[Early Discipline Illustrated. By Samuel Wilderspin. Westley and Davis,
1832.]
This book possesses interest of no common kind. It contains an animated
account of the progress hitherto made in the establishment of infant
schools, and sets forth the advantages to be derived from their still
farther extension.
The picture of infancy made happy by judicious means, is a most soothing
subject for contemplation; made happy too, while being trained to
virtuous habits and intellectual exertion, without having its buoyancy
crushed by severity, or chilled by neglect. Mr. Wilderspin has here
shown that an infant school, under good management, is not a scene of
joyless restraint, but one of cheerful occupation. Here the infant
learns to expand into an intellectual being, and to exercise all the
kindly feelings of our nature. The author appears early to have directed
his attention to the subject of education. He observes, “Every
reflecting mind, perhaps, has some favourite topic of thought; and mine
was directed, at an early period of life, to the instruction of the
young. Naturally fond of children I pitied their state, both as
altogether neglected and improperly treated under existing systems, and
many schemes were revolved for the improvement of their condition. I
observed them in the streets, in the dwellings of their parents, and in
all the ‘dame schools’ to which I could gain access; thus the conviction
increased, that a new order of things was most devoutly to be desired,
and that it was urged on us alike by patriotism, philanthropy, and
piety.”
The systems of Bell and Lancaster, which were then coming into extensive
operation, did not, in the opinion of Mr. Wilderspin, sufficiently
embrace all the good that could be accomplished by education, since
children are not placed in schools of that class until they are _seven_
years old. Towards children under this age his care was therefore
directed. In what measure he has succeeded in his benevolent task, a
reference to his book will sufficiently evince. The mode in which Mr.
Wilderspin has explained his views forcibly seizes upon the attention.
The work before us is written in a playful, amiable spirit; and is
replete with anecdotes, tending more to bring general conviction, than
twenty learned lectures on the subject.
The good to be derived from educating children under seven years old is
by some deemed chimerical, while by others the species of knowledge
acquired is considered worse than useless. The most sceptical cannot, we
think, continue in these opinions after a perusal of the work before us.
To acquire the ability of using the mental faculties is, in itself, a
blessing which cannot be too highly prized; but this should be
completely subordinate to the value of moral culture, and is but an
accessory object of the infant school system. Upon this important point
the author of this book thus distinctly expresses himself:--
“The _permanent_ end and object is _moral_ training, for which it is the
first scholastic system which has made positive provision; indeed, which
could effectually do so, seeing that it is the first attempt to mould
the dispositions at that very tender age, when alone they can be
moulded. But it is a transcendant discovery for the well-being of
society, of which the present infants are to be the future men and
women, that it has been demonstrated not only practicable, but easy to
do so, from two to six years of age; and with 20,000 children it has
already succeeded.”
The opinion of the present Bishop of London, as given in a recent
charge, is thus quoted:--
“No person who has not himself watched them, can form an adequate notion
of what these institutions, when judiciously conducted, may effect in
forming the tempers and habits of young children; in giving them, not so
much actual knowledge as that which, at their age, is more important,
the habit and facility of acquiring it; and in correcting those moral
defects which neglect or injudicious treatment would soon confirm, and
render incurable. The early age at which children are taken out of our
national schools, is an additional reason for commencing a regular and
systematic discipline of their minds and wills, as soon as they are
capable of profiting by it; and that is at the very earliest opening of
the understanding.”
To originate and organize infant schools, on the best plan for imparting
the greatest possible degree of good, appears to be the favourite
occupation of Mr. Wilderspin. He is apparently possessed of a peculiar
talent for attracting the attention of children, which eminently fits
him for the task he has undertaken; while he possesses an energy in the
cause, which no misfortunes can damp, or difficulties vanquish.
His wife, partaking of the same spirit, fell a sacrifice to the
unremitting labour of superintending a school of two hundred children,
without having any other assistance than her daughter, who was then a
child. The narrative of her illness and death, and of the affectionate
grief of her young charge, is told with a simplicity and truth which
cannot fail to reach the heart. All her numerous little pupils seemed to
feel for her as if she were their parent; while this testimony of the
success attendant on the culture of the kindly virtues, speaks more
forcibly in favour of the system than any arguments which could be
brought forward in its support. A short extract from this part of the
volume will, perhaps, afford some idea of its touching interest.
“Aware that her end was approaching, she intimated this to her infant
charge. Their replies discovered their warm affection: ‘We won’t part
with you,’--‘We can’t let you go,’--‘We love you dearly,’--was often
heard. When she told them of her exhaustion from so much talking and
singing, some entreated that she would not work so hard; others promised
to nurse her; and when she was confined to her room, many brought
oranges, and all the little presents they could command. Indeed, in the
whole course of my observation, I never met with ingratitude from
children under six years of age; and how much they may be acted upon by
love, those to whom reference is made amply proved.”
Subsequently Mr. Wilderspin travelled through the United Kingdoms, with
the endeavour of establishing infant schools in every place where there
was a sufficient population to warrant the hope of success. His glowing
account of the advantages to be obtained from early education, and his
persuasive arguments for its adoption, were often met by incredulity, or
treated with ridicule. Undaunted by these obstacles, he determined to
try the effect of practical proof, and to exhibit living witnesses of
the actual benefit which might be obtained. Accordingly, in many places
where arguments proved unavailing, he appealed to the more certain
evidence of the senses. At one time we find him surrounded by groups of
children, whom he was taking in carts from an organized school at some
distance, that their proficiency might be exhibited to an unbelieving
audience. The lively and graphic descriptions given of these scenes are
calculated to amuse every class of readers, but they have much more than
this to recommend them. It is delightful to view human nature under so
pleasing an aspect. Here is no stern teacher governing school automata,
drilled for exhibition, or terrified into industry, but a benevolent
man, surrounded by happy beings, whom he is calling into intelligence
and virtue, and whose minds and hearts he has awaked to every good
impression.
In closing this book it is scarcely possible to resist the conviction,
that infant education, pursued on an extended scale, is a most powerful
instrument for the amelioration of our species. The enthusiasm of the
amiable writer must, we hope, in some measure be reflected on his
readers, and his work may, in consequence, be of extensive utility, in
commanding still more powerfully the attention of the public to the
subject. Much still remains to be done.
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