PHYSICAL EDUCATION.
_Exercise--Various positions--Exercise blended with
instruction--Arithmetical and geometrical amusements_.
* * * * *
"Would you make infants happy, give them variety, for novelty has
charms that our minds can hardly withstand."
* * * * *
As an Infant School may be regarded in the light of a combination of
the school and nursery, the _art of pleasing_, forms a prominent part
in the system; and as little children are very apt to be fretful, it
becomes expedient to divert as well as teach there. If children of
two years old and under are not diverted, they will naturally cry
for their mothers: and to have ten or twelve children crying in the
school, it is very obvious would put every thing into confusion. But
it is possible to have two hundred, or even three hundred children
assembled together, the eldest not more than six years of age, and yet
not to hear one of them crying for a whole day. Indeed I may appeal to
the numerous and respectable persons who have visited Infant Schools,
for the truth of this assertion; many of whom have declared, in my
hearing, that they could not have conceived it possible that such a
number of little children could be assembled together, and all be so
happy as they had found them, the greater part of them being so very
young. I can assure the reader, that many of the children who have
cried heartily on being sent to school the first day or two, have
cried as much on being kept at home, after they have been in the
school but a very short time: and I am of opinion that when children
are absent, it is generally the fault of the parents. I have had
children come to school without their breakfast, because it has not
been ready; others have come to school without shoes, because they
would not be kept at home while their shoes were mending; and I have
had others come to school half dressed, whose parents have been either
at work or gossipping; and who, when they have returned home, have
thought that their children were lost; but to their great surprise and
joy, when they have applied at the school, they have found them there.
Need any thing more be advanced than these facts, to prove, that it is
not school, or the acquirement of knowledge, that is disagreeable to
children, but the system of injudicious instruction there pursued.
Children are anxious to acquire knowledge, and nothing can be more
congenial to their taste than association with those of their own age;
but we ought not to wonder that little children should dislike to go
to school, when, as in most of the dames' schools, forty or fifty,
or perhaps more, are assembled together in one room, scarcely large
enough for one-third of that number, and are not allowed to speak to,
or scarcely look at each other. In those places, I firmly believe,
many, for the want of proper exercise become cripples, or have their
health much injured, by being kept sitting so many hours; but as
children's health is of the greatest consequence, it becomes necessary
to remedy this evil by letting them have proper exercise, combined as
much as possible, with instruction; to accomplish which many measures
have been tried, but I have found the following to be the most
successful.
The children are desired to sit on their seats, with their feet out
straight, and to shut each hand; and then ordered to count a hundred,
or as many as may be thought proper, lifting up each hand every time
they count one, and bringing each hand down again on their knees
when they count another. The children have given this the name of
blacksmith, and when asked why they called it blacksmith, they
answered, because they hammered their knees with their fists, in the
same way as the blacksmith hammers his irons with a hammer. When they
have arrived at hundred (which they never fail to let you know by
giving an extra shout), they may be ordered to stand up, and bring
into action the joints of the knees and thighs. They are desired to
add up one hundred, two at a time, which they do by lifting up each
foot alternately, all the children counting at one time, saying, two,
four, six, eight, ten, twelve, and so on. By this means, every part of
the body is put in motion; and it likewise has this advantage that by
lifting up each foot every time, they keep good time, a thing very
necessary, as unless this was the case, all must be confusion. They
also add up three at a time, by the same method, thus, three, six,
nine, twelve, fifteen, eighteen, and so on; but care must be taken not
to keep them too long at one thing, or too long in one position, thus
exercising the elbow joints, by pushing them out and drawing them back
as far as possible.
Come here, my dear boy, look at baby's two hands,
And his two little feet upon which baby stands;
Two thumbs and eight fingers together make ten;
Five toes on each foot the same number again.
Two arms and two shoulders, two elbows, two wrists,
Now bind up your knuckles, make two little fists;
Two legs and two ancles, two knees, and two hips.
His fingers and toes have all nails on their tips.
With his hands and his feet he can run, jump, and crawl,
He can dance, walk, or caper, or play with his ball;
Take your hoop or your cart, and have a good race,
And that will soon give you a fine rosy face.
Oh! what would my boy do without his two hands;
And his two little feet upon which baby stands!
They're the gift of kind heaven for you to enjoy,
Then be thankful to heaven, my dear little boy.
Having done a lesson or two this way, they are desired to put their
arms out straight, and to say, one and one are two, two and one are
three, three and one are four, four and one are five, five and one are
six, six and two are eight; and in this way they go on until they are
desired to stop.
It should be observed, that all _graceful_ actions may be adopted. I
am sorry to find, from visits to various schools, that the movements
of the children have degenerated into buffoonery; they have been
allowed to put themselves into the most ridiculous postures, and have
thus raised objections which would not otherwise have been urged. As,
however, the whole Infant System is designed to make the _children
think_, I would urge the _teachers_ to guard against their being
automatons. Let them mark every impropriety with promptitude, and
correct it with judgment.
I have specified these methods not as being the only ones practicable,
or fit to be adopted, but merely, as hints to the judicious teacher,
who will doubtless think of many others, conducive to the same end:
and the more he can diversify them the better. It is the combination
of amusement with instruction, which, in my opinion, renders the
system so successful; and unimportant or improper even as it may
appear to some, is of more real service in the management of young
children, than all the methods of restraint and coercion, which have
been hitherto but too generally pursued.
The children may also learn the pence and multiplication tables, by
forming themselves into circles around a number of young trees, where
such are planted in the play-ground. For the sake of order, each class
should have its own particular tree; that when they are ordered to the
trees, every child may know which tree to go to; as soon as they are
assembled around the trees, they are to join hands and walk round,
every child saying the multiplication table, until they have finished
it; they then let go hands, and put them behind, and for variety's
sake, sing the pence table, the alphabet, hymns, &c. &c.; thus the
children are gradually improved and delighted, for they call it play,
and it is of little consequence what they call it, so long as they are
edified, exercised, and made happy.
This plan is calculated to impress the lessons on their memories, and
is adapted for fine weather, when they can go out to play, as it is
called. But as in wet or snowy weather, they cannot go out of the
school, we then have recourse to the mode previously mentioned.
Besides it is necessary that children should have exercise in winter
as well as in summer, in wet as well as in dry weather; for this
purpose we have several swings in the school-room, made of cord only,
on which the children are allowed to swing, two at a time. The time
that they are permitted to be on the swing, is according to what they
have to repeat. If it is the pence table, they say--
Twenty pence are one and eightpence,
That we can't afford to lose;
Thirty pence are two and sixpence,
That will buy a pair of shoes.
Forty pence are three and fourpence,
That is paid for certain fees;
Fifty pence are four and twopence,
That will buy five pounds of cheese.
Sixty pence will make, five shillings,
Which, we learn is just a crown;
Seventy pence are five and tenpence,
This is known throughout the town.
Eighty pence are six and eightpence,
I'll always try to think of that;
Ninety pence are seven and sixpence,
This will buy a beaver hat.
A hundred pence are eight and fourpence,
Which is taught in th' Infant School;
Eight pence more make just nine shillings,
So we end this pretty rule.[A]
[Footnote A: A covered play-ground is desirable where practicable.]
