LB 
 
 
 
TK^SoSS^OSiO' 
 
 i" 
 
 LIBRARY OF CONGRESS. 
 
 Chap. 
 Shelf 
 
 
 UNITED STATES OF AMERICA. 
 
 * ZJmV) -^Z/i-iOjrO ■m.Z/'^ 'ZJj^ '^yj^ w j» G WO^i^ O jbCi 
 
I 
 
AN ^1 
 
 i 
 
 INFANT CULTIVATION: 
 
 WITH 
 
 A COMPENDIUM 
 
 OF THE 
 
 ^nalpttcal JWetlvotr of Unstrttction antr iSUtjittcal J^lan 
 oi STeachinfl, 
 
 ADOPTED AT SPITALFIELDS INFANTS* SCHOOL; 
 
 WITH 
 
 GENERAL OBSERVATIONS 
 
 Olf 
 
 THE SYSTEM OF INFANT TUITION, ^c. 
 
 BV jf r; BHO-WN, MASTER. 
 
 , i 
 
 ^^ '. ^ -ri. I TO WHICH IS ABDEl 
 
 ' A MANUAL^ 
 
 OF THE 
 
 
 PUBSrED AT THE 
 
 gV^I 
 
 CHESTER STREET,J?HlLADELPHrA 
 
 BIT E. BACON. 
 
 — •itH©®e^«— 
 
 PfllLADELrHiA : . 
 
 Clark ^ Raser, Printers, 33 Carter's Mley 
 1828. ' 
 
''•■i 
 
 l-<5^^ 
 
 
 ^4^^ 
 
INFANT CULTIVATION, &c. 
 
 " God is no respecter of persons." We see this truth abun- 
 dantly exemplified, while engaged in cultivating the Infant 
 Mind. By the mighty influence of Christian sympathy, we are 
 constrained to seek the intellectual, moral, spiritual, and eternal 
 elevation of the child. Hence we lead him to those inexhaus- 
 tible sources of instruction, delight, and comfort, which are 
 open to immortal man in Creation,. Providence, and Redemp- 
 tion. In the progress of this heavenly toil, we have arrived at 
 the pleasing conclusion, that it is possible, in the early periods 
 of human existence, to bring the hallowing beams of Revelation 
 to rest on the tender and retentive mind ; and thus our agency 
 is employed in promoting the moral and external interests of the 
 
 child. . ^ , T J 
 
 Man can never be truly happy till he is re-united to the Lord 
 and Giver of life; and, as God was in Christ reconciling the 
 world unto himself, it is possible for man to attain the zenith of 
 glory, as a redeemed creature, in the excfellency of the know- 
 ledge of Christ Jesus the Lord. And who can calculate the 
 measure of good that is likely to result from the inculcation of 
 these truths? We have had a faint glimpse of this glory among 
 our infant charge; and the effect would be more lasting, if the 
 glorious principles of sacred truth were more fully recognised 
 in the communication of instruction. 
 
 For I am satisfied, from observation and experience, that chil- 
 dren in the stage of infancy are capable of understanding the 
 simple, but sublime truths of Christianity, and of receiving im- 
 pressions "that wear a lasting date.'' While, therefore, all 
 classes are alive to the various improvements that ArtSs con- 
 stantly projecting; — while Science is marching on in its be- 
 neficial career;— when not only Statesmen and Philosophers, 
 but Mechanics and peasants are entering the lists, to penetrate 
 the arcana of nature, and, by blending the theory of the student 
 with the practice of the artizan, convince us of their mutual de- 
 pendance and reciprocal advantages:— while the review of these 
 circumstances afford no small degree of pleasure to the reflect- 
 ing mind, it is to be hoped, that the heavenly science of Infant 
 Cultivation will excite a strong interest in the affections and ex^ 
 ertions of our enlightened nation. 
 
Why should the important stage of iulancy be looked upon, 
 without calling forth a corresponding feeling to that expressed 
 by the Redeemer, when he said, " It is not the will of your 
 Father which is in heaven, that one of these little ones should 
 perish V^ How can we act toward them as neutral bei ngs, below 
 the influence of education or improvement? Multitudes have 
 acted from this baneful principle, and experience has disclosed 
 the fallacy of it. The most interesting of the human race have 
 been left under the power of vice and bad example; and, when 
 melancholy instances of juvenile apostacy are detected, we are 
 told, by way of palliation, " 0, he is but an infant. What can 
 you expect?" We answer, *' All those miserable effects which 
 owe their growth and strength to the unnatural neglect of which 
 he is the unhappy, but unsuspecting victim." Although but an 
 infant, he is a man in miniature; a plant that has taken root in 
 a most pernicious soil, and bids fair to spread the poison of in- 
 fection throughout the civil and domestic circle in which he 
 may vegetate.* 
 
 In process of time he may sustain a station in society which 
 involves the highest interests of his countrymen. How neces- 
 sary, therefore, that he should be possessed of piety, sympathy, 
 and intelligence! In cursorily surveying the pages of history, 
 how often have we recognised the lamentable fact, that money 
 or power, and not moral or intellectual excellence, has opened 
 the way to some of the most responsible offices in civil society; 
 and the sequel has pourtrayed frequent instances of connivance 
 at vice and immorality, and sometimes at persecution in all its 
 appalling forms. 
 
 Now we are not to ascribe this moral defection to a weakness 
 of intellect; because these individuals exhibited the strongest 
 marks of acuteness and sagacity in the profitable management of 
 their worldly affairs. I verily believe the cause lies here: they 
 were taught to regard religion only as a theory, and not as a 
 blessing to be felt, enjoyed, and exemplified ; their memories 
 were filled with terms, to w^hich they were never instructed to 
 affix any specific ideas. And hence they became nominal 
 Christians, but practical atheists; and the whole of this wretch- 
 edness may be traced (in a secondary sense at least) to that cul- 
 pable neglect of the infant, which has in too many instances 
 filled our habitations with misery, and our prisons with con- 
 victs. 
 
 This is especially true with regard to the infant poor. A 
 great deal has been said to pourtray the ignorance and vice in 
 which they are sunk; but the half has not been told. I have 
 been an eye and ear witness of actions and words that I cannot 
 
 * " The spring time of our years, 
 
 Is soon dishonoured and defiled in most by budding ills, 
 
 That ask a prudent hand to check them." Cowper 
 
name. I attribute this delinquency to the ignorance of the 
 poorer classes; the sad manner in which many families are 
 crowded together in one house; and then the scenes of drunk- 
 enness and debauchery that are constantly passing before the 
 eyes of the children. 
 
 Here, alas, is one fatal and prolific source of human wretch- 
 edness, extending itself through all our manufacturing districts; 
 producing crime, and every vice that can be conceived, as tend- 
 ing to augment the sum of moral and natural evil. And, what 
 renders these circumstances more affecting, is the fact, that the 
 poor themselves are not aware of the danger; so deeply are 
 they sunk in ignorance: and hence it is that many of them re- 
 fuse to comply with the necessary conditions of admission to 
 the Schools: such as bringing the children clean and in time; 
 conditions these the advantages of which are self-evident. But 
 it ought to be known, that the greater part of such parents have 
 had no instruction themselves. This being the case, it is next 
 to impossible that they should interest themselves in the moral 
 or intellectual culture of the beings to whom they have given 
 birth. Many are, therefore, in the most important sense, for- 
 saken by their parents; and what is to be done? It is answer- 
 ed, Much has been done already by the formation of National 
 Schools. But then, the most interesting period of life passes 
 away before the children are admitted to these institutions; in 
 the mean time, they sink to that depth in vice,* from which 
 it is extremely difficult to raise them. This is acknowledged 
 to be true by all who have investigated the subject. 
 
 But we shall certainly witness a diminution of the evil we 
 deplore, if we will but use all our energies to improve the sea- 
 son that Infinite Wisdom has made most suitable for the moral 
 
 * Extract from the Weekly Despatcli. 
 
 Old Bailey y Thursday, February 15fA, 1827, 
 
 '^ J D , a pretty little boy, only seven years of age, was indicted for 
 
 stealing, on the 8th instant, an Ass, value 355., a Cart, value 405.^, and a set of 
 
 Harness, value 35s., the property of W F . The prosecutor stated, 
 
 that about six o'clock in the morning of the 8th instant, he left his cart in James 
 street, Covent-garden, while he went down to the market, and on his return he 
 fovmd it gone. In consequence of information given, he proceeded in the direc- 
 tion of Soho-square : on reaching Oxford street, he saw the prisoner alone in the 
 Cart, driving it along as fast as he was able : witness asked him to whom it be- 
 longed, but he made no reply ; he then took his property from him, and lodged 
 the boy in the watchhouse. 
 
 " The officer who received the prisoner into custody, stated, that the boy told 
 him, that his parents lived in St. Giles's, and sold matches; their usual practice 
 was to send him out daily to beg, and if he did not return at night with sufficient 
 money, they chastised him. He did not go home on the night before he was 
 found in possession of the Cart, but slept in St. Paul's watchhouse, Covent-gar- 
 den. He said, that Dick, alluding to a notorious young thief, known to witness, 
 put him into the Cart, and told him to drive away. 
 
 " The Jury acquitted the prisoner on the ground of his tender age," 
 
6 
 
 development of man.* In order to accomplish this infinitely 
 important object, we ought to be filled with love. This should 
 be our element, because of the tenderness of the beings we are 
 intrusted with. They must be reared by the genial principle 
 of affection; and if we ask of God, will he not give us this di- 
 vine feeling? will he not cause us to be plunged into this ocean 
 of blessedness? 
 
 Many pious individuals have acted from this sacred impulse; 
 and the result has answered their most sanguine expectation. 
 Therefore I conclude, that the universal adoption of this method 
 would be followed by the moral elevation of every human 
 being; because we should then have a practical recognition of 
 the Gospel mandate: "Thou shalt love thy neighbour as thy- 
 self." This implies, that we should do all that for him which, 
 as a moral and intellectual being, he requires at our hands. It 
 is supercilious to say, that the poverty of his circumstances 
 forms an exception ; because the superior cast of his mind pleads 
 for suitable culture. God made his mind ; and we may rest as- 
 sured that he has made nothing in vain; he hates nothing that 
 he has made. Why then should we, who are dependant on him 
 for every good, despise the work of his hand, and neglect the 
 infant world ? 
 
 It is worthy of remark, that strength of intellect or vigour of 
 mind, if not properly directed, will only subserve the interest 
 of Satan ; and hence the infant, possessed of this powerful prin- 
 ciple, requires our assistance, to call it out, and direct him to 
 employ it aright. If we neglect the imperious call, we may 
 reap the fruit of our supineness in the event of his becoming an 
 unworthy member of society, while we too justly are forced to 
 exclaim, ''We are verily guilty concerning our brother." 
 
 "It is better to prevent than to punish crime." The only 
 way to carry this point, is to secure the moral development of 
 the rising generation. And it ought to excite our highest gra- 
 titude, that so many benevolent individuals have such deep feel- 
 ings on this subject, that, waving all considerations of a relative 
 character, such as earthly possessions, superior rank, &c., they 
 look upon all men as their brethren, as alike interested in the 
 covenant of Redemption, and therefore entitled to that cultiva- 
 tion which is suitable to their important designation. When 
 this divine principle is universally recognised, the infant pool- 
 will no longer be looked upon as an inferior order of beings, 
 only fit to crawl about the streets, or go to the factory without 
 instruction. But we are on the eve of a glorious day; many 
 are running to and fro, and knowledge of the most important 
 
 * " In early days the conscience has in most 
 A quickness, which in riper years is lost, 
 Preserved from guilt, by salutary fears. 
 Or guilty soon relenting into tears." 
 
character is increased. Infant Schools are opening in every di 
 rection : thus many are coming forward to the help of the Lord 
 against the mighty; and among those who are serving their 
 generation by the will of God, the name of Joseph Wilson. 
 Esq. maintains no mean position. It is under the exclusive 
 patronage of this benevolent gentleman, that the Spitalfields 
 Infant School rears its head and dispenses its blessings to the 
 neighbouring population; and the general improvement of the 
 children justifies the expectation, that the advantages they now 
 enjoy, will, under the divine blessing, excite in them such ar- 
 dent* feelings after Christ, that they will never rest till that 
 moral end is accomplished in them for which he came into the 
 world; and then we shall see the effect of genuine develop- 
 ment. 
 
 The Gospel of God our Saviour abounds with the deepest 
 truths that can possibly interest the mind of man; and to ne- 
 glect these important facts in the course of infant instruction, is 
 to pour contempt on the authority of Jehovah, and lead the chil- 
 dren (I will not say designedly) from that Redeemer, who came 
 to seek and save the lost. But some object, — " The children 
 will not be able to comprehend these sacred subjects." The 
 same objection may be urged against teaching them to study the 
 beauties of creation. God has given a full revelation of his will 
 in the Scripture; these shed a glorious lustre on all the works 
 of his hands; and lead to the solid conclusion. He that built all 
 things is God; but Redemption is that in which man is most 
 deeply interested, and should therefore excite a corresponding 
 concern in all who have the charge of Infant Schools. 
 
 The sensible Teacher, however, will not confine his pupils to 
 one subject, but bring every thing within the compass of his 
 knowledge and experience to bear on the improvement of their 
 understandings and hearts. His one object will be to make 
 them happy; to lead them by the hand of love, and not to drive 
 them by the galling rod of severity. The chilling blast of se- 
 verity closes the tender flower: — the genial warmth of love ex- 
 pands it. It is in this state that the child profits by instruction; 
 this feeling brings the child to the Teacher, while harshness 
 drives it away. 
 
 But when the Teacher lives in the affection of the children, 
 his happiness will frequently exceed the power of language; 
 and then he will put forth all his strength in the delightful, 
 though arduous work. 
 
 How comes it to pass, that the process of education is marked 
 by mental slavery and bodily inactivity? That schoolmasters 
 are continual objects of dread to their scholars? That they are 
 held up as implacable tyrants, ruling with an iron hand in the 
 midst of their helpless charge, when, in fact, the purest affec 
 tion ought to subsist between them and the children. To re- 
 
8 
 
 store this boon, is the professed object of Infant Schools; and 
 the pleasing; indications of usefulness, identified with the expe- 
 rience of six years, fully justifies the encomiums passed upon 
 them, b}^ establishing the fact, that they are the very places 
 where education is freed from the shackles that have so long 
 obscured its true character, and as such must prove a great mo- 
 ral blessing to the children, and to society at large. 
 
 But some are afraid that the system of tuition pursued in the 
 Infant Schools is calculated to overcharge the mind of the pu- 
 pils; there would be some ground for fear on this head, if co- 
 ercive measures were called in to aid the development of the 
 Infant faculties. It should, however, be kept in mind that the 
 various subjects that come under consideration are not forced 
 upon the children, but so placed within their reach as gently to 
 excite interest and inquiry. If this feeling is awakened, we 
 regard it as a prelude of success, and who could reject the art- 
 less yet powerful claims so ingenuously preferred? I confess I 
 cannot, nor do I wish to reject them, the pleasure of communi- 
 cating knowledge is so jjreat. Our object in acting thus freely, 
 is to prepare them for their various stations in society, where 
 they will, it is hoped, have in themselves the germ of that par- 
 ticular science, which shall coalesce with their diflferent spheres 
 of action. 
 
 A child should be cultivated according to his being. He 
 may be rich or poor, we cannot divine; in either case his be- 
 ing is the same. Riches or honour cannot make him happy. 
 The simple point to which we are brought is ascertained to be 
 this ; — It is to the intellectual and moral culture of the child we 
 are to apply our exertions ; but if we do not want to elevate 
 children, we must not attempt to christianize them. Elevation 
 is sure to accompany Christianity.* Let them but study the 
 Scriptures, (and God gave them to be studied, not to be merely 
 glanced at now and then, but to be pondered over and searched 
 into) — let this be done, and in addition to that knowledge which 
 makes wise unto salvation, what inexhaustible stores of wisdom 
 are to be found therein! Even the sublime subject of astrono- 
 my (to speak of no other) is frequently mentioned. See Psa. 
 viii., xix; 1 Cor. xv. 40; James i. 17; Isai. Ix. 1 — S, 20; Dan. 
 xii, 3. "Whoso readeth let him understand!" If it be said, 
 that these subjects are but little understood ; I answer. The 
 
 * Religious knowledge forwards all useful and ornamental improvements in 
 society. Experience shows, that in proportion as it diffuses its light, learning 
 flourishes, and liberal arts are cultivated and advanced. In the (nominally) 
 Christian world, during those centuries in which gross superstition held its reign 
 undisturbed, oppression and slavery were in its train. The cloud of darkness 
 sat thick and deep over the nations, and the world was threatened with a relapse 
 into ancient barbarity. As soon as the true knowledge of the Lord revived, at 
 the auspicious era of the Reformation, learning, liberty, and arts began to shine 
 forth with it, and to resume their lustre. Dr. Blair. 
 
9 
 
 Scriptures are not studied as they should he; but, thank God, 
 the Ministers of our Estabh'shment, with several others, are 
 using every laudable means to lead us to the Fountain of Know- 
 ledge. Hence they publish Essays and Tracts, of a very com- 
 prehensive character, in the cheapest form ; and I am certain, 
 that if these compendiums of Divinity, History, Biography, and 
 Philosophy were universally studied, with the attention their 
 valuable contents deserve, the people must obtain very general 
 information. " 0, but intellectual acquirements will unfit them 
 for the duties of life.'' But who was ever unfitted for his sta- 
 tion in society by the acquisition of useful knowledge? What 
 a blessing it would be to society, if the criminal and obscene 
 language so current in our manufactories, could be superseded 
 by the introduction of conversation on useful and interesting 
 subjects. How often does it happen, that even the sons of the 
 rich are placed in factories with untutored men; and what is the 
 consequence? Wh}", they are doomed for seven years to have 
 daily intercourse with persons whose conversation and habits 
 have a direct tendency to subvert all the good purposes of their 
 parents in the bestowment of an expensive education upon them. 
 If, on the other hand, the men in whose way they are thus 
 placed had been properly instructed, the good work begun by 
 the parent might have been carried on with lasting effect. 
 Nearly the same remarks will apply to nurse-maids. It is well 
 known that many ladies do not attend to the early culture of 
 their own children. These then, though encompassed by wealth 
 and worldly grandeur, are entrusted to the management of in- 
 experienced girls,* and in seven years their memories are filled 
 with more rubbish than can be eradicated in seven times seven 
 years. I would therefore humbly and yet earnestly say to the 
 rich. Do, for your own children's sakes, all you can to improve 
 the moral and intellectual condition of the poor. 
 
