,illustration      ,,the ,,infant       
,,system1    ,,for    ,,developing ,,the
 ,,intellectual ,,and ,,moral ,,powers  
,,of ,,all ,,children1    ,,from ,,one  
,,to ,,seven ,,years ,,of ,,age    ,,by 
,,samuel ,,wilderspin1 ,,inventor ,,of  
,,the ,,system ,,of ,,infant ,,training4
      ,whoso shall receive one such     
little child in my name1 receiveth me4  
,matt4 xviii4 #e4    ,take heed that ye 
despise not one of these little ones4   
,matt4  xvii4 #aj4    ,,eighth          
,,edition1 ,,carefully ,,revised4       
#aheb4        ,,preface      ,in again  
presenting this volume to the world1 ,i 
trust ,i feel thankful  to ,god for the 
favour with which the ,infant ,system   
has been received1  and for all the aid 
,i have enjoyed in my course of labour4 
,had the  measures ,i originated for the
 development of the infant mind1 and the
  improvement of the moral character1   
been sanctioned at first1 as many  now  
think they should have been1 their      
progress would1 undoubtedly1  have been 

far greater2 but when ,i consider what  
has been accomplished  under the divine 
benediction1 and amid greater           
difficulties than ever  beset the path  
of an individual similarly occupied1 ,i 
know not how to  express the gratitude  
of which ,i am conscious4 ,it seems     
proper and  even necessary to remark1   
that the system explained in this       
volume1 is  the result of many years of 
labour4 ,thousands of children have been
  attentively observed1 and for the     
necessities that arose in their         
instruction1 provision has been made4   
,others have doubtless reached  some of 
the conclusions at which ,i have        
arrived1 but this is only  another      
instance of the coincidence in judgment 
and effort1 often  discoverable in      
persons far apart1 whose attention has  
been directed  to similiar subjects2 but
 with the exception of the elliptical   
plan1  devised by ,dr4 ,gilchrist1 ,i am
 not aware that ,i owe an idea or       
contrivance to any individual whatever4 

,upwards of twenty-five  thousand       
children have been now under my own     
care1 in various parts of  the ,united  
,kingdom1 whose age has not exceeded six
 years2 myself1 my  daughters1 and my   
agents1 have organized many score of    
schools1 and  thus ,i have had          
opportunities of studying the infant    
mind and heart1  such as none of my     
contemporaries have ever possessed4     
,still ,i am aware ,i have much to      
learn4 ,i am far less satisfied with    
the extent of my knowledge1 and far less
 confident of its perfection  and       
completeness now than ,i was in the     
earlier part of my course4  ,the whole  
energies of my mind1 however1 having    
been thrown upon the  subject1 and the  
whole of my time for the third of a     
century having  been zealously devoted  
to it1 ,i trust the volume will contain 
knowledge of a more plain1 simple1 and  
practical character than is  elsewhere  
to be found3--perhaps it may not be     
presumption to say than  can elsewhere  

be found4 ,should ,i have the pleasure  
to labour for  years to come1 ,i trust  
,i shall have much more to communicate  
on the  subject4    ,two editions of    
this work in its former state have been 
printed in  ,german2 and it has also    
been reprinted in ,america4 ,i have1    
however1  felt it due to the friends of 
education1 to make this volume as       
complete as possible1 and though still  
occasionally engaged in  superintending 
and organizing schools1 ,i have felt it 
necessary to  revise this eighth edition
 very carefully throughout1 and commence
 it  with a new and additional chapter4 
,moor ,cottage1  ,westgate ,common1     
,wakefield1  ,nov4 #aeeb4          ,a   
,,few ,,testimonials ,,to ,,the ,,infant
 ,,system4      ,it is said that we are 
aiming at carrying education too far2   
that we  are drawing it out to an       
extravagant length1 and that1 not       
satisfied  with dispensing education to 
children also have attained what in     
former times was thought a proper age1  

we are now anxious to educate  mere     
infants1 incapable of receiving benefit 
from such instruction4  ,this objection 
may be answered in two ways4 ,in the    
first place1 it  should be observed1    
that the objection comes from those very
 persons  who object to education being 
given to children when they arrive at a 
more advanced period1 on the ground that
 their parents then begin to  find them 
useful in labour1 and consequently      
cannot spare so much of  their time as  
might be requisite3 surely1 that1 the   
education of the  children should       
commence at that time when their labour 
can be of  value to their parents4 ,but 
the other answer1 in my opinion1 is     
still  more decisive3 it is found even  
at the early age of seven or eight1     
that children are not void of those     
propensities1 which are the  forerunners
 of vice1 and ,i can give no better     
illustration of this1  than the fact of 
a child only eight years old1 being     
convicted of a  capital offence at our  

tribunals of justice2 when1 therefore1  
,i find  that at this early period of   
life1 these habits of vice are formed1  
it  seems to me that we ought to begin  
still earlier to store their minds  with
 such tastes1 and to instruct them in   
such a manner as to exclude  the        
admission of those practises that lead  
to such early crime and  depravity4 ,a  
,noble friend has most justly stated1   
that it is not with  the experiences of 
yesterday that we come armed to the     
contest3 it is  not a speculation that  
we are bringing forward to your notice1 
but an  experiment4'--,the ,lord        
,chancellor4    ,in leaving poor        
children to the care of their parents1  
neglect is the  least that happens2 it  
too frequently occurs that they are     
turned over  to delegates1 where they   
meet with the worst treatment2 so that  
we do  not in fact come so much into    
contact with the parents themselves as  
with those delegates1 who are so utterly
 unfit for the office they  undertake4  

,infant ,schools1 however1 have         
completely succeeded1 not  only in the  
negative plan they had in view1 of      
keeping the children  out of vice and   
mischief1 but even to the extent of     
engrafting  in their minds at an early  
age those principles of virtue1 which   
capacitated them for receiving a further
 stage of instruction at a  more        
advanced school1 and finally1 as they   
approached manhood1 to be  ripened into 
the noblest sentiments of probity and   
integrity4--,the  ,marquis of           
,lansdowne4    ,i am a zealous friend1  
upon conviction1 to ,infant ,schools for
 the  children of the poor4 ,no person  
who has not himself watched them1 can   
form an adequate action of what these   
institutions1 when judiciously          
conducted1 may effect in forming the    
tempers and habits of young  children2  
in giving them1 not so much actual      
knowledge1 as that which  at their age  
is more important1 the habit and faculty
 of acquiring it2  and it correcting    

those moral defects which neglect or    
injudicious  treatment would soon       
confirm and render incurable4 ,the early
 age at  which children are taken out of
 our ,national ,schools1 is an          
additional  reason for commencing a     
regular and systematic discipline of    
their  minds and wills1 as soon as they 
are capable of profiting by it2 and     
that is at the very earliest opening of 
the understanding1 and at the  first    
manifestation of a corrupt nature in the
 shape of a childish  petulance and     
waywardness4--,the ,bishop of ,london4  
,the claims of this ,institution were of
 such a nature1 that they  required no  
recommendation but a full statement of  
them4 ,the  foundation of its happy     
results had been pointed out to exist in
 the  principles of policy1 and of      
religion paramount to all policy--a     
religion that appealed to every feeling 
of human nature4 ,he would  recommend   
this charity1 as one less attended with 
perplexity in its  operations or doubt  

as to its utility1 than many1 which1    
though  established with the best       
possible motives1 frequently failed in  
effecting the good proposed2 but in this
 the most acute opponent could  not     
discover any mischief that would arise  
from its success4--,sir  ,james         
,mackintosh4    ,i have always thought  
that that man that would be the greatest
  benefactor to his country who did most
 for the suppression of crime2  this ,i 
am sorry to say1 our legislature have   
neglected in a great  degree1 while they
 have readily employed themselves in    
providing for  its punishment4 ,those   
acquainted with our prisons must know   
that those  found to have sunk deepest  
into vice and crime were persons who had
  never received any education1 moral or
 religious4 ,in the ,refuge for  the    
,destitute1 an exact account was kept1  
and it was found that of the  great mass
 of culprits sent there by the          
magistrates on account of  their youth1 
two-thirds were the children of parents 

who had no  opportunity of educating    
them4 ,by this institution they would at
 once  promote virtue and prevent       
vice4--,dr4 ,lushington4    ,the real   
fact is1 that the character of all      
mankind is formed very  early--much     
earlier than might be supposed3 at the  
age of two or three  years1 dispositions
 were found in children of a description
 the most  objectionable4 ,in these     
schools the principles of mutual        
kindness and  assistance were carried as
 far as could well be conceived1 and it 
was  most delightful to regard the      
conduct of the children towards each    
other4 ,instead of opposition1 they     
displayed mutual good-will1  inculcated 
to the greatest degree1 so as to destroy
 in the minds of  the children that     
selfishness which was the bane of our   
nature4 ,such  effects appeared almost  
to realize the golden age1 for the      
children  appeared always happy1 and    
never so happy as when attending the    
schools4--,w4 ,smith1 ,esq4 ,m4,p4    ,i

 feel1 having witnessed the happy       
effects produced by these schools1  a   
warm zeal in support of such            
institutions4 ,we cannot begin too soon 
to impress religions principles on the  
minds of the young2 it is an  affecting 
consideration1 that while great         
statesmen have been busied  in their    
closets on some fine scheme or          
speculation1 they have  neglected these 
salutary principles which the ,almighty 
has given to  mankind4 ,it is remarkable
 how eagerly the young mind receives the
  histories of the ,bible1 and how well 
they are fitted to work on their        
dispositions2 and when ,i consider the  
miserable state of the poor1 ,i  cannot 
but feel that the rich are in some      
degree1 the authors of it1  in having   
neglected to afford them the means of   
education4--,w4  ,wilberforce1 ,esq4    
,i am much delighted with what ,i have  
seen and heard4 ,i confess ,i           
entertained doubts of the practicability
 of the ,infant ,school ,system1  but   

these doubts have this day been removed4
 ,if in one month so much  can be done1 
what might not be expected from further 
training8 ,i now  doubt no longer1 and  
anticipate from the extension of such   
schools a  vast improvement in the      
morals and religion of the humble       
classes4 ,i  conclude with moving a vote
 of thanks to ,mr4 ,wilderspin4--,lord  
,chief  ,justice ,clerk4    ,sir ,john  
,sinclair1 rose1 and in addressing ,mr4 
,wilderspin1 said1 that  he was         
astonished with the results of five     
weeks training in these  perfect        
infants4 ,he had never seen a greater   
prodigy4 ,he too had had  his           
prejudices--his doubts of the           
possibility of infant education2  but   
these doubts had now vanished1 and for  
ever4 ,the arrangements  for bodily     
exercise1 connected with mental and     
moral improvement1  especially delighted
 him4 ,he was amused as well as         
instructed by the  well-applied         
admixture of diverting expedients to    

keep the children  alive and alert4 ,it 
was 'seria mixta jocis1' but there was  
practical  sense in the seemingly most  
frivolous part of the plan4 ,he trusted 
that the time was not far distant when  
there should be many such  institutions4
 ,he called on all present to join him  
in returning  cordial thanks to ,mr4    
,wilderspin4--,scotsman4    ,the grand  
secret of the improvement found to be   
derived from these  establishments1 is  
their constant tendency to remove evil  
example and  misery from the little     
creatures during almost the whole of    
their  waking hours4 ,consider how a    
child belonging to one of these passes  
his day4 ,as soon as he is up1 the      
indispensable condition1 and the  only  
one of his admission to the school1 that
 of clean face and hands1  is enforced1 
and the mother1 in order to be relieved 
of the care of  him during the1 day1 is 
obliged to have him washed4 ,he then    
leaves the  abode of filth and          
intemperance1 and squalid poverty1 and  

ill-temper1  for a clean1 airy place1   
pleasant in summer1 warm and dry in     
winter2  and where he sees not a face   
that is not lighted up with the smile of
  kindness towards him4 ,his whole day  
is passed in amusing exercises1 or      
interesting instruction2 and he returns 
at evening-tide fatigued and  ready for 
his bed1 so that the scenes passing at  
his comfortless home  make a slight     
impression on his mind or on his        
spirits4--,edinburgh  ,review4          
,,contents4      ,,chapter ,i4          
,,retrospect ,,of ,,my ,,career4        
,days and scenes of childhood--,parental
 care--,power of early                  
impressions--,school                    
experience--,commencements in           
business--,sunday  school teaching and  
its results--,experiment on a large     
scale--,development of means and        
invention of implements--,heavy         
bereavement--,propagation of the system 
of education in the  neighbourhood of   
,london1 and ultimately in most of the  

principal  places in ,england1 ,wales1  
,ireland1 and                           
,scotland--,misapprehension  and        
perversion of the principles of infant  
education--,signs of  advancement--,hope
 for the future      ,,chapter ,,ii4    
,,juvenile ,,delinquency4    ,teachers  
of theft--,children the dupes of the    
profligate--,an effort at               
detection--,afflicting cases of early   
depravity--,progress of a young         
delinquent--,children employed in theft 
by their parents--,ingenuity of         
juvenile thieves--,results of an early  
tuition in crime--,the juvenile  thief  
incorrigible--,facility of disposing of 
stolen property--,a  hardened           
child--,parents robbed by their         
children--,a youthful  suicide--,a      
youthful murderer      ,,chapter ,,iii4 
,,causes ,,of ,,early ,,crime4          
,degraded condition of                  
parents--,dreadful effects of           
drunkenness--,neglect of children       
inevitable and wilful--,the tutorship   

of wicked companions--,tricks of        
pantomines injurious--,mischiefs        
arising from sending children to        
pawnbrokers--,fairs demoralizing--,all  
kinds of begging to be repressed        
,,chapter ,,iv4    ,,remedy ,,for       
,,existing ,,evils4    ,means long in   
operation important--,prisons awfully   
corrupting--,deplorable condition of    
those released from  jail--,education of
 the infant poor--,its beneficial       
results--,cases  of inviolable          
honesty--,appeal of ,mr4 ,serjeant      
,bosanquet--,the  infant school an      
asylum from accident and a prevention of
  various evils--,obstacles in the way  
of married persons obtaining            
employment--,arguments for the plan of  
infant training--,prevalence of  profane
 swearing--,the example often shewn by  
parents--,anecdote in                   
illustration--,parents ill used by their
 young children--,christian-like  wish  
of ,george ,,iii4--,education for poor  
children still objected  to--,folly of  

such objection illustrated--,lectures on
 the subject of  infant training        
,,chapter ,v4    ,,principles ,,of      
,,infant ,,education4    ,moral         
treatment--,importance of               
exercise--,play-ground                  
indispensable--,the education of nature 
and human education should  be          
joined--,mental development--,children  
should think for                        
themselves--,intellectual food adapted  
for children--,a spirit  of enquiry     
should be excited--,gradual development 
of the young  mind--,neglect of moral   
treatment--,inefficacy of maxims learned
  by rote--,influence of love--,the     
play-ground a field of                  
observation--,respect of private        
property inculcated--,force of          
conscience on the                       
alert--,anecdote--,advantages of a      
strict regard for  truth--,the simple   
truths of the ,bible fit for children   
,,chapter ,,vi4    ,,requisites ,,for   
,,an ,,infant ,,school4    ,the master  

and mistress should reside on the       
premises--,interior  arrangements--,a   
school and its furniture--,lesson-posts 
and  lessons--,the younger children     
should not be separated from the        
older--,play-ground                     
arrangements--,rotary swing--,its       
management and  advantages              
,,chapter ,,vii4    ,,qualifications    
,,for ,,teachers4    ,teachers should   
practice what they teach--,necessity of 
patience--,mere  automatons will not do 
for infant teachers--,disadvantage of   
using  excessive restraint--,a master   
and mistress more efficient than two    
mistresses--,objections to the sole     
government of females--,too frequent    
use of the divine names should be       
avoided--,general observations          
,,chapter ,,viii4    ,,hints ,,for      
,,conducting ,,an ,,infant ,,school4    
,classification--,getting the children  
into order--,language--,lessons  on     
objects--,rules to be observed by       
parents--,daily routine of              

instruction--,opening prayer and        
hymn--,object or developing             
lessons--,synopsis of a week's          
instruction--,cleanliness--,never       
frighten  children--,guard against      
forgetfulness--,observe punctuality--,be
  strictly accurate in your             
expressions--,guard against the entrance
 of  disease--,maxims for               
teachers--,resolutions      ,,chapter   
,,ix4    ,,gallery ,,teaching4--,,moral 
,,and ,,religious ,,instruction4        
,original intention of the              
gallery--,what lessons are adapted for  
it--,its misapplication--,selection of  
teachers--,observations--,gallery       
lessons--on a feather--a spider--a piece
 of bog turf--a piece of                
coal--,observations on the preceding    
lessons--,scripture lessons in  the     
gallery--,the finding of ,moses--,christ
 with the doctors--,moral               
training--,its neglect in most          
schools--,should be commenced in        
infancy--,beneficial effects of real    

moral culture--,ignorance of            
teachers--,the gallery most useful in   
moral training--,specimen of a  moral   
lesson--,illustrations of moral         
culture--,anecdotes--,simpson on  moral 
education--,observations--,hints to     
teachers      ,,chapter ,x4    ,,rewards
 ,,and ,,punishments4    ,necessity of  
some punishment--,rewards to            
monitors--,trial by  jury--,illustrative
 case--,necessity of                    
firmness--,anecdotes--,playing  the     
truant--,its evils--,means for          
prevention--,devices for                
punishment--,sympathy encouraged--,evil 
of expelling children--,case of         
,hartley--,difficulty of legislating for
 rewards and punishments--,badges  of   
distinction not necessary      ,,chapter
 ,,xi4    ,,language4    ,means for     
conveying instruction--,method of       
teaching the alphabet  in connection    
with                                    
objects--,spelling--,reading--,developin
g  lessons--,reading lessons in natural 

history--,the arithmeticon--,brass      
letters--,their uses      ,,chapter     
,,xxi4    ,,arithmetic4    ,the         
arithmeticon--,how                      
applied--,numeration--,addition--,subtra
ction                                   
--,multiplication--,division--,fractions
--,arithmetical  tables--,arithmetical  
songs--,observations      ,,chapter     
,,xiii4    ,,form1 ,,position1 ,,and    
,,size4    ,method of                   
instruction--,geometrical               
song--,anecdotes--,size--,long          
measure--,observations      ,,chapter   
,,xiv4    ,,geography4    ,its          
attraction for children--,sacred        
geography--,geographical  song--,lessons
 on geography      ,,chapter ,,xv4      
,,pictures ,,and ,,conversations4       
,pictures--,religious                   
instruction--,specimens of picture      
lessons  on ,scripture and natural      
history--,other means of religious      
instruction--,effects of religious      
instruction--,observations              

,,chapter ,,xvi4    ,,on ,,teaching ,,by
 ,,objects4    ,object boards--,utility 
of this method      ,,chapter ,,xvii4   
,,physical ,,education4                 
,exercise--,various positions--,exercise
 blended with instruction  ,arithmetical
 and geometrical amusements             
,,chapter ,,xviii4    ,,music4          
,infant ditties--,songs on natural      
history--,moral lessons in              
verse--,influence of music in softening 
the feelings--,illustrative  anecdote   
,,chapter ,,xix4    ,,grammar4          
,method of instruction--,grammatical    
rhymes      ,,chapter ,,xx4    ,,the    
,,elliptical ,,plan4    ,method         
,explained--,its success      ,,chapter 
,,xxi4    ,,remarks ,,on ,,schools4     
,national schools--,british and foreign 
societies--,sunday                      
schools--,observations      ,,chapter   
,,xxii4    ,,hints ,,on ,,nursery       
,,education4    ,introduction to        
botany--,first lessons in natural       
history--,first  truths of              

astronomy--,geographical                
instruction--,conclusion          ,,the 
,,infant ,,system4           99       99
       99       99       99             
,,chapter ,i4    ,,retrospect ,,of ,,my 
,,career4      ,days and scenes of      
childhood--,parental care--,power of    
early impressions--,school              
experience--,commencement in            
business--,sunday-school teaching and   
its results--,experiment on a  large    
scale--,development of plans and        
invention of implements--,heavy         
bereavement--,propagation of the system 
of education1 in the  neighborhood of   
,london1 and ultimately in most of the  
principal  places in ,england1 ,wales1  
,ireland1 and                           
,scotland--,misapprehension  and        
perversion of the principles of infant  
education--,signs of  advancement--,hope
 for the future4           99       99  
99       99       99      ,be it a      
weakness1 it deserves some praise1      
,we love the play-place of our early    

days2    ,the scene is                  
touching4--,cowper      ,what profit    
hath a man of all his labour which he   
taketh under    the sun8--,ecclesiastes 
i4 #c4           99       99       99   
99       99      ,how came you to think 
of the ,infant ,school system of        
teaching8--is  a question that ,i have  
often been asked2 and my friends think  
it  advisable that it should1 in part at
 least1 be answered4 ,i proceed         
therefore1 in compliance with their     
wishes1 to give some little of  the     
required information in this place1 as  
perhaps it may throw light  upon1 or    
explain more clearly1 the fundamental   
principles laid down  and advocated     
throughout this volume4 ,in few words1  
then1 ,i would  reply1--circumstances   
forced me to it4 ,born an only child1   
under  peculiar circumstances1 and      
living in an isolated neighbourhood1 ,i 
had  no childish companions from        
infancy2 ,i was1 consequently1 thrown   
much  on my own resources1 and early    

became a thinker1 and in some measure  a
 contriver too4 ,i beheld a beautiful   
world around me1 full of  everything to 
admire and to win attention4 ,as soon as
 ,i could think at  all1 ,i saw that    
there must be a ,maker1 ,governor1 and  
,protector of this  world4 ,such things 
as had life won my admiration1 and thus 
,i became  very fond of animals4        
,flowers and fruits1 stones and         
minerals1 ,i also  soon learned to      
observe and to mark their differences4  
,this led to  enquiries as to how they  
came--where from--who made them8 ,my    
mother  told me they came from ,god1    
that he made them and all things that ,i
  saw2 and also that he made herself and
 me4 ,from that moment ,i never  doubted
 ,his wonderful existence4 ,i could not1
 nor did ,i have1 at that  age1 any     
correct idea of ,god2 but ,i soon       
learned to have elevated  notions of    
,his works1 and through them ,i was led 
to adore something  invisible--something
 ,i was convinced of within1 but could  

not see4 ,my  mother1 to my knowledge1  
never deceived me1 or told me an        
untruth3  therefore1 ,i believed her    
implicitly2 and to this day ,i never    
doubted4  ,so much for the implanting an
 early faith in the ,unseen4 ,but the   
beautiful world and the things in it    
which ,i saw1 and with which ,i  came in
 contact1 ,oh6 how wonderful they       
appeared to me6 ,they were my           
companions6 ,other children were strange
 to me1 and they were not nigh  either  
to help or to thwart me4    ,my mother  
was my oracle during the first six years
 of childhood1  resolving my            
difficulties and answering my questions4
 ,i was  happy--very happy6 and still   
look back to those days with            
indescribable pleasure and satisfaction4
 ,i had no tasks4 ,i was not  pestered  
with ,a4,b4 ,c41 nor ab4 eb4 ib4 ,from  
things my parents  chiefly taught me my 
first lessons1 and they have been as    
durable as  life4 ,for days and weeks   
did ,i study such lessons4 ,my parents  

waited  till ,i asked for information1  
and when it was required it was never   
denied4 ,the world and the wonders in it
 formed as it were a heaven to  me4 ,i  
am told ,i gave but little trouble at   
this age4 ,in the beautiful  fields and 
wild coppices about ,hornsey1 as yet    
unencroached upon by  suburban          
extension2 and by the side of the then  
solitary banks of the  ,new ,river1 ,i  
was always to be found4 ,in cold and wet
 weather ,i had  a stock of similar     
lessons in my home4 ,small live animals 
were my  constant companions2 they      
taught me that love begets love4 ,i did 
love  and delight in them1 and when they
 died ,i mourned their loss4 ,every  day
 brought me new information1 which my   
parents perfected4 ,at length  the      
alphabet was mastered1 and afterwards   
spelling1 reading1 and  so forth4 ,my   
mind being thus previously filled with  
ideas1 the  acquirement of words and    
abstract terms became less irksome1 and 
,i  cannot remember that thus far it    

cost me any trouble1 much less pain4    
,information of every kind fit for      
childhood then really gave me  pleasure4
 ,no doubt ,i am greatly indebted to my 
parents for their  judicious management4
 ,my father always in the evening1 took 
great  pains to explain things to me2 he
 nurtured but never crammed2 he knew    
when to teach and when to let alone4    
,unfortunately1 through very  peculiar  
circumstances1 ,i was removed from the  
immediate care and  superintendence of  
both parents rather early in life2 and1 
at an age  the most dangerous1 was left 
to grapple nearly alone with the wide   
world and the beings in it1 with little 
of either parental guidance4  ,it was   
then ,i saw the immense importance and  
advantage of early  impressions4 ,to me 
they were of incalculable benefit1 and  
no doubt  led1 when ,i became a man1 to 
the thoughts which ended in the         
development and practical working of the
 ,infant ,system and method of          
education4    ,schools for infants then 

existed1 but what were they8 ,simply    
dame-schools1 with the hornbook for boys
 and girls1 and perhaps a  little sewing
 for the latter4 ,their sign            
was--,children taught to read  and work 
here1 and their furniture the cap and   
bells1 the rod in  pickle1 and a corner 
for dunces4 ,the finishing stroke was   
seen in the  parlour of the inn1 or the 
farm-house1 in the shape of needlework  
as a  samplar2--,lydia ,languish1 her   
work1 done at ---- school1 in the year  
of our ,lord1 #ahji4 ,such were the     
schools in country places then in       
existence1 the little ones doing        
nothing4 ,in after-life1 ,i thought  a  
remedy was required and might be found1 
and therefore set about  working it out4
 ,how it was done shall be hereafter    
explained4    ,i knew my own infant     
state had been a happy one1 and ,i      
wondered to see  children crying to go  
to school1 when learning had been such a
 delight  to me4 ,but ,i soon ceased to 
wonder when ,i was sent there myself4   

,at my  first school ,i can truly say ,i
 learnt nothing1 except it be that ,i   
had  especially the sense of feeling4 ,i
 often had raps with the cane on the    
head1 across the shoulders1 and on the  
hand1 and ,i found it was mainly  for   
not learning what the teacher had       
forgotten to teach me4 ,the  terms used 
were master and mistress1 and they were 
tolerably  appropriate as far as ,i was 
concerned1 for to me both became objects
  of terror1 so much so1 that for the   
first time in my life1 ,i really        
fretted when the hour of teaching came4 
,my parents were not long in  perceiving
 this although ,i did not complain4     
,they told me it was for  my good that  
,i should go to school1 and ,i          
thoroughly believed them4  ,yet ,i could
 not understand why it should be        
associated with so much  dislike and    
pain on my part1 when my first          
school1--the beautiful  world of nature1
 had been so lovely1 and my first       
teachers had always  increased the      

delight by removing my difficulties1 and
 this so much  so that ,i now longed for
 evening to come to have fresh light and
  instruction given4 ,my father now     
decided that ,i should not go to        
school1 and he became my teacher as     
before1 the world being my great  book4 
,i was delighted with ,robinson ,crusoe1
 and this work became my  companion1 and
 to which was added the ,pilgrim's      
,progress4 ,after these1  my great      
favourite was ,buffon's ,natural        
,history4 ,i used to go alone1  taking a
 volume at a time1 to read amidst the   
pleasant country around1  but most      
frequently in the quiet nooks and       
retreats of ,hornsey ,wood4  ,it seems1 
however1 that ,i was always watched and 
superintended by my  mother during these
 readings and rural rambles1 for        
whenever danger  was near she generally 
appeared1 but seldom otherwise1 so that 
,i had  perfect freedom in these        
matters4 ,i have every reason to believe
 that  the first seven years of my life 

laid the basis of all ,i know that is   
worth knowing1 and led to the formation 
of my character and future  career in   
life4 ,of my schooling afterwards it is 
unnecessary to say  much1 as it was the 
usual routine such as others had1 but it
 never  satisfied me1 and ,i even then  
saw errors throughout the whole1 and    
this strengthened my first impressions1 
and tended to mature the  after-thought 
in me1 that something wanted doing and  
must be done4  ,it is not my intention  
in this introductory chapter to write an
  auto-biography2 but my object is      
simply to show1 how one impression      
followed another in my case1 and what   
led to it2 to point out briefly  the    
various plans and inventions ,i had     
recourse to in carrying out my  views   
and intentions2 and1 finally1 to allude 
to their propagation  through the       
country personally by myself1 on purpose
 to show1 in  conclusion1 that although 
infant education has been extensively   
adopted1 and many of its principles1    

being based on nature1 have been        
applied with great success to older     
children1 yet especially in the  case of
 infants1 that strict adherence to      
nature and simplicity which  is so      
fundamental and so requisite1 has been  
often overlooked1 and in  some cases    
totally discarded4    ,it will1 ,i      
trust1 appear from what has been already
 said1 that even  from early childhood  
,i both saw and felt that there was a   
period in  human life1 and that the most
 important period1 as experience has    
proved to my full satisfaction1 not     
legislated for1 that is1 not duly       
provided with suitable and appropriate  
methods of education4 ,to see  this was 
one thing1 to provide a remedy for it   
and to invent plans  for carrying out   
that remedy1 was another4 ,the systems  
of ,bell and of  ,lancaster were then   
commencing operations1 but were quite   
unsuitable  for children under seven    
years of age at least1 and therefore    
took  little or no cognizance of that   

early period1 which ,i had been         
inwardly convinced was of such eminent  
importance4 ,i was destined for         
business1 and served the usual          
apprenticeship to become qualified for  
it1 and also continued in it for a short
 period on my own account4  ,even at    
this time the thought ever haunted me as
 to what should be  done for young      
children4 ,at length the germ was       
developed at one of  the ,sunday        
,schools1 which were then rising into   
general notice4 ,for  years ,i attended 
one of these in ,london1 and here       
circumstances again  befriended me1     
regarding the matter so frequently in my
 thoughts4 ,the  teachers mostly        
preferred having a class to superintend 
that knew  something1 and ,i being then 
a junior1 it fell to my lot to have a   
class that knew little or nothing4 ,i   
mean nothing that it was the  object of 
the ,sunday-school to teach4 ,it soon   
appeared clear to me1  that such a class
 required different treatment to those  

more advanced1  and especially the young
 children4 ,nobody wanted this class1 it
 was  always to let1 if ,i did not take 
it4 ,the result was1 ,i always had  it4 
,others looked to the post of honour1   
the ,bible-class4 ,i soon found  that to
 talk to such children as ,i had to     
teach1 in the manner the  others did to 
the older and more advanced children1   
was useless1 and  thus ,i was forced to 
simplify my mode of teaching to suit    
their state  of apprehension1 and now   
and then even to amuse them4 ,this      
succeeded  so well1 that in the end my  
class became the popular class1 and ,i  
became still further convinced of the   
desirableness of an especial  plan for  
teaching the very young4 ,i1 however1   
still thought that the  alphabet should 
be taught first1 with the usual things  
in their order4  ,at length1 shortly    
after my marriage1 which was rather     
early in life1  an opportunity presented
 itself for trying an experiment on a   
larger  scale2 from having explained my 

views on early education to a friend1   
,i was solicited to take the            
superintendence of an asylum for young  
children1 about to be formed in a       
populous part of ,london4 ,having thus  
an opportunity of carrying out my       
wishes1 thoughts1 and feelings1 in  a   
way that ,i could not have anticipated1 
,i gave up my connexion with  business1 
and devoted myself to the object4 ,great
 and unforseen  difficulties however had
 to be encountered4 ,the first week was 
dreadful4 ,i began with too many        
children1 and we had six whom the       
mothers afterwards confessed they sent  
to wean4 ,these not only cried          
themselves1 but set all the others      
crying also1 and we regretted  having   
begun the experiment4 ,at length1 driven
 almost to despair1 it  became evident  
that something new must be done to still
 the tumult4 ,as  an expedient1 ,i      
elevated a cap on a pole1 which         
immediately attracted  their attention  
and occasioned silence4 ,thus ,i        

obtained a clue to  guide me1 and my    
mind instantly perceived one of the most
 fundamental  principles in infant      
teaching1 in fact of most teaching1 and 
which  long experience has proved true1 
and that is1 to appeal to the ,,senses  
of the children4 ,after this1 every day 
developed something new to me1  the     
children became happy beyond my         
expectations1 and my course  onward was 
gradually progressive4 ,children and    
teachers became happy  together2        
difficulties vanished as we proceeded1  
and at length my wife  and ,i made up   
our minds to devote our whole lives to  
the perfecting of  our plans1 and the   
carrying them out extensively4 ,the     
novelty of the  thing drew numbers of   
visitors to a district1 where the       
carriages of  the nobility and gentry   
had not been seen before2 but the labour
 to us  was so greatly increased by     
this1 that my wife sunk under it1 and ,i
  was left with four young children1 to 
prosecute my plans alone in the  world4 

,from the day ,i caught the idea1 that a
 great secret in teaching the  young was
 to teach through the senses1 the       
various implements now in  such general 
use in infant schools1 were step by step
 invented by me4  ,objects of all kinds 
were introduced1 and oral lessons given 
upon  them1 to teach their qualities and
 properties1 and amongst the various    
visitors most frequently present at such
 times1 was the gentleman who  has      
acquired fame by publishing ,lessons on 
,objects1 which little  work has        
elsewhere been highly commended by me1  
albeit it came forth  into the world    
several years after the period ,i now   
speak of4 ,to give  such lessons ,i     
found it requisite to have the children 
altogether1 so  as better to attract    
their attention simultaneously4 ,this   
was first  attempted by placing them at 
one end of the room1 but it was found   
inconvenient2 then parallel lines were  
chalked across the floor1 and  they sat 
down in order on these2 but though      

attention was gained1 the  posture was  
unsuitable4 ,cords were then stretched  
across to keep them  in proper rank1 and
 various experiments tried with seats1  
until they  ended in the construction of
 a permanently fixed gallery of         
regularly  ascending seats4 ,this       
implement or structure has now come into
 almost  universal use in infant        
schools1 and1 in fact1 they are         
considered  incomplete without one2 and 
also they are in much request in schools
  for children of every age4 ,to give an
 idea of number through the eye1  ,i had
 recourse at first to buttons strung on 
strings across a frame1  and this led to
 the substitution of wooden balls on    
wires1 and other  improvements through  
experience1 until the arithmeticon1     
hereafter  described1 was fully formed4 
,it having been found a useful          
instrument1  the credit of contriving it
 has been impugned1 by liking it to the 
,roman ,abacus and ,chinese ,swanpan2   
but were those instruments like in      

structure1 or designed especially to    
teach the multiplication table8  if not1
 they are no more similar than a hawk to
 a hand-saw4 ,the  former ,i have never 
seen1 and the first time ,i saw one of  
the ,chinese  instruments was some five 
or six years ago in the ,museum at      
,hull4 ,the  clapping of hands1 the     
moving of arms1 marching in order1 and  
various other motions1 all of which are 
now become the especial  characteristics
 of an infant-school1 were gradually    
introduced as  circumstances or nature  
dictated1 partly to obtain simultaneous 
action  and obedience1 and partly to    
provide that physical exercise which    
beings so young perpetually require1 and
 which they are constantly  taking when 
left free and unrestrained4 ,it is not  
requisite to make  mention here of the  
swing--the play grounds--the flower     
borders--and  various other matters     
which are fully treated of in the       
following  portions of this work1       
further than to add1 that they are now  

generally adopted in schools1 and       
especially in some of the principal     
training establishments in the ,british 
,empire4 ,as these plans and            
instruments are used by a certain       
religious infant-school society1  which 
professes to have imported its system   
from ,switzerland1  where such things   
never had their origin1 ,i feel it      
necessary most  emphatically to repeat1 
that they are entirely of my own        
invention4    ,after the severe         
bereavement mentioned above1 ,i still   
persevered in  my favourite study1 and  
learned more from my own children than  
,i did  before1 having to act in the    
double capacity of father and mother4 ,i
  am well aware of the loss my children 
sustained by the above calamity4  ,in   
the matter of training1 nothing can     
replace a good mother1--and  such indeed
 she eminently was6 ,i felt the heavy   
stroke more severely1  and my children  
did also2 but ,i consoled myself with   
the reflection1  that my loss was her   

gain1 and that she had lived to witness 
fruits of  her unparalleled labours1 to 
the thorough abandonment of self1 and   
the  glory of her ,maker4 ,inasmuch as  
ye have done it unto one of these       
little ones1 ye have done it unto me4   
,night and day1 when ,i had time  to    
think1 such promises as these cheered   
and sustained me in doing  what ,i could
 for my own motherless children1 and    
more and more  cemented my affections on
 the children of others1 and1 finally1  
enabled me to mature my plans1 and gave 
me strength and courage to  carry them  
out1 first in the villages and places   
near ,london1 and1  ultimately1         
single-handed and alone1 through more   
than a quarter of  a century1 in many of
 the chief cities1 towns1 and villages  
of the  ,united ,kingdom4 ,simply to    
state this fact is all that is requisite
  here to answer my present purpose1 and
 to enlarge more upon it is  needless1  
as a full detail of the whole career is 
given in my ,early  ,discipline         

,illustrated2 or1 the ,infant ,system   
,progressing and  ,successful1 third    
edition1 published in #ahdj1 and to     
which much  more would require adding to
 bring it down to the present time1 if a
  further edition should be called for4 
,that prejudice should assail me1 and   
objections be started as ,i came  more  
out into the world1 was to be expected4 
,i knew my own intentions1  but the     
world did not1 and ,i came in for a full
 share of obloquy and  persecution4     
,this did me much good1 and was a       
preparatory discipline1  to make me     
careless of the opinion of mankind in   
the matter1 so long  as ,i felt that ,i 
was in the right1 and had the approval  
of my own  conscience4 ,the more ,i was 
opposed1 the more were my energies      
lighted  up and strengthened2 opposition
 always sharpened my faculties1 instead 
of overcoming and depressing me4 ,the   
whole gradually prospered from  the     
first1 under every disadvantage and     
notwithstanding the strenuous  efforts  

of the short-sighted and bigoted4 ,these
 things laid my first  patrons          
prostrate1 and the ,society of great    
names which followed1 was  soon         
dissolved4 ,every effort was made by the
 enemies of true training  and          
education1 to crush the thing in the    
bud1 and not only the thing1  but also  
the man who developed it and worked it  
out4 ,thank ,god1 these  inimical aims  
did not succeed4 ,though worldly patrons
 failed1 ,i had  one ,patron who never  
deserted me1 but ,who upheld and        
encouraged me  from first to last1 until
 the end was gained4 ,not1 however1 all 
that  was aimed at1 but much of it1 and 
the rest will follow or ,i am greatly   
mistaken4 ,i have in various places seen
 things that ,i earnestly  contended    
for1 but which were rejected at the     
time1 at length  established and their  
value seen4 ,look at the schools in     
existence  now1 bad as some of them are1
 and compare them with those which      
existed a third of a century ago1 and it

 will be found that they have           
progressed1 and it may safely be        
anticipated that they will still        
further progress1 for there is much need
 of it4 ,the system pourtrayed  in this 
book is intended to act on all the      
faculties of a child1  especially the   
highest1 and to strengthen them at the  
time the mere  animal part of his nature
 is weak4 ,the existing schools were not
 found  fit to take our children when   
they left us4 ,the dull1 monotonous1    
sleepy1 heavy system pursued1 was quite 
unadapted to advance such  pupils4 ,at  
this point of the history much damage   
was done to our  plans4 ,the essence or 
kernel was omitted and the mere shell   
retained1  to make infant schools       
harmonise with the existing ones1       
instead of  the contrary4 ,there were   
and are however two great exceptions to 
this rule4 ,the ,model ,schools at      
,dublin under the ,government ,board of 
,education1 and the ,glasgow ,training  
,schools for ,scotland4 ,at ,dublin  all

 is progression4 ,the infant department 
is the best in ,europe1--,i  believe the
 best in the world4 ,the other          
departments are equally good  in most   
things1 and are well managed1 as far as 
regards a good secular  education being 
given1 and better ,i think than any     
similar institution  in ,england4 ,at   
,glasgow the same master whom ,i taught 
still exists4 ,i  have not seen the     
schools for many years1 but ,i hear from
 those who  have been trained there1    
that nothing can work better4 ,the      
,glasgow  ,committee1 with ,mr4 ,stow at
 their head1 deserve the thanks of the  
whole community for having applied the  
principles on which the ,infant  ,school
 ,system is based1 to juveniles1 and    
carried out and proved the              
practicability of it for the public     
good4 ,i told them this in lectures  at 
,glasgow long ago1 and exhibited before 
them children to prove the  truths ,i   
promulgated1 both there and in other    
parts of ,scotland1  to convince a      

doubting and cautious public that my    
views were  practicable4 ,i may add1 in 
passing1 that ,i found the ,scotch took 
nothing on trust4 ,they would listen to 
my lectures1 but it always  ended in my 
being obliged to prove it with children4
 ,to ,david ,stow  much credit is due1  
for having written useful books and     
performed  useful works4 ,i am not the  
man to deprive him of this his just due1
  but ,i have such faith in the honour  
of his countrymen in general1 that  ,i  
believe the time is not far distant when
 some one of them will give  to me that 
credit which is fairly and justly due to
 me with respect to  the educational    
movements in ,scotland4 ,no class of men
 are better able  to appreciate and     
understand the principles on which a    
system of true  education should be     
based than ,scotchmen1 and hence1 though
 cautious  in taking up new things1 or  
new views of things1 they can do justice
  to1 and appreciate1 that which is     
worthy of their attention4    ,at the   

time ,i have been speaking of there were
 no lessons published  suitable for us4 
,i searched the print shops in the      
metropolis1 and  with the aid of        
drawings from friends1 supplied this    
deficiency4 ,next  ,i had suitable      
lessons printed to accompany them1 and  
also spelling  lessons of such words as 
could be acted and explained4 ,then     
followed suitable reading lessons1      
prints of objects1 and the simple  forms
 of geometry4 ,when a demand was created
 for all these1 the  publishing trade   
took them up1 and thus the numerous     
excellent plates  and lessons now       
published for the purposes of teaching1 
had their  first origin4    ,i ant      
thoroughly convinced that the first     
seven years of a child's  life is the   
golden period1 and if ,i can induce     
mankind generally to  think with me1 and
 to act on the principles humbly laid   
open in the  succeeding chapters of this
 book1 ,i may feel some consolation that
 ,i  have not lived in vain4 ,sure ,i am

 that if the world will only give  man a
 fair chance1 and train him from the    
beginning with care1 with  prudence1    
with caution1 with circumspection1 with 
freedom1 and above  all with love1 he   
will bear such fruit1 under the blessing
 of ,god1  as will make even this world 
as a paradise4 ,from childhood up to age
  has this truth been perfecting and    
strengthening in me1 and ,i have no     
more doubt that it is a truth1 than ,i  
have of my own existence4 ,who  can look
 upon a child without admiring it1      
without loving it8 ,with  my feelings it
 is impossible6 ,when ,i compare the    
,revealed ,will of  ,god1--the          
,scriptures1 with ,his other ,great     
,book1 the book of nature1  which ,i    
read so early in life1 and read with    
delight to this present  hour1 ,i see   
the one illustrates the other4 ,i see   
that the best  ground produces the      
rankest weeds--but not if cultivated4   
,what does  not care do for all things  
in nature1 why not then for man8 ,let   

him  run wild through neglect1 and      
undoubtedly he produces weeds2 but this1
  to my mind1 is an argument in his     
favour1 and shews the ground is  capable
 of producing rich fruits4 ,when we     
study the true nature of his  mind1 with
 the same assiduity as we now do study  
the nature of his  body1 then will      
mankind see it in this light1 begin at  
the right  end1 and cultivate from the  
first the beautiful faculties of his    
own species4 ,i say beautiful6 and are  
not the budding faculties of  childhood 
both beautiful and lovely8 ,feed my     
lambs1 saith the ,lord  ,jesus4 ,but1   
reader1 are they all duly fed in this   
rich1 wealthy1  and christian country8  
,how many1 on the contrary1 are fed with
 evil  influences1 street associations1 
and are thus poisoned at every pore1    
until their being is thoroughly         
contaminated through neglect1 public    
and private1 and1 when not orphans1 even
 parental neglect also2 and  then after 
having increased our county rates1      

enlarged our prisons1  and built union  
workhouses 7with respect to morals and  
training for  the young1 ,i say         
pest-houses7 we add ragged schools4 ,we 
allow them to  become contaminated1 and 
when that is accomplished1 we go to work
 to  undo what has been done4 ,if this  
does not succeed we punish by law the   
poor neglected beings for taking the    
poisons we really offered them6  ,oh1   
rare consistency in this boasted age of 
light1 and science1 and  learning6 ,let 
us1 therefore1 first seek an education  
worthy of the  name1 and then find the  
best means of carrying it out4 ,what    
exists at  present is fundamentally     
defective1 especially by beginning too  
late1  and as regards the plans and     
principles laid down for infants in many
  cases1 much has been merely           
travestied1 and many of the most        
essential  parts entirely set aside or  
overlooked4    ,the amount of solid     
information that may be given to an     
infant by a  wise and judicious mother1 

during the first two years only1 would  
appear to many persons astonishing4 ,i  
have as clear a recollection of  what my
 mother taught me at two years old1 as  
,i have of that which she  taught me at 
the age of six4 ,the facts crowd upon me
 so fast that  ,i scarcely know where to
 stop4 ,those lessons were the germs of 
the  inventions and babyisms--the       
hand-clapping1 arm-twisting1 and the    
like--with which the infants are so     
delighted in their schools1 and  which1 
at the time they were developed1 about a
 third of a century  since1 were        
scouted1 and the inventor looked upon as
 a good natured  simpleton1 or a        
well-meaning fool4 ,i have a rather     
vivid recollection  of this fact1 but in
 the end1 as we proceeded1 many who came
 to sneer1  went away with very         
different feelings4 ,the plans were for 
infants1  for infants they answered     
well1 but ,i wish ,i could say that no  
excresences had grown upon them4    ,now
 the ends to be answered in ,infant     

,education1 as intended by me1  are as  
follows4 ,first1 to feed the child's    
faculties with suitable  food2          
,second1--to simplify and explain       
everything1 so as to adapt it  properly 
to those faculties2 ,third1 not to      
overdo anything1 either by  giving too  
much instruction1 or instruction beyond 
their years1 and  thus over-excite the  
brain1 and injure the faculties2 and1   
,fourth1  ever to blend both exercise   
and amusement with instruction at due   
intervals1 which is readily effected by 
a moderate amount of singing1           
alternating with the usual motions and  
evolutions in the schoolroom1  and the  
unfettered freedom of the play-ground4  
,if these rules be  attended to1 the    
following results are certain1--a higher
 state of  physical1 mental1 and moral  
health4 ,physical health is essential to
  mental vigour if it is to come to     
manhood4 ,if the physical1 mental1      
moral1 and spiritual constitution be    
properly acted upon1 fed1 and  trained1 

it adds to the happiness of the child2  
but if this is  not done1 it becomes    
miserable1 and as a consequence         
restless1  troublesome1 and mischievous4
 ,such facts were made very evident to  
me  by the infants under my care in the 
earlier part of my career1 and  also    
have been fully confirmed throughout it1
 and they have forced  me as it were to 
that more lively1 interesting1 and      
amusing mode of  instruction1 which ,i  
have through life endeavoured to        
propagate4  ,i found children to be     
highly delighted with pictures and      
object-lessons2 hence their value and   
high importance is so strongly  insisted
 on in all my books1 and the best       
methods of using them  distinctly laid  
down4 ,the trouble of rightly using such
 lessons has  caused them to be almost  
entirely laid aside in very many        
existing  infant schools1 and in too    
many instances the mere learning and    
repeating of sounds by rote1 or what may
 very properly be called the  parrot    

system1 has been introduced in their    
place4 ,but ,i yet hope  that the good  
sense of the public will in the end     
remedy such defects4  ,in such cases the
 memory is the only faculty exercised1  
and that at  the expense of those that  
are higher4 ,where this is persisted in1
 the  infant system is rendered         
nugatory1 and my labours are in vain4   
,it  therefore cannot be too strongly   
insisted on1 and too frequently         
repeated1 that one of its most          
fundamental principles1 as regards the  
unfolding1 properly and easily1 of the  
intellectual faculties1 is to           
communicate notions and ideas rather    
than words and sounds1 or at  least to  
let them be done together4    ,as before
 stated1 the gallery had its origin in  
my desire to teach the  children        
simultaneously4 ,it enables a teacher   
more readily to secure  their full      
attention in all oral lessons1 and      
establishes a sympathy  between them4   
,more real facts may be taught children 

simultaneously by  the master1 than can 
be taught by all the monitors in a      
school4 ,the  little infants should     
always sit at the bottom1 and by no     
means be  confined to another room4     
,they can see and hear all that is going
 on1  and understand it far more than   
you would suppose1 though they cannot   
yet tell all they learn and know2 but   
when the power of speech comes1  they   
will surprise you with what they have   
learned4 ,it is therefore a  great error
 to separate children and cut them off  
from the advantage  of all              
object-lessons1 and gallery-teaching1   
because they are the  youngest4 ,they   
learn more through sympathy and         
communion with their  five or six year  
elders1 than the most clever adult can  
teach them4 ,an  infant-school1 is1 in  
many respects1 a community in a state of
 nature4  ,what one does1 the other     
almost involuntarily learns4 ,the merest
  infants are not an exception to this  
rule1 and therefore the  separation in  

many infant-schools of the children1    
invariably into  two classes1 sometimes 
in two rooms1 is a great mistake1 and   
can only  arise from ignorance of the   
laws under which the young mind  unfolds
 itself1 and a misunderstanding of the  
first principles of  infant-teaching4   
,perhaps one reason that infant-school  
teaching has not been kept up to  its   
proper point and true standing1 is1 the 
desire to make a striking  shew before  
the visitors in a school4 ,i fear the   
grounds for this  opinion are not       
slight4 ,perhaps nothing has lead more  
to the  multiplication of singing1 even 
to the injury of the children4 ,the     
ease with which they learn a metrical   
piece by rote1 and the  readiness with  
which they acquire a tune to it1 is     
surprising1 and as  the exhibition of   
such attainments forms a striking sinew1
 in many  cases little else is taught   
them4 ,but to a sensible and thinking   
mind1  one single piece understood1 that
 is1 one where clear ideas are  annexed 

to the words in the minds of the        
children1 is worth a hundred  where this
 is not the case4 ,intellectual         
improvement1 and moral  training1 are   
not thus easily exhibited1 especially1  
the latter2 but  on dilligent attention 
to these1 the real and permanent utility
 of the  schools depends4    ,many      
things have been taught most unsuitable 
for young children1 and  that simplicity
 which is so absolutely requisite1 both 
as regards  matter and language1        
seriously departed from4 ,let but the   
great  principle of teaching through the
 senses be borne distinctly in mind1    
and of giving ideas in preference to    
sounds1 and it will have a strong       
tendency to put an end to the evil      
complained of4 ,how much may  be taught 
by the simplest object1 such as a stone8
  ,form--weight--hardness1 colour1      
sound1 and numerous other qualities  and
 properties1 all of which must be       
clearly understood1 because they  are   
demonstrated by the sight and other     

senses4 ,once give to the mind  a store 
of clear ideas in regular and natural   
order1 and a series of  words that are  
distinct and definite in meaning1 and   
you have laid a  firm foundation whereon
 to exercise the higher faculties of    
reflection  and reasoning4 ,still more  
is it of paramount importance to educate
 and  bring out the moral faculties1 to 
cultivate the sense of right and  wrong1
 to enlighten and strengthen the young  
conscience1 to teach the  love of good1 
and the hatred of evil1 and to strive to
 bring the whole  being under the new   
commandment of ,christ1 that ye love one
 another4  ,the golden rule1 to do unto 
others as ye would that they should do  
unto you1 is one of the most powerful   
precepts that can be applied to  awaken 
just moral feelings2 and innumerable    
instances must occur1  in the varied    
events which happen in a school1 to     
bring it home  powerfully to the heart1 
and illustrate it appropriately4        
,perhaps in nothing has that simplicity 

of teaching so requisite for  the young1
 and so earnestly contended for by me   
throughout1 been  so much disregarded1  
neglected1 and preverted as in the      
matter of  religion4 ,i taught from the 
first1 by means of pictures properly    
selected1 scriptural truths and facts1  
histories and parables2 and  also       
suitable texts1 and simple hymns and    
prayers were added4 ,this  surely was   
enough for infants4 ,i thought so then1 
and ,i think so  still1 for an overdoing
 always ends in an undoing1 and the mind
 of a  child should never be crammed    
with that which it cannot understand1 to
  the neglect of that which it may4 ,i  
have opened schools for many sects  and 
parties1 and have been sorry to find    
them so prone to bind the  grevious     
burdens of their own peculiar dogmas on 
the feeble minds of  little children1 to
 the neglect of the weightier matters of
 the law1  justice1 mercy1 and the love 
of ,god4 ,i hope a time will come when  
the  distinct precepts of ,christ1 in   

this respect1 will be more faithfully   
regarded4 ,the religion for infants     
should be a simple trust in the  love   
and kindness of ,god our ,saviour1 a    
desire of grace and strength  from ,him1
 and an aim to live thereby in love and 
duty to their parents  and teachers1 and
 in kindness and affection with their   
brothers1  sisters1 and schoolfellows4  
,such things as these1 their young      
minds may apprehend1 feel1 and apply1   
and thus be strengthened and            
benefitted1 but scholastic subtelties1  
and controverted dogmas1 such  as the   
grey-headed are perpetually disputing   
about1 surely should  never be taught to
 infants by any one who has carefully   
considered the  subject1 and properly   
studied the nature of the infant mind4  
,in all probability advancing years will
 prevent me in future from  personally  
labouring much in the cause1 and from   
personally overcoming  objections1 by   
presenting publicly1 facts that cannot  
be refuted4 ,it  is out of my power now 

to employ agents and pay them4 ,i cannot
  take infants by sea and land to       
convince unbelievers1 and silence       
gainsayers4 ,neither circumstances nor  
remaining strength1 will allow  me to   
repeat these things4 ,i must trust then 
to my pen1 to the  thinkers amongst us1 
and above all to the good ,providence of
 ,god1 for  further success in behalf of
 the rising generation4 ,those who doubt
  what ,i assert about children should  
recollect one fact--twenty-seven        
thousand have passed through my hands1  
and were for a short time under  my     
training1 and have then been examined by
 me to convince a doubting  public1 on  
the spot where they happened to be in   
each town and  country1 all this for the
 period of one-third of a century4      
,ought not  this to entitle me1 as      
respects the education of children1 to  
say such  a thing is right1 or even such
 a thing is wrong8 ,the abuse of a plan 
is no argument against its use4 ,that it
 has been abused ,i am well             

aware1--that the parrot-system has been 
revived and also applied in             
infant-schools4 ,it was never intended  
to injure the young brain by            
over-exciting it1 or to fill the memory 
with useless rubbish2 yet this  is done4
 ,i cannot help it4 ,i have done and    
will do my best to prevent  such a      
violation of the very first principles  
of infant teaching4 ,to  conclude1 there
 is much to be thankful for6 ,since the 
infant-system  was evolved1 a very great
 improvement has taken place in the     
character  of school-books1 and also in 
prints4 ,the graphic illustrations and  
the  simplicity of style1 on a variety  
of subjects1 is admirable4 ,the same    
may be said with respect to nursery     
books2 ,i see a great improvement  in   
all these4 ,this is comforting to one   
situated as ,i am1 and leads me  to hope
 much from the future4 ,i trust the     
intellectual character of  the age will 
advance1 and not only the intellectual  
but also the moral  and spiritual1 and  

that truth and justice1 religion and    
piety may be  established amongst us for
 all generations4          ,,chapter    
,,ii4      ,,juvenile ,,delinquency4    
,teachers of theft--,children the dupes 
of the profligate--,an effort  at       
detection--,affecting cases of early    
depravity--,progress of a young         
delinquent--,children employed in theft 
by their parents--,ingenuity of         
juvenile thieves--,results of an early  
tuition in crime--,the juvenile  thief  
incorrigible--,facility of disposing of 
stolen property--,a  hardened           
child--,parents robbed by their         
children--,a youthful  suicide--,a      
youthful murderer4           99       99
       99       99       99    ,an      
uneducated1 unemployed poor1 not only   
must be liable to fall into  a variety  
of temptations1 but they will1 at times1
 unavoidably prove  restless1           
dissatisfied1 perverse1 and seditious3  
nor is this all1 even  their most useful
 and valuable qualities1 for want of    

regular and  good habits1 and a proper  
bias and direction from early religious 
instruction1 frequently became dangerous
 and hurtful to society2  their patience
 degenerates into sullenness1 their     
perseverance into  obstinacy1 their     
strength and courage into brutal        
ferocity4--,the  ,bishop of ,norwich4   
99       99       99       99       99  
,it has long been a subject of regret as
 well as of astonishment to  the        
reflecting and benevolent1 that         
notwithstanding the numerous            
institutions which exist in this country
 for the education and  improvement of  
the poor1 and in defiance of the        
endeavours of our  magistracy and police
 establishment1 crime should rather     
increase than  diminish4 ,many persons  
have been induced to conclude from this 
fact  that our ,sunday1 parochial1 and  
national schools1 as well as our ,bible 
,societies1 and institutions of a       
similar nature1 are of little or no     
use4 ,absurd as the inference is1 ,i    

have known more than one or two  persons
 draw it2 not considering1 that although
 these means may be  insufficient to    
counteract the cause of crime1 or to    
prevent all  its evil effects1 yet1     
nevertheless1 they must certainly check 
its progress2--that if there be many    
offenders1 despite of these             
institutions1 there would1 doubtless1 be
 many more were they not in  existence2 
and hence to revile or neglect them is  
unworthy of good  sense or good feeling4
    ,it is not my purpose in the present
 chapter to dwell on the commission  of 
crime generally1 but on juvenile        
delinquency in particular2 and  on this 
only so far as regards the case of young
 children4 ,i will1  therefore1 make    
public a collection of facts1 some of   
which were  obtained at considerable    
personal hazard and inconvenience1 which
 will  place it in a clear yet painful  
light4    ,it is said1 that in the year 
#ahai1 the number of boys1 in ,london   
alone1 who procured a considerable part 

of their subsistence by  pocket-picking 
and thieving in every possible form1 was
 estimated at  from eleven to fifteen   
hundred4 ,one man who lived in          
,wentworth-,street1  near ,spitalfields1
 had forty boys in training to steal and
 pick  pockets1 who were paid for their 
exertions with a part of the plunder2   
fortunately1 however1 for the public1   
this notable tutor of thieves  was      
himself convicted of theft1 and         
transported4 ,this system of  tutorage  
is by no means uncommon1 nor is it      
confined to the male sex4  ,i remember  
reading some time back1 in the police   
reports1 of a woman  who had entrapped  
eight or ten children from their        
parents1 had  trained them up1 and sent 
them out thieving2 nor was it until one 
of  these infantile depredators was     
taken in the act of stealing1 that  this
 was made known1 and the children       
restored to their homes4 ,here we  see  
eight or ten children1 probably from the
 neglect of their parents1  enticed     

away1 no doubt by the promise of a few  
cakes1 or of some other  trifling       
reward1 and in imminent danger of       
becoming confirmed thieves1  from which 
they were rescued by this providential  
discovery of their  situation2 and we   
know not how many children may have been
 led to evil  practices in like manner4 
,i will give another instance which     
occurred at the office at ,queen        
,square4--,a female1 apparently no more 
than nineteen years of age1  named ,jane
 ,smith1 and a child just turned of five
 years old1 named  ,mary ,ann           
,ranniford1 were put to the bar1 before 
,edward ,markland1  ,esq41 the          
magistrate1 charged with circulating    
counterfeit coin in  ,westminster and   
the county of ,surrey1 to a vast extent4
    ,it appeared that the elder prisoner
 had long been known to be a common     
utterer of base coin1 in which she dealt
 very largely with those  individuals   
who are agents in ,london to the        
manufacturers of the  spurious commodity

 in ,birmingham4 ,she had been once or  
twice before  charged with the offence1 
and therefore she became so notorious   
that  she was necessitated to leave off 
putting the bad money away herself2  but
 so determined was she to keep up the   
traffic1 that she was in the  habit of  
employing children of tender years to   
pass the counterfeit  money4 ,on one    
occasion two ,bow ,street officers      
observed her at her old  trade1 in      
company with the child ,ranniford4 ,the 
officers kept a strict  eye upon her    
movements1 and saw her several times    
pass something to  the little girl2 and 
she1 by the direction of her instructor1
 went  into different shops 7such as    
hosiers1 where she purchased balls of   
worsted1 pastry-cooks1 tobacconists1 and
 fruiterers71 where she passed  the bad 
money1 and received in return goods and 
change4 ,on the other  side of the      
bridge1 the patroles saw the prisoner   
,smith deliver  something to the child1 
and point out the shop of ,mr4 ,isaacs1 

a  fruiterer1 in ,bridge ,street1       
,westminster4 ,the child went in1 and   
asked  for a juicy lemon1 and gave a    
counterfeit shilling in payment4 ,mrs4  
,isaacs had no suspicion from the tender
 age of the utterer1 and its            
respectable appearance1 that the money  
was bad1 and was about to give  change1 
when one of the officers entered1 and   
took the deluded child  into custody1   
whilst his companion secured the elder  
prisoner 7,smith71  and on searching her
 pockets he found twelve bad shillings1 
some  parcels of snuff1 several balls of
 cotton and worsted1 and other  trifling
 articles1 which the child had purchased
 in the course of the  day4 ,the        
officers who had secured them1 learned  
from the child that  her parents lived  
in ,cross ,street1 ,east ,lane1         
,walworth1 and that ,smith  had taken   
her out for a walk4 ,the patrol         
instantly communicated the  circumstance
 to the child's parents1 who were       
hard-working honest  people1 and their  

feelings on hearing that their infant   
had been  seduced into the commission of
 such a crime1 can be more easily       
conceived than described4 ,they stated  
that the woman ,smith had  formerly     
lived in the same street1 and was       
frequently giving  half-pence and cakes 
to the child1 who would1 in consequence1
 follow  her anywhere4 ,some time since1
 she removed to ,lock's ,square1 ,lock's
  ,fields1 and they 7the parents7 had   
not seen her for some time4 ,on the  day
 referred to the child was playing in   
the street1 and not finding  her come   
home they became alarmed1 and went      
everywhere1 broken  hearted1 in quest of
 her1 but they could hear no tidings of 
her till  the sad news was brought them 
by the officers4 ,the poor mother was   
now  in attendance1 and her feelings    
were dreadfully affected1 and excited   
the commiseration of all present4       
,the prisoner ,smith made no defence1   
and held her head down during  the      
examination4 ,the child stood by her1   

and took no notice of the  proceedings1 
and they were both fully committed for  
trial4 ,the mother1  on seeing her      
infant consigned to prison1 became quite
 frantic1 and  wept hysterically1 and   
had it it not been for the gaoler1 she  
would  have inflicted some violence upon
 the woman ,smith1 for seducing her     
infant4    ,facts of this kind are      
sufficient to shew the utility1 indeed  
,i may  say1 the most absolute necessity
 of providing some means1 far1 very  far
 more efficient than those at present in
 existence1 for the  protection and     
improvement of the infant poor2 that    
they may not thus  fall into the hands  
of evil and designing wretches1 who make
 a living  by encouraging the children  
of the poor to commit crimes1 of the    
produce of which they themselves take   
the greatest part4    ,the younger the  
children are1 the better they suit the  
purposes of  such miscreants2 because1  
if children are detected in any         
dishonest  act1 they know well1 that few

 persons will do more than give the     
child  or children a tap on the head1   
and send them about their business4 ,the
  tenth part of the crimes committed by 
these juvenile offenders never  comes   
under public view1 because should any   
person be robbed by a  child1 and detect
 him in the act1 he is silenced by the  
by-standers  with this remark1--,oh6 he 
is but a child1 let him go this time1   
perhaps the poor thing has done it from 
necessity1 being in want of  bread4     
,thus the delinquent is almost sure to  
escape1 and1 instead of  being punished1
 is not unfrequently rewarded for the   
adventure1 as was  the case in the      
following instance4    ,having had      
occasion to walk through ,shoreditch    
some time since1 ,i saw  a number of    
persons collected together round a      
little boy1 who1 it  appeared1 had      
stolen a brass weight from the shop of a
 grocer4 ,the  shopman stated that three
 boys came into the shop for            
half-an-ounce of  candied horehound1 and

 that while he was getting down the     
glass which  contained it1 one of them  
contrived to purloin the weight in      
question4  ,having some suspicion of the
 boys1 from the circumstance of having  
recently lost a number of brass weights1
 he kept his eyes on them1  when he saw 
one put his hand into a box that was on 
the counter1 take  out the largest      
weight1 and then run out of the shop1   
followed by the  other two4 ,the boy who
 stole it1 slipped the weight into the  
hand of  one of the others2 but the     
shopman1 having observed this manoeuvre1
  followed the boy who had the weight1  
who1 being the youngest of the  three1  
could not run very fast2 he1 finding    
himself closely pursued1  threw the     
weight into the road1 and when he was   
taken1 declared that  it was not he who 
took it4 ,the man wished to take the    
child back to  the shop1 in order that  
his master might do with him as he      
thought  proper1 but the by-standers1   
with a charitable zeal which evinced    

little knowledge1 prevented him2 one man
 in particular seemed to  interest      
himself much in the boy's behalf1       
stating that he knew the  child very    
well1 and that he had neither father nor
 mother4 ,the child  immediately took up
 this plea1 and added that he had had no
 victuals  all day4 ,the individual     
before mentioned then gave him a penny1 
and  his example was followed by many   
more1 till ,i think the boy had         
obtained nearly a shilling4 ,i put      
several questions to him1 but was       
checked by this fellow1 who told me1    
that as ,i had given the child  nothing1
 ,i had no right to ask so much8 and1   
after a great deal of  abuse1 he ended  
by telling me1 that if ,i did not take  
myself off he  would give me something  
for myself4    ,feeling1 however1 a     
great desire to sift further into the   
matter1 ,i  feigned to withdraw1 but    
kept my eye upon the boy1 and followed  
him  for nearly two hours1 until ,i saw 
him join two other boys1 one of whom  ,i

 had not seen before1 and who had a bag 
with something very heavy in  it1 which1
 ,i have every reason to believe1 were  
weights1 or something  which they had   
obtained in a similar manner4 ,wishing  
to ascertain the  fact1 ,i approached   
them1 but they no sooner perceived me1  
than the  little fellow who had been the
 principal actor in the affair1 called  
out ,nose1 ,nose1--a signal-word1 no    
doubt1 agreed upon amongst  them1--when 
they all ran down some obscure alleys4  
,i followed1 but  was knocked down1 as  
if by accident1 by two ill-looking      
fellows1 who  continued to detain me    
with apologies till the boys had got    
safely  away4 ,i have little doubt that 
this was an instance of that organized  
system of depredation of which ,i have  
before spoken1 and that the  man who    
took so active a part at the first1 was 
at the bottom of  the business2 and1 in 
fact1 the tutor and employer of the     
predatory  urchins4 ,his activity in    
preventing the boy from being taken back

 to  the shop--his anxiety to promote a 
subscription for the boy1--and1  lastly1
 his threat of personal violence if ,i  
interfered in the matter1  by continuing
 to question the child1--all these      
circumstances confirm  me in the        
opinion4    ,it is only by the knowledge
 of this fact--the association of infant
  offenders with those of maturer and   
hardened habits--that we can  account   
for such cases as the following4--,on   
the #agth of ,july1 #ahbc1  a child only
 seven years old1 was brought before the
 magistrate at  ,lambeth ,street office1
 charged with frequently robbing his    
mother1  and was ordered to be locked up
 all night in the gaol-room4 ,in the    
evening1 however1 when his mother       
returned1 he forced his way out of  the 
room1 and behaved with such violence    
that the attendants were  obliged to    
iron both his hands and legs6 ,there can
 be no doubt that  this child had been  
for a long time under the instruction   
and evil  influence of some old and     

hardened offender2 he must1 indeed1 have
  undergone much training before he     
could have arrived at such a pitch  of  
hardihood1 as to make it necessary to   
handcuff and fetter a child  of so      
tender an age2 and to enable him to hold
 even the magistrates1  officers1 and   
his own parent1 at defiance4    ,the    
following cases afford further proof of 
the same lamentable truth2  the first is
 extracted from a morning paper of the  
#bjth of ,september1  #ahbd4 ,a little  
boy1 not more than six years of age1 was
 brought  before the ,lord ,mayor at the
 ,mansion ,house1 on ,saturday1 the     
#ahth  instant1 having been found in a  
warehouse1 where he had secreted        
himself for the purpose of thieving4 ,at
 a late hour on ,friday night1  a       
watchman was going his round1 when1 on  
trying a warehouse in which  there was  
much valuable property1 to see whether  
it was safe1 he heard  the little       
prisoner cry4 ,the persons who had the  
care of the warehouse  were roused1 and 

he was taken out4 ,in his fright he     
acknowledged that  a man had taken him  
from his mother1 and induced him1 upon a
 promise  of reward1 to steal into the  
warehouse2 upon a concerted signal1 he  
was to act as directed by the fellow on 
the outside2 but becoming  terrified at 
being confined so long in the dark1 he  
had cried out  and discovered himself4  
,his mother came forward1 and received a
 good  character as the wife of a       
hard-working man4 ,the ,lord ,mayor gave
 her  son up to her1 with an injunction 
to act carefully and strictly with  him4
 ,there was reason to believe1 he said1 
that several considerable  robberies had
 been recently committed by means of    
children like the  prisoner1 who stole  
in and remained concealed until         
midnight1 when  they gave admission to  
the robbers4 ,the police should have    
their eyes  upon him4    ,the other     
instance is from a report of one of the 
sessions in  ,london3--    ,william     
,hart1 an urchin seven years of age1 was

 indicted for  stealing twenty-two      
shillings in money1 numbered1 from the  
person of  ,mary ,conner4 ,the          
prosecutrix stated1 that on the day     
named in the  indictment1 she took      
twenty-five shillings to get something  
out of  pledge1 but as there was a crowd
 in ,mary-le-bone1 assembled to witness 
a fight1 she was induced to join the    
mob4 ,while standing there she  felt    
something move in her pocket1 and       
putting her hand outside her  clothes1  
she laid hold of what proved to be the  
hand of the prisoner1  which she held   
until she had given him a slap on the   
face1 and then  she let him go2 but on  
feeling in her pocket she discovered    
that the  theft had actually been       
committed1 and that only three shillings
 were  left4 ,a constable took the      
urchin into custody1 and accused him of 
robbing her of twenty-two shillings4    
,the prisoner said1 ',i have  twenty-two
 shillings in my pocket1 but it is my   
mother's money2 she  gets so drunk she  

gives me her money to take care of4'    
,the officer  stated to the same effect 
as the prosecutrix1 and added1 that in a
  secret pocket in his jacket he found  
fourteen shilling and sixpence4  ,it was
 the practice of gangs of pickpockets to
 have a child like this  to commit the  
robbery1 and hand the plunder to them4  
,witness went to  his parents1 who said 
he had been absent seven weeks1 and they
 would  have nothing to do with him4    
,mr4 ,baron ,garrow1 in feeling terms1  
lamented that a child of such tender    
years should be so depraved4 ,he  added1
 ',i suppose1 gentlemen1 ,i need only to
 ask you to deliver your  verdict4' ,his
 lordship then observed1 that he would  
consult with his  learned brother as to 
the best manner of disposing of the     
prisoner4  ,they at length decided1 that
 although it might seem harsh1 the court
  would record against him fourteen     
years' transportation1 and1 no  doubt1  
government would place him in some      
school2 if he behaved well  there1 the  

sentence might not be carried into full 
effect4    ,i remember a query being    
once put to me by a person who visited  
the  ,spitalfields ,infant ,school at   
the time it was under my management3    
,how can you account for the fact1 that 
notwithstanding there are so  many old  
and experienced thieves detected1       
convicted1 and sent out of  the country 
every session1 we cannot perceive any   
dimunition of the  numbers of such      
characters2 but that others seem always 
to supply  their places8 ,the foregoing 
instance of the systematized instruction
  of young delinquents by old adepts in 
the art of pilfering1 affords1 ,i       
think1 a satisfactory answer the        
interrogatory4    ,the dexterity of     
experienced thieves shews1 that no small
 degree of  care and attention is       
bestowed on their tuition4 ,the first   
task of  novices1 ,i have been informed1
 is to go in companies of threes or     
fours1 through the respectable streets  
and squares of the metropolis1  and with

 an old knife1 or a similar instrument1 
to wrench off the  brass-work usually   
placed over the key-holes of the        
area-gates1 c41  which they sell at the 
marine store-shops2 and they are said   
sometimes  to realize three or four     
shillings a day1 by this means4 ,wishing
 to  be satisfied on the point1 ,i have 
walked round many of the squares in     
town1 and in more than a solitary       
experiment1 have found that not one     
gate in ten had any brass-work over the 
key-hole2 it had moreover  been         
evidently wrenched off1--a small piece  
of the brass still  remaining on many of
 the gates4 ,having practised this      
branch of the  profession a considerable
 time1 and become adepts in its         
execution1  the next step1 ,i have been 
informed1 is to steal the handles and   
brass  knockers from doors1 which is    
done by taking out the screw with a     
small screw-driver3 these are disposed  
of in the same manner as the  former    
things1 till the young pilferers are    

progressively qualified  for stealing   
brass weights1 c41 and at length1 become
 expert thieves4    ,the following fact 
will shew what extensive depredations   
young  children are capable of          
committing4 ,i have inserted the whole  
as  it appeared in the public           
papers3--,union ,hall2 ,shop            
,lifting4--,yesterday1 two little girls1
 sisters1 very neatly dressed1  one     
nine1 and the other seven1 years of age1
 were put to the bar1  charged by ,mr4  
,cornell1 linen-draper1 of ,high        
,street1 ,newington2 with  having stolen
 a piece of printed calico1 from the    
corner of his shop4    ,mr4 ,cornell    
stated1 that the children came to his   
shop1 yesterday  morning2 and while he  
was engaged with his customers at the   
further  end of the shop1 he happened to
 cast his eyes where the prisoners      
were1 and observed the oldest roll up a 
large piece of printed calico1  and put 
it into a basket1 which her little      
sister carried3 the witness  immediately

 advanced to her1 and asked if she had  
taken any thing  from off the counter2  
but she positively asserted that she had
 not4  ,however1 on searching her       
basket1 the calico was found2 together  
with  a piece of muslin1 which ,mr4     
,cornell identified as belonging to him1
  and to have been taken in the above   
way4 ,mr4 ,allen questioned the  eldest 
girl about the robbery1 but she         
positively denied any knowledge  as to  
how1 or in what manner1 the calico and  
muslin had got into her  basket1        
frequently appealing to her little      
sister to confirm the truth  of what she
 declared4 ,when asked if she had ever  
been charged with any  offence1 she     
replied1 ',o yes1 sir1 some time back ,i
 was accused of  stealing a watch from a
 house1 but ,i did not do it4' ,the     
magistrate  observed1 that the father   
should be made acquainted with the      
circumstance1 and1 in the mean time1    
gave the gaoler instructions that  the  
two little delinquents should be taken  

care of4    ,hall1 the officer1 stated  
that he had information that there was a
  quantity of goods1 which had been     
stolen by the prisoners1 concealed  in a
 certain desk in the house of the       
father2 and that a great deal of  stolen
 property would1 in all probability1 be 
found there1 if a search  warrant were  
granted1 as the two unfortunate children
 were believed to  be most extensive    
depredators4    ,mr4 ,allen immediately 
granted the warrant2 and ,hall1         
accompanied by  ,mr4 ,cornell1 proceeded
 to the residence of the father of the  
children1  who is an auctioneer and     
appraiser1 at #ab1 ,lyon ,street1       
,newington4    ,hall returned in half an
 hour with the father in his custody1   
and  produced a great quantity of black 
silk handkerchiefs1 which he had  found 
on the premises2 but the desk1 which had
 been spoken of by his  informers as    
containing stolen property1 he had found
 quite empty4  ,the father1 when        
questioned by the witness as to whether 

he had any  duplicates of property in   
his possession1 positively denied that  
fact4  ,at the office he was searched1  
and about fifty duplicates were found   
in his pockets1 most of which were for  
silk handkerchiefs and shawls4  ,there  
were also a few rings1 for the          
possession of which the prisoner  could 
not satisfactorily account4 ,he was     
asked why he had assured the  officer he
 had no duplicates8 ,he replied1 that he
 had not said so2  but ,mr4 ,cornell1   
who was present during the search1      
averred that the  prisoner had most     
positively declared that he had not a   
pawnbroker's  duplicate in his          
possession4    ,mr4 ,watt1 a            
linen-draper1 of ,harper ,street1 ,kent 
,road1 stated that  he attended in      
consequence of seeing the police reports
 in the  newspapers1 describing the two 
children2 he immediately recognised the 
two little girls as having frequently   
called at his shop for trifling         
articles2 and added1 that he had been   

robbed of a variety of silk             
handkerchiefs and shawls1 and he had no 
doubt but that the prisoners  were the  
thieves4 ,it was their practice1 he     
said1 to go into a shop1  and call for a
 quarter of a yard of muslin1 and while 
the shopkeeper  was engaged1 the eldest 
would very dexterously slip whatever    
article  was nearest1 to her little     
sister1 who was trained to the business1
  and would thrust the stolen property  
into a basket which she always  carried 
for that purpose4 ,mr4 ,watt identified 
the silk handkerchiefs  as his property1
 and said that they had been stolen in  
the above  manner by the prisoners4     
,the father was asked where he had got  
the handkerchiefs8 ,he replied1  that he
 had bought them from a pedlar for      
half-a-crown a piece at his  door4      
,however1 his eldest daughter           
contradicted him by acknowledging  that 
her sister had stolen them from the shop
 of ,mr4 ,watt4 ,he became  dreadfully  
agitated1 and then said--',what could ,i

 say8 ,surely ,i was  not to criminate  
my own children6'    ,mr4 ,allen        
observed1 that there was a clear case   
against the two  children1 but after    
consulting with the other magistrates1  
he was of  opinion that the youngest    
child should be given up into the charge
 of  the parish officers of ,newington1 
as she was too young to go into a       
prison1 and desired that the other girl 
should be remanded1 in order  to have   
some of the pledged goods produced4 ,the
 father was committed  in default of    
bail for receiving stolen goods4 ,the   
child has since  been found guilty4 ,the
 prosecutor stated that the family      
consisted of  five children1 not one of 
whom could read or write6    ,another   
very cruel practice of these young      
delinquents is1 to go  into some        
chandlers shop as slily as possible1 and
 take the first  opportunity of stealing
 the till with its contents1 there being
 always  some older thief ready to take 
charge of it1 as soon as the child      

removes it from the shop4,a ,many a poor
 woman has had to lament  the loss of   
her till1 with its contents1 taken by a 
child1 perhaps1  scarcely six years of  
age4 ,there is always a plan laid down  
for the  child to act upon4 ,should he  
be unable to obtain possession of the   
till himself1 he is instructed to       
pretend that he has missed his way1  and
 to inquire for some street near the    
spot2 or1 he will address  her with1    
,please1 ma'am1 can you tell me what it 
is o'clock8 ,the  unsuspecting woman1   
with the greatest kindness possible1    
shews the  child the street he inquires 
for1 or leaves the shop to ascertain the
  hour1 and for her civility1 she is    
sure to find herself robbed1 when  she  
returns1 by some of the child's         
companions4 ,should he be detected  in  
actual possession of the property1 he is
 instructed to act his part  in the most
 artful manner1 by pretending that some 
man sent him into  the shop to take it1 
who told him that he would give him     

sixpence to  buy cakes4    ,footnote ,a3
 ,so complete is the science of         
pilfering rendered by its  perpetrators1
 that they have even a peculiar         
vocabulary of their own1  rendering     
their conversation1 to those who may    
chance to overhear  them1 as mysterious 
and incomprehensible as though they were
  conversing in a foreign tongue2 for   
instance1 the scutcheons they  steal    
from the key holes are called           
porcupines2 brass weights1  lueys2 while
 purloining the contents of a till1 is  
called taking  the ding4 ,in short1 they
 have a peculiar name for almost every  
thing4    ,it is not uncommon for these 
young offenders to stop children1 whom  
they may meet in the street unprotected1
 and either by artifice or  violence1   
take from them their hats1 necklaces1   
c41 thus initiating  themselves1 as it  
were1 into the desperate crime of       
assault and  highway robbery4    ,young 
as the subjects of the foregoing        
narrations mostly were1 ,i have  little 

doubt their pupilage commenced at a much
 earlier age2 they  could not otherwise 
have attained so much proficiency in the
 practice  of crime1 and hardihood on   
detection4 ,however possible it maybe   
thought to reclaim children of so tender
 an age1 ,i am convinced that  thieves  
of more advanced years become so        
thoroughly perverted in  their wills and
 understandings1 as to be incapable of  
perceiving the  disgrace of their       
conduct1 or the enormity of the offence4
 ,i was once  told by an old thief that 
thieving was his profession1 and he had 
therefore a right to follow it2 and ,i  
could plainly discover from  further    
conversation with him1 that he had      
established in himself an  opinion that 
thieving was no harm1 provided he used  
no violence to  the person2 he seemed1  
indeed1 to have no other idea of the    
rights of  property1 than that described
 as the maxim of a celebrated ,scottish 
outlaw1--that      ,they should take who
 have the power1    ,and they should    

keep who can4    ,when this most        
lamentable state is reached1 it is to be
 feared all  modes of punishment1 as    
correctives1 are useless2 and the only  
thing  left is to prevent further       
depredation by banishment4    ,the      
incorrigibility which a child may       
attain1 who has once associated  with   
thieves at an early age1 is apparent    
from the following fact4  ,richard      
,leworthy1 aged fourteen1 was indicted  
for stealing five  sovereigns1 the      
property of ,william ,newling1 his      
master4 ,the  prosecutor stated1 that he
 resided in the ,commercial ,road1 and  
is  by business a tailor2 the prisoner  
had been his apprentice for four        
months1 up to the #bhth of ,august1 when
 he committed the robbery4 ,on  that day
 he gave him five pounds to take to ,mr4
 ,wells1 of ,bishopsgate  ,street1 to   
discharge a bill2 he never went1 nor did
 he return home2 he  did not hear of him
 for three weeks1 when he found him at  
,windsor1 and  apprehended him4 ,the    

prisoner admitted having applied the    
money to his  own use4 ,he was found at 
a public house1 and said he had spent   
all his  money except one shilling and  
six pence4 ,a shopman in the service of 
,mr4 ,wells1 stated that in ,august last
 the witness owed his master a  sum of  
money2 he knew the prisoner2 he did not 
bring money to their  shop1 either on or
 since the #bhth of ,august4 ,the       
prisoner made no  defence1 but called   
his master1 who said he received him    
from the  ,refuge for the ,destitute1   
and had a good character with him4 ,he  
would  not take him back again4 ,mr4    
,wontner stated1 that he had received   
two communications from the ,rev4 ,mr4  
,crosby1 the chaplain of the            
institution1 stating they would not     
interfere on his behalf4 ,the jury      
returned a verdict of guilty4 ,mr4      
,justice ,park observed1 that the  best 
course would be to send him out of the  
country4    ,here we see1 that          
notwithstanding the discipline he had   

undergone1  and the instructions he had 
received during his confinement in the  
establishment of the ,refuge for the    
,destitute1 he had not been more  than  
four months from that place before he   
fell into his old habits4  ,it is       
moreover to be remarked1 that such had  
been his conduct during  his            
confinement1 that the directors of the  
establishment thought  themselves war   
ranted in giving a good character with  
him4 ,they were  probably little        
surprised on hearing of this relapse on 
the part of  the boy1--experience had   
doubtless taught them it was no uncommon
  thing1 and we plainly see they were   
convinced that all further  attempts at 
reclaiming him were useless4    ,the    
facility with which property maybe      
disposed of1 should be  mentioned as a  
powerful inducement to crime4 ,the      
following case  suggests it to the mind3
    ,thomas ,jackson1 a mere child1 not 
more than nine years of age1 was        
charged some time ago at the ,town      

