The importance of this system is now universally acknowledged. Yet it may be well to enumerate some of its specific advantages, and to glance at some of its general principles. It is no small benefit to the Parochial Ministry. It forms a nursery for the Sunday and Weekly School. Children taken immediately from their families into these Schools, cost much time and pains to form their habits. But entering from the door of the Infant School, habits of order and attention have already commenced. The drudgery of the alphabet also is passed through, which (in the Sunday School especially) interposes a serious hindrance to the present results of Scriptural instruction. The advantages to parents (particularly mothers) are of no small value; giving them time, quiet, ability to earn, and to do the work of the house: with the comfort of knowing, that their children are safely and kindly provided for. The separation of children from their natural guardians (as likely to encourage parental negligence) might be a plausible objection. if most mothers exercised a wise and effective discipline. But observation of the poor proves, that their children are generally unrestrained till the age of five or six, (often where their mothers might attend to them); and that the school-habits bind the children happily to their parents by the early improvement in temper, subordination, and cheerfulness. The advantage also to the children is equally great-negatively, in their deliverance from filth, bad company, and mischief; and positively, in cleanliness, order, obedience, attraction to what is useful, formation of good habits, correction of bad tempers, real learning, storing the mind with the elements of Scripture, early impressions of religion, &c. &c.

notice.

As

Amusement

It is desirable to conduct infant Schools with as much simplicity, and as little excitement as possible. Great injury arises from bringing the children forward into little as possible should be taught that is useless. and play in instruction, however needful, must not be carried too far. The idea of teaching every thing as play or entertainment,' (as has been well remarked) even if the project could be accomplished, would sacrifice the great moral benefits of education.' What indulgence could compensate for the loss of the early habits of application? The main object of the school is not to amuse, but to instruct; to direct the mind

to the word of God, as the standard of right and wrong, and as the guide to the knowledge of ourselves, of our present happiness, and of our eternal hopes. This design will admit of much variety of illustration, such as objects, pictures, conversation, narrative, reading, &c.--in each of which departments the Scriptures open an abundant field. Nor is it at all correct to conclude, that the elementary principles of religion are beyond the intelligence of a child. For-not to speak of their perfect simplicity-the light and dictates of conscience materially assist the comprehension.

In country parishes some of the children come or remain older at the school, than in large towns, where other weekly schools are ready to receive them. But as soon as the children are capable of it, useful employment (such as knitting and platting for boys, and sewing for girls) must be found: and Scripture stories or Scriptural knowledge be taught orally in the midst of these occupations.

In many respects several small schools are preferable to one large one. There is less display and excitement. The main difficulty is to obtain efficient superintendence. True piety must ever be a primary requisite. Combined with this, " aptness to teach," decided fondness for children, quickness in marking their character and habits, and in gaining their affections, condescension to their amusements, good health, active habits, patience, kindness, correcting without passion, to effect the desired end in the mildest mode-in the general system ruling by love, not by fear. Kind management however must be moderated by discipline; or it will foster a softness of character, rather than a solid and strengthened habit of mind.

Should want of funds, room, co-operation, or other causes, prevent the regular system, much may be done by improving the Dame Schools already in existence. Occasional visits, supply of books, suggestions of improvement in their plan of instruction, some small increase made to the income of the mistress by addition to her scholars; these trifling attempts might secure influence, and be productive of much good. In all cases it is desirable that the children should make some payment, however inconsiderable.

In general however we observe, that unless Christian instruction and discipline be the governing principles of this system, it

must be viewed as a scheme of uncertain prospect of usefulness, or even of probable overbalancing evil. 1

IV.-WEEKLY SCHOOLS.

On this subject we can do little more than lay down general principles. Local circumstances must at once furnish and direct the detail. Much that is simple and easy in practice does not admit of description; and experience alone can determine its expediency. Much attention has been lately given to improve the National system; chiefly to counteract the infidel projects now afloat of dissevering education from religion. Many valuable subsidiary suggestions might, however, be added to it (the result of experiments upon the principles of education) for more local adaptation; so that in establishing or re-modelling a weekly School, it will be highly desirable to improve all the helps that are afforded, and to inspect different experiments in actual progress and efficiency. The design of the Weekly School is to provide cheap and solid instruction for every child in the parish. In Village Schools, the variety of ages, and the great difficulty of ensuring regular attendance, are more sensibly felt. Indeed the enforcement of attendance is often scarcely just or expedient; where the absence of the children is occasioned by their early training to industrious work, necessary for their livelihood. Yet as the licence is frequently abused both by children and parents, some trifling reward to regular attendance at the end of the quarter, often marks the difference between necessary and unnecessary absence. The children's payment of a penny (more or less), connected with this system of rewards, by giving a personal interest in the school, helps to insure regularity. It is obvious, how much depends upon effective superintendence. Undoubted