 Many persons are more concerned to give their children what 
 is called a respectable education, than to conduct them to the at- 
 tainment of substantial knowledge and moral excellence. These 
 individuals attach more consequence to trifling circumstances, 
 •than they do to the being of the child.! 
 
 Parents should mutually encourage and assist each other in 
 
 * " More depends on first impressions than people are aware of; and parents 
 should, if possible, be more careful in the selection of their nurse-maids than of 
 their governesses. The former often lay the foundation of evils that the latter 
 can never erase ; and how often do we see a child emerge from the nursery, de- 
 void of that freshness and simplicity which constitute the greatest charm of in- 
 fancy." — Countess of Blessington. 
 
 t " Do not parents often set a higher value on those acquisitions which are 
 calculated to attract observation, and catch the eye of the multitude, than on 
 those which are valuable, permanent, and internal.? Are they not sometimes 
 more solicitous about the opinion of others, respecting Iheir children, than abouf, 
 the real advantage and happiness of the children themselves'" — Hannah Mokf- 
 
 B 
 
the culture of their offspring; for where they act against each 
 other, either covertly or openly, the good designs and exertions 
 of the one are frustrated or neutralized by the other, and the 
 children reap the sad consequences of this unhappy strife, in 
 every part of their mortal existence. 
 
 I have had such a sio;ht of the misery of mankind, that I 
 would do every thing in my power to elevate them: but to 
 elevate all their faculties, ever keeping this main principle in 
 view, that every lesson should subserve their moral interest. 
 This point being gained, the supposition is overturned, which 
 anticipates, as a fruit of the Infant System of Education, that 
 the rising generation will, in consequence of the comprehen- 
 sive view of men and things, which this peculiar mode of cul- 
 tivation induces, feel dissatisfied with their station in society. 
 But when the whole nature of man is raised; the understanding 
 irradiated with divine truth; the will submitting to the power- 
 ful claims of the Saviour; the affections concentrating in and 
 cleaving to the Ever Blessed Jehovah ; he will form a proper 
 estimate of human affairs: and, while the uninformed, the in- 
 experienced, and the presumptuous, strain every nerve to gain 
 some post of worldly honour, he will have such a view of the 
 responsibility, identified with stations of wealth or power, as 
 shall induce the utmost caution and circumspection. A consi- 
 derable portion of human misery may be traced to the false 
 ideas, which children receive from their instructors; they are 
 told, that those things are actually great and honourable, which 
 are only relatively so. The consequence is, they neglect reali- 
 ties, grasp at shadows, and are constantly wounded by disap- 
 pointment and vexation. 
 
 But, we were created for something higher and more glorious 
 than worldly ambition : our Infants furnish indubitable evidence 
 of this in the correct and comprehensive ideas they give out of 
 the great scheme of human redemption; the reverential manner 
 in which they habituall}' speak of the Divine Being; the eager- 
 ness with which they ask the way to Zion, and the comfortable 
 manner in which many of them have left the world. These 
 circumstances encourage us to proceed in our work, and press 
 home with reiterated force the command of the Saviour, " Suf- 
 fer little children to come unto me, and forbid them not, for of 
 such is the kingdom of heaven. '* 
 
11 
 
 COURSE OF INSTRUCTION 
 
 Pursued at Spiialfields Infants' Schoolj 
 BY J. R. BROWN. 
 
 Monday Morning. — Scripture History; Lesson on Moral Du- 
 ties; Elliptical Method of Teaching. 
 
 Jfternoon. — Miracles of Christ; Contrast, or Words of opposite 
 meaning; as Hot, Cold, &c. 
 
 Tuesday Morning. — Natural History; Gamut; Analytical Les- 
 sons. 
 
 Jlfternoon. — The Grace of God; the Use of different things; as, 
 wood, iron, &c.; Numeral Frame. 
 
 Wednesday Morning. — Familiar Conversation on Geography; 
 Spelling from the Rostrum; Pence Table. 
 
 Afternoon. — Dialogue on Cleanliness of Person, Coming in 
 Time, &c. 
 
 Thursday Morning. — Numeral Frame; Lessons on Vegetation ; 
 then all to the Picture Stands in Colnpanies; show the Pictures to 
 the Children in the Gallery. 
 
 Afternoon. — Familiar conversation on the Sun, Moon, and Stars; 
 Difference between Real and Artificial objects; Practice Table. 
 
 Friday Morning. — Divide the Children, some to one end of the 
 Room, the others to the Gallery, to rehearse the Multiplication and 
 other Tables, by Question and Answer; Systematical Account of 
 the Creation from Gen. i.* 
 
 Afternoon. — Division; Punctuation with Chalk on the large 
 Slate ; Life of the Saviour. 
 
 Saturday Morning. — Music ; Cubes ; Practical Lesson on Gram- 
 mar; Arithmetical Lessons on the Slate; Recapitulation. 
 
 * CREATION. 
 (According to Bishop Usher's Chronology.) 
 
 FIRST DAY. 
 
 Creation of the heavens and earth; of light, with the distinction of day and 
 night. (Gen. i. 1 — 5.) 
 
 SECOND DAY. 
 
 Creation of the firmament, and separation of the superior and inferior waters. 
 
 (i. 6-8.) 
 
 THIRD DAY. 
 
 The earth is drained; the seas, lakes, &c. formed ; trees, plants, and vegetables 
 produced, (i. 9 — 13.) 
 
 FOURTH DAY. 
 
 The sun, moon, planets, and stars produced, (i. 14 — 19.) 
 
 FIFTH DAY. 
 
 All kinds of fowl and fishes created, (i. 20—23.) 
 
 SIXTH DAY. 
 
 Beasts, wild and tame; reptiles, insects, and man. (i. 24 — 28.) 
 
 SEVENTH DAY. 
 
 A day of rest; hallowed and set apart as such for ever 
 
12 
 
 The General Business of the School commences at Nine in the 
 Morning; opens with singing a Hymn, Prayer, &c. To the Read- 
 ing Lessons; Play; distribute Pictures and Cubes, for mutual in- 
 struction; form them into Ranks; Marching. 
 
 School closes at Twelve, and re-opens at Two in the Afternoon, 
 continuing till Four in Winter, and Five in Summer. 
 
 General Sketch of some of the Subjects mentioned in the preceding 
 Course of Instruction. 
 
 Creation: — Our systematical account of the creation brings 
 into a small compass the particulars of that subject; and the chil- 
 dren frequently make very sensible reinarks on the same.* We 
 allow them, on making a sign with their hand, to get up, one by 
 one, and state their sentiments. This method prevents a great 
 deal of unnecessary noise, and it is quite a pleasure to witness the 
 eagerness with which the other children will listen, while the little 
 speaker is stating his thoughts. The following is a dialogue I had 
 with my little scholars on this interesting subject. 
 
 Q. Why did not Almighty ^od make man before he made the 
 earth ? 
 
 A. Because there would have been no place for him to walk on. 
 
 Q. Why did he not make man before he made the vegetables? 
 
 A. Because there would have been nothing for him to eat. 
 
 Q. But why did he make the air before he made man? 
 
 A. O, sir, he could not breathe nor live without air. 
 
 Q. Could not the Moon give us light of itself? 
 
 A. No, sir, it borrows its light from the Sun. 
 
 Q. What was the earth with all its furniture made for? 
 
 A. The comfort and happiness of man. 
 
 Q. Why is there so much water on the surface of the earth? 
 
 A. To cool the atmosphere, or air, that surrounds the globe. 
 
 Q. AVhy did Jehovah make the water before man and beast? 
 
 A. That they might have something to drink. 
 
 While conversing with the children on, "O Lord, how maftifold 
 are thy works," a little Boy said, "There are many stars, trees, 
 fishes, and men ; and see, I have many fingers." 
 
 On one occasion, while I was telling them that the sun gave 
 light to every part of the world successively, a child said, " O, if 
 the part on which we live was always turned to the sun, it would 
 be always light, and then we should not want any candles." When 
 another child said, "It would be greedy to wish for all the light, 
 because^then the people on the other side of the world would be 
 always in the dark." 
 
 * " To one whose mind is early formed to ' look through Nature up to Nature's 
 God,' every thing is interesting. His eye is not opened on objects which he 
 does not see, nor his ear struck with sounds that he does not hear ; every thing 
 is impressed with the hand of his Maker, and affords him, in its investigation, 
 the most exquisite entertainment and satisfaction."— Preface to Enfield's jyatu^ 
 rat Theology. 
 
13 
 
 Vegetation: — We here enter into conversation with them on 
 the wondrous manner in which the hills are covered with grass, 
 the fields with corn ; the way in which the seed of different plants 
 is scattered abroad by the wind, sinks into the ground, and springs 
 up, and thus how many parts of the earth are matle to bring forth 
 abundantly, without the labour or care of man. Those who have 
 the charge of Infant Schools in country villages, have frequent op- 
 portunities of entering largely into this very instructive subject, 
 because the volume of nature, with its ample page, is so fully opened 
 before them. There are, however, some excellent works illustra- 
 tive of the phenomena of nature, which ought to be in every In- 
 fants' School Library: such as Paley's Natural Theology; Knfield 
 on the same subject; Sturm's Reflections on the Works of God 
 for every Day in the Year.* 
 
 Natural History forms a copious Lesson. — This is taught 
 chiefly by the aid of Pictures, on the Analytical System ; by which 
 means the Picture is dissected ;t and the children obtain such a 
 comprehensive view of the subject, that they can tell v/ith tolera- 
 ble accuracy the name, — habits, — and peculiarities of the various 
 Animals. Any little anecdote concerning the Animal race is soon 
 treasured up in their memories, and brought forth with ease, when 
 the Teacher is giving lessons on a similar subject. As many parts 
 of the Sacred Volume are illustrji,led by references to the habits of 
 the different species of animals, we gladly avail ourselves of the 
 help afforded to us in the works of those who have written on this 
 part of Natural History, in order that the weighty truths of Scrip- 
 ture may sink into the children's memories in a pleasing yet edify- 
 ing manner. 
 
 Geography. — This subject is highly interesting. ''But," some 
 may ask, "are the children capable of it;" several of them under- 
 stand the general outline of it; of this we have sufficient proof to 
 remove every scruple. Let the Teacher make the lesson as fami- 
 liar as possible, and the little ones will enter into the subject, so as 
 to repay the care bestowed on it; he should of course be furnished 
 with a model globe; the children on seeing it will manifest a de- 
 sire to handle it, and to make inquiries about its use; some will 
 make remarks on its shape,--size,--the different colours on the 
 surface, — and ask why it is so coloured. — When the attention of 
 our children is thus excited,—we speak freely on the shape of the 
 earth, — its diameter,— circumference, — division, — climates, — pro- 
 ductions, — inhabitants, — motion,:j; &c. 
 
 T»7*i^2^i^®"^^^^ information, it would be well to have Guthrie's Geography, 
 Wakefield's Mental Improvement; Joyce's Scientific Dialogues; Mavor's Natu- 
 ral History. For scriptural knowledge, I would recommend, next to the Scrip- 
 tures themselves, Bickerstith's Scripture Help; or Dr. Watts's History of the 
 Bible ; and Burder's Oriental Customs. 
 
 t Sometimes we ask, what difference do you perceive between the Cow and 
 the Horse ? 
 
 The children will reply the Cow has horns, the Horse has not. 
 
 Or, can a pig climb a tree ? Why not ? 
 
 Can the cat climb r Why ? 
 
 ; Some of our children will remark— that globe was made to give us an 
 
u 
 
 Grammar: — This subject as taught on the Old System, is a com^ 
 plete scheme of mental torture; to this is added that bodily inac- 
 tivity which has proved so fatal to many a delicate constitution. 
 
 But this study may be rendered pleasant to the mind, and con- 
 ducive to the health of the body. 
 
 To give a suitable idea of the degrees of comparison, three chil- 
 dren are selected of different heights, a fourth puts his hand on the 
 head of the smallest, and the children call out tall; he then re- 
 moves it to the next, and they say, taller; he then removes 
 it to the third child, and they say tallest; and vice versa; — to 
 distinguish number, if a child holds up its finger, the others 
 will call out singular; then holding up two or three fingers, they 
 will say plural; or we let a child stand alone for singular; and 
 two together for plural. Several of the children march, and the 
 others call out Active; we desire them to stand still, and they will 
 say Passive. We select three or four children, and require them 
 to distinguish the Masculine Gender, and they point to the boys; 
 Feminine Gender, and they point to the girls. When we come to 
 the Neuter Gender, they will mention several things in the room, 
 as pictures, slates, lessons, desk, rostrum, stool, &c. &c. Tenses, 
 thus. Past, T. P. gave out the hymn before we prayed ; Present, 
 We are sitting in the Gallery; Future, We shall have the new 
 lessons to-morrow. We mention the parts of speech, and leave 
 the children to furnish illustrations of them. When we call out 
 Indefinite Article, they answer a; adjective, good; noun, man; 
 verb, give. We say height, and they point upwards; depth, and 
 they point downwards; breadth, and they spread out their arms; 
 length, and they reach forward; hearing, and they put their fingers 
 to their ears; seeing, and they put them to their eyes; smelling, 
 and they touch the nose; tasting, and they touch the mouth; feel- 
 ing, and they rub their hands together. This method promotes 
 healthful exercise, while it gives life to the language, and ideas to 
 the children. 
 
 Punctuation: — In this lesson we have recourse to the large les- 
 sons, pointing out the use of the comma, semicolon, &c.* Some- 
 times we write a few sentences on the large slate ; and here I 
 would observe, that the slate is one of the most useful articles em- 
 ployed in the Infant System, and will, when freely employed, su- 
 persede the introduction of many more expensive. It is useful in 
 teaching reading, punctuation, writing, and music. We sometimes 
 copy off a whole tune on this slate, and then point to the notes as 
 the children sing them. 
 
 idea of the shape of the earth on which we live, — that was made by a Gentleman 
 or Lady, — but the real globe was made by Almighty God. 
 
 A little boy after hearing about the diurnal motion of the earth, said, Please 
 sir, we should fall off the earth, if God did not hold us up-—" he upholds all 
 things." Another brought his top to me one morning, and said, Please sir, show 
 me how the earth turns round ? 
 
 " If the earth did not keep whirling round, the sun would draw the earth to it,, 
 and burn it up." — £ child, Jive years of age. 
 
 * Let a class of children read a lesson, each child taking a word in his turn, 
 and the whole company be encouraged to call out, when they come to the variouB 
 ooints. 
 
15 
 
 Arithmetic: — The children will receive much help on this sub- 
 ject, if the teacher makes a mark on the slate for every one they 
 count, while running up the Addition Table, &c. — He may also 
 make the various figures, and cause them to show by their fingers, 
 what number the figure represents. 
 
 It would be well to have two large slates in every Infants' 
 School ; one in the great room contiguous to the gallery, and one 
 in the class room where the wall might be made to project so as to 
 allow of having a range of slates laid in a sloping direction, at a 
 suitable height, for the larger children to receive lessons from the 
 Master on the large slate; or a wainscot might be fixed, so as to 
 encroach very little on the size of the room, the inner part of which 
 might serve as a cupboard for the children's dinners or clothes; 
 this would give a neat appearance to the room, while it subserved 
 the convenience of Teacher and children. 
 
 The Elliptical method* is that of leaving out words for them to 
 supply. This is one of the most interesting and instructive me- 
 thods ever devised for instructing children ; it excites and keeps up 
 their attention. We never shackle their minds by furnishing them 
 with a set of tedious answers to a long string of questions. Our 
 general method is, to repeat some hymn, or relate some little his- 
 tory or anecdote; sometimes omitting the nouns, sometimes the 
 verbs, sometimes the adjectives, &c. 
 
 Cleanliness : — In order that they may come clean, and in time, 
 we frequently converse with them at large, in order to elicit their 
 own thoughts on the subject. Some of them will observe, "I wash 
 my face directly 1 get up, because I feel so uncomfortable while it 
 is dirty." Another will say, "I'll keep my hands clean, to pre- 
 vent them from chapping." Another will remark, " If I were to 
 cut my finger when it is dirty, it might fester, and be a long time 
 before it got well." By getting the children to reason this way 
 against the evil, it has nearly vanished, with very little trouble 
 to us. 
 
 Play: — For though amusement is so closely blended with our 
 system of instruction, we find it frequently necessary to send the 
 children out to play. They march round the ground for exercise; 
 sometimes they form circles round the trees; and in very mild 
 weather they occasionally have the lesson posts out of doors, and 
 go round to them in companies, instead of in the school room. We 
 generally walk about the play ground, to see that they behave 
 kindly to each other, and to prevent any thing like gambling from 
 gaining a footing in the school; I mean the practice of playing at 
 buttons and marbles; a practice this which, in its ultimate effects, 
 has entailed incalculable mischief on society. Children play for a 
 marble or a button, then for a farthing, a halfpenny, and upwards. 
 They are then like so many vipers let loose on the world. I have 
 known boys who, from small beginnings, have at length squandered 
 away pounds in this detestable practice. 
 
 I remember the case of a young lad, who t&ld me, that he had 
 
 * See some lessons on this principle in Mr. Wilderspin's work . 
 
16 
 
 frequently gambled on a Saturday evening, till he lost all his 
 wage!^, and then went home and told some palpable lie, to cover 
 his Ckime. 
 
 The following conversation took place close to our door: *' I say, 
 Jack, how do you think I sarved Tom the other day? Why, I 
 played with him till I had won sixteen buttons on him, and then 
 he wanted to give me a farden instead of the buttons, and I would- 
 ent take the farden for the buttons, so I cotched hold on him, and 
 lugged him to my father, and told him as how I had won the six- 
 teen buttons on him; and my father hit him a smack of the face, 
 and made me keep the farden and buttons too." 
 
 While 1 was teacher in the Sunday School, I occasionally went 
 after the absentees; and none but those who have been similarly 
 engaged, can form any conception of the misery and crime that is 
 vegetating among the almost numberless hordes of children and 
 lads who, secluded from the observation of those Vv^ho pass along 
 the high road, by the ruins of some old house, walls, or new build- 
 ing, are gambling,* fighting, swearing, and in every possible way 
 profaning the day of the Lord. I have witnessed scenes, while 
 thus employed, which convinced me that we cannot justly expect 
 universal reformation, till vice is universally checked and crushed 
 in the bud. 
 
