neither do justice to himself, to his assistants, nor to his scholars*.

Numerous objections present themselves to so great a mixture of ages, independently of the difficulties attendant on their proper instruction and government. These objections and these difficulties would be removed, by the establishment of schools, each limiting the pupils to a particular age. Perhaps these schools might be advantageously separated as follows: 1st. Infant schools, which would receive pupils at any age between 4 and 9. 2nd. Elementary schools, which would receive pupils at any age from 9 to 14 or 15. 3rd. Finishing schools, receiving pupils at any age from 14 to 20.

· Infant schools should be undertaken by married people, and should be much under FEMALE guidance: they should be conducted only by

* Some, both public and private School-masters, being more devoted to their own interest, than to the good o their pupils, undertake more than they have time to manage. But this indeed is equally the fault of the Parent, who sending his son to a Master, whose time and labour being to be divided between so many, can hope for little of either to fall to his son's share."

+ It would be a desirable improvement to mix more of Female influence and society, through every stage of education.

those who are well skilled in the knowledge and the training of the infant heart, who delight in the society of young children, and in the development of the opening mind; and who will employ no other power, in the management of their infant flock, but the power of LOVE *.

In these schools, the physical, mental, and moral faculties should be developed, and called into action, in a manner suitable and peculiar to that tender age; and the MATERNAL language exclusively and sedulously cultivated.

In regard to the mental, the province of the conductors would be, according to Pestalozzi, To lead the pupils to just ideas of objects, by the development and cultivation of the organs of sense.

To lead them, by intuition, to clear and correct conceptions of NUMBER, and the RELATIONS OF FORM; thus preparing the way for the science of arithmetic and mathematics,

To lead them, in the same manner, to the

"If any one think that children cannot be governed, unless by the discipline of the rod, and the severity of reprimands, I am sure he only thinks so, and has never tried the experiment; and I doubt not, but thousands can inform him better."

DESCRIPTION of FORM, by the hand: thus preparing the way for writing and drawing, in all its extended branches.

During these exercises, the pupils are not to remain silent, but to describe minutely each operation thus carrying into practice the Pestalozzian principle, that Language should ever accompany Number and Form.

To prepare for the art of speaking, (of future eloquence,) by teaching them to give to each object an appropriate denomination; to pronounce, to read, and to write the names of objects correctly, and to describe them in a a just and concise manner: Denomination, Description, and Definition, should be practised in regular succession.

To develop the powers of comparing, of distinguishing, and of thinking.

To lay a foundation for natural history and geography.

The infant pupil should live, move, and act exclusively in the sphere of intuition: a happy self-activity should be excited, and kept alive by intuition.

The first step in Education is DEVELOPMENT; the next is CULTIVATION: by development alone can the faculties be prepared for

instruction, and all the powers be rendered susceptible of cultivation.

Where this system is pursued, the perceptions will not only become clear, distinct, and enlarg ed; but they will also assume a character of firmness and of strength: thus laying a sure found, ation, on which to raise a future solid superstructure of real knowledge and science, and practical ability.

In regard to the moral, conductors of Infant Schools must be actuated by a genuine Pestalozzian spirit: let them ever keep in mind, that the basis upon which the great work of education must be founded, is FAITH, LOVE, and GRATITUDE. It is to be feared that the generality of instructors, so far from following this idea, have acted in direct opposition to it; and thus the problem may be solved, why education has so frequently failed in its object, and has hitherto been so little productive of MORAL good, its chief end*.

* "Exclamations, menaces, and punishments, are not only present evils, which humanity requireth should be spared as much as is possible; but they are also sources of evils, which prudence obliges to prevent. Nothing straightens the heart like fear and grief; and I know not to which of these two, the soul or the body, these two passions are

Precepts and doctrines cannot have an influence on the child's mind, if his faith in these doctrines and precepts be not excited and strengthened by his Parents and Instructors acting in conformity to and practising, what they teach. If Educators wish to kindle a living, unshaken faith towards themselves, and the precepts of morality which they inculcate, let them show the children, by example, their own faith in the excellence of these precepts: by these means will they succeed in establishing their faith. If they would render education and instruction a pure and inexhaustible source of moral rectitude, of virtuous sentiments, let LOVE go hand in hand with FAITH, and be the prominent feature in the whole course of educa

most contrary. The tediousness of learning a lesson one loves not, the fear of being punished if one say it ill, the fretfulness for having been punished, keep children always alarmed, and make them lose a great part of the ingenuity, cheerfulness, and frankness, they have, in an age, wherein nothing more should be thought on, than to confirm their health, by forming them at the same time to an innocent gayness; to a confidence in those who have the conduct of them; to a freedom from anger; to a love of their duty; and to a consideration, from the conduct used towards them, that honesty and justice in all things, are the only good which men should put a value upon."