It is almost needless to refer to Rev. W. Wilson's admirable development of the whole machinery, in his 'System of Infant Schools,' and' Manual of Instruction for Infant Schools. Should the expensiveness of some of his plans be objected to (where the strictest economy was required); yet his works abound in valuable hints upon the general principles. Some of the small publications of the Home and Colonial School Society are admirably adapted to this system.

piety, firmness, judgment, system, alacrity, strict probity, and real love for the employment, are requisites, which every Minister would desire to see combined in the Master or Mistress. They should gain the respect, in order to secure the obedience, of the children. Yet it is not desirable, that they should be vested with much discretionary power. The parents are better satisfied, when they are bound by a regular course marked out for them by authority. The assistance of visitors, maintaining the rules of the School, and the regularity of all its minute arrangements, should be thankfully received. The value of rewards is of far less moment, than their just distribution; so that the children may see them proportioned to their conduct and exertion. In punishments, certainty is much more to be considered than severity. Disgrace or forfeiture of reward will generally supply the place of corporal punishment; which at least ought not to be resorted to, until milder measures have been ineffectually tried. In the circulating classes (a method first adopted in the Islington Schools) the circles gained by the children may be of a given value, and periodically redeemed for books, or clothes, or other articles of reward-accurate registers being kept of the progress and conduct of the children. This system excites the natural impetus of advancement; while it possesses the high advantage of repressing personal emulation. The child is not bent on taking the place of another; but only on securing a place for himself. Each may exert himself to the utmost, and be rewarded accordingly. Eight or ten in the same class may receive the same reward, and in every respect be considered equal. Before, the children were taught to consider the top place in the class as the highest station of honorary distinction, and the last place as the lowest point of degradation. But on this system, all places, considered as places, are alike honourable; and the movement is unlimited according to merit. The child is perpetually rising or retrograding. If attentive, he finds an unceasing motive to exertion; while even the dull are enlivened, in not standing at the bottom of the class in hopeless despondency.1

Change of occupation-carefully preserving the order of their employment is very necessary to keep up the interest of the

For a full description, see a small work published by John Stoat, late Master of the Islington Parochial School. Rivingtons.

children. Equally necessary is it, that, as far as possible, they should be made to understand every thing which they learn or read. A periodical examination on all their lessons-whether by the Minister, or some delegated and competent inspector-is most important. This applies specially to the religious instruction, which constitutes the main power of the system; without which, even under the most orderly regulations, it is a lifeless mechanism. The Master may be competent for the official arrangements; but either from ignorance of religion, want of spiritual apprehensions, or of intelligent and affectionate mode of communication, he is seldom efficient, at least for the entire direction of this primary responsibility. To make it the employment of the first hour, may serve to impress the children's minds with a sense of its pre-eminent importance. Oral teaching of the Scripture, Catechism, or Hymns, before the other books are distributed; would (when this plan can be adopted) spread a serious atmosphere over the whole subsequent course. So powerful a machinery as schools, requires in every part the controul of the principles of the Gospel, to render them efficient to the desired ends.

V. THE TREATMENT OF THE YOUNG IN A HOPEFUL STATE OF IMPRESSION.

WITH the exception of special cases in the Visitation of the Sick, this may be considered as the most difficult part of the Pastoral office. No peculiar talent, originality, or Ministerial fluency, is requisite; but the "spirit of power, and of love," combined with " the spirit of a sound mind." Our youthful flock are readily melted by an affectionate address; while too often the conduct proves their consciences to be unawakened, and their hearts unimpressed. Their very susceptibility of religious impressions has a strong influence to foster self-deception, mistaking natural impulse for the exercise of the spiritual life, conviction of sin for conversion of heart, feeling for principle,

1 2 Tim. i. 7.