33351 Southern District of New-York, ss. BE IT REMEMBERED, That on the tenth day of No vember, A. D. 1828, in the 52d year of the Independence of the United States of America, JONATHAN SEYMOUR, of the said District, has deposited in this office the title of a book, the right whereof he claims as proprietor, in the words following, to wit: "The Infant School and Nursery Hymn Book; being a collection of hymns, original and selected; with an analysis of each, designed to assist Mothers and Teachers in developing the infant mind; to which are added, Moral Songs and Pieces for Recitation. The whole adapted to the capacity of Children ¡ under seven years. Out of the mouth of babes and sucklings thou hast perfected praise.-Matt xxi. 16. As the garden causeth the things that are sown in it to spring forth, so the LORD GOD will cause righteousness and praise to spring forth before all nations.-Isaiah Ixi. 11." In conformity to the act of Congress of the United States, entitled" an act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the time therein mentioned." And also to an act, entitled" an act, supplementary to an act, entitled an act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the times therein mentioned, and extending the benefits thereof to the arts of designing, engraving, and etching historical and other prints." FREDERICK J. BETTS, Clerk of the Southern District of New-York. 785,5 Spec Infant INTRODUCTION. THE greater part of this little volume was prepared to assist the teachers of the schools under the care of" THE INFANT SCHOOL SOCIETY," in this city, and with no view to publication. At the request of highly respected friends, who take a deep interest in the early instruction of youth, it is cheerfully given for what it may be worth, in assisting mothers and teachers of Infant Schools, who have not leisure to prepare questions, nor access to the numerous publications, from which many of the hymns are selected. This work will be found to possess at least one merit: no subject is given that cannot be made plain, or, indeed, has not been made plain to children under seven years. Children ought continually to be made to think, and to think for themselves; for this reason the answers to the questions are not given, except where they are not suggested by the hymn, or where there might be danger of a monitor, or an inexperienced teacher, giving a wrong one. No hymn, or even rhyme, should be given the children until previously explained by the teacher. 1 The great Dr. Watts held this opinion, when he remarked "Children cannot be expected to learn to any good purpose, unless their parents, or teachers, take all due pains to make them understand every word and sentence of their lessons before they get them by heart, or, at least, whilst they are learning them; that they may not gabble over mere sounds and syllables, and pronounce them as parrots do without a meaning, which practice has neither reason nor religion in it.” In using this work, it is intended that every word in a verse should be explained, the verse then read, line by line, and the questions asked ; if the children do not answer readily, the teacher should again read the line, or two lines, as the sense will permit, and the children be encouraged to think and find the answers themselves. Among a number of children, an answer is generally given by one or more, which the rest repeat. When no answer is given, the teacher will furnish it. When the children can repeat or sing the hymn, they may be questioned at the close of it. The old plan of loading the memory with Catechisms, texts, and hymns, without at the same time developing the infant mind to understand them, is like building a house upon the sand, which will fall when the floods and the winds assail it. But "the Infant system of development," is building on a sure foundation, or rather, it is the foundation itself, on which may be raised a solid superstructure of real knowledge and practical ability. The first step in mental discipline should be development; the second, cultivation. "When this system is pursued, the perceptions of the child will not only become clear, distinct, and enlarged, but will assume a character of firmness and strength." The teachers may sometimes find it necessary to break the questions into still smaller parts, and for this reason I would advise them to begin by writing in their leisure moments the answers in full, previous to instructing the children; this they will find a pleasing and profitable employment, as their own minds will expand with the development of those of their scholars. May the blessing of God rest upon teachers and scholars, and revenues of praise redound to Him who has committed to all at least one talent and whose command is, |