support. Numbers of little girls thus go out before they are twelve years old, and teach the little children all they know,–commonly to be deceitful, and not unfrequently to be dishonest. The parents, careless or unsuspecting, only make inquiry when they return home if the children have been good and quiet, and of course receive an answer in the affirmative. In the course of a few years the evil consequences begin to show themselves, and then the good folks wonder how or when the seeds of such depravity could have been sown. Many I know will be inclined to smile at the insignificancy of the cause pointed out. I can only say, it is from such springs, however regarded, that the great stream of vice is supplied; and what we laugh at now, for its insignificant origin, will hereafter, in its maturity, laugh at us for our impotence, in vainly endeavouring to stem it. What are parents to do with their children, situated as those are of whom we have just spoken? And very many are so situated. Is it possible for them to perform their duty, as protectors of their children? It requires all their time to labour for their support, and they therefore leave them, unavoidably, either in such hands as we have described, or to take care of themselves; to range the streets, and form such associations as may there happen to fall in their way. They get into company with older delinquents, and become first their instruments, and then their associates; till at length they find their way into a gaol.
This is no delusive way of accounting for the matter,–it is a solution which experience and observation have taught and established. I have traced the progress of delinquency, in actual life, from its earliest stages,–from the little trembling pilferer of the apple-stall, not more than four or five years old, to the confirmed thief of nine or ten years–who had been in gaol three or four times, and was as proud of his dexterity in thieving, and hardihood under punishment, as he could have been of the most virtuous accomplishment, or the most becoming fortitude. The infant thief, conscious of shame, and trembling with fear, will tell you on detection, that “Tommy,” or “Billy,” some older associate, set him to do it; you let him go: he joins his companions, who laugh at the story he tells, ridicule him for his fears, praise him for his dexterity, and rejoice in his escape. It will be very easy to imagine how, under a course of such treatment, the young offender so soon dismisses both shame and fear; and learns to forget everything but the gain and glory of his crimes.
It is no small matter of credit with older thieves–(by older thieves I still mean boys of nine or ten years old)–to have under their tuition two or three pupils. I have seen in my walks as many as seven or eight sallying forth from the alleys in the neighbourhood of Spitalfields, under the command, as it were, of a leader, a boy perhaps not more than nine or ten years old. I have watched their plans, 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 shop; if he failed, another was sent, whilst the rest were lurking at the corner of some court, ready to flee in case their companion was detected; and I have sometimes seen, that after all the rest had failed, either from want of skill, or the too great vigilance of the shop-keeper, the boy who acted as leader has started out, and by a display of superior dexterity, would have carried off the prize, had it not happened that some one was thus purposely watching his conduct. When detected, if an old offender, he will either look you in tire face with the greatest effrontery and an expression of defiance, or he will feign to cry, and tell you he was hungry, has no father nor mother, &c.; though frequently, on further inquiry, I have found the whole story to be false.
Alas! there is _one_ class of children, with whom I know not how to deal, I mean those without the natural protectors. The man can for a more trifle get rid of all responsibility, though in general, most able to bear it, the woman has the dead weight, which often proves the destruction of her offspring, and herself, suicide and murder are the first-fruits frequently to her, but she loves her offspring, and perhaps he who deceived her, and for both their sakes fights the battle against fearful odds; for a few years at least, she will not last long, at length she sinks! she dies! where, oh! where! is the guardian for her child! Reader, there are many thousands of such! What becomes of them? But there are other mothers of this class, more ignorant, have less of feeling, no education, no training, they advance from bad to worse, until they have five or six children, here are circumstances for children to come into the world grievously against them. What becomes of these? To avoid painful details I will answer the question, they become a pest to society, each a demoralizer of others, living upon the public–as tramps, begging impostors, thieves, teachers of thieves, and _cost the country more than five times their number born under other and better circumstances_. God grant that spiritual light, philosophical light, and scientific light united, may enable us to find the remedy!
The two grand causes of juvenile delinquency, we have seen then, to be the evil example of parents themselves; and the bad associations which children form at an early age, when, through neglect, they are suffered to be in the streets. In the first instance, the parents of the children are wholly without excuse; in the second, though in some cases we may blame them, in others we cannot justly do so; but must admit, as an exculpation, the unfortunate circumstances of their condition in life.
It would be easy to shew, by a multitude of instances, the evil effects produced on children of a tender age by street associations. 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 situated; and I shall conclude the present chapter by some remarks on the various habits and practices of the poor classes, which have at least an injurious tendency on the character of the rising generation.
As children are such imitative beings, I cannot help making a few observations on the tricks which are usually introduced into our _pantomimes_. It is well known that those of the clown form a principal part of the entertainment. It is also equally well known, that the pantomimes are particularly designed to amuse children, for which reason they are generally represented during the Christmas holidays, If, however, they were merely intended to _amuse_ them, they who have introduced them have, perhaps, gained their object; but what kind of _instruction_ they afford, I shall here attempt to shew. I do not recollect to have seen a pantomime myself without _pilfering_ being introduced under every possible form, such as shop lifting, picking pockets, &c. &c. Can it then be for a moment supposed improbable that children, after having witnessed these exhibitions, should endeavour to put the thing into practice, whenever an opportunity offers, 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 did; or, if unsuccessful in this part of the business, that they should try their prowess in carrying off a shoulder of mutton from a butcher’s shop,–a loaf from a baker,–or lighter articles from the pastry-cools, fruiterer, or linen-draper? For, having seen the dexterity of the clown, in these cases, they will not be at a loss for methods to accomplish, by sleight of hand, their several purposes. In my humble opinion, children cannot go to a better place for instruction in these matters, or to a place more calculated to teach them the art of pilfering to perfection, than to the theatre, when pantomimes are performed. To say that the persons who write and introduce these pieces are in want of _sense_, may not be true; but I must charge them with a want of sufficient thought, right feeling and principle, in not calculating on their baneful effects on the rising generation, for whose amusement it appears they are chiefly produced. Many unfortunate persons, who have heard sentence of death passed upon them, or who are now suffering under the law, in various ways, have had to lament that the _first seeds of vice were sown in their minds while viewing the pilfering tricks of clowns in pantomimes_. Alas! too little do we calculate on the direful effects of this species of amusement on the future character of the young. We first permit their minds to be poisoned, by offering them the draught, and then punish them by law for taking it. Does not the wide world afford a variety of materials sufficient for virtuous imitation, without descending to that which is vicious? It is much easier to make a pail of pure water foul, than it is to make a pail of foul water pure. It must not be supposed that I wish to sweep off every kind of amusement from the juvenile part of society, but I do wish to sweep off all that has a pernicious tendency. The limits which I have prescribed to myself will not allow me to enter more at large into this subject; otherwise I could produce a number of facts which would prove, most unquestionably, the propriety of discontinuing these exhibitions.
A conversation which I once heard between some boys who were playing at what is called _pitch-in-the-hole_, will prove the truth of my assertions. “Bill,” said one of the boys to the other, “when did you go to the play last?” “On Monday night,” was the reply. “Did you see the new pantomime?”–“Yes.” “Well, did you see any fun?”–“Yes, I believe I did too. I saw the clown _bone_ a whole _hank_ of sausages, and put them into his pocket, and then pour the gravy in after them. You would have split your sides with laughing, had you been there. A.B. and C.D. were with me, and they laughed as much as I did. And what do you think A.B. did the next night?”–“How should I know.”–“Why,” replied the other, “he and C.D. _boned_ about two pounds of sausages from a pork shop, and we had them for supper.” This conversation I heard from a window, which looked into a ruinous place where boys assembled to toss up for money, and other games. This fact alone, without recording any more, is sufficient to show the evil of which I have been speaking. And I do most sincerely hope that those persons who have any influence over the stage, will use their utmost endeavours, speedily, to expunge every thing thus calculated to promote evil inclinations in the minds of children, and vicious habits in the lives of men.
It is not impossible that scenic exhibitions might be made a most powerful means of instruction to the young, and tend to promote virtue and happiness, as well as be a means of rational amusement, but as they now exist, their extirpation is desirable.
As I have had much experience from being brought up in London, I am perfectly aware of the evil impressions and dangerous temptations that the children of the poor are liable to fall into; and therefore most solemnly affirm that nothing in my view would give so much happiness to the community at large, as the taking care of the affections of the infant children of the poor.
There is, moreover, a practice very prevalent among the poor, which does greater mischief than the people are generally aware of, and that is, sending their children to the _pawnbrokers_. It is well known that many persons send children, scarcely seven years of age, to these people, with pledges of various sorts, a thing that cannot be too severely condemned. I know an instance of a little boy finding a shawl in the street; and being in the habit of going to the pawnbroker’s for his mother, instead of taking the shawl home to his parents, he actually pawned it and spent all the money, which might never have been known by his parents, had not the mother found the duplicate in his pocket. It is evident, then, that many parents have no one but themselves to blame for the misconduct of their children; for had this child not been accustomed to go to such a place _for his parents_, he would never have thought of going there _for himself_; and the shawl most likely would have been carried home to _them_. Indeed, there is no knowing where such a system will end, for if the children are suffered to go to such places, they may in time pledge that which does not belong to them; and so easy is the way of turning any article into money, that we find most young thieves, of both sexes, when apprehended, have some duplicates about them. Those persons, therefore, who take pledges of children (contrary to the act of parliament, whether they know it or not,) ought to be severely reprimanded; for I am persuaded, that such conduct is productive of very great mischief indeed.
Taking children to _fairs_, is another thing which is also productive of much harm. At the commencement of the first school, seventy or eighty children were frequently absent whenever there was a fair near London; but the parents were afterwards cured of this, and we seldom had above twenty absentees at fair-time. Several of the children have told me that their parents wished to take them, but they requested to be permitted to come to school instead. Indeed the parents, finding that they can enjoy themselves better without their children, are very willing to leave them at school.
It is a difficult matter to persuade grown persons of the impropriety of attending fairs, who have been accustomed to it when children; but children are easily persuaded from it; for if they are properly entertained at school, they will not have the least desire to go to such places.