,hall1 with committing a burglary  on   
the premises of ,mr4 ,james ,whitelock1 
a master builder1 ,griffith's  ,rents1  
,st4 ,thomas's1 ,southwark4 ,mr4        
,whitelock1 it appears1 resided  in an  
old mansion1 formerly an inn1 which he  
had divided into two  separate          
tenements1 occupying one part himself1  
and letting the other  to the parents of
 the prisoner4 ,in this division he had 
deposited  building materials to a      
considerable amount1 one hundred weight 
of  which1 in iron holdfasts1 hinges1   
nails1 clamps1 c41 he missed one  day on
 entering the room1 the door of which   
had been blocked by a  large copper1 and
 the partition door forced4 ,the        
character of the  prisoner being of the 
worst description1 he was apprehended1  
when  he confessed he had taken all the 
property1 and disposed of it to a       
woman1 named ,priscilla ,fletcher1 the  
keeper of a marine store1 #cd1  ,james  
,street4 ,the receiver1 who is the last 
of the family that has  not been either 

hanged or transported1 refused to swear 
to the  prisoner1 though she admitted   
she believed he was the person she      
bought the property produced from1 at   
the rate of one penny for each  three   
pounds4 ,it was proved to be worth three
 half-pence per pound4  ,alderman ,j4,j4
 ,smith regretted that the deficiency of
 evidence  prevented him sending the    
young delinquent for trial1 and thereby 
rescuing him from an ignominious death1 
and told ,mrs4 ,priscilla1 who  was all 
modesty1 that he was convinced she had  
perjured herself1--and  not to exult at 
her own escape from transportation1 a   
reward he could  not help considering   
she richly merited1 and which in due    
season she  would doubtless receive4    
,the hardened child laughed during the  
hearing1 and on being sentenced1  by the
 oath of the officers1 as a reputed     
thief1 spit at his accuser1  and        
exclaimed1 as he was taken from the bar 
to be conveyed to  ,brixton1--,is this  
all8 ,i'll torment you yet6    ,to add  

one more case1 ,i may state that1 at the
 ,exeter ,sessions1 some  time since1   
two children were convicted1 who1 it is 
believed1 were not  above ten years of  
age4 ,previously to this they had been  
convicted of  felony1 and had suffered  
six months imprisonment at ,bodmin2 and 
it  appears that two years before1 they 
started alone from ,bristol on this     
circuit of youthful depredation4        
,having collected the foregoing         
instances of juvenile delinquency1 and  
presented them to the public1 ,i cannot 
refrain from adducing a few  other cases
 which came under my own observation4   
,whilst conducting the ,spitalfields'   
,infant ,school1 several instances  of  
dishonesty in the children occurred4 ,on
 one occasion the mother  herself came  
to complain of a little boy1 not more   
than four years  old1 on the following  
grounds4 ,she stated1 that being obliged
 to  be out at work all day1 as well as 
her husband1 she was under the          
necessity of leaving the children by    

themselves4 ,she had three besides  the 
little boy of whom she was complaining4 
,having to pay her rent1  she put       
eighteen-pence for that purpose in a cup
 at the top of a  cupboard4 ,on stepping
 home to give the children their        
dinners1 she  found the boy at the      
cupboard1 mounted on a chair1 which     
again was  placed on the top of a table4
 ,on looking for the money1 she found   
four-pence already gone2 one penny of   
this she found in his pocket1  the rest 
he had divided amongst the other        
children1 that they might  not tell of  
him4 ,after this relation ,i kept a     
strict watch on the  child1 and three or
 four days afterwards the children      
detected him  opening my desk1 and      
taking half-pence out of it4 ,they      
informed me of  this1 and while they    
were bringing him up to me the          
half-pence dropped  out of his hand4 ,i 
detected him in many other very bad     
actions1 but  have reason to hope1 that1
 by suitable discipline and instruction1

 he  was effectually cured of his sad   
propensities4    ,about the same time1  
,i observed two little children very    
near the  school-house in close         
conversation1 and from their frequently 
looking  at a fruit-stall that was near1
 ,i felt inclined to watch them2 having 
previously heard from some of the       
pupils1 that they had frequently  seen  
children in the neighbourhood steal     
oysters and other things4 ,i            
accordingly placed myself in a          
convenient situation1 and had not long  
to wait1 for the moment they saw there  
was no one passing1 they went  up to the
 stall1 the eldest walking alongside the
 other1 apparently to  prevent his being
 seen1 whilst the little one snatched an
 orange1  and conveyed it under his     
pinafore1 with all the dexterity of an  
experienced thief4 ,the youngest of     
these children was not four years  old1 
and the eldest1 apparently1 not above   
five4 ,there was reason to  believe this
 was not the first time they had been   

guilty of stealing1  though1 perhaps1   
unknown to their parents1 as ,i have    
found to be the  case in other          
instances4    ,another little boy in the
 school1 whose mother kept a little     
shop1  frequently brought money with    
him1--as much as three-pence at a time4 
,on questioning the child how he came by
 it1 he always said that his  mother    
gave it to him1 and ,i thought there was
 no reason to doubt his  word1 for there
 was something so prepossessing in his  
appearance1  that1 at the time1 ,i could
 not doubt the truth of his story4 ,but 
finding that the child spent a great    
deal of money in fruit1 cakes1  c41 and 
still had some remaining1 ,i found it   
advisable to see the  mother1 and to my 
astonishment found it all a fiction1 for
 she had not  given him any1 and we were
 both at a loss to conceive how he      
obtained  it4 ,the child told me his    
mother gave it to him2 and he told  his 
mother that it was given to him at      
school2 but when he was  confronted with

 us both1 not a word would he say4 ,it  
was evident1  therefore1 that he had    
obtained it by some unfair means1 and we
 both  determined to suspend our        
judgment1 and to keep a strict eye on   
him in  future4 ,nothing1 however1      
transpired for some time2--,i followed  
him  home several times1 but saw nothing
 amiss4 ,at length ,i received notice   
from the mother1 that she had detected  
taking money out of the till1  in her   
little shop4 ,it then came out that     
there was some boy in the  neighbourhood
 who acted as banker to him1 and for    
every two pence  which he received1 he  
was allowed one penny for taking care of
 it4 ,it  seems that the child was      
afraid to bring any more money to       
school1 on  account of being so closely 
questioned as to where he obtained it1  
and  this1 probably1 induced him to give
 more to the boy than he otherwise      
would have done4 ,suffice it1 however1  
to say1 that both children  at length   
were found out1 and the mother declared 

that the child  conducted her to some   
old boards in the wash-house1 and       
underneath  them there was upwards of a 
shilling1 which he had pilfered at      
various  times4    ,the reader may      
remember too1 that during the autumn of 
#ahcc1 a boy of  fourteen committed     
suicide1 and that another of the same   
age was  convicted of the dreadful crime
 of murder4    ,it appears he knew a boy
 a little younger than himself1 who was 
going  to a distance with some money1   
and having taken a pocket-knife with    
him1 he way-laid him and threatened to  
murder him4 ,the poor little  victim    
kneeled down1--offered him his money1   
his knife1 and all he  had1 and said he 
would love him all the days of his life 
if he would  spare him1 and never tell  
what had happened2 but the pathetic and 
forcible appeal1 which would have melted
 many a ruffian-heart1 was  vain3--the  
little monster stabbed him in the       
throat1 and then robbed  him4 ,on his   
trial he discovered no feeling1 and he  

even heard his  sentence with the utmost
 indifference1 and without a tear4      
,it would have been easy to multiply    
cases of juvenile delinquency1  both    
those which have been brought under the 
cognizance of the law1  and those which 
have come to my own knowledge1 but ,i   
think enough has  been related to shew  
how early children may1 and do become   
depraved4  ,i have purposely given most 
of them with as few remarks of my own as
  possible1 that they may plead their   
own cause with the reader1 and  excite a
 desire in his bosom to enter with me1  
in the next chapter1 on  an inquiry into
 the causes of such early depravity4    
,since the above incidents and facts    
were observed1 and reports from  the    
public prints were recorded1 general    
attention has been drawn more  fully to 
the very great increase of ignorance1   
demoralization1 and  crime1 amongst the 
lower classes1 both old and young4      
,these things  call on us most loudly   
for active effort and exertion2 and it  

becomes  the patriot and philanthropist1
 but especially the ,christian1 to look 
around1 to think and to consider what   
effectual means may be found1  and what 
efficient plans may be adopted to strike
 the evil fatally at  its roots1 and    
cause it to wither away4 ,if these      
things be not done1  the moral          
pestilence must increase1 and eventually
 deprive us of all  that is dear to us  
as men1 and citizens4          ,,chapter
 ,,iii4    ,,causes ,,of ,,early        
,,crime4    ,degraded condition of      
parents--,dreadful effects of           
drunkenness--,neglect of children       
inevitable and wilful--,the tutorship   
of wicked companions--,tricks of        
pantomimes injurious--,mischiefs        
arising from sending children to        
pawnbrokers--,fairs demoralizing--,all  
,kinds of begging to be repressed4      
99       99       99       99       99  
,why thus surprised to see the infant   
race    ,treading the paths of vice8    
,their eyes can trace    ,their parents'

 footsteps in the way they go3    ,what 
shame1 what fear1 then1 can their young 
hearts know8           99       99      
99       99       99      ,appalling as 
the effects of juvenile delinquency are1
 ,i think we may  discover a principal  
cause of them in the present condition  
and habits  of the adult part of the    
labouring classes4 ,we shall find1 very 
frequently1 that infant crime is the    
only natural produce of evil1  by the   
infallible means of precept and example4
 ,i do not intend to  assert1 that the  
majority of parents amongst the poor1   
actually  encourage their children in   
the commission of theft2 we may1 indeed1
  fear that some do2 as in the instance 
of the two little girls detected  in    
shop-lifting1 whose case was detailed in
 the preceding chapter2 but  still1 ,i  
should hope that such facts are not     
frequent4 ,if1 however1  they do not    
give them positive encouragement in     
pilfering1 the example  they set is     
often calculated to deprave the heart of

 the child1 and1  amongst other evil    
consequences1 to induce dishonesty2     
whilst in other  cases we find1 that    
from peculiar circumstances the child is
 deprived1  during the whole day1 of the
 controling presence of a parent1 and is
  exposed to all the poisonous          
contamination which the streets of large
  cities afford2 and hence appears      
another cause of evil4 ,here children   
come in contact with maturer vice1 and  
are often drawn by its  influence from  
the paths of innocence2 as we have      
already seen in  many instances4 ,what  
resistance can the infant make to the   
insidious  serpents1 which thus1 as it1 
were1 steal into its cradle1 and infuse 
their poison into its soul8 ,the        
guardians of its helplessness are       
heedless or unconscious of its danger1  
and1 alas6 it has not the  fabled       
strength of the infant ,hercules to     
crush its venomous  assailants4 ,surely 
such a view of the frequent origin of   
crime must  awaken our commiseration for

 its miserable victims1 and excite in us
 a  desire to become the defenders of   
the unprotected4    ,it will1 however1  
be said by some1 ,where are the natural 
guardians of  the child8 ,where are its 
parents8 ,are we to encourage their     
neglect  of duty1 by becoming their     
substitutes8 ,it is their business to   
look  after their children1 and not     
ours4 ,frequently have ,i heard such    
sentiments put forth1 and sometimes by  
persons in whom ,i knew they  were      
rather owing to a want of reflection    
than of philanthropy4 ,but a  want of   
thought1 or of feeling1 it must         
certainly be2 because1 on no  principle 
of reason or humanity can we make the   
unnatural conduct  of fathers and       
mothers1 a plea for withholding our     
protection and  assistance from the     
helpless objects of their cruelty and   
neglect4  ,if we do so1 we not only     
neglect our duty towards such children1 
but  permit the growth and extension of 
the evil4 ,we must recollect that  they 

will not merely play their own wicked   
parts during their lives1  but will also
 become models to the next generation4  
,it should be remembered here1 that ,i  
am treating of an evil which  extends   
itself to all classes of society2 ,i am 
appealing to the  prudence of men1 that 
they may1 for their own sakes1          
investigate its  cause2 ,i shall        
hereafter appeal to them as             
philanthropists1 and1 still  more       
urgently1 as ,christians1 that they may 
examine the merits of the  remedy ,i    
shall propose4    ,the culpability of   
many parents is beyond dispute4 ,they   
not only omit  to set their children    
good examples1 and give them good       
advice1 but1  on the contrary1 instil   
into their minds the first rudiments of 
wickedness1 and lead them into the paths
 of vice4 ,their homes present  scenes  
which human nature shudders at1 and     
which it is impossible  truly to        
describe4 ,there are parents who1       
working at home1 have every  opportunity

 of training up their children in the   
way they should go1  if they were       
inclined so to do4 ,instead of this1 we 
often find1 in  the case of the fathers1
 that they are so lost to every         
principle of  humanity1 that as soon as 
they receive their wages1 they leave    
their  homes1 and hasten with eager     
steps to the public house2 nor do they  
re-pass its accursed threshold1 till the
 vice-fattening landlord has  received  
the greater part of the money which     
should support their  half-fed1         
half-clothed wives and children2 and    
till they have  qualified themselves1 by
 intoxication1 to act worse than brutes 
on  their return home4 ,to men of this  
description it matters not whether  or  
not their children are proving          
themselves skilful imitators of  their  
evil example1--they may curse and swear1
 lie and steal1--so long  as they can   
enjoy the society of their pot          
companions1 it is to them a  matter of  
total indifference4    ,during my       

superintendence of the first school1 ,i 
had a painful  facility of examining    
these matters4 ,frequently1 when ,i have
 inquired  the cause of the wretched    
plight in which some of the children    
were  sent to the school1--perhaps with 
scarcely a shoe to their feet1          
sometimes altogether without1--,i have  
heard from their mothers the  most      
heart-rending recitals of the husband's 
misconduct4 ,one family in  particular  
,i remember1 consisting of seven        
children1 two of whom were  in the      
school2 four of them were supported     
entirely by the exertions  of the       
mother1 who declared to me1 that she did
 not receive a shilling  from their     
father for a month together2 all the    
money he got he kept  to spend at the   
public-house2 and his family1 for what  
he cared1 might  go naked1 or starve4   
,he was not only a great drunkard1 but a
 reprobate  into the bargain2 beating   
and abusing the poor woman1 who thus    
endeavoured to support his children by  

her labour4    ,the evil does not always
 stop here4 ,driven to the extreme of   
wretchedness by her husband's conduct1  
the woman sometimes takes to  drinking  
likewise1 and the poor babes are ten    
thousand times more  pitiable than      
orphans4 ,i have witnessed the revolting
 sight of a  child leading home both    
father and mother from the public-house1
 in  a disgusting state of intoxication4
 ,with tears and entreaties ,i  have    
seen the poor infant vainly endeavouring
 to restrain them from  increasing their
 drunkenness1 by going into the houses  
on their way  home2 they have shaken off
 the clinging child1 who1 in the        
greatest  anxiety1 waited without to    
resume its painful task2 knowing1 all   
the  time1 perhaps1 that whilst its     
parents were thus throwing away their   
money1 there was not so much as a crust 
of bread to appease its hunger  at home4
 ,let it not be thought that this is an 
overcharged picture of  facts2 it is but
 a faint1 a very faint and imperfect    

sketch of reality  which defies         
exaggeration4 ,cases of such depravity1 
on the part of  mothers1 ,i with much   
pleasure confess to be comparatively    
rare4  ,maternal affection is the       
preventive4 ,but what1 let me ask1 can  
be  hoped of the children of such       
parents8 ,what are their characters     
likely to become under such tuition8    
,with such examples before their  eyes1 
need they leave their homes to seek     
contamination1 or to learn  to do evil4 
,and here ,i must say1 if ,i were asked 
to point out1 in the metropolis1  or any
 large city1 the greatest nuisance1 the 
worst bane of society1  the most        
successful promoter of vice1--,i should1
 without a moment's  hesitation1 point  
to the first public-house or spirit     
dealer's  that met my view4 ,nor can ,i1
 in speaking of the causes of juvenile  
delinquency1 omit to say1 ,i think these
 houses1 indirectly1 a very  great cause
 of it4 ,why ,i think so1 my readers    
will readily conceive  from what ,i have

 already said4 ,i am sure that ,satan   
has no temple  in which he is so        
devoutly worshiped1 or so highly        
honoured1 as the  ale-house1--no priest 
is so devoted as its landlord1--no      
followers are  so zealous in his behalf 
as its frequenters4    ,let any one in  
the evening visit the homes of the      
labouring class in  a poor              
neighbourhood1 and he will find1 in many
 cases1 a  barely-furnished room1 a     
numerous family of small                
children1--perhaps  forgetting the pangs
 of hunger in the obliviousness of      
sleep1--a wife1  with care-worn         
features1 sitting in solitary           
wretchedness1 ruminating  on wants she  
knows not how to supply--namely1 clothes
 and food for  her children on the      
morrow1 and on debts which she has no   
means of  discharging4 ,but where is he 
who should be sharing her cares1 bidding
  her be of good cheer1 and devising    
with her some means of alleviating      
their mutual distress8 ,where is the    

father of the sleeping babes1 the       
husband of the watchful wife8 ,go to the
 public-house2 you will see  him there  
with a host of his companions1 of like  
character  and circumstances1 smoking1  
drinking1 singing1 blaspheming1         
gambling--ruining his health1 spending  
his money2 as jovial as though  he had  
no wretched wife1 no starving babes at  
home6 and as lavish of  money which     
should procure them food1 as the man who
 is thriving on  his excesses could wish
 him to be4    ,i never look on a       
public-house without considering it as  
the abode of  the evil genius of the    
neighbourhood2 the despoiler of         
industry1 the  destroyer of domestic    
comfort2 and heartily do ,i wish1 that  
some means  could be devised for        
abolishing these resorts of wickedness2 
that some  legislative enactment may    
render it unlawful for any one to keep  
such  places4 ,with respect to a        
peculiar sort of beverage1 it has been  
declared to be illegal to afford its    

purchasers accommodation for  drinking  
it on the premises4 ,why not extend it  
to other liquors8 ,i  know this would be
 pronounced an infringement on ,english 
liberty6 ,the  worst of men would raise 
this outcry against the measure4 ,but   
surely  it should rather be called a    
preventive of ,english licentiousness4  
,all  good men would consider it as     
such4 ,i would not rob the labourer of  
his daily allowance of a beverage which 
is believed by many to be of  essential 
service1 when taken in moderation2 but  
,i would have him  drink it at home1    
that his wife and children may          
participate in his  enjoyment4 ,perhaps1
 it will be said1 a man closely confined
 to labour  all day1 needs some         
relaxation from domestic cares--that    
this can only  be found in change of    
scene1 and in social company4 ,i will   
concede  this4 ,the plea of health1     
though often speciously advanced1 cannot
 be  denied4 ,but is it necessary for   
his health1 that this change of scene   

should be found in a close tap-room1    
within a few yards of his home1  where  
he drinks to a ruinous excess till a    
late hour1--breathing all  the while a  
hot atmosphere of tobacco-smoke8 ,is it 
not possible to  obtain the change of   
scene1 and the relaxation of social     
converse1 by  mutual visits amongst     
friends similarly situated1--by a ramble
 to the  suburbs1--or1 in cases where   
the daily occupation affords too little 
opportunity for exercise1 are there not 
places established for  gymnastic       
exercises1--and might not others be     
formed for the like  purposes8 ,certain 
,i am that the abolition of             
public-houses1 in large  cities1 as     
places of daily resort for the adult    
labouring poor1 would  be attended with 
the most salutary consequences4 ,i know 
of nothing  that must so certainly tend 
to their improvement both in character  
and  circumstances4    ,no man can      
witness the scenes1 and doings1 of many 
persons who attend  the new beer-houses1

 without pain and regret1 that ever an  
act of  parliament was passed to        
legalize such places4 ,i have visited   
some  hundreds of such1 throughout the  
country1 and can positively assert  that
 the demoralising tendency of too many  
is awful6 ,our magistrates  must be more
 careful in granting licences1 or the   
efforts of the wise  and good will be   
neutralized1 by the evils concocted at  
such places4  ,the old inkeepers had a  
character1 and capital at stake4 ,the   
new  beerhouse-keepers1 ,i should say1 a
 majority of them at least1 have        
neither1 and consequently are less      
cautious1 having less to lose4          
,whatever the end of the legislature    
might have been in enabling the  poor to
 procure a good and cheap article more  
easily1 to be drunk on  or off the      
premises1 the thing has not answered the
 end1 and no one  can deny1 who will    
take the trouble to visit such places in
 different  counties1 that the ,act has 
been a miserable failure1 and has been  

the fruitful source of crime and        
immorality4 ,what a lesson is this for  
speculative1 short sighted legislators8 
,another measure should then be adopted1
 ,i would say--destroy the  facility of 
spirit-drinking1 by laying on a heavy   
duty4 ,it is in vain  that interested   
sophistry would plead its benefits in   
particular  cases--such1 for instance1  
as the ludicrous plea of the needfulness
  of drams for market-women on wet and  
frosty mornings4,a ,set these  specious 
benefits against the dreadful results to
 men's health and  pockets1 from the    
present low price of spirits1 and their 
consequent  enormous consumption2 and   
then let common sense and honesty       
deliver  its judgment4    ,i have spoken
 thus candidly and at length upon the   
subject in the  present chapter1 though 
somewhat out of place1 because my       
feelings  would not allow me to be less 
plain or more brief1 or to postpone  the
 matter to a more convenient season4    
,perhaps in talking of  legislative     

alterations ,i have been wandering upon 
forbidden ground2  if so1 in returning  
to my proper path1 ,i will comfort      
myself with this  thought3--the progress
 of improvement1 however slow1 is sure1 
and it  is certainly advancing in this  
country2 ,i require no other assurance  
than the establishment of ,infant       
,schools and ,mechanic's4    ,footnote  
,a3 ,some conception of the fearful     
height which drunkenness  has attained1 
may be gathered from the fact1 that in  
#ahbi1 the  quantity of distilled       
spirits on which the duty was paid in   
the three  kingdoms1 amounted to        
#bc1jjj1jjj of gallons4 ,to form a due  
estimate1  however1 of the actual       
consumption1 an immense quantity must be
 added1  obtained by smuggling4 ,of the 
rum imported for home consumption1      
allowing for that re-exported1 the      
quantity was #e1jjj1jjj of gallons4  ,of
 brandy and other articles imported1    
#a1ejj1jjj gallons2 making a  total1    
with the omission of all on which the   

duty was evaded1 of  #cj1jjj1jjj of     
gallons of ardent spirits consumed in   
the year4  ,five millions of revenue    
grew out of this1 but it cost the people
  #ae1jjj1jjjl4 sterling1 a which would 
have paid half-a-year's  interest of the
 national debt4    ,no person1 says ,sir
 ,astley ,cooper has greater hostility  
to dram  drinking than myself1 insomuch 
that ,i never suffer any ardent spirits 
in my house--thinking them evil         
spirits6--and if the poor could  witness
 the white livers1 the dropsies1 the    
shattered nervous systems  which ,i love
 seen as the consequence of drinking1   
they would be aware  that spirits and   
poisons were synonymous terms4          
,institutions2 it will advance1 and what
 the legislature may never be  able to  
accomplish1 the spirit of improvement   
eventually will4    ,but having         
considered those cases1 in which wilful 
neglect and bad  example may be charged 
upon the parents1 we should not forget  
to tell  those who object to our        

interference in the duty of a child's   
natural  protectors1 that it is not1 in 
every instance1 from wilful neglect  on 
their part1 that their children are left
 unprotected in the  streets4 ,the      
circumstances of the labouring classes  
are such1 in many  cases1 that they are 
compelled to leave their children either
 wholly  unprotected1 or in the charge  
of some one who frequently becomes a    
betrayer instead of a defender4 ,the    
father1 perhaps1 goes to his daily      
labour in the morning1 before the       
children are out of bed1 and does  not  
return till they are in bed again at    
night4 ,the mother goes out in  like    
manner1 the earnings of the husband     
being insufficient for the  maintenance 
of the family1 and the children are     
intrusted throughout  the day to the    
care of some girl1 whose parents are as 
poor as  themselves1 and are glad to let
 her earn something towards her         
support4 ,numbers of little girls thus  
go out before they are twelve  years    

old1 and teach the little children all  
they know1--commonly  to be deceitful1  
and not unfrequently to be dishonest4   
,the parents1  careless or unsuspecting1
 only make inquiry when they return home
 if  the children have been good and    
quiet1 and of course receive an answer  
in the affirmative4 ,in the course of a 
few years the evil consequences  begin  
to show themselves1 and then the good   
folks wonder how or when  the seeds of  
such depravity could have been sown4    
,many ,i know will be  inclined to smile
 at the insignificancy of the cause     
pointed out4 ,i  can only say1 it is    
from such springs1 however regarded1    
that the  great stream of vice is       
supplied2 and what we laugh at now1 for 
its  insignificant origin1 will         
hereafter1 in its maturity1 laugh at us 
for  our impotence1 in vainly           
endeavouring to stem it4 ,what are      
parents to  do with their children1     
situated as those are of whom we have   
just  spoken8 ,and very many are so     

situated4 ,is it possible for them to   
perform their duty1 as protectors of    
their children8 ,it requires all  their 
time to labour for their support1 and   
they therefore leave them1  unavoidably1
 either in such hands as we have        
described1 or to take  care of          
themselves2 to range the streets1 and   
form such associations  as may there    
happen to fall in their way4 ,they get  
into company with  older delinquents1   
and become first their instruments1 and 
then their  associates2 till at length  
they find their way into a gaol4        
,this is no delusive way of accounting  
for the matter1--it is a  solution which
 experience and observation have taught 
and established4  ,i have traced the    
progress of delinquency1 in actual life1
 from  its earliest stages1--from the   
little trembling pilferer of the        
apple-stall1 not more than four or five 
years old1 to the confirmed  thief of   
nine or ten years--who had been in gaol 
three or four times1  and was as proud  

of his dexterity in thieving1 and       
hardihood under  punishment1 as he could
 have been of the most virtuous         
accomplishment1  or the most becoming   
fortitude4 ,the infant thief1 conscious 
of shame1  and trembling with fear1 will
 tell you on detection1 that ,tommy1 or 
,billy1 some older associate1 set him to
 do it2 you let him go3 he  joins his   
companions1 who laugh at the story he   
tells1 ridicule him  for his fears1     
praise him for his dexterity1 and       
rejoice in his  escape4 ,it will be very
 easy to imagine how1 under a course of 
such  treatment1 the young offender so  
soon dismisses both shame and fear2  and
 learns to forget everything but the    
gain and glory of his crimes4    ,it is 
no small matter of credit with older    
thieves--7by older thieves  ,i still    
mean boys of nine or ten years old7--to 
have under their  tuition two or three  
pupils4 ,i have seen in my walks as many
 as seven  or eight sallying forth from 
the alleys in the neighbourhood of      

,spitalfields1 under the command1 as it 
were1 of a leader1 a boy  perhaps not   
more than nine or ten years old4 ,i have
 watched their  plans1 and have noticed 
that it was usual to send first the     
youngest  boy to attempt the            
theft--perhaps the object to be obtained
 was only  a bun from the open window of
 a pastry-cook's shop2 if he failed1    
another was sent1 whilst the rest were  
lurking at the corner of some  court1   
ready to flee in case their companion   
was detected2 and ,i have  sometimes    
seen1 that after all the rest had       
failed1 either from want  of skill1 or  
the too great vigilance of the          
shop-keeper1 the boy  who acted as      
leader has started out1 and by a display
 of superior  dexterity1 would have     
carried off the prize1 had it not       
happened that  some one was thus        
purposely watching his conduct4 ,when   
detected1 if an  old offender1 he will  
either look you in tire face with the   
greatest  effrontery and an expression  

of defiance1 or he will feign to cry1   
and tell you he was hungry1 has no      
father nor mother1 c42 though           
frequently1 on further inquiry1 ,i have 
found the whole story to be  false4     
,alas6 there is one class of children1  
with whom ,i know not how to  deal1 ,i  
mean those without the natural          
protectors4 ,the man can for a  more    
trifle get rid of all responsibility1   
though in general1 most  able to bear   
it1 the woman has the dead weight1 which
 often proves the  destruction of her   
offspring1 and herself1 suicide and     
murder are  the first-fruits frequently 
to her1 but she loves her offspring1 and
  perhaps he who deceived her1 and for  
both their sakes fights the  battle     
against fearful odds2 for a few years at
 least1 she will not  last long1 at     
length she sinks6 she dies6 where1 oh6  
where6 is the  guardian for her child6  
,reader1 there are many thousands of    
such6  ,what becomes of them8 ,but there
 are other mothers of this class1  more 

ignorant1 have less of feeling1 no      
education1 no training1 they  advance   
from bad to worse1 until they have five 
or six children1 here  are circumstances
 for children to come into the world    
grievously  against them4 ,what becomes 
of these8 ,to avoid painful details ,i  
will  answer the question1 they become a
 pest to society1 each a demoralizer  of
 others1 living upon the public--as     
tramps1 begging impostors1  thieves1    
teachers of thieves1 and cost the       
country more than five  times their     
number born under other and better      
circumstances4 ,god  grant that         
spiritual light1 philosophical light1   
and scientific light  united1 may enable
 us to find the remedy6    ,the two     
grand causes of juvenile delinquency1 we
 have seen then1 to be  the evil example
 of parents themselves2 and the bad     
associations  which children form at an 
early age1 when1 through neglect1 they  
are  suffered to be in the streets4 ,in 
the first instance1 the parents of  the 

children are wholly without excuse2 in  
the second1 though in some  cases we may
 blame them1 in others we cannot justly 
do so2 but must  admit1 as an           
exculpation1 the unfortunate            
circumstances of their  condition in    
life4    ,it would be easy to shew1 by a
 multitude of instances1 the evil       
effects produced on children of a tender
 age by street associations4  ,but ,i   
think enough has been said to convince  
every reflecting mind  that it is highly
 necessary that we should interfere in  
behalf of  children so situated2 and ,i 
shall conclude the present chapter by   
some  remarks on the various habits and 
practices of the poor classes1 which    
have at least an injurious tendency on  
the character of the rising  generation4
    ,as children are such imitative     
beings1 ,i cannot help making a few     
observations on the tricks which are    
usually introduced into our  pantomimes4
 ,it is well known that those of the    
clown form a  principal part of the     

entertainment4 ,it is also equally well 
known1  that the pantomimes are         
particularly designed to amuse children1
 for  which reason they are generally   
represented during the ,christmas       
holidays1 ,if1 however1 they were merely
 intended to amuse them1 they  who have 
introduced them have1 perhaps1 gained   
their object2 but what  kind of         
instruction they afford1 ,i shall here  
attempt to shew4 ,i  do not recollect to
 have seen a pantomime myself without   
pilfering  being introduced under every 
possible form1 such as shop lifting1    
picking pockets1 c4 c4 ,can it then be  
for a moment supposed  improbable that  
children1 after having witnessed these  
exhibitions1  should endeavour to put   
the thing into practice1 whenever an    
opportunity offers1 and try whether they
 cannot take a handkerchief  from a     
gentleman's pocket with the same ease   
and dexterity as the  clown in the play 
did2 or1 if unsuccessful in this part of
 the  business1 that they should try    

their prowess in carrying off a         
shoulder of mutton from a butcher's     
shop1--a loaf from a baker1--or  lighter
 articles from the pastry-cools1        
fruiterer1 or linen-draper8  ,for1      
having seen the dexterity of the clown1 
in these cases1 they will  not be at a  
loss for methods to accomplish1 by      
sleight of hand1 their  several         
purposes4 ,in my humble opinion1        
children cannot go to a better  place   
for instruction in these matters1 or to 
a place more calculated  to teach them  
the art of pilfering to perfection1 than
 to the theatre1  when pantomimes are   
performed4 ,to say that the persons who 
write and  introduce these pieces are in
 want of sense1 may not be true2 but ,i 
must charge them with a want of         
sufficient thought1 right feeling and   
principle1 in not calculating on their  
baneful effects on the rising           
generation1 for whose amusement it      
appears they are chiefly produced4      
,many unfortunate persons1 who have     

heard sentence of death passed upon     
them1 or who are now suffering under the
 law1 in various ways1 have  had to     
lament that the first seeds of vice were
 sown in their minds  while viewing the 
pilfering tricks of clowns in           
pantomimes4 ,alas6  too little do we    
calculate on the direful effects of this
 species of  amusement on the future    
character of the young4 ,we first permit
 their  minds to be poisoned1 by        
offering them the draught1 and then     
punish  them by law for taking it4 ,does
 not the wide world afford a variety  of
 materials sufficient for virtuous      
imitation1 without descending to  that  
which is vicious8 ,it is much easier to 
make a pail of pure water  foul1 than it
 is to make a pail of foul water pure4  
,it must not be  supposed that ,i wish  
to sweep off every kind of amusement    
from the  juvenile part of society1 but 
,i do wish to sweep off all that has a  
pernicious tendency4 ,the limits which  
,i have prescribed to myself will  not  

allow me to enter more at large into    
this subject2 otherwise  ,i could       
produce a number of facts which would   
prove1 most  unquestionably1 the        
propriety of discontinuing these        
exhibitions4    ,a conversation which ,i
 once heard between some boys who were  
playing  at what is called              
pitch-in-the-hole1 will prove the truth 
of my  assertions4 ,bill1 said one of   
the boys to the other1 when did you  go 
to the play last8 ,on ,monday night1 was
 the reply4 ,did you see  the new       
pantomime8--,yes4 ,well1 did you see any
 fun8--,yes1 ,i  believe ,i did too4 ,i 
saw the clown bone a whole hank of      
sausages1  and put them into his pocket1
 and then pour the gravy in after them4 
,you would have split your sides with   
laughing1 had you been there4  ,a4,b4   
and ,c4,d4 were with me1 and they       
laughed as much as ,i did4  ,and what do
 you think ,a4,b4 did the next          
night8--,how should ,i  know4--,why1    
replied the other1 he and ,c4,d4 boned  

about two  pounds of sausages from a    
pork shop1 and we had them for supper4  
,this  conversation ,i heard from a     
window1 which looked into a ruinous     
place  where boys assembled to toss up  
for money1 and other games4 ,this fact  
alone1 without recording any more1 is   
sufficient to show the evil of  which ,i
 have been speaking4 ,and ,i do most    
sincerely hope that those  persons who  
have any influence over the stage1 will 
use their utmost  endeavours1 speedily1 
to expunge every thing thus calculated  
to  promote evil inclinations in the    
minds of children1 and vicious habits   
in the lives of men4    ,it is not      
impossible that scenic exhibitions might
 be made a most  powerful means of      
instruction to the young1 and tend to   
promote virtue  and happiness1 as well  
as be a means of rational amusement1 but
 as  they now exist1 their extirpation  
is desirable4    ,as ,i have had much   
experience from being brought up in     
,london1 ,i am  perfectly aware of the  

evil impressions and dangerous          
temptations that  the children of the   
poor are liable to fall into2 and       
therefore most  solemnly affirm that    
nothing in my view would give so much   
happiness  to the community at large1 as
 the taking care of the affections of   
the  infant children of the poor4       
,there is1 moreover1 a practice very    
prevalent among the poor1 which  does   
greater mischief than the people are    
generally aware of1 and that  is1       
sending their children to the           
pawnbrokers4 ,it is well known that     
many persons send children1 scarcely    
seven years of age1 to these  people1   
with pledges of various sorts1 a thing  
that cannot be too  severely condemned4 
,i know an instance of a little boy     
finding a shawl  in the street2 and     
being in the habit of going to the      
pawnbroker's  for his mother1 instead of
 taking the shawl home to his parents1  
he  actually pawned it and spent all the
 money1 which might never have  been    

known by his parents1 had not the mother
 found the duplicate in  his pocket4 ,it
 is evident1 then1 that many parents    
have no one but  themselves to blame for
 the misconduct of their children2 for  
had this  child not been accustomed to  
go to such a place for his parents1 he  
would never have thought of going there 
for himself2 and the shawl  most likely 
would have been carried home to them4   
,indeed1 there  is no knowing where such
 a system will end1 for if the children 
are  suffered to go to such places1 they
 may in time pledge that which does  not
 belong to them2 and so easy is the way 
of turning any article  into money1 that
 we find most young thieves1 of both    
sexes1 when  apprehended1 have some     
duplicates about them4 ,those persons1  
therefore1 who take pledges of children 
7contrary to the act of  parliament1    
whether they know it or not17 ought to  
be severely  reprimanded2 for ,i am     
persuaded1 that such conduct is         
productive of  very great mischief      

indeed4    ,taking children to fairs1 is
 another thing which is also productive 
of much harm4 ,at the commencement of   
the first school1 seventy or  eighty    
children were frequently absent whenever
 there was a fair near  ,london2 but the
 parents were afterwards cured of this1 
and we seldom  had above twenty         
absentees at fair-time4 ,several of the 
children have  told me that their       
parents wished to take them1 but they   
requested to  be permitted to come to   
school instead4 ,indeed the parents1    
finding  that they can enjoy themselves 
better without their children1 are very 
willing to leave them at school4    ,it 
is a difficult matter to persuade grown 
persons of the impropriety  of attending
 fairs1 who have been accustomed to it  
when children2  but children are easily 
persuaded from it2 for if they are      
properly  entertained at school1 they   
will not have the least desire to go to 
such places4    ,i cannot quit this     
subject without relating one or two more

 very bad  habits to which children are 
addicted1 and which are1 perhaps1 fit   
subjects for the consideration of the   
,mendicity ,society4 ,as it is  the     
object of that society to clear the     
streets of beggars1 it would  be well if
 they would put a stop to those juvenile
 beggars1 many of  whom are children of 
respectable parents1 who assemble       
together  to build what they call a     
,,grotto2 to the great annoyance of all 
passengers in the street4 ,however      
desirous persons may be of  encouraging 
ingenuity in children1 ,i think it is   
doing them much harm  to give them money
 when they ask for it in this way4      
,indeed it would  appear1 that some of  
the children have learned the art of    
begging so  well1 that they are able to 
vie with the most experienced           
mendicants4  ,ladies in particular are  
very much annoyed by children getting   
before  them and asking for money2 nor  
will they take the answer given them1   
but put their hats up to the ladies'    

faces1 saying1 ,please1 ma'am1  remember
 the grotto2 and when told by the       
parties that they have  no money to     
give1 they will still continue to       
follow1 and be as  importunate as any   
common beggar4 ,however innocent and    
trifling this  may appear to some1 ,i am
 inclined to believe that such practices
 tend  to evil1 for they teach children 
to be mean1 and may cause some of  them 
to choose begging rather than work4 ,i  
think that the best way to  stop this   
species of begging is1 never to give    
them any thing4 ,a fact  which came     
under my own observation will shew that 
the practice may  be productive of      
mischief4 ,a foreign gentleman walking  
up ,old ,street  ,road1 was surrounded  
by three or four boys1 saying1 ,please1 
sir1  remember the grotto4--,go away1   
was the reply1 ,i will give you  none4  
,to this followed1 ,do1 pray sir1       
remember the grotto4 ,no1 ,i  tell you1 
,i will give you nothing4 ,do1 sir1 only
 once a-year4 ,at  length1 ,i believe1  

he put something into one of their hats1
 and thus  got rid of them2 but he had  
scarcely gone #bjj yards1 before he came
  to another grotto1 and out sallied    
three more boys1 with the same          
importunate request3 he replied1 ,i will
 give you nothing2 plague have  you and 
your grotto4 ,the boys however          
persevered1 till the gentleman1  having 
lost all patience1 gave one of them a   
gentle tap to get out of  the way1 but  
the boy being on the side of the        
foot-path fell into the  mud1 which had 
been scraped off the road1 and in this  
pickle followed  the gentleman1         
bellowing out1 ,that man knocked me down
 in the mud1  and ,i had done nothing to
 him4 ,in consequence1 a number of      
persons  soon collected1 who insulted   
the gentleman very much1 and he would   
certainly have been roughly handled1 had
 he not given the boy  something as a   
recompence4 ,he then called a coach1    
declaring he could  not walk the streets
 of ,london in safety4    ,those who    

know what mischief has arisen from very 
trifling causes1  will1 of course1      
perceive the necessity of checking this 
growing evil2  for this man went away   
with very unfavourable impressions      
concerning  our country1 and would1 no  
doubt1 prejudice many against us1 and   
make  them suppose we are worse than we 
are4    ,nearly allied to this is1 ,pray
 remember poor ,guy ,faux2 which not    
only teaches children the art of        
begging1 but is frequently the means  of
 their becoming dishonest1 for ,i have  
known children break down  fences1 and  
water-spouts1 and1 in short1 any thing  
that they could lay  their hands upon1  
in order to make a bonfire1 to the great
 danger of  the inhabitants near it1    
without producing one good effect4 ,yet 
how  easily might this practice be put  
down4 ,the ill effects of it are so     
self-evident1 that there can be no need 
for further enlargement4    ,i also     
disapprove of children going about      
begging at ,christmas2 this  practice is

 calculated to instil into the          
children's minds a principle  of        
meanness not becoming the ,english      
character1 and the money they  get1     
seldom1 if ever1 does them any good4 ,if
 persons choose to give  children any   
thing at this time of the year1 there   
can be no objection  to it1 but ,i      
dislike children going about to ask for 
money like common  beggars2 it cannot be
 proper1 and should be generally        
discountenanced4  ,all these things1 to 
some men1 may appear trifling1 but to me
 and  others they are of consequence2   
for if we mean to improve the general   
character of the labouring population1  
there is nothing like beginning  in     
time2 and we should1 amongst other      
things1 get rid of all mean and         
improper customs4    ,before concluding 
this chapter ,i would hint to travellers
 not to give  children money for running
 after a coach4 ,i have seen children of
 both  sexes run until their breath     
failed1 and1 completely exhausted1 drop 

down on the grass2 merely because some  
injudicious persons had thrown          
halfpence to them4 ,i have also seen    
little boys turn over and over  before  
the horses1 for the purpose of getting  
money1 to the danger of  their own lives
 and of the passengers2 and ,i recollect
 an instance of  one boy being1 in      
consequence1 killed on the spot4 ,in    
some counties  children will1 in spring 
and summer1 run after a carriage with   
flowers  upon a long stick1 thrusting it
 in the coach or the faces of the       
travellers1 begging halfpence1 which    
habit had been taught them by the  same 
injudicious means4    ,the most virtuous
 and pious of men1 on looking back to   
their early  lives1 have almost         
invariably confessed that they owe the  
first  seeds of what is excellent in    
them1 to the blessing of ,god1 on the   
instruction and example of their        
parents1 and those around them in the   
years of their childhood4               
,reflections like these ought to make us

 humble and thankful for the  advantages
 we have enjoyed1 and cause us to look  
with an eye of pity1  charity1 and      
commiseration on the vices and          
delinquencies of the poor1  rather than 
to judge them with harsh and cruel      
severity4 ,had we been  in their places1
 might not--would not--our character and
 conduct have  been as theirs8--,still  
further1 ought not such thoughts as     
these to  touch our hearts with deep    
compassion for them1 and excite us to   
strenuous endeavours to remedy these    
lamentable evils1 by the most  powerful 
and effective measures that can be      
found2 and more especially  to strive if
 possible to rescue the rising          
generation from the  contamination of   
surrounding vice and misery4            
,,chapter ,,iv4    ,,remedy ,,for       
,,existing ,,evils4    ,means long in   
operation important--,prisons awfully   
corrupting--,deplorable condition of    
those released from  jail--,education of
 the infant poor--,its beneficial       

results--,cases  of inviolable          
honesty--,appeal of ,mr4 ,serjeant      
,bosanquet--,the infant  school1 an     
asylum from accidents1 and a prevention 
of various  evils--,obstacles in the way
 of married persons obtaining           
employment--,arguments for the plan of  
infant training--,prevalence of  profane
 swearing--,the example often shewn by  
parents--,anecdote in                   
illustration--,parents ill used by their
 young children--,christian-like  wish  
of ,george ,,iii4--,education for poor  
children still objected  to--,folly of  
such objections illustrated--,lectures  
on the subject of  infant training4     
99       99       99       99       99  
,the most likely and hopeful reformation
 of the road must begin with  children4 
,wholesome laws and good sermons are but
 slow and late ways2  the timely and    
most compendious way is a good          
education4--,archbishop  ,tillotson4    
99       99       99       99       99  
,having brought the prevalency of       

juvenile delinquency immediately  before
 the eyes of my readers1 by various     
examples in the second  chapter1 and in 
the third exhibited a few of the causes 
of it1 ,i shall  now proceed to point   
out what1 in my humble opinion appears  
to be the  only efficient remedy1       
namely1 the education of the infant     
poor4  ,it may not be amiss1 however1 to
 glance at the means which have         
heretofore been employed1 and found1    
though productive of some good1         
inefficient for the end proposed4    ,as
 preventives1 ,i may notice the numerous
 national and ,sunday schools1  tract   
societies1 c41 established throughout   
the kingdom4 ,these have  doubtless much
 good effect1 and deserve the zealous   
support of every  one who has at heart  
the welfare of society in general1 and  
the  improvement of the labouring       
classes in particular4 ,many have been  
plucked1 as brands from the burning1 by 
these institutions2 which  are a        
blessing to the objects of their        

benevolence1 and an honour to  their    
conductors and supporters4 ,that ,sunday
 schools are not wholly  efficient1 in  
conjunction with other institutions1 to 
accomplish  the end desired1 is to be   
attributed1 on the one hand1 to the     
small  portion of time in which their   
salutary influence is exerted2 and1 on  
the other1 to their not admitting       
children at a sufficiently early  age4  
,at the period usually assigned for     
their entrance1 they have not  only     
acquired many evil habits1 but their    
affections have become  so thoroughly   
perverted1 as to offer great1 and1 in   
some cases1  insuperable obstacles to   
the corrective efforts of their         
teachers4  ,each child brings into the  
school some portion of acquired evil1   
making1 when united1 a formidable       
aggregate1 and affording every  facility
 for mutual contamination4 ,add to this1
 the counteracting  effect which the bad
 examples they meet with in the course  
of six days  must have upon the good    

they hear on the seventh1 and it will be
 seen  how little comparatively is      
really practicable4 ,i do not say this  
to  dishearten those who are engaged in 
this labour of love1 or to abate  the   
zeal of its promoters4 ,at the same time
 that their experience  confirms the    
truth of my observations--and ,i know   
they would candidly  confess that it    
does so--they must have many gratifying 
instances of a  contrary nature1 in     
children1 who from evil habits have been
 won to  a love of goodness and         
religion1 shewn not merely in a punctual
  attendance at their school1 but in    
that good-will toward their             
fellow-scholars1 and grateful love to   
their teachers1 which are the  only     
infallible signs of a change in the     
affections4 ,these things  encourage    
them1 in spite of many difficulties and 
mortifications1 to  persevere in well   
doing2 and may the ,god of love bless   
their labours  with an increase of      
fruitfulness6 ,it is only my purpose    

here to state1  that the most likely    
human means to produce such an increase1
 is the  establishment of infant        
schools2--schools designed1             
particularly1 for  the cultivation of   
the affections1--for preparing the heart
 to receive  that wisdom which teaches  
us to love ,god supremely1 and to love  
our  neighbour as ourselves4 ,as to the 
system of instruction pursued in        
,sunday schools1 as well as other free  
schools1 it is1 indeed1 my  opinion1    
that some alteration for the better     
might be made1 but as ,i  intend to     
speak of this matter in a future place1 
,i shall say no  more on the subject at 
present1 but pass on to notice prison   
discipline--which is1 ,i fear1 entitled 
to any term but that of a  remedy4      
,that the end of punishment should be   
the prevention of future crime1  rather 
than the gratification of vindictive    
feelings--whether those of  states or of
 injured individuals--but few will      
venture to deny2 and  yet how little    

calculated is the punishment usually    
inflicted on young  offenders in this   
country1 to answer that end6 ,they are  
shut up in  a prison1 in company with   
other thieves1 perhaps older and more   
experienced than themselves1 and all    
that was wanting to complete  their     
education in dishonesty is here         
attained4 ,previously to their          
confinement within the walls of one of  
these places1 in spite of the           
assertions of their hardened associates1
 that it was nothing to fear1  it is    
probable1 dread or apprehension hung    
over their minds2 the last  vestige of  
shame had not been banished by a public 
appearance as  criminals--and this1     
properly taken advantage of1 might have 
made  their reformation possible6 ,but1 
having encountered the object of  their 
fears1 and endured the shame of a       
trial--shame and fear are  alike gone   
for ever2 and when once they find their 
way into those  sinks of iniquity1 there
 is very little hope of amendment4 ,from

 that  period a prison has not the least
 terror for them4 ,being a place of     
idleness while there1 it calls forth the
 evil inclinations of  its inmates1 and 
as they have opportunities of indulging 
those  inclinations1 it not only loses  
all its utility1 but becomes            
incalculably injurious4 ,i heard a boy  
who had been confined in ,newgate  say1 
that he did not care any thing about it2
 that his companions  supplied him with 
plenty of victuals1 that there was some 
good fun to  be seen there1 and that    
most likely he should soon be there     
again2  which proved too true1 for he   
was shortly after taken up again for    
stealing two pieces of printed calico1  
and transported4 ,this1 with a          
multitude of similar facts1 will shew   
that there are few who do not  become   
more depraved1 and leave such places    
worse than when they  entered them4 ,a  
gentleman who visited ,newgate informed 
me that he had  been very much surprised
 at finding so many children there2 some

 of  whom were ironed2 and on his       
inquiring the cause of such severity    
towards children so young1 he was told  
by one of the turnkeys1 that  he had    
snuck more trouble with them than he had
 with old offenders4  ,this fact has    
been verified by the chief officers of  
the ,wakefield  ,model ,prison1--the    
boys give most trouble4 ,in the matter  
of treating  juveniles as delinquents1  
,i am sure we are wrong4 ,i have seen   
both the  magistrates and the judges    
insulted on the bench by juveniles      
brought  before them1 and taunted with  
the following3 ,you can do no more1 you 
with the big wig6 ,i wish you may sit   
there until ,i come out6 ,and in  the   
month of ,may1 #aheb1 the magistrates of
 ,wakefield were insulted by  a boy #ae 
years old1 who had been taken up as an  
impostor1 with his  arm doubled in a    
sling1 and shamming to be deaf and      
dumb1--a healthy  strong youth1 able and
 fit for work--and when asked why he did
 not  work1 answered1 because he could  

get more by his own method6 ,hear6  this
 ye indiscriminate alms-givers6 ,and1   
further1 when expostulated  with by the 
magistrates for the sin and wickedness  
of pretending to  be lame1 c41 he       
laughed at them outright for being so   
silly as to  suppose that he should not 
live well if he could8 ,when told he    
should be committed for three months1 he
 had the impudence to tell the  court   
that he would do the same again1 when he
 came out1 clapped his  hat on in open  
defiance1 and shouted1 ,that's all you  
can do6 ,the  chairman expressed sorrow 
that he could not order a whipping1 but 
the prisoner laughed at him1 and said1  
,i am too old for that4 ,such  things   
were not known in my younger days4 ,i am
 afraid we have erred  in this matter4  
,a little wholesome correction did      
wonders4 ,in such  matters1 it1 at      
least1 made the parties civil1 and1 ,i  
think1 deterred  from crime4 ,i am      
fearful that in this age mankind aim in 
some things  to be more perfect than the

 ,great ,ruler of the ,universe6    ,to 
the bad habits of a prison1 and the     
association with guilt1 must be  added  
the deplorably unprovided state1 in     
which1 at the termination of  their     
period of imprisonment1 they are sent   
forth into society4 ,what  friends have 
they but their former companions8 ,what 
habitations1  but their former resorts  
of iniquity8 ,what means of procuring a 
livelihood1 but their former evil       
practices8 ,we accordingly find1 that   
it is not unfrequently the case1 with   
these young offenders1 that  scarcely a 
day elapses after their liberation1     
before they find  themselves again in   
custody1 and within the walls of a      
prison4 ,one  cannot1 indeed1 view the  
exertions made by the ,society for the  
,improvement of ,prison ,discipline in  
this respect1 without feelings of       
gratitude to those who take an active   
part in it,a2 neither should we  forget 
to return thanks to the ,author of all  
good1 that he should  have encouraged   

the hearts of persons to venture even   
their lives1 to  improve the condition  
of the prisoners in ,newgate and        
elsewhere2--that  even females are      
found1 who1 conquering the timidity and 
diffidence  of their sex1 have visited  
these abodes of vice and misery1 for the
  purpose of ameliorating the condition 
of their inhabitants4 ,there have  been 
men1 claiming to be considered wise men1
 who have ridiculed the  exertions of   
these daughters of philanthropy1 and    
have made them  objects of ridicule1    
but1 happily1 they are impervious to the
 shafts  of folly2 and as heedless of   
the unjust censures1 as they are        
undesirous of the applause of man4      
,their aim is1 the good of their        
fellow-creatures1--their reward1 the    
pleasure of doing good1 and the         
approbation of ,him who is goodness     
itself4 ,that their well-meant and      
praiseworthy exertions are not more     
successful can only be accounted  for by
 the awfully depraved affections which  

habitual vice produces2  when every     
principle of action1 which should be    
subservient to virtue1  becomes actively
 employed in the cause of wickedness2   
for1 whatever  may be the impulse which 
first induces offenders to do wrong1    
they  become1 in course of time1 so     
totally lost to all sense of what is    
good as to glory in their shame4        
,whether it maybe possible to devise    
any plan of prison discipline sufficient
 to remedy the evil1 ,i  cannot pretend 
to say2 and ,i shall only repeat the    
burthen of my  song--educate and protect
 the infant poor2 and it will be found  
that  to prevent is not only better1 but
 easier1 than to cure4    ,footnote ,a3 
,i will make a short extract from one of
 its reports1  to shew1 that the chief  
end they have in view1 is the prevention
 of  crime4 ,they state1 that in the    
course of their visit1 to the gaols  in 
the metropolis1 the ,committee very     
frequently meet with destitute  boys1   
who1 on their discharge from            

confinement1 literally know not  where  
to lay their heads4 ,to assist such     
friendless outcasts has  been the       
practice of the society2 and to render  
this relief more  efficacious1 a        
temporary refuge has been established   
for such as  are disposed to abandon    
their vicious courses4 ,this asylum has 
been  instrumental in affording         
assistance to a considerable number of  
distressed youths1 who1 but for this    
seasonable aid1 must have  resorted to  
criminal practices for support4 ,on     
admission into this  establishment1 the 
boys are instructed in moral and        
religious duty1  subjected to habits of 
order and industry1 and after a time are
 placed  in situations which afford a   
reasonable prospect of their becoming   
honest and useful members of society4   
,to extend these objects1 and to  render
 its exertions more widely beneficial1  
the society solicits the  aid of public 
benevolence4 ,its expenses are          
unavoidably serious1 and  its funds are 

at present very low2 but it is trusted  
that pecuniary  support will not be     
withheld1 when it is considered1 that on
 the  liberality with which this appeal 
is answered1 depends1 in a great        
measure1 the success of the society's   
objects--the reformation of the         
vicious1 and the prevention of crime4   
,that this remedy is effectual1         
experience has taught me and many       
others2 and experience is a guide on    
whom we may safely rely4 ,it has  shown 
me that by taking children at an early  
age out of the reach of  contamination  
in the streets1 and removing them in a  
great measure  from the no less baneful 
influence of evil example at home1 we   
may lay  such a foundation of virtue1 as
 is not likely to be shaken4 ,nor do ,i 
think it difficult to show the reason of
 this4 ,it is confessed on all  hands   
that our first impressions are the most 
powerful1 both as to  their immediate   
effects and future influence2 that they 
not only form  the character of our     

childhood1 but that of our maturer      
years4 ,as the  mind of a child expands1
 it searches for new objects of         
employment or  gratification2 and this  
is the time when the young fall an easy 
prey  to those who make a business of   
entrapping them into the paths of       
dishonesty1 and then of urging them to  
crimes of deeper dye4 ,what1  then1 but 
a most salutary result can ensue from   
placing a child in a  situation1 where  
its first impressions will be those of  
the beauty of  goodness1--where its     
first feelings of happiness will consist
 in the  receiving and cherishing kind  
ness towards its little neighbours8 ,in 
after years1 and in schools for older   
children1 it is reckoned an  unavoidable
 evil1 that they should be congregated  
together in numbers2  not so in the     
infant school2 it is there made use of  
as a means of  developing and exercising
 those kindly feelings1 which must      
conduce  to the individual and general  
comfort1 not only there1 but in society 

generally4 ,it is not merely by         
instructing them in maxims of honesty   
that we seek to provide against the     
evil2 but by the surer way of  exciting 
that feeling of love towards each       
other--towards every  one--which1 when  
found in activity1 must not only prevent
 dishonesty1  but every other species of
 selfishness4    ,consider the          
difference of the cases4 ,in the one    
case we behold  a child associated1 in  
happy communion1 with a society--a      
little  world--of its own age and       
feelings1--continually proving the      
possibility of giving and imparting     
happiness by receiving  and exercising  
kindness to its companions--secured from
 every  danger--supplied with a constant
 variety of amusement1 which is at  the 
same time instruction2 and all this     
under the care of a master or  mistress2
 acting the part1 not of a petulant     
school-dame1 or a stern  pedagogue1 but 
of a kind and judicious parent4    ,in  
the case of the child not thus          

befriended1 we see it1 either  exposed  
to the dangerous associations of the    
street1 or to the  bad examples of its  
parents2 to their unkindness and        
severity1 or  misguided indulgence2 and 
presented1 moreover1 with every         
facility1 as  well as every temptation1 
to do wrong4 ,now1 is it to be wondered 
at1  that1 in the former case1 kind1    
obedient1 honest characters should  be  
the result2 and in the latter1 such as  
we have1 in our preceding  examples1    
exhibited8 ,reason tells us such a      
consequence is likely1 and  experience  
has shewn us that it really happens4 ,i 
could enumerate a  thousand cases of    
honest principle in the infants who have
 been  under my own care2 but ,i can    
only mention one or two circumstances   
illustrative of the matter4    ,i once  
had1 for example1 two little boys to    
travel with me2 their  assistance was   
extremely valuable in organizing        
schools4 ,they were  often invited to   
accompany me at dinner2 the guests      

generally gave  them presents4 ,i have  
watched them under many tempting        
circumstances1  and never found them    
steal4 ,it is my firm conviction that   
dishonesty  is chiefly the effect of    
neglect4 ,no child can be born a thief1 
in the strict sense of the term4 ,in    
many schools1 too1 there are            
fruit-trees planted in the play-ground1 
to which the children will not  do the  
least injury1 nor will they touch the   
fruit4 ,flowers in pots1  such as       
geraniums1 auriculas1 and other plants1 
are placed in the  middle of the        
play-ground1 without the least danger of
 being injured4  ,such is their respect 
to private property4    ,another        
instance particularly excited my notice 
amongst the children  in the first      
establishments in ,london4 ,they were   
permitted to bring  their dinners with  
them1 and there were boxes in the school
 to put  them in4 ,every child in the   
school had access to these boxes1 for   
they  were never locked1 and yet ,i     

never knew a child to lose his dinner1  
or  any part of it1 notwithstanding many
 of the children1 to my knowledge1  had 
been kept extremely short of food4 ,i   
have known an instance of a  slice of   
bread and butter being left in the box  
for several weeks1 by  some child that  
could not eat it1 but none of the other 
children would  dare to touch it4 ,i    
have found in the boxes two or three    
pieces of  bread1 as hard as possible1  
and as a proof that many were hungry1   
and  that it did not remain there       
because they could not eat it1 but out  
of  pure honesty1 ,i have offered it to 
some of the children1 and they have     
eaten it in that state4 ,cold potatoes1 
pieces of fat1 c41 were not             
unacceptable to them when given2 but    
sooner than take any thing  without     
leave1 they have actually left it to    
spoil4 ,these are facts  which shew1    
that notwithstanding all the            
disadvantages to which the  poor        
children are exposed1 their character   

may be so far formed as to  produce the 
effects above described4 ,would you take
 a piece of bread  out of this box that 
did not belong to you8 said ,i to the   
children  one day4 ,no1 sir1 replied a  
little girl of four years old4 ,why     
not8 ,because1 said the child1 it would 
be thieving4 ,well1 but  suppose no one 
saw you8 ,before ,i could speak another 
word1 a number  of the children         
answered1 ,god can see everything that  
we do4 ,yes1  added another little boy1 
if you steal a cherry1 or a piece of    
pencil1 it is wicked4 ,to be sure1 added
 another1 it is wicked to  steal any    
thing4    ,i cannot do better than      
introduce in this place the opinion of  
,judge  ,bosanquet1 on the subject of   
the education of the infant poor2 and   
some valuable hints will likewise be    
found in his remarks on prison          
discipline4 ,it is an extract from a    
charge to the jury delivered at  the    
,gloucester assizes for ,april1 #ahbc4  
,gentlemen1 ,i have reason to  believe1 

that the offences for trial on this     
occasion1 are rather less  than usual at
 this season1 and1 to whatever the      
diminution of crime  may be ascribed1 ,i
 cannot forbear earnestly to press upon 
your  attention1 a constant perseverance
 in two things1 which1 above all        
others1 are calculated to diminish      
crime1--the first is an unremitted      
attention to the education of the       
children of the poor1 and of all        
classes of society1 in the principles of
 true morality and sound  religion2 the 
next is the constant and regular        
employment of such  persons as may be   
sentenced to imprisonment1 in such      
labour as may be  adapted to their      
respective ages and conditions4 ,i      
believe that these  observations may be 
considered as quite superfluous in this 
county1  and therefore ,i have taken the
 liberty of using the word perseverance1
  because ,i believe your attention is  
already strongly drawn to that  subject1
 and it requires no exhortation of mine 

to induce your  attention to it4 ,i am  
not quite sure whether in the gaol for  
this  city1 the same means are provided 
for the employment of those persons     
sentenced to terms of imprisonment1     
which are provided in the gaol  for the 
county4 ,the magistrates for the city   
are equally desirous of  promoting the  
education of all the poor under their   
care1 ,i have no  doubt2 and ,i do hope 
and trust1 if the means of labour have  
not been  provided in their gaol1 that  
no time will be lost in providing those 
means by which imprisonment may be made 
a real punishment1 by which  offenders  
may be reformed during their            
imprisonment1 and by which the  idle and
 dissolute may be prevented from any    
inclination to return  there4,a         
,footnote ,a3 ,from the time the judge  
referred to made the above  remarks1    
other judges1 down to the present time1 
have added similar  sentiments4 ,from   
#ahbc1 until #aheb1 proof upon proof1   
has been added1  to show us the         

advantage of early training2 and though 
much has been  cramming1 and not        
training1 still the results have been   
good4 ,what  would they have been had   
the schooling given1 really been        
training8  and what1 if the training of 
children had been studied as art1 if    
the public looked on the teachers as    
artists1 and treated them with  the     
consideration they deserve8             
,anticipations cannot be too sanguine   
in estimating the results that must     
accrue to society from a system of      
spiritual1 intellectual1 and moral      
culture1 becoming universal1 and  worked
 out by minds who will1 ,i am sure      
hereafter1 be able fully to  develope1  
from study1 and practice of the art of  
teaching1 the great  principles of      
spiritual truths1 intellectual vigour1  
and the moral  strength of the coming   
generations1 which have been allowed to 
remain  in a state of torpor in the     
present4    ,i have hitherto only being 
considering the prudential motives which

  should induce us to promote the       
education of the poor4 ,i have shown1   
that it will be for the benefit of      
society1 inasmuch as it is likely  to   
decrease the number of those who        
transgress its laws--that it will  prove
 a greater security to our persons and  
property than laws or  prisons afford4  
,but there are other motives which1 if  
these selfish  ones were wholly wanting1
 might be sufficient to advocate1 in    
every  humane heart1 the same course of 
conduct4 ,if the duty of promoting      
honesty amongst the labouring classes   
did not exist1 that of  increasing      
happiness and piety amongst them would  
not be the less  imperative4 ,that there
 is much room for an augmentation of    
both1 few1  ,i think1 will be inclined  
to deny2 the less so in proportion as   
they have had the greater opportunity of
 ascertaining their actual  condition4  
,let us now for a few moments consider  
how great a blessing an infant  school  
is1 even when regarded as a mere asylum 

to take charge of the  child's bodily   
welfare4 ,i have mentioned before1 that 
the poor are  unable to take that care  
of their children which their tender age
  requires1 on account of their         
occupations2 and have shewn1 that it is 
almost certain1 that the children of    
such persons will learn every  species  
of vice4 ,but there are other kinds of  
dangers which more  immediately affect  
the body1 and are the cause of more     
accidents  than people in general       
imagine4 ,i shall here notice some of   
the most  prominent1 and hope to be able
 to convince the unprejudiced mind1 that
  it would be a charity to take charge  
of the infant poor1 even leaving  the   
idea of their learning any thing good at
 school entirely out of  the question2  
and surely those persons1 who disapprove
 of educating  the poor at all1 will see
 the propriety of keeping1 if possible1 
their  children safe from accidents1 and
 preserving the lives of many little    
ones1 who would otherwise be lost to    

their country1 from their falling  a    
prey to surrounding dangers4    ,it is  
well known that many poor people are    
obliged to live in garrets1  three or   
four stories high1 with a family of six 
or seven children2  and it will not     
appear improbable that1 when the        
children are left by  themselves1 they  
should frequently meet with accidents by
 tumbling  down stairs2 some breaking   
their backs1 others their legs or arms2 
and to this cause alone1 perhaps1 may be
 traced a vast number of the  cripples  
that daily appear as mendicants in our  
streets4 ,when the  poor parents return 
from their daily labour1 they sometimes 
have the  mortification of finding that 
one1 or probably two1 of their children1
  are gone to an hospital2 which of     
course makes them unhappy1 and  unfits  
them for going through their daily      
labour4 ,this dead weight1  which is    
continually on the minds of parents1 is 
frequently the cause  of their being    
unable to please their employers1 and   

the consequence  sometimes is1 they are 
thrown out of work altogether2 whereas1 
if  they were certain that their        
children were taken care of1 they would 
proceed with their daily labour         
cheerfully1 and be enabled to give  more
 satisfaction to their employers than   
they otherwise can do4    ,other parents
 ,i have known1 who1 when obliged to go 
out1 have locked  their children in a   
room to prevent them from getting into  
the street1  or falling down stairs1 and
 who have taken every precaution1 as    
they imagined1 to protect their         
children2 but the little creatures1     
perhaps1 after fretting and crying for  
hours at being thus confined1  have     
ventured to get up to the window1 in    
order to see what was  passing in the   
street1 when one1 over-reaching itself1 
has fallen out  and been killed on the  
spot4 ,a gentleman said1 at a public    
meeting at  ,exeter1 when referring to  
this subject1 ,i have myself1 twice in  
my  life1 nearly occasioned the death of

 children4 ,in one instance1 a  child   
left to itself1 ran out of the hedge by 
the road-side2 ,i was  fortunately able 
to stop1 and found the child1           
unconscious of its  escape1 raising its 
hands to the reins of the horse4 ,and on
 another  occasion1 my horse threw a    
child down1 and ,i had but just time to 
pull  up1 and prevent the wheels from   
passing over the infant's head4 ,and  it
 was stated in a ,bristol paper1 that in
 the short space of one  fortnight1     
seven children were taken to the        
infirmary of that city so  dreadfully   
burnt that four of them died4 ,numerous 
cases of this kind  are to be found in  
the public prints1 and hundreds of such 
accidents  occur which are not noticed  
in the papers at all4 ,many children1   
again1 strolling into the fields1 fall  
into ponds and ditches1 and  are        
drowned4 ,so numerous1 indeed1 are the  
dangers which surround the  infant poor1
 as to make a forcible appeal to the    
hearts of the pious  and humane1 and to 

call loudly on them to unite in rescuing
 this  hitherto neglected part of the   
rising generation from the evils to     
which they are exposed4    ,it is much  
to be regretted that those persons who  
most need employment  should be the last
 to procure it2 but such is the fact1   
for there  are so many obstacles thrown 
in the way of married persons1 and      
especially1 those with a family1 that   
many are tempted to deny that  they have
 any children1 for fear they should lose
 their situations1  though it is        
certainly an additional stimulus to a   
servant to behave  orderly1 when he     
knows that he has others to look to him 
for support4    ,shall ,i close this    
appeal for the necessity of educating   
the infant  poor by another and         
weightier argument8 ,they are           
responsible and  immortal beings4 ,it   
may be thought that ,i should have given
 this  plea the precedence of every     
other4 ,i did not1 because ,i felt  more
 anxious to make good my ground with the

 prudent and the  philanthropic--to show
 them that self-interest and humanity   
demand our  exertions in this cause4 ,i 
knew that when ,i came to urge such     
efforts  upon the attention of the      
,christian1 ,i could not possibly fail4 
,no one  who is a sincere follower of   
,him who said ,suffer little children to
  come unto me1 and forbid them not1 for
 of such is the kingdom2 no one  who    
professes to abide by the maxims of ,him
 whose commandment was1  ,love thy      
neighbour as thyself1 can turn a deaf   
ear to the entreaties  of those who are 
necessitous and suffering4 ,thousands   
there are among  those of whom we have  
been speaking1 who are brought up in as 
great  ignorance of ,god and religion1  
as though they had been born in a       
country where the light of ,revelation  
had never shone--where the glad  tidings
 of salvation have never been           
proclaimed4 ,with examples of evil      
continually before their eyes1 both at  
home and abroad1 we see and  hear its   

consequences daily in the wickedness    
with which our streets  abound1 and in  
the lisped blasphemy and profanity of   
those who learn  to curse and swear     
before they can well walk4    ,whilst ,i
 was at ,lincoln1 ,i was shocked beyond 
measure by the horrid  language of the  
boys2 to such a pitch had the evil come1
 that the  magistrates were determined  
to fine all the men who were brought    
before them for profane swearing2 and ,i
 had the satisfaction of  hearing that  
four men had been fined whilst ,i was   
there4 ,what a  blessing it would be if 
other magistrates throughout the kingdom
 would  follow their example6    ,any   
person who has been accustomed to walk  
the streets of ,london1 must  have heard
 how frequently children take the name  
of the ,almighty in  vain2 seldom or    
ever mentioning it but to confirm some  
oath4 ,i have  seen boys playing at     
marbles1 tops1 and other games1 and who1
 on  a dispute arising about some       
frivolous thing1 would call upon the    

,supreme ,being to strike them deaf1    
dumb1 or blind1 nay1 even dead1  if what
 they said were not true2 when1         
nevertheless1 ,i have been  satisfied   
from having observed the origin of the  
dispute1 that the  party using the      
expressions has been telling a          
falsehood4 ,indeed so  common is this   
kind of language in the streets1 that it
 often passes  without notice4 ,i am    
inclined to think1 that children        
accustomed to  use such expressions on  
every trifling occasion1 will1 when they
 grow  to riper years1 pay very little  
respect to the sanctity of an oath4 ,it 
is1 perhaps1 one of the reasons why we  
hear of so much perjury in the  present 
day4 ,at all events1 little children    
cannot avoid hearing such  expressions1 
not only from those who are rather older
 than themselves1  but1 ,i am sorry to  
say1 even from their parents4 ,i have   
known repeated  instances of this kind4 
,many little ones1 when they first come 
to our  schools1 make use of dreadful   

expressions1 and when told that it is   
wrong1 will say that they did not know  
it was so2 others1 with the  greatest   
simplicity1 have declared1 that they had
 heard their fathers  or mothers say the
 same words4 ,hence ,i have had much    
difficulty in  persuading them that it  
was wrong1 for they very naturally      
thought1  that if their parents made use
 of such language1 they might do the    
same4 ,how great is the necessity of    
good example2 and did parents  generally
 consider how apt children are to       
receive impressions1 and to  become     
imitators1 both in their words and      
actions1 they would be more  cautious   
than they are4 ,there are many parents  
who make use of very  bad expressions   
themselves1 who would correct their     
children for using  the same2--as a     
proof of this1 ,i will mention one      
circumstance1 out of  many others1 that 
took place in the school ,i             
superintended many years  since4 ,we had
 a little girl there1 five years old1   

who was so fond of  the school1 that she
 frequently stopped after the usual     
hours to play  with my children and some
 others who chose to stay in the        
play-ground4  ,many of them would stop  
till eight or nine o'clock at night1 to 
which  ,i had no objection1 provided    
their parents approved of it1 and they  
did not get into mischief2 it being     
desirable to keep them out of the       
streets as much as possible4 ,it        
happened1 however1 one day1 that some   
of the children1 offended this child1   
and she called them by dreadful  names1 
such as ,i cannot repeat2 and1 of       
course1 the others were  terrified1 and 
told me of them immediately4 ,i was soon
 satisfied that  the child was ignorant 
of the meaning of what she said1 for1 as
 an  excuse for her conduct1 she        
declared that she heard her father and  
mother use the same words4 ,i told the  
child1 that notwithstanding her  parents
 might have done so1 it was very wicked1
 and that ,i could not  let her stay    

another time to play1 if ever she did so
 again4 ,having  sent for the mother1 ,i
 informed her of the expressions the    
child had  used1 but did not tell her   
what she had mentioned relative to her  
parents1 for if ,i had1 she would have  
beaten her most unmercifully4  ,the     
mother1 after having heard me relate the
 circumstance1 immediately  flew into a 
passion with the child1 and declared1   
that she would skin  her alive1 7this   
was her expression17 and ,i had much    
difficulty to  restrain her from        
correcting the child in the school4     
,having pacified  her a little1 ,i      
inquired where the child could have     
heard such wicked  expressions4 ,she    
said she could not tell4 ,i then told   
her1 ,i hoped the  child did not learn  
them of her1 or her father4 ,to this she
 made no  answer1 but ,i could perceive 
that she stood self-convicted1 and      
having  said what ,i conceived necessary
 upon the occasion1 ,i dismissed her1   
observing that it was useless for ladies

 and gentlemen to establish  schools for
 the education of the infant poor1 if   
the parents did not  assist by setting  
them a good example4    ,i am happy to  
state1 that the advice ,i gave her was  
not thrown away1  as ,i never knew the  
child guilty of saying a bad word       
afterwards2 and  the mother soon brought
 me another child1 of two years and a   
half old1  and said she should be very  
glad if ,i would take it into the       
school1  and that she wished a blessing 
might always attend the gentlemen  who  
supported the institution4 ,she also    
requested me to take an  opportunity of 
speaking a few words to her husband1 for
 she was  thankful for what had been    
said to her4 ,and here ,i would observe1
 that  although it is most undoubtedly  
true1 that the good taught to children  
in our infant schools is greatly        
counteracted by the conduct they        
witness on their return home1 yet we    
occasionally see1 that these  little    
children1 by the blessing of ,god1 are  

made the means of  reforming their own  
parents4 ,what a gratifying fact it is1 
that the  adult and hardened sinner1 may
 be turned from his evil ways--from     
death unto life--by an infant's precept 
or example6    ,nor is it only in       
profane expressions that we see the     
influence of  evil4 ,some children ,i   
have known1 in the same neighbourhood1  
who even  beat their parents4 ,there was
 a poor widow1 very near the school1 who
  was frequently to be seen with her    
face dreadfully bruised by  blows from  
her own son4 ,he had been taken before a
 magistrate1 and  imprisoned for three  
months1 but it did him no good1 for he  
afterwards  beat his mother as much as  
ever1 and the poor woman had it in      
contemplation to get the miscreant sent 
out of the country4 ,one  ,sunday1 ,i   
remember to have seen a boy1 under      
twelve years of age1 take  up a large   
stone to throw at his mother3 he had    
done something wrong  in the house1 and 
the mother followed him into the street 

with a small  cane1 to correct him for  
it2 but he told his mother1 that if she 
dared  to approach him1 he would knock  
her down4 ,the mother retired1 and  the 
boy went where he pleased4 ,these and   
many similar scenes ,i have  witnessed2 
and ,i am afraid that many such         
characters have been so  completely     
formed as to be past reformation4 ,so   
essential is it1 to  embrace the first  
opportunity of impressing on the infant 
mind the  principles of duty and virtue4
    ,i am aware that many excellent     
institutions are in existence for the   
spread of the gospel amongst the        
ignorant and depraved at home as well   
as abroad2 but ,i must here again advert
 to the readier reception of  religious 
truths in infancy1 than by the adult and
 confirmed sinner4  ,i would not say to 
those who are engaged in the painful    
task--painful  because so often         
unsuccessful--forego your labours2 but  
,i would call  upon all who have at     
heart the everlasting welfare of the    

souls of  men1 to exert themselves1 that
 the rising generation may not likewise 
grow up into that state of              
perverseness--that they may not in      
future  years prove themselves to be a  
generation1 which1 like the adder1      
turneth a deaf ear to the charmer1 charm
 he ever so wisely4 ,i am  satisfied1   
from the experience ,i have had1 that an
 amount of good  is attainable from     
early and judicious culture1 which far1 
very far  surpasses all that has        
heretofore been accomplished2 and on    
which not  a few are even unprepared to 
calculate4    ,it was a ,christian-like 
wish expressed by ,king ,george ,,iii41 
that every  child in his dominions      
should be able to read the bible2 and   
from the  increased facility of doing so
 from gratuitous education1 the number  
of those who cannot is much less than   
formerly2 but in many cases the         
necessitous circumstances of the parents
 prevent them from allowing  their      
children1 except during their infant    

years1 the advantage of  instruction1   
even though it cost them nothing4 ,the  
time for the  children of the poor to   
receive instruction1 is between the ages
  of two and eight2 after that period   
many are sent out to work1 or  detained 
at home1 for they then become useful to 
their parents1 and  cannot be sent to   
school4 ,there are many little girls    
who1 having  left the infant school1 go 
out to work for a shilling a week1 and  
the  mothers have declared to me1 when  
,i have endeavoured to persuade them  to
 send them to the ,national ,school1 for
 at least one year1 that they  could not
 do it1 for they were so poor1 that     
every shilling was a  great help2 they  
have1 however1 promised me that they    
would send them  to the ,sunday school4 
,this may account1 in some measure1 for 
there  being so many more boys than     
girls in almost every school in ,london1
  and chews that great good has been    
done1 and is doing1 by those  valuable  
institutions4,a    ,footnote ,a3 ,it is 

to be observed here1 that the children  
do not come  to or schools on ,sundays1 
but many of them1 between five and six  
years  old1 who have brothers and       
sisters in the national school1 go with 
them to church1 and others of the same  
age go to a ,sunday school in  the      
neighbourhood4 ,in short1 ,i may venture
 to say1 that almost all the  children  
that are able1 go either to a ,sunday   
school or to church3 but  to take them  
all in a body1 at the early age that    
they are admitted  into an infant       
school1 to any place of worship1 and to 
keep them there  for two or three hours1
 with a hope to profit them1 and not to 
disturb the congregation1 is1 according 
to my view1 injurious if not            
impracticable4    ,many of my readers1  
who have been in the habit of noticing  
and pitying  the poor1 may think the    
detail into which ,i have entered       
superfluous1  but ,i can assure them the
 want of information on the subject is  
but  too general1 and is sufficient to  

account for the indifference which  has 
so long been exhibited4    ,the         
objection1 that education is altogether 
improper for poor people  is not quite  
obsolete4 ,there are not wanting persons
 who still  entertain the most dreadful 
apprehensions of the march of           
intellect1 as it has been termed2 who   
see no alternative but that it  must    
over-turn every thing that is           
established1 and subvert the whole      
order of society4 ,i would willingly    
impart comfort to the minds of  those   
who are afflicted with such nervous     
tremours1 but ,i fear1 if the           
demonstration of experience has not     
quieted them1 the voice of reason  never
 will4 ,it cannot fail to remind us of  
the apprehensions of the  popish clergy 
in former times1 who decried the art of 
printing1  then recently introduced1 as 
a branch of the black art1 which1 if    
encouraged1 must eventually demolish the
 social fabric1 and introduce  civil    
wars and discord into every country4    

,time1 that test of truth1  has shewn us
 how groundless their apprehensions     
were4 ,instead of  injuring that fabric1
 it has strengthened its foundation so  
that it  cannot be shaken1 and has      
surrounded it with defences1 which bid  
defiance to assaults4    ,oh6 that the  
time were come when every heart1 being  
imbued with truly  christian principles1
 would see that the noblest and highest 
object  that could be set before us1    
would be to rear up the minds of the    
young in knowledge1 virtue1 and piety2  
to train them to intelligence  and      
usefulness in this life1 and for        
happiness and immortality in the  life  
to come4 ,on such labours the blessing  
of ,god would inevitably  rest1 and ,his
 promise of their success is positive   
and unconditional4  ,train up a child in
 the way he should go1 and when he is   
old he will  not depart from it4    ,to 
the furtherance of the infant system ,i 
have devoted for many years  my utmost  
energies and resources1 and to it ,i    

purpose to give them1 so  long as ,i am 
permitted by the gracious ,providence of
 ,god4 ,i shall be  happy to render it  
any aid1 either by supplying information
 to those  who need it1 or by personal  
exertions1 the expenses of so doing     
being defrayed2 on application to my    
,publisher1 #bb1 ,portugal ,street1     
,lincoln's ,inn1 ,london1 or to myself'1
 at ,moor ,cottage1 ,wakefield4    ,in  
order to urge the necessity1 and explain
 the design of infant  schools1 ,i have 
for some years been accustomed to       
deliver a course of  lectures1 of which 
the following is an outline3--          
,,first ,,lecture4--,affecting state of 
the children of the  poor--,lamentable  
condition of young delinquents--,what   
are the  causes8--,the question         
answered--,bodily and mental injuries   
now  sustained by children of all ranks1
 described and prevented--,what is  the 
best remedy for existing evils8--,answer
 given--,origin and history  of the     
,infant ,system--,its progress in       

