The Infant System
by
Samuel Wilderspin
Part 7 out of 7
That God will feed
Me day by day.
All honest labour,
God will bless;
Let me not live
In idleness.
I will not be
Or rude or wild,
I must not be
A naughty child.
I will not speak
Of others ill,
But ever bear
To all good-will.
I'd rather die
Than tell a lie,
Lest I be lost
Eternally.
I'll ---- my bread
From ---- to door,
Rather ---- steal
My neighbour's store.
I must not kill
A little fly;
It is an act
Of cruelty.
I must not lie,
I must not feign,
I must not take
God's name in vain.
Nor may my tongue
Say what is wrong;
I will not sin
A world to win,
In my Bible
I am to read,
And trust in God
In all my need.
For Christ alone
My soul can save,
And raise my body
From the grave.
Oh! blessed Saviour,
Take my heart
And let not me
From thee depart.
Lord, grant that I
In faith may die,
And live with thee
Above the sky.
CREATION.
God made the ---- that looks so blue,
God made the ---- so green,
God made the ---- that smell so sweet,
In ---- colours seen.
God made the ---- that shines so bright,
And gladdens all I see;
It comes to give us ---- and light,
How ---- should we be!
God made the ---- bird to fly,
How ---- has she sung;
And though she ---- so very high,
She won't ---- her young.
God made the ---- to give nice milk,
The horse for ---- to use;
I'll treat them ---- for his sake,
Nor dare his gifts abuse.
God made the ---- for my drink,
God made the ---- to swim,
God made the ---- to bear nice fruit,
Which does my ---- so nicely suit;
O how should I ---- him!
"O Lord, how manifest are thy works; in wisdom hast thou made them
all!"--Psalm civ. 24.
* * * * *
I subjoin, as an exercise for teachers themselves, the following hymn,
as one calculated to induce reflections on the scenes of nature, and
direct the mind to that Being who is the Source of all excellence!
1
Hast ---- beheld ---- glorious
Through all ---- skies his circuit run,
At rising morn, ---- closing day,
And when he beam'd his noontide
2
Say, didst ---- e'er attentive
The evening cloud, ---- morning dew?
Or, after ----, the watery bow
Rise in the ---- a beauteous ----?
3
When darkness had o'erspread the ----
Hast thou e'er seen the ---- arise,
And with a mild and placid ----
Shed lustre o'er the face of night?
4
Hast ---- e'er wander'd o'er the plain,
And view'd the fields and waving ----,
The flowery mead, ---- leafy grove,
Where all ---- harmony ---- love.
5
Hast thou e'er trod the sandy ----
And ---- the restless ---- roar,
When roused by some tremendous ----
It's billows rose ---- dreadful form?
Hast thou beheld the ---- stream
Thro' nights dark gloom, ---- sudden gleam,
While the bellowing thunder's ----
Roll'd rattling ---- the heaven's profound?
7
Hast thou e'er ---- the cutting gale,
The sleeting shower, ---- the biting hail;
Beheld ---- snow o'erspread the
The water bound ---- icy chains?
8
Hast thou the various beings ----
That sport ---- the valley green,
That ---- warble on the spray,
Or wanton in the sunny ----?
9
That shoot along ---- briny deep,
Or ---- ground their dwellings keep;
That thro' the ---- forest range,
Or frightful wilds ---- deserts strange?
10
Hast ---- the wondrous scenes survey'd
That all around thee ---- display'd?
And hast ---- never raised thine
To Him ---- bade these scenes arise?
11
'Twas GOD who form'd the concave ----
And all the glorious orbs ---- high;
---- gave the various beings birth,
That people all the spacious ----.
12
'Tis ---- that bids the tempests
And rolls the ---- thro' ---- skies:
His voice the elements ----
Thro' all the ---- extends His sway.
13
His goodness ---- His creatures share,
But MAN is HIS peculiar ----.
Then, while they all proclaim ---- praise,
Let ---- his ---- the loudest ----.
The elliptical plan has been found to be most successful, and has been
applied with equal success in schools for older children, and also
children of another grade. Messrs. Chambers, I believe, are the only
persons, as far as I know, who have the honesty to acknowledge the
source from whence this plan was taken.
CHAPTER XXI.
REMARKS ON SCHOOLS.
_National schools--British and foreign societies--Sunday
schools--Observations_.
* * * * *
"Is it then fitting that one soul should pine
For want of culture in this favour'd land?