 These are facts that speak powerfully to a wise and benevolent 
 legislature, and to the understanding and heart of every Christian, 
 and ask for an efficient remedy; that remedy is within our reach, 
 and if the Infant System receives that practical consideration 
 which its importance demands, the moral appearance of things will 
 be changed ; our infants will sing from their hearts, Hosannas to 
 the Son of David ; and multitudes shall reiterate. Blessed be the 
 Lord God, the God of Israel, who only doth wondrous things, 
 and blessed be his glorious name for ever; and let the whole earth 
 be filled with his glory, amen and amen. 
 
 ANALYTICAL SYSTEM OF INSTRUCTION. 
 
 On the Bees. 
 
 Agents, — Bees. Action, — Gather. Time when, — In every sunny 
 summer's day. What ? — TUe sweet juices of many flowers. Place, 
 where? — In Garden, Mead, or Grove. How? — With persevering 
 activity. By v»'hat? — The instinct, or natural desire, which God 
 has given. Why ? — To lay up a store of waa- and honey, that they 
 may have food whilst they can work, and food in the winter, when 
 they will not he able to work. 
 
 ^ To support this deadly evil they steal the lead from windows, tear the but- 
 !.ons off their own and the clothes of other children ; and this feeling when ma- 
 tured, frequently exhibits a life of crime cut short by an ignominious death. — 
 Mr. Wilderspin has taken a comprehensive view of this subject in his very use- 
 ful work. 
 
17 
 
 SONG. Tune, Africa,-' Walker. 
 
 In every clear, sunshiny day, 
 
 The Bees do gather honey, 
 And store up food without delay, 
 
 While it continues sunny ; 
 Then when the Bees have filled their comb.s, 
 
 The Hivers come and take it. 
 But neither Persian, Greek, nor Turk, 
 
 With all their skill could make it. 
 Come, Children, listen to my song, 
 
 Mark well the Bee's industry, 
 And always keep from doing wrong, 
 
 Be faithful, kind, and trusty. 
 
 A.M.B. 
 
 On the Preaching of the Apostle Paul. 
 
 Affent,— T/ie Jipostle Paul. Action, -^Preached. Time, whenf 
 ^marly Eighteen Hundred Fears ago. What subject?— -T/ie 
 most excellent Gospel of our Lord and Saviour Jesus Christ. Phil, 
 iii; 1 Tim. i. 11. Place, where?— Jw Judea, and round about to 
 Rome, and as some think to our heathen forefathers in this island, 
 Actsxxviii.16,31; Rom.x.18; xv. 18— 24; 2 Cor. xiv. 16. How? 
 -^With fervent love to God, faithful obedience to the teaching of 
 the Holy Spirit. 2 Cor. v. 14 ; Gal. i. 6—12. By what authority ? 
 ^The command of Jesus, Acts ix. 15, 17,20,29; xm.2; xxvi. 16-- 
 19. "Why i—To make known salvation, Rom. i. 5, to a lost world, 
 Rom. i. ii. iii. ; to persuade men to accept it, 3 Cor. v. 1 1—20 ; vi. 1 ; 
 rhat they might be happy for ever. Tit. ii. 13 ; 1 Thess. iv. 11—16. 
 
 Tune, Sutton Colefield.— Walker, (s. m.) 
 
 Behold, the morning sun 
 
 Begins its glorious way ! 
 His beams through all the nations run, 
 
 And life and light convey. 
 
 But where the Gospel comes, 
 
 It spreads diviner light ; 
 It calls dead sinners from their tombs, 
 
 And gives the blind their sight. 
 
 My gracious God, how plain 
 
 Are thy directions given! 
 Oh ! may I never hear in vain, 
 
 But find the way to heaven! 
 
 On going to Market. . . „ i x rr- 
 
 Particular?— %. A^ent^— Mother. Achoxi^Sought. Time 
 or Tense ?—Fesferrfa^. yNlmt^—^ quantity. Quality ?---Fi/Me rosy 
 cheek. Things or objects?— ^;?;7Ze*. Where^—Spitalfields Mar- 
 ket, London. General place ?— Lowdow. Particular place ?—Spit- 
 alfields Market, Of Whom?— JWrs. Jones. Man or woman?— 
 Male or female?— He or she?— Him or her?— Husband or wife?— 
 Father or Mother?— Brother or sister?— Masculine or feminine 
 gender?— How were these apples bought?— For sixpence a score. 
 How many more apples than pence?— Than halfpence?— Hmv 
 many more farthings than apples?— Why were they bought?— i« 
 
18 
 
 make a pudding. Of what ? — How ? — Why make i t ? — To feed her 
 children. Why feed them? — Tliai they may be healthy and happy. 
 Physical resLSon^— Healthy, Moral lesiSon'^—Hnppy. 
 
 What has to do with the understanding? — Knowledge. What 
 with the affections? — Love. What with the will? — Choice, deter- 
 mination, consent. 
 
 What does willing obedience spring from? — Love. What does 
 forced obedience spring from ? — Fear. Voluntary motion ? — Walk- 
 ing. Involuntary motion ? — Breathing. 
 
 Definite article? — The. Substantive? — Sun. Verb? — Gives. 
 Substantive? — Light. Conjunction?-— -•^??(/. Substantive? — Heat. 
 Person? — Third. Tense? — Present. Gender? — Masculine. 
 
 Where does the sun rise? — Where is it at twelve o'clock in the 
 day? — Where at six o'clock in the evening? — What does a bird 
 fly with? — What does it beat its wings against? — With what does 
 it cut its way through the air? — With what does it direct its mo- 
 tion in flying? — What name should we give to a person who sleeps 
 too long? — To one who drinks too much? — To one who eats too 
 much? 
 
 Repeat the first verse of the first Psalm. How many degrees of 
 wickedness are mentioned therein? — 1, Walking in the counsel of 
 the ungodly. 2, Standing in the ivay of sinners. 3, Sitting in the 
 seat of the scornful. Who is blessed or happy? — Who is cursed, 
 or unhappy? 
 
 Two boys were walking along a road, and one of them looked 
 over a hedge and saw a tree loaded with fruit, and while he looked 
 he was led to desire some; he got over the hedge, climbed up the 
 tree, and plucked off some apples: but while he was taking them 
 the owner of the garden saw him, sent for an officer, and had the 
 thief put into prison. What led the boy to thieve? — Covetousness. 
 What the feeling? — Covetousness. W^hat the action? — Theft. 
 What ought the boy to have guarded against? — Covetousness. 
 
 A girl, seeing another pass along with a new frock on, felt un- 
 easy, and splashed some mud over the pretty frock. What led to 
 this act of unkindness? — Envy. What the feeling? — Envy. What 
 the action? — Unkind and unjust. What should the unkind girl 
 seek to be saved from? — Envy. 
 
 We are told in Scripture of two brothers, the one named Cain, 
 the other, Abel. Abel worshipped God as he ought, and became 
 very happy; Cain would not worship God as he should have done, 
 and therefore felt very unhappy, and at last killed Abel. What 
 led Cain to kill his brother? — Enmity. What the feeling? — 
 Enmity. What the action? — Murder. What should Cain have 
 prayed to God to save him from? — Enmity. Tell me of a com- 
 plete remedy for this dreadful evil ? — « The love of God shed abroad 
 in the heart.^^ Rom. v. 5; Titusiii. 3 — 5; 1 John iii. 11, 12; iv.21. 
 
 A little boy passing along the street, saw a poor woman sitting 
 on the step of a door with two hungry children in her lap, and the 
 sight so affected his feelings, that he gave her all the money he had 
 in his pocket. What the feeling? — Pity; benevolence. What the 
 ac tion ? — Charity ; beneficence. 
 
19 
 
 There are 78 balls on the small numeral frame. What have I 
 made? — How am I to prove it? — Please, Sir, count the balls. 
 Having complied with their request, I ask, What have I done? 
 They will answer, Made an assertion, and proved it. 
 
 What do you know me by? — By your looks, voice, and speech $ 
 or by looking at and listening to you. 
 
 What is a question? — How many days are there in a week? — 
 An assertion ? — The gy^ass is green. A command ? — Stand up. A 
 desire? — I ivish you were all happy. Tell me of a dry wind? — > 
 West. A wet wind? East. A hot wind? — South. A cold wind? 
 — JVorth. How do you feel when you want food? — When you 
 want drink? — When you want rest? — When you want to go to 
 bed? — Mention an animal that neighs; that brays; that roars; 
 that howls; that grunts; that squeaks; that barks; that mews; 
 that sings; that coos; that crows; that flies; that creeps; that 
 hops; that jumps; that claws; that stings; that has a trunk; that 
 has a long neck. An insect? — Ji small creeping flying animal. A 
 reptile? — J fish that they strike with a harpoon; that turns on its 
 back to bite. How many animal motions? — Walking: swimming; 
 creeping; flying; running ; jumping ; hopping. Tell me of some- 
 thing that's sweet; that's bitter; that's rough; that's smooth; 
 that's clear; that's high; that's low; that's dull; that's bright; 
 that's light; that's heavy; that's wet; that's hard; that's soft; 
 that's hot; that's cold; that pricks; that cuts; that bores; that 
 grinds; that's gritty; that's transparent; that's opaque; that's 
 green; that's black; that's blue; that's white; that's yellow; 
 that's red. Point to the zenith; to the nadir; to the meridian; 
 to the south; to the north; to the east; to the west; to a circle; a 
 right angle; an acute angle; an obtuse angle; a rectangle; a cor- 
 ner; an oval; make a curved line with your fingers, a sloping line. 
 Tell meof a visible fluid? — Water, An invisible fluid .^ — Mr. An 
 invisible being? — Got/.* What have you that is invisible? — Our 
 soul. 
 
 What has to do with sight ? — Colour, number, shape, size, compa- 
 rison, difference, measure. What with feeling? — Heat, cold, wet, 
 dry, rough, smooth, hard, soft, weight, ease, pain, hunger, thirst. 
 What with taste? — Sweet, sour. What with smell? — Pleasant or 
 unpleasant. What with hearing? — Sound, loud, soft, harmony, dis- 
 cord. Let two children pass each other, to give the idea. Select 
 a boy and say, "First Person," he will point to himself; " Second 
 Person," and he will point to you; "Third Person," and he will 
 point to one of the children. One of the masculine gender come 
 to me. Fetch me something belonging to the mineral kingdom, 
 that's black; that'* white. Fetch me something from the vegeta- 
 ble kingdom that's green; that has a pleasant smell. One of the 
 feminine gender come to me. Bring me one of the masculine gen- 
 der with light hair; with a green frock. Rising; (here the children 
 
 * u 
 
 Mr. B n, we can see you, because you are visible; you are only in one 
 
 place, but God is every where. AVe must not do v hat we choose, but what he 
 tells us. He speaks to us, but we cannot see him ; when we read the Bible. h«> 
 reads with us." — .S child six years of age. 
 
20 
 
 gradually raise their hands;) Falling; (here they gradually lower 
 them.) Every thing of (his kind that the Teacher can invent, is 
 sure to succeed. The children are amused, exercised, and instruct- 
 ed at the same time ; they become a book to themselves, and their 
 Teacher; who feels, in every stage of his duty, the blessedness of 
 being freed from the shackles of a mere repetition system; a sys- 
 tem this which prevents him from meeting the wants of the chil- 
 dren, because the native energy of his understanding is repressed, 
 and himself, with the objects of his charge, return to the point from 
 whence they set out: constant repetition, without gaining a single 
 idea. In order to avoid this dilemma, we have adopted the method 
 of calling into action as much as possible the physical energies and 
 intellectual faculties of the children. They move their fingers, and 
 say, "Finger joints;" their elbows, and repeat, "Elbow joints;" 
 and, throwing back their arms, so as to expand the chest, and 
 whirling them round, so as to give the shoulders full play, they say, 
 "Shoulder joints." Sometimes they fetch a garden pot, with a 
 plant, and we converse with them thus: Point to an artificial ob- 
 ject. — The pot. A natural object.* — T%e plant, which lives, grows, 
 but has no sense ; has vegetable, but not animal life. Tell the dif- 
 ference between a plant and a beast. — J[ plant lives, grows, but has 
 no sensation; cannot see, feel, hear, taste, smelU Ji beast lives, 
 grows, has sensation, can move, but has no understanding. Who is 
 greater than the beast? — Man. He lives, grows, has the five senses, 
 but above all, an immortal soul. 
 
 Tune, Mariners. — Rippon, (Ts.) 
 
 'Tis religion that must give, 
 Sweetest pleasures while we live ; 
 'Tis religion must supply, 
 Solid comfort when we die. 
 
 * The following conversation on this subject, occurred about four month? 
 since ; having selected a garden pot and plant, 1 said to one of the children : 
 
 Point to an artificial object. 
 
 Child — The garden pot. 
 
 T. — Who made the garden pot.? 
 
 C. — Man or boy : — a human agent. 
 
 T.— Who made the plant ? 
 
 C. — Almighty God, — a divine agent. " We might as well say," continued 
 this interesting child, " that Almighty God made the whole, as man could not 
 have made the pot without clay ; he could not have planned it, had not God 
 given him wisdom ; nor formed it, had he not given him power or strength." 
 
 t Sometimes the children, in order to illustrate lessons of this kind, will take 
 up a piece of chalk, or coal, and remark, — " The chalk cannot smell or hear ; the 
 coal will not move, if I call out ever so loud or long; but if Master tells me, I 
 move directly." A little girl said lately, " Mother, do you love the Saviour.? t 
 love the live Saviour, not the Saviour on the picture ; that is only a representa- 
 tion." Another said very recently, " Eternity is like a circle ; it has neither be 
 ginning nor end." 
 
 " E'en the infant learns 
 
 To form new notions, and to utter them ; 
 And what he learns he faithfully retains 
 When he is old : — Instruct then your 
 Children well. " 
 
21 
 
 After death its joys will be 
 Lasting as eternity : 
 Be the living God my friend, 
 Then my bliss shall never end. 
 
 Life of the Saviour.*— -Where was Christ born ?— What coun- 
 try?— What quarter oi the world ?■— Where did he talk with the 
 Doctors?-— Where was he baptized?— By whom?— What happened 
 then ?— Where was he tempted ?— By whom ?t— How long ?— What 
 particular place did he preach on ?— What did he preach about?— 
 Who (iid he converse with?— if^s dlsciptes, JYlcodemufi, the woman 
 of Sa7iiaria. Who did he send to preach?— Tit'e/i;^, and after- 
 wards seventy disciples.— Who (\\i\ he bless?— Where was he tians- 
 %ured ? — Who got up into a tree to look at him ? — What city did 
 he ride into?— On what? — Who wanted to kill him? — Who be- 
 trayed him?— Who denied him? — Where did he sweat blood?— 
 Where was he crucified? — What happened then? — Who watched 
 his tomb?— When did he rise from the dead ? — Who did he appear 
 to? — Tlie tivo disciples going to Emmaus ; to the Jipostles ; to 
 Thomas, What did he command his disciples to do ?— Where and 
 when did he ascend up into heaven ? 
 
 Speak of the miracles of Jesus. Turning water into wine, John 
 ii. 3—10; cleansing the leper,:|: Matt. viii. 1—4; paralytic healed. 
 Matt. ix. 1—9; curing of the impotent man, John v.; healing of 
 the centurion's servant, — raising of the widow's son, Luke vii. 1 — 
 10, 11—17; stilling the tempest, Matt. viii. 18— 27; raising the 
 ruler's daughter, Luke viii. 40; feeding the five thousand, Matt, 
 xiv. 13—21; walking on the sea, Matt. xiv. 25—26; feeding 
 the four thousand, Mark viii. 1—9; man cured of the dropsy, Luke 
 xiv. 1—4; cleansing ten lepers, Luke xvii. 11— 19; restoring sight 
 to the man born blind, John ix ; raising of Lazarus,§ John xi ; curing 
 blind men, Matt. xx. 30 — 34. 
 
 Tell me of a command. — "Remember the Sahhath-day to keep it 
 holy s^'' " Love one another ;^^ " Children, obey your parents in all 
 
 * While we were dwelling on this subject, a child observed, " Sir, we ought iv 
 pray to Jesus to give us a mind to remember the things you say to us about him 
 because he came into the world to save us." 
 
 t When referring to this circumstance one day, a little boy remarked, " Please 
 
 Mr. B n, I read in a little book that 'the devil goes about as a roaring lion. 
 
 seeking whom he may devour.' When we kneel down by the bed to pray, he 
 comes and tries to get us from Jesus Christ." 
 
 t CONVERSATION ON THIS SUBJECT. 
 
 The Teacher having explained to his children the dreadful nature of the dis 
 ease called leprosy, and told them that it was so infectious, that persons afflicted 
 with it, were obliged to be separated from society, asked one of them, " in what 
 respect this disease represented the spiritual state of man ?" The child replied 
 as follows: — " The heart is deceitful above all things, and desperately wicked; 
 and as the leprosy caused the man to be put out of the city, so sin, unless taken 
 away from the heart, will shut us out of the kingdom of heaven." 
 
 Another replied: — " We should pray to God to take away the heart of stone, 
 and give us a heart of flesh; for if we keep naughty, when we go with other 
 children, we shall make them naughty too, the same as if persons lived with a 
 leper, they would catch the leprosy from him." 
 
 § F — , Lazarus would not have come out of the grave if you or M— • had said, 
 Lazarus come forth, because you are not Almighty God, 
 
22 
 
 tilings.'' Who siiib openly on the Sabbath f — The man who works. 
 Who sins secretly? — The man who gives his mind to worldly 
 thoughts. Mention a declaration. — "I am come that they might 
 have life.^^ A complaint. — " And ye ivill not come to me that ye 
 may have life.'^ A question. — " Wilt thou be made whole?^^ 
 " Sirs, what must I do to be saved .^" An answer — " Believe on the 
 Lord Jesus Christ, and thou shalt be saved.''^ A promise. — "The 
 Lord will give grace and glory. ^^ A duty. — *'Repent.^^ A reason 
 for this. — " The kingdom of heaven is at hand.^^ A prophecy and 
 a comparison. — " The knowledge of the Lord shall cover the earth, 
 as the waters cover the sea.^^ A note of admiration! — "Behold 
 what manner of love the Father hath bestowed upon us, that we 
 should be called the Sons of GodJ*^ A note of interrogation? — 
 '* How shall we escape, if we neglect so great salvation .^" Of 
 being reconciled to God, 2 Cor. v. 19 — 21. Mention some texts 
 that speak of the grace (or favour) of God. — John i. 16, 17; Acts 
 xi. 23; Rom. iii. 24; v. 20, 21; Ephes. i. 7; ii. 7, 8; 1 Tim. i. 14; 
 
 1 Thess. v.; Titus ii. 11; iii. 8; Heb. iv. 16; 1 Pet. v. 10. Of 
 prayer. — Matt. vi. 10; vii.; Eph. vi. 18.* 
 
 Practice in the following way: — As one is to two, two are to 
 four. Put out one ball on the top wire of the Numeral Frame, and 
 then place two underneath it on the next, calling out, — "As one is 
 to two," and the children will soon understand the rule. Take 
 out another ball on the top wire, place two balls under as before, 
 and say, — "As two are to four,-' and you will convince them, in 
 the most effectual way, of the proportion one number bears to ano- 
 ther. Apply the rule thus: — If the price of two apples is a half- 
 penny, how many ought 1 to have for a penny? Then as 1 is to 3, 
 
 2 are to 6; 3 are to 9; 4 are to 12; 5 are to 15; 6 are to 18; 7 
 are to 21 ; 8 are to 24 ; 9 are to 27; 10 are to 30. 
 
