you dream, you see things during the time of sleep. Q. Did any of you
ever dream any thing?
Here the children will repeat what they have dreamed; perhaps
something like the following:--Please, sir, once I dreamed I was in a
garden. Q. What did you see? A. I saw flowers and such nice apples. Q.
How do you know it was a dream? A. Because, when I awoke, I found I
was in bed.
During this recital the children will listen very attentively, for
they are highly pleased to hear each other's relations. The master
having satisfied himself that the children, in some measure,
understand the nature of a dream, he may proceed as follows:--
Q. What did Joseph dream about first? A. He dreamed that his brother's
sheaves made obeisance to his sheaf. Q. What is a sheaf? A. A bundle
of corn. Q. What do you understand by making obeisance? A. To bend
your body, which we call making a bow. Q. What is binding sheaves? A.
To bind them, which they do with a band of twisted straw. Q. How many
brothers had Joseph? A. Eleven. Q. What was Joseph's father's name? A.
Jacob, he is also sometimes called Israel.
Master.--And it is further written concerning Joseph, that he dreamed
yet another dream, and told it to his brethren, and said, Behold, I
have dreamed a dream more; and behold the sun and moon and eleven
stars made obeisance to me.
Q. What do you understand by the sun? A. The sun is that bright object
in the sky which shines in the day-time, and which gives us heat and
light. Q. Who made the sun? A. Almighty God. Q. For what purpose did
God make the sun? A. To warm and nourish the earth and every thing
upon it. Q. What do you mean by the earth? A. The ground on which we
walk, and on which the corn, trees, and flowers grow. Q. What is it
that makes them grow? A. The heat and light of the sun. Q. Does it
require any thing else to make them grow? A. Yes; rain, and the
assistance of Almighty God. Q. What is the moon? A. That object which
is placed in the sky, and shines in the night, and appears larger than
the stars. Q. What do you mean by the stars? A. Those bright objects
that appear in the sky at night. Q. What are they? A. Some of them are
worlds, and others are suns to give them light. Q. Who placed them
there? A. Almighty God. Q. Should we fear and love him for his
goodness? A. Yes; and for his mercy towards us. Q. Do you think it
wonderful that God should make all these things? A. Yes. Q. Are there
any more things that are wonderful to you? A. Yes;--
Where'er we turn our wondering eyes,
His power and skill we see;
Wonders on wonders grandly rise,
And speak the Deity.
Q. Who is the Deity? A. Almighty God.
Nothing can be a greater error than to allow the children to use the
name of God on every trifling occasion. Whenever it is necessary, it
should, in my opinion, be commenced with Almighty, first, both by
teacher and scholars. I am convinced, from what I have seen in many
places, that the frequent repetition of his holy name has a very
injurious effect.
SOLOMON'S WISE JUDGMENT.
Q. What is this? A. A picture of Solomon's wise judgment. Q. Describe
what you mean? A. Two women stood before king Solomon. Q. Did the
women say any thing to the king when they came before him? A. Yes; one
woman said, O my Lord, I and this woman dwell in one house, and I had
a child there, and this woman had a child also, and this woman's child
died in the night. Q. To whom did the women speak when they said, O my
Lord? A. To king Solomon. Q. What did the woman mean when she said, we
dwell in one house? A. She meant that they both lived in it. Q. Did
the woman say any thing more to the king? A. Yes; she said the other
woman rose at midnight, and took her son from her. Q. What is meant by
midnight? A. Twelve o'clock, or the middle of the night. Q. What did
the other woman say in her defence? A. She said the live child was
hers, and the other said it is mine; this they spake before the king.
Q. When the king heard what the women had to say, what did he do? A.
He said bring me a sword; and they brought a sword before the king. Q.
Did the king do any thing with the sword? A. No; he said, divide the
child in two, and give half to the one, and half to the other. Q. What
did the women say to that? A. One said, O my Lord, give her the living
child, and in nowise slay it; but the other said, let it be neither
mine nor thine, but divide it. Q. What took place next? A. The king
answered and said, Give her the living child, and in nowise slay it,
she is the mother thereof. Q. What is meant by slaying? A. To kill any
thing. Q. To which woman was the child given? A. To the woman that
said do not hurt it. Q. What is the reason that it was called a wise
judgment? A. Because Solomon took a wise method to find it out. Q. Did
the people hear of it? A. Yes, all Israel heard of it, and they
feared the king, for they saw that the wisdom of God was in him to do
judgment. Q. What is meant by all Israel? A. All the people over whom
Solomon was king? Q. If we want to know any more about Solomon where
can we find it? A. In the third chapter of the first book of Kings.
_Incidental Conversation_.
Q. Now my little children, as we have been talking about king Solomon,
suppose we talk about our own king; so let me ask you his name? A.
