CHAPTER XI.
LANGUAGE.
Means for conveying instruction—Method of teaching the alphabet in connection with objects—Spelling—Reading—Developing lessons—Reading
lessons in natural history—The arithmeticon—Brass letters—Their uses
CHAPTER XXI.
ARITHMETIC.
The arithmeticon—How applied—Numeration—Addition—Subtraction —Multiplication—Division—Fractions—Arithmetical tables—Arithmetical
songs—Observations
CHAPTER XIII.
FORM, POSITION, AND SIZE.
Method of instruction—Geometrical song—Anecdotes—Size—Long measure—Observations
CHAPTER XIV.
GEOGRAPHY.
Its attraction for children—Sacred geography—Geographical song—Lessons on geography
CHAPTER XV.
PICTURES AND CONVERSATIONS.
Pictures—Religious instruction—Specimens of picture lessons on Scripture and natural history—Other means of religious instruction—Effects of
religious instruction—Observations
CHAPTER XVI.
ON TEACHING BY OBJECTS.
Object boards—Utility of this method
CHAPTER XVII.
PHYSICAL EDUCATION.
Exercise—Various positions—Exercise blended with instruction Arithmetical and geometrical amusements
CHAPTER XVIII.
MUSIC.
Infant ditties—Songs on natural history—Moral lessons in verse—Influence of music in softening the feelings—Illustrative anecdote
CHAPTER XIX.
GRAMMAR.
Method of instruction—Grammatical rhymes
CHAPTER XX.
THE ELLIPTICAL PLAN.
Method Explained—Its success
CHAPTER XXI.
REMARKS ON SCHOOLS.
National schools—British and foreign societies—Sunday schools—Observations
CHAPTER XXII.
HINTS ON NURSERY EDUCATION.
Introduction to botany—First lessons in natural history—First truths of astronomy—Geographical instruction—Conclusion
THE INFANT SYSTEM.
*****
CHAPTER I.
RETROSPECT OF MY CAREER.
Days and scenes of childhood—Parental care—Power of early impressions—School experience—Commencement in business—Sunday-school
teaching and its results—Experiment on a large scale—Development of plans and invention of implements—Heavy bereavement—Propagation of
the system of education, in the neighborhood of London, and ultimately in most of the principal places in England, Wales, Ireland, and Scotland—
Misapprehension and perversion of the principles of infant education—Signs of advancement—Hope for the future.
*****
Be it a weakness, it deserves some praise,
We love the play-place of our early days;
The scene is touching."—Cowper
"What profit hath a man of all his labour which he taketh under
the sun?"—Ecclesiastes i. 3.
*****
How came you to think of the Infant School system of teaching?—is a question that I have often been asked; and my friends think it advisable
that it should, in part at least, be answered. I proceed therefore, in compliance with their wishes, to give some little of the required information in
this place, as perhaps it may throw light upon, or explain more clearly, the fundamental principles laid down and advocated throughout this
volume. In few words, then, I would reply,—circumstances forced me to it. Born an only child, under peculiar circumstances, and living in an
isolated neighbourhood, I had no childish companions from infancy; I was, consequently, thrown much on my own resources, and early became
a thinker, and in some measure a contriver too. I beheld a beautiful world around me, full of everything to admire and to win attention. As soon
as I could think at all, I saw that there must be a Maker, Governor, and Protector of this world. Such things as had life won my admiration, and
thus I became very fond of animals. Flowers and fruits, stones and minerals, I also soon learned to observe and to mark their differences. This
led to enquiries as to how they came—where from—who made them? My mother told me they came from God, that he made them and all things
that I saw; and also that he made herself and me. From that moment I never doubted His wonderful existence. I could not, nor did I have, at that
age, any correct idea of God; but I soon learned to have elevated notions of His works, and through them I was led to adore something invisible
—something I was convinced of within, but could not see. My mother, to my knowledge, never deceived me, or told me an untruth: therefore, I
believed her implicitly; and to this day I never doubted. So much for the implanting an early faith in the Unseen. But the beautiful world and the
things in it which I saw, and with which I came in contact, Oh! how wonderful they appeared to me! They were my companions! Other children
were strange to me, and they were not nigh either to help or to thwart me.
My mother was my oracle during the first six years of childhood, resolving my difficulties and answering my questions. I was happy—very happy!
and still look back to those days with indescribable pleasure and satisfaction. I had no tasks. I was not pestered with A.B. C., nor ab. eb. ib.
From things my parents chiefly taught me my first lessons, and they have been as durable as life. For days and weeks did I study such lessons.
My parents waited till I asked for information, and when it was required it was never denied. The world and the wonders in it formed as it were a
heaven to me. I am told I gave but little trouble at this age. In the beautiful fields and wild coppices about Hornsey, as yet unencroached upon by
suburban extension; and by the side of the then solitary banks of the New River, I was always to be found. In cold and wet weather I had a stock
of similar lessons in my home. Small live animals were my constant companions; they taught me that love begets love. I did love and delight in
them, and when they died I mourned their loss. Every day brought me new information, which my parents perfected. At length the alphabet was
mastered, and afterwards spelling, reading, and so forth. My mind being thus previously filled with ideas, the acquirement of words and abstract
terms became less irksome, and I cannot remember that thus far it cost me any trouble, much less pain. Information of every kind fit for
childhood then really gave me pleasure. No doubt I am greatly indebted to my parents for their judicious management. My father always in the
evening, took great pains to explain things to me; he nurtured but never crammed; he knew when to teach and when to let alone. Unfortunately,
through very peculiar circumstances, I was removed from the immediate care and superintendence of both parents rather early in life; and, at an
age the most dangerous, was left to grapple nearly alone with the wide world and the beings in it, with little of either parental guidance. It was
then I saw the immense importance and advantage of early impressions. To me they were of incalculable benefit, and no doubt led, when I
became a man, to the thoughts which ended in the development and practical working of the Infant System and method of education.
Schools for infants then existed, but what were they? Simply dame-schools, with the hornbook for boys and girls, and perhaps a little sewing for
the latter. Their sign was—"Children taught to read and work here," and their furniture the cap and bells, the rod in pickle, and a corner for
dunces. The finishing stroke was seen in the parlour of the inn, or the farm-house, in the shape of needlework as a samplar;—"Lydia Languish,
her work, done at —— school, in the year of our Lord, 1809." Such were the schools in country places then in existence, the little ones doing
nothing. In after-life, I thought a remedy was required and might be found, and therefore set about working it out. How it was done shall be
hereafter explained.