 Moving the ball on the top wire of the single frame, to the other 
 side, we say, — 1 is the 12th of 12; and going down the frame we 
 repeat, 1 is the 11th of 11; I is the 10th of 10; 1 is the 9th of 9; 
 1 is the 8th of 8; 1 is the 7th of 7; 1 is the 6th of 6; 1 is the 5th 
 of 5; 1 is the 4th of 4; 1 is the 3d of 3 ; 1 is the half of 2; 1 is 
 the whole of one. You may amplify this method of instruction, as 
 opportunity serves. 
 
 We sometimes amuse the children by taking out eight balls, for 
 the furlongs of a mile, and place one ball opposite for a mile-post; 
 and they are so pleased with this lesson, that they often request to 
 go a journey (as they term it) on the frame. 
 
 " Improvement and delight go hand in hand." 
 
 Reading is one of the most difficult things we have to teach, and 
 that for this reason : Letters are mere signs; they do not present 
 any object before the child to excite its attention, and hence, when 
 using the Picture Lessons, with reading under them, we have found 
 it almost impossible to draw the attention of the children from the 
 picture to the reading, they are so much more interested with ob- 
 
 * A child six years old said, " When we kneel down in the school room to 
 nrav, it seems as if my heart talked— It is of no use without our heart prays." 
 
23 
 
 jects than signs. In order, however, to lead them forward in this 
 exercise, we have large Lessons, each containing only a part of the 
 alphabet: the children being seated in the gallery, we ask them to 
 spell a word for which there are not enough letters on the Lesson, 
 and they will search the Lesson over and over again, to find the 
 letter that is wanted to complete the word. The other methods of 
 teaching them to read, are very similar to those which are adopted 
 at the British and Foreign School. 
 
 In using the pictures, we find it useful to allow a child to stand 
 up and point to and name one object, and then for another child to 
 point out and name some other; by so doing, they will soon ana- 
 lyze a set of pictures with profit. They receive more instruction 
 by this method, than they do by having the objects pointed out 
 and named for them. 
 
 THE CONTRAST.^ 
 
 Hot 
 
 Cold 
 
 Warm 
 
 Cool 
 
 Good 
 
 Bad 
 
 Dry 
 
 Up 
 
 In 
 
 Wet 
 
 Down 
 Out 
 
 Strong 
 Long 
 
 Weak 
 Short 
 
 High 
 Life 
 
 Low 
 Death 
 
 Broad 
 
 Narrow 
 
 Just 
 
 Unjust 
 
 Opaque 
 Bird 
 
 Clear 
 Fish 
 
 Boy 
 
 Man 
 
 Girl 
 Woman 
 
 Male 
 
 Female 
 
 Crooked 
 
 Tight 
 
 Great 
 
 Straight 
 
 Loose 
 
 Small 
 
 Many 
 Above 
 
 Few 
 Below 
 
 Sleeping 
 
 Night 
 
 Summer 
 
 Waking 
 
 Day 
 
 Winter 
 
 Spring 
 Dark 
 Rough 
 Sweet 
 
 Autumn 
 Light 
 Smooth 
 Sour 
 
 Blunt 
 Dear 
 
 Sharp 
 Cheap 
 
 Dull 
 
 Bright 
 
 Hard 
 
 Soft 
 
 Sick 
 
 Well 
 
 Slow 
 
 Fast 
 
 Thick 
 
 Thin 
 
 Here 
 
 There 
 
 Work 
 
 Height 
 
 Breadth 
 
 Play 
 
 Depth 
 
 Length 
 
 Glad 
 
 Push 
 
 Sorry 
 Pull 
 
 Lead 
 
 Drive 
 
 Break 
 
 Cut 
 
 Swim 
 
 Sink 
 
 Give 
 
 Take 
 
 Move 
 Sit 
 
 Stop 
 Stand 
 
 Pain 
 
 Ease 
 
 Palace 
 
 City 
 
 Road 
 
 Cottage 
 Village 
 Field 
 
 Right 
 Heaven 
 
 W^rong 
 Hell 
 
 Stout 
 
 Slender 
 
 Round 
 
 Square 
 
 Acute 
 
 Obtuse 
 
 True 
 
 False 
 
 Head 
 
 Foot 
 
 Fair 
 
 Foul 
 
 Top 
 Clean 
 
 Bottom 
 Dirty 
 
 * The Teacher mentions one word, and the children give the opposite on^. 
 
24 
 
 Kind 
 
 Fluid 
 
 Right 
 
 White 
 
 On 
 
 Talk 
 
 Quiet 
 
 Going 
 
 Raise 
 
 Deaf 
 
 Far 
 
 Motion 
 
 Morning 
 
 Laying down 
 
 Running 
 
 Lace 
 
 Cruel 
 Solid 
 Left 
 Black 
 Off- 
 Sing 
 Noisy 
 Coming 
 Lower 
 Dumb 
 Near 
 Rest 
 Evening 
 Pising up 
 "Walking 
 Unlace 
 
 Pleased 
 
 Heavy 
 
 Hill 
 
 Mountain 
 
 Teacher 
 
 Neat 
 
 Tidy 
 
 Drunk 
 
 Industry 
 
 Sea 
 
 Continent 
 
 Strait 
 
 Land 
 
 Harbour 
 
 A dry dock 
 
 Displeased 
 
 Light 
 
 Dale 
 
 Valley 
 
 Learner 
 
 Slovenly 
 
 Untidy 
 
 Sober 
 
 Idleness 
 
 River 
 
 Island 
 
 Bay 
 
 Water 
 
 Open sea 
 
 Wet dock 
 
 Specimen of the Elliptical Flan of Teaching. 
 
 A gardener's youngest* was walking among the fruit^ 
 
 of his father's^ , he saw a little* fly up and sit on one 
 
 of the* ,^'of the trees; the^ lifted a stone, and was going 
 
 to'' ^ it at the poor* which seemed to^ most sweetly 
 
 thus : 
 ^ " Myio igii of moss and hair, 
 
 The'2 arei3 and shelter'd there ; 
 
 Wheni* soon shall my young^^ fly 
 
 Far from the'^ school'^ ,eye-" 
 
 The** eldest*^ who understood the^° of birds 
 
 came up at that moment, and^* out, throw down the'^^ ^ 
 
 you hard-hearted^^ , and don't^* the innocent^* 
 
 in the middle of his song; are you not^^ with his swelling 
 
 red breast, his beautiful sharp eye, and above all with the''^ 
 of his notes, and the familiar^* he assumes even in the^^ 
 
 ofa^° like you? Ask your youngest^* here, if she 
 
 remembers the^^ which her good^^ read to her yester- 
 
 day, of a very^* boy, who was very^^ to a harmless 
 
 green^^ which he caught^^ for hunger, among the^* 
 
 m the^3 of winter. 
 
 The following little verses upon the same principle have been 
 found to answer extremely well, by putting one child in the ros- 
 trum, and desiring him purposely to leave out those words that 
 are marked, the other children will fill them up as he goes on. 
 
 'Son 2trees ^garden <bird ^branches ^boy 'throw %ird ^sing 'Onest ''built '^eggs 
 ^3laid '"^hatched '^ones '^roaming '"Hboy's '^gardener's '^son 20notes 2icjBilled 22stone 
 33rogue or boy 24disturb or hurt 25bird 26pieased or delighted 2Vsweetness or me- 
 lody 2Sair 29presence ^Onaughty boy ^isister ^agtory ^Smother, aunt, &c. 34naughty 
 or good *5cruel or kind ^^finch or linnet sTperishing or dying asgnow s^depth or 
 middle. 
 
THIS MANUAXi. 
 
 .y? 
 
 CHAPTER I. 
 
 Method of Instruction in a Large Room. 
 
 ■t> 
 
 At the opening of the ^l:^^^ l^the morning, the ten command- 
 ments are to be repeated, oi^tne following verses of the Psalms to 
 be alternately said by the teacher ajjd children. 
 
 T. So teach usf^numberour days, that \ye may apply our hearts 
 unto wisdom. Ps. xc. 12. 
 
 C. O satisfy us early with thy mercy; that we may rejoice and 
 be glad all our days. Ps. xc. 14. 
 
 T. The wicked shall be turned into hell and all the nations that 
 foigetGod.' Ps. ix. 17. 
 
 ' -^ C. The righteous shall be glad in the Lord, and shall trust in 
 him; and all the upright in heart shall glory. Ps. Ixiv. 10. 
 
 T. The Lord is nigh unto them that are of a broken heart, and 
 saveth such as be of a contrite spirit. Ps. xxxiv. 18. 
 
 C. Create in me a clean heart, O God; and renew a right spirit 
 within me. Ps. li. 10. 
 
 '' T. Thy righteousness also, O God, is very high, who has done 
 great things: God, who is like unto thee. Ps. Ixxi. 19. 
 
 G. I will go in the strength of the Lord God: I will make men- 
 tion of thy righteousness, even of thine only. Ps. Ixxi. 16. 
 
 T. O come let us worship and bow down; let us kneel before 
 the Lord our maker. Psalm xcv. 6. 
 
 C. For thou. Lord, art good, and ready to forgive; and plenteous 
 in mercy unto all thum that call upon thee. Ps. Ixxxvi. 5. 
 
 Followed by a short prayer by the Teacher, and the Lord's Prayer 
 to be prayed by the Teacher and divided into short sentences, 
 leaving sufficient time for the children to repeat the same in a de- 
 vout manner, after which a suitable hymn shall be sung (if omitted 
 before the prayer). The following doxology may be sung imme- 
 diately after the prayer, before the children are seated. 
 
 " Praise God, from whom all blessings flow; 
 Praise Him all creatures here below; 
 Praise Him above, ye heavenly hosts; 
 Praise Father, Son, and Holy Ghost." 
 
 A method of teaching the alphabet, to as great a number of in- 
 fants as can be accommodated in the large room ;— On 13 cards of 
 12mo. size, have two complete alphabets, one of the upper case and 
 one of the lower case, pasted on each side. Thus, A a on one side, 
 and B b on the other. The cards are exhibited on the end of a 
 walking stick, elevated far above the teacher's head, and the chil 
 
26 
 
 dren call out A a, and tlie card is turned over, and they say B b m 
 concert. The time required to teach this lesson need not exceed 
 five minutes. 
 
 A lesson of two and three letters is exhibited from the rostrum, 
 composed either of large letters pasted on cards, or on the pages 
 of a blank book; the lessons generally contain from 40 to 100 words 
 each; words of one or more syllables are also composed on the 
 pages of a blank book of the size of half a sheet of foolscap paper, 
 or on a transposition frame, by sliding letters pasted on blocks, 
 within a groove made for that purpose — short sentences in reading 
 are composed in the same way. 300 tins with letters of the al- 
 phabet and short words and parts of words are imprinted on them, 
 and put into the hands of the children, suited to the capacity of 
 each class, which consists of not more than 12 children each, who 
 are drawn out by the monitors, around the lesson post, where they 
 spell the same words on a lesson board which are imprinted on the 
 tins. 
 
 Also, a system of dissected (or loose) letters of the alphabet are 
 found to be very useful; each child is furnished with a block or 
 piece of deal (on which a rabbiting plane has cut in a right line 
 sufficiently to receive the letters) with a number of letters sufficient 
 to spell one or niore words; these are distributed by the principal 
 monitor; the letters have been selected to spell the names of some 
 familiar objects around them. This exercise has been found to be 
 one of the most interesting amusements in the Chester Street In- 
 fant School. 
 
 The duties of the Assistant Teacher are chiefly confined in the 
 class-room, where 12 children are taught in concert, or individually 
 by one of the teachers, so that every child shall be taught one lesson 
 in the forenoon and one in the afternoon, in the class room. 
 
 The above course of lessons are suited to a Sabbath school, upon 
 the Infant school system, together with a Catechism, &c. such an one 
 as is suited to the school, which the children will easily commit to 
 memory, by repeating it frequently, after their teacher^ in concert. 
 A Catechism on the Parables of the New Testament, by W. F. 
 Lloyd is recommended for Sabbath or week day schools, also Jane 
 Taylor's Hymns, published by the American Sunday School Union. 
 
 The above named Catechism is thought preferable to the New 
 Testament to learn children to commit to memory. 
 
 SUBJECTS OF SCRIPTURE REPRESENTED BY 
 PICTURES. 
 
 Hie JVativity of Jesus Christ 
 
 The picture being suspended as the others, and a whole class 
 being in the class-room, put the pointer into one of the children's 
 hands, and desire the child to find out the Nativity of Jesus Christ. 
 The other children will be on the tip toe of expectation to see whe- 
 ther the child makes a mistake; for should this be the ease, they 
 
21 
 
 know that one of them will have the same privilege of trying to 
 find it; should the child happen to touch the wrong picture, the 
 teacher will have at least a dozen applicants; saying, " Please, sir, 
 may I ? please, sir, may I ?" The teacher having selected the child 
 to make the next trial, say one of the youngest of the applicants, 
 the child walks round the room with the pointer, and puts it on the 
 right picture; which will be always known by the other children 
 calling out, "that is the right, that is the right." To view the 
 child's sparkling eyes, who has found the picture, and to see the 
 pleasure beaming forth in his countenance, you might imagine, that 
 he conceived he had performed one of the greatest wonders of the 
 age. The children will then proceed to read what is printed on 
 the picture, which is as follows: "The Nativity of our Lord and 
 Saviour Jesus Christ;" which is printed at the top of the picture. 
 At the bottom are the following words : " And she brought forth 
 her first-born son, and wrapped him in swaddling clothes, and laid 
 him in a manger, because there was no room for them in the inn." 
 — We then question them in the following manner: — 
 
 Q. What do you mean by the Nativity ot' Jesus Christ? d. The 
 time he was born. Q. Where was he born? ./?. In Bethlehem of 
 Judea. Q. Where did they lay him ? ^. In a manger. ^. What 
 is a manger? *A. A thing that horses feed out of. Q. What was 
 the reason they put him there? J. Because there was no room in 
 the inn. Q. What is an inn? Jl. A place where persons lodge 
 who are travelling, and it is like a public house. Q. What do you 
 mean by travelling? ^. W^hen you go from one place to another; 
 from Philadelphia into the country, or from the country into Boston. 
 Q. Is any thing else to be understood by travelling? d. Yes, we 
 are all travelling. Q. What do you mean by being all travelling. 
 d. We are all going in a good road, or else in a bad one. . Q. 
 What do you mean by a good road? J. That which leads to hea- 
 ven. (I. What will lead us to heaven ? Jl. Praying to God, and 
 endeavouring to keep his commandments, and trying all we can to 
 be good children. ^. Can we make ourselves good? *B, No, we 
 can receive nothing, except it be given us from heaven. ^. What 
 is travelling in a bad road? J. Being naughty children, and not 
 minding what is said to us: and when we say bad words, or steal 
 any thing, or take God's name in vain. Q. Where will this road 
 lead to? A. To eternal misery. 
 
 Here we usually give a little advice according to circumstances, 
 taking care always to avoid long speeches, that will tend to stupify 
 the children. If they appear tired, we then stop, but if not, they 
 repeat the following hymn, which I shall insert in full, as I believe 
 there is nothing in it that any Christian would object to. 
 
 Hark ! the skies with music sound ' 
 Heav'nly glory beams around ; 
 ^ Christ is born! the angels sing, 
 
 Glory to the new-born King. 
 
 Peace is come, good-will appear?. 
 Sinners, wipe away your tears 
 God in human flesh to-day 
 Humbly in the manger lay 
 
^8 
 
 Shepherds tending flocks by nigui. 
 Heard the song, and saw the light ; 
 Took their reeds, and softest strains 
 Echo'd through the happy plains. 
 
 Mortals, hail the glorious King ! 
 Richest incense cheerful bring ; 
 Praise and love Emmanuel's name, 
 And his boundless grace proclaim. 
 
 The hymn being concluded, we put the following questions to 
 the chiUlren. 
 
 Q. Who was the new-born king? •5. Jesus Christ. Q. Who 
 are sinners? .4. We, and all men. Q. What are flocks? *B. A 
 number of sheep, Q. W^hat are shepherds ? A. Those who take 
 care of the sheep. Q. What are plains? A. Where the sheep 
 feed. Q. Who are mortals? A. We are mortals. Q. Who is 
 the glorious king? A. Jesus Christ. ^. What is meant by Em- 
 manuel's name? ,4. Jesus Christ. 
 
 Q. Can you tell me what this picture represents? 
 
 A. Yes; Christ raising Lazarus from the dead. 
 
 Q. A\here can we read a more full account of this miracle? 
 
 A. In the New Testament. 
 
 Q. In what part of the New Testament? 
 
 A. In the 11th chapter of St. John's Gospel. 
 
 Q. Were any persons present when this miracle was wrought? 
 
 A. Yes; a great number of the Jews. 
 
 Q. What particular persons were present? 
 
 A. The two sisters of Lazarus. 
 
 Q. What were their names? 
 
 A. Martha and Mary. 
 
 Q; W^hat did the Lord Jesus say of Martha? 
 