King William the Fourth.[A] Q. Why is he called king? A. Because he is
the head man, and the governor of the nation. Q. What does governor
mean? A. One that governs the people, the same as you govern and
manage us. Q. Why does the king wear a crown on his head? A. To denote
that he governs from a principle of wisdom, proceeding from love.
Q. Why does he hold a sceptre in his hand? A. To denote that he is
powerful, and that he governs from a principle of truth. Q. What is a
crown? A. A thing made of gold overlaid with a number of diamonds and
precious stones, which are very scarce? Q. What is a sceptre? A. A
thing made of gold, and something like an officer's staff. Q. What is
an officer? A. A person who acts in the king's name; and there are
various sorts of officers, naval officers, military officers, and
civil officers. Q. What is a naval officer? A. A person who governs
the sailors, and tells them what to do. Q. What is a military officer?
A. A person who governs the soldiers, and tells them what to do. Q.
What does a naval officer and his sailors do? A. Defend us from our
enemies on the sea. Q. What does a military officer and his soldiers
do? A. Defend us from our enemies on land. Q. Who do you call enemies?
A. Persons that wish to hurt us and do us harm. Q. What does a civil
officer do? A. Defend us from our enemies at home. Q. What do you mean
by enemies at home? A. Thieves, and all bad men and women. Q. Have
we any other enemies besides these? A. Yes, the enemies of our own
household, as we may read in the Bible, and they are the worst of all.
Q. What do you mean by the enemies of our own household? A. Our bad
thoughts and bad inclinations. Q. Who protects and defends us from
these? A. Almighty God. Q. Are there any other kind of officers
besides these we have mentioned? A. Yes, a great many more, such as
the king's ministers, the noblemen and gentlemen in both houses
of parliament, and the judges of the land. Q. What do the king's
ministers do? A. Give the king advice when he wants it. Q. And what do
the noblemen and gentlemen do in both houses of parliament? A. Make
laws to govern us, protect us, and make us happy. Q. After they have
made the laws, who do they take them to? A. To the king. Q. What do
they take them to the king for? A. To ask him if he will be pleased to
approve of them. Q. What are laws? A. Good rules for the people to go
by, the same as we have rules in our school to go by. Q. Suppose the
people break these good rules, what is the consequence? A. They are
taken before the judges, and afterwards sent to prison. Q. Who takes
them before the judge? A. A constable, and afterwards he takes them to
prison, and there they are locked up and punished. Q. Ought we to love
the king? A. Yes, and respect his officers. Q. Do you suppose the king
ever prays to God? A. Yes, every day. Q. What does he pray for? A.
That God would be pleased to make him a wise and good man, so that he
may make all his people happy. Q. What do the Scriptures say about the
king? A. They say that we are to fear God and honour the king. Q. Who
was the wisest king? A. King Solomon. Q. How did he become the wisest
king? A. He asked God to give him wisdom to govern his kingdom well;
and God granted his request. Q. Will God give our king wisdom? A. Yes,
he will give him what is best for him. It says in the Bible, if any
man lack wisdom let him ask of God, for he giveth all men liberally,
and upbraideth not. Q. What is the best book to learn wisdom from? A.
The Bible. Q. Is the queen mentioned in the Bible? A. Yes; it is said
queens shall be thy nursing mothers. Q. Who came to Solomon besides
the two women? A. The queen of Sheba, she came to ask him questions.
Q. When he answered her questions what happened? A. The queen was so
much delighted with his wisdom, that she gave him a hundred and twenty
talents of gold, and spices in abundance. Q. How much is one talent
of gold worth? A. Five thousand, four hundred, and seventy-five
sovereigns. Q. Did she give him anything more? A. Yes, she gave him
precious stones. Q. What are precious stones? A. Diamonds, jasper,
sapphire, chalcedony, emerald, sardonyx, sardius, chrysolite, beryl,
topaz, chrysoprasus, jacinth, amethyst. Q. Did king Solomon give the
queen of Sheba anything? A. Yes, he gave her whatsoever she desired,
besides that which she brought with her. Q. Where did she go? A. She
went away to her own land. Q. What part of the Bible is this? A. The
ninth chapter of the second book of Chronicles, Master. The queen is
mentioned in other places in the Bible, and another day I will tell in
what parts.
[Footnote A: This lesson was written in the life time of our late
sovereign. It can easily be applied by the judicious teacher, and made
to bear upon present circumstances, and I earnestly hope that her
present gracious Majesty may become patroness of infant education. Not
infant education travestied, but the thing itself.]
THE NATIVITY OF JESUS CHRIST.
