s. l. s. 20 are 1 0 30 —— 1 10 40 —— 2 0 50 —— 2 10 60 —— 3 0 70 —— 3 10 80 —— 4 0 90 —— 4 10 100 are 5 0 110 —- 5 10 120 —- 6 0 130 —- 6 10 140 —- 7 0 150 —- 7 10 160 —- 8 0 170 —- 8 10
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Practice Tables.
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Of a Pound.
s. d.10 0 are half6 8 —- third5 0 —- fourth4 0 —- fifth3 4 —- sixth2 6 —- eighth1 8 —- twelfth1 0 —- twentieth
Of a shilling.
6_d_. are half 4 —- third 3 —- fourth 2 —- sixth 1 —- twelfth
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Time.
60 seconds 1 minute 60 minutes 1 hour 24 hours 1 day 7 days 1 week 4 weeks 1 lunar month 12 cal. mon. 1 year 13 lunar months, 1 day, 6 hours, or 365 days, 6 hours, 1 year.
Thirty days hath September,April, June, and November;All the rest have thirty-one,Save February, which aloneHath twenty-eigth, except Leap year,And twenty-nine is then its share.
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Troy Weight.
24 grains 1 pennywt. 20 pennywhts. 1 ounce 12 ounces 1 pound
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Avoirdupoise Weight.
16 drams 1 ounce 16 ounces 1 pound 28 pounds 1 quarter 4 quarters 1 hund. wt. 20 hund. wt. 1 ton
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Apothecaries Weight.
20 grains 1 scruple 3 scruples 1 dram 8 drams 1 ounce 12 ounces 1 pound
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Wool Weight.
7 pounds 1 clove 2 cloves 1 stone 2 stones 1 tod 6½ tods 1 wey 2 weys 1 sack 12 sacks 1 last
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Wine Measure.
2 pints 1 quart 4 quarts 1 gallon 10 gallons 1 ank. brandy 42 gallons 1 tierce 63 gallons 1 hogshead 84 gallons 1 puncheon 2 hogsheads 1 pipe 2 pipes 1 ton
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Ale and Beer Measure. 2 pints 1 quart 4 quarts 1 gallon 8 gallons 1 firkin of ale 9 gallons 1 firk. of beer 2 firkins 1 kilderkin 2 kilderkins 1 barrel 14 barrel 1 hogshead 2 barrels 1 puncheon 3 barrels 1 butt
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Coal Measure.
4 pecks 1 bushel 9 bushels 1 vat or strike 3 bushels 1 sack 12 sacks 1 chaldron 91 chaldron 1 score
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Dry Measure.
2 pints 1 quart 2 quarts 1 pottle 2 pottles 1 gallon 2 gallons 1 peck 4 pecks 1 bushel 2 bushels 1 strike 5 bushels 1 sack flour 8 bushels 1 quarter 5 quarters 1 wey or load 5 pecks 1 bushl. water measure 4 bushels 1 coom 10 cooms 1 wey 2 weys 1 last corn
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Solid or Cubic Measure.
1728 inches 1 foot 27 feet 1 yard or load
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Long Measure.
3 barleycorns 1 inch 12 inches 1 foot 3 feet 1 yard 6 feet 1 fathom 5½ yards 1 pole or rod 40 poles 1 furlong 8 furlongs 1 mile 3 miles 1 league 20 leagues 1 degree
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Cloth Measure.
24 inches 1 nail 4 nails 1 quarter 4 quarters 1 yard 5 quarters 1 English ell 3 quarters 1 Flemish ell 6 quarters 1 French ell
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Land or Square Measure.
144 inches 1 foot 9 feet 1 yard 30¾ yards 1 pole 40 poles 1 rood 4 roods 1 acre 640 acres 1 mile
This includes length and breadth.
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Hay.
36 pounds 1 truss of straw 56 pounds 1 do. of old hay 60 pounds 1 do. of new hey 36 trusses 1 load
Two farthings one halfpenny make,A penny four of such will take;And to allow I am most willingThat twelve pence always make a shilling;And that five shillings make a crown,Twenty a sovereign, the same as pound.Some have no cash, some have to spare—Some who have wealth for none will care.Some through misfortune's hand brought low,Their money gone, are filled with woe,But I know better than to grieve;If I have none I will not thieve;I'll be content whate'er's my lot,Nor for misfortunes care agroat.There is a Providence whose careAnd sovereign love I crave to share;His love isgold without alloy;Those who possess't haveendless joy.
Sixty seconds make a minute;Time enough to tie my shoeSixty minutes make an hour;Shall it pass and nought to do?
Twenty-four hours will make a dayToo much time to spend in sleep,Too much time to spend in play,For seven days will end the week,
Fifty and two such weeks will putNear an end to every year;Days three hundred sixty-fiveAre the whole that it can share.
Saving leap year, when one dayAdded is to gain lost time;May it not be spent in play,Nor in any evil crime.
Time is short, we often say;Let us, then, improve it well;That eternally we mayLive where happy angels dwell.
Sixteen drachms are just an ounce,As you'll find at any shop;Sixteen ounces make a pound,Should you want a mutton chop.
Twenty-eight pounds are the fourthOf an hundred weight call'd gross;Four such quarters are the wholeOf an hundred weight at most.
Oh! how delightful,Oh! how delightful,Oh! how delightful,To sing this rule.
Twenty hundreds make a ton;By this rule all things are soldThat have any waste or drossAnd are bought so, too, I'm told.
When we buy and when we sell,May we always use just weight;May we justice love so wellTo do always what is right.
Oh! how delightful,&c., &c., &c.
Twenty grains make a scruple,—some scruple to take;Though at times it is needful, just for our health's sake;Three scruples one drachm, eight drachms make one ounce,Twelve ounces one pound, for the pestle to pounce.
By this rule is all medicine mix'd, though I'm toldBy Avoirdupoise weight 'tis bought and 'tis sold.But the best of all physic, if I may advise,Is temperate living and good exercise.
Two pints will make one quartOf barley, oats, or rye;Two quarts one pottle are, of wheatOr any thing that's dry.
Two pottles do one gallon make,Two gallons one peck fair,Four pecks one bushel, heap or brim,Eight bushels one quarter are.
If, when you sell, you giveGood measure shaken down,Through motives good, you will receiveAn everlasting crown.
Two pints will make one quart,Four quarts one gallon, strong:—Some drink but little, some too much,—To drink too much is wrong.
Eight gallons one firkin make,Of liquor that's call'd aleNine gallons one firkin of beer,Whether 'tis mild or stale.
With gallons fifty-fourA hogshead I can fill:But hope I never shall drink much,Drink much whoever will.
Two pints will make one quartOf any wine, I'm told:Four quarts one gallon are of portOr claret, new or old.
Forty-two gallons willA tierce fill to the bung:And sixty-three's a hogshead fullOf brandy, oil, or rum.
Eighty-four gallons makeOne puncheon fill'd to brim,Two hogsheads make one pipe or butt,Two pipes will make one tun.
