will do this more effectually, than allowing them to do good to others. It is more blessed to give than to receive,' is in our view, the great principle of moral education. It is on this account, that we have hailed with delight juvenile benevolent associations.

But this is not the only, nor the principal way of doing good. We are too prone to misunderstand or forget what doing good actually is. We confine it perhaps to giving to others; and the greater the liberality, the greater, we are apt to think, is the amount of good done. But doing good, is of a more general nature than all this; for whenever we make one human creature happier or better than he would have been without our help, then we do good, and cannot, (if we would) escape being blessed by the act; so God has constituted us. Dr Dwight used to say, 'He that makes a little child happier for half an hour, is a fellow worker with God.' In like manner, the child who makes his fellow child happier, is engaged in the same noble employment.

Is a pupil of the Infant School ill? His companions should be taught to sympathize with him, and to desire to do kind offices for him, in the hope of restoring his health. Is he fretful or irritable? So far from being allowed to tease him or even to laugh at him, they should be taught to pity him, and if possible, soothe him. Is he disposed to be morose or gloomy? Let attempts be encouraged to render him cheerful and happy. Is he slow to learn? Let them not triumph over him, but help him forward. Engage them in teaching him. Is he apt to disobey? Let them encourage him to obedience, first, by being promptly obedient themselves, and secondly, by urging him on every proper occasion to his duty. Are his clothes disordered or soiled? Let them remind him of it in an appropriate manner, and perhaps help him clean or adjust them. Have they fruit or nuts, or any other article, on which they set a high value? They should learn sometimes to impart a portion' to their companions. In a word, let them be ready and anxious on every opportunity to show themselves kind, charitable, and friendly to their companions, and all with whom they are conversant.

There are various ways of doing this, but much depends on the teacher's power of invention. Opportunities for this purpose do not always, in the natural course of the events of the school room, recur often enough. Sometimes, however, an ingenious teacher might spend a large proportion of the hours allotted him in giving a moral tendency to the events which do occur. At other times, much may be done by artificial means; among the most prominent of which, are well told stories. We have seen a general conscientiousness a scrupulous regard to right and wrong, at least while in the school room- established almost solely by story-telling. To those who have not a happy faculty in relating stories, reading

them may be substituted, though not with the same effect. The art of story-telling, we conceive, to be almost indispensable to every teacher, from the mother and infant school teacher, to him who teaches adults, whether by tens or thousands; and he who should endow a professorship of this kind for one of our colleges would perhaps be found, in the result, next to him who should fill the professor's chair, one of the greatest public benefactors.

The infant school teacher, above all, who possesses this happy qualification, can exercise an incalculable power over the consciences of his pupils. How have we been struck to see them sit in almost breathless silence, and hear with increased interest, a story which pleased them, related for the seventh, eighth, or tenth time! This is a happy trait of infant character; and the teacher who has not learned how to avail himself of the advantages it affords, has not yet acquired all the rudiments of his profession.

These desultory remarks have been elicited by the perusal of the two reports, whose names stand at the head of this article. The first has reference to an Infant School, which was put in operation on the 4th of June, 1832. It is under the direction of Misses Carr and McGinnis; the former acting as superintendent or principal teacher. The report represents the school as highly flourishing, and under excellent supervision and management.

Judging from this report, we should be led to the conclusion that an approximation has here been made to what we conceive to be the true intention of an Infant School. The primary object appears to be the formation of character. This must be inferred from the language of the report:

'A spectator might spend a day in our school, and not be strongly impressed with its progress or utility. He would estimate its worth and efficiency, only by knowing what the children were at the time of their entrance, and from what places and what associations they came. If he could be apprised of their true character and condition, especially if he could have seen with his own eyes the hole or pit whence they were digged, he would not fail to admire the progress which has been made toward their becoming polished stones. They are not now far advanced in knowledge; but they are taken up out of the streets, and placed for a great portion of their time under a happy moral influence, and the effect upon their tempers and habits is manifestly great and happy.'