The picture being suspended as the others, and a whole class being in
the class-room, put the pointer into one of the children's hands, and
desire the child to find out the Nativity of Jesus Christ. The other
children will be on the tip-toe of expectation, to see whether the
child makes a mistake; for, should this be the case, they know that
one of them will have the same privilege of trying to find it; should
the child happen to touch the wrong picture, the teacher will have at
least a dozen applicants, saying, "Please, sir, may I? Please, sir,
may I?" The teacher having selected the child to make the next trial,
say one of the youngest of the applicants, the child walks round the
room with the pointer, and puts it on the right picture; which will be
always known by the other children calling out, "That is the right,
that is the right." To view the child's sparkling eyes, who has found
the picture, and to see the pleasure beaming forth in his countenance,
you might imagine that be conceived he had performed one of the
greatest wonders of the age. The children will then proceed to read
what is printed on the picture, which is as follows: "The Nativity of
our Lord and Saviour Jesus Christ;" which is printed at the top of the
picture. At the bottom are the following words: "And she brought forth
her first-born son, and wrapped him in swaddling clothes, and laid him
in a manger, because there was no room for them in the inn."--We then
proceed to question them in the following manner:--
Q. What do you mean by the Nativity of Jesus Christ? A. The time he
was born. Q. Where was he born? A. In Bethlehem of Judea. Q. Where did
they lay him? A. In a manger. Q. What is a manger? A. A thing that
horses feed out of. Q. What was the reason they put him there? A.
Because there was no room in the inn. Q. What is an inn? A. A place
where persons lodge who are travelling, and it is like a public house.
Q. What do you mean by travelling? When you go from one place to
another; from London into the country, or from the country into
London. Q. Is any thing else to be understood by travelling? A. Yes,
we are all travelling. Q. What do you mean by all travelling? A. We
are all going in a good road or else in a bad one. Q. What do you mean
by a good road? A. That which leads to heaven. Q. What will lead us to
heaven? A. Praying to God and endeavouring to keep his commandments,
and trying all we can to be good children. Q. Can we make ourselves
good? A. No; we can receive nothing, except it be given us from
heaven. Q. What is travelling in a bad road? A. Being naughty
children, and not minding what is said to us; and when we say bad
words, or steal any thing, or take God's name in vain. Q. Where will
this road lead to? A. To eternal misery.
Here we usually give a little advice according to circumstances,
taking care always to avoid long speeches, that will tend to stupify
the children. If they appear tired, we stop, but if not, they repeat
the following hymn, which I shall insert in full, as I believe there
is nothing in it that any Christian would object to.
Hark! the skies with music sound!
Heavenly glory beams around;
Christ is born! the angels sing,
Glory to the new-born King.
Peace is come, good-will appears,
Sinners, wipe away your tears;
God in human flesh to-day
Humbly in the manger lay.
Shepherds tending flocks by night,
Heard the song, and saw the light;
Took their reeds, and softest strains
Echo'd through the happy plains.
Mortals, hail the glorious King
Richest incense cheerful bring;
Praise and love Emanuel's name,
And his boundless grace proclaim.
The hymn being concluded, we put the following questions to the
children:
Q. Who was the new-born king? A. Jesus Christ. Q. Who are sinners? A.
We, and all men. Q. What are flocks? A. A number of sheep. Q. What are
shepherds? A. Those who take care of the sheep. Q. What are plains? A.
Where the sheep feed. Q. Who are mortals? A. We are mortals. Q. Who
is the glorious king? A. Jesus Christ. Q. What is meant by Emanuel's
name? A. Jesus Christ.
Here the teacher can inform the children, that Jesus Christ is called
by a variety of names in the Bible, and can repeat them to the
children if he thinks proper; for every correct idea respecting
the Saviour which he can instil into their minds will serve as a
foundation for other ideas, and he will find that the more ideas the
children have, the more ready they will be in answering his questions;
for man is a progressive being; his capacity for progression is his
grand distinction above the brutes.
LAZARUS RAISED FROM THE DEAD.
The picture being suspended as before described, we proceed thus:--
Q. What is this? A. Jesus Christ raising Lazarus from the dead. Q. Who
was Lazarus? A. A man who lived in a town called Bethany, and a friend
of Christ's. Q. What is a town? A. A place where there are a great
number of houses, and persons living in them. Q. What do you mean by a
friend? A. A person that loves you, and does all the good he can for
you, to whom you ought to do the same in return. Q. Did Jesus love
Lazarus? A. Yes, and his sisters, Martha and Mary. Q. Who was it that
sent unto Jesus Christ, and told him that Lazarus was sick? A. Martha
and Mary. Q. What did they say? A. They said, Lord, behold he whom
thou lovest is sick. Q. What answer did Jesus make unto them? A. He
said, this sickness is not unto death, but for the glory of God. Q.