I cannot quit this subject without relating one or two more very bad habits to which children are addicted, and which are, perhaps, fit subjects for the consideration of the _Mendicity Society_. As it is the object of that society to clear the streets of beggars, it would be well if they would put a stop to those juvenile beggars, many of whom are children of respectable parents, who assemble together to build what they call a GROTTO; to the great annoyance of all passengers in the street. However desirous persons may be of encouraging ingenuity in children, I think it is doing them much harm to give them money when they ask for it in this way. Indeed it would appear, that some of the children have learned the art of begging so well, that they are able to vie with the most experienced mendicants. Ladies in particular are very much annoyed by children getting before them and asking for money; nor will they take the answer given them, but put their hats up to the ladies’ faces, saying, “Please, ma’am, remember the grotto;” and when told by the parties that they have no money to give, they will still continue to follow, and be as importunate as any common beggar. However innocent and trifling this may appear to some, I am inclined to believe that such practices tend to evil, for they teach children to be mean, and may cause some of them to choose begging rather than work. I think that the best way to stop this species of begging is, never to give them any thing. A fact which came under my own observation will shew that the practice may be productive of mischief. A foreign gentleman walking up Old Street Road, was surrounded by three or four boys, saying, “Please, sir, remember the grotto.”–“Go away,” was the reply, “I will give you none.” To this followed, “Do, pray sir, remember the grotto.” “No, I tell you, I will give you nothing.” “Do, sir, only once a-year.” At length, I believe, he put something into one of their hats, and thus got rid of them; but he had scarcely gone 200 yards, before he came to another grotto, and out sallied three more boys, with the same importunate request: he replied, “I will give you nothing; plague have you and your grotto.” The boys however persevered, till the gentleman, having lost all patience, gave one of them a gentle tap to get out of the way, but the boy being on the side of the foot-path fell into the mud, which had been scraped off the road, and in this pickle followed the gentleman, bellowing out, “That man knocked me down in the mud, and I had done nothing to him.” In consequence, a number of persons soon collected, who insulted the gentleman very much, and he would certainly have been roughly handled, had he not given the boy something as a recompence. He then called a coach, declaring he could not walk the streets of London in safety.
Those who know what mischief has arisen from very trifling causes, will, of course, perceive the necessity of checking this growing evil; for this man went away with very unfavourable impressions concerning our country, and would, no doubt, prejudice many against us, and make them suppose we are worse than we are.
Nearly allied to this is, “Pray remember poor Guy Faux;” which not only teaches children the art of begging, but is frequently the means of their becoming dishonest, for I have known children break down fences, and water-spouts, and, in short, any thing that they could lay their hands upon, in order to make a bonfire, to the great danger of the inhabitants near it, without producing one good effect. Yet how easily might this practice be put down. The ill effects of it are so self-evident, that there can be no need for further enlargement.
I also disapprove of children going about begging at Christmas; this practice is calculated to instil into the children’s minds a principle of meanness not becoming the English character, and the money they get, seldom, if ever, does them any good. If persons choose to give children any thing at this time of the year, there can be no objection to it, but I dislike children going about to ask for money like common beggars; it cannot be proper, and should be generally discountenanced. All these things, to some men, may appear trifling, but to me and others they are of consequence; for if we mean to improve the general character of the labouring population, there is nothing like beginning in time; and we should, amongst other things, get rid of all mean and improper customs.
Before concluding this chapter I would hint to travellers not to give children money for running after a coach. I have seen children of both sexes run until their breath failed, and, completely exhausted, drop down on the grass; merely because some injudicious persons had thrown halfpence to them. I have also seen little boys turn over and over before the horses, for the purpose of getting money, to the danger of their own lives and of the passengers; and I recollect an instance of one boy being, in consequence, killed on the spot. In some counties children will, in spring and summer, run after a carriage with flowers upon a long stick, thrusting it in the coach or the faces of the travellers, begging halfpence, which habit had been taught them by the same injudicious means.
The most virtuous and pious of men, on looking back to their early lives, have almost invariably confessed that they owe the first seeds of what is excellent in them, to the blessing of God, on the instruction and example of their parents, and those around them in the years of their childhood.
Reflections like these ought to make us humble and thankful for the advantages we have enjoyed, and cause us to look with an eye of pity, charity, and commiseration on the vices and delinquencies of the poor, rather than to judge them with harsh and cruel severity. Had we been in their places, might not–would not–our character and conduct have been as theirs?–Still further, ought not such thoughts as these to touch our hearts with deep compassion for them, and excite us to strenuous endeavours to remedy these lamentable evils, by the most powerful and effective measures that can be found; and more especially to strive if possible to rescue the rising generation from the contamination of surrounding vice and misery.
CHAPTER IV.
REMEDY FOR EXISTING EVILS.
_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 Mr. Serjeant Bosanquet–The infant school, an asylum from accidents, 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 III.–Education for poor children still objected to–Folly of such objections illustrated–Lectures on the subject of infant training_.
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“The most likely and hopeful reformation of the road must begin with children. Wholesome laws and good sermons are but slow and late ways; the timely and most compendious way is a good education.”–_Archbishop Tillotson_.
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Having brought the prevalency of juvenile delinquency immediately before the eyes of my readers, by various examples in the second chapter, and in the third exhibited a few of the causes of it, I shall now proceed to point out what, in my humble opinion appears to be the only efficient remedy, namely, the education of the infant poor. It may not be amiss, however, to glance at the means which have heretofore been employed, and found, though productive of some good, inefficient for the end proposed.
As preventives, I may notice the numerous national and Sunday schools, tract societies, &c., established throughout the kingdom. These have doubtless much good effect, and deserve the zealous support of every one who has at heart the welfare of society in general, and the improvement of the labouring classes in particular. Many have been plucked, “as brands from the burning,” by these institutions; which are a blessing to the objects of their benevolence, and an honour to their conductors and supporters. That Sunday schools are not wholly efficient, in conjunction with other institutions, to accomplish the end desired, is to be attributed, on the one hand, to the small portion of time in which their salutary influence is exerted; and, on the other, to their not admitting children at a sufficiently early age. At the period usually assigned for their entrance, they have not only acquired many evil habits, but their affections have become so thoroughly perverted, as to offer great, and, in some cases, insuperable obstacles to the corrective efforts of their teachers. Each child brings into the school some portion of acquired evil, making, when united, a formidable aggregate, and affording every facility for mutual contamination. Add to this, 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 seventh, and it will be seen how little comparatively is really practicable. I do not say this to dishearten those who are engaged in this labour of love, or to abate the zeal of its promoters. 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 nature, in children, who from evil habits have been won to a love of goodness and religion, shewn not merely in a punctual attendance at their school, but in that good-will toward their fellow-scholars, and grateful love to their teachers, which are the only infallible signs of a change in the affections. These things encourage them, in spite of many difficulties and mortifications, to persevere in well doing; and may the God of love bless their labours with an increase of fruitfulness! It is only my purpose here to state, that the most likely human means to produce such an increase, is the establishment of infant schools;–schools designed, particularly, for the cultivation of the affections,–for preparing the heart to receive that wisdom which teaches us to love God supremely, and to love our neighbour as ourselves. As to the system of instruction pursued in Sunday schools, as well as other free schools, it is, indeed, my opinion, that some alteration for the better might be made, but as I intend to speak of this matter in a future place, I shall say no more on the subject at present, but pass on to notice prison discipline–which is, I fear, entitled to any term but that of a _remedy_.
That the end of punishment should be the prevention of future crime, rather than the gratification of vindictive feelings–whether those of states or of injured individuals–but few will venture to deny; and yet how little calculated is the punishment usually inflicted on young offenders in this country, to answer that end! They are shut up in a prison, in company with other thieves, perhaps older and more experienced than themselves, and all that was wanting to complete their education in dishonesty is here attained. Previously to their confinement within the walls of one of these places, in spite of the assertions of their hardened associates, that it was nothing to fear, it is probable, dread or apprehension hung over their minds; the last vestige of shame had not been banished by a public appearance as criminals–and this, properly taken advantage of, might have made their reformation possible! But, having encountered the object of their fears, and endured the shame of a trial–shame and fear are alike gone for ever; and when once they find their way into those sinks of iniquity, there is very little hope of amendment. From that period a prison has not the least terror for them. Being a place of idleness while there, it calls forth the evil inclinations of its inmates, and as they have opportunities of indulging those inclinations, it not only loses all its utility, but becomes incalculably injurious. I heard a boy who had been confined in Newgate say, that he did not care any thing about it; that his companions supplied him with plenty of victuals, that there was some good fun to be seen there, and that most likely he should soon be there again; which proved too true, for he was shortly after taken up again for stealing two pieces of printed calico, and transported. This, with a multitude of similar facts, will shew that there are few who do not become more depraved, and leave such places worse than when they entered them. A gentleman who visited Newgate informed me that he had been very much surprised at finding so many children there; some of whom were ironed; and on his inquiring the cause of such severity towards children so young, he was told by one of the turnkeys, that _he had snuck more trouble with them than he had with old offenders_. This fact has been verified by the chief officers of the Wakefield Model Prison,–the boys give most trouble. In the matter of treating juveniles as delinquents, I am sure we are wrong. I have seen both the magistrates and the judges insulted on the bench by juveniles brought before them, and taunted with the following: “You can do no more, you with the big wig! I wish you may sit there until I come out!” And in the month of May, 1852, the magistrates of Wakefield were insulted by a boy 15 years old, who had been taken up as an impostor, with his arm doubled in a sling, and shamming to be deaf and dumb,–a healthy strong youth, able and fit for work–and when asked why he did not work, answered, because he could get more by his own method! Hear! this ye indiscriminate alms-givers! And, further, when expostulated with by the magistrates for the sin and wickedness of pretending to be lame, &c., he laughed at them outright for being so silly as to suppose that he should not _live well if he could?_ When told he should be committed for three months, he had the impudence to tell the court that he would do the same again, when he came out, clapped his hat on in open defiance, and shouted, “That’s all you can do!” The chairman expressed sorrow that he could not order a whipping, but the prisoner laughed at him, and said, “I am too old for that.” Such things were not known in my younger days. I am afraid we have erred in this matter. A little wholesome correction did wonders. In such matters, it, at least, made the parties civil, and, I think, deterred from crime. I am fearful that in this age mankind aim in some things to be more perfect than the Great Ruler of the Universe!