That spirits of capacity divine
Perish, like seeds upon the desert sand?
That needful knowledge, in this age of light,
Should not by birth be every Briton's right?"
_Southey_.
* * * * *
Although it has been the special design of the present work to speak
of the first efforts of _art_ in assisting the proper development of
the mental and moral faculties, I shall take the liberty of indulging
in a few remarks on the methods at present adopted in the more
advanced stages of education, as seen in our National and Sunday
Schools. I need, I am sure, offer no other apology for so doing,
than the fact that it is in these institutions the infant poor
must complete their education; it is in these schools, the budding
faculties must either ripen or perish; and the moral principles become
confirmed or weakened. Certain I am, that it is the wish of all
concerned in these praiseworthy institutions _to do their best_ for
the attainment of this object--the welfare and improvement of the
rising generation of the poor classes; and therefore I the less
reluctantly offer a few thoughts on the subject, which it is my humble
opinion may not be altogether useless.
With regard to National Schools, I must say, there is too much form,
and too little of the spirit of instruction to be found in their
management: the minor faculties are attended to in preference to the
higher ones; it is the memory alone which is called into action; the
understanding is suffered to lie in a state of torpid inactivity.
Their lessons, their plan of using them, and their discipline
altogether, are of that monotonous nature, that the children always
seem to me to be dosing over them. I know it will be pleaded that the
number to be taught at once, renders this defect unavoidable; that it
is impossible to teach a large body of children, in such a way as to
secure the attention and activity of the whole. And it is so far true,
as to its being impossible to detect and reform every idle pupil,
who finds an opportunity of indulging his idleness in the divided
attention of his teacher; but I do think, if it be impossible to cure
the evil, it may be in a great degree prevented. Make your system
interesting, lively, and inspiriting, and your scholars will neither
be able nor willing to slumber over it. Every one knows what an effect
is produced on the physical faculties by a succession of the same
sound; for instance, by the long continued chiming of a single bell;
it induces a drowsiness which we find it impossible to resist, except
by turning our attention to another thing; but let a number of bells
strike out into a merry peal, how quickly we are aroused, how lively
we become, whilst their various _changes_ secure the attention and
interest which their pleasing and spirited tones first excited. And
just so it is with the mind in the matters of education; you must give
a variety of tones, a newness of aspect to your lessons, or you will
never be able to keep up a lively attention in your scholars. For
this purpose I would particularly recommend to the attention of all
concerned, the chapters in this volume on geometry, conversation,
pictures, and likewise that on the elliptical method. By adopting the
plan recommended in these chapters, the children will have something
to do, and to do that something they must be _active_. The first
object of the teacher is to excite a thirst for knowledge; not to pour
unwelcome information into the mind.
It will probably be said, that however well adapted the plan
recommended may be for the infantine scholars for whom it was
designed, yet, it does not follow that it may be equally advantageous
for those of a more advanced age; and if by this it is meant, that the
very same lessons, &c., are not equally applicable in both cases,
I perfectly agree with the truth of the objection; but it is the
_principle_ of education that I recommend, and would affirm to be as
applicable to children of the most advanced age, as to those of the
youngest. And I may further add that unless this is done, these
schools will not be in a proper state to receive our children, so
as to carry on the cultivation of all the faculties, instead of the
memory only. It is not sufficient to store the memory, we must give
employment to the understanding. It is not sufficient to talk to the
children of piety and of goodness; we must present them with a living
example of both, and secure, as far as possible, an imitation of such
example.
As applicable to Sunday Schools, I would particularly recommend the
use of picture lessons on scripture subjects, for the use of the
junior classes, to be used as a sort of text for conversation, suited
to the state of their mental faculties. I am convinced that the
knowledge acquired by this method is likely to make a deeper and more
lasting impression, than that imparted in a less interesting mode.
Nor should the lessons on natural history be neglected, in my humble
opinion, in the system of Sunday School instruction; inasmuch as the
more the children know of the wonders of creation, the greater must be
their reverence of the Almighty Creator; in addition to which it will
enable the teachers to supply variety, a thing so agreeable, and,
indeed, indispensable, in the instruction of children. For these
reasons, I think it could not justly be considered as either a
misemployment or profanation of the Sabbath-day. For the elder
children, moreover, it would be advisable to have occasional class
lectures, simplified for the purpose, on astronomy, natural history,
&c.; and although it might be unadvisable to occupy the hours of the
Sabbath-day with the delivery of them, they might be given, on some
week-day evening, and should be made the medium of reward to good
behaviour; such children as had misbehaved themselves being proscribed
from attending. When thus seen in the light of a privilege, they
would not fail to be interesting to the little auditors, as well as
conducive to good behaviour.