 A. "Martha, Martha, thou art careful about many things; but 
 one thing is needful." 
 
 Q. And what did he say of Mary? 
 
 A. " Mary hath chosen that good part which shall not be taken 
 away from her." 
 
 Q. How long had Lazarus lain in the grave? 
 
 A. Four days and four nights. 
 
 Q. What did Jesus say previous to Lazarus' being raised? 
 
 A. " Lazarus, come forth." 
 
 Q. And how was that summons obeyed ? 
 
 A. " He that was dead came forth, bound hand and foot, with 
 grave clothes." , 
 
 Q. Was there any thing bound about his face? 
 
 A. Yes: a napkin. 
 
 Q. What said Jesus after Lazarus came forth from the sepul- 
 chre? 
 
 A. " Loose him and let him go."* 
 
 * Great care must be taken in giving instruction frona the picture lessons of 
 Scripture, that the answers are given in the precise words written in that part 
 from which the subjects are taken ; otherwise, offence might be given ; and bo 
 comment whatever should be passed upon the plain, litersd construction 
 
29 
 
 After having questioned the children in this manner, I next point 
 to the objects, as follows. 
 
 Q. Whom does this represent? 
 
 A. Our Lord Jesus Christ. 
 
 Q. Whom does this represent? 
 
 A. The two sisters of Lazarus. 
 
 Q. Whom does this represent? 
 
 A. Lazarus comins? forth from the tomb. 
 
 In this manner I point to every object in the picture, not except- 
 ing the most minute; being always very careful to lay great stress 
 upon the words " Remember, children, this is only a representation 
 of what occurred ; the persons represented are by no means the 
 real objects." I have found it quite necessary to attend to this 
 circumstance, because the children have asked whether such a per- 
 son was really Jesus Christ; and as the ancients were led into 
 idolatrous worship by means of objects which were placed before 
 them, it becomes absolutely necessary, that we should, in this re- 
 spect, act with great circumspection, otherwise our attempts to 
 cultivate their minds may prove abortive. 
 
 ^ Chant. 
 
 The Grace of God works repentance; begets Faith; produces 
 Love, Joy, Peace, Mercy, Humility, Temperance, Justice, Sobriety, 
 and Fear, Self denial, Charity, Virtue, Brotherly Love, Honesty, 
 Duty to Parents, Meekness of Heart, Peace-making, Godliness, 
 Resignation, Justice in Dealing, Prayer, Supplication, Purity of 
 Heart. 
 
 Rejection of the Grace of God leads to Hardness of Heart, Un- 
 belief, Pride, Presumption, Stealing, Evil Speaking, Murmuring,, 
 Fighting, Disobedience to Parents, Envy, Vanity, Drunkenness, 
 Gluttony, Ill-nature, Malice, Folly, Jealousy, Intemperance, Gam 
 ing, Swearing, Self-confidence, Lying, Atheism. 
 
 Morning Prayer for an Infants' School. 
 
 God, our heavenly Father, thou art good to us. We would 
 serve thee. We have sinned and done wrong many times. Jesus 
 Christ died on the cross for us. Forgive our sins for Jesus' sake. 
 May the Holy Spirit change our hearts and make us to love God 
 Help us to day to be good children, and to do what is right. Keep 
 us from wicked thoughts and bad tempers. Make us try to learn 
 all that we are taught. Keep us in health all the day. We would 
 always think of God. And when we die, may we go to heaven. 
 
 God bless our fathers and mothers, and sisters and brothers, and 
 our teachers; and make us to be obedient and kind, for JesuR 
 Christ's sake. Amen. 
 
30 
 
 Evening Frayer for an Infants^ Sclioul. 
 
 God, our heavenly Father, thou art good to us. We would 
 serve thee. We have sinned and done wrong many times. Jesus 
 Christ died on the cross for us. Forgive our sins for Jesus' sake. 
 May the Holy Spirit change our hearts and make us to love God. 
 Help us always to be good children and to do what is right. Keep 
 us from wicked thoughts and bad tempers. Make us try to remem- 
 ber all that we have learned to-day. Keep us from evil through 
 the night. We would always think of God. And when we die, 
 may we go to heaven. 
 
 God bless our fathers and mothers, and sisters and brothers, and 
 our teachers; and make us to be obedient and kind, for Jesus 
 Christ's sake. Amen. 
 
 Oh thou meek and holy Saviour, 
 
 Thou hast seen us through and through ; 
 
 Pardon all our bad behaviour, — 
 
 Make us good and holy too. * 
 
 MULTIPLICATION TABLE. 
 
 olcolDcisSc 
 
 mmm 
 
 2 
 
 mmm 
 
 3 
 
 4 
 
 5 
 
 6 
 
 mmm 
 
 7 
 
 8 . 
 
 9 
 
 10 
 
 11 
 
 12 1 
 
 1 2 
 
 4 
 
 6 
 
 8 
 
 10 
 
 12 
 
 14 
 
 16 
 
 18 
 
 20 
 
 22 
 
 24 m 
 
 1 ' 
 
 6 
 
 9 
 
 12 
 
 15 
 
 18 
 
 21 
 
 24 
 
 27 
 
 30 
 
 33 
 
 36 i 
 
 1 ^ 
 
 8 
 
 12 
 
 16 
 
 20 
 
 24 
 
 28 
 
 32 
 
 36 
 
 40 
 
 44 
 
 48 m 
 
 m 
 m 
 
 10 
 
 15 
 
 20 
 
 25 
 
 30 
 
 35 
 
 40 
 
 45 
 
 50 
 
 55 
 
 60 m 
 
 m 
 
 12 
 
 18 
 
 24 
 
 30 
 
 36 
 
 42 
 
 48 
 
 54 
 
 60 
 
 66 
 
 ''1 
 
 
 14 
 
 21 
 
 28 
 
 35 
 
 42 
 
 49 
 
 56 
 
 63 
 
 70 
 
 77 
 
 84 gg 
 
 1 8 
 
 16 
 
 24 
 
 32 
 
 40 
 
 48 
 
 56 
 
 64 
 
 72 
 
 80 
 
 88 
 
 96 a§ 
 
 m 
 
 1 9 
 
 18 
 
 27 
 
 36 
 
 45 
 
 54 
 
 63 
 
 72 
 
 81 
 
 90 
 
 99 
 
 108 1 
 
 918 10 
 
 20 
 
 30 
 
 40 
 
 50 
 
 60 
 
 70 
 
 80 
 
 90 
 
 100 
 
 110 
 
 120 1 
 
 §18 11 
 §B 
 
 22 
 
 33 
 
 44 
 
 55 
 
 66 
 
 77 
 
 88 
 
 99 
 
 110 
 
 121 
 
 132 §g 
 
 mmm^ 
 
 24 
 
 36 
 
 mmm 
 
 48 
 
 60 
 
 mmm 
 
 72 
 
 84 
 
 96 
 
 108 
 
 120 
 
 mmdt 
 
 132 
 
 144 §!§ 
 
31 
 
 CHAPTER TI. 
 
 Arithmetic next follows in course, which is taught by tangible 
 objects. 
 
 NUMERAL FRAME. 
 
 I Red 
 
 3lg Yelloiv 
 
 ^ Blue 
 
 q| Purple 
 
 m lied 
 
 ^ Brown 
 
 I Fellow 
 
 m Green 
 
 ^ Blue 
 
 I fVhite 
 
 p Grey 
 
 ^ Black 
 
 fi A ^d A ^& A A ^^ ^d ^d tt ^d* 
 
 ®©®®«®®®®«® ® 1^ 
 
 9«9««9«99»9 Q — r-^ 
 
 9d99d«99999 « ■ M 
 
 0S999dd9O®d S) !^ 
 
 ^^^^^^^^^^^ ^ , g|g 
 
 99999999«99 « ^ |§ 
 
 999«99«9999 « ! ^ 
 
 ©®®©®®®©^^® ® ^ BB 
 
 The Numeral Frame is intended to assist the teacher in this part 
 of his duty. I shall now proceed to describe the form, and some 
 of the uses of this instrument. By reference to the above repre- 
 sentation, it will be seen that it is constructed of a frame, with 
 twelve strong wires drawn from one side to the other, each of 
 which passes freely through twelve coloured balls of wood. It is 
 desirable that the wires should be so placed, that the balls when 
 all brought together to one side, should as near as possible form a 
 square. 
 
 Now the primary use of this instrument is to place before the 
 eyes of these children a representation of those combinations of 
 number, which they have already committed to their memory. I 
 shall illustrate my intention by a reference to a part of only one 
 line of the formula. The children are supposed to have learned, 
 for instance, that 3 and 3 are 6 and 3 are 9. Now if on the nume- 
 ral frame all the balls, with the exception of the external 3 on the 
 top wire, be placed on one side, when the next 3 beneath are moved 
 forward, the following combinations maybe practically illustrated: 
 3 and 3 are 6; 3 from 6 leave 3; 2 3's are 6; 2 3's in 6; 3 is the 
 half of 6. If it were thought necessary to proceed to other proper- 
 ties of number, besides those which have already been derived from 
 the table, when the next three have been brought forward after 
 having proceeded with these in a similar manner with the foregoing, 
 it might be pointed out to the older children that 9 is the square of 
 3, and 3 the square root of 9. 
 
 It will be perceived that the Numeral Frame may in the same 
 way serve for the illustration of every combination of number 
 which the infants have learned. Thus if two balls are moved for- 
 ward on every wire, we have the illustration of that line of the ta- 
 ble which contains the multiplication of two. In the succession of 
 
S2 
 
 three balls we have the illustration of the next line. When every 
 wire presents four bails, the four fold combinations maj be follow- 
 ed; and thus the whole successively, to the last line of the table, 
 may be placed before the eyes of the children. 
 
 The Numeral Frame is also an excellent instrument for intro- 
 ducing the minds of infants to the earliest efforts in Arithmetic. 
 If, for instance, from the balls, placed altogether on one i*ide, ele- 
 ven be removed from the top line — ten from the second — nine from 
 the third, and thus by successive decrease of one through every 
 line to the last; by the balls which remain, the children may be 
 taught numeration. The one ball on the highest wire will repre- 
 sent an unit. The two on the next will be tens. On the third wire 
 the three will represent hundreds, and the progress through all the 
 lines will finally terminate in thousands of millions. Some of the 
 older children may be taught that the number of figures, when 
 written, is in each case the same as the number of balls numerated 
 on each line — that an unit is one figure — two figures are tens- 
 three figures are hundreds — four figures are thousands. Some few 
 will be able to follow the numeration through the whole range of 
 the frame, and these may be taught, step by step, to repeat as far 
 as the ninth wire, 987, 654, 321, each figure of which will mark the 
 place which it is to hold in numeration, and the number of figures 
 of which the whole is composed. If we proceed farther than this, 
 the three last lines may be represented by three ones, and they 
 will then be read thus: one hundred and eleven thousand, nine 
 hundred and eighty-seven millions, six hundred and fifty -four thou- 
 sand, three hundred and twenty -one. From this point, the instruc- 
 tor may proceed to some simple effort in the earlier rules of arith- 
 metic. He may place beneath each other any number of balls his 
 fancy may suggest, which he may assist the children to add toge- 
 ther; or he may vary the rule by a different position of the balls. 
 
 I may be permitted here to mention some of the other uses, not 
 immediately connected with the subject now before us, to which 
 this instrument may be put: as, in order to excite the failing atten- 
 tion of the little pupils, it is always desirable to have the power of 
 introducing a change from one subject to another in the course of 
 the instruction. 
 
 It is proposed, then, that the several rows of balls should be 
 painted, so as to afford an opportunity for introducing the older 
 children to some incipient knowledge of the combinations of co- 
 lours. The three higher rows may be red, yellow, and blue. The 
 fourth may be purple, and the fifth again red, because a mixture of 
 red and blue makes purple. The sixth and seventh may be light 
 brown and yellow, because red and yellow form a light brown. 
 The eighth and ninth may be green and blue, as green is a mixture 
 of yellow and blue; the last three rows may on the same principle 
 be white, grey, and black. 
 
33 
 
 CHAPTER III. 
 
 The Elements of Geometry* 
 
 Questions and answers concerning the Geometrical figures. 
 Useful knowledge can have no e>ien>ies, except the ignorant: it 
 cherishes the mind of youth, and delights the aged ; and who knows 
 how many mathejiiaticians there may be in embryo in an infant 
 school. 
 
 We will suppose that the whole of the children are seated in the 
 gallery, and that the teacher is provided with the geometrical 
 figures, which are printed on paper and pasted on boards, which he 
 exhibits before the children, and being provided with a pointer, he 
 will point to a straight line and say — 
 
 Q. What is this? 
 
 A. A straight line. 
 
 Q. Why did you not call it a crooked line? 
 
 A. Because it is not crooked, but straight. 
 
 Q. What are these? 
 
 A. Curved lines. 
 
 Q. What does curved line mean? 
 
 A. When they are bent or crooked. 
 
 Q. What are these? 
 
 A. Parallel straight lines. 
 
 Q. What does parallel mean? 
 
 A. Parallel means when they are equally distant from each other 
 in every part. 
 
 Q. If any of you children were reading a book that gave an ac- 
 count of some town which had six streets, and it said the streets 
 were parallel, would you understand what it meant? 
 
 A. Yes: it would mean that the streets were all the same way, 
 side by side, like the lines which we now see. 
 
 Q. What are those? 
 
 A. Diverging or converging lines. 
 
 Q. What is the difference between diverging or converging lines 
 and parallel lines? 
 
 A. Diverging and converging lines are not at an equal distance 
 from each other in every part, but parallel lines are. 
 
 Q. What does diverge mean? 
 
 A. Diverge means when they go from each other, and they diverge 
 at one end, and converge at the other. 
 
 Q. What does converge mean? 
 
 A. Converge means when they come towards each other. 
 
 Q. Suppose the lines were longer, what would be the conse- 
 quence? 
 
 A. Please, Sir, if they were longer, they would meet together at 
 the end they converge. 
 
 Q. What would they form by meeting together? 
 
 A. By meeting together they would form an angle. 
 
 Q. What kind of an angle? 
 
 A. An acute angle. 
 
34 
 
 Q. Would they form an angle at the other endr 
 
 A. No: they would go further from each other. 
 
 Q. What is this? 
 
 A. A perpendicular line. 
 
 Q. What does perpendicular mean? 
 
 A. A line straight up, like the stems of some trees. 
 
 Q. If you look you will see that one end of the line comes od 
 the middle of another line; what does it form? 
 
 A. The one M'hich we now see forms two right angles. 
 
 Q. What does this straight line form by leaning one end against 
 another straight line, but instead of its being upright like the per- 
 pendicular line, you see that it is sloping? 
 
 A. One side of it is an acute angle, and the other side is an ob- 
 tuse angle. 
 
 Q. Which side is the obtuse angle? 
 
 A. That which is the most open. 
 
 Q. And which is the acute angle? 
 
 A. That which is the least open. 
 
 Q. What does acute mean? 
 
 A. When the angle is sharp. 
 
 Q. What does obtuse mean? 
 
 A. When the angle is less sharp than the right angle. 
 
 Q. If I was to call any one of you an acute child, would you 
 know what I meant? 
 
 A. Yes, Sir, one that looks out sharp, and trys to think, and pays 
 attention to what is said to him: then you would say he was an 
 acute child. 
 
 Equilateral Triangle. 
 
 Q. What is this? 
 A. An equilateral triangle. 
 Q. Why is it called equilateral? 
 A. Because its sides are all equal. 
 Q. How many sides has it? 
 A. Three sides. 
 Q. How many angles has it? 
 A. Three angles. 
 Q. What do you mean by angles? 
 
 A. The space between two right lines, drawn gradually nearer to 
 each other, till they meet in a point. 
 
 Q. And what do you call the point where the two Hnes meet? 
 
 A. The angular » oint. 
 
 Q. Tell me why you call it a triangle? 
 
 A. We call it a triangle because it has three angles. 
 
 Q. What do you mean by equal ? 
 
 A. When the three sides are of the same length. 
 
 Q. Have you any thing else to observe upon this? 
 
 A. Yes: all its angles are acute. 
 
 Isosceles Triangle, 
 
 Q. What is this? 
 
 A. An acute angled isosceles triangle. 
 
35 
 
 Q. What does acute mean? 
 
 A. When the angles are sharp. 
 
 Q. Why is it called an isosceles triangle r 
 
 A. Because only two of its sides are equal. 
 
 Q. How many sides has it? 
 
 A. Three: the same as the other. 
 
 Q. Are there any other kind of isosceles triangles? 
 
 A. Yes: there is right angled and obtuse angled. 
 
 Here the pointer is to be put to the other triangles; and the 
 master must explain to the children the meaning of right angled 
 and obtuse angled. 
 
 Scalene Triangle. 
 
 Q. What is this? 
 
 A. An acute angled scalene triangle. 
 
 Q. Why is it called an acute angled scalene triangle? 
 
 A. Because all its angles are acute, and its sides are not equaL 
 
 Q. Why is it called scalene? 
 
 A. Because it has all its sides unequal. 
 
 Q. Are there any other kind of scalene triangles? 
 
 A. Yes : there is a right angled scalene triangle which has one 
 right angle. 
 
 Q. What else? 
 
 A. An obtuse angled scalene triangle which has one obtuse an- 
 gle. 
 
 Q. Can an acute triangle be an equilateral triangle? 
 
 A. Yes: it may be an equilateral isosceles or scalene. 
 
 Q. Can a right angled triangle or an obtuse angled triangle be an 
 equilateral? 
 
 A. No: it n>ust either be an isosceles or scalene triangle. 
 
 Square* 
 
 Q. What is this? 
 
 A. A square. 
 
 Q. Why is it called a square? 
 
 A. Because all its angles are right angles, and all its sides are 
 equal. 
 
 Q. How many angles has it? 
 
 A. Four angles. 
 
 Q. What would it make if I drew a line from one angle to the 
 opposite one? 
 
 A. Two right angled isosceles triangles. 
 
 Q. What would you call the line that we drew from one angle 
 to the other? 
 
 A. A diagonal. 
 
 Q. Suppose we draw another line from the other two angles? 
 
 A. Then it would make four triangles. 
 
 Pentagon* 
 Q. What is this? 
 A. A regular pentagon. 
 Q. Why is it called a pentagon? 
 A. Because it has five sides and five angles. 
 
36 
 
 Q. Why is it called regular? 
 
 A. Because its sides and angles are equal. 
 
 Q. What does pentagon mean? 
 
 A. A five-sided figure. 
 
 Q. Are there any other kind of pentagons? 
 
 A. Yes, irregular pentagons. 
 
 Q. What does irregular mean? 
 
 A. When the sides and angles are not equal- 
 
 Hexagons. 
 