,scotland1 where it might least  have   
been expected--,what are the objections 
to the system8--,practical  refutation  
of them--,modes of instruction3 ,the    
alphabet1 spelling1  reading1           
arithmetic--,moral cultivation enforced1
 and the means  explained4    ,,second  
,,lecture4--,a play-ground made not only
 delightful1 but mentally  and morally  
improving--,the class-room adapted to   
produce and confirm  religious          
impressions--,music1 its application to 
improve the feelings  and               
memory--,representations of natural     
objects and scriptural                  
subjects--,variety and extent of        
information attainable--,lying1         
dishonesty1 injustice1 and cruelty      
corrected4    ,,third ,,lecture4--,new  
plans of reward and                     
punishment--,influence of fear  and     
love--,great difference in the          
result--,infant system more fully       
explained--,appeals to                  
conscience--,emulation                  

unnecessary--,elliptical  plan of       
teaching described--,trials by          
jury--,effect of  sympathy--,infants the
 instruments of improving one another4  
,,fourth ,,lecture4--,methods of        
teaching the elements of grammar1       
geography1 and geometry--,gallery       
described1 and its application to  many 
useful purposes--,qualifications of     
instructors--,injury sustained  from    
their deficiencies and errors--,the     
system contrasted with former           
methods--,ultimate effects of its       
diffusion--,servants prepared to  become
 blessings to families--,hints to       
parents1 and the application of  the    
whole system to children of every grade4
    ,these lectures ,i am ready to      
deliver wherever it may be deemed       
desirable1 and to follow up the effect  
by the organization of schools4  ,the   
necessary apparatus may be obtained of  
myself4          ,,chapter ,v4          
,,principles ,,of ,,infant ,,education4 
,moral treatment--,importance of        

exercise--,play-ground                  
indispensable--,the education of nature 
and human education should  be          
joined--,mental development1 children   
should think for                        
themselves--,intellectual food adapted  
for children--,a spirit  of inquiry     
should be excited--,gradual development 
of the young  mind--,neglect of moral   
treatment--,inefficacy of maxims learned
 by  wrote--,influence of love--,the    
play-ground a field of observation--,the
  natural propensities there shew       
themselves--,respect of  private        
property inculcated--,force of          
conscience on the                       
alert--,anecdote--,advantages of a      
strict regard for truth--,the simple    
truths of the ,bible fit for children4  
99       99       99       99       99  
,the business of education1 in respect  
of knowledge1 is not1 as ,i  think to   
perfect a learner in all or any one of  
the sciences1 but to  give his mind that
 disposition1 and those habits1 that may

 enable  him to attain any part of      
knowledge he shall stand in need of in  
the  future coarse of his life4--,locke4
    ,when the obligations of morality   
are taught1 let the sanctions of        
,christianity1 never be forgotten2 by   
which it will be shewn not that  they   
give lustre and strength to each other3 
religion will appear to  be the voice of
 reason1 and morality the will of       
,god4--,johnson4           99       99  
99       99       99      ,when         
,agesilaus1 king of ,sparta1 was asked1 
,what should boys be  taught8 he        
answered1 ,what they ought to do when   
they become  men4 ,such a declaration   
was worthy of later times1 since the    
most  intelligent now admit that the    
great end of all education is the       
formation of solid1 useful1 and virtuous
 character4 ,this work should  be1      
doubtless1 commenced at the earliest    
possible period1 to it the  system      
explained in this volume is considered  
to be adapted1 and the  principles on   

which it proceeds are now to be         
illustrated4 ,and here it  ought to be  
particularly observed that nothing is   
admissible1 except  what is appropriate 
to the state of infancy1 calculated to  
exercise  the physical energies1 and    
likely1 by their invigoration1 to lay   
the  basis of a sound and powerful      
intellect4 ,and yet all this is too     
often  forgotten4 ,look at the infant1  
the very embodying of vivacity and      
activity1 and its confinement to a      
particular posture1 or the  requirement 
of a peculiar expression of countenance1
 is manifestly  unnatural4 ,an inactive 
and healthy child under six years of age
 is  never seen4 ,whatever compels it to
 be otherwise consequently produces     
what is artificial in character4 ,a     
parent or a teacher may keep his        
children quiet1 and in what he terms    
order2 but it does not follow  that this
 is a good preparation for after years4 
,on the contrary1  bondage may issue in 
excess4 ,the feelings and propensities  

which1  instead of being corrected1 are 
unduly restrained1 will be manifested   
in some other ways1 and under less      
favourable circumstances1 and           
frequently the reaction will be violent 
in maturity4 ,hence the system  now     
recommended is expressly one for        
infants1 adapted to them just  as they  
are1 and wholly designed to repress what
 is evil1 and to  cherish what is good4 
,accordingly1 the utmost attention is   
given to the cheerfulness  and happiness
 of those on whom it acts4 ,instruction 
in reading1  arithmetic1 geometry1 and  
various other things is made exceedingly
  amusing2 smiling countenances and     
sparkling eyes are observable all       
around when it is communicated2 and what
 was dull and soporific1  according to  
the old plan1 is now insinuated so      
agreeably1 that  the child1 while       
literally at play1 is acquiring a large 
amount of  valuable knowledge4 ,at play 
he sees ,nature's book1 that world of   
beauties3 he loves to look into it1     

there is no flogging to induce  him to  
do it4 ,all is enquiry and anxiety on   
his part4 ,what is this8  ,what is that8
 ,what is it for8 ,how did it come8     
,with numerous  other questions of      
similar import4 ,oh1 that we had        
teachers to teach  more out of this     
divine book6 ,oh1 that we had a public  
who would  encourage and cherish them   
for so doing6 ,what blessed results even
  have ,i seen1 by one's being able to  
answer such enquiries6 ,the absurd      
notion that children can only be taught 
in a room1 must be exploded4  ,i have   
done more in one hour in the garden1 in 
the lanes1 and in the  fields1 to       
cherish and satisfy the budding         
faculties of childhood1  than could have
 been done in a room for months4 ,oh1   
mankind have yet  something to learn    
about teaching children6 ,see how they  
catch at  truths through the medium of  
living things6 ,see how it germinates in
  them1 by so doing2 the teacher may    
forget1 they do not1 this ,i have       

proved hundreds of times4 ,music has    
proved a most important auxiliary  for  
this purpose1 and a stranger would be   
astonished at the hilarity  and delight 
with which much is rehearsed1 with a    
full perception  of its meaning1 when in
 any other way it would be irksome and  
unintelligible4    ,these attainments1  
moreover1 are accompanied by various    
movements  and evolutions which exercise
 the limbs1 the joints1 the muscles2 in 
addition to which1 set times are        
appointed every morning and afternoon   
for its exclusive enjoyment4    ,the    
conduct of inferior animals1 when young1
 shows the propriety of  giving exercise
 to children4 ,every other creature     
makes use of its  organs of motion as   
soon as possible1 and many of them1 when
 under no  necessity of moving in quest 
of food1 cannot be restrained without   
force4 ,such is the case with the calf1 
the lamb1 and many more4 ,if  these     
creatures were not permitted to frisk   
about at pleasure1 they  would soon die1

 or become diseased4 ,the same          
inclination appears very  early in the  
human species2 but as they are not able 
to take exercise  themselves1 it is the 
business of their parents and nurses to 
give it  them4 ,this may be done in     
various ways1 and the methods included  
in the system are shewn in other parts  
of this work4 ,it is to be  regretted   
that men should be so inattentive to    
this matter2 their  negligence is one   
reason why females know so little of it4
 ,women will  always be desirous to     
excel in such accomplishments as        
recommend  them to the other sex2 but   
men generally avoid even the slightest  
acquaintance with the affairs of the    
nursery1 and many would reckon  it an   
affront were they supposed to know any  
thing of them4 ,not so1  however1 with  
the kennel or the stables2 a gentleman  
of the first  rank1 who is not ashamed  
to give directions concerning the       
management  of his dogs or horses1 would
 blush were he surprised in performing  

the  same office for that being who is  
to be the heir of his fortunes1 and1    
perhaps1 the future hope of his country4
    ,arguments to show the importance of
 exercise1 might be drawn from  every   
part of the animal economy4 ,without it1
 the circulation of the  blood cannot be
 properly carried on1 nor the different 
secretions duly  performed2 neither can 
the fluids be properly prepared1 nor the
 solids  rendered firm or strong4 ,the  
action of the heart1 the motion of the  
lungs1 and all the vital functions1 are 
greatly assisted by exercise4  ,but to  
point out the manner in which these     
effects are produced1 would  lead us    
beyond the present subject4 ,we shall1  
therefore1 only add1  that when exercise
 is neglected1 none of the animal       
functions can be  duly performed2 and   
when this is the case1 the whole        
constitution must  go to wreck4 ,healthy
 parents1 wholesome food1 and suitable  
clothing  will avail little where it is 
disregarded4 ,sufficient exercise will  

supply many defects in nursing1 but     
nothing can compensate for its  want4 ,a
 good constitution ought certainly to be
 our first object in  the management of 
children4 ,it lays a foundation for     
their being  useful and happy in life2  
and whoever neglects it1 not only fails 
in  his duty to his offspring1 but to   
society4    ,while this is forgotten1   
let us not complain of weak and         
thoughtless  children1 or of weak and   
thoughtless servants2 for the former are
 so  from the neglect of their parents  
and the public2 and the latter from  not
 having been taught to think at all--and
 yet the very persons that  object to   
the education of the poor are the first 
to complain of their  servants4    ,a   
notion that habits of industry must be  
established1 has1 however1  been the    
means1 ,i regret to state1 of a sad     
perversion of the system  in these      
respects4 ,the time allowed for         
amusement and exercise has  been in some
 cases1 very much abridged that the     

children might learn  and practise      
sewing1 knitting1 plaiting1 c4 ,now1 no 
one can be more  disposed to the        
encouragement of industrious habits than
 myself1 but ,i  would say not at the   
expense of health2 which ,i am certain1 
in these  cases it must be4 ,deprive the
 children of their amusement1 and they  
will soon cease to be the lively1 happy 
beings1 we have hitherto seen  them1 and
 will become the sickly1 inanimate      
creatures1 we have been  accustomed to  
behold and pity1 under the confinement  
and restraint  of the dame's schools4 ,i
 do not scruple to affirm1 that if the  
play-grounds of infant schools are cut  
off from the system1--they  will from   
that moment cease to be a blessing to   
the country4    ,nothing has given me   
greater pain than to witness the        
thorough neglect  of play-ground        
attendance on the part of teachers and  
the public2  the former leave the       
children to themselves at the very time 
their  attendance is most desirable2 and

 when1 if duly watched1 the children    
will give them lessons4 ,yes6 such      
lessons as no book can give1 and  such  
lessons as every efficient teacher must 
learn1 or efficiency  is out of the     
question4 ,the public are too fond of   
hearing tasks and  memory work1 and such
 book-learning as is taught in school1  
with the  singing1 and the amusing      
indoor work1 to the detriment and       
neglect  of the moral and physical      
outdoor work4 ,again and again1 ,i say1 
the  outdoor training tells most upon   
the morals and the formation of         
character4    ,the first faculties which
 develop themselves in childhood1 are   
those  of observation4 ,the infant1 who 
is two months old1 will notice a        
lighted candle2 immediately that sense  
is gratified1 it seeks to  please       
another1 that of touch1 and every mother
 knows1 if not  prevented1 it will put  
its hand in the flame4 ,the next effort 
is to  examine other objects3 these it  
will seize if it can1 and after having  

examined one1 it will put it aside to   
observe another4 ,on its being  able to 
move about1 it seeks objects within its 
reach1 and wishing to  gratify the sense
 of taste1 applies every thing to the   
mouth2 by this  it distinguishes the    
bitter from the sweet1 and on seeing    
what is  sweet a second time1 will point
 to it and wish to obtain it1 whilst    
what is bitter will not be desired4     
,the mental part of the system should   
now be adverted to4 ,hence it  has been 
well remarked1 ,from the time that      
children begin to use  their hands1     
nature directs them to handle every     
thing over and  over1 to look at it     
while they handle it1 and to put it into
 various  positions1 and at various     
distances from the eye4 ,we are apt to  
excuse  this as a childish diversion1   
because they must be doing something1   
and have not reason to entertain        
themselves in a more manly way4 ,but  if
 we think more justly1 we shall find    
that they are engaged in the  most      

serious and important study2 and if they
 had all the reason of a  philosopher1  
they could not be more properly         
employed4 ,for it is this  childish     
employment that enables them to make the
 proper use of their  eyes4 ,they are   
thereby every day acquiring habits of   
perception1  which are of greater       
importance than any thing we can teach  
them4 ,the  original perceptions which  
nature gave them are few1 and           
insufficient  for the purposes of life2 
and1 therefore1 she made them capable of
  many more perceptions by habit4 ,and  
to complete her work1 she has  given    
them an unwearied assiduity in applying 
to the exercise by which  those         
perceptions are acquired4    ,such is   
the education which nature gives her    
children1 and we may add  that another  
part of her discipline is1 that by the  
course of things1  children must exert  
all their muscular force1 and employ all
 their  ingenuity1 in order to gratify  
their curiosity and satisfy their       

little appetites4 ,what they desire is  
only to be obtained at the cost  of     
labour1 patience1 and many              
disappointments4 ,by the exercise of the
  body and mind necessary for satisfying
 their desires1 they acquire  agility1  
strength1 and dexterity in their        
motions1 as well as  constitutional     
health and vigour2 they learn to bear   
pain without  dejection1 and            
disappointment without despondency4 ,the
 education of  nature is most perfect in
 savages1 who have no other tutor2 and  
we see  that in the quickness of all    
their senses1 in the agility of their   
motions1 in the hardiness of their      
constitutions1 and in their ability  to 
bear hunger1 thirst1 pain1 and          
disappointment1 they commonly far       
exceed civilized nations4 ,on this      
account1 a most ingenious writer  seems 
to prefer savage to social life4 ,but it
 is the intention of  nature1 that human
 education should assist to form the    
man1 and she  has fitted us for it1 by  

the natural principles of imitation and 
belief1 which discover themselves almost
 in infancy1 as well as by  others which
 are of later growth4    ,when the      
education which we receive from men does
 not give scope to  that of nature1 it  
is erroneous in its means and its       
tendency1 and  enervates both the body  
and the mind4 ,nature has her way of    
rearing  men1 as she has of healing     
their maladies4 ,the art of education is
 to  follow her dictates1 and the art of
 education is equally to obey her  laws4
 ,the ancient inhabitants of the        
,baleares followed nature in their      
manner of teaching their children to be 
good archers1 when they hung  their     
dinner aloft by a thread1 and left them 
to bring it down3 by  their skill in the
 use of the bow4    ,the education of   
nature1 without any more human care than
 is necessary  to preserve life1 makes a
 savage4 ,human education joined to that
 of  nature1 may make a good citizen1 a 
skilful artizan1 or a well-bred  man2   

but a higher power is wanting in order  
to produce a ,bacon or a  ,newton4      
,the error of the past system 7for such 
,i hope ,i may venture to call  it7 as  
to mental development was1 that the     
inferior powers of the  mind were called
 into activity1 in preference to its    
higher faculties4  ,the effort was to   
exercise the memory1 and store it with  
information1  which1 owing to the       
inactivity of the understanding and the 
judgment1  was seldom or never of use4  
,to adopt the opinions of others was    
thought quite enough1 without the child 
being troubled to think for  itself1 and
 to form an opinion of its own4 ,but    
this is not as it  should be4 ,such a   
system is neither likely to produce     
great nor wise  men2 and is much better 
adapted to parrots than children4       
,hence1 the  first thing attempted in an
 infant school is1 to set the children  
thinking1--to induce them to examine1   
compare1 and judge1 in reference  to all
 those matters which their dawning      

intellects are capable of  mastering4   
,it is of no use to tell a child1 in the
 first place1 what  it should           
think1--this is at once inducing mental 
indolence1 which  is but too generally  
prevalent among adults2 owing to this   
erroneous  method having been adopted by
 those who had the charge of their early
  years4 ,were a child left to its own  
resources1 to discover and judge  of    
things exclusively by itself1 though the
 opposite evil would be  the            
consequence1 namely1 a state of         
comparative ignorance1 yet ,i am        
doubtful whether it would be greater or 
more lamentable than that  issuing from 
the injudicious system of giving        
children dogmas instead  of problems1   
the opinions of others instead of       
eliciting their own4 ,in  the one case  
we should find a mind1 uninformed and   
uncultivated1 but  of a vigorous and    
masculine character1 grasping the little
 knowledge  it possessed1 with the power
 and right of a conqueror2 in the other1

  a memory occupied by a useless heap of
 notions1--without a single  opinion or 
idea it could call its own1--and an     
understanding indolent  and narrow1 and1
 from long-indulged inactivity1 almost  
incapable  of exertion4 ,as the         
fundamental principle of the system1 ,i 
would  therefore say1 let the children  
think for themselves4 ,if they arrive   
at erroneous conclusions1 assist them in
 attaining the truth2 but  let them1    
with such assistance1 arrive at it by   
their own exertions4  ,little good will 
be done1 if you say to a child1--,that  
is wrong1  this is right1 unless you    
enable it to perceive the error of the  
one and the truth of the other4 ,it is  
not only due to the child as a  rational
 being that you should act so1 but it is
 essentially necessary  to the          
development of its intellectual         
faculties4 ,it were not more  ridiculous
 for a master1 in teaching arithmetic1  
to give his pupil the  problem and      
answer1 without instructing him in the  

method of working  the question1 than it
 is for a person to give a child results
 of  reasoning1 without showing how the 
truth is arrived at4 ,but some1         
perhaps1 will be ready to exclaim1      
,surely the teacher should not  withhold
 the benefit of his knowledge and       
experience1--the child will  have time  
enough to examine the merits of his     
information when he  grows older and be 
more competent to do so6 ,to this ,i    
answer3 in the  first place1 nothing    
should be submitted to the child which  
it is not  fully competent to           
understand4 ,to give the child tasks or 
subjects  too difficult for its mental  
powers1 is a violation of nature2 and as
  foolish and detrimental as though you 
were to place a hundred pounds  weight  
on its shoulders when it is incapable of
 supporting ten4 ,the  teacher's        
experience can only be of service to the
 child so far as it  is applicable to   
its own state2 and as to postponing the 
period when  it is to think for itself1 

there is certainly no occasion for it4  
,nature has provided food adapted to the
 powers of the infant's  stomach1 and   
those who would rightly conduct the work
 of education1  should imitate her in   
providing its intellectual food4 ,that  
this may  be done1 ,i am attempting to  
shew in theory in the pages of this     
work2  and1 that it answers equally well
 in practice1 any one who has a  doubt1 
may assure himself by visiting any      
school conducted upon the  plan here    
laid down4    ,the charge has been      
brought against the system1 that we are 
not  sufficiently anxious to teach the  
children to read4 ,now1 though ,i may   
venture to say1 that under no other     
plan1 do the children acquire a         
knowledge of alphabetical characters1   
and the formation of words1 so  soon as 
under the present1 yet ,i am quite ready
 to concede that  ,i consider their     
learning to read a secondary object1 to 
that of  teaching them to examine and   
find out the nature and properties of   

things1 of which words are but the      
signs4 ,it is with things1 and  not     
words merely1 we wish to make our       
children acquainted4 ,if they  first    
learn the nature and properties of an   
object1 there is no fear  of their      
afterwards inquiring its name2 but we   
too frequently find1  that having       
acquired names1 they are indifferent to1
 and forgetful  of1 the objects         
represented4    ,let children see and   
observe an object1 and be taught the    
name of it  at the same time1 and then  
both are indelibly fixed on the memory4 
,an infant at home is perpetually       
running around and looking at all       
things1 and hearing persons speaking    
about them2 it soon becomes  acquainted 
with their names and properties1 and    
then from time to time  speaks about    
them4 ,ah6 exclaims papa or mama1 ,what 
an old-fashioned  child that is2 one    
would wonder where it got such notions4 
,a little  thought and reflection would 
soon tell where1 and this thought       

properly carried out would display an   
important fundamental principle  in     
teaching the young mind4    ,our first  
endeavour is1 therefore1 to excite a    
spirit of inquiry1--to  foster that     
curiosity which is so natural to young  
children3 till this  is properly done1  
your information will not be well       
received1 and  it is most likely soon to
 be forgotten2 but having once made them
  inquisitive1 you are more likely to   
tire of communicating than they  are of 
receiving4 ,the skilful teacher will1   
indeed1 rather leave them  with an      
appetite still craving1 than satiate    
them by repletion4 ,i have  frequently  
found the most beneficial results arise 
from the sudden  cessation of a lesson  
or a lecture on an interesting topic4   
,the  children have looked for its      
renewal with the utmost impatience1     
pondering over what they had already    
heard1 and anticipating what was  yet to
 come with the greatest interest4 ,give 
a child a task1 and  you impose a       

burthen on him1--permit him to learn    
something1 and you  confer a favour4    
,having excited a spirit of inquiry1 the
 next endeavour is to direct it  to     
proper objects4 ,these1 of course1 will 
be things which relate to  the senses of
 the child2 the nature and properties of
 bodies1 which  may be ascertained by   
the application of those senses1 c4     
,having  induced it to examine for      
itself1 you are now to elicit its ideas 
of  each object respectively2 and having
 taught it to use its reason  and       
judgment freely1 and to express its own 
notions fearlessly and  candidly1--you  
are to attempt the correction of what is
 erroneous1 by  putting forth your own  
views in as simple a way as possible3   
not so as  to induce the child to give  
up its own opinions and adopt yours1 but
  in such a way as to direct it to the  
attainment of truth2 to induce a        
comparison between its thoughts and     
yours1 and thus to discover its  own    
error4    ,the powers of observation    

will speedily be improved under such a  
course of instruction1 and in all the   
subsequent stages of existence1  will   
not fail to constitute an independent   
and shrewd observer4 ,but  some may     
think we are straining the child's      
faculties by the plan                   
recommended1--overstepping nature's     
laws1--and that the result must be      
detrimental to the child1 both in mind  
and body4 ,so far1 however1 is  this    
from being true1 that we have taken     
nature for our guide4 ,we  deprecate    
strongly1 most strongly1 that unnatural 
system1 which  gives children tasks so  
far beyond their powers1 and for which  
their  infantile faculties are not      
qualified2--we would lead them on in the
  path which nature has marked out--step
 by step--taking care that one  thing   
should be thoroughly mastered before    
another is attempted4    ,the mental    
powers of children are far stronger than
 is generally  supposed4 ,no one who    
looks back to his early childhood1 can  

fail of  recollecting1 that1 at times1  
his thoughts would even then reach  the 
very limits of human thought4 ,all the  
powers of mind that are  exercised in   
after-life display themselves in        
infancy1 and therefore  they all ought  
to be quietly and easily brought into   
exercise4 ,this  maybe done by any      
object1--even a toy4 ,were we to tie up 
several of  our members so as to prevent
 their use1 and at the same time        
exercise  strongly those at liberty1    
bodily distortion must result4 ,if we1  
in  teaching1 exercise the memory alone1
 and that merely with a knowledge  of   
words and not of things1 an absolute    
mental distortion must result1  and the 
higher powers of reflection1 judgment1  
and reason will remain  weak1 feeble1   
and deficient from want of exercise4    
,when all the powers  of the mind are   
brought out into harmonious action1 the 
acquirement  of knowledge be comes      
pleasurable4 ,knowledge is the proper   
aliment to  expand and enlarge the mind1

 as natural food is for the growth of   
the body2 and when such as is proper to 
the age and character of the  recipient 
is selected1 the one will be received   
with as much pleasure  as the other4 ,as
 the due exercise of every bodily power 
causes it to  become strong1 healthy1   
and vigorous1 so the right and proper   
use of  every mental faculty will1 in   
the end1 occasion it to become active1  
free1 and powerful4    ,as soon as the  
child enters the school he is under     
command4 ,he is  required to occupy     
certain places1 to go through various   
motions1 and  to attend to diversified  
instruction1 at the sound of a foot1 or 
the  raising of a hand4 ,from this      
course no departure is allowed4 ,at     
first  it is the work of sympathy and   
imitation1 but afterwards it becomes a  
matter of principle4 ,thus1 then1 the   
native reluctance of the infant  mind to
 obey1 is overcome1 and a solid basis   
laid for future efforts4  ,so far1      
however1 the discipline is general2 to  

be particular1 the  individual character
 must be minutely observed4 ,the        
movements of the  child1 when           
unrestrained1 must be diligently        
watched1 its predominant  qualities     
ascertained1 and such a mode of         
treatment adopted as sound  judgment of 
character may dictate4 ,wherever this is
 forgotten1 some  evils will arise4 ,the
 orders which are given to any other    
power than  those of sympathy and       
imitation1 are not likely to be obeyed  
by the  untrained babe2 the fact is1    
that as yet it has no other means of    
obedience1 and for this on higher       
principles we must wait till nature     
furnishes instruments and opportunities 
for their exercise4 ,when1  however1    
success is gained thus far1 the way is  
prepared for  further development and   
culture1 and the powers of observation  
and  discrimination1 then gradually     
tasked1 will accomplish all that is     
desired4 ,thus the infant sits or rises1
 repeats or is silent1 at  first1       

because those about him do so2          
afterwards he perceives a reason  for   
doing so3 for example1 that1 when in the
 gallery1 he can see  what he could not 
any where else1 and1 therefore1 that he 
must march  thither1 and then he judges 
that one thing is wrong because the     
doing  it was forbidden1 and that       
another is right because it was         
commanded1  or because the one makes him
 happy and the other the contrary4      
,under the old system of education1 ,i  
must candidly say1 moral  treatment has 
been often altogether omitted1 and still
 more frequently  has it been erroneous1
 and consequently inefficient4 ,let me  
ask1--would it promote a child's health 
to teach it to repeat certain  maxims on
 the benefits resulting from exercise8  
,the answer is obvious4  ,neither can it
 be of any service to the moral health  
of the child1 to  teach it to repeat the
 best maxims of virtue1 unless we have  
taken  care to urge the practical       
observance of those precepts4 ,and yet  

this  has rarely been the case4 ,how    
frequently do we hear persons remark  on
 the ill conduct of children1 ,it is    
surprising they should do  so2--they    
have been taught better things6 ,very   
likely2 and they may  have all the      
golden rules of virtue alluded to1      
carefully stored up in  their memories2 
but they are like the hoarded treasures 
of the miser1  the disposition to use   
them is wanted4 ,it is this which we    
must strive  to produce and promote in  
the child4 ,indeed1 if we can but be the
  instruments of exciting a love of     
goodness1 it will not err1 nor lack  the
 knowledge how to do good1 even though  
we were to forget to give it  any rules 
or maxims4 ,it is to the heart we must  
turn our attention in  the moral        
treatment of children4 ,we must         
carefully endeavour to elicit  and train
 out the moral feelings implanted       
within2 and to awaken the  conscience to
 the approval of good1 and the dislike  
and detestation  of evil4 ,another grand

 object of the master or mistress of an 
infant  school1 is1 therefore1 to win   
their love1 by banishing all slavish    
fear4 ,they are to be invited to regard 
their teacher1 as one who  is desirous  
of promoting their happiness1 by the    
most affectionate  means--not only by   
kind words1 but by kind actions2 one of 
which  influences a child more than a   
volume of words4 ,words appeal only to  
the understanding1 and frequently pass  
away as empty sounds2 but kind  actions 
operate on the heart1 and1 like the     
genial light and warmth of  spring1 that
 dispels the gloom which has covered the
 face of nature  during the chilly      
season of winter1 they disperse the     
mists which  cold and severe treatment  
has engendered in the moral atmosphere4 
,the fundamental principle of the infant
 school system is love2  nor should any 
other be substituted for it1 except when
 absolutely  necessary4 ,let the        
children see that you love them1 and    
love will  beget love1 both toward their

 teacher and each other4 ,without the   
aid  of example nothing can be done2 it 
is by this magnetic power alone  that   
sympathetic feelings can be awakened4   
,it acts as a talisman on  the inmost   
feelings of the soul1 and excites them  
to activity2 which  should be the       
constant aim of all persons engaged in  
the important  work of education4 ,as we
 find that vicious principles are       
strengthened  by habit1 and good        
principles proportionally weakened1 so1 
on the  contrary1 immoral dispositions  
are weakened by the better feelings     
being brought into action4    ,the great
 defect in the human character is       
selfishness1 and to  remove or lessen   
this is the great desideratum of moral  
culture4 ,how  happy were mankind1 if1  
instead of each one living for himself1 
they  lived really for one another6 ,the
 perfection of moral excellence  cannot 
be better described than as the         
attainment of that state in  which we   
should love our neighbour as ourselves4 

,the prevalence of  self-love will be   
very obvious to the observant master or 
mistress1 in  the conduct of the        
children under their care1 and it is    
this feeling  that they must be ever    
striving to check or eradicate4 ,nor    
need they  despair of meeting with some 
degree of success4 ,the children may be 
brought to feel1 that to impart         
happiness is to receive it1--that  being
 kind to their little schoolfellows1    
they not only secure a  return of       
kindness1 but actually receive a        
personal gratification from  so doing2  
and that there is more pleasure in      
forgiving an injury than  in resenting  
it4 ,some ,i know will be apt to        
say1--that after all1 thus  is nothing  
but selfishness or self-love4 ,it is an 
old matter of  dispute1 and ,i leave    
those to quarrel over it who please4    
,every  one knows and feels the         
difference between that which we call   
selfishness1 and that which is          
comprehensively termed by the lips  of  

divine truth1 the love of our neighbour4
 ,if it must be called  self-love1 ,i   
can only say that it is the proper      
direction of the  feeling which is to be
 sought4    ,in the work of moral       
culture1 it will be necessary not only  
to observe  the child's conduct under   
the restraint of school observation and 
discipline2 but at those times when it  
thinks itself at liberty to  indulge its
 feelings unnoticed4 ,the evil          
propensities of our nature  have all the
 wiliness of the serpent1 and lurk in   
their secret places1  watching for a    
favourable opportunity of exercise and  
display4 ,for the  purpose of           
observation1 the play-ground will afford
 every facility1  and is on this        
account1 as well as because it affords  
exercise and  amusement to the children1
 an indispensable appendage to an       
,infant  ,school4 ,here the child will  
show its character in its true light4   
,here  may be seen what effects the     
education of children has produced2  for

 if they are fond of fighting and       
quarrelling1 here it will be  apparent2 
if they are artful1 here they will seek 
to practice their  cunning2 and this    
will give the master an opportunity of  
applying the  proper remedy2 whereas1 if
 they are kept in school 7which they    
must  be1 if there be no play-ground71  
these evil inclinations will not        
manifest themselves until they go into  
the street1 and consequently1  the      
antidote will not be applied4 ,i have   
seen many children behave  very orderly 
in the school1 but the moment they      
entered the  play-ground they manifested
 their selfishness to such a degree1    
that  they would wish all the rest of   
the children to be subservient to  them2
 and1 on their refusing to let them bear
 rule1 they would begin  to use force1  
in order to compel their compliance4    
,this is conduct  that ought to be      
checked1--and what time so proper as the
 first stages  of infancy8    ,to take  
another case1 a quarrel like this may   

arise3 a boy has  six gooseberries2     
another boy comes and asks for one2 by a
 little  solicitation he obtains it3--he
 wishes another2--but the boy who has   
them says he cannot spare any more2 he  
has only five1 and cannot part  with    
another4 ,the second boy1 however1 duns 
him4 ,he even acts the  hypocrite1 and  
puts into play many of the worst        
artifices of human  nature1 which we so 
often see in daily practice1 and he     
gains his  end4 ,but he is not yet      
satisfied2 he wishes another4 ,the first
 boy1  however1 will on no account give 
him more4 ,he again tries all his  arts1
 but in vain4 ,seeing he cannot by art  
or entreaty gain another1  he has       
recourse to violence4 ,he snatches one  
out of his companion's  hand and runs   
off with it4 ,the first boy is irritated
 at such conduct1  he pursues the       
fugitive1 overtakes him1 and gives him a
 blow on the  face4 ,the second boy is  
as great a coward as he is a thief4 ,he 
comes  up and makes his complaint to the

 master4 ,the master then has a trial   
by jury4 ,he does not knock one head    
against the other according to the  old 
custom1 but he hears both plaintiff and 
defendant1 and having got  the facts1 he
 submits to the children themselves     
whether it was right  in the one boy to 
take with violence ,what was not his    
own1 and shews  them which is the more  
to blame4 ,then they decide on the      
sentence2  perhaps some one suggests    
that it should be the utmost infliction 
allowable1 a slight pat on the hand2    
while a tender-hearted girl says1       
,please1 sir1 give it him very softly2  
but the issue is1 a marked  distinction 
between right and wrong2--appropriate   
expressions of  pleasure and            
disapprobation3--and on the spot1 a     
kissing and being  friends4 ,i am1      
indeed1 so firmly convinced1 from the   
experience ,i  have had1 of the utility 
of a play-ground1 from the above        
reasons1  and others1 elsewhere         
mentioned1 that ,i scruple not to say1  

an infant  school is of little1 if any1 
service without one4    ,where the      
play-ground is ornamented with flowers1 
fruit-trees1 c4  7and ,i would recommend
 this plan to be invariably adopted17 it
  not only affords the teacher an       
opportunity of communicating much       
knowledge to the children1 and of       
tracing every thing up to the ,great    
,first ,cause1 but it becomes the means 
of establishing principles of  honesty4 
,they should not on any account be      
allowed to pluck the fruit  or flowers2 
every thing should be considered as     
sacred2 and being  thus early accustomed
 to honesty1 temptations in after-life  
will be  deprived of their power4 ,it is
 distressing to all lovers of children1 
to see what havoc is made by them in    
plantations near ,london2 and even      
grown persons are not entirely free from
 this fault1 for1 not content  with a   
proper foot-path1 they must walk on a   
man's plantations1 pull  up that which  
can be of no use1 and thereby injure the

 property of  their neighbour4 ,these   
things ought not to be1 nor do ,i think 
they  would be so common1 if they were  
noticed a little more in the  education 
of children4 ,it has been too much the  
practice with many1  to consider that   
the business of a school consists merely
 in teaching  children their letters2   
but ,i am of opinion1 that the formation
 of  character while there1 is of the   
greatest importance1 not only to the    
children1 but to society at large4 ,how 
can we account for the strict  honesty  
of the ,laplanders1 who can leave their 
property in the woods1  and in their    
huts1 without the least fear of its     
being stolen or  injured1 while we1 with
 ten times the advantages1 cannot       
consider our  property safe1 with the   
aid of locks and bolts1 brick walls1 and
 even  watchmen and police-officers     
besides8 ,there must be some cause for  
all  this1 and perhaps the principal one
 is defective education1 and the  total 
neglect of the morals of the infant     

poor1 at a time when their  first       
impressions should be taken especial    
care of2 for conscience1  if not lulled 
to sleep1 but called into vigorous      
action1 will prove  stronger than brick 
walls1 bolts1 or locks2 and ,i am       
satisfied1 that ,i  could have taken the
 whole of the children under my care in 
the first  infants' school1 into any    
gentleman's plantation1 without their   
doing  the least injury whatever2 and   
this ,i could now do in any similar     
circumstances4 ,i will mention1 however1
 one fact4    ,one day1 while ,i was    
walking in the play-ground1 ,i saw at   
one end of  it about twenty children1   
apparently arguing a subject1 pro and   
con2 from the attitude of several of the
 orators1 ,i judged it was  about       
something that appeared to them of      
considerable importance4 ,i  wished to  
know the subject of debate1 but was     
satisfied that if ,i  approached the    
children it might put an end to the     
matter altogether4  ,some of the        

bystanders saw me looking very          
attentively at the  principal actor1    
and1 as ,i suppose1 suggested to the    
party the  propriety of retiring to some
 other spot1 for immediately afterwards 
they all went behind a partition1 which 
afforded me an opportunity of           
distinctly hearing all that passed1     
without being observed by them4 ,i  soon
 found that the subject of debate was a 
song4 ,it seems that one  of the        
children had brought a song to the      
school1 which some of the  monitors had 
read1 and having decided that it was an 
improper thing  for the child to have in
 his possession1 one of them had taken  
it from  the owner1 and destroyed it4   
,the aggrieved party had complained to  
some of the other children1 who said    
that it was thieving for one  child to  
take any thing from another child1      
without his consent4 ,the  boy1 nettled 
at being called a thief1 defended       
himself1 by saying that  he1 as a       
monitor1 had a right to take away from  

any of his class any  thing that was    
calculated to do them harm2 and was1 it 
seems1 backed  in this opinion by many  
others4 ,on the other hand1 it was      
contended  that no such right existed2  
and it was doubtful to me for a         
considerable time1 on which side the    
strength of the argument lay4  ,at last 
one of the children observed to the     
following effect3--,you  should have    
taken it to master1 because he would    
know if it was bad  better than you4    
,this was a convincing argument1 and to 
my great  delight1 the boy replied--,how
 much did the song cost8 ,the reply was1
  ,a half-penny4 ,here1 then1 take it1  
says the child1 ,i had one  given me    
to-day2 so now remember ,i have paid you
 for it1 but if you  bring any more     
songs to school ,i will tell master4    
,this seemed  to give general           
satisfaction to the whole party1 who    
immediately  dispersed to their several 
amusements4 ,a struggle like this1      
between  the principles of duty and     

honesty1 among children so very young1  
must prove highly interesting to all who
 love them1 and exemplifies1  beyond a  
doubt1 the immense advantage of early   
instruction4    ,another thing to be    
noticed is1 a regard for truth4 ,nothing
 is so  delightful as this4 ,there is no
 conversation so agreeable as that of   
the man of integrity1 who hears without 
any design to betray1 and  speaks       
without any intention to deceive2 and   
this admitted1 we should  strive to the 
utmost to induce children to remember   
it4 ,but our  success1 in a great       
measure1 will depend on the means we    
employ4 ,many  children are frightened  
into falsehood by the injudicious       
methods of  those who have the care of  
them4 ,i have known a mother promise a  
child  forgiveness if it would speak the
 truth1 and1 after having obtained      
confession1 she has broken her          
engagement4 ,a child1 once treated in   
this manner1 will naturally be guarded  
against a similar deception4  ,i have   

known others who would pretend not to   
punish the child for  confession1 but   
for first denying it1 and afterwards    
confessing4 ,i  think that children     
should not be punished1 on any account1 
after  having been promised forgiveness1
 truth being of too great importance  to
 be thus trifled with2 and we cannot    
wonder if it is lightly  esteemed by    
children1 after the example is set by   
their parents4  ,having had several     
thousand children under my care1 ,i have
 had  favourable opportunities of       
observing the bias of the infant mind1  
and ,i must say1 that ,i have not found 
them so inclined to evil and  falsehood 
as ,i had previously imagined4    ,when 
morality is adverted to in this volume1 
let it never be  forgotten1 that by it  
is meant the pure and perfect morality  
of  the sacred ,scriptures4 ,from this  
source alone the great truths and       
precepts can be derived1 for regulating 
the conscience and improving  the heart4
 ,the infant system1 however1 would aim 

to steer perfectly  clear of the more   
remote theological opinions entertained 
by  ,christians of different            
denominations4 ,with these1 little      
children can  have nothing to do1 and   
institutions for their express benefit  
should  receive the support of all4     
,what kind of religious doctrine and    
faith  infants ought to be taught1 ,i   
will not here determine1 but leave it   
for consideration in a future chapter   
devoted more expressly to that  subject4
 ,it must be the wish of all true       
,christians that they should  be taught 
the fundamental truths of the           
everlasting ,gospel4 ,but it is  much to
 be lamented that what are the          
fundamental truths of the gospel  is so 
frequently a debatable point4 ,with such
 controversial topics  infants have     
nothing to do1 and to teach such matters
 would rather be  sowing seeds for      
future scepticism than laying a solid   
basis for  pure and undefiled religion4 
,in all things1 but more especially in  

religion1 as being the subject of the   
highest importance1 the purest1         
simplest1 and most unadulterated truths 
should be taught4 ,the ,bible  contains 
ample and abundant stores of such simple
 truth1 most  admirably suited to infant
 capacity in texts1 precepts1 parables1 
and  histories4 ,the pious and judicious
 mother or teacher can be at no loss    
for a proper selection4 ,many beautiful 
and simple prayers are to be  found in  
the ,church of ,england ,prayer-,book1  
which ,i think cannot be  mended1 and   
which ,i have found quite suitable to   
the infant mind4  ,several of the       
,collects1 for simplicity of language   
and rich fulness  of divine truth1      
cannot be surpassed4 ,simple hymns for  
instruction and  devotion are also      
requisite1 and ,i have endeavoured to   
provide such as  these in a ,manual1    
recently published in connexion with a  
friend1  and which may be bad through   
the publisher of this work4             
,,chapter ,,vi4    ,,requisites ,,for   

,,an ,,infant ,,school4    ,the master  
and mistress should reside on the       
premises--,interior  arrangements--,a   
school and its furniture--,lesson-posts 
and  lessons--,the younger children     
should not be separated from the        
older--,play-ground                     
arrangements--,rotatory swing--,its     
management and  advantages4           99
       99       99       99       99    
,wisdom seeks the most desirable ends in
 the use of the most  appropriate means4
           99       99       99       99
       99      ,i shall now lay before  
my readers an account of the things     
necessary  for the establishment of an  
infant school2 previously to presenting 
them with the detail of the plan to be  
pursued in it4    ,in the first place1  
it is necessary to provide an airy and  
spacious  apartment1 with a dry1 and1 if
 possible1 a large play-ground attached 
to it4 ,the plot of ground1 ,i conceive1
 should not be less than #ej feet  wide1
 and #ajj feet long2 but if the ground  

were #aej1 or #bjj feet long1  it would 
be so much the better1 as this would    
allow #ajj or #aej feet  for a          
play-ground2 which is of such           
importance1 that ,i consider the  system
 would be very defective without it1 for
 reasons which will be  spoken of       
hereafter4    ,there should likewise be 
a room about fifteen feet square1 for   
the  purpose of teaching the children in
 classes1 which may be formed at  one   
end of the large room3 this is          
absolutely necessary4 ,as the master    
and mistress should live on the         
premises1 a small house1 containing     
three or four rooms1 should be provided 
for them4 ,the reason for their  living 
on the premises is1 that the children   
should be allowed to  bring their       
dinners with them1 as this will keep    
them out of the  streets2 and1 indeed1  
of those who do go home to dinner1 many 
will  return in a very short time2 and  
if there be no person on the premises   
to take care of them1 they will be lost2

 and not only so1 but strange  boys will
 come in from the streets1 and do a     
great deal of mischief1  if no one be   
there to prevent it4    ,the portion of 
sitting-room that ,i have allowed for   
each child is  twelve inches4 ,the      
scholars should sit all round the school
 room1 with  their backs against the    
wall2 double seats should be round the  
sides  of the school1 like the two first
 seats in the gallery4 ,a school        
according to the engraved plan1 will be 
found large enough for all  the purposes
 of an infant school2 but if it is      
wished to be more  commodious1 it may be
 of the same length as the plan1 and    
instead of  twenty-two feet1 may be made
 thirty feet wide2 this will hold as    
many  children as ought to be collected 
together in one place1 and as many  as  
any man and woman can possibly do       
justice to if it be any longer1  it will
 be difficult for all the children to   
hear the master4 ,an  oblong building is
 the cheapest1 on account of the roof4  

,economy has  been studied in the plan  
given1 without any thing being added    
that is  unnecessary4 ,this1 of course1 
is a matter of opinion1 and may be acted
  upon or not1 just as it suits those   
who may choose to build4 ,the  master's 
house in the plan1 it will be seen1     
projects a little into  the play-ground1
 to afford him the opportunity of seeing
 the children  at play while he is at   
dinner1 that he may notice any improper 
conduct  on the part of the children1   
and mention it when the accounts of the 
day are made up4    ,as children are    
very apt to get into danger1 even when  
at school1  it becomes expedient to     
exercise the utmost vigilance1 in order 
to  prevent the possibility of accident2
 for where two hundred children  are    
assembled together1 the eldest not seven
 years of age1 it is most  certain that 
if there be danger1 some will get into4 
,for this reason1  all the doors on the 
premises should be so secured1 that the 
children  cannot swing them backwards   

and forwards2 if they are not1 they will
  get their fingers pinched1 or greater 
accidents may occur4 ,the forms  also   
should be so placed that the children   
may not be likely to fall  over them4   
,every thing1 in short1 should be put   
out of the way1 that  will be likely to 
occasion any danger4 ,the seats should  
not be more  than nine inches high2 and 
for the smaller children six inches2 and
  should be eleven or twelve inches     
wide2 and fixed all round to the  walls4
    ,the master's desk should be placed 
at the end of the school1 where the     
class-room is4 ,by this means he will be
 able to see the faces of all  the      
children1 and they can see him1 which is
 absolutely necessary4  ,they may then  
be governed by a motion of his hand4    
,the furniture necessary for the school 
consists of a desk for  the master2     
seats for the children2 lesson-stands2  
stools for the  monitors2 slates and    
pencils2 pictures and lessons on        
scriptural  subjects2 pictures and      

lessons on natural history2 alphabets   
and  spelling lessons2 brass letters and
 figures1 with boards for  them2        
geometrical figures1 c42 and the        
transposition-frame1 or  arithmeticon1  
as it has been called4 ,to these may    
added little  books1 c4 ,the particular 
use of these articles will be shewn in  
the  succeeding pages4    ,the following
 is a representation of a lesson-post4  
,the lessons1 pasted on wood1 to render 
them sufficiently stiff1 are  put into  
the grooves of the lesson-post2 and can 
then be placed in any  position which is
 most convenient1 and adjusted to any   
height1 as the  master may see proper4  
,illustration3 a b1 is a slip of wood   
with a groove in it1 fixed to  the post 
by means of the screws c and d1 on which
 slip are two  blocks e and f2 the      
bottom one1 f1 is fixed with a groove in
  the upper side1 for the lower edge of 
the board g h to rest in2 the  upper    
block1 e1 has a groove in the lower     
side1 for the upper edge  of the board g

 h to rest in1 and rises and falls      
according to the  width of the board on 
the slip a b4--,instead of being made   
with  feet1 the lesson post is          
generally1 and perhaps better1 fixed    
into  the floor of the school-room1 and 
should be very slight1 and #d feet #d   
inches in height4    ,the following     
lesson-post has been found to answer    
better than the  preceding one2 and is  
fixed in a socket1 which prevents the   
necessity  of the cross-bar feet at     
bottom1 and possesses this advantage1   
that it  may be taken out when done     
with1 and hung up by the side of the    
wall1 so as to allow the area of the    
room to be quite clear of any           
incumbrance1 and to be used for any     
other purpose4 ,no4 #b1 is the  socket  
which should be let into the floor and  
screwed fast to the side  of a joist1 so
 as to keep it perfectly steady2 the    
socket is to be  open at bottom so as to
 let the dust pass through3 and ,no4 #a1
 is a  plate1 to fit over the socket1 to

 come flush with the floor1 to be put   
over it when the lesson-post is taken   
out1 to prevent too much dust  from     
getting into the socket4 ,the little    
nich represented in plate  one1 is too  
small for the pupils to get their       
fingers into1 so as to  pull up the     
plate1 but wide enough to allow the     
teacher to put a  very narrow key in1   
when he desires to pull up the plate to 
put the  lesson-post in the socket4 ,no4
 #c1 is a front view of the lesson-post1
  containing the slides nipping the     
lessons between them2 the other  figure 
represents a side view of the lesson    
post1 and the small figure  at the left 
hand side represents the groove of the  
two sliders to  receive the lesson1 and 
the back part of it the dovetails to    
clip1  which come down behind the post2 
these are placed parallel in double     
rows down the school1 at equal          
distances1 exactly opposite each other2 
and flattened brass or iron is to be let
 into the floor1 opposite to  the front 

of them1 as shewn in one of the         
engravings representing the  area of the
 school1 and the children at their      
object lessons4 ,i have  found by       
experience that this invention possesses
 a decided advantage  over the other1 as
 they always remain perpendicular and   
parallel to  each other1 take up less   
room1 and are more easily put out of the
 way1  and the children cannot knock    
them down2 they should be numbered in   
front as represented in the figure1 so  
that the teacher may always put  the    
proper post in its own place4           
,illustration    ,the ,arithmeticon1 of 
which a description will be given in a  
subsequent  chapter1 is simple in its   
construction1 but1 as will be seen      
hereafter1 may be variously and         
beneficially applied4 ,it is indeed     
indispensable in an infant school1 as it
 is useful for teaching the  first      
principles of grammar1 arithmetic1 and  
geometry4 ,the expense of  furnishing a 
large school is about #af42 that of a   

smaller one about  #aj4    ,i must here 
protest against a violation of the      
freedom of the infant  mind4 ,a fold1 as
 it is called1 is erected in some       
schools for the  youngest of the        
children2 and thus they are cut off from
 the society  of the rest1 from whom    
they would learn much more than they    
could from  any teacher4 ,the monitors  
having charge of this class1 are also   
cooped  up in the same cage1 and        
therefore suffer the same privation4    
,the  result of my own experience1 as   
well as that of others1 is1 that a      
child is decidedly incompetent to the   
duties of a monitor1 if he  cannot keep 
the youngest class in order without any 
such means4 ,i  would therefore         
deprecate1 in the strongest terms1 the  
separation  referred to1 as not only    
altogether unnecessary1 but exceedingly 
injurious4    ,to have one hundred      
children1 or upwards1 in a room1 however
  convenient in other respects1 and not 
to allow the children proper  relaxation

 and exercise1 which they could not have
 without a  play-ground1 would          
materially injure their health1 which is
 a thing1  in my humble opinion1 of the 
first importance4 ,i would rather see a 
school where they charged two-pence or  
three-pence per week for each  child1   
having a play-ground1 than one where the
 children had free  admission without   
one2 for ,i think the former institution
 would do the  most good4 ,the play     
ground1 likewise1 is one of the most    
useful  parts of the system4 ,it is     
there the child shews itself in its true
  character1 and thereby gives the      
master an opportunity of nipping  in the
 bud its evil propensities4 ,i am1      
therefore1 most anxious to  recommend   
that this necessary appendage to an     
infant school should  not be dispensed  
with4 ,i moreover observe1 that where   
there is a  play-ground attached to the 
school1 instead of playing in the       
streets1  where scarcely anything but   
evil is before their eyes1 the children 

will hasten to the school1 with their   
bread and butter in their hands1  in    
less than a quarter of an hour after    
they have left it1 knowing  that they   
have an opportunity of playing there the
 remainder of their  dinner-time1 so    
that they love the school1 and but      
rarely wish to be  anywhere else4       
,the play-grounds of some schools are   
paved with bricks1 which ,i have  found 
to answer very well1 as they absorb the 
rain so quickly1 that  ten minutes after
 a shower1 the place is dry enough for  
the children  to play in2 which1        
perhaps1 would not be the case with any 
other kind  of paving4 ,they are        
commonly placed flat on the ground1 but 
,i should  prefer them being put        
edge-ways1 as they would last many years
 longer1  yet it would take nearly      
double the number of bricks were they so
  placed4,a ,if it be not paved1 the    
ground will be soft1 and the  children  
will make themselves dirty4 ,it should  
be so managed that the  water may be    

carried off1 for1 if there are any      
puddles1 the children  will get into    
them4 ,some persons have recommended a  
few cart-loads of  good iron-mould      
gravel1 there being a sort which will   
bind almost like  a rock1 if well       
rolled2 but the children are liable to  
dig holes if it  is only gravel4 ,if    
this is noticed in time it may be       
prevented2 but if  they are suffered to 
proceed1 and no notice be taken of it1  
it will be  very difficult to prevent   
them from continuing the practice4 ,if  
money  can be saved by any plan1 perhaps
 it is as well to notice it2 but  after 
having weighed the advantages and       
disadvantages of gravelling1  ,i am of  
opinion1 that bricks are preferable4 ,i 
should also recommend  that fruit-trees 
be planted in the centre of the         
play-ground1 and  likewise round the    
walls2 which will delight the children1 
and teach  them to respect private      
property4 ,if any person doubts the     
propriety  of this plan1 ,i can only say

 we leave many play-grounds thus        
ornamented3 and instead of proving a    
temptation to the children1 it  has so  
far become the means of confirming      
principles of honesty in  them1 that    
they never touch a single flower or even
 a leaf in  the garden4 ,there should   
also be a border of flowers round the   
play-ground1 of such sorts as will yield
 the most fragrance1 which  will tend to
 counteract any disagreeable smell that 
may proceed from  the children1 and     
thereby be conducive to their health1 as
 well as to  that of those who have the 
charge of them4 ,they will1 besides1    
afford  the teacher an opportunity of   
giving the children many useful lessons2
  for the more he teaches by things1 and
 the less he teaches by signs1  the     
better4 ,these things need be no expense
 to the establishment1  except the      
purchase in the first instance1 for they
 will afford an  agreeable occupation   
for the master before and after         
school-hours1  prepare him in some      

measure for the duties of the day1 and  
afford him  an ample opportunity of     
instilling a variety of ideas into the  
minds  of the children1 and of tracing  
every thing up to the ,great ,first     
,cause4 ,i have witnessed the good      
effects of these things1 which makes  me
 desirous of humbly but earnestly       
recommending them to others4            
,footnote ,a3 ,in ,lancashire1 and other
 places where flagging is cheap1  it has
 been found decidedly better than any   
other plan alluded to  above1 the       
children will not hurt themselves more  
by falling on flags  than they would on 
bricks or pebbles4    ,with regard to   
the expense3 if #bjj children pay       
two-pence each per  week,a1 which is now
 the usual charge1 the annual receipts  
will be1  deducting four weeks for      
holidays1 about #hj1 and if the         
deficiency be  made up by subscriptions 
and donations from the friends of the   
system1  it may be easily adopted1 and  
all its advantages secured4 ,a village  

school might be furnished for half the  
money1 and supported at less  than half 
the expense4 ,i ,,question ,,whether    
,,it ,,does ,,not ,,cost ,,the ,,country
  ,,as ,,much ,,for ,,every ,,individual
 ,,that ,,is ,,transported ,,out ,,of   
,,it1 ,,as ,,would  ,,support ,,three   
,,infant ,,schools ,,annually1 and      
secure good pay to the  teachers1 with  
#bjj infants in each school4            
,footnote ,a3 ,in some parts of ,st4    
,giles's1 ,wapping1 c41 c41 many of  the
 parents are not able to pay1 and many  
that are1 would sooner let  their       
children run the streets than pay a     
penny2 yet the children of  the latter  
persons are the greater objects of      
charity2 and it is the  children of such
 persons that chiefly fill our prisons4 
,we want three  classes of infant       
schools3 one for the middle class1 who  
will pay2 for  skilled mechanics1 who   
will pay #b;d4 or #c;d4 per week2 and   
for the  poor and illiterate who will   
pay nothing4    ,every year increases my

 conviction of the great importance of  
the  play-ground1 and of the folly of   
some of my early views respecting it4   
,finding a great variety of lessons and 
objects necessary to arrest  the        
attention of children1 diversified as   
they are in disposition and  taste1 it  
was supposed that an equal variety of   
toys was required for  the play-ground4 
,a good supply of balls1 battledores1   
shuttlecocks1  tops1 whips1             
skipping-ropes1 hoops1 sticks1 and      
wheelbarrows1 was1  therefore1 obtained1
 and we flattered ourselves that this   
must produce  universal happiness4 ,in  
thus1 however1 we were most grievously  
disappointed2 for the balls frequently  
bounced over the wall1--the  players1   
not being able to throw them with the   
precision of ,spartan  children1        
sometimes struck their comrades1        
perhaps1 in the eye3 if we  could       
succeed in quieting the sufferer1 by a  
kiss and a sugar-plum1  the ear was as  
immediately afterwards saluted with the 

cry of1 ,o1 my  chin1 my chin1 from some
 hapless wight having been star-gazing1 
and  another1 anxious for as many       
strokes as possible1 mistaking that part
  for the bottom of his shuttlecock2    
while this would be followed by1  ,o1 my
 leg1 from the untoward movement of a   
stick or a barrow4 ,in  short1 such     
scenes were insupportable2 and what with
 the accidents  that arose1 and the tops
 without strings1 and the strings       
without  tops1 the hoops without sticks1
 and the sticks without hoops1 the      
seizure of the favourite toy by one1 and
 the inability of another to  get any   
thing1 it was evident that we were      
wrong1 but not so clear how  we could do
 otherwise4    ,it then occurred that we
 might provide some wood-bricks1 about  
four  inches long1 an inch and a half   
thick1 and two inches and a half  wide1 
and of these a thousand were obtained4  
,with these children are  exceedingly   
amused from the variety of forms in     
which they may be  placed1 and of       

buildings which may be erected with     
them4    ,the play-ground should always 
be at the rear of the premises1 and as  
private as possible1 that both teachers 
and pupils be secure from  annoyance of 
any kind4 ,the entrance should be only  
through the school1  and no other way2  
this secures the flowers1 the fruits1   
and the moral  training of the children4
    ,illustration    ,in addition to    
these1 all that is required is a        
rotatory swing1 of  which the above is a
 representation4 ,to make one1 a pole   
eighteen or  twenty feet long should be 
firmly fixed in the ground3 three feet  
of  the but-end should be sunk1 secured 
by sleepers to keep it steady3 it       
should be at least three quarters of a  
yard in girth at bottom1 and  taper     
gradually to the top to half that size4 
,an iron rim is to be  driven on the    
head of the pole to keep it from        
splitting1 and then a  spindle at least 
an inch in diameter1 with a shoulder1 is
 to be fixed  in it2 an iron wheel with 

four spokes turned up at the end like a 
hook1 to which four ropes are to be     
fastened1 must then be made to  revolve 
on the spindle4 ,as the ropes reach the 
ground1 four children  may take hold of 
them and run round until they bear the  
whole weight  of the body on the arms2  
and this exercise will be found to      
strengthen  the muscles1 and give vigour
 to the whole frame4 ,in a large school 
there should be two swings of this      
kind1--one for the girls1 and the  other
 for the boys4 ,the teachers must1      
however1 be careful the first  few      
weeks1 to train the children to look    
about them3 this they are  but little   
disposed to do1 hence the most          
impressive manner should be  adopted1   
and ,i will venture to say1 should any  
injury be sustained  by the children1   
the fault will not be theirs4 ,the      
effect of the  instruction thus urged   
will be valuable in other cases2 for a  
child1  thus taught to watch against    
accident1 will be careful in passing    

crossings1 and going through crowded    
streets1 and thus be likely to  escape  
many dangers into which others fall4    
,this exercise may also be  accompanied 
by instruction1 as the children may     
repeat ,the ,cow1 or  ,the ,sheep1 or   
any other lesson1 as the measure of the 
time  during which four may have the    
swing4 ,it will1 moreover1 afford an    
opportunity for detecting the           
selfishness of some children1 by their  
wishing to keep the ropes too long1 and 
the passion of others1 from  the        
vehemence with which they will insist on
 their rights2 but1 as on  such         
occasion1 both are to be forbidden to   
swing any more that day1  they will soon
 learn to bear and forbear4    ,in the  
event of a child being thrown down from 
standing in the way1  all the children  
should be placed in the gallery1 and    
this one shewn  them4 ,if it appear     
hurt1 all will pity it2 let then the    
question be  put1 ,how did this happen8 
and the answer will be1 perhaps1        

,please1  sir1 because he did not make  
use of his eyes4 ,here1 then1 is full   
opportunity to inculcate caution1 and to
 inform and benefit the whole4  ,for    
example3 the master may say1 ,how many  
senses have we8 ,the children  will     
answer1 ,five4 ,master4--,name them4    
,children4--,hearing1 seeing1  smelling1
 tasting1 and feeling4 ,m4 ,where are   
the organs of sight8  ,c4 ,here         
7pointing to the eyes74 ,m4 ,look at    
this child1 and see if  he has them4    
7,here an inspection will take place1   
the sufferer will  look sheepish1 and   
begin to perceive he has not made the   
best use of  the sense of seeing1 whilst
 the singular observations of the       
children  will sharpen his faculties1   
and make such an impression as to cause 
him to be more cautious in future2 and  
many a scholar who is sitting  in       
judgment will profit by the             
circumstance47 ,i have known the lives  
of several children saved by such simple
 lessons1 and they are of as  much      

importance as any that are taught1      
though ,i am not quite sure  that all   
the teachers will think so4 ,too many1  
to save trouble1 will  find fault with  
the swing2 and ,i have known several    
instances where  the swing had been     
taken down in consequence4 ,we have     
found the swing  answer in all three    
countries2 it strengthens the muscles1  
which1 in  physical education1 is a     
matter of the highest importance4 ,it   
has been  introduced into juvenile      
schools with similar success2 and1 also1
 in  ladies' boarding-schools ,i have   
personally inspected tine effects       
produced4 ,under all these              
circumstances1 and in every instance1 ,i
 have  found the most beneficial effects
 produced1 provided the exercise was    
properly regulated and superintended4   
,it will not do1 therefore1 to  have    
this important part of the system       
dispensed with4 ,the teachers  must be  
present at all the exercises in the     
play-ground1 or1 more  properly         

speaking1 the training-ground4          
,non-attention to this is a  capital    
error2 and1 if persisted in1 must be    
followed with dismissal4                
,,chapter ,,vii4      ,,qualifications  
,,of ,,teachers4    ,teachers should    
practice what they teach--,necessity of 
patience--,mere  automatons will not do 
for infant teachers--,disadvantage of   
using  excessive restraint--,a master   
and mistress more efficient than two    
mistresses--,objections to the sole     
government of females--,two frequent    
use of ,divine names should be          
avoided--,general observations4         
99       99       99       99       99  
--,such authority1 in shew1 ,when most  
severe and minist'ring all its  force1  
,is but the graver countenance of love1 
,whose favour1 like the  clouds of      
spring may lower1 ,and utter now and    
then an awful voice1  ,but has a        
blessing in its darkest frown1          
,threat'ning at once and  nourishing the
 plant4--,thomson4           99       99

       99       99       99      ,i     
enter on this chapter with a full       
recollection of the painful sense  of   
incompetency ,i endured on becoming a   
teacher of babes2 and this1  ,i trust1  
will enable me to offer any remarks on  
the present subject  with the humility  
that is desirable1 blended with the     
confidence of  experience4 ,it is a very
 common idea1 that almost any person can
  educate little children1 and that it  
requires little or no ability2  but it  
will be found1 on an enlightened and    
correct estimate of the  work1 that this
 is a very great mistake3 and ,i regret 
that this  mistake has been made by     
those who professed to understand the   
system1  and who have written upon it4  
,but there is just this slight          
difference  between theory and practice3
 theory supposes such and such things to
  be correct1 which was my own case2 but
 twelve months only of practical  effort
 very soon convinced me ,i was wrong4   
,how frequently1 for  instance1 may we  

find children1 ten or twelve years of   
age1 who cannot  answer the most simple 
question1 and who1 nevertheless1 have   
been to  school for several years4 ,to  
give the children correct notions1 is a 
part of education seldom thought of3 but
 if we really wish to form the          
character of the rising generation1 and 
to improve the condition of  society    
generally1 the utmost attention must be 
given to this object4  ,little1 ,i      
should think1 need be said to prove1    
that few ideas are  given in            
dame-schools4 ,there may be a few as to 
which an exception  should be made2 but1
 generally speaking1 where the children 
of  mechanics are usually sent before   
the age of seven years1 no such  thing  
is thought of4 ,the mind of a child is  
compared by ,mr4 ,locke to a  sheet of  
blank paper1 and if it be the business  
of a tutor to  inscribe valuable lessons
 on the mind1 it will require much      
patience1  gentleness1 perseverance1    
self-possession1 energy1 knowledge of   

human nature1 and1 above all1           
piety1--simple1 sincere1 and practical  
piety1--to accomplish so great a work   
with propriety and success4    ,whoever 
is in possession of these requisites1   
with the addition of a  lively temper1  
pleasing countenance1 and some knowledge
 of music1  may be considered as a      
proper person to manage an infant       
school2  and whoever has charge of such 
an institution will find numerous       
opportunities of displaying each and all
 of these qualifications4  ,it would be 
almost useless to attempt to cure the   
bad tempers of  children1 if the master 
should encourage and manifest such evil 
tempers in his own conduct2 for children
 are not indifferent to what  they see  
in others3 they certainly take notice of
 all our movements1  and consequently   
the greatest caution is necessary4 ,it  
will be of  little purpose to endeavour 
to inculcate suitable precepts in the   
minds of the children1 unless they see  
them shine forth in the conduct  of the 

teacher4    ,how strangely it would     
sound1 if1 when a teacher was explaining
 to his  pupils the sin of swearing1 a  
child should say1 ,please1 sir1 ,i heard
  you swear2 and it is just the same as 
to those faults which some  may consider
 of minor importance1--such as the      
indulgence of angry  passions1--in the  
presence of children4 ,it must always be
 understood1  that the essence of the   
plan is to allow the children to        
speak1--not  what they do not feel and  
think1 which has been but too           
general1--but  what they do think and   
feel4 ,this children will always do if  
rightly  trained4 ,yes1 with modesty and
 decorum1 but with power6 ,what will the
  old class of pedagogues say to this8  
,what6 allow pupils to tell you of  your
 faults6 ,certainly2 they know them2 at 
least1 those committed in  their        
presence4 ,they talk of them to         
themselves1 why not to us8 ,some  of the
 best lessons ,i ever got were under    
similar circumstances4    ,persons1 in  

such circumstances1 cannot be too       
circumspect1 as every  trifling fault   
will be magnified1 both by parents and  
children4  ,indeed1 character is of so  
much importance1 that the designs of    
benevolent individuals are very often   
frustrated by appointing  improper      
persons to fill such situations4 ,i have
 seen1 more than once1  the interests of
 two hundred babes sacrificed to serve  
one individual2  and persons have been  
chosen merely because they had been     
unfortunate1  and to serve them they    
have been placed in a situation         
disagreeable  to themselves1 and        
unprofitable to the children4 ,it is one
 thing  to possess certain information1 
but it is another to be able to         
communicate that information to infants4
 ,patience is a virtue  absolutely      
indispensable1 as it will frequently    
take the master or  mistress a whole    
hour to investigate a subject that may  
appear of  little or no importance3 such
 as one child accusing another of       

stealing a trifle1--as a plum1 a cherry1
 a button1 or any other thing  of little
 value4 ,the complainant and defendant  
will expect justice  done to them by the
 master or mistress2 and in order to do 
this1 much  time and trouble will1 in   
some cases1 be necessary4 ,should a     
hasty  conclusion be formed1 and the    
accused be punished for what he has not 
been guilty of1 the child will be       
sensible that an injury has been  done  
him1 feel dissatisfied with his tutors1 
and1 consequently1  will not pay them   
the respect they ought to have4         
,besides1 it will  frequently be found1 
on examination1 that the accuser is     
really the  most in fault1 and ,i think 
,i have convinced many children that    
this  has been the case1 and they have  
retired satisfied with my decision4     
,for when a child is convinced that     
justice will be done him1 he will  open 
his case freely and boldly2 but if he   
has any idea that it will  be otherwise1
 he will keep one half of the facts in  

his own mind1 and  will not reveal them4
 ,i once formed a hasty conclusion in   
the case of  two children1 and happened 
to decide directly contrary to what ,i  
ought  to have done2 the consequence    
was1 that the injured child endeavoured 
to do that for himself which he found ,i
 had not done for him1 and  pleaded his 
own cause with the opposite party in the
 play-ground2 but  finding that he could
 not prevail on him1 and being sensible 
that he  had been wronged1 he was so    
much hurt1 that he brought his father   
the  next day1 and we re-considered the 
case2 when it was found that the  child 
was correct1 and that ,i was wrong4     
,here ,i found how necessary it  was to 
exercise the utmost patience1 in order  
to enable me to judge  rightly1 and to  
convince my little pupils1 that ,i had  
the greatest  desire to do them justice4
 ,i compare an infant school to a little
  commonwealth1 the head or governor of 
which is naturally the master4  ,an     
infant school master or mistress is not 

to consider anything  relating to the   
rights of his little community1 as      
trifling or  unimportant4 ,however      
justly it might be considered such in   
itself1  yet1 comparatively1 it is a    
matter of moment to the parties         
concerned1  and such therefore it should
 be esteemed by him who is the          
arbitrator  of their rights and the     
legislator and judge of the infant      
state4 ,he  will have1 indeed1 to act   
the part of counsel1 judge1 and jury2   
and  although the children cannot find  
words to plead their own cause1 yet  by 
their looks and gestures1 they will     
convince you that they know  when you   
have rightly decided2 and it appears to 
me1 that the future  conduct of the     
children in the world1 will depend1 in a
 great measure1  upon the correctness of
 the master's decisions4    ,one would  
suppose1 to hear the observations of    
some persons1 that mere  automatons     
would do for masters and mistresses4 ,by
 them the system is  considered as every

 thing1 while the persons who are to    
teach it1 have  been considered as      
secondary objects2 but a system1 however
 perfect in  itself1 will be productive 
of little good1 unless it be committed  
to  persons possessed of some degree of 
skill2 as the best watch will  go wrong1
 if not properly attended to4 ,we       
cannot1 therefore1 be too  circumspect  
in the choice of the persons to whom we 
commit the care  and education of the   
rising generation4 ,there is something  
so powerful  in correctness of          
deportment1 that even infants respect   
it2 and this  will operate more on their
 minds than many imagine4 ,it does not  
appear necessary to me1 that children   
should be kept under excessive          
restraint by their tutors2 they should  
rather be encouraged to make  their     
teacher their confidant1 for by this    
means he will become  acquainted with   
many things1 the knowledge of which it  
is essential  he should possess1 both as
 it regards himself2 and the welfare of 

his  pupils4 ,if the child be           
enthralled1 he will seek some other     
persons  to whom he may open his little 
mind1 and should that person be         
ill-disposed1 the most serious          
consequences will not unfrequently      
follow4 ,i know the source from whence  
all assistance is derived1 and ,i  am   
taught to believe1 that such assistance 
will not be withheld from  those who    
diligently seek it4 ,i am well aware    
that ,i shall have to  render an account
 of my stewardship to the ,almighty1 for
 every child  that may have been placed 
under my care1 and ,i feel that to do so
  unblameably1 requires much assistance 
from above4    ,let not those1 then1 who
 are similarly circumstanced with       
myself2  think that ,i address them in  
the spirit of arrogance1 with a         
pre-conceived opinion of my own         
sufficiency4 ,i wish that all who teach 
may be more fit for the situation than  
,i am4 ,i know many who are an  honour  
to their profession1 as well as the     

situation they fill2 but1 ,i  am sorry  
to say1 ,i think they do not all meet   
with the encouragement  they merit4 ,it 
is not always those who do their duty   
the best that are  most valued2 but if a
 man's conscience do not upbraid him1 he
 has in  its approval a high reward4    
,and now1 as to a matter on which there 
is some difference of opinion1  viz41   
whether women are or are not as fit for 
conductors of infant  schools as men2 my
 decided opinion is1 that alone they are
 not4  ,there should be in every school 
a master and a mistress4 ,in the first  
place1 in an infant school1 the presence
 of the man1 as of a father in  a       
family1 will insure a far greater degree
 of respect and attention on  the part  
of the children4 ,this does not arise   
from the exercise of any  greater degree
 of harshness or severity than a mother 
would be capable  of using2 nor is it to
 be attributed1 as some suppose1 to the 
less  frequent presence of the father in
 the case of many families1 but is      

rather to be accounted for by an        
intuitive perception of the greater     
firmness and determination of the       
character of the man4 ,to those who     
deny this1 ,i would give as a problem   
for solution1 a case by no means        
unfrequent1 and which most of my readers
 will have witnessed1--a  family in     
which the mother--by no means incurring 
the charge of  spoiling the child1 by   
sparing the rod--is less heeded1 less   
promptly  obeyed in her commands1 than a
 father who seldom or never makes use of
  any such means4 ,the mother scolds1   
threatens1 scourges1 and is at last     
reluctantly and imperfectly obeyed2 the 
father1 either with reference  to his   
own commands1 or seconding those of the 
mother1 speaks1  and is instantly       
regarded4 ,the idea of disputing his    
authority1 or  neglecting or disobeying 
his laws1 never once enters the minds of
 his  children4 ,exactly the same is it 
in an infant school1--the presence of  a
 man insures attention and gains respect

 from the children1 not only  at first1 
whilst the novelty of such control might
 be supposed to  operate1 but           
permanently2 as ,i am sure all who have 
candidly examined  the schools where two
 women preside1 and those conducted by a
 man and  a woman1 must have seen4      
,another objection to the sole          
government of females 7,i mean the class
  of females who are likely to accept   
such situations7 in these schools1  is1 
they have not the physical strength1    
nor1 at present1 intellectual  powers1  
sufficient for the task4 ,in saying     
thus1 ,i trust ,i shall not  be         
suspected of wishing to offend my fair  
countrywomen4 ,that they have  not      
sufficient physical strength is the     
intention of nature2 that they  are     
deficient in mental energy is the defect
 of education4 ,i trust1  therefore1    
that no offence will be assumed where no
 blame is attached4  ,it has been a     
point much disputed1 whether there be   
really an original  and intrinsic       

difference in the mental powers of the  
two sexes1 and it  has been of course   
differently decided by the respective   
disputants4  ,with this ,i shall have   
nothing to do2 but these things are     
certain2  that the minds of both are    
capable of much greater activity and    
more  important results than have been  
generally supposed2 and that whilst     
education has not done what it ought for
 man1 it has done far less for  woman4  
,this it is1 then1 which affords an     
additional argument in my  mind for a   
master and a mistress4 ,for let it not  
be imagined1 that  ,i would dismiss     
women altogether from the system--that  
,i think them  useless or even          
dispensable in an infant school4 ,if1   
indeed1 one  or the other must be done  
without1 and ,i had my choice1 ,i should
  certainly give my voice for a woman2  
but to carry the system into full       
effect requires both4 ,there is ample   
opportunity for the offices of  maternal
 love1 of which man is at best but a    

poor imitator2 neither  can it be       
denied1 that an active intelligent woman
 is a useful  auxiliary to the labours  
of the man in the duties of the school4 
,the  authoritative presence of the man 
is the more necessary in the infant     
system1 because one grand object is1 to 
rule without harshness1 and  by that    
principle of love which is in no degree 
incompatible with the  respect felt for 
a kind but judicious schoolmaster4 ,some
 children1  indeed1 so far as regards   
authority1 might be very well managed by
 a  mistress only1 but then it must be  
recollected that an infant school       
exhibits every variety of temper and    
disposition2 and even were it           
otherwise1 the objection as to          
intellectual incompetence and physical  
strength1 before adverted to1 would     
still hold good4    ,such1 indeed1 is   
the opinion of the unfitness of females 
for the  occupation of teaching1 in     
,scotland1 that in many places the very 
idea  of it is scouted4 ,the people of  

that country have scarcely heard of a   
school-mistress1 even for the youngest  
children2 and certain it is1  that      
education is much better conducted in   
,scotland than in most other  places4   
,if the minds of children are to be     
cultivated1 and a firm and  decided tone
 given to their characters1 say they1   
what can be the use  of sending them to 
a school conducted by a woman only8 ,and
 ,i must  candidly admit1 that ,i       
perfectly agree with them on this head1 
and  have therefore deemed it my duty to
 be thus explicit on the matter4,a      
,footnote ,a3 ,i am sorry to say that1  
at this time1 the people  of ,scotland  
have been led into the same error1 of   
which ,i have  complained4 ,i did hope  
they would never have allowed themselves
 to be  led away from their old1        
judicious1 and workable plans1 far the  
sake  of party1 or fashion2 but so it   
is1 and it is much to be regretted3     
however1 it is a consolation to know    
that it is not universal4    ,one thing 

,i must add1 by way of conclusion3 to   
render any man or woman  competent to   
discharge the duties of the situation   
efficiently1 the  heart of the teacher  
must be in the school4 ,if there be not 
the zeal  of the amateur1 the skill of  
the professor will be of little avail4  
,the maxim will apply to every species  
of occupation1 but it is  peculiarly    
true as to that of an infant school     
teacher4 ,to those who  can feel no     
other interest than that which the      
profit gives to the  employment1 it will
 soon become not only irksome1 but      
exceedingly  distasteful4 ,but certain  
,i am that it is possible to feel it to 
be  what it is--an employment not only  
most important1 but likewise most       
interesting4 ,it is one which a         
philosopher might choose for the study  
of the human character1 and a           
philanthropist for its improvement4     
,one word more1 and ,i have done4 ,i    
have seen what ,i could have wished  had
 been otherwise1 viz41 not sufficient   

discrimination used in giving  religious
 instruction2 improper times have been  
chosen1 too much  shew has been made of 
it1 too much freedom has been used with 
the  divine names2 and ,i have sometimes
 been so shocked at the levity          
displayed1 as to have considered it     
little less than profanation4    ,i wish
 to lay the utmost stress on what has   
been stated1 as a failure  on the part  
of a master and mistress is most        
grievous and lamentable4  ,i have seen  
schools1 where little or nothing has    
been done1 because of  the inefficiency 
of the teachers4 ,moral and religious   
qualifications  are confessedly of the  
first importance1 but those which are   
mental  are to be highly estimated4 ,i  
differ with a gentleman who has written 
on this subject1 when he says1 that any 
clever boy who has been  educated in a  
national school1 will accomplish the    
end2 because  the system through which  
he has passed neither gives a sufficient
  knowledge of things nor of words1 nor 

does it sufficiently develop  the       
faculties to prepare him for such a     
service4    ,one cause of failure in    
these respects has been undoubtedly the 
paltry  remuneration which some receive1
 and ,i would earnestly recommend the   
supporters and conductors of infant     
schools to try the effect of  liberality
 by all the means they can command4     
,persons of talent ought  to be found   
for this work1 and then they should be  
appropriately paid2  but if any are to  
be deemed suitable1 and if the having   
them at a  low rate be a special reason 
for their engagement1 it would be better
  at once to revert to the old system1  
than to destroy1 by such means1  the    
public confidence in the plans now      
suggested4    ,i entertain a full       
conviction that the infant system will  
flourish  most where ,i once least      
expected its adoption3 ,i mean in       
,scotland1  because of the high         
importance attached to the essential    
qualifications of teachers1 and because 

of the attention and kindness  which    
they continually receive4    ,it is to  
be lamented that most of the schools    
connected with the  established church  
are managed by women only1 whilst the   
schools  connected with the dissenters  
are generally conducted by a man and    
woman2 the consequence is1 that the     
children educated under the  dissenters 
will be better taught than those        
connected with the  established church1 
which is an error ,i should be glad to  
see remedied  as soon as possible4 ,i   
have no need to speak in favour of      
infant  school masters1 as many of them 
have been the greatest enemies ,i ever  
had1 whilst on the contrary1 the        
mistresses have generally been very     
friendly to me1 and not been subject to 
those petty jealousies which  the       
masters have too frequently evinced2    
nevertheless1 the subject  treated of in
 this place involves a principle which  
cannot be conceded  without doing great 
injury to the infant system1 and on     

those grounds  ,i advocate the necessity
 of a master in conjunction with the    
mistress4  ,many teachers1 and other    
persons who have written on the subject1
 have  talked largely of making         
improvements1 whilst the hints given in 
this  book have been entirely neglected2
 as this was the first book that  ever  
was written on the subject1 and the     
writer of it the first man  that ever   
brought the thing practically to bear1  
it sounds a little  odd1 that people    
should talk about improvements before   
they have  pointed out the errors of the
 original inventor4 ,others again have  
borrowed largely from me1 and have      
neither had the good manners nor  the   
common honesty to say from whence they  
got their information4  ,societies have 
been formed at the eleventh hour1 after 
the infant  system had been twenty years
 in practice1 who puff off books written
  by some of their own members1 which do
 not contain the original idea1  whilst 
my books1 for some cause best known to  

themselves1 have never  been            
recommended1 or indeed ever mentioned1  
though ,i could take page  after page   
from those modern writers on the        
subject1 and justly claim  them as my   
own4 ,this is not what one ought to     
expect amongst people  who call         
themselves ,christians3 a truly good man
 is delighted to do  justice to his     
fellow-men1 because in doing so1 he     
never fails to  obtain justice himself2 
but there are some persons whose minds  
are so  truly selfish that they cannot  
see how good can accrue to themselves1  
if they do what is right to others3 and 
,i regret to say ,i have met  with not a
 few1 who have been engaged in the art  
of teaching1 who have  been guilty of   
the mean and contemptible conduct ,i    
have hinted at  above1 and it is to     
deter others from falling into the same 
errors  that ,i have ventured to allude 
to this subject at all4 ,it would be    
invidious to mention names1 which ,i    
could very easily do1 and should  this  

be persisted in1 if ,i am spared1 ,i    
shall most certainly mention  the       
parties by name4 ,i would not be        
understood to say that no  improvements 
can be made in the infant system3 far   
from it4 ,no doubt  it will be improved1
 and that to a great extent2 but that   
will only be  in process of time1 and by
 practical people1 who understand more  
of the nature of the infant mind than ,i
 do1 and may hereafter have  greater    
experience than ,i have had2 but they   
must work hard for it1  as ,i have done1
 and be doers as well as talkers3 and   
when ,i see such  improvements made1 ,i 
trust the ,almighty will enable me to be
 the first  to acknowledge them4 ,at    
present1 however1 though ,i have        
travelled over  a large space1 and      
visited many hundred schools1 and also  
opened many  hundred1 and have not yet  
seen the mighty improvements of which ,i
 have  read so much1 and ,i do beg that 
those teachers who may be engaged in    
the system will be kind enough to try my

 plans1 prior to introducing  so many   
crotchets of their own4 ,they are to    
recollect we never  intended to make    
prodigies of the little children2 it    
never was our  object to teach them     
things that were only fit for men and   
women3 the  fact must never be lost     
sight of that they are infants1 and that
 as  infants they must be treated4      
,it is very easy for any one to         
theorise1 and form schemes for the      
education of children1 and to introduce 
changes which may appear  beneficial4   
,fancy is very prolific1 and a number of
 books may easily  be read1 and yet the 
right knowledge not be gained4 ,the     
chief book  to be studied is the infant 
mind itself1 considered as a great and  
wonderful work of the ,creator1 with a  
sincere desire to know all  its         
faculties and powers1 and the various   
simple laws by which its  operations are
 governed4 ,the teacher ought also to   
turn his thoughts  within himself1 to   
study his own mind1 especially in his   

recollections  of very early childhood1 
and the modes by which knowledge is     
gradually  acquired4 ,these things1     
carefully and dilligently done1 will    
give more  information on the proper    
method of educating and developing the  
young  mind than the perusal of a       
hundred volumes4 ,this ,i have          
endeavoured  all my life to do1 and have
 had to deal with many thousands of     
children who have been to me a book for 
constant study4 ,from this  extensive   
observation and experience1 all my plans
 have been formed1  and my opinions     
derived4 ,if any one has done the same1 
or more1 to him  ,i will gladly concede2
 but ,i am not aware that any one       
individual1 not  even ,pestalozzi1 has  
run a similar career4          ,,chapter
 ,,viii4    ,,hints ,,for ,,conducting  
,,an ,,infant ,,school4                 
,classification--,getting the children  
into order--,language--,lessons  on     
objects--,rules to be observed by       
parents--,daily routine of              

instruction--,opening prayer and        
hymn--,object or developing             
lessons--,synopsis of a week's          
instruction--,cleanliness--,never       
frighten  children--,guard against      
forgetfulness--,observe punctuality--,be
  strictly accurate in your             
expressions--,guard against the entrance
 of  disease--,maxims for               
teachers--,resolutions4           99    
99       99       99       99           
,whate'er is best administer'd is       
best4--,pope4           99       99     
99       99       99      ,having had   
considerable practice in teaching       
children in the various  parts of       
,england1 ,scotland1 ,ireland1 and      
,wales1 it may be necessary to  give a  
few hints on the subject of organizing  
an infant school4 ,i  have generally    
found on opening one1 that the children 
had no idea of  acting together4 ,in    
order1 therefore1 to gain this object1  
it will be  found necessary to have     
recourse to what we call manual lessons1

  which consist in the children holding 
up their hands all at one time1  and    
putting them down in the same manner2   
throwing the right or the  left foot    
out2 putting their hands together1 or   
behind them2 or rising  from their seats
 all at one time2 clapping hands1 which 
is a very good  exercise2 holding up    
their hands and twirling the fingers2   
holding up  the forefinger and bringing 
it down on the palm1 in time to some    
tune2  imitating the action of sawing   
wood1 and the sound produced by the     
action of the saw2 doing this both ways1
 as it is done in the saw-pit1  with    
both hands1 and by the carpenter with   
the right2 imitating the  cobbler       
mending shoes1 the carpenter plaining   
wood1 the tailor sewing1  and any other 
trade which is familiar and pleasing to 
children4    ,this we do in the first   
instance1 because it is calculated to   
please  the infants1 and is one grand   
step towards order4 ,after the first day
  or two1 the children will begin to act

 together1 and to know each  other2 but 
until this is the case1 they will be    
frequently peevish1  and want to go     
home2 any method1 therefore1 that can be
 taken at first  to gratify them1 should
 be adopted2 for unless this can be     
done1 you  may be sure they will cry4   
,having proceeded thus far1 we have then
 to  class them according to their      
capacity and age1 and according as they 
shew an aptitude in obeying your several
 commands4 ,those who obey them  with   
the greatest readiness may be classed   
together4    ,i have found it difficult1
 at all times1 to keep up the attention 
of  infants1 without giving them        
something to do2 so that when they are  
saying the tables in arithmetic1 we     
always cause them to move either  their 
hands or feet1 and sometimes to march   
round the school4 ,the best  way we have
 yet discovered is the putting their    
hands one on the other  every time they 
speak a sentence4 ,if they are marching 
they may count  one1 two1 three1 four1  

five1 six1 c4    ,having classed them1  
and found that each child knows its own 
place in  the school1 you may select one
 of the cleverest of each class for a   
monitor4 ,some of the children will     
learn many of the tables sooner  than   
the others2 in this case1 the teacher   
may avail himself of their  assistance1 
by causing each child to repeat what he 
knows in an  audible manner1 the other  
children repeating after him1 and       
performing  the same evolutions that he 
does2 and by this means the rest will   
soon  learn4 ,then the master may go on 
with something else1 taking care to     
obtain as much assistance from the      
children as he can1 for he will  find   
that unless he does so1 he will injure  
his lungs1 and render  himself unfit to 
keep up their attention1 and to carry on
 the business  of the school4    ,when  
the children have learned to repeat     
several of the tables1  and the monitors
 to excite their several classes1 and   
keep them in  tolerable order1 they may 

go on with the other parts of the plan1 
such as the spelling and reading1       
picture lessons1 c41 which will         
presently be described4 ,but care must  
be taken that in the beginning  too much
 be not attempted4 ,the first week may  
be spent in getting them  in order1     
without thinking of anything else2 and  
,i should advise  that not more than    
sixty children be then admitted1 that   
they may be  reduced to order1 in some  
measure1 before any more are received1  
as  all that come after will quickly    
imitate them4 ,i should1 moreover1      
advise visitors not to come for some    
time after a school is opened1  for     
several reasons2 first1 because the     
children must be allowed time  to learn1
 and there will be nothing worth seeing2
 secondly1 they take  off the children's
 attention1 and interfere with the      
master3 and1  lastly1 they may go away  
dissatisfied1 and thereby injure the    
cause  which they intend to promote4    
,in teaching infants to sing1 ,i have   

found it the best way to sing the  psalm
 or hymn several times in the hearing of
 the children1 without  their attempting
 to do so until they have some idea of  
the tune2  because1 if all the children 
are allowed to attempt1 and none of them
  know it1 it prevents those who really 
wish to learn from catching the  sounds4
 ,nothing1 however1 can be more         
ridiculous or absurd than the  attempts 
at singing ,i have heard in some        
schools4 ,and here1 ,i  would caution   
teachers against too much singing2 and  
also against  introducing it at improper
 times4 ,singing takes much out of the  
teacher1 which will soon be felt in the 
chest1 and cause pain and  weakness     
there2 and1 if persevered in1 premature 
death2 and with  women much sooner than 
men4 ,this is another reason why one of 
each  sex should be employed in the     
work4 ,singing is an exhilarating and   
exciting lesson2 the children always    
like it3 but even they are  injured by  
the injudicious management of it1 and by

 having too much of  it each day2 or the
 having two or even three exciting      
lessons at the  same time4 ,for example3
 ,i have seen children singing1         
marching1 and  clapping hands at the    
same time2 and they are prompted and led
 by the  teachers to do so4 ,here are   
three exciting lessons together1 which  
ought to be separate3 the result is1 a  
waste of energy and strength1  on the   
part of teacher and children1 which is  
sometimes fatal to both4  ,the exciting 
lessons were intended to be judiciously 
blended with the  drier1 yet necessary1 
studies4 ,if the latter are neglected1  
and the  former only retained1 no       
greater perversion of the plans could   
occur1  and a more fatal error could not
 be committed4    ,you must not expect  
order until your little officers are    
well drilled1  which may be done by     
collecting them together after the other
 children  are gone1 and instructing    
them in what they are to do4 ,every     
monitor  should know his work1 and when 

you have taught him this1 you must      
require it to be done4 ,to get good     
order1 you must make every monitor      
answerable for the conduct of his class4
 ,it is astonishing how some  of the    
little fellows will strut about1 big    
with the importance of  office4 ,and    
here ,i must remark1 it will require    
some caution to  prevent them from      
taking too much upon themselves2 so     
prone are we1  even in our earliest     
years1 to abuse the possession of power4
    ,the way by which we teach the      
children hymns1 is to let one child     
stand in a place where he may be seen by
 the rest1 with the book in  his hand2  
he then reads one line1 and stops until 
all the children in  the school have    
repeated it1 which they do              
simultaneously2 he then  repeats        
another1 and so on1 successively1 until 
the hymn is finished4  ,this method is  
adopted with every thing that is to be  
committed to  memory1 so that every     
child in the school has an equal chance 

of  learning4    ,i have mentioned that 
the children should be classed3 in order
  to facilitate this1 there should be a 
board fastened to the wall              
perpendicularly1 the same width as the  
seats1 every fifteen feet1 all  round   
the school2 this will separate one class
 from another1 and be  the cause of the 
children knowing their class the sooner4
 ,make every  child hang his hat over   
where he sits1 in his own class1 as this
 will  save much trouble4 ,have a place 
for every thing1 and every thing in  its
 place4 ,this will bring the children   
into habits of order4 ,never  do any    
thing for a child that he is able to do 
for himself2 but teach  him to put his  
own hat and coat on1 and hang them up   
again when  he comes to school4 ,teach  
every child to help himself as soon as  
possible4 ,if one falls down1 and you   
know that he is able to get up  himself1
 never lift him up2 if you do1 he will  
always lie till you can  give him your  
aid4 ,have a slate1 or a piece of paper1

 properly ruled1  hanging over every    
class2 let every child's name that is in
 the class  be written on it1 with the  
name of the monitor2 teach the monitor  
the  names as soon as you can1 and then 
he will tell you who is absent4  ,have a
 semicircle before every lesson1 and    
make the children keep  their toes to   
the mark2 brass nails driven in the     
floor are the best1  or flat brass or   
iron let into the floor4 ,when a monitor
 is asking  the children questions1 let 
him place his stool in the centre of the
  semicircle1 and the children stand    
around him4 ,let the monitors ask  what 
questions they please1 they will soon   
get fond of the process1  and their     
pupils will soon be equally fond of     
answering them4 ,suppose  the monitor   
ask4 ,what do ,i sit on8 ,where are your
 toes8 ,what do you  stand on8 ,what is 
before you8 ,what behind you8 ,let the  
monitors be  instructed in giving simple
 object lessons on any familiar         
substance1  such as a piece of wood1 of 

stone1 of iron1 of paper1 of bone1 of   
linen1 c4 ,let them question their class
 as to the qualities first1  and then   
the various uses to which the object is 
applied4 ,these  lessons will be of     
incalculable benefit to the children1   
and give them  an early desire to       
inquire into the nature1 qualities1 and 
uses of  every natural object they come 
into contact with4 ,we will suppose the 
monitor holds in his hand a piece of    
leather2 he first asks1 ,what is  this8 
,the children will simultaneously       
exclaim1 ,a piece of leather4  ,this    
being answered1 he will proceed to the  
qualities1 and will have  either from   
his class1 or by his own help1 the      
following answers3 ,it  is dry1 it is   
smooth1 it is hard1 it is tough1 it is  
pliable1 it is  opaque1 c4 ,he will then
 question them as to its uses1 and will 
ask1  ,what is made from leather8 ,a4   
,boots and shoes4 ,q4 ,what use is it of
  else8 ,a4 ,books are bound with it2   
and so on through all its uses4 ,he     

will then ask them how leather is made1 
and give them information  which he has 
himself previously received from the    
teacher as to the  mode of tanning      
leather1 and the various processes which
 it goes  through4 ,indeed1 there is no 
end to the varied information which     
children may thus receive from simple   
natural objects4 ,at first they  will   
have no idea of this mode of exercising 
the thinking powers4 ,but  the teacher  
must encourage them in it1 and they will
 very speedily  get fond of it1 and be  
able to give an answer immediately4 ,it 
is very  pleasing to witness this4 ,i   
have been much delighted at the         
questions  put1 and still more so at the
 answers given4 ,assemble all the very  
small children together as soon as you  
can3 the first day or two they  will    
want to sit with their brothers or      
sisters1 who are a little  older than   
themselves4 ,but the sooner you can     
separate them the  better1 as the elder 
children frequently plague the younger  

ones2  and ,i have always found that the
 youngest ones are the happiest by      
themselves4    ,in all cases let        
teachers be careful to avoid the parrot 
system1 and  to remember that while it  
is necessary to infuse a certain amount 
of  information into the child's mind1  
it can only be made its own by  drawing 
it back again and getting its own ideas 
upon it--this is  called development1   
which is a thing universally disregarded
 in almost  every school ,i have seen2  
and it is a general complaint made by   
almost  every modern writer on          
education2 and many have objected to the
 infant  system on this account1 because
 the teachers of it were not acquainted 
with its end and essence4 ,the true     
infant system is a system of            
development2 no other system can be of  
lasting benefit to the country  in      
general1 nor to the pupils in           
particular2 the genuine infant system   
is not subject to the fundamental errors
 so much complained of2 it has  been    

invented for the purpose of operating   
upon all the faculties1 and  the machine
 must not be condemned merely because   
the teachers do not  know how to work   
it2 but every committee1 and each       
individual in a  committee1 appear to   
lose sight of these principles1 in order
 to try  how much originality may be    
displayed1 and thus utility is          
sacrificed  to novelty2 thus we may find
 as many infant systems as there are    
days  in the year2 and ,i have been made
 chargeable by certain writers for  the 
errors of others2 but these writers have
 not condescended to  examine into the  
merits of the system for which ,i have  
been so many  years an advocate4    ,but
 enough of this3 we will now suppose    
that the little flock are  brought by   
thus time into something like order2 we 
are next to  consider the means of      
securing other objects4 ,although the   
following  rules for this purpose are   
given1 it must not be supposed1 that    
they  are presented as a model not to be

 departed from4 ,if they can  be        
improved so much the better1 but some   
such will be found  indispensable4      
99       99       99       99       99  
,,rules    ,to be observed by the       
,parents of ,children admitted into the 
----  ,infant ,school4    #a4           
,parents are to send their children     
clean washed1 with their hair cut  short
 and combed1 and their clothes well     
mended1 by half-past eight  o'clock in  
the morning1 to remain till twelve4     
#b4    ,if any child be later in        
attendance than nine o'clock in the     
morning1  that child must be sent back  
until the afternoon2 and in case of     
being  later than two in the afternoon1 
it will be sent back for the day4    #c4
    ,parents may send their children's  
dinners with them in the morning1 so    
that the children may be taken care of  
the whole day1 to enable the  mother to 
go out to work4 ,this can only be done  
where the teachers  reside on the       
premises4    #d4    ,if a child be      

absent for a length of time1 without a  
notice being sent  to the master or     
mistress1 assigning a satisfactory      
reason for the  absence1 such child will
 not be permitted to return again to the
  school4    ,saturday is a holyday4,a  
,footnote ,a3 ,in ,ireland the schools  
do not commence business till ten  in   
the morning1 and the children remain    
till three1 and do not go home  in the  
interval4 ,in ,scotland the rules are   
nearly similar4    999999 ,it is        
earnestly hoped that parents will see   
their own interest1 as  well as that of 
their children1 in strictly observing   
these rules2 and  they are exhorted to  
submit to their children being governed 
by the  master and mistress2 to give    
them good instruction and advice2 to    
accustom them to family prayer2 but     
particularly to see that they  repeat   
the ,lord's prayer1 when they rise in   
the morning1 and when they  retire to   
rest1 and assist in their learning the  
commandments2 and to  set before them a 

good example2 for in so doing1 they may 
humbly  hope that the blessing of       
,almighty ,god will rest upon them and  
their  families2 for we are assured in  
the holy ,scriptures1 that if we train  
up a child in the way he should go1 when
 he is old he will not depart  from it1 
,prov4 xxii4 #f4 ,therefore parents may 
be instrumental in the  promotion of the
 welfare of their children in this life1
 and of their  eternal happiness in the 
world to come4           99       99    
99       99       99    ,on each of     
these rules ,i will make a few remarks4 
,first rule4 ,some parents are so       
habitually dirty1 that they would  not  
wash their children from one week's end 
to another1 unless  required so to do2  
and if it be done for them1 they will   
not be so  thankful as when compelled to
 do it themselves4 ,this ,i have found  
from  experience4    ,second rule4 ,this
 has its advantages2 for it would not be
 right  to punish the children when the 
fault rests with their parents2         

consequently1 by sending them home1 the 
real authors of the evil are  punished4 
,many parents have told me1 that when   
their children were  at home1 they      
employed themselves in singing the      
alphabet1 counting1  patting their      
hands1 c4 c42 that it was impossible to 
keep an infant  asleep1 that they were  
glad to get them out of the way1 and    
that they  would take care that they    
should not be late again4    ,but there 
is no rule without an exception4 ,i have
 found that this has  its disadvantages2
 for some of the elder children1 when   
they wanted a  half-holiday1 would take 
care to be late1 in order to find the   
door  shut1 although they were sent in  
proper time by their parents2 this1     
when detected1 subjects them to a pat on
 the hand1 which is the only  corporeal 
punishment we have4 ,if this rule were  
not strictly enforced1  the children    
would be coming at all hours of the day1
 which would put  the school into such  
disorder1 that we should never know when

 all the  children had said their       
lessons4    ,third rule4 ,this is of    
great service to those parents who go   
out  to work2 for by sending their      
children's dinners with them1 they are  
enabled to attend to their employment in
 comfort1 and the children1  when       
properly disciplined1 will be no        
additional trouble to the  teacher1 for 
they will play about the play-ground1   
while he takes his  dinner1 without     
doing any mischief4    ,fourth rule4    
,many persons will keep their children  
away for a month  or two when nothing is
 the matter with them1 consequently the 
children  will lose almost all they have
 learned at school4 ,besides this1      
children are kept out1 who perhaps would
 attend regularly1 and we  should never 
know how many children were in the      
establishment4 ,if1  therefore1 a parent
 does not attend to this rule1 the      
child's name is  struck off the book4   
,on the admission of every child1 the   
parents should be supplied with a  copy 

of the preceding rules1 as this will    
prevent them from pleading  any excuse2 
it should be fastened on pasteboard1    
otherwise they will  double it up and   
put it into their pockets1 and forget   
all about it2  but being on pasteboard1 
they may hang it up in their dwellings4 
,the  short exhortation that follows1 it
 is hoped1 may have its use1 by         
reminding the parents of their duty to  
co-operate with those persons  who have 
the welfare both of themselves and their
 children at heart4  ,the reasons for   
the holiday of ,saturday are1 first1    
that the teacher  requires a rest1 the  
infant system being so laborious4       
,second1 that  the school-room requires 
to be thoroughly cleaned2 and1 thirdly1 
that  many of the mothers are obliged to
 wash the children's clothes on a       
,saturday because they have not a       
sufficient change1 and if they do  not  
have the ,saturday1 they will break the 
,sabbath by washing them on  ,sunday4   
,i shall next speak of the daily routine

 of instruction4    ,if we would be     
successful in our labours1 we most ask  
for help1--we  must solicit aid from    
that ,being who never yet denied it when
  sincerely and fervently implored4 ,a  
minister who desires to instruct  his   
flock with effect1 never fails to       
commence his work with  supplication2   
and certainly every teacher must ask for
 help1 and  instruct his pupils to do so
 too1 if he really wish to be           
successful4  ,if the wisest and best of 
men ask assistance from ,god to teach   
their  fellow-men1 and feel and know it 
to be necessary so to do1 who would  not
 ask assistance to instruct infants8    
,to lead them into virtue's path1       
,and up to truth divine4    ,if we had  
only to educate the head1 prayer might  
be less necessary4  ,but the promoters  
of infant schools want to affect the    
heart2  to operate upon the will and the
 conscience1 as well as on the          
understanding2 to make good men rather  
than learned men--men of  wisdom1 rather

 than men of knowledge3 and he who has  
this work to  accomplish1 should        
remember the ,saviour's declaration1    
,without me  ye can do nothing4 ,whilst 
therefore ,i would avoid too frequent   
repetition of the divine names in tire  
presence of the children1 and  never    
fail to let them know the difference    
between talking religion  and doing     
religion1 and in every case avoid the   
very appearance of the  form without the
 essence1 ,i would in such case1 avoid  
long prayers1  and take care that what  
was said in their presence should be    
short1  and to the point1 keeping in    
mind the scripture maxim1 to avoid long 
repetitions as the heathen do1 who think
 they shall be heard for their  much    
speaking2 and little children cannot    
have the simple truths of  the ,word    
pourtrayed to them in too simple a      
manner4    ,to use prayers with little  
children composed of hard words taken   
from  scholastic theology1 is contrary  
to common sense4 ,how is it possible    

that they can either understand or feel 
them8 ,to utter prayer before  them in  
dull and melancholy tones1 and with     
grimaces of countenance1  is calculated 
to give a false and gloomy impression of
 religion1 and  has often done so4 ,i   
have known little children alarmed and  
frightened  at such things2 for sounds  
and appearances speak more strongly to  
them than words4--,christ said of the   
,pharisees1 they disfigure their  faces4
 ,our ,saviour's direction is1 after    
this manner1 pray ye--,our  ,father1    
thus directing us to draw near to the   
,most ,high ,god as a  heavenly father1 
rich in mercy to all them that call upon
 him4 ,true1  indeed1 it is that all    
have sinned1 but a new and living way is
  provided whereby we may draw near with
 boldness to a throne of grace  to      
obtain mercy and find grace to help in  
time of need4 ,cowper never  penned a   
truer line than this2      ,true piety  
is cheerful as the day2    and such an  
impression of it should ever be given to

 the young4 ,the  best prayer of a      
master for his children1 is the         
perpetual and strong  desire of his     
heart for ,god's blessing upon them1    
which1 when genuine  and sincere1 will  
without doubt be recorded on high1 and  
will also  urge him on to a faithful and
 unceasing discharge of his duties      
towards them4 ,to possess this is indeed
 to pray without ceasing1 and  will     
prevent an unnecessary multiplication of
 long prayers1 vain  repetitions1 and   
much speaking4    ,but to proceed4 ,the 
children being assembled1 should be     
desired to  stand up1 and immediately   
afterwards to kneel down1 all close to  
their  seats1 and as silently as        
possible3 those who are not strong      
enough to  kneel1 may be allowed to sit 
down4 ,this being done1 a child is to   
be placed in the centre of the school1  
and to repeat the following  prayer3--  
,o ,god1 our heavenly ,father1 thou art 
good to us3 we would serve thee2  we    
have sinned and done wrong many times4  