What did he mean by saying so? A. He meant that Lazarus should be
raised again by the power of God, and that the people that stood by
should see it, and believe on him. Q. How many days did Jesus stop
where he was when he found Lazarus was sick? A. Two days. Q. When
Jesus Christ wanted to leave the place, what did he say to his
disciples? A. He said, let us go into Judea again. Q. What do you mean
by Judea? A. A country where the Jews lived. Q. Did the disciples say
any thing to Jesus Christ, when he expressed a wish to go into Judea
again? A. Yes, they said, Master, the Jews of late sought to stone
thee, and goest thou thither again? Q. What did Jesus Christ tell
them? A. He told them a great many things, and at last told them
plainly that Lazarus was dead. Q. How many days had Lazarus lain in
the grave before he was raised up? A. Four. Q. Who went to meet Jesus
Christ, when she heard that he was coming? A. Martha; but Mary sat
still in the house. Q. Did Martha say anything to Jesus when she met
him? A. Yes, she said, Lord, if thou hadst been here my brother had
not died. Q. Did Martha tell her sister that Jesus Christ was come? A.
Yes; she said, the Master is come, and calleth for thee. Q. Did Mary
go to meet Jesus Christ? A. Yes; and when she saw him, she fell down
at his feet, and said, Lord, if thou hadst been here, my brother had
not died. Q. Did Mary weep? A. Yes, and the Jews that were with her.
Q. What is weeping? A. To cry. Q. Did Jesus weep? A. Yes; and the Jews
said, Behold, how he loved him. Q. Did the Jews say any thing else? A.
Yes; they said, Could not this man that opened the eyes of the blind,
have caused that even this man should not have died? Q. What took
place next? A. He went to the grave, and told the persons that stood
by to take away the stone. Q. And when they took away the stone, what
did Jesus Christ do? A. He cried, with a loud voice, Lazarus, come
forth; and he that was dead came forth, bound hand and foot, with
grave clothes, and his face was bound about with a napkin.--Jesus
saith unto them, loose him, and let him go; and many of the Jews which
came to Mary, and had seen these things which Jesus did, believed
on him. Q. If we wanted any more information about Lazarus and his
sisters, where should we find it? A. In the Bible. Q. What part? A.
The eleventh and twelfth chapters of John.
I have had children at the early age of four years, ask me questions
that I could not possibly answer; and among other things, the children
have said, when being examined at this picture, "That if Jesus Christ
had cried, softly, Lazarus, come forth, he would have come."--And when
asked, why they thought so, they have answered, "Because God can do
anything;" which is a convincing proof that children, at a very early
age, have an idea of the Omnipotence of the Supreme Being. Oh, that
men would praise the Lord for his goodness to the children of men!
PICTURE OF THE LAST SUPPER.
Q. What is this? A. A picture of the Last Supper. Q. What do you mean
by the last supper? A. A sacrament instituted by Jesus Christ himself.
Q. What do you understand by a sacrament? A. There are two sacraments,
baptism and the holy supper, and they are both observed by true
Christians. Q. We will speak about baptism presently, but as we have
the picture of the holy supper before as, let me ask if it is called
by any other name? A. Yes; it is said that Jesus kept the passover
with his disciples, and when the even was come he sat down with them,
and as they did eat, Jesus took bread, and blessed it, and brake it,
and gave to his disciples, saying, Take, eat, this is my body. Q. What
took place next? A. He took the cup, and when he had given thanks,
he gave it them, saying, This is my blood, the blood of the New
Testament, which is shed for many. Q. Did Jesus command this ordinance
to be observed by his people? A. Yes; he said in another place, This
do in remembrance of me (Luke xxii. 19). Q. What ought those persons
to remember who do this? A. They should remember that Jesus Christ
died on the cross to save sinners. Q. Is any thing else to be
understood by the sacrament of the Lord's supper? A. Yes, a great deal
more. Q. Explain some of it. A. When they drink the wine, they should
recollect that they ought to receive the truth of God into their
understandings. Q. What will be the effect of receiving the truth
of God into our understandings? A. It will expel or drive out all
falsehood. Q. What ought they to recollect when they eat the bread?
A. They should recollect that they receive the love of God into their
wills and affections. Q. What will be the effect of this? A. It will
drive out all bad passions and evil desires; for it is said, he that
eateth my flesh and drinketh my blood, dwelleth in me and I in him
(John vi. 27). Q. Is any thing more to be understood by these things?
A. Much more, which we must endeavour to learn when we get older. Q.
How will you learn this? A. By reading the Bible and going to a place
of worship.[A]
[Footnote A: There are many more of similar lessons, and, if any
thing, more simple, which accompany the pictures and apparatus which
I supply for Infant Schools; the profits from which will assist to
enable me, if I am blessed with health and strength, still further to
extend the system.]
