communication of the great truths of religion, may be made to accompany and sustain each other; nor would it be desirable to separate one of these great objects from the rest. At the same time, a large amount of attention must necessarily be devoted to that branch of education on which the others so mainly depend.

The tender age of the inmates of Infants' Schools incapacitates them for deep or protracted mental exertion, and the too long continuance of such exercises would have a baneful effect on the brain. It is manifest to every one that while nothing can be more improving than the beautiful precepts of Christianity, exemplified by the actions and words of Christ, and the illustrations which he has left us for our instruction, imitation, and warning; yet there is scriptural knowledge too high for infants to attain

to.

The nature and capabilities of their mind thus instruct us what branches of education may be carried forward without hesitation, and what subjects should be more cautiously adopted as topics for development. We ascertain that those exercises which are not only not injurious, but positively beneficial, are those in which infants most delight, and which their powers and faculties are best fitted to sustain. Nothing, then, should be allowed to impede the acquisition and regulation of physical power; and, next to this, no exercises can be more important than those which belong to the education of the heart.

The elements which conduce to the development and habitual practice of good principles, are to be found in every society of children,-the same in their nature, though not equal in extent with those which exist among those who are older and wiser than children. The passions and prejudices of the human mind early take root and thrive, unless care be taken to eradicate pernicious tendencies, and to modify ardent temperaments which are so liable to fall into error. Precept must be illustrated by example; and the pleasures resulting from the habitual exercise of things "lovely and of good report," must be made manifest and dilated upon. Every encouragement must be given to the practice of kindness, generosity, docility, submission, truth, mercy, honesty; these must be constantly shown to be the ways of pleasantness and the

paths of peace. Every example that occurs to illustrate these social virtues should be treasured up in the memory or the note-book of the teacher. Circumstances will arise for calling forth these treasures, so as to make a favourable impression on the minds of the children; and their effect must be to regulate and influence their life, to sustain and direct their conduct. They will thus be furnished with a panoply which will be proof against the allurements and encroachments of vicious conduct and principles; they will be strengthened in virtuous feelings and commendable habits by every high and worthy motive which can be placed before them. While it is powerfully inculcated that happiness awaits those who are guided in their thoughts, words, and actions by obedience; the misery of disobedience to the law of love must also be unceasingly dwelt upon. That pains, unhappiness, and punishments follow carelessness, idleness, violence, cruelty, injustice, dishonesty, vanity, pride, insolence, obstinacy, greediness, covetousness, can be readily shown. That these vices are contrary to the word of God, hateful to him and to good men; that each brings its own punishment, and thus produces misery.-can be made evident to the narrow limits of a child's understanding. Thus the inevitable consequences of transgression-the connection between the fault committed and the punishment by which it is attended-whether pain of body or anguish of mind, will constantly occur to them; and even a regard for their own happiness, an anxiety to avoid these serious consequences, will make them thoughtful, and cause them to refrain from many faults and follies. While wilful disobedience is thus visited with inevitable punishment, and while we feel less sorry for the personal inconvenience felt than for its cause, it must not be forgotten that infants are peculiarly liable to transgress ignorantly. These are transgressions which claim our sympathy. Want of knowledge, want of experience, occasion much suffering in the world, and in infants should not be harshly visited. The first time that a child gets possession of a sharp instrument, it is not aware that such instrument may inflict pain, if not cautiously handled. Should such a result follow, the child is not to be punished with blame,—blamed for its ignorance, when probably

no pains have been taken to give it knowledge; yet süch occurrences are very common both among infants and men. The state, condition, and general qualities of things are among the first lessons which an infant begins to learn; and this self-instruction commences at the earliest possible period, immediately after its birth. It is in this process of self-instruction that it requires assistance and guidance; and the most skilful infant teacher will be the man who "humble himself as a little child,"-be content to follow at first, that he may afterwards lead, not only in things physical, but in things moral and spiritual,

can

Allure to brighter worlds, and show the way."