Sunday Schools should not be too large, nor should children remain
in them too long. I have observed some instances, when this has been
neglected, of choices being made, and connections formed, which must
be often very prejudicial.
It is with some degree of reluctance and apprehension, I touch upon
another topic--that of religious doctrine. As schools for gratuitous
instruction have been established by most of the religious sects
extant, it is obvious that some dissimilarity of sentiment on
religions subjects must exist, as imparted in such schools. Let it not
be supposed, that I would cast a censure on any religious body, for
establishing a school devoted to such a blessed purpose. On the
contrary, I rejoice to see, that however various their theories may
be, their opinion of Christian practice, as evinced in such actions,
is the same. But one thing I would say, to each and to all, let a
prominence be given to those fundamental truths of love and goodness
which Christianity inculcates. Let the first sounds of religion which
salute the ears of infancy, be that heavenly proclamation which
astonished and enraptured the ears of the wakeful shepherds, "Peace
on earth and good-will towards men." It was the herald-cry by which
salvation was ushered into the world, and surely no other can be so
proper for introducing it into the minds of children. I must candidly
own, that I have occasionally witnessed a greater desire to teach
particular doctrines, than the simple and beautiful truths which
form the spirit of religion; and it is against this practice I have
presumed to raise a dissentient voice.
The conductors of schools, in connexion with the British and Foreign
School Society, have generally spoken more highly of the Infant
System than others, and this is certainly to be attributed to
more congeniality, since in them the mental powers are more fully
exercised, and there is a greater variety in the instruction given.
The only objection I can discover to them, is one that lies equally
against the National Schools--I mean the opportunities afforded for
monitorial oppression; but this may be obviated in both cases by the
judgment and vigilance of the teachers. It should be added, that
schools of both kinds demand occasional inspection from those
intimately acquainted with the systems avowedly adopted, as they
appear very different in different places. I will only mention further
on this topic, that many schools are too large. No Infant School, I
conceive, should exceed 200, nor should a National or British and
Foreign School exceed 400, when under the care of one master.
One half of these numbers would be much better than the whole, and
tend greatly to the success of the schools; but funds are so difficult
to raise, from the apathy shown by persons in general to the
instruction of the poor, and therefore the schools are so few in
number, that it is absolutely requisite to place as great a number of
children as possible under one master, that expense may be saved. When
will this sad state of things be changed, and the country at large see
that the noblest object it can ever attempt is, to rear up its whole
population to intelligence, virtue, and piety?
In conclusion, I would observe, that as the foregoing remarks have
been kindly made, in such a manner, it is my hope, they will all be
received.
It is most gratifying to me to be able to add, that since the above
remarks were written, great improvements have been made in National
Schools, a large portion of the public attention has been lately drawn
to the subject, and it is almost universally admitted that the present
system is capable of considerable improvement. This must be gratifying
to those persons who have borne the heat and burthen of the day. The
National Society are taking measures to improve their systems, and
also by forming Diocesan Societies to establish Normal schools for the
instruction of teachers on improved principles throughout the country.
I would to God the Church of England had done this long ago; she would
have had fewer enemies, and could now have put on a bolder front.
I trust in God that even now it is not too late, and that
circumstances may transpire to render her efforts in this sacred cause
doubly effective. She has lately made a noble stand in defence of
principle; this will have its proper effect; but she must not stop
there, for the enemy is in the field; and though he is quiet for a
time, the many-headed dragon is not crushed. The utmost vigilance
will be necessary to counteract the wiliness of the serpent; real
improvements in education must be adopted; the books used in her
schools must be revised and improved; a larger amount of knowledge
must be given to the poorer portion of her sons, and then a beneficial
reaction will not be far distant. She has done much, but she has much
more to do. If she does not pre-occupy the ground, there are others
that will. Dependence upon the Divine Will, sound discretion, and
Christian principle, must be her guide; goodness must be her fortress,
and truth her finger post, and then I for one perceive that she will
not fail, for the bulk of her people are still favourable to her, and
will rise up in her defence, when their assistance is required; and
if I mistake not the signs of the times, there will be work for the
thinking portion of the laity soon cut out, work which I fear the
clergy cannot, or will not do, but which, nevertheless, must be done.