As soon as the table is thus gone through, the children who are on the
swings get off, and others supply their places, until, probably,
the pence table has been said twenty times; then we go on with the
multiplication table, until the children have repeated as far as six
times six are thirty-six; when the children on the swings get off and
are succeeded by two more on each swing; they then commence the other
part of the table, beginning at six times seven are forty-two, until
they have finished the table. During this time it should be borne
in mind, that all the children are learning, not only those on the
swings, but those who are sitting in the school; and it is surprising
to see with what alacrity the children will dispatch their other
lessons, when it is a wet day, in order to get to the swings. In
addition to the knowledge acquired by this method, it is admirably
calculated to try their courage. Many little boys and girls, who at
first are afraid to get on the swings, will soon swing standing on
one leg, and perform other feats with the greatest dexterity, at once
showing their increased courage and greater activity. We generally
let four or five children come to a swing, and those that can seat
themselves first, are entitled to the first turn, for they are never
lifted on. In the anxiety to get on the swing, some of them will
perhaps get out of temper, especially those who are not disciplined;
but when this is detected they are not allowed to swing that day,
which soon makes them good-natured to each other, and very cautious
not to get into a passion. Thus, in some degree, their bad tempers are
corrected, which is very desirable. It is a current remark, that bad
workmen find fault with the tools; and lazy teachers find fault with
the swings, because they must perpetually watch the children. We are
so tinctured with the old plan of _rivetting_ the children to _seats_,
that I despair of ever seeing the opposite plan become general in my
time. As soon as two children are seated on each swing, to preserve
order, the others retire (generally speaking) in the greatest good
humour to their seats.
Some will, I know, be apt to exclaim, surely this is encouraging and
fostering bad feelings--creating enmity and ill-will amongst the
children; but I say, No, it is teaching them to feel a spirit of
generous emulation, as distinguishable from that of ill-nature or
envy.
Beside the swings, in many schools they have a very useful addition to
the play-ground. I mean the gymnastic pole.
Although it is most proper for the master in the play-ground to relax
altogether the brow of magisterial severity, yet there is no occasion
for him to withdraw the influence of love. He will not prove a check
to the enjoyment of the children, if, entering into the spirit of
their innocent pastimes, he endeavours to heighten their pleasures by
a judicious direction of their sports.
Among other amusements, which his ingenuity may suggest, I would
mention a geometrical amusement, which is very practicable. First, let
a certain number of children stand in a row. Opposite to these let one
or more children be placed as directors to order the change of figure.
A straight line, we will suppose, is the first thing shown by the
position of the children; the next thing to be formed is a _curve_, by
the advancement of each end; then a half-circle,--a circle, by joining
hands in a ring;--two equal parallel lines, by the division of the
number in action; next a square,--triangle, &c. &c. These changes
may either be made at the command of the master, or, as we before
proposed, of one or more children acting as officers to direct these
geometrical movements.
Had it been constantly borne in memory that God is the creator of the
body of a child as well as of its mind; and that the healthy action of
both is requisite for happiness and usefulness, more attention would
have been paid to the due and proper exercise of children than has
hitherto been done. He has implanted an instinctive impulse to
activity in every young child, which displays itself in almost
incessant motion, where there is perfect health, and when there is
opportunity. To restrain this unnecessarily, is therefore to act in
opposition to the laws of nature; and the end must be a certain injury
to the child. To prevent this evil, and to act in obedience to these
laws, the various actions of clapping the hands, folding the arms,
twisting the fists, and various other motions have been introduced.
By these means a spirit of restlessness, which would undoubtedly show
itself under unnecessary restraints, is converted into a motive of
obedience, and thus even a moral influence is produced, by what
would appear a mere childish play. They may all be gone through with
elegance and propriety: and no rude or indelicate action should be
allowed. Many masters are too free in making a show of these exercises
to visitors, who are perhaps amused with them, but this is to divert
them from their proper use. They were only invented to be introduced
at intervals, when the children's attention began to flag, or to give
them that proper exercise which their tender age required. How has
everything connected with the infant system been burlesqued! and thus
sensible persons have been led to despise infant education, which
if rightly understood by them, would be seen to be one of the most
powerful moral engines that can be put into action for the welfare of
our fellow-creatures, especially of the poorer classes.
CHAPTER VIII.
MUSIC.
_Infant ditties--Songs on natural history--Moral lessons in
verse--Influence of music in softening of the feelings--Illustrative
anecdote_.
* * * * *
"Music hath charms"
* * * * *
Music has been found a most important means of _mental_ and _moral_
improvement. Its application took place from my finding a great
difficulty in teaching some children, especially the younger ones, to
sound their letters; and hence I determined to set the alphabet to a
simple tune. I sang it frequently to the children when they were low
or dispirited, and although none attempted the same sounds at first,
I had the satisfaction of observing unusual attention. My next effort
was very injudicious; for I urged on them the imitation of these
sounds before they were actually capable of so doing; and hence, as
more reflection would have shewn, only discordance arose. Having told
them then to listen _only_, as they did at first, I soon discovered
that having learned the tune through the proper organ--the ear, they
were able to imitate it with the voice. We then by the same means
marked the distinction between vowels and consonants with a tune that
was longer and rather more difficult. As the monitor always pointed
out the letters in succession while the children were singing,
attention was excited and secured, and error effectually prevented, as
correct time and tune could not be kept unless every child sung the
right letter.
Success as to the alphabet led to the adoption of music in the
teaching of arithmetic. This was available in two ways, first by
combining with it physical exercise, and then by tasking the faculties
of observation. The former was effected as follows: the children sang,
one is the half of two, two is the half of four, three is the half of
six, &c. &c., and then brought one hand down on the other alternately,
without however making too much noise, so as to interrupt the time;
the latter was accomplished by the arithmeticon, which has already
been explained. A few specimens of the ditties thus used shall now be
given; and several others, both hymns and moral songs are to be found
in the Manual, recently published by myself in conjunction with a
friend.
FOUR SEASONS FOR HUMAN LIFE.
Our days four seasons are at most,
And Infancy's the time of Spring;
Oh! with what trouble, care, and cost,
Must we be taught to pray and sing.
In Summer as our growth proceeds,
Good fruit should hang on every branch;
Our roots be clear'd from evil weeds,
As into knowledge we advance.
Our Autumn is the season, when
Temptations do our minds assail.
Our fruits are proved in manhood; then
Let not sin, death, and hell prevail.
For Winter brings old age and death,
If we've good fruits laid up in store;
Soon as we gasp our latest _breath_,
We land on a _triumphant shore_.
FOUR SEASONS OF THE YEAR.
On March the twenty-first is Spring,
When little birds begin to sing;
Begin to build and hatch their brood,
And carefully provide them food.
Summer's the twenty-first of June,
The cuckoo changes then his tune;
All nature smiles, the fields look gay,
The weather's fair to make the hay.
September, on the twenty-third,
When sportsmen mark at ev'ry bird,
Autumn comes in; the fields are shorn,
The fruits are ripe; so is the corn.
Winter's cold frosts and northern blasts,
The season is we mention last;
The date of which in _truth_ we must
Fix for December--twenty-first.
FIVE SENSES.
All human beings must (with birds and beasts)
To be complete, five senses have at least:
The sense of hearing to the ear's confined;
The eye, we know, for seeing is design'd;
The nose to smell an odour sweet or ill;
The tongue to taste what will the belly fill.
The sense of feeling is in every part
While life gives motion to a beating heart.
THE MASTER'S DAILY ADVICE TO HIS SCHOOL.
If you'd in wisdom's ways proceed,
You intellectual knowledge need.
Let science be your guiding star,
Or from its path you'll wander far.
'Tis science that directs the mind,
The path of happiness to find.
If _goodness_ added is to _truth_,
'Twill bring reward to every youth.
THE GOOD CHILDREN'S MONEY-BOX.
All pence by the generous deposited here,
When holidays come I will equally share.
Among all good children attending this school,
I should wish not to find a dunce or a fool.
Then listen, all you, who a prize hope to gain,
Attend to your books, and you'll not hope in vain.
THE MASTER.
THE COW.
Come, children, listen to me now,
And you shall hear about the cow;
You'll find her useful, live or dead,
Whether she's black, or white, or red.