 Q. What is this? 
 
 A. Hexagon. 
 
 Q. Why is it called a hexagon ? 
 
 A. Because it has six sides and six angles. 
 
 Q. What does hexagon mean? 
 
 A. A six-sided figure. 
 
 Q. Is there more than one sort of hexagons r 
 
 A. Yes, there is regular and irregular. 
 
 Q. What is a regular hexagon? 
 
 A. When the sides and angles are all equal. 
 
 Q. What is an irregular hexagon ? 
 
 A. When the sides and angles are not equal. 
 
 Heptagon, 
 Q. What is this? 
 A. A regular heptagon? 
 Q. Why is it callecl a heptagon? 
 A. Because it has seven sides and seven angles. 
 Q. Why is it called a regular heptagon? 
 A. Because its sides and angles are equal. 
 Q. What does a heptagon mean? 
 A. A seven-sided figure. 
 Q. What is an irregular heptagon? 
 A. A seven-sided figure whose sides are not equal. 
 
 Q. What is this ? 
 
 A. A regular octagon. 
 
 Octagon, 
 
 Q. Why is it called octagon ? 
 
 A. Because it has eight sides and eight angles, and they are all 
 equal. 
 
 Q. What does octagon mean ? 
 
 A. An eight-sided figure. 
 
 Q. What is an irregular octagon ? 
 
 A. An eight-sided figure whose sides and angles are not all 
 equal. 
 
 Q. What does an octave mean ? 
 
 A. Eight notes in music. 
 
 JVonagon. 
 Q. What is this ? 
 A. A nonagon. 
 Q. Why is it called a nonagon ? 
 
 I 
 
37 
 
 A. Because it has nine sides and nine angles. 
 
 Q. What does a nonagon mean ? 
 
 A. A nine-sided figure. 
 
 Q. What is an irregular nonagon r 
 
 A. A nine-sided figure whose sides and angles are not eqi 
 
 Q. What is this ? 
 
 Decagon. 
 
 A. A regular decagon. 
 Q. What does a decagon mean r 
 A. A ten-sided figure. 
 Q. Why is it called a decagon ? 
 
 A. Because it has ten sides, and ten angles, and there are both 
 regular and irregular decagons. 
 
 Rectangle or Oblong. 
 Q. What is this? 
 A. A rectangle or oblong. 
 Q. How many sides and angles has itf 
 A. Four, the same as a square. 
 
 Q. Wliat is the difference between a rectangle and a square ." 
 A. A rectangle has two long sides, and the other two are mucii 
 shorter; but a square has its sides equal. 
 
 A Rhomb, 
 Q. What is this .? 
 
 A. A rhomb; it is an irregular tetragon, its opposite angles oniv 
 equal; its sides all equal. 
 
 Rhomboid, 
 Q. What is this ? 
 A. A rhomboid ; its opposite sides and opposite angles are equal 
 
 Trapezoid, 
 Q. What is this? 
 
 A. A trapezoid; its four sides and angles are all unequal, and 
 no sides parallel. 
 
 Ellipsis or Oval, 
 Q. What is this? 
 A. An ellipsis or oval, so named from ovalis, an egg. 
 
 CHAPTER IV. 
 
 NATURAL HISTORY 
 
 The Cow, 
 Q. What is this? 
 A. A cow. 
 
 Q. Is the cow a useful animal ? 
 A. ,Yes, every part of the cow is useful. 
 Q. Where does the milk come from ? 
 
38 
 
 A. From the cow. 
 
 Q. What is milk useful for? 
 
 A. To make butter and cheese. 
 
 Q. That is right, and we use milk to put into our tea, and good 
 l^||fe^nd girls have bread and milk for breakfast. But when the 
 (^^R killed, is it then of any use? 
 ^^Oh yes ! very great use in^i^ed. 
 
 Q. What is the flesh calleji^^> '' 
 
 A. Beef; and we sometimes have it for dinner. 
 
 Q. So you see you get a dinner from the cow ; but what is the 
 skin useful for ? 
 
 A. To make leather. 
 
 Q. And what is leather useful for ? 
 
 A. To make boots and sh.>es. 
 
 Q. So you see you can get a pair of shoes from the cow, but what 
 are the bones useful for? 
 
 A. To make handles for brushes. 
 
 Q. What brushes ? 
 
 A. Tooth brushes and nail brushes. 
 
 Q. And the hair which grows on the tail is useful to put in tooth 
 brushes; so you see we get a tooth brush from the cow. But are 
 the horns of any use? • 
 
 A. Yes, they make salt-spoons, drinking cups, and combs, and 
 many other things. 
 
 Q. Is the blood of any use? 
 
 A. Yes, it is used to purify sugar. 
 
 Q. VVHiat sugar? 
 
 '\, That which we call lump or loaf sugar. 
 
 ^ Sheep. 
 Q. What is this? 
 A. A sheep. 
 
 Q. What is it that grows on its back r 
 A. Wool. 
 
 Q. What is wool useful for? 
 
 A. The very common wool makes worsted ; flannel is also made 
 from wool, and so is cloth which makes us coats. 
 Q. Is the flesh of the sheep useful ? 
 A- Oh yes ! it is eaten, and we call it mutton, 
 Q. Is the skin useful? 
 A. Yes, parchment is made out of it. 
 Q. What use is parchment? 
 A. To write upon. 
 
 Q. What difterence is there between parchment and paper? 
 A. Parchment is stronger, and does not tear like paper. 
 
 The Horse, 
 Q..Whatisthis? 
 A. A horse. 
 
 Q. Is a horse a useful animal? 
 • A, Yes, he draws heavy loads, conveys people from one pla<;e to 
 
39 
 
 another, draws coaches and carts, and is very strong, and can run 
 very fast. 
 
 The ^2ss. 
 
 Q. What is this? 
 
 A. An ass. 
 
 Q. What is this beast useful for? 
 
 A. He is very patient, and carries heavy loads, such as sand, 
 coals, and many other things. 
 
 Q. The ass is indeed a very useful beast, and the female gives 
 milk, which is very useful to sick people. But can you tell who it 
 was rode into Jerusalem on an ass: 1 mean the Jerusalem we read 
 of in the Bible? 
 
 A. Oh yes ! it was our dear Saviour Jesus Christ who rode into 
 Jerusalem. 
 
 Q, Who is the ass the most useful to? 
 
 A. To the poor people. 
 
 Q. Why then did our Saviour ride upon an ass? 
 
 A. That he might teach us to be humble. 
 
 Q. That is right; and to be humble you know is to be thankful 
 to our dear heavenly Father for the food he gives us, and for the 
 clothes we wear, and for the kind friends who provide teachers that 
 we might be taught our duty; But who is it gives the animals for 
 our subsistence? 
 
 A. Almighty God, our dear heavenly Father and friend, 
 
 Q. And how are we to use these creatures ? 
 
 A. With kindness. 
 
 Q. What do you mean by kindness ? 
 
 A. We must never throw stones at them, nor beat them with 
 sticks, nor be cruel in any way unto them. 
 
 Q. I hope then you will remember what you ought and what you 
 ought not to do. But should we not be very thankful to our dear 
 heavenly Father for giving us these animals? 
 
 A. Yes. 
 
 Q. And how can we show ourselves thankful ? 
 
 A. We cannot show ourselves more thankful than by being kind 
 to all that God has made. 
 
 1 am glad to hear you say so, and therefore I will now let you 
 repeat a pretty poem which teaches us how we should use tliese 
 animals. 
 
 ^ Rabbit 
 
 Q. What is this? 
 
 A. A rabbit. 
 
 Q. It is a very harmless little animal, and feeds upon oats and 
 cabbage leaves. Have you ever seen a little rabbit? 
 
 A. Yes.' 
 
 Q. What a beautiful soft skin he has: Is the hair of use? 
 
 A. Yes, it is very useful: sometimes it is used to assist 
 making of hats and sometimes to make tippets. ^ 
 
 A Badger. 
 Q. What is this? 
 A. A badger. 
 
"is' 
 
 40 
 
 \l. ^3ee-wliat nice long hair he has gotten on his back : Do you 
 
 pk it is useful for duy thing? V 
 
 \, Yes, every thing is of some use. 
 
 ^. But do you know what use i-t is ? 
 
 A. No. 
 
 Q. Then 1 will tell you : it is very soft, and is used to put into 
 gentlemen's shaving brushes: But is not the badger a very fierce 
 and cruel creature? 
 
 A. Yes. 
 
 Q. But it is sometimes very cruelly bitten by dogs, which meft 
 set to bite it and teaze it, and they call it badger baiting. Do you 
 not think this very cruel r 
 
 A. Yes. 
 
 Q. 1 hope if you live to grow up men and women, you never will 
 do so? 
 
 A. We never will. 
 
 I am glad to hear you say so, for I think men who know better, 
 are more cruel than the badger whose very nature is cruel. 
 
 j3 Pii 
 
 Q. What is this? 
 
 A. A pig. 
 
 Q. What is it that grows on his back? 
 
 A. Hair or bristles. 
 
 Q. What are they useful for? 
 
 A. To put in shoe brushes and clothes brushes. 
 
 Q. What is the flesh of the pig called ? 
 
 A. Pork. 
 
 Q. When the flesh is dried and salted, what is it then called ? 
 
 A. Bacon. 
 
 •^ Dog. 
 Q. What is this ? 
 A. A dog. 
 
 Q. What are dogs useful for? 
 A. To guard houses. 
 
 Q. Are dogs of any other use besides guarding houses? 
 A. Yes, they take care of sheep, and they always mind what 
 their masters bid them. 
 
 I hope good children will take pattern then from these animals. 
 Let me hear you repeat the little poem I taught you about the 
 dog. 
 
 THE DOG. 
 I'll never hurt a little dog, 
 
 But stroke and pat his head ; 
 I like to see it wag its tail, 
 
 I like to see it ^d. 
 Poor little dogs are very good, 
 
 And very useful too ; 
 For do you know that they will mind 
 
 What they are bid to do. 
 Then I will never beat my dog, 
 
 Nor ever give him pain ; 
 Poor fellow I I will give him food, 
 And he'll love me acrain. 
 
41 
 
 A Cat. 
 
 Q.' What is this? 
 
 A. A cat. 
 
 Q. What is a cat useful for ? 
 
 A. To catch rats and mice, which would otherwise be very trou- 
 blesome, and eat up our food. 
 
 Q. I suppose some of your mothers have gotten cats, and I hope 
 you use them with kindness? 
 A. Yes, we do. 
 
 Q. You never find cats hurt you, if you use them with kindness, do 
 
 you ? 
 
 A. No. 
 
 I am glad to hear it: I have a little poem also on a cat, and as you 
 are so kind to them, you shall lepeat it. 
 
 THE CAT. 
 
 I like little pussey, her coat is so warm, 
 
 And if I don't hurt her, she'll do me no harm , 
 
 So I'll not pull her tail, nor drive her away, 
 
 But pussey and I very gently will play ; 
 
 She shall sit by my side, and I'll give her some food, 
 
 And she'll love me because I am gentle and good. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 Q. 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 A. 
 
 Q. 
 
 PHILOSOPHICAL OBSERVATIONS. 
 
 Where does the sun rise.? A. 
 
 The sun rises in the east. Q. 
 
 Where does he set.? A. 
 
 He sets inthe west. Q. 
 
 What is the earth ? A. 
 
 The earth is a planet. Q. 
 
 What does it move round? A. 
 
 It moves round the sun. Q. 
 
 What are the stars? A. 
 
 The stars are other worlds. Q. 
 
 What are fixed stars ? rain ? 
 
 The fixed stars are suns. A. 
 
 What is the moon r Q. 
 
 The moon is a planet. A. 
 
 Is her light her own ? Q. 
 
 Her light is not her own. A*. 
 
 What supplies springs ? Q. 
 
 Rain supplies springs. A. 
 What do springs form? 
 
 Springs form brooks. 
 What form rivers ? 
 Brooks form rivers. 
 What form seas ? 
 Rivers form seas. 
 What exhale vapours? 
 Seas exhale vapours. 
 What do vapours form? 
 Vapours form clouds. 
 Can you tell what produce 
 
 Clouds produce rain. 
 What is hail? 
 Frozen rain is hail. 
 What is snow ? 
 Snow is frozen vapourSr 
 What is frost? 
 Frost is frozen dew, 
 
42 
 
 RULES AND REGULATIONS, 
 
 BY S. WILDERSPIN: 
 
 As OBSERVED AT THE INFANT SCHOOL, QUAKER STREET, SPITALFIELDJ 
 
 TIME. — Mornings. School to assemble at Nine o^ clock, and to leave at Twelve. 
 Afternoons. School to assemble at Two o'clock, and to leave at Five. 
 
 MONDAY. 
 
 Morning. When assembled, to perform the appointed prayer, after which an 
 hymn is to be sung; then slates and pencils are to be delivered to the children; 
 after which they are to proceed with their letters and spelling At half-past ten 
 o'clock to play, and at eleven o'clock to assemble in the gallery, and repeat the 
 picture lessons on natural history after the monitor in the rostrum. 
 
 Afternoon. Begin with prayer and hymn as in the morning ; picture lessons 
 on Scripture history to be repeated from the lesson post, and to be questioned on 
 them afterwards in the gallery. 
 
 TUESDAY. 
 
 Morning. Usual prayer and hymn. Slates and pencils. Letters and spell- 
 ing from the sides of the school, and from the tins. Play. Gallery ; repeat the 
 addition and subtraction tables. 
 
 Afternoon. Prayer and hymn. Multiplication table; the monitor asking the 
 question, and the children answering. Reading lessons. Play. Gallery; nu- 
 meration and spelling with brass figures and letters. 
 
 WEDNESDAY. 
 
 Morning. Prayer and hymn. Slates and pencils. Letters and spelling 
 Play. Gallery; master to teach geometrical figures, an^ musical characters, by 
 chalking on the swing-slate. 
 
 Afternoon. Prayer and hymn. Practice, pence and shilling tables. Play ' 
 Gallery ; master to give lessons on arithmetic. Extempore teaching on men 
 and things, &c. Sec. 
 
 THURSDAY. 
 
 Morning. Prayer and hymn. Slates and pencils. Letters and spelling 
 Division, weights, measures, and time, from the rostrum. Play. Gallery, same 
 lessons as Monday morning. 
 
 Afternoon. Prayer and hymn. From the lesson posts, epitome of geometry, 
 and natural history. Gallery, brass letters and figures. Extempore teaching 
 on men and things, taking care that all such teaching shall be illustrated by sub- 
 stances. 
 
 FRIDAY. 
 
 Morning. Prayer and hymn. Slates and pencils. Lett; rs and spelling. 
 Tables in arithmetic at the master's discretion. Play. Gallery ; lessons on geo- 
 graphy, maps, globes, &c. 
 
 Afternoon. Prayer and hymn. Scripture pictures on the lesson posts, and 
 questions on them in the gallery. 
 
 SATURDAY. 
 
 Morning. Prayer and hymn. Slates and pencils. Letters and spelling. 
 Tables of arithinetic from the rostrum. Play. Gallery. Lessons on the trans- 
 position frame, and on geometry from the brass instrument. 
 
 * ii 
 
 N. B. If visiters wish any particular lessors to be performed, and the children 
 appear inclined, the master is not bound to adhere to the above rules, neither at 
 any other time if the children appear particularly disinclined. 
 
43 
 
 CHAPTER IV. 
 
 THE SCHOOL ROOM. 
 
 In an establishment where circumstance and the personal in- 
 fluence of the teacher, as well as mutual example, fill so important 
 a place aintmg the means of attaining the purpose which is in view, 
 the choice ot'a suitable room is of verj principal moment. 
 
 On this subject, some general principles maybe laid down, which 
 will distinguish those things which are absolutely necessary to the 
 real efficiency of the system, from those which are only desirable. 
 
 In the choice of a room, then, it will have sufficiently appeared, 
 that cheerfulness, light, freedom of air, and of dimension, must al- 
 ways be consulted. The walls should, if possible, be spacious, and 
 the roof or ceiling lofty. 
 
 The size of the room must be regulated by the number of the 
 children who are to be educated in it. There should be space for 
 the whole of the school with the exception of the monitors, to sit 
 around the room on seats affixed to the walls, that the area may be 
 perfectly free. 
 
 The average of one foot to a child is sufficient. 
 
 As one of the principal objects in these establishments is to gain 
 and fix the attention of the school on one spot, and on one person, 
 the form of the room should, if possible, be such as to cause the in- 
 fants the least personal trouble and effi)rt in doing so. 
 
 It is desirable farther, that the voice of the teacher should be 
 equally heard, without effi)rt on his part, and that his person should 
 be seen with equal distinctness, at all the most distant points in 
 the room. If he be obliged to raise his voice, in order to be heard 
 by those who are at a greater distance than others, his tone will 
 almost necessarily seem to approach to that of anger ; and the 
 good feelings of his little flock will in consequence be disturbed; 
 whilst, on the other hand, distance will encourage carelessness in 
 those whose attention is not yet sufficiently secured. 
 
 It will appear, from these remarks, that one decided aim in the 
 choice and the fitting up of an infants' school room must be to place 
 the little pupils, as far as may be possible, at an equal distance 
 from the point from which the teacher may propose generally to 
 address them. 
 
 I oKer to the consideration of my readers a plan for a school 
 room, t\; area of which is an oblong of such proportions as that, 
 after a pVt h s been divided off from one end for a gallery of raised 
 seats, the Wms for the children, when in their classes, may occupy 
 the sides ofx square. 
 
 (A A) are ^e seats round the room. 
 
 (B) is a doubo rostrum, in the front part of which the monitor who 
 is to lead the re^^ when the school is engaged in an united lesson, 
 takes his stand; \nd on the back part of which the superintendent 
 places himself why^gver he may wish to obtain the attention of the 
 whole school at oni» and cor-ey a lesson to them all. 
 
 (C) is the galiery.V whic. all the children may be occasional! v 
 
AREA OF ROOM, ^c. 
 
 
 « 
 
 
 -(» 
 
 f) 
 
 
 
 2 
 
 
 
 f) 
 
 «) — — . . 
 