A little wine withinOft cheers the mind that's sad;But too much brandy, rum, or gin,No doubt is very bad.
From all excess beware,Which sorrow must attend;Drunkards a life of woe must share,—When time with them shall end.
The arithmeticon, I would just remark, may be applied togeometry. Round, square, oblong, &c. &c., may be easily taught. It may also be used in teachinggeography. The shape of the earth may be shewn by a ball, the surface by the outside, its revolution on its axis by turning it round, and the idea of day and night may be given by a ball and a candle in a dark-room.
As the construction and application of this instrument is the result of personal, long-continued, and anxious effort, and as I have rarely seen a pirated one made properly or understood, I may express a hope that whenever it is wanted either for schools or nurseries, application will be made for it to my depot.
I have only to add, that a board is placed at the back to keep the children from seeing the balls, except as they are put out; and that the brass figures at the side are intended to assist the master when he is called away, so that he may see, on returning to the frame, where he left off.
The slightest glance at the wood-cut will shew how unjust the observations of the writer of "Schools for the Industrious Classes, or the Present State of Education amongst the Working People of England," published under the superintendance of the Central Society of Education, are, where he says, "We are willing to assume that Mr. Wilderspin has originated some improvements in the system of Infant School education; but Mr. Wilderspin claims so much that many persons have been led to refuse him that degree of credit to which he is fairly entitled. For example, he claims a beneficial interest in an instrument called the Arithmeticon, of which he says he was the inventor. This instrument was described in a work on arithmetic, published by Mr. Friend forty years ago. The instrument is, however, of much older date; it is the same in principle as the Abacus of the Romans, and in its form resembles as nearly as possible the Swanpan of the Chinese, of which there is a drawing in the Encyclopaedia Brittanica. Mr. Wilderspin merely invented the name." Now, I defy the writer of this to prove that the Arithmeticon existed before I invented it. I claim no more than what is my due. The Abacus of the Romans is entirely different; still more so is the Chinese Swanpan; if any person will take the trouble to look into the Encyclopaedia Britannica, they will see the difference at once, although I never heard of either until they were mentioned in the pamphlet referred to. There are 144 balls on mine, and it is properly simplified for infants with the addition of the tablet, which explains the representative characters as well as the real ones, which are the balls.
I have not yet heard what the Central Society have invented; probably we shall soon hear of the mighty wonders performed by them, from one end of the three kingdoms to the other. Their whole account of the origin of the Infant System is as partial and unjust as it possibly can be. Mr. Simpson, whom they quote, can tell them so, as can also some of the committee of management, whose names I see at the commencement of the work. The Central Society seem to wish to pull me down, as also does the other society to whom reference is made is the same page of which I complain; and I distinctly charge both societies with doing me great injustice; the society complains of my plans without knowing them, the other adopts them without acknowledgment, and both have sprung up fungus-like, after the Infant System had been in existence many years, and I had served three apprenticeships to extend and promote it, without receiving subscriptions or any public aid whatever. It is hard, after a man has expended the essence of his constitution, and spent his children's property for the public good, in inducing people to establish schools in the principal towns in the three kingdoms,—struck at the root of domestic happiness, by personally visiting each town, doing the thing instead of writing about it—that societies of his own countrymen should be so anxious to give the credit to foreigners. Verily it is most true that a Prophet has no honour in his own country. The first public honour I ever received was at Inverness, in the Highlands of Scotland, the last was by the Jews in London, and I think there was a space of about twenty years between each.
Method of instruction, geometrical song—Anecdotes—Size—Song measure—Observations.
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"Geometry is eminently serviceable to improve and strengthen the intellectual faculties."—Jones.
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Among the novel features of the Infant School System, that of geometrical lessons is the most peculiar. How it happened that a mode of instruction so evidently calculated for the infant mind was so long overlooked, I cannot imagine; and it is still more surprising that, having been once thought of, there should be any doubt as to its utility. Certain it is that the various forms of bodies is one of the first items of natural education, and we cannot err when treading in the steps of Nature. It is undeniable that geometrical knowledge is of great service in many of the mechanic arts, and, therefore, proper to be taught children who are likely to be employed in some of those arts; but, independently of this, we cannot adopt a better method of exciting and strengthening their powers of observation. I have seen a thousand instances, moreover, in the conduct of the children, which have assured me, that it is a very pleasing as well as useful branch of instruction. The children, being taught the first elements of form, and the terms used to express the various figures of bodies, find in its application to objects around them an inexhaustible source of amusement. Streets, houses, rooms, fields, ponds, plates, dishes, tables; in short, every thing they see calls for observation, and affords an opportunity for the application of their geometrical knowledge. Let it not, then, be said that it is beyond their capacity, for it is the simplest and most comprehensible to them of all knowledge;—let it not be said that it is useless, since its application to the useful arts is great and indisputable; nor is it to be asserted that it is unpleasing to them, since it has been shewn to add greatly to their happiness.
It is essential in this, as in every other branch of education, to begin with the first principles, and proceedslowlyto their application, and the complicated forms arising therefrom. The next thing is to promote that application of which we have before spoken, to the various objects around them. It is this, and this alone, which forms the distinction between a school lesson and practical knowledge; and so far will the children be found from being averse from this exertion, that it makes the acquirement of knowledge a pleasure instead of a task. With these prefatory remarks I shall introduce a description of the method I have pursued, and a few examples of geometrical lessons.
We will suppose that the whole of the children are seated in the gallery, and that the teacher (provided with a brass instrument formed for the purpose, which is merely a series of joints like those to a counting-house candlestick, from which I borrowed the idea,[A] and which may be altered as required, in a moment,) points to a straight line, asking, What is this? A. A straight line. Q. Why did you not call it a crooked line? A. Because it is not crooked, but straight. Q. What are these? A. Curved lines. Q. What do curved lines mean? A. When they are bent or crooked. Q. What are these? A. Parallel straight lines. Q. What does parallel mean? A. Parallel means when they are equally distant from each other in every part. Q. If any of you children were reading a book. that gave an account of some town which had twelve streets, and it is said that the streets were parallel, would you understand what it meant? A. Yes; it would mean that the streets were all the same way, side by side, like the lines which we now see. Q. What are those? A. Diverging or converging straight lines. Q. What is the difference between diverging and converging lines and parallel lines? A. Diverging or converging lines are not at an equal distance from each other, in every part, but parallel lines are. Q. What does diverge mean? A. Diverge means when they go from each other, and they diverge at one end and converge at the other.[B] Q. What does converge mean? A. Converge means when they come towards each other. Q. Suppose the lines were longer, what would be the consequence? A. Please, sir, if they were longer, they would meet together at the end they converge. Q. What would they form by meeting together? A. By meeting together they would form an angle. Q. What kind of an angle? A. An acute angle? Q. Would they form an angle at the other end? A. No; they would go further from each other. Q. What is this? A. A perpendicular line. Q. What does perpendicular mean? A. A line up straight, like the stem of some trees. Q. If you look, you will see that one end of the line comes on the middle of another line; what does it form? A. The one which we now see forms two right angles. Q. I will make a straight line, and one end of it shall lean on another straight line, but instead of being upright like the perpendicular line, you see that it is sloping. What does it form? A. One side of it is an acute angle, and the other side is an obtuse angle. Q. Which side is the obtuse angle? A. That which is the most open. Q. And which is the acute angle? A. That which is the least open. Q. What does acute mean? A. When the angle is sharp. Q. What does obtuse mean? A. When the angle is less sharp than the right angle. Q. If I were to call any one of you an acute child, would you know what I meant? A. Yes, sir; one that looks out sharp, and tries to think, and pays attention to what is said to him; and then you would say he was an acute child.
