As soon as the table is thus gone through, the children
who are on the
swings get off, and others supply their places, until, probably,
the pence table has been said twenty times; then we go on with the
multiplication table, until the children have repeated as far as six
times six are thirty-six; when the children on the swings get off and
are succeeded by two more on each swing; they then commence the other
part of the table, beginning at six times seven are forty-two, until
they have finished the table. During this time it should be borne
in mind, that all the children are learning, not only those on the
swings, but those who are sitting in the school; and it is surprising
to see with what alacrity the children will dispatch their other
lessons, when it is a wet day, in order to get to the swings. In
addition to the knowledge acquired by this method, it is admirably
calculated to try their courage. Many little boys and girls, who at
first are afraid to get on the swings, will soon swing standing on
one leg, and perform other feats with the greatest dexterity, at once
showing their increased courage and greater activity. We generally
let four or five children come to a swing, and those that can seat
themselves first, are entitled to the first turn, for they are never
lifted on. In the anxiety to get on the swing, some of them will
perhaps get out of temper, especially those who are not disciplined;
but when this is detected they are not allowed to swing that day,
which soon makes them good-natured to each other, and very cautious
not to get into a passion. Thus, in some degree, their bad tempers are
corrected, which is very desirable. It is a current remark, that bad
workmen find fault with the tools; and lazy teachers find fault with
the swings, because they must perpetually watch the children. We are
so tinctured with the old plan of rivetting the children to seats,
that I despair of ever seeing the opposite plan become general in my
time. As soon as two children are seated on each swing, to preserve
order, the others retire (generally speaking) in the greatest good
humour to their seats.
Some will, I know, be apt to exclaim, surely this is encouraging and
fostering bad feelings--creating enmity and ill-will amongst the
children; but I say, No, it is teaching them to feel a spirit of
generous emulation, as distinguishable from that of ill-nature or
envy.
Beside the swings, in many schools they have a very useful addition
to
the play-ground. I mean the gymnastic pole.
Although it is most proper for the master in the play-ground to relax
altogether the brow of magisterial severity, yet there is no occasion
for him to withdraw the influence of love. He will not prove a check
to the enjoyment of the children, if, entering into the spirit of
their innocent pastimes, he endeavours to heighten their pleasures by
a judicious direction of their sports.
Among other amusements, which his ingenuity may suggest, I would
mention a geometrical amusement, which is very practicable. First, let
a certain number of children stand in a row. Opposite to these let one
or more children be placed as directors to order the change of figure.
A straight line, we will suppose, is the first thing shown by the
position of the children; the next thing to be formed is a curve,
by
the advancement of each end; then a half-circle,--a circle, by joining
hands in a ring;--two equal parallel lines, by the division of the
number in action; next a square,--triangle, &c. &c. These changes
may either be made at the command of the master, or, as we before
proposed, of one or more children acting as officers to direct these
geometrical movements.
Had it been constantly borne in memory that God is the creator of the
body of a child as well as of its mind; and that the healthy action
of
both is requisite for happiness and usefulness, more attention would
have been paid to the due and proper exercise of children than has
hitherto been done. He has implanted an instinctive impulse to
activity in every young child, which displays itself in almost
incessant motion, where there is perfect health, and when there is
opportunity. To restrain this unnecessarily, is therefore to act in
opposition to the laws of nature; and the end must be a certain injury
to the child. To prevent this evil, and to act in obedience to these
laws, the various actions of clapping the hands, folding the arms,
twisting the fists, and various other motions have been introduced.
By these means a spirit of restlessness, which would undoubtedly show
itself under unnecessary restraints, is converted into a motive of
obedience, and thus even a moral influence is produced, by what
would appear a mere childish play. They may all be gone through with
elegance and propriety: and no rude or indelicate action should be
allowed. Many masters are too free in making a show of these exercises
to visitors, who are perhaps amused with them, but this is to divert
them from their proper use. They were only invented to be introduced
at intervals, when the children's attention began to flag, or to give
them that proper exercise which their tender age required. How has
everything connected with the infant system been burlesqued! and thus
sensible persons have been led to despise infant education, which
if rightly understood by them, would be seen to be one of the most
powerful moral engines that can be put into action for the welfare of
our fellow-creatures, especially of the poorer classes.
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