tion: let them beware of impatience, unkindness, harsh treatment, severity, which would alienate the child's confidence and affection: let them allow him the enjoyment of a certain degree of liberty, consistent with his nature and with good manners; and instead of making him fear and regard his instructors as his tyrants, he will be encouraged to consider them as his kind and enlightened guardians, benefactors, and friends. By this method, Pestalozzi establishes a foundation for a holy Faith and a holy Love; and no education can be rational and beneficial, which is not grounded upon this firm and solid basis.

Children deprived by death of maternal care, and Mothers unable, from ill health, to attend to the early education of their family, would find in Infant Schools valuable substitutes for the nursery, the private school-room, and the present medley schools. Parents, however, who cannot reasonably urge this plea, are undoubtedly bound to keep in the Pestalozzian path, that is, the path of Nature, by cultivating their little ones in the domestic circle.

The senses awakened and exercised; a stock of clear ideas acquired by development and cultivation; considerable facility in the mater

nal language; a love for the study of nature implanted and cherished; an acquaintance with the word of God, and a delight in conforming to its precepts-would be no inconsiderable advantages gained, previously to being removed into the second division of schools, where the pupil would commence the study of foreign languages with advantage and delight, and enter upon a course of education suitable to his increasing intelligence and age; instead of toiling through this period, as is too frequently the case, with little good effect, owing, in great measure, to the neglect of such previous preparation.

Conductors of the second or elementary schools would, it is presumed, on receiving a set of pupils thus developed and cultivated, feel it incumbent on themselves to pay the same attention to the study of the best mode of treating the physical, mental, and moral faculties of the age peculiarly belonging to their establishment, as the conductors of Infant Schools: the restriction in point of age would allow them ample opportutunity and leisure for observation and practice, without the fatigue and distraction attendant on the management of a greater mixture of ages

*The learning of languages being in itself, as consisting of hard and uncouth words, unpleasant, or at best, insipid,

It

may also be hoped, that they would consider it indispensable to engage superior assistance, to allow of none but education-talent of the first order; and this they would find of easier attainment, where the field, in regard to age, is narrowed. It would likewise be desirable in these schools, instead of confining the pupils exclusively to the study of Greek and Latin heathen authors, to adopt the plan of the elementary

ought to be well cooked, and made pleasant, before it is served up to children. The recipe may easily be had, a little utile dulci, the one to season it, the other to make it palatable; for children we know love sweet things: history and geography, especially with fine maps and pictures, as falling under the sense of seeing, afford both these; and their natural inquisitiveness and curiosity will give their master a large and apt occasion to instruct them. These, and several other arts and sciences, might easily be made so palatable, that the children would hang at their master's lips, and, as it were, devour his words, to have the better account of things; so they might be brought to love the Language for the Art, and afterwards, yet more dearly, love the Art for the Language. Their play-hours, I mean their absence from their books, ought to be made as beneficial as any other. Hear what the pious and learned author of the Whole Duty of Man saith on this head: 'Methinks, it might very well be contrived that their recreations might consist of such ingenious exercises, that they might at once both play and learn.'”

circle, which, after Pestalozzian development at the domestic fireside, or at the Infant School, would be found very practicable and highly advantageous; indeed, indispensable in a system of Education professing to cultivate all the powers bestowed upon man *.

"Supposing an acquaintance with the heathen classics should be judged expedient or necessary, it would seem more properly introduced, after a youth has been well grounded in the principles of Christianity, and received a good degree of general improvement, instead of being made an elementary part of education. With such a preparation, and under the eye of a judicious master, Homer, and Virgil, and Horace, might serve to evince the necessity of revelation, and to set off, as a foil, the doctrines and morality of the Gospel."

"The point meant to be censured, is not the mere knowledge of Greek and Latin, but the use, or rather the abuse, that is made of it, by an unseasonable or intemperate application to heathen authors, and particularly to heathen poets. An acquaintance even with the Hebrew, as well as with the Greek and Latin languages, (at least as far as is necessary to understand the original text of Scripture,) i should be cultivated as a part of liberal education, by every gentleman of rank or fortune, in a Christian country; and cultivated still more by every candidate for the church, who, whatever may be alleged in behalf of the laity, can have no excuse for the neglect of studies which relate so immediately to his profession."

ǹt he third, or Finishing Schools, the Pupils would find themselves agreeably situated in the society of their equals in age and acquirements: the instruction would of course extend to the higher branches of each subject of study. Men of enlarged, comprehensive minds, liberal views, pious hearts, and superior attainments, would no doubt be found willing to devote their talents to such an establishment.

The students should likewise enjoy the advantage of moral and cultivated Female Society. This would be productive of a decidedly beneficial influence on their manners, opinions, habits, and morals. Neither should the physical powers be neglected. Gymnastic exercises, and various manual employments, should form a regular branch of instruction and daily practice; as equally conducive to health of body, strength of mind, and morality. The grand Pestalozzian doctrine, of the union of HAND, HEAD, and HEART, must ever be kept in view, and enter into the practice of every period of education.

The advantages attendant on this division of schools, are sufficiently obvious. Parents, Heads of Establishments, and Pupils, would equally reap the benefit of such arrangements. Pupils at the Finishing Schools would be profitably