writer gives a fair statement of the position and use of Infant Schools. "The vocation of such establishments is not to antedate the true effect of our Schools, but to dispose and prepare children to enter them. Well directed, their utility is incalculable. The power of Education is inversely as the age of the young; and Montaigne perhaps rightly said, that he learned more from his nurse than from all other teachers besides. Now, the teacher of an Infant School carries the work of the nurse on to the age at which development really begins, and where habits are effectually formed. How many parents are there, who, for want of intelligence or leisure, of constancy and patience, are unfitted to watch over this first blossoming of our luxuriant human nature; and how desirable is it that the noble task should be entrusted to those who will regard it not as a trade, but as a profession and high art! Such Institutions, too, necessarily facilitate, to a great extent, the operations of the primary Schools. Instead of losing their best time, and consuming their best efforts, in bringing children within some order and discipline, in accustoming them to the School, and inducing them to fix their attention, the Teacher would then only have to carry on an education already begun in every direction. In existing circumstances, and in places where there is no Infant School, the Teacher has reason to congratulate himself when the children committed to his care have received no education whatever, but remain very much as when they issued from the hands of nature; for then he has not to cause them to unlearn vicious habits instilled by previous maltreatment; but if good Infant Schools were universal, he would require only to resume the work they had begun, and to continue what already is considerably advanced. Learning to read, write, and cypher, would then not occupy all the leisure of the children; enough would remain for receiving true instruction, and for the work of education, properly so called. I do not hesitate to state my opinion, that every pri mary School open to children from the age of six to fourteen, ought in its younger classes, to be conducted, and disciplined, very nearly as an excellent Infant School; and that in the construction of new Schoolhouses, attention should be paid to this special requirement.' "To work, then, ye generous minds, who seek but an opportunity to accomplish services for humanity; none can be presented to you more enticing, or more easy to be seized! To work, you also, who desire a greater security for your actions, who try your emotions by calculation, and consent to be charitable only when you have proved that thus also you shall be useful and just! The good now in question is in every way manifest, for the education of the people will not be truly provided for, until Infant Schools are established everywhere; and the success of primary instruction itself cannot fully be obtained unless through their establishment." The following extract from a communication from the Rev. Dr. Philip, dated Capetown, July 27th, 1831, shows how completely the principles of the Infant School system are in accordance with human nature in general. Speaking of the universal applicability of Infant Schools, he says: "On my late journey over Cafferland I had several opportunities of having my mind confirmed in this opinion. Resting one day, while our oxen were feeding, I remarked a number of children around our waggon, humming a tune, to which they were beating time. Their appearance instantly suggested to me the idea of an Infant School. I commu nicated my idea to Mr. Read, who had acquired some knowledge of the system; we instantly arranged them to the number of perhaps fifty, to make the experiment. In the midst of Cafferland, among some of the most beautiful scenery in the world, I observed the readiness and enthusiasm with which the children entered into the spirit of the system, and heard them pronounce the English words which they had never before heard, with all the propriety that might have been expected in an English School, and saw the eagerness with which the parents partook of the delight of the children. I could scarcely believe my own eyes and ears, and could not help reflecting what a mighty influence these schools might have in raising these interesting people, had we only the necessary agents and apparatus. Arguments in favor of Infant Schools are scarcely needed. Their extensive popularity and usefulness in Europe and America is the best proof of their utility. The necessity of providing for the care of young children while their parents are engaged in their daily occupations-the importance of removing them from the moral contamination, as well as from the physical dangers of the streets-the duty of inculcating, at the age most susceptible, pure moral and religious principles-the immense saving effected in their future education by employing their otherwise valueless time in the acquisition of elementary knowledge-all plead for the establishment of these institutions wherever practicable. FIRST PRINCIPLES. "A child is a being endowed with all the faculties of human nature, but none of them developed: a bud not yet opened. When the bud uncloses, every one of the leaves unfolds, not one remains behind. Such must be the process of education."—PESTALOZZI. As the passions and affections of our nature furnish the first impulses to action, it is important that we address ourselves to the task of moulding and directing them at the age at which they are most yielding and susceptible. And as examples of good and evil are presented to the mind as soon as it is capable of intelligent observation, it is not sufficient that we ourselves set a good example, but it also becomes necessary to explain to the opening mind of the pupil the nature and tendency of the actions he may witness, or in which he participates; the daily convictions thus derived from experience may in time become fixed principles, and lead to higher and better motives of action than the mere impulses of passion. Although the conscience may thus be developed by moral lessons founded on experience, yet we should commence with the first dawn of intelligence to impart the higher motives of love to God and obedience to his will, and to set before the mind the example of Christ. Moral education is always to be considered as emanating from, and is chiefly valuable as it predisposes and leads the mind to religion. And further, it cannot be efficiently carried on without a corresponding development of the reasoning and intellectual faculties, thereby to enable the pupil to govern and regulate his conduct. The acquisition of knowledge suited to the age and state, by occupying the mind, prevents it from receiving evil, and prepares it for the reception of good. Children cannot be effectively trained without the society of those of their own age. Constant and skilful treatment is required to form the character and develop the powers. Parents rarely possess the requisite knowledge, or can spare the time required for this important work, and, consequently, Infant Schools are necessary for the future welfare of the rising generation. The Infant System is based upon nature and actual observation, and is intended to legislate for every faculty; for by their co-agency alone can we ensure success. It must never be forgotten, that the tender age of the pupils renders constraint and severity alike unnecessary and prejudicial. The habit of study and fixed attention is of slow growth, and consequently all long continued lessons are useless and injurious. lesson is good unless it is pleasing to the children. The lessons should be such as arise out of the spontaneous action of the perceptive faculties directed by the teacher to a certain end. No The paramount importance of physical development must never be lost sight of, and a pleasant alternation of exercise and repose must be kept up. And lastly, as the teacher stands for the time in the place of the parent, he must set a good example to his little ones, and lead them to virtue by encouraging every good impulse, and constantly watching for, and repressing evil tendencies. Some of the means by which the ends here pointed out may be obtained, are indicated in the following pages; others will suggest themselves to the intelligent teacher who makes each day's business a study. MORAL EDUCATION. "O'er wayward childhood wouldst thou hold firm rule, Love, Hope, and Patience, these must be thy graces, DAILY experience proves how very early the mind becomes corrupted by bad example and injudicious treatment, so that too often the errors of later years can be traced to the impressions of early childhood. The susceptibility of the infant mind seems to point to the necessity of guarding it from evil influences, and pre-occupying it with good and pure principles; and those who undertake the charge of children should reflect that education does not consist in merely imparting a few arts, but includes also a thorough preparation of the pupil for the trials and duties of life. Let us consider how completely the moral character becomes moulded by education. A child reared amongst American Indians would be trained to look upon the torturing of his enemies as an act of virtue, and to regard war and the chase as the chief occupations of life; while the same being brought up amongst the industrious, orderly Chinese, would acquire a widely different system of morality. And to refer to the experience of our own country; do we not find that the unfortunate beings whose crimes against society have consigned them to a jail, have been generally deficient |