To the bad habits of a prison, and the association with guilt, must be added the deplorably unprovided state, in which, at the termination of their period of imprisonment, they are sent forth into society. What friends have they but their former companions? What habitations, but their former resorts of iniquity? What means of procuring a livelihood, but their former evil practices? We accordingly find, that it is not unfrequently the case, with these young offenders, that scarcely a day elapses after their liberation, before they find themselves again in custody, and within the walls of a prison. One cannot, indeed, view the exertions made by the “Society for the Improvement of Prison Discipline” in this respect, without feelings of gratitude to those who take an active part in it[A]; neither should we forget to return thanks to the Author of all good, that he should have encouraged the hearts of persons to venture even their lives, to improve the condition of the prisoners in Newgate and elsewhere;–that even females are found, who, conquering the timidity and diffidence of their sex, have visited these abodes of vice and misery, for the purpose of ameliorating the condition of their inhabitants. There have been men, claiming to be considered wise men, who have ridiculed the exertions of these daughters of philanthropy, and have made them objects of ridicule, but, happily, they are impervious to the shafts of folly; and as heedless of the unjust censures, as they are undesirous of the applause of man. Their aim is, the good of their fellow-creatures,–their reward, the pleasure of doing good, and the approbation of Him who is goodness itself. That their well-meant and praiseworthy exertions are not more successful can only be accounted for by the awfully depraved affections which habitual vice produces; when every principle of action, which should be subservient to virtue, becomes actively employed in the cause of wickedness; for, whatever may be the impulse which first induces offenders to do wrong, they become, in course of time, so totally lost to all sense of what is good as to “glory in their shame.” Whether it maybe possible to devise any plan of prison discipline sufficient to remedy the evil, I cannot pretend to say; and I shall only repeat the burthen of my song–_educate and protect the infant poor_; and it will be found that _to prevent_ is not only better, but easier, than to _cure_.
[Footnote A: I will make a short extract from one of its reports, to shew, that the chief end they have in view, is the prevention of crime. They state, that “in the course of their visit, to the gaols in the metropolis, the Committee very frequently meet with destitute boys, who, on their discharge from confinement, literally know not where to lay their heads. To assist such friendless outcasts has been the practice of the society; and to render this relief more efficacious, a temporary refuge has been established for such as are disposed to abandon their vicious courses. This asylum has been instrumental in affording assistance to a considerable number of distressed youths, who, but for this seasonable aid, must have resorted to criminal practices for support. On admission into this establishment, the boys are instructed in moral and religious duty, subjected to habits of order and industry, and after a time are placed in situations which afford a reasonable prospect of their becoming honest and useful members of society. To extend these objects, and to render its exertions more widely beneficial, the society solicits the aid of public benevolence. Its expenses are unavoidably serious, and its funds are at present very low; but it is trusted that pecuniary support will not be withheld, when it is considered, that on the liberality with which this appeal is answered, depends, in a great measure, the success of the society’s objects–the reformation of the vicious, and the prevention of crime.”]
That this remedy is effectual, experience has taught me and many others; and experience is a guide on whom we may safely rely. It has shown me that by taking children at an early age out of the reach of contamination in the streets, and removing them in a great measure from the no less baneful influence of evil example at home, we may lay such a foundation of virtue, as is not likely to be shaken. Nor do I think it difficult to show the reason of this. It is confessed on all hands that our first impressions are the most powerful, both as to their immediate effects and future influence; that they not only form the character of our childhood, but that of our maturer years. As the mind of a child expands, it searches for new objects of employment or gratification; 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 dishonesty, and then of urging them to crimes of deeper dye. What, then, but a most salutary result can ensue from placing a child in a situation, where its first impressions will be those of the beauty of goodness,–where its first feelings of happiness will consist in the receiving and cherishing kind ness towards its little neighbours? In after years, and in schools for older children, it is reckoned an unavoidable evil, that they should be congregated together in numbers; not so in the infant school; it is there made use of as a means of developing and exercising those kindly feelings, which must conduce to the individual and general comfort, not only there, but in society generally. It is not merely by instructing them in _maxims_ of honesty that we seek to provide against the evil; but by the surer way of exciting that feeling of love towards each other–towards every one–which, when found in activity, must not only prevent dishonesty, but every other species of selfishness.
Consider the difference of the cases. In the one case we behold a child associated, in happy communion, with a society–a little world–of its own age and feelings,–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 amusement, which is at the same time instruction; and all this under the care of a master or mistress; acting the part, not of a petulant school-dame, or a stern pedagogue, but of a kind and judicious parent.
In the case of the child not thus befriended, we see it, either exposed to the dangerous associations of the street, or to the bad examples of its parents; to their unkindness and severity, or misguided indulgence; and presented, moreover, with every facility, as well as every temptation, to do wrong. Now, is it to be wondered at, that, in the former case, kind, obedient, honest characters should be the result; and in the latter, such as we have, in our preceding examples, exhibited? Reason tells us such a consequence is likely, and experience has shewn us that it really happens. I could enumerate a thousand cases of honest principle in the infants who have been under my own care; but I can only mention one or two circumstances illustrative of the matter.
I once had, for example, two little boys to travel with me; their assistance was extremely valuable in organizing schools. They were often invited to accompany me at dinner; the guests generally gave them presents. I have watched them under many tempting circumstances, and never found them steal. It is my firm conviction that dishonesty is chiefly the effect of neglect. No child can be _born_ a _thief_, in the strict sense of the term. In many schools, too, there are fruit-trees planted in the play-ground, to which the children will not do the least injury, nor will they touch the fruit. Flowers in pots, such as geraniums, auriculas, and other plants, are placed in the middle of the play-ground, without the least danger of being injured. Such is their respect to private property.
Another instance particularly excited my notice amongst the children in the first establishments in London. They were permitted to bring their dinners with them, and there were boxes in the school to put them in. Every child in the school had access to these boxes, for they were never locked, and yet I never knew a child to lose his dinner, or any part of it, notwithstanding many of the children, to my knowledge, had been kept extremely short of food. I have known an instance of a slice of bread and butter being left in the box for several weeks, by some child that could not eat it, but none of the other children would dare to touch it. I have found in the boxes two or three pieces of bread, as hard as possible, and as a proof that many were hungry, and that it did not remain there because they could not eat it, but out of pure honesty, I have offered it to some of the children, and they have eaten it in that state. Cold potatoes, pieces of fat, &c., were not unacceptable to them when given; but sooner than take any thing without leave, they have actually left it to spoil. These are facts which shew, that notwithstanding all the disadvantages to which the poor children are exposed, their character may be so far formed as to produce the effects above described. “Would you take a piece of bread out of this box that did not belong to you?” said I to the children one day. “No, sir,” replied a little girl of four years old. “Why not?” “Because,” said the child, “it would be thieving.” “Well, but suppose no one saw you?” Before I could speak another word, a number of the children answered, “God can see everything that we do.” “Yes,” added another little boy, “if you steal a cherry, or a piece of pencil, it is wicked.” “To be sure,” added another, “it is wicked to steal any thing.”
I cannot do better than introduce in this place the opinion of Judge Bosanquet, on the subject of the education of the infant poor; and some valuable hints will likewise be found in his remarks on prison discipline. It is an extract from a charge to the jury delivered at the Gloucester assizes for April, 1823. “Gentlemen, I have reason to believe, that the offences for trial on this occasion, are rather less than usual at this season, and, to whatever the diminution of crime may be ascribed, I cannot forbear earnestly to press upon your attention, a constant perseverance in two things, _which, above all others, are calculated to diminish crime_,–the first is an unremitted attention to the education of the children of the poor, and of all classes of society, in the principles of true morality and sound religion; the next is the constant and regular employment of such persons as may be sentenced to imprisonment, in such labour as may be adapted to their respective ages and conditions. I believe that these observations may be considered as quite superfluous in this county, and therefore I have taken the liberty of using the word perseverance, because I believe your attention is already strongly drawn to that subject, and it requires no exhortation of mine to induce your attention to it. I am not quite sure whether in the gaol for this city, the same means are provided for the employment of those persons sentenced to terms of imprisonment, which are provided in the gaol for the county. The magistrates for the city are equally desirous of promoting the education of all the poor under their care, I have no doubt; and I do hope and trust, if the means of labour have not been provided in their gaol, that no time will be lost in providing those means by which imprisonment may be made a real punishment, by which offenders may be reformed during their imprisonment, and by which the idle and dissolute may be prevented from any inclination to return there.”[A]
[Footnote A: From the time the judge referred to made the above remarks, other judges, down to the present time, have added similar sentiments. From 1823, until 1852, proof upon proof, has been added, to show us the advantage of early training; and though much has been cramming, and not training, still the results have been good. What would they have been had the schooling given, really been _training?_ and what, if the training of children had been studied as _art_, if the public looked on the teachers as artists, and treated them with the consideration they deserve? Anticipations cannot be too sanguine in estimating the results that must accrue to society from a system of spiritual, intellectual, and moral culture, becoming universal, and worked out by minds who will, I am sure hereafter, be able fully to develope, from study, and practice of the _art_ of teaching, the great principles of spiritual truths, intellectual vigour, and the moral strength of the coming generations, which have been allowed to remain in a state of torpor in the present.]
I have hitherto only being considering the _prudential_ motives which should induce us to promote the education of the poor. I have shown, that it will be for the benefit of society, 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 afford. But there are other motives which, if these selfish ones were wholly wanting, might be sufficient to advocate, in every humane heart, the same course of conduct. If the duty of promoting honesty amongst the labouring classes did not exist, that of increasing happiness and piety amongst them would not be the less imperative. That there is much room for an augmentation of both, few, I think, will be inclined to deny; the less so in proportion as they have had the greater opportunity of ascertaining their actual condition.
