cable to establish them, without interfering with other valuable institutions, a positive benefit is conferred upon the poor? Will it ease them of domestic difficulty-quicken their parental feelings-improve, corporeally, mentally, morally, and religiously, the rising generation? Will it give the children the earliest possible impressions of the benevolence of their wealthier neighbours; teach them to respect their spiritual pastors; and secure their attachment to the Established Church? If this comprehensive question can be answered in the affirmative, there is no longer any doubt of the cordial and effective co-operation of the Clergy, in extending the benefits of Infants' Schools as widely as those arising from National Schools have been diffused-throughout the whole of England, and some of its dependencies.

Let us not be told, that it is not orthodox to support Infants' Schools; that none but Dissenters and those who lean towards them are to be found among their patrons. This is a point of authority. Are then the Bishops of London and Chester, and the Archdeacon of Bath, and some others that could be named -esteemed heterodox, or have they manifested any schismatical propensities? Admitting for the sake of argument, what is not the fact, that whatever has been done has been chiefly done by those whose religious feelings or connections have not placed them among the most strenuous supporters of National Schools

still this would afford no reason why they should continue to be the only directors of the vast engine which is erecting, and which will be erected whether we like it or no. If we doubt the judgment, skill, or motives of those who have now the management, is it not a matter of common prudence to secure it to ourselves?

t

The truth is, that the firmest ground of argument we can take up in defence of the Infants' Schools, is, that they are admirably calculated to pave the way for rendering the National Schools still more valuable to the country than they are now. We speak as Churchmen, and shall not, we hope, be accused of illiberality if we be silent on the merits of what is called the British system. We are as anxious that the children of Dissenters of all denominations should have a religious education as that our own children should enjoy one; but we are not called upon to provide it exclusively for them, and therefore have no concern at present with any but that system which is inseparably connected with the Established Church,-though it do not exclude children of any sect whatever.

Let us hear what Mr. Wilson says on this point; he is plainly a firm and active patron of National education.

༈

"It will appear, I hope, in the course of the following essay, that, in this view of the subject, the system of infant education requires only the superintendance of those who are interested in that object, to be made highly conducive to the preparation of the children of the poor for the modes of instruction which are followed in our National Schools. They will enter those establishments, not, as is too often the case, in a state of nearly total ignorance, and with, at the best, unsettled habits, but prepared, at least, to think, to feel, and to obey. The ground will have been broken up, many of the obnoxious weeds removed, and the seeds sown; and the diligence of the judicious instructor will, in consequence, meet with a far earlier, and a far more satisfactory reward.

"The eventual efficiency, indeed, of the system of infant education must depend almost entirely upon the cultivation which the mind of the children afterwards receives in the parochial schools; and it derives its peculiar suitableness to the present state of society, from the active and interested attention which is now given to those excellent establishments. It would be highly desirable, that, with every school for larger children, an infants' institution should be so connected as to be under the same superintendance. The education in the latter might, by this arrangement, be made to assimilate itself to the instruction in the former; and we might then reasonably hope, that, although it should not be esteemed desirable to increase the range of their knowledge, we should yet send forth into society a class of persons, who, beyond the acquirement of the rules of right conduct, would have their mind imbued with the love of moral excellence and religion, and their heart prepared, under the influence of the best principles, for all the changes and chances of this mortal life.'"

Again:

"It may be permitted to one, who has had some little experience of the effect of Infants' Schools, to remark, that they afford every reason to hope that, if encouraged by those who are best able to promote the system by their countenance, and to give it to general acceptance, they will tend to make the success of the parochial schools yet more decisive, and to enhance, by much, the blessing which is confessedly communicated to every class of society, by the almost universal education of the poor." P. 10.

That these observations are just few will deny, who have been in the habit of attending parish schools, and taking part in the instruction of them. It is indeed clear enough that if the Infants Schools be conducted upon the same principles, and by the same people as the National Schools, no difference need exist between them, but such as will adapt the methods of imparting knowledge, and keeping order, to younger children whose capacities are weaker, and frames more tender. It is not necessary, we are persuaded, that there should be any

material difference: whether it be not expedient that there should be something more than mere religious instruction, some greater variety, and even some amusement introduced, is quite another question. The best mode of occupying the time and attention of the children may well be left to experiment to determine. Mr. Wilson does not affect to suppose his system perfect, and we should say that it is by no means sufficiently simple for general use. This, however, is a matter of detail, upon which we do not intend to enter now, though we may do so on some future opportunity. In the meanwhile we shall be satisfied with throwing out a few hints for the consideration of our readers.

We are inclined to make one remark in favour of introducing some variety in the subjects of instruction into these schools. Hitherto our systems of education have all, more or less, partaken of a certain monotonous spirit, arising from the sound maxim that it was simply a religious education which we are bound to impart in parochial charity-schools. There was, however, a time when the orthodoxy of a teacher might have been brought into disrepute had he ventured upon half the innovations with which we are now familiarized by necessity or habit. Let any one of our readers, who has passed the meridian of life, look back to the village schools, and mode of teaching pursued, in his early days, under the superintendance of a clerk or sexton, few degrees removed in point of intellect from the lethargic scholar he pretended to instruct; where was -small regard to rule

Or study paid, and yet 'twas deemed a school.
Where with an heavy eye, and ill done sum,
No part conceived, a stupid boy will come.