To those who suppose that the Infant School System has failed, we recommend the careful perusal of the whole report. It professes to describe a school of such a character, as they would doubtless rejoice to see extended throughout the country; and we believe there are many such; some we hope better. But we cannot deny ourselves the pleasure of inserting entire, that part of the

Report, which embraces a statement of the present condition of this school, from the pen of the Superintendent.

'The total number of children received has been one hundred and thirty; of whom thirtyone were transient scholars, and ninetynine were permanent. Of the ninetynine, forty have been taught the alphabet, at least. Eighty are now on the roll; of whom thirty have been received since December. Six have been removed of choice to other schools. Ten of the whole number had attended other schools previous to their entrance here; but none knew their letters, and we have scarcely found a parent who can read. Nearly all used profane and indecent language in their common discourse; but violence and rudeness marked their conduct, rather than falsehood and deceit, the entire want of discipline at home rendering the concealment of a fault unnecessary. It is a remarkable fact, that although they are surrounded by temptations, an instance of theft has never to our knowledge occurred among them. In the experience of five years, during which we have mingled with six hundred children of all grades in society, we have never met with honesty so scrupulous; and we are unable to account for the fact.

'After the most diligent inquiry, we have found but one who had any knowledge of the Supreme Being, or of moral responsibility. We believe that most of them are now delighted to claim an affinity with the Father of the universe, and try to bring their conduct into obedience to his laws.

'They were excessively filthy when they entered the school, and a large number were covered with vermin and disease. A total change has taken place in these respects, in all who have attended any considerable time.

'Of our present state we can only say, that seven classes are engaged in spelling; embracing all the older children who have been in school the requisite time; all of whom are taught to form arithmetical figures on slates, preparatory to cyphering; also, geometrical figures. In the last they exert much skill, and seem particularly to enjoy the exercise.

'In all the branches taught, we have arrived rather at that stage when curiosity is excited, than that when information is gained; as their extreme ignorance warned us to proceed very slowly, lest we should only injure, when we intended to improve. Many, many months saw us only breaking up the ground and destroying the weeds."

But the following facts, which are also in the language of the Superintendent, are peculiarly striking:

'I. M. was brought to us at our commencement, convulsed with rage; blows and kicks were freely dispensed to teachers and schoolmates, and for weeks we almost despaired of making any alteration in his savage propensities. But the mollifying influence of gentleness and affection have had their effect, and at school or home he has become a gentle, docile boy. E. C. a fine girl of five years, was brought to us in a similar situation. "Sure, ma'am," said the mother, while she exhibited her bruised person, "it is not for want of "bating" she's so bad." Her remark suggested the mode of treatment, and from that hour a look has governed her, and a more gentle, amiable child we never had the happiness of meeting."

'I. C. aged four years, was introduced by his father with "this is a bad boy, ma'am, and I'll give you two dollars a week if you'll take care of him." We found his worst fault to be a propensity for knocking his op26

VOL. III.

NO. VII.

ponents down; and the bruised faces in the school for many weeks gave testimony to the strength of his arm. His noble qualities have been brought out, and he is now one of the charms of our little family: tenderhearted and affectionate, he is the friend of all the distressed little ones; none so ready to share, none so ready to soothe.

'P. G. we found a few months ago, in a state of semi-nudity, and perfectly wild in appearance and manners. He is now the foremost in knowledge, and his course must be onward. Nothing is an impediment to his attendance; sickness or storms detain him not; but all this talent is accompanied by a corresponding violence of temper that makes us tremble for the future.

'I. & H. M. the first six years, and the last twenty months old, are the children of an intemperate mother, who, on our remonstrating with her on her habits, assured us that she gave liquor to these children that they might be inured to it early! And that the youngest would not take it unless forced to do so! The next day, on speaking to the children on this, to them intensely interesting subject, the boy said, "Miss C—, I don't drink rum! When my father gives it me, I only puts my tongue in it, and sets the tumbler on the table! I only makes believe drink it."