Let us now for a few moments consider how great a blessing an infant school is, even when regarded as a mere asylum to take charge of the child’s bodily welfare. I have mentioned before, that the poor are unable to take that care of their children which their tender age requires, on account of their occupations; and have shewn, that it is almost certain, that the children of such persons will learn every species of vice. But there are other kinds of dangers which more immediately affect the body, and are the cause of more accidents than people in general imagine. I shall here notice some of the most prominent, and hope to be able to convince the unprejudiced mind, that it would be a charity to take charge of the infant poor, even leaving the idea of their learning any thing good at school entirely out of the question; and surely those persons, who disapprove of educating the poor at all, will see the propriety of keeping, if possible, their children safe from accidents, and preserving the lives of many little ones, who would otherwise be lost to their country, from their falling a prey to surrounding dangers.
It is well known that many poor people are obliged to live in garrets, three or four stories high, with a family of six or seven children; and it will not appear improbable that, when the children are left by themselves, they should frequently meet with accidents by tumbling down stairs; some breaking their backs, others their legs or arms; and to this cause alone, perhaps, may be traced a vast number of the cripples that daily appear as mendicants in our streets. When the poor parents return from their daily labour, they sometimes have the mortification of finding that one, or probably two, of their children, are gone to an hospital; which of course makes them unhappy, and unfits them for going through their daily labour. This dead weight, which is continually on the minds of parents, is frequently the cause of their being unable to please their employers, and the consequence sometimes is, they are thrown out of work altogether; whereas, if they were certain that their children were taken care of, they would proceed with their daily labour cheerfully, and be enabled to give more satisfaction to their employers than they otherwise can do.
Other parents I have known, who, when obliged to go out, have locked their children in a room to prevent them from getting into the street, or falling down stairs, and who have taken every precaution, as they imagined, to protect their children; but the little creatures, perhaps, after fretting and crying for hours at being thus confined, have ventured to get up to the window, in order to see what was passing in the street, when one, over-reaching itself, has fallen out and been killed on the spot. A gentleman said, at a public meeting at Exeter, when referring to this subject, “I have myself, twice in my life, nearly occasioned the death of children. In one instance, a child left to itself, ran out of the hedge by the road-side; I was fortunately able to stop, and found the child, unconscious of its escape, raising its hands to the reins of the horse. And on another occasion, my horse threw a child down, and I had but just time to pull up, and prevent the wheels from passing over the infant’s head.” And it was stated in a Bristol paper, that in the short space of _one fortnight, seven_ children were taken to the infirmary of that city so dreadfully burnt that four of them died. Numerous cases of this kind are to be found in the public prints, and hundreds of such accidents occur which are not noticed in the papers at all. Many children, again, strolling into the fields, fall into ponds and ditches, and are drowned. So numerous, indeed, are the dangers which surround the infant poor, as to make a forcible appeal to the hearts of the pious and humane, 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 exposed.
It is much to be regretted that those persons who most need employment should be the last to procure it; but such is the fact, for there are so many obstacles thrown in the way of married persons, and especially, those with a family, that many are tempted to deny that they have any children, for fear they should lose their situations, though it is certainly an additional stimulus to a servant to behave orderly, when he knows that he has others to look to him for support.
Shall I close this appeal for the necessity of educating the infant poor by another and weightier argument? They are _responsible_ and _immortal_ beings. It may be thought that I should have given this plea the precedence of every other. I did not, 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 cause. I knew that when I came to urge such efforts upon the attention of the Christian, I could not possibly fail. No one who is a sincere follower of Him who said “Suffer little children to come unto me, and forbid them not, for of such is the kingdom;” no one who professes to abide by the maxims of Him whose commandment was, “Love thy neighbour as thyself,” can turn a deaf ear to the entreaties of those who are necessitous and suffering. Thousands there are among those of whom we have been speaking, who are brought up in as great ignorance of God and religion, 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 proclaimed. With examples of evil continually before their eyes, both at home and abroad, we see and hear its consequences daily in the wickedness with which our streets abound, and in the lisped blasphemy and profanity of those who learn to curse and swear before they can well walk.
Whilst I was at Lincoln, I was shocked beyond measure by the horrid language of the boys; to such a pitch had the evil come, that the magistrates were determined to fine all the men who were brought before them for profane swearing; and I had the satisfaction of hearing that four men had been fined whilst I was there. What a blessing it would be if other magistrates throughout the kingdom would follow their example!
Any person who has been accustomed to walk the streets of London, must have heard how frequently children take the name of the Almighty in vain; seldom or ever mentioning it but to confirm some oath. I have seen boys playing at marbles, tops, and other games, and who, on a dispute arising about some frivolous thing, would call upon the Supreme Being to strike them deaf, dumb, or blind, nay, even dead, if what they said were not true; when, nevertheless, I have been satisfied from having observed the origin of the dispute, that the party using the expressions has been telling a falsehood. Indeed so common is this kind of language in the streets, that it often passes without notice. I am inclined to think, that children accustomed to use such expressions on every trifling occasion, will, when they grow to riper years, pay very little respect to the sanctity of an oath. It is, perhaps, one of the reasons why we hear of so much perjury in the present day. At all events, little children cannot avoid hearing such expressions, not only from those who are rather older than themselves, but, I am sorry to say, even from their parents. I have known repeated instances of this kind. Many little ones, when they first come to our schools, make use of dreadful expressions, and when told that it is wrong, will say that they did not know it was so; others, with the greatest simplicity, have declared, that they had heard their fathers or mothers say the same words. Hence I have had much difficulty in persuading them that it was wrong, for they very naturally thought, that if their parents made use of such language, they might do the same. How great is the necessity of good example; and did parents generally consider how apt children are to receive impressions, and to become imitators, both in their words and actions, they would be more cautious than they are. There are many parents who make use of very bad expressions themselves, who would correct their children for using the same;–as a proof of this, I will mention one circumstance, out of many others, that took place in the school I superintended many years since. We had a little girl there, five years old, who was so fond of the school, that she frequently stopped after the usual hours to play with my children and some others who chose to stay in the play-ground. Many of them would stop till eight or nine o’clock at night, to which I had no objection, provided their parents approved of it, and they did not get into mischief; it being desirable to keep them out of the streets as much as possible. It happened, however, one day, that some of the children, offended this child, and she called them by dreadful names, such as I cannot repeat; and, of course, the others were terrified, and told me of them immediately. I was soon satisfied that the child was ignorant of the meaning of what she said, for, as an excuse for her conduct, she declared that she heard her father and mother use the same words. I told the child, that notwithstanding her parents might have done so, it was very wicked, and that I could not let her stay another time to play, if ever she did so again. Having sent for the mother, I informed her of the expressions the child had used, but did not tell her what she had mentioned relative to her parents, for if I had, she would have beaten her most unmercifully. The mother, after having heard me relate the circumstance, immediately flew into a passion with the child, and declared, that she would “skin her alive,” (this was her expression,) and I had much difficulty to restrain her from correcting the child in the school. Having pacified her a little, I inquired where the child could have heard such wicked expressions. She said she could not tell. I then told her, I hoped the child did not learn them of her, or her father. To this she made no answer, but I could perceive that she stood self-convicted, and having said what I conceived necessary upon the occasion, I dismissed her, observing that it was useless for ladies and gentlemen to establish schools for the education of the infant poor, if the parents did not assist by setting them a good example.
I am happy to state, that the advice I gave her was not thrown away, as I never knew the child guilty of saying a bad word afterwards; and the mother soon brought me another child, of two years and a half old, and said she should be very glad if I would take it into the school, and that she wished a blessing might always attend the gentlemen who supported the institution. She also requested me to take an opportunity of speaking a few words to her husband, for she was thankful for what had been said to her. And here I would observe, that although it is most undoubtedly true, that the good taught to children in our infant schools is greatly counteracted by the conduct they witness on their return home, yet we occasionally see, that these little children, by the blessing of God, are made the means of reforming their own parents. What a gratifying fact it is, that the adult and hardened sinner, may be turned from his evil ways–from death unto life–by an infant’s precept or example!
Nor is it only in profane expressions that we see the influence of evil. Some children I have known, in the same neighbourhood, who even beat their parents. There was a poor widow, very near the school, who was frequently to be seen with her face dreadfully bruised by blows from her own son. He had been taken before a magistrate, and imprisoned for three months, but it did him no good, for he afterwards beat his mother as much as ever, and the poor woman had it in contemplation to get the miscreant sent out of the country. One Sunday, I remember to have seen a boy, under twelve years of age, take up a large stone to throw at his mother: he had done something wrong in the house, and the mother followed him into the street with a small cane, to correct him for it; but he told his mother, that if she dared to approach him, he would knock her down. The mother retired, and the boy went where he pleased. These and many similar scenes I have witnessed; and I am afraid that many such characters have been so completely formed as to be past reformation. So essential is it, to embrace the first opportunity of impressing on the infant mind the principles of duty and virtue.
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 abroad; but I must here again advert to the readier reception of religious truths in infancy, than by the adult and confirmed sinner. I would not say to those who are engaged in the painful task–painful because so often unsuccessful–forego your labours; but I would call upon all who have at heart the everlasting welfare of the souls of men, to exert themselves, 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 generation, which, “like the adder, turneth a deaf ear to the charmer, charm he ever so wisely.” I am satisfied, from the experience I have had, that an amount of good is attainable from early and judicious culture, which far, very far surpasses all that has heretofore been accomplished; and on which not a few are even unprepared to calculate.
It was a Christian-like wish expressed by King George III., that every child in his dominions should be able to read the bible; and from the increased facility of doing so from gratuitous education, the number of those who cannot is much less than formerly; but in many cases the necessitous circumstances of the parents prevent them from allowing their children, except during their infant years, the advantage of instruction, even though it cost them nothing. The time for the children of the poor to receive instruction, is between the ages of two and eight; after that period many are sent out to work, or detained at home, for they then become useful to their parents, and cannot be sent to school. There are many little girls who, having left the infant school, go out to work for a shilling a week, and the mothers have declared to me, when I have endeavoured to persuade them to send them to the National School, for at least one year, that they could not do it, for they were so poor, that every shilling was a great help; they have, however, promised me that they would send them to the Sunday school. This may account, in some measure, for there being so many more boys than girls in almost every school in London, and chews that great good has been done, and is doing, by those valuable institutions.[A]
[Footnote A: It is to be observed here, that the children do not come to or schools on Sundays, but many of them, between five and six years old, who have brothers and sisters in the national school, go with them to church, and others of the same age go to a Sunday school in the neighbourhood. In short, I may venture to say, that almost all the children that are able, go either to a Sunday school or to church: but to take them all in a body, at the early age that they are admitted into an infant school, to any place of worship, and to keep them there for two or three hours, with a hope to profit them, and not to disturb the congregation, is, according to my view, injurious if not impracticable.]
