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not only in the common element in the far more important knowl and moral duties? If, therefor the result of a neglected childho country, how important is it t direct religious instruction, the 2 should pervade the whole of edu commencement; and that thos work should be actuated by the is more particularly for the firs character that Infant Schools a commencing at so early an age, a are formed, we have not only lit have the immense advantage of sions on the opening mind. devote himself to the moral traini committed to his care, who will place of a kind and judicious par them as mere machines for perform in reading, writing, and arithmet them as the future citizens of a endeavouring to calm and repress and to strengthen and bring forw pulses; to be their friend in troubl ficulty; will find that, in so do obtained an influence over his pupil his duties as a teacher easy, and h for by winning their love and res opened both heart and mind to r tions.

Every event in the life of a child servient to this end, nor can any of its unimportant, since they all leave future character. The watchful ey must ever follow the child. It is the first introduces it into social life; t of the limbs is accompanied by an equ ment of the passions; each individual

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out in bold relief, and all the hidden springs of action are revealed, thereby enabling the teacher to apply t each that mode of treatment which is best suited t its nature. No interference, which is not positively necessary, should take place with the freedom of th child: but each incident requiring comment, ought to b observed and stored up for future instruction in the quie of the school-room. The most efficient and interestin species of moral education is that which arises immedi ately out of the incidents of the hour. When a faul has been committed, both the delinquent and thos who may have witnessed the act, can be made mor clearly to comprehend its nature and tendency, than i we take an instance occurring to others, and at a dis So also the little society of children forming a school, will understand more quickly an act of virtu exhibited by one of themselves, and of which som of them are the objects, than they would the mos noble conduct in others far removed from their sym pathies.

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The selfish principle is the great obstacle to mora training. All goes on smoothly so long as there is n bone of contention; for even in the merest infant w may trace almost every outbreak of the evil passion to a desire for the possession of some real or fancie advantage. To moderate this strong instinct, to teach self-denial and self-control, must be the first care o the teacher. We give the following extract on thi subject from "Simpson's Philosophy of Education":

"Moral education embraces both the animal an moral impulses; it regulates the former, and strengthen the latter. Whenever gluttony, indelicacy, violence cruelty, greediness, cowardice, pride, insolence, vanity or any other mode of selfishness, shows itself in th individual under training, one and all must be repressed with the most watchful solicitude, and the most skilfu treatment. Repression may at first fail to be accom plished unless by severity; but the instructor, suffi

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ciently enlightened in the facu practicable moment, drop the awaken and appeal powerfully of conscience and benevolence, reflection. This done with kind with a marked manifestation of operate with a power, the exten tion, is yet to a very limited ext very exercise of the superior facu indirectly acquiring a habit of re for it is morally impossible to faculties without a simultaneous, lation of the inferior."

But in order to carry on this pairing the happiness of the ch pleasure must be allowed, and ab enjoyments promoted, which, by powers, encourage cheerfulness an humour.

Everything that can please, attr thereby draw away the mind from be sought. Perfect cleanliness an the school and play-ground. Flow ple ornaments, as shells, models, pictures, all afford great delight create pleasant associations in the of school. The aim of making sch pervade every arrangement. Unle the teacher, the school, their lesso panions, they will not be happy; a feeling, must have a cause.

The teacher must be actively be ble, else the children will not love h school should be made attractive, come attached to it. The lessons or they will not enjoy them; and u to render their intercourse with each

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kind and parental superintendence, it is evident the can be no mutual affection.

If we consider how much of the happiness of our ov lives is made up of trifling acts of kindness and forbea ance of those with whom we associate-how easy it to cause pain by a word unkindly spoken, or even by difference of manner and tone of voice, we shall n underrate the importance of early training. The lo of children is soon won; a smile, a kind word, or son trifling favor, will call forth the feeling; but once o tained, it should not be slighted, we have no right disregard or wound their feelings by carelessness, o price, or ill-temper. Rather let the teacher exhibit example of self-government and self-denial, which w not be lost on his pupils.

Justice should always be most carefully administer in every case of dispute, and as much as possible, t decision of each question left to the reason and co sciences of the children themselves. For this purpo it is sometimes necessary to resort to a kind of trial, which the pupils act as jury, and the teacher as jud and advocate. This may excite a smile in those w are not familiar with the infant mind, but I can assu such that I have rarely found their decisions unjus and the influence of such trials upon the conduct of t children is very important. I give the following (o of many instances which have occurred in the Infa Model School) as a specimen.

The children were in the playground variously occ pied, and one group was engaged building a tower wooden bricks, when suddenly the bell rang for the to form in classes, to go into the school-room. At th signal, the finishing stroke was put to the tower pushing it down with joyous shouts! One of the litt builders had a penny in his hand, which, in the excit ment attending the destruction of the wooden Bab dropped and rolled away. At this instant another chil

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on without an owner, caught it his dress. When the children gallery, the owner of the pen asked by the teacher, what was his loss, and immediately a little and said "If you please, sir, A. pick it up!" Now A. B.'s natur proud and very timid, with a gre ment, so that when applied to, penny. No doubt when he took him, he had no distinct intenti had been badly reared at home, ideas of his duty in the case; so the charge, his pride was an inv acknowledgment of the fault. T save the poor child's feelings, spe ing to convince him of his error, own the possession of the penny: as a last resource, a trial was deci school being therefore seated in the of the children (an equal number mingle justice with mercy) were ch The case was clearly stated, and witnesses thoroughly sifted, (ma them questions) the jury then retir rational discussion, returned to t nounced a verdict of guilty! The P had been insensible to the persuasio of the teacher, could not resist the c fellows, but, bursting into tears, pr and falling into the teacher's arms, c The children sympathising with hi affected; and I may add, that six the circumstance was accidentally him, he was moved to tears.

In this case no direct punishment indeed it seldom is; the most powerf conduct being the dread of public

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