The attempt, therefore, to transfer the infant school system as it is called, to the first stages of instruction in this country, would seem to require a consideration of the difference of the state of education here, and in England. The children of every parent in New England, may, by the auspicious arrangement of the system of public schools, receive the benefit of instruction, as soon as they are old enough to walk to the schoolhouse. What is here needed, then, in the way of improvement, is not the introduction of a new system, but the better adaptation of that which already exists, to the education of the youngest classes of scholars. All the advantages of the methods of instruction in infant schools, would be attained by adopting the spirit of these methods, in primary education. Every village school in New England, may, during the summer, if not the winter months, become an infant school, as far as such a change is desirable.

That the result, in this case, would be highly advantageous, is a point which needs no proof to those who have ever visited an infant school, and observed the intelligence, the cheerfulness, and the infantine innocence and goodness which they cherish, even when taught in a very imperfect and mechanical way.

The extent to which the infant school system may be applied to all primary schools, should be measured, not by the extent to which its routine may be borrowed or copied. The mechanism of the infant school system is, indeed, excellent in many respects. Its whole aspect is happy and inspiring, and favors the expansion of the intellect and the heart, while it promotes a healthful vigor of body. But a literal copy of its minutest details, is neither practicable nor expedient. It is of the utmost consequence, in this case, to look beyond the external routine to the internal principle. If we secure the latter, we shall not lose the benefit of the former, although we may modify it by new circumstances. Excellent as is the spirit which pervades the general system of the infant schools, there

are some points in which their details of instruction admit of much improvement,-some in which they are radically defective, or, at all events, unsuitable for the purposes of early education in New England, and, perhaps, in other parts of this country.

The objectionable points now alluded to, are chiefly comprehended in the injurious habit of learning by rote. This defect in the prevailing modes of instruction at infant schools, pervades most of the lessons, from the sublime topics of religion, or the sciences of geometry and astronomy, to the tables of arithmetic. Proof of this point may be found in the unintelligible matters of religious theory, and the obvious peculiarities of faith, which form a large portion of the catechetical instruction of infant schools,-in the fact that the lessons in geometry and astronomy are but a course of recitations in nomenclature, aided by ocular or tangible illustrations, while the tables in arithmetic are made a mere mechanical succession of sounds, dependent on an arbitrary effort of memory. By such methods of instruction children may be made to appear intelligent in subjects naturally far beyond their grasp; but the result is mere outward show. The intellect is still dormant; it must be waked, if at all, by very different expedients.

Leaving these points, which concern the understanding and the heart, we shall find, if we proceed to the departments of imagination and taste, a want, not only of felicity, but of truth and correctness, in the expedients adopted for the cultivation of this part of the intellectual constitution. Poetry, music, and pictures, might exert a fine influence on the unfolding mind of infancy, were they appropriately employed. But used as, in general, they now are, their effect is rather to degrade and pervert, than to elevate the associations of the infant mind.

The hymns prescribed as infant school exercises, are, with a few exceptions, a succession of verses which possess none of the attributes of poetry, and often fall into absolute doggerel. It is exceedingly difficult, no doubt, to find good poetry for children and infancy; but this is no reason for using that which is bad;-better that imagination should remain uncultivated, than become degraded or perverted.

The music at infant schools is seldom what it should be,-perfectly simple and perfectly correct. The ear of infancy should be attuned to the purest and best forms of music, or should be left uninfluenced. The high polish of consummate skill in this branch of art, is not necessary, it is true, in leading the voices of infants. But an early fault of taste and habit, caught from bad example, is a misfortune for life; since it entails corruption on all the mental associations connected with music.*

Of the drawings or engravings in common use at infant schools it is impossible to speak with truth, unless in terms of strong reprehension. The subjects are very often badly chosen, presenting to the eye of infancy the exhibition, sometimes, of the most degrading and horrid crimes, instead of such objects as should shed a serene and happy influence on the heart. Pictures delineating scenes in which infants cannot naturally take any interest, or which they cannot comprehend, are also in very common use. But an objection more general exists in the gross inaccuracy of the forms, and the inappropriate colors, in most pictures prepared for children. Here is an injury not barely to taste, but actually to the power of perception,--to truth and accuracy in the habits of the mind. Much improvement, it is true, has taken place, within a few years, in this branch of art. But children's picture books still abound in the most striking errors of delineation, and tend generally to hold back or mislead the mental powers, rather than to incite or assist them.

