I enter on this chapter with a full recollection of the
painful sense
of incompetency I endured on becoming "a teacher of babes;"
and this,
I trust, will enable me to offer any remarks on the present subject
with the humility that is desirable, blended with the confidence of
experience. It is a very common idea, that almost any person can
educate little children, and that it requires little or no ability;
but it will be found, on an enlightened and correct estimate of the
work, that this is a very great mistake: and I regret that this
mistake has been made by those who professed to understand the system,
and who have written upon it. But there is just this slight difference
between theory and practice: theory supposes such and such things to be
correct, which was my own case; but twelve months only of practical effort
very soon convinced me I was wrong. How frequently, for
instance, may we find children, ten or twelve years of age, who cannot
answer the most simple question, and who, nevertheless, have been to
school for several years. To give the children correct notions, is a
part of education seldom thought of: but if we really wish to form the
character of the rising generation, and to improve the condition of
society generally, the utmost attention must be given to this object.
Little, I should think, need be said to prove, that few ideas are
given in dame-schools. There may be a few as to which an exception
should be made; but, generally speaking, where the children of
mechanics are usually sent before the age of seven years, no such
thing is thought of. The mind of a child is compared by Mr. Locke to a
sheet of blank paper, and if it be the business of a tutor to
inscribe valuable lessons on the mind, it will require much patience,
gentleness, perseverance, self-possession, energy, knowledge of
human nature, and, above all, piety,simple, sincere, and practical
piety,to accomplish so great a work with propriety and success.
Whoever is in possession of these requisites, with the addition of
a
lively temper, pleasing countenance, and some knowledge of music,
may be considered as a proper person to manage an infant school;
and whoever has charge of such an institution will find numerous
opportunities of displaying each and all of these qualifications.
It would be almost useless to attempt to cure the bad tempers of
children, if the master should encourage and manifest such evil
tempers in his own conduct; for children are not indifferent to what
they see in others: they certainly take notice of all our movements,
and consequently the greatest caution is necessary. It will be of
little purpose to endeavour to inculcate suitable precepts in the
minds of the children, unless they see them shine forth in the conduct
of the teacher.
How strangely it would sound, if, when a teacher was explaining to
his
pupils the sin of swearing, a child should say, "Please, sir, I
heard
you swear;" and it is just the same as to those faults which some
may consider of minor importance,such as the indulgence of angry
passions, in the presence of children. It must always be understood,
that the essence of the plan is to allow the children to speak,not
what they do not feel and think, which has been but too general, but
what they do think and feel. This children will always do if rightly
trained. Yes, with modesty and decorum, but with power! What will the
old class of pedagogues say to this? What! allow pupils to tell you
of
your faults! Certainly; they know them; at least, those committed in
their presence. They talk of them to themselves, why not to us? Some
of the best lessons I ever got were under similar circumstances.
Persons, in such circumstances, cannot be too circumspect, as every
trifling fault will be magnified, both by parents and children.
Indeed, character is of so much importance, that the designs of
benevolent individuals are very often frustrated by appointing
improper persons to fill such situations. I have seen, more than once,
the interests of two hundred babes sacrificed to serve one individual;
and persons have been chosen merely because they had been unfortunate,
and to serve them they have been placed in a situation disagreeable
to themselves, and unprofitable to the children. It is one thing
to possess certain information, but it is another to be able to
communicate that information to infants. Patience is a virtue
absolutely indispensable, as it will frequently take the master or
mistress a whole hour to investigate a subject that may appear of
little or no importance: such as one child accusing another of
stealing a trifle,as a plum, a cherry, a button, or any other thing
of little value. The complainant and defendant will expect justice
done to them by the master or mistress; and in order to do this, much
time and trouble will, in some cases, be necessary. Should a hasty
conclusion be formed, and the accused be punished for what he has not
been guilty of, the child will be sensible that an injury has been
done him, feel dissatisfied with his tutors, and, consequently,
will not pay them the respect they ought to have. Besides, it will
frequently be found, on examination, that the accuser is really the
most in fault, and I think I have convinced many children that this
has been the case, and they have retired satisfied with my decision.
For when a child is convinced that justice will be done him, he will
open his case freely and boldly; but if he has any idea that it will
be otherwise, he will keep one half of the facts in his own mind, and
will not reveal them. I once formed a hasty conclusion in the case of
two children, and happened to decide directly contrary to what I ought
to have done; the consequence was, that the injured child endeavoured
to do that for himself which he found I had not done for him, and
pleaded his own cause with the opposite party in the play-ground; but
finding that he could not prevail on him, and being sensible that he
had been wronged, he was so much hurt, that he brought his father the
next day, and we re-considered the case; when it was found that the
child was correct, and that I was wrong. Here I found how necessary
it
was to exercise the utmost patience, in order to enable me to judge
rightly, and to convince my little pupils, that I had the greatest
desire to do them justice. I compare an infant school to a little
commonwealth, the head or governor of which is naturally the master.
An infant school master or mistress is not to consider anything
relating to the rights of his little community, as trifling or
unimportant. However justly it might be considered such in itself,
yet, comparatively, it is a matter of moment to the parties concerned,
and such therefore it should be esteemed by him who is the arbitrator
of their rights and the legislator and judge of the infant state. He
will have, indeed, to act the part of counsel, judge, and jury; and
although the children cannot find words to plead their own cause, yet
by their looks and gestures, they will convince you that they know
when you have rightly decided; and it appears to me, that the future
conduct of the children in the world, will depend, in a great measure,
upon the correctness of the master's decisions.
One would suppose, to hear the observations of some persons, that mere
automatons would do for masters and mistresses. By them the system is
considered as every thing, while the persons who are to teach it, have
been considered as secondary objects; but a system, however perfect
in
itself, will be productive of little good, unless it be committed to
persons possessed of some degree of skill; as the best watch will
go wrong, if not properly attended to. We cannot, therefore, be too
circumspect in the choice of the persons to whom we commit the care
and education of the rising generation. There is something so powerful
in correctness of deportment, that even infants respect it; and this
will operate more on their minds than many imagine. It does not
appear necessary to me, that children should be kept under excessive
restraint by their tutors; they should rather be encouraged to make
their teacher their confidant, for by this means he will become
acquainted with many things, the knowledge of which it is essential
he should possess, both as it regards himself; and the welfare of his
pupils. If the child be enthralled, he will seek some other persons
to whom he may open his little mind, and should that person be
ill-disposed, the most serious consequences will not unfrequently
follow. I know the source from whence all assistance is derived, and
I
am taught to believe, that such assistance will not be withheld from
those who diligently seek it. I am well aware that I shall have to
render an account of my stewardship to the Almighty, for every child
that may have been placed under my care, and I feel that to do so
unblameably, requires much assistance from above.
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