[Footnote b: Mr. Chambers has been good enough to call the instrument referred to, a gonograph; to that name I have no objection.]
[Footnote B: Desire the children to hold up two fingers, keeping them apart, and they will perceive they diverge at top and converge at bottom.]
Equi-lateral Triangle.
Q. What is this? A. An equi-lateral triangle. Q. Why is it called equi-lateral? A. Because its sides are all equal. Q. How many sides has it? A. Three sides. Q. How many angles has it? A. Three angles. Q. What do you mean by angles? A. The space between two right lines, drawn gradually nearer to each other, till they meet in a point. Q. And what do you call the point where the two lines meet? A. The angular point. Q. Tell me why you call it a tri-angle. A. We call it a tri-angle because it has three angles. Q. What do you mean by equal? A. When the three sides are of the same length. Q. Have you any thing else to observe upon this? A. Yes, all its angles are acute.
Isoceles Triangle.
Q. What is this? A. An acute-angled isoceles triangle. Q. What does acute mean? A. When the angles are sharp. Q. Why is it called an isoceles triangle? A. Because only two of its sides are equal. Q. How many sides has it? A. Three, the same as the other. Q. Are there any other kind of isoceles triangles? A. Yes, there are right-angled and obtuse-angled.
[Here the other triangles are to be shewn, and the master must explain to the children the meaning of right-angled and obtuse-angled.]
Scalene Triangle.
Q. What is this? A. An acute-angled scalene triangle. Q. Why is it called an acute-angled scalene triangle? A. Because all its angles are acute, and its sides are not equal. Q. Why is it called scalene? A. Because it has all its sidesunequal. Q. Are there any other kind of scalene triangles? A. Yes, there is a right-angled scalene triangle, which has one right angle. Q. What else? A. An obtuse-angled scalene triangle, which has one obtuse angle. Q. Can an acute triangle be an equi-lateral triangle? A. Yes, it may be equilateral, isoceles, or scalene. Q. Can a right-angled triangle, or an obtuse-angled triangle, be an equilateral? A. No; it must be either an isoceles or a scalene triangle.
Square.
Q. What is this? A. A square. Q. Why is it called a square? A. Because all its angles are right angles, and its sides are equal. Q. How many angles has it? A. Four angles. Q. What would it make if we draw a line from one angle to the opposite one? A. Two right-angled isoceles triangles. Q. What would you call the line that we drew from one angle to the other? A. A diagonal. Q. Suppose we draw another line from the other two angles. A. Then it would make four triangles.
Pent-agon.
Q. What is this? A. A regular pentagon. Q. Why is it called a pentagon? A. Because it has five sides and five angles. Q. Why is it called regular? A. Because its sides and angles are equal. Q. What does pentagon mean? A. A five-sided figure. Q. Are there any other kinds of pentagons? A. Yes, irregular pentagons? Q. What does irregular mean? A. When the sides and angles are not equal.
Hex-agon.
Q. What is this? A. A hexagon. Q. Why is it called a hexagon? A.Because it has six sides and six angles. Q. What does hexagon mean? A.A six-sided figure. Q. Are there more than one sort of hexagons? A.Yes, there are regular and irregular. Q. What is a regular hexagon?A. When the sides and angles are all equal. Q. What is an irregularhexagon? A. When the sides and angles are not equal.
Hept-agon.
Q. What is this? A. A regular heptagon. Q. Why is it called a heptagon? A. Because it has seven sides and seven angles. Q. Why is it called a regular heptagon? A. Because its sides and angles are equal. Q. What does a heptagon mean? A. A seven-sided figure. Q. What is an irregular heptagon? A. A seven-sided figure, whose sides are not equal.
Oct-agon.
Q. What is this? A. A regular octagon. Q. Why is it called a regular octagon? A. Because it has eight sides and eight angles, and they are all equal. Q. What does an octagon mean? A. An eight-sided figure. Q. What is an irregular octagon? A. An eight-sided figure, whose sides and angles are not all equal. Q. What does an octave mean? A. Eight notes in music.
Non-agon.
Q. What is this? A. A nonagon. Q. Why is it called a nonagon? A. Because it has nine sides and nine angles. Q. What does a nonagon mean? A. A nine-sided figure. Q. What is an irregular nonagon? A. A nine-sided figure whose sides and angles are not equal.
Dec-agon.
Q. What is this? A. A regular decagon. Q. What does a decagon mean? A. A ten-sided figure. Q. Why is it called a decagon? A. Because it has ten sides and ten angles, and there are both regular and irregular decagons.
Rect-angle or Oblong.
Q. What is this? A. A rectangle or oblong. Q. How many sides and angles has it? A. Four, the same as a square. Q. What is the difference between a rectangle and a square? A. A rectangle has two long sides, and the other two are much shorter, but a square has its sides equal.
Rhomb.
Q. What is this? A. A rhomb. Q. What is the difference between a rhomb and a rectangle? A. The sides of the rhomb are equal, but the sides of the rectangle are not all equal. Q. Is there any other difference? A. Yes, the angles of the rectangle are equal, but the rhomb has only its opposite angles equal.
Rhomboid.
Q. What is this? A. A rhomboid. Q. What is the difference between a rhomb and a rhomboid? A. The sides of the rhomboid are not equal, nor yet its angles, but the sides of the rhomb are equal.
Trapezoid.
Q. What is this. A. A trapezoid. Q. How many sides has it? A. Four sides and four angles, it has only two of its angles equal, which are opposite to each other.
Tetragon.
Q. What do we call these figures that have four sides. A. Tetragons,tetrameaning four. Q. Are they called by another name? A. Yes, they are called quadrilaterals, or quadrangles. Q. How many regular tetragons are among those we have mentioned? A. One, that is the square, all the others are irregular tetragons, because their sides and angles are not all equal. Q. By what name would you call the whole of the figures on this board? A. Polygons; those that have their sides and angles equal we would call regular polygons. Q. What would you call those angles whose sides were not equal? A. Irregular polygons, and the smallest number of sides a polygon can have is three, and the number of corners are always equal to the number of sides.
Ellipse or Oval.
Q. What is this? A. An ellipse or an oval. Q. What shape is the top or crown of my bat? A. Circular. Q. What shape is that part which comes on my forehead and the back part of my head? A. Oval.