Allow such things as these to be brought before the infant mind: let
the feelings of the heart, as well as the powers of the understanding,
be called into exercise; let babes have "the pure milk of the Word"
before "the strong meat;" let as little stress as possible be laid on
"the mere letter," and as much as possible on "the spirit" of "the
truth;" let it be shewn that piety is not merely rational, but in the
highest degree practicable; let this be done with diligence, faith,
and prayer, and I hesitate not to say, that we shall have an increase
of the religion of the _heart_.
Religious instruction may be given in other ways. Let the teacher take
a flower or an insect, and ask the, children if they could make such a
one; and I never found one who would answer, "Yes." A microscope will
increase the knowledge of its wonders. The teacher may then make a
needle the subject of remark; the children will admit that it is
smooth, very smooth; let him tell them it is the work of man, and
as such will appear imperfect in proportion as it is examined; and
shewing them it through the microscope, they will perceive it is rough
and full of holes. As a contrast, let him take a bee, obtain their
observations on it as it is, give them a short history of it, and they
will acknowledge its superiority over the needle. But on viewing it
through the microscope, astonishment will be increased, and I have
heard many say at such a time, "O sir, how good (meaning _great_) God
must be!" The sting may then be pointed out, as _unlike_ the needle,
and perfectly smooth; and thus truth may be imparted in a manner the
most interesting and delightful.
The influence of such considerations on _character_ is obvious. When
the _greatness_ of God is spoken of, allusion may be made to our
pride, and to the importance of humility; his _goodness_ may suggest
the evil of unkindness, and the importance of benevolence; and
his _truth_ may lead to remarks on its necessity, and the sin of
falsehood.
A small plot of ground may moreover be appropriated to the children;
some grains of wheat, barley, or rye may be sown, and they may be told
that, at a certain time, they will spring forth. Often will they go,
and anxiously watch for this; and at length they will say perhaps,
"Please, sir, such a thing has come up; we know it is so, for it is
just what you said it would be." Week after week the progress of
vegetation will be observed, and the fulfilment of the master's
promise will greatly tend to increase _his_ influence. So great will
_he_ appear, that his words and commands will be more regarded; while
it will be his object to trace the wonders which he predicted to their
divine Source. I have frequently observed, on such occasions, what I
should term an act of infant worship. Often has the question been put
to me, "Please, sir, is it wicked to play?" as if the spirit were
awed, and transgression against God were regarded with dread. Caution
has been also discovered in the use of the divine name; and I have
listened with delight to such remarks as these: "Please, sir, when we
sing a hymn, we may say Gad, or if we talk about the sun, we may say
God made it; and it isn't taking his name in vain, is it? But when we
talk of God as boys do in the street, that is very wicked!"
The following facts will illustrate the benefit of scriptural
instruction.
A little boy, about four years and a half old, belonging to an Infant
School, went to see his cousin, a little girl about his own age. At
bed-time, the little boy, to his great surprise, saw her get into bed
without having said her prayers. The little fellow immediately went up
to the side of the bed, and put this question to her: "Which would you
rather go to, heaven or hell?" The little girl said, "I don't know!"
"Not know!" said the boy; "Why, wicked people go to hell, and the
good go to heaven, a happy place." The little girl then said, "Why,
I should like to go to heaven." "Ah!" but replied the little fellow
again, "You did not say your prayers; and all that go heaven pray to
God." She then said, "Will you teach me to pray your prayer?" "If
I lived with you," said he, "I would; but if you go to the Infant
School, they will teach you to say your prayers, and sing hymns too."
One day, while the teacher of an Infant School was speaking to his
little children, from the conversation of our Lord with the woman
of Samaria at the well, a gentleman present asked the following
questions: "Where should we go to worship God?" When a little boy
answered, "To a throne of grace." "And where is a throne of grace?"
"Any where," answered the boy; "for where we kneel down, and pray to
God with our hearts, we are _then_ at a throne of grace."
There are times when the children are in a better state to receive
religious instruction than others. A teacher of observation will
soon perceive this, and act accordingly; if, however, the thing is
overdone, which it may be, and which I have seen, then the effect is
fatal. Hypocrisy will take the place of sincerity, and the heart will
remain unaffected and unimproved.
