class-room adapted to produce and confirm religious impressions-Music, its application to improve the feelings and memory-Representations of natural objects and scriptural subjects-Variety and extent of information attainable-Lying, dishonesty, injustice, and cruelty corrected.

THIRD LECTURE.-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

another.

FOURTH LECTURE.-Methods of teaching the elements of grammar, geography, and geometry-Gallery described, and its application to many useful purposesQualifications 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 familiesHints to parents, and the application of the whole system to children of every grade.

These lectures I am ready to deliver wherever it may be deemed desirable, and to follow up the effect by the organization of schools. The necessary apparatus may be obtained of myself.

CHAPTER V.

PRINCIPLES OF INFANT EDUCATION.

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 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 children.

"The business of education, in respect of knowledge, is not, as I think, to perfect a learner in all or any one of the sciences, but to give his mind that disposition, and those habits, that may enable him to attain any part of knowledge he shall stand in need of in the future course of his life."-Locke.

"When the obligations of morality are taught, let the sanctions of Christianity never be forgotten; by which it will be shewn that they give lustre and strength to each other: religion will appear to be the voice of reason, and morality the will of God."-Johnson.

WHEN Agesilaus, king of Sparta, was asked, "What should boys be taught?" he answered, "What they ought to do when they become men." Such a declaration was worthy of later times, since the most intelligent now admit that the great end of all education is the formation of solid, useful, and virtuous character. This work should be, doubtless, commenced at the earliest possible period, to it the system explained in this volume is considered to be adapted, and the principles on which it proceeeds are now to be illustrated. And here it ought to be particularly observed that nothing is admissible, except what is appropriate to the state of infancy, calculated to exercise the physical energies, and likely, by their invigoration, to lay the basis of a sound and powerful intellect. And yet all this is too often forgotten. Look at the infant, the very embodying

of vivacity and activity, and its confinement to a particular posture, or the requirement of a peculiar expression of countenance, is manifestly unnatural. An inactive and healthy child under six years of age is never seen. Whatever compels it to be otherwise consequently produces what is artificial in character. A parent or a teacher may keep his children quiet, and in what he terms order; but it does not follow that this is a good preparation for after years. On the contrary, bondage may issue in excess. The feelings and propensities which, instead of being corrected, are unduly restrained, will be manifested in some other ways, and under less favourable circumstances, and frequently the re-action will be violent in maturity. Hence the system now recommended is expressly one for infants, adapted to them just as they are, and wholly designed to repress what is evil, and to cherish what is good.

Accordingly, the utmost attention is given to the cheerfulness and happiness of those on whom it acts. Instruction in reading, arithmetic, geometry, and various other things is made exceedingly amusing; smiling countenances and sparkling eyes are observable all around when it is communicated; and what was dull and soporific, according to the old plan, is now insinuated so agreeably, that the child, while literally at play, is acquiring a large amount of valuable knowledge. At play he sees Nature's book, that world of beauties: he loves to look into it, there is no flogging to induce him to do it. All is enquiry and anxiety on his part. "What is this?" "What is that?" "What is it for?" "How did it come?" With numerous other questions of similar import. Oh, that we had teachers to teach more out of this divine book! Oh, that we had a public who would encourage and cherish them for so doing! What blessed results even have I seen, by one's being able to answer such enquiries! The absurd notion that children can only be taught in a room, must be exploded. I have done more in one hour in the garden, in the lanes, and in the fields, to cherish and satisfy the budding faculties of childhood, than could have been done in a

room for months. Oh, mankind have yet something to learn about teaching children! See how they catch at truths through the medium of living things! See how it germinates in them, by so doing; the teacher may forget, they do not, this I have proved hundreds of times. Music has proved a most important auxiliary for this purpose, and a stranger would be astonished at the hilarity and delight with which much is rehearsed, with a full perception of its meaning, when in any other way it would be irksome and unintelligible.

These attainments, moreover, are accompanied by various movements and evolutions which exercise the limbs, the joints, the muscles; in addition to which, set times are appointed every morning and afternoon for its exclusive enjoyment.

The conduct of inferior animals, when young, shews the propriety of giving exercise to children. Every other creature makes use of its organs of motion as soon as possible, and many of them, when under no necessity of moving in quest of food, cannot be restrained without force. Such is the case with the calf, the lamb, and many more. If these creatures were not permitted to frisk about at pleasure, they would soon die, or become diseased. The same inclination appears very early in the human species; but as they are not able to take exercise themselves, it is the business of their parents and nurses to give it them. This may be done in various ways, and the methods included in the system are shewn in other parts of this work. It is to be regretted that men should be so inattentive to this matter; their negligence is one reason why females know so little of it. Women will always be desirous to excel in such accomplishments as recommend them to the other sex; but men generally avoid even the slightest acquaintance with the affairs of the nursery, and many would reckon it an affront were they supposed to know any thing of them. Not so, however, with the kennel or the stables; a gentleman of the first rank, who is not ashamed to give directions concerning the management of his dogs or horses, would blush were he surprised in performing

the same office for that being who is to be the heir of his fortunes, and, perhaps, the future hope of his country.

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Arguments to shew the importance of exercise, might be drawn from every part of the animal economy. Without it, the circulation of the blood cannot be properly carried on, nor the different secretions duly performed; neither can the fluids be properly prepared, nor the solids rendered firm or strong. The action of the heart, the motion of the lungs, and all the vital functions, are greatly assisted by exercise. But to point out the manner in which these effects are pro duced, would lead us beyond the present subject. shall, therefore, only add, that when exercise is neglected, none of the animal functions can be duly performed; and when this is the case, the whole constitution must go to wreck. Healthy parents, wholesome food, and suitable clothing will avail little where it is disregarded. Sufficient exercise will supply many defects in nursing, but nothing can compensate for its want. A good constitution ought certainly to be our first object in the management of children. It lays a foundation for their being useful and happy in life; and whoever neglects it, not only fails in his duty to his offspring, but to society.

While this is forgotten, let us not complain of weak and thoughtless children, or of weak and thoughtless servants; for the former are so from the neglect of their parents and the public; 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 servants.

A notion that habits of industry must be established, has, however, been the means, I regret to state, of a sad perversion of the system in these respects. The time allowed for amusement and exercise has been in some cases, very much abridged that the children might learn and practise sewing, knitting, plaiting, &c. Now, no one can be more disposed to the encouragement of industrious habits than myself, but I would say not at