The other polygons are taught the children in rotation, in the same simple manner, all tending to please and edify them.
The following is sung:—
Horizontal, perpendicular,Horizontal, perpendicular,Parallel, parallel,Parallel, lines,Diverging, converging, diverging lines,Diverging, converging, diverging lines.
Spreading wider, or expansion,Drawing nearer, or contraction,Falling, rising,Slanting, crossing,Convex, concave, curved lines,Convex, concave, curved lines.
Here's a wave line, there's an angle,Here's a wave line, there's an angle;An ellipsis,Or an oval,A semicircle half way round,Then a circle wheeling round.
Some amusing circumstances have occured from the knowledge of form thus acquired.
"D'ye ken, Mr. Wilderspin," said a child at Glasgow one day, "that we have an oblong table: it's made o' deal; four sides, four corners, twa lang sides, and twa short anes; corners mean angles, and angles mean corners. My brother ga'ed himsel sic a clink o' the eye against ane at hame; but ye ken there was nane that could tell the shape o' the thing that did it!"
A little boy was watching his mother making pan-cakes and wishing they were all done; when, after various observations as to their comparative goodness with and without sugar, he exclaimed, "I wonder which are best,ellipticalpan-cakes orcircularones!" As this was Greek to the mother she turned round with "What d'ye say?" When the child repeated the observation. "Bless the child!" said the astonished parent, "what odd things ye are always saying; what can you mean by liptical pancakes? Why, you little fool, don't you know they are made of flour and eggs, and did you not see me put the milk into the large pan and stir all up together?" "Yes," said the little fellow, "I know what they are made of, and I know what bread is made of, but that is'nt the shape; indeed, indeed, mother, they areelliptical pan-cakes, because they are made in anelliptical frying-pan." An old soldier who lodged in the house, was now called down by the mother, and he decided that the child was right, and far from being what, in her surprize and alarm, she took him to be.
On another occasion a little girl had been taken to market by her mother, where she was struck by the sight of the carcasses of six sheep recently killed, and said, "Mother, what are these?" The reply was, "Dead sheep, dead sheep, don't bother." "They are suspended, perpendicular, and parallels," rejoined the child. "What? What?" was then the question. "Why, mother," was the child's answer, "don't you see they hang up, that's suspended; they are straight up, that's perpendicular; and they are at equal distances, that's parallel."
On another occasion a child came crying to school, at having been beaten for contradicting his father, and begged of me to go to his father and explain; which I did. The man received me kindly, and told me that he had beaten the child for insisting that the table which he pointed out was notround, which he repeated was against all evidence of the senses; that the child told him that if it was round, nothing would stand upon it, which so enraged him, that he thrashed him, as he deserved, and sent him off to school, adding, to be thus contradicted by a child so young, was too bad. The poor little fellow stood between us looking the picture of innocence combined with oppression, which his countenance fully developed, but said not a word. Under the said table there happened to be a ball left by a younger child. I took it up and kindly asked the man the shape of it? he instantly replied, "Round." "Then," said I, "is that table the same shape as the ball?" The man thought for a minute, and then said, "It isround-flat." I then explained the difference to him between the one and the other, more accurately, of course, than the infant could; and told him, as he himself saw a distinction, it was evident they were not both alike, and told him that the table was circular. "Ah!" said be, "that is just what the little one said! but I did not understand what circular meant; but now I see he is right." The little fellow was so pleased, that he ran to his father directly with delight. The other could not resist the parental impulse, but seized the boy and kissed him heartily.
The idea ofsizeis necessary to a correct apprehension of objects. To talk of yards, feet, or inches, to a child, unless they are shown, is just as intelligible as miles, leagues, or degrees. Let there then be two five-feet rods, a black foot and a white foot alternately, the bottom foot marked in inches, and let there be a horizontal piece to slide up and down to make various heights. Thus, when the height of a lion, or elephant, &c. &c., is mentioned, it may be shown by the rod; while the girth may be exhibited by a piece ofcord, which should always be ready. Long measure is taught as follows:
Take barley-corns of mod'rate length,And three you'll find will make an inch;Twelve inches make a foot;—if strengthPermit; I'll leap it and not flinch.Three feet's a yard, as understoodBy those possess'd with sense and soul;Five feet and half will make a rood,And also make a perch or pole.Oh how pretty, wond'rously pretty,Every ruleWe learn at schoolIs wondrously pretty.
Forty such poles a furlong make,And eight such furlongs make a mile,O'er hedge, or ditch, or seas, or lake;O'er railing, fence, or gate, or stile.Three miles a league, by sea or land,And twenty leagues are one degree;Just four times ninety degrees a bandWill make to girt the earth and sea.Oh how pretty, &c.
But what's the girth of hell or heaven?(No natural thought or eye can see,)To neither girth or length is given;'Tis without space—Immensity.Still shall the good and truly wise,The seat of heaven with safety find;Because 'tis seen with inward eyes,The first resides within their mind.Oh how pretty, &c.
Whatever can be shewn by the rod should be, and I entreat teachers not to neglect this part of their duty. If the tables be merely learnt, the children will be no wiser than before.
Another anecdote may be added here, to shew that children even under punishment may think of their position with advantage. Doctor J., of Manchester, sent two of his children to an infant school, for the upper classes, and one of his little daughters had broken some rule in conjunction with two other little ladies in the same school; two of the little folks were placed, one in each corner of the room, and Miss J. was placed in the centre, when the child came home in the evening, Doctor J. enquired, "Well, Mary, how have you got on at school to day?" the reply was "Oh, papa, little Miss —— and Fanny ——, and I, were put out, they were put in the corners and I in the middle of the room, and there we all stood, papa, a completetriangleof dunces." The worthy doctor took great pleasure in mentioning this anecdote in company, as shewing the effect of a judicious cultivation of the thinking faculties.
In my peregrinations by sea and land, with infants, we have had some odd and amusing scenes. I sometimes have had infants at sea for several days and nights to the great amusement of the sailors: I have seen some of these fine fellows at times in fits of laughter at the odd words, as they called them, which the children used; at other times I have seen some of them in tears, at the want of knowledge, they saw in themselves; and when they heard the infants sing on deck, and explain the odd words by things in the ship, the sailors were delighted to have the youngsters in their berths, and no nurse could take better care of them than these noble fellows did.
I could relate anecdote after anecdote to prove the utility of this part of our system, but as it is now more generally in the training juvenile schools, and becoming better known, it may not be necessary, especially as the prejudice against it is giving way, and the public mind is better informed than it was on the subject, and moreover it must be given more in detail in the larger work on Juvenile Training or National Education.
Its attraction for children—Sacred Geography-Geographical song—and lesson on geography.
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"From sea to sea, from realm to realm I rove."—Tickell.