A little boy, the subject of the following anecdote, being six years
of age, and forward in his learning, I considered him fit to be sent
to another school; and informed the parents accordingly. The father
came immediately, and said, he hoped I would keep him till he was
seven years of age; adding, that he had many reasons for making the
request. I told him, that it was the design of the Institution to take
such children as no other school would admit; and as his child had
arrived at the age of six, he would be received into the national
school; moreover, as we had a number of applications for the admission
of children much younger, I could not grant his request. He then said,
"I understand that you make use of pictures in the school, and I have
good reason to approve of them; for," said he, "you must know that I
have a large Bible in the house, Matthew Henry's, which was left me by
my deceased mother; like many more, I never looked into it, but kept
it merely for show. The child, of course, was forbidden to open it,
for fear of its being spoiled: but still he was continually asking me
to read in it, and I as continually denied him; indeed, I had imbibed
many unfavourable impressions concerning this book, and had no
inclination to read it, and was not very anxious that the child
should. However, the child was not to be put off, although
several times I gave him a box on the ear for worrying me; for,
notwithstanding this usage, the child would frequently ask me to read
it, when he thought I was in a good humour; and at last I complied
with his wishes; 'Please, father,' said the child, 'will you read
about Solomon's wise judgment' 'I don't know where to find it,' was
the reply. 'Then,' says the child, 'I will tell you; it is in the
third chapter of the first book of Kings.' I looked as the child
directed, and, finding it, I read it to him. Having done so, I was
about to shut up the book; which the child perceiving, said, 'Now,
please, father, will you read about Lazarus raised from the dead?'
which was done; and, in short," said the father, "he kept me at it for
at least two hours that night, and completely tired me out, for there
was no getting rid of him. The next night be renewed the application,
with 'Please, father, will you read about Joseph and his brethren?'
and he could always tell me where these stories were to be found.
Indeed, he was not contented with my reading it, but would get me into
many difficulties, by asking me to explain that which I knew nothing
about; and if I said I could not tell him, he would tell me that I
ought to go to church, for his master had told him, that that was
the place to learn more about it; adding, 'and I will go with you,
father.' In short, he told me every picture you had in your school,
and kept me so well at it, that I at last got into the habit of
_reading for myself_, with some degree of delight; this, therefore, is
one reason why I wish the child to remain in the school." A short time
afterwards, the mother called on me, and told me, that no one could be
happier than she was, for there was so much alteration in her husband
for the better, that she could scarcely believe him to be the same
man. Instead of being in the skittle-ground, in the evening, spending
his money and getting tipsy, he was reading at home to her and his
children; and the money that used to go for gambling, was now going
to buy books, with which, in conjunction with the Bible, they were
greatly delighted, and afforded both him and them a great deal of
pleasure and profit.
Here we see a whole family were made comfortable, and called to a
sense of religion and duty, by the instrumentality of a child of six
years of age. I subsequently made inquiries, and found that the whole
family attended a place of worship, and that their character would
bear the strictest investigation.
The following anecdote will also shew how early impressions are made
on the infant mind, and the effects such impressions may have in the
dying moments of a child. A little boy, between the age of five and
six years, being extremely ill, prevailed on his mother to ask me to
come and see him. The mother called, and stated, that her little boy
said be wanted to see his master so bad, that he would give any thing
if he could see him. The mother likewise said, she should herself be
very much obliged to me if I would come; conceiving that the child
would get better after he had seen me. I accordingly went; and on
seeing the child considered that he could not recover. The moment I
entered the room, the child attempted to rise, but could not. "Well,
my little man," said I, "did you want to see me?" "Yes, Sir, I wanted
to see you very much," answered the child. "Tell me what you wanted
me for." "I wanted to tell you that I cannot come to school again,
because I shall die." "Don't say that," said the mother, "you will
get better, and then you can go to school again." "No," answered the
child, "I shall not get better, I am sure; and I wanted to ask master
to let my class sing a hymn over my body, when they put it in the
pit-hole." The child, having made me promise that this should be done,
observed, "You told me, master, when we used to say the pictures, that
the souls of children never die; and do you think I shall go to God?"