Such in fact was the natural consequence of the state in which society existed some fifty years ago. The current of life flowed in a much more even tenor, whether in the higher or lower, richer or poorer classes, than it does now. There was as much difference as between the mechanical powers of the two periods -the sluggish horse at a foot's pace turning one ponderous wheel, and the incessant bustling energies of steam, whirling myriads of levers, cranks, and weights, and wheels. Comparatively speaking, "knowledge to their eyes had ne'er unrolled its awful page." Communications of thought and person were alike difficult, tedious, and uncertain. People intruded but little upon each other. Hence one uniform system was sufficiently adapted to the simple machinery with which it had to deal. But in the more complicated movements of our modern

age, we must introduce corresponding adaptation of power. Formerly our systems bore too great a resemblance to the bed of Procrustes-incongruities, varieties, non-conformities, were pinched and screwed, expanded or contracted, so as to fit this one common couch. Our business is now, therefore, to remodel this bed-to lengthen, to widen,-in a word, to fit it for the reception of its various occupants. We have no longer to deal with the simpler elements of education and character, but with all their almost infinite permutations and combinations. Our business is now to take in comprehensive views of the wants, feelings, and dispositions of the rising generation, with reference to their civil as well as religious improvement ;-knowing that there are those abroad like roaring lions seeking whom they may devour. We must endeavour to counteract this evil, and like skilful potters so to mould the clay within our reach as to form pious and practical Christians, good and faithful subjects for our king and country; composed of the best tempered mixtures and amalgams of the earthy and the heavenly.

As to some of the details of his plans we may not, perhaps, be quite of Mr. Wilson's opinion; but in all such secondary trifles, locality must be considered; what is fit in one place would be the reverse in another. Custom must be a great regulator in these things. No general rule can apply. Much must be left to the judgment and discretion of superintendants. If we have any fault to find, it is that our author submits a sketch to the public which it will be no easy matter to finish. Under the watchful eye of such men as Mr. Wilson, Infants' Schools might, we have little doubt, soon produce the good effects he anticipates. But the world is a party coloured vest, like harlequin's jacket; there are characters of every shade—gay, sombre, and negative : only a few just of the tint required.

We were somewhat inclined to smile at our author's portrait of a teacher.

"He must," says Mr. Wilson, "be himself the model of that in which it is proposed that he should educate the little assembly under his care; hence the first qualification of such an individual must be the purest excellence of moral character, and the sincere influence of a vital and reasonable religion-he should have learned well that with which he professes to be acquainted, and should have the faculty of accurate discrimination. On the subjects of knowledge, the sacred Scriptures should be that with which he is best acquainted. These should be his constant study, and his endeavour should be, at all times, to simplify them to his own mind, that he may, with greater readiness, communicate their various parts and subjects to that of the infant. It is highly desirable, moreover, that he should have nothing

repulsive in his countenance or person; his voice should be clear, pleasing, and melodious. Of his moral qualities self-controul is one of the most requisite; he should be kind and gentle, yet consistently firm and energetic; his address should be always that of cheerfulness, and he should at proper times be capable of relaxing without effort into playfulness," &c. &c. P. 100.

6

Surely Mr. Wilson is not aware that he has here drawn a character, the counterpart of which we very much fear earth does not produce. He may as well hope to find an admirable Crichton as such a man-a very Adam before the fall. His requisites remind us of a request made by a gentleman to his friend, respecting a governess for his daughter. What do you require of her?" said the latter. Why,' replied the former, she must be of an amiable disposition and temper, with a fund of sound common sense, improved and cultivated by a good education; of course, in morals and religion, her principles must be unimpeachable; and with respect to accomplishments, as she is to supersede the use of masters, I expect her to be a proficient in music, drawing, and dancing and to have her mind well stocked with information and general literature.' 'Indeed!' replied his friend, (a man of large fortune) why I have been long looking out for a wife: find me, I beseech you, a woman with half only of these qualifications, and I will marry her to-morrow.'

After all, if the system be perfect, or at least well adjusted, and readily pursued, not a tithe of the requisites here talked of need to be insisted on. It is the very object and excellence of system, that it supersedes the necessity of any abilities but such as are essential to the steady practice of it. It is merely mental machinery which does, or ought to do, its work with comparatively little assistance. If the business of infant education be made to depend upon the personal qualifications of the teacher, beyond those of kindness, perseverance, and common sense, we fear it will never prosper; but our own observation has convinced us that all that is desirable may be done by a much more humble agent than Mr. Wilson's beau ideal of a master. In fact, in nine instances out of ten, the business will be better carried on by a woman, and well enough by a clever girl out of the first class of the National school-this is supposing expence to be an obstacle. There are, indeed, very few places in which a school of this description may not be made to keep itself, when once the building is provided-and even this need be little more than a lean-to under the same roof with the National school-room.