The distinguishing points of excellence in the infant school system, are found in the general plan of education on which

*

Specimens of what music adapted to children should be, were given by a class of children, during the lecture of Mr Woodbridge. No person who had the happiness of hearing those simple and touching strains, can doubt in regard to the great influence of music on the juvenile mind, and the possibility of its being early and scientifically taught, or forbear to wish that such exercises may be speedily and extensively introduced in all schools for young children.

it is based, rather than its execution in detail: they consist, chiefly, in the blending of physical and moral culture with the exercise of intellect, and the embodying of all in simple and attractive forms, addressed to the imagination. The infant school system is, in these respects, an immense improvement in modes of education, which every friend to the best interests. of man must wish to see transferred to all elementary schools.

To appreciate rightly the improvement effected by the introduction of this system, we must contrast its operations with those of the common modes of elementary instruction. Looking into an infant school, we observe the children employed in healthful and pleasant recreation, or enjoying a temporary repose; listening to a story inculcating the virtues of childhood; admiring a picture, or joining in a song; yielding a cheerful obedience to affectionate management; asking the artless questions which are prompted by the natural curiosity of infancy, or listening, with deep interest and attention, to their instructer's answers.

Let us turn to inspect, for a moment, a primary school, taught in the common way,-and we see usually a number of little sufferers, confined to one uncomfortable posture, for hours in succession; enduring an irksome restraint, as the condition of an escape from penalties; conning mechanically a memory lesson which they do not understand, or reciting it as mechanically; controlled in every look and action by the aspect of authority;-the whole nature of the little beings put under a discipline of repression and restraint.

To supersede this repulsive system by the other, would certainly be a most desirable step in the progress of human improvement. This result, however, is not to be attained by merely exchanging one routine for another, but by entering into the spirit of rational, affectionate, and congenial methods of early culture.

To secure the benefits of the improved system, teachers and others who can exert an influence on primary education,

should not look merely to a change of books or the introduction of apparatus, but to a general reformation of methods of education. Attention should, in the first place, be given to the influence of health, activity, and happiness, on the developement of the infant powers.'

The situation, the size, and the arrangement of the school-house, should be the first objects on which to commence improvement. These should be divested of every hinderance to health, and, by every possible means, rendered conducive to happiness. The school-room, without and within, should favor cheerfulness and freedom, and be propitious to intellectual association.

Teachers cannot perhaps succeed in changing the situation of school-houses, so as to have them placed in spots, adapted, by retirement, shade or shelter, to a good influence, moral and intellectual, as well as physical. But they might sometimes succeed in obtaining, for the use of their little charge, permission to cultivate an adjoining piece of ground, as a happy opportunity for inculcating a practical lesson on the fruits of industry, and of leading the young mind to watch the growth and trace the forms of plants, or to observe the frame and habits of insects. Imagination and taste might here be brought under the best of influences.

But circumstances may render it impossible to attain the aid of such advantages in education. The teacher should therefore devote an assiduous attention to the internal arrangement of the school-room; the adaptation of its furniture to convenience and comfort; the decoration of the walls with objects calculated to exert a useful and happy influence on the mind, especially, in the proper season, with shrubs and flowers, and other productions of nature, which necessarily excel pictures, and all forms of imitation, as the original does the copy. Pictures, however, if well executed and well chosen, are among the best means of awakening and interesting the mind of infancy; and a few books of engravings, prepared for the use of infant and primary schools, with or even without, the