"More fitted for the cloudy night
Of Popery, than Gospel light."
Are our British infant schools quite free from participation in the defects just noticed? By no means; and though the subject is far too important to be dismissed with a few words at the end of a slight sketch like the present, (especially since we hope to return to it later,) yet, even here, we must glance at one or two blemishes, that lie so immediately on the surface as to strike even the most casual observer, when once his attention is called to them. In such seminaries, it is known, the ages of the children usually vary from eighteen months to six years, at which tender period of life it is almost impossible to exercise too much discretion not to over-burden the memory, or to obscure the dawning reason; but alas! in the always well-meant, but certainly not always judicious, zeal for beginning education betimes, how often is it begun too early and pushed too far! In an over-anxiety to prevent, by pre-occupation of the ground, the arch-enemy of mankind from sowing his tares, how often is the good seed thrown in before it can have a chance of quickening! Festinare lente should be the motto, in moral and religious, as it is in all other branches of education; since neither in religion nor morals can we hope to arrive at the full stature of perfection, but by slow degrees and long training. The Bible, to be sure, (the only true source of either,) is the Book for all mankind; but as it contains "strong meat for men," as well as "milk for babes," great judgment is necessary, in separating these diets, to give to each age the food particularly adapted for it. We have the apostolic injunction for such discrimination, – "Every one that uses milk is unskilful in the word of righteousness: for he is a babe. But strong meat belongeth to them that are of full age; even those who by reason of use have their senses exercised to discern both good and evil."3 It is further obvious, from St Paul's catalogue of the armour which is to resist all the attacks of the world, the flesh, and the devil, that it comprises many pieces of which young children can neither be made to comprehend the design, nor, at their time of life, to require the use. How unskilful, then, and abortive must be the attempt to put into the hands of instinct the weapons of mature reason; to seek to explain the "beauty of holiness" to a child who does not "know his right hand from his left," and to invest an unbreeched urchin in the whole Christian panoply at once! With all due respect, too, to the pains-taking compilers of some of the manuals used in these classes, we cannot help thinking that their labour has been at times worse than thrown away; and it has excited our surprise to hear really judicious4 persons speak of these lesson-books as "perfectly suited" to the purpose of infant education, and as requiring no amendment. Surely they cannot have read them; or they must have forgotten, when doing so, the age and condition of those for whom they are intended. Not to be thought captious for nothing, we will let that "farrago libelli" – that sausage of all the sciences – that "Teacher's Assistant," speak for itself. It has gone through we know not how many editions, and continues to perpetuate in each succeeding one all the blunders of its predecessors. To begin at the beginning, – The scholars have to learn therefrom as many alphabets as there are letters; a historical, a geographical, a profane, and a biblical alphabet, &c., &c., not to attempt an enumeration of the whole. In the biblical, each letter is put opposite to some proper or improper person mentioned in Scripture, for whom it is said to stand representative – (leaving it to be supposed that it has been called into existence for no other purpose.) By this means the written character of course becomes associated in the child's mind with the moral character of the individual whose initial it is; and thus a certain prejudice is apt to arise against certain letters. For instance, the letter H is rendered fearfully significant, —
A theorist might, perhaps, trace the absence of the aspirate in the speech of maturer years to the awe created by that dread tetrarch's name in infancy, when it is first feebly articulated, then dropped, and not recovered afterwards.5 But we are not theatrical; in proof whereof, we observe that a child's natural aspirations are for tarts, dolls, or marbles; while, to counteract such propensities, these little hypocrites, before their time, are taught to sing out, among other Scripture wishes, the following formulary, which must, of course, act as a specific: —
"May Isaiah's hallow'd fire,
All my fervent heart inspire;
Joseph's purity impart!
Isaac's meditative heart!!!"
A rhythmical dispute between two children, entitled a "Sabbath Dialogue," brings to our mind a similar farce at Ferrara, which we have formerly described. In this lively piece of absurdity, the naughty boy invites the good one to play instead of going to church, and, waxing warm as the other proves intractable, at length becomes absolutely abusive on finding he is not to prevail.
Once again. Behold a class of children with the picture of a sheep before them – to be taught, one would have supposed, the natural history of that animal, and to learn something about the material of which their little flannel petticoats and worsted stockings are made; when lo! in place of this, they are informed that "though their sins are red as crimson, they shall be as wool!!" If it were necessary to use any interjection here, surely a loud ovine bah! would be the most appropriate and natural. But revenons à nos moutons, for presently afterwards occurs this question – "What does the Bible tell us about wool?" Answer: "Gideon wrung a fleece!" Bah! again, for what other commentary can be made on such instruction as this? Why, Jason filched one; and the Lord Chancellor sits upon a woolsack; and either of these answers would convey as much useful knowledge to a child's mind, though they are not to be met with in the Bible.
These unfortunate babes are to know a little of every thing: so, after going through versified weights and measures – arithmetic, including the higher branches – geometry – we hardly know what is omitted in this most comprehensive miscellany – they arrive at philosophy, and learn a great deal to the tune of "Miss Bailley." We give one stanza out of many, as an example: —
"The wondrous globe on which we live,
Is close surrounded every where
By something quite invisible,
And callèd atmospheric air!
This air is fluid, light and thin,
And formed of gases well combined!
It carries sound and odour well,
But put in motion it is wind!"
At the end of each verse, the infant chorus repeats with enthusiasm, not "Poor Miss Bailley! unfortunate Miss Bailley!" &c., but —
"Oh how curious, – wonderfully curious,
The laws of nature are indeed
Most wonderfully curious!"
The geography is as good as the physics: —
"A channel is a passage wide
That flows from sea to sea;
When narrow it is call'd a strait, —
Thanks to Geography!"
"When wise and older I am grown,
I'll try and tell you more,
But Teacher says enough is known
An infant's mind to store!"
No