God grant that it may be done well, whoever may be the instruments.
CHAPTER XXII.
HINTS ON NURSERY EDUCATION.
_Introduction to botany--First lessons in natural history--First
truths of astronomy--Geographical instruction--Conclusion_.
* * * * *
"'Tis on his mother's bosom the babe learns his first lessons; from
her smile he catches the glow of affection; and by her frown, or
her gentle sighs he persuaded to give up what his ignorance or
selfishness prompt him with pertinacity to retain. Happy where this
sweet, this powerful influence is well directed,--where the mother's
judgment guides her affectionate feelings."--_Taylor_
* * * * *
Many persons, eminent by their charitable acts, and who express
themselves generally desirous of aiding in any plan which may
contribute to the improvement and happiness of the poorer classes,
have, nevertheless, been unwilling to assist in the establishment of
Infant Schools, fearful that the superior method pursued in these
schools should render the children educated therein, much better
informed than the children of the richer classes, who might thus
be supplanted in numerous lucrative and honourable situations in
after-life.
From this circumstance one of the two following conclusions must be
drawn; either that the system of education pursued in the higher
schools is very faulty and imperfect, or that the fears of those
persons are entire groundless.
If the first be true, then it cannot be denied that the consequences
feared by the richer classes must necessarily take place, if, either
from prejudice or apathy, they continue the same faulty and imperfect
method of education, which, by the expression of these fears, they
positively declare is usually pursued in the higher schools; but the
remedy is easy. Let the same good principles of tuition be introduced
into nurseries, and into those schools to which the children of
the rich are sent, and the latter will not fail to maintain their
patrimonial ranks in society. They need then have no fear least the
poorer classes should become too intellectual, but, on the contrary,
they will soon find that their own welfare, security, and happiness
will not only be insured, but will increase in proportion as the
poorer classes gain knowledge; for by the method of instruction
pursued in the _Infant Schools_, the knowledge there acquired is
necessarily accompanied by the practice of industry, sobriety,
honesty, benevolence, and mutual kindness; in fine, by all the moral
and religious virtues.
That the system of instruction recommended in the foregoing pages is
equally applicable to the children of the rich as to those of the
poor, there can be no doubt; and it might be adopted either in schools
established on its principles or in the nursery. It is, indeed,
obvious that it might be carried to a much greater extent, where the
means of so doing would not be wanting. Many things might be taught,
which it is neither advisable nor practicable to teach in the schools
established for the instruction of poor children.
Whilst the elements of number, form, and language, may be taught by
the means and after the manner recommended in the preceding chapters
on the respective subjects, there are other branches of knowledge
which might enter into the scope of nursery instruction with great
advantage to the children.
As an introduction to _botany_, I would make the children acquainted
with the progress of vegetation, _not from words, but from
observation_. I would have three or four garden-pots filled with
mould, introduced into the nursery at a proper season of the year; the
children should be asked, what is in the pots.--"Dirt," or "mould,"
will of course be the reply. They should then be shewn the seeds which
are to be deposited in the mould, and assuming in the eyes of the
children a prophetic character, the mother or governess should inform
them of the process of vegetation, and that about a certain time a
pretty flower will make its appearance in the pots: the seeds should
then be deposited in the mould, and the pots placed in a proper
situation. It would not be improper to let the children themselves sow
the seed; thus convincing them of their power of being useful, and
becoming the instrument of so great a wonder, as the transformation of
a seed into a flower. During the time the seed is lying unperceived
beneath the mould, the children should frequently be sent to look "if
the pretty flower has come up," or questioned as to what they
were told concerning it. At length the green shoot will make its
appearance, just peeping above the mould, to the no small surprise and
gratification of the little observers. They will mark with attentive
eagerness the progress of its growth, the appearance of the bud, and
the gradual development of "the pretty flower," till they are fully
convinced of the wisdom of the parent or teacher who foretold
all which has happened, and made acquainted with the process of
vegetation, not from words, but from observation. Certain it is, that
such a lesson could not be wholly useless. In the first place it might
be made the means of impressing them with ideas of the Almighty
power, highly conducive to piety; secondly, it would beget a habit of
observation; thirdly, it would be likely to produce a love of flowers
and the vegetable world, favourable to their future pursuits in the
science of botany; and, lastly, it would inspire their little breasts
with a love and respect for the parents or teachers who were wise and
kind enough to teach them so many true and wonderful things.