When milk-maids milk her morn and night,
She gives them milk so fresh and white;
And this, we little children think,
Is very nice for us to drink.
The curdled milk they press and squeeze,
And so they make it into cheese;
The cream they skim and shake in churns,
And then it soon to butter turns.
And when she's dead, her flesh is good,
For _beef_ is our true English food;
But though 'twill make us brave and strong,
To eat too much we know is wrong.
Her skin, with lime and bark together,
The tanner tans, and makes it leather;
And without _that_ what should we do
For soles to every boot or shoe?
The shoemaker cuts it with his knife,
And bound the tops are by his wife,
And then he nails it to the last.
And after sews it tight and fast.
The hair that grows upon her back
Is taken, whether white or black,
And mix'd with mortar, short or long,
Which makes it very firm and strong.
The plast'rer spreads it with a tool,
And this you'll find is just the rule,
And when he's spread it tight and fast,
I'm sure it many years will last.
And last of all, if cut with care,
Her horns make combs to comb our hair;
And so we learn--thanks to our teachers,
That cows are good and useful creatures.
THE SHEEP.
Hark now to me, and silence keep,
And we will talk about the sheep;
For sheep are harmless, and we know
That on their backs the wool does grow.
The sheep are taken once a year,
And plunged in water clean and clear;
And there they swim, but never bite,
While men do wash them clean and white.
And then they take them, fat or lean,
Clip off the wool, both short and clean,
And this is call'd, we understand,
Shearing the sheep, throughout the land.
And then they take the wool so white,
And pack it up in bags quite tight;
And then they take those bags so full,
And sell to men that deal in wool.
The wool is wash'd and comb'd with hand,
Then it is spun with wheel and band;
And then with shuttle very soon,
Wove into cloth within the loom.
The cloth is first sent to be dyed;
Then it is wash'd, and press'd and dried;
The tailor then cuts out with care
The clothes that men and boys do wear.
THE HORSE.
Come, children, let us now discourse
About the pretty noble horse;
And then you soon will plainly see
How very useful he must be.
He draws the coach so fine and smart,
And likewise drags the loaded cart,
Along the road or up the hill,
Though then his task is harder still.
Upon his back men ride with ease,
He carries them just where they please;
And though it should be many a mile,
He gets there in a little while.
With saddle on his back they sit,
And manage him with reins and bit,
The whip and spur they use also,
When they would have him faster go.
And be the weather cold or hot,
As they may wish he'll walk or trot;
Or if to make more haste they need,
Will gallop with the greatest speed.
When dead his shining skin they use,
As leather for our boots and shoes;
Alive or dead, then, thus we see
How useful still the horse must be.
THE DOG.
The cow, the sheep, the horse, have long,
Been made the subject of our song;
But there are many creatures yet,
Whose merits we must not forget.
And first the dog, so good to guard
His master's cottage, house, or yard,--
Dishonest men away to keep,
And guard us safely while we sleep.
For if at midnight, still and dark,
Strange steps he hears, with angry bark,
He bids his master wake and see,
If thieves or honest folks they be.
At home, abroad, obedient still,
His only guide his master's will;
Before his steps, or by his side,
He runs or walks with joy and pride.
He runs to fetch the stick or ball,
Returns obedient to the call;
Content and pleased if he but gains
A single pat for all his pains.
But whilst his merits thus we praise,
Pleased with his character and ways,
This let us learn, as well we may,
To love our teachers and obey.
MORAL LESSON.[A]
[Footnote A: The following tale, though not adapted for the younger
children of an Infant School, and too long to be committed to memory
by the elder ones, might be read to such by the master, and would
serve as an admirable theme for conversation. It is likewise well
adapted as a tale for family circles.]
THE TWO HALVES.
"What nice plum-cakes," said JAMES to JOHN,
"Our mother sends! Is your's all gone?"
"It is," JOHN answered; "is not thine?"
"No, JOHN, I've saved one half of mine;
"It was so large, as well as nice,
I thought that it should serve for twice,
Had I eat all to-day, to-morrow
I might have mourn'd such haste in sorrow;
So half my cake I wisely took,
And, seated in my favourite nook,
Enjoyed alone, the _double pleasure_,
Of present and of future treasure."
"I, too," said JOHN, "made up my mind
This morning, when our mother kind
Sent down the cakes so nice and sweet,
That I but half to-day would eat,
And half I ate; the other half--"
JAMES stopp'd his brother with a laugh;
"I know what you're about to say,--
The other half you gave away.
Now, brother, pray explain to me,
The charms which you in _giving_ see.
Shew me how _feasting_ foes or friends
Can for your _fasting_ make amends."
"A poor old man," said JOHN, "came by,
Whose looks implored for charity.
His eyes, bedimm'd with starting tears,
His body bowed by length of years,
His feeble limbs, his hoary hairs,
Were to my heart as silent prayers.
I saw, too, he was hungry, though
His lips had not informed me so.
To this poor creature, JAMES, I gave
The half which I had meant to save.
The lingering tears, with sudden start,
Ran down the furrows of his cheek,
I knew he thank'd me in his heart,
Although he strove in vain to speak.
The joy that from such acts we gain
I'll try for your sake to explain.
First, God is pleased, who, as you know,
Marks every action that we do;
That God 'from whom all blessings flow,'
So many JAMES to me and you.
_Our mother_, next, had she but seen
Her gifts of kindness so employ'd,
Would _she_ not JAMES, well pleased have been;
And all my feelings then enjoy'd?
_The poor old man_, was _he_ not pleased?
Must not his load of sorrow be,
Though but for one short moment, eased,
To think, 'Then some one feels for me.'
But still you ask, of all this pleasure,
How much will to _the giver_ fall?
The whole, rich, undiminish'd treasure,--
_He_ feels, _he_ shares the joy of _all_.
We eat the cake, and it is gone;
What have we left to think upon?
Who's pleased by what we then have done?
How many pray, JAMES, more than one?
The joys by sympathy supplied
Are many, great, and dignified.
But do not on my word rely,
Whilst you, dear JAMES, the fact may try;
And if you do not find it true,
I'll next time eat _both halves_ with you!"
* * * * *
It is desirable that the master should add instrumental to vocal
music. He should be able to play on the violin, flute, or clarionet,
but, as he must speak much, the former is to be preferred. Such is the
influence of the weather, that children are almost always dull on dull
days, and then a little music is of great advantage. On wet days, when
they cannot go into the play-ground, it assists them in keeping the
step when they march, it cheers and animates their spirits, and, in
some measure, compensates for their privations. It will also aid
various evolutions.
Music may be employed, moreover, to soften the feelings, curb the
passions, and improve the temper, and it is strange that it should not
have been employed till the operation of the Infant System, to which
it is absolutely indispensable. When, for instance, after a trial by
jury, as explained in a former page, the children have been disposed
to harshness and severity, a soft and plaintive melody has produced
a different decision. To recite one case; when I was organizing the
Dry-gate School in Glasgow[A], a little girl in the gallery had lost
of her ear-rings (which, by the way, like beads, is a very improper
appendage, and ought by all means to be discouraged), and on
discovering the fact, commenced a most piteous lamentation. I made
inquiry for it immediately, while the children were seated in the
gallery, but in vain; and I subsequently found it in the hands of a
little girl at the bottom, who was attentively examining it, and who
gave it me the moment it was demanded. On asking the children what was
to be done in this case, they said she should have a pat of the hand.
I then showed, that had she intended to steal it, she would have
secreted it, which she did not, and that her attention was so absorbed
by it, that she had not heard my inquiry; but one little boy was not
satisfied; he said, "She kenned right weel it was nae her ain;" but
after singing a simple and touching air, I was pleased to find his
opinion changed. "Perhaps, sir," he said, "ye may as weel forgie her
this ance, as she is but a wee thing."
