families; making inquiries respecting them of their masters; inviting them to come to us in their periodical visits to their friends from service; and in every way maintaining affectionate sympathy and communication with them. Some of these ways may appear almost too minute and trifling for suggestion; but in practical experience, they are found to be influential in the accomplishment of the most desirable ends.

SECTION II.

INFANT SCHOOLS.

THE Infant School system under the regulation of Christian discipline and instruction, may be considered as one of the most valuable and successful experiments on the theory of Education. The endeavour to bend the twig some years sooner than it was used to be bent, has gained a considerable advantage over the dominion of darkness and error; an advantage however, which will turn against us, except the early excitement of intelligence is controled and directed to the only right and Christian end. The first seven years' (as has been accurately observed) are the seed-time of life'-only the two or three last years of which had hitherto been cultivated; while the earlier years had been lost to the child and to the world.

The importance of the Infant School system is beginning to be universally acknowledged. Yet it may be well to enumerate some of its specific advan

1 Manual for instruction of Infant Schools, by the Rev. W. Wilson, Walthamstow, p. 149.

tages, and to glance at some general principles on which it should be conducted. The advantage of an Infant School as a part of the Parochial Ministry is considerable. It is a nursery for the Sunday and Weekly School. Children taken from their own families cost much time and pains to restrain their undisciplined habits. But when the Infant School training is their door of entrance, habits of order and attention have already commenced. The drudgery of the alphabet also is in some degree passed through, which (in the Sunday School especially) interposes a serious hinderance to the immediate results of Christian instruction. The advantages to parents (particularly mothers) are of no small value; giving them time, quiet, ability to earn, and to do the work of the house; with the comfort of knowing that their children are safely and kindly provided for. The separation of children from their natural guardians (as likely to encourage negligence on the part of the mothers) has sometimes been urged as an objection against this system. This might be plausible, if most mothers exercised a Christian or parental discipline over their children. But observation of the poor proves, that their children are generally unrestrained, till the age of five or six (even in many cases where their mothers are able to attend to them); and that the habits acquired at school have bound the children to their parents by the early subordination, improvement, and cheerfulness of their tempers, the want of which is

fruitful a source of discord. The advantage also to the children is equally great-negatively, in their deliverance from filth, bad company, and mischief; and positively, in cleanliness, order, obedience, attraction to what is useful, formation of good habits, correction of bad tempers, real learning,

storing the mind with the elements of Scripture, early impressions of religion, &c. &c.

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It is desirable to conduct Infant Schools, (in country parishes especially) with as much simplicity, and as little excitement, as possible. Great injury must be apprehended from bringing the children forward into notice. Show and expence are equally to be avoided. As little as possible should be taught that is useless. Amusement and play even in instruction are needful for infants; but they may be carried too far. The idea of teaching every thing as play or entertainment,' (as has been well remarked) even if the project could be accomplished, would sacrifice the great moral benefits of education.' For what interesting track of information could compensate for the loss of the important habits of application? The main object of the school (to which every other must be subordinate) is not to amuse but to instruct; to be instrumental in directing the mind to the word of God, as the standard of right and wrong, and as the guide to the knowledge of ourselves, of our present happiness, and of our eternal hopes. This design will admit of much variety of detail in the course of instruction, such as objects, pictures, conversation, narrative, reading, &c.-and in each of these departments the Scriptures open an abundant field for most diversified improvement. Nor is it at all correct to conclude, that the elementary principles of religion are beyond the intelligence of a child. For not to speak of their perfect simplicity-the light and dictates of conscience materially assist the comprehension.

In country parishes some of the children come or remain older at the school, than in large towns, where other weekly schools are ready to receive them. But

in all cases, as soon as the children are capable of it, useful employment (such as knitting and platting for boys, and sewing for girls) may be readily found; and Scripture stories or Scriptural knowledge be taught orally in the midst of these occupations.

In many respects several small schools are preferable to one large one. There is less display and excitement. Yet the difficulty of obtaining efficient superintendence usually presents a formidable hinderance to this plan. It is obvious how much depends upon this point-more perhaps than in any other school. True piety seems to be an indispensable requisite in the master or mistress. Combined with this, "aptness to teach," decided fondness for children, quickness in marking their character and habits, and in gaining their affections, condescension to their amusements, good health, active habits, patience, kindness, correcting without passion, in the mildest mode, to effect the desired end-in the general system ruling by love not by fear. The kindness however of management must be moderated by discipline; or it will tend rather to foster a softness of character than a solid and strengthened habit of mind.

Should want of funds, room, co-operation, or other causes, prevent the regular Infant School system, much may be done by improving the Dame Schools already in existence. A little time given weekly to them, occasional supply of books, suggestions of improvement in their plan of instruction, some small addition made to the income of the mistress by sending a few children to the school; these trifling attempts might secure considerable influence, and be productive of much good. In all cases it is desirable that the children should make some payment, however inconsiderable.

In general however we observe, that unless Christian instruction and discipline be the governing principles of the system of Infant education, it must be viewed as a scheme of doubtful expediency; of uncertain prospect of usefulness, or even of probable and overbalancing evil.1

SECTION III.

WEEKLY SCHOOLS.

On the subject of Weekly Schools, we can do little more than lay down general principles. Local circumstances must at once furnish and direct the detail. Much that is simple and easy in practice does not admit of description; and experience alone can determine its expediency. The National system of instruction is becoming more general, and needs not to be particularized. Many valuable subsidiary suggestions might, however, be added to it (the result of experiments upon the principles of education) for more local adaptation; so that in establishing or re-modelling a Weekly School, it will be highly desirable to improve all the helps that are afforded, and to inspect different experiments in actual progress and efficiency. The design of the Weekly School is to provide instruction for every child in the parish; though blessings freely offered are too often unduly slighted. In Village Schools, the variety of ages, and

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1 It is almost needless to refer to Rev. W. Wilson's admirable developement of the whole machinery in his System of Infant Schools,' and 'Manual of Instruction for Infant Schools.' Should the expensiveness of some of his plans be objected to (where the strictest economy was required); yet so many valuable hints may be gathered from his works, that the writer cannot forbear most strongly to recommend them.