It is very easy for any one to theorise, and form schemes for the education of children, and to introduce changes which may appear beneficial.  Fancy is very prolific, and a number of books may easily be read, and yet the right knowledge not be gained.  The chief book to be studied is the infant mind itself, considered as a great and wonderful work of the Creator, with a sincere desire to know all its faculties and powers, and the various simple laws by which its operations are governed.  The teacher ought also to turn his thoughts within himself, to study his own mind, especially in his recollections of very early childhood, and the modes by which knowledge is gradually acquired.  These things, carefully and dilligently done, will give more information on the proper method of educating and developing the young mind than the perusal of a hundred volumes.  This I have endeavoured all my life to do, and have had to deal with many thousands of children who have been to me a book for constant study.  From this extensive observation and experience, all my plans have been formed, and my opinions derived.  If any one has done the same, or more, to him I will gladly concede; but I am not aware that any one individual, not even Pestalozzi, has run a similar career.

CHAPTER VIII.

HINTS FOR CONDUCTING AN INFANT SCHOOL.

Classification—­Getting the children into order—­Language—­Lessons on objects—­Rules to be observed by parents—­Daily routine of instruction—­Opening prayer and hymn—­Object or developing lessons—­Synopsis of a week’s instruction—­Cleanliness—­Never frighten children—­Guard against forgetfulness—­Observe punctuality—­Be strictly accurate in your expressions—­Guard against the entrance of disease—­Maxims for teachers—­Resolutions.

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“Whate’er is best administer’d is best.”—­Pope.

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Having had considerable practice in teaching children in the various parts of England, Scotland, Ireland, and Wales, it may be necessary to give a few hints on the subject of organizing an infant school.  I have generally found on opening one, that the children had no idea of acting together.  In order, therefore, to gain this object, it will be found necessary to have recourse to what we call manual lessons, which consist in the children holding up their hands all at one time, and putting them down in the same manner; throwing the right or the left foot out; putting their hands together, or behind them; or rising from their seats all at one time; clapping hands, which is a very good exercise; holding up their hands and twirling the fingers; holding up the forefinger and bringing it down on the palm, in time to some tune; imitating the action of sawing wood, and the sound produced by the action of the saw; doing this both ways, as it is done in the saw-pit, with both hands, and by the carpenter with the right; imitating the cobbler mending shoes, the carpenter plaining wood, the tailor sewing, and any other trade which is familiar and pleasing to children.