Part 22 (1/2)
Their lessons, their plan of using theether, are of that monotonous nature, that the children always see over theht at once, renders this defect unavoidable; that it is ie body of children, in such a way as to secure the attention and activity of the whole And it is so far true, as to its being impossible to detect and refor his idleness in the divided attention of his teacher; but I do think, if it be iree prevented Make your syste, and your scholars will neither be able nor willing to slumber over it Every one knohat an effect is produced on the physical faculties by a succession of the sa of a single bell; it induces a drowsiness which we find it i our attention to another thing; but let a number of bells strike out into a merry peal, how quickly we are aroused, how lively we becoes secure the attention and interest which their pleasing and spirited tones first excited And just so it is with the ive a variety of tones, a newness of aspect to your lessons, or you will never be able to keep up a lively attention in your scholars For this purpose I would particularly recommend to the attention of all concerned, the chapters in this volueometry, conversation, pictures, and likewise that on the ellipticalthe plan reco to do, and to do that so they must be active The first object of the teacher is to excite a thirst for knowledge; not to pour unwelcome information into the mind
It will probably be said, that however well adapted the plan recomned, yet, it does not follow that it e; and if by this it is meant, that the very same lessons, &c, are not equally applicable in both cases, I perfectly agree with the truth of the objection; but it is the principle of education that I recommend, and would affire, as to those of the youngest And I may further add that unless this is done, these schools will not be in a proper state to receive our children, so as to carry on the cultivation of all the faculties, instead of the meive e It is not sufficient to talk to the children of piety and of goodness; weexample of both, and secure, as far as possible, an imitation of such example
As applicable to Sunday Schools, I would particularly recommend the use of picture lessons on scripture subjects, for the use of the junior classes, to be used as a sort of text for conversation, suited to the state of their e acquired by thisi lected, in my humble opinion, in the system of Sunday School instruction; inasmuch as the reater hty Creator; in addition to which it will enable the teachers to supply variety, a thing so agreeable, and, indeed, indispensable, in the instruction of children For these reasons, I think it could not justly be considered as either a misemployment or profanation of the Sabbath-day For the elder children, moreover, it would be advisable to have occasional class lectures, simplified for the purpose, on astronoht be unadvisable to occupy the hours of the Sabbath-day with the delivery of the, and should be ood behaviour; such children as hadWhen thus seen in the light of a privilege, they would not fail to be interesting to the little auditors, as well as conducive to good behaviour
Sunday Schools should not be too large, nor should children re I have observed so made, and connections formed, which ree of reluctance and apprehension, I touch upon another topic-that of religious doctrine As schools for gratuitous instruction have been established by ious sects extant, it is obvious that soions subjects must exist, as imparted in such schools Let it not be supposed, that I would cast a censure on any religious body, for establishi+ng a school devoted to such a blessed purpose On the contrary, I rejoice to see, that however various their theories may be, their opinion of Christian practice, as evinced in such actions, is the sa I would say, to each and to all, let a prooodness which Christianity inculcates Let the first sounds of religion which salute the ears of infancy, be that heavenly proclamation which astonished and enraptured the ears of the wakeful shepherds, ”Peace on earth and good-will towards men” It was the herald-cry by which salvation was ushered into the world, and surely no other can be so proper for introducing it into the minds of children I reater desire to teach particular doctrines, than the siion; and it is against this practice I have presumed to raise a dissentient voice
The conductors of schools, in connexion with the British and Foreign School Society, have generally spoken hly of the Infant System than others, and this is certainly to be attributed to eniality, since in thereater variety in the instruction given The only objection I can discover to theainst the National Schools-I mean the opportunities afforded for monitorial oppression; but this ilance of the teachers It should be added, that schools of both kinds demand occasional inspection from those intimately acquainted with the systems avowedly adopted, as they appear very different in different places I will only e No Infant School, I conceive, should exceed 200, nor should a National or British and Foreign School exceed 400, when under the care of one master
One half of these nureatly to the success of the schools; but funds are so difficult to raise, froeneral to the instruction of the poor, and therefore the schools are so few in nureat a number of children as possible under one master, that expense ed, and the country at large see that the noblest object it can ever atteence, virtue, and piety?
In conclusion, I would observe, that as the foregoing remarks have been kindly made, in such a manner, it is ratifying to me to be able to add, that since the above rereat ie portion of the public attention has been lately drawn to the subject, and it is almost universally admitted that the present systeratifying to those persons who have borne the heat and burthen of the day The National Society are takingDiocesan Societies to establish Normal schools for the instruction of teachers on ihout the country I would to God the Church of England had done this long ago; she would have had fewer enemies, and could now have put on a bolder front
I trust in God that even now it is not too late, and that circumstances may transpire to render her efforts in this sacred cause doubly effective She has lately made a noble stand in defence of principle; this will have its proper effect; but she h he is quiet for a tiilance will be necessary to counteract the wiliness of the serpent; real improvements in education must be adopted; the books used in her schools e iven to the poorer portion of her sons, and then a beneficial reaction will not be far distant She has done much, but she has round, there are others that will Dependence upon the Divine Will, sound discretion, and Christian principle, oodness er post, and then I for one perceive that she will not fail, for the bulk of her people are still favourable to her, and will rise up in her defence, when their assistance is required; and if I ns of the ti portion of the laity soon cut out, hich I fear the clergy cannot, or will not do, but which, nevertheless, rant that it may be done well, whoever may be the instruments
CHAPTER XXII
HINTS ON NURSERY EDUCATION
Introduction to botany-First lessons in natural history-First truths of astronoraphical instruction-Conclusion
”'Tis on his mother's bosom the babe learns his first lessons; frolow of affection; and by her frown, or her gentle sighs he persuaded to give up what his ignorance or selfishness prompt him with pertinacity to retain Happy where this sweet, this powerful influence is well directed,-where the s”-Taylor
Many persons, eenerally desirous of aiding in any plan which may contribute to the improvement and happiness of the poorer classes, have, nevertheless, been unwilling to assist in the establishment of Infant Schools, fearful that the superior method pursued in these schools should render the children educated therein, much better inforht thus be supplanted in numerous lucrative and honourable situations in after-life
Fro conclusions must be drawn; either that the systeher schools is very faulty and iroundless