Many of my readers, who have been in the habit of noticing and pitying the poor, may think the detail into which I have entered superfluous, but I can assure them the want of information on the subject is but too general, and is sufficient to account for the indifference which has so long been exhibited.
The objection, that education is altogether improper for poor people is not quite obsolete. There are not wanting persons who still entertain the most dreadful apprehensions of the _”march of intellect,”_ as it has been termed; who see no alternative but that it must over-turn every thing that is established, and subvert the whole order of society. I would willingly impart comfort to the minds of those who are afflicted with such nervous tremours, but I fear, if the demonstration of experience has not quieted them, the voice of reason never will. It cannot fail to remind us of the apprehensions of the popish clergy in former times, who decried the art of printing, then recently introduced, as a branch of the black art, which, if encouraged, must eventually demolish the social fabric, and introduce civil wars and discord into every country. Time, that test of truth, has shewn us how groundless their apprehensions were. Instead of injuring that fabric, it has strengthened its foundation so that it cannot be shaken, and has surrounded it with defences, which bid defiance to assaults.
Oh! that the time were come when every heart, being imbued with truly christian principles, would see that the noblest and highest object that could be set before us, would be to rear up the minds of the young in knowledge, virtue, and piety; to train them to intelligence and usefulness in this life, and for happiness and immortality in the life to come. On such labours the blessing of God would inevitably rest, and His promise of their success is positive and unconditional. “Train up a child in the way he should go, and when he is old he will not depart from it.”
To the furtherance of the infant system I have devoted for many years my utmost energies and resources, and to it I purpose to give them, so long as I am permitted by the gracious Providence of God. I shall be happy to render it any aid, either by supplying information to those who need it, or by personal exertions, the expenses of so doing being defrayed; on application to my Publisher, 22, Portugal Street, Lincoln’s Inn, London, or to myself’, at Moor Cottage, Wakefield.
In order to urge the necessity, and explain the design of infant schools, I have for some years been accustomed to deliver a course of lectures, of which the following is an outline:–
FIRST LECTURE.–Affecting state of the children of the poor–Lamentable condition of young delinquents–What are the causes?–The question answered–Bodily and mental injuries now sustained by children of all ranks, described and prevented–What is the best remedy for existing evils?–Answer given–Origin and history of the Infant System–Its progress in Scotland, where it might least have been expected–What are the objections to the system?–Practical refutation of them–Modes of instruction: The alphabet, spelling, reading, arithmetic–Moral cultivation enforced, and the means explained.
SECOND LECTURE.–A play-ground made not only delightful, but _mentally and morally_ improving–The 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 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 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_.
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“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 coarse 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 not 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_.
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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 proceeds 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 reaction 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, shows 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.
Arguments to show 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 produced, would lead us beyond the present subject. We 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 the expense of health; which I am certain, in these cases it must be. Deprive the children of their amusement, and they will soon cease to be the lively, happy beings, we have hitherto seen them, and will become the sickly, inanimate creatures, we have been accustomed to behold and pity, under the confinement and restraint of the dame’s schools. I do not scruple to affirm, that if the _play-grounds_ of infant schools are cut off from the system,–they will from that moment cease to be a blessing to the country.
Nothing has given me greater pain than to witness the thorough neglect of play-ground attendance on the part of teachers and the public; the former leave the children to themselves at the very time their attendance is most desirable; and when, if duly watched, the children will give them _lessons_. Yes! such lessons as no book can give, and such lessons as every efficient teacher _must_ learn, or efficiency is out of the question. The public are too fond of hearing tasks and memory work, and such book-learning as is taught in school, with the singing, and the amusing indoor work, to the detriment and neglect of the moral and physical outdoor work. Again and again, I say, the outdoor training tells most upon the morals and the formation of character.
The first faculties which develop themselves in childhood, are those of observation. The infant, who is two months old, will notice a lighted candle; immediately that sense is gratified, it seeks to please another, that of _touch_, and every mother knows, if not prevented, it will put its hand in the flame. The next effort is to examine other objects: these it will seize if it can, and after having examined one, it will put it aside to observe another. On its being able to move about, it seeks objects within its reach, and wishing to gratify the sense of taste, applies every thing to the mouth; by this it distinguishes the bitter from the sweet, and on seeing what is sweet a second time, will point to it and wish to obtain it, whilst what is bitter will not be desired.
The _mental_ part of the system should now be adverted to. Hence it has been well remarked, “From the time that children begin to use their hands, nature directs them to handle every thing over and over, to look at it while they handle it, and to put it into various positions, and at various distances from the eye. We are apt to excuse this as a childish diversion, because they must be doing something, and have not reason to entertain themselves in a more manly way. But if we think more justly, we shall find that they are engaged in the most serious and important study; and if they had all the reason of a philosopher, they could not be more properly employed. For it is this childish employment that enables them to make the proper use of their eyes. They are thereby every day acquiring habits of perception, which are of greater importance than any thing we can teach them. The original perceptions which nature gave them are few, and insufficient for the purposes of life; and, therefore, she made them capable of many more perceptions by habit. And to complete her work, she has given them an unwearied assiduity in applying to the exercise by which those perceptions are acquired.”
Such is the education which nature gives her children, and we may add that another part of her discipline is, that by the course of things, children must exert all their muscular force, and employ all their ingenuity, in order to gratify their curiosity and satisfy their little appetites. What they desire is only to be obtained at the cost of labour, patience, and many disappointments. By the exercise of the body and mind necessary for satisfying their desires, they acquire agility, strength, and dexterity in their motions, as well as constitutional health and vigour; they learn to bear pain without dejection, and disappointment without despondency. The education of nature is most perfect in savages, who have no other tutor; and we see that in the quickness of all their senses, in the agility of their motions, in the hardiness of their constitutions, and in their ability to bear hunger, thirst, pain, and disappointment, they commonly far exceed civilized nations. On this account, a most ingenious writer seems to prefer savage to social life. But it is the intention of nature, that human education should assist to form the man, and she has fitted us for it, by the natural principles of imitation and belief, which discover themselves almost in infancy, as well as by others which are of later growth.
When the education which we receive from men does not give scope to that of nature, it is erroneous in its means and its tendency, and enervates both the body and the mind. Nature has her way of rearing men, as she has of healing their maladies. The art of education is to follow her dictates, and the art of education is equally to obey her laws. The ancient inhabitants of the Baleares followed nature in their manner of teaching their children to be good archers, when they hung their dinner aloft by a thread, and left them to bring it down: by their skill in the use of the bow.
The education of nature, without any more human care than is necessary to preserve life, makes a savage. Human education joined to that of nature, may make a good citizen, a skilful artizan, or a well-bred man; but a higher power is wanting in order to produce a Bacon or a Newton.
The error of the _past_ system (for such I hope I may venture to call it) as to _mental development_ was, that the inferior powers of the mind were called into activity, in preference to its higher faculties. The effort was to exercise the memory, and store it with information, which, owing to the inactivity of the understanding and the judgment, was seldom or never of use. To adopt the opinions of others was thought quite enough, without the child being troubled to think for itself, and to form an opinion of its own. But this is not as it should be. Such a system is neither likely to produce great nor wise men; and is much better adapted to parrots than children. Hence, the first thing attempted in an infant school is, to set the children thinking,–to induce them to examine, compare, and judge, in reference to all those matters which their dawning intellects are capable of mastering. It is of no use to tell a child, in the first place, _what it should think_,–this is at once inducing mental indolence, which is but too generally prevalent among adults; owing to this erroneous method having been adopted by those who had the charge of their early years. Were a child left to its own resources, to discover and judge of things exclusively by itself, though the opposite evil would be the consequence, namely, a state of comparative ignorance, 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 problems, the opinions of others instead of eliciting their own. In the one case we should find a mind, uninformed and uncultivated, but of a vigorous and masculine character, grasping the little knowledge it possessed, with the power and right of a conqueror; in the other, a memory occupied by a useless heap of notions,–without a single opinion or idea it could call its own,–and an understanding indolent and narrow, and, from long-indulged inactivity, almost incapable of exertion. As the fundamental principle of the system, I would therefore say, let the _children think for themselves_. If they arrive at erroneous conclusions, assist them in attaining the truth; but let them, with such assistance, arrive at it by their own exertions. Little good will be done, if you say to a child,–_That_ is wrong, _this_ is right, unless you enable it to perceive the error of the one and the truth of the other. It is not only due to the child as a rational being that you should act so, but it is essentially necessary to the development of its intellectual faculties. It were not more ridiculous for a master, in teaching arithmetic, to give his pupil the problem and answer, without instructing him in the method of working the question, than it is for a person to give a child results of reasoning, without showing how the truth is arrived at. But some, perhaps, will be ready to exclaim, “Surely the teacher should not withhold the benefit of his knowledge and experience,–the child will have time enough to examine the merits of his information when he grows older and be more competent to do so!” To this I answer: in the first place, nothing should be submitted to the child which it is not fully competent to understand. To give the child tasks or subjects too difficult for its mental powers, is a violation of nature; and as foolish and detrimental as though you were to place a hundred pounds weight on its shoulders when it is incapable of supporting ten. The teacher’s experience can only be of service to the child so far as it is applicable to its own state; and as to postponing the period when it is to think for itself, there is certainly no occasion for it. Nature has provided food adapted to the powers of the infant’s stomach, and those who would rightly conduct the work of education, should imitate her in providing its intellectual food. That this may be done, I am attempting to shew in theory in the pages of this work; and, that it answers equally well in practice, any one who has a doubt, may assure himself by visiting any school conducted upon the plan here laid down.