As an efficient and amusing introduction to _natural history_, I would
have every nursery provided with a microscope, by means of which the
minds of the children might be excited to wonder and admiration at the
amazing beauty and perfection of the insect world, and the astonishing
construction of various substances, as seen through this instrument.
So far would this be from begetting habits of cruelty, that it would
be very likely to check them. Many children who would be loath to
torture a large animal, such as a cat, a dog, or a bird, feel no
compunction at ill-using a fly, because it appears to them so
insignificant an animal; but had they once witnessed, by means of a
microscope, the wonderful and perfect conformation of the insect, I am
persuaded they would be less inclined to make the distinction.
Various devices might be made use of to teach the first truths of
_astronomy_. So simple a device as an apple, with a wire run through
its centre, turned round before a candle, might serve to explain the
phenomena of day and night; whilst the orrery, with the accompaniment
of a simple and familiar lecture--(it should be much more so, indeed,
than any I have heard or read)--would make them acquainted with those
stupendous facts which strike us with as astonishment and awe. It
has been well observed by Dr. Young, with respect to the wonders of
astronomy--
"In little things we search out God--in great
He seizes us."
One thing I would here notice--that it should be a constant practice
to remind the children, that in the apple and the orrery, they see
only a resemblance to the earth and the heavenly bodies, that _they_
are vast in size and distance, beyond their comprehension; at the same
time leading them to an actual observation of the heavens by means
of a telescope. This would be a high treat to the children, and
productive of correct notions, which are but too apt to be lost where
we are under the necessity of teaching by signs so infinitely unlike,
in size and nature, as the candle and the apple, and the brass balls
and wires of the orrery, to the earth and the heavenly orbs.
For giving the children their first lessons in _geography_, I would
have a floor-cloth in every nursery, painted like a map, but of course
not filled up so perfectly as maps for adults necessarily are. It
should contain a correct delineation of the position of a certain
space of the globe, we will say, for instance, of England; let the
children then be told to proceed from a certain spot, to go through
certain counties, towns, &c., and to fetch a piece of cloth from
Yorkshire, or a knife from Sheffield, cheese from Cheshire, butter
from Dorset, or lace from Huntingdonshire, &c., &c. The lessons thus
given would be at once amusing and instructive both to the governess
and children. If preferred, these maps might be painted of a less
size, to cover a table. No difficulty would be found to get a set of
such table-covers or floor-cloths painted, if the public would once
encourage the plan.
There are now large skeleton maps published, which have merely the
principal cities, towns, and rivers, &c., marked down, so as not to
present too many objects to confuse the young eye. There are also
picture maps in which the chief productions of a country, both
vegetable and animal, are delineated in their proper places. These
would form a great aid in nursery instruction, and also for an infant
school. Let the great truth be ever borne in mind, that what is seen
by the eye is more quickly understood and more certainly remembered,
than what is merely described or made known in words.
I would also have an oblong tray made to hold water, large enough to
cover a table. In this I would fasten pieces of cork, cut out in the
shape of land, according to the best maps, while other small bits of
cork should represent the mountains and hills on the surface of the
respective islands. By application to the toy-makers, a sufficient
number of animals might be got to stock the respective islands, &c.,
with their appropriate inhabitants; whilst the manufactures, and many
of the natural products of the different places, might be readily
supplied by the ingenuity of the parent or governess. A little boat
should then be provided, and a voyage to a given part undertaken;
various islands might be touched at, and various commodities taken
on board or exchanged, according to the mercantile instructions the
children should receive; whilst brief accounts might at first be
read or given of the climate, productions, and inhabitants of the
respective places, till the little scholar should be able to conduct
the voyage, purchase or exchange commodities, and give an account of
the various countries and their inhabitants, &c., by himself. Certain
I am that more might be acquired, by this toothed, of geographical
knowledge, in one week, than by the old method in a twelvemonth: and
what the children did learn they would always remember. I might extend
these suggestions to the size of a small volume, had I space to do so;
but the limits of the present one forbid; at a future period, should
my active employments permit, I may resume the subject of _nursery
hints_ in an extended and separate form.
There are, indeed, many excellent works already published on the
subject; but as by the suggestions and contributions of many, every
plan is likely to be perfected, no one is justified in withholding any
thing likely to promote the desired object.
