I enter on this chapter with a full recollection of the painful sense of incompetency I endured on becoming "a teacher of babes;"

and this, I trust,

will enable me to offer any remarks on the present subject with the humility that is desirable, blended with the confidence of experience. It is a
very common idea, that almost any person can educate little children, and that it requires little or no ability; but it will be found, on an
enlightened and correct estimate of the work, that this is a very great mistake: and I regret that this mistake has been made by those who
professed to understand the system, and who have written upon it. But there is just this slight difference between theory and practice: theory
supposes such and such things to be correct, which was my own case; but twelve months only of practical effort very soon convinced me I was
wrong. How frequently, for instance, may we find children, ten or twelve years of age, who cannot answer the most simple question, and who,
nevertheless, have been to school for several years. To give the children correct notions, is a part of education seldom thought of: but if we
really wish to form the character of the rising generation, and to improve the condition of society generally, the utmost attention must be given
to this object. Little, I should think, need be said to prove, that few ideas are given in dame-schools. There may be a few as to which an
exception should be made; but, generally speaking, where the children of mechanics are usually sent before the age of seven years, no such
thing is thought of. The mind of a child is compared by Mr. Locke to a sheet of blank paper, and if it be the business of a tutor to inscribe
valuable lessons on the mind, it will require much patience, gentleness, perseverance, self-possession, energy, knowledge of human nature, and,
above all, piety,—simple, sincere, and practical piety,—to accomplish so great a work with propriety and success.

Whoever is in possession of these requisites, with the addition of a lively temper, pleasing countenance, and some knowledge of music, may be
considered as a proper person to manage an infant school; and whoever has charge of such an institution will find numerous opportunities of
displaying each and all of these qualifications. It would be almost useless to attempt to cure the bad tempers of children, if the master should
encourage and manifest such evil tempers in his own conduct; for children are not indifferent to what they see in others: they certainly take
notice of all our movements, and consequently the greatest caution is necessary. It will be of little purpose to endeavour to inculcate suitable
precepts in the minds of the children, unless they see them shine forth in the conduct of the teacher.

How strangely it would sound, if, when a teacher was explaining to his pupils the sin of swearing, a child should say, "Please, sir, I heard you
swear;" and it is just the same as to those faults which some may consider of minor importance,—such as the indulgence of angry passions,—in
the presence of children. It must always be understood, that the essence of the plan is to allow the children to speak,—not what they do not feel
and think, which has been but too general,—but what they do think and feel. This children will always do if rightly trained. Yes, with modesty and
decorum, but with power! What will the old class of pedagogues say to this? What! allow pupils to tell you of your faults! Certainly; they know
them; at least, those committed in their presence. They talk of them to themselves, why not to us? Some of the best lessons I ever got were
under similar circumstances.
Persons, in such circumstances, cannot be too circumspect, as every trifling fault will be magnified, both by parents and children. Indeed,
character is of so much importance, that the designs of benevolent individuals are very often frustrated by appointing improper persons to fill
such situations. I have seen, more than once, the interests of two hundred babes sacrificed to serve one individual; and persons have been
chosen merely because they had been unfortunate, and to serve them they have been placed in a situation disagreeable to themselves, and
unprofitable to the children. It is one thing to possess certain information, but it is another to be able to communicate that information to
infants. Patience is a virtue absolutely indispensable, as it will frequently take the master or mistress a whole hour to investigate a subject that
may appear of little or no importance: such as one child accusing another of stealing a trifle,—as a plum, a cherry, a button, or any other thing of
little value. The complainant and defendant will expect justice done to them by the master or mistress; and in order to do this, much time and
trouble will, in some cases, be necessary. Should a hasty conclusion be formed, and the accused be punished for what he has not been guilty
of, the child will be sensible that an injury has been done him, feel dissatisfied with his tutors, and, consequently, will not pay them the respect
they ought to have. Besides, it will frequently be found, on examination, that the accuser is really the most in fault, and I think I have convinced
many children that this has been the case, and they have retired satisfied with my decision. For when a child is convinced that justice will be
done him, he will open his case freely and boldly; but if he has any idea that it will be otherwise, he will keep one half of the facts in his own
mind, and will not reveal them. I once formed a hasty conclusion in the case of two children, and happened to decide directly contrary to what I
ought to have done; the consequence was, that the injured child endeavoured to do that for himself which he found I had not done for him, and
pleaded his own cause with the opposite party in the play-ground; but finding that he could not prevail on him, and being sensible that he had
been wronged, he was so much hurt, that he brought his father the next day, and we re-considered the case; when it was found that the child
was correct, and that I was wrong. Here I found how necessary it was to exercise the utmost patience, in order to enable me to judge rightly,
and to convince my little pupils, that I had the greatest desire to do them justice. I compare an infant school to a little commonwealth, the head
or governor of which is naturally the master. An infant school master or mistress is not to consider anything relating to the rights of his little
community, as trifling or unimportant. However justly it might be considered such in itself, yet, comparatively, it is a matter of moment to the
parties concerned, and such therefore it should be esteemed by him who is the arbitrator of their rights and the legislator and judge of the
infant state. He will have, indeed, to act the part of counsel, judge, and jury; and although the children cannot find words to plead their own
cause, yet by their looks and gestures, they will convince you that they know when you have rightly decided; and it appears to me, that the future
conduct of the children in the world, will depend, in a great measure, upon the correctness of the master's decisions.