[Footnote A: This school has since become a very important Normal
school, from which many others have emanated, the head master
being the one I originally instructed: Mr. Stowe, also, one of the
directors, has applied the principles of the Infant School System to
the instruction of older children, which is called Stowe's Training
System; being applied to juveniles, with great success. I know of no
school, except the Dublin Normal Schools, equal to those, and of no
masters superior to those I have seen who have been taught there.]
The music chosen for children should be easy and simple, fluent and
varied. Hymn tunes should be of a rather lively character, as the more
dull and sombrous are not well adapted to the infant ear. Airs for
the tables or exercising songs are required to be very cheerful and
inspiring, and then they tend to excite pleasure and liveliness, which
should often be aimed at in an infant school.
As children take much interest in singing, and readily learn verses by
heart, so as to sing them, although not properly instructed in their
meaning or rightly understanding them, singing has been considered by
many persons the "soul of the system." This is a grievous error as
regards the intellectual advancement of the children, and still worse
as regards their health and that of the teacher. I have at times
entered schools as a visitor when the mistress has immediately made
the children show off by singing in succession a dozen pieces, as if
they were a musical box. Thus to sing without bounds is a very likely
way to bring the mistress to an early grave, and injure the lungs of
the dear little children. Use as not abusing is the proper rule,
tar all the new modes of teaching and amusing children that I have
introduced; but it has often appeared to me that abuse it as much as
possible was the rule acted upon. Call upon the first singers of the
day to sing in this manner, and where would they soon be?
CHAPTER XIX.
GRAMMAR.
_Method of instruction--Grammatical rhymes_.
* * * * *
"A few months ago, Mr. ---- gave his little daughter, H----, a child
of five years old, her first lesson in English Grammar; but no
alarming book of grammar was produced on the occasion, nor did the
father put on an unpropitious gravity of countenance. He explained
to the smiling child the nature of a verb, a pronoun, and a
substantive."--_Edgeworth_.
* * * * *
It has been well observed, "that grammar is the first thing taught,
and the last learnt." Now, though it is not my purpose to pretend that
I can so far simplify grammar, as to make all its rules comprehensible
to children so young as those found in infant schools, I do think
that enough may be imparted to them to render the matter more
comprehensible, than it is usually found to be in after years.
The great mystery of grammar results, in my opinion, from not making
the children acquainted with the things of which the words used are
the signs, and moreover, from the use of a number of hard words,
which the children repeat without understanding. For instance, in the
classification of words, or the parts of speech, as they are called,
_nouns, substantives_, and _adjectives_, convey, as terms, no idea to
the minds of children; and, in spite of the definitions by which their
import is explained, remain to them as unintelligible as the language
of magical incantation. That the children can easily comprehend the
difference between words which express the names of things, and
those which express their qualities, and between words which express
actions, and those which express the nature of those actions, is
undeniable; and this is just what should be taught in an infant
school. In the first place, let the children be accustomed to repeat
the names of things, not of any certain number of things set down on a
lesson card, or in a book, but of any thing, and every thing, in the
school-room, play-ground, &c.: next let them be exercised in telling
something relating to those things--_their qualities_; as for
instance, the school-room is _large, clean_, &c.,--the children
are _quiet, good, attentive_, &c.--the pictures are _pretty_: the
play-ground is _pleasant_, &c. Having accustomed the children, in this
manner, first to give you the _names_ of things, and then to observe
and repeat something respecting them--you have gained two ends; you
have, first, taught the children to be observant and discriminative;
and, secondly, you have taught them to distinguish two distinct
classes of words, or _names_ and _qualities_; and you may now, if
you please, give them terms by which to distinguish these respective
classes, viz. _substantives_ and _adjectives_. They will no longer be
mysterious words, "signifying nothing," but recognized signs, by which
the children will understand and express definite ideas. The next
thing you have to teach them is, the distinction betwixt singular and
plural, and, if you think proper, masculine and feminine; but before
you talk to the children about _plural number_ and _masculine gender_,
&c., let them be made acquainted with the realities of which these
hard-sounding words are the signs.
Having made the classification of words clear and comprehensible, you
next proceed to the second grand class of words, the verbs, and their
adjuncts, the _adverbs_. With these you will proceed as with the
former; let action be distinguished by words;--the children _walk,
play, read, eat, run_; master _laughs, frowns, speaks, sings_; and
so on; letting the children find their own examples; then comes the
demand from the master for words expressing the manner of action. How
do the children _walk?--slowly, quickly, orderly_. How do they _read,
eat run!_ How does the master _laugh, speak, sing?_ The children now
find you ADVERBS, and it will be quite time enough to give them terms
for the classification they thus intuitively make, when they have a
clear idea of what they are doing. When this end is attained, your
children have some ideas of grammar, and those clear ones. There is no
occasion to stop here. Proceed, but slowly, and in the same method.
The tenses of the verbs, and the subdivision into active, passive, and
neuter, will require the greatest care and attention which the
teacher can use, to simplify them sufficiently for the children's
comprehension; as it will likewise enable them to understand the
nature and office of the other classes of words. As, however, it is
not my intention to write a grammar here, but merely to throw out a
few hints on the subject, I shall leave the further development of
the plan to the ingenuity of those who may think fit to adopt its
principles, as above laid down.
English Grammar doth us teach,
That it hath nine parts of speech;--
Article, adjective, and noun,
Verb, conjunction, and pronoun,
With preposition, and adverb,
And interjection, as I've heard.
The letters are just twenty-six,
These form all words when rightly mix'd.
The vowels are a, e, o, i,
With u, and sometimes w and y.
Without the little vowels' aid,
No word or syllable is made;
But consonants the rest we call,
And so of these we've mention'd all.
Three little words we often see,
Are articles,--_a, an_, and _the_.
A noun's the name of any thing--
As _school_, or _garden, hoop,_ or _swing_.
Adjectives tell the kind of noun--
As _great, small, pretty, white,_ or _brown_.
Instead of nouns the pronouns stand,
John's head, _his_ face, _my_ arm, _your_ hand.
Verbs tell of something being done--
To _read, write, count, sing, jump_, or _run_.
How things are done the adverbs tell--
As _slowly, quickly, ill_, or _well_.
Conjunctions join the nouns together--
As men _and_ children, wind _or_ weather.
A preposition stands before
A noun, as _in_ or _through_ a door.
The interjection shows surprise--
As, _oh!_ how pretty, _ah!_ how wise.
The whole are called nine parts of speech,
Which, reading, writing, speaking teach.
THE ARTICLES.
Three little words we hear and see
In frequent use, _a, an_, and _the_;
These words so useful, though so small,
Are those which articles we call.
The first two, _a_ and _an_, we use
When speaking of one thing alone;
For instance, we might wish to say
An _oak_, a _man_, a _dog_, a _bone_.
_The_ speaks of either one or more,--
The cow, the cows, the pig, the pigs,
The plum, the plums (you like a score),
The pear, the pears, the fig, the figs.
An oak, a man; means _any_ oak,
Or _any_ man of all mankind;
A dog, a bone, means _any_ dog,
Or _any_ bone a dog may find.
This article we only use
Whenever it may be our wish
To speak of some determined thing,
As thus;--_the_ bird, _the_ ox, _the_ fish.
By which we mean not _any_ bird,
That flying in the air may be,
Or _any_ ox amongst the herd,
Or _any_ fish in stream or sea.
But some one certain bird or ox,
Or fish (let it be which it may)
Of which we're speaking, or of which
We something mean to write or say.
Remember these things when you see
The little words, a, an, and the.
These words so useful, though so small
Are those which articles we call.
