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.



CHAPTER XVI.

ON TEACHING BY OBJECTS.

Object Boards—Utility of this Method.

* * * * *

"The eyes will greatly aid the ears."

* * * * *

As I have before said that it is our object to teach the children from objects in preference to books, I will mention a method we adopt for the accomplishment of this purpose. It consists of a number of boards, of which, and of their use, the following description will convey an accurate idea.

The boards are about sixteen inches square, and a quarter of an inch thick: wainscot is the best, as it does not warp. These will go into the groove of the lesson post: there should be about twenty articles on each board, or twenty-five, just as it suits the conductors of the school; there should be the same quantity of things on each board, in order that all the children may finish at one time; this will not be the case, if there be more objects on one board than another. I will give an account of a few of our boards, and that must suffice, or I shall exceed the limits I have prescribed to myself.

The first board contains a small piece of gold in its rough state, a piece of gold in its manufactured state, a piece of silver in both states, a piece of copper in both states, a piece of brass in both states, a piece of iron in both states, a piece of steel in both states, a piece of tinfoil, a piece of solder, a screw, a clasp nail, a clout nail, a hob nail, a spike nail, a sparable, and a tack.

These articles are all on one board, and the monitor puts his pointer to each article, and tells his little pupils their names, and encourages them to repeat the names after him. When they finish at one post they go to the next.

The next board may contain a piece of hemp, a piece of rope, a piece of string, a piece of bagging, a piece of sacking, a piece of canvass, a piece of hessian, a piece of Scotch sheeting, a piece of unbleached linen, a piece of bleached linen, a piece of diaper linen, a piece of dyed linen, a piece of flax, a piece of thread, a piece of yarn, a piece of ticking, a piece of raw silk, a piece of twisted silk, a piece of wove silk, figured, a piece of white plain sills, and a piece of dyed silk, a piece of ribbon, a piece of silk cord, a piece of silk velvet, &c.

The next may contain raw cotton, cotton yarn, sewing cotton, unbleached calico, bleached calico, dimity, jean, fustian, velveteen, gause, nankeen, gingham, bed furniture, printed calico, marseilles, flannel, baise, stuff; woollen cloth and wool, worsted, white, black, and mixed.

The next may contain milled board, paste board, Bristol card, brown paper, white paper of various sorts, white sheep skin, yellow sheep, tanned sheep, purple sheep, glazed sheep, red sheep, calf skin, cow hide, goat skin, kid, seal, pig leather, seal skin, wash leather, beaver, &c.

The next may contain about twenty-five of those wood animals which are imported into this country, and are to be had at the foreign toy warehouses; some of them are carved exceedingly well, and appear very like the real animals.

The next may contain mahogany, and the various kinds of wood.

The next may contain prunings of the various fruit trees, all about an inch long, or an inch square.

The next may contain the different small articles of ironmongery, needles, pins, cutlery, small tools, and every other object that can be obtained small enough for the purpose.

The lessons are to be put in the lesson-post the same as the picture lessons; and the articles are either glued, or fastened on the boards with screws or waxed thread.

I would have dried leaves provided, such as an oak leaf, an elm leaf, an ash leaf, &c. &c. The leaves of ever-greens should be kept separate. These will enable a judicious instructor to communicate a great variety of valuable information.

On some things connected with such instruction I find I arrived at the same conclusions as Pestalozzi, though I have never read his works, and for some years after my first efforts, did not know that such a person existed. I mean, however, to give my views on teaching by objects more fully in a work I hope soon to prepare, to be entitled "The Infant Teacher in the Nursery and the School."

The utility of this mode of teaching must be obvious, for if the children meet with any of those terms in a book which they are reading, they understand them immediately, which would not be the case unless they had seen the object. The most intellectual person would not be able to call things by their proper names, much less describe them, unless he had been taught, or heard some other person call them by their right names; and we generally learn more by mixing with society, than ever we could do at school: these sorts of lessons persons can make themselves, and they will last for many years, and help to lay a foundation for things of more importance.

I am convinced the day is not far distant when a museum will be considered necessary to be attached to every first rate school for the instruction of children.

Sight is the most direct inlet for knowledge. Whatever we have seen makes a much stronger impression upon us. Perception is the first power of mind which is brought into action, and the one made use of with most ease and pleasure. For this reason object lessons are indispensable in an infant school, consisting both of real substances and of pictures. The first lesson in Paradise was of this kind, and we ought therefore to draw instruction from it. "And out of the ground the Lord God formed every beast of the field, and every fowl of the air; and brought them to Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name of it."



CHAPTER XVII

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.