One would suppose, to hear the observations of some persons, that mere automatons would do for masters and mistresses. By them the
system is considered as every thing, while the persons who are to teach it, have been considered as secondary objects; but a system, however
perfect in itself, will be productive of little good, unless it be committed to persons possessed of some degree of skill; as the best watch will go
wrong, if not properly attended to. We cannot, therefore, be too circumspect in the choice of the persons to whom we commit the care and
education of the rising generation. There is something so powerful in correctness of deportment, that even infants respect it; and this will
operate more on their minds than many imagine. It does not appear necessary to me, that children should be kept under excessive restraint by
their tutors; they should rather be encouraged to make their teacher their confidant, for by this means he will become acquainted with many
things, the knowledge of which it is essential he should possess, both as it regards himself; and the welfare of his pupils. If the child be
enthralled, he will seek some other persons to whom he may open his little mind, and should that person be ill-disposed, the most serious
consequences will not unfrequently follow. I know the source from whence all assistance is derived, and I am taught to believe, that such
assistance will not be withheld from those who diligently seek it. I am well aware that I shall have to render an account of my stewardship to the
Almighty, for every child that may have been placed under my care, and I feel that to do so unblameably, requires much assistance from above.

Let not those, then, who are similarly circumstanced with myself; think that I address them in the spirit of arrogance, with a pre-conceived
opinion of my own sufficiency. I wish that all who teach may be more fit for the situation than I am. I know many who are an honour to their
profession, as well as the situation they fill; but, I am sorry to say, I think they do not all meet with the encouragement they merit. It is not always
those who do their duty the best that are most valued; but if a man's conscience do not upbraid him, he has in its approval a high reward.

And now, as to a matter on which there is some difference of opinion, viz., whether women are or are not as fit for conductors of infant schools
as men; my decided opinion is, that alone they are not. There should be in every school a master and a mistress. In the first place, in an infant
school, the presence of the man, as of a father in a family, will insure a far greater degree of respect and attention on the part of the children.
This does not arise from the exercise of any greater degree of harshness or severity than a mother would be capable of using; nor is it to be
attributed, as some suppose, to the less frequent presence of the father in the case of many families, but is rather to be accounted for by an
intuitive perception of the greater firmness and determination of the character of the man. To those who deny this, I would give as a problem for
solution, a case by no means unfrequent, and which most of my readers will have witnessed,—a family in which the mother—by no means
incurring the charge of spoiling the child, by sparing the rod—is less heeded, less promptly obeyed in her commands, than a father who seldom
or never makes use of any such means. The mother scolds, threatens, scourges, and is at last reluctantly and imperfectly obeyed; the father,
either with reference to his own commands, or seconding those of the mother, speaks, and is instantly regarded. The idea of disputing his
authority, or neglecting or disobeying his laws, never once enters the minds of his children. Exactly the same is it in an infant school,—the
presence of a man insures attention and gains respect from the children, not only at first, whilst the novelty of such control might be supposed
to operate, but permanently; as I am sure all who have candidly examined the schools where two women preside, and those conducted by a
man and a woman, must have seen.