Nothing can be more absurd than to compel young children to commit
to memory mere abstract rules expressed in difficult and technical
language. Such requires a painful effort of the mind, and one
calculated to give a disgust against learning. _Grammar was formed on
language and not language by grammar_, and from this it necessarily
follows, that children should acquire a considerable store of words
from a knowledge of reading and of things, before their minds are
taxed by abstract rules. To be thoroughly understood they require
words to be compared with words, and one word to be compared with
another; and how can this be done without the memory being amply
supplied with them previously. Such simple instruction as this chapter
directs may easily be given; but to attempt much more would be like
endeavouring to build an elegant and ornamental structure before you
had collected materials to build with.
CHAPTER XX.
THE ELLIPTICAL PLAN OF TEACHING.
_Method Explained--Its success_.
* * * * *
"He tried each art."--_Goldsmith_.
* * * * *
All persons acquainted with children are aware of the torpor of some
minds, and of the occasional apathy of others, and to this it is
necessary to provide some counteraction. This is done effectually by
what is called the elliptical plan, according to which, words are
omitted in a narrative or poem repeated by the teacher, for the
purpose of being supplied by the children.
These exercises are very agreeable to the children, and by them some
features of the mental character become conspicuous. Children are
usually sensible of their need of instruction, but if they can make
it appear that any of their statements are original, their delight is
especially manifest. There seems, too, a dislike at first, to take any
trouble to arrive at the truth; careless children will therefore guess
several times; but an observant teacher will at once perceive that
there is no effort of the understanding, point it out to the child,
and thus prevent its recurrence.
Dr. Gilchrist observes, in a letter sent to me, "You have now the
whole method before you, and I shall boldly stake all my hard-earned
fame, as a practical orientalist, on the salutary consequences that
will spring from the adoption of short elliptical tales at your
interesting institution."
My usual practice with respect to the elliptical method of teaching,
is, to deliver some appropriate, simple, extemporaneous tale, leaving
out but few words at first, and those such as must obviously strike
the children; as they get used to the plan, I make the omissions more
frequent, and of words less obvious. The following specimens will
render the whole plain to the understandings of my readers.
A gardener's youngest[a] ---- was walking among the
fruit[b] ---- of his father's[c] ----, he saw a little[d]
---- fly up and sit on one of the[e]---- of the trees;
the[f] ---- lifted a stone, and was going to[g]---- it at
the poor[h]---- which seemed to[i]---- most sweetly
thus:
My[k] ---- is[l] ---- of moss and hair,
The[m] ---- are[n]---- and sheltered there;
When[o]---- soon shall my young[p] ---- fly
Far from the[q]---- school[r]---- eye."
The[s]---- eldest[t]---- who understood the[u]----
of birds came up at that moment, and[v]----
out, throw down the[w] ----, you hard-hearted[x] ----
and don't[y] ---- the innocent[z] ---- in the middle of his
song; are you not[aa]---- with his swelling red-breast,
his beautiful sharp eye, and above all with the[bb] ---- of
his notes, and the familiar[cc] ---- he assumes, even in
the[dd] ---- of a[ee]---- like you? Ask your youngest[ff]
---- here if she remembers the[gg]---- which her good[hh]
---- read to her yesterday of a very[ii]---- boy, who
was very[kk]---- to a harmless green[ll] ---- which
he caught[mm] ---- for hunger, among the[nn]---- in the[oo]
---- of winter.
[Footnote a: Son]
[Footnote b: trees]
[Footnote c: garden]
[Footnote d: bird]
[Footnote e: branches]
[Footnote f: boy]
[Footnote g: throw]
[Footnote h: bird]
[Footnote i: sing]
[Footnote k: nest]
[Footnote l: built]
[Footnote m: eggs]
[Footnote n: laid]
[Footnote o: hatched]
[Footnote p: ones]
[Footnote q: roaming]
[Footnote r: boy's]
[Footnote s: gardener's]
[Footnote t: son]
[Footnote u: notes]
[Footnote v: called]
[Footnote w: stone]
[Footnote x: rogue or boy]
[Footnote y: disturb or hurt]
[Footnote z: bird]
[Footnote aa: pleased or delighted]
[Footnote bb: sweetness or melody]
[Footnote cc: air]
[Footnote dd: presence]
[Footnote ee: naughty boy]
[Footnote ff: sister]
[Footnote gg: story]
[Footnote hh: mother, aunt &c.]
[Footnote ii: naughty or good]
[Footnote kk: cruel or kind]
[Footnote ll: finch or linnet]
[Footnote mm: perishing or dying]
[Footnote nn: snow]
[Footnote oo: depth or middle.]
The following little verses upon the same principle have been found
to answer extremely well, by putting one child in the rostrum, and
desiring him purposely to leave out those words that are marked, the
other children will fill them up as he goes.
I must pray
Both ---- and day.
Before ---- eat
I must entreat,
That ---- would bless
To me ---- meat.
I must not play
On God's own day,
But I must hear
His word with fear.
It is a sin
To steal a pin
Much more to steal
A greater thing.
I must work,
And I must pray,
That God will feed
Me day by day.
All honest labour,
God will bless;
Let me not live
In idleness.
I will not be
Or rude or wild,
I must not be
A naughty child.
I will not speak
Of others ill,
But ever bear
To all good-will.
I'd rather die
Than tell a lie,
Lest I be lost
Eternally.
I'll ---- my bread
From ---- to door,
Rather ---- steal
My neighbour's store.
I must not kill
A little fly;
It is an act
Of cruelty.
I must not lie,
I must not feign,
I must not take
God's name in vain.
Nor may my tongue
Say what is wrong;
I will not sin
A world to win,
In my Bible
I am to read,
And trust in God
In all my need.
For Christ alone
My soul can save,
And raise my body
From the grave.
Oh! blessed Saviour,
Take my heart
And let not me
From thee depart.
Lord, grant that I
In faith may die,
And live with thee
Above the sky.
CREATION.
God made the ---- that looks so blue,
God made the ---- so green,
God made the ---- that smell so sweet,
In ---- colours seen.
God made the ---- that shines so bright,
And gladdens all I see;
It comes to give us ---- and light,
How ---- should we be!
God made the ---- bird to fly,
How ---- has she sung;
And though she ---- so very high,
She won't ---- her young.
God made the ---- to give nice milk,
The horse for ---- to use;
I'll treat them ---- for his sake,
Nor dare his gifts abuse.
God made the ---- for my drink,
God made the ---- to swim,
God made the ---- to bear nice fruit,
Which does my ---- so nicely suit;
O how should I ---- him!
"O Lord, how manifest are thy works; in wisdom hast thou made them
all!"--Psalm civ. 24.
* * * * *
I subjoin, as an exercise for teachers themselves, the following hymn,
as one calculated to induce reflections on the scenes of nature, and
direct the mind to that Being who is the Source of all excellence!
1
Hast ---- beheld ---- glorious
Through all ---- skies his circuit run,
At rising morn, ---- closing day,
And when he beam'd his noontide
2
Say, didst ---- e'er attentive
The evening cloud, ---- morning dew?
Or, after ----, the watery bow
Rise in the ---- a beauteous ----?
3
When darkness had o'erspread the ----
Hast thou e'er seen the ---- arise,
And with a mild and placid ----
Shed lustre o'er the face of night?
4
Hast ---- e'er wander'd o'er the plain,
And view'd the fields and waving ----,
The flowery mead, ---- leafy grove,
Where all ---- harmony ---- love.
5
Hast thou e'er trod the sandy ----
And ---- the restless ---- roar,
When roused by some tremendous ----
It's billows rose ---- dreadful form?
Hast thou beheld the ---- stream
Thro' nights dark gloom, ---- sudden gleam,
While the bellowing thunder's ----
Roll'd rattling ---- the heaven's profound?