,jesus ,christ died on the  cross for   
us4 ,forgive our sins for ,jesus' sake2 
may the ,holy ,spirit  change our       
hearts1 and make us to love ,god2 help  
us to-day to be good  children and to do
 what is right4 ,keep us from wicked    
thoughts and  bad tempers2 make us try  
to learn all that we are taught2 keep us
 in  health all the day4 ,we would      
always think of ,god1 and when we die   
may  we go to heaven4 ,god bless our    
fathers and mothers1 and sisters and    
brothers1 and our teachers1 and make us 
obedient and kind1 for ,jesus  ,christ's
 sake4 ,amen4    ,perhaps it would be   
better under all the circumstances1 to  
use a  simple prayer out of the ,book of
 ,common ,prayer4    ,the children      
afterwards repeat the ,lord's prayer1   
and then sing a  hymn2 for instance1 the
 following3      ,when first the morning
 light we see1      ,and from our beds  
arise1    ,we to our ,god should        
thankful be1      ,who every want       
supplies4      ',twas ,god who made the 

brilliant sun1      ,that gives all day 
its light2    ,and it was ,god who made 
the moon      ,and stars1 which shine at
 night4      ,the fish that in the water
 swim1      ,the beasts upon the land1  
,were all created first by ,him1        
,and shew ,his mighty hand4      ,the   
food we eat1 the clothes we wear1       
',tis ,god alone can give2    ,and only 
by ,his love and care1      ,can little 
children live4      ,then let us ever   
caution take1      ,his holy laws to    
keep2    ,and praise him from the time  
we wake1      ,until again we sleep4    
,immediately after this they proceed to 
their lessons2 which are fixed  to what 
are called lesson-posts4 ,to each of    
these posts there is a  monitor1 who is 
provided with a piece of cane for a     
pointer4 ,this post  is placed opposite 
to his class2 and every class has one1  
up to which  the monitor brings the     
children three or four at a time1       
according  to the number he has in his  
class4 ,we have fourteen classes1 and   

sometimes more1 which are regularly     
numbered1 so that we have one  hundred  
children moving and saying their lessons
 at one time4 ,when  these are gone     
through1 the children are supplied with 
pictures1 which  they put on the post1  
the same as the spelling and reading    
lessons1  but say them in a different   
manner4 ,we find that if a class always 
goes through its lessons at one post1 it
 soon loses its attraction2  and        
consequently1 although we cannot change 
them from post to post in  the spelling 
and reading lessons1 because it would be
 useless to put a  child to a reading   
post that did not know its letters1 yet 
we can do  so in the picture lessons1 as
 the children are all alike in learning 
the objects4 ,one child can learn an    
object as quick as another1 so  that we 
may have many children that can tell the
 name of different  subjects1 and even  
the names of all the geometrical        
figures1 who do  not know all the       
letters in the alphabet2 and ,i have had

 children1  whom one might think were   
complete blockheads1 on account of their
  not being able to learn the alphabet  
so quickly as some of the other         
children1 and yet those very children   
would learn things which  appeared to me
 ten times more difficult4 ,this proves 
the necessity of  variety1 and how      
difficult it is to legislate for        
children4 ,instead1  therefore1 of the  
children standing opposite their own    
post1 they go  round from one to        
another1 repeating whatever they find at
 each post1  until they have been all   
round the school4 ,for instance1 at ,no4
 #a post  there may be the following    
objects2 the horse1 the ass1 the zebra1 
the  cow1 the sheep1 the goat1 the      
springing antelope1 the cameleopard1 the
  camel1 the wild boar1 the rhinoceros1 
the elephant1 the hippopotamus1  the    
lion1 the tiger1 the leopard1 the civet1
 the weazel1 the great  white bear1 the 
hyena1 the fox1 the greenland dog1 the  
hare1 the mole1  the squirrel1 the      

kangaroo1 the porcupine1 and the racoon4
 ,before  commencing these lessons1 two 
boys are selected by the master1 who    
perhaps are not monitors4 ,these two    
boys bring the children up to a  chalk  
line that is made near ,no4 #a post1    
eight at a time2 one of the  boys gets  
eight children standing up ready1 always
 beginning at one  end of the school1   
and takes them to this chalk line1      
whilst the other  boy takes them to ,no4
 #a post1 and delivers them up to the   
charge of  ,no4 #a monitor4 ,no4 #a     
monitor then points to the different    
animals with  a pointer1 until the name 
of every one that is on his plate has   
been  repeated2 this done1 he delivers  
them to ,no4 #b monitor1 who has a      
different picture at his post2 perhaps  
the following3 the fishmonger1  mason1  
hatter1 cooper1 butcher1 blacksmith1    
fruiterer1 distiller1  grocer1 turner1  
carpenter1 tallow-chandler1 milliner1   
dyer1 druggist1  wheelwright1 shoemaker1
 printer1 coach-maker1 bookseller1      

bricklayer1  linen-draper1              
cabinet-maker1 brewer1 painter1         
bookbinder4 ,this done1  ,no4 #b monitor
 delivers them over to ,no4 #c monitor1 
who may have a  representation of the   
following ,african costumes3 viz4       
,egyptian ,bey1  ,ashantee1 ,algerine1  
,copts woman1 ,mameluke1 native of      
,morocco1 ,tibboo  woman1 ,egyptian     
woman1 ,fellah1 ,bedouin ,arab1 ,turkish
 foot soldier1  ,maltese1 ,rosettan1    
native of ,cairo1 ,turkish gentleman1   
,bosjesman1  native of ,coronna1 native 
of ,namacqua1 ,caffree1 native of       
,tamaha1  native of ,ebo4 ,having       
repeated these1 ,no4 #c monitor hands   
them over to  ,no4 #d1 who perhaps has  
an engraved clock face1 with hands      
composed of  two pieces of wood1 over   
which paper in the shape of clock hands 
has  been pasted2 he gives the children 
a lesson from this object1 explains  to 
them the difference between the minute  
and second-hand1 shews them  their uses1
 and points out the dots which mark the 

minutes1 and the  figures which divide  
it into hours1 makes them count the     
seconds1 and  soon tell the hour4 ,no4  
#d then gives the class to ,no4 #e      
monitor1 who  has at his post a         
representation of the mariner's compass2
 he explains  its uses1 shews them the  
cardinal points1 tells them how it was  
discovered1 and then he will move the   
hands around1 beginning at the  north1  
and making the children repeat as he    
moves the hands1 north1                 
north-north-east1 north-east1           
east-north-east1 east1 east-south-east1 
south-east1 south-south-east1 south1    
south-south west1 south-west1           
west-south-west1 west1 west-north-west1 
north-west1 north-north-west1  north4   
,the degrees1 c41 may be considered as  
going too far for  infants2 we therefore
 reserve them until we treat of juvenile
 schools4  ,we have not thought it      
necessary to name all the points of the 
compass1 but have confined ourselves to 
the principal ones4 ,no4 #e then  hands 

the class to ,no4 #f1 who has on his    
post representations of the  following  
fishes1 viz41 whale1 sword fish1 white  
shark1 sturgeon1  skate1 ,john ,dorey1  
salmon1 grayling1 porpoise1 electrical  
eel1 horned  silure1 pilot fish1        
mackerel1 trout1 red char1 smelt1 carp1 
bream1  road goldfish1 pike1 garfish1   
perch1 sprat1 chub1 telescope carp1 cod1
  whiting1 turbot1 flounder1 flying     
scorpion1 sole1 sea porcupine1 sea      
cock1 flying fish1 trumpet fish1 common 
eel1 turtle1 lobster1 crab1  shrimp1    
star fish1 streaked gilt head1 remora1  
lump fish1 holocenter1  torpedo4 ,no4   
#f1 then gives the class to ,no4 #g2 and
 as variety is the  life and soul of the
 plan1 his post may be supplied with a  
botanic  plate1 containing              
representations of the following        
flowers3--daffodil1  fox-glove1         
hyacinth1 bilberry1 wild tulip1 red     
poppy1 plantain1 winter  green1 flower  
de luce1 common daisy1 crab-tree        
blossom1 cowslip1  primrose1 lords and  

ladies1 pellitory of the wall1 mallow1  
lily of  the valley1 bramble1           
strawberry1 flowering rush1 wood spurge1
 wild  germander1 dandelion1 arrow-head4
 ,no4 #h monitor has on his post a set  
of geometrical figures1 illustrated by  
the representation of objects  either   
natural or artificial of the same shape2
 thus a triangle  illustrated by one    
side of a pyramid1 a square1 a pentagon1
 a hexagon1  a heptagon1 an octagon1 a  
nonagon1 a decagon4 ,no4 #i monitor has 
another set of geometrical definitions  
on the same principle1 as a             
perpendicular line1 a horizontal line1  
an oblique line1 parallel  lines1 curved
 lines1 diverging or converging lines1  
an obtuse angle1  a circle4 ,no4 #aj a  
different set of geometrical shapes1    
viz4  sociles-triangles1                
scolene-triangles1 rectangle1 rhomb1    
rhomboid1  trapezoid1 trapeziums1       
ellipse or oval4 ,having arrived at ,no4
 #aa1 the  class find here the ,european
 costumes1 viz4 ,englishman1 ,frenchman1

  ,russian1 ,swiss1 ,italian1 ,german1  
,scotchman1 ,welchman1 ,irishman1 ,turk1
  ,norwegian1 ,spaniard1 ,prussian1     
,icelander1 ,dutchman1 ,dane1 ,swede1   
,portugese1 ,corsican1 ,saxon1 ,pole4   
,no4 #aa monitor delivers them to  ,no4 
#ab1 and there they may find pictures   
representing ,negroes1  ,otaheiteans1   
,highlanders1 ,american ,indians1 ,east 
,indians1 ,laplanders1  ,greeks1        
,persians1 ,sandwich ,islanders1 ,turks1
 ,english1 ,chinese1 ,dutch1  ,tartars4 
,to enter into a thorough explanation of
 the uses to which such lessons  as     
these may be applied would make a volume
 of itself1 which at  present ,i have no
 time to write,a2 but it may be         
necessary1 for the  sake of teachers    
generally1 to shew the uses to which a  
few of them  may be applied1 and leave  
it to their own ingenuity to go on is a 
similar manner with the great variety of
 lessons we have of this  description1  
and which infants are quite competent to
 learn4 ,take the  ,european costumes as

 an example4 ,when the children are     
thoroughly  acquainted with each of the 
representations1 and can name them      
themselves1 or if too young to name     
them1 can point them out if they  are   
named by the teacher1 they may then be  
told that the ,englishman is  born in a 
country called ,england1 and that       
,london is the capital1 and  that       
capital means the greatest town or city4
 ,care must be taken that  every thing  
is thoroughly explained1 and that the   
pupils understand  the meaning of the   
terms used4 ,you then windup this much  
by telling  the pupils that ,englishman 
means the man1 ,england the country1 and
  ,london the chief city2 that ,england 
is the country they live in1 if  you are
 teaching ,english children4 ,that      
,frenchman means a man that  lives in a 
country called ,france1 which is        
separated from ,england by  a part of   
the sea called the ,english channel2    
that ,paris is the chief  town or       
capital4 ,the teacher may here mention  

some remarkable events  connected with  
the history of ,france1 and tell the    
children that  ,france and ,england have
 been often fighting against each other1
 but  that they are now at peace1 and   
that we should be as kind and good to   
,frenchmen as to any other men1 because 
,god likes to see all men live  friendly
 with each other4 ,the children are then
 told that ,russian  means a man living 
and born in ,russia2 that ,russia is a  
country where  there is much ice and    
snow1 and which is very cold2 that      
,petersburgh  is the chief town1 and    
that the people of ,russia drive over   
the ice  and snow in sledges1 which are 
carriages without wheels4 ,that ,swiss  
means an inhabitant of a country named  
,switzerland1 which is almost in  the   
centre of ,europe1 and has no sea near  
it2 that it is a very pretty  country1  
full of beautiful lakes and mountains2  
that a lake is a very  great pond of    
water1 and that mountains are very high 
rocky places1  and that the tops of the 

mountains in ,switzerland are always    
covered  with snow2 that the ,swiss     
people are very brave1 and fought very  
hard  for their freedom1 that is1 that  
no other people should be masters  over 
them2 that the capital or chief town of 
,switzerland is ,berne4  ,when the      
teacher comes to the ,italian1 he will  
say that he is an  inhabitant of a      
country called ,italy1 which is a very  
beautiful place2  that ,rome is the     
capital1 and was once the greatest city 
in the world4  ,in speaking of the      
,scotchman1 the teacher may tell the    
children that  ,scotland is not         
separated from ,england by any sea1 but 
the three  countries called ,england1   
,scotland1 and ,wales1 all form one     
island1  which is entirely surrounded by
 the sea2 that the people who live in   
the north1 and cold parts of ,scotland1 
are called ,highlanders1 and are  very  
brave and hardy2 that ,edinburgh is the 
capital4 ,when the ,welchman  is under  
the children's notice1 the teacher will 

tell them that he  lives in a pretty    
country called ,wales1 which is joined  
to ,england1  that is1 no sea divides   
them1 that the chief town is ,london1   
although  ,london is in ,england and not
 ,wales1 because ,wales has been        
governed by  the same king as ,england  
for many hundred years1 and the eldest  
son of  the ,king of ,england is called 
,prince of ,wales4 ,when the teacher    
points  out the ,irishman1 he may tell  
his class that he lives in an island    
near ,england1 separated or divided from
 it by a part of the sea called  the    
,irish ,channel2 that ,dublin is the    
chief city1 and that ,ireland is        
governed by the same queen as ,england  
is4 ,speaking of the ,german1 he  may   
say that he lives in a country of which 
the chief town is ,vienna4  ,he may tell
 the children that the ,turk lives in a 
country called  ,turkey2 that it is a   
very warm place1 and its chief town is  
,constantinople2 that the ,norwegian    
lives in a cold country called  ,norway1

 whose chief town is ,christiana2 that  
the ,spaniard lives in a  country called
 ,spain1 the chief town of which is     
,madrid2 that many  of the oranges we   
eat come from ,spain2 that the ,prussian
 lives in a  country called ,prussia1   
the chief town of which is ,berlin2 that
 the  ,icelander lives in a very cold   
place1 called ,iceland1 which is an     
island2 that it is a place surrounded by
 water on every side2 that  there is a  
great mountain in ,iceland which is     
called a burning  mountain1 because     
flames of fire often come out from the  
top of it4  ,that the ,dutchman lives in
 a country called ,holland2 that the    
people  of that country are remarkable  
for being very clean1 and that most of  
the dolls which little ,english girls   
play with1 are made by children  in     
,holland2 that ,amsterdam is the chief  
town or capital4 ,the children  are told
 that the ,dane lives in a country      
called ,denmark4 ,the teacher  may state
 that many hundred years back the ,danes

 conquered ,england1  but that a brave  
,english king1 called ,alfred1 drove    
them all away  again2 that ,copenhagen  
is the capital or chief town2 that the  
,swede  lives in a country called       
,sweden1 and that ,stockholm is the     
chief  town2 that the ,portuguese live  
in a country called ,portugal1 the      
capital of which is ,lisbon2 that the   
,corsican lives in an island  called    
,corsica1 the capital of which is       
,bastia2 that the ,saxon lives  in a    
country called ,saxony1 the chief town  
of which is ,dresden4 ,in  telling the  
children that the ,pole lives in a      
country called ,poland1  the chief town 
of which was ,warsaw1 the teacher should
 explain to them  that ,poland has been 
conquered by the ,russians1 and taken   
from the  ,poles1 and shew how unjust   
this was of the ,russians1 and also how 
the ,poles fought very bravely to defend
 their country1 but that the  ,russians 
being stronger1 and having larger       
armies1 they were at last  overcome4    

,footnote ,a3 ,i have since written a   
volume for juvenile schools2 where  the 
principles are carried out4 ,this can be
 had of the publisher4    ,having in    
this manner told the children as simply 
as possible1 a  little about each       
country1 the teacher should then tell   
the principal  rivers2 thus3 ,the       
principal rivers of ,england are1 the   
,thames1 the  ,severn1 the ,trent1 the  
,mersey4 ,london1 the capital of        
,england1 is is  built on the banks of  
the ,river ,thames2 and ships from all  
parts of  the world sail up this river1 
to bring us various things which we     
could not get without sending to other  
countries for them2 such as tea  and    
coffee and sugar4 ,the principal rivers 
of ,france are1 the ,seine  and the     
,rhone2 the ,seine is the river on which
 the capital of ,france1  ,paris1 is    
built4 ,the principal rivers of ,russia 
are1 the ,wolga1 the  ,don1 the ,nieper1
 the ,dwina1 and the ,vistula4 ,the     
,wolga is a very great  river1 being    

three thousand miles long4 ,the ,rhine1 
which is one of the  largest rivers in  
,europe1 rises in ,switzerland4 ,the    
principal rivers  of ,italy are1 the    
,po1 the ,arno1 and the ,tiber2 the     
chief town of  ,italy1 ,rome1 is built  
on the banks of the ,tiber4 ,rome was   
once the  greatest city in the world4   
,the principal rivers of ,germany are1  
the  ,danube1 the ,rhine1 and the ,elbe2
 of ,scotland1 the ,clyde and ,tweed2 of
  ,ireland1 the ,shannon1 ,barrow1      
,boyne1 ,suire1 and ,nore4 ,the capital 
of  ,ireland1 ,dublin1 is built on a    
small river called the ,liffey4 ,the    
principal rivers of ,turkey are1 the    
,danube and the ,don2 of ,spain1 the    
,guidalquiver2 of ,portugal1 the ,tagus1
 on which the chief town1 ,lisbon1  is  
built2 and of ,saxony1 the ,iser4 ,in   
the same manner the children may        
receive instruction fitted for their    
tender understanding1 concerning  the   
other parts of the globe1 always keeping
 in mind that1 unless they  are made to 

comprehend thoroughly what is given to  
them1 it is quite  useless to attempt to
 give them the lessons at all4 ,when    
giving  the lessons on ,african         
costumes1 the teacher should explain in 
the  simplest manner1 that the ,egyptian
 ,bey is the chief governor of a        
country in ,africa called ,egypt2 that  
,africa is one of the four great  parts 
into which our earth is divided2 that   
the ,nile is a great river  flowing     
through ,egypt1 which1 at certain times 
of the year1 overflows  its banks1 and  
that this fertilizes the ground1 and    
causes the corn to  grow1 which1 but for
 this1 would be withered with the sun1  
because  but very little rain ever falls
 in ,egypt2 that the cause of the ,nile 
overflowing its banks is1 the great     
rains which fall in the countries  from 
whence the ,nile flows3 that the        
,ashantee is an inhabitant of  another  
country of ,africa1 where the people are
 very ignorant1 and do  not know as much
 as the little children of an infant    

school3 that the  ,algerine lives in a  
part of ,africa called ,algiers3 the    
people there  are very wicked and cruel1
 and used at one time to take the ships 
of  every other country that they met on
 the seas1 and make slaves of the       
people they found in them2 but they     
cannot do so now1 because the  ,french  
have conquered them1 and taken all their
 ships from them3 that  the ,bedouin    
,arabs are people who rove about from   
place to place1  amongst the great sandy
 deserts of ,africa1 and rob travellers 
who are  passing over those deserts3 the
 teacher should explain that these      
deserts are very large places1 covered  
with sand1 and the sun is so  hot that  
no tree or shrub1 or grass1 will grow   
there1 and there is no  water to be had1
 so that travellers carry water in      
leathern bottles on  the backs of       
camels2 that camels are large animals1  
much larger than a  horse1 which are    
very useful in those warm countries1    
because they can  carry very heavy loads

 on their backs1 and go a great time    
without  water4 ,the ,copts woman should
 be pointed out to the children1 and    
notice should be taken of the large veil
 before her face4 ,the ,mameluke  should
 be pointed out as belonging to a fierce
 tribe of soldiers4 ,when  speaking of  
the natives of ,morocco1 it should be   
mentioned that the  ,moors at one time  
had possession of ,spain2 that the      
,maltese is a  native of an island      
called ,malta2 that ,cairo 7a picture of
 a native  of which is in the lesson7 is
 the chief city of ,egypt4 ,that the    
,bosjesman1 native of ,coronna1 native  
of ,namacqua1 ,caffree1 native of       
,tamaka and of ,ebo1 belong to the      
savage nations of ,africa1 of which  but
 little is known1 who are of a black    
colour1 and go with very  little clothes
 on them1 because the country is so     
warm4    ,from the lesson supposed to be
 at ,no4 #ab lesson-post1 a good deal of
  information may be given4 ,the teacher
 may be thus supposed to address  the   

children1 pointing to each picture1 as  
he describes it4    ,little children1   
this is a picture of negroes3 they live 
in ,africa1  but are often stolen from  
their own country to be made slaves of4 
,africa is a very hot part of the world1
 and the poor negroes are  black1 and   
have short black woolly hair1 something 
like the hair on a  black sheep2 but we 
must not laugh at them for this2 it was 
,god who  made them as well as he made  
you2 and those poor negroes are very    
mild  and quiet people1 and like to     
amuse themselves by singing and dancing4
  ,you see the negroes in this picture2 
they are carrying a black lady in  a    
kind of basket1 called a palanquin3 a   
pole goes through this1 and  they hold  
it on their shoulders4 ,the next picture
 represents some of  the people who live
 in a country called ,otaheite2 they are
 strong1  stout people1 and very mild   
and friendly4 ,they are not black like  
the  negroes2 their complexion is of a  
pale brown1 with black eyes and very    

handsome white teeth4 ,the next picture 
represents ,scotch ,highlanders3  they  
live in the cold parts of ,scotland2    
they are very strong and  healthy1 and  
able to bear cold and hanger very well4 
,they are fond of  playing on the       
bagpipes4 ,this is a picture of         
,american ,indians3 they  live in       
,america1 and are of a reddish colour2  
they build their huts in  the thickest  
forests1 as far from the white men as   
they can4 ,the next  is a picture of    
,east ,indians3 their country is in the 
warmest part of  ,asia1 and from it     
comes a great many beautiful things1    
such as ladies  wear for shawls and     
dresses2 there are a great many people  
in the ,east  ,indies1 and twenty-five  
millions are subject to the ,queen of   
,england4    ,the ,laplanders live in a 
very cold country1 called ,lapland1 in  
which  the ground is covered with snow  
all the year round2 they are very  happy
 notwithstanding1 for ,god gives every  
people means to be happy1  if they are  

good and love him2 they have nice little
 huts to live in1  and sledges to travel
 with1 which are drawn by rein-deer--we 
will read  about the rein-deer by and   
by4 ,the ,laplanders are kind to        
strangers1  and are very brave1 although
 they are the smallest people in the    
world4    ,this is a picture of ,greeks3
 they were once a very great and        
powerful  people1 but afterwards the    
,turks conquered them2 they have now1   
however1 a king of their own4    ,the   
,persians1 of whom this is a picture1   
live in a country of ,asia  called      
,persia1 from whence the most beautiful 
silks1 carpets1 leather1  gold and      
silver lace1 and pearls1 are brought4   
,the ,persian women are  very handsome1 
and wear the most beautiful clothes of  
any women in the  world--we should not  
like them the better for this1 for      
handsome faces  and fine clothes will   
not make people good or happy1 unless   
they try  to be so themselves4    ,this 
is a picture of the natives of the      

,sandwich islands3 they are  a very     
friendly people1 and live together      
without fighting or  quarrelling2 they  
make mats and canoes1 and the women make
 cloth4    ,the ,turks 7this is a       
picture of some of them7 are very fine  
handsome  people2 they wear very long   
beards2 and they shave their heads and  
wear white turbans instead of hair2 they
 are very fond of drinking  coffee and  
smoking from great long pipes4    ,the  
,english are represented in this        
picture3 you are ,english               
children--,england is a very great      
country1 and the ,queen of ,england  has
 many ships in every part of the world2 
and a great many places1  many thousand 
miles away1 belong to ,england4    ,this
 picture represents the ,swiss3 they are
 a very brave1 honest1 good  people1 and
 their country is very beautiful2 a     
great many clocks and  watches are made 
in ,switzerland4    ,this is a picture  
of the ,chinese3 they wear very curious 
dresses2 and  the ladies in ,china      

squeeze their feet very much1 in order  
to make  them small1 which they think a 
great beauty4 ,tea comes from ,china1   
and  is the leaf of a small plant4      
,this picture represents the ,dutch3    
they are a very clean and  industrious  
people1 and the little children there   
are never idle4    ,the last picture    
represents the ,tartars3 they live in   
,asia1 and wander  about without any    
fixed dwelling1 not staying in one place
 longer than  while it gives them food  
for themselves and their horses1 of     
which  they have a great many4 ,horses  
are wild in ,tartary4    ,the reader    
will at once perceive what a feast is   
afforded to the young  mind in these    
object lessons2 the objects are         
accurately copied from  nature1 and the 
costumes from the best sources1 so that 
the infant  mind is expanded by viewing 
a proper representation of the real     
thing  through the fit organ1 the eye4  
,it is astonishing what infants will    
learn through the sense of seeing1 and  

it is remarkable that our  systems of   
education for young and old1 should not 
have been founded  on a knowledge of the
 high importance of this medium for     
communication  and information2 the     
youngest child may learn to distinguish 
one  object from another to an endless  
variety1 and ,i could produce  children 
who could point me out a thousand       
objects1 if ,i called them  by their    
proper names1 who perhaps could not     
themselves name twenty of  the objects  
out of the thousand2 by this it will be 
seen we first give  them the object1 and
 language itself follows in due course4 
,whenever a clear idea or notion is     
given to the mind by a picture or       
object1 it is then easy to impart the   
information that is naturally  connected
 with it2 and this will then be most    
strongly retained1  according to the law
 of association1 which is one of the    
most  important principles to be kept in
 view in imparting instruction to  both 
young and old4 ,lead on ,,from something

 known ,,to something  unknown1 is a    
golden rule1--a most valuable axiom that
 all teachers  should ever bear         
constantly in mind4 ,what important     
lessons may be  given in a field1 wood1 
or forest6 ,how much better is the thing
 itself  for a lesson1 than the         
representation of it6 ,and what a class 
of  teachers are wanted for this work8  
,yet sure ,i am that in due time the    
,great ,god will raise such up from     
amongst his people1 to the glory of     
,his name1 and the benefit of succeeding
 generations4 ,may greater minds  than  
the humble writer of this1 be called to 
work in this blessed  vineyard for the  
good of the species1 and for the        
diminution of crime2  and1 oh6 may they 
be able to dive into the recesses of the
 wonderful  works of ,god1 to grapple   
with the difficulties therein found1 and
  bring to light some of the hidden     
mysteries1 for the instruction of       
mankind6    ,when this book was first   
written1 thirty-two years ago1 some of  

the  ideas were universally scouted1 yet
 ,i have lived to see the day that  the 
very men who sneered at the views first 
made known in this book1  adopt         
precisely the same principles1 and even 
go much further that ,i  ever intended1 
or even thought suitable for infant     
minds1 and quietly  puff this off as a  
new discovery in infant training2 so    
much the  better1 portions of the public
 will hear them1 and they would not     
listen to me2 and if the end is         
answered1 it is of little consequence   
through what means that end is gained4  
,it is satisfactory to know that  the   
principles first developed in the infant
 plan are found equally  applicable to  
older children1 and ,i have had the     
pleasure of seeing  those principles    
carried out in many schools throughout  
the country1  too numerous to mention   
individually4    ,it will be seen from  
what has been said that the plan of the 
children  marching from one post to the 
other1 is the very thing for infants1 as

  exercising and developing their       
locomotive powers1 a thing exceedingly  
desirable for young children4 ,the great
 error of the old infant  system1 or in 
other words1 the dame-school plan1 was  
the keeping the  pupils rivetted to     
their seats2 here they are marching from
 one place  to another1 and get ting    
food for every sense4 ,take as another  
example  the picture of the trades2 the 
monitor says to his little pupils as    
they come up4 ,what does a fishmonger   
sell1 the answer is1 fishes of  many    
sorts1 such as salmon1 cod1 herring1 and
 mackerel4 ,q4 ,what does a  mason do8  
,a4 ,cut stones into their proper       
shapes1 polish some sorts1  and cut     
ornaments on others4 ,q4 ,what does a   
hatter sell8 ,a4 ,hats1 for  men1 women1
 and little children4 ,q4 ,what does a  
cooper do8 ,a4 ,mend  casks and make    
them4 ,q4 ,what does a butcher mean8 ,a4
 ,one that sells  beef1 mutton1 pork1 c4
 ,q4 ,what do they call butchers in     
,scotland8 ,a4  ,fleshers4 ,q4 ,what    

does a blacksmith mean8 ,a4 ,one that   
makes different  things from iron1 and  
sometimes shoes horses4 ,q4 ,what does a
 fruiterer  mean8 ,a4 ,a person that    
sells all sorts of fruits1 such as      
apples1  pears1 plums1 cherries1        
gooseberries1 strawberries1 c4 ,q4 ,what
 does  a distiller mean8 ,a4 ,a man that
 makes rum1 brandy1 whiskey1 and other  
liquors4 ,q4 ,what does a grocer mean8  
,a4 ,a man that sells tea1 coffee1      
sugar1 spices1 and many other things4   
,q4 ,what does a carpenter mean8  ,a4 ,a
 man that cuts up wood1 makes benches2  
it was a carpenter made our  gallery4   
,q4 ,what does a turner mean8 ,a4 ,a man
 who makes snuff-boxes1  bed-posts2 ,it 
was a turner who made the balls on our  
arithmeticon4 ,q4  ,what does a         
tallow-chandler mean8 ,a4 ,a man that   
buys and sells candles  of different    
sorts4 ,q4 ,what does milliner mean8 ,a4
 ,a person that makes  ladies' caps1    
tippets1 and things for little children4
 ,q4 ,what does  a dyer mean8 ,a4 ,a man

 that dyes cloths of different colours4 
,q4 ,what  does a druggist mean8 ,a4    
,one that sells drugs of different      
kinds1 such  as nutgalls1 alum1 bark1 c4
 ,q4 ,what does wheelwright mean8 ,a4 ,a
 man  that makes carts1 wheelbarrows1 c4
 ,q4 ,what does a shoe-maker do8 ,a4    
,makes shoes for men and women and      
little boys and girls4 ,q4 ,what does  a
 printer do8 ,a4 ,print lessons for     
little children to read2 newspapers  and
 books for men to read4 ,q4 ,what does a
 coach-maker make8 ,a4  ,coaches1 gigs1 
omnibuses1 cabs1 and things of that     
sort4 ,q4 ,what does  a bookseller do8  
,a4 ,sells books of different sorts1    
pictures1 paper1  sealing-wax1 c4 ,q4   
,what does a bricklayer do8 ,a4 ,builds 
walls1 the  brick part of houses1 c4 ,q4
 ,what does a linen-draper do8 ,a4      
,sells  linen to make shirts1 printed   
calico to make frocks1 and many other   
things of that kind4 ,q4 ,what does a   
cabinet-maker do8 ,a4 ,makes tables1    
chairs1 and presses1 and other things to

 furnish houses with4 ,q4 ,what  does a 
brewer do8 ,a4 ,makes ale and porter4   
,q4 ,what does a painter  mean8 ,a4 ,one
 who paints insides of houses1 doors1   
window shutters1 and  such things4 ,q4  
,what does a bookbinder do8 ,a4 ,puts   
covers on books4    ,these lessons being
 all supplied by me1 more explanation in
 this place  may be unnecessary1 but as 
a further guide to teachers of infant   
schools1 ,i subjoin a synopsis of a     
week's course of instruction which  has 
been adopted in many schools4           
99       99       99       99       99  
,,synopsis ,,of ,a ,,week',s            
,,instruction4    ,,time4--,mornings4   
,school to assemble at nine o'clock1 and
 to leave at  twelve4    ,afternoons4   
,school to assemble at two o'clock1 and 
to leave at four  in winter1 and five in
 summer4    ,,monday4    ,morning4 ,when
 assembled1 to offer the appointed      
prayer1 after which  a hymn is to be    
sung2 then slates and pencils are to be 
delivered to  the children2 after which 

they are to proceed with their letters  
and  spelling4 ,at half-past ten o'clock
 to play1 and at eleven o'clock to      
assemble in the gallery1 and repeat the 
picture lessons on natural  history     
after the monitor in the rostrum4       
,afternoon4 ,begin with prayer and hymn 
as in the morning2 picture  lessons on  
,scripture history to be repeated from  
the lesson-post1 and  to be questioned  
on them afterwards in the gallery4      
,,tuesday4    ,morning4 ,usual prayer   
and hymn4 ,letters and spelling from the
  lesson-posts4 ,play4 ,gallery2 repeat 
the addition and subtraction  tables4   
,afternoon4 ,prayer and hymn4           
,multiplication table2 the monitor      
asking  the question1 and the children  
answering4 ,reading lessons4 ,play4     
,gallery2 numeration and spelling with  
brass figures and letters4              
,,wednesday4    ,morning4 ,prayer and   
hymn4 ,letters and spelling4 ,play4     
,gallery2  master to teach geometrical  
figures and musical characters4         

,afternoon4 ,prayer and hymn4 ,practice 
pence and shilling tables4  ,play4      
,gallery2 master to give lessons on     
arithmetic4 ,extempore  teaching on men 
and things1 c4 c4    ,,thursday4        
,morning4 ,prayer and hymn4 ,letters and
 spelling4 ,division1 weights1          
measures1 and time1 from the rostrum4   
,play4 ,gallery2 same lessons as        
,monday morning4    ,afternoon4 ,prayer 
and hymn4 ,from the lesson-posts epitome
 of  geometry and natural history4      
,gallery2 brass letters and figures4    
,extempore teaching on men and things1  
taking care that all such  teaching     
shall be illustrated by substances4     
,,friday4    ,morning4 ,prayer and hymn4
 ,letters and spelling4 ,tables in      
arithmetic1 at the master's discretion4 
,play4 ,gallery2 lessons on  geography1 
maps1 globes1 c4    ,afternoon4 ,prayer 
and hymn4 ,scripture pictures on the    
lesson-posts1  and questions on them in 
the gallery4    ,,saturday4    ,morning4
 ,prayer and hymn4 ,letters and         

spelling4 ,tables of arithmetic  from   
the rostrum4 ,play4 ,gallery2 lessons on
 the transposition frame1  and on       
geometry from the brass instrument4     
,religious instruction  should have a   
prominent part in the business of every 
day1 and  especially so every ,saturday 
morning4    ,n4,b4 ,if visitors wish any
 particular lessons to be gone through1 
and  the children appear disposed1 the  
master is not bound to adhere to  the   
above rules1 neither at any other time1 
if the children appear  particularly    
disinclined4           99       99      
99       99       99    ,there are a few
 other matters1 on which1 before        
concluding this  chapter1 ,i must speak1
 as claiming the attention of infant    
school  conductors4 ,first attend to    
,,cleanliness4    ,although we have     
referred to this before1 yet1 as it is  
of  considerable importance not only to 
the children but to those around  them1 
it may not be amiss to take up a little 
more of the reader's  time1 and to state

 the different plans that have been     
devised1 in  order to make the children 
as clean as possible4 ,in one case1 a   
trough  was erected1 and a pipe provided
 to convey the water into it2 but       
before it had been up a month1 it was   
found1 that instead of answering  the   
end intended1 it had quite a contrary   
effect2 for the children  dabbled in the
 trough1 and made themselves ten times  
worse than they  were1 by wetting       
themselves from head to foot2 besides   
which1 it  frequently caused them to    
take cold1 of which the parents         
complained4  ,some took their children  
away without notice2 others came and    
gave  the master what they called a good
 set down4 ,it was1 therefore1  thought 
necessary to forbid the children washing
 themselves1 and  to wash all that came 
dirty4 ,but it was soon found that the  
dirty  children increased so fast1 that 
it required one person's time  to attend
 to them2 besides which1 it had another 
bad effect1 it  encouraged the parents  

in laziness2 and they told me1 when ,i  
complained of their sending the children
 to school dirty1 ,that indeed  they had
 no time to wash their children2 there  
was a trough in the  school for that    
purpose1 and the persons who had charge 
of the school  were paid for it1 and    
ought to do it4 ,in consequence of this1
 the  trough was taken away1 and it was 
represented to the parents1 that it  was
 their duty to keep their children      
clean2 that unless they did so1  they   
would be sent home to be washed2 and if 
they persisted in sending  them without 
being washed1 there would be no         
alternative left but to  dismiss them   
from the school altogether4 ,this       
offended some of the  parents1 and they 
took their children out of the school1  
but many  afterwards petitioned to have 
them readmitted4 ,i mention this merely 
to prevent others1 who may be concerned 
in the establishment of infant  schools1
 from incurring an unnecessary expense1 
and to shew that the  parents will value

 the school equally as well if you make 
them wash  their children1 as if you did
 it for them4    ,the plan that we have 
acted upon to enforce cleanliness1 is as
  follows3 ,as soon as the children are 
assembled in the school1 the  monitors  
cause them to hold out their hands1 with
 their heads up2 they  then inspect     
their hands and their faces1 and all    
those who are dirty  are desired to     
stand out1 to be examined by the master1
 who will  easily perceive whether they 
have been washed that morning2 if not1  
they are sent home to be washed1 and if 
the mother has any sense of  propriety1 
she will take care that it shall not    
often occur4 ,but it  may be found1 that
 some have been washed1 and been playing
 with the  dirt1 when coming to school1 
which some children are very apt to do2 
in this case they have a pat on the     
hand1 which generally cures them4       
,there is much trouble at first1 to keep
 the children quite clean2 some  of     
their parents are habitually dirty1 and 

in such cases the children  will be like
 them2 these will1 therefore1 require   
more trouble than  others1 but they will
 soon acquire cleanly habits1 and1 with 
proper  management1 become as cleanly as
 any of the other children4 ,as soon  as
 a child is taken into the school the   
monitor shows him a certain  place1 and 
explains to him1 that when he wants to  
go into the yard1 he  is to ask him1 and
 he will accompany him there4 ,of course
 there are  separate accommodations for 
each sex1 and such prudential           
arrangements  made as the case requires1
 but which it is unnecessary further to 
particularize4,a    ,footnote ,a3 ,this 
is a subject of the highest importance  
in moral  training1 and deserve the     
serious attention of committees as well 
as  teachers3 inattention to these      
matters1 may demoralize every child     
that enters the school4 ,in many schools
 throughout the country ,i have  seen   
great want of attention to this subject1
 the seats were too high1  the circular 

holes too large1 causing fear on the    
part of the infants1  and also bad      
habits4 ,the seats should be the same   
height as the seats  in the school--six 
inches1 and nine inches high1 the       
diameter of the  holes seven inches and 
nine inches--the teachers should        
constantly  visit these places1         
inculcate habits of delicacy and        
cleanliness4  ,such habits formed in    
childhood are never forgotten4          
,superfine  dressy teachers1 will be too
 proud1 and too high1 to attend to these
  things--but the judicious mother or   
matron will at once see their           
importance and act accordingly--as the  
twig is bent the tree's  inclined4      
#b4 ,,never ,,frighten ,,children4      
,it is common for many persons to       
threaten to put children into the  black
 hole1 or to call the sweep to take them
 away in his bag1 when  they do not     
behave as they ought2 but the ill       
effects of this mode of  proceeding may 
be perceived from the following fact4 ,i

 knew a child1  who had been to one of  
those schools where the children of     
mechanics  are usually sent1 called     
dames' schools1 which was kept by an    
elderly  woman1 who1 it seems1 had put  
this child into the coal-hole1 and told 
him1 that unless he was a good boy1 the 
black man would come and take  him away2
 this so frightened the child1 that he  
fell into a violent  fit1 and never     
afterwards could bear the sight of this 
woman4 ,on the  mother getting the child
 admitted into our school1 she desired  
me to  be very gentle with him1 relating
 to me all the above story1 except  that
 the child had had a fit4 ,about a      
fortnight after the admission of  the   
child1 he came running one day into the 
school1 exclaiming1 ,i'll  be a good    
boy1 master6 master6 ,i'll be a good    
boy4 ,as soon as he  caught sight of me1
 he clung round1 and grasped me with    
such violence1  that ,i really thought  
the child was mad2 in a few minutes     
after this  he went into strong         

convulsions1 and was such a dreadful    
spectacle1  that ,i thought the child   
would die in my arms4 ,in this state he 
remained for about twenty minutes1 and  
,i fully expected he would be  carried  
out of the school a corpse4 ,i sent for 
the mother1 but on her  arrival ,i      
perceived she was less alarmed than     
myself2 she immediately  said1 the child
 was in a fit1 and that ,i had          
frightened him into it4 ,i  told her    
that she was mistaken2 that the child   
had only just entered  the school1 and  
,i was ignorant of the cause of his     
fright2 but several  of my little       
scholars soon set the matter to rest1 by
 stating the  particulars of the fright1
 which they observed when coming to     
school4  ,it seems that a man was in the
 street1 who sweeps chimneys with a     
machine1 and just as the little fellow  
passed him1 he called out1  ,sweep2 this
 so alarmed the child1 that he thought  
the man was going  to take him1 and was 
affected by his fears in the way ,i have

 stated4  ,the child1 however1 getting  
better1 and the mother hearing what the 
children said1 begged my pardon for     
having accused me wrongfully1 and  then 
told me the whole particulars of his    
first fright and the woman  and the     
coal-hole4 ,i had the greatest          
difficulty imaginable to  persuade him1 
that a sweep was a human being1 and that
 he loved little  children as much as   
other persons4 ,after some time1 the    
child got  somewhat the better of his   
fears1 but not wholly so4 ,he had but   
one  fit afterwards4 ,this shews how    
improper it is to confine children by   
themselves1 or to threaten them in the  
manner described4 ,many persons         
continue nervous all their lives through
 such treatment1 and are so  materially 
injured1 that they are frightened at    
their own shadow4    ,it is also        
productive of much mischief to talk of  
mysteries1 ghosts1  and hobgoblins1     
before children1 which many persons are 
too apt to  do4 ,some deal so much in   

the marvellous1 that ,i really believe  
they  frighten many children out of     
their senses4 ,i recollect1 when ,i was 
a  child1 hearing such stories1 till ,i 
have actually been afraid to look       
behind me4 ,how many persons are        
frightened at such a little creature  as
 a mouse1 because the nature of that    
little creature has not been  explained 
to them in their infancy4 ,indeed1      
children should have all  things shewn  
them1 if possible1 that they are likely 
to meet with3 and  above all1 it should 
be impressed upon their minds1 that if  
they meet  with no injury from the      
living1 it is most certain the dead will
 never  hurt them1 and that he who fears
 ,god1 need have no other fear4 ,it is  
also common with many persons1 to put a 
disobedient child into a room  by       
itself4 ,i cannot approve of this       
method1 as the child is frequently      
frightened into quietness without       
improving his temper in the  least2 if  
it be day time it is not so bad1 but if 

it be dark1 the  consequences are often 
serious1 and materially injure the      
constitution  of the child4 ,the more ,i
 reflect upon this subject1 the more do 
,i see  its impropriety4 ,i would rather
 use the rod1 in moderation1 and mercy4 
,i am sure it is better for the         
disobedient and unruly child1 and more  
according to the dealings of the        
,creator with us all4 ,i can truly say  
my punishments1 which have not been     
slight1 have done me good4 ,as  children
 we cannot see these things2 as men and 
thinkers1 we can4 ,yea6  and kiss the   
rod4    #c4 ,,guard ,,against           
,,forgetfulness4    ,the circumstance ,i
 am about to mention1 shews how         
necessary it is to  teach by example as 
well as precept4 ,many of the children  
were in the  habit of bringing marbles1 
tops1 whistles1 and other toys1 to the  
school1 which often caused much         
disturbance2 for they would play with   
them instead of attending to their      
lessons1 and ,i found it necessary  to  

forbid the children from bringing       
anything of the kind4 ,after  giving    
notice1 therefore1 two or three times in
 the school1 ,i told  them that if any  
of them brought such things1 they would 
be taken away  from them4 ,in           
consequence of this1 several things fell
 into my hands1  which ,i did not always
 think of returning1 and1 among other   
things1 a  whistle belonging to a little
 boy4 ,the child asked me for it as he  
was going home1 but having several      
visitors at the time1 put him off1      
telling him not to plague me1 and he    
went home4 ,i had forgotten the         
circumstance altogether1 but it appears 
the child had not2 for some  time after1
 while ,i was lecturing the children    
upon the necessity of  telling truth1   
and on the wickedness of stealing1 the  
little fellow  approached me1 and said1 
,please1 sir1 you stole my whistle4     
,stole  your whistle6 said ,i2 did ,i   
not give it you again8 ,no1 teacher1  ,i
 asked you for it1 and you would not    

give it to me4 ,i stood  self-convicted1
 being accused in the middle of my      
lecture1 before all  the children1 and  
really at a loss to know what excuse to 
make1 for  ,i had mislaid the whistle1  
and could not return it to the child4   
,i immediately gave the child a         
halfpenny1 and said all ,i could to     
persuade the children that it was not my
 intention to keep it4    ,however1 ,i  
am satisfied that this trifling mistake 
of mine did more  harm than ,i was able 
to repair during some time2 for if we   
wish to  teach children to be honest1 we
 should never take anything from them   
without returning it again4 ,indeed1    
persons having charge of children  can  
never be too cautious1 and should not1  
on any account whatever1  break a       
promise2 for experience has taught me   
that most children have  good memories1 
and if you once promise a thing and do  
not perform it1  they will pay very     
little attention to what you say        
afterwards4    #d4 ,,observe            

,,punctuality4    ,a little girl1 whose 
mother was dead1 was often absent from  
school4  ,she was never at a loss for   
excuses1 but from their frequency ,i was
 at  last induced to suspect their      
truth4 ,none of the children knew where 
she resided2 so ,i was obliged to send  
the eldest boy in the school  home with 
her1 to ascertain whether or not her    
stories were true4 ,i  gave the boy     
positive directions to make haste back2 
but1 much to my  surprise1 ,i saw no    
more of him for six hours4 ,when he     
returned1 he  told me that the little   
girl refused to shew him where she      
lived2 and  had taken him so far1 that  
he at last determined to leave her1 but 
could not find his way back sooner4 ,in 
the evening ,i went myself1  according  
to the direction ,i had entered in the  
admission-book1 but  found that the     
family were removed1 and the persons in 
the house could  not tell me where they 
had gone to reside4 ,i saw nothing of   
the child  for the five following days1 

when a woman who had the care of her and
  her little brother in arms1 came to   
inquire the reason why the girl  came   
home at such irregular hours1 stating1  
that sometimes she came  home at        
half-past eleven1 at other times not    
till two1 and sometimes  at three in the
 afternoon3 in short1 often an hour     
after school was  over4 ,i told her that
 the child was frequently absent1 and   
that it was  five days since ,i had seen
 her4 ,the woman appeared quite         
surprised1  and told me1 that she had   
always sent the child to school at the  
regular time2 that when she came home   
before the usual hour1 she said  her    
governess had sent all the children home
 a little sooner2 and if  she came home 
after the time1 then she said that there
 had been some  ladies visiting the     
school1 and that the children had been  
kept for  their inspection4    ,here ,i 
must acknowledge1 that ,i have          
frequently detained children a  little  
while after school-hours1 when we have  

had visitors1 but since  it furnishes   
the children with an excuse for going   
home late1 ,i think  it would be better 
to discontinue the practice2 and would  
hint to  those ladies and gentlemen who 
feel inclined to visit such schools1    
that they should come between the hours 
of nine and twelve in the  forenoon1 or 
two and four in the afternoon4 ,i have  
only to observe1  that the child ,i have
 been speaking of came to the school    
very  regularly afterwards4    ,there is
 another subject too important to be    
passed without notice2 ,i  mean the     
punctual attendance of the pupils4 ,if  
the teachers are firm1  and determined1 
to secure this1 it can be done4 ,in     
,ireland1 where  the value of time and  
punctuality is least understood1 the    
thing was  accomplished1--whilst no     
better lesson can be given to those who 
have  to work for their daily bread1    
than punctuality4 ,if a child cannot    
attend school at nine1 how can it attend
 work at six in the morning8  ,be firm1 

and the object is gained4    #e4 ,,be   
,,strictly ,,accurate ,,in ,,your       
,,expressions4    ,one day when the     
children were assembled in the gallery1 
having none  of their usual lessons at  
hand1 ,i took from my pocket a piece of 
paper1 and promised them that if they   
would answer me every question  ,i put  
concerning the paper1 ,i would at last  
make a paper boat4 ,i  proceeded in the 
following manner3 ,what is this8 ,what  
colour8  ,what is its use8 ,how made6   
,what made of8 c4 ,these questions      
being answered according to their       
different views1 and having folded  the 
paper into a variety of forms1 and      
obtained their ideas upon such  forms1  
,i proceeded to fulfil my promise of    
forming it into the shape  of a boat2   
but the children1 seeing me at a loss1  
exclaimed1 ,please1  sir1 you can't do  
it2 which proved the fact1 as ,i had    
forgotten the  plan1 and was obliged to 
make the confession4 ,then1 sir1        
rejoined  one of the boys1 you should   

not have promised4    ,in the course of 
my observations ,i had frequently       
enjoined the  children to make every    
possible use of their thinking powers1  
but it  appears ,i had at the same time 
forgotten to make use of my own1 and    
consequently had been betrayed into a   
promise which ,i was not able to        
perform4    ,i remember some other      
instances3    ,one of the children      
happened to kick another4 ,the injured  
party  complained to the person who then
 had the charge of the school1  saying1 
,please1 sir1 this boy kicked me4 ,it   
being time for the  children to leave   
school1 the master waved his hand       
towards the gate  through which the     
children pass1 thoughtlessly saying1 at 
the same  time1 ,kick away2 meaning that
 the complainant was to take no more    
notice of the affair1 but go home4 ,the 
complainant1 however1 returning  to the 
other child1 began kicking him1 and     
received some kicks  himself4 ,a friend 
was present1 and seeing two children    

kicking each  other1 he very naturally  
inquired the reason4 ,please1 sir1      
replied  the children1 master told us6  
,master told you1 says the gentleman1   
that cannot be2 ,i'll ask him4 ,he      
accordingly inquired into the truth  of 
the affair1 and received for answer1    
,certainly not4 ,yes1 said  the child1  
you did1 sir2 did not ,i tell you just  
now that a boy  kicked me8 ,yes1 says   
the master1 you did4 ,then1 please sir1 
says the child1 you told me to go and   
kick away6 ,the master  immediately     
recollected that he had said so4        
,this fact shews how improper it is to  
say one thing to a child and  mean      
another4 ,these children were under the 
influence of obedience1  and in the     
light of truth1 and being in that light1
 they could see  from no other1 and very
 naturally concluded the master meant   
what he  had said4    ,one day some     
visitors requested ,i would call out a  
class of the  children to be examined4  
,having done so1 ,i asked the visitors  

in what  they would wish the children to
 be examined2 at the same time stating  
that they might hear the children       
examined in natural history1            
,scriptural history1 arithmetic1        
spelling1 geography1 or geometry4 ,they 
choose the latter1 and ,i proceded to   
examine the children accordingly2       
beginning with straight lines4 ,having  
continued this examination for  about   
half an hour1 we proceeded to enter into
 particulars respecting  triangles2 and 
having discoursed on the difference     
between isosceles  triangles and scalene
 triangles1 ,i observed that an acute   
isosceles  triangle had all its angles  
acute1 and proceeded to observe that a  
right-angled scalene triangle had all   
its angles acute4 ,the children         
immediately began to laugh1 for which ,i
 was at a loss to account1 and  told    
them of the impropriety of laughing at  
me4 ,one of the children  immediately   
replied1 ,please1 sir1 do you know what 
we were laughing  at8 ,i replied in the 

negative4 ,then1 sir1 says the boy1 ,i  
will  tell you4 ,please1 sir1 you have  
made a blunder4 ,i1 thinking ,i had     
not1 proceeded to defend myself1 when   
the children replied1 ,please1  sir1 you
 convict yourself4 ,i replied1 ,how so8 
,why1 says the  children1 you said a    
right-angled triangle had one right     
angle1 and  that all its angles are     
acute4 ,if it has one right angle1 how  
can all  its angles be acute8 ,i soon   
perceived the children were right1 and  
that ,i was wrong4 ,here1 then1 the     
reader may perceive the fruits of       
teaching the children to think1 inasmuch
 as it is shewn that children  of six   
years of age and under were able to     
refute their tutor4 ,if  children had   
been taught to think many years ago1    
error would have  been much more easily 
detected1 and its baneful influence     
would not  have had that effect upon    
society which at this day unfortunately 
we  are obliged to witness4    ,at      
another time ,i was lecturing the       

children in the gallery on the  subject 
of cruelty to animals2 when one of the  
little children  observed1 ,please1 sir1
 my big brother catches the poor flies1 
and  then sticks a pin through them1 and
 makes them draw the pin along the      
table4 ,this afforded me an excellent   
opportunity of appealing to  their      
feelings on the enormity of this        
offence1 and1 among other  things1 ,i   
observed1 that if the poor fly had been 
gifted with the  powers of speech like  
their own1 it probably would have       
exclaimed1  while dead1 as              
follows3--,you naughty child1 how can   
you think of  torturing me so8 ,is there
 not room in the world for you and me8  
,did ,i  ever do you any harm8 ,does it 
do you any good to put me in such pain8 
,why do you do it1 you are big enough to
 know better8 ,how would you  like a man
 to run a piece of wire through your    
body1 and make you draw  things about8  
,would you not cry at the pain8 ,go1    
then1 you wicked boy1  and learn to     

leave off such cruel actions4 ,having   
finished1 one of  the children replied1 
,how can any thing speak if it is dead8 
,why1  said ,i1 supposing it could      
speak4 ,you meant to say1 sir1 was the  
rejoinder1 dying instead of dead4    ,it
 will1 of course be understood that in  
this case ,i purposely misused  a word1 
and the children being taught to think1 
easily detected it4    #f4 ,,watch      
,,against ,,the ,,entrance ,,of         
,,disease4    ,it may1 probably1 be     
considered presumption in me1 to speak  
of the  diseases of children1 as this   
more properly belongs to the faculty2   
but let it be observed1 that my         
pretension is not to cure the diseases  
that children are subject to1 but only  
to prevent those which are  infectious  
from spreading4 ,i have found that      
children between the ages  of two and   
seven years1 are subject to the measles1
 hooping  cough1 fever1 ophthalmia1     
ringworm1 scald-head1 and in very poor  
neighbourhoods1 the itch--and small-pox4

 ,this last is very rare1 owing  to the 
great encouragement given to            
vaccination2 and were it not for  the   
obstinacy of many of the poor1 ,i       
believe it would be totally  extirpated4
 ,during the whole of the time ,i       
superintended a school1 ,i  heard of    
only three children dying of it1 and    
those had never been  vaccinated4 ,i    
always made a point of inquiring1 on the
 admission of  a child1 whether this    
operation had been performed1 and1 if   
not1 ,i  strongly recommended that it   
should be4 ,if parents spoke the truth1 
,i  had but few children in the school  
who had not been vaccinated3 this       
accounts1 therefore1 for having lost but
 three children through the  small-pox4 
,the measles1 however1 ,i consider a    
very dangerous disorder1 and  we lost a 
great many children by it1 besides two  
of my own4 ,it is  preceded by a violent
 cough1 the child's eyes appear watery1 
and it  will also be sick4 ,as soon as  
these symptoms are perceived1 ,i would  

immediately send the child home1 and    
desire the parents to keep it  there for
 a few days1 in order to ascertain if it
 have the measles1  and if so1 it must  
be prohibited from returning to school  
until well4  ,this caution is absolutely
 necessary2 as some parents are so      
careless1  that they will send their    
children when the measles are thick out 
upon  them4    ,the same may be said    
with respect to other diseases1 for     
unless the  persons who have charge of  
the school attend to these things1 the  
parents will be glad to get their       
children out of the way1 and will  send 
them1 though much afflicted1 without    
considering the ill-effects  that may be
 produced in the school4 ,whether such  
conduct in the  parents proceeds from   
ignorance or not1 ,i am not able to say1
 but this  ,i know1 that ,i have had    
many parents offer children for         
admission1  with all the diseases ,i    
have mentioned1 and who manifested no   
disposition to inform me of it4 ,the    

number of children who may  be sick1    
from time to time1 may be averaged at   
from twenty to  thirty-five1 out of two 
hundred1 we have never had less than    
twenty  absent on account of illness1   
and once or twice we had as many as     
fifty4    ,soon after ,i first took     
charge of the establishment1 ,i found   
that  there were five or six children in
 the school who had the measles2  the   
consequence was1 that it contaminated   
the whole school1 and about  eight      
children died1 one of my own being of   
that number4 ,this induced  me to be    
very cautious in future1 and ,i made a  
point of walking round  the school twice
 every day1 in order to inspect the     
children2 and  after the adoption of    
this plan1 we did not have the measles  
in the  school4    ,the hooping-cough is
 known1 of course1 by the child hooping2
 but ,i  consider it the safest plan to 
send all children home that have any    
kind of cough2 this will cause the      
mother to come and inquire the  reason  

why the child is sent home2 and it can  
be ascertained from her  whether the    
child has had the hooping-cough or not4 
,with respect to fever1 ,i generally    
find the children appear chilly  and    
cold1 and not unfrequently they are     
sick4 ,i do not1 however1 feel  myself  
competent to describe the early symptoms
 of this disorder1 but  the best way to 
prevent its gaining ground in the school
 is to send  all the children home who  
appear the least indisposed4    ,as to  
the ophthalmia1 ,i can describe the     
symptoms of that disease1  having had it
 myself1 together with the whole of my  
family4 ,it  generally comes in the left
 eye first1 and causes a sensation as if
  something was in the eye1 which pricks
 and shoots1 and produces great  pain3  
the white of the eye will appear red1 or
 what is usually called  blood-shot2    
this1 if not speedily attended to1 will 
cause blindness2  ,i have had several   
children that have been blind with it   
for several  days4 ,in the morning1 the 

patients are not able to unclose their  
eyes for some time after they are awake4
 ,as soon as ,i observe  these          
appearances1 ,i immediately send the    
child home2 for ,i have  ascertained1   
beyond a doubt1 that the disease is     
contagious1 and if a  child be suffered 
to remain with it in the school1 the    
infection will  speedily spread among   
the children4    ,as children are       
frequently apt to burn or scald         
themselves1 ,i will  here insert a      
method for adoption in such cases4 ,it  
is very simple1  yet infallible2 at     
least1 ,i have never known it to fail4  
,it is no  other than the application of
 common writing ink4 ,one of my own     
children burnt its hand dreadfully1 and 
was cured by immediately  washing it all
 over with that liquid4 ,several        
children burnt their  hands against the 
pipe that was connected with the stove  
in the  school-room1 and were cured by  
the same means4 ,one boy1 in particular1
  took hold of a hot cinder that fell   

from the fire1 and it quite singed  his 
hand2 ,i applied ink to it1 and it was  
cured in a very short time4  ,let any   
one1 therefore1 who may happen to       
receive a burn1 apply ink  to it        
immediately1 and he will soon witness   
the good effects of the  application4   
,thirty-three years' experience has     
proved to me that  stoves in any school 
are a nuisance3 the common fire place is
 better  than heating with hot air1 hot 
water1 or stoves of any description     
that ,i have yet seen4 ,the grate being 
low1 as at railway stations1 is  an     
improvement and answers well4 ,had      
theorists seen the white faced  dull    
eyed children that ,i have seen1 where  
stoves are used1 and felt  the head     
aches which ,i have felt1 they would    
soon banish them from  every school4    
#g4 ,,never ,,correct ,a ,,child ,,in   
,,anger4    #h4 ,,never ,,overlook ,a   
,,fault4    #i4 ,,in ,,all ,,things     
,,set ,,before ,,the ,,children ,,an    
,,example ,,worthy ,,of  ,,imitation4   

99       99       99       99       99  
,i should recommend the adoption of the 
following resolutions of an  intelligent
 and zealous committee1 and that a copy 
of them be sent to  each master and     
mistress4    ,that as this infant school
 is established for the express purpose 
of  carrying into the fullest effect the
 system of ,mr4 ,wilderspin1 which  the 
committee are convinced is practicable  
and excellent1 the master  be desired to
 make himself perfectly acquainted with 
it1 in its  physical1 mental1 and moral 
bearings1 by a study of ,mr4            
,wilderspin's  works on the subject1 and
 particularly of the last and most      
complete  edition4    ,that the rules as
 printed be strictly adhered to by the  
master4  ,that children who are ill1    
having hooping-cough1 ringworm1 or other
  contagious disease1 be refused        
admission until perfectly restored4     
,that the business of the school begin  
precisely at the time appointed1  and   
that during the shortest days the       

signals for leaving school be  not given
 till four o'clock precisely4    ,that  
except during the time given1 according 
to the system1 to play1  the whole be   
occupied by the mistress as well as the 
master in the  instruction of the       
children1 and that the plan laid down in
 ,mr4  ,wilderspin's book1 be followed  
as nearly as possible1 so that the      
apparatus already provided may be       
gradually brought into action1 and  the 
children have all the advantages of the 
system2 the master and  mistress so     
dividing their labour that all the      
children may be  occupied4    ,that the 
master and mistress pay the utmost      
attention to the children  learning to  
read4    ,that when a child is absent a 
week1 the master state the cause to the 
treasurer1 to prevent mistakes as to the
 payments1 and that when a  child       
declines attending or is excluded1      
immediate notice be given to  the       
secretary of the ladies' committee4     
,that the master be desired to go on    

with the business of the school  when   
visitors who are members of the         
committee are present1 and only  to pay 
particular attention to those who may be
 strangers1 and who  require            
information4    ,that all applications  
from the master be made to the committee
  through the secretary4    ,that all   
orders from the committee to the        
teachers be conveyed  through the same  
channel4          ,,chapter ,,ix4       
,,gallery ,,teaching--,,moral ,,and     
,,religious ,,instruction4    ,original 
intention of the gallery--,what lessons 
are adapted for  it--,its               
misapplication--,selection of           
teachers--,observations--,gallery       
lessons an a feather--,a spider--,a     
piece of bog-turf--,a piece of          
coal--,observations on the preceding    
lessons--,scripture lessons in  the     
gallery--,the finding of ,moses--,christ
 with the doctors--,moral               
training--,its neglect in most          
schools--,should be commenced in        

infancy--,beneficial effects of real    
moral culture--,ignorance of            
teachers--,the gallery most useful in   
moral training--,specimen of a  moral   
lesson--,illustrations of moral         
culture--,anecdotes--,simpson on  moral 
education--,observations--,hints to     
teachers4      ,there is no part of the 
infant system which has been more       
misunderstood1 than the system of giving
 lessons in the gallery2 and  hence ,i  
have thought it necessary to devote a   
larger space to the  subject1 than ,i   
did in the former editions of this work4
 ,the gallery  was originally intended  
by me1 to give the children such lessons
 as  appealed directly to the senses1   
either orally or by representative      
objects3 thus the teaching arithmetic by
 the frame and balls1 inasmuch  as it   
appealed to the eye as well as to the   
understanding1 was  suitable for a      
gallery lesson4 ,the same observations  
hold good with  respect to a ,scripture 
picture1 or the representation of an    

animal1  a tree1 or any object that can 
be presented to the eye4 ,we have also  
found it very useful in teaching the    
catechism1 or anything that is to  be   
committed to memory1 and this part of   
our plan has proved so useful  and      
successful1 that it has been adopted in 
many schools for older  children of both
 sexes1 ,i mean in the ,normal schools  
of ,glasgow and  ,edinburgh1 the        
,corporation ,schools of ,liverpool1 and
 the government  ,model ,schools at     
,dublin4 ,in the two latter the         
arrangements1 both in  the fittings up  
of the play-grounds1 galleries1 and     
school-rooms1 were  made under my       
especial inspection1 and ,i have no     
doubt that the use of  the gallery1 when
 it becomes more generally known in     
large schools1  will become universal4  
,the taught should see the face of the  
teacher in these lessons1 and  the      
teacher should see the face of the      
taught3 it establishes a  sympathy      
between both to the advantage of each4  

,the face is the index  to the mind1 and
 at times shews the intention1 even     
without words4  ,some animals can read  
this index3 the horse1 the dog1 the     
elephant1  and many of the higher order 
of animals4 ,children can always read   
the  countenance of the sincere1 the    
wise1 and the good4 ,yea6 mere infants  
can4 ,reader6 ,don't smile6 were this   
the time and place1 ,i could            
demonstrate these opinions by facts4    
,this is not a book for  controversy and
 metaphysical disquisition2 but for use 
to teachers4  ,when the children and    
teachers see each other1 as in the      
gallery1 the  effect is highly          
beneficial4 ,this may be proved by any  
teacher4 ,as to  the cause for this     
effect1 it would be out of place to     
argue it here4  ,i therefore simply     
state it is true4 ,sympathy is a power  
destined to  be of use in teaching1 and 
hereafter will be better understood4    
,many friends to infant education1 and  
casual visitors1 having found  these    

erections in infant schools1 have       
concluded that the children  should     
always be sitting on them1 which is a   
fatal error1 and deprives  the children 
of that part of the system which        
legislates for the  exercise of their   
locomotive powers1 such as the spelling 
and reading  lessons1 and the method of 
teaching object lessons1 as described in
  another part of this work3 the        
consequence has been1 that the schools  
have become mere parrot-schools1 and the
 children are restless and  inattentive4
 ,and this has not been the only evil   
that has attended a  misapplication of  
the gallery2 for the teachers1 for want 
of knowing  the system properly1 have   
been at a loss how to occupy the time of
 the  children1 and scores of teachers  
have ruined their own constitutions1    
and also the constitutions of some of   
the children1 by the perpetual  talking 
and singing1 which1 ,i am sorry to say1 
too many consider to be  the sum total  
of the system3 and ,i may state here1   

that the children  should never be more 
than one hour at a time1 or1 at most two
 hours1  during the day1 in the gallery4
 ,all beyond this is injurious to the   
teacher1 and doubly so to the little    
pupils4 ,the forenoon is always  the    
best time for gallery lessons2 the      
teacher's mind is more clear1  and the  
minds of the children are more          
receptive4 ,after the children  have    
taken their dinner they should be       
entertained with the object  lessons1 a 
small portion of spelling and reading1  
and the rest of the  afternoon should be
 devoted to moral and physical teaching 
in the  play-ground1 if the weather will
 at all permit it4 ,the more you  rob   
your children of their physical         
education to shew off their             
intellectual acquirements1 the more     
injury you do their health and  your    
own2 and in the effort to do too much1  
you violate the laws of  nature1 defeat 
your own object1 and make the school a  
hot-bed of  precocity1 instead of a     

rational infants' school for the        
training  and educating infants4 ,i have
 been blamed1 by writers on the infant  
system1 for that which ,i never did1 and
 never recommended2 ,i have been  made  
answerable for the errors and           
mis-conceptions of others1 who have  not
 troubled themselves to read my         
writings2 and1 in their anxiety  to     
produce something new and original1 have
 strayed from the very  essential parts 
of the plan1 and on this account ,i am  
charged by  several writers with being  
unacquainted with the philosophy of my  
own  system4 ,i thought three-and-thirty
 years ago that if ,i could arrest      
public attention to the subject1 it was 
as much as could be expected4  ,i knew  
very well at that time that a dry       
philosophical detail would  neither be  
received or read4 ,my object was to     
appeal to the senses of  the public by  
doing the thing in every town where     
practicable4 ,by this  method ,i        
succeeded1 where the other would have   

failed1 but it by no  means followed    
that ,i was unacquainted with the       
philosophy of my  own plans1 merely     
because ,i preferred the doing of the   
thing to the  writing about it4         
,believing1 however1 that the time has  
now arrived1  and that the public mind  
is better prepared than it was then1 ,i 
have  thought ,i might venture to go a  
little more into detail1 in order to    
remove some well founded objections1    
which1 but for this reason1 would  not  
have existed4 ,the infant mind1 like a  
tender plant1 requires to  be handled   
and dealt with carefully1 for if it be  
forced and  injudiciously treated during
 the first seven years of its existence1
  it will affect its whole constitution 
as long as it lives afterwards4  ,there 
are hundreds of persons who will not    
believe this1 and those  persons will   
employ mere boys and girls to teach     
infants4 ,let them do  so if they       
please2 ,i simply protest against it1   
and merely give it as  my opinion that  

it is highly improper to do so4 ,if ever
 infant schools  are to become real     
blessings to the country1 they must be  
placed under  the care of wise1         
discreet1 and experienced persons1 for  
no others  will be fit or able to       
develop and cultivate the infant        
faculties  aright4 ,i have felt it      
necessary to make these remarks1 because
 in  different parts of the country ,i  
have found mere children employed as    
school-masters and school-mistresses1 to
 the great detriment of the  young      
committed to their charge1 and the      
dishonour of the country that  permits  
it4 ,no wise man would put a mere child 
to break his colts2  none but a foolish 
one would employ an inexperienced boy to
 break in  his dogs2 even the poultry   
and pigs would be attended by a person  
who  knew something about them2 but     
almost any creature who can read and    
write1 and is acquainted with the first 
rules of arithmetic1 is too  frequently 
thought a fit and proper person to      

superintend infants4 ,i  know many      
instances of discarded servants totally 
unfit1 made teachers  of infants1 merely
 to put them in place2 to the           
destruction of the  highest and most    
noble of ,god's creatures6 which ,i     
contend infants  are4 ,to expect that   
such persons can give gallery lessons as
 they  ought to be given1 is expecting  
what will never1 nor can take place4    
,the public must possess different views
 of the subject2 more rational  ideas on
 the art of teaching must be            
entertained1 and greater  remuneration  
must be given to teachers1 and greater  
efforts made to  train and educate them1
 to fit them for the office1 before any 
very  beneficial results can be seen2   
and it is to produce such results1 and  
a better tone of feeling on the subject1
 that ,i have thus ventured to  give my 
opinion more in detail4 ,efficient      
gallery lessons--efficient  teachers    
must be made4 ,they do not at present   
exist in large numbers1  and can only be

 made by a suitable reward being held   
out to them1 and  by their being placed 
under the superintendence of experienced
 persons  acquainted with the art4 ,the 
art of teaching is no mean art1 and     
must1  sooner or later1 take its proper 
rank amongst the other sciences4  ,it is
 a science which requires deep study and
 knowledge of human  character1 and is  
only to be learned like all other       
sciences1 by much  perseverance and     
practice4 ,in another work1 on the      
education of older  children1 ,i have   
given some specimens of gallery lessons2
 in this ,i  shall endeavour to give a  
few specimens of what ,i think useful   
lessons  for infants1 and shall also try
 to clothe them in language suited to   
the infant apprehensions2 and ,i        
sincerely hope they may shew in a  plain
 manner the method of giving this       
species of instruction to the  children1
 and that teachers who were before      
ignorant of it1 may be  benefitted      
thereby4 ,i shall not pretend to give my

 opinion as to  whether ,i have         
succeeded1 but will leave this point    
entirely to the  judgment and candour of
 my readers2 for ,i know by experience  
that it  is a very difficult thing to   
put practice into theory2 and although  
this may seem paradoxical1 yet ,i have  
no doubt that many have  experienced the
 very same results when trying to       
explain theoretically  on paper what    
they have with ease practised a thousand
 times4    ,these oral lessons on real  
objects ought to be given in pure1      
simple1  and plain language1 level to   
the understanding and capacity of       
children4 ,it may be well at times to   
use words of a more difficult  or       
scientific character2 but these should  
always have the proper  explanation     
given2 the words used most frequently in
 common life1 in  ordinary and proper   
conversation1 ought to be most strongly 
impressed  on their memories4 ,it may1  
perhaps1 be retorted on me--why then    
teach  the difficult and scientific     

names of geometrical figures4 ,the      
answer  is very simple4 ,most of them   
have no other1 and where they have ,i   
always give them also1 as sloping1      
slanting1 inclined1 for oblique4  ,the  
geometrical figures are the elements of 
all forms1 and the  simplest objects    
which can be presented to the young4 ,i 
have found  them always learned with the
 greatest ease and pleasure4            
,pestalozzi1 ,i  have understood1 was   
led to the use of them by observing the 
wants  of the young mind1 in a similar  
manner that ,i was myself4 ,this is1    
therefore1 one of the many coincidences 
in thought and discovery by  minds      
wholly independent of each other1 which 
have been directed to  the same         
subjects4 ,this is an evitable result4  
,if two men look at the  moon1 both must
 see that it is round1 bright1 and      
mottled2 and if  two minds far apart1   
turn their attention to similar         
subjects1 the  probability is that their
 views will coincide4 ,the most powerful

 mind  will of course make the deepest  
and simplest discovery4    ,object      
lessons should be given chiefly on such 
things as fall under  more constant     
observation and are daily coming before 
the sight1 and  then useful knowledge   
will be accumulated1 and frequently     
reimpressed  upon the memory by the     
seeing of the objects4    ,,gallery     
,,lessons ,,on ,a ,,feather4    ,we will
 suppose the children all properly      
seated1 the little girls  on one side of
 the gallery and the little boys on the 
other1 as  represented on the           
plan-plate4 ,if the morning is fine and 
clear1 a  lesson may be given on an     
object that the children are not        
frequently  in the habit of seeing2 but 
should the weather be hazy1 and the     
atmosphere heavy1 then a lesson must be 
given on some object which  they all    
frequently see1 say1 for example1 a     
feather4 ,the feather must  be held up  
in the hand1 or placed in a small niche 
on the top of a  pointer1 so that every 

child will see it1 and it must be moved 
about  in various directions to arrest  
their attention4 ,the first lesson      
should be pure development1 which is to 
get every idea from the  children       
relative to the object before you4      
,explain to them yours2 as  for example1
    ,what is this8 ,the universal shout 
will be1 ,a feather4 ,you may then  ask 
them1 ,what are its uses8 ,some little  
creatures will say1 to blow  about2     
others will say1 to cover birds2 others 
will say1 to stuff  pillows and beds to 
sleep upon4 ,having got all the         
information out of  them you can in     
their own simple language1 you have     
acted according to  nature's law1 and it
 is now your turn to infuse additional  
information  into their minds1 and1 give
 them the benefit of your superior      
knowledge2 which may be done as         
follows3--,you have told me that        
feathers are useful to cover birds1 it  
was for this that they were  made by    
,god2 they keep the birds warm just in  

the same way as your  clothes keep you  
from being cold2 and as the poor birds  
cannot make  themselves clothes as men  
can1 ,god has given them feathers that  
they  may not be cold when the bad      
weather comes4 ,the feathers are useful 
to  the birds also in flying2 the long  
feathers in a bird's wing keep him  in  
the air1 which he could not fly through 
if he was covered with  any thing else1 
because feathers are very light4 ,seven 
of the large  feathers out of the great 
eagle's wing would not weigh more than  
two  halfpennies4 ,the wings of a bird  
make him able to fly1 and the tail      
guides him through the air1 just as you 
may see the men steer boats  with the   
rudder2 and if you pulled the feathers  
off his tail1 he would  not be able to  
fly near so straight or fast as when    
they are on4 ,when  the rain falls on   
the feathers1 they are never soaked     
through with it  as a piece of rag would
 be if you threw water on it1 because   
they are  covered with a sort of oil    

which does not let in the water4 ,if you
  ever look at a duck dive into the     
water1 you can see it when it comes  up 
quite dry2 but if you dipped you head   
into the water it would wet  it all     
over4 ,when little birds1 such as the   
sparrow and canary1 come  out of the    
egg1 they have no feathers on1 but the  
old ones cover them  with their wings to
 keep the cold away1 and the feathers   
soon  grow1 and then they can fly away  
and find food and make nests for        
themselves2 but large birds1 such as the
 goose1 turkey1 hen1 and duck1  have a  
sort of soft down on them when they come
 out of the shell1  and little ducks    
will go and swim as soon as they are    
hatched1 as ,i  suppose some of you have
 seen4    ,some birds' feathers are much
 prettier than others3 the goose has not
  such pretty feathers as the swan1 nor 
the swan as the peacock2 but we  must   
not think ill of the goose for this1 for
 its flesh is better to  eat than either
 the peacock or swan4 ,i am sure many of

 you little  children like roast goose4 
,the peacock has very pretty feathers   
indeed1 and so has the pheasant1 and the
 drake1 and the cock2 but some  birds   
that live in countries many hundred     
miles away from this1 have  much        
prettier than any bird that lives in    
this country4 ,this feather  that we    
have for our lesson is the feather of a 
goose2 it is not very  pretty1 but if we
 examine it well we shall find it is    
very curious1  and all the men in the   
world could not make one like it4 ,goose
  feathers are the most useful2 the     
small ones make stuffing for pillows    
and beds1 and the large ones make pens  
to write with4 ,birds change  their     
feathers often2 they drop off and they  
get new ones2 this is  called moulting4 
,having thus given the children as much 
information on the subject as  they will
 be likely to be able to digest         
properly1 you may then get it  back from
 them by question and answer2 as for    
instance    ,q4 ,what have we been      

talking about8 ,a4 ,birds' feathers4 ,q4
 ,do they do  the birds any good8 ,a4   
,yes1 keep them warm4 ,q4 ,what more    
good8 ,a4 ,make  them able to fly4 ,q4  
,who gives the birds feathers to make   
them warm8  ,a4 ,god4 ,q4 ,are feathers 
very heavy8 ,a4 ,no1 very light4 ,q4    
,what is the  reason that they are very 
light8 ,a4 ,that they may fly easily4   
,q4 ,what  part of the body does a bird 
fly with8 ,a4 ,its wings4 ,q4 ,is no    
other  part useful in flying8 ,a4 ,yes4 
,q4 ,do you remember what part8 ,a4 ,its
  tail4 ,q4 ,of what use is its tail8   
,a4 ,to guide it4 ,q4 ,what do you mean 
by guiding it8 ,a4 ,turning it any way  
it wants to go4 ,q4 ,what is the  reason
 that birds' feathers do not get all    
full of wet when the rain  falls on     
them8 ,a4 ,because there is an oily     
juice that makes the rain  fall off4 ,q4
 ,when little birds1 such as sparrows   
and robins1 come out  of the eggs1 have 
they got feathers8 ,a4 ,no1 they are    
naked4 ,q4 ,are  they very long naked8  

,a4 ,no1 in a few days the feathers     
grow4 ,q4 ,is it  not curious that the  
cold does not kill the little birds     
while they  are naked8 ,a4 ,so it would1
 only the old ones sit over them and    
keep  them warm4 ,q4 ,are ducks and     
turkeys and hens naked when the come out
  of the shell8 ,a4 ,no4 ,q4 ,what are  
they covered with8 ,a4 ,a sort of down4 
,q4 ,do you know of any bird that has   
very pretty feathers8 ,a4 ,yes1 the     
peacock4 ,q4 ,is it prettier than the   
goose8 ,a4 ,yes4 ,q4 ,is it so useful8  
,a4 ,no4 ,q4 ,what do the goose feathers
 make8 ,a4 ,the feathers in the  quill  
make pelts8 ,q4 ,what do the small ones 
make8 ,a4 ,they make  stuffing for      
pillows and beds4 ,q4 ,where do the     
prettiest birds live8  ,a4 ,in very warm
 places1 far away from this4 ,q4 ,do the
 same feathers  always remain on a bird8
 ,a4 ,no1 they drop off1 and new ones   
come4 ,q4  ,what is this called8 ,a4    
,moulting4    ,such lessons as this will
 never be forgotten by the little ones4 

