This selfish principle it is the great object of moral
training to
combat against. We may trace almost all the misery in the world to it;
and until it ceases to exist to the extent which it now does, little
can be done to accomplish any good or great purpose. But lessons like
the above, and received into the infant mind when in a receptive
state, will, if proper advantage be taken of their occurrence, prove
in the hands of the Almighty a powerful engine for the removal of
selfishness; and we know of no method so effectual to accomplish this
object as the drawing infants into societies, which is done only in
infant schools.
The following anecdote, bearing on the same subject, came under the
observation of the author of this work, very early in his labour for
the extension of his system. He gives it here in the same words as he
communicated it to a friend at the time of its occurrence.
A few days since I went to the Boston Street school; the children were
in the gallery, and the moment I entered, they rose to receive me.
When the school was over, the children came around me, as they usually
do, saying, When will you come again? and so on. I told them I could
not tell, but that I would come as soon as I could. This answer would
not satisfy them, and I talked to them until near six o'clock in
the evening. One little girl, about four years old, kept looking
stedfastly at me the whole time, not letting a single word or gesture
escape her notice. At last I finished my observations, and desired the
children to go. The infant in question immediately took hold of my
hand, and said, "We shall never see you any more, you must come
home with me." I replied, "What do you want me to go home
for?" The child answered, "I have nothing to give you, but
if you will come home
mother will give you some tea." I patted the child on the head,
telling it I could not go. The child went home, as I thought, and I
remained some time talking to one of the ladies of the committee. On
walking down the street I saw the same child crying bitterly, and
surrounded by many other children. On inquiring the cause, I received
for answer, "You would not come home to tea." If only one
half the
invitations that are given amongst men were given with as much
sincerity and disinterestedness as was manifested by this infant,
I am much mistaken if we should not see a very different state of
society.
"Moral education," writes Mr. Simpson in his "Philosophy
of
Education," "embraces both the animal and moral impulses.
It regulates
the former, and strengthens the latter, whenever gluttony, indelicacy,
violence, cruelty, greediness, cowardice, pride, insolence, vanity,
or any mode of selfishness shew themselves in the individual under
training, one and all must be repressed with the most watchful
solicitude, and the most skilful treatment. Repression may at first
fail to be accomplished, unless by severity; but the instructor
sufficiently enlightened in the faculties, will, in the first practicable
moment, drop the coercive system, and awaken and appeal
powerfully to the higher faculties of conscience and benevolence, and
to the powers of reflection: this, done with kindness, in other words,
with a marked manifestation of benevolence itself, will operate with
a power, the extent of which in education is yet, to a very limited
extent, estimated. In the very exercise of the superior faculties the
inferior are indirectly acquiring a habit of restraint and regulation;
for it is morally impossible to cultivate the superior faculties
without a simultaneous though indirect regulation of the inferior."
It is indeed a melancholy truth, that moral training is yet, to a very
limited extent, estimated, and this is mainly owing to its not being
understood by the generality of those selected for the office of
teachers of infants, nor can it be expected that persons of sufficient
intellect and talent to comprehend and carry out this great object,
can be procured, until a sufficient remuneration is held out to them,
to make it worth their while to devote their whole energies to the
subject. It is a fatal error to suppose that mere girls, taken perhaps
from some laborious occupation, and whose sum total of education
consists of reading and writing, can carry out views which it requires
a philosophical mind, well stored with liberal ideas and general
knowledge, to effect. They may be able to instruct the children in
the mere mechanical part of the system; and as long as they confine
themselves to this, they will go on capitally, but no further than
this can they go; and though the children may appear to a casual
visitor, to be very nicely instructed, and very wonderful little
creatures, on a closer examination they will be found mere automatons;
and then, without a thought on the subject, the system will be blamed,
without once considering that the most perfect figure of mechanism
will not work properly in any hands, except those that thoroughly
understand it.
Enough may have now been said on this subject, and my earnest prayer
is, that by God's help, these remarks may produce beneficial results;
and if my endeavours to make the subject of moral instruction more
easily understood, and to demonstrate its importance as clearly as
possible are successful, the results will soon shew me that the hard
labour of three-and-thirty years has not been entirely in vain, and
this will be to me a greater reward than all the praise, distinction,
and honour that it is in man's power to confer.