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Geography is to children a delightful study. We give some idea of it at an early period in infant schools, by singing, "London is the capital, the capital, the capital, London is the capital, the capital of England," and other capitals in the same way; and also by pictures of the costumes of the various people of the world. To teach the four quarters of the globe, we tell children the different points of the play-ground, and then send them to the eastern, western, northern, or southern quarters, as we please. A weathercock should also be placed at the top of the school, and every favourable day opportunities should be seized by the teachers to give practical instructions upon it.[A]
[Footnote A: If the lesson is on objects it will shew how children are taught the points of the compass, with which we find they are very much delighted, the best proof that can be given that it is not injurious to the faculties.]
Sacred geography is of great importance, and children are much pleased at finding out the spots visited by our Saviour, or the route of the apostle Paul.
The earth, on which we all now live,Is called a globe—its shape I'll give;If in your pocket you've a ball,You have it's shape,—but that's not all;For land and water it contains,And presently I'll give their names.The quarters are called, Africa,Europe, Asia, and America;These contain straits, oceans, seas,Continents, promontories,Islands, rivers, gulfs, or bays,Isthmusses, peninsulas,—Each divides or separatesNations, kingdoms, cities, states,—Mountains, forests, hills, and dales,Dreary deserts, rocks, and vales.
In forests, deserts, bills, and plains,Where feet have never trod,There still in mighty power, He reigns,An ever-present God.
Theeastis where the sun does riseEach morning, in the glorious skies;Fullwesthe sets, or hides his head,And points to us the time for bed;He's in thesouthat dinner time;Thenorthis facing to a line.
The above can be given as a gallery lesson, and it will at once be seen that it requires explanation: the explanation is given by the teacher in the same way as we have hinted at in former lessons, though for the sake of those teachers who may not be competent to do it, we subjoin the following:
Q. Little children what have we been singing about? A. The earth on which we live. Q. What is the earth called? A. A globe. Q. What is the shape of a globe? A. Round, like an orange. Q. Is the earth round, like an orange? A. Yes. Q. Does it always stand still? A. No, it goes round the sun. Q. How often does it go round the sun in a year? A. Once. Q. Does it go round anything else but the sun? A. Yes, round its own axis, in the same way as you turn the balls round on the wires of the arithmeticon. Q. What are these motions called? A. Its motion round the sun is called its annual or yearly motion. Q. What is its other motion called? A. Its diurnal or daily motion. Q. What is caused by its motion round the sun? A. The succession of summer, winter, spring, and autumn, which are called the four seasons, is caused by this. Q. What is caused by its daily motion round its own axis? A. Day and night. Q. Into what two principal things is this earth on which we live divided? A. Into land and water. Q. Into how many great parts is the globe divided? A. Into five. Q. Which are they? A. Europe, Asia, Africa, America, and Australia. Q. Which part do you live in? A. In Europe. Q. We sung that those great parts contained
Straits, oceans, seas,Continents, promontories,Islands, rivers, gulfs, or bays,Isthmusses, peninsulas.
Q. What is a strait? A. A narrow part of the sea joining one great sea to another. Q. What is an ocean? A. A very large sea. Q. What is a gulf or bay? A. A part of the sea running a long way into the land. Q. What is a continent? A. A very large tract of land. Q. What does a continent contain? A. Nations and kingdoms, such as England. Q. What more? A. Many cities and towns. Q. What more? A. Mountains. Q What are mountains? A. Very high steep places. Q. What more does a continent contain? A. Forests, hills, deserts, and valleys. Q. What is a forest? A. Many large trees growing over a great deal of the land is a forest. Q. What are hills? A. Parts of the ground which rise higher than the rest. Q. What is a desert? A. A part of the earth where nothing will grow, and which is covered with hot sand. Q. What is a valley? A. A part of the earth which is lower than the rest, with hills at each side. Q. Who made all that we have been speaking of? A. Almighty God.
I can remember the time when no national school in England possessed amap. It was thought dangerous to teach geography, as in fact anything but cramming the memory, and reading and writing. With regard to the reading I will say nothing as to how much was understood, explaining then, was out of the question. What a change have I lived to see!
Pictures—Religious instruction—Specimens of picture lessons on Scripture and natural history—other means of religious instruction—Effects of religious instruction—observation.
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"The parents of Dr. Doddridge brought him up in the early knowledge of religion. Before he could read, his mother taught him the histories of the Old and New Testament, by the assistance of some Dutch tiles in the chimney of the room where they usually sat; and accompanied her instructions with such wise and pious reflections, as make strong and lasting impressions upon his heart"—See his Life.[A]
[Footnote A: This gave me the idea of introducing Scripture pictures for the infants; and that they are successful can be vouched for by hundreds of teachers besides myself.]
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To give the children general information, it has been found advisable to have recourse to pictures of natural history, such as of birds, beasts, fishes, flowers, insects, &c., all of which tend to shew the glory of God; and as colours attract the attention of children as soon as any thing, they eagerly inquire what such a thing is, and this gives the teacher an opportunity of instructing them to great advantage; for when a child of his own free will eagerly desires to be informed, he is sure to profit by the information then imparted.
We use also pictures of public buildings, and of the different trades; by the former, the children acquire much information, from the explanations which are given to them of the use of buildings, in what year they were built, &c.; whilst by the latter, we are enabled to find out the bias of a child's inclination. Some would like to be shoemakers, others builders, others weavers, others brewers, &c.; in short it is both pleasing and edifying to hear the children give answers to the different questions. I remember one little boy, who said he should like to be a doctor; and when asked why he made choice of that profession in preference to any other, his answer was, "Because he should like to cure all the sick people." If parents did but study the inclinations of their children a little more, I humbly conceive, that there would be more eminent men in every profession than there are. It is great imprudence to determine what business children shall be of before their tempers and inclinations are well known. Every one is best in his own profession—and this should not be determined on rashly and carelessly.
But as it is possible that a person may be very clever in his business or profession, and yet not be a Christian, it has been thought necessary to direct the children's attention particularly to the Scriptures. Many difficulties lie in our way; the principal one arises not from their inability to read the Bible, nor from their inability to comprehend it, but from the apathy of the heart to its divine principles and precepts. Some parents, indeed, are quite delighted if their children can read a chapter or two in the Bible, and think that when they can do this, they have arrived at the summit of knowledge, without once considering whether they understand a single sentence of what they read, or whether, if they understand it, theyfeelits truth and importance. And how can it be expected that they should do either, when no ground-work has been laid at the time when they received their first impressions and imbibed their first ideas? Every one comes into the world without ideas, yet with a capacity to receive knowledge of every kind, and is therefore capable, to a certain extent, of becoming intelligent and wise. An infant would take hold of the most poisonous reptile, that might sting him to death in an instant; or attempt to stroke the lion with as little fear as he would the lamb; in short, he is incapable of distinguishing a friend from a foe. And yet so wonderfully is man formed by his adorable Creator, that he is capable of increasing his knowledge, and advancing towards perfection to all eternity, without ever being able to arrive at the summit.
