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Untitled Article
hours in a small room , are now beginning to perceive that dhildrfcn' may be treated as children , yet also as rational beings . M * t Wildefspin repeats over and over again the necessity of a gdod playground for an infant school , in which a great part of tfcte ^ tfnte should be spent , under the vigilant though unobtrusfiVe atiberintfchdence of the teacher . The school will develope
the intellectual faculties , but the moral and physical condition i&i& ^ &litiost exclusive province of the play-ground . It is there th&t'iHv children act freely in their little world—that they lefcffl to * bear and forbear , and are encouraged in , and habituated t 0- * T ? hat is good , and are practically , calmly , and almost imjfe * c £ ptibly checked in what is evil . This is a world of real etffeteftce , very different from the pedagogue ' s ideal world of
tni ^ erable mock morality , and dry words , and unintelligible ptec ^ pts . Flowers , and fruit trees , and shrubs , are planted in ( W tlte ' pia ^ -gro und within reach of the children , who soon learn t 6 Wateii over them as interesting and beautiful objects , without injuring a leaf , though opportunities of abstracting or destroying - ( fe&toy without the possibility of detection , frequently occur . M : rV Wiiderspin has abolished rewards and punishments , because hfc requires no such coarse stimulants , and because equal
rewards and punishments are impossible . No two infants , he gays ; are aeted upon in the same way ; what is punishment to orr £ is indifferent to another . He prefers to guide by the reason and affections rather than to impel by emulation , fear , arid force . He would begin with children at the age of one V&UP , &tld keep them until they were seven years old . First , year * , ana Keep them until tney were seven years oia . rirst ,
hfc begins by accustoming- them to obedience and order , and tiren to habits of delicacy , cleanliness , and kindness ; and he iridtiructs by objects and actions rather than by words . When a fchild leaves his school it ought to know something of arithmetic , geography , form or geometry , natural history , and the N-gw Testament ; it should be well acquainted witn familiar
objects , be able to read an easy book , and be accustomed to sifig . These attainments , considerable as they are , he justly considers as trifles in comparison with the intellectual and moral habits which are acquired . Singing is found to be of immense service in infant schools , although it is greatly abused in many of them . It is observed , when properly used ,
to hfcre a powerful effect on the feelings of infants , and is a valtittble stimulant when excitement is advisable . The leather , it 8 &&n&y' htoa a great influence on the infant mind ; oh a dull d&y * children are not half so bright as in a clear atmo&phere ; atftf '* 0 ft the 6 e occasions , stimulants , such as music ; bring them itft 6-a state Of 'pteasing activity . With regard to religion , Mr . Wihfoi ^ ln complaint , that in some infant wchools * ' th « e name Of Gt > d"to * ' | ie * petitolty in the childrens mouthB ; they cannot epeak a sentence without bringing it in ; the consequence is ,
Untitled Article
72 Education Report .
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Feb. 2, 1836, page 72, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2654/page/8/
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