7
Hast thou e'er ---- the cutting gale,
The sleeting shower, ---- the biting hail;
Beheld ---- snow o'erspread the
The water bound ---- icy chains?
8
Hast thou the various beings ----
That sport ---- the valley green,
That ---- warble on the spray,
Or wanton in the sunny ----?
9
That shoot along ---- briny deep,
Or ---- ground their dwellings keep;
That thro' the ---- forest range,
Or frightful wilds ---- deserts strange?
10
Hast ---- the wondrous scenes survey'd
That all around thee ---- display'd?
And hast ---- never raised thine
To Him ---- bade these scenes arise?
11
'Twas GOD who form'd the concave ----
And all the glorious orbs ---- high;
---- gave the various beings birth,
That people all the spacious ----.
12
'Tis ---- that bids the tempests
And rolls the ---- thro' ---- skies:
His voice the elements ----
Thro' all the ---- extends His sway.
13
His goodness ---- His creatures share,
But MAN is HIS peculiar ----.
Then, while they all proclaim ---- praise,
Let ---- his ---- the loudest ----.
The elliptical plan has been found to be most successful, and has been
applied with equal success in schools for older children, and also
children of another grade. Messrs. Chambers, I believe, are the only
persons, as far as I know, who have the honesty to acknowledge the
source from whence this plan was taken.
CHAPTER XXI.
REMARKS ON SCHOOLS.
_National schools--British and foreign societies--Sunday
schools--Observations_.
* * * * *
"Is it then fitting that one soul should pine
For want of culture in this favour'd land?
That spirits of capacity divine
Perish, like seeds upon the desert sand?
That needful knowledge, in this age of light,
Should not by birth be every Briton's right?"
_Southey_.
* * * * *
Although it has been the special design of the present work to speak
of the first efforts of _art_ in assisting the proper development of
the mental and moral faculties, I shall take the liberty of indulging
in a few remarks on the methods at present adopted in the more
advanced stages of education, as seen in our National and Sunday
Schools. I need, I am sure, offer no other apology for so doing,
than the fact that it is in these institutions the infant poor
must complete their education; it is in these schools, the budding
faculties must either ripen or perish; and the moral principles become
confirmed or weakened. Certain I am, that it is the wish of all
concerned in these praiseworthy institutions _to do their best_ for
the attainment of this object--the welfare and improvement of the
rising generation of the poor classes; and therefore I the less
reluctantly offer a few thoughts on the subject, which it is my humble
opinion may not be altogether useless.
With regard to National Schools, I must say, there is too much form,
and too little of the spirit of instruction to be found in their
management: the minor faculties are attended to in preference to the
higher ones; it is the memory alone which is called into action; the
understanding is suffered to lie in a state of torpid inactivity.
Their lessons, their plan of using them, and their discipline
altogether, are of that monotonous nature, that the children always
seem to me to be dosing over them. I know it will be pleaded that the
number to be taught at once, renders this defect unavoidable; that it
is impossible to teach a large body of children, in such a way as to
secure the attention and activity of the whole. And it is so far true,
as to its being impossible to detect and reform every idle pupil,
who finds an opportunity of indulging his idleness in the divided
attention of his teacher; but I do think, if it be impossible to cure
the evil, it may be in a great degree prevented. Make your system
interesting, lively, and inspiriting, and your scholars will neither
be able nor willing to slumber over it. Every one knows what an effect
is produced on the physical faculties by a succession of the same
sound; for instance, by the long continued chiming of a single bell;
it induces a drowsiness which we find it impossible to resist, except
by turning our attention to another thing; but let a number of bells
strike out into a merry peal, how quickly we are aroused, how lively
we become, whilst their various _changes_ secure the attention and
interest which their pleasing and spirited tones first excited. And
just so it is with the mind in the matters of education; you must give
a variety of tones, a newness of aspect to your lessons, or you will
never be able to keep up a lively attention in your scholars. For
this purpose I would particularly recommend to the attention of all
concerned, the chapters in this volume on geometry, conversation,
pictures, and likewise that on the elliptical method. By adopting the
plan recommended in these chapters, the children will have something
to do, and to do that something they must be _active_. The first
object of the teacher is to excite a thirst for knowledge; not to pour
unwelcome information into the mind.
It will probably be said, that however well adapted the plan
recommended may be for the infantine scholars for whom it was
designed, yet, it does not follow that it may be equally advantageous
for those of a more advanced age; and if by this it is meant, that the
very same lessons, &c., are not equally applicable in both cases,
I perfectly agree with the truth of the objection; but it is the
_principle_ of education that I recommend, and would affirm to be as
applicable to children of the most advanced age, as to those of the
youngest. And I may further add that unless this is done, these
schools will not be in a proper state to receive our children, so
as to carry on the cultivation of all the faculties, instead of the
memory only. It is not sufficient to store the memory, we must give
employment to the understanding. It is not sufficient to talk to the
children of piety and of goodness; we must present them with a living
example of both, and secure, as far as possible, an imitation of such
example.
As applicable to Sunday Schools, I would particularly recommend the
use of picture lessons on scripture subjects, for the use of the
junior classes, to be used as a sort of text for conversation, suited
to the state of their mental faculties. I am convinced that the
knowledge acquired by this method is likely to make a deeper and more
lasting impression, than that imparted in a less interesting mode.
Nor should the lessons on natural history be neglected, in my humble
opinion, in the system of Sunday School instruction; inasmuch as the
more the children know of the wonders of creation, the greater must be
their reverence of the Almighty Creator; in addition to which it will
enable the teachers to supply variety, a thing so agreeable, and,
indeed, indispensable, in the instruction of children. For these
reasons, I think it could not justly be considered as either a
misemployment or profanation of the Sabbath-day. For the elder
children, moreover, it would be advisable to have occasional class
lectures, simplified for the purpose, on astronomy, natural history,
&c.; and although it might be unadvisable to occupy the hours of the
Sabbath-day with the delivery of them, they might be given, on some
week-day evening, and should be made the medium of reward to good
behaviour; such children as had misbehaved themselves being proscribed
from attending. When thus seen in the light of a privilege, they
would not fail to be interesting to the little auditors, as well as
conducive to good behaviour.
Sunday Schools should not be too large, nor should children remain
in them too long. I have observed some instances, when this has been
neglected, of choices being made, and connections formed, which must
be often very prejudicial.
It is with some degree of reluctance and apprehension, I touch upon
another topic--that of religious doctrine. As schools for gratuitous
instruction have been established by most of the religious sects
extant, it is obvious that some dissimilarity of sentiment on
religions subjects must exist, as imparted in such schools. Let it not
be supposed, that I would cast a censure on any religious body, for
establishing a school devoted to such a blessed purpose. On the
contrary, I rejoice to see, that however various their theories may
be, their opinion of Christian practice, as evinced in such actions,
is the same. But one thing I would say, to each and to all, let a
prominence be given to those fundamental truths of love and goodness
which Christianity inculcates. Let the first sounds of religion which
salute the ears of infancy, be that heavenly proclamation which
astonished and enraptured the ears of the wakeful shepherds, "Peace
on earth and good-will towards men." It was the herald-cry by which
salvation was ushered into the world, and surely no other can be so
proper for introducing it into the minds of children. I must candidly
own, that I have occasionally witnessed a greater desire to teach
particular doctrines, than the simple and beautiful truths which
form the spirit of religion; and it is against this practice I have
presumed to raise a dissentient voice.
The conductors of schools, in connexion with the British and Foreign
School Society, have generally spoken more highly of the Infant
System than others, and this is certainly to be attributed to
more congeniality, since in them the mental powers are more fully
exercised, and there is a greater variety in the instruction given.