I am the ardent friend ofreligiouseducation, but what I thus denominate I must proceed to explain; because of the errors that abound on this subject. Much that bears the name is altogether unworthy of it. Moral and religious sentiments may be written as copies; summaries of truth, admirable in themselves, may be deposited in the memory; chapter after chapter too may be repeated by rote, and yet, after all, the slightest salutary influence may not be exerted on the mind or the heart. These may resemble "the way-side" in the parable, on which the fowls of the air devoured the corn as soon as it was sown; and hence those plans should be devised and pursued from which we may anticipate a harvest of real good. On these, however, my limits will only allow a few hints.
As soon as possible, I would have a distinction made between the form and power of religion; between the grimaces and long-facedness so injurious to multitudes, and that principle of supreme love to God which he alone can implant in the heart. I would exhibit too that "good will to man" which the gospel urges and inspires, which regards the human race apart from all the circumstances of clime, colour, or grade; and which has a special reference to those who are most necessitous. And how can this be done more hopefully than by inculcating, in dependence on the divine blessing, the history, sermons, and parables of our Lord Jesus Christ; and by the simple, affectionate, and faithful illustration and enforcement of other parts of holy writ? The infant system, therefore, includes a considerable number of Scripture lessons, of which the following are specimens:
The following method is adopted:—The picture being suspended against the wall, and one class of the children standing opposite to it, the master repeats the following passages: "And Joseph dreamed a dream, and he told it to his brethren; and they hated him yet the more. And he said unto them, Hear, I pray you, the dream which I have dreamed; for behold, we were binding sheaves in the field, and lo! my sheaf arose and also stood upright; and behold, your sheaves stood round abort, and made obeisance to my sheaf."
The teacher being provided with a pointer will point to the picture, and put the following questions, or such as he may think better, to the children:
Q. What is this? A. Joseph's first dream. Q. What is a dream? A. When you dream, you see things during the time of sleep. Q. Did any of you ever dream any thing?
Here the children will repeat what they have dreamed; perhaps something like the following:—Please, sir, once I dreamed I was in a garden. Q. What did you see? A. I saw flowers and such nice apples. Q. How do you know it was a dream? A. Because, when I awoke, I found I was in bed.
During this recital the children will listen very attentively, for they are highly pleased to hear each other's relations. The master having satisfied himself that the children, in some measure, understand the nature of a dream, he may proceed as follows:—
Q. What did Joseph dream about first? A. He dreamed that his brother's sheaves made obeisance to his sheaf. Q. What is a sheaf? A. A bundle of corn. Q. What do you understand by making obeisance? A. To bend your body, which we call making a bow. Q. What is binding sheaves? A. To bind them, which they do with a band of twisted straw. Q. How many brothers had Joseph? A. Eleven. Q. What was Joseph's father's name? A. Jacob, he is also sometimes called Israel.
Master.—And it is further written concerning Joseph, that he dreamed yet another dream, and told it to his brethren, and said, Behold, I have dreamed a dream more; and behold the sun and moon and eleven stars made obeisance to me.
Q. What do you understand by the sun? A. The sun is that bright object in the sky which shines in the day-time, and which gives us heat and light. Q. Who made the sun? A. Almighty God. Q. For what purpose did God make the sun? A. To warm and nourish the earth and every thing upon it. Q. What do you mean by the earth? A. The ground on which we walk, and on which the corn, trees, and flowers grow. Q. What is it that makes them grow? A. The heat and light of the sun. Q. Does it require any thing else to make them grow? A. Yes; rain, and the assistance of Almighty God. Q. What is the moon? A. That object which is placed in the sky, and shines in the night, and appears larger than the stars. Q. What do you mean by the stars? A. Those bright objects that appear in the sky at night. Q. What are they? A. Some of them are worlds, and others are suns to give them light. Q. Who placed them there? A. Almighty God. Q. Should we fear and love him for his goodness? A. Yes; and for his mercy towards us. Q. Do you think it wonderful that God should make all these things? A. Yes. Q. Are there any more things that are wonderful to you? A. Yes;—
Where'er we turn our wondering eyes,His power and skill we see;Wonders on wonders grandly rise,And speak the Deity.
Q. Who is the Deity? A. Almighty God.
Nothing can be a greater error than to allow the children to use the name of God on every trifling occasion. Whenever it is necessary, it should, in my opinion, be commenced with Almighty, first, both by teacher and scholars. I am convinced, from what I have seen in many places, that the frequent repetition of his holy name has a very injurious effect.
Q. What is this? A. A picture of Solomon's wise judgment. Q. Describe what you mean? A. Two women stood before king Solomon. Q. Did the women say any thing to the king when they came before him? A. Yes; one woman said, O my Lord, I and this woman dwell in one house, and I had a child there, and this woman had a child also, and this woman's child died in the night. Q. To whom did the women speak when they said, O my Lord? A. To king Solomon. Q. What did the woman mean when she said, we dwell in one house? A. She meant that they both lived in it. Q. Did the woman say any thing more to the king? A. Yes; she said the other woman rose at midnight, and took her son from her. Q. What is meant by midnight? A. Twelve o'clock, or the middle of the night. Q. What did the other woman say in her defence? A. She said the live child was hers, and the other said it is mine; this they spake before the king. Q. When the king heard what the women had to say, what did he do? A. He said bring me a sword; and they brought a sword before the king. Q. Did the king do any thing with the sword? A. No; he said, divide the child in two, and give half to the one, and half to the other. Q. What did the women say to that? A. One said, O my Lord, give her the living child, and in nowise slay it; but the other said, let it be neither mine nor thine, but divide it. Q. What took place next? A. The king answered and said, Give her the living child, and in nowise slay it, she is the mother thereof. Q. What is meant by slaying? A. To kill any thing. Q. To which woman was the child given? A. To the woman that said do not hurt it. Q. What is the reason that it was called a wise judgment? A. Because Solomon took a wise method to find it out. Q. Did the people hear of it? A. Yes, all Israel heard of it, and they feared the king, for they saw that the wisdom of God was in him to do judgment. Q. What is meant by all Israel? A. All the people over whom Solomon was king? Q. If we want to know any more about Solomon where can we find it? A. In the third chapter of the first book of Kings.
Incidental Conversation.