,they  will learn to adore the great    
,god at the sight of any thing he has   
made4 ,it is hoped they learn to love to
 read ,nature's book when they  grow    
older1 as every correct notion obtained 
by a child1 through a  natural object1  
which it is frequently accustomed to    
meet with1 can  never be entirely       
effaced2 and what is more1 it prepares  
the way1  at some future time1 for a    
larger amount of knowledge as to ,god's 
revealed will4    ,a spider1 a living   
specimen of which may be easily         
procured1 may be  made a very           
instructive gallery lesson2 it may      
prevent the fears and  foolish          
prejudices against ugly yet harmless    
insects1 which often  remain through    
life4 ,part of a bush may be procured   
with a real web  and spider upon it1 so 
that its beautiful and highly curious   
web may  be also exhibited to the       
children1 its uses may be also pointed  
out1  and a short history of the little 
animal's habits may be given1 but  not  

before their opinions have been taken on
 the object1 which may be  done in a    
similar manner as that which we pointed 
out in the former  lesson1 and then the 
teacher may proceed thus3    ,you have  
told me that this little creature is    
called a spider1 and  some of you think 
it very ugly1 and say you are afraid of 
it1 but  sensible children will not be  
frightened at a spider1 because they    
will remember that they are very        
harmless little things1 and have not    
got a sting as the wasp and bee have4   
,they are very ugly1 to be sure1  but   
every ugly insect is not to be called a 
nasty creature1 for some  are very      
useful1 notwithstanding their not being 
as handsome as  others2 and spiders are 
very useful too1 although very few      
people know  how to make use of them2   
but they little think that the poor     
little  insect which they brush off the 
wall1 and trample under their feet1  can
 tell them what weather they are going  
to have1 as sure1 and surer  than a     

weather-glass4 ,when the weather is     
going to be fine it peeps  its head out 
of its hole1 and stretches out its legs2
 and the farther  its legs and head are 
out1 the longer will the fine weather   
stay4 ,when  the weather is going to be 
very bad it goes farther back2 and when 
very dreadful and stormy weather is     
going to come1 it turns its back  to the
 door of its hole and its head inside4  
,in winter1 when frost and  snow is     
going to commence1 they make their webs 
very fast1 and by this  you may know the
 frosty weather is coming2 so you see1  
children1 that  spiders may be useful to
 know what kind of weather we shall     
have4    ,spiders are very cunning2 they
 live on flies2 but they could never    
catch them1 only they are able to weave 
a strong web1 which they do in  a place 
where the flies often come2 and when a  
poor fly gets into the  web1 the spider 
runs out and soon kills it1 and then    
drags it up to  his den1 where he eats  
it at his ease1 and hides the wings and 

skin1  that the other flies may not see 
them2 but if an enemy stronger than     
itself comes to his web1 the spider     
remains in his hole till the  danger is 
all over4 ,some spiders that live in    
countries far away are a  great deal    
larger and uglier than our spiders2 but 
we need not be ever  afraid of a spider1
 because they can neither bite nor sting
 us1 and  are very curious insects4 ,q4 
,what have ,i been telling you about8   
,a4  ,the spider4 ,q4 ,are you afraid of
 it8 ,a4 ,no1 you told us it would do   
us no harm4 ,q4 ,are spiders very ugly8 
,a4 ,they are4 ,q4 ,should we think     
badly of them for this8 ,a4 ,no4 ,q4    
,who made the spider8 ,a4 ,god4 ,q4     
,does  he not make every animal1 whether
 handsome or ugly8 ,a4 ,yes4 ,q4 ,can   
spiders be of use8 ,a4 ,they will tell  
us what weather we are going to  have4  
,q4 ,when it is going to be fine what do
 they do8 ,a4 ,they put  their legs and 
head out of their hole4 ,q4 ,when it is 
going to be bad  weather what do they   

do8 ,a4 ,they turn their heads round and
 go into  their holes4 ,q4 ,when the    
weather is going to be very cold and    
frosty  what do they do8 ,a4 ,they build
 their webs very fast4 ,q4 ,what do they
  live upon8 ,a4 ,flies4 ,q4 ,how do    
they catch them8 ,a4 ,by making webs4   
,q4  ,when a fly gets into their web    
what do they do8 ,a4 ,they kill it and  
eat it4 ,q4 ,are the spiders in other   
countries larger than ours8 ,a4  ,yes1  
in some places they are much larger and 
uglier4 ,q4 ,who teaches  the spider to 
make its web8 ,a4 ,god4 ,q4 ,could any  
man in the world make  a spider's web8  
,a4 ,no1 no one could do it4    ,the    
teacher may then add thus3--,thus you   
see1 little children1 that  every living
 thing has some merit of its own1 and   
can do many things  which we cannot do1 
although ,god has given us the means to 
become so  much wiser than they2 and be 
sure you are not frightened at them1 nor
  put them to unnecessary pain4 ,some   
other day ,i will tell you what is  the 

shape of the spider's web1 and shew you 
what a number of regular  figures the   
spider's web is composed of4    ,almost 
every object1 however simple it may be1 
will form an  instructive gallery       
lesson2 thus for example1 you may take a
 piece of  bog-turf1 and after          
submitting it to the inspection of the  
infants1  you may inquire1 ,what is     
this8 ,if it be in a country where turf 
is  used1 a general exclamation will    
inform you of its name2 if not1 you  may
 find a better and more familiar object 
for your lesson4 ,when you  have got the
 name1 you may then ask its uses1 and   
will soon find that  the children are   
well acquainted with them4 ,you may then
 proceed  to give your own information  
on the subject in something like the    
following words1 taking care that you   
use no word that the children do  not   
themselves understand1 or that you have 
not explained to them4    ,little       
children1 look at what ,i hold4 ,you    
have told me it is a piece  of bog-turf1

 and it is used to make fires4 ,in      
,ireland turf is more  used to make     
fires than coal1 because it is very     
plentiful there1 and  many of the poor  
people in ,ireland build their houses of
 it1 and  when they keep them well      
mended and covered1 they are very warm  
and  comfortable1 and they burn good    
turf fires in their turf houses2 but    
some of them are lazy1 and do not keep  
their turf houses mended1 so  the rain  
comes in1 and they are very miserable1  
and so will all idle  lazy people be4 ,i
 hope no little child here will be lazy1
 ,now ,i will  tell you where they get  
all this turf1 they dig it out of the   
bogs4  ,there are bogs in ,england2 they
 call them mosses or fens1 and in       
,scotland there are bogs1 but the bogs  
in ,ireland are much more  plentiful4   
,some of them are so very large that you
 cannot see across  them1 and a great   
many birds live amongst them1 such as   
wild ducks1  and geese1 and cranes1 and 
herons1 and snipe1 all of which ,i will 

tell  you about some other time4 ,those 
great bogs are very wild1 lonesome1     
dreary places2 no person can live on    
them1 because they are so wet and  soft1
 and they are full of great deep holes  
with water in them1 which  are called   
bog holes1 and if any person fell in    
they would be drowned4  ,sometimes in   
the middle of this great bog you will   
see a pretty green  island1 where the   
land is firm and strong1 and the grass  
is nice and  sweet1 so that the poor    
people make a dry path across the wet   
bog to  these islands1 that they may    
drive their cows1 and goats1 and horses 
to feed there2 and some of these islands
 are very pretty places1 and  look so   
green in the centre of the black bog4   
,those bogs which are now  such wet1    
black1 nasty places1 were once forests  
of great trees1 as  large as any you    
children ever saw1 and pretty bright    
rivers ran  through those forests1 and  
nice birds sang in the branches1 and    
great  stags eat the grass underneath2  

we will read about the stag at some     
other time4 ,this was many hundred years
 ago1 and there were very few  people   
living then in ,ireland1 and by degrees1
 when the trees got very  old1 they     
began to fall down into the rivers and  
stopped them up1 so  that the water     
could not flow on1 and the rivers       
overflowed all the  nice forests1 and   
the trees all fell1 so that when some   
hundred years  passed they were all     
down1 and the branches rotted1 and the  
grass and  clay became wet1 like sponge1
 and the whole of the nice shady forests
  of great trees became what we call    
bogs1 and the remains of those  pretty  
branches and leaves1 where the birds    
used to sing so sweetly1  has become    
turf1 like this piece which we have for 
a lesson2 and when  men are cutting this
 turf out1 they often find the great    
trunks of  those trees1 that many       
hundred years ago were so green and     
beautiful1  quite black and ugly1 but   
still so hard that they can scarcely be 

cut1  and these old trees are called    
bog-oak1 and the cabinet-maker buys     
them and makes them into beautiful      
chairs1 and tables1 and presses1  and   
many other things1 and they are quite   
black1 and when polished you  little    
children might see your faces in them4  
,thus you see1 my little  children1 that
 there is nothing which ,god has made   
which is not very  wonderful and        
curious1 even this piece of bog-turf1   
which you would  not have heard about if
 you did not come to the infant school  
to learn  about so many useful and      
curious things4    ,this will perhaps be
 enough of information for one lesson2  
and having  thus infused it in an       
agreeable form into their minds1 you may
 proceed  in the manner before mentioned
 to get it back from them1 in order to  
impress it more firmly on their         
understandings2 and if this be always   
done in the proper manner1 they will    
become as familiar with the  subject1   
and learn it as quickly as they would   

the tissue of nonsense  contained in the
 common nursery tales of ,jack and      
,jill1 or1 the old  woman and her silver
 penny1 whose only usefulness consists  
in their  ability to amuse1 but from    
which no instruction can be possibly    
drawn2  beside which1 they form in the  
child's mind the germ of that passion   
for light reading which afterwards1 in  
many instances1 prevents an  application
 to any thing solid or instructive4     
,being in themselves the  foundation    
stone on which a huge and useless mass  
of fiction is piled  in after years1 the
 philosophical mind will at once        
perceive the  advantage of our system of
 amusement mingled with instruction1    
and perceive that upon its simple basis 
a noble structure may be  afterwards    
raised2 and minds well stored with      
useful lore1 and  capable of discerning 
evil in whatever shape it presents      
itself1 and  extracting honey from every
 object1 will be farmed1 which1 when    
they  become numerous1 will cause a     

glorious change in the moral world1 the 
first germ of which will be traced to   
the properly managed gallery  lessons of
 an infant school4 ,having asked the    
children if they are  tired1 the        
teacher1 if he receives an answer in the
 negative1 may thus  proceed3--    ,q4  
,what have we been hearing about8 ,a4   
,turf4 ,q4 ,what is the use of  turf8   
,a4 ,to make fires4 ,q4 ,what other use 
is sometimes made of it8 ,a4  ,to build 
houses4 ,q4 ,where do they build turf   
houses8 ,a4 ,in ,ireland4 ,q4  ,are they
 not very cold8 ,q4 ,no2 if they are    
kept mended1 they are not4  ,q4 ,what do
 you call people1 when they like to     
sleep in the cold rather  than mend     
their houses8 ,a4 ,lazy4 ,q4 ,is it bad 
to be lazy8 ,a4 ,yes2 very  bad4 ,q4    
,what do we call it besides being lazy8 
,q4 ,being idle4 ,q4 ,are  idle people  
very happy8 ,a4 ,no2 they are always    
miserable4 ,q4 ,right2  and ,i hope no  
little children will be ever idle2 they 
should always  try to be useful1 and do 

all they can to help their friends4 ,now
 tell  me1 where is the turf got ,from8 
,a4 ,from bogs4 ,q4 ,what are they      
called  in ,england8 ,a4 ,mosses and    
fens4 ,q4 ,are the bogs in ,england     
larger than  in ,ireland8 ,a4 ,no2 the  
,irish bogs are the largest4 ,q4 ,what  
animals  live in the bogs8 ,a4 ,some    
sorts of birds4 ,q4 ,do men and women   
live in  them8 ,a4 ,no4 ,q4 ,why not8   
,a4 ,they are too wet and soft4 ,q4     
,what very  dangerous places are in some
 parts of them8 ,a4 ,bog-holes4 ,q4     
,what are  they8 ,a4 ,deep holes full of
 water4 ,q4 ,what did ,i tell you were  
in some  parts of these bogs8 ,a4 ,nice 
green islands4 ,q4 ,are they of any use8
 ,a4  ,yes2 the people put cows and     
horses to feed on them4 ,q4 ,how do they
  get across the bog8 ,a4 ,they make a  
kind of rough road over to them4 ,q4    
,what do they cut the turf with8 ,a4 ,a 
sort of spade with two sides4 ,q4  ,what
 is this called8 ,a4 ,a ,slane4 ,q4     
,when the turf is cut1 what do they  do 

next8 ,a4 ,put it in heaps to dry4 ,q4  
,what were those great bogs many        
hundred years ago8 ,a4 ,beautiful       
forests of fine large trees4 ,q4 ,what  
flowed through those forests8 ,a4 ,nice 
bright rivers4 ,q4 ,what sang in  the   
trees8 ,a4 ,pretty birds4 ,q4 ,what eat 
the grass8 ,a4 ,fine large stags  and   
deer4 ,q4 ,how did those beautiful      
places become ugly black wet  bogs8 ,a4 
,the trees1 when they got old1 fell into
 the rivers and  stopped them up4 ,q4   
,what did this cause8 ,a4 ,the water    
flowed over the  banks4 ,q4 ,what harm  
did this do8 ,a4 ,it made all the nice  
grass wet and  marshy4 ,q4 ,what more8  
,a4 ,it rotted the roots of the trees4  
,q4 ,what  happened then8 ,a4 ,they all 
fell down4 ,q4 ,in some hundred years1  
what  did all those forests become8 ,a4 
,great bogs4 ,q4 ,are any of the trunks 
or bodies of those old trees ever found8
 ,a4 ,yes2 many hundreds are yet  far   
under the bogs4 ,q4 ,are they of any    
use8 ,a4 ,yes2 they are useful to  make 

chairs1 tables1 and presses4 ,q4 ,what  
colour are they8 ,a4 ,as black  as a    
piece of coal4 ,q4 ,when they are       
polished1 do they look nice8 ,a4  ,yes2 
so bright you can see your face in them4
 ,q4 ,what is this wood  called8 ,a4    
,bog-oak4 ,q4 ,will you all try to      
remember this lesson8 ,a4  ,we will4    
,teacher4 ,that is right2 for little    
children should always  remember the    
pretty things that their teacher takes  
such trouble to  tell them4    ,in      
places where coal is most burned1 a     
piece of it may be made the  medium of a
 very useful and instructive lesson1    
being so familiar an  object1 their     
attention will be arrested by its being 
made the subject  of a lesson2 and their
 curiosity aroused to know every thing  
about  it4 ,when the teacher asks what  
is this1 the simultaneous shout1 of  a  
piece of coal1 will convince him that he
 has arrested their  attention2 and a   
few questions will exhaust their stock  
of information  on the subject--they    

will tell him its uses are to make fires
 to boil  up their dinners1 c4 c4 ,he   
may then proceed as follows3--,you see1 
little children1 this piece of coal2    
look at it attentively2 it is  black and
 shining2 and you all know will burn    
very quickly4 ,the places  from whence  
all coal is brought are called coal     
mines2 the men who  dig it out of the   
ground1 and the ships that carry it over
 the sea1  are called colliers1 and the 
place where the coals are got is called 
a colliery4 ,the coal mines are deep    
holes made very far under the  ground1  
in order to get at the coal2 some of    
them go under the sea4  ,the colliers   
live a great part of their life1 in     
those dark holes1  in order to get us   
coal to make us fires to dress our food1
 and very  often are killed1 either by  
the falling in of the roof from above1  
or  from a sort of air called fire-damp1
 which1 if touched with any fire1  will 
blow up like gunpowder1 and will kill   
any person that is near it2  the poor   

colliers are also often smothered by the
 bad air that is in  those damp1 dark   
holes2 so you see1 little children1 what
 dangers they  go through1 in order to  
get us coal1 which we could very badly  
do  without4    ,how very good ,god is  
to us2 he made this coal under the earth
 that we  might have nice fires to dress
 our food1 and warm ourselves by in     
cold weather2 we should be very thankful
 to him for all his great  blessings1   
and should never do anything to make him
 angry with us2 he  is very sorry when  
he sees a little child naughty1 because 
he has done  every thing to make us     
happy1 and we never can be so if we are 
naughty  and bad4 ,bad boys and girls   
are never happy1 and ,god does not love 
them when they are so1 and it is very   
sad to make ,god angry with us4    ,coal
 is very useful for other things besides
 making fires to dress our  food1 and to
 warm us4 ,many things that are very    
useful could not be  made without it4   
,the gas that lights the streets is made

 from coal1  and when the gas is taken  
from it what is left is called coke1    
which  makes a very bright warm fire4   
,the teacher that properly enters into  
the spirit of these lessons1 may  find  
in the simplest objects1 a never-ending 
source of pleasure and  instruction for 
his infant pupils4 ,no person who is not
 qualified to  give proper and really   
useful gallery lessons is by any means  
fit for  a teacher of infants2 to learn 
the mere routine of an infant school is 
not very difficult1 but this will be of 
no avail if the teacher have  not       
qualifications of a much higher order1  
which will enable him  continually to   
pour instruction clothed in simple      
language1 into  the minds of his pupils2
 simplicity is the life and soul of     
gallery  teaching2 without this1 the    
breath is wasted1 and time is spent in  
vain4 ,to teach infants we must reduce  
our language to their tender            
capacities1 and become1 in idea and     
words1 one of themselves4 ,having  given

 the children your information on a     
piece of coal1 you now  proceed to get  
it back1 as follows    ,q4 ,little      
children1 what have we been speaking    
about8 ,a4 ,about coal4  ,q4 ,what      
colour is it8 ,a4 ,black4 ,q4 ,is it    
anything besides8 ,a4 ,yes2  shining4   
,q4 ,what are the places called from    
whence coal is got8 ,a4  ,coal-mines4   
,q4 ,what are the men that dig it out of
 the ground and the  ships that carry it
 over the sea called8 ,a4 ,colliers4 ,q4
 ,what is the  place called where the   
coal pits are made8 ,a4 ,a colliery4 ,q4
 ,what are  coal pits8 ,a4 ,deep holes  
dug to get at the coal4 ,q4 ,are the    
colliers  in danger down in these deep  
pits8 ,a4 ,they are4 ,q4 ,from what8 ,a4
  ,from fire-damp8 ,q4 ,what is it8 ,a4 
,a sort of air that blows up like       
gun-powder4 ,q4 ,from what more are they
 in danger8 ,a4 ,the roofs falling  in4 
,q4 ,from what more8 ,a4 ,from bad air  
which often smothers them4 ,q4  ,what is
 made from coal to light the streets8   

,a4 ,gas4 ,q4 ,what is coal  called     
after the gas has been taken from it8   
,a4 ,coke4 ,q4 ,does coke  make a good  
fire8 ,a4 ,yes2 very bright and strong4 
,q4 ,who made the  coal8 ,a4 ,god4 ,q4  
,what should we be to him for it8 ,a4   
,very thankful4 ,q4  ,how can we shew we
 are thankful8 ,a4 ,by being very good4 
,q4 ,is ,god  glad to see a child       
naughty8 ,a4 ,no2 he is very sorry4 ,q4 
,does he love  naughty children8 ,a4    
,no2 he does not4 ,q4 ,are naughty      
children happy8  ,a4 ,no2 very unhappy4 
,thus every lesson may be made not only 
a vehicle  for conveying instruction1   
but also of instilling into the infant  
mind  a reverence1 a sense of gratitude 
and love towards that great ,being  who 
called us all into existence2 this      
should be never lost sight of1  in      
giving the child those primary          
sentiments1 reverence and gratitude     
towards its ,god1 you lay a basis on    
which doctrinal religion may be         
afterwards built with more advantage4   

,the child thus early trained in  such  
feelings1 conveyed in a manner so       
admirably adapted to its tender  mind1  
can scarcely fail1 unless it possesses a
 heart of great natural  depravity1 of  
becoming a good man1 and it is thus that
 infant schools  may become a great and 
lasting blessing to the country4 ,but   
where  this is overlooked--where the    
vital principle of the infant system  is
 rejected1 and the mere mechanical parts
 alone retained1 as to any  great and   
lasting benefit1 it will be a complete  
and unhappy failure4  ,that the grand   
object of the infant system may be      
accomplished1  namely1 of raising up a  
generation superior to the last1 both in
  religious1 moral1 and intellectual    
acquirements1 an immense caution  and   
great experience in the selection of    
teachers is required2 till  proper      
teachers are universally provided the   
infant system will never  be really     
successful3 success does not merely     
consist in universal  adoption and      

extension1 if it did it would be now    
really so4 ,but  another thing is       
wanting before it can be called         
successful1 that is1  it must be        
understood4    ,none can understand it  
but thinkers1 and deep thinkers1 and    
thinkers  in the right direction4       
,merely to glance around and gather     
scraps of  knowledge from the various1  
ologies in existence1 which the march   
of intellect has brought into being1 and
 which were unknown to our  forefathers2
 and then to force them on the young    
memory at random1 may  be to teach what 
was not before taught1 but it is not to 
display any  new method of teaching2 any
 more efficient way of communicating    
knowledge4 ,those who would truly       
understand the infant system1 must      
think for themselves1 and observe the   
workings of the young mind1 mark  the   
intellectual principles which first     
develope themselves1 strive to          
understand the simple laws of mental    
action2 and all this that they  may know

 how to teach in accordance with them4  
,when this is fairly  done1 perhaps the 
whole that is recorded in this book1 may
 be thought  more valuable than it is at
 present1 and be found a not unworthy   
subject to devote a whole life to become
 acquainted with and elucidate  both    
practically and theoretically4 ,others  
then will1 perhaps1 not be  quite so    
audacious in unjust plagiarisms4 ,when  
,columbus had made  the egg stand on an 
end all others could then do it4 ,when  
he had  discovered ,america1 every one  
said they might have done it also4 ,all 
great and important truths are simple1  
and when presented to the mind1         
although unknown before1 seem as if they
 had been well known1 there is  such an 
accurate consistency between the mind   
and them4 ,this leads me  to suppose    
that there is simple and useful truths  
in my volumes1 as  every one seems to   
take them for their own4 ,i can only say
 that they  have cost me many and many  
an hour of close observation1 and deep  

and independent thinking4 ,i have       
devoted my whole life for the good  of  
others1 and have injured myself and     
family1 that ,i might do so4 ,to  rescue
 little children from vice and misery1  
and to have them placed  under physical1
 intellectual1 moral1 and religious     
discipline1 has  been the delight of my 
heart1 and the object of my life4 ,after
 this  labour1 to have my inventions    
pirated1 my plans made use of in part1  
and in the rest spoken against2 to have 
others to reap the fields that  ,i have 
sown1 and at the same time traduce and  
injure me2 to be thus  thrust out as it 
were from my rightful employment1 and   
left in  comparative obscurity as old   
age begins to draw on2 requires a spirit
  stronger than that of man1 and a heart
 more than human1 not to feel  it1 and  
feel it deeply4 ,i care little for      
myself1 but regret most to  see spurious
 systems of infant education palmed upon
 the public by  ignorant persons1 and   
thus deprive them of a great benefit    

which they  might possess4    ,facts    
recorded in ,scripture may be given     
orally as gallery lessons1  taking care 
to exhibit some picture representing the
 subject proposed  for the lesson--take1
 for example1 the finding of            
,moses--which  represents the daughter  
of ,pharaoh coming down to bathe with   
her  maidens1 and also the infant ,moses
 in the ark1 cradle1 or boat1 which  was
 made for the purpose4 ,the subject is  
then to be propounded to the  children  
as follows1 and the teacher is to take  
care to repeat it  clearly and          
distinctly in short sentences1 and to be
 careful that  all the pupils repeat it 
as distinctly after him2 by thus means  
the  essence of the story is infused    
into the minds of the children1 with    
the addition of their being taught to   
repeat all the words distinctly  and    
properly1 which will assist their       
pronunciation very much when  they begin
 to read the lesson described in another
 part of this work4    ,and the daughter

 of ,pharaoh came down to wash herself  
at the river1  and her maidens walked   
along by the river's side1 and when she 
saw the  ark among the flags she sent   
her maid to fetch it1 and when she had  
opened it she saw the child1 and behold 
the babe wept4 ,and she had  compassion 
on him2 and said1 ,this is one of the   
,hebrews' children4  ,then said his     
sister to ,pharaoh's daughter1 ,shall ,i
 go and call to  thee a nurse of the    
,hebrew women1 that she may nurse the   
child for  thee8 ,and ,pharaoh's        
daughter said to her1 ,go2 and the maid 
went and  called the child's mother4    
,and ,pharaoh's daughter said unto her1 
,take  this child away and nurse it for 
me1 and ,i will give thee thy wages2    
and the woman took the child and nursed 
it1 and the child grew1 and  she brought
 hum unto ,pharaoh's daughter1 and he   
became her son1 and  she called his name
 ,moses3 and she said1 ,because ,i drew 
him out of the  water4--,exodus ii4     
,q4 ,what does this picture represent8  

,a4 ,the finding of ,moses4 ,q4 ,who    
came down to wash herself at the river8 
,a4 ,pharaoh's daughter4 ,q4 ,who  was  
,pharaoh8 ,a4 ,the king of ,egypt4 ,q4  
,what is ,egypt8 ,a4 ,a country in      
,africa4 ,q4 ,what is ,africa8 ,a4 ,a   
part of the earth on which we live4 ,q4 
,where did her maidens walk8 ,a4 ,they  
walked along by the river's side4  ,q4  
,when ,pharaoh's daughter saw the ark   
amongst the flags1 what did she  do8 ,a4
 ,she sent her maid to fetch it4 ,q4    
,and when she opened it1 what  did she  
see4 ,a4 ,she saw the child4 ,q4 ,what  
was the ark8 ,a4 ,a sort of  boat made  
of rushes1 such as grow in the river4   
,q4 ,would not the water  get into this8
 ,a4 ,no2 it was kept dry inside by     
pitch and slime4 ,q4  ,what were the    
flags that the ark was among8 ,a4 ,a    
sort of plant that  grows in rivers4 ,q4
 ,did the child laugh8 ,a4 ,no2 it wept1
 and she had  compassion on him4 ,q4    
,and what did she say8 ,a4 ,this is one 
of the  ,hebrews' children4 ,q4 ,what   

did his sister say to ,pharaoh's        
daughter8  ,a4 ,shall ,i go and call to 
thee a nurse of the ,hebrew women8 ,q4  
,what is  meant by his sister8 ,a4 ,the 
sister of ,moses who stood to watch what
  would become of him4 ,q4 ,what did she
 ask to call a nurse for8 ,a4 ,to  nurse
 the child4 ,q4 ,what did ,pharaoh's    
daughter say8 ,a4 ,go4 ,q4 ,who  did the
 maid fetch8 ,a4 ,the child's mother4   
,q4 ,when she came what did  ,pharaoh's 
daughter say to her8 ,a4 ,take this     
child away and nurse it  for me4 ,q4    
,and what did she say she would give    
her8 ,a4 ,her wages4 ,q4  ,did the woman
 take the child8 ,a4 ,yes2 and nursed   
it4 ,q4 ,what became of  the child8 ,a4 
,it grew1 and she brought it unto       
,pharaoh's daughter1 and  it became her 
son4 ,q4 ,what name did she give him8   
,a4 ,she called his  name ,moses4 ,q4   
,what for8 ,a4 ,because she drew hum out
 of the water4  ,q4 ,look at this       
picture1 what is the girl holding over  
,pharaoh's  daughter's head8 ,a4 ,a sort

 of umbrella4 ,q4 ,what is she holding  
it up  for8 ,a4 ,to keep away the heat  
of the sun4 ,q4 ,were there slaves in   
those days8 ,a4 ,yes4 ,q4 ,is the little
 girl holding the umbrella meant  to    
represent a slave8 ,a4 ,yes4 ,q4 ,do you
 know what a slave is8 ,a4 ,a  person   
who is taken from his home and made to  
work for nothing and  against his wills4
    ,christ with the doctors in the     
temple1 forms1 when given as explained1 
a good gallery lesson--thus3    ,and it 
came to pass that after those days she  
found him in the temple  sitting in the 
midst of the doctors1 both hearing them 
and asking them  questions2 and all that
 heard him were astonished at his       
understanding  and answers4 ,and when   
they saw him they were amazed1 and his  
mother  said unto him1 ,son1 why hast   
thou thus dealt with us8 ,behold1 thy   
father and ,i have sought thee          
sorrowing4 ,and he said unto them1 ,how 
is it that ye sought me8 ,wist ye not   
that ,i must be about my ,father's      

business4 ,and they understood not the  
saying which he spake unto them4  ,and  
he went down with them and came to      
,nazareth1 and was subject unto  them2  
but his mother kept all these sayings in
 her heart3 and  ,jesus increased in    
wisdom and stature1 and in favour with  
,god and  man4--,luke ii4 #df-eb4    ,q4
 ,where did they find him8 ,a4 ,in the  
temple4 ,q4 ,sitting in the midst  of   
whom8 ,a4 ,of the doctors4 ,q4 ,what was
 he doing there8 ,a4 ,hearing and       
asking them questions4 ,q4 ,and they    
were astonished at his1 what8 ,a4       
,understanding and answers4 ,q4 ,what   
did ,jesus' mother say unto him8 ,a4    
,son1 why hast thou thus dealt with us8 
,q4 ,what more did she say8 ,a4  ,thy   
father and ,i have sought thee          
sorrowing4 ,q4 ,what did ,jesus say     
unto her8 ,a4 ,he said1 how is it that  
ye sought me8 ,q4 ,did he say  anything 
more8 ,a4 ,yes2 wist ye not that ,i must
 be about my father's  business4 ,q4    
,what is the meaning of wist ye not8 ,a4

 ,know ye not4 ,q4  ,when ,jesus went   
with them1 where did they come to8 ,a4  
,to ,nazareth8 ,q4  ,what is ,nazareth8 
,a4 ,a town in ,asia4 ,q4 ,his mother   
kept those sayings1  where8 ,a4 ,in her 
heart4 ,q4 ,in what did ,jesus increase8
 ,a4 ,in wisdom  and stature4 ,q4 ,what 
do you mean by increasing in stature8   
,a4 ,growing  larger4    ,many books of 
scripture stories have been written for 
children1 but  it is far best to select 
simple and suitable passages from the   
sacred  volume1 and have them properly  
illustrated by coloured plates4 ,by     
this method the children become         
acquainted with the very letter of      
scripture4 ,written stories often leave 
very wrong impressions2 and the  history
 of ,david and ,goliah has been given in
 an infant school1 so  that it would    
make an excellent counterpart to ,jack1 
the giant  killer4 ,surely such things  
ought never to be6 ,abundance of        
historical  portions1 full of moral and 
religious instruction1 and such as are  

calculated from their simplicity and    
beauty1 to deeply impress the  minds of 
children1 can be selected from both     
,testaments2 but the  miracles and      
parables of our ,saviour constitute the 
richest store4    ,,moral ,,training4   
,one of the grand aims of the infant    
system was intended to improve  the     
system of moral training4 ,the great    
deficiency in our systems of  education1
 with respect to moral training1 is     
truly lamentable1 from  the highest down
 to the lowest schools in the land4     
,there is room for  immense improvement 
in this matter1 it is hardly possible to
 visit a  school and witness proper     
efforts made on this important subject2 
and  never will education produce the   
glorious effects anticipated from  it1  
until this subject is legislated for and
 well understood by the  public2 and ,i 
pray to ,god that he will enable me to  
use arguments in  this chapter to prove 
effective in the minds of my readers1 so
 as to  induce them to co-operate with  

me to produce another state of things4  
,in these days there is much said about 
education2 it has at last  arrested the 
attention of parliament2 and through    
them1 the  government1 and1 as it should
 be1 through the government1 the        
sovereign4 ,thus is truly encouraging   
and will act as a stimulus to  practical
 men to develop a system workable in all
 its parts1 and thus  carry out the     
views and benevolent intentions of the  
legislature4  ,infant education1        
however1 must be the basis1 this is     
beginning at  the right end2 if errors  
are committed here the superstructure is
  of little avail4 ,the foundation of   
moral training must be laid in  infancy1
 it cannot be begun too soon1 and is    
almost always commenced  too late4 ,mere
 infants can understand the doing as    
they would be done  by2 no child likes  
to be deprived of its play-things1 his  
little toys1  or any thing which he     
considers his property2 he will always  
punish  the aggressor if he can1 and if 

he cannot he will cry1 or put himself   
in a passion1 or seek aid from his      
parents1 or any other source  where he  
thinks he may get justice done to him4  
,little children have  beautiful ideas  
on this subject1 and would have1 if     
properly trained1  correct notions as to
 the rights of property2 to teach them  
to respect  the property of others1 and 
even to respect themselves1 is far      
preferable to cramming their memories   
with good rules in theory2 this  was the
 old plan2 we have proof that it has not
 worked well4 ,the new  plan must       
operate upon the will1 it must influence
 the heart of the  child2 this is the   
,scripture plan1 which continually      
refers to the  heart1 and not so much to
 the head4 ,every opportunity must be   
allowed  the child to develop its       
character2 to do this it must be        
associated  with its fellows2 if the    
child is a solitary being1 his faculties
  cannot be drawn out1 it is in society 
only they can be beneficially  acted    

upon1 and it is in the company of its   
fellows1 that it will  shew its true    
character and disposition2 hence the    
necessity of moral  training4 ,there    
should be temptations placed within     
reach of the  children1 such as fruits1 
flowers1 and shrubs4 ,the child taught  
to  respect these will set due bounds to
 his desire1 gardens will cease to  be  
robbed1 hedges will not be broken down1 
turnips and potatoes will  not be stolen
 to the extent which is but too         
prevalent in the present  day4 ,and ,i  
am perfectly convinced that every pound 
the country spends  in promoting a      
rightly directed education1 will be     
saved in the  punishment of crime1 which
 in a political point of view1 is quite 
sufficient to induce the country to call
 for a properly directed  system of     
national education1 which must          
ultimately be based on the  oracles of  
eternal truth4 ,if these ends could be  
obtained by theory1  we have plenty of  
that in these days4 ,all the writers on 

education  tell us that such and such   
things should be done1 but most of them 
that ,i have read1 forget to tell us how
 to do it4 ,they complain of  the       
schools already in existence1 they      
complain of the teachers1 they  complain
 of the apathy upon the subject2 all of 
which is very easy4  ,and ,i regret to  
say there is but too much cause for all 
these  complaints2 but this will not    
remedy the evil1 we must have new plans 
for moral training2 teachers must have  
greater encouragements held out  to     
them2 they must take their proper rank  
in society1 which ,i contend  is next to
 the clergy2 and1 until these things    
take place1 we may go  on complaining1  
as talented men will sooner devote      
themselves to any  profession rather    
than to the art of teaching4    ,we will
 now endeavour to show how these things 
are to be remedied1 so  far as moral    
training is applicable to infants from  
twelve months old  to six or seven      
years4 ,in another part of this work1 we

 have shewn  what may and ought to be   
done in the play-ground2 in this chapter
  we will endeavour to shew what may be 
done to this end in the  school-room4   
,in the pages on gallery teaching we    
have given specimens  of lessons on     
natural objects and scriptural subjects4
 ,moral training  may receive           
considerable aid from gallery teaching  
also2 the children  must not only be    
continually told what they ought to do1 
but as often  what they ought not to do2
 they must be told that they are not to 
fight1 and the reasons must be given2   
they must be told that they are  not to 
throw stones1 and also told the         
consequences2 they must be told  not to 
strike each other with sticks2 they must
 be told not to play in  the dirt2 they 
must be trained in cleanly and delicate 
habits2 they  must not only be told all 
these things2 but they must be watched  
in  their private hours1 they must be   
encouraged to assist and love each      
other1 and it must be proved to them    

that this is the way to advance  their  
own individual happiness4 ,it is        
self-love that is the cause of  half our
 miseries4 ,children cannot be told this
 too soon2 it must be  explained and    
proved to them that evil1 sooner or     
latter1 brings its  own punishment1 and 
that goodness as assuredly brings its   
own reward4  ,opportunities will be     
continually developing themselves for   
giving  moral training to the children1 
the judicious teacher will seize these  
as they occur1 and always make the best 
of them for the good of  the children4  
,a school is a family upon a large      
scale2 nay1 'tis a  commonwealth1 and no
 day will pass without facts shewing    
themselves1  to enable the teacher to   
give sound moral instruction4 ,it is    
true we  want a better race of teachers1
 but we must have a better sort of      
schools first2 for it is only from these
 that a better race of  teachers can be 
supplied4 ,the well trained infants of  
this generation1  will make the         

efficient teachers of the next4    ,we  
will suppose the children to be seated  
in the gallery1 the doors of  the school
 closed1 and every thing snug and quiet2
 the teacher must  be alone1 and there  
must be nothing to distract the         
children's  attention4 ,he must then    
bring out his store of facts which he   
has  noted down as they occurred2 he    
makes his selection according to        
circumstances1 according to the state of
 his own mind2 not forgetting  the state
 of mind that the children may be in1   
and especially the  state of the        
weather4 ,the following little ditty may
 then be repeated1  the subject being   
,on ,cruelty to ,animals4      ,i'll    
never hurt my little dog1    ,but stroke
 and pat his head2    ,i love to see him
 wag his tail1    ,i like to see him    
fed4      ,poor little thing1 how very  
good    ,and very useful too2    ,and do
 you know8 that he will mind    ,what he
 is bid to do4      ,then ,i will never 
hurt my dog1    ,nor ever give him pain1

    ,but ,i will always treat him kind1 
,and he will love again4    ,if the     
children do not appear so bright as the 
teacher should desire1  the             
before-mentioned ditty1 after it has    
been repeated1 may be sung4  ,but the   
tune must be such as would be likely to 
operate upon the moral  feelings2 great 
caution and circumspection is necessary 
in selecting  proper times for children1
 and this must be guided by the subject 
treated of4 ,if the subject is          
exhilarating1 a lively tune must be     
selected2 if the subject is serious1 a  
corresponding tune must also be  chosen2
 but if the subject is intended to      
operate upon the feelings1  what is     
usually called a love tune will be the  
most desirable4 ,the  tune having been  
sung1 and the feelings operated upon as 
desired1 the  teacher may entertain the 
little pupils with some one of the      
numerous  stories written about the dog4
 ,but before he does this1 he must      
exhaust so much of the subject as       

appears in the before-mentioned  ditty1 
by question and answer1 similar to the  
other lessons mentioned  before1        
something like the following3--         
,little children2 you have just sung    
that you would never hurt a little  dog1
 can you tell me why not8 ,some of the  
children will be sure to  say1 ,please1 
sir1 because he has got the sense of    
feeling4 ,teacher4  ,right1 a little dog
 has got the same sense of feeling as   
you little  children have1 and when it  
is hurt1 how does it shew that it has   
got  the sense of feeling8 ,children4   
,please1 sir1 it will cry out4 ,teacher4
  ,yes1 it can only tell us it is hurt  
by doing so4 ,a poor dog cannot  speak1 
and so we should never hurt it4 ,has a  
little fly the sense of  feeling8       
,children4 ,yes1 sir4 ,teacher4 ,right  
again1 and so has every  creature that  
,god gave life to1 and we should never  
give any of them  unnecessary pain4 ,in 
the song that we have just sung1 you    
said you  would stroke and pat the      

little dog's head4 ,what would you do   
this  for8 ,children4 ,please1 sir1 the 
little dog likes it1 and he is not      
afraid of us when we do it1 but loves   
us4 ,teacher4 ,so he does1 and  will    
always love those that are kind to him2 
no one but a very bad boy  would be     
unkind to a dog4 ,you told me1 little   
children1 that a poor  little dog cries 
out when it is hurt4 ,now when he is    
pleased1 what  does he do8 ,please1 sir1
 he wags his tail1 and his eyes look    
very  bright4 ,teacher4 ,so he does1    
which is the same as if he said1 ,how   
happy ,i am to be with such good        
children who do not beat me as some     
wicked boys and girls would1 but love me
 and pat my head1 and feed me2  for you1
 little children1 you have said you     
liked to see your little  dog fed1 and  
remember1 any of you that have a little 
dog1 or who may  have one when you get  
older and larger1 that it is very cruel 
not to  see it fed every day2 the poor  
dog cannot ask for its dinner as a      

little child can1 and that is the1 very 
reason why we should always  remember to
 give it to him4 ,will you all remember 
this8 ,children4 ,yes1  sir1 we will4   
,teacher4 ,you sung in your song that   
the dog was very  useful1 tell me how8  
,children1 ,please1 sir1 he will mind   
the house1  and bark when any one comes 
to steal anything4 ,teacher4 ,yes1 you  
see  how sensible the little dog is1 he 
knows what a wicked thing it is to  be a
 thief1 and so he barks when he sees    
one4 ,how else is a little  dog useful8 
,children4 ,please1 sir1 they often lead
 poor blind people  about4 ,teacher4 ,so
 they do1 and good faithful guides they 
are4 ,when  they see any danger they    
will lead their master out of it1 and   
they  will bring him safely through the 
crowded streets2 and when they go  home 
the poor blind man divides his bit of   
bread with his good dog2  and dogs are  
useful in other ways1 they catch hares  
and rabbits for  their masters1 and do  
many other things4 ,you said also that  

the dog  minded what he was bid to do1  
did you not8 ,children4 ,yes1 sir1 and  
they will often go back a long way for  
any thing they are bid1 or stay  all day
 minding their master's coat while he is
 at work4 ,teacher4  ,right1 and little 
children when they will not do as they  
are desired  are not so good as a little
 dog1 and should take example by one4   
,do  you remember what you said the dog 
would do if you treated him kindly8     
,children4 ,please1 sir1 that he would  
love us again4 ,teacher4 ,right4  ,when 
we love any thing1 a dog1 or a horse1 or
 a little lamb1 it will  love us again2 
for you know1 little children1 that love
 makes love1  and if you all love one   
another1 and are kind to one another1   
and  never beat or strike each other    
with any thing1 then you will all be    
very happy1 no little children in the   
world will be more happy1 or  have      
prettier smiling faces than you will    
have2 for when we look kind  and        
pleasant we always look pretty1 but when

 we look cross and angry1  then we look 
ugly and frightful4 ,remember then1     
never be cruel to a  dog1 or any thing  
else1 but think of this lesson1 and the 
pretty song  we sung4 ,now1 little      
children1 shall ,i tell you a story1 a  
real true  story about a very cruel boy8
 ,if the children say1 ,yes1 the        
following  may be related4    ,a poor   
little dog was once going along the     
streets of a town1 and a  carriage which
 was coming up the street very fast1 ran
 over it1 and  the poor thing was very  
nearly killed1 but it had still strength
 to  crawl over to a house where a boy  
was standing at the door1 and it  began 
to whine and looked up in the boy's     
face1 as if to say1 you see  how much ,i
 am hurt1 so please take me in and try  
and cure me2 but the  boy was a very    
cruel boy1 and had no pity on the poor  
dog1 but took a  large pot of boiling   
water and threw it over the poor wounded
 little  dog1 so that it died soon after
 in very dreadful pain4 ,but the chief  

governor of the place1 that is1 the     
person whom the king had put there  to  
punish wicked people1 heard of what a   
cruel thing this bad boy had  done4 ,so 
he brought him up to the market place1  
and he made a man take  off this cruel  
boy's clothes1 and lash him on the bare 
back before all  the people of the town1
 in order that he might know a little of
 the  pain that the poor dog had felt4  
,from this story1 little children1 you  
may learn1 that you must not begin to be
 cruel1 if you do1 the habit  will grow 
up with you as it did with this bigger  
boy1 and will never  leave you1 even    
when you are men4    ,such lessons as   
these1 given at proper times and when   
the infant mind  is in a fit state to   
receive them1 will do more to prevent   
what you  wish to avoid1 than any thing 
which could be possibly done at a more  
advanced age2 this is indeed moral      
training1 and when such is given        
generally in infant schools1 we may look
 forward to a generation very  superior 

to the present1 in the genuine parts of 
,christianity1 and in  every moral and  
social virtue4    ,the beneficial       
results of moral training have been     
practically shown  in every infant      
school where the subject has been       
properly understood  and carried out1   
and numerous anecdotes illustrative of  
its beneficial  effects might be here   
introduced1 which would convince those  
who have  any doubt on the subject1 of  
the good effects of exercising kindness 
and consideration for others1 in        
opposition to reckless mischief1        
hardheartedness1 and cruelty1 vices     
which render the lower orders  dangerous
 and formidable2 but as a complete      
collection of such  anecdotes would form
 in themselves a volume1 we will for the
 present  lay before our readers a few  
taken at random1 to illustrate the      
subject2 they are from the appendix of  
the first report of the  ,edinburgh     
,infant ,school ,society1 the model     
school of which was  organized by the   

author of this book4    ,two of the     
children1 brothers1 about five and four 
years of age1  coming one morning late  
into school1 were to go to their seats  
without  censure1 if they could give an 
account of what they had been doing1    
which should be declared satisfactory by
 the whole school1 who should  decide2  
they stated separately that they had    
been contemplating  the proceedings of a
 large caterpillar1 and noticing the    
different  positions of its body as it  
crossed their path1 that it was now     
horizontal1 and now perpendicular1 and  
presently curved1 and finally  inclined1
 when it escaped into a tree4 ,the      
master then asked them  abruptly1 ,why  
did you not kill it8 ,the children      
stared4 ,could you  have killed it8     
asked the teacher4 ,yes1 but that would 
have been  cruel and naughty1 and a sin 
against ,god4 ,the little moralists were
  acquitted by acclamation2 having1     
infants as they were1 manifested a      
character which1 were it universal in   

the juvenile population1 would  in      
another generation reduce our moral code
 to a mass of waste paper1  in one grand
 department of its bulk4    ,this       
anecdote illustrates the good effect of 
inculcating into the  infant mind an    
abhorrence of cruelty to animals1 which 
is too often a  seed sown in the young  
heart1 which goes on increasing daily   
with  the growth of the child1 until a  
fearful career of crime is ended by     
murder1 and its necessary expiation on  
the scaffold4 ,how many men who  have   
suffered death for murder1 could date   
their first steps towards  it1 from the 
time when in infancy they tortured a    
fly1 or spun a  cock-chaffer4    ,the   
teacher mentioned to the children one   
day1 that he had been  occupied about a 
boy and a girl who had no father or     
mother1 and whose  grandfather and      
grandmother1 who took care of them1 were
 bed-rid and  in great poverty4 ,the boy
 was seven years of age1 too old for the
  infant school1 but some gentlemen1 he 

said1 were exerting themselves  to get  
the boy into one of the hospitals4 ,here
 he purposely stopped  to try the       
sympathies of his audience for the girl4
 ,he was not  disappointed1 several     
little voices called out at once1 ',oh6 
master6  ,what for no the lassie too8'  
he assured them the girl was to come to 
the infant school1 and to be boarded    
there2 which intelligence was  received 
with loud plaudits4    ,here we see the 
seeds of philanthropy sown in the young 
mind1  beginning1 even in infancy1 to   
burst and blossom forth1 giving promise 
in after years of a glorious and        
abundant harvest4 ,the germ of love  and
 mercy is in every breast1 and cannot   
fail to be developed1 if  early called  
into action2 and by the blessing of     
,almighty ,god1 who  is the great ,first
 ,cause of all good results1 the day is 
fast  approaching1 yea1 is now at hand1 
when the fierce passions1 the love  of  
self1 the long catalogues of debasing   
crimes1 which have so long  disgraced   

human nature1 will give way before a    
golden age of true  ,christianity2 when 
man will not be arrayed against his     
fellow-men1 but  all will go hand in    
hand together in the bond of love1      
seeking to do  good1 and to accomplish  
the purposes for which they were created
 by an  all-wise and all-benevolent     
,god4    ,the following anecdote        
illustrates the subject still further3--
    ,one day1 when the children were in 
the play-ground1 four boys  occupied the
 boys' circular swing1 while a stranger 
gentleman was  looking on with the      
teacher4 ,conscious of being looked at1 
the little  fellows were wheeling round 
with more than usual swiftness and      
dexterity1 when a little creature of two
 or three years made a sudden  dart     
forward into their very orbit1 and in an
 instant must have  been knocked down   
with great force4 ,with a presence of   
mind and  consideration1 and with a     
mechanical skill1--which to admire most 
we  knew not1 one of the boys1 about    

five years old1 used the instant of     
time in which the singular movement was 
practicable1 threw his whole  body into 
a horizontal position1 and went clear   
over the infant's  head4 ,but this was  
not all2 in the same well employed      
instant it  occurred to him that that   
movement was not enough to save the     
little  intruder1 as he himself was to  
be followed as quick as thought by the  
next swinger2 for this he provided1 by  
dropping his own feet to the  ground1   
and stopping the whole machine the      
instant he had cleared the  child's     
head4 ,the spectator of this admirable  
specimen of intellect  and good feeling1
 which was all necessarily the thought  
and act of a  moment1 had his hand      
instinctively in his pocket for a       
shilling1 but  was stopped by the       
teacher1 who disowns all inferior       
motives for acts  of kindness and       
justice4 ,the little hero1 however1 had 
his reward1  for the incident was       
related by the teacher in a full school1

 in the  presence of the strangers1 and 
was received with several rounds of     
hearty applause4    ,we will quote      
another anecdote illustrative of the    
good effects of  exercising the kindly  
feelings4    ,j4,j4 accused ,h4,s4 of   
having eaten up ,j4,j4's dinner4 ,it was
 proved by  several witnesses that      
,h4,s4 not only appropriated the dinner1
 but used  force3 the charge being      
proved to the satisfaction of the jury  
7the  whole school71 the same tribunal  
were requested by the teacher to  decide
 what should be the consequence to the  
convict4 ,one orator rose1  and         
suggested that as ,h4,s4 had not yet eat
 his own dinner1 he ought  to give it to
 ,j4,j4 ,this motion1 for the children  
always welcome  any reasonable          
substitute for corporal punishment1 was 
carried by  acclamation4 ,when one      
o'clock came1 and the dinner was handed 
over1  coram publico1 to ,j4,j41 ,h4,s4 
was observed by him to be in tears1  and
 lingering near his own dinner4 ,they   

were by this time nearly  done1 but the 
teacher was watching the result4 ,the   
tears were too much  for ,j4,j41 who    
went to ,h4,s41 threw his arms round his
 neck1 told him  not to cry1 but to sit 
down and take half4 ,this invitation was
 of  course accepted by ,h4,s41 who     
manifested a great inferiority of       
character to the other1 and furnished an
 example of the blindness of  the unjust
 to the justice of retribution1 which   
they always feel to  mere revenge and   
cruelty4 ,he could not bear to see      
,j4,j4 even sharing  his dinner1 and    
told him with bitterness that he would  
tell his  mother4 ,weel1 weel6 said the 
generous child1 ,i'll gin y'd a'  back  
again4 ,of course the teacher interfered
 to prevent this gross  injustice1 and  
in the afternoon made their             
school-fellows perfectly  aware of the  
part each had acted4 ,it is not easy to 
render a character  like ,h4,s4 liberal1
 but a long course of such practice1 for
 precept is  impotent in such cases1    

might modify what in after life would   
have  turned out a selfish1 unjust1 and 
unsocial character4    ,this selfish    
principle it is the great object of     
moral training to  combat against4 ,we  
may trace almost all the misery in the  
world to it2  and until it ceases to    
exist to the extent which it now does1  
little  can be done to accomplish any   
good or great purpose4 ,but lessons like
  the above1 and received into the      
infant mind when in a receptive  state1 
will1 if proper advantage be taken of   
their occurrence1 prove  in the hands of
 the ,almighty a powerful engine for the
 removal of  selfishness2 and we know of
 no method so effectual to accomplish   
this  object as the drawing infants into
 societies1 which is done only in       
infant schools4    ,the following       
anecdote1 bearing on the same subject1  
came under the  observation of the      
author of this work1 very early in his  
labour for  the extension of his system4
 ,he gives it here in the same words as 

he  communicated it to a friend at the  
time of its occurrence4    ,a few days  
since ,i went to the ,boston ,street    
school2 the children were  in the       
gallery1 and the moment ,i entered1 they
 rose to receive me4  ,when the school  
was over1 the children came around me1  
as they usually  do1 saying1 ,when will 
you come again8 and so on4 ,i told them 
,i could  not tell1 but that ,i would   
come as soon as ,i could4 ,this answer  
would  not satisfy them1 and ,i talked  
to them until near six o'clock in  the  
evening4 ,one little girl1 about four   
years old1 kept looking  stedfastly at  
me the whole time1 not letting a single 
word or gesture  escape her notice4 ,at 
last ,i finished my observations1 and   
desired the  children to go4 ,the infant
 in question immediately took hold of my
  hand1 and said1 ,we shall never see   
you any more1 you must come home  with  
me4 ,i replied1 ,what do you want me to 
go home for8 ,the child  answered1 ,i   
have nothing to give you1 but if you    

will come home  mother will give you    
some tea4 ,i patted the child on the    
head1  telling it ,i could not go4 ,the 
child went home1 as ,i thought1 and ,i  
remained some time talking to one of the
 ladies of the committee4 ,on  walking  
down the street ,i saw the same child   
crying bitterly1 and  surrounded by many
 other children4 ,on inquiring the      
cause1 ,i received  for answer1 ,you    
would not come home to tea4 ,if only one
 half the  invitations that are given   
amongst men were given with as much     
sincerity and disinterestedness as was  
manifested by this infant1  ,i am much  
mistaken if we should not see a very    
different state of  society4    ,moral  
education1 writes ,mr4 ,simpson in his  
,philosophy of  ,education1 embraces    
both the animal and moral impulses4 ,it 
regulates  the former1 and strengthens  
the latter1 whenever gluttony1          
indelicacy1  violence1 cruelty1         
greediness1 cowardice1 pride1 insolence1
 vanity1  or any mode of selfishness    

shew themselves in the individual under 
training1 one and all must be repressed 
with the most watchful  solicitude1 and 
the most skilful treatment4 ,repression 
may at first  fail to be accomplished1  
unless by severity2 but the instructor  
sufficiently enlightened in the         
faculties1 will1 in the first           
practicable moment1 drop the coercive   
system1 and awaken and appeal           
powerfully to the higher faculties of   
conscience and benevolence1 and  to the 
powers of reflection3 this1 done with   
kindness1 in other words1  with a marked
 manifestation of benevolence itself1   
will operate with  a power1 the extent  
of which in education is yet1 to a very 
limited  extent1 estimated4 ,in the very
 exercise of the superior faculties the 
inferior are indirectly acquiring a     
habit of restraint and regulation2  for 
it is morally impossible to cultivate   
the superior faculties  without a       
simultaneous though indirect regulation 
of the inferior4    ,it is indeed a     

melancholy truth1 that moral training is
 yet1 to a very  limited extent1        
estimated1 and this is mainly owing to  
its not being  understood by the        
generality of those selected for the    
office of  teachers of infants1 nor can 
it be expected that persons of          
sufficient  intellect and talent to     
comprehend and carry out this great     
object1  can be procured1 until a       
sufficient remuneration is held out to  
them1  to make it worth their while to  
devote their whole energies to the      
subject4 ,it is a fatal error to suppose
 that mere girls1 taken perhaps  from   
some laborious occupation1 and whose sum
 total of education  consists of reading
 and writing1 can carry out views which 
it requires  a philosophical mind1 well 
stored with liberal ideas and general   
knowledge1 to effect4 ,they may be able 
to instruct the children in  the mere   
mechanical part of the system2 and as   
long as they confine  themselves to     
this1 they will go on capitally1 but no 

further than  this can they go2 and     
though the children may appear to a     
casual  visitor1 to be very nicely      
instructed1 and very wonderful little   
creatures1 on a closer examination they 
will be found mere automatons2  and     
then1 without a thought on the subject1 
the system will be blamed1  without once
 considering that the most perfect      
figure of mechanism  will not work      
properly in any hands1 except those that
 thoroughly  understand it4    ,enough  
may have now been said on this subject1 
and my earnest prayer  is1 that by      
,god's help1 these remarks may produce  
beneficial results2  and if my          
endeavours to make the subject of moral 
instruction more  easily understood1 and
 to demonstrate its importance as       
clearly as  possible are successful1 the
 results will soon shew me that the hard
  labour of three-and-thirty years has  
not been entirely in vain1 and  this    
will be to me a greater reward than all 
the praise1 distinction1  and honour    

that it is in man's power to confer4    
,whenever an infant is detected in any  
of those animal impulses1 to  regulate  
which is the great end of moral         
training1 a gallery lesson  should be   
immediately given1 having a tendency to 
excite an abhorrence  of the fault on   
the minds of all the children4 ,an      
opportunity of this  description should 
never be let pass4 ,these are the very  
best times  to implant virtuous and     
moral sentiments in the minds of the    
young  pupils4 ,these are the golden    
opportunities of bringing into action   
the higher faculties of conscience and  
benevolence1 and the powers of          
reflection4    ,if an instance of the   
too prevalent cruelty of the young to   
animals  be detected1 which often occurs
 from mere thoughtlessness1 it may be   
prevented from again occurring by a few 
lessons like the one which we  have     
given as a specimen4 ,the same means may
 be taken for crushing the  rudiments of
 gluttony1 violence1 pride1 deceit1 or  

any other vice4 ,the  gallery is the    
proper place for these lessons2 and     
after the matter  has been thoroughly   
sifted in the play-ground1 or wherever  
else it  has occurred1 the children     
should then be marched to the gallery1  
to  receive a proper instruction on the 
subject4 ,cruelty1 on the part of  boys1
 is too prevalent2 it is energy1        
enterprise1 and high animal  spirit1 not
 legislated for on the part of parents  
and teachers1 which  descends to        
cruelty1 first to animals1 then to all  
which has life1  that cannot defend     
itself4 ,children soon learn to         
distinguish those  children and animals1
 who can1 and will1 resent cruelty1 from
 those  who will not2 and therefore1    
speculate on the results accordingly1   
and  become self-taught up to this      
point4 ,a child should never be without 
a  kind and wise guide at this period2  
that which in itself descends  to evil1 
for the want of a moral guide1 may be   
turned to good4 ,the  faculties         

mentioned1 cannot be extinguished1 but  
can be regulated4  ,this is the office  
of the teacher4 ,too frequently we try  
to crush the  powers that early want    
training and regulating4 ,the same      
powers which  run to vice1 may be       
trained to virtue1 but the activities   
cannot1 and  ought not1 to be kept too  
much in abeyance4    ,children are not  
naturally cruel1 although they differ   
much in the  propensity to annoy and    
reduce animals and each other under     
their  individual control2 the passive  
submit at once1 but the energetic will  
not2 it is then that the active         
assailant learns an important lesson1   
which can only be learned in society1   
and which to him1 is of great           
importance4 ,the difficulty on the part 
of the teacher1 is to know  when to     
interfere1 and when to let alone4 ,i    
have often erred by  interference1 of   
this ,i am quite satisfied2 the anxiety 
to prevent  evil1 has caused me to      
interfere too soon1 by not giving time  

to the  pupil fully to develops his act4
 ,i hope others will profit from this2  
it requires much practice and long study
 of different temperaments1 in          
children1 to know when to let alone and 
when to interfere2 but certain  it is1  
that the moral faculties can and must be
 developed1 in any  system worthy of the
 name of education4 ,other vices beside 
cruelty are  to be found in children4   
,moral training applies to these1 and   
none are  left to run their own course4 
,why should they8 ,what are schools for8
  but to form the virtuous              
character--the being who can command    
self  control--the orderly character1   
the good citizen1 and1 the being who    
fears and loves ,god4 ,ends less than   
these1 cannot be worthy of the  efforts 
of the philanthropist and the truly     
religious man4    ,there is another idea
 which has long been in my mind1 and    
which ,i  hope some day to see carried  
into practice1 viz41 a ,religious       
,service  adapted for children1 in our  

various places of worship4 ,no accurate 
observer of the young in churches during
 divine service1 can have  failed to    
witness the inattention of the numbers  
of children who are  assembled on such  
occasions4 ,the service is too long and 
inappropriate  for them1 as is also the 
sermon4 ,it is addressed to adults1 and 
sometimes the terms used by the         
preacher1 is ,greek to half the adults1 
in agricultural districts4 ,men cannot  
be too simple with the young and        
illiterate2 there is much room for      
improvement in these things1 and  with  
regard to the young1 ,i can answer for  
them that1 if they are  addressed in    
proper language1 which they can         
understand1 and are  supplied with      
proper religious food for the           
understanding1 suitable to  its state of
 receptivity1 and1 if ,i may say1       
digestive powers2 they1  as a body1 will
 shew us an example which will surprise 
many4 ,with  regard to the ,church1     
there might be taken from the ,prayer   

,book1 a  simple service adapted to the 
purpose4 ,i am certain ,i could do it   
with  ease1 as ,i know what is adapted  
for children1 or at least ,i ought  to  
do4 ,the next point1 all the preachers  
should be men of peculiar  temperament  
and great simplicity of manner4 ,i do   
not care how learned  they are2 the more
 learned1 the better2 but it1 need not  
be in  languages but in spiritual       
things4 ,there are thousands of passages
  in the ,holy ,word which are adapted1 
and ,i think1 intended for the  purpose1
 and there are many men now living who  
are able to do the  thing1 and more will
 be raised up4 ,one thing1 however1 must
 not be  forgotten1 they must be men    
advanced in life1 not lads4 ,to teach   
natural things properly to children1    
requires more knowledge than the        
generality of the public suppose4 ,the  
younger the children are1 the  more     
knowledge it requires on the part of the
 instructor4 ,but to teach  spiritual   
things properly to children1 men cannot 

know too much1  provided they have the  
power to simplify that knowledge and    
reduce it  to practice4 ,an evening     
service will not do for children1 it    
must  be either in the morning or the   
middle of the day4 ,so fully am ,i      
impressed with the importance of this   
idea1 that ,i am determined  shortly to 
take means to carry it out4             
,,chapter ,x4    ,,rewards ,,and        
,,punishments4    ,necessity of some    
punishment--,rewards to                 
,monitors--,trial by                    
,jury--,illustrative case--,necessity of
 firmness--,anecdotes--,playing  the    
truant--,its evils--,means for          
prevention--,devices for                
punishment--,sympathy encouraged--,evil 
of expelling children--,case of         
,hartly--,difficulty of legislating for 
rewards and punishments--,badge  of     
distinction not necessary4           99 
99       99       99       99    ,how   
does the ,deity deal with ,his          
creatures1 on this momentous  question8 

,this is the question which every       
thinker--and every  religious man1 must 
ask himself2 and then1 act accordingly4 
99       99       99       99       99  
,as man comes into the world with a     
propensity to do that which is          
forbidden1 it has been found necessary  
at all times1 to enact laws to  govern  
and even to punish him1 when he acts    
contrary to them2 and  who will deny the
 man a just reward who has done any act 
whereby his  fellow-men have been       
benefitted8 ,the hope of reward sweetens
 labour4  ,if1 then1 rewards and        
punishments are necessary to make men   
active1  and to keep them in order1 how 
can it be expected that children can be 
governed without some kind of           
punishment8 ,i am aware that ,i am      
taking  the unpopular side of the       
question1 by becoming an advocate for   
punishment1 but notwithstanding this1 ,i
 must say1 that ,i think no  school in  
,england has ever been governed without 
it2 and that the  many theories ushered 

into the world1 on this subject1 have   
not been  exactly acted upon4 ,and since
 this was written ,i am in a position to
  state the same with regard to both    
,scotland and ,ireland4 ,indeed1 it     
appears to me1 that while men continue  
to be imperfect beings1 it is  not      
possible that either they or their      
offspring1 can be governed  without some
 degree of punishment4 ,i admit that it 
should be  administered with great      
prudence1 and never employed but as a   
last  resource2 and ,i am sorry to say1 
that it has descended to brutality in   
some schools1 which1 perhaps1 is one    
reason why so many persons set  their   
faces against it altogether4 ,i might   
write as others have done1  by stating  
that ,i had brought up a family of my   
own without ever  having struck even    
once any of my children1 but then this  
is no  argument for the general         
conducting of a school2 in school1      
children  are spoiled before they come  
to you1 in a family the judicious parent

  begins at the beginning1 the cases    
therefore entirely differ4    ,the first
 thing that appears to me necessary1 is 
to find out1 if  possible1 the real     
disposition and temper of a child1 in   
order to be  able to manage it with good
 effect4 ,i will allow that it is       
possible  to govern some children       
without corporal punishment1 for ,i have
 had  some under my charge whom ,i never
 had occasion to punish1 to whom a  word
 was quite sufficient1 and who1 if ,i   
only looked displeased1 would  burst    
into tears4 ,but ,i have had others     
quite the reverse2 you might  talk to   
them till you were tired1 and it would  
produce no more effect  half an hour    
afterwards1 than if they had not been   
spoken to at all4  ,indeed1 children's  
dispositions are as various as their    
faces2 no two  are alike2 consequently1 
what will do for one child will not do  
for  another2 and hence the impropriety 
of having an invariable mode of         
punishment4 ,what should we think of a  

medical man who was to prescribe  for   
every constitution in the same manner8  
,the first thing a skilful  physician   
does1 is to ascertain the constitution  
of the patient1 and  then he prescribes 
accordingly2 and nothing is more        
necessary for  those who have charge of 
little children1 than to ascertain their
 real  character4 ,raving done this1    
they will be able1 should a child       
offend1  to apply some appropriate      
antidote4    ,to begin with rewards3 to 
the monitors ,i have generally allowed  
one  penny a week each1 as ,i found much
 difficulty in procuring monitors2  for1
 whatever honours were attached to the  
office1 children of five  years old     
could not exactly comprehend them4 ,they
 could much more  easily perceive the   
use of a penny2 and as a proof how much 
they  valued the penny a week above all 
the honours that could be bestowed1  ,i 
always had a good supply of monitors    
after this remuneration was  adopted4   
,before this time1 they used to say1    

,please1 sir1 may ,i sit  down8 ,i do   
not like to be a monitor4 ,perhaps ,i   
might prevail on some  to hold the      
office a little longer1 by explaining to
 them what an  honourable office it was3
 but after all1 ,i found that the penny 
a week  spoke more powerfully than ,i   
did1 and the children would say to each 
other1 ,i like to be a monitor now1 for 
,i had a penny last ,saturday2  and     
master says1 we are to have a penny     
every week2 don't you wish you  were a  
monitor8 ,yes1 ,i do2 and master says1  
if ,i am a good boy1 ,i  shall be a     
monitor by and bye1 and then ,i shall   
have a penny4 ,i think  they richly     
deserve it4 ,some kind of reward ,i     
consider necessary1 but  what kind of   
reward1 must1 of course1 rest entirely  
with the promoters  of the different    
schools4,a    ,footnote ,a3 ,in many of 
the infant schools ,i hull visited1 ,i  
found the  spelling and reading very    
much neglected1 that neither the        
monitors  nor children look at the      

lessons1 but merely say them by rote2 if
 the  monitors are punished for         
inattention they wish to give up the    
office1  because there is no reward     
attached to it2 but if there is a reward
  attached to it of any kind1 the       
children have sense enough to see that  
the thing is fairly balanced1 for if    
they are rewarded for doing their  duty 
they see no injustice in being punished 
for neglecting it4    ,perhaps nothing  
would tend more to the order and        
efficient conducting  of an infant      
school1 than the plan of giving rewards 
to the monitors4  ,from the part they   
take in teaching and superintending     
others1 it  seems due to them1--for the 
labourer is worthy of his hire4 ,if we  
are  to make use of monitors at all1 ,i 
am now convinced that they must be      
rewarded2 parents do not like their     
children to work for nothing1  and when 
they become useful1 they are taken away 
entirely1 unless  rewarded4 ,the        
training system uses monitors only in   

that which is  purely mechanical2 or1 to
 infuse into the external memory that   
which  is to be learned by rote1 singly 
or simultaneously1 by the pupils1  such 
as chapters out of the ,scriptures1     
catechisms1 creeds1 poetry1  psalms1    
hymns1 prayers1 and commandments1 and   
whatever is 7as it is  called7 to be    
learned by heart1 but to develope the   
faculties of the  pupils--to really     
teach religion1 morals1 intellectuals1  
or anything  which applies to the       
interior of the pupils1 they are        
useless4    ,a most important means of  
discipline appears in what we term trial
  by jury1 which is composed of all the 
children in the school4 ,it has  been   
already stated that the play-ground is  
the scene for the  full development of  
character1 and1 consequently1 the spot  
where  circumstances occur which demand 
this peculiar treatment4 ,it should     
also be particularly observed1 that it  
is next to prayer in solemnity1  and    
should only be adopted on extraordinary 

occasions4 ,any levity  manifested      
either by the teacher or the pupils will
 be fatal to the  effect4 ,but to       
illustrate it1 ,i will state a fact4 ,in
 the play-ground  of an ,infant ,school 
there was an early dwarf cherry-tree1   
which1 from  its situation1 had fruit1  
while other trees had only flowers4 ,it 
became1 therefore1 an object of general 
attention1 and ordinarily  called forth 
a variety of important observations4    
,now it happened that  two children1 one
 five years of age1 and the other not   
quite three1  entered the school in the 
autumn1 and on the return of spring1    
they1  having had only a winter's       
training1 were charmed by this object1  
and  in consequence fell into           
temptation4 ,accustomed to watch new    
scholars  narrowly1 ,i particularly     
observed them2 when ,i marked the elder 
one  anxiously1 intently1 and wishfully 
gazing on the fruit1 and especially  on 
one amazingly large cherry pendent from 
a single shoot4 ,while thus  absorbed1  

the younger child was attracted to the  
spot1 and imitated  his example4 ,the   
former then asked if he did not think it
 a large one1  and the reply was of     
course1 in the affirmative4 ,having thus
 addressed  the powers of observation1  
the next appeal was to the taste1 by the
  inquiry1 ,is not it a nice one8 ,the  
answer to which was1 ,yes4 ,then        
followed the observation1 ,it is quite  
soft1 when the young one1  being thus   
excited by the touch of the other1      
touched it also4 ,this  act1 he         
subsequently repeated1 by desire of the 
elder1 who1 having  charged him to hold 
it tight1 struck his hand1 and thus     
detached the  cherry4 ,i now withdrew to
 some distance1 and it was evident that 
the  little one was distressed by what  
he had done1 as he did not eat it1  but 
began to cry faintly1 on which the elder
 took the cherry out of  his hand1 and  
ate it4 ,this increased the crying1     
when1 on approaching1  he ran up to me1 
saying that the other took my cherry4   

,the little one  continuing to cry1 the 
other stated that he saw him take it2 to
 which  ,i replied1 ,we will try him by 
and bye4 ,as soon1 therefore1 as the    
proper time arrived1 the bell was rung2 
prior to which1 however1 ,i was         
apprised of the loss by several         
children1 and when all were seated in   
the gallery1 ,i proceeded as follows    
,now1 little children1 ,i want you  to  
use all your faculties1 to look at me   
attentively1 and to think  of what ,i am
 about to say1 for ,i am going to tell  
you a tale of two  little boys4 ,once on
 a time they were amusing themselves    
with a great  many other children in a  
play-ground1 where there was a great    
many  flowers and some fruit trees4 ,but
 before ,i go on1 let me ask you is it  
right to take the flowers or fruit which
 belong to others8 to which  the general
 reply was ,no1 with the exception of   
the culprits4 ,i then  described their  
age1 stated that one boy was five years 
old1 and the  other three2 that the     

former was looking at one of his        
master's fine  cherries1 which was      
growing against the wall1 and that the  
latter  approached1 and looked at it    
too2 on which several exclaimed1        
,please1  sir1 your big cherry is gone2 
which caused an inspection of each      
others' countenances4 ,to this1 ,i      
replied1 ,i am sorry for it1 but let  me
 finish my tale4 ,now1 children1 while  
they were both looking at the  cherry1  
the older one asked the younger if it   
were not large1 to which  he replied1   
',yes2' he then inquired1 whether it    
were not nice1 when  he again answered1 
',yes2' afterwards1 be told him1 having 
touched it  himself first1 to touch it  
because it was soft1 and the little boy 
unfortunately did so1 on which the big  
one pulled his arm1 and the  cherry came
 off in his hand4 ,while this was       
proceeding1 the two  delinquents sat    
very demurely1 conscious that they were 
pourtrayed1  though all the rest were   
ignorant of the fact4 ,i then said1     

,which  do you think the worst of these 
boys8 when several answered1 ,the       
biggest was the worst4 ,on inquiring1   
,why8 the reply was1 ,because  he told  
the little one to take it2 while others 
said1 ,because he  pulled his arm4 ,i   
added1 ,i have not told you the whole   
tale yet1 but  ,i am glad to see that   
you know right from wrong1 and presently
 you  will be still better prepared to  
judge4 ,when the big boy had told  the  
little one to take the cherry1 he then  
robbed him of it1 and  immediately      
betrayed him by telling the master4 ,now
 which do you think  was the worst8     
,when a great number of voices          
vociferated1 ,the big  one4 ,i then     
inquired1 if they thought we had such   
children in our  school8 the general    
reply was ',no2' but the scrutiny among 
themselves  was redoubled4 ,to this ,i  
rejoined1 ,i am sorry to say such       
children  are now sitting among you in  
the gallery4 ,at this crisis the little 
one burst into tears1 on which the      

children said1 ,please1 sir1 that's  one
 of them1 for his face is so red1 and he
 cries4 ,i answered1 ,i am  sorry it is 
so1 and called the culprit down with    
,come here1 my dear1  and sit by the    
side of me until we examine into it4    
,this was followed  by the outcry1      
,please1 sir1 we have found the other1  
he hangs his  head down1 and his face   
looks so white4    ,this child was then 
called down in the same mild manner to  
sit on the  other side of me4 ,i then   
told them1 that they would find1 when   
they  became men and women1 that in our 
courts of law1 witnesses of what was    
done were called1 and as the elder boy  
had seen the young one take the  cherry1
 it was necessary and desireable to hear
 what he had to say4 ,on  being desired 
to stand up1 ,i therefore said1 ,did you
 see him take the  cherry8 ,to which he 
promptly replied1 ,yes4 ,the next       
inquiry was1  ,what did he do with it8  
,to this he was silent1 on which the    
little  one1 not being able to contain  

himself1 called out1 ,he took it from   
me1 and ate it4 ,all eyes were now      
turned to the big one1 and all felt     
convinced that he was the most guilty1  
whilst the confidence of the  little one
 increased by the prospect of having    
justice done him1 as he  previously     
feared that being accused by the elder  
one1 he should be  condemned without    
ceremony4    ,finding that the elder one
 had no more to say1 it only remained to
  hear the defence of the young one1    
who1 sensible of having done what  was  
wrong1 said1 in broken accents1 ,he told
 me to take it1--he hit my  hand1--and  
he ate the cherry4 ,to which it was     
necessary to give the  admonition1 ,that
 he never ought to do wrong1 though     
required to do so  by others2 and that  
such a defence would avail him nothing  
were he a  man4 ,both the children were 
now exceedingly distressed1 and hence   
this was the time to appeal to the rest1
 as to the measure of the  punishment   
that was due4 ,the general opinion was1 

that the eldest  should be punished1 but
 no one mentioned that the young one    
should  even have a pat on the hand2 the
 next thing was to appeal to the  higher
 faculties of the little culprit1 who1  
seeing that he had thus  far got off1   
required to be softened down in         
reference to the other1  though he had  
betrayed him1 while the best way of     
operating on the  elder was a display of
 love on the part of the younger2 he was
  therefore asked if he would forgive   
the other1 and shake hands with  him1   
which he immediately did1 to the evident
 delight and satisfaction  of all the   
children1 while the countenance of the  
elder showed that he  felt himself      
unworthy of the treatment he received4  
,i then inflicted  the sentence which   
had been pronounced1--two pats of the   
hand1 which  the girls asked might be   
soft ones1 and sent him to his seat1    
while ,i  concluded the whole with some 
appropriate exhortations4 ,it is        
pleasing  to add that the elder proved  

one of the most useful monitors ,i ever 
had4,a    ,footnote ,a3 ,this mode of   
treatment has succeeded in a number of  
instances1 several first-rate writers on
 education have tried it1 and  have     
found it work well2 it is one of the    
most effective methods to  operate upon 
the minds of young children that ,i have
 been able to  discover3 ,i have tried  
the plan with older children with great 
success4 ,reader6 can teachers1 who are 
mere boys and girls1 act thus1  in such 
a case8    ,should any person be        
disposed to object to such a process1   
they may  be reminded that the ,infant  
,system deals with children as rational 
creatures1 and is designed to prepare   
them for future life4 ,i have  seen     
numerous instances of its beneficial    
effects8 these have induced  me to      
pursue the plan1 and in the strongest   
terms to recommend it to  others4 ,in   
all cases1 the matter should be stated  
to the children  simply1 calmly1 and    
slowly1 and they will seldom1 if ever1  

come to a  wrong conclusion4    ,a      
manual trade1 or a business1 which      
requires dexterity can never be  learnt 
from books alone1 or properly understood
 from mere precepts4  ,all must be      
acquired by practice1 and then the      
knowledge of it  becomes1 as it were1 a 
part of our very selves4 ,the same      
applies to  the precepts of morality4   
,if they be merely committed to memory  
by rote1 they will often lie there cold 
and inactive1 and not  unfrequently tend
 even to harden the feelings4 ,but when 
they are  brought out into actual       
practice1 and made to bear upon the     
conscience  of the culprit1 and on the  
moral feelings of all the children      
through  him1 they are seen in a new and
 convincing light1 and learnt with a    
power that will impress them indelibly  
on the memory4 ,nathan said  unto       
,david1 ,thou art the man4 ,the most    
effectual teaching of a  christian      
parent is not at the time of the mere   
infusion of moral  truth into a child's 

mind1 but in the example he gives in his
 life1  and the direction he gives      
according to it to his child when he    
walks  by the way and when he sits in   
the house4 ,such should be the  teaching
 aimed at in every infant school4 ,how  
wise are the dealings of  the creator   
with us on the subject of reward4 ,what 
being ever yet did  good1 who did not   
feel within a certain reward8 ,who felt 
most of the  influence of the ,holy     
,spirit8 the passers by1--or the good   
,samaritan8  ,nay6 who felt the greatest
 reward in his own breast1 the          
,samaritan  himself1 or the man who fell
 amongst thieves8 ,i think the          
,samaritan4  ,throughout all creation we
 see rewards2 for assiduity1 the early  
crow  gets the worms2 the cautious      
animal escapes his enemies2 the good    
man enjoys the most happiness2 out of   
goodness happiness cannot be            
found2--virtue brings its own reward2   
obedience to the natural laws  does the 
same1 so does obedience to the spiritual

 laws bring such  rewards as my pen     
cannot describe1 but1 ,i doubt not1 many
 have felt  them4 ,the whole system of  
society appears to me to depend upon    
this  stimulant4 ,who would wish to be  
the heads of the church and take  the   
additional responsibilites and labours  
attached to them without  reward8 ,who  
would accept the office1 the weighty    
office of being ,her  ,majesty's        
ministers without reward8 ,i might go on
 in this strain of  reasoning and prove 
that rewards are founded in knowledge of
 human  nature2 but ,i am content to    
skew we have some ground for them1 they 
are useful1 if not essential1 in the    
right management of the young1  but1    
like every thing else1 require to be    
managed judiciously4 ,it  appears to me 
that the argument to the contrary would 
be untenable4  ,i should like to see the
 man who would invest his capital in    
railways--electric telegraphs1 steam    
ships1 and in business of any  kind1    
without hope of reward1 pooh6 it is the 

mainspring of human  action1 the        
incentive to public service1 it rests   
not in this world  but follows us to the
 next1 ,well done1 good and faithful    
servant1  enter into the joy of thy     
,lord4 ,ah6 but this refers to men1 not 
to  children4 ,what are children but men
 in embryo8 ,why be unjust to them1  and
 just to man4 ,i say rewards are        
necessary in a sound system of          
education to little children2 if        
judiciously selected and properly       
applied1 they will be found incentives  
to action1 and add greatly to  the      
pleasure of learning4 ,in my other work 
for the education of older  children1   
this subject is treated of more at      
length as applicable to  them4    ,with 
regard to punishments1 they are various1
 and must be adapted to  the disposition
 of the child4 ,the only corporal       
punishment that we  inflict is a pat on 
the hand1 which is very of great service
 in  flagrant cases of misconduct4 ,for 
instance1 ,i have seen one child  bite  

another's arm1 until it has almost made 
its teeth meet4 ,i should  suppose few  
persons are prepared to say1 such a     
child should not be  punished for it4 ,i
 have seen others who1 when they first  
came to  school1 would begin to scream  
as if they were being punished1 as soon 
as their mother brought them to the     
door1 while the mother continued  to    
threaten the child without ever putting 
one threat into execution4  ,the origin 
of all this noise1 has been1 perhaps1   
because the child has  demanded a       
half-penny1 as the condition of coming  
to school1 and the  mother probably has 
not had one to give him1 but has        
actually been  obliged to borrow one in 
order to induce him to come in at the   
school  door4 ,thus the child has come  
off conqueror1 and set it down as a     
maxim1 that1 for the future1 he may do  
just as he pleases with his  mother4 ,i 
have sometimes made my appearance at    
this time1 to know what  all the noise  
was about1 when the mother has entered  

into a lamentable  tale1 telling me what
 trouble she has had with the child1 and
 that he  would not come to school      
without having a half-penny each time4  
,but  the moment the child has seen me1 
all has been as quiet as possible4  ,i  
have desired him to give me the         
half-penny1 which he has done  directly1
 ,i have returned it to the mother1 and 
the child has gone  into school1 as     
quietly as any child could do4 ,i have  
had others who  would throw their       
victuals into the dirt1 and then lie    
down in it  themselves1 and refuse to   
rise up1 crying1 ,i will go home2 ,i    
want  to go into the fields2 ,i will    
have a half-penny4 ,the mother has      
answered1 ,well1 my dear1 you shall have
 a half-penny1 if you will  stay at     
school4 ,no1 ,i want to go and play with
 ,billy or ,tommy2 and  the mother at   
length has taken the churl home again1  
and thus fed his  vanity and nursed his 
pride1 till he has completely mastered  
her1 so  that she has been glad to apply

 to the school again1 and beg that ,i   
would take him in hand4    ,at another  
time a girl came with a pillow2 she had 
insisted on having  it for a doll2 but1 
so far from contributing to her         
happiness1 it had  a contrary effect4   
,nevertheless1 the parent1 for want of  
that firmness  so necessary in the      
management of children1 had allowed her 
to bring  it to school1 and on her      
journey she cried all the way1 to the   
amusement of the lookers on4 ,when ,i   
remonstrated with the mother1 she       
replied1 ,what could ,i do8 she would   
not come without it ,the child1         
however1 gave it up to me without any   
trouble1 and the over indulgent  mother 
took it back with her4 ,numerous have   
been the instances of a  similar kind2  
and all far the want of firmness4       
,the master of an infant school1        
whenever opportunity occurs1 should     
feel it incumbent upon him to urge the  
parents to make a due use of  judicious 
parental authority4 ,this is the very   

foundation of all  social order1 rule1  
and government1 and to relax it is to   
loosen the  very keystone of society4   
,he ought also perpetually to inculcate 
obedience to their parents upon the     
children1 as being one of their  first  
and most important duties4 ,some have   
objected to our schools1  that they are 
calculated to loosen the ties and the   
authority between  parent and child2 but
 if these precepts are carefully        
attended to1 the  result will be        
precisely the reverse4 ,it is1 however1 
necessary to  state1 in the three cases 
just noticed1 that in each1 the children
 had  been previously conquered by me1  
and young as they were1 they knew  quite
 well that1 although such conduct as    
they exhibited gained the  end they had 
in view with the parent1 similar conduct
 would not  succeed with me4 ,it is     
little short of cruelty to let any child
 have  its own way in such matters4     
,they will always try hard to get the   
tipper hand1 not knowing but that such  

conduct adds to their own  happiness4   
,when once conquered1 and proof is      
afforded that it does  not1 then the    
children are always thankful for the    
discipline4 ,at all  events1 ,i have    
never found it otherwise4 ,many1 ,i may 
say numerous  cases1 have occurred of   
worse kinds than the above1 such as     
children  insisting on bringing         
something from home1 as the bellows1    
tongs1  poker1 the mother's bonnet1     
father's hat1 c41 as the condition of   
coming to school1 which the simple      
parent has complied with rather  than   
adopt the required firmness1 which is   
essential in matters of  this kind4     
,more infants know quite well the weak  
and the strong  points of a parent's    
character1 they all are excellent judges
 on this  subject4    ,i found it       
necessary1 under such circumstances1 to 
enter into a kind  of agreement with the
 mother1 that she should not interfere  
in any  respect whatever3 that on such  
conditions1 and such only1 could the    

child be admitted2 observing1 that ,i   
should act towards it as if it  were my 
own1 but that it must and should be     
obedient to me2 to which  the mother has
 consented1 and the child has been taken
 in again2 and1  strange to say1 in less
 than a fortnight1 has been as good1 and
 has  behaved as orderly as any child in
 the school4 ,but ,i should deem  myself
 guilty of duplicity and deceit1 were ,i
 to say that such  children1 in all     
cases could be managed without corporal 
punishment1  as it appears to me1 that  
this1 in moderation1 has been the mode  
of  correcting refractory children1 from
 the earliest ages2 for it is  expressly
 said in the ,scriptures1 ,he that      
spareth his rod1 hateth  his son1 but he
 that loveth him chasteneth him betimes2
 and again1  ,he that knoweth his       
,lord's will1 and doeth it not1 shall be
 beaten  with many stripes4 ,there is   
certainly something very pleasing in the
  sound1 that several hundred infant    
children may be well managed1 kept  in  

good order1 and corrected of their bad  
habits1 without any sort  of punishment4
 ,but as ,i have not been able to attain
 to that state of  perfection in the art
 of teaching1 ,i shall lay before the   
reader what  modes of punishment ,i have
 adopted1 and the success that attended 
them4    ,if punishments be judiciously 
and justly applied1 when offences       
require them1 from the earliest periods 
of life1 they will soon cease  to be    
wanted4 ,we cannot form a more important
 association in the  young mind than one
 between pain and moral evil1 and this  
judicious  correction will effect4 ,it  
should not be given in anger1 or it will
  have the appearance of revenge2 but if
 administered calmly and with  feelings 
of sorrow and regret1 it will soon      
exercise a mighty moral  influence4 ,the
 providence of ,god applies to us the   
correction of  sickness1 pain1 and      
sorrow1 to withdraw us from evil2 and   
thus in ,his  moral government1 as well 
as in ,his ,word1 ,he commands us to use

 the  rod2 but always for good1 and     
never in anger or cruelty4 ,recent      
events  have proved to me that there is 
a mawkish sentimentality but too        
prevalent on this subject abroad1 which 
interferes greatly with moral  training1
 the proper freedom of the              
school-master1 and even with the        
administration of public justice4       
,the first offence deserving punishment 
which ,i shall notice1 is  playing the  
truant2 and ,i trust ,i may be permitted
 to state1 that  notwithstanding the    
children are so very young1 they        
frequently1 at  first1 stay away from   
the school1 unknown to their parents2   
nor is  this to be wondered at1 when we 
consider how they have been permitted   
to range the streets1 and get acquainted
 with other children in  similar        
circumstances4 ,when this is the case1  
they cannot be brought  into order in a 
moment2 it is a work of time1 and       
requires much  patience and perseverance
 to accomplish it effectually4 ,it is   

well  known that when we accustom       
ourselves to particular company1 and    
form  acquaintances1 it is no easy      
matter to give them up2 and it is a     
maxim1 that a man is either better or   
worse for the company he keeps4  ,just  
so it is with children2 they form very  
early attachments1 and  frequently with 
children whose parents will not send    
them to school1  and care not where they
 are1 so long as they keep out of their 
way4  ,hence such children will persuade
 others to accompany them1 and of       
course they will be absent from school2 
but as night approaches1 the  child will
 begin to think of the consequences1 and
 mention it to his  companions2 who will
 instruct him how to deceive both his   
teachers and  his parents1 and perhaps  
bring him through his trouble4 ,this    
will give  him fresh confidence1 and    
finding himself successful1 there will  
be  little difficulty in persuading him 
to accompany them a second time4 ,i     
have had children absent from school two

 or three half-days in a  week1 and     
sometimes whole days1 who have brought  
me such rational and  plausible excuses 
as completely to put me off my guard1   
but who have  been found out by their   
parents from having stayed out till     
seven or  eight o'clock at night4 ,the  
parents have applied at the school to   
know  why they kept the children so     
late1 add have then in formed me that   
they have been absent all day4 ,thus the
 whole plot has been developed2  it has 
been found that the children were sent  
to school at eight  o'clock in the      
morning1 and had their dinners given    
them to eat at  school1 but instead of  
coming they have got into company with  
their  older companions1 who1 in many   
cases1 ,i have found were training them 
up for every species of vice4 ,some of  
them have been cured of truant  playing 
by corporal punishment1 when all other  
means ,i could devise  have failed1     
others by means the most simple1 such as
 causing the  child to hold a broom for 

a given time4    ,the most powerful     
punishment ,i have yet discovered is to 
insist on the  child sitting still1     
without moving hand or foot for a given 
time1  say half an hour at most4 ,long  
punishment always has the tendency to   
harden the child2 he soon gets contented
 in his situation1 and you  defeat your 
own object4    ,by keeping a strict eye 
upon them it will be remarked1 they soon
 begin  to form an attachment with some 
of their own school-fellows1 and        
ultimately become as fond of their new  
companions1 their books1 and  their     
school1 as they were before of their old
 companions and the  streets4 ,i need   
scarcely observe1 how strong our        
attachments1 formed  in early years at  
school1 are1 and ,i doubt not but many  
who read this  have found a valuable and
 real friend in a school-fellow for whom
 they  would do any thing within their  
power4    ,there were several children  
in the school who had contracted some   
very bad habits1 entirely by their being

 accustomed to run about the  streets2  
and one boy in particular1 only five    
years of age1 was so  frequently absent1
 and brought such reasonable excuses for
 his being  so1 that it was some time   
before ,i detected him4 ,i thought it   
best to  see his mother1 and therefore  
sent the boy to tell her that ,i wished 
her to come4 ,the boy soon returned1    
saying his mother was not at home4      
,the following morning he was absent    
again1 and ,i sent another boy to  know 
the reason1 when the mother waited on me
 immediately1 and assured  me that she  
had sent the child to school4 ,i then   
produced the slate  which ,i kept for   
that purpose1 and informed her how many 
days and  half-days her child had been  
absent during the last month1 when she  
again assured me that she had never kept
 the child at home for a  single        
half-day1 nor had he ever told her that 
,i wanted to see her2 at  the same time 
observing that be must have been decoyed
 away by some of  the children in the   

neighbourhood4 ,she regretted that she  
could not  afford to send him to school 
before1 adding1 that the ,infant ,school
  was a blessed institution1 and one1   
she thought1 much wanted in the         
neighbourhood4 ,i need scarcely add1    
that both the father and mother  lost no
 time in searching for their child1 and 
after several hours1  they found him in 
the nearest fruit-market with several   
children1  pretty well stored with      
apples1 c41 which they had1 no doubt1   
stolen  from the fruit-baskets          
continually placed there4 ,they brought 
him to  the school1 and informed me they
 had given him a good flogging1 which   
,i found to be correct from the marks   
that were on the child4 ,this1  they    
said1 they had no doubt would cure him2 
but he was not so soon  conquered1 for  
the very next day he was absent again2  
and after the  parents had tried every  
experiment they could think of1 in vain1
 they  delivered him over to me1 telling
 me ,i might do what ,i thought proper4 