The charge has been brought against the system, that we are not sufficiently anxious to teach the children to read. Now, though I may venture to say, that under no other plan, do the children acquire a knowledge of alphabetical characters, and the formation of words, so soon as under the present, yet I am quite ready to concede that I consider their learning to read a secondary object, to that of teaching them to examine and find out the nature and properties of things, of which words are but the _signs_. It is with _things_, and not _words_ merely, we wish to make our children acquainted. If they first learn the nature and properties of an object, there is no fear of their afterwards inquiring its name; but we too frequently find, that having acquired _names_, they are indifferent to, and forgetful of, the objects represented.
Let children see and observe an object, and be taught the name of it at the same time, and then both are indelibly fixed on the memory. An infant at home is perpetually running around and looking at all things, and hearing persons speaking about them; it soon becomes acquainted with their names and properties, and then from time to time speaks about them. “Ah!” exclaims papa or mama, “What an old-fashioned child that is; one would wonder where it got such notions.” A little thought and reflection would soon tell where, and this thought properly carried out would display an important fundamental principle in teaching the young mind.
Our first endeavour is, therefore, to excite a spirit of inquiry,–to foster that curiosity which is so natural to young children: till this is properly done, your information will not be well received, and it is most likely soon to be forgotten; but having once made them inquisitive, you are more likely to tire of communicating than they are of receiving. The skilful teacher will, indeed, rather leave them with an appetite still craving, than satiate them by repletion. I have frequently found the most beneficial results arise from the sudden cessation of a lesson or a lecture on an interesting topic. The children have looked for its renewal with the utmost impatience, pondering over what they had already heard, and anticipating what was yet to come with the greatest interest. Give a child a _task_, and you impose a burthen on him,–permit him to learn something, and you confer a favour.
Having excited a spirit of inquiry, the next endeavour is to direct it to proper objects. These, of course, will be things which relate to the senses of the child; the nature and properties of bodies, which may be ascertained by the application of those senses, &c. Having induced it to examine for itself, you are now to elicit its ideas of each object respectively; and having taught it to use its reason and judgment freely, and to express its own notions fearlessly and candidly,–you are to attempt the correction of what is erroneous, by putting forth your own views in as simple a way as possible: not so as to induce the child to give up its own opinions and adopt yours, but in such a way as to direct it to the attainment of truth; to induce a comparison between its thoughts and yours, and thus to discover its own error.
The powers of observation will speedily be improved under such a course of instruction, and in all the subsequent stages of existence, will not fail to constitute an independent and shrewd observer. But some may think we are straining the child’s faculties by the plan recommended,–overstepping nature’s laws,–and that the result must be detrimental to the child, both in mind and body. So far, however, is this from being true, that we have taken nature for our guide. We deprecate strongly, most strongly, that unnatural system, which gives children tasks so far beyond their powers, and for which their infantile faculties are not qualified;–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 attempted.
The mental powers of children are far stronger than is generally supposed. No one who looks back to his early childhood, can fail of recollecting, that, at times, his thoughts would even then reach the very limits of human thought. All the powers of mind that are exercised in after-life display themselves in infancy, and therefore they all ought to be quietly and easily brought into exercise. This maybe done by any object,–even a toy. Were we to tie up several of our members so as to prevent their use, and at the same time exercise strongly those at liberty, bodily distortion must result. If we, in teaching, exercise the memory alone, and that merely with a knowledge of words and not of things, an absolute mental distortion must result, and the higher powers of reflection, judgment, and reason will remain weak, feeble, and deficient from want of exercise. When all the powers of the mind are brought out into harmonious action, the acquirement of knowledge be comes pleasurable. Knowledge is the proper aliment to expand and enlarge the mind, as natural food is for the growth of the body; and when such as is proper to the age and character of the recipient is selected, the one will be received with as much pleasure as the other. As the due exercise of every bodily power causes it to become strong, healthy, and vigorous, so the right and proper use of every mental faculty will, in the end, occasion it to become active, free, and powerful.
As soon as the child enters the school he is under command. He is required to occupy certain places, to go through various motions, and to attend to diversified instruction, at the sound of a foot, or the raising of a hand. From this course no departure is allowed. At first it is the work of sympathy and imitation, but afterwards it becomes a matter of principle. Thus, then, the native reluctance of the infant mind to obey, is overcome, and a solid basis laid for future efforts. So far, however, the discipline is general; to be particular, the individual character must be minutely observed. The movements of the child, when unrestrained, must be diligently watched, its predominant qualities ascertained, and such a mode of treatment adopted as sound judgment of character may dictate. Wherever this is forgotten, some evils will arise. The orders which are given to any other power than those of sympathy and imitation, are not likely to be obeyed by the untrained babe; the fact is, that as yet it has no other means of obedience, and for this on higher principles we must wait till nature furnishes instruments and opportunities for their exercise. When, however, success is gained thus far, the way is prepared for further development and culture, and the powers of observation and discrimination, then gradually tasked, will accomplish all that is desired. Thus the infant sits or rises, repeats or is silent, at first, because those about him do so; afterwards he perceives a reason for doing so: for example, that, when in the gallery, he can see what he could not any where else, and, therefore, that he must march thither, and then he judges that one thing is wrong because the doing it was forbidden, and that another is right because it was commanded, or because the one makes him happy and the other the contrary.
Under the old system of education, I must candidly say, _moral_ treatment has been often altogether omitted, and still more frequently has it been erroneous, and consequently inefficient. Let me ask,–would it promote a child’s health to teach it to repeat certain maxims on the benefits resulting from exercise? The answer is obvious. Neither can it be of any service to the moral health of the child, to teach it to repeat the best maxims of virtue, unless we have taken care to urge the practical observance of those precepts. And yet this has rarely been the case. How frequently do we hear persons remark on the ill conduct of children, “It is surprising they should do so;–they have been taught better things!” Very likely; and they may have all the golden rules of virtue alluded to, carefully stored up in their memories; but they are like the hoarded treasures of the miser, the disposition to use them is wanted. It is this which we must strive to produce and promote in the child. Indeed, if we can but be the instruments of exciting a love of goodness, it will not err, nor lack the knowledge how to do good, even though we were to forget to give it any rules or maxims. It is to the heart we must turn our attention in the moral treatment of children. We must carefully endeavour to elicit and train out the moral feelings implanted within; and to awaken the conscience to the approval of good, and the dislike and detestation of evil. Another grand object of the master or mistress of an infant school, is, therefore, to win their love, by banishing all slavish fear. They are to be invited to regard their teacher, as one who is desirous of promoting their happiness, by the most affectionate means–not only by kind words, but by kind actions; one of which influences a child more than a volume of words. Words appeal only to the understanding, and frequently pass away as empty sounds; but kind actions operate on the heart, and, like the genial light and warmth of spring, that dispels the gloom which has covered the face of nature during the chilly season of winter, they disperse the mists which cold and severe treatment has engendered in the moral atmosphere. The fundamental principle of the infant school system is _love_; nor should any other be substituted for it, except when absolutely necessary. Let the children see that you love them, and _love_ will beget love, both toward their teacher and each other. Without the aid of example nothing can be done; it is by this magnetic power alone that sympathetic feelings can be awakened. It acts as a talisman on the inmost feelings of the soul, and excites them to activity; which should be the constant aim of all persons engaged in the important work of education. As we find that vicious principles are strengthened by habit, and good principles proportionally weakened, so, on the contrary, immoral dispositions are weakened by the better feelings being brought into action.
The great defect in the human character is _selfishness_, and to remove or lessen this is the great desideratum of moral culture. How happy were mankind, if, instead of each one living for himself, they lived really for one another! The perfection of moral excellence cannot be better described than as the attainment of that state in which we should “love our neighbour as ourselves.” The prevalence of self-love will be very obvious to the observant master or mistress, in the conduct of the children under their care, and it is this feeling that they must be ever striving to check or eradicate. Nor need they despair of meeting with some degree of success. The children may be brought to feel, that to impart happiness is to receive it,–that being kind to their little schoolfellows, they not only secure a return of kindness, but actually receive a personal gratification from so doing; and that there is more pleasure in forgiving an injury than in resenting it. Some I know will be apt to say,–that after all, thus is nothing but _selfishness_ or _self-love_. It is an old matter of dispute, and I leave those to quarrel over it who please. Every one knows and feels the difference between that which we call _selfishness_, and that which is comprehensively termed by the lips of divine truth, the “_love of our neighbour_.” If it must be called self-love, I can only say that it is the proper direction of the feeling which is to be sought.
In the work of moral culture, it will be necessary not only to observe the child’s conduct under the restraint of school observation and discipline; but at those times when it thinks itself at liberty to indulge its feelings unnoticed. The evil propensities of our nature have all the wiliness of the serpent, and lurk in their secret places, watching for a favourable opportunity of exercise and display. For the purpose of observation, the _play-ground_ will afford every facility, and is on this account, as well as because it affords exercise and amusement to the children, an indispensable appendage to an Infant School. Here the child will show its character in its true light. Here may be seen what effects the education of children has produced; for if they are fond of fighting and quarrelling, here it will be apparent; if they are artful, here they will seek to practice their cunning; and this will give the master an opportunity of applying the proper remedy; whereas, if they are kept in school (which they must be, if there be no play-ground), these evil inclinations will not manifest themselves until they go into the street, and consequently, the antidote will not be applied. I have seen many children behave very orderly in the school, but the moment they entered the play-ground they manifested their selfishness to such a degree, that they would wish all the rest of the children to be subservient to them; and, on their refusing to let them bear rule, they would begin to use force, in order to compel their compliance. This is conduct that ought to be checked,–and what time so proper as the first stages of infancy?
