INFANT SCHOOL MANUAL.

GENERAL PRINCIPLES.

THE primary object of Infant Schools is, to redeem the valuable portion of life which passes between the time when children go from their mothers' arms, to that at which they are ordinarily sent to the common school. This interesting part of life, except with a favored few, has been to a great degree wasted and worse than wasted for want of appropriate instruction.

Though the vigor and activity which the healthful child enjoys at this age, will prevent idleness, and cause it to acquire much knowledge by its own observation and amusing experiments, yet few are aware of the amount of wrong impressions received, and false conclusions adopted, by the infant during this period, which, after they have been retained for several years, it is difficult to throw aside, though reason is convinced of their absurdity.

It is the object in these schools not so much to discipline the tender mind and induce premature study, as to assist the eager curiosity of infancy to obtain a right knowledge of the objects which arrest its attention, and prevent those mistakes which tend, more than any other circumstance, to give a wrong estimate of infant minds, and to induce many to view them as incapable of understanding the reason of things, and of course to deem it immaterial whether communications to them are die

tated by reason, or humor, or whether the objects of their curiosity are represented in true or false colors.

It is of incalculable importance that the early impressions made on the infant mind should be such as will have a tendency to give a right direction to the moral character. This system is ingeniously adapted to accomplish this desirable work. It is founded in righteousness. The fear and love of God are the grand principles which it brings into exercise.

It is a melancholy truth that there is a tendency to evil in the human heart; but this is not so strong in infancy as when permitted to increase and strengthen unchecked, to riper years.

"The spring time of our years is soon
Dishonored and defiled by budding ills,

That ask a prudent hand to check them."*

The principles of the infant school system require us to form a due estimate of the infant character. The impression which many appear to have of the rank in which infants should be classed, is erroneous and injurious to improvement. It may be that persons who will not permit children to talk in their presence, would be enlightened by them if they would deign to listen to their artless suggestions. Theirs is the privilege of having minds unsullied by inveterate prejudice, or heated ambition, and uncorrupted by passions which are the growth of riper age. Their curiosity is awake, their recollection bright, their discernment quick, their consciences active. They judge accurately; they want nothing but a knowledge of words by which ideas are expressed, to enable them to utter dicisions upon some of the most important subjects.

The method of instruction in the infant school is calculated to preserve the understanding from blind credulity, to invigorate its powers, to associate pleasure with literature, and to induce a laudable desire for progressive improvement; or in other words to connect the substance of instruction with the form of it,—to join the elements of thought with the elements of language,—to * Cowper.

convey substantial information to the infant mind in so pleasing a manner as to arrest the attention, win the affections, elevate the mind, and carry it forward with delight in the paths of science.

The object of instruction in the infant school is not limited to the benefit which may be enjoyed in the present state of existence. It not only considers infants as rational, intelligent beings, endowed with capacities to enjoy and communicate intellectual pleasures; but it views them as destined to an immortal state of existence, of which this life is only the threshold. It views them as subjects of the government of a holy God, and amenable to His tribunal, whose laws are committed to us with the sacred injunction,-Teach them diligently to thy children. That the generations to come may know them, that they may set their hope in God . . . and not... forget the works of God, but keep his command

ments.

GOVERNMENT.

As the government in the infant school is in some respects peculiar to itself, it is necessary to give this subject particular attention.

It is the first business to impress the pupils with a just sense of right and wrong, and show them the natural effects of each.

They are also taught that they are the creatures of a wise, holy and benevolent God, who loves righteousness and hates iniquity, and will bring every work into judgment; and that God has given us a wise and holy law, to govern our actions, words and thoughts. This law, is a law of love. It requires only such things of us as are necessary for our happiness, and forbids nothing but what would tend to make us miserable. They are shown that God has manifested a great regard for this holy law, by inflicting fearful judgments upon the wicked, and disobedient, as described in the portions of scripture history selected for their lessons.

They are taught the nature of obedience, and shown

their obligation to obey.-For example.-Well, my dear children, what you make yourselves you call your own, do you not? Very well, it is your work, and you like to keep your own things, and not let them be spoiled. Now you may see that what God has made, is his own. God loves his own work because all God's works are good. We all, are a part of God's works. He made us and we are his. And he has a care for us, and watches us all our days. Now if we are God's we must do as he commands us.

One of God's commands is, that we must obey those who have the rule over us. As I am placed over you as your teacher and ruler, the command of God requires, that you should obey me. I have engaged to take care of you and teach you. I love you very much, and shall do everything I can to keep you from evil and make you happy.

Now I must tell you, what you must do to be happy, and to make others so. And if you will all remember what I tell you, and obey me, this school will be a happy place, you will love to be here, and I shall love to be here. And if we all do right, our ways will please the Lord, and he will be with us, and take care of us, and he can make us happy at all times.

Next, the rules of the school may be given out, which should be simple and few, that they may be well understood and remembered by both teacher and scholars.

When all this is done in a serious affectionate manner, the foundation of government is laid; and if the deportment of the teacher shall be invariably consistent with the principles here advanced, the children will respect her rules, and commit themselves to her care with the utmost confidence.

The necessity of the various rules should be carefully explained to the little ones, and they may be questioned whether they do not choose to have such regulations as will make the school a delightful place; and whether they will not all resolve to remember and obey the rules. Every act of disobedience must be attended to in season, and not passed over hastily with a shake or thump, and the offender left in sullen silence, to justify himself and

accuse his teacher of severity. This would destroy their confidence in the teacher, and weaken their resolutions for future obedience.

to.

Neither reproach, or ridicule should ever be resorted Their effects are equally pernicious.

Perhaps few are aware of the extent of influence which children exert on each other. I believe it is a fact that the united voice of their little school fellows will bear more weight upon the feelings of children, than that of a parent or teacher. In the infant school, this is turned to a good account. When it is discovered that a child has become guilty of any misconduct, the cause is laid before the whole school, the nature of the crime explained, the evil passion, which induced it, pointed out, the particular command of God, which is broken by the act, is repeated; and they are told what course of conduct would have prevented all this evil. This is done by questions put to the whole school, while all are permitted to answer at once; and experience proves that the most stubborn child will seldom stand against the public voice, but will be in haste to yield that concession, which the case requires, and at the same time will be more affected with shame and contrition for his fault, than he could have been by a course of severity.

When a child is seen committing some irregularity in school, it is usually found that the questions, Is

doing right? What ought she to do? when asked to, and answered by, the whole school, proves a sufficient correction.

In case of obstinacy the teacher does not desist from her fixed purpose of bringing the child to a right temper, and obtaining from him, cheerful obedience. But this is not effected by opposing passion to passion; so far from that, the teacher expresses a tender concern and pity for the obstinate child, and presents to his view the unhappy effects of such conduct.

While the obstinacy is persisted in, the child is considered in a state of discipline, whether it continue an hour, or a longer time.

During this time the child is frequently reminded of