,i tried every means ,i could devise    
with as little success1 except  keeping 
him at school after school hours2 for ,i
 had a great  disinclination to convert 
the school into a prison1 as my object  
was1  if possible1 to cause the children
 to love the school1 and ,i knew ,i     
could not take a more effectual method  
of causing them to dislike it  than by  
keeping them there against their will4  
,at last ,i tried this  experiment1 but 
to as little purpose as the others1 and 
,i was about to  exclude the child      
altogether as incorrigible2 but         
unwilling that it  should be said a     
child five years old had mastered us1 ,i
 at last hit  upon an expedient which   
had the desired effect4 ,the plan ,i    
adopted was  to put him on an elevated  
situation within sight of all the       
children1  so secured that he could not 
hurt himself4 ,i believe it was the     
force  of ridicule that effected the    
cure4 ,this ,i had never tried before1  
and ,i must say ,i was extremely glad to

 witness it4 ,i never knew him  absent  
without leave afterwards1 and1 what is  
more surprising1 he  appeared to be very
 fond of the school1 and became a very  
good child4  ,was not this1 then1 a     
brand plucked from the fire8    ,i have 
been advised to dismiss twenty such     
children1 rather than  retain them by   
the above means2 but if there be more   
joy in heaven  over one sinner that     
repenteth1 than over ninety and nine    
just persons  who need no repentance1   
ought not such a feeling to be          
encouraged  on earth1 particularly when 
it can be done by means that are not    
injurious to the orderly1 but1 on the   
contrary1 productive of the best        
effects8 ,the child just mentioned      
afterwards went into the ,national      
,school1 with several others who had    
been nearly as bad as himself1  but they
 scarcely ever failed to come and see me
 when they had a half  holiday1 and the 
master of the school told me that not   
one of them had  ever been absent       

without leave1 and that he had no fault 
to find with  them4 ,i have further to  
observe that the moment ,i perceived a  
bad  effect produced by any method of   
punishment1 it was relinquished4 ,but   
,i feel it my duty here to caution the  
reader against the too frequent         
practice of many to object4 ,it may cost
 a man many years to find out  what may 
be desirable and workable2 but to become
 an objector requires  no thought1      
accordingly the most thoughtless are    
generally the  greatest objectors4    ,i
 believe that there was not a child in  
the school who would not have  been     
delighted to carry the broom1 if ,i had 
called it play2 the  other children     
might have laughed as long as they      
pleased1 for he  would have laughed as  
heartily as any of them1 and as soon as 
he had  done1 ,i should have had a dozen
 applicants1 with ,please1 sir1 may ,i8 
please1 sir1 may ,i8 but it was called a
 punishment1 and hence ,i had  no       
applications whatever2 they all dreaded 

it as much as they would  a flogging4 ,i
 am aware that this plan of punishment  
may appear  ridiculous1 and perhaps it  
would be so to use it for older         
children2  but with such young children 
,i have found it to answer well1 and    
therefore ,i have no wish to dispense   
with it4 ,i would1 however1 have  care  
taken not to encourage the children to  
ridicule each other while  undergoing   
this or any other punishment1 except in 
extraordinary  cases1 such as the one ,i
 have mentioned2 on the contrary1 we    
should  encourage them to sympathize    
with and comfort a child1 as soon as the
  punishment is over1 and ,i can truly  
add1 that ,i do not recollect  a single 
instance when any child has been        
undergoing the broom  punishment1 but   
some of the others have come1 and       
attempted to beg  him off1 with ,please1
 sir1 may he sit down now8 and when     
asked the  reason why they wished the   
little delinquent to be forgiven1 they  
have  answered1 ,may be1 sir1 he will be

 a good boy4 ,their request has been    
complied with1 and the culprit forgiven2
 and what have ,i seen follow8  ,why1   
that which has taught me an important   
lesson1 and convinced me  that children 
can operate on each other's minds1 and  
be the means of  producing very often   
better effects than adult people can4 ,i
 have  seen them clasp the child round  
the neck1 take him by the hand1 lead    
him about the play-ground1 comfort him  
in every possible way1 wipe his  eyes   
with their pinafores1 and ask him if he 
was not sorry for what he  had done4    
,the answer has been1 ,yes2 and they    
have flown to me with1  ,master1 he says
 he is sorry for it1 and that he will   
not do it  again4 ,in short1 they have  
done that which ,i could not do--they   
have  so won the child over by kindness1
 that it has caused the offender not    
only to be fond of them1 but equally as 
fond of his master and the  school4 ,to 
these things ,i attribute the reclaiming
 of the children ,i  have mentioned1 and

 so far from punishment being productive
 of the  worst effects1 ,i have found it
 productive of the best4    ,the ill    
effects of expelling children as        
incorrigible may be seen in  the case of
 ,hartley1 who was executed some years  
back4 ,he confessed  before his         
execution that he had been concerned in 
several murders1  and upwards of two    
hundred burglaries2 and by the newspaper
 account we  learn that he was dismissed
 from school at nine years of age1 there
  being no school master who would be   
troubled with him1 when1 finding        
himself at liberty1 he immediately      
became a robber4 ,hartley's father  7the
 account proceeds71 formerly kept the   
,sir ,john ,falstaff inn at  ,hull in   
,yorkshire2 he was put to school in that
 neighbourhood1 but his  conduct at     
school was so marked with depravity1 and
 so continually did  he play the truant1
 that he was dismissed as unmanageable4 
,he then1  although only nine years of  
age1 began with pilfering and robbing   

gardens and orchards1 till his friends  
were obliged to send him to  sea4 ,he   
soon contrived to run away from the ship
 in which he had been  placed1 and      
having regained the land1 pursued his   
old habits1 and got  connected with many
 of the principal thieves in ,london1   
with whom he  commenced business        
regularly as a house-breaker1 which was 
almost  always his line of robbery4     
,should not every means have been       
resorted to with this child before      
proceeding to the dangerous mode of     
expulsion8 for it is not the whole  who 
need a physician1 but those who are     
sick2 and ,i strongly suspect  that if  
judicious punishment had been resorted  
to1 it would have  had the desired      
effect4 ,i can only say that there never
 was a child  expelled from the infant  
school under my care as incorrigible4   
,in conclusion1 ,i have to observe1 that
 the broom punishment is only  for      
extraordinary occasions1 and ,i think we
 are justified in having  recourse to   

any means that are consistent with duty 
and humanity1 in  preference to turning 
a child out into the wide world4    ,of 
all the difficulties ,i ever had to     
encounter1 to legislate for  rewards and
 punishments1 gave me the most trouble4 
,how often have ,i  seen one child laugh
 at that which would make another child 
cry4 ,if  any department in teaching    
requires knowledge of character more    
than  another it is this4 ,many a fine  
child's spirits are broken through the  
ignorance of teachers and parents in    
this particular2 but for me to  lay down
 invariable rules to manage every child1
 would be like a  person undertaking to 
describe a voyage to the moon4 ,every   
person's  own good sense must decide for
 them according to character and        
circumstances2 and as to rewards1 the   
same discrimination must be  used4 ,one 
child will set much value on a little   
book1 whilst another  will destroy it in
 a day2 and though the book might be    
worth the  sixpence1 a half-penny worth 

of what they call good stuff would be   
much more valuable4 ,i have had more    
business done sometimes for a plum  than
 for a sixpenny book4 ,it is never      
necessary to give the child  badges of  
distinction1 and to allow it as many    
orders and degrees as  an ,austrian     
field-marshal4 ,crosses at the button   
holes1 and bits  of ribbon on the       
shoulders are unnecessary2 they throw an
 apple of  discord between the young    
creatures1 who have sense enough to see 
that these things are frequently given  
away with a wonderous lack  of          
discrimination1 and sometimes to please 
parents more than reward  merit4 ,a     
carraway comfit put into the mouth of an
 infant will do more  good than all the 
badges of distinction that ,i have      
mentioned1 as a  reward2 but with       
respect to punishment1 more will be said
 on it in  my larger work1 when we come 
to treat of ,national ,education4 ,each 
creation of the most ,high is truly     
wonderful1 and worthy of our  constant  

study4 ,we may learn lessons of the     
truest wisdom from the  meanest leaf or 
insect1 if we would regard it as one of 
,his works4 ,but  how much more may be  
learnt1 and what an amount of useful    
instruction  may be gained1 by a study  
of the finite mind1 the highest work in 
creation4 ,many have turned their       
attention to minerals1 plants1 and      
animals1 and thus added to our stores of
 knowledge4 ,if equal attention  had    
been paid to the young mind1 to mark the
 gradual germination of  its            
intellectual and moral powers1 how much 
more accurate would  our knowledge be of
 the proper methods of dealing with it  
both in  instruction1 direction1 and    
punishment4 ,thus to study it has been  
the  aim of my life1 and ,i have made   
observations on thousands of children4  
,when this great and living book is more
 constantly read1 the contents  of this 
humble volume may have a better chance  
of being appreciated2  and the utter    
absurdity of many things palmed upon the

 public for the  education of infants   
made glaringly manifest4                
,,chapter ,,xi4    ,,language4    ,means
 for conveying instruction--,method of  
teaching the alphabet  in connection    
with                                    
objects--,spelling--,reading--,developin
g  lessons--,reading lessons in ,natural
 ,history--,the ,arithmeticon--,brass   
letters--,their uses4           99      
99       99       99       99           
,without things1 words1 accumulated by  
misery in the memory1 had far  better   
die than drag out a miserable existence 
in the dark4 ,without  words1 theirs    
stay and support1 things unaccountably  
disappear out of  the storehouse1 and   
may be lost for ever2 but bind a thing  
with a  word1 a strong link1 stronger   
than any steel1 and softer than  any    
silk1 and the captive remains for ever  
happy in its bright                     
prison-house4--,wilson4           99    
99       99       99       99      ,the 
senses of children having revealed every

 object in its true light1  they next   
desire to know its name1 and then       
express their perceptions  in words4    
,this you have to gratify1 and from the 
time you tell them  the name of an      
object1 it is the representative of the 
thing in the  mind of the child2 if the 
object be not present1 but you mention  
the name1 this suggests it to the infant
 mind4 ,had this been more  frequently  
thought of by instructors1 we should    
have found them less  eager to make the 
child acquainted with the names of      
things of which  it has no knowledge or 
perception4 ,sounds and signs which give
 rise  to no idea in the mind1 because  
the child has never seen or known the   
things represented1 are of no use1 and  
can only burden the memory4  ,it is1    
therefore1 the object of our system to  
give the children a  knowledge of       
things1 and then a knowledge of the     
words which represent  those things4    
,these remarks not only apply to the    
names of visible  things1 but more      

particularly to those which are         
abstract4 ,if ,i would  say1 shew a     
child a horse1 before you tell it the   
name of the  animal1 still more would ,i
 urge it on the teacher to let a child  
see  what love1 kindness1 religion1 c4  
are1 before it is told what names  to   
designate those principles by4 ,if our  
ignorance as to material  things be the 
result of instructing the children in   
names1 instead of  enabling them to     
become acquainted with things1 so1 on   
the other hand1  ,i believe we may      
account1 in the same way to some extent1
 for virtue  being so frequently a mere 
word1 an empty sound1 amongst men1      
instead  of an active principle4    ,our
 next endeavour is to teach the children
 to express their thoughts  upon things2
 and if they are not checked by         
injudicious treatment1  they will have  
some on every subject4 ,we first teach  
them to express  their notions1 we then 
tell them ours1 and truth will prevail  
even  in the minds of children4 ,on this

 plan1 it will operate by its own       
strength1 not by the power of coercion1 
which renders even truth  disagreeable  
and repulsive2 the children will adopt  
it from choice in  preference to error1 
and it will be firmly established in    
their minds4    ,it will no doubt be    
perceived1 that for the promotion of the
  course here recommended1 it will be   
advisable to connect with our           
alphabetical and reading lessons1 as    
much information as we possibly  can4   
,by so doing1 the tedium of the task to 
the child will be  considerably         
lessened1 as well as much knowledge     
attained4 ,the means  of doing this in a
 variety of ways will1 no doubt1 suggest
 themselves  to the intelligent teacher2
 but as an illustration of what we mean1
  the following conversational plan may 
not be useless4    ,we have twenty-six  
cards1 and each card has on it one      
letter of the  alphabet1 and some object
 in nature2 the first1 for instance1 has
 the  letter ,a on the top1 and an apple

 painted on the bottom4 ,the children   
are desired to go into the gallery1     
which is formed of seats1 one  above the
 other1 at one end of the school4 ,the  
master places himself  before the       
children1 so that they can see him1 and 
he them1 and being  thus situated1      
proceeds in the following manner3--     
,a4    ,q4 ,where am ,i8 ,a4 ,opposite  
to us4 ,q4 ,what is on the right side of
 me8  ,a4 ,a lady4 ,q4 ,what is on the  
left side of me8 ,a4 ,a chair4 ,q4 ,what
 is  before me8 ,a4 ,a desk4 ,q4 ,who is
 before me8 ,a4 ,we1 children4 ,q4 ,what
  do ,i hold up in my hand8 ,a4 ,a      
letter ,a4,q4 ,what word begins with ,a8
 ,a4  ,apple4 ,q4 ,which hand do ,i hold
 it up with8 ,a4 ,with the right hand4  
,q4  ,spell apple4,a ,a4 ,a-p-p-l-e4 ,q4
 ,how is an apple produced8 ,a4 ,it     
grows  on a tree4 ,q4 ,what part of the 
tree is in the ground8 ,a4 ,the root4   
,q4  ,what is that which comes out of   
the ground8 ,a4 ,the stem4 ,q4 ,when    
the stem grows up straight1 what would  

you call its position8 ,a4              
,perpendicular4 ,q4 ,what are on the    
stem8 ,a4 ,branches4 ,q4 ,what are on   
the branches8 ,a4 ,leaves4 ,q4 ,of what 
colour are they8 ,a4 ,green4 ,q4 ,is    
there any thing else beside leaves on   
the branches8 ,a4 ,yes1 apples4 ,q4     
,what was it before it became an apple8 
,a4 ,blossom4 ,q4 ,what part of the     
blossom becomes fruit8 ,a4 ,the inside4 
,q4 ,what becomes of the leaves  of the 
blossom8 ,a4 ,they fall off the tree4   
,q4 ,what was it before it  became a    
blossom8 ,a4 ,a bud4 ,q4 ,what caused   
the buds to become larger1  and produce 
leaves and blossom8 ,a4 ,the sap4 ,q4   
,what is sap8 ,a4 ,a  juice4 ,q4 ,how   
can the sap make the buds larger8 ,a4   
,it comes out of the  root1 and goes up 
the stem4 ,q4 ,what next8 ,a4 ,through  
the branches into  the buds4 ,q4 ,what  
do the buds produce8 ,a4 ,some buds     
produce leaves1  some blossoms1 and some
 a shoot4 ,q4 ,what do you mean by a    
shoot8 ,a4  ,a young branch1 which is   

green at first1 but becomes hard by age4
 ,q4  ,what part becomes hard first8 ,a4
 ,the bottom4    ,footnote ,a3 ,it is   
not supposed that all or many of the    
children will  be able to spell this or 
many of the subsequent words1 or give   
such  answers as we have put down4 ,but 
some among the older or more acute  of  
them will soon be able to do so1 and    
thus become instructors to the  rest4   
,it may be proper to mention also that  
the information in ,natural  ,history1  
c4 c41 displayed in some of the answers1
 is the result of  the instructions in  
,natural ,history which the children    
simultaneously  receive1 and which is   
spoken of in a subsequent chapter4 ,mr4 
,golt's  simple arrangement of the      
,alphabet ,i much approve of1 and no    
doubt it  will come into general use4   
,b4    ,q4 ,what is this8 ,a4 ,the      
letter ,b--the first letter in baker1   
butter1  bacon1 brewer1 button1 bell1   
c41 e4 ,the teacher can take any of     
these names he pleases1 for instance1   

the first3 ,children1 let me  hear you  
spell baker4 ,a4 ,b-a-k-e-r4 ,q4 ,what  
is a baker8 ,a4 ,a man who  makes bread4
 ,q4 ,what is bread made of8 ,a4 ,it is 
made of flour1 water1  yeast1 and a     
little salt4 ,q4 ,what is flour made of8
 ,a4 ,wheat4 ,q4 ,how  is it made8 ,a4  
,ground to powder in a mill4 ,q4 ,what  
makes the mill go  round8 ,a4 ,the wind1
 if it is a windmill4 ,q4 ,are there any
 other kinds  of mills8 ,a4 ,yes2 mills 
that go by water1 mills that are drawn  
round  by horses1 and mills that go by  
steam4 ,q4 ,when the flour and water and
  yeast are mixed together1 what does   
the baker do8 ,a4 ,bake them in an      
oven4 ,q4 ,what is the use of bread8 ,a4
 ,for children to eat4 ,q4 ,who  causes 
the corn to grow8 ,a4 ,almighty ,god4   
,c4    ,q4 ,what is this8 ,a4 ,it is    
letter ,c1 the first letter in cow1     
c-o-w1  and cat1 c4 ,q4 ,what is the use
 of the cow8 ,a4 ,the cow gives us milk 
to put into the tea4 ,q4 ,is milk used  
for any other purpose besides  putting  

it into tea8 ,a4 ,yes2 it is used to put
 into puddings1 and for  many other     
things4 ,q4 ,name some of the other     
things8 ,a4 ,it is used to  make butter 
and cheese4 ,q4 ,what part of it is made
 into butter8 ,a4  ,the cream which     
swims at the top of the milk4 ,q4 ,how  
is it made into  butter8 ,a4 ,it is put 
into a thing called a churn1 in the     
shape of a  barrel4 ,q4 ,what is done   
next8 ,a4 ,the churn is turned round by 
means of  a handle1 and the motion turns
 the cream into butter4 ,q4 ,what is the
  use of butter8 ,a4 ,to put on bread1  
and to put into pie-crust1 and many     
other nice things4 ,q4 ,of what colour  
is butter8 ,a4 ,it is generally  yellow4
 ,a4 ,are there any other things made of
 milk8 ,a4 ,yes1 many  things2 but the  
principal one is cheese4 ,q4 ,how is    
cheese made8 ,a4 ,the  milk is turned   
into curds and whey1 which is done by   
putting a liquid  into it called rennet4
 ,q4 ,what part of the curd and whey is 
made into  cheese8 ,a4 ,the curd1 which 

is put into a press2 and when it has    
been  in the press a few days it becomes
 cheese4 ,q4 ,is the flesh of the cow   
useful8 ,a4 ,yes2 it is eaten1 and is   
called beef2 and the flesh of the  young
 calf is called veal4 ,q4 ,is the skin  
of the cow or calf of any  use8 ,a4     
,yes2 the skin of the cow or calf of any
 use8 ,a4 ,yes2 the skin  of the cow is 
manufactured into leather for the soles 
of shoes4 ,q4  ,what is made with the   
calf skin8 ,a4 ,the top of the shoe1    
which is  called the upper-leather4 ,q4 
,are there any other parts of the cow   
that  are useful8 ,a4 ,yes2 the horns1  
which are made into combs1 handles of   
knives1 forks1 and other things4 ,q4    
,what is made of the hoofs that  come   
off the cow's feet8 ,a4 ,glue1 to join  
boards together4 ,q4 ,who made  the cow8
 ,a4 ,almighty ,god4    ,d4    ,q4 ,what
 is this8 ,a4 ,letter ,d1 the first     
letter it dog1 dove1 draper1  c4 ,q4    
,what is the use of the dog1 ,a4 ,to    
guard the house and keep  thieves away4 

,q4 ,how can a dog guard the house and  
keep thieves away8  ,a4 ,by barking to  
wake the persons who live in the house4 
,q4 ,is the dog  of any other use8 ,a4  
,yes2 to draw under a truck4 ,d4 ,does  
he do as his  master bids him8 ,a4 ,yes2
 and knows his master from any other    
person4  ,q4 ,is the dog a faithful     
animal8 ,a4 ,yes1 very faithful2 he has 
been  known to die of grief for the loss
 of his master4 ,q4 ,can you mention  an
 instance of the dog's faithfulness8 ,a4
 ,yes2 a dog waited at the  gates of the
 ,fleet prison for hours every day for  
nearly two years1  because his master   
was confined in the prison4 ,q4 ,can you
 mention  another instance of the dog's 
faithfulness8 ,a4 ,yes2 a dog lay down  
on  his master's grave in a churchyard  
in ,london for many weeks4 ,q4 ,how  did
 the dog get food8 ,a4 ,the people who  
lived near noticed him1 and  brought him
 victuals4 ,q4 ,did the people do any   
thing besides giving  him victuals ,a4  
,yes2 they made a house for him for fear

 he should die  with wet and cold4 ,q4  
,how long did he stay there8 ,a4 ,until 
the people  took him away1 because he   
howled dreadfully when the organ played 
on  ,sundays4 ,q4 ,is it right to beat a
 dog8 ,a4 ,no2 it is very wrong to use  
any animal ill1 because we do not like  
to be beaten ourselves4 ,q4 ,did        
,almighty ,god make the dog8 ,a4 ,yes2  
and every thing else that has life4     
,e4    ,q4 ,what letter is this8 ,a4 ,e1
 the first letter in egg4 ,q4 ,what is  
the use of an egg8 ,a4 ,it is useful for
 many purposes2 to put into  puddings1  
and to eat by itself4 ,q4 ,should       
country children keep an egg  if they   
find it in the hedge8 ,a4 ,no1 it is    
thieving2 they should find  out the     
owner and take it home4 ,q4 ,do children
 ever throw stones at  the fowls8 ,a4   
,yes2 but they are mischievous children1
 and perhaps do  not go to school4 ,q4  
,what ought children to learn by going  
to school8  ,a4 ,to be kind and good to 
every body1 and every thing that has    

life4    ,f4    ,q4 ,what letter is     
this8 ,a4 ,letter ,f1 the first letter  
in frying-pan1  father1 c4 ,q4 ,let me  
hear you spell frying-pan4 ,a4          
,f-r-y-i-n-g-p-a-n4  ,q4 ,what is the   
use of the frying-pan8 ,a4 ,to fry meat 
and pan-cakes4  ,q4 ,spell me the names 
of the different kinds of meat4 ,a4     
,b-e-e-f1  p-o-r-k1 m-u-t-t-o-n1        
l-a-m-b1 h-a-m1 c4 ,q4 ,of what shape   
are  frying-pans8 ,a4 ,some circular1   
and some are like an ellipsis4,a ,q4    
,are there any other utensils into which
 meat is put that are circular8  ,a4    
,yes1 please1 sir1 my mother has some   
circular plates2 and1 please1  sir1 my  
mother has some elliptical dishes4 ,q4  
,any thing besides8 ,a4  ,yes1 please1  
sir1 my mother has a circular table2    
and1 please1 sir1 my  mother has a      
rectangular one1 and it is made of deal4
    ,footnote ,a3 ,it may possibly      
strike some of my readers as strange    
that a geometrical question should be   
put in a conversation on the  alphabet1 

but it should be remembered that1       
according to the ,infant  ,school       
system1 language is not taught          
exclusively1 but in connection  with    
number and form2--questions like the    
above1 therefore are  calculated to     
excite their memories1 and induce an    
application of  their geometrical       
knowledge4    ,g4    ,q4 ,what letter is
 this8 ,a4 ,letter ,g1 the first letter 
in goat1 good1  girl1 c4 ,q4 ,spell     
goat4 ,a4 ,g-o-a-t4 ,q4 ,what is the use
 of the goat'8  ,a4 ,in some countries  
people drink the goat's milk2 and the   
skin is  useful to make the             
upper-leather of shoes4 ,q4 ,are goats  
fond of going  into the valleys and low 
places8 ,a4 ,no2 they are fond of going 
up  hills and high places4 ,q4 ,if a    
goat is coming down a hill which has    
only one narrow path merely wide enough 
for one goat to walk on  without falling
 down1 and another goat is coming up the
 same path1  what do they do8 ,a4 ,the  
goat that is coming up lies down and    

lets the  other goat walk over him4 ,q4 
,why does not one of the goats turn     
round  and go back again8 ,a4 ,because  
there would not be room1 and the one    
which should try to turn round would    
fall down and be killed4    ,q4 ,what   
letter is this8 ,a4 ,letter ,h1 the     
first letter in horse1 house1  c4 ,q4   
,what is the use of the horse8 ,a4 ,to  
draw carts1 coaches1  stages1 waggons1  
fire-engines1 c4 ,q4 ,spell horse1 and  
cart1 and  coach4 ,a4 ,h-o-r-s-e1       
c-a-r-t1 c-o-a-c-h4 ,q4 ,what is the    
difference  between a cart and coach8   
,a4 ,a cart has two wheels1 and a coach 
has  four4 ,q4 ,tell me some other      
difference4 ,a4 ,the horses in a cart go
  before each other1 but the horses in a
 coach go side by side4 ,q4 ,what  is   
the use of a fire-engine8 ,a4 ,to put   
the fire out when the house is  on fire4
 ,q4 ,is it right for children to play  
with the fire8 ,a4 ,no1  very wrong2 as 
many children are burnt to death1 and   
many houses burnt  down from it4 ,q4    

,should the horse be cruelly used8 ,a4  
,no2 he should  be kindly treated1 as he
 is the most useful animal we have4 ,q4 
,who  created him8 ,a4 ,almighty ,god4  
,i4    ,q4 ,what letter is this8 ,a4    
,letter ,i1 the first letter in iron1   
idleness1 c4 ,q4 ,spell iron4 ,a4       
,i-r-o-n4 ,q4 ,what is the use of an    
iron8 ,a4 ,to iron the clothes after    
they are washed1 and to make them       
smooth4 ,q4 ,how do they iron the       
clothes8 ,a4 ,make the iron hot1 and    
then work it backwards and forwards on  
the clothes4 ,q4 ,should little         
children come with clean clothes to     
school8 ,a4 ,yes2 and clean hands  and  
faces too4 ,q4 ,is not iron used for    
other purposes8 ,a4 ,oh1 yes2 for  a    
great many things1 as knives1 forks1 c4 
,j4    ,q4 ,what is this letter8 ,a4 ,j1
 the first letter in jug1 ,john1 c4 ,q4 
,what is the use of the jug8 ,a4 ,to    
hold water1 or beer1 or any other       
liquid4 ,q4 ,what is a jug made of8 ,a4 
,of clay1 which is worked round  into   

the shape of a jug1 and then burnt1 and 
that hardens it4 ,q4  ,should children  
be careful when they are carrying a jug8
 ,a4 ,yes2 or  else they will let it    
fall and break it4 ,q4 ,then it is      
necessary for  children to be careful8  
,a4 ,yes1 every body should be careful4 
,k4    ,q4 ,what letter is this8 ,a4    
,letter ,k1 the first letter in kite1 c4
 ,q4  ,what is the use of the kite8 ,a4 
,for little children to fly4 ,please1   
sir1 my big brother has got a kite4 ,q4 
,what does your brother do with  his    
kite8 ,a4 ,please1 sir1 he goes into the
 fields when he has got  time1 and flies
 it4 ,q4 ,how does he fly it8 ,a4       
,please1 sir1 he has got  a long string1
 which he fixes to another called a     
loop1 and then he  unwinds the string1  
and gets some boy to hold it up4 ,q4    
,what then8 ,a4  ,please1 sir1 then he  
runs against the wind1 and the kite goes
 up4 ,q4  ,what is the use of the tail  
of the kite8 ,a4 ,please1 sir1 it will  
not  fly without a tail4 ,q4 ,why not8  

,a4 ,please1 sir1 it goes round and     
round without a tail1 and comes down4   
,q4 ,then what do you suppose is  the   
use of the tail8 ,please1 sir1 ,i don't 
know4 ,another child will  probably     
supply the answer4 ,please1 sir1 to     
balance it4    ,l4    ,q4 ,what letter  
is this8 ,a4 ,letter ,l1 the first      
letter in lion1 c4 ,q4  ,spell lion4 ,a4
 ,l-i-o-n4 ,q4 ,what is the size of a   
full grown lion8 ,a4  ,a full grown lion
 stands four feet and a half high1 and  
is eight feet  long4 ,q4 ,how high do   
you stand8 ,a4 ,please1 sir1 some of us 
stand two  feet1 and none of us above   
three4 ,q4 ,has the lion any particular 
character among beasts8 ,a4 ,yes1 he is 
called the king of beasts on  account of
 his great strength4 ,q4 ,when he seizes
 his prey1 how far can  he leap8 ,a4 ,to
 the distance of twenty feet4 ,q4       
,describe some other  particulars       
concerning the lion4 ,a4 ,the lion has a
 shaggy mane1 which  the lioness has    
not4 ,q4 ,what other particulars8 ,a4   

,the lion's roar is  so loud that other 
animals run away when they hear it4 ,q4 
,where are  lions found8 ,a4 ,in most   
hot countries3 the largest are found in 
,asia  and ,africa4    ,m4    ,q4 ,what 
letter is this8 ,a4 ,letter ,m1 the     
first letter in ,monday1  mouse1 c4 ,q4 
,what is the use of the mouse8 ,a4 ,to  
make the servants  diligent and put the 
things out of the way4 ,q4 ,how can mice
 make  servants diligent8 ,a4 ,if people
 do not put their candles in a proper   
place the mice will gnaw them4 ,q4 ,are 
mice of any other service8 ,a4  ,please1
 sir1 if the mice did not make a smell1 
some people would never  clean their    
cupboards out4,a    ,footnote ,a3 ,this 
answer was given by a child four years  
old2 and  immediately afterwards another
 child called out1 ,please1 sir1 if it  
were not for bugs1 some people would not
 clean their bedsteads4    ,n4    ,q4   
,what letter is this8 ,a4 ,letter ,n1   
the first letter in nut1 c4 ,q4  ,what  
is a nut8 ,a4 ,a thing that is hard1 and

 it grows on a tree4 ,q4  ,what shape is
 it8 ,a4 ,something in the shape of a   
marble4 ,q4 ,how can  it be eaten1 if it
 is like a marble8 ,a4 ,please1 air1 it 
is the kernel  that we eat4 ,q4 flow are
 nuts produced8 ,a4 ,they grow on trees4
    ,o4    ,q4 ,what letter is this8 ,a4
 ,letter ,o1 the first letter in orange4
 ,q4  ,of what colour is an orange8 ,a4 
,an orange is green at first1 but       
afterwards becomes of a colour called   
orange-red4 ,q4 ,do they grow in  the   
ground like potatoes8 ,a4 ,no1 they grow
 on trees like apples4 ,q4  ,can you    
tell me anything in the shape of an     
orange8 ,a4 ,yes1 the earth  on which we
 live is nearly of that shape4 ,q4 ,on  
what part of the earth  do we live8 ,a4 
,the surface4 ,q4 ,what do you mean by  
the surface8 ,a4  ,the outside4 ,q4 ,who
 formed the earth1 and preserves it in  
its proper  motions8 ,a4 ,almighty ,god4
    ,p4    ,q4 ,what letter is this8 ,a4
 ,letter ,p1 the first letter in pig1   
plum-pudding1 c4 ,q4 ,what is the use of

 the pig8 ,a4 ,its flesh is  eaten1 and 
is called pork4 ,q4 ,what is the use of 
the hair or bristles8  ,a4 ,to make     
brushes or brooms4 ,q4 ,what is the use 
of a brush8 ,a4 ,some  brushes are to   
brush the clothes1 and others to brush  
the dirt out of  the corners of the     
room4 ,q4 ,does a good servant ever     
leave the dirt  in the corners8 ,a4 ,no1
 never2 a good servant or any clean     
little girl  would be ashamed of it4    
,q4    ,q4 ,what letter is this8 ,a4    
,letter ,q1 the first letter in quill1  
c4 ,q4  ,how are quills produced8 ,a4   
,from the wings of geese and other large
  birds4 ,q4 ,what is the use of the    
quill8 ,a4 ,to form into pens and many  
other things4 ,q4 ,what is the use of   
the pen8 ,a4 ,to dip into ink and  write
 with it4 ,q4 ,what do you write upon8  
,a4 ,paper4 ,q4 ,what is paper  made of8
 ,a4 ,rags4    ,r4    ,q4 ,what letter  
is this8 ,a4 ,letter ,r1 the first      
letter in rabbit1 c4  ,q4 ,what is the  
use of the rabbit8 ,a4 ,the flesh of the

 rabbit is  eaten1 and is very nice4 ,q4
 ,what does the rabbit eat8 ,a4 ,corn1  
grass1  cabbage-leaves1 and many        
different herbs4 ,q4 ,what is the use of
 the  skin8 ,a4 ,to make hats1 and to   
trim boys' caps4 ,q4 ,are they very     
numerous8 ,a4 ,they are to be found in  
almost all countries4    ,s4    ,q4     
,what is this8 ,a4 ,letter ,s1 the first
 letter in shoe1 c4 ,q4 ,what is  the   
use of shoes8 ,a4 ,to keep the feet warm
 and dry4 ,q4 ,should children  walk in 
the mud or in the kennel8 ,a4 ,no1      
because that would spoil the  shoes1 and
 wear them out too soon4 ,q4 ,and why   
should little children  be careful not  
to wear them out any more than they can 
help8 ,a4  ,because our parents must    
work harder to buy us more4    ,t4      
,q4 ,what letter is this8 ,a4 ,letter   
,t1 the first letter in tea-kettle4  ,q4
 ,what are tea-kettles made of8 ,a4     
,some are made of tin1 and some of      
copper1 and some of iron4 ,q4 ,why are  
they not made of wood8 ,a4 ,because  the

 wood would burn4 ,q4 ,what thing is    
that at the top8 ,a4 ,the handle4  ,q4  
,what is underneath the handle8 ,a4 ,the
 lid4 ,q4 ,what is in the front  of it8 
,a4 ,the spout4 ,q4 ,what is the use of 
the spout8 ,a4 ,for the water  to come  
out4 ,q4 ,what is the use of the handle8
 ,a4 ,to take hold of4 ,q4  ,why do they
 not take hold of the spout8 ,a4        
,because it is the wrong  way4    ,u4   
,q4 ,what letter is this8 ,a4 ,letter   
,u1 the first letter in umbrella1 c4    
,q4 ,is letter ,u a vowel or consonant8 
,a4 ,a vowel4 ,q4 ,what is the use of   
the umbrella8 ,a4 ,to keep the rain off 
any body4 ,q4 ,what are umbrellas  made 
of8 ,a4 ,some of silk and some of       
cotton4 ,q4 ,which are the best8  ,a4   
,those that are made of silk4 ,q4 ,is   
there any thing else in an  umbrella8   
,a4 ,yes2 whalebone4 ,q4 ,where does    
whalebone come from8 ,a4 ,out  of a     
large fish called a whale4 ,q4 ,who made
 the whale8 ,a4 ,almighty  ,god4    ,v4 
,q4 ,what letter is this8 ,a4 ,letter   

,v1 the first letter in vine1 c4 ,q4    
,what is a vine8 ,a4 ,a thing that grows
 against the wall and produces  grapes4 
,q4 ,why does it not grow like another  
tree1 and support its own  weight8 ,a4  
,because it is not strong enough4 ,q4   
,then it cannot grow and  become        
fruitful in this country without man's  
assistance8 ,a4 ,no2 and1  please1 sir1 
we cannot grow and become fruitful      
without the assistance  of ,almighty    
,god4,a    ,footnote ,a3 ,this answer   
was given by a child five-years of age4 
,w4    ,q4 ,what letter is this8 ,a4 ,it
 is ,letter ,w1 the first letter in     
wheel4  ,q4 ,spell wheel4 ,a4           
,w-h-e-e-l4 ,q4 ,what is the use of     
wheels8 ,a4 ,to make  it easier for     
horses to draw4 ,q4 ,how do you know    
that8 ,a4 ,please1  sir1 ,i had a little
 cart full of stones1 and the wheel came
 off2 and1  please1 sir1 ,i found it    
much harder to draw4 ,q4 ,then if it was
 not  for wheels1 the horses could not  
draw so great a weight8 ,a4 ,no1 and1   

please1 sir1 people could not go into   
the country so quick as they  do4 ,q4   
,what trade do they call the persons    
that make wheels8 ,a4  ,wheel-wrights4  
,x4    ,q4 ,what letter is this8 ,a4    
,letter ,x1 the first letter in         
,xenophon1 a  man's name4 ,q4 ,what was 
the particular character of ,xenophon8  
,a4 ,he  was very courageous4 ,q4 ,what 
does courageous mean8 ,a4 ,to be afraid 
to  do harm1 but not to be afraid to do 
good1 or anything that is right4  ,q4   
,what is the greatest courage8 ,a4 ,to  
conquer our own bad passions  and bad   
inclinations4 ,q4 ,is he a courageous   
man that can conquer his  bad passions8 
,a4 ,yes2 because they are the most     
difficult to conquer4    ,y4    ,q4     
,what letter is this8 ,a4 ,letter ,y1   
the first letter in yoke1 c4 ,q4  ,is it
 a vowel or consonant8 ,a4 ,when it     
begins a word it is called a  consonant1
 but if not1 a vowel4 ,q4 ,what is a    
yoke8 ,a4 ,please1 sir1  what the milk  
people carry the milk pails on4 ,q4     

,what is the use of  the yoke8 ,a4 ,to  
enable the people to carry the milk     
easier4    ,z4    ,q4 ,what letter is   
this8 ,a4 ,letter ,z1 the first letter  
in ,zealander4 ,q4  ,what is a          
,zealander8 ,a4 ,a man that lives on an 
island in the ,southern  ,ocean1 called 
,zealand4 ,q4 ,how do they live8 ,a4    
,principally by hunting  and fishing4   
,q4 ,what is hunting8 ,a4 ,following    
animals to catch them4  ,q4 ,who made   
all the animals8 ,a4 ,almighty ,god4    
99       99       99       99       99  
,the method above described is adapted  
to the large room1 where the  children  
may be taught all together2 but it is   
necessary to change the  scene even in  
this2 for however novel and pleasing a  
thing may be  at first1 if it be not    
managed with prudence it will soon lose 
its effect4 ,it is here to be observed1 
that the mode of teaching  described1 is
 not practised every day1 but only twice
 or thrice a  week4 ,the children will  
take care that the teacher does not     

altogether  forget to teach them in any 
way that they have been accustomed to4  
,after letting the above plan lie by for
 a day or two1 some of the  children    
will come to the teacher1 and say1      
,please1 sir1 may we  say the picture   
alphabet up in the gallery8 ,if the     
other children  overhear the question1  
it will go through the school like      
lightning3  ,oh yes--yes--yes1 sir1 if  
you please1 do let us say the letters in
  the gallery4 ,thus a desire is created
 in the children's minds1 and it  is    
then especially that they may be taught 
with good effect4    ,another plan which
 we adopt1 is in practice almost every  
day2 but  it is better adapted to what  
is called the class-room3 we have  the  
alphabet printed in large letters1 both 
in ,roman and ,italic  characters1 on   
one sheet of paper3 this paper is pasted
 on a board1 or  on pasteboard1 and     
placed against the wall2 the whole class
 then stand  around it1 but instead of  
one of the monitors pointing to the     

letters1  the master or mistress does   
it2 so that the children not only obtain
  instruction from each other1 but every
 child has a lesson from the  master or 
mistress twice every day4    ,before    
they go to the reading lessons1 they    
have the sounds of all the  words in    
spelling3 thus the sound of a--ball1    
call1 fall1 wall2 then  the             
reading-lesson is full of words of the  
same sound4 ,in like manner  they       
proceed with other letters1 as i--the   
sound of which they learn  from such    
words as five1 drive1 strive1 until1 by 
a series of lessons1  they become       
acquainted with all the sounds2 and are 
able to read any  common book4    ,i    
have observed in some instances the most
 deplorable laxity in this  particular4 
,cases have occurred in which children  
have been for two  years at school1 and 
yet scarcely knew the whole alphabet2   
and ,i have  known others to be four    
years in an infant school1 without being
 able  to read4 ,i hesitate not to say  

that the fault rests exclusively  with  
the teachers1 who1 finding this         
department of their work more           
troublesome than others which are       
attractive to visitors1 have  sometimes 
neglected it1 and even thrown it        
entirely aside1 affirming  that reading 
is not a part of the infant system at   
all6 ,such a  declaration is1 however1  
only to be accounted for from the most  
lamentable ignorance1 preverseness1 or  
both4 ,had it been true1 we  should not 
have had a single infant school in      
,scotland1 and throughout  that country 
the children read delightfully4    ,the 
great importance of full instruction in 
reading will be apparent  from the      
following considerations4    #a4 ,if the
 parents do not find the children learn 
to read1 they will  discontinue sending 
them4 ,this they consider essential1 and
 nothing  else will be deemed by them an
 adequate substitute4    #b4 ,children  
cannot make desirable progress in other 
schools which  they may enter1 unless   

they obtain an ability to read at least 
simple  lessons4    #c4 ,neglect in this
 respect impedes the progress of the    
infant system4  ,such an obstacle ought 
not to exist1 and should at once be     
removed4    #d4 ,in manufacturing       
districts children go to work very soon2
 and if  they are not able to read      
before1 there is reason to fear they    
will  not afterwards acquire the power2 
but if they have this1 ,sunday  schools 
may supply other deficiencies4    #e4   
,want of ability to read prevents1 of   
course1 a knowledge of the  ,word of    
,god4    ,to prevent this evil1 ,i have 
arranged a series1 denominated          
,developing ,lessons1 the great object  
of which is to induce children  to think
 and reflect on what they see4 ,they are
 thus formed3 at the  top is a coloured 
picture1 or series of coloured pictures 
of insects1  quadrupeds1 and general    
objects4 ,for instance1 there is one    
containing  the poplar1 hawk-moth1 and  
wasp4 ,the lesson is as follows3 ,the   

wasp  can sting1 and fly as well as the 
moth1 which does not sting4 ,i hope  no 
wasp will sting me2 he is small1 but the
 hawk-moth is large4 ,the  moth eats    
leaves1 but the wasp loves sweet things1
 and makes a round  nest4 ,if boys take 
the nest they may be stung3 the fish    
like the  wasp-grubs4 ,on this1         
questions are proposed3 ,which stings8  
,which is  small and which large8 ,which
 eats leaves8 ,which makes a round nest8
  c4 c4    ,to take another instance4   
,there is a figure of an ,italian1 to   
which is  appended the following3 ,the  
,italian has got a flask of oil and a   
fish  in his hand1 and something else in
 his hand which the little child  who   
reads this must find out4 ,any child can
 tell who makes use of the  sense of    
seeing4 ,in ,italy they make a good deal
 of wine2 big grapes  grow there that   
they make it with4 ,italians can sing   
very well1 and  so can little children  
when they are taught4 ,questions are    
likewise  proposed on this1 as before4  

,of these lessons1 however1 there is a  
great variety4 ,all schools  should     
possess them3 they will effectually     
prevent the evil alluded  to1 by        
checking the apathy of children in      
learning to read1 and  calling the      
teacher's powers into full exercise4    
,they are equally  adapted to spelling  
and reading4    ,i will give several    
specimens of reading lessons in natural 
history1  each of which has a large1    
well-engraved and coloured plate at the 
top1 copied from nature4      ,,the     
,,eagle4    ,how glad some poor children
 would be if they could read about the  
eagle4 ,he is a big strong bird1 and has
 such great wings1 and such  long sharp 
claws1 that he can dig them into the    
lamb1 hare1 rabbit1  and other animals1 
and thus fly away with them to feed his 
young ones1  and to eat them himself4   
,eagles make such a large nest on the   
side of  some high rock1 where nobody   
can get at it4 ,there used to be eagles 
in  ,wales1 and there are some now in   

,scotland1 but very few in ,england1    
for they do not like to be where there  
are many people4 ,the ,almighty  gave   
man dominion over the birds of the air1 
as well as over the  other animals1 and 
as he gave man power to think1 if the   
eagles  become troublesome1 men catch   
them1 though they can fly so high2 and  
as the eagle knows this1 he likes to    
keep out of our way1 and go into  parts 
of the world where there are not so many
 people4 ,there are many  sorts of      
eagles3 the black eagle1 the sea eagle1 
the bald eagle1 and  others4 ,they have 
all strong bills bent down in front1 and
 strong  claws4 ,this bird is mentioned 
in the ,bible4    ,questions are        
proposed after this is read1 and thus   
the examination  proceeds3--,q4 ,what is
 that8 ,a4 ,an eagle4 ,q4 ,what sort of 
a bird is he8  ,a4 ,he is big and       
strong4 ,q4 ,what are those8 ,a4 ,his   
feathers4 ,q4 ,what  else are they      
called8 ,a4 ,his plumage4 ,q4 ,is the   
eagle a small bird8  ,a4 ,no1 very      

large4 ,q4 ,are his claws long and      
sharp8 ,a4 ,yes4 ,q4 ,what  animals     
could he carry away8 ,a4 ,a lamb1 a     
hare1 a rabbit1 or other  small animals4
 ,q4 ,what does he do with those8 ,a4   
,feed his young ones4  ,q4 ,where does  
the eagle make his nest8 ,a4 ,on the    
side of some rock4 ,q4  ,why does he    
make it there8 ,a4 ,that no one may get 
at it4 ,q4 ,used there  to be eagles in 
,wales8 ,a4 ,yes4 ,q4 ,where are there a
 few still8 ,a4 ,in  ,england1          
,scotland1 and ,ireland4 ,q4 ,why are   
they not as plentiful as  they were8 ,a4
 ,because they do not like to be where  
many men live4 ,q4  ,did the ,almighty  
give man dominion over the birds of the 
air8 ,a4 ,yes4  ,q4 ,what other power   
did he give man8 ,a4 ,power to think4   
,q4 ,as men can  think1 when the eagles 
became troublesome1 what did they do8   
,a4 ,they  caught them4 ,q4 ,and what   
did the eagles that were not caught do8 
,a4  ,they went to places where men were
 not so plenty4 ,q4 ,are1 there many    

different kinds of eagles8 ,a4 ,yes4 ,q4
 ,name some4 ,a4 ,the black eagle1  the 
bald eagle1 the sea eagle1 and others4  
,,the ,,vulture4    ,the vulture is like
 the eagle in size1 and some of its     
habits2 but it  is so very different    
from it in many ways1 that there is     
little danger  of confusing the two     
together3 the greatest distinction      
between them  is1 that the head of the  
vulture is either quite naked1 or       
covered  only with a short down1 while  
the eagle's is well feathered4 ,this is 
the chief difference in appearance1 but 
in their habits there is a  much        
greater4 ,instead of flying over hills  
and valleys in pursuit of  living game1 
the vultures only search for dead       
carcasses1 which they  prefer1 although 
they may have been a long time dead1 and
 therefore  very bad1 and smelling very 
offensively4 ,they generally live in    
very  warm countries1 and are useful in 
clearing away those dead carcasses      
which1 but for them1 would cause many   

dreadful diseases4 ,in some  countries1 
indeed1 on account of this1 the         
inhabitants will not  allow any one to  
injure them1 and they are called for    
this reason  scavengers1 which means    
that they do the business for which     
scavengers  are employed4 ,vultures are 
very greedy and ravenous2 they will     
often  eat so much that they are not    
able to move or fly1 but sit quite      
stupidly and insensible4 ,one of them   
will often1 at a single meal1  devour   
the entire body of an albatross 7bones  
and all71 which is a  bird nearly as    
large as the vulture itself4 ,they will 
smell a dead  carcass at a very great   
distance1 and will soon surround and    
devour  it4    ,vultures lay two eggs at
 a time and only once a year3 they build
 their  nests on the same kind of places
 as eagles do1 so that it is very hard  
to find them4    ,what does the vulture 
resemble the eagle in8 ,a4 ,in size and 
in some of  its habits4 ,q4 ,in what    
does it differ from the eagle8 ,a4 ,in  

having a  neck and head either naked or 
covered with short down4 ,q4 ,what is   
the  difference in the manner in which  
they feed8 ,a4 ,the eagle seeks its     
food over hill and valley1 and lives    
entirely on prey which he takes  alive1 
while the vulture seeks out dead and    
putrid carcasses4 ,q4 ,for  what reason 
do you suppose is the vulture's neck not
 covered with  feathers as the eagle's  
is8 ,a4 ,if they had feathers on their  
necks1  like eagles and hawks1 they     
would soon become clotted with blood4   
,q4  ,why would this happen8 ,a4        
,because they are continually plunging  
their  necks into decayed flesh and     
bloody carcasses4 ,q4 ,how do vultures  
sit8  ,a4 ,in a dull1 mopeing manner4   
,q4 ,where do they generally sit8 ,a4   
,on  tall dead trees4 ,q4 ,do they      
continue thus long8 ,a4 ,yes1 for       
several  hours4 ,q4 ,what is the cause  
of their thus sitting so dull and       
inactive8 ,a4 ,the great quantity of    
food they have eaten4 ,q4 ,is there  any

 description of vulture forming an      
exception to the general  character of  
those birds8 ,a4 ,yes1 that particular  
kind called the  snake eater4 ,q4 ,where
 is this bird a native of8 ,a4 ,of      
,africa4 ,q4 ,why  is it called the     
snake eater8 ,a4 ,on account of its     
singular manner  of destroying serpents1
 on which it feeds4 ,q4 ,describe the   
manner in  which this bird kills its    
prey4 ,a4 ,he waits until the serpent   
raises  its head1 and then strikes him  
with his wing1 and repeats the blow     
until the serpent is killed4 ,q4 ,what  
do the natives of ,asia and ,africa     
call the vulture8 ,a4 ,the scavenger4   
,q4 ,why8 ,a4 ,because they are so      
useful in eating dead carcasses4 ,q4    
,how is this useful8 ,a4 ,it clears  the
 ground of them2 otherwise1 in those    
warm places1 they would be the  cause of
 much disease4 ,q4 ,what does this shew 
us8 ,a4 ,that the good ,god  has created
 nothing without its use4 ,q4 ,what is  
the largest bird of  the vulture kind8  

,a4 ,the great condor of ,south         
,america4 ,q4 ,what does  its wing often
 measure from tip to tip8 ,a4 ,twelve   
feet when spread  out4 ,q4 ,how do the  
natives of ,south ,america often catch  
the vulture8  ,a4 ,the dead carcass of a
 cow or horse is set for a bait1 on     
which they  feed so ravenously that they
 become stupid1 and are easily taken4   
,,the ,,crocodile4    ,i hope you will  
not put your dirty hands on this picture
 of the  crocodile4 ,the live ones have 
hard scales on their backs1 and such a  
many teeth1 that they could bite a man's
 leg off2 but there are none  in our    
land1 only young ones that sailors bring
 home with them4 ,the  crocodile can run
 fast2 those are best off who are out of
 his way4 ,he  lives by the water2 he   
goes much in it2 and he can swim well4  
,young  ones come out of eggs1 which the
 old ones lay in the sand4 ,some  beasts
 eat the eggs1 or else there would be   
too many crocodiles4 ,the  crocodile can
 run fast if he runs straight1 and those

 who wish to get  out of his way run    
zigzag1 and he takes some time to turn2 
the poor  black men know this1 and can  
get out of his way2 but some of them can
  fight and kill him on the land or in  
the water4 ,i think the crocodile  is   
mentioned in ,scripture4 ,ask your      
teacher what ,scripture means4  ,when   
you learn geography you will know where 
many of the places are  that are        
mentioned in the ,bible1 and you will   
see where the river ,nile  is4 ,there   
are such a many crocodiles on the banks 
of that river that  the people are      
afraid to go alone4 ,what a many        
wonderful animals our  great ,creator   
has made6 ,how humble and thankful we   
should be to see so  many great wonders6
    ,q4 ,what have crocodiles on their  
backs8 ,a4 ,hard scales4 ,q4 ,have they 
many teeth8 ,a4 ,yes1 a great many4 ,q4 
,could they bite off a man's leg8  ,a4  
,they could4 ,q4 ,are there any in our  
country8 ,a4 ,none wild1 but a  few that
 sailors bring in ships4 ,q4 ,can the   

crocodile run fast8 ,a4  ,yes4 ,q4      
,where does he live8 ,a4 ,in the water4 
,q4 ,what do their young  ones come out 
of8 ,a4 ,out of eggs1 which the old one 
lays in the sand4  ,q4 ,how do people   
run that wish to get out of the         
crocodile's way8 ,a4  ,zigzag1 like the 
waved line in our lesson4 ,q4 ,what do  
some men do8 ,a4  ,fight and kill them  
in the water4 ,q4 ,where do most of     
those animals  live8 ,a4 ,in the river  
,nile4 ,q4 ,where is this river8 ,a4 ,in
 ,egypt4    ,the spelling lessons       
contain words capable of explanation1   
such as  white1 black1 round1 square2   
others are classed as fleet1 ship1 brig1
  sloop1 c42 and others are in contrast1
 as hot1 cold1 dark1 light1  wet1 dry1  
c4    ,in this department we use the    
tablet placed beneath the arithmeticon1 
the invention and improvement of which  
are described in the volume  entitled   
,early ,discipline ,illustrated1 or the 
,infant ,system  ,successful and        
,progressing4 ,a clear idea of the whole

 apparatus is  given by the wood-cut on 
the next page1 and it ought certainly to
 be  found in every infant school4 ,the 
sense of sight is then brought into     
full action to aid the mind1 and that   
with results which would not  easily be 
conceived4 ,we shall take another       
opportunity of explaining  the use of   
the upper part of the apparatus1 the    
lower demanding our  present attention4 
,illustration    ,to use the tablet1 let
 the followings things be observed4 ,it 
is  supposed the children know well     
there are twenty-six letters in the     
alphabet2 that twenty are called        
consonants1 and that six are vowels4    
,we take first one perpendicular row of 
letters in the figure4 ,now  point to   
,d1 and say1 ,what is that'8 and the    
answer will be1 ,d4 ,ask1 ,is  it a     
vowel or consonant1 and they will reply1
 ,a consonant2 but ask1  ,why do you    
know it is ,d1 and the answer will      
probably be1 ,it is so  because it is4  
,hide the circular part of the letter1  

and ask1 ,what is  the position of the  
other part1 and they will say1 having   
previously  learnt the elements of form 
which will shortly be explained1 ,a     
perpendicular line2 hide that1 and ask  
them what the other part is1  telling   
them to bend one of their fore-fingers  
in the same form1 and  they will say1 ,a
 curved line4 ,if they are then asked   
how they may know  it is ,d1 they will  
say1 ,because it is made of a           
perpendicular line and  has a curved    
line behind4 ,further information may   
then be given4 ,turn  the ,d letter up  
thus ,illustration3 ,the character ,d   
turned on its  side1 and say1 ,i want to
 teach you the difference between       
concave and  convex3 the under part of  
the curve is concave and the upper part 
of  it is convex4 ,then say1 ,i shall   
now take the letter away1 and wish you  
to shew me concave and convex on one of 
your fingers2 when they will  bend the  
forefinger and point them both out on   
it4 ,go on with the  other letters in   

the same way3 shew them the vowels after
 the  consonants and analyze each one4  
,for example1 ,a is formed of two       
inclined lines and a horizontal line to 
join them in the centre2 and  the top of
 that letter is an acute angle1 and were
 a line placed at  the bottom it would  
be a triangle4 ,a brass letter may be   
moreover  shewn to be a substance3 its  
properties may be described as hard1    
smooth1 bright1 c41 and its coming from 
the mineral kingdom may be  noticed1 and
 thus the instruction may be            
indefinitely varied4    ,the power of   
letters may then be pointed out4 ,ask   
them to spell ,m ,r1  and they will give
 you the sound of ,r1 or something like 
it1 and so  in reference to other       
letters4 ,but place the ,a against the  
,m as it  appears in the figure1 and you
 may teach them to say ,a1 ,m1 ,,am2 and
  thus all the way down the left side of
 the row of consonants4 ,if then  you   
carry the vowel down on the other side  
of them1 you will change  the lesson1   

and by such means go on almost ad       
infinitum4 ,double rows  of consonants  
may be placed with a vowel between them1
 and when well  practiced in this1 they 
will ask for the vowel to be omitted    
that  they may supply it1 which they    
will do very readily and with great     
pleasure1 while there is a tasking of   
the mind which cannot but prove         
beneficial4    ,again1 turn the frame   
with the balls round1 so that the wires 
are  perpendicular instead of           
horizontal1 raise a ball gently1 and    
say1 ,to  ascend1 ascending1 ascended2  
let it fall gently1 saying1 to descend1 
descending1 descended2 with a little    
explanation these words will then  be   
understood1 and others may be taught in 
the same way4 ,to fall1  falling1       
fallen2 to rise1 rising1 risen2 to go1  
going1 gone1 will  readily occur1 and   
others will easily be supplied by the   
ingenuity of  the instructor4 ,the frame
 may also be applied to grammar4    ,it 
is to be used as follows3--,move one of 

the balls to a part of the  frame       
distinct from the rest4 ,the children   
will then repeat1 ,there  it is1 there  
it is4 ,apply your finger to the ball1  
and set it  running round4 ,the children
 will immediately change from saying1   
,there it is1 to ,there it goes1 there  
it goes4    ,when they have repeated    
,there it goes long enough to impress it
 on  their memory1 stop the ball2 the   
children will probably say1 ,now it     
stops1 now it stops4 ,when that is the  
case1 move another ball to  it1 and then
 explain to the children the difference 
between singular  and plural1 desiring  
them to call out1 ,there they are1 there
 they  are2 and when they have done that
 as long as may be proper1 set both     
balls moving1 and it is likely they will
 call out1 ,there they go1  there they  
go4 ,i do not particularize further1    
because ,i know that  good teachers will
 at once see the principle aimed at1 and
 supply the  other requisite lessons3   
the object of this book being rather to 

shew  the principle of the thing1 than  
to go into detail4          ,,chapter   
,,xii4    ,,arithmetic4    ,the         
arithmeticon--,how                      
applied--,numeration--,addition--,subtra
ction--                                 
,multiplication--,division--,fraction--,
arithmetical tables--,arithmetical      
,songs--,observations4           99     
99       99       99       99    ,in    
arithmetic1 as in every other branch of 
education1 the principal  object should 
be to preserve the understanding from   
implicit belief1  to invigorate its     
powers1 and to induce the laudable      
ambition of  progressive                
improvement4--,edgeworth           99   
99       99       99       99    ,the   
advantage of a knowledge of arithmetic  
has never been disputed4  ,its universal
 application to the business of life    
renders it an  important acquisition to 
all ranks and conditions of men4 ,the   
practicability of imparting the         
rudiments of arithmetic to very young   

children has been satisfactorily shewn  
by the ,infant-school ,system2  and it  
has been found1 likewise1 that it is the
 readiest and surest  way of developing 
the thinking faculties of the infant    
mind4 ,since the  most complicated and  
difficult questions of arithmetic1 as   
well as  the most simple1 are all       
solvable by the same rules1 and on the  
same  principles1 it is of the utmost   
importance to give children a clear     
insight into the primary principles of  
number4 ,for this purpose we  take care 
to shew them1 by visible objects1 that  
all numbers are  combinations of unity2 
and that all changes of number must     
arise  either from adding to or taking  
from a certain stated number4 ,after    
this1 or rather1 perhaps ,i should say1 
in conjunction with this  instruction1  
we exhibit to the children the signs of 
number1 and  make them acquainted with  
their various combinations2 and lastly1 
we  bring them to the abstract          
consideration of number2 or what may be 

termed mental arithmetic4 ,if you       
reverse this1 which has generally  been 
the system of instruction pursued--if   
you set a child to learn  its           
multiplication1 pence1 and other tables1
 before you have shewn it  by realities1
 the combinations of unity which these  
tables express  in words--you are       
rendering the whole abstruse1 difficult1
 and  uninteresting2 and1 in short1 are 
giving it knowledge which it is  unable 
to apply4    ,as far as regards the     
general principles of numerical tuition1
 it may  be sufficient to state1 that we
 should begin with unity1 and proceed   
very gradually1 by slow and sure steps1 
through the simplest forms of           
combinations to the more comprehensive4 
,trace and retrace your first           
steps--the children can never be too    
thoroughly familiar with the  first     
principles or facts of number4    ,we   
have various ways of teaching           
arithmetic1 in use in the schools2  ,i  
shall speak of them all1 beginning with 

a description of the  arithmeticon1     
which is of great utility4              
,illustration    ,i have thought it     
necessary in this edition to give the   
original  woodcut of the arithmeticon1  
which it will be seen contains twelve   
wires1 with one ball on the first wire1 
two on the second1 and so  progressing  
up to twelve4 ,the improvement is1 that 
each wire should  contain twelve balls1 
so that the whole of the multiplication 
table  may be done by it1 up to #ab     
times #ab are #add4 ,the next step was  
having  the balls painted black and     
white alternately1 to assist the sense  
of  seeing1 it being certain that an    
uneducated eye cannot distinguish  the  
combinations of colour1 any more than an
 uneducated ear can  distinguish the    
combinations of sounds4 ,so far the     
thing succeeded  with respect to the    
sense of seeing2 but there was yet      
another thing  to be legislated for1 and
 that was to prevent the children's     
attention  being drawn off from the     

objects to which it was to be directed1 
viz4  the smaller number of balls as    
separated from the greater4 ,this object
  could only be attained by inventing a 
board to slide in and hide the  greater 
number from their view1 and so far we   
succeeded in gaining  their undivided   
attention to the balls we thought       
necessary to move  out4 ,time and       
experience only could shew that there   
was another thing  wanting1 and that was
 a tablet1 as represented in the second 
woodcut1  which had a tendency to teach 
the children the difference between real
  numbers and representative characters1
 therefore the necessity of  brass      
figures1 as represented on the tablet2  
hence the children would  call figure   
seven ,no4 #a1 it being but one object1 
and each figure they  would only count  
as one1 thus making #icg1 which are the 
representative  characters1 only three1 
which is the real fact1 there being only
 three  objects4 ,it was therefore found
 necessary to teach the children  that  

the figure seven would represent #g     
ones1 #g tens1 #g hundreds1 #g          
thousands1 or #g millions1 according to 
where it might be placed in  connection 
with the other figures2 and as this has 
already been  described1 ,i feel it     
unnecessary to enlarge upon the subject4
    ,illustration    ,,the              
,,arithmeticon4    ,it will be seen that
 on the twelve parallel wires there are 
#add balls1  alternately black and      
white4 ,by these the elements of        
arithmetic may  be taught as follows3-- 
,numeration4--,take one ball from the   
lowest wire1 and say units1  one1 two   
from the next1 and say tens1 two2 three 
from the third1  and say hundreds1      
three2 four from the fourth1 and say    
thousands1  four2 five from the fifth1  
and say tens of thousands1 five2 six    
from the sixth1 and say hundreds of     
thousands1 six2 seven from the  seventh1
 and say millions1 seven2 eight from the
 eighth1 and say  tens of millions1     
eight2 nine from the ninth1 and say     

hundreds of  millions1 nine2 ten from   
the tenth1 and say thousands of         
millions1  ten2 eleven from the         
eleventh1 and say tens of thousands of  
millions1 eleven2 twelve from the       
twelfth1 and say hundreds of  thousands 
of millions1 twelve4    ,the tablet     
beneath the balls has six spaces for the
 insertion of brass  letters and        
figures1 a box of which accompanies the 
frame4 ,suppose  then the only figure   
inserted is the #g in the second space  
from the  top3 now were the children    
asked what it was1 they would all say1  
without instruction1 ,it is one4 ,if1   
however1 you tell them that an  object  
of such a form stands instead of seven  
ones1 and place seven  balls together on
 a wire1 they will at once see the use  
and power of  the number4 ,place a #c   
next the seven1 merely ask what it is1  
and they  will reply1 ,we don't know2   
but if you put out three balls on a     
wire1  they will say instantly1 ,o it is
 three ones1 or three2 and that they    

may have the proper name they may be    
told that they have before  them figure 
#g and figure #c4 ,put a #i to these    
figures1 and their  attention will be   
arrested3 say1 ,do you think you can    
tell me what  this is8 and1 while you   
are speaking1 move the balls gently out1
 and1  as soon as they see them1 they   
will immediately cry out ,nine2 and in  
this way they may acquire a knowledge of
 all the figures separately4  ,then you 
may proceed thus3 ,units #g1 tens #c2   
place three balls on the  top wire and  
seven on the second1 and say1           
,thirty-seven1 as you point  to the     
figures1 and thirty-seven as you point  
to the balls4 ,then go  on1 units #g1   
tens1 #c1 hundreds #i1 place nine balls 
on the top wire1  three on the second1  
and seven on the third1 and say1        
pointing to  each1 ,nine hundred and    
thirty-seven4 ,and so onwards4    ,to   
assist the understanding and exercise   
the judgment1 slide a figure  in the    
frame1 and say1 ,figure #h4 ,q4 ,what is

 this8 ,a4 ,no4 #h4 ,q4 ,if ,no4  #a be 
put on the left side of the #h1 what    
will it be8 ,a4 #ha4 ,q4 ,if the  #a be 
put on the right side1 then what will it
 be8 ,a4 #ah4 ,q4 ,if the  figure #d be 
put before the #a1 then what will the   
number be8 ,a4 #dah4 ,q4  ,shift the    
figure #d1 and put it on the left side  
of the #h1 then ask the  children to    
tell the number1 the answer is #ahd4    
,the teacher can keep  adding and       
shifting as he pleases1 according to the
 capacity of his  pupils1 taking care to
 explain as he goes on1 and to satisfy  
himself  that his little flock perfectly
 understand him4 ,suppose figures       
#edgfiechba are in the frame2 then let  
the children begin at the left  hand1   
saying1 units1 tens1 hundreds1          
thousands1 tens of thousands1  hundreds 
of thousands1 millions1 tens of         
millions1 hundreds of  millions1        
thousands of millions4 ,after which1    
begin at the right side1  and they will 
say1 ,five thousand four hundred and    

seventy-six million1  nine hundred and  
fifty-three thousand1 eight hundred and 
twenty-one4  ,if the children are       
practised in this way1 they will soon   
learn  numeration4    ,the frame was    
employed for this purpose long before   
its application to  others was          
perceived2 but at length ,i found we    
might proceed to    ,addition4--,we     
proceed as follows3--#a and #b are #c1  
and #c are #f1 and #d  are #aj1 and #e  
are #ae1 and #f are #ba1 and #g are #bh1
 and #h are #cf1 and #i  are #de1 and   
#aj are #ee1 and #aa are #ff1 and #ab   
are #gh4    ,then the master may        
exercise them backwards1 saying1 #ab and
 #aa are #bc1  and #aj are #cc1 and #i  
are #db1 and #h are #ej1 and #g are #eg1
 and #f are #fc1  and #e are #fh1 and #d
 are #gb1 and #c are #ge1 and #b are    
#gg1 and #a is #gh1  and so on in great 
variety4    ,again3 place seven balls on
 one wire1 and two on the next1 and ask 
them how many #g and #b are2 to this    
they will soon answer1 ,nine3 then  put 

the brass figure #i on the tablet       
beneath1 and they will see how  the     
amount is marked3 then take eight balls 
and three1 when they will  see that     
eight and three are eleven4 ,explain to 
them that they cannot  put underneath   
two figure ones which mean #aa1 but they
 must put #a  under the #h1 and carry #a
 to the #d1 when you must place one ball
 under  the four1 and1 asking them what 
that makes1 they will say1 ,five4       
,proceed by saying1 ,how much are five  
and nine8 put out the proper  number of 
balls1 and they will say1 ,five and nine
 are fourteen4 ,put  a four underneath1 
and tell them1 as there is no figure to 
put the #a  under1 it must be placed    
next to it3 hence they see that #icg    
added to  #dhb1 make a total of #adai4  
,subtraction may be taught in as many   
ways by this instrument4 ,thus3  take #a
 from #a1 nothing remains2 moving the   
first ball at the same time  to the     
other end of the frame4 ,then remove one
 from the second wire1  and say1 take   

one from #b1 the children will instantly
 perceive that  only #a remains2 then #a
 from #c1 and #b remain2 #a from #d1 #c 
remain2 #a  from #e1 #d remain2 #a from 
#f1 #e remain2 #a from #g1 #f remain2 #a
 from #h1 #g  remain2 #a from #i1 #h    
remain2 #a from #aj1 #i remain2 #a from 
#aa1 #aj remain2  #a from #ab1 #aa      
remain4    ,then the balls may be worked
 backwards1 beginning at the wire       
containing #ab balls1 saying1 take #b   
from #ab1 #aj remain2 #b from #aa1 #i   
remain2 #b from #aj1 #h remain2 #b from 
#i1 #g remain2 #b from #h1 #f remain2 #b
  from #g1 #e remain2 #b from #f1 #d    
remain2 #b from #e1 #c remain2 #b from  
#d1 #b  remain2 #b from #c1 #a remains4 
,the brass figure should be used for the
 remainder in each case4 ,say1  then1   
can you take #h from #c as you point to 
the figures1 and they will  say ,yes2   
but skew them #c balls on a wire and ask
 them to deduct #h  from them1 when they
 will perceive their error4 ,explain    
that in such a  case they must borrow   

one2 then say take #h from #ac1 placing 
#ab balls  on the top wire1 borrow one  
from the second1 and take away eight and
  they will see the remainder is five2  
and so on through the sum1 and  others  
of the same kind4    ,in                
,multiplication1 the lessons are        
performed as follows4 ,the teacher      
moves the first ball1 and immediately   
after the two balls on the  second wire1
 placing them underneath the first1     
saying at the same  time1 twice one are 
two1 which the children will readily    
perceive4 ,we  next remove the two balls
 on the second wire for a multiplier1   
and  then remove two balls from the     
third wire1 placing them exactly under  
the first two1 which forms a square1 and
 then say twice two are four1  which    
every child will discern for himself1 as
 he plainly perceives  there are no     
more4 ,we then move three on the third  
wire1 and place  three from the fourth  
wire underneath them saying1 twice three
 are  six4 ,remove the four on the      

fourth wire1 and four on the fifth1     
place  them as before and say1 twice    
four are eight4 ,remove five from the   
fifth wire1 and five from the sixth wire
 underneath them1 saying twice  five are
 ten4 ,remove six from the sixth wire1  
and six from the seventh  wire          
underneath them and say1 twice six are  
twelve4 ,remove seven from  the seventh 
wire1 and seven from the eighth wire    
underneath them1  saying1 twice seven   
are fourteen4 ,remove eight from the    
eighth wire1  and eight from the ninth1 
saying1 twice eight are sixteen4 ,remove
 nine  on the ninth wire1 and nine on   
the tenth wire1 saying twice nine  are  
eighteen4 ,remove ten on the tenth wire1
 and ten on the eleventh  underneath    
them1 saying1 twice ten are twenty4     
,remove eleven on the  eleventh wire1   
and eleven on the twelfth1 saying1 twice
 eleven are  twenty-two4 ,remove one    
from the tenth wire to add to the eleven
 on  the eleventh wire1 afterwards the  
remaining ball on the twelfth wire1     

saying1 twice twelve are twenty-four4   
,next proceed backwards1 saying1 #ab    
times #b are #bd1 #aa times #b are #bb1 
#aj times #b are #bj1 c4    ,for        
,division1 suppose you take from the    
#add balls gathered together  at one    
end1 one from each row1 and place the   
#ab at the other end1 thus  making a    
perpendicular row of ones3 then make    
four perpendicular rows  of three each  
and the children will see there are #d  
#c's in #ab4 ,divide  the #ab into six  
parcels1 and they will see there are4 #f
 #b's in #ab4  ,leave only two out1 and 
they will see1 at your direction1 that  
#b is  the sixth part of #ab4 ,take away
 one of these and they will see one is  
the twelfth part of #ab1 and that #ab   
#a's are twelve4    ,to explain the     
state of the frame as it appears in the 
cut1 we must  first suppose that the    
twenty-four balls which appear in four  
lots1  are gathered together at the     
figured side3 when the children will    
see there are three perpendicular #h's1 

and as easily that there are #h         
horizontal #c's4 ,if then the teacher   
wishes them to tell how many #f's  there
 are in twenty-four1 he moves them out  
as they appear in the  cut1 and they see
 there are four2 and the same principle 
is acted on  throughout4    ,the only   
remaining branch of numerical knowledge1
 which consists in an  ability to       
comprehend the powers of numbers1       
without either visible  objects or      
signs--is imparted as follows3          
,addition4    ,one of the children is   
placed before the gallery1 and repeats  
aloud1  in a kind of chaunt1 the whole  
of the school repeating after him2 ,one 
and one are two2 two and one are three2 
three and one are four1 c4 up  to       
twelve4    ,two and two are four2 four  
and two are six2 six and two are eight1 
c4  to twenty-four4    ,three and three 
are six2 six and three are nine2 nine   
and three are  twelve1 c4 to thirty-six4
    ,subtraction4    ,one from twelve   
leaves eleven2 one from eleven leaves   

ten1 c4    ,two from twenty-four leave  
twenty-two2 two from twenty-two leave   
twenty1 c4    ,multiplication4    ,twice
 one are two2 twice two are four1 c4 c4 
,three times three are  nine1 three     
times four are twelve1 c4 c4    ,twelve 
times two are twenty-four2 eleven times 
two are twenty-two1 c4  c4    ,twelve   
times three are thirty-six2 eleven times
 three are  thirty-three1 c4 c4 until   
the whole of the multiplication table is
  gone through4    ,division4           
,there are twelve twos in               
twenty-four4--,there are    eleven twos 
in twenty-two1 c4 c4    ,there are      
twelve threes in thirty-six1 c4         
,there are twelve fours in forty-eight1 
c4 c4    ,fractions4      ,two are the  
half 7#a_/b7 of four4             third 
7#a_/c7 of six4             fourth      
7#a_/b7 of eight4             fifth     
7#a_/e7 of ten4             sixth       
7#a_/f7 of twelve4             seventh  
7#a_/g7 of fourteen4             twelfth
 7#a_/ab7 of twenty-four2 two are the   

eleventh 7#a_/aa7 of twenty-two1 c4 c4  
,three are the half 7#a_/b7 of six4     
third 7#a_/c7 of nine4                  
fourth 7#a_/d7 of twelve4      ,three   
are the twelfth 7#a_/ab7 of thirty-six2 
three are    the eleventh 7#a_/aa7 of   
thirty-three1 c4 c4      ,four are the  
half 7#a_/b7 of eight1 c4      ,in      
twenty-three are four times five1 and   
three-fifths    7#c_/e7 of five2 in     
thirty-five are four times eight1 and   
three-eighths    7#c_/h7 of eight4      
,in twenty-two are seven times three1   
and one-third    7#a_/c7 of three4      
,in thirty-four are four times eight1   
and one-fourth    7#a_/d7 of eight4     
,the tables subjoined are repeated by   
the same method1 each section  being a  
distinct lesson4 ,to give an idea to the
 reader1 the boy in the  rostrum says   
ten shillings the half 7#a_/b7 of a     
pound2 six shillings  and eightpence    
one-third 7#a_/c7 of a pound1 c4        
,sixpence the half 7#a_/b7 of a         
shilling1 c4 ,always remembering1 that  

whatever the boy says in the rostrum1   
the other children must repeat  after   
him1 but not till the monitor has ended 
his sentence2 and before  the monitor   
delivers the second sentence1 he waits  
till the children  have concluded the   
first1 they waiting for him1 and he for 
them2 this  prevents confusion1 and is  
the means of enabling persons to        
understand  perfectly what is going on  
in the school4    ,in a book lately     
published1 which is a compilation by two
 ,london  masters1 it is stated1 in the 
preface1 that they were at a loss  for  
proper lessons3 had they used those in  
existence ,i cannot help  thinking they 
were enough for the capacity of children
 under six years  of age4    #bed       
,,arithmetical ,,tables4    ,numeration1
 ,addition1 ,subtraction1               
,multiplication1 ,division1 and ,pence  
,tables4                                
----------------------------------------
---------------------------             
,,addition ,,and ,,subtraction ,,table  

#a        #b        #c        #d        
#e        #f        #a are #b   #a are  
#c   #a are #d   #a are #e   #a are #f  
#a are #g     #b --  #c   #b --  #d   #b
 --  #e   #b --  #f   #b --  #g   #b -- 
#h     #c --  #d   #c --  #e   #c --  #f
   #c --  #g   #c --  #h   #c --  #i    
#d --  #e   #d --  #f   #d --  #g   #d  
--  #h   #d --  #i   #d -- #aj     #e --
  #f   #e --  #g   #e --  #h   #e --  #i
   #e -- #aj   #e -- #aa     #f --  #g  
#f --  #h   #f --  #i   #f -- #aj   #f  
-- #aa   #f -- #ab     #g --  #h   #g --
  #i   #g -- l#j   #g -- #aa   #g -- #ab
   #g -- #ac     #h --  #i   #h -- #aj  
#h -- #aa   #h -- #ab   #h -- #ac   #h  
-- #ad     #i -- #aj   #i -- #aa   #i --
 #ab   #i -- #ac   #i -- #ad   #i -- #ae
    #aj -- #aa  #aj -- #ab  #aj -- #ac  
#aj -- #ad  #aj -- #ae  #aj -- #af      
#aa -- l#b  #aa -- #ac  #aa -- #ad  #aa 
-- #ae  #aa -- #af  #aa -- #ag    l#b --
 #ac  #ab -- #ad  #ab -- #ad  #ab -- #af
  #ab -- #ag  l#b -- #ah                
----------------------------------------

---------------------------      #g     
#h        #i       #aj       #aa        
#ab        #a are #h   #a are #i  #a are
 #aj  #a are #aa  #a are #ab  #a are #ac
     #b --  #i   #b -- #aj   #b -- #aa  
#b -- #ab   #b -- #ac   #b -- #ad     #c
 -- #aj   #c -- #aa   #c -- #ab   #c -- 
#ac   #c -- #ad   #c -- #ae     #d --   
#aa   #d -- #ab   #d -- #ac   #d -- #ad 
#d -- #ae   #d -- #af     #e -- #ab   #e
 -- #ac   #e -- #ad   #e -- #ae   #e -- 
#af   #e -- #ag     #f -- #ac   #f --   
#ad   #f -- #ae   #f -- #af   #f -- #ag 
#f -- #ah     #g -- #ad   #g -- #ae   #g
 -- #af   #g -- #ag   #g -- #ah   #g -- 
#ai     #h -- #ae   #h -- #af   #h --   
#ag   #h -- #ah   #h -- #ai   #h -- #bj 
#i -- #af   #i -- #ag   #i -- #ah   #i  
-- #ai   #i -- #bj   #i -- #ba    #aj --
 #ag  #aj -- #ah  #aj -- #ai  #aj -- #bj
  #aj -- #ba  #aj -- #bb    #aa -- l#h  
#aa -- #ai  #aa -- #bj  #aa -- #ba  #aa 
-- #bb  #aa -- #bc    #ab -- #ai  #ab --
 #bj  #aa -- #ba  l#b -- #bb  #ab -- #bc
  #ab -- #bd      ,,multiplication ,,and

 ,,division ,,table4       ,,numeration 
,,table4                                
----------------------------------------
-----------------------  #b--b are      
#dd--e are #bj #f--ab are #gb           
#a ,units4              #c --  #f   #f  
--  #bd #g-- #g --  #di         #ba     
,tens4               #d --  #h   #g --  
#bh     #h --  #ef        #cba ,hundreds
            #e -- #aj   #h --  #cb      
#i --  #fc      #d1cba ,thousands4      
#f -- #ab   #i --  #cf    #aj --  #gj   
#ed1cba ,x of ,thousands4     #g -- #ad 
#aj --  #dj    #aa --  #gg    #fed1cba  
,c of ,thousands4     #h -- #af  #aa -- 
#dd    #ab --  #hd  #g1fed1cba          
,millions4           #i -- #ah  #ab --  
#dh #h-- #h --  #fd #hg1fed1cba ,x of   
,millions4     #aj -- #bje--e --  #be   
#i --  #gbihg1fed1cba ,c of ,millions4  
#aa -- #bb   #f --  #cj    #aj --  #hj  
#ab -- #bd   #g --  #ce    #aa --  #hh  
#c--c --  #i   #h --  #dj    #ab --  #if
       ,,pence ,,table              #d  
-- #ab   #i --  #de #i-- #i --  #ha     

#e -- #ae  #aj --  #ej    #aj --        
#ij---------------------------     #f --
 #ah  #aa --  #ee    #aa --  #ii d4 s4  
d4d4  s4 d4     #g -- #ba  #ab --  #fj  
#ab -- #ajh #bj is #a  #h   #ij is #g   
#f       #h -- #bdf--f --  #cfaj--aj -- 
#ajj #cj -- #b  #f  #ajj -- #h  #d      
#i -- #bg   #g --  #db    #aa -- #aaj   
#dj -- #c  #d  #aaj -- #i  #b      #aj  
-- #cj   #h --  #dh    #ab -- #abj #ej  
-- #d  #b  #abj --#aj  #j      #aa --   
#cc   #i --  #edaa--aa -- #aba #fj -- #e
  #j  #acj --#aj #aj      #ab -- #cf    
#aj --  #fj    #ab -- #acb #gj -- #e #aj
  #adj --#aa  #h    #d--d -- #af  #aa --
  #ffab--ab -- #add #hj -- #f  #h  #add 
--#ab  #j                               
----------------------------------------
---------------------------      ,tables
 of ,weights and ,measures4    ,shilling
 ,tables    s4   l4 s4  #bj are  #a  #j 
#cj ---- #a  #aj  #dj ---- #b  #j  #ej  
---- #b  #aj  #fj ---- #c  #j  #gj ---- 
#c  #aj  #hj ---- #d  #j  #ij ---- #d   
#aj  #ajj are #e  #j  #aaj --- #e  #aj  