The mental constitution of the teacher will exercise a most direct moral influence upon the pupils. He must be "slow to anger, and of great mercy;" he must be ever ready to forgive transgressions, but he must by no means clear the guilty. He must be well qualified to discern what are faults in his pupils, and what are merely errors; and, while he suffers no enormities to be passed over as trifles, he must allow largely for inexperience and the troubles consequent on it. An absolute authority must be established-established in love-parental love, which the pupils must never be permitted to violate. This authority can only be sustained by moderation and firmness. As every direction given by the teacher is to be obeyed, care should be taken that no command is given that cannot be enforced. Modesty, courtesy, gentleness, kindness, neatness, a love of mercy, a strict regard for truth, an absence of every selfish consideration in the teacher will tend more to establish these qualities in the pupils, than all the moral lessons that can be delivered verbally. The life and conduct of the teacher thus becomes the model for the pupils; it will be the standard to which they will most constantly refer, and the pattern on which their habits will be formed.

We have very frequently seen the truth of these remarks confirmed in schools, and in families; and we have even more frequently seen the confirmation of Salzman's creed, that the educator should always seek for the faults of his pupils in himself. Salzman says, "If

trouble arise in my school, I examine myself, and generally find that I am the cause of it,—that either my body is out of order, or some unpleasant event has affected my spirits, or I am wearied out with excessive labour. The more attentive I am to myself, the more seldom do offences arise." He speaks of teachers who misunderstand and misrepresent children's remarks and motives; not considering that their minds are undisciplined, they seek fruit in the time of blossoms, by demanding such a course of conduct as can only result from a cultivated understanding. He illustrates his meaning somewhat in the following manner. It is complained that children run, and halloo, and jump about, and do nothing that is right and proper. To which he answers, that children should not move like puppets, they feel their strength, and they exert it. But it is remarked that such conduct in no way forms habits of reflection; to which he replies, that children whose reason is not matured cannot be expected to have powers of reflection to the same extent as their teachers. It is said that they do nothing but childish tricks; and he answers, that this is because they are children. It is complained that they go to study slowly, and to play with gladness. Without offering a severe remark upon this complaint, which it would be easy to make, he observes in reply, that a love of labour and study must be gradually instilled into a child's mind, by making such studies and labours improving and interesting. Salzman goes on to remark that "teachers often exaggerate the number of faults among their pupils, and class them all together, without any distinction. Suppose, now, in an institution for education, all the boots of the pupils should be made from one last. Is it not obvious that only a few of them would be found to suit, while all the rest would be too large or too small? And what is to be done in such a case? Are the feet which the boots will not suit to be considered as faulty? Must something be pared off from the feet of one pupil, and something added to those of another? You smile. Do you wish to know what this has to do with the subject? I will tell you. As the feet of every boy have their peculiar form, so have their characters and talents. Would you now work for these

boys, with their various characters and talents, with one foot for a standard, or, in other words, with one last? If this is done, only a few will be suited. Would you, then, consider this as a fault of the boys, and strive to force them to your standard? If you do this, you will act with as little discretion as those who should strive to form the foot after the boot."

These quotations from one of the most successful educators of children cannot but be of use. If important in ordinary schools, among grown boys, they have a tenfold importance for Infants' School teachers; for the first moral habits a child forms, influence his mind and conduct, and affect his principles more strongly than any that are formed at a later period; and it is in this view that Infants' Schools are to be considered as Institutions of first-rate importance.

It is in their intellectual system that we consider Infants' Schools, as at present conducted, to be the most defective; and we shall therefore enter more minutely into this division of the subject than we have into the physical and moral departments of training. We are fully satisfied that valuable knowledge may be imparted during infancy, without endangering the health of the pupil, provided sufficient time for recreation be also given. But this knowledge must be of a nature within the capacity of a child to understand; and it must be presented at such times, and in such a manner, as to be acceptable, and even received with eagerness. It may be well to specify distinctly and separately some of the great deficiencies which we, in common with many others, have remarked in Infants' Schools. We know some teachers who most heartily wish they were supplied, and who would be glad if there were a central establishment where they could make known their wants, with the hope that attempts, at least, would be made to supply them.*

Since this article was written, the British and Colonial Infant School Society has been brought into active operation. It has a model school and a training school, and it has supplied some very useful practical lessons. It is to be hoped that this Society will be enabled to publish a variety of reading lessons, drawing lessons on a large scale, collections of objects, and other mechanical aids, for teachers.