"You ask me a difficult question, my little boy," said I. "Is it,
sir?" said the child, "I am not afraid to die, and I know I shall
die." "Well, child, I should not be afraid to change states with you;
for if such as you do not go to God, I do not know what will become of
such as myself; and from what I know of you, I firmly believe that
you will, and all like you; but you know what I used to tell you at
school." "Yes, sir, I do; you used to tell me that I should pray to
God to assist me to do to others as I would that they should do to
me, as the hymn says; and mother knows that I always said my prayers,
night and morning; and I used to pray for father and mother, master
and governess, and every body else." "Yes, my little man, this is part
of our duty; we should pray for every one; and, I think, if God sees
it needful, he will answer our prayers, especially when they come from
the heart." Here the child attempted to speak, but could not, but
waved his hand, in token of gratitude for my having called; and I can
truly say, that I never saw so much confidence, resignation, and true
dependence on the divine will, manifested by any grown person, on a
death-bed, much less by a child under the tender age of seven years. I
bade the child adieu, and was much impressed with what I had seen. The
next day the mother called on me, and informed me that the child had
quitted his tenement of clay; and that just before his departure had
said to her, and those around him, that the souls of children never
die; it was only the body that died; that he had been told at school,
while they were saying the pictures, that the soul went to God, who
gave it. The mother said that these were the last words the child
was known to utter. She then repeated the request about the children
singing a hymn over his grave, and named the hymn she wished to
have sung. The time arrived for the funeral, and the parents of the
children who were to sing the hymn made them very neat and clean, and
sent them to school. I sent them to the house whence the funeral was
to proceed, and the undertaker sent word that he could not be troubled
with such little creatures, and that unless I attended myself the
children could not go. I told him that I was confident that the
children would be no trouble to him, if he only told them to follow
the mourners two and two, and that it was unnecessary for any one to
interfere with them further than shewing them the way back to the
school. I thought, however, that I would attend to see how the
children behaved, but did not let them see me, until the corpse was
arrived at the ground. As soon as I had got to the ground, some of the
children saw me, and whispered, "There's master;" when several of them
stepped out of the ranks to favour me with a bow. When the corpse was
put into the ground, the children were arranged round the grave, not
one of whom was more than six years of age. One of them gave out the
hymn, in the usual way, and then it was sung by the whole of them;
and, according to the opinions of the by-standers, very well. The
novelty of the thing caused a great number of persons to collect
together; and yet, to their credit, while the children were singing,
there was not a whisper to be heard; and when they had finished the
hymn, the poor people made a collection for the children on the
ground. The minister himself rewarded one or two of them, and they
returned well stored with money, cakes, &c. This simple thing was
the means of making the school more known; for I could hear persons
inquiring, "Where do these children come from?" "Why, don't you know?"
replied others, "from the Infant School." "Well," answered a third,
"I will try to get my children into it; for I should like them to be
there of all things. When do they take them in, and how do they get
them in?" "Why, you must apply on Monday mornings," answered another;
and the following Monday I had no less than forty-nine applications,
all of which I was obliged to refuse, because the school was full.[A]
[Footnote A: This circumstance took place in the heart of London, and
some of the chief actors in it are now men and women; and should
this meet the eye of any of them, I am sure they will not forget the
circumstances, nor entirely forget their old teacher.]
NATURAL HISTORY.
When teachers are conversing with their children, they should always
take care to watch their countenances, and the moment they appear
tired, to stop. An hour's instruction when the children's minds and
hearts are engaged, is better than many hours effort, when they are
thinking of something else. In addition to thirty-four pictures of
Scripture history, we have sixty of natural history, each picture
having a variety of quadrupeds, birds, fishes, and flowers. The first
thing we do is to teach the children the names of the different
things; then to distinguish them by their forms; and, lastly, they are
questioned on them as follows: If the animal is a horse, we put the
pointer to it, and say--
What is this? A. A picture of a horse. Q. What is the use of the
horse? A. To draw carts, coaches, waggons, drays, fire-engines,
caravans, the plough and harrow, boats on the canal, and any thing
that their masters want them. Q. Will they carry as well as draw? A.
Yes, they will carry a lady or gentleman on their backs, a sack of
corn, or paniers, or even little children, but they must not hit them
hard, if they do, they will fall off their backs; besides, it is very
cruel to beat them. Q. What is the difference between carrying and
drawing? A. To carry is when they have the whole weight on their
backs, but to draw is when they pull any thing along. Q. Is there any
difference between those horses that carry, and those horses that
draw? A. Yes; the horses that draw carts, drays, coal-waggons, stage
waggons, and other heavy things, are stouter and much larger, and
stronger than those that carry on the saddle, and are called draught
horses. Q. Where do the draught horses come from? A. The largest
comes from Leicestershire, and some come from Suffolk, which are
very strong, and are called Suffolk punches. Q. Where do the best
saddle-horses come from? A. They came at first from Arabia, the place
in which the camel is so useful; but now it is considered that those
are as good which are bred in England? Q. What do they call a horse
when he is young? A. A foal, or a young colt. Q. Will he carry or draw
while he is young? A. Not until he is taught, which is called breaking
of him in. Q. And when he is broke in, is he very, useful? A. Yes; and
please, sir, we hope to be more useful when we are properly taught.
Q. What do you mean by being properly taught? A. When we have as much
trouble taken with us as the horses and dogs have taken with them. Q.
Why, you give me a great deal of trouble, and yet I endeavour to teach
you. A. Yes, sir, but before Infant Schools were established, little
children, like us, were running the streets.[A] Q. But you ought to
be good children if you do run the streets. A. Please, sir, there is
nobody to tell us how[B], and if the man did not teach the horse, he
would not know how to do his work.