#abj --- #f  #j  #acj --- #f  #aj  #adj 
--- #g  #j  #aej --- #g  #aj  #afj ---  
#h  #j  #agj --- #h  #aj           99   
99       99       99       99           
,practice ,tables4           99       99
       99       99       99    ,of a    
,pound4    s4 d4    #aj  #j are half    
#f   #h --- third    #e   #j --- fourth 
#d   #j --- fifth    #c   #d --- sixth  
#b   #f --- eighth    #a   #h ---       
twelfth    #a   #j --- twentieth    ,of 
a shilling4    #f;d4 are half  #d       
--- third  #c     --- fourth  #b     ---
 sixth  #a     --- twelfth           99 
99       99       99       99    ,time4 
#fj seconds       #a minute  #fj minutes
       #a hour  #bd hours         #a day
  #g days           #a week  #d weeks   
#a lunar month  #ab cal4 mon4     #a    
year  #ac lunar months1 #a day1 #f      
hours1 or #cfe days1 #f hours1 #a year4 
,thirty days hath ,september1  ,april1  
,june1 and ,november2  ,all the rest    
have thirty-one1  ,save ,february1 which
 alone  ,hath twenty-eigth1 except ,leap

 year1  ,and twenty-nine is then its    
share4           99       99       99   
99       99    ,troy ,weight4    #bd    
grains         #a pennywt4  #bj         
pennywhts4     #a ounce  #ab ounces     
#a pound           99       99       99 
99       99    ,avoirdupoise ,weight4   
#af drams          #a ounce  #af ounces 
#a pound  #bh pounds         #a quarter 
#d quarters        #a hund4 wt4  #bj    
hund4 wt4      #a ton           99      
99       99       99       99           
,apothecaries ,weight4    #bj grains    
#a scruple  #c scruples     #a dram  #h 
drams        #a ounce  #ab ounces       
#a pound           99       99       99 
99       99    ,wool ,weight4    #g     
pounds     #a clove  #b cloves     #a   
stone  #b stones     #a tod  #f tods    
#a wey  #b weys       #a sack  #ab sacks
     #a last           99       99      
99       99       99    ,wine ,measure4 
#b pints         #a quart  #d quarts    
#a gallon  #aj gallons      #a ank4     
brandy  #db gallons      #a tierce  #fc 

gallons      #a hogshead  #hd gallons   
#a puncheon  #b hogsheads     #a pipe   
#b pipes         #a ton           99    
99       99       99       99    ,ale   
and ,beer ,measure4  #b pints           
#a quart  #d quarts         #a gallon   
#h gallons        #a firkin of ale  #i  
gallons        #a firk4 of beer  #b     
firkins        #a kilderkin  #b         
kilderkins     #a barrel  #ad barrel    
#a hogshead  #b barrels        #a       
puncheon  #c barrels        #a butt     
99       99       99       99       99  
,coal ,measure4    #d pecks         #a  
bushel  #i bushels       #a vat or      
strike  #c bushels       #a sack  #ab   
sacks        #a chaldron  #ia chaldron  
#a score           99       99       99 
99       99    ,dry ,measure4    #b     
pints        #a quart  #b quarts        
#a pottle  #b pottles      #a gallon  #b
 gallons      #a peck  #d pecks         
#a bushel  #b bushels      #a strike  #e
 bushels      #a sack flour  #h bushels 
#a quarter  #e quarters     #a wey or   

load  #e pecks        #a bushl4 water   
measure  #d bushels      #a coom  #aj   
cooms       #a wey  #b weys         #a  
last corn           99       99       99
       99       99    ,solid or ,cubic  
,measure4    #agbh inches     #a foot   
#bg feet         #a yard or load        
99       99       99       99       99  
,long ,measure4    #c barleycorns     #a
 inch  #ab inches         #a foot  #c   
feet            #a yard  #f feet        
#a fathom  #e yards          #a pole or 
rod  #dj poles          #a furlong  #h  
furlongs        #a mile  #c miles       
#a league  #bj leagues        #a degree 
99       99       99       99       99  
,cloth ,measure4    #bd inches      #a  
nail  #d nails        #a quarter  #d    
quarters     #a yard  #e quarters     #a
 ,english ell  #c quarters     #a       
,flemish ell  #f quarters     #a ,french
 ell           99       99       99     
99       99    ,land or ,square         
,measure4    #add inches     #a foot  #i
 feet         #a yard  #cj yards      #a

 pole  #dj poles       #a rood  #d roods
        #a acre  #fdj acres      #a mile
    ,this includes length and breadth4  
99       99       99       99       99  
,hay4    #cf pounds      #a truss of    
straw  #ef pounds      #a do4 of old hay
  #fj pounds      #a do4 of new hey  #cf
 trusses     #a load    ,,money4        
,two farthings one halfpenny make1    ,a
 penny four of such will take2    ,and  
to allow ,i am most willing    ,that    
twelve pence always make a shilling2    
,and that five shillings make a crown1  
,twenty a sovereign1 the same as pound4 
,some have no cash1 some have to spare--
    ,some who have wealth for none will 
care4    ,some through misfortune's hand
 brought low1    ,their money gone1 are 
filled with woe1    ,but ,i know better 
than to grieve2    ,if ,i have none ,i  
will not thieve2    ,i'll be content    
whate'er's my lot1    ,nor for          
misfortunes care a groat4    ,there is a
 ,providence whose care    ,and         
sovereign love ,i crave to share2       

,his love is gold without alloy2        
,those who possess't have endless joy4  
,,time ,,or ,,chronology4      ,sixty   
seconds make a minute2      ,time enough
 to tie my shoe    ,sixty minutes make  
an hour2      ,shall it pass and nought 
to do8      ,twenty-four hours will make
 a day      ,too much time to spend in  
sleep1    ,too much time to spend in    
play1      ,for seven days will end the 
week1      ,fifty and two such weeks    
will put      ,near an end to every     
year2    ,days three hundred sixty-five 
,are the whole that it can share4       
,saving leap year1 when one day         
,added is to gain lost time2    ,may it 
not be spent in play1      ,nor in any  
evil crime4      ,time is short1 we     
often say2      ,let us1 then1 improve  
it well2    ,that eternally we may      
,live where happy angels dwell4         
,,avoirdupoise ,,weight4      ,sixteen  
drachms are just an ounce1      ,as     
you'll find at any shop2    ,sixteen    
ounces make a pound1      ,should you   

want a mutton chop4      ,twenty-eight  
pounds are the fourth      ,of an       
hundred weight call'd gross2    ,four   
such quarters are the whole      ,of an 
hundred weight at most4          ,oh6   
how delightful1        ,oh6 how         
delightful1        ,oh6 how delightful1 
,to sing this rule4      ,twenty        
hundreds make a ton2      ,by this rule 
all things are sold    ,that have any   
waste or dross      ,and are bought so1 
too1 ,i'm told4      ,when we buy and   
when we sell1      ,may we always use   
just weight2    ,may we justice love so 
well      ,to do always what is right4  
,oh6 how delightful1          c41 c41 c4
    ,,apothecaries' ,,weight4           
,twenty grains make a scruple1--some    
scruple to take2    ,though at times it 
is needful1 just for our health's sake2 
,three scruples one drachm1 eight       
drachms make one ounce1    ,twelve      
ounces one pound1 for the pestle to     
pounce4      ,by this rule is all       
medicine mix'd1 though ,i'm told    ,by 

,avoirdupoise weight 'tis bought and    
'tis sold4    ,but the best of all      
physic1 if ,i may advise1    ,is        
temperate living and good exercise4     
,,dry ,,measure4      ,two pints will   
make one quart      ,of barley1 oats1 or
 rye2    ,two quarts one pottle are1 of 
wheat      ,or any thing that's dry4    
,two pottles do one gallon make1        
,two gallons one peck fair1    ,four    
pecks one bushel1 heap or brim1         
,eight bushels one quarter are4         
,if1 when you sell1 you give      ,good 
measure shaken down1    ,through motives
 good1 you will receive      ,an        
everlasting crown4    ,,ale ,,and ,,beer
 ,,measure4      ,two pints will make   
one quart1      ,four quarts one gallon1
 strong3--    ,some drink but little1   
some too much1--      ,to drink too much
 is wrong4      ,eight gallons one      
firkin make1      ,of liquor that's     
call'd ale    ,nine gallons one firkin  
of beer1      ,whether 'tis mild or     
stale4      ,with gallons fifty-four    

,a hogshead ,i can fill3    ,but hope ,i
 never shall drink much1      ,drink    
much whoever will4    ,,wine1 ,,oil1    
,,and ,,spirit ,,measure4      ,two     
pints will make one quart      ,of any  
wine1 ,i'm told3    ,four quarts one    
gallon are of port      ,or claret1 new 
or old4      ,forty-two gallons will    
,a tierce fill to the bung3    ,and     
sixty-three's a hogshead full      ,of  
brandy1 oil1 or rum4      ,eighty-four  
gallons make      ,one puncheon fill'd  
to brim1    ,two hogsheads make one pipe
 or butt1      ,two pipes will make one 
tun4      ,a little wine within         
,oft cheers the mind that's sad2    ,but
 too much brandy1 rum1 or gin1      ,no 
doubt is very bad4      ,from all excess
 beware1      ,which sorrow must attend2
    ,drunkards a life of woe must       
share1--      ,when time with them shall
 end4    ,the arithmeticon1 ,i would    
just remark1 may be applied to geometry4
  ,round1 square1 oblong1 c4 c41 may be 
easily taught4 ,it may also be  used in 

teaching geography4 ,the shape of the   
earth may be shewn by  a ball1 the      
surface by the outside1 its revolution  
on its axis by  turning it round1 and   
the idea of day and night may be given  
by a ball  and a candle in a dark-room4 
,as the construction and application of 
this instrument is the result  of       
personal1 long-continued1 and anxious   
effort1 and as ,i have rarely  seen a   
pirated one made properly or understood1
 ,i may express a  hope that whenever it
 is wanted either for schools or        
nurseries1  application will be made for
 it to my depot4    ,i have only to add1
 that a board is placed at the back to  
keep the  children from seeing the      
balls1 except as they are put out2 and  
that  the brass figures at the side are 
intended to assist the master when  he  
is called away1 so that he may see1 on  
returning to the frame1  where he left  
off4    ,the slightest glance at the    
wood-cut will shew how unjust the       
observations of the writer of ,schools  

for the ,industrious ,classes1 or  the  
,present ,state of ,education amongst   
the ,working ,people of ,england1       
published under the superintendance of  
the ,central ,society of  ,education1   
are1 where he says1 ,we are willing to  
assume that ,mr4  ,wilderspin has       
originated some improvements in the     
system of ,infant  ,school education2   
but ,mr4 ,wilderspin claims so much that
 many persons  have been led to refuse  
him that degree of credit to which he is
  fairly entitled4 ,for example1 he     
claims a beneficial interest in  an     
instrument called the ,arithmeticon1 of 
which he says he was the  inventor4     
,this instrument was described in a work
 on arithmetic1  published by ,mr4      
,friend forty years ago4 ,the instrument
 is1 however1  of much older date2 it is
 the same in principle as the ,abacus of
 the  ,romans1 and in its form resembles
 as nearly as possible the ,swanpan  of 
the ,chinese1 of which there is a       
drawing in the ,encyclopaedia           

,brittanica4 ,mr4 ,wilderspin merely    
invented the name4 ,now1 ,i defy  the   
writer of this to prove that the        
,arithmeticon existed before ,i         
invented it4 ,i claim no more than what 
is my due4 ,the ,abacus of the  ,romans 
is entirely different2 still more so is 
the ,chinese ,swanpan2  if any person   
will take the trouble to look into the  
,encyclopaedia  ,britannica1 they will  
see the difference at once1 although ,i 
never  heard of either until they were  
mentioned in the pamphlet referred to4  
,there are #add balls on mine1 and it is
 properly simplified for infants  with  
the addition of the tablet1 which       
explains the representative  characters 
as well as the real ones1 which are the 
balls4    ,i have not yet heard what the
 ,central ,society have invented2       
probably  we shall soon hear of the     
mighty wonders performed by them1 from  
one  end of the three kingdoms to the   
other4 ,their whole account of the      
origin of the ,infant ,system is as     

partial and unjust as it possibly  can  
be4 ,mr4 ,simpson1 whom they quote1 can 
tell them so1 as can  also some of the  
committee of management1 whose names ,i 
see at the  commencement of the work4   
,the ,central ,society seem to wish to  
pull me  down1 as also does the other   
society to whom reference is made is the
  same page of which ,i complain2 and ,i
 distinctly charge both societies  with 
doing me great injustice2 the society   
complains of my plans  without knowing  
them1 the other adopts them without     
acknowledgment1  and both have sprung up
 fungus-like1 after the ,infant ,system 
had been  in existence many years1 and  
,i had served three apprenticeships to  
extend and promote it1 without receiving
 subscriptions or any public  aid       
whatever4 ,it is hard1 after a man has  
expended the essence of his             
constitution1 and spent his children's  
property for the public good1  in       
inducing people to establish schools in 
the principal towns in  the three       

kingdoms1--struck at the root of        
domestic happiness1 by  personally      
visiting each town1 doing the thing     
instead of writing  about it--that      
societies of his own countrymen should  
be so anxious to  give the credit to    
foreigners4 ,verily it is most true that
 a ,prophet  has no honour in his own   
country4 ,the first public honour ,i    
ever  received was at ,inverness1 in the
 ,highlands of ,scotland1 the last was  
by the ,jews in ,london1 and ,i think   
there was a space of about twenty  years
 between each4          ,,chapter       
,,xiii4    ,,form1 ,,position1 ,,and    
,,size4    ,method of instruction1      
geometrical                             
song--,anecdotes--,size--,song          
measure--,observations4           99    
99       99       99       99           
,geometry is eminently serviceable to   
improve and strengthen the  intellectual
 faculties4--,jones4           99       
99       99       99       99           
,among the novel features of the ,infant

 ,school ,system1 that of  geometrical  
lessons is the most peculiar4 ,how it   
happened that a mode  of instruction so 
evidently calculated for the infant mind
 was so long  overlooked1 ,i cannot     
imagine2 and it is still more surprising
 that1  having been once thought of1    
there should be any doubt as to its     
utility4 ,certain it is that the various
 forms of bodies is one of the  first   
items of natural education1 and we      
cannot err when treading in  the steps  
of ,nature4 ,it is undeniable that      
geometrical knowledge is of  great      
service in many of the mechanic arts1   
and1 therefore1 proper  to be taught    
children who are likely to be employed  
in some of those  arts2 but1            
independently of this1 we cannot adopt a
 better method of  exciting and         
strengthening their powers of           
observation4 ,i have seen a  thousand   
instances1 moreover1 in the conduct of  
the children1 which  have assured me1   
that it is a very pleasing as well as   

useful branch  of instruction4 ,the     
children1 being taught the first        
elements of form1  and the terms used to
 express the various figures of bodies1 
find in  its application to objects     
around them an inexhaustible source of  
amusement4 ,streets1 houses1 rooms1     
fields1 ponds1 plates1 dishes1  tables2 
in short1 every thing they see calls for
 observation1 and  affords an           
opportunity for the application of their
 geometrical  knowledge4 ,let it not1   
then1 be said that it is beyond their   
capacity1  for it is the simplest and   
most comprehensible to them of all      
knowledge2--let it not be said that it  
is useless1 since its  application to   
the useful arts is great and            
indisputable2 nor is it to  be asserted 
that it is unpleasing to them1 since it 
has been shewn to  add greatly to their 
happiness4    ,it is essential in this1 
as in every other branch of education1  
to begin with the first principles1 and 
proceed slowly to their  application1   

and the complicated forms arising       
therefrom4 ,the next  thing is to       
promote that application of which we    
have before spoken1  to the various     
objects around them4 ,it is this1 and   
this alone1 which  forms the distinction
 between a school lesson and practical  
knowledge2  and so far will the children
 be found from being averse from this   
exertion1 that it makes the acquirement 
of knowledge a pleasure  instead of a   
task4 ,with these prefatory remarks ,i  
shall introduce  a description of the   
method ,i have pursued1 and a few       
examples of  geometrical lessons4    ,we
 will suppose that the whole of the     
children are seated in the  gallery1 and
 that the teacher 7provided with a brass
 instrument formed  for the purpose1    
which is merely a series of joints like 
those to a  counting-house candlestick1 
from which ,i borrowed the idea1,a and  
which may be altered as required1 in a  
moment17 points to a straight  line1    
asking1 ,what is this8 ,a4 ,a straight  

line4 ,q4 ,why did you not  call it a   
crooked line8 ,a4 ,because it is not    
crooked1 but straight4 ,q4  ,what are   
these8 ,a4 ,curved lines4 ,q4 ,what do  
curved lines mean8 ,a4 ,when  they are  
bent or crooked4 ,q4 ,what are these8   
,a4 ,parallel straight  lines4 ,q4 ,what
 does parallel mean8 ,a4 ,parallel means
 when they are  equally distant from    
each other in every part4 ,q4 ,if any of
 you  children were reading a book4 that
 gave an account of some town which  had
 twelve streets1 and it is said that the
 streets were parallel1  would you      
understand what it meant8 ,a4 ,yes2 it  
would mean that the  streets were all   
the same way1 side by side1 like the    
lines which we  now see4 ,q4 ,what are  
those8 ,a4 ,diverging or converging     
straight lines4  ,q4 ,what is the       
difference between diverging and        
converging lines and  parallel lines8   
,a4 ,diverging or converging lines are  
not at an equal  distance from each     
other1 in every part1 but parallel lines

 are4 ,q4  ,what does diverge mean8 ,a4 
,diverge means when they go from each   
other1  and they diverge at one end and 
converge at the other4,b ,q4 ,what does 
converge mean8 ,a4 ,converge means when 
they come towards each other4  ,q4      
,suppose the lines were longer1 what    
would be the consequence8 ,a4  ,please1 
sir1 if they were longer1 they would    
meet together at the end  they converge4
 ,q4 ,what would they form by meeting   
together8 ,a4 ,by  meeting together they
 would form an angle4 ,q4 ,what kind of 
an angle8  ,a4 ,an acute angle8 ,q4     
,would they form an angle at the other  
end8 ,a4  ,no2 they would go further    
from each other4 ,q4 ,what is this8 ,a4 
,a  perpendicular line4 ,q4 ,what does  
perpendicular mean8 ,a4 ,a line up      
straight1 like the stem of some trees4  
,q4 ,if you look1 you will see  that one
 end of the line comes on the middle of 
another line2 what  does it form8 ,a4   
,the one which we now see forms two     
right angles4 ,q4  ,i will make a       

straight line1 and one end of it shall  
lean on another  straight line1 but     
instead of being upright like the       
perpendicular  line1 you see that it is 
sloping4 ,what does it form8 ,a4 ,one   
side of  it is an acute angle1 and the  
other side is an obtuse angle4 ,q4      
,which  side is the obtuse angle8 ,a4   
,that which is the most open4 ,q4 ,and  
which  is the acute angle8 ,a4 ,that    
which is the least open4 ,q4 ,what does 
acute mean8 ,a4 ,when the angle is      
sharp4 ,q4 ,what does obtuse mean8 ,a4  
,when the angle is less sharp than the  
right angle4 ,q4 ,if ,i were to  call   
any one of you an acute child1 would you
 know what ,i meant8 ,a4  ,yes1 sir2 one
 that looks out sharp1 and tries to     
think1 and pays  attention to what is   
said to him2 and then you would say he  
was an  acute child4    ,footnote b3    
,mr4 ,chambers has been good enough to  
call the instrument  referred to1 a     
gonograph2 to that name ,i have no      
objection4    ,footnote ,b3 ,desire the 

children to hold up two fingers1 keeping
 them  apart1 and they will perceive    
they diverge at top and converge at     
bottom4    ,equi-lateral ,triangle4     
,q4 ,what is this8 ,a4 ,an equi-lateral 
triangle4 ,q4 ,why is it called         
equi-lateral8 ,a4 ,because its sides are
 all equal4 ,q4 ,how many sides  has it8
 ,a4 ,three sides4 ,q4 ,how many angles 
has it8 ,a4 ,three angles4  ,q4 ,what do
 you mean by angles8 ,a4 ,the space     
between two right lines1  drawn         
gradually nearer to each other1 till    
they meet in a point4  ,q4 ,and what do 
you call the point where the two lines  
meet8 ,a4 ,the  angular point4 ,q4 ,tell
 me why you call it a tri-angle4 ,a4 ,we
 call it a  tri-angle because it has    
three angles4 ,q4 ,what do you mean by  
equal8  ,a4 ,when the three sides are of
 the same length4 ,q4 ,have you any     
thing  else to observe upon this8 ,a4   
,yes1 all its angles are acute4         
,isoceles ,triangle4    ,q4 ,what is    
this8 ,a4 ,an acute-angled isoceles     

triangle4 ,q4 ,what does  acute mean8   
,a4 ,when the angles are sharp4 ,q4 ,why
 is it called an  isoceles triangle8 ,a4
 ,because only two of its sides are     
equal4 ,q4 ,how  many sides has it8 ,a4 
,three1 the same as the other4 ,q4 ,are 
there any  other kind of isoceles       
triangles8 ,a4 ,yes1 there are          
right-angled and  obtuse-angled4        
,here the other triangles are to be     
shewn1 and the master must explain  to  
the children the meaning of right-angled
 and obtuse-angled4    ,scalene         
,triangle4    ,q4 ,what is this8 ,a4 ,an
 acute-angled scalene triangle4 ,q4 ,why
 is it  called an acute-angled scalene  
triangle8 ,a4 ,because all its angles   
are  acute1 and its sides are not equal4
 ,q4 ,why is it called scalene8 ,a4     
,because it has all its sides unequal4  
,q4 ,are there any other kind of        
scalene triangles8 ,a4 ,yes1 there is a 
right-angled scalene triangle1  which   
has one right angle4 ,q4 ,what else8 ,a4
 ,an obtuse-angled scalene  triangle1   

which has one obtuse angle4 ,q4 ,can an 
acute triangle be an  equi-lateral      
triangle8 ,a4 ,yes1 it may be           
equilateral1 isoceles1 or  scalene4 ,q4 
,can a right-angled triangle1 or an     
obtuse-angled triangle1  be an          
equilateral8 ,a4 ,no2 it must be either 
an isoceles or a scalene  triangle4     
,square4    ,q4 ,what is this8 ,a4 ,a   
square4 ,q4 ,why is it called a square8 
,a4 ,because  all its angles are right  
angles1 and its sides are equal4 ,q4    
,how many  angles has it8 ,a4 ,four     
angles4 ,q4 ,what would it make if we   
draw a  line from one angle to the      
opposite one8 ,a4 ,two right-angled     
isoceles  triangles4 ,q4 ,what would you
 call the line that we drew from one    
angle  to the other8 ,a4 ,a diagonal4   
,q4 ,suppose we draw another line from  
the  other two angles4 ,a4 ,then it     
would make four triangles4              
,pent-agon4    ,q4 ,what is this8 ,a4 ,a
 regular pentagon4 ,q4 ,why is it called
 a  pentagon8 ,a4 ,because it has five  

sides and five angles4 ,q4 ,why is it   
called regular8 ,a4 ,because its sides  
and angles are equal4 ,q4 ,what  does   
pentagon mean8 ,a4 ,a five-sided figure4
 ,q4 ,are there any other  kinds of     
pentagons8 ,a4 ,yes1 irregular          
pentagons8 ,q4 ,what does  irregular    
mean8 ,a4 ,when the sides and angles are
 not equal4    ,hex-agon4    ,q4 ,what  
is this8 ,a4 ,a hexagon4 ,q4 ,why is it 
called a hexagon8 ,a4  ,because it has  
six sides and six angles4 ,q4 ,what does
 hexagon mean8 ,a4  ,a six-sided figure4
 ,q4 ,are there more than one sort of   
hexagons8 ,a4  ,yes1 there are regular  
and irregular4 ,q4 ,what is a regular   
hexagon8  ,a4 ,when the sides and angles
 are all equal4 ,q4 ,what is an         
irregular  hexagon8 ,a4 ,when the sides 
and angles are not equal4    ,hept-agon4
    ,q4 ,what is this8 ,a4 ,a regular   
heptagon4 ,q4 ,why is it called a       
heptagon8 ,a4 ,because it has seven     
sides and seven angles4 ,q4 ,why is it  
called a regular heptagon8 ,a4 ,because 

its sides and angles are equal4  ,q4    
,what does a heptagon mean8 ,a4 ,a      
seven-sided figure4 ,q4 ,what is  an    
irregular heptagon8 ,a4 ,a seven-sided  
figure1 whose sides are not  equal4     
,oct-agon4    ,q4 ,what is this8 ,a4 ,a 
regular octagon4 ,q4 ,why is it called a
 regular  octagon8 ,a4 ,because it has  
eight sides and eight angles1 and they  
are  all equal4 ,q4 ,what does an       
octagon mean8 ,a4 ,an eight-sided       
figure4 ,q4  ,what is an irregular      
octagon8 ,a4 ,an eight-sided figure1    
whose sides  and angles are not all     
equal4 ,q4 ,what does an octave mean8   
,a4 ,eight  notes in music4             
,non-agon4    ,q4 ,what is this8 ,a4 ,a 
nonagon4 ,q4 ,why is it called a        
nonagon8 ,a4  ,because it has nine sides
 and nine angles4 ,q4 ,what does a      
nonagon  mean8 ,a4 ,a nine-sided figure4
 ,q4 ,what is an irregular nonagon8 ,a4 
,a  nine-sided figure whose sides and   
angles are not equal4    ,dec-agon4     
,q4 ,what is this8 ,a4 ,a regular       

decagon4 ,q4 ,what does a decagon mean8 
,a4  ,a ten-sided figure4 ,q4 ,why is it
 called a decagon8 ,a4 ,because it has  
ten sides and ten angles1 and there are 
both regular and irregular  decagons4   
,rect-angle or ,oblong4    ,q4 ,what is 
this8 ,a4 ,a rectangle or oblong4 ,q4   
,how many sides and  angles has it8 ,a4 
,four1 the same as a square4 ,q4 ,what  
is the  difference between a rectangle  
and a square8 ,a4 ,a rectangle has two  
long sides1 and the other two are much  
shorter1 but a square has its  sides    
equal4    ,rhomb4    ,q4 ,what is this8 
,a4 ,a rhomb4 ,q4 ,what is the          
difference between a rhomb  and a       
rectangle8 ,a4 ,the sides of the rhomb  
are equal1 but the sides of  the        
rectangle are not all equal4 ,q4 ,is    
there any other difference8 ,a4  ,yes1  
the angles of the rectangle are equal1  
but the rhomb has only its  opposite    
angles equal4      ,rhomboid4    ,q4    
,what is this8 ,a4 ,a rhomboid4 ,q4     
,what is the difference between a  rhomb

 and a rhomboid8 ,a4 ,the sides of the  
rhomboid are not equal1 nor  yet its    
angles1 but the sides of the rhomb are  
equal4    ,trapezoid4    ,q4 ,what is   
this4 ,a4 ,a trapezoid4 ,q4 ,how many   
sides has it8 ,a4 ,four  sides and four 
angles1 it has only two of its angles   
equal1 which are  opposite to each      
other4    ,tetragon4    ,q4 ,what do we 
call these figures that have four sides4
 ,a4 ,tetragons1  tetra meaning four4   
,q4 ,are they called by another name8   
,a4 ,yes1  they are called              
quadrilaterals1 or quadrangles4 ,q4 ,how
 many regular  tetragons are among those
 we have mentioned8 ,a4 ,one1 that is   
the  square1 all the others are         
irregular tetragons1 because their sides
  and angles are not all equal4 ,q4 ,by 
what name would you call the whole  of  
the figures on this board8 ,a4          
,polygons2 those that have their sides  
and angles equal we would call regular  
polygons4 ,q4 ,what would you  call     
those angles whose sides were not equal8

 ,a4 ,irregular polygons1  and the      
smallest number of sides a polygon can  
have is three1 and the  number of       
corners are always equal to the number  
of sides4    ,ellipse or ,oval4    ,q4  
,what is this8 ,a4 ,an ellipse or an    
oval4 ,q4 ,what shape is the top or     
crown of my bat8 ,a4 ,circular4 ,q4     
,what shape is that part which comes  on
 my forehead and the back part of my    
head8 ,a4 ,oval4    ,the other polygons 
are taught the children in rotation1 in 
the same  simple manner1 all tending to 
please and edify them4    ,the following
 is sung3--      ,horizontal1           
perpendicular1    ,horizontal1          
perpendicular1     ,parallel1 parallel1 
,parallel1 lines1    ,diverging1        
converging1 diverging lines1            
,diverging1 converging1 diverging lines4
      ,spreading wider1 or expansion1   
,drawing nearer1 or contraction1        
,falling1 rising1      ,slanting1       
crossing1    ,convex1 concave1 curved   
lines1    ,convex1 concave1 curved      

lines4      ,here's a wave line1 there's
 an angle1    ,here's a wave line1      
there's an angle2      ,an ellipsis1    
,or an oval1    ,a semicircle half way  
round1    ,then a circle wheeling round4
    ,some amusing circumstances have    
occured from the knowledge of form  thus
 acquired4    ,d'ye ken1 ,mr4           
,wilderspin1 said a child at ,glasgow   
one day1 that we  have an oblong table3 
it's made o' deal2 four sides1 four     
corners1 twa  lang sides1 and twa short 
anes2 corners mean angles1 and angles   
mean  corners4 ,my brother ga'ed himsel 
sic a clink o' the eye against ane at   
hame2 but ye ken there was nane that    
could tell the shape o' the thing  that 
did it6    ,a little boy was watching   
his mother making pan-cakes and wishing 
they were all done2 when1 after various 
observations as to their  comparative   
goodness with and without sugar1 he     
exclaimed1 ,i wonder  which are best1   
elliptical pan-cakes or circular ones6  
,as this  was ,greek to the mother she  

turned round with ,what d'ye say8 ,when 
the child repeated the observation4     
,bless the child6 said the  astonished  
parent1 what odd things ye are always   
saying2 what can you  mean by liptical  
pancakes8 ,why1 you little fool1 don't  
you know they  are made of flour and    
eggs1 and did you not see me put the    
milk into  the large pan and stir all up
 together8 ,yes1 said the little        
fellow1 ,i know what they are made of1  
and ,i know what bread is  made of1 but 
that is'nt the shape2 indeed1 indeed1   
mother1 they are  elliptical pan-cakes1 
because they are made in an elliptical  
frying-pan4 ,an old soldier who lodged  
in the house1 was now called  down by   
the mother1 and he decided that the     
child was right1 and far  from being    
what1 in her surprize and alarm1 she    
took him to be4    ,on another occasion 
a little girl had been taken to market  
by her  mother1 where she was struck by 
the sight of the carcasses of six  sheep
 recently killed1 and said1 ,mother1    

what are these8 ,the reply  was1 ,dead  
sheep1 dead sheep1 don't bother4 ,they  
are suspended1  perpendicular1 and      
parallels1 rejoined the child4 ,what8   
,what8 was  then the question4 ,why1    
mother1 was the child's answer1 don't   
you  see they hang up1 that's suspended2
 they are straight up1 that's           
perpendicular2 and they are at equal    
distances1 that's parallel4    ,on      
another occasion a child came crying to 
school1 at having been  beaten for      
contradicting his father1 and begged of 
me to go to his  father and explain2    
which ,i did4 ,the man received me      
kindly1 and told  me that he had beaten 
the child for insisting that the table  
which  he pointed out was not round1    
which he repeated was against all       
evidence of the senses2 that the child  
told him that if it was round1  nothing 
would stand upon it1 which so enraged   
him1 that he thrashed  him1 as he       
deserved1 and sent him off to school1   
adding1 to be thus  contradicted by a   

child so young1 was too bad4 ,the poor  
little fellow  stood between us looking 
the picture of innocence combined with  
oppression1 which his countenance fully 
developed1 but said not a  word4 ,under 
the said table there happened to be a   
ball left by a  younger child4 ,i took  
it up and kindly asked the man the shape
 of it8  he instantly replied1 ,round4  
,then1 said ,i1 is that table the  same 
shape as the ball8 ,the man thought for 
a minute1 and then said1  ,it is        
round-flat4 ,i then explained the       
difference to him between  the one and  
the other1 more accurately1 of course1  
than the infant  could2 and told him1 as
 he himself saw a distinction1 it was   
evident  they were not both alike1 and  
told him that the table was circular4   
,ah6 said be1 that is just what the     
little one said6 but ,i did not         
understand what circular meant2 but now 
,i see he is right4 ,the  little fellow 
was so pleased1 that he ran to his      
father directly with  delight4 ,the     

other could not resist the parental     
impulse1 but seized  the boy and kissed 
him heartily4    ,the idea of size is   
necessary to a correct apprehension of  
objects4  ,to talk of yards1 feet1 or   
inches1 to a child1 unless they are     
shown1  is just as intelligible as      
miles1 leagues1 or degrees4 ,let there  
then  be two five-feet rods1 a black    
foot and a white foot alternately1 the  
bottom foot marked in inches1 and let   
there be a horizontal piece to  slide up
 and down to make various heights4      
,thus1 when the height of a  lion1 or   
elephant1 c4 c41 is mentioned1 it may be
 shown by the rod2  while the girth may 
be exhibited by a piece of cord1 which  
should  always be ready4 ,long measure  
is taught as follows3      ,take        
barley-corns of mod'rate length1        
,and three you'll find will make an     
inch2    ,twelve inches make a foot2--if
 strength      ,permit2 ,i'll leap it   
and not flinch4    ,three feet's a yard1
 as understood      ,by those possess'd 

with sense and soul2    ,five feet and  
half will make a rood1      ,and also   
make a perch or pole4    ,oh how pretty1
 wond'rously pretty1      ,every rule   
,we learn at school    ,is wondrously   
pretty4      ,forty such poles a furlong
 make1      ,and eight such furlongs    
make a mile1    ,o'er hedge1 or ditch1  
or seas1 or lake2      ,o'er railing1   
fence1 or gate1 or stile4    ,three     
miles a league1 by sea or land1         
,and twenty leagues are one degree2     
,just four times ninety degrees a band  
,will make to girt the earth and sea4   
,oh how pretty1 c4      ,but what's the 
girth of hell or heaven8      7,no      
natural thought or eye can see17    ,to 
neither girth or length is given2       
',tis without space--,immensity4        
,still shall the good and truly wise1   
,the seat of heaven with safety find2   
,because 'tis seen with inward eyes1    
,the first resides within their mind4   
,oh how pretty1 c4    ,whatever can be  
shewn by the rod should be1 and ,i      

entreat teachers not  to neglect this   
part of their duty4 ,if the tables be   
merely learnt1  the children will be no 
wiser than before4    ,another anecdote 
may be added here1 to shew that children
 even under  punishment may think of    
their position with advantage4 ,doctor  
,j41 of  ,manchester1 sent two of his   
children to an infant school1 for the   
upper classes1 and one of his little    
daughters had broken some rule in       
conjunction with two other little ladies
 in the same school2 two of  the little 
folks were placed1 one in each corner of
 the room1 and ,miss  ,j4 was placed in 
the centre1 when the child came home in 
the evening1  ,doctor ,j4 enquired1     
,well1 ,mary1 how have you got on at    
school to  day8 the reply was ,oh1 papa1
 little ,miss ---- and ,fanny ----1 and 
,i1  were put out1 they were put in the 
corners and ,i in the middle of the     
room1 and there we all stood1 papa1 a   
complete triangle of dunces4  ,the      
worthy doctor took great pleasure in    

mentioning this anecdote  in company1 as
 shewing the effect of a judicious      
cultivation of the  thinking faculties4 
,in my peregrinations by sea and land1  
with infants1 we have had some  odd and 
amusing scenes4 ,i sometimes have had   
infants at sea for  several days and    
nights to the great amusement of the    
sailors3 ,i have  seen some of these    
fine fellows at times in fits of        
laughter at the  odd words1 as they     
called them1 which the children used2 at
 other  times ,i have seen some of them 
in tears1 at the want of knowledge1     
they saw in themselves2 and when they   
heard the infants sing on deck1  and    
explain the odd words by things in the  
ship1 the sailors were  delighted to    
have the youngsters in their berths1 and
 no nurse could  take better care of    
them than these noble fellows did4    ,i
 could relate anecdote after anecdote to
 prove the utility of this  part of our 
system1 but as it is now more generally 
in the training  juvenile schools1 and  

becoming better known1 it may not be    
necessary1  especially as the prejudice 
against it is giving way1 and the public
  mind is better informed than it was on
 the subject1 and moreover it  must be  
given more in detail in the larger work 
on ,juvenile ,training  or ,national    
,education4          ,,chapter ,,xiv4   
,,geography4    ,its attraction for     
children--,sacred                       
,geography-,geographical song--and      
lesson on geography4           99       
99       99       99       99    ,from  
sea to sea1 from realm to realm ,i      
rove4--,tickell4           99       99  
99       99       99      ,geography is 
to children a delightful study4 ,we give
 some idea of  it at an early period in 
infant schools1 by singing1 ,london is  
the  capital1 the capital1 the capital1 
,london is the capital1 the capital  of 
,england1 and other capitals in the same
 way2 and also by pictures  of the      
costumes of the various people of the   
world4 ,to teach the four  quarters of  

the globe1 we tell children the         
different points of the  play-ground1   
and then send them to the eastern1      
western1 northern1 or  southern         
quarters1 as we please4 ,a weathercock  
should also be placed  at the top of the
 school1 and every favourable day       
opportunities  should be seized by the  
teachers to give practical instructions 
upon  it4,a    ,footnote ,a3 ,if the    
lesson is on objects it will shew how   
children are  taught the points of the  
compass1 with which we find they are    
very  much delighted1 the best proof    
that can be given that it is not        
injurious to the faculties4    ,sacred  
geography is of great importance1 and   
children are much pleased  at finding   
out the spots visited by our ,saviour1  
or the route of the  apostle ,paul4     
,,the ,,earth4      ,the earth1 on which
 we all now live1    ,is called a       
globe--its shape ,i'll give2    ,if in  
your pocket you've a ball1    ,you have 
it's shape1--but that's not all2    ,for

 land and water it contains1    ,and    
presently ,i'll give their names4       
,the quarters are called1 ,africa1      
,europe1 ,asia1 and ,america2    ,these 
contain straits1 oceans1 seas1          
,continents1 promontories1    ,islands1 
rivers1 gulfs1 or bays1    ,isthmusses1 
peninsulas1--    ,each divides or       
separates    ,nations1 kingdoms1 cities1
 states1--    ,mountains1 forests1      
hills1 and dales1    ,dreary deserts1   
rocks1 and vales4       ,in forests1    
deserts1 bills1 and plains1       ,where
 feet have never trod1     ,there still 
in mighty power1 ,he reigns1       ,an  
ever-present ,god4    ,,the ,,cardinal  
,,points4      ,the east is where the   
sun does rise    ,each morning1 in the  
glorious skies2    ,full west he sets1  
or hides his head1    ,and points to us 
the time for bed2    ,he's in the south 
at dinner time2    ,the north is facing 
to a line4    ,the above can be given as
 a gallery lesson1 and it will at once  
be  seen that it requires explanation3  

the explanation is given by the  teacher
 in the same way as we have hinted at in
 former lessons1 though  for the sake of
 those teachers who may not be competent
 to do it1 we  subjoin the following3   
,q4 ,little children what have we been  
singing about8 ,a4 ,the earth on  which 
we live4 ,q4 ,what is the earth called8 
,a4 ,a globe4 ,q4 ,what is the  shape of
 a globe8 ,a4 ,round1 like an orange4   
,q4 ,is the earth round1  like an       
orange8 ,a4 ,yes4 ,q4 ,does it always   
stand still8 ,a4 ,no1 it goes  round the
 sun4 ,q4 ,how often does it go round   
the sun in a year8 ,a4  ,once4 ,q4 ,does
 it go round anything else but the sun8 
,a4 ,yes1 round its  own axis1 in the   
same way as you turn the balls round on 
the wires  of the arithmeticon4 ,q4     
,what are these motions called8 ,a4 ,its
 motion  round the sun is called its    
annual or yearly motion4 ,q4 ,what is   
its  other motion called8 ,a4 ,its      
diurnal or daily motion4 ,q4 ,what is   
caused  by its motion round the sun8 ,a4

 ,the succession of summer1 winter1     
spring1 and autumn1 which are called the
 four seasons1 is caused by  this4 ,q4  
,what is caused by its daily motion     
round its own axis8 ,a4 ,day  and night4
 ,q4 ,into what two principal things is 
this earth on which we  live divided8   
,a4 ,into land and water4 ,q4 ,into how 
many great parts is  the globe divided8 
,a4 ,into five4 ,q4 ,which are they8 ,a4
 ,europe1 ,asia1  ,africa1 ,america1 and
 ,australia4 ,q4 ,which part do you live
 in8 ,a4 ,in  ,europe4 ,q4 ,we sung that
 those great parts contained            
,straits1 oceans1 seas1    ,continents1 
promontories1    ,islands1 rivers1      
gulfs1 or bays1    ,isthmusses1         
peninsulas4    ,q4 ,what is a strait8   
,a4 ,a narrow part of the sea joining   
one great sea  to another4 ,q4 ,what is 
an ocean8 ,a4 ,a very large sea4 ,q4    
,what is a  gulf or bay8 ,a4 ,a part of 
the sea running a long way into the     
land4  ,q4 ,what is a continent8 ,a4 ,a 
very large tract of land4 ,q4 ,what does

 a  continent contain8 ,a4 ,nations and 
kingdoms1 such as ,england4 ,q4 ,what   
more8 ,a4 ,many cities and towns4 ,q4   
,what more8 ,a4 ,mountains4 ,q ,what are
  mountains8 ,a4 ,very high steep       
places4 ,q4 ,what more does a continent 
contain8 ,a4 ,forests1 hills1 deserts1  
and valleys4 ,q4 ,what is a forest8  ,a4
 ,many large trees growing over a great 
deal of the land is a forest4  ,q4 ,what
 are hills8 ,a4 ,parts of the ground    
which rise higher than the  rest4 ,q4   
,what is a desert8 ,a4 ,a part of the   
earth where nothing will  grow1 and     
which is covered with hot sand4 ,q4     
,what is a valley8 ,a4 ,a  part of the  
earth which is lower than the rest1 with
 hills at each  side4 ,q4 ,who made all 
that we have been speaking of8 ,a4      
,almighty ,god4    ,i can remember the  
time when no national school in ,england
 possessed  a map4 ,it was thought      
dangerous to teach geography1 as in fact
  anything but cramming the memory1 and 
reading and writing4 ,with regard  to   

the reading ,i will say nothing as to   
how much was understood1  explaining    
then1 was out of the question4 ,what a  
change have ,i lived  to see6           
,,chapter ,,xv4    ,,pictures ,,and     
,,conversation4    ,pictures--,religious
 instruction--,specimens of picture     
lessons  on ,scripture and natural      
history--other means of religious       
instruction--,effects of religious      
instruction--observation4           99  
99       99       99       99    ,the   
parents of ,dr4 ,doddridge brought him  
up in the early knowledge of  religion4 
,before he could read1 his mother taught
 him the histories of  the ,old and ,new
 ,testament1 by the assistance of some  
,dutch tiles in  the chimney of the room
 where they usually sat2 and accompanied
 her  instructions with such wise and   
pious reflections1 as make strong and   
lasting impressions upon his heart--,see
 his ,life4,a    ,footnote ,a3 ,this    
gave me the idea of introducing         
,scripture pictures  for the infants2   

and that they are successful can be     
vouched for by  hundreds of teachers    
besides myself4           99       99   
99       99       99      ,to give the  
children general information1 it has    
been found advisable  to have recourse  
to pictures of natural history1 such as 
of birds1  beasts1 fishes1 flowers1     
insects1 c41 all of which tend to shew  
the  glory of ,god2 and as colours      
attract the attention of children as    
soon  as any thing1 they eagerly inquire
 what such a thing is1 and this  gives  
the teacher an opportunity of           
instructing them to great  advantage2   
for when a child of his own free will   
eagerly desires to be  informed1 he is  
sure to profit by the information then  
imparted4    ,we use also pictures of   
public buildings1 and of the different  
trades2  by the former1 the children    
acquire much information1 from the      
explanations which are given to them of 
the use of buildings1 in what  year they
 were built1 c42 whilst by the latter1  

we are enabled to  find out the bias of 
a child's inclination4 ,some would like 
to be  shoemakers1 others builders1     
others weavers1 others brewers1 c42  in 
short it is both pleasing and edifying  
to hear the children give  answers to   
the different questions4 ,i remember one
 little boy1 who  said he should like to
 be a doctor2 and when asked why he made
 choice  of that profession in          
preference to any other1 his answer was1
  ,because he should like to cure all   
the sick people4 ,if parents did  but   
study the inclinations of their children
 a little more1 ,i humbly  conceive1    
that there would be more eminent men in 
every profession  than there are4 ,it is
 great imprudence to determine what     
business  children shall be of before   
their tempers and inclinations are well 
known4 ,every one is best in his own    
profession--and this should not be      
determined on rashly and carelessly4    
,but as it is possible that a person may
 be very clever in his business  or     

profession1 and yet not be a ,christian1
 it has been thought  necessary to      
direct the children's attention         
particularly to the  ,scriptures4 ,many 
difficulties lie in our way2 the        
principal one arises  not from their    
inability to read the ,bible1 nor from  
their inability  to comprehend it1 but  
from the apathy of the heart to its     
divine  principles and precepts4 ,some  
parents1 indeed1 are quite delighted if 
their children can read a chapter or two
 in the ,bible1 and think that  when    
they can do this1 they have arrived at  
the summit of knowledge1  without once  
considering whether they understand a   
single sentence of  what they read1 or  
whether1 if they understand it1 they    
feel its  truth and importance4 ,and how
 can it be expected that they should  do
 either1 when no ground-work has been   
laid at the time when they  received    
their first impressions and imbibed     
their first ideas8 ,every  one comes    
into the world without ideas1 yet with a

 capacity to receive  knowledge of every
 kind1 and is therefore capable1 to a   
certain  extent1 of becoming intelligent
 and wise4 ,an infant would take hold   
of the most poisonous reptile1 that     
might sting him to death in an  instant2
 or attempt to stroke the lion with as  
little fear as he would  the lamb2 in   
short1 he is incapable of distinguishing
 a friend from  a foe4 ,and yet so      
wonderfully is man formed by his        
adorable ,creator1  that he is capable  
of increasing his knowledge1 and        
advancing towards  perfection to all    
eternity1 without ever being able to    
arrive at the  summit4    ,i am the     
ardent friend of religious education1   
but what ,i thus  denominate ,i must    
proceed to explain2 because of the      
errors that  abound on this subject4    
,much that bears the name is altogether 
unworthy of it4 ,moral and religious    
sentiments may be written as  copies2   
summaries of truth1 admirable in        
themselves1 may be deposited  in the    

memory2 chapter after chapter too may be
 repeated by rote1 and  yet1 after all1 
the slightest salutary influence may not
 be exerted  on the mind or the heart4  
,these may resemble the way-side in the 
parable1 on which the fowls of the air  
devoured the corn as soon as  it was    
sown2 and hence those plans should be   
devised and pursued from  which we may  
anticipate a harvest of real good4 ,on  
these1 however1 my  limits will only    
allow a few hints4    ,as soon as       
possible1 ,i would have a distinction   
made between the form  and power of     
religion2 between the grimaces and      
long-facedness so  injurious to         
multitudes1 and that principle of       
supreme love to ,god  which he alone can
 implant in the heart4 ,i would exhibit 
too that  good will to man which the    
gospel urges and inspires1 which regards
  the human race apart from all the     
circumstances of clime1 colour1  or     
grade2 and which has a special reference
 to those who are most  necessitous4    

,and how can this be done more hopefully
 than by  inculcating1 in dependence on 
the divine blessing1 the history1       
sermons1 and parables of our ,lord      
,jesus ,christ2 and by the simple1      
affectionate1 and faithful illustration 
and enforcement of other parts  of holy 
writ8 ,the infant system1 therefore1    
includes a considerable  number of      
,scripture lessons1 of which the        
following are specimens3    ,,joseph    
,,and ,,his ,,brethren4    ,the         
following method is adopted3--,the      
picture being suspended against  the    
wall1 and one class of the children     
standing opposite to it1 the  master    
repeats the following passages3 ,and    
,joseph dreamed a dream1  and he told it
 to his brethren2 and they hated him yet
 the more4 ,and  he said unto them1     
,hear1 ,i pray you1 the dream which ,i  
have dreamed2  for behold1 we were      
binding sheaves in the field1 and lo6 my
 sheaf  arose and also stood upright2   
and behold1 your sheaves stood round    

abort1 and made obeisance to my sheaf4  
,the teacher being provided with a      
pointer will point to the picture1  and 
put the following questions1 or such as 
he may think better1 to  the children3  
,q4 ,what is this8 ,a4 ,joseph's first  
dream4 ,q4 ,what is a dream8 ,a4 ,when  
you dream1 you see things during the    
time of sleep4 ,q4 ,did any of you  ever
 dream any thing8    ,here the children 
will repeat what they have dreamed2     
perhaps  something like the             
following3--,please1 sir1 once ,i       
dreamed ,i was in a  garden4 ,q4 ,what  
did you see8 ,a4 ,i saw flowers and such
 nice apples4 ,q4  ,how do you know it  
was a dream8 ,a4 ,because1 when ,i      
awoke1 ,i found ,i  was in bed4         
,during this recital the children will  
listen very attentively1 for  they are  
highly pleased to hear each other's     
relations4 ,the master  having satisfied
 himself that the children1 in some     
measure1  understand the nature of a    
dream1 he may proceed as follows3--     

,q4 ,what did ,joseph dream about first8
 ,a4 ,he dreamed that his brother's     
sheaves made obeisance to his sheaf4 ,q4
 ,what is a sheaf8 ,a4 ,a bundle  of    
corn4 ,q4 ,what do you understand by    
making obeisance8 ,a4 ,to bend  your    
body1 which we call making a bow4 ,q4   
,what is binding sheaves8 ,a4  ,to bind 
them1 which they do with a band of      
twisted straw4 ,q4 ,how many  brothers  
had ,joseph8 ,a4 ,eleven4 ,q4 ,what was 
,joseph's father's name8 ,a4  ,jacob1 he
 is also sometimes called ,israel4      
,master4--,and it is further written    
concerning ,joseph1 that he dreamed  yet
 another dream1 and told it to his      
brethren1 and said1 ,behold1 ,i  have   
dreamed a dream more2 and behold the sun
 and moon and eleven  stars made        
obeisance to me4    ,q4 ,what do you    
understand by the sun8 ,a4 ,the sun is  
that bright object  in the sky which    
shines in the day-time1 and which gives 
us heat and  light4 ,q4 ,who made the   
sun8 ,a4 ,almighty ,god4 ,q4 ,for what  

purpose did  ,god make the sun8 ,a4 ,to 
warm and nourish the earth and every    
thing  upon it4 ,q4 ,what do you mean by
 the earth8 ,a4 ,the ground on which we 
walk1 and on which the corn1 trees1 and 
flowers grow4 ,q4 ,what is it  that     
makes them grow8 ,a4 ,the heat and light
 of the sun4 ,q4 ,does it  require any  
thing else to make them grow8 ,a4 ,yes2 
rain1 and the  assistance of ,almighty  
,god4 ,q4 ,what is the moon8 ,a4 ,that  
object which  is placed in the sky1 and 
shines in the night1 and appears larger 
than  the stars4 ,q4 ,what do you mean  
by the stars8 ,a4 ,those bright objects 
that appear in the sky at night4 ,q4    
,what are they8 ,a4 ,some of them are   
worlds1 and others are suns to give them
 light4 ,q4 ,who placed them  there8 ,a4
 ,almighty ,god4 ,q4 ,should we fear and
 love him for his  goodness8 ,a4 ,yes2  
and for his mercy towards us4 ,q4 ,do   
you think it  wonderful that ,god should
 make all these things8 ,a4 ,yes4 ,q4   
,are there  any more things that are    

wonderful to you8 ,a4 ,yes2--           
,where'er we turn our wondering eyes1   
,his power and skill we see2    ,wonders
 on wonders grandly rise1      ,and     
speak the ,deity4    ,q4 ,who is the    
,deity8 ,a4 ,almighty ,god4    ,nothing 
can be a greater error than to allow the
 children to use the  name of ,god on   
every trifling occasion4 ,whenever it is
 necessary1 it  should1 in my opinion1  
be commenced with ,almighty1 first1 both
 by  teacher and scholars4 ,i am        
convinced1 from what ,i have seen in    
many  places1 that the frequent         
repetition of his holy name has a very  
injurious effect4    ,,solomon',s ,,wise
 ,,judgment4    ,q4 ,what is this8 ,a4  
,a picture of ,solomon's wise judgment4 
,q4 ,describe  what you mean8 ,a4 ,two  
women stood before king ,solomon4 ,q4   
,did the  women say any thing to the    
king when they came before him8 ,a4     
,yes2 one  woman said1 ,o my ,lord1 ,i  
and this woman dwell in one house1 and  
,i had  a child there1 and this woman   

had a child also1 and this woman's child
  died in the night4 ,q4 ,to whom did   
the women speak when they said1 ,o my   
,lord8 ,a4 ,to king ,solomon4 ,q4 ,what 
did the woman mean when she said1 we    
dwell in one house8 ,a4 ,she meant that 
they both lived in it4 ,q4 ,did  the    
woman say any thing more to the king8   
,a4 ,yes2 she said the other  woman rose
 at midnight1 and took her son from her4
 ,q4 ,what is meant by  midnight8 ,a4   
,twelve o'clock1 or the middle of the   
night4 ,q4 ,what did  the other woman   
say in her defence8 ,a4 ,she said the   
live child was  hers1 and the other said
 it is mine2 this they spake before the 
king4  ,q4 ,when the king heard what the
 women had to say1 what did he do8 ,a4  
,he said bring me a sword2 and they     
brought a sword before the king4 ,q4    
,did the king do any thing with the     
sword8 ,a4 ,no2 he said1 divide the     
child in two1 and give half to the one1 
and half to the other4 ,q4 ,what  did   
the women say to that8 ,a4 ,one said1 ,o

 my ,lord1 give her the living  child1  
and in nowise slay it2 but the other    
said1 let it be neither  mine nor thine1
 but divide it4 ,q4 ,what took place    
next8 ,a4 ,the king  answered and said1 
,give her the living child1 and in      
nowise slay it1  she is the mother      
thereof4 ,q4 ,what is meant by slaying8 
,a4 ,to kill any  thing4 ,q4 ,to which  
woman was the child given8 ,a4 ,to the  
woman that  said do not hurt it4 ,q4    
,what is the reason that it was called a
 wise  judgment8 ,a4 ,because ,solomon  
took a wise method to find it out4 ,q4  
,did  the people hear of it8 ,a4 ,yes1  
all ,israel heard of it1 and they       
feared the king1 for they saw that the  
wisdom of ,god was in him to do         
judgment4 ,q4 ,what is meant by all     
,israel8 ,a4 ,all the people over whom  
,solomon was king8 ,q4 ,if we want to   
know any more about ,solomon where  can 
we find it8 ,a4 ,in the third chapter of
 the first book of ,kings4              
,incidental ,conversation4    ,q4 ,now  

my little children1 as we have been     
talking about king ,solomon1  suppose we
 talk about our own king2 so let me ask 
you his name8 ,a4  ,king ,william the   
,fourth4,a ,q4 ,why is he called king8  
,a4 ,because he is  the head man1 and   
the governor of the nation4 ,q4 ,what   
does governor  mean8 ,a4 ,one that      
governs the people1 the same as you     
govern and  manage us4 ,q4 ,why does the
 king wear a crown on his head8 ,a4 ,to 
denote  that he governs from a principle
 of wisdom1 proceeding from love4  ,q4  
,why does he hold a sceptre in his hand8
 ,a4 ,to denote that he is  powerful1   
and that he governs from a principle of 
truth4 ,q4 ,what is a  crown8 ,a4 ,a    
thing made of gold overlaid with a      
number of diamonds and  precious stones1
 which are very scarce8 ,q4 ,what is a  
sceptre8 ,a4 ,a  thing made of gold1 and
 something like an officer's staff4 ,q4 
,what is  an officer8 ,a4 ,a person who 
acts in the king's name2 and there are  
various sorts of officers1 naval        

officers1 military officers1 and  civil 
officers4 ,q4 ,what is a naval officer8 
,a4 ,a person who governs  the sailors1 
and tells them what to do4 ,q4 ,what is 
a military officer8  ,a4 ,a person who  
governs the soldiers1 and tells them    
what to do4 ,q4  ,what does a naval     
officer and his sailors do8 ,a4 ,defend 
us from our  enemies on the sea4 ,q4    
,what does a military officer and his   
soldiers  do8 ,a4 ,defend us from our   
enemies on land4 ,q4 ,who do you call   
enemies8  ,a4 ,persons that wish to hurt
 us and do us harm4 ,q4 ,what does a    
civil  officer do8 ,a4 ,defend us from  
our enemies at home4 ,q4 ,what do you   
mean  by enemies at home8 ,a4 ,thieves1 
and all bad men and women4 ,q4 ,have  we
 any other enemies besides these8 ,a4   
,yes1 the enemies of our own  household1
 as we may read in the ,bible1 and they 
are the worst of all4  ,q4 ,what do you 
mean by the enemies of our own          
household8 ,a4 ,our bad  thoughts and   
bad inclinations4 ,q4 ,who protects and 

defends us from  these8 ,a4 ,almighty   
,god4 ,q4 ,are there any other kind of  
officers  besides these we have         
mentioned8 ,a4 ,yes1 a great many more1 
such as  the king's ministers1 the      
noblemen and gentlemen in both houses   
of parliament1 and the judges of the    
land4 ,q4 ,what do the king's  ministers
 do8 ,a4 ,give the king advice when he  
wants it4 ,q4 ,and what do  the noblemen
 and gentlemen do in both houses of     
parliament8 ,a4 ,make  laws to govern   
us1 protect us1 and make us happy4 ,q4  
,after they have  made the laws1 who do 
they take them to8 ,a4 ,to the king4 ,q4
 ,what do  they take them to the king   
for8 ,a4 ,to ask him if he will be      
pleased to  approve of them4 ,q4 ,what  
are laws8 ,a4 ,good rules for the people
 to go  by1 the same as we have rules in
 our school to go by4 ,q4 ,suppose the  
people break these good rules1 what is  
the consequence8 ,a4 ,they are  taken   
before the judges1 and afterwards sent  
to prison4 ,q4 ,who takes  them before  

the judge8 ,a4 ,a constable1 and        
afterwards he takes them to  prison1 and
 there they are locked up and punished4 
,q4 ,ought we to love  the king8 ,a4    
,yes1 and respect his officers4 ,q4 ,do 
you suppose the king  ever prays to     
,god8 ,a4 ,yes1 every day4 ,q4 ,what    
does he pray for8 ,a4  ,that ,god would 
be pleased to make him a wise and good  
man1 so that he  may make all his people
 happy4 ,q4 ,what do the ,scriptures say
 about the  king8 ,a4 ,they say that we 
are to fear ,god and honour the king4   
,q4 ,who  was the wisest king8 ,a4 ,king
 ,solomon4 ,q4 ,how did he become the   
wisest  king8 ,a4 ,he asked ,god to give
 him wisdom to govern his kingdom well2 
and ,god granted his request4 ,q4 ,will 
,god give our king wisdom8 ,a4 ,yes1  he
 will give him what is best for him4 ,it
 says in the ,bible1 if any  man lack   
wisdom let him ask of ,god1 for he      
giveth all men liberally1  and          
upbraideth not4 ,q4 ,what is the best   
book to learn wisdom from8 ,a4  ,the    

,bible4 ,q4 ,is the queen mentioned in  
the ,bible8 ,a4 ,yes2 it is said  queens
 shall be thy nursing mothers4 ,q4 ,who 
came to ,solomon besides  the two women8
 ,a4 ,the queen of ,sheba1 she came to  
ask him questions4  ,q4 ,when he        
answered her questions what happened8   
,a4 ,the queen was so  much delighted   
with his wisdom1 that she gave him a    
hundred and twenty  talents of gold1 and
 spices in abundance4 ,q4 ,how much is  
one talent  of gold worth8 ,a4 ,five    
thousand1 four hundred1 and seventy-five
  sovereigns4 ,q4 ,did she give him     
anything more8 ,a4 ,yes1 she gave him   
precious stones4 ,q4 ,what are precious 
stones8 ,a4 ,diamonds1 jasper1          
sapphire1 chalcedony1 emerald1 sardonyx1
 sardius1 chrysolite1 beryl1  topaz1    
chrysoprasus1 jacinth1 amethyst4 ,q4    
,did king ,solomon give the  queen of   
,sheba anything8 ,a4 ,yes1 he gave her  
whatsoever she desired1  besides that   
which she brought with her4 ,q4 ,where  
did she go8 ,a4 ,she  went away to her  

own land4 ,q4 ,what part of the ,bible  
is this8 ,a4 ,the  ninth chapter of the 
second book of ,chronicles1 ,master4    
,the queen is  mentioned in other places
 in the ,bible1 and another day ,i will 
tell in  what parts4    ,footnote ,a3   
,this lesson was written in the life    
time of our late  sovereign4 ,it can    
easily be applied by the judicious      
teacher1 and made  to bear upon present 
circumstances1 and ,i earnestly hope    
that her  present gracious ,majesty may 
become patroness of infant education4   
,not  infant education travestied1 but  
the thing itself4    ,,the ,,nativity   
,,of ,,jesus ,,christ4    ,the picture  
being suspended as the others1 and a    
whole class being in  the class-room1   
put the pointer into one of the         
children's hands1 and  desire the child 
to find out the ,nativity of ,jesus     
,christ4 ,the other  children will be on
 the tip-toe of expectation1 to see     
whether the  child makes a mistake2 for1
 should this be the case1 they know that

  one of them will have the same        
privilege of trying to find it2 should  
the child happen to touch the wrong     
picture1 the teacher will have at  least
 a dozen applicants1 saying1 ,please1   
sir1 may ,i8 ,please1 sir1  may ,i8 ,the
 teacher having selected the child to   
make the next trial1  say one of the    
youngest of the applicants1 the child   
walks round the  room with the pointer1 
and puts it on the right picture2 which 
will be  always known by the other      
children calling out1 ,that is the      
right1  that is the right4 ,to view the 
child's sparkling eyes1 who has found   
the picture1 and to see the pleasure    
beaming forth in his countenance1  you  
might imagine that be conceived he had  
performed one of the  greatest wonders  
of the age4 ,the children will then     
proceed to read  what is printed on the 
picture1 which is as follows3 ,the      
,nativity of  our ,lord and ,saviour    
,jesus ,christ2 which is printed at the 
top of the  picture4 ,at the bottom are 

the following words3 ,and she brought   
forth  her first-born son1 and wrapped  
him in swaddling clothes1 and laid him  
in a manger1 because there was no room  
for them in the inn4--,we then  proceed 
to question them in the following       
manner3--    ,q4 ,what do you mean by   
the ,nativity of ,jesus ,christ8 ,a4    
,the time he  was born4 ,q4 ,where was  
he born8 ,a4 ,in ,bethlehem of ,judea4  
,q4 ,where did  they lay him8 ,a4 ,in a 
manger4 ,q4 ,what is a manger8 ,a4 ,a   
thing that  horses feed out of4 ,q4     
,what was the reason they put him there8
 ,a4  ,because there was no room in the 
inn4 ,q4 ,what is an inn8 ,a4 ,a place  
where persons lodge who are travelling1 
and it is like a public house4  ,q4     
,what do you mean by travelling8 ,when  
you go from one place to  another2 from 
,london into the country1 or from the   
country into  ,london4 ,q4 ,is any thing
 else to be understood by travelling8   
,a4 ,yes1  we are all travelling4 ,q4   
,what do you mean by all travelling8 ,a4

 ,we  are all going in a good road or   
else in a bad one4 ,q4 ,what do you mean
  by a good road8 ,a4 ,that which leads 
to heaven4 ,q4 ,what will lead us to    
heaven8 ,a4 ,praying to ,god and        
endeavouring to keep his commandments1  
and trying all we can to be good        
children4 ,q4 ,can we make ourselves    
good8 ,a4 ,no2 we can receive nothing1  
except it be given us from  heaven4 ,q4 
,what is travelling in a bad road8 ,a4  
,being naughty  children1 and not       
minding what is said to us2 and when we 
say bad  words1 or steal any thing1 or  
take ,god's name in vain4 ,q4 ,where    
will  this road lead to8 ,a4 ,to eternal
 misery4    ,here we usually give a     
little advice according to              
circumstances1  taking care always to   
avoid long speeches1 that will tend to  
stupify  the children4 ,if they appear  
tired1 we stop1 but if not1 they repeat 
the following hymn1 which ,i shall      
insert in full1 as ,i believe there  is 
nothing in it that any ,christian would 

object to4      ,hark6 the skies with   
music sound6    ,heavenly glory beams   
around2    ,christ is born6 the angels  
sing1    ,glory to the new-born ,king4  
,peace is come1 good-will appears1      
,sinners1 wipe away your tears2    ,god 
in human flesh to-day    ,humbly in the 
manger lay4      ,shepherds tending     
flocks by night1    ,heard the song1 and
 saw the light2    ,took their reeds1   
and softest strains    ,echo'd through  
the happy plains4      ,mortals1 hail   
the glorious ,king    ,richest incense  
cheerful bring2    ,praise and love     
,emanuel's name1    ,and his boundless  
grace proclaim4    ,the hymn being      
concluded1 we put the following         
questions to the  children3    ,q4 ,who 
was the new-born king8 ,a4 ,jesus       
,christ4 ,q4 ,who are sinners8 ,a4  ,we1
 and all men4 ,q4 ,what are flocks8 ,a4 
,a number of sheep4 ,q4 ,what are       
shepherds8 ,a4 ,those who take care of  
the sheep4 ,q4 ,what are plains8 ,a4    
,where the sheep feed4 ,q4 ,who are     

mortals8 ,a4 ,we are mortals4 ,q4 ,who  
is the glorious king8 ,a4 ,jesus        
,christ4 ,q4 ,what is meant by          
,emanuel's  name8 ,a4 ,jesus ,christ4   
,here the teacher can inform the        
children1 that ,jesus ,christ is called 
by a variety of names in the ,bible1 and
 can repeat them to the  children if he 
thinks proper2 for every correct idea   
respecting  the ,saviour which he can   
instil into their minds will serve as a 
foundation for other ideas1 and he will 
find that the more ideas the  children  
have1 the more ready they will be in    
answering his questions2  for man is a  
progressive being2 his capacity for     
progression is his  grand distinction   
above the brutes4    ,,lazarus ,,raised 
,,from ,,the ,,dead4    ,the picture    
being suspended as before described1 we 
proceed thus3--    ,q4 ,what is this8   
,a4 ,jesus ,christ raising ,lazarus from
 the dead4 ,q4 ,who  was ,lazarus8 ,a4  
,a man who lived in a town called       
,bethany1 and a friend  of ,christ's4   

,q4 ,what is a town8 ,a4 ,a place where 
there are a great  number of houses1 and
 persons living in them4 ,q4 ,what do   
you mean by a  friend8 ,a4 ,a person    
that loves you1 and does all the good he
 can for  you1 to whom you ought to do  
the same in return4 ,q4 ,did ,jesus love
  ,lazarus8 ,a4 ,yes1 and his sisters1  
,martha and ,mary4 ,q4 ,who was it that 
sent unto ,jesus ,christ1 and told him  
that ,lazarus was sick8 ,a4 ,martha  and
 ,mary4 ,q4 ,what did they say8 ,a4     
,they said1 ,lord1 behold he whom  thou 
lovest is sick4 ,q4 ,what answer did    
,jesus make unto them8 ,a4 ,he  said1   
this sickness is not unto death1 but for
 the glory of ,god4 ,q4  ,what did he   
mean by saying so8 ,a4 ,he meant that   
,lazarus should be  raised again by the 
power of ,god1 and that the people that 
stood by  should see it1 and believe on 
him4 ,q4 ,how many days did ,jesus stop 
where he was when he found ,lazarus was 
sick8 ,a4 ,two days4 ,q4 ,when  ,jesus  
,christ wanted to leave the place1 what 

did he say to his  disciples8 ,a4 ,he   
said1 let us go into ,judea again4 ,q4  
,what do you mean  by ,judea8 ,a4 ,a    
country where the ,jews lived4 ,q4 ,did 
the disciples say  any thing to ,jesus  
,christ1 when he expressed a wish to go 
into ,judea  again8 ,a4 ,yes1 they said1
 ,master1 the ,jews of late sought to   
stone  thee1 and goest thou thither     
again8 ,q4 ,what did ,jesus ,christ tell
  them8 ,a4 ,he told them a great many  
things1 and at last told them  plainly  
that ,lazarus was dead4 ,q4 ,how many   
days had ,lazarus lain in  the grave    
before he was raised up8 ,a4 ,four4 ,q4 
,who went to meet ,jesus  ,christ1 when 
she heard that he was coming8 ,a4       
,martha2 but ,mary sat  still in the    
house4 ,q4 ,did ,martha say anything to 
,jesus when she met  him8 ,a4 ,yes1 she 
said1 ,lord1 if thou hadst been here my 
brother had  not died4 ,q4 ,did ,martha 
tell her sister that ,jesus ,christ was 
come8 ,a4  ,yes2 she said1 the ,master  
is come1 and calleth for thee4 ,q4 ,did 

,mary  go to meet ,jesus ,christ8 ,a4   
,yes2 and when she saw him1 she fell    
down  at his feet1 and said1 ,lord1 if  
thou hadst been here1 my brother had    
not died4 ,q4 ,did ,mary weep8 ,a4 ,yes1
 and the ,jews that were with her4  ,q4 
,what is weeping8 ,a4 ,to cry4 ,q4 ,did 
,jesus weep8 ,a4 ,yes2 and the ,jews    
said1 ,behold1 how he loved him4 ,q4    
,did the ,jews say any thing else8 ,a4  
,yes2 they said1 ,could not this man    
that opened the eyes of the blind1  have
 caused that even this man should not   
have died8 ,q4 ,what took  place next8  
,a4 ,he went to the grave1 and told the 
persons that stood  by to take away the 
stone4 ,q4 ,and when they took away the 
stone1 what  did ,jesus ,christ do8 ,a4 
,he cried1 with a loud voice1 ,lazarus1 
come  forth2 and he that was dead came  
forth1 bound hand and foot1 with  grave 
clothes1 and his face was bound about   
with a napkin4--,jesus  saith unto them1
 loose him1 and let him go2 and many of 
the ,jews which  came to ,mary1 and had 

seen these things which ,jesus did1     
believed  on him4 ,q4 ,if we wanted any 
more information about ,lazarus and his 
sisters1 where should we find it8 ,a4   
,in the ,bible4 ,q4 ,what part8 ,a4     
,the eleventh and twelfth chapters of   
,john4    ,i have had children at the   
early age of four years1 ask me         
questions  that ,i could not possibly   
answer2 and among other things1 the     
children  have said1 when being examined
 at this picture1 ,that if ,jesus       
,christ  had cried1 softly1 ,lazarus1   
come forth1 he would have come4--,and   
when  asked1 why they thought so1 they  
have answered1 ,because ,god can do     
anything2 which is a convincing proof   
that children1 at a very early  age1    
have an idea of the ,omnipotence of the 
,supreme ,being4 ,oh1 that  men would   
praise the ,lord for his goodness to the
 children of men6    ,,picture ,,of     
,,the ,,last ,,supper4    ,q4 ,what is  
this8 ,a4 ,a picture of the ,last       
,supper4 ,q4 ,what do you mean  by the  

last supper8 ,a4 ,a sacrament instituted
 by ,jesus ,christ himself4  ,q4 ,what  
do you understand by a sacrament8 ,a4   
,there are two sacraments1  baptism and 
the holy supper1 and they are both      
observed by true  ,christians4 ,q4 ,we  
will speak about baptism presently1 but 
as we have  the picture of the holy     
supper before as1 let me ask if it is   
called  by any other name8 ,a4 ,yes2 it 
is said that ,jesus kept the passover   
with his disciples1 and when the even   
was come he sat down with them1  and as 
they did eat1 ,jesus took bread1 and    
blessed it1 and brake it1  and gave to  
his disciples1 saying1 ,take1 eat1 this 
is my body4 ,q4 ,what  took place next8 
,a4 ,he took the cup1 and when he had   
given thanks1  he gave it them1 saying1 
,this is my blood1 the blood of the ,new
  ,testament1 which is shed for many4   
,q4 ,did ,jesus command this ordinance  
to be observed by his people8 ,a4 ,yes2 
he said in another place1 ,this  do in  
remembrance of me 7,luke xxii4 #ai74 ,q4

 ,what ought those persons  to remember 
who do this8 ,a4 ,they should remember  
that ,jesus ,christ  died on the cross  
to save sinners4 ,q4 ,is any thing else 
to be  understood by the sacrament of   
the ,lord's supper8 ,a4 ,yes1 a great   
deal  more4 ,q4 ,explain some of it4 ,a4
 ,when they drink the wine1 they should 
recollect that they ought to receive the
 truth of ,god into their               
understandings4 ,q4 ,what will be the   
effect of receiving the truth  of ,god  
into our understandings8 ,a4 ,it will   
expel or drive out all  falsehood4 ,q4  
,what ought they to recollect when they 
eat the bread8  ,a4 ,they should        
recollect that they receive the love of 
,god into their  wills and affections4  
,q4 ,what will be the effect of this8   
,a4 ,it will  drive out all bad passions
 and evil desires2 for it is said1 he   
that  eateth my flesh and drinketh my   
blood1 dwelleth in me and ,i in him     
7,john vi4 #bg74 ,q4 ,is any thing more 
to be understood by these things8  ,a4  

,much more1 which we must endeavour to  
learn when we get older4 ,q4  ,how will 
you learn this8 ,a4 ,by reading the     
,bible and going to a place  of         
worship4,a    ,footnote ,a3 ,there are  
many more of similar lessons1 and1 if   
any  thing1 more simple1 which accompany
 the pictures and apparatus which  ,i   
supply for ,infant ,schools2 the profits
 from which will assist to  enable me1  
if ,i am blessed with health and        
strength1 still further to  extend the  
system4    ,allow such things as these  
to be brought before the infant mind3   
let  the feelings of the heart1 as well 
as the powers of the understanding1  be 
called into exercise2 let babes have the
 pure milk of the ,word  before the     
strong meat2 let as little stress as    
possible be laid on  the mere letter1   
and as much as possible on the spirit of
 the  truth2 let it be shewn that piety 
is not merely rational1 but in the      
highest degree practicable2 let this be 
done with diligence1 faith1  and prayer1

 and ,i hesitate not to say1 that we    
shall have an increase  of the religion 
of the heart4    ,religious instruction 
may be given in other ways4 ,let the    
teacher take  a flower or an insect1 and
 ask the1 children if they could make   
such a  one2 and ,i never found one who 
would answer1 ,yes4 ,a microscope will  
increase the knowledge of its wonders4  
,the teacher may then make a  needle the
 subject of remark2 the children will   
admit that it is  smooth1 very smooth2  
let him tell them it is the work of man1
 and  as such will appear imperfect in  
proportion as it is examined2 and       
shewing them it through the microscope1 
they will perceive it is rough  and full
 of holes4 ,as a contrast1 let him take 
a bee1 obtain their  observations on it 
as it is1 give them a short history of  
it1 and they  will acknowledge its      
superiority over the needle4 ,but on    
viewing it  through the microscope1     
astonishment will be increased1 and ,i  
have  heard many say at such a time1 ,o 

sir1 how good 7meaning great7 ,god  must
 be6 ,the sting may then be pointed out1
 as unlike the needle1  and perfectly   
smooth2 and thus truth may be imparted  
in a manner the  most interesting and   
delightful4    ,the influence of such   
considerations on character is obvious4 
,when  the greatness of ,god is spoken  
of1 allusion may be made to our  pride1 
and to the importance of humility2 his  
goodness may suggest  the evil of       
unkindness1 and the importance of       
benevolence2 and  his truth may lead to 
remarks on its necessity1 and the sin of
  falsehood4    ,a small plot of ground 
may moreover be appropriated to the     
children2  some grains of wheat1 barley1
 or rye may be sown1 and they may be    
told  that1 at a certain time1 they will
 spring forth4 ,often will they go1  and
 anxiously watch for this2 and at length
 they will say perhaps1  ,please1 sir1  
such a thing has come up2 we know it is 
so1 for it is  just what you said it    
would be4 ,week after week the progress 

of  vegetation will be observed1 and the
 fulfilment of the master's  promise    
will greatly tend to increase his       
influence4 ,so great will  he appear1   
that his words and commands will be more
 regarded2 while  it will be his object 
to trace the wonders which he predicted 
to their  divine ,source4 ,i have       
frequently observed1 on such occasions1 
what ,i  should term an act of infant   
worship4 ,often has the question been   
put  to me1 ,please1 sir1 is it wicked  
to play8 as if the spirit were  awed1   
and transgression against ,god were     
regarded with dread4 ,caution  has been 
also discovered in the use of the divine
 name2 and ,i have  listened with       
delight to such remarks as these3       
,please1 sir1 when we  sing a hymn1 we  
may say ,gad1 or if we talk about the   
sun1 we may say  ,god made it2 and it   
isn't taking his name in vain1 is it8   
,but when we  talk of ,god as boys do in
 the street1 that is very wicked6       
,the following facts will illustrate the

 benefit of scriptural  instruction4    
,a little boy1 about four years and a   
half old1 belonging to an ,infant       
,school1 went to see his cousin1 a      
little girl about his own age4 ,at      
bed-time1 the little boy1 to his great  
surprise1 saw her get into bed  without 
having said her prayers4 ,the little    
fellow immediately went up  to the side 
of the bed1 and put this question to    
her3 ,which would you  rather go to1    
heaven or hell8 ,the little girl said1  
,i don't know6  ,not know6 said the boy2
 ,why1 wicked people go to hell1 and the
  good go to heaven1 a happy place4 ,the
 little girl then said1 ,why1  ,i should
 like to go to heaven4 ,ah6 but replied 
the little fellow  again1 ,you did not  
say your prayers2 and all that go heaven
 pray to  ,god4 ,she then said1 ,will   
you teach me to pray your prayer8 ,if   
,i lived with you1 said he1 ,i would2   
but if you go to the ,infant  ,school1  
they will teach you to say your prayers1
 and sing hymns too4    ,one day1 while 

the teacher of an ,infant ,school was   
speaking to his  little children1 from  
the conversation of our ,lord with the  
woman  of ,samaria at the well1 a       
gentleman present asked the following   
questions3 ,where should we go to       
worship ,god8 ,when a little boy        
answered1 ,to a throne of grace4 ,and   
where is a throne of grace8  ,any where1
 answered the boy2 for where we kneel   
down1 and pray to  ,god with our hearts1
 we are then at a throne of grace4      
,there are times when the children are  
in a better state to receive  religious 
instruction than others4 ,a teacher of  
observation will  soon perceive this1   
and act accordingly2 if1 however1 the   
thing is  overdone1 which it may be1 and
 which ,i have seen1 then the effect is 
fatal4 ,hypocrisy will take the place of
 sincerity1 and the heart will  remain  
unaffected and unimproved4    ,a little 
boy1 the subject of the following       
anecdote1 being six years  of age1 and  
forward in his learning1 ,i considered  

him fit to be sent  to another school2  
and informed the parents accordingly4   
,the father  came immediately1 and said1
 he hoped ,i would keep him till he was 
seven years of age2 adding1 that he had 
many reasons for making the  request4 ,i
 told him1 that it was the design of the
 ,institution to take  such children as 
no other school would admit2 and as his 
child had  arrived at the age of six1 he
 would be received into the national    
school2 moreover1 as we had a number of 
applications for the admission  of      
children much younger1 ,i could not     
grant his request4 ,he then said1  ,i   
understand that you make use of pictures
 in the school1 and ,i have  good reason
 to approve of them2 for1 said he1 you  
must know that ,i  have a large ,bible  
in the house1 ,matthew ,henry's1 which  
was left me by  my deceased mother2 like
 many more1 ,i never looked into it1 but
 kept  it merely for show4 ,the child1  
of course1 was forbidden to open it1    
for fear of its being spoiled3 but still

 he was continually asking me  to read  
in it1 and ,i as continually denied him2
 indeed1 ,i had imbibed  many           
unfavourable impressions concerning this
 book1 and had no  inclination to read  
it1 and was not very anxious that the   
child  should4 ,however1 the child was  
not to be put off1 although  several    
times ,i gave him a box on the ear for  
worrying me2 for1  notwithstanding this 
usage1 the child would frequently ask me
 to read  it1 when he thought ,i was in 
a good humour2 and at last ,i complied  
with his wishes2 ',please1 father1' said
 the child1 'will you read  about       
,solomon's wise judgment' ',i don't know
 where to find it1' was  the reply4     
',then1' says the child1 ',i will tell  
you2 it is in the  third chapter of the 
first book of ,kings4' ,i looked as the 
child  directed1 and1 finding it1 ,i    
read it to him4 ,having done so1 ,i was 
about to shut up the book2 which the    
child perceiving1 said1 ',now1  please1 
father1 will you read about ,lazarus    

raised from the dead8'  which was done2 
and1 in short1 said the father1 he kept 
me at it for  at least two hours that   
night1 and completely tired me out1 for 
there  was no getting rid of him4 ,the  
next night be renewed the application1  
with ',please1 father1 will you read    
about ,joseph and his brethren8'  and he
 could always tell me where these       
stories were to be found4  ,indeed1 he  
was not contented with my reading it1   
but would get me into  many             
difficulties1 by asking me to explain   
that which ,i knew nothing  about2 and  
if ,i said ,i could not tell him1 he    
would tell me that ,i  ought to go to   
church1 for his master had told him1    
that that was  the place to learn more  
about it2 adding1 'and ,i will go with  
you1  father4' ,in short1 he told me    
every picture you had in your school1   
and kept me so well at it1 that ,i at   
last got into the habit of  reading for 
myself1 with some degree of delight2    
this1 therefore1 is  one reason why ,i  

wish the child to remain in the school4 
,a short time  afterwards1 the mother   
called on me1 and told me1 that no one  
could be  happier than she was1 for     
there was so much alteration in her     
husband  for the better1 that she could 
scarcely believe him to be the same     
man4 ,instead of being in the           
skittle-ground1 in the evening1 spending
  his money and getting tipsy1 he was   
reading at home to her and his          
children2 and the money that used to go 
for gambling1 was now going  to buy     
books1 with which1 in conjunction with  
the ,bible1 they were  greatly          
delighted1 and afforded both him and    
them a great deal of  pleasure and      
profit4    ,here we see a whole family  
were made comfortable1 and called to a  
sense of religion and duty1 by the      
instrumentality of a child of six  years
 of age4 ,i subsequently made inquiries1
 and found that the whole  family       
attended a place of worship1 and that   
their character would  bear the         

strictest investigation4    ,the        
following anecdote will also shew how   
early impressions are made  on the      
infant mind1 and the effects such       
impressions may have in the  dying      
moments of a child4 ,a little boy1      
between the age of five and  six years1 
being extremely ill1 prevailed on his   
mother to ask me to  come and see him4  
,the mother called1 and stated1 that her
 little boy  said be wanted to see his  
master so bad1 that he would give any   
thing  if he could see him4 ,the mother 
likewise said1 she should herself be    
very much obliged to me if ,i would     
come2 conceiving that the child  would  
get better after he had seen me4 ,i     
accordingly went2 and on  seeing the    
child considered that he could not      
recover4 ,the moment ,i  entered the    
room1 the child attempted to rise1 but  
could not4 ,well1  my little man1 said  
,i1 did you want to see me8 ,yes1 ,sir1 
,i wanted  to see you very much1        
answered the child4 ,tell me what you   

wanted  me for4 ,i wanted to tell you   
that ,i cannot come to school again1    
because ,i shall die4 ,don't say that1  
said the mother1 you will  get better1  
and then you can go to school again4    
,no1 answered the  child1 ,i shall not  
get better1 ,i am sure2 and ,i wanted to
 ask master  to let my class sing a hymn
 over my body1 when they put it in the  
pit-hole4 ,the child1 having made me    
promise that this should be done1       
observed1 ,you told me1 master1 when we 
used to say the pictures1 that  the     
souls of children never die2 and do you 
think ,i shall go to ,god8  ,you ask me 
a difficult question1 my little boy1    
said ,i4 ,is it1  sir8 said the child1  
,i am not afraid to die1 and ,i know ,i 
shall  die4 ,well1 child1 ,i should not 
be afraid to change states with you2    
for if such as you do not go to ,god1 ,i
 do not know what will become of  such  
as myself2 and from what ,i know of you1
 ,i firmly believe that  you will1 and  
all like you2 but you know what ,i used 

to tell you at  school4 ,yes1 sir1 ,i   
do2 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  me1 as the hymn says2 and mother    
knows that ,i always said my prayers1   
night and morning2 and ,i used to pray  
for father and mother1 master  and      
governess1 and every body else4 ,yes1 my
 little man1 this is part  of our duty2 
we should pray for every one2 and1 ,i   
think1 if ,god sees  it needful1 he will
 answer our prayers1 especially when    
they come from  the heart4 ,here the    
child attempted to speak1 but could not1
 but  waved his hand1 in token of       
gratitude for my having called2 and ,i  
can  truly say1 that ,i never saw so    
much confidence1 resignation1 and true  
dependence on the divine will1          
manifested by any grown person1 on a    
death-bed1 much less by a child under   
the tender age of seven years4 ,i  bade 
the child adieu1 and was much impressed 
with what ,i had seen4 ,the  next day   

the mother called on me1 and informed me
 that the child had  quitted his        
tenement of clay2 and that just before  
his departure had  said to her1 and     
those around him1 that the souls of     
children never  die2 it was only the    
body that died2 that he had been told at
 school1  while they were saying the    
pictures1 that the soul went to ,god1   
who  gave it4 ,the mother said that     
these were the last words the child  was
 known to utter4 ,she then repeated the 
request about the children  singing a   
hymn over his grave1 and named the hymn 
she wished to  have sung4 ,the time     
arrived for the funeral1 and the parents
 of the  children who were to sing the  
hymn made them very neat and clean1 and 
sent them to school4 ,i sent them to the
 house whence the funeral was  to       
proceed1 and the undertaker sent word   
that he could not be troubled  with such
 little creatures1 and that unless ,i   
attended myself the  children could not 
go4 ,i told him that ,i was confident   

that the  children would be no trouble  
to him1 if he only told them to follow  
the mourners two and two1 and that it   
was unnecessary for any one to          
interfere with them further than shewing
 them the way back to the  school4 ,i   
thought1 however1 that ,i would attend  
to see how the  children behaved1 but   
did not let them see me1 until the      
corpse was  arrived at the ground4 ,as  
soon as ,i had got to the ground1 some  
of the  children saw me1 and whispered1 
,there's master2 when several of them   
stepped out of the ranks to favour me   
with a bow4 ,when the corpse was  put   
into the ground1 the children were      
arranged round the grave1 not  one of   
whom was more than six years of age4    
,one of them gave out the  hymn1 in the 
usual way1 and then it was sung by the  
whole of them2  and1 according to the   
opinions of the by-standers1 very well4 
,the  novelty of the thing caused a     
great number of persons to collect      
together2 and yet1 to their credit1     

while the children were singing1  there 
was not a whisper to be heard2 and when 
they had finished the  hymn1 the poor   
people made a collection for the        
children on the  ground4 ,the minister  
himself rewarded one or two of them1 and
 they  returned well stored with money1 
cakes1 c4 ,this simple thing was  the   
means of making the school more known2  
for ,i could hear persons  inquiring1   
,where do these children come from8     
,why1 don't you know8  replied others1  
from the ,infant ,school4 ,well1        
answered a third1  ,i will try to get my
 children into it2 for ,i should like   
them to be  there of all things4 ,when  
do they take them in1 and how do they   
get  them in8 ,why1 you must apply on   
,monday mornings1 answered another2  and
 the following ,monday ,i had no less   
than forty-nine applications1  all of   
which ,i was obliged to refuse1 because 
the school was full4,a    ,footnote ,a3 
,this circumstance took place in the    
heart of ,london1 and  some of the chief

 actors in it are now men and women2 and
 should  this meet the eye of any of    
them1 ,i am sure they will not forget   
the  circumstances1 nor entirely forget 
their old teacher4    ,,natural         
,,history4    ,when teachers are        
conversing with their children1 they    
should always  take care to watch their 
countenances1 and the moment they appear
  tired1 to stop4 ,an hour's instruction
 when the children's minds and  hearts  
are engaged1 is better than many hours  
effort1 when they are  thinking of      
something else4 ,in addition to         
thirty-four pictures of  ,scripture     
history1 we have sixty of natural       
history1 each picture  having a variety 
of quadrupeds1 birds1 fishes1 and       
flowers4 ,the first  thing we do is to  
teach the children the names of the     
different  things2 then to distinguish  
them by their forms2 and1 lastly1 they  
are  questioned on them as follows3 ,if 
the animal is a horse1 we put the       
pointer to it1 and say--    ,what is    

this8 ,a4 ,a picture of a horse4 ,q4    
,what is the use of the  horse8 ,a4 ,to 
draw carts1 coaches1 waggons1 drays1    
fire-engines1  caravans1 the plough and 
harrow1 boats on the canal1 and any     
thing  that their masters want them4 ,q4
 ,will they carry as well as draw8 ,a4  
,yes1 they will carry a lady or         
gentleman on their backs1 a sack of     
corn1 or paniers1 or even little        
children1 but they must not hit them    
hard1 if they do1 they will fall off    
their backs2 besides1 it is very  cruel 
to beat them4 ,q4 ,what is the          
difference between carrying and         
drawing8 ,a4 ,to carry is when they have
 the whole weight on their  backs1 but  
to draw is when they pull any thing     
along4 ,q4 ,is there any  difference    
between those horses that carry1 and    
those horses that  draw8 ,a4 ,yes2 the  
horses that draw carts1 drays1          
coal-waggons1 stage  waggons1 and other 
heavy things1 are stouter and much      
larger1 and  stronger than those that   

carry on the saddle1 and are called     
draught  horses4 ,q4 ,where do the      
draught horses come from8 ,a4 ,the      
largest  comes from ,leicestershire1 and
 some come from ,suffolk1 which are     
very strong1 and are called ,suffolk    
punches4 ,q4 ,where do the best         
saddle-horses come from8 ,a4 ,they came 
at first from ,arabia1 the place  in    
which the camel is so useful2 but now it
 is considered that those  are as good  
which are bred in ,england8 ,q4 ,what do
 they call a horse  when he is young8   
,a4 ,a foal1 or a young colt4 ,q4 ,will 
he carry or draw  while he is young8 ,a4
 ,not until he is taught1 which is      
called breaking  of him in4 ,q4 ,and    
when he is broke in1 is he very1 useful8
 ,a4 ,yes2 and  please1 sir1 we hope to 
be more useful when we are properly     
taught4  ,q4 ,what do you mean by being 
properly taught8 ,a4 ,when we have as   
much  trouble taken with us as the      
horses and dogs have taken with them4   
,q4  ,why1 you give me a great deal of  

trouble1 and yet ,i endeavour to teach  
you4 ,a4 ,yes1 sir1 but before ,infant  
,schools were established1 little       
children1 like us1 were running the     
streets4,a ,q4 ,but you ought to  be    
good children if you do run the streets4
 ,a4 ,please1 sir1 there is  nobody to  
tell us how,b1 and if the man did not   
teach the horse1 he  would not know how 
to do his work4    ,footnote ,a3 ,this  
answer was given by a child five years  
of age4    ,footnote ,b3 ,this answer   
was given by a child six years of age4  
,here we observe to the children1 that  
as this animal is so useful to  mankind1
 it should be treated with kindness4    
,and having questioned  them as to the  
difference between a cart and a coach1  
and satisfied  ourselves that they      
understand the things that are          
mentioned1 we  close1 by asking them    
what is the use of the horse after he is
 dead1  to which the children reply1    
that its flesh is eaten by other animals
  7naming them71 and that its skin is   

put into pits with oak bark1 which  is  
called tanning2 and that when it is     
tanned it is called leather2  and       
leather is made into shoes to keep the  
feet warm and dry1 and that  we are     
indebted to the animals for many things 
that we both eat and  wear1 and above   
all to the great ,god for every thing   
that we possess4  ,i cannot help        
thinking that if this plan were more    
generally adopted1  in all schools1 we  
should not have so many persons         
ascribing  everything to blind chance1  
when all nature exhibits a ,god1 who    
guides1 protects1 and continually       
preserves the whole4    ,we also examine
 the children concerning that           
ill-treated animal1 the  ass1 and       
contrast it with the beautiful external 
appearance of the  zebra2 taking care to
 warn the children not to judge of      
things by  their outward appearance1    
which the world in general are too apt  
to  do1 but to judge of things by their 
uses1 and of men by their general       

character and conduct4 ,after having    
examined the children concerning  the   
animals that are most familiar to us1   
such as the sheep1 the cow1  the dog1   
and others of a similar kind1 we proceed
 to foreign animals1  such as the camel1
 the elephant1 the tiger1 the lion1 c4  
c4 ,in  describing the use of the camel 
and the elephant1 there is a fine  field
 to open the understandings of the      
children1 by stating how  useful the    
camel is in the deserts of ,arabia2 how 
much it can carry2  how long it can go  
without water2 and the reason it can go 
without  water longer than most other   
animals2 how much the elephant can      
carry2  what use it makes of its trunk1 
c4 ,all these things will assist the    
thinking powers of children1 and enlarge
 their understandings1 if  managed      
carefully4 ,we also contrast the        
beautiful appearance of the  tiger with 
its cruel and blood-thirsty disposition1
 and endeavour to  shew these men and   
women in miniature1 that it is a        

dangerous plan  to judge of things by   
outward appearances1 but that there is a
  more correct way of judging1 which    
forms a part of the business of         
education to explain4    ,the children  
are highly delighted with these         
pictures1 and1 of their  own accord1    
require an explanation of the subjects4 
,nay1 they will  even ask questions that
 will puzzle the teacher to answer2 and 
although there is in some minds such a  
natural barrenness1 that1 like  the     
sands of ,arabia1 they are never to be  
cultivated or improved1  yet ,i can     
safely say1 that ,i never knew a child  
who did not like the  pictures2 and as  
soon as ,i had done explaining one1 it  
was always1  ,please1 sir1 may we learn 
this8 ,please1 teacher1 may we learn    
that8 ,in short1 ,i find that ,i am     
generally tired before the children2    
instead of having to apply any          
magisterial severity1 they are          
petitioning to learn2 and this mode of  
teaching possesses an advantage  over   

every other1 because it does not        
interfere with any religious  opinion1  
there being no body of ,christians that 
,i know1 or ever heard  of1 who would   
object to the facts recorded in the     
,bible1 being thus  elucidated by       
pictures4 ,thus a ground-work may be    
laid1 not only of  natural history1 but 
of sacred history also2 for the objects 
being  before the children's eyes1 they 
can1 in some degree1 comprehend them1   
and store them in their memories4       
,indeed1 there is such attraction in    
pictures1 that you can scarcely pass a  
picture-shop in ,london1 without  seeing
 a number of grown persons around the   
windows gazing at them4  ,when pictures 
were first introduced into the school1  
the children told  their parents2 many  
of whom came and asked permission to see
 them2 and  although the plates are very
 common1 ,i observed a degree of        
attention  and reverence in the parents1
 scarcely to be expected1 and especially
  from those who could not read4    ,it 

is generally the case1 that what we have
 always with us1 becomes so  familiar1  
that we set little store by it2 but on  
being deprived of it  for a time1 we    
then set a greater value on it3 and ,i  
have found this  to be the case with the
 children4 ,if the pictures we make use 
of in  the schools be exposed all at    
once1 and at all times1 then there would
  be such a multiplicity of objects     
before the eyes of the children1  that  
their attention would not be fixed by   
any of them2 they would  look at them   
all1 at first1 with wonder and surprise1
 but in a short  time the pictures would
 cease to attract notice1 and1          
consequently1  the children would think 
no more of them than they would of the  
paper  that covers the room4 ,to prevent
 this1 and to excite a desire for       
information1 it is always necessary to  
keep some behind1 and to let  very few  
objects appear at one time4 ,when the   
children understand1  in some measure1  
the subjects before them1 these may be  

replaced by  others1 and so on          
successively1 until the whole have been 
seen4    ,some persons have objected to 
the picture of ,christ being represented
  in the human form1 alleging that it is
 calculated to make the children  think 
he was a mere man only1 and have thought
 it better that be  should not be       
represented at all2 the man that        
undertakes to please  all will soon find
 out his mistake1 and1 therefore1 be    
must do the  best he can1 and leave the 
objectors to please themselves2 yet it  
is  a great pity little children should 
suffer from the ill-grounded  objections
 of those who cannot do better4 ,on     
visiting a school1 take  notice of the  
pictures hanging about1 if they are     
dusty1 and have not  the appearance of  
being well-used1 be sure that the       
committee have  never seen a good infant
 school1 or that the teacher has never  
been  properly trained1 and1 therefore1 
does not know how to use them4          
,,chapter ,,xvi4    ,,on ,,teaching ,,by