The only objection I can discover to them, is one that lies equally
against the National Schools--I mean the opportunities afforded for
monitorial oppression; but this may be obviated in both cases by the
judgment and vigilance of the teachers. It should be added, that
schools of both kinds demand occasional inspection from those
intimately acquainted with the systems avowedly adopted, as they
appear very different in different places. I will only mention further
on this topic, that many schools are too large. No Infant School, I
conceive, should exceed 200, nor should a National or British and
Foreign School exceed 400, when under the care of one master.
One half of these numbers would be much better than the whole, and
tend greatly to the success of the schools; but funds are so difficult
to raise, from the apathy shown by persons in general to the
instruction of the poor, and therefore the schools are so few in
number, that it is absolutely requisite to place as great a number of
children as possible under one master, that expense may be saved. When
will this sad state of things be changed, and the country at large see
that the noblest object it can ever attempt is, to rear up its whole
population to intelligence, virtue, and piety?
In conclusion, I would observe, that as the foregoing remarks have
been kindly made, in such a manner, it is my hope, they will all be
received.
It is most gratifying to me to be able to add, that since the above
remarks were written, great improvements have been made in National
Schools, a large portion of the public attention has been lately drawn
to the subject, and it is almost universally admitted that the present
system is capable of considerable improvement. This must be gratifying
to those persons who have borne the heat and burthen of the day. The
National Society are taking measures to improve their systems, and
also by forming Diocesan Societies to establish Normal schools for the
instruction of teachers on improved principles throughout the country.
I would to God the Church of England had done this long ago; she would
have had fewer enemies, and could now have put on a bolder front.
I trust in God that even now it is not too late, and that
circumstances may transpire to render her efforts in this sacred cause
doubly effective. She has lately made a noble stand in defence of
principle; this will have its proper effect; but she must not stop
there, for the enemy is in the field; and though he is quiet for a
time, the many-headed dragon is not crushed. The utmost vigilance
will be necessary to counteract the wiliness of the serpent; real
improvements in education must be adopted; the books used in her
schools must be revised and improved; a larger amount of knowledge
must be given to the poorer portion of her sons, and then a beneficial
reaction will not be far distant. She has done much, but she has much
more to do. If she does not pre-occupy the ground, there are others
that will. Dependence upon the Divine Will, sound discretion, and
Christian principle, must be her guide; goodness must be her fortress,
and truth her finger post, and then I for one perceive that she will
not fail, for the bulk of her people are still favourable to her, and
will rise up in her defence, when their assistance is required; and
if I mistake not the signs of the times, there will be work for the
thinking portion of the laity soon cut out, work which I fear the
clergy cannot, or will not do, but which, nevertheless, must be done.
God grant that it may be done well, whoever may be the instruments.
CHAPTER XXII.
HINTS ON NURSERY EDUCATION.
_Introduction to botany--First lessons in natural history--First
truths of astronomy--Geographical instruction--Conclusion_.
* * * * *
"'Tis on his mother's bosom the babe learns his first lessons; from
her smile he catches the glow of affection; and by her frown, or
her gentle sighs he persuaded to give up what his ignorance or
selfishness prompt him with pertinacity to retain. Happy where this
sweet, this powerful influence is well directed,--where the mother's
judgment guides her affectionate feelings."--_Taylor_
* * * * *
Many persons, eminent by their charitable acts, and who express
themselves generally desirous of aiding in any plan which may
contribute to the improvement and happiness of the poorer classes,
have, nevertheless, been unwilling to assist in the establishment of
Infant Schools, fearful that the superior method pursued in these
schools should render the children educated therein, much better
informed than the children of the richer classes, who might thus
be supplanted in numerous lucrative and honourable situations in
after-life.
From this circumstance one of the two following conclusions must be
drawn; either that the system of education pursued in the higher
schools is very faulty and imperfect, or that the fears of those
persons are entire groundless.
If the first be true, then it cannot be denied that the consequences
feared by the richer classes must necessarily take place, if, either
from prejudice or apathy, they continue the same faulty and imperfect
method of education, which, by the expression of these fears, they
positively declare is usually pursued in the higher schools; but the
remedy is easy. Let the same good principles of tuition be introduced
into nurseries, and into those schools to which the children of
the rich are sent, and the latter will not fail to maintain their
patrimonial ranks in society. They need then have no fear least the
poorer classes should become too intellectual, but, on the contrary,
they will soon find that their own welfare, security, and happiness
will not only be insured, but will increase in proportion as the
poorer classes gain knowledge; for by the method of instruction
pursued in the _Infant Schools_, the knowledge there acquired is
necessarily accompanied by the practice of industry, sobriety,
honesty, benevolence, and mutual kindness; in fine, by all the moral
and religious virtues.
That the system of instruction recommended in the foregoing pages is
equally applicable to the children of the rich as to those of the
poor, there can be no doubt; and it might be adopted either in schools
established on its principles or in the nursery. It is, indeed,
obvious that it might be carried to a much greater extent, where the
means of so doing would not be wanting. Many things might be taught,
which it is neither advisable nor practicable to teach in the schools
established for the instruction of poor children.
Whilst the elements of number, form, and language, may be taught by
the means and after the manner recommended in the preceding chapters
on the respective subjects, there are other branches of knowledge
which might enter into the scope of nursery instruction with great
advantage to the children.
As an introduction to _botany_, I would make the children acquainted
with the progress of vegetation, _not from words, but from
observation_. I would have three or four garden-pots filled with
mould, introduced into the nursery at a proper season of the year; the
children should be asked, what is in the pots.--"Dirt," or "mould,"
will of course be the reply. They should then be shewn the seeds which
are to be deposited in the mould, and assuming in the eyes of the
children a prophetic character, the mother or governess should inform
them of the process of vegetation, and that about a certain time a
pretty flower will make its appearance in the pots: the seeds should
then be deposited in the mould, and the pots placed in a proper
situation. It would not be improper to let the children themselves sow
the seed; thus convincing them of their power of being useful, and
becoming the instrument of so great a wonder, as the transformation of
a seed into a flower. During the time the seed is lying unperceived
beneath the mould, the children should frequently be sent to look "if
the pretty flower has come up," or questioned as to what they
were told concerning it. At length the green shoot will make its
appearance, just peeping above the mould, to the no small surprise and
gratification of the little observers. They will mark with attentive
eagerness the progress of its growth, the appearance of the bud, and
the gradual development of "the pretty flower," till they are fully
convinced of the wisdom of the parent or teacher who foretold
all which has happened, and made acquainted with the process of
vegetation, not from words, but from observation. Certain it is, that
such a lesson could not be wholly useless. In the first place it might
be made the means of impressing them with ideas of the Almighty
power, highly conducive to piety; secondly, it would beget a habit of
observation; thirdly, it would be likely to produce a love of flowers
and the vegetable world, favourable to their future pursuits in the
science of botany; and, lastly, it would inspire their little breasts
with a love and respect for the parents or teachers who were wise and
kind enough to teach them so many true and wonderful things.
As an efficient and amusing introduction to _natural history_, I would
have every nursery provided with a microscope, by means of which the
minds of the children might be excited to wonder and admiration at the
amazing beauty and perfection of the insect world, and the astonishing
construction of various substances, as seen through this instrument.
So far would this be from begetting habits of cruelty, that it would
be very likely to check them. Many children who would be loath to
torture a large animal, such as a cat, a dog, or a bird, feel no
compunction at ill-using a fly, because it appears to them so
insignificant an animal; but had they once witnessed, by means of a
microscope, the wonderful and perfect conformation of the insect, I am
persuaded they would be less inclined to make the distinction.