M. F. is a lovely little girl, whose friendless appearance attracted our attention. After repeated visits to her home, which we found constantly locked, we succeeded in seeing her mother, a catholic, who had many natural fears which we removed. She said she was forced to leave her home early in the morning, and to lock her poor child out, committing her to the mercy of Heaven. Now she labors with a grateful heart.

E. B. came to us a month ago, covered with vermin, and the picture of all miserable passions; but love and kindness are humanizing the heart of this neglected child, and she can scarcely be forced to her home, where none await even for her food: she invariably remains with us until the school is closed for the night.'

The other Report to which we have referred, embraces a particular account of the origin, progress and present condition of two more infant schools in this city. One is located at present in Stillman Street, and has received, during the year, one hundred and twentyone new scholars; of which eightyfour have left and seven have died. The attendance in winter, is about forty; in summer, from sixty to seventy. The number now on the list is 75. The other was opened in Garden Street, in October, with thirteen scholars. There are sixty now on the list, and the number is daily increasing. Both these schools appear to be in a flourishing condition, and exerting a very salutary moral influence. There was another school belonging to the society in Bedford Street, but for various reasons it has been discontinued.

This report also presents many interesting anecdotes illustrating the importance and efficacy of infant school instruction; besides some valuable remarks on the, subject in general. We have only room for the following extract.

'Infant schools take the children of the poor, when only eighteen months old, and place them under the care of a pious and intelligent teacher, who from day to day, endeavors to instil into their tender minds the

great truths and duties of religion-constantly endeavoring to counteract the bad influence of home, by drawing them to the love and practice of every virtue, blending amusement and instruction in the useful branches of knowledge. This process goes on till they are four or five years old. During this period a foundation is laid for moral and religious character; and here the Sabbath school comes in, to carry on the work strengthening the assurance that these early labors will not be lost. Now what will be the future life and character of these children? They will grow up with correct moral principles, with enlightened minds, and we may hope, in many instances, with holy hearts. They will be prepared to withstand temptation, and become respectable and useful citizens. They may continue in the humbler walks of life, but they will not be likely, at least in this country, ever to become very poor.

But such is the power of bad example - especially that of parentsthat it will probably do much to counteract the good influence of the infant school. Indeed there would be everything to fear, were not its good influences brought to bear on the mind so early. Making every allowance for this evil, will not these children be far better than their parents? And their children, trained up under the same system, will be better than they; and, perhaps, in the third generation, the work of moral renovation will be complete. Then ignorance and vice will be gone, and poverty must go too. What an interesting spectacle would a city present, where the meanest dwellings were the abodes of comfort, intelligence and virtue !

'If these things are so, the necessary inference is, that we can in no way so effectually benefit the human family, both in a temporal and spiritual point of view, as by the establishment of good infant schools. It may be thought, that in hazarding such an opinion, the friends of this institution assume too much. But it must be admitted, that all the other benevolent institutions labor to cure those evils, which this is designed to prevent. If we can succeed in preventing ignorance and vice, there will

be none to cure.

'We have been led to these remarks, from a conviction that the public mind has not yet come up to a full estimate of the importance of this subject. People seem to feel that because children are little things, they are of little consequence. They forget that the quarrelling and profane children of this generation, are to be the robbers and murderers of the next that those who are now the distress of their parents, are hereafter to be the bane of society.'

But there is one great subject which has hitherto been principally overlooked in these remarks we refer to physical education. A little clapping of hands, and marching and countermarching will never answer the purposes even of preserving the health -much more of improving it. We believe, that for the sake not only of the mind and heart, which can never be sufficiently vigorous except in a vigorous body, but for the sake of physical perfection and enjoyment itself, the physical frame demands a degree of attention in the earliest years, which has never yet been allowed it. The form and structure of the benches, on which the pupils sit or recline the position of their bodies the temperature and ventilation of the room the kind and amount of exer