[Footnote A: This answer was given by a child five years of age.]
[Footnote B: This answer was given by a child six years of age.]
Here we observe to the children, that as this animal is so useful to
mankind, it should be treated with kindness. And having questioned
them as to the difference between a cart and a coach, and satisfied
ourselves that they understand the things that are mentioned, we
close, by asking them what is the use of the horse after he is dead,
to which the children reply, that its flesh is eaten by other animals
(naming them), and that its skin is put into pits with oak bark, which
is called tanning; and that when it is tanned it is called leather;
and leather is made into shoes to keep the feet warm and dry, and that
we are indebted to the animals for many things that we both eat and
wear, and above all to the great God for every thing that we possess.
I cannot help thinking that if this plan were more generally adopted,
in all schools, we should not have so many persons ascribing
everything to blind chance, when all nature exhibits a God, who
guides, protects, and continually preserves the whole.
We also examine the children concerning that ill-treated animal, the
ass, and contrast it with the beautiful external appearance of the
zebra; taking care to warn the children not to judge of things by
their outward appearance, which the world in general are too apt to
do, but to judge of things by their uses, and of men by their general
character and conduct. After having examined the children concerning
the animals that are most familiar to us, such as the sheep, the cow,
the dog, and others of a similar kind, we proceed to foreign animals,
such as the camel, the elephant, the tiger, the lion, &c. &c. In
describing the use of the camel and the elephant, there is a fine
field to open the understandings of the children, by stating how
useful the camel is in the deserts of Arabia; how much it can carry;
how long it can go without water; and the reason it can go without
water longer than most other animals; how much the elephant can carry;
what use it makes of its trunk, &c. All these things will assist the
thinking powers of children, and enlarge their understandings, if
managed carefully. We also contrast the beautiful appearance of the
tiger with its cruel and blood-thirsty disposition, and endeavour to
shew these men and women in miniature, that it is a dangerous plan
to judge of things by outward appearances, but that there is a
more correct way of judging, which forms a part of the business of
education to explain.
The children are highly delighted with these pictures, and, of their
own accord, require an explanation of the subjects. Nay, they will
even ask questions that will puzzle the teacher to answer; and
although there is in some minds such a natural barrenness, that, like
the sands of Arabia, they are never to be cultivated or improved,
yet I can safely say, that I never knew a child who did not like the
pictures; and as soon as I had done explaining one, it was always,
"Please, sir, may we learn this?" "Please, teacher, may we learn
that?" In short, I find that I am generally tired before the children;
instead of having to apply any magisterial severity, they are
petitioning to learn; and this mode of teaching possesses an advantage
over every other, because it does not interfere with any religious
opinion, there being no body of Christians that I know, or ever heard
of, who would object to the facts recorded in the Bible, being thus
elucidated by pictures. Thus a ground-work may be laid, not only of
natural history, but of sacred history also; for the objects being
before the children's eyes, they can, in some degree, comprehend them,
and store them in their memories. Indeed, there is such attraction in
pictures, that you can scarcely pass a picture-shop in London, without
seeing a number of grown persons around the windows gazing at them.
When pictures were first introduced into the school, the children told
their parents; many of whom came and asked permission to see them; and
although the plates are very common, I observed a degree of attention
and reverence in the parents, scarcely to be expected, and especially
from those who could not read.
It is generally the case, that what we have always with us, becomes so
familiar, that we set little store by it; but on being deprived of it
for a time, we then set a greater value on it: and I have found this
to be the case with the children. If the pictures we make use of in
the schools be exposed all at once, and at all times, then there would
be such a multiplicity of objects before the eyes of the children,
that their attention would not be fixed by any of them; they would
look at them all, at first, with wonder and surprise, but in a short
time the pictures would cease to attract notice, and, consequently,
the children would think no more of them than they would of the paper
that covers the room. To prevent this, and to excite a desire for
information, it is always necessary to keep some behind, and to let
very few objects appear at one time. When the children understand,
in some measure, the subjects before them, these may be replaced by
others, and so on successively, until the whole have been seen.
Some persons have objected to the picture of Christ being represented
in the human form, alleging that it is calculated to make the children
think he was a mere man only, and have thought it better that be
should not be represented at all; the man that undertakes to please
all will soon find out his mistake, and, therefore, be must do the
best he can, and leave the objectors to please themselves; yet it is
a great pity little children should suffer from the ill-grounded
objections of those who cannot do better. On visiting a school, take
notice of the pictures hanging about, if they are dusty, and have not
the appearance of being well-used, be sure that the committee have
never seen a good infant school, or that the teacher has never been
properly trained, and, therefore, does not know how to use them.