Whenever an infant is detected in any of those animal impulses, to
regulate which is the great end of moral training, a gallery lesson
should be immediately given, having a tendency to excite an abhorrence
of the fault on the minds of all the children. An opportunity of this
description should never be let pass. These are the very best times
to implant virtuous and moral sentiments in the minds of the young
pupils. These are the golden opportunities of bringing into action
the higher faculties of conscience and benevolence, and the powers of
reflection.
If an instance of the too prevalent cruelty of the young to animals
be detected, which often occurs from mere thoughtlessness, it may be
prevented from again occurring by a few lessons like the one which we
have given as a specimen. The same means may be taken for crushing the
rudiments of gluttony, violence, pride, deceit, or any other vice. The
gallery is the proper place for these lessons; and after the matter
has been thoroughly sifted in the play-ground, or wherever else it
has occurred, the children should then be marched to the gallery, to
receive a proper instruction on the subject. Cruelty, on the part of
boys, is too prevalent; it is energy, enterprise, and high animal
spirit, not legislated for on the part of parents and teachers, which
descends to cruelty, first to animals, then to all which has life,
that cannot defend itself. Children soon learn to distinguish those
children and animals, who can, and will, resent cruelty, from those
who will not; and therefore, speculate on the results accordingly, and
become self-taught up to this point. A child should never be without
a
kind and wise guide at this period; that which in itself descends
to evil, for the want of a moral guide, may be turned to good. The
faculties mentioned, cannot be extinguished, but can be regulated.
This is the office of the teacher. Too frequently we try to crush the
powers that early want training and regulating. The same powers which
run to vice, may be trained to virtue, but the activities cannot, and
ought not, to be kept too much in abeyance.
Children are not naturally cruel, although they differ much in the
propensity to annoy and reduce animals and each other under their
individual control; the passive submit at once, but the energetic will
not; it is then that the active assailant learns an important lesson,
which can only be learned in society, and which to him, is of great
importance. The difficulty on the part of the teacher, is to know
when to interfere, and when to let alone. I have often erred by
interference, of this I am quite satisfied; the anxiety to prevent
evil, has caused me to interfere too soon, by not giving time to the
pupil fully to develops his act. I hope others will profit from this;
it requires much practice and long study of different temperaments,
in
children, to know when to let alone and when to interfere; but certain
it is, that the moral faculties can and must be developed, in any
system worthy of the name of education. Other vices beside cruelty are
to be found in children. Moral training applies to these, and none are
left to run their own course. Why should they? What are schools for?
but to form the virtuous character--the being who can command self
control--the orderly character, the good citizen, and, the being who
fears and loves God. Ends less than these, cannot be worthy of the
efforts of the philanthropist and the truly religious man.
There is another idea which has long been in my mind, and which I
hope some day to see carried into practice, viz., a Religious Service
adapted for children, in our various places of worship. No accurate
observer of the young in churches during divine service, can have
failed to witness the inattention of the numbers of children who are
assembled on such occasions. The service is too long and inappropriate
for them, as is also the sermon. It is addressed to adults, and
sometimes the terms used by the preacher, is Greek to half the adults,
in agricultural districts. Men cannot be too simple with the young and
illiterate; there is much room for improvement in these things, and
with regard to the young, I can answer for them that, if they are
addressed in proper language, which they can understand, and are
supplied with proper religious food for the understanding, suitable
to
its state of receptivity, and, if I may say, digestive powers; they,
as a body, will shew us an example which will surprise many. With
regard to the Church, there might be taken from the Prayer Book, a
simple service adapted to the purpose. I am certain I could do it with
ease, as I know what is adapted for children, or at least I ought
to do. The next point, all the preachers should be men of peculiar
temperament and great simplicity of manner. I do not care how learned
they are; the more learned, the better; but it, need not be in
languages but in spiritual things. There are thousands of passages
in the Holy Word which are adapted, and I think, intended for the
purpose, and there are many men now living who are able to do the
thing, and more will be raised up. One thing, however, must not be
forgotten, they must be men advanced in life, not lads. To teach
natural things properly to children, requires more knowledge than the
generality of the public suppose. The younger the children are, the
more knowledge it requires on the part of the instructor. But to teach
spiritual things properly to children, men cannot know too much,
provided they have the power to simplify that knowledge and reduce it
to practice. An evening service will not do for children, it musteither
in the morning or the middle of the day. So fully am I
impressed with the importance of this idea, that I am determined
shortly to take means to carry it out.
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