Various devices might be made use of to teach the first truths of
_astronomy_. So simple a device as an apple, with a wire run through
its centre, turned round before a candle, might serve to explain the
phenomena of day and night; whilst the orrery, with the accompaniment
of a simple and familiar lecture--(it should be much more so, indeed,
than any I have heard or read)--would make them acquainted with those
stupendous facts which strike us with as astonishment and awe. It
has been well observed by Dr. Young, with respect to the wonders of
astronomy--
"In little things we search out God--in great
He seizes us."
One thing I would here notice--that it should be a constant practice
to remind the children, that in the apple and the orrery, they see
only a resemblance to the earth and the heavenly bodies, that _they_
are vast in size and distance, beyond their comprehension; at the same
time leading them to an actual observation of the heavens by means
of a telescope. This would be a high treat to the children, and
productive of correct notions, which are but too apt to be lost where
we are under the necessity of teaching by signs so infinitely unlike,
in size and nature, as the candle and the apple, and the brass balls
and wires of the orrery, to the earth and the heavenly orbs.
For giving the children their first lessons in _geography_, I would
have a floor-cloth in every nursery, painted like a map, but of course
not filled up so perfectly as maps for adults necessarily are. It
should contain a correct delineation of the position of a certain
space of the globe, we will say, for instance, of England; let the
children then be told to proceed from a certain spot, to go through
certain counties, towns, &c., and to fetch a piece of cloth from
Yorkshire, or a knife from Sheffield, cheese from Cheshire, butter
from Dorset, or lace from Huntingdonshire, &c., &c. The lessons thus
given would be at once amusing and instructive both to the governess
and children. If preferred, these maps might be painted of a less
size, to cover a table. No difficulty would be found to get a set of
such table-covers or floor-cloths painted, if the public would once
encourage the plan.
There are now large skeleton maps published, which have merely the
principal cities, towns, and rivers, &c., marked down, so as not to
present too many objects to confuse the young eye. There are also
picture maps in which the chief productions of a country, both
vegetable and animal, are delineated in their proper places. These
would form a great aid in nursery instruction, and also for an infant
school. Let the great truth be ever borne in mind, that what is seen
by the eye is more quickly understood and more certainly remembered,
than what is merely described or made known in words.
I would also have an oblong tray made to hold water, large enough to
cover a table. In this I would fasten pieces of cork, cut out in the
shape of land, according to the best maps, while other small bits of
cork should represent the mountains and hills on the surface of the
respective islands. By application to the toy-makers, a sufficient
number of animals might be got to stock the respective islands, &c.,
with their appropriate inhabitants; whilst the manufactures, and many
of the natural products of the different places, might be readily
supplied by the ingenuity of the parent or governess. A little boat
should then be provided, and a voyage to a given part undertaken;
various islands might be touched at, and various commodities taken
on board or exchanged, according to the mercantile instructions the
children should receive; whilst brief accounts might at first be
read or given of the climate, productions, and inhabitants of the
respective places, till the little scholar should be able to conduct
the voyage, purchase or exchange commodities, and give an account of
the various countries and their inhabitants, &c., by himself. Certain
I am that more might be acquired, by this toothed, of geographical
knowledge, in one week, than by the old method in a twelvemonth: and
what the children did learn they would always remember. I might extend
these suggestions to the size of a small volume, had I space to do so;
but the limits of the present one forbid; at a future period, should
my active employments permit, I may resume the subject of _nursery
hints_ in an extended and separate form.
There are, indeed, many excellent works already published on the
subject; but as by the suggestions and contributions of many, every
plan is likely to be perfected, no one is justified in withholding any
thing likely to promote the desired object.
A due improvement of these advantages will make the progress of the
higher classes more than commensurate with that of the lower. It is
obvious, that the former have resources which cannot be obtained by
the latter. They have the means, too, of availing themselves of all
improvements in education, of engaging the most intelligent and
efficient instructors, and of frequently changing the scene for
their children, and consequently the objects which come under their
observation. Which, I ask, is the more honourable course,--to object,
as some do, to the education of the infant poor, lest they should
learn too much, or to improve, then, the opportunities they have, by
which they and their children they surpass all others?
A few words ought to be added on discipline at home. It is not
uncommon to hear parents, in all classes of society say, "That child
is too much for me. I cannot manage him at all." We should think him a
most unpatriotic Englishman who should say the French are too strong
for us, we cannot beat them; but very far more absurd and truly
unparental it is to confess that a mere child is master of its
parents. A grown person and an infant, what a contrast! True it is,
that many a child has become very unmanageable, but this may always be
traced to early neglect. If from the earliest infancy the young mind
is trained to little acts of obedience, they will soon become habitual
and pleasant to perform; but if improper indulgence and foolish
kindness be practised towards children, they must, of course, grow
up peevish, fretful, and ill-tempered, obstinate, saucy, and
unmanageable. "Whatsoever a man soweth that shall he reap." Let this
truth be ever engraved upon the minds of all parents. A constant
exercise of parental love in allowing all that is fit and proper, and
a firm and judicious use of parental authority, in strictly refusing
and forbidding all that is unsuitable or wrong, should harmoniously
unite their power in training up the young. Punishments, as a last
resource, ought to be used; but never in a spirit of anger, wrath, or
revenge. If administered calmly and mildly they will have a double
power. Every wilful offence of a child seems to say, "Correct me, but
with judgment." It may be painful to a parent to put on the "graver
countenance of love," but _true parental love_ will always do it. Oh
that all parents in every rank of life saw and acted upon the great
truth, that the noblest object that they can present to themselves,
and the greatest obligation that is laid upon them, is to rear up
their children to intelligence, virtue, and piety; to make them good
rather than great, for if they are the former, they will assuredly be
the latter in its highest and truest sense.[A]
[Footnote A: Should the reader be pleased with this volume, I may
refer to another work of mine just published, entitled "A System for
the Education of the Young."]
* * * * *
Having now finished all that I have to say on Infant Schools, I would,
in conclusion, breathe forth a sincere petition to the throne of
Divine Truth and Goodness, for the prosperity and spread of the
System; in which I am sure I shall be joined by all who have been
convinced of its beneficial effects in promoting the present and
everlasting welfare of human beings.
Mysterious are thy ways, O God; yet who was ever disappointed that
asked of thee in a right spirit? Prosper, then, thy work which
is begun in the world, we beseech thee, O Lord; may thy gracious
providence so encircle and protect the rising generation, that there
may be no more complaining in our streets. Protect them, O Lord, from
the many dangers that surround them, as soon as they draw their breath
in this vale of tears, and put into the hearts of those who have the
means to consider the state of the infant poor, to give them the
assistance they need. Grant that thy blessed example may be followed
by many, for thou didst desire that children should come unto thee,
and not be forbidden, and thou didst take them up in thine arms and
bless them, declaring, that of such is the kingdom of heaven. May thy
creatures, therefore, not be ashamed to notice little children, but
co-operate, hand and heart with each other, and endeavour to teach
them all good. May difference of sentiment and opinion be laid aside
and forgotten; and may all join hand and heart in endeavouring to
rescue the infant race from danger; and so these tender plants may be
nurtured with the dew of thy divine blessing, and be thus made fit
subjects for thy heavenly kingdom, where the wicked cease from
troubling, and the weary are at rest. May thy divine influence descend
abundantly upon all those who have hitherto turned their attention to
infant children; may they feel great pleasure in doing good; may they
receive thy grace and protection abundantly; and when their days of
probation are ended, may they find a place in thy heavenly mansions,
and there glorify thee throughout the boundless ages of eternity.
Amen.[A]
[Footnote A: This prayer written more than thirty years ago. The
reader will see a great portion of the prayer has been answered; the
subject has been mooted in Parliament; the Government have mooted
the question of Education; and even the sovereign has recommended
attention to it in a speech from the throne. This feeling only wants a
right direction given to it, and all will be well.]