To take another case, a quarrel like this may arise: a boy has six gooseberries; another boy comes and asks for one; by a little solicitation he obtains it:–he wishes another;–but the boy who has them says he cannot spare any more; he has only five, and cannot part with another. The second boy, however, duns him. He even acts the hypocrite, and puts into play many of the worst artifices of human nature, which we so often see in daily practice, and he gains his end. But he is not yet satisfied; he wishes another. The first boy, however, will on no account give him more. He again tries all his arts, but in vain. Seeing he cannot by art or entreaty gain another, he has recourse to violence. He snatches one out of his companion’s hand and runs off with it. The first boy is irritated at such conduct, he pursues the fugitive, overtakes him, and gives him a blow on the face. The second boy is as great a coward as he is a thief. He comes up and makes his complaint to the master. The master then has a trial by jury. He does not knock one head against the other according to the old custom, but he hears both plaintiff and defendant, and having got the facts, he submits to the children themselves whether it was right in the one boy to take with violence What was not his own, and shews them which is the more to blame. Then they decide on the sentence; perhaps some one suggests that it should be the utmost infliction allowable, a slight pat on the hand; while a tender-hearted girl says, “Please, sir, give it him very softly;” but the issue is, a marked distinction between right and wrong;–appropriate expressions of pleasure and disapprobation:–and on the spot, “a kissing and being friends.” I am, indeed, so firmly convinced, from the experience I have had, of the utility of a play-ground, from the above reasons, and others, elsewhere mentioned, that I scruple not to say, an infant school is of little, if any, service without one.
Where the play-ground is ornamented with flowers, fruit-trees, &c. (and I would recommend this plan to be invariably adopted,) it not only affords the teacher an opportunity of communicating much knowledge to the children, and of tracing every thing up to the Great First Cause, but it becomes the means of establishing principles of honesty. They should not on any account be allowed to pluck the fruit or flowers; every thing should be considered as sacred; and being thus early accustomed to honesty, temptations in after-life will be deprived of their power. It is distressing to all lovers of children, to see what havoc is made by them in plantations near London; and even grown persons are not entirely free from this fault, for, not content with a proper foot-path, they must walk on a man’s plantations, pull up that which can be of no use, and thereby injure the property of their neighbour. These things ought not to be, nor do I think they would be so common, if they were noticed a little more in the education of children. It has been too much the practice with many, to consider that the business of a school consists merely in teaching children their letters; but I am of opinion, that the formation of character while there, is of the greatest importance, not only to the children, but to society at large. How can we account for the strict honesty of the Laplanders, who can leave their property in the woods, and in their huts, without the least fear of its being stolen or injured, while we, with ten times the advantages, cannot consider our property safe, with the aid of locks and bolts, brick walls, and even watchmen and police-officers besides? There must be some cause for all this, and perhaps the principal one is defective education, and the total neglect of the morals of the infant poor, at a time when their first impressions should be taken especial care of; _for conscience, if not lulled to sleep, but called into vigorous action, will prove stronger than brick walls, bolts, or locks; and I am satisfied, that I could have taken the whole of the children under my care in the first infants’ school, into any gentleman’s plantation, without their doing the least injury whatever; and this I could now do in any similar circumstances_. I will mention, however, one fact.
One day, while I was walking in the play-ground, I saw at one end of it about twenty children, apparently arguing a subject, _pro_ and _con_; from the attitude of several of the orators, I judged it was about something that appeared to them of considerable importance. I wished to know the subject of debate, but was satisfied that if I approached the children it might put an end to the matter altogether. Some of the bystanders saw me looking very attentively at the principal actor, and, as I suppose, suggested to the party the propriety of retiring to some other spot, for immediately afterwards they all went behind a partition, which afforded me an opportunity of distinctly hearing all that passed, without being observed by them. I soon found that the subject of debate was a _song_. It seems that one of the children had brought a song to the school, which some of the monitors had read, and having decided that it was an improper thing for the child to have in his possession, one of them had taken it from the owner, and destroyed it. The aggrieved party had complained to some of the other children, who said that it was _thieving_ for one child to take any thing from another child, without his consent. The boy, nettled at being called a thief, defended himself, by saying that he, as a monitor, had a right to take away from any of his class any thing that was calculated to do them harm; and was, it seems, backed in this opinion by many others. On the other hand, it was contended that no such right existed; and it was doubtful to me for a considerable time, on which side the strength of the argument lay. At last one of the children observed to the following effect:–“You should have taken it to _master_, because he would know if it was bad better than you.” This was a convincing argument, and to my great delight, the boy replied–“How much did the song cost?” The reply was, “A half-penny.” “Here, then, take it,” says the child, “I had one given me to-day; so now remember I have paid you for it, but if you bring any more songs to school I will tell master.” This seemed to give general satisfaction to the whole party, who immediately dispersed to their several amusements. A struggle like this, between the principles of _duty and honesty_, among children so very young, must prove highly interesting to all who love them, and exemplifies, beyond a doubt, the immense advantage of early instruction.
Another thing to be noticed is, a regard for _truth_. Nothing is so delightful as this. There is no conversation so agreeable as that of the man of integrity, who hears without any design to betray, and speaks without any intention to deceive; and this admitted, we should strive to the utmost to induce children to remember it. But our success, in a great measure, will depend on the means we employ. Many children are frightened into falsehood by the injudicious methods of those who have the care of them. I have known a mother promise a child forgiveness if it would speak the truth, and, after having obtained confession, she has broken her engagement. A child, once treated in this manner, will naturally be guarded against a similar deception. I have known others who would pretend not to punish the child for confession, but for first denying it, and afterwards confessing. I think that children should not be punished, on any account, after having been promised forgiveness, truth being of too great importance to be thus trifled with; and we cannot wonder if it is lightly esteemed by children, after the example is set by their parents. Having had several thousand children under my care, I have had favourable opportunities of observing the bias of the infant mind, and I must say, that I have not found them so inclined to evil and falsehood as I had previously imagined.
When morality is adverted to in this volume, let it never be forgotten, that by it is meant the pure and perfect morality of the sacred Scriptures. From this source alone the great truths and precepts can be derived, for regulating the conscience and improving the heart. The infant system, however, would aim to steer perfectly clear of the more remote theological opinions entertained by Christians of different denominations. With these, little children can have nothing to do, and institutions for their express benefit should receive the support of all. What kind of religious doctrine and faith infants ought to be taught, I will not here determine, but leave it for consideration in a future chapter devoted more expressly to that subject. It must be the wish of all true Christians that they should be taught the fundamental truths of the everlasting Gospel. But it is much to be lamented that what are the fundamental truths of the gospel is so frequently a debatable point. With such controversial topics infants have nothing to do, and to teach such matters would rather be sowing seeds for future scepticism than laying a solid basis for pure and undefiled religion. In all things, but more especially in religion, as being the subject of the highest importance, the purest, simplest, and most unadulterated truths should be taught. The Bible contains ample and abundant stores of such simple truth, most admirably suited to infant capacity in texts, precepts, parables, and histories. The pious and judicious mother or teacher can be at no loss for a proper selection. Many beautiful and simple prayers are to be found in the Church of England Prayer-Book, which I think cannot be mended, and which I have found quite suitable to the infant mind. Several of the Collects, for simplicity of language and rich fulness of divine truth, cannot be surpassed. Simple hymns for instruction and devotion are also requisite, and I have endeavoured to provide such as these in a _Manual_, recently published in connexion with a friend, and which may be bad through the publisher of this work.
CHAPTER VI.
REQUISITES FOR AN INFANT SCHOOL.
_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 advantages_.
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“Wisdom seeks the most desirable ends in the use of the most appropriate means.”
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I shall now lay before my readers an account of the things necessary for the establishment of an infant school; previously to presenting them with the detail of the plan to be pursued in it.
In the first place, it is necessary to provide an airy and spacious apartment, with a dry, and, if possible, a large play-ground attached to it. The plot of ground, I conceive, should not be less than 50 feet wide, and 100 feet long; but if the ground were 150, or 200 feet long, it would be so much the better, as this would allow 100 or 150 feet for a play-ground; which is of such importance, that I consider the system would be very defective without it, for reasons which will be spoken of hereafter.
There should likewise be a room about fifteen feet square, for the purpose of teaching the children in classes, which may be formed at one end of the large room: this is absolutely necessary. As the master and mistress should live on the premises, a small house, containing three or four rooms, should be provided for them. The reason for their living on the premises is, that the children should be allowed to bring their dinners with them, as this will keep them out of the streets; and, indeed, of those who do go home to dinner, many will return in a very short time; and if there be no person on the premises to take care of them, they will be lost; and not only so, but strange boys will come in from the streets, and do a great deal of mischief, if no one be there to prevent it.
The portion of sitting-room that I have allowed for each child is twelve inches. The scholars should sit all round the school room, with their backs against the wall; double seats should be round the sides of the school, like the two first seats in the gallery. A school according to the engraved plan, will be found large enough for all the purposes of an infant school; but if it is wished to be more commodious, it may be of the same length as the plan, and instead of twenty-two feet, may be made thirty feet wide; this will hold as many children as ought to be collected together in one place, and as many as any man and woman can possibly do justice to if it be any longer, it will be difficult for all the children to hear the master. An oblong building is the cheapest, on account of the roof. Economy has been studied in the plan given, without any thing being added that is unnecessary. This, of course, is a matter of opinion, and may be acted upon or not, just as it suits those who may choose to build. The master’s house in the plan, it will be seen, projects a little into the play-ground, to afford him the opportunity of seeing the children at play while he is at dinner, that he may notice any improper conduct on the part of the children, and mention it when the accounts of the day are made up.
As children are very apt to get into danger, even when at school, it becomes expedient to exercise the utmost vigilance, in order to prevent the possibility of accident; for where two hundred children are assembled together, the eldest not seven years of age, it is most certain that if there be danger, some will get into. For this reason, all the doors on the premises should be so secured, that the children cannot swing them backwards and forwards; if they are not, they will get their fingers pinched, or greater accidents may occur. The forms also should be so placed that the children may not be likely to fall over them. Every thing, in short, should be put out of the way, that will be likely to occasion any danger. The seats should not be more than nine inches high; and for the smaller children six inches; and should be eleven or twelve inches wide; and fixed all round to the walls.
The master’s desk should be placed at the end of the school, where the class-room is. By this means he will be able to see the faces of all the children, and they can see him, which is absolutely necessary. They may then be governed by a motion of his hand.