 -C 9 
 
 
 
 
 "2 
 
 
 
 s- 
 
 
 
 -(» 
 
 
 
 o 
 
 
 
 c# 
 
 
 
 
 A 
 
 
 9 
 
 ff) 
 
 
 
 
 
 (• 
 
 (D 
 
 
 
 O 
 E 
 
 
 (• 
 9 
 
 ^ 
 
 
 
 
 
 9 
 
 f> 
 
 
 ©E 
 
 EO 
 
 
 9 
 9 
 
 f) 
 f) 
 
 
 A 
 
 A 
 
 
 9 
 9 
 
 «) 
 
 
 
 
 
 9 
 
 
 
 ©E 
 
 EO 
 
 
 9 
 
 9 
 
 i) 
 
 
 
 
 
 9 
 
 * 
 
 
 OE 
 
 EO 
 
 
 9 
 9 
 
 f) 
 
 
 
 
 
 9 
 
 * 
 
 
 
 1 — 1 
 
 
 9 
 9 
 
 i) 
 
 
 1 
 
 B 1 
 
 9 
 
 
 
 
 9 
 
 . 9 
 
 
 
 s 
 
 l- 
 
 D 
 
 9 
 9 
 9 
 
 9 
 
 t 
 
 
 9 
 
 0999999999 
 
 
 « 9 
 
 « (» 
 
 S F 
 
 F S 
 
 « 9 
 
 « 9 
 
 €) « 
 
 «) 9 
 
 S« 
 
 «< 
 
 9999999 
 
 099999^ 
 
 »9 
 
 #9 
 
 Play Ground. 
 
45 
 
 assembled within a smaller compas* for general examination. 
 This gallery must have seats, at least equal, altogether, in length 
 to all the other seats around the room. 
 
 (D) are the seats against the wall behind the rostrum. 
 
 The advantages uf a square room are manifest. The distance of 
 the several seats fiom the rostrum approach more nearly to equa- 
 lity than could , ssibly be the case in a lengthened oblong, and the 
 eyes of the children are more easily directed to that point. 
 
 The seats for the monitors (E) must be placed at a sufficient 
 distance from the benches against the walls, to leave room for the 
 free passage of the children when they walk round the school two 
 and two. They should be placed at the terminating line of each 
 class, and two monitors may take their place on each seat, turning 
 each towards his own class. The seats (E) should be so broad, as 
 to allow the monitors room to stand upon them when the lesson is 
 given out from the rostrum. 
 
 Two smaller rooms (F) should be adjoined to the school, which 
 are called class rooms. The one will be principally occupied in 
 receiving those things which would be incumbrances in the larger 
 room, and may be used occasionally, if such be wanted, as a com- 
 mittee room. The other is for the purpose of more exact and per- 
 sonal instruction of the higher classes, and for individual exami- 
 nation. 
 
 t^rticles of Instruction in an Infant School, 
 
 One dozen Texts of Scripture, in large characters, for the 
 
 walls of the room, 75 cents per doz. . . % .75 
 
 Four dozen Spelling and Reading Lessons, printed on me- 
 dium paper, 6 to 12 line pica, suitable for the large 
 room, and the smaller for the class room, at 75 cents 
 per doz. . . . . . . 3.00 
 
 Alphabetical board or transposition frame, with 500 large 
 letters pasted on blocks, to slide into the frame, so as 
 to compose words or sentences, . . . 10.00 
 
 SOO Imprinted Tins, for the use of the several classes, 15.00 
 
 Large Numeral Frame, with balls, . . . 12.00 
 
 Large black board on which the copies for writing are traced, 
 
 and for other purposes, . . . . 3.50 
 
 48 sheets with large letters of the alphabet, for the purpose 
 of pasting on card paper, or on the pages of a blank 
 book, or on blocks, 6^ cents per sheet, . . 3.00 
 
 2,000 smaller letters, printed on card paper, . . 2.00 
 
 Tambourine, !^6,00, and Hand -bell, 50 cents, . . 6.50 
 
 1000 (wooden bricks) blocks, one inch thick, two inches 
 broad, and four inches long, for the children to make 
 block houses and walls, in the form of brick work, 5.00 
 
 Pictures of Scriptural Subjects and Natural History. 
 
 A few elementary Spelling and Reading Books. 
 
 Slates, with the alphabet engraved on them, and Slate Pencils, 
 
46 
 
 On the Government of the School. 
 
 [From Goyder's Treatise on Infant Schools.] 
 
 In the schools conducted upon the new system, neither the rod 
 nor ridicule are ever resorted to. Should it be inquired, how then 
 are the children governed or preserved in a state of order? it is an- 
 swered, by a line of conduct grounded on love, patience, gentle- 
 ness, or unwearied forbearance. The children are made to reason 
 as rational creatures, made to tell the impropriety of their conduct 
 by demonstrative proofs, and to delight in the sensibility of a vir- 
 tuous state, and universal forbearance. In short, we- take occasion 
 from the scriptural words "bear and forbear'* to quicken their de- 
 sires to walk in such a way as shall ultimately secure them the 
 respect and esteem of the good and virtuous. Suppose two chil- 
 dren have been fighting: when I was a boy, the punishment was, 
 the delinquents should castigate one another. Our method is as 
 follows, and without enlarging on the merits of either, I will leave 
 the public to decide which is the most efficient. 
 
 The delinquents are placed before all the children in the centre 
 of the school, the teacher points to them and exclaims:— 
 
 Teacher. You see these children? 
 
 Children. Yes, Sir. 
 
 T. And you know what they have been doing? 
 
 C. Yes, Sir, they have been fighting. 
 
 T. Hold out your hands [children hold them out]. Now 
 
 tell me who made your hands? 
 
 C. God. 
 
 T. And for what did he make them? 
 
 C. To be useful in learning to work with them, and to 
 
 help one another. 
 
 T. Then he did not make them to fight? 
 
 C. No, Sir. 
 
 T. . There is a verse which says, 
 
 " Birds in their little nests agree, 
 
 And 'tis a shameful sight, 
 When children of one family 
 
 Fall out and chide and fight." 
 
 Now, my dear children, we are all of one family, 
 and ought not to fight. God loves us always, but 
 we cannot say we love him if we use our hands 
 for a purpose which he never made them, and it is 
 a shocking thing not to love God. You see these 
 two little boys? 
 
 C. Yes, Sir. 
 
 T. Are you not sorry to see them in such disgrace? 
 
 C. Yes, Sir. 
 
 T. And I am sure you will help me to try and make them 
 
 good? 
 
 C. Yes, Sir, we will. 
 
 Again: — No undue emulation is by any means encouraged in the 
 schools when the improved plans are adopted, I entirely coincide 
 
47 
 
 with the benevolent views of the enlightened Fellenberg on this 
 point, and as his language will speak much more forcibly than 
 mine, I herewith present it in his own words: — 
 
 "That system of continual praises given to one, while they dis- 
 courage others, of applause bestowed upon those who have merely 
 performed their duty, (as if it was the intent to lessen the worth of 
 a good conscience,) of public reproof addressed not unfrequently 
 to him, who has done as well as he was able, of first and second 
 places, of crosses at the button hole, and of trials of ability before 
 a public auditory; all this system with its apparatus is as severely 
 proscribed in our schools, as are the most of school punishments, 
 and doubtless with much reason; for what else is it but designedly 
 to spoil the heart, thus to influence the will by perpetually exciting 
 self-love, so that it might be asked if there was not a deliberate 
 purpose to sow in the hearts of children the seeds of pride and 
 jealousy, and of a thousand hateful passions, and thus by the edu- 
 cation of the young, to prepare men for the career of rivalry and 
 ambition." 
 
 The good sense of these remarks is surely too obvious to re- 
 quire a single comment. It will therefore, no doubt, appear from 
 these considerations, that the obedience which should be exacted 
 from children, must be obtained by love, and the only reward which 
 should stimulate them to the performance of useful actions, ought 
 to be derived from the heartfelt satisfaction of benefiting their 
 fellow creatures. 
 
 PENCE TABLE. 
 
 Twenty pence are one and eightpence^ 
 
 That we can't afford to lose ; 
 Thirty pence are two and sixpence, 
 
 That will buy a pair of shoes. 
 
 Forty pence are three and fourpence, 
 
 That is paid for certain fees ; 
 Fifty pence are four and twopence, 
 
 That will buy five pounds of cheese 
 
 Sixty pence will make five shillings, 
 Which we learn is just a crown : 
 
 Seventy pence are five and tenpence, 
 This is known throughout the town. 
 
 Eighty pence are six and eight pence, 
 That sum once my father spent ; 
 
 Ninety pence are seven and sixpence, 
 That for a quarter's schooling went. 
 
 A hundred pence are eight and fourpence.. 
 Which is taught in th' infant school ; 
 
 Eight pence more make just nine shillings^ 
 So we end this pretty rule. 
 
4b 
 
 NAMES OF MONEY 
 
 Ten mills one cent do make, 
 Which will buy a penny cake ; 
 Ten cents will make one dime, 
 And thus you have it all in rhyme 
 
 Ten dimes are just a dollar 
 The United States all over ; 
 Ten dollars are an eagle of gold, 
 And so our money's names are told. 
 
 AVOIRDUPOISE WEIGHT. 
 
 Sixteen drams are just an ounce 
 When my mother goes to shop : 
 Sixteen ounces make a pound, 
 When she buys a mutton chop. 
 
 Twenty-eight pounds are the fourth 
 Of an hundred weight called gross ; 
 Four such quarters are the whole 
 Of an hundred weight at most. 
 
 Twenty hundred make a ton, — 
 By this rule all things are sold 
 That have any waste or dross : 
 And are bought so too, I'm told. 
 
 When I buy, or when I sell, 
 May I always use one weight; 
 May I justice love so well, 
 To do always what is right. 
 
 FOUR SEASONS OF THE YEAR. 
 
 FOUR SEASONS OF HUMAN 
 LIFE. 
 
 Our days four seasons are at most, 
 And Infancy's the time of Spring : 
 Oh ! with what trouble, care, and cost, 
 Must we be taught to pray and sing. 
 
 In Summer as our growth proceeds, 
 Good fruit should hang on every 
 
 branch ; 
 Our roots be cleared from evil weeds, 
 As into science we advance. 
 
 Our autumn is the season, when 
 Temptations do our mind assail: 
 Our fruits are proved in manhood ; then 
 Let not sin, death and hell prevail. 
 
 For Winter brings old age and death ; 
 If we've good fruits laid up in store, 
 Soon as we gasp our latest breathy 
 We land on a triumphant shore. 
 
 On March the twenty-first is Spring, 
 When little birds begin to sing, 
 Begin to build and hatch their brood, 
 And carefully provide them food. 
 
 Summer's the twenty-first of June, 
 The cuckow changes then his tune ; 
 All nature smiles, the fields look gay. 
 The weather's fair to make the hay. 
 
 September on the twenty -third, 
 When sportsmen mark at ev'ry bird. 
 Autumn comes in ; the fields are shorn, 
 The fruits are ripe : so is the corn. 
 
 Winter's cold frosts and northern blast. 
 The season now we mention last; 
 The date of which in truth we must 
 Fix for December — twenty -first. 
 
 TIME OR CHRONOLOGY. 
 
 Sixty seconds make a minute ; 
 Time enough to tie my shoe : 
 Sixty minutes make an hour, 
 Shall it pass and nought to do ? 
 
 Twenty-four hours will make a day 
 Too much time to spend in sleep, 
 Too much time to spend in play. 
 For seven days will end the week. 
 
 Fifty and two such weeks will put 
 Near an end to ev'ry year ; 
 Days three hundred sixty five 
 Are the whole that it can share. 
 
 Except in leap year, when one day 
 Added is to gain lost time ; 
 
49 
 
 May it not be spent in play, 
 Neither any evil crime. 
 
 Our time is short we often say ; 
 Let us then improve it well ; 
 That eternally we may 
 Live where happy angels dwell. 
 
 SHEEP. 
 
 Hark now to me, and silence keep. 
 And we will talk about the sheep ; 
 For sheep are harmless, and we know 
 That on their backs the wool does 
 grow. • 
 
 The sheep are taken once a year. 
 And plung'd in water clean and clear; 
 And there they swim, but never bite, 
 While men do wash them clean and 
 white. 
 
 And then they take them, fat or lean. 
 Clip off the wool, both short and 
 
 clean ; 
 And this is call'd, we understand, 
 Shearing the sheep throughout the 
 
 land. 
 
 So then they take the wool so white, 
 And pack it up in bags quite tight ; 
 And then they take those baars so 
 
 full, 
 And Bell to men that deal in wool. 
 
 CLOTH MEASURE. 
 
 Sheep's wool is waah'd and comb'd with 
 
 hand. 
 And then 'tis spun w.ith wheel and 
 
 band ; 
 And then with shuttle, loom, and care, 
 Wove into cloth for us to wear. 
 
 The cloth is then sent to be dyed, 
 Where it is boil'd, and wash'd, and 
 
 dried ; 
 And then 'tis press'd so nice and 
 
 smootli, 
 That tailors buy, and it do use. 
 
 The tailor then cuts out with care 
 The clothes that men and boys do 
 
 wear J 
 But when the tailor buys, I'm told, 
 'Tis by this rule all cloth is sold. 
 
 Two inches and one quarter take, 
 Which just an English nail will make ; 
 Four nails one quarter make we know, 
 Which we can cut, turn down and sew. 
 
 Four quarters will, if new or old, 
 Make just one yard, for so 'tis sold; 
 Three quarters make one Flemish ell, 
 For thus those people buy and sell. 
 
 But five quarters do make an ell 
 In England, which is known full well J 
 But when the French do buy or sell, 
 They give six quarters to an ell. 
 
 THE BIBLE.* 
 
 What is it shows my soul the way 
 .To climes of everlasting day. 
 And tells the danger of delay ? 
 
 The Bible. 
 
 What teaches me I'm bound to love 
 The glorious God who reigns above ; 
 And that I may his goodness prove ? 
 
 The Bible. 
 
 What tells me that I soon vmst die, 
 And to the throne of judgment fly 
 To meet the great Jehovah's eye ? 
 
 The Bible. 
 O may this Bible ever be, 
 A dear and precious book to me ; 
 Here ceaseless beauties may I see ! 
 
 The Bible. 
 
 THE SUN. 
 
 1 . What is it looks so very bright, 
 And quick dispels the dusky night, 
 Shedding around a cheerful light ? 
 
 The Sun. 
 
 * In this and the two following pieces, the teacher will ask the questwns, ttM 
 the children will answer in concert. 
 
50 
 
 2. What is it appears at dawn, 
 That dries the dews up in the morn, 
 And ripens all the fruits and corn ? 
 
 The Sun. 
 
 3. What rises higher than a rock ? 
 What in the morn awakes the cock, 
 And tells us what it is o'clock ? 
 
 The Sun. 
 3. Wh* is it that you cannot try, 
 To look at with your little eye, 
 So briffht it shines up in the sky ? 
 
 The Sun. 
 
 THE MOON. 
 
 1. Little children, all tell me, 
 What high up in the sky you see,* 
 That shines so bright on you and me ? 
 
 The Moon. 
 
 2. Tell me, loves, when you're asleep, 
 While all around you quiet keep. 
 What does through your curtains peep ? 
 
 The Moon. 
 
 3. What shines when all is lone and still, 
 Except the little running rill. 
 That turns the wheel of yonder mill ? 
 
 The Moon. 
 
 4. As sweetly singing in the vale, 
 To whom, pray, does the nightingale. 
 Tell her little lonely tale ? 
 
 The Moon. 
 
 ALPHABET. 
 
 America. — Rippon. 
 
 ABCDEFGH 
 
 I J K L M N 
 
 O P Q R S T U V 
 
 W X Y Z 
 
 A E I O U Y are vowels. The rest are consonants, which cannot be sounded 
 
 without A E I O U Y. 
 
 HYMNS. 
 
 Early attendance at School. How shall 1 then endure the thought 
 
 Of having spent ray time for nought. 
 The hour is come; I will not stay, 
 
 But haste to School without delay, 
 
 Nor loiter here, for 'tis a crime 
 
 To trifle thus with precious time. Lord Remember Me. 
 
 Say, shall my Teacher wait in vain, How great thy goodness, gracious Lord ! 
 
 And' of my sad neglect complain ? What love resides in thee ! 
 
 No : let me rather' strive to be Through ev'ry season of my life, 
 
 The first of all the family. Thou dost remember me. 
 
 I would be there with humble mind. While but a mean and helpless babe 
 
 To seek th' instructions I may find ; Rich blessings flow'd from thee ; 
 
 And while I hear the sacred page, My parents' tender kindness proved, 
 
 O may its truth my heart engage. Thou didst remember me. 
 
 These golden hours will soon be o'er Thy Sabbaths I am taught to keep. 
 
 When I can go to school no more, And evry sin to flee; 
 
Grateful and joyful, Lord, I weep, 
 Thou dost remember me. 
 
 51 
 
 .; 
 
 Send down, and take me in thy love, 
 To be thy better child above. 
 
 God our Heavenly Father. 
 
 Great God, and wilt thou be so kind, 
 The comfort of a babe to mind .'' 
 I, a poor child, and thou so high. 
 The Lord of earth, and air, and sky ! 
 
 Art thou my Father.? canst thou bear 
 To hear my poor imperfect pray'r? 
 Or wilt thou listen to the praise 
 That such a little child can raise ? 
 
 Art thou my Father ? let me be 
 A meek, obedient child to thee ; 
 And try in word, and deed, and thought, 
 %|vn. To serve and please thee as I ought. 
 
 Art thou my Father ? I'll depend 
 Upon the care of such a friend; 
 And daily strive to do, and be. 
 Whatever seemeth good to thee. 
 
 Art thou my Father ? then, at last, 
 When all my days on earth are past, 
 
 The Lord's Prayer. 
 
 Our Father God, who art in heaven, 
 To thy great name be reverence 
 
 giv'n ; 
 Thy peaceful kingdom wide extend, 
 And reign, O Lord, 'till time shall 
 
 end. 
 
 Thy sacred will on earth be done, 
 As 'tis by angels round thy throne: 
 And let us every day be fed 
 With earthly and with heavenly bread. 
 
 Our sins forgive, and teach us thus 
 To pardon those who injure us; 
 Our shield in all temptations prove, 
 And every evil far remove. 
 
 Thine is the kingdom to controul, 
 And thine the power to save the 
 
 soul: 
 Great be the glory of thy name, 
 Let every creature say, Amen. 
 
 From Poems by a Friend to Youth. 
 
 On Mtejition at School and Obedience to Teachers. 
 
 We must mind what our master and mistress shall say, 
 
 And be quiet in school-time and gentle^ play ; 
 
 We will look at our letters, and say th^ quite well, 
 
 And then our kind mistress will teach us to spell. 
 
 And when we can spell very perfect indeed, 
 
 Oh ! then our good master will teach us to read. 
 
 Then we shall be able to read to our mother ; 
 
 And then we can teach little sister or brother. 
 