Another objection to the sole government of females (I mean the class of females who are likely to accept such situations) in these schools, is,
they have not the physical strength, nor, at present, intellectual powers, sufficient for the task. In saying thus, I trust I shall not be suspected of
wishing to offend my fair countrywomen. That they have not sufficient physical strength is the intention of nature; that they are deficient in
mental energy is the defect of education. I trust, therefore, that no offence will be assumed where no blame is attached. It has been a point
much disputed, whether there be really an original and intrinsic difference in the mental powers of the two sexes, and it has been of course
differently decided by the respective disputants. With this I shall have nothing to do; but these things are certain; that the minds of both are
capable of much greater activity and more important results than have been generally supposed; and that whilst education has not done what it
ought for man, it has done far less for woman. This it is, then, which affords an additional argument in my mind for a master and a mistress. For
let it not be imagined, that I would dismiss women altogether from the system—that I think them useless or even dispensable in an infant
school. If, indeed, one or the other must be done without, and I had my choice, I should certainly give my voice for a woman; but to carry the
system into full effect requires both. There is ample opportunity for the offices of maternal love, of which man is at best but a poor imitator;
neither can it be denied, that an active intelligent woman is a useful auxiliary to the labours of the man in the duties of the school. The
authoritative presence of the man is the more necessary in the infant system, because one grand object is, to rule without harshness, and by
that principle of love which is in no degree incompatible with the respect felt for a kind but judicious schoolmaster. Some children, indeed, so
far as regards authority, might be very well managed by a mistress only, but then it must be recollected that an infant school exhibits every
variety of temper and disposition; and even were it otherwise, the objection as to intellectual incompetence and physical strength, before
adverted to, would still hold good.

Such, indeed, is the opinion of the unfitness of females for the occupation of teaching, in Scotland, that in many places the very idea of it is
scouted. The people of that country have scarcely heard of a school-mistress, even for the youngest children; and certain it is, that education is
much better conducted in Scotland than in most other places. If the minds of children are to be cultivated, and a firm and decided tone given to
their characters, say they, what can be the use of sending them to a school conducted by a woman only? And I must candidly admit, that I
perfectly agree with them on this head, and have therefore deemed it my duty to be thus explicit on the matter.[A]

[Footnote A: I am sorry to say that, at this time, the people of Scotland have been led into the same error, of which I have complained. I did hope
they would never have allowed themselves to be led away from their old, judicious, and workable plans, far the sake of party, or fashion; but so it
is, and it is much to be regretted: however, it is a consolation to know that it is not universal.]

One thing I must add, by way of conclusion: to render any man or woman competent to discharge the duties of the situation efficiently,
the heart of the teacher must be in the school. If there be not the zeal of the amateur, the skill of the professor will be of little avail. The maxim
will apply to every species of occupation, but it is peculiarly true as to that of an infant school teacher. To those who can feel no other interest
than that which the profit gives to the employment, it will soon become not only irksome, but exceedingly distasteful. But certain I am that it is
possible to feel it to be what it is—an employment not only most important, but likewise most interesting. It is one which a philosopher might
choose for the study of the human character, and a philanthropist for its improvement.

One word more, and I have done. I have seen what I could have wished had been otherwise, viz., not sufficient discrimination used in
giving religious instruction; improper times have been chosen, too much shew has been made of it, too much freedom has been used with the
divine names; and I have sometimes been so shocked at the levity displayed, as to have considered it little less than profanation.

I wish to lay the utmost stress on what has been stated, as a failure on the part of a master and mistress is most grievous and lamentable. I
have seen schools, where little or nothing has been done, because of the inefficiency of the teachers. Moral and religious qualifications are
confessedly of the first importance, but those which are mental are to be highly estimated. I differ with a gentleman who has written on this
subject, when he says, that any clever boy who has been educated in a national school, will accomplish the end; because the system through
which he has passed neither gives a sufficient knowledge of things nor of words, nor does it sufficiently develop the faculties to prepare him for
such a service.

One cause of failure in these respects has been undoubtedly the paltry remuneration which some receive, and I would earnestly recommend the
supporters and conductors of infant schools to try the effect of liberality by all the means they can command. Persons of talent ought to be
found for this work, and then they should be appropriately paid; but if any are to be deemed suitable, and if the having them at a low rate be a
special reason for their engagement, it would be better at once to revert to the old system, than to destroy, by such means, the public
confidence in the plans now suggested.

I entertain a full conviction that the infant system will flourish most where I once least expected its adoption: I mean in Scotland, because of the
high importance attached to the essential qualifications of teachers, and because of the attention and kindness which they continually receive.