Q. Now my little children, as we have been talking about king Solomon, suppose we talk about our own king; so let me ask you his name? A. King William the Fourth.[A] Q. Why is he called king? A. Because he is the head man, and the governor of the nation. Q. What does governor mean? A. One that governs the people, the same as you govern and manage us. Q. Why does the king wear a crown on his head? A. To denote that he governs from a principle of wisdom, proceeding from love. Q. Why does he hold a sceptre in his hand? A. To denote that he is powerful, and that he governs from a principle of truth. Q. What is a crown? A. A thing made of gold overlaid with a number of diamonds and precious stones, which are very scarce? Q. What is a sceptre? A. A thing made of gold, and something like an officer's staff. Q. What is an officer? A. A person who acts in the king's name; and there are various sorts of officers, naval officers, military officers, and civil officers. Q. What is a naval officer? A. A person who governs the sailors, and tells them what to do. Q. What is a military officer? A. A person who governs the soldiers, and tells them what to do. Q. What does a naval officer and his sailors do? A. Defend us from our enemies on the sea. Q. What does a military officer and his soldiers do? A. Defend us from our enemies on land. Q. Who do you call enemies? A. Persons that wish to hurt us and do us harm. Q. What does a civil officer do? A. Defend us from our enemies at home. Q. What do you mean by enemies at home? A. Thieves, and all bad men and women. Q. Have we any other enemies besides these? A. Yes, the enemies of our own household, as we may read in the Bible, and they are the worst of all. Q. What do you mean by the enemies of our own household? A. Our bad thoughts and bad inclinations. Q. Who protects and defends us from these? A. Almighty God. Q. Are there any other kind of officers besides these we have mentioned? A. Yes, a great many more, such as the king's ministers, the noblemen and gentlemen in both houses of parliament, and the judges of the land. Q. What do the king's ministers do? A. Give the king advice when he wants it. Q. And what do the noblemen and gentlemen do in both houses of parliament? A. Make laws to govern us, protect us, and make us happy. Q. After they have made the laws, who do they take them to? A. To the king. Q. What do they take them to the king for? A. To ask him if he will be pleased to approve of them. Q. What are laws? A. Good rules for the people to go by, the same as we have rules in our school to go by. Q. Suppose the people break these good rules, what is the consequence? A. They are taken before the judges, and afterwards sent to prison. Q. Who takes them before the judge? A. A constable, and afterwards he takes them to prison, and there they are locked up and punished. Q. Ought we to love the king? A. Yes, and respect his officers. Q. Do you suppose the king ever prays to God? A. Yes, every day. Q. What does he pray for? A. That God would be pleased to make him a wise and good man, so that he may make all his people happy. Q. What do the Scriptures say about the king? A. They say that we are to fear God and honour the king. Q. Who was the wisest king? A. King Solomon. Q. How did he become the wisest king? A. He asked God to give him wisdom to govern his kingdom well; and God granted his request. Q. Will God give our king wisdom? A. Yes, he will give him what is best for him. It says in the Bible, if any man lack wisdom let him ask of God, for he giveth all men liberally, and upbraideth not. Q. What is the best book to learn wisdom from? A. The Bible. Q. Is the queen mentioned in the Bible? A. Yes; it is said queens shall be thy nursing mothers. Q. Who came to Solomon besides the two women? A. The queen of Sheba, she came to ask him questions. Q. When he answered her questions what happened? A. The queen was so much delighted with his wisdom, that she gave him a hundred and twenty talents of gold, and spices in abundance. Q. How much is one talent of gold worth? A. Five thousand, four hundred, and seventy-five sovereigns. Q. Did she give him anything more? A. Yes, she gave him precious stones. Q. What are precious stones? A. Diamonds, jasper, sapphire, chalcedony, emerald, sardonyx, sardius, chrysolite, beryl, topaz, chrysoprasus, jacinth, amethyst. Q. Did king Solomon give the queen of Sheba anything? A. Yes, he gave her whatsoever she desired, besides that which she brought with her. Q. Where did she go? A. She went away to her own land. Q. What part of the Bible is this? A. The ninth chapter of the second book of Chronicles, Master. The queen is mentioned in other places in the Bible, and another day I will tell in what parts.
[Footnote A: This lesson was written in the life time of our late sovereign. It can easily be applied by the judicious teacher, and made to bear upon present circumstances, and I earnestly hope that her present gracious Majesty may become patroness of infant education. Not infant education travestied, but the thing itself.]
The picture being suspended as the others, and a whole class being in the class-room, put the pointer into one of the children's hands, and desire the child to find out the Nativity of Jesus Christ. The other children will be on the tip-toe of expectation, to see whether the child makes a mistake; for, should this be the case, they know that one of them will have the same privilege of trying to find it; should the child happen to touch the wrong picture, the teacher will have at least a dozen applicants, saying, "Please, sir, may I? Please, sir, may I?" The teacher having selected the child to make the next trial, say one of the youngest of the applicants, the child walks round the room with the pointer, and puts it on the right picture; which will be always known by the other children calling out, "That is the right, that is the right." To view the child's sparkling eyes, who has found the picture, and to see the pleasure beaming forth in his countenance, you might imagine that be conceived he had performed one of the greatest wonders of the age. The children will then proceed to read what is printed on the picture, which is as follows: "The Nativity of our Lord and Saviour Jesus Christ;" which is printed at the top of the picture. At the bottom are the following words: "And she brought forth her first-born son, and wrapped him in swaddling clothes, and laid him in a manger, because there was no room for them in the inn."—We then proceed to question them in the following manner:—
Q. What do you mean by the Nativity of Jesus Christ? A. The time he was born. Q. Where was he born? A. In Bethlehem of Judea. Q. Where did they lay him? A. In a manger. Q. What is a manger? A. A thing that horses feed out of. Q. What was the reason they put him there? A. Because there was no room in the inn. Q. What is an inn? A. A place where persons lodge who are travelling, and it is like a public house. Q. What do you mean by travelling? When you go from one place to another; from London into the country, or from the country into London. Q. Is any thing else to be understood by travelling? A. Yes, we are all travelling. Q. What do you mean by all travelling? A. We are all going in a good road or else in a bad one. Q. What do you mean by a good road? A. That which leads to heaven. Q. What will lead us to heaven? A. Praying to God and endeavouring to keep his commandments, and trying all we can to be good children. Q. Can we make ourselves good? A. No; we can receive nothing, except it be given us from heaven. Q. What is travelling in a bad road? A. Being naughty children, and not minding what is said to us; and when we say bad words, or steal any thing, or take God's name in vain. Q. Where will this road lead to? A. To eternal misery.
Here we usually give a little advice according to circumstances, taking care always to avoid long speeches, that will tend to stupify the children. If they appear tired, we stop, but if not, they repeat the following hymn, which I shall insert in full, as I believe there is nothing in it that any Christian would object to.
Hark! the skies with music sound!Heavenly glory beams around;Christ is born! the angels sing,Glory to the new-born King.
Peace is come, good-will appears,Sinners, wipe away your tears;God in human flesh to-dayHumbly in the manger lay.
Shepherds tending flocks by night,Heard the song, and saw the light;Took their reeds, and softest strainsEcho'd through the happy plains.
Mortals, hail the glorious KingRichest incense cheerful bring;Praise and love Emanuel's name,And his boundless grace proclaim.
The hymn being concluded, we put the following questions to the children:
Q. Who was the new-born king? A. Jesus Christ. Q. Who are sinners? A. We, and all men. Q. What are flocks? A. A number of sheep. Q. What are shepherds? A. Those who take care of the sheep. Q. What are plains? A. Where the sheep feed. Q. Who are mortals? A. We are mortals. Q. Who is the glorious king? A. Jesus Christ. Q. What is meant by Emanuel's name? A. Jesus Christ.
