We

writer gives a fair statement of the position and use
Infant Schools. "The vocation of such establishmen
is not to antedate the true effect of our Schools, but
dispose and prepare children to enter them.
directed, their utility is incalculable.
The power
Education is inversely as the age of the young; an
Montaigne perhaps rightly said, that he learned mo
from his nurse than from all other teachers beside
Now, the teacher of an Infant School carries the wo
of the nurse on to the age at which development real
begins, and where habits are effectually formed. Ho
many parents are there, who, for want of intelligen
or leisure, of constancy and patience, are unfitted
watch over this first blossoming of our luxuriant huma
nature; and how desirable is it that the noble ta
should be entrusted to those who will regard it not
a trade, but as a profession and high art! Such Inst
tutions, too, necessarily facilitate, to a great extent, t
operations of the primary Schools. Instead of losi
their best time, and consuming their best efforts,
bringing children within some order and discipline,
accustoming them to the School, and inducing them
fix their attention, the Teacher would then only have
carry on an education already begun in every directio
In existing circumstances, and in places where there
no Infant School, the Teacher has reason to congratula
himself when the children committed to his care ha
received no education whatever, but remain very mu
as when they issued from the hands of nature; for th
he has not to cause them to unlearn vicious habi
instilled by previous maltreatment; but if good Infa
Schools were universal, he would require only to resur
the work they had begun, and to continue what alrea
is considerably advanced. Learning to read, wri
and cypher, would then not occupy all the leisure of t
children; enough would remain for receiving true instru
tion, and for the work of education, properly so calle
I do not hesitate to state my opinion, that every p

mary School open to children f fourteen, ought in its younger cl and disciplined, very nearly a School; and that in the constr houses, attention should be paid ment. "To work, then, ye gen but an opportunity to accomplish none can be presented to you mo easy to be seized! To work, y greater security for your actions, by calculation, and consent to be you have proved that thus also yo just! The good now in question fest, for the education of the pe provided for, until Infant Schools a where; and the success of prima cannot fully be obtained unless thr ment."

The following extract from a the Rev. Dr. Philip, dated Capetow shows how completely the princi School system are in accordance wi general. Speaking of the univer Infant Schools, he says: "On my Cafferland I had several opportun mind confirmed in this opinion. Res our oxen were feeding, I remarked a around our waggon, humming a tu were beating time. Their appeara gested to me the idea of an Infant S nicated my idea to Mr. Read, who h knowledge of the system; we instant to the number of perhaps fifty, to mal In the midst of Cafferland, among beautiful scenery in the world, I obser and enthusiasm with which the chil the spirit of the system, and heard the English words which they had never b

f six to
ducted,

Infant
School-
equire

o seek

anity;

more

sire a

tions

vhen and ani

uly

ry

self

h

all the propriety that might have been expected in a English School, and saw the eagerness with which th parents partook of the delight of the children. I coul scarcely believe my own eyes and ears, and could n help reflecting what a mighty influence these schoo might have in raising these interesting people, had w only the necessary agents and apparatus.

Arguments in favor of Infant Schools are scarcel needed. Their extensive popularity and usefulness Europe and America is the best proof of their utilit The necessity of providing for the care of young chi dren while their parents are engaged in their dai occupations-the importance of removing them from the moral contamination, as well as from the physic dangers of the streets-the duty of inculcating, at th age most susceptible, pure moral and religious prin ciples-the immense saving effected in their futu education by employing their otherwise valueless tim in the acquisition of elementary knowledge-all plea for the establishment of these institutions whereve practicable.

FIRST PRINCIPLES.

"A child is a being endowed with all the faculties of human natur but none of them developed: a bud not yet opened. When t bud uncloses, every one of the leaves unfolds, not one remai behind. Such must be the process of education."-PESTALOZZI. As the passions and affections of our nature furnish tl first impulses to action, it is important that we addre ourselves to the task of moulding and directing them the age at which they are most yielding and susceptibl And as examples of good and evil are presented to th mind as soon as it is capable of intelligent observation it is not sufficient that we ourselves set a good exampl but it also becomes necessary to explain to the openin mind of the pupil the nature and tendency of th actions he may witness, or in which he participates

in time become fixed principles, better motives of action than th sion. Although the conscience by moral lessons founded on ex commence with the first dawn o the higher motives of love to Go will, and to set before the mind Moral education is always to b ting from, and is chiefly valuable leads the mind to religion. An efficiently carried on without a ment of the reasoning and intelle to enable the pupil to govern and The acquisition of knowledge s state, by occupying the mind, pre evil, and prepares it for the recep dren cannot be effectively trained of those of their own age. Const ment is required to form the chara powers. Parents rarely possess ledge, or can spare the time requi work, and, consequently, Infant for the future welfare of the rising

The Infant System is based up observation, and is intended to faculty; for by their co-agency al success. It must never be forgotte age of the pupils renders constraint unnecessary and prejudicial. The fixed attention is of slow growth, a long continued lessons are useless a lesson is good unless it is pleasin The lessons should be such as spontaneous action of the perceptiv by the teacher to a certain end.

The paramount importance of phy must never be lost sight of, and a p of exercise and repose must be kept

And lastly, as the teacher stands for the time in the place of the parent, he must set a good example to his little ones, and lead them to virtue by encouraging every good impulse, and constantly watching for, and repressing evil tendencies.

Some of the means by which the ends here pointed out may be obtained, are indicated in the following pages; others will suggest themselves to the intelligent teacher who makes each day's business a study.

MORAL EDUCATION.

"O'er wayward childhood wouldst thou hold firm rule,
And sun thee in the light of happy faces;

Love, Hope, and Patience, these must be thy graces,
And in thine heart let them first keep school."

DAILY experience proves how very early the mind becomes corrupted by bad example and injudicious treatment, so that too often the errors of later years can be traced to the impressions of early childhood. The susceptibility of the infant mind seems to point to the necessity of guarding it from evil influences, and pre-occupying it with good and pure principles; and those who undertake the charge of children should reflect that education does not consist in merely imparting a few arts, but includes also a thorough preparation of the pupil for the trials and duties of life. Let us consider how completely the moral character becomes moulded by education. A child reared amongst American Indians would be trained to look upon the torturing of his enemies as an act of virtue, and to regard war and the chase as the chief occupations of life; while the same being brought up amongst the industrious, orderly Chinese, would acquire a widely different system of morality. And to refer to the experience of our own country; do we not find that the unfortunate beings whose crimes against society have consigned them to a jail, have been generally deficient