5th. In all things to set before the children an example worthy of imitation.

And now, as to a matter on which there is some difference of opinion, viz. whether women are or are not as fit for conductors of Infant Schools, as men. My decided opinion is, that alone they are not. There should be in every school a master and a mistress. In the first place in an Infant School, the presence of the man, as of a father in a family, will insure a far greater degree of respect and attention onthe part of the children. This does not arise from the exercise of any greater degree of harshness or severity than the mother would be capable of using; nor is it to be attributed, as some suppose, to the less frequent presence of the father in the case of many families, but is rather to be accounted for by an intuitive perception of the greater firmness and determination of the character of the man. To those who deny this I would give as a problem for solution, a case by no means unfrequent, and which most of my readers will have witnessed,a family in which the mother, ruling with "a rod of iron," by no means incurring the charge of spoiling the child, by sparing the rod,-is less heeded, less promptly obeyed in her commands, than a father who seldom or never makes use of any offensive weapons. The mother scolds, threatens, scourges, and is at last reluctantly and imperfectly obeyed-the father, either with regard to his own commands, or seconding those of the mother-speaks, and is instantly obeyed. The idea of disputing his authority, or neglecting or disobeying his laws, never once enters the heads of his children. Exactly the same is it in an Infant

School, the presence of a man ensures attention and gains respect from the children, not only at first, whilst the novelty of such control might be supposed to operate, but, permanently; as I am sure all who have candidly examined the schools where two women preside, and those conducted by a man and a woman, must have

seen.

Another objection to the sole government of females in these schools, is-they have not the physical strength, nor, at present, intellectual powers sufficient for the task. In saying this I trust I shall not be suspected of wishing to offend my fair country-women. That they have not sufficient physical strength is the intention of nature; that they are deficient in mental energy is the defect of education. I trust, therefore, that no offence will be assumed where no blame is attached. It has been a point much disputed, whether there be really an intrinsic difference in the mental powers, and it has been of course differently decided by the respective disputants. With this I shall have nothing to do; but these things are certain; that the minds of both are capable of much greater activity and achievements than has been generally supposed; and that whilst education has not done what it ought for man, it has done infinitely less for woman. This it is, then, which affords an additional argument in my mind for a master and a mistress. For let it not be supposed, that I would dismiss women altogether from the system -that I think them useless or even dispensable in an Infant School. If, indeed, one or the other must be done without, and I had my choice, I should certainly give my voice for a

master; but the perfect system requires both. There is ample opportunity for the exercise of those offices of maternal love, those affectionate kindnesses, of which man is at best but a poor imitator; neither can it be denied that an active intelligent woman is an useful auxiliary to the labours of the man in the duties of the school. The authoritative presence of the man is the more necessary under our system, because it is a grand object to rule without harshness-by that principle of love which is in no degree incompatible with the respect felt for a kind but judicious. school-master. Some children, indeed, as far as regards authority, might be very well managed by a mistress only, but then it must be recollected that an Infant School is composed of every variety of temper and disposition; and even were it otherwise, the objection of intellectual incompetence, before adverted to, would still hold good.

Such, indeed, is the opinion of the unfitness of females for the occupation of teaching, in Scotland, that in many places the very idea of it is scouted; they have scarcely heard of the term school-mistress, even for their youngest children, and certain it is that the matters of education are much better conducted in Scotland, than in most other places. If their minds are to be cultivated, and a firm and decided tone given to their characters, say they, what can be the use of sending them to a school conducted by a woman only? And I must candidly say, that I perfectly agree with them on this head; and have therefore deemed it my duty to be thus explicit on the matter.

One thing I must add, by way of conclusion, -to render any person competent, man or woman, to discharge the duties of the situation

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efficiently-the heart of the teacher must be in his school. If he have not the zeal of the amateur, the skill of the professor will be of little avail. The maxim will apply to every species of occupation, but it is peculiarly true as to that of an Infant School teacher. To those who can feel no other interest than that which the profit gives to the employment, it will soon become one, not only of an irksome, but of a loathsome kind. But certain I am that it is possible to feel it as what it is-an employment not only of a most important nature, but a most interesting one likewise. It is one which a philosopher might choose for the study of the human character, and a philanthropist for its improvement.

CHAPTER VII.

HINTS FOR ORGANIZING AND CONDUCTING AN INFANT SCHOOL.

AS I have had considerable practice in the art of teaching infant children in various parts of the kingdom, I hope I may be allowed to give a few hints on the subject of organizing an Infant School, without being considered ostentatious. I have generally found on opening a new school, that the children have no idea of acting together; in order, therefore, to gain this object, it will be found necessary to have recourse to what we call manual lessons, which consist in the children holding up their hands, all at one time, and putting them down again in the same manner; putting the right foot out, or the left foot out; putting their hands together, or rising from their seats, all at one time; putting their hands behind them and many other things of a similar nature.

These lessons we have recourse to in the first instance, because it is calculated to please the infants, by causing them to act together, which