Here the teacher can inform the children, that Jesus Christ is called by a variety of names in the Bible, and can repeat them to the children if he thinks proper; for every correct idea respecting the Saviour which he can instil into their minds will serve as a foundation for other ideas, and he will find that the more ideas the children have, the more ready they will be in answering his questions; for man is a progressive being; his capacity for progression is his grand distinction above the brutes.
The picture being suspended as before described, we proceed thus:—
Q. What is this? A. Jesus Christ raising Lazarus from the dead. Q. Who was Lazarus? A. A man who lived in a town called Bethany, and a friend of Christ's. Q. What is a town? A. A place where there are a great number of houses, and persons living in them. Q. What do you mean by a friend? A. A person that loves you, and does all the good he can for you, to whom you ought to do the same in return. Q. Did Jesus love Lazarus? A. Yes, and his sisters, Martha and Mary. Q. Who was it that sent unto Jesus Christ, and told him that Lazarus was sick? A. Martha and Mary. Q. What did they say? A. They said, Lord, behold he whom thou lovest is sick. Q. What answer did Jesus make unto them? A. He said, this sickness is not unto death, but for the glory of God. Q. What did he mean by saying so? A. He meant that Lazarus should be raised again by the power of God, and that the people that stood by should see it, and believe on him. Q. How many days did Jesus stop where he was when he found Lazarus was sick? A. Two days. Q. When Jesus Christ wanted to leave the place, what did he say to his disciples? A. He said, let us go into Judea again. Q. What do you mean by Judea? A. A country where the Jews lived. Q. Did the disciples say any thing to Jesus Christ, when he expressed a wish to go into Judea again? A. Yes, they said, Master, the Jews of late sought to stone thee, and goest thou thither again? Q. What did Jesus Christ tell them? A. He told them a great many things, and at last told them plainly that Lazarus was dead. Q. How many days had Lazarus lain in the grave before he was raised up? A. Four. Q. Who went to meet Jesus Christ, when she heard that he was coming? A. Martha; but Mary sat still in the house. Q. Did Martha say anything to Jesus when she met him? A. Yes, she said, Lord, if thou hadst been here my brother had not died. Q. Did Martha tell her sister that Jesus Christ was come? A. Yes; she said, the Master is come, and calleth for thee. Q. Did Mary go to meet Jesus Christ? A. Yes; and when she saw him, she fell down at his feet, and said, Lord, if thou hadst been here, my brother had not died. Q. Did Mary weep? A. Yes, and the Jews that were with her. Q. What is weeping? A. To cry. Q. Did Jesus weep? A. Yes; and the Jews said, Behold, how he loved him. Q. Did the Jews say any thing else? A. Yes; they said, Could not this man that opened the eyes of the blind, have caused that even this man should not have died? Q. What took place next? A. He went to the grave, and told the persons that stood by to take away the stone. Q. And when they took away the stone, what did Jesus Christ do? A. He cried, with a loud voice, Lazarus, come forth; and he that was dead came forth, bound hand and foot, with grave clothes, and his face was bound about with a napkin.—Jesus saith unto them, loose him, and let him go; and many of the Jews which came to Mary, and had seen these things which Jesus did, believed on him. Q. If we wanted any more information about Lazarus and his sisters, where should we find it? A. In the Bible. Q. What part? A. The eleventh and twelfth chapters of John.
I have had children at the early age of four years, ask me questions that I could not possibly answer; and among other things, the children have said, when being examined at this picture, "That if Jesus Christ had cried, softly, Lazarus, come forth, he would have come."—And when asked, why they thought so, they have answered, "Because God can do anything;" which is a convincing proof that children, at a very early age, have an idea of the Omnipotence of the Supreme Being. Oh, that men would praise the Lord for his goodness to the children of men!
Q. What is this? A. A picture of the Last Supper. Q. What do you mean by the last supper? A. A sacrament instituted by Jesus Christ himself. Q. What do you understand by a sacrament? A. There are two sacraments, baptism and the holy supper, and they are both observed by true Christians. Q. We will speak about baptism presently, but as we have the picture of the holy supper before as, let me ask if it is called by any other name? A. Yes; it is said that Jesus kept the passover with his disciples, and when the even was come he sat down with them, and as they did eat, Jesus took bread, and blessed it, and brake it, and gave to his disciples, saying, Take, eat, this is my body. Q. What took place next? A. He took the cup, and when he had given thanks, he gave it them, saying, This is my blood, the blood of the New Testament, which is shed for many. Q. Did Jesus command this ordinance to be observed by his people? A. Yes; he said in another place, This do in remembrance of me (Luke xxii. 19). Q. What ought those persons to remember who do this? A. They should remember that Jesus Christ died on the cross to save sinners. Q. Is any thing else to be understood by the sacrament of the Lord's supper? A. Yes, a great deal more. Q. Explain some of it. A. When they drink the wine, they should recollect that they ought to receive the truth of God into their understandings. Q. What will be the effect of receiving the truth of God into our understandings? A. It will expel or drive out all falsehood. Q. What ought they to recollect when they eat the bread? A. They should recollect that they receive the love of God into their wills and affections. Q. What will be the effect of this? A. It will drive out all bad passions and evil desires; for it is said, he that eateth my flesh and drinketh my blood, dwelleth in me and I in him (John vi. 27). Q. Is any thing more to be understood by these things? A. Much more, which we must endeavour to learn when we get older. Q. How will you learn this? A. By reading the Bible and going to a place of worship.[A]
[Footnote A: There are many more of similar lessons, and, if any thing, more simple, which accompany the pictures and apparatus which I supply for Infant Schools; the profits from which will assist to enable me, if I am blessed with health and strength, still further to extend the system.]
Allow such things as these to be brought before the infant mind: let the feelings of the heart, as well as the powers of the understanding, be called into exercise; let babes have "the pure milk of the Word" before "the strong meat;" let as little stress as possible be laid on "the mere letter," and as much as possible on "the spirit" of "the truth;" let it be shewn that piety is not merely rational, but in the highest degree practicable; let this be done with diligence, faith, and prayer, and I hesitate not to say, that we shall have an increase of the religion of theheart.
Religious instruction may be given in other ways. Let the teacher take a flower or an insect, and ask the, children if they could make such a one; and I never found one who would answer, "Yes." A microscope will increase the knowledge of its wonders. The teacher may then make a needle the subject of remark; the children will admit that it is smooth, very smooth; let him tell them it is the work of man, and as such will appear imperfect in proportion as it is examined; and shewing them it through the microscope, they will perceive it is rough and full of holes. As a contrast, let him take a bee, obtain their observations on it as it is, give them a short history of it, and they will acknowledge its superiority over the needle. But on viewing it through the microscope, astonishment will be increased, and I have heard many say at such a time, "O sir, how good (meaninggreat) God must be!" The sting may then be pointed out, asunlikethe needle, and perfectly smooth; and thus truth may be imparted in a manner the most interesting and delightful.