The _furniture_ necessary for the school consists of a desk for the master; seats for the children; lesson-stands; stools for the monitors; slates and pencils; pictures and lessons on scriptural subjects; pictures and lessons on natural history; alphabets and spelling lessons; brass letters and figures, with boards for them; geometrical figures, &c.; and the transposition-frame, or arithmeticon, as it has been called. To these may added little books, &c. The particular use of these articles will be shewn in the succeeding pages.
The following is a representation of a lesson-post.
The _lessons_, pasted on wood, to render them sufficiently stiff, are put into the grooves of the lesson-post; and can then be placed in any position which is most convenient, and adjusted to any height, as the master may see proper.
[Illustration: _a b_, is a slip of wood with a groove in it, fixed to the post by means of the screws _c_ and _d_, on which slip are two blocks _e_ and _f_; the bottom one, _f_, is fixed with a groove in the upper side, for the lower edge of the board _g h_ to rest in; the upper block, _e_, has a groove in the lower side, for the upper edge of the board _g h_ to rest in, and rises and falls according to the width of the board on the slip _a b_.–Instead of being made with feet, the lesson post is generally, and perhaps better, fixed into the floor of the school-room, and should be very slight, and 4 feet 4 inches in height.]
The following lesson-post has been found to answer better than the preceding one; and is fixed in a socket, which prevents the necessity of the cross-bar feet at bottom, and possesses this advantage, that it may be taken out when done with, and hung up by the side of the wall, so as to allow the area of the room to be quite clear of any incumbrance, and to be used for any other purpose. No. 2, is the socket which should be let into the floor and screwed fast to the side of a joist, so as to keep it perfectly steady; the socket is to be open at bottom so as to let the dust pass through: and No. 1, is a plate, to fit over the socket, to come flush with the floor, to be put over it when the lesson-post is taken out, to prevent too much dust from getting into the socket. The little nich represented in plate one, is too small for the pupils to get their fingers into, so as to pull up the plate, but wide enough to allow the teacher to put a very narrow key in, when he desires to pull up the plate to put the lesson-post in the socket. No. 3, is a front view of the lesson-post, containing the slides nipping the lessons between them; the other figure represents a side view of the lesson post, and the small figure at the left hand side represents the groove of the two sliders to receive the lesson, and the back part of it the dovetails to clip, which come down behind the post; these are placed parallel in double rows down the school, at equal distances, exactly opposite each other; and flattened brass or iron is to be let into the floor, opposite to the front of them, as shewn in one of the engravings representing the area of the school, and the children at their object lessons. I have found by experience that this invention possesses a decided advantage over the other, as they always remain perpendicular and parallel to each other, take up less room, and are more easily put out of the way, and the children cannot knock them down; they should be numbered in front as represented in the figure, so that the teacher may always put the proper post in its own place.
[Illustration]
The Arithmeticon, of which a description will be given in a subsequent chapter, is simple in its construction, but, as will be seen hereafter, may be variously and beneficially applied. It is indeed indispensable in an infant school, as it is useful for teaching the first principles of grammar, arithmetic, and geometry. The expense of furnishing a large school is about L16.; that of a smaller one about L10.
I must here protest against a violation of the freedom of the infant mind. A fold, as it is called, is erected in some schools for the youngest of the children; and thus they are cut off from the society of the rest, from whom they would learn much more than they could from any teacher. The monitors having charge of this class, are also cooped up in the same cage, and therefore suffer the same privation. The result of my own experience, as well as that of others, is, that a child is decidedly incompetent to the duties of a monitor, if he cannot keep the youngest class in order without any such means. I would therefore deprecate, in the strongest terms, the separation referred to, as not only altogether unnecessary, but exceedingly injurious.
To have one hundred children, or upwards, in a room, however convenient in other respects, and not to allow the children proper relaxation and exercise, which they could not have without a play-ground, would materially injure their health, which is a thing, in my humble opinion, of the first importance. I would rather see a school where they charged two-pence or three-pence per week for each child, having a play-ground, than one where the children had free admission without one; for I think the former institution would do the most good. The play ground, likewise, is one of the most useful parts of the system. It is there the child shews itself in its true character, and thereby gives the master an opportunity of nipping in the bud its evil propensities. I am, therefore, most anxious to recommend that this necessary appendage to an infant school should not be dispensed with. I moreover observe, that where there is a play-ground attached to the school, instead of playing in the streets, where scarcely anything but evil is before their eyes, the children will hasten to the school, with their bread and butter in their hands, in less than a quarter of an hour after they have left it, knowing that they have an opportunity of playing there the remainder of their dinner-time, so that they love the school, and but rarely wish to be anywhere else.
The play-grounds of some schools are paved with bricks, which I have found to answer very well, as they absorb the rain so quickly, that ten minutes after a shower, the place is dry enough for the children to play in; which, perhaps, would not be the case with any other kind of paving. They are commonly placed flat on the ground, but I should prefer them being put edge-ways, as they would last many years longer, yet it would take nearly double the number of bricks were they so placed.[A] If it be not paved, the ground will be soft, and the children will make themselves dirty. It should be so managed that the water may be carried off, for, if there are any puddles, the children will get into them. Some persons have recommended a few cart-loads of good iron-mould gravel, there being a sort which will bind almost like a rock, if well rolled; but the children are liable to dig holes if it is only gravel. If this is noticed in time it may be prevented; but if they are suffered to proceed, and no notice be taken of it, it will be very difficult to prevent them from continuing the practice. If money can be saved by any plan, perhaps it is as well to notice it; but after having weighed the advantages and disadvantages of gravelling, I am of opinion, that bricks are preferable. I should also recommend that fruit-trees be planted in the centre of the play-ground, and likewise round the walls; which will delight the children, and teach them to respect private property. If any person doubts the propriety of this plan, I can only say we leave many play-grounds thus ornamented: and instead of proving a temptation to the children, it has so far become the means of confirming principles of honesty in them, that they never touch a single flower or even a leaf in the garden. There should also be a border of flowers round the play-ground, of such sorts as will yield the most fragrance, which will tend to counteract any disagreeable smell that may proceed from the children, and thereby be conducive to their health, as well as to that of those who have the charge of them. They will, besides, afford the teacher an opportunity of giving the children many useful lessons; for the more he teaches by things, and the less he teaches by signs, the better. These things need be no expense to the establishment, except the purchase in the first instance, for they will afford an agreeable occupation for the master before and after school-hours, prepare him in some measure for the duties of the day, and afford him an ample opportunity of instilling a variety of ideas into the minds of the children, and of tracing every thing up to the Great First Cause. I have witnessed the good effects of these things, which makes me desirous of humbly but earnestly recommending them to others.
[Footnote A: In Lancashire, and other places where flagging is cheap, it has been found decidedly better than any other plan alluded to above, the children will not hurt themselves more by falling on flags than they would on bricks or pebbles.]
With regard to the expense: if 200 children pay two-pence each per week[A], which is now the usual charge, the annual receipts will be, deducting four weeks for holidays, about L80, and if the deficiency be made up by subscriptions and donations from the friends of the system, it may be easily adopted, and all its advantages secured. A village school might be furnished for half the money, and supported at less than half the expense. I QUESTION WHETHER IT DOES NOT COST THE COUNTRY AS MUCH FOR EVERY INDIVIDUAL THAT IS TRANSPORTED OUT OF IT, AS WOULD SUPPORT THREE INFANT SCHOOLS ANNUALLY, and secure good pay to the teachers, with 200 infants in each school.
[Footnote A: In some parts of St. Giles’s, Wapping, &c., &c., many of the parents are not able to pay, and many that are, would sooner let their children run the streets than pay a penny; yet the children of the latter persons are the greater objects of charity; and it is the children of such persons that chiefly fill our prisons. We want three classes of infant schools: one for the middle class, who will pay; for skilled mechanics, who will pay 2_d_. or 3_d_. per week; and for the poor and illiterate who will pay nothing.]
Every year increases my conviction of the great importance of the play-ground, and of the folly of some of my early views respecting it. Finding a great variety of lessons and objects necessary to arrest the attention of children, diversified as they are in disposition and taste, it was supposed that an equal variety of toys was required for the play-ground. A good supply of balls, battledores, shuttlecocks, tops, whips, skipping-ropes, hoops, sticks, and wheelbarrows, was, therefore, obtained, and we flattered ourselves that this must produce universal happiness. In thus, however, we were most grievously disappointed; for the balls frequently bounced over the wall,–the players, not being able to throw them with the precision of Spartan children, sometimes struck their comrades, perhaps, in the eye: if we could succeed in quieting the sufferer, by a kiss and a sugar-plum, the ear was as immediately afterwards saluted with the cry of, “O, my chin, my chin,” from some hapless wight having been star-gazing, and another, anxious for as many strokes as possible, mistaking that part for the bottom of his shuttlecock; while this would be followed by, “O, my leg,” from the untoward movement of a stick or a barrow. In short, such scenes were insupportable; and what with the accidents that arose, and the tops without strings, and the strings without tops, the hoops without sticks, and the sticks without hoops, the seizure of the favourite toy by one, and the inability of another to get any thing, it was evident that we were wrong, but not so clear how we could do otherwise.
It then occurred that we might provide some wood-bricks, about four inches long, an inch and a half thick, and two inches and a half wide, and of these a thousand were obtained. With these children are exceedingly amused from the variety of forms in which they may be placed, and of buildings which may be erected with them.
The play-ground should always be at the rear of the premises, and as private as possible, that both teachers and pupils be secure from annoyance of any kind. The entrance should be only through the school, and no other way; this secures the flowers, the fruits, and the moral training of the children.
[Illustration]
In addition to these, all that is required is a rotatory swing, of which the above is a representation. To make one, a pole eighteen or twenty feet long should be firmly fixed in the ground: three feet of the but-end should be sunk, secured by sleepers to keep it steady: it should be at least three quarters of a yard in girth at bottom, and taper gradually to the top to half that size. An iron rim is to be driven on the head of the pole to keep it from splitting, and then a spindle at least an inch in diameter, with a shoulder, is to be fixed in it; an iron wheel with four spokes turned up at the end like a hook, to which four ropes are to be fastened, must then be made to revolve on the spindle. As the ropes reach the ground, four children may take hold of them and run round until they bear the whole weight