A due improvement of these advantages will make the progress of the
higher classes more than commensurate with that of the lower. It is
obvious, that the former have resources which cannot be obtained by
the latter. They have the means, too, of availing themselves of all
improvements in education, of engaging the most intelligent and
efficient instructors, and of frequently changing the scene for
their children, and consequently the objects which come under their
observation. Which, I ask, is the more honourable course,--to object,
as some do, to the education of the infant poor, lest they should
learn too much, or to improve, then, the opportunities they have, by
which they and their children they surpass all others?
A few words ought to be added on discipline at home. It is not
uncommon to hear parents, in all classes of society say, "That child
is too much for me. I cannot manage him at all." We should think him a
most unpatriotic Englishman who should say the French are too strong
for us, we cannot beat them; but very far more absurd and truly
unparental it is to confess that a mere child is master of its
parents. A grown person and an infant, what a contrast! True it is,
that many a child has become very unmanageable, but this may always be
traced to early neglect. If from the earliest infancy the young mind
is trained to little acts of obedience, they will soon become habitual
and pleasant to perform; but if improper indulgence and foolish
kindness be practised towards children, they must, of course, grow
up peevish, fretful, and ill-tempered, obstinate, saucy, and
unmanageable. "Whatsoever a man soweth that shall he reap." Let this
truth be ever engraved upon the minds of all parents. A constant
exercise of parental love in allowing all that is fit and proper, and
a firm and judicious use of parental authority, in strictly refusing
and forbidding all that is unsuitable or wrong, should harmoniously
unite their power in training up the young. Punishments, as a last
resource, ought to be used; but never in a spirit of anger, wrath, or
revenge. If administered calmly and mildly they will have a double
power. Every wilful offence of a child seems to say, "Correct me, but
with judgment." It may be painful to a parent to put on the "graver
countenance of love," but _true parental love_ will always do it. Oh
that all parents in every rank of life saw and acted upon the great
truth, that the noblest object that they can present to themselves,
and the greatest obligation that is laid upon them, is to rear up
their children to intelligence, virtue, and piety; to make them good
rather than great, for if they are the former, they will assuredly be
the latter in its highest and truest sense.[A]
[Footnote A: Should the reader be pleased with this volume, I may
refer to another work of mine just published, entitled "A System for
the Education of the Young."]
* * * * *
Having now finished all that I have to say on Infant Schools, I would,
in conclusion, breathe forth a sincere petition to the throne of
Divine Truth and Goodness, for the prosperity and spread of the
System; in which I am sure I shall be joined by all who have been
convinced of its beneficial effects in promoting the present and
everlasting welfare of human beings.
Mysterious are thy ways, O God; yet who was ever disappointed that
asked of thee in a right spirit? Prosper, then, thy work which
is begun in the world, we beseech thee, O Lord; may thy gracious
providence so encircle and protect the rising generation, that there
may be no more complaining in our streets. Protect them, O Lord, from
the many dangers that surround them, as soon as they draw their breath
in this vale of tears, and put into the hearts of those who have the
means to consider the state of the infant poor, to give them the
assistance they need. Grant that thy blessed example may be followed
by many, for thou didst desire that children should come unto thee,
and not be forbidden, and thou didst take them up in thine arms and
bless them, declaring, that of such is the kingdom of heaven. May thy
creatures, therefore, not be ashamed to notice little children, but
co-operate, hand and heart with each other, and endeavour to teach
them all good. May difference of sentiment and opinion be laid aside
and forgotten; and may all join hand and heart in endeavouring to
rescue the infant race from danger; and so these tender plants may be
nurtured with the dew of thy divine blessing, and be thus made fit
subjects for thy heavenly kingdom, where the wicked cease from
troubling, and the weary are at rest. May thy divine influence descend
abundantly upon all those who have hitherto turned their attention to
infant children; may they feel great pleasure in doing good; may they
receive thy grace and protection abundantly; and when their days of
probation are ended, may they find a place in thy heavenly mansions,
and there glorify thee throughout the boundless ages of eternity.
Amen.[A]
[Footnote A: This prayer written more than thirty years ago. The
reader will see a great portion of the prayer has been answered; the
subject has been mooted in Parliament; the Government have mooted
the question of Education; and even the sovereign has recommended
attention to it in a speech from the throne. This feeling only wants a
right direction given to it, and all will be well.]
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