 ,,objects4    ,object ,boards--,utility
 of this ,method4           99       99 
99       99       99    ,the eyes will  
greatly aid the ears4           99      
99       99       99       99      ,as  
,i have before said that it is our      
object to teach the children from       
objects in preference to books1 ,i will 
mention a method we adopt for  the      
accomplishment of this purpose4 ,it     
consists of a number of boards1  of     
which1 and of their use1 the following  
description will convey an  accurate    
idea4    ,the boards are about sixteen  
inches square1 and a quarter of an inch 
thick3 wainscot is the best1 as it does 
not warp4 ,these will go into  the      
groove of the lesson post3 there should 
be about twenty articles  on each board1
 or twenty-five1 just as it suits the   
conductors of the  school2 there should 
be the same quantity of things on each  
board1 in  order that all the children  
may finish at one time2 this will not be
  the case1 if there be more objects on 

one board than another4 ,i will  give an
 account of a few of our boards1 and    
that must suffice1 or ,i  shall exceed  
the limits ,i have prescribed to myself4
    ,the first board contains a small   
piece of gold in its rough state1 a     
piece of gold in its manufactured state1
 a piece of silver in both  states1 a   
piece of copper in both states1 a piece 
of brass in both  states1 a piece of    
iron in both states1 a piece of steel in
 both  states1 a piece of tinfoil1 a    
piece of solder1 a screw1 a clasp nail1 
a clout nail1 a hob nail1 a spike nail1 
a sparable1 and a tack4    ,these       
articles are all on one board1 and the  
monitor puts his pointer  to each       
article1 and tells his little pupils    
their names1 and  encourages them to    
repeat the names after him4 ,when they  
finish at one  post they go to the next4
    ,the next board may contain a piece 
of hemp1 a piece of rope1 a piece  of   
string1 a piece of bagging1 a piece of  
sacking1 a piece of canvass1  a piece of

 hessian1 a piece of ,scotch sheeting1 a
 piece of unbleached  linen1 a piece of 
bleached linen1 a piece of diaper linen1
 a piece of  dyed linen1 a piece of     
flax1 a piece of thread1 a piece of     
yarn1 a  piece of ticking1 a piece of   
raw silk1 a piece of twisted silk1 a    
piece of wove silk1 figured1 a piece of 
white plain sills1 and a piece  of dyed 
silk1 a piece of ribbon1 a piece of silk
 cord1 a piece of silk  velvet1 c4      
,the next may contain raw cotton1 cotton
 yarn1 sewing cotton1  unbleached       
calico1 bleached calico1 dimity1 jean1  
fustian1 velveteen1  gause1 nankeen1    
gingham1 bed furniture1 printed calico1 
marseilles1  flannel1 baise1 stuff2     
woollen cloth and wool1 worsted1 white1 
black1  and mixed4    ,the next may     
contain milled board1 paste board1      
,bristol card1 brown  paper1 white paper
 of various sorts1 white sheep skin1    
yellow sheep1  tanned sheep1 purple     
sheep1 glazed sheep1 red sheep1 calf    
skin1 cow  hide1 goat skin1 kid1 seal1  

pig leather1 seal skin1 wash leather1   
beaver1 c4    ,the next may contain     
about twenty-five of those wood animals 
which  are imported into this country1  
and are to be had at the foreign toy    
warehouses2 some of them are carved     
exceedingly well1 and appear very  like 
the real animals4    ,the next may      
contain mahogany1 and the various kinds 
of wood4    ,the next may contain       
prunings of the various fruit trees1 all
 about an  inch long1 or an inch square4
    ,the next may contain the different 
small articles of ironmongery1  needles1
 pins1 cutlery1 small tools1 and every  
other object that can  be obtained small
 enough for the purpose4    ,the lessons
 are to be put in the lesson-post the   
same as the picture  lessons2 and the   
articles are either glued1 or fastened  
on the boards  with screws or waxed     
thread4    ,i would have dried leaves   
provided1 such as an oak leaf1 an elm   
leaf1 an ash leaf1 c4 c4 ,the leaves of 
ever-greens should be kept  separate4   

,these will enable a judicious          
instructor to communicate a  great      
variety of valuable information4    ,on 
some things connected with such         
instruction ,i find ,i arrived at the   
same conclusions as ,pestalozzi1 though 
,i have never read his works1  and for  
some years after my first efforts1 did  
not know that such  a person existed4 ,i
 mean1 however1 to give my views on     
teaching by  objects more fully in a    
work ,i hope soon to prepare1 to be     
entitled  ,the ,infant ,teacher in the  
,nursery and the ,school4    ,the       
utility of this mode of teaching must be
 obvious1 for if the  children meet with
 any of those terms in a book which they
 are  reading1 they understand them     
immediately1 which would not be the     
case unless they had seen the object4   
,the most intellectual person  would not
 be able to call things by their proper 
names1 much less  describe them1 unless 
he had been taught1 or heard some other 
person  call them by their right names2 

and we generally learn more by mixing   
with society1 than ever we could do at  
school3 these sorts of lessons  persons 
can make themselves1 and they will last 
for many years1 and  help to lay a      
foundation for things of more           
importance4    ,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 children4    ,sight is   
the most direct inlet for knowledge4    
,whatever we have seen  makes a much    
stronger impression upon us4 ,perception
 is the first  power of mind which is   
brought into action1 and the one made   
use  of with most ease and pleasure4    
,for this reason object lessons are     
indispensable in an infant school1      
consisting both of real substances  and 
of pictures4 ,the first lesson in       
,paradise was of this kind1 and we      
ought therefore to draw instruction from
 it4 ,and out of the ground  the ,lord  
,god formed every beast of the field1   

and every fowl of the  air2 and brought 
them to ,adam to see what he would call 
them3 and  whatsoever ,adam called every
 living creature1 that was the name of  
it4          ,,chapter ,,xvii           
,,physical ,,education4                 
,exercise--,various positions--,exercise
 blended with                           
instruction--,arithmetical and          
geometrical amusements4           99    
99       99       99       99    ,would 
you make infants happy1 give them       
variety1 for novelty has  charms that   
our minds can hardly withstand4         
99       99       99       99       99  
,as an ,infant ,school may be regarded  
in the light of a combination of  the   
school and nursery1 the art of pleasing1
 forms a prominent part  in the system2 
and as little children are very apt to  
be fretful1 it  becomes expedient to    
divert as well as teach there4 ,if      
children of  two years old and under are
 not diverted1 they will naturally cry  
for their mothers3 and to have ten or   

twelve children crying in the  school1  
it is very obvious would put every thing
 into confusion4 ,but  it is possible to
 have two hundred1 or even three hundred
 children  assembled together1 the      
eldest not more than six years of age1  
and yet  not to hear one of them crying 
for a whole day4 ,indeed ,i may appeal  
to  the numerous and respectable persons
 who have visited ,infant ,schools1  for
 the truth of this assertion2 many of   
whom have declared1 in my  hearing1 that
 they could not have conceived it       
possible that such a  number of little  
children could be assembled together1   
and all be so  happy as they had found  
them1 the greater part of them being so 
very  young4 ,i can assure the reader1  
that many of the children who have      
cried heartily on being sent to school  
the first day or two1 have  cried as    
much on being kept at home1 after they  
have been in the  school but a very     
short time3 and ,i am of opinion that   
when children  are absent1 it is        

generally the fault of the parents4 ,i  
have had  children come to school       
without their breakfast1 because it has 
not  been ready2 others have come to    
school without shoes1 because they      
would not be kept at home while their   
shoes were mending2 and ,i have  had    
others come to school half dressed1     
whose parents have been either  at work 
or gossipping2 and who1 when they have  
returned home1 have  thought that their 
children were lost2 but to their great  
surprise and  joy1 when they have       
applied at the school1 they have found  
them there4    ,need any thing more be  
advanced than these facts1 to prove1    
that it is  not school1 or the          
acquirement of knowledge1 that is       
disagreeable to  children1 but the      
system of injudicious instruction there 
pursued4  ,children are anxious to      
acquire knowledge1 and nothing can be   
more  congenial to their taste than     
association with those of their own age2
  but we ought not to wonder that little

 children should dislike to go  to      
school1 when1 as in most of the dames'  
schools1 forty or fifty1  or perhaps    
more1 are assembled together in one     
room1 scarcely large  enough for        
one-third of that number1 and are not   
allowed to speak to1  or scarcely look  
at each other4 ,in those places1 ,i     
firmly believe1  many1 for the want of  
proper exercise become cripples1 or have
 their  health much injured1 by being   
kept sitting so many hours2 but as      
children's health is of the greatest    
consequence1 it becomes necessary  to   
remedy this evil by letting them have   
proper exercise1 combined as  much as   
possible1 with instruction2 to          
accomplish which many measures  have    
been tried1 but ,i have found the       
following to be the most  successful4   
,the children are desired to sit on     
their seats1 with their feet out        
straight1 and to shut each hand2 and    
then ordered to count a hundred1  or as 
many as may be thought proper1 lifting  

up each hand every time  they count one1
 and bringing each hand down again on   
their knees  when they count another4   
,the children have given this the name  
of  blacksmith1 and when asked why they 
called it blacksmith1 they  answered1   
because they hammered their knees with  
their fists1 in the  same way as the    
blacksmith hammers his irons with a     
hammer4 ,when they  have arrived at     
hundred 7which they never fail to let   
you know by  giving an extra shout71    
they may be ordered to stand up1 and    
bring  into action the joints of the    
knees and thighs4 ,they are desired to  
add up one hundred1 two at a time1 which
 they do by lifting up each  foot       
alternately1 all the children counting  
at one time1 saying1 two1  four1 six1   
eight1 ten1 twelve1 and so on4 ,by this 
means1 every part of  the body is put in
 motion2 and it likewise has this       
advantage that by  lifting up each foot 
every time1 they keep good time1 a thing
 very  necessary1 as unless this was the

 case1 all must be confusion4 ,they     
also add up three at a time1 by the same
 method1 thus1 three1 six1  nine1       
twelve1 fifteen1 eighteen1 and so on2   
but care must be taken not  to keep them
 too long at one thing1 or too long in  
one position1 thus  exercising the elbow
 joints1 by pushing them out and drawing
 them back  as far as possible4         
,come here1 my dear boy1 look at baby's 
two hands1    ,and his two little feet  
upon which baby stands2    ,two thumbs  
and eight fingers together make ten2    
,five toes on each foot the same number 
again4      ,two arms and two shoulders1
 two elbows1 two wrists1    ,now bind up
 your knuckles1 make two little fists2  
,two legs and two ancles1 two knees1 and
 two hips4    ,his fingers and toes have
 all nails on their tips4      ,with his
 hands and his feet he can run1 jump1   
and crawl1    ,he can dance1 walk1 or   
caper1 or play with his ball2    ,take  
your hoop or your cart1 and have a good 
race1    ,and that will soon give you a 

fine rosy face4      ,oh6 what would my 
boy do without his two hands2    ,and   
his two little feet upon which baby     
stands6    ,they're the gift of kind    
heaven for you to enjoy1    ,then be    
thankful to heaven1 my dear little boy4 
,having done a lesson or two this way1  
they are desired to put their  arms out 
straight1 and to say1 one and one are   
two1 two and one are  three1 three and  
one are four1 four and one are five1    
five and one are  six1 six and two are  
eight2 and in this way they go on until 
they are  desired to stop4    ,it should
 be observed1 that all graceful actions 
may be adopted4 ,i  am sorry to find1   
from visits to various schools1 that the
 movements  of the children have        
degenerated into buffoonery2 they have  
been  allowed to put themselves into the
 most ridiculous postures1 and have     
thus raised objections which would not  
otherwise have been urged4 ,as1         
however1 the whole ,infant ,system is   
designed to make the children  think1 ,i

 would urge the teachers to guard       
against their being  automatons4 ,let   
them mark every impropriety with        
promptitude1 and  correct it with       
judgment4    ,i have specified these    
methods not as being the only ones      
practicable1  or fit to be adopted1 but 
merely1 as hints to the judicious       
teacher1  who will doubtless think of   
many others1 conducive to the same end3 
and the more he can diversify them the  
better4 ,it is the combination  of      
amusement with instruction1 which1 in my
 opinion1 renders the  system so        
successful2 and unimportant or improper 
even as it may  appear to some1 is of   
more real service in the management of  
young  children1 than all the methods of
 restraint and coercion1 which have     
been hitherto but too generally pursued4
    ,the children may also learn the    
pence and multiplication tables1 by     
forming themselves into circles around a
 number of young trees1 where  such are 
planted in the play-ground4 ,for the    

sake of order1 each class  should have  
its own particular tree2 that when they 
are ordered to the  trees1 every child  
may know which tree to go to2 as soon as
 they are  assembled around the trees1  
they are to join hands and walk round1  
every child saying the multiplication   
table1 until they have finished  it2    
they then let go hands1 and put them    
behind1 and for variety's  sake1 sing   
the pence table1 the alphabet1 hymns1 c4
 c42 thus the  children are gradually   
improved and delighted1 for they call it
 play1  and it is of little consequence 
what they call it1 so long as they are  
edified1 exercised1 and made happy4     
,this plan is calculated to impress the 
lessons on their memories1 and  is      
adapted for fine weather1 when they can 
go out to play1 as it is  called4 ,but  
as in wet or snowy weather1 they cannot 
go out of the  school1 we then have     
recourse to the mode previously         
mentioned4  ,besides it is necessary    
that children should have exercise in   

winter  as well as in summer1 in wet as 
well as in dry weather2 for this        
purpose we have several swings in the   
school-room1 made of cord only1  on     
which the children are allowed to swing1
 two at a time4 ,the time  that they are
 permitted to be on the swing1 is       
according to what they  have to repeat4 
,if it is the pence table1 they say--   
,twenty pence are one and eightpence1   
,that we can't afford to lose2          
,thirty pence are two and sixpence1     
,that will buy a pair of shoes4         
,forty pence are three and fourpence1   
,that is paid for certain fees2         
,fifty pence are four and twopence1     
,that will buy five pounds of cheese4   
,sixty pence will make1 five shillings1 
,which1 we learn is just a crown2       
,seventy pence are five and tenpence1   
,this is known throughout the town4     
,eighty pence are six and eightpence1   
,i'll always try to think of that2      
,ninety pence are seven and sixpence1   
,this will buy a beaver hat4      ,a    

hundred pence are eight and fourpence1  
,which is taught in th' ,infant ,school2
    ,eight pence more make just nine    
shillings1      ,so we end this pretty  
rule4,a    ,footnote ,a3 ,a covered     
play-ground is desirable where          
practicable4    ,as soon as the table is
 thus gone through1 the children who are
 on the  swings get off1 and others     
supply their places1 until1 probably1   
the pence table has been said twenty    
times2 then we go on with the           
multiplication table1 until the children
 have repeated as far as six  times six 
are thirty-six2 when the children on the
 swings get off and  are succeeded by   
two more on each swing2 they then       
commence the other  part of the table1  
beginning at six times seven are        
forty-two1 until  they have finished the
 table4 ,during this time it should be  
borne  in mind1 that all the children   
are learning1 not only those on the     
swings1 but those who are sitting in the
 school2 and it is surprising  to see   

with what alacrity the children will    
dispatch their other  lessons1 when it  
is a wet day1 in order to get to the    
swings4 ,in  addition to the knowledge  
acquired by this method1 it is admirably
  calculated to try their courage4 ,many
 little boys and girls1 who at  first   
are afraid to get on the swings1 will   
soon swing standing on  one leg1 and    
perform other feats with the greatest   
dexterity1 at once  showing their       
increased courage and greater activity4 
,we generally  let four or five children
 come to a swing1 and those that can    
seat  themselves first1 are entitled to 
the first turn1 for they are never      
lifted on4 ,in the anxiety to get on the
 swing1 some of them will  perhaps get  
out of temper1 especially those who are 
not disciplined2  but when this is      
detected they are not allowed to swing  
that day1  which soon makes them        
good-natured to each other1 and very    
cautious  not to get into a passion4    
,thus1 in some degree1 their bad tempers

 are  corrected1 which is very          
desirable4 ,it is a current remark1 that
 bad  workmen find fault with the tools2
 and lazy teachers find fault with  the 
swings1 because they must perpetually   
watch the children4 ,we are  so         
tinctured with the old plan of rivetting
 the children to seats1  that ,i despair
 of ever seeing the opposite plan become
 general in my  time4 ,as soon as two   
children are seated on each swing1 to   
preserve  order1 the others retire      
7generally speaking7 in the greatest    
good  humour to their seats4    ,some   
will1 ,i know1 be apt to exclaim1 surely
 this is encouraging and  fostering bad 
feelings--creating enmity and ill-will  
amongst the  children2 but ,i say1 ,no1 
it is teaching them to feel a spirit of 
generous emulation1 as distinguishable  
from that of ill-nature or  envy4       
,beside the swings1 in many schools they
 have a very useful addition to  the    
play-ground4 ,i mean the gymnastic pole4
    ,although it is most proper for the 

master in the play-ground to relax      
altogether the brow of magisterial      
severity1 yet there is no occasion  for 
him to withdraw the influence of love4  
,he will not prove a check  to the      
enjoyment of the children1 if1 entering 
into the spirit of  their innocent      
pastimes1 he endeavours to heighten     
their pleasures by  a judicious         
direction of their sports4    ,among    
other amusements1 which his ingenuity   
may suggest1 ,i would  mention a        
geometrical amusement1 which is very    
practicable4 ,first1 let  a certain     
number of children stand in a row4      
,opposite to these let one  or more     
children be placed as directors to order
 the change of figure4  ,a straight     
line1 we will suppose1 is the first     
thing shown by the  position of the     
children2 the next thing to be formed is
 a curve1 by  the advancement of each   
end2 then a half-circle1--a circle1 by  
joining  hands in a ring2--two equal    
parallel lines1 by the division of the  

number in action2 next a                
square1--triangle1 c4 c4 ,these changes 
may either be made at the command of the
 master1 or1 as we before  proposed1 of 
one or more children acting as officers 
to direct these  geometrical movements4 
,had it been constantly borne in memory 
that ,god is the creator of the  body of
 a child as well as of its mind2 and    
that the healthy action of  both is     
requisite for happiness and usefulness1 
more attention would  have been paid to 
the due and proper exercise of children 
than has  hitherto been done4 ,he has   
implanted an instinctive impulse to     
activity in every young child1 which    
displays itself in almost  incessant    
motion1 where there is perfect health1  
and when there is  opportunity4 ,to     
restrain this unnecessarily1 is         
therefore to act in  opposition to the  
laws of nature2 and the end must be a   
certain injury  to the child4 ,to       
prevent this evil1 and to act in        
obedience to these  laws1 the various   

actions of clapping the hands1 folding  
the arms1  twisting the fists1 and      
various other motions have been         
introduced4  ,by these means a spirit of
 restlessness1 which would undoubtedly  
show  itself under unnecessary          
restraints1 is converted into a motive  
of  obedience1 and thus even a moral    
influence is produced1 by what  would   
appear a mere childish play4 ,they may  
all be gone through with  elegance and  
propriety3 and no rude or indelicate    
action should be  allowed4 ,many masters
 are too free in making a show of these 
exercises  to visitors1 who are perhaps 
amused with them1 but this is to divert 
them from their proper use4 ,they were  
only invented to be introduced  at      
intervals1 when the children's attention
 began to flag1 or to give  them that   
proper exercise which their tender age  
required4 ,how has  everything connected
 with the infant system been burlesqued6
 and thus  sensible persons have been   
led to despise infant education1 which  

if rightly understood by them1 would be 
seen to be one of the most  powerful    
moral engines that can be put into      
action for the welfare of  our          
fellow-creatures1 especially of the     
poorer classes4          ,,chapter      
,,viii4    ,,music4    ,infant          
ditties--,songs on natural              
history--,moral lessons in              
verse--,influence of music in softening 
of the feelings--,illustrative          
anecdote4           99       99       99
       99       99    ,music hath charms
           99       99       99       99
       99      ,music has been found a  
most important means of mental and moral
  improvement4 ,its application took    
place from my finding a great           
difficulty in teaching some children1   
especially the younger ones1 to  sound  
their letters2 and hence ,i determined  
to set the alphabet to a  simple tune4  
,i sang it frequently to the children   
when they were low  or dispirited1 and  
although none attempted the same sounds 

at first1  ,i had the satisfaction of   
observing unusual attention4 ,my next   
effort  was very injudicious2 for ,i    
urged on them the imitation of these    
sounds before they were actually capable
 of so doing2 and hence1 as  more       
reflection would have shewn1 only       
discordance arose4 ,having told  them   
then to listen only1 as they did at     
first1 ,i soon discovered  that having  
learned the tune through the proper     
organ--the ear1 they  were able to      
imitate it with the voice4 ,we then by  
the same means  marked the distinction  
between vowels and consonants with a    
tune that  was longer and rather more   
difficult4 ,as the monitor always       
pointed  out the letters in succession  
while the children were singing1        
attention was excited and secured1 and  
error effectually prevented1 as  correct
 time and tune could not be kept unless 
every child sung the  right letter4     
,success as to the alphabet led to the  
adoption of music in the  teaching of   

arithmetic4 ,this was available in two  
ways1 first by  combining with it       
physical exercise1 and then by tasking  
the faculties  of observation4 ,the     
former was effected as follows3 the     
children sang1  one is the half of two1 
two is the half of four1 three is the   
half of  six1 c4 c41 and then brought   
one hand down on the other alternately1 
without however making too much noise1  
so as to interrupt the time2  the latter
 was accomplished by the arithmeticon1  
which has already  been explained4 ,a   
few specimens of the ditties thus used  
shall now be  given2 and several others1
 both hymns and moral songs are to be   
found  in the ,manual1 recently         
published by myself in conjunction with 
a  friend4    ,,four ,,seasons ,,for    
,,human ,,life4      ,our days four     
seasons are at most1      ,and          
,infancy's the time of ,spring2    ,oh6 
with what trouble1 care1 and cost1      
,must we be taught to pray and sing4    
,in ,summer as our growth proceeds1     

,good fruit should hang on every branch2
    ,our roots be clear'd from evil     
weeds1      ,as into knowledge we       
advance4      ,our ,autumn is the       
season1 when      ,temptations do our   
minds assail4    ,our fruits are proved 
in manhood2 then      ,let not sin1     
death1 and hell prevail4      ,for      
,winter brings old age and death1       
,if we've good fruits laid up in store2 
,soon as we gasp our latest breath1     
,we land on a triumphant shore4         
,,four ,,seasons ,,of ,,the ,,year4     
,on ,march the twenty-first is ,spring1 
,when little birds begin to sing2       
,begin to build and hatch their brood1  
,and carefully provide them food4       
,summer's the twenty-first of ,june1    
,the cuckoo changes then his tune2      
,all nature smiles1 the fields look gay1
    ,the weather's fair to make the hay4
      ,september1 on the twenty-third1  
,when sportsmen mark at ev'ry bird1     
,autumn comes in2 the fields are shorn1 
,the fruits are ripe2 so is the corn4   

,winter's cold frosts and northern      
blasts1    ,the season is we mention    
last2    ,the date of which in truth we 
must    ,fix for                        
,december--twenty-first4    ,,five      
,,senses4      ,all human beings must   
7with birds and beasts7    ,to be       
complete1 five senses have at least3    
,the sense of hearing to the ear's      
confined2    ,the eye1 we know1 for     
seeing is design'd2    ,the nose to     
smell an odour sweet or ill2    ,the    
tongue to taste what will the belly     
fill4    ,the sense of feeling is in    
every part    ,while life gives motion  
to a beating heart4    ,,the ,,master',s
 ,,daily ,,advice ,,to ,,his ,,school4  
,if you'd in wisdom's ways proceed1     
,you intellectual knowledge need4       
,let science be your guiding star1      
,or from its path you'll wander far4    
',tis science that directs the mind1    
,the path of happiness to find4    ,if  
goodness added is to truth1    ',twill  
bring reward to every youth4    ,,the   

,,good ,,children',s ,,money-,,box4     
,all pence by the generous deposited    
here1    ,when holidays come ,i will    
equally share4    ,among all good       
children attending this school1    ,i   
should wish not to find a dunce or a    
fool4    ,then listen1 all you1 who a   
prize hope to gain1    ,attend to your  
books1 and you'll not hope in vain4     
,,the ,,master4    ,,the ,,cow4         
,come1 children1 listen to me now1      
,and you shall hear about the cow2      
,you'll find her useful1 live or dead1  
,whether she's black1 or white1 or red4 
,when milk-maids milk her morn and      
night1    ,she gives them milk so fresh 
and white2    ,and this1 we little      
children think1    ,is very nice for us 
to drink4      ,the curdled milk they   
press and squeeze1    ,and so they make 
it into cheese2    ,the cream they skim 
and shake in churns1    ,and then it    
soon to butter turns4      ,and when    
she's dead1 her flesh is good1    ,for  
beef is our true ,english food2    ,but 

though 'twill make us brave and strong1 
,to eat too much we know is wrong4      
,her skin1 with lime and bark together1 
,the tanner tans1 and makes it leather2 
,and without that what should we do     
,for soles to every boot or shoe8       
,the shoemaker cuts it with his knife1  
,and bound the tops are by his wife1    
,and then he nails it to the last4      
,and after sews it tight and fast4      
,the hair that grows upon her back      
,is taken1 whether white or black1      
,and mix'd with mortar1 short or long1  
,which makes it very firm and strong4   
,the plast'rer spreads it with a tool1  
,and this you'll find is just the rule1 
,and when he's spread it tight and fast1
    ,i'm sure it many years will last4  
,and last of all1 if cut with care1     
,her horns make combs to comb our hair2 
,and so we learn--thanks to our         
teachers1    ,that cows are good and    
useful creatures4    ,,the ,,sheep4     
,hark now to me1 and silence keep1      
,and we will talk about the sheep2      

,for sheep are harmless1 and we know    
,that on their backs the wool does grow4
      ,the sheep are taken once a year1 
,and plunged in water clean and clear2  
,and there they swim1 but never bite1   
,while men do wash them clean and white4
      ,and then they take them1 fat or  
lean1    ,clip off the wool1 both short 
and clean1    ,and this is call'd1 we   
understand1    ,shearing the sheep1     
throughout the land4      ,and then they
 take the wool so white1    ,and pack it
 up in bags quite tight2    ,and then   
they take those bags so full1    ,and   
sell to men that deal in wool4      ,the
 wool is wash'd and comb'd with hand1   
,then it is spun with wheel and band2   
,and then with shuttle very soon1       
,wove into cloth within the loom4       
,the cloth is first sent to be dyed2    
,then it is wash'd1 and press'd and     
dried2    ,the tailor then cuts out with
 care    ,the clothes that men and boys 
do wear4    ,,the ,,horse4      ,come1  
children1 let us now discourse    ,about

 the pretty noble horse2    ,and then   
you soon will plainly see    ,how very  
useful he must be4      ,he draws the   
coach so fine and smart1    ,and        
likewise drags the loaded cart1         
,along the road or up the hill1         
,though then his task is harder still4  
,upon his back men ride with ease1      
,he carries them just where they please2
    ,and though it should be many a     
mile1    ,he gets there in a little     
while4      ,with saddle on his back    
they sit1    ,and manage him with reins 
and bit1    ,the whip and spur they use 
also1    ,when they would have him      
faster go4      ,and be the weather cold
 or hot1    ,as they may wish he'll walk
 or trot2    ,or if to make more haste  
they need1    ,will gallop with the     
greatest speed4      ,when dead his     
shining skin they use1    ,as leather   
for our boots and shoes2    ,alive or   
dead1 then1 thus we see    ,how useful  
still the horse must be4    ,,the ,,dog4
      ,the cow1 the sheep1 the horse1   

have long1    ,been made the subject of 
our song2    ,but there are many        
creatures yet1    ,whose merits we must 
not forget4      ,and first the dog1 so 
good to guard    ,his master's cottage1 
house1 or yard1--    ,dishonest men away
 to keep1    ,and guard us safely while 
we sleep4      ,for if at midnight1     
still and dark1    ,strange steps he    
hears1 with angry bark1    ,he bids his 
master wake and see1    ,if thieves or  
honest folks they be4      ,at home1    
abroad1 obedient still1    ,his only    
guide his master's will2    ,before his 
steps1 or by his side1    ,he runs or   
walks with joy and pride4      ,he runs 
to fetch the stick or ball1    ,returns 
obedient to the call2    ,content and   
pleased if he but gains    ,a single pat
 for all his pains4      ,but whilst his
 merits thus we praise1    ,pleased with
 his character and ways1    ,this let us
 learn1 as well we may1    ,to love our 
teachers and obey4    ,,moral           
,,lesson4,a    ,footnote ,a3 ,the       

following tale1 though not adapted for  
the younger  children of an ,infant     
,school1 and too long to be committed to
 memory  by the elder ones1 might be    
read to such by the master1 and would   
serve as an admirable theme for         
conversation4 ,it is likewise well      
adapted as a tale for family circles4   
,,the ,,two ,,halves4      ,what nice   
plum-cakes1 said ,,james to ,,john1     
,our mother sends6 ,is your's all gone8 
,it is1 ,,john answered2 is not thine8  
,no1 ,,john1 ,i've saved one half of    
mine2      ,it was so large1 as well as 
nice1    ,i thought that it should serve
 for twice1    ,had ,i eat all to-day1  
to-morrow    ,i might have mourn'd such 
haste in sorrow2    ,so half my cake ,i 
wisely took1    ,and1 seated in my      
favourite nook1    ,enjoyed alone1 the  
double pleasure1    ,of present and of  
future treasure4    ,i1 too1 said       
,,john1 made up my mind    ,this        
morning1 when our mother kind    ,sent  
down the cakes so nice and sweet1       

,that ,i but half to-day would eat1     
,and half ,i ate2 the other half--      
,,james stopp'd his brother with a      
laugh2     ,i know what you're about to 
say1--      ,the other half you gave    
away4      ,now1 brother1 pray explain  
to me1      ,the charms which you in    
giving see4      ,shew me how feasting  
foes or friends      ,can for your      
fasting make amends4     ,a poor old    
man1 said ,,john1 came by1      ,whose  
looks implored for charity4      ,his   
eyes1 bedimm'd with starting tears1     
,his body bowed by length of years1     
,his feeble limbs1 his hoary hairs1     
,were to my heart as silent prayers4    
,i saw1 too1 he was hungry1 though      
,his lips had not informed me so4       
,to this poor creature1 ,,james1 ,i gave
      ,the half which ,i had meant to   
save4      ,the lingering tears1 with   
sudden start1        ,ran down the      
furrows of his cheek1      ,i knew he   
thank'd me in his heart1                
,although he strove in vain to speak4   

,the joy that from such acts we gain    
,i'll try for your sake to explain4     
,first1 ,god is pleased1 who1 as you    
know1        ,marks every action that we
 do2      ,that ,god 'from whom all     
blessings flow1'        ,so many ,,james
 to me and you4      ,our mother1 next1 
had she but seen        ,her gifts of   
kindness so employ'd1      ,would she   
not ,,james1 well pleased have been2    
,and all my feelings then enjoy'd8      
,the poor old man1 was he not pleased8  
,must not his load of sorrow be1        
,though but for one short moment1 eased1
        ,to think1 ',then some one feels
 for me4'      ,but still you ask1 of   
all this pleasure1        ,how much will
 to the giver fall8      ,the whole1    
rich1 undiminish'd treasure1--    ,he   
feels1 he shares the joy of all4    ,we 
eat the cake1 and it is gone2    ,what  
have we left to think upon8    ,who's   
pleased by what we then have done8      
,how many pray1 ,,james1 more than one8 
,the joys by sympathy supplied    ,are  

many1 great1 and dignified4    ,but do  
not on my word rely1    ,whilst you1    
dear ,,james1 the fact may try2    ,and 
if you do not find it true1    ,i'll    
next time eat both halves with you6     
99       99       99       99       99  
,it is desirable that the master should 
add instrumental to vocal  music4 ,he   
should be able to play on the violin1   
flute1 or clarionet1  but1 as he must   
speak much1 the former is to be         
preferred4 ,such is the  influence of   
the weather1 that children are almost   
always dull on dull  days1 and then a   
little music is of great advantage4 ,on 
wet days1 when  they cannot go into the 
play-ground1 it assists them in keeping 
the  step when they march1 it cheers and
 animates their spirits1 and1 in  some  
measure1 compensates for their          
privations4 ,it will also aid  various  
evolutions4    ,music may be employed1  
moreover1 to soften the feelings1 curb  
the  passions1 and improve the temper1  
and it is strange that it should not    

have been employed till the operation of
 the ,infant ,system1 to which  it is   
absolutely indispensable4 ,when1 for    
instance1 after a trial by  jury1 as    
explained in a former page1 the children
 have been disposed  to harshness and   
severity1 a soft and plaintive melody   
has produced  a different decision4 ,to 
recite one case2 when ,i was organizing 
the  ,dry-gate ,school in ,glasgow,a1 a 
little girl in the gallery had lost  of 
her ear-rings 7which1 by the way1 like  
beads1 is a very improper  appendage1   
and ought by all means to be            
discouraged71 and on  discovering the   
fact1 commenced a most piteous          
lamentation4 ,i made  inquiry for it    
immediately1 while the children were    
seated in the  gallery1 but in vain2 and
 ,i subsequently found it in the hands  
of a  little girl at the bottom1 who was
 attentively examining it1 and who  gave
 it me the moment it was demanded4 ,on  
asking the children what was  to be done
 in this case1 they said she should have

 a pat of the hand4  ,i then showed1    
that had she intended to steal it1 she  
would have  secreted it1 which she did  
not1 and that her attention was so      
absorbed  by it1 that she had not heard 
my inquiry2 but one little boy was not  
satisfied2 he said1 ,she kenned right   
weel it was nae her ain2 but  after     
singing a simple and touching air1 ,i   
was pleased to find his  opinion        
changed4 ,perhaps1 sir1 he said1 ye may 
as weel forgie her  this ance1 as she is
 but a wee thing4    ,footnote ,a3 ,this
 school has since become a very         
important ,normal  school1 from which   
many others have emanated1 the head     
master  being the one ,i originally     
instructed3 ,mr4 ,stowe1 also1 one of   
the  directors1 has applied the         
principles of the ,infant ,school       
,system to  the instruction of older    
children1 which is called ,stowe's      
,training  ,system2 being applied to    
juveniles1 with great success4 ,i know  
of no  school1 except the ,dublin       

,normal ,schools1 equal to those1 and of
 no  masters superior to those ,i have  
seen who have been taught there4    ,the
 music chosen for children should be    
easy and simple1 fluent and  varied4    
,hymn tunes should be of a rather lively
 character1 as the more  dull and       
sombrous are not well adapted to the    
infant ear4 ,airs for  the tables or    
exercising songs are required to be very
 cheerful and  inspiring1 and then they 
tend to excite pleasure and liveliness1 
which  should often be aimed at in an   
infant school4    ,as children take much
 interest in singing1 and readily learn 
verses by  heart1 so as to sing them1   
although not properly instructed in     
their  meaning or rightly understanding 
them1 singing has been considered by    
many persons the soul of the system4    
,this is a grievous error as  regards   
the intellectual advancement of the     
children1 and still worse  as regards   
their health and that of the teacher4 ,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 pieces1
 as if  they were a musical box4 ,thus  
to sing without bounds is a very likely 
way to bring the mistress to an early   
grave1 and injure the lungs of  the dear
 little children4 ,use as not abusing is
 the proper rule1  tar all the new modes
 of teaching and amusing children that  
,i have  introduced2 but it has often   
appeared to me that abuse it as much as 
possible was the rule acted upon4 ,call 
upon the first singers of the  day to   
sing in this manner1 and where would    
they soon be8          ,,chapter ,,xix4 
,,grammar4    ,method of                
instruction--,grammatical rhymes4       
99       99       99       99       99  
,a few months ago1 ,mr4 ---- gave his   
little daughter1 ,h----1 a child  of    
five years old1 her first lesson in     
,english ,grammar2 but no  alarming book
 of grammar was produced on the         
occasion1 nor did the  father put on an 

unpropitious gravity of countenance4 ,he
 explained  to the smiling child the    
nature of a verb1 a pronoun1 and a      
substantive4--,edgeworth4           99  
99       99       99       99      ,it  
has been well observed1 that grammar is 
the first thing taught1  and the last   
learnt4 ,now1 though it is not my       
purpose to pretend that  ,i can so far  
simplify grammar1 as to make all its    
rules comprehensible  to children so    
young as those found in infant schools1 
,i do think  that enough may be imparted
 to them to render the matter more      
comprehensible1 than it is usually found
 to be in after years4    ,the great    
mystery of grammar results1 in my       
opinion1 from not making  the children  
acquainted with the things of which the 
words used are  the signs1 and moreover1
 from the use of a number of hard words1
  which the children repeat without     
understanding4 ,for instance1 in the    
classification of words1 or the parts of
 speech1 as they are called1  nouns1    

substantives1 and adjectives1 convey1 as
 terms1 no idea to  the minds of        
children2 and1 in spite of the          
definitions by which their  import is   
explained1 remain to them as            
unintelligible as the language  of      
magical incantation4 ,that the children 
can easily comprehend the  difference   
between words which express the names of
 things1 and  those which express their 
qualities1 and between words which      
express  actions1 and those which       
express the nature of those actions1 is 
undeniable2 and this is just what should
 be taught in an infant  school4 ,in the
 first place1 let the children be       
accustomed to repeat  the names of      
things1 not of any certain number of    
things set down on a  lesson card1 or in
 a book1 but of any thing1 and every    
thing1 in the  school-room1 play-ground1
 c43 next let them be exercised in      
telling  something relating to those    
things--their qualities2 as for         
instance1 the school-room is large1     

clean1 c41--the children  are quiet1    
good1 attentive1 c4--the pictures are   
pretty3 the  play-ground is pleasant1 c4
 ,having accustomed the children1 in    
this  manner1 first to give you the     
names of things1 and then to observe    
and repeat something respecting         
them--you have gained two ends2 you     
have1 first1 taught the children to be  
observant and discriminative2  and1     
secondly1 you have taught them to       
distinguish two distinct  classes of    
words1 or names and qualities2 and you  
may now1 if  you please1 give them terms
 by which to distinguish these          
respective  classes1 viz4 substantives  
and adjectives4 ,they will no longer be 
mysterious words1 signifying nothing1   
but recognized signs1 by which  the     
children will understand and express    
definite ideas4 ,the next  thing you    
have to teach them is1 the distinction  
betwixt singular and  plural1 and1 if   
you think proper1 masculine and         
feminine2 but before  you talk to the   

children about plural number and        
masculine gender1  c41 let them be made 
acquainted with the realities of which  
these  hard-sounding words are the      
signs4    ,having made the              
classification of words clear and       
comprehensible1 you  next proceed to the
 second grand class of words1 the verbs1
 and their  adjuncts1 the adverbs4 ,with
 these you will proceed as with the     
former2 let action be distinguished by  
words2--the children walk1  play1 read1 
eat1 run2 master laughs1 frowns1 speaks1
 sings2 and  so on2 letting the children
 find their own examples2 then comes the
  demand from the master for words      
expressing the manner of action4 ,how   
do the children walk8--slowly1 quickly1 
orderly4 ,how do they read1  eat run6   
,how does the master laugh1 speak1 sing8
 ,the children now  find you ,,adverbs1 
and it will be quite time enough to give
 them terms  for the classification they
 thus intuitively make1 when they have a
  clear idea of what they are doing4    

,when this end is attained1 your        
children have some ideas of grammar1 and
 those clear ones4 ,there is no         
occasion to stop here4 ,proceed1 but    
slowly1 and in the same method4  ,the   
tenses of the verbs1 and the subdivision
 into active1 passive1 and  neuter1 will
 require the greatest care and attention
 which the  teacher can use1 to simplify
 them sufficiently for the children's   
comprehension2 as it will likewise      
enable them to understand the  nature   
and office of the other classes of      
words4 ,as1 however1 it is  not my      
intention to write a grammar here1 but  
merely to throw out a  few hints on the 
subject1 ,i shall leave the further     
development of  the plan to the         
ingenuity of those who may think fit to 
adopt its  principles1 as above laid    
down4      ,english ,grammar doth us    
teach1    ,that it hath nine parts of   
speech2--    ,article1 adjective1 and   
noun1    ,verb1 conjunction1 and        
pronoun1    ,with preposition1 and      

adverb1    ,and interjection1 as ,i've  
heard4    ,the letters are just         
twenty-six1    ,these form all words    
when rightly mix'd4    ,the vowels are  
a1 e1 o1 i1    ,with u1 and sometimes w 
and y4    ,without the little vowels'   
aid1    ,no word or syllable is made2   
,but consonants the rest we call1       
,and so of these we've mention'd all4   
,three little words we often see1       
,are articles1--a1 an1 and the4    ,a   
noun's the name of any thing--    ,as   
school1 or garden1 hoop1 or swing4      
,adjectives tell the kind of noun--     
,as great1 small1 pretty1 white1 or     
brown4    ,instead of nouns the pronouns
 stand1    ,john's head1 his face1 my   
arm1 your hand4    ,verbs tell of       
something being done--    ,to read1     
write1 count1 sing1 jump1 or run4       
,how things are done the adverbs tell-- 
,as slowly1 quickly1 ill1 or well4      
,conjunctions join the nouns together-- 
,as men and children1 wind or weather4  
,a preposition stands before    ,a noun1

 as in or through a door4    ,the       
interjection shows surprise--    ,as1   
oh6 how pretty1 ah6 how wise4    ,the   
whole are called nine parts of speech1  
,which1 reading1 writing1 speaking      
teach4    ,,the ,,articles4      ,three 
little words we hear and see    ,in     
frequent use1 a1 an1 and the2    ,these 
words so useful1 though so small1       
,are those which articles we call4      
,the first two1 a and an1 we use        
,when speaking of one thing alone2      
,for instance1 we might wish to say     
,an oak1 a man1 a dog1 a bone4      ,the
 speaks of either one or more1--    ,the
 cow1 the cows1 the pig1 the pigs1      
,the plum1 the plums 7you like a score71
    ,the pear1 the pears1 the fig1 the  
figs4      ,an oak1 a man2 means any    
oak1    ,or any man of all mankind2     
,a dog1 a bone1 means any dog1    ,or   
any bone a dog may find4      ,this     
article we only use    ,whenever it may 
be our wish    ,to speak of some        
determined thing1    ,as thus2--the     

bird1 the ox1 the fish4      ,by which  
we mean not any bird1    ,that flying in
 the air may be1    ,or any ox amongst  
the herd1    ,or any fish in stream or  
sea4      ,but some one certain bird or 
ox1    ,or fish 7let it be which it may7
    ,of which we're speaking1 or of     
which    ,we something mean to write or 
say4      ,remember these things when   
you see    ,the little words1 a1 an1 and
 the4    ,these words so useful1 though 
so small    ,are those which articles we
 call4    ,nothing can be more absurd   
than to compel young children to commit 
to memory mere abstract rules expressed 
in difficult and technical  language4   
,such requires a painful effort of the  
mind1 and one  calculated to give a     
disgust against learning4 ,grammar was  
formed on  language and not language by 
grammar1 and from this it necessarily   
follows1 that children should acquire a 
considerable store of words  from a     
knowledge of reading and of things1     
before their minds are  taxed by        

abstract rules4 ,to be thoroughly       
understood they require  words to be    
compared with words1 and one word to be 
compared with  another2 and how can this
 be done without the memory being amply 
supplied with them previously4 ,such    
simple instruction as this chapter      
directs may easily be given2 but to     
attempt much more would be like         
endeavouring to build an elegant and    
ornamental structure before you  had    
collected materials to build with4      
,,chapter ,,xx4    ,,the ,,elliptical   
,,plan ,,of ,,teaching4    ,method      
,explained--,its success4           99  
99       99       99       99    ,he    
tried each art4--,goldsmith4            
99       99       99       99       99  
,all persons acquainted with children   
are aware of the torpor of some  minds1 
and of the occasional apathy of others1 
and to this it is  necessary to provide 
some counteraction4 ,this is done       
effectually by  what is called the      
elliptical plan1 according to which1    

words are  omitted in a narrative or    
poem repeated by the teacher1 for the   
purpose of being supplied by the        
children4    ,these exercises are very  
agreeable to the children1 and by them  
some  features of the mental character  
become conspicuous4 ,children are       
usually sensible of their need of       
instruction1 but if they can make  it   
appear that any of their statements are 
original1 their delight is  especially  
manifest4 ,there seems1 too1 a dislike  
at first1 to take any  trouble to arrive
 at the truth2 careless children will   
therefore guess  several times2 but an  
observant teacher will at once perceive 
that  there is no effort of the         
understanding1 point it out to the      
child1  and thus prevent its recurrence4
    ,dr4 ,gilchrist observes1 in a      
letter sent to me1 ,you have now the    
whole method before you1 and ,i shall   
boldly stake all my hard-earned  fame1  
as a practical orientalist1 on the      
salutary consequences that  will spring 

from the adoption of short elliptical   
tales at your  interesting institution4 
,my usual practice with respect to the  
elliptical method of teaching1  is1 to  
deliver some appropriate1 simple1       
extemporaneous tale1 leaving  out but   
few words at first1 and those such as   
must obviously strike  the children2 as 
they get used to the plan1 ,i make the  
omissions more  frequent1 and of words  
less obvious4 ,the following specimens  
will  render the whole plain to the     
understandings of my readers4      ,a   
gardener's youngesta ---- was walking   
among the    fruitb ---- of his         
father'sc ----1 he saw a littled    ----
 fly up and sit on one of thee---- of   
the trees2    thef ---- lifted a stone1 
and was going tog---- it at    the      
poorh---- which seemed toi---- most     
sweetly    thus3      ,myk ---- isl ----
 of moss and hair1    ,them ----        
aren---- and sheltered there2           
,wheno---- soon shall my youngp ---- fly
    ,far from theq---- schoolr---- eye4 

,thes---- eldestt---- who understood    
theu----    of birds came up at that    
moment1 andv----    out1 throw down thew
 ----1 you hard-heartedx ----    and    
don'ty ---- the innocentz ---- in the   
middle of his    song2 are you notaa----
 with his swelling red-breast1    his   
beautiful sharp eye1 and above all with 
thebb ---- of    his notes1 and the     
familiarcc ---- he assumes1 even in     
thedd ---- of aee---- like you8 ,ask    
your youngestff    ---- here if she     
remembers thegg---- which her goodhh    
---- read to her yesterday of a         
veryii---- boy1 who    was verykk---- to
 a harmless greenll ---- which    he    
caughtmm ---- for hunger1 among         
thenn---- in theoo    ---- of winter4   
,footnote a3 ,son    ,footnote b3 trees 
,footnote c3 garden    ,footnote d3 bird
    ,footnote e3 branches    ,footnote  
f3 boy    ,footnote g3 throw            
,footnote h3 bird    ,footnote i3 sing  
,footnote k3 nest    ,footnote l3 built 
,footnote m3 eggs    ,footnote n3 laid  

,footnote o3 hatched    ,footnote p3    
ones    ,footnote q3 roaming            
,footnote r3 boy's    ,footnote s3      
gardener's    ,footnote t3 son          
,footnote u3 notes    ,footnote v3      
called    ,footnote w3 stone            
,footnote x3 rogue or boy    ,footnote  
y3 disturb or hurt    ,footnote z3 bird 
,footnote aa3 pleased or delighted      
,footnote bb3 sweetness or melody       
,footnote cc3 air    ,footnote dd3      
presence    ,footnote ee3 naughty boy   
,footnote ff3 sister    ,footnote gg3   
story    ,footnote hh3 mother1 aunt c4  
,footnote ii3 naughty or good           
,footnote kk3 cruel or kind    ,footnote
 ll3 finch or linnet    ,footnote mm3   
perishing or dying    ,footnote nn3 snow
    ,footnote oo3 depth or middle4      
,the following little verses upon the   
same principle have been found  to      
answer extremely well1 by putting one   
child in the rostrum1 and  desiring him 
purposely to leave out those words that 
are marked1 the  other children will    

fill them up as he goes4      ,i must   
pray    ,both ---- and day4      ,before
 ---- eat    ,i must entreat1    ,that  
---- would bless    ,to me ---- meat4   
,i must not play    ,on ,god's own day1 
,but ,i must hear    ,his word with     
fear4      ,it is a sin    ,to steal a  
pin    ,much more to steal    ,a greater
 thing4      ,i must work1    ,and ,i   
must pray1    ,that ,god will feed      
,me day by day4      ,all honest labour1
    ,god will bless2    ,let me not live
    ,in idleness4      ,i will not be   
,or rude or wild1    ,i must not be     
,a naughty child4      ,i will not speak
    ,of others ill1    ,but ever bear   
,to all good-will4      ,i'd rather die 
,than tell a lie1    ,lest ,i be lost   
,eternally4      ,i'll ---- my bread    
,from ---- to door1    ,rather ----     
steal    ,my neighbour's store4      ,i 
must not kill    ,a little fly2    ,it  
is an act    ,of cruelty4      ,i must  
not lie1    ,i must not feign1    ,i    
must not take    ,god's name in vain4   

,nor may my tongue    ,say what is      
wrong2    ,i will not sin    ,a world to
 win1      ,in my ,bible    ,i am to    
read1    ,and trust in ,god    ,in all  
my need4      ,for ,christ alone    ,my 
soul can save1    ,and raise my body    
,from the grave4      ,oh6 blessed      
,saviour1    ,take my heart    ,and let 
not me    ,from thee depart4      ,lord1
 grant that ,i    ,in faith may die1    
,and live with thee    ,above the sky4  
,,creation4      ,god made the ---- that
 looks so blue1     ,god made the ----  
so green1    ,god made the ----  that   
smell so sweet1     ,in ---- colours    
seen4      ,god made the ---- that      
shines so bright1     ,and gladdens all 
,i see2    ,it comes to give us ---- and
 light1     ,how ---- should we be6     
,god made the ---- bird to fly1     ,how
 ---- has she sung2    ,and though she  
---- so very high1     ,she won't ----  
her young4      ,god made the ---- to   
give nice milk1     ,the horse for ---- 
to use2    ,i'll treat them ---- for his

 sake1     ,nor dare his gifts abuse4   
,god made the ---- for my drink1        
,god made the ---- to swim1    ,god made
 the ---- to bear nice fruit1    ,which 
does my ---- so nicely suit2     ,o how 
should ,i ---- him6    ,o ,lord1 how    
manifest are thy works2 in wisdom hast  
thou made them  all6--,psalm civ4 #bd4  
99       99       99       99       99  
,i subjoin1 as an exercise for teachers 
themselves1 the following hymn1  as one 
calculated to induce reflections on the 
scenes of nature1 and  direct the mind  
to that ,being who is the ,source of all
 excellence6      #a    ,hast ----      
beheld ---- glorious    ,through all    
---- skies his circuit run1    ,at      
rising morn1 ---- closing day1    ,and  
when he beam'd his noontide      #b     
,say1 didst ---- e'er attentive    ,the 
evening cloud1 ---- morning dew8    ,or1
 after ----1 the watery bow    ,rise in 
the ---- a beauteous ----8      #c      
,when darkness had o'erspread the ----  
,hast thou e'er seen the ---- arise1    

,and with a mild and placid ----        
,shed lustre o'er the face of night8    
#d    ,hast ---- e'er wander'd o'er the 
plain1    ,and view'd the fields and    
waving ----1    ,the flowery mead1 ---- 
leafy grove1    ,where all ---- harmony 
---- love4      #e    ,hast thou e'er   
trod the sandy ----    ,and ---- the    
restless ---- roar1    ,when roused by  
some tremendous ----    ,it's billows   
rose ---- dreadful form8        ,hast   
thou beheld the ---- stream    ,thro'   
nights dark gloom1 ---- sudden gleam1   
,while the bellowing thunder's ----     
,roll'd rattling ---- the heaven's      
profound8      #g    ,hast thou e'er    
---- the cutting gale1    ,the sleeting 
shower1 ---- the biting hail2    ,beheld
 ---- snow o'erspread the    ,the water 
bound ---- icy chains8      #h    ,hast 
thou the various beings ----    ,that   
sport ---- the valley green1    ,that   
---- warble on the spray1    ,or wanton 
in the sunny ----8      #i    ,that     
shoot along ---- briny deep1    ,or ----

 ground their dwellings keep2    ,that  
thro' the ---- forest range1    ,or     
frightful wilds ---- deserts strange8   
#aj    ,hast ---- the wondrous scenes   
survey'd    ,that all around thee ----  
display'd8    ,and hast ---- never      
raised thine    ,to ,him ---- bade these
 scenes arise8      #aa    ',twas ,,god 
who form'd the concave ----    ,and all 
the glorious orbs ---- high2    ----    
gave the various beings birth1    ,that 
people all the spacious ----4      #ab  
',tis ---- that bids the tempests       
,and rolls the ---- thro' ---- skies3   
,his voice the elements ----    ,thro'  
all the ---- extends ,his sway4      #ac
    ,his goodness ---- ,his creatures   
share1    ,but ,,man is ,,his peculiar  
----4    ,then1 while they all proclaim 
---- praise1    ,let ---- his ---- the  
loudest ----4    ,the elliptical plan   
has been found to be most successful1   
and has been  applied with equal success
 in schools for older children1 and also
  children of another grade4 ,messrs4   

,chambers1 ,i believe1 are the only     
persons1 as far as ,i know1 who have the
 honesty to acknowledge the  source from
 whence this plan was taken4            
,,chapter ,,xxi4    ,,remarks ,,on      
,,schools4    ,national                 
schools--,british and foreign           
societies--,sunday                      
schools--,observations4           99    
99       99       99       99    ,is it 
then fitting that one soul should pine  
,for want of culture in this favour'd   
land8    ,that spirits of capacity      
divine      ,perish1 like seeds upon the
 desert sand8    ,that needful          
knowledge1 in this age of light1        
,should not by birth be every ,briton's 
right8      ,southey4           99      
99       99       99       99           
,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 faculties1 ,i shall take the      
liberty of indulging  in a few remarks  

on the methods at present adopted in the
 more  advanced stages of education1 as 
seen in our ,national and ,sunday       
,schools4 ,i need1 ,i am sure1 offer no 
other apology for so doing1  than the   
fact that it is in these institutions   
the infant poor  must complete their    
education2 it is in these schools1 the  
budding  faculties must either ripen or 
perish2 and the moral principles become 
confirmed or weakened4 ,certain ,i am1  
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      
classes2 and therefore ,i the less      
reluctantly offer a few thoughts on the 
subject1 which it is my humble  opinion 
may not be altogether useless4    ,with 
regard to ,national ,schools1 ,i must   
say1 there is too much form1  and too   
little of the spirit of instruction to  
be found in their  management3 the minor
 faculties are attended to in preference

 to the  higher ones2 it is the memory  
alone which is called into action2 the  
understanding is suffered to lie in a   
state of torpid inactivity4    ,their   
lessons1 their plan of using them1 and  
their discipline  altogether1 are of    
that monotonous nature1 that the        
children always  seem to me to be dosing
 over them4 ,i know it will be pleaded  
that the  number to be taught at once1  
renders this defect unavoidable2 that it
  is impossible to teach a large body of
 children1 in such a way as to  secure  
the attention and activity of the whole4
 ,and it is so far true1  as to its     
being impossible to detect and reform   
every idle pupil1  who finds an         
opportunity of indulging his idleness in
 the divided  attention of his teacher2 
but ,i do think1 if it be impossible to 
cure  the evil1 it may be in a great    
degree prevented4 ,make your system     
interesting1 lively1 and inspiriting1   
and your scholars will neither  be able 
nor willing to slumber over it4 ,every  

one knows what an effect  is produced on
 the physical faculties by a succession 
of the same  sound2 for instance1 by the
 long continued chiming of a single     
bell2  it induces a drowsiness which we 
find it impossible to resist1 except  by
 turning our attention to another thing2
 but let a number of bells  strike out  
into a merry peal1 how quickly we are   
aroused1 how lively  we become1 whilst  
their various changes secure the        
attention and  interest which their     
pleasing and spirited tones first       
excited4 ,and  just so it is with the   
mind in the matters of education2 you   
must give  a variety of tones1 a newness
 of aspect to your lessons1 or you will 
never be able to keep up a lively       
attention in your scholars4 ,for  this  
purpose ,i would particularly recommend 
to the attention of all  concerned1 the 
chapters in this volume on geometry1    
conversation1  pictures1 and likewise   
that on the elliptical method4 ,by      
adopting the  plan recommended in these 

chapters1 the children will have        
something  to do1 and to do that        
something they must be active4 ,the     
first  object of the teacher is to      
excite a thirst for knowledge2 not to   
pour  unwelcome information into the    
mind4    ,it will probably be said1 that
 however well adapted the plan          
recommended may be for the infantine    
scholars for whom it was  designed1 yet1
 it does not follow that it may be      
equally advantageous  for those of a    
more advanced age2 and if by this it is 
meant1 that the  very same lessons1 c41 
are not equally applicable in both      
cases1  ,i perfectly agree with the     
truth of the objection2 but it is the   
principle of education that ,i          
recommend1 and would affirm to be as    
applicable to children of the most      
advanced age1 as to those of the        
youngest4 ,and ,i may further add that  
unless this is done1 these  schools will
 not be in a proper state to receive our
 children1 so  as to carry on the       

cultivation of all the faculties1       
instead of the  memory only4 ,it is not 
sufficient to store the memory1 we must 
give  employment to the understanding4  
,it is not sufficient to talk to the    
children of piety and of goodness2 we   
must present them with a living  example
 of both1 and secure1 as far as         
possible1 an imitation of such  example4
    ,as applicable to ,sunday ,schools1 
,i would particularly recommend the  use
 of picture lessons on scripture        
subjects1 for the use of the  junior    
classes1 to be used as a sort of text   
for conversation1 suited  to the state  
of their mental faculties4 ,i am        
convinced that the  knowledge acquired  
by this method is likely to make a      
deeper and more  lasting impression1    
than that imparted in a less interesting
 mode4  ,nor should the lessons on      
natural history be neglected1 in my     
humble  opinion1 in the system of       
,sunday ,school instruction2 inasmuch as
 the  more the children know of the     

wonders of creation1 the greater must be
  their reverence of the ,almighty      
,creator2 in addition to which it will  
enable the teachers to supply variety1 a
 thing so agreeable1 and1  indeed1      
indispensable1 in the instruction of    
children4 ,for these  reasons1 ,i think 
it could not justly be considered as    
either a  misemployment or profanation  
of the ,sabbath-day4 ,for the elder     
children1 moreover1 it would be         
advisable to have occasional class      
lectures1 simplified for the purpose1 on
 astronomy1 natural history1  c42 and   
although it might be unadvisable to     
occupy the hours of the  ,sabbath-day   
with the delivery of them1 they might be
 given1 on some  week-day evening1 and  
should be made the medium of reward to  
good  behaviour2 such children as had   
misbehaved themselves being proscribed  
from attending4 ,when thus seen in the  
light of a privilege1 they  would not   
fail to be interesting to the little    
auditors1 as well as  conducive to good 

behaviour4    ,sunday ,schools should   
not be too large1 nor should children   
remain  in them too long4 ,i have       
observed some instances1 when this has  
been  neglected1 of choices being made1 
and connections formed1 which must  be  
often very prejudicial4    ,it is with  
some degree of reluctance and           
apprehension1 ,i touch upon  another    
topic--that of religious doctrine4 ,as  
schools for gratuitous  instruction have
 been established by most of the        
religious sects  extant1 it is obvious  
that some dissimilarity of sentiment on 
religions subjects must exist1 as       
imparted in such schools4 ,let it not   
be supposed1 that ,i would cast a       
censure on any religious body1 for      
establishing a school devoted to such a 
blessed purpose4 ,on the  contrary1 ,i  
rejoice to see1 that however various    
their theories may  be1 their opinion of
 ,christian practice1 as evinced in such
 actions1  is the same4 ,but one thing  
,i would say1 to each and to all1 let a 

prominence be given to those fundamental
 truths of love and goodness  which     
,christianity inculcates4 ,let the first
 sounds of religion which  salute the   
ears of infancy1 be that heavenly       
proclamation which  astonished and      
enraptured the ears of the wakeful      
shepherds1 ,peace  on earth and         
good-will towards men4 ,it was the      
herald-cry by which  salvation was      
ushered into the world1 and surely no   
other can be so  proper for introducing 
it into the minds of children4 ,i must  
candidly  own1 that ,i have occasionally
 witnessed a greater desire to teach    
particular doctrines1 than the simple   
and beautiful truths which  form the    
spirit of religion2 and it is against   
this practice ,i have  presumed to raise
 a dissentient voice4    ,the conductors
 of schools1 in connexion with the      
,british and ,foreign  ,school ,society1
 have generally spoken more highly of   
the ,infant  ,system than others1 and   
this is certainly to be attributed to   

more congeniality1 since in them the    
mental powers are more fully  exercised1
 and there is a greater variety in the  
instruction given4  ,the only objection 
,i can discover to them1 is one that    
lies equally  against the ,national     
,schools--,i mean the opportunities     
afforded for  monitorial oppression2 but
 this may be obviated in both cases by  
the  judgment and vigilance of the      
teachers4 ,it should be added1 that     
schools of both kinds demand occasional 
inspection from those  intimately       
acquainted with the systems avowedly    
adopted1 as they  appear very different 
in different places4 ,i will only       
mention further  on this topic1 that    
many schools are too large4 ,no ,infant 
,school1 ,i  conceive1 should exceed    
#bjj1 nor should a ,national or ,british
 and  ,foreign ,school exceed #djj1 when
 under the care of one master4    ,one  
half of these numbers would be much     
better than the whole1 and  tend greatly
 to the success of the schools2 but     

funds are so difficult  to raise1 from  
the apathy shown by persons in general  
to the  instruction of the poor1 and    
therefore the schools are so few in     
number1 that it is absolutely requisite 
to place as great a number of  children 
as possible under one master1 that      
expense may be saved4 ,when  will this  
sad state of things be changed1 and the 
country at large see  that the noblest  
object it can ever attempt is1 to rear  
up its whole  population to             
intelligence1 virtue1 and piety8    ,in 
conclusion1 ,i would observe1 that as   
the foregoing remarks have  been kindly 
made1 in such a manner1 it is my hope1  
they will all be  received4    ,it is   
most gratifying to me to be able to add1
 that since the above  remarks were     
written1 great improvements have been   
made in ,national  ,schools1 a large    
portion of the public attention has been
 lately drawn  to the subject1 and it is
 almost universally admitted that the   
present  system is capable of           

considerable improvement4 ,this must be 
gratifying  to those persons who have   
borne the heat and burthen of the day4  
,the  ,national ,society are taking     
measures to improve their systems1 and  
also by forming ,diocesan ,societies to 
establish ,normal schools for the       
instruction of teachers on improved     
principles throughout the country4  ,i  
would to ,god the ,church of ,england   
had done this long ago2 she would  have 
had fewer enemies1 and could now have   
put on a bolder front4    ,i trust in   
,god that even now it is not too late1  
and that  circumstances may transpire to
 render her efforts in this sacred cause
  doubly effective4 ,she has lately made
 a noble stand in defence of  principle2
 this will have its proper effect2 but  
she must not stop  there1 for the enemy 
is in the field2 and though he is quiet 
for a  time1 the many-headed dragon is  
not crushed4 ,the utmost vigilance  will
 be necessary to counteract the wiliness
 of the serpent2 real  improvements in  

education must be adopted2 the books    
used in her  schools must be revised and
 improved2 a larger amount of knowledge 
must be given to the poorer portion of  
her sons1 and then a beneficial         
reaction will not be far distant4 ,she  
has done much1 but she has much  more to
 do4 ,if she does not pre-occupy the    
ground1 there are others  that will4    
,dependence upon the ,divine ,will1     
sound discretion1 and  ,christian       
principle1 must be her guide2 goodness  
must be her fortress1  and truth her    
finger post1 and then ,i for one        
perceive that she will  not fail1 for   
the bulk of her people are still        
favourable to her1 and  will rise up in 
her defence1 when their assistance is   
required2 and  if ,i mistake not the    
signs of the times1 there will be work  
for the  thinking portion of the laity  
soon cut out1 work which ,i fear the    
clergy cannot1 or will not do1 but      
which1 nevertheless1 must be done4  ,god
 grant that it may be done well1 whoever

 may be the instruments4                
,,chapter ,,xxii4    ,,hints ,,on       
,,nursery ,,education4    ,introduction 
to botany--,first lessons in natural    
history--,first  truths of              
astronomy--,geographical                
instruction--,conclusion4           99  
99       99       99       99    ',tis  
on his mother's bosom the babe learns   
his first lessons2 from  her smile he   
catches the glow of affection2 and by   
her frown1 or  her gentle sighs he      
persuaded to give up what his ignorance 
or  selfishness prompt him with         
pertinacity to retain4 ,happy where this
  sweet1 this powerful influence is well
 directed1--where the mother's  judgment
 guides her affectionate                
feelings4--,taylor           99       99
       99       99       99      ,many  
persons1 eminent by their charitable    
acts1 and who express  themselves       
generally desirous of aiding in any plan
 which may  contribute to the           
improvement and happiness of the poorer 

classes1  have1 nevertheless1 been      
unwilling to assist in the establishment
 of  ,infant ,schools1 fearful that the 
superior method pursued in these        
schools should render the children      
educated therein1 much better  informed 
than the children of the richer classes1
 who might thus  be supplanted in       
numerous lucrative and honourable       
situations in  after-life4    ,from this
 circumstance one of the two following  
conclusions must be  drawn2 either that 
the system of education pursued in the  
higher  schools is very faulty and      
imperfect1 or that the fears of those   
persons are entire groundless4    ,if   
the first be true1 then it cannot be    
denied that the consequences  feared by 
the richer classes must necessarily take
 place1 if1 either  from prejudice or   
apathy1 they continue the same faulty   
and imperfect  method of education1     
which1 by the expression of these fears1
 they  positively declare is usually    
pursued in the higher schools2 but the  

remedy is easy4 ,let the same good      
principles of tuition be introduced     
into nurseries1 and into those schools  
to which the children of  the rich are  
sent1 and the latter will not fail to   
maintain their  patrimonial ranks in    
society4 ,they need then have no fear   
least the  poorer classes should become 
too intellectual1 but1 on the contrary1 
they will soon find that their own      
welfare1 security1 and happiness  will  
not only be insured1 but will increase  
in proportion as the  poorer classes    
gain knowledge2 for by the method of    
instruction  pursued in the ,infant     
,schools1 the knowledge there acquired  
is  necessarily accompanied by the      
practice of industry1 sobriety1         
honesty1 benevolence1 and mutual        
kindness2 in fine1 by all the moral  and
 religious virtues4    ,that the system 
of instruction recommended in the       
foregoing pages is  equally applicable  
to the children of the rich as to those 
of the  poor1 there can be no doubt2 and

 it might be adopted either in schools  
established on its principles or in the 
nursery4 ,it is1 indeed1  obvious that  
it might be carried to a much greater   
extent1 where the  means of so doing    
would not be wanting4 ,many things might
 be taught1  which it is neither        
advisable nor practicable to teach in   
the schools  established for the        
instruction of poor children4    ,whilst
 the elements of number1 form1 and      
language1 may be taught by  the means   
and after the manner recommended in the 
preceding chapters  on the respective   
subjects1 there are other branches of   
knowledge  which might enter into the   
scope of nursery instruction with great 
advantage to the children4    ,as an    
introduction to botany1 ,i would make   
the children acquainted  with the       
progress of vegetation1 not from words1 
but from  observation4 ,i would have    
three or four garden-pots filled with   
mould1 introduced into the nursery at a 
proper season of the year2 the  children

 should be asked1 what is in the        
pots4--,dirt1 or mould1  will of course 
be the reply4 ,they should then be shewn
 the seeds which  are to be deposited in
 the mould1 and assuming in the eyes of 
the  children a prophetic character1 the
 mother or governess should inform  them
 of the process of vegetation1 and that 
about a certain time a  pretty flower   
will make its appearance in the pots3   
the seeds should  then be deposited in  
the mould1 and the pots placed in a     
proper  situation4 ,it would not be     
improper to let the children themselves 
sow  the seed2 thus convincing them of  
their power of being useful1 and        
becoming the instrument of so great a   
wonder1 as the transformation of  a seed
 into a flower4 ,during the time the    
seed is lying unperceived  beneath the  
mould1 the children should frequently be
 sent to look if  the pretty flower has 
come up1 or questioned as to what they  
were told concerning it4 ,at length the 
green shoot will make its  appearance1  

just peeping above the mould1 to the no 
small surprise and  gratification of the
 little observers4 ,they will mark with 
attentive  eagerness the progress of its
 growth1 the appearance of the bud1 and 
the gradual development of the pretty   
flower1 till they are fully  convinced  
of the wisdom of the parent or teacher  
who foretold  all which has happened1   
and made acquainted with the process of 
vegetation1 not from words1 but from    
observation4 ,certain it is1 that  such 
a lesson could not be wholly useless4   
,in the first place it might  be made   
the means of impressing them with ideas 
of the ,almighty  power1 highly         
conducive to piety2 secondly1 it would  
beget a habit of  observation2 thirdly1 
it would be likely to produce a love of 
flowers  and the vegetable world1       
favourable to their future pursuits in  
the  science of botany2 and1 lastly1 it 
would inspire their little breasts  with
 a love and respect for the parents or  
teachers who were wise and  kind enough 

to teach them so many true and wonderful
 things4    ,as an efficient and amusing
 introduction to natural history1 ,i    
would  have every nursery provided with 
a microscope1 by means of which the     
minds of the children might be excited  
to wonder and admiration at the  amazing
 beauty and perfection of the insect    
world1 and the astonishing  construction
 of various substances1 as seen through 
this instrument4  ,so far would this be 
from begetting habits of cruelty1 that  
it would  be very likely to check them4 
,many children who would be loath to    
torture a large animal1 such as a cat1 a
 dog1 or a bird1 feel no  compunction at
 ill-using a fly1 because it appears to 
them so  insignificant an animal2 but   
had they once witnessed1 by means of a  
microscope1 the wonderful and perfect   
conformation of the insect1 ,i am       
persuaded they would be less inclined to
 make the distinction4    ,various      
devices might be made use of to teach   
the first truths of  astronomy4 ,so     

simple a device as an apple1 with a wire
 run through  its centre1 turned round  
before a candle1 might serve to explain 
the  phenomena of day and night2 whilst 
the orrery1 with the accompaniment  of a
 simple and familiar lecture--7it should
 be much more so1 indeed1  than any ,i  
have heard or read7--would make them    
acquainted with those  stupendous facts 
which strike us with as astonishment and
 awe4 ,it  has been well observed by    
,dr4 ,young1 with respect to the wonders
 of  astronomy--      ,in little things 
we search out ,god--in great    ,he     
seizes us4    ,one thing ,i would here  
notice--that it should be a constant    
practice  to remind the children1 that  
in the apple and the orrery1 they see   
only a resemblance to the earth and the 
heavenly bodies1 that they  are vast in 
size and distance1 beyond their         
comprehension2 at the same  time leading
 them to an actual observation of the   
heavens by means  of a telescope4 ,this 
would be a high treat to the children1  

and  productive of correct notions1     
which are but too apt to be lost where  
we are under the necessity of teaching  
by signs so infinitely unlike1  in size 
and nature1 as the candle and the apple1
 and the brass balls  and wires of the  
orrery1 to the earth and the heavenly   
orbs4    ,for giving the children their 
first lessons in geography1 ,i would    
have a floor-cloth in every nursery1    
painted like a map1 but of course  not  
filled up so perfectly as maps for      
adults necessarily are4 ,it  should     
contain a correct delineation of the    
position of a certain  space of the     
globe1 we will say1 for instance1 of    
,england2 let the  children then be told
 to proceed from a certain spot1 to go  
through  certain counties1 towns1 c41   
and to fetch a piece of cloth from      
,yorkshire1 or a knife from ,sheffield1 
cheese from ,cheshire1 butter  from     
,dorset1 or lace from ,huntingdonshire1 
c41 c4 ,the lessons thus  given would be
 at once amusing and instructive both to

 the governess  and children4 ,if       
preferred1 these maps might be painted  
of a less  size1 to cover a table4 ,no  
difficulty would be found to get a set  
of  such table-covers or floor-cloths   
painted1 if the public would once       
encourage the plan4    ,there are now   
large skeleton maps published1 which    
have merely the  principal cities1      
towns1 and rivers1 c41 marked down1 so  
as not to  present too many objects to  
confuse the young eye4 ,there are also  
picture maps in which the chief         
productions of a country1 both          
vegetable and animal1 are delineated in 
their proper places4 ,these  would form 
a great aid in nursery instruction1 and 
also for an infant  school4 ,let the    
great truth be ever borne in mind1 that 
what is seen  by the eye is more quickly
 understood and more certainly          
remembered1  than what is merely        
described or made known in words4    ,i 
would also have an oblong tray made to  
hold water1 large enough to  cover a    

table4 ,in this ,i would fasten pieces  
of cork1 cut out in the  shape of land1 
according to the best maps1 while other 
small bits of  cork should represent the
 mountains and hills on the surface of  
the  respective islands4 ,by application
 to the toy-makers1 a sufficient  number
 of animals might be got to stock the   
respective islands1 c41  with their     
appropriate inhabitants2 whilst the     
manufactures1 and many  of the natural  
products of the different places1 might 
be readily  supplied by the ingenuity of
 the parent or governess4 ,a little boat
  should then be provided1 and a voyage 
to a given part undertaken2  various    
islands might be touched at1 and various
 commodities taken  on board or         
exchanged1 according to the mercantile  
instructions the  children should       
receive2 whilst brief accounts might at 
first be  read or given of the climate1 
productions1 and inhabitants of the     
respective places1 till the little      
scholar should be able to conduct  the  

voyage1 purchase or exchange            
commodities1 and give an account of  the
 various countries and their            
inhabitants1 c41 by himself4 ,certain   
,i am that more might be acquired1 by   
this toothed1 of geographical           
knowledge1 in one week1 than by the old 
method in a twelvemonth3 and  what the  
children did learn they would always    
remember4 ,i might extend  these        
suggestions to the size of a small      
volume1 had ,i space to do so2  but the 
limits of the present one forbid2 at a  
future period1 should  my active        
employments permit1 ,i may resume the   
subject of nursery  hints in an extended
 and separate form4    ,there are1      
indeed1 many excellent works already    
published on the  subject2 but as by the
 suggestions and contributions of many1 
every  plan is likely to be perfected1  
no one is justified in withholding any  
thing likely to promote the desired     
object4    ,a due improvement of these  
advantages will make the progress of the

  higher classes more than commensurate 
with that of the lower4 ,it is  obvious1
 that the former have resources which   
cannot be obtained by  the latter4 ,they
 have the means1 too1 of availing       
themselves of all  improvements in      
education1 of engaging the most         
intelligent and  efficient instructors1 
and of frequently changing the scene for
  their children1 and consequently the  
objects which come under their          
observation4 ,which1 ,i ask1 is the more
 honourable course1--to object1  as some
 do1 to the education of the infant     
poor1 lest they should  learn too much1 
or to improve1 then1 the opportunities  
they have1 by  which they and their     
children they surpass all others8    ,a 
few words ought to be added on          
discipline at home4 ,it is not  uncommon
 to hear parents1 in all classes of     
society say1 ,that child  is too much   
for me4 ,i cannot manage him at all4 ,we
 should think him a  most unpatriotic   
,englishman who should say the ,french  

are too strong  for us1 we cannot beat  
them2 but very far more absurd and truly
  unparental it is to confess that a    
mere child is master of its  parents4 ,a
 grown person and an infant1 what a     
contrast6 ,true it is1  that many a     
child has become very unmanageable1 but 
this may always be  traced to early     
neglect4 ,if from the earliest infancy  
the young mind  is trained to little    
acts of obedience1 they will soon become
 habitual  and pleasant to perform2 but 
if improper indulgence and foolish      
kindness be practised towards children1 
they must1 of course1 grow  up peevish1 
fretful1 and ill-tempered1 obstinate1   
saucy1 and  unmanageable4 ,whatsoever a 
man soweth that shall he reap4 ,let this
  truth be ever engraved upon the minds 
of all parents4 ,a constant  exercise of
 parental love in allowing all that is  
fit and proper1 and  a firm and         
judicious use of parental authority1 in 
strictly refusing  and forbidding all   
that is unsuitable or wrong1 should     

harmoniously  unite their power in      
training up the young4 ,punishments1 as 
a last  resource1 ought to be used2 but 
never in a spirit of anger1 wrath1 or   
revenge4 ,if administered calmly and    
mildly they will have a double  power4  
,every wilful offence of a child seems  
to say1 ,correct me1 but  with judgment4
 ,it may be painful to a parent to put  
on the graver  countenance of love1 but 
true parental love will always do it4   
,oh  that all parents in every rank of  
life saw and acted upon the great       
truth1 that the noblest object that they
 can present to themselves1  and the    
greatest obligation that is laid upon   
them1 is to rear up  their children to  
intelligence1 virtue1 and piety2 to make
 them good  rather than great1 for if   
they are the former1 they will assuredly
 be  the latter in its highest and      
truest sense4,a    ,footnote ,a3 ,should
 the reader be pleased with this volume1
 ,i may  refer to another work of mine  
just published1 entitled ,a ,system for 

the ,education of the ,young4           
99       99       99       99       99  
,having now finished all that ,i have to
 say on ,infant ,schools1 ,i would1  in 
conclusion1 breathe forth a sincere     
petition to the throne of  ,divine      
,truth and ,goodness1 for the prosperity
 and spread of the  ,system2 in which ,i
 am sure ,i shall be joined by all who  
have been  convinced of its beneficial  
effects in promoting the present and    
everlasting welfare of human beings4    
,mysterious are thy ways1 ,o ,god2 yet  
who was ever disappointed that  asked of
 thee in a right spirit8 ,prosper1 then1
 thy work which  is begun in the world1 
we beseech thee1 ,o ,lord2 may thy      
gracious  providence so encircle and    
protect the rising generation1 that     
there  may be no more complaining in our
 streets4 ,protect them1 ,o ,lord1 from 
the many dangers that surround them1 as 
soon as they draw their breath  in this 
vale of tears1 and put into the hearts  
of those who have the  means to consider

 the state of the infant poor1 to give  
them the  assistance they need4 ,grant  
that thy blessed example may be followed
  by many1 for thou didst desire that   
children should come unto thee1  and not
 be forbidden1 and thou didst take them 
up in thine arms and  bless them1       
declaring1 that of such is the kingdom  
of heaven4 ,may thy  creatures1         
therefore1 not be ashamed to notice     
little children1 but  co-operate1 hand  
and heart with each other1 and endeavour
 to teach  them all good4 ,may          
difference of sentiment and opinion be  
laid aside  and forgotten2 and may all  
join hand and heart in endeavouring to  
rescue the infant race from danger2 and 
so these tender plants may be  nurtured 
with the dew of thy divine blessing1 and
 be thus made fit  subjects for thy     
heavenly kingdom1 where the wicked cease
 from  troubling1 and the weary are at  
rest4 ,may thy divine influence descend 
abundantly upon all those who have      
hitherto turned their attention to      

infant children2 may they feel great    
pleasure in doing good2 may they        
receive thy grace and protection        
abundantly2 and when their days of      
probation are ended1 may they find a    
place in thy heavenly mansions1  and    
there glorify thee throughout the       
boundless ages of eternity4  ,amen4,a   
,footnote ,a3 ,this prayer written more 
than thirty years ago4 ,the  reader will
 see a great portion of the prayer has  
been answered2 the  subject has been    
mooted in ,parliament2 the ,government  
have mooted  the question of ,education2
 and even the sovereign has recommended 
attention to it in a speech from the    
throne4 ,this feeling only wants a      
right direction given to it1 and all    
will be well4