 We'll read in the Bible, and learn to be good ; 
 
 And to thank the great God for our clothes and our food. 
 
 And we will not forget that to God we must pray, 
 
 To keep us from hurt both by night and by day. 
 
 But to please him we always must try to do right. 
 
 We must not be cross, nor be naughty, nor fight; 
 
 But we'll be good children, or we shall not grow 
 
 To be good men and women, we very well know^ 
 
 The Fly. 
 
 'Twas God who made that little fly. 
 But if I pinch it, it will die ; 
 My master tells me God has said 
 
 We must not hurt what God has made ; 
 For God is very kind and good, 
 And gives e'en little flies their food; 
 And he loves every little child 
 Who is kind-hearted, good, and -mild. 
 
 The Pleasure of attending School clean and neat. 
 
 'Tis pleasant to come to School happy and good, 
 'Tis pleasant to come neat and clean ; 
 
 'Tis pleasant to know all the lessons I'm taught. 
 And tell mother at home what they mean. 
 
52 
 
 How sorry I am when we stand up to sing. 
 
 If dirty my hands and my face ; 
 For then I'm remov'd far away from the rest, 
 
 And must not stand up in my place. 
 
 Then I'll beg my dear mother to make me quite neat, 
 
 And wash me and comb me each day ; 
 For then I can learn all my lessons at school, . 
 And then I may happily play. 
 
 Good Resolutions. 
 
 When my father comes home in the evening from work, 
 
 Then I will get up on his knee, 
 And tell him how many nice lessons I learn, 
 
 And show him how good I can be. 
 
 He shall hear what a number I know how to count, 
 And I'll tell him what words I can spell, 
 
 And if I can learn something every day, 
 I hope soon I shall read very well. 
 
 I'll say to him all the nice verses I know, 
 
 And tell him how kind we must be, 
 That we never must hurt poor dumb creatures at all, 
 
 And he'll kiss me and listen to me. 
 
 I'll tell him we always must try to please God, 
 
 And never be cruel or rude ; 
 For God is the Father of all living things. 
 
 And he cares for and blesses the good. 
 
 I'll go to the fields for some flowers. 
 The fields are so lively and gay ; 
 
 How sweet they are after the showers! 
 I could play in them all the long 
 day. 
 
 Don't run from me, dear pretty lambs, 
 I never will hurt you indeed; 
 
 You may play by the side of your 
 dams, 
 Or frisk it about in the mead. 
 
 Perhaps the sweet cowslip is here 
 That hangs down its pale yellow head, 
 
 The cuckoo-flow'r lovely and fair. 
 And the daisy encircled with red. 
 
 In the wood I shall find the blue bell. 
 And the pretty anemone too ; 
 
 The meadow-sweet down in the dell, 
 And the violet, with beautiful hue. 
 
 The sweet-scented hawthorn I see, 
 And- the roses that sweeten the 
 breeze ; 
 But none of them sweeter to me 
 
 Than the woodbine that twines round 
 the trees. 
 
 But who made these beautiful trees ? 
 And who made these delicate flowers ^ 
 
 Who sweetens with roses the breeze ? 
 And refreshes the fields with his 
 showers ? 
 
 'Twas my dear heavenly Father above^ 
 Who made every thing that I see ; 
 
 And who, with compassion and love. 
 Regards a poor infant like me. 
 
 But what a sweet nosegay is hq^-'^y 
 The best I will gi\re to my mother, 
 
 And some to my school-fellows dear, 
 And some to my sister and brother. 
 
 Would you learn, my little children. 
 
 To be very good and kind ; 
 What I tell you, pray remember ; 
 
 What I teach you always mind 
 
 In your play, be very careful 
 
 Not to give another pain; 
 If rude children tease or hurt you. 
 
 Never do the same again. 
 
 If a stone were thrown against you, 
 And should hit your head or eye, 
 
 Don't you know 'tw<)uld hurt you sadly, 
 Don't you think 'twould make you 
 cry 
 
53 
 
 Never throw a stone or brick then, 
 Though you see no creature near 
 
 'Tis a dangerous, naughty practice, 
 Which my little ones should fear. 
 
 Never do like those bad children 
 Who are often in the street, 
 
 Throwing stones at dogs or horses, 
 And at any thing they meet. 
 
 God will love the child that's gentle, 
 And that tries to do no wrong ; 
 
 And you should be always careful, 
 Even though you are so young. 
 
 HYMNS JPOR INFANT SCHOOLS. 
 
 I. 
 
 For Sunday Morning. 
 
 This dSy belongs to God alone : 
 He chooses Sunday for his own ; ' 
 And we must neither work nor play, 
 Because it is the Sabbath day. 
 
 'Tis well to have one day in seven. 
 That we may learn the way to healen. 
 Or else we never should have thought, 
 About religion as we ought. 
 
 Then let us spend it as we should, 
 In serving God and growing good ; 
 And not forget, when Sunday's gone, 
 What texts the sermons were upon. 
 
 j We ought to-day to learn and seek 
 What we may think of all the week ; 
 And be the better every day 
 For what we've heard the preacher say. 
 
 And every Sabbath should be pass'd. 
 As if we knew it were our last ; 
 For hat would dying people give, 
 To have one Sabbath more to live ! 
 
 II. 
 
 Things that ought to he remembered. 
 
 These are the things I ought to mind : 
 To come in time, and every day, 
 
 And never idly wait behind, 
 For no good reason, or to play. 
 
 To put my clothes on neat and tight, 
 And see my hands and face are clean ; 
 
 And mind to say my lessons right. 
 And to remember what they mean. 
 
 My books I must not tear or lose, 
 But always keep them smooth and 
 neat; 
 
 And wicked words I must not use. 
 Such as I hear about the street. 
 
 I must remember what I'm told. 
 And always do as I am bid ; 
 
 And not be obstinate or bold, 
 
 Or cross, or sulky, when I'm chid. 
 
 And when I am not at the school, 
 
 Even if nobody is near, 
 I ought to think of every rule. 
 
 And be as good as when I'm there. 
 
 These are the things I ought to mind 
 And so I will with all my might ; 
 
 Because I'm certain I shall find 
 There's nothing lost by doing right. 
 
 III. 
 
 " Q. What must you do for this great 
 God lalio is so good to you? — A. / 
 must learn to knoio him first, and 
 then I must do every thing to please 
 him.'' 
 
 This is the way to know the Lord, 
 And this will please him too, 
 
 To hear and read his holy word. 
 That tells us what to do. 
 
 He lives in heaven, and does not need 
 
 Such little ones as we ; 
 But God is very kind indeed. 
 
 And even cares for me. 
 
 Though if I tried with all ray might, 
 
 And did the best I could, 
 I should not always do it right, 
 
 And could not do him good. 
 
 Then let me love him for his care, 
 
 And love his holy word. 
 Because he teaches children there, 
 
 To know and please the Lord. 
 
54 
 
 IV. 
 
 Mout Jesus Christy loho died for sin- 
 ners. 
 
 Jesus, who lived above tlie sky, 
 Came down to be a man, and die ', 
 And in the Bible we may see, 
 How very good he used to be. 
 
 He went about, he was so kind. 
 To cure poor people who were blind : 
 And many who were sick and lame, 
 He pitied them, and did the same. 
 
 And more than that, he told them too 
 The things that God would have them 
 
 do ; 
 And was so gentle and so mild, 
 He would have listened to a child. 
 
 But such a cruel death he died ! 
 
 He was hung up and crucified ! 
 
 And those kind hands, that did such 
 
 good, 
 They nail'd them to a cross of wood ! 
 
 And so he died ! — and this is why 
 He came to be a man and die : 
 The Bible says he came from heaven. 
 That we might have our sins forgiven. 
 
 He knew how wicked men had been. 
 And knew that God must punish sin ; 
 So out of pity, Jesus said. 
 He'd bear the punishment instead. 
 
 Now God will pardon those who pray. 
 And hate their sins, and turn away ; 
 But wicked folks, who do not care. 
 We know, that such he cannot bear. 
 
 O thou who wast so meek and mild, 
 TIiou gentle Saviour, hear our cry, 
 
 And help a weak and sinful child 
 Each rising passion to deny. 
 
 Without thee we shall sin again, 
 And wander from thee more and 
 more : 
 
 Our resolutions will be vain, 
 As they have often been before. 
 
 Be thou our help in time of need. 
 And send thy Spirit from above. 
 
 That we, in thought, and word, and 
 deed. 
 May all be such as thou canst lovo. 
 
 VI. 
 
 Wc should do as ice would he done by. 
 
 To do to others as I would 
 That they should do to me, 
 
 Will make me honest, kind, and good, 
 ift children ought to be. 
 
 We never need behave amiss, 
 
 Nor feel uncertain long. 
 As we can always tell by this ^ 
 
 If things are right or wrong. 
 
 I know I should not steal or use 
 
 The smallest thing I see. 
 Which I should never like to lose, j 
 
 If it belonged to me. 
 
 And this plain rule forbids me quite 
 
 To strike an angry blow ; 
 Because I should not think it right 
 
 If others served me so. 
 
 Against Spite and Anger. 
 
 In whom does Jesus Christ delight ? 
 
 And who shall dwell with him 
 above .'' — 
 The angry child that loves to fight. 
 
 Is one that Jesus cannot love. 
 
 But any kindness they may need, 
 
 I'll do, whate'er it be ; 
 As I am very glad indeed 
 
 When they are kind to me. 
 
 Whether I am at home, at school. 
 Or walking out abroad, 
 
 I never should forget this rule 
 Of Jesus Christ the Lord. 
 
 To contradict and overbear 
 
 With noisy words and spiteful lies ; 
 To feel revenge, to curse or swear. 
 
 Will make us hateful in his eyes. 
 
 He saw the sudden blow we gave. 
 He notic'd every angry word ; 
 
 And every wicked thought we have, 
 His eye has seen, his ear has heard. 
 
 Jl Hymn for the Children to sing. 
 
 Lord, may a few poor children raise 
 To thee a hymn of humble praise, 
 That such poor little ones as we 
 Are taught to love and worship thee. 
 
55 
 
 What wicked children we have been! 
 Alas ! how soon we Icarn'd to sin ! 
 But noil) we learn to read and pray, 
 And not to break the Sabbath day. 
 
 The Lord is kind, and we will sing 
 The praises of our heavenly king ; 
 He saw our sin with angry frown, 
 And yet he look'd with pity down. 
 Oh ! if we should again begin 
 To grieve our God, and turn to sin, 
 And let our guilty passions loose, 
 We now shall be without excuse. 
 
 Then let us listen day by day, 
 To every thing our teachers say ; 
 And may it be our great concern. 
 Still to remember what we learn. 
 
 VIII. 
 
 God sees every thing and hnoios every 
 thing. 
 
 I'm not too young for God to see :. 
 He knows my name, and nature too, 
 
 And all day long he looks at me, 
 
 And sees my actions through and 
 through. 
 
 Ho listens to the words I say, 
 
 And knows the thoughts I have 
 within, 
 
 And whether I'm at work or play, 
 He's sure to see it if I sin. 
 
 Oh ! how could children tell a lie, 
 Or cheat in play, or steal,, or fight. 
 
 If they remember'd God was by. 
 And had them always in his sight ! 
 
 If some good minister is near, 
 It makes us careful what we do ; 
 
 And how much more we ought to fear 
 The Lord, who sees us through and 
 through. 
 
 Then when I want to do amiss. 
 However pleasant it may be, 
 
 I'll always try to think of this, — 
 I'm not too young for God to see ! 
 
 QUESTIONS AND ANSWERS. 
 
 The Answers consist of two lines in Rhyme, 
 
 V 
 
 1. Who made you? 
 
 ^'Twas God who made my infant frame : 
 ^'Twas God from whom my spirit came. 
 
 2. Who takes care of you ? 
 
 God keeps me safe, and makes me 
 
 well J 
 No child can all his goodness tell. 
 
 3. What hook has God given to teach 
 us ? 
 
 The Holy Scriptures, full of truth, 
 Can guide, and cleanse, and teach our 
 youth. 
 
 4. Should children love God 9 
 
 O yes ', the youngest child should love 
 The gracious God, who dwells above. 
 
 5. Does God ahoays see you ? 
 All that I do, or think, or say, 
 
 God knows : he sees me night and day. 
 
 6. Were you born a sinner ? 
 Yes : I was even born in sin. 
 And all my heart is bad within. 
 
 7. Hoio do children show that they 
 have had hearts ^ 
 
 By naughty passions, words, and ways, 
 The heart its wickedness betrays. 
 
 8. Is God angry with sinners ? 
 Yes : God is angry when we sin ; 
 
 He knows how wicked we have been. 
 
 9. What do our sins deserve f 
 The wrath of God and endless pain, 
 Where darkness, death, and sorrow 
 
 reiffn. 
 
 10. Can you save yourself? 
 
 no : th' Almighty never gave 
 To man the power himself to save. 
 
 11. Can you make your oion heart 
 
 1 am so wicked and so weak, [good ? 
 My heart I cannot better make. 
 
 12. Who can save you ? 
 Jesus, the blessed Saviour died, 
 Our peace and pardon to provide. 
 
 13. Is Christ toilling to forgive you? 
 His life, his cross, his death, his grave, 
 Proclaim his willingness to save. 
 
 14. Is there any other Saviour ? 
 The blood of Jesus Christ alone 
 Can for my sinful soul atone. 
 
 15. What must you do to he saved? 
 In Jesus Christ I must believe. 
 
 His grace and mercy to receive. 
 
 16. Must ijou confess and recent of 
 your sins ? 
 
 Yes : with a very humble heart, 
 And from all sinful ways depart. 
 
 17. What should he your j) ray er 9 
 Lord, I am wicked; I am weak ; 
 
 O save my soul, for Je'sus' sake. 
 
 18. Should yotL love Jesus Christ 9 
 O yes, I should, with all my heart, 
 And from the Saviour ne'er depart. 
 
 19. Did Christ come into the world 
 as<L child? 
 
 Jesus became a little chili 
 All holy, humble, meek, 
 
 6«t*» IflG » 
 
56 
 
 20. How did he groio up ? 
 h\ wisdom and in stature too, 
 The holy child, our Saviour, gx^-^. 
 
 21. What loas projjhesied of Christ ? 
 The lambs he'll gather by his grace, 
 And pn his gentle bosom place. 
 
 22. Did Christ thus show his love to 
 children on earth ? 
 
 The little ones he took and blest, 
 And clasp'd them to his tender breast. 
 
 23. What did Christ say about little 
 children ? 
 
 Suffer the young to come to me ; 
 Of such the saints in heaven shall be. 
 
 24. Does Christ still regard the 
 young ? 
 
 Now on his glorious throne above, 
 He still regards the young with love. 
 
 25. Should you ask God to teach you 
 to pray ? 
 
 Lord, teach a little child to pray. 
 And tell me what to think and say. 
 
 26. Will God hear the praises of chil- 
 dren ? 
 
 Yes : God will hear the hymns I raise ; 
 And Jesus loves an infant's praise. 
 
 27. Do you need the help of the Holy 
 Spirit ? 
 
 The Holy Spirit, God of truth, 
 Alone can guide my giddy youth. 
 
 28. Must you always keep from ly- 
 ing ? 
 
 My tongue must never tell a lie. 
 Because the God of truth is nigh. 
 
 29. Must you keep from, bad tempers? 
 I must not in a passion be, 
 
 Because the holy God can see. 
 
 30. Should you try to learn and be 
 
 He's the best child who soonest tries 
 To learn and be both good and wise. 
 
 31. How must you act to others? 
 To others I must always be. 
 
 As I would have them act to me. 
 
 32. Must you love your Father and 
 Mother ? 
 
 My Father, and my Mother too, 
 I must both love and honour you. 
 
 33. Hoio must you act to your Bro- 
 thers ? 
 
 In me my Brothers ought to find 
 A heart that's always mild and kind. 
 
 34. How must you act to your Sis- 
 ters? 
 
 My Sisters I must strive to please. 
 And never dare to vex or tease. 
 
 35. Hozc must you act to other chil- 
 dren, and to all people ? 
 
 I must, to all I know or see, 
 Be kind as any child can be. 
 
 36. Do children often die ? 
 Children have died as young as 1, 
 And soon I may be sick and die. 
 
 37. Will God judge the young ? 
 The Lord will judge both " small and 
 
 great," 
 And fix their everlasting state. 
 
 38. How will God punish the icicked ? 
 The wicked shall be sent to hell. 
 
 In everlasting flames to dwell. 
 
 39. What should he your wish if you 
 die young ? 
 
 May Jesus take me when I die. 
 
 To live with him above the sky. ^ 
 
 40. Where will good children go afie^ 
 death ? 
 
 Good children shall for ever be 
 
 In heav'n, their Saviour Christ to see. 
 
 Conversation, showing what Children may, at an early age, be taught. 
 
 Teacher. Children, I will teach you about /ax«A.' But first think of this : the 
 word FAITH almost always means the same as belief, and to have faith is to be- 
 lieve. Believing any thing is thinking it to be true. If you have faith in God, 
 or the Bible, or the Gospel, it is believing in them, and that means thinking them 
 true. It must be always something that is told, or thought of, that we believe. 
 To have faith, so as to please God, means to have faith in God's loord, or to believe 
 God's word. Now, can you tell me what it means, to say believe God's word? 
 
 Children. Yes, Sir : it means, to think God's loord true. And so, too, having 
 faith in Christ, is thinking what he says is true ; and believing the Bible, is 
 thinking what the Bible says is true. Is not that right, Teacher.? 
 
 Teacher. It is. And now, do you know what good it will do to have faith? 
 No, Sir; but we can try to learn, if you will teach us. 
 When you are told your faces are dirty, and think it true, what do 
 
 Children 
 Teacher. 
 you do.' 
 Children 
 Teacher. 
 
 We go and wash them. 
 
 But if you thought they ivere not so, you would not go to wash. 
 So you see that when you do any thing, it is because you believe something. 
 Well now, if you believe all that God, and Christ, and the Bible say, you will 
 think it is just as they say; and if you think their sayings true, you will be try- 
 ing to do aib' they say is best. God says wicked ones will go to hell if they do 
 not leayejtf being wicked. Now, if you believe this, what will it make you do.-* 
 ChiWJ^p. Try not to sin. And if we believe that God is good, it will make 
 us tr;i^^Reasc Him, and be like Him, in being good too. 
 
V 
 
LIBRARY OF CONGRESS 
 
 019 878 635 4