is too often
forgotten. Look at the infant, the very embodying of vivacity and
activity, and its confinement to a particular posture, or the
requirement of a peculiar expression of countenance, is manifestly
unnatural. An inactive and healthy child under six years of age is
never seen. Whatever compels it to be otherwise consequently produces
what is artificial in character. A parent or a teacher may keep his
children quiet, and in what he terms order; but it does not follow
that this is a good preparation for after years. On the contrary,
bondage may issue in excess. The feelings and propensities which,
instead of being corrected, are unduly restrained, will be manifested
in some other ways, and under less favourable circumstances, and
frequently the reaction will be violent in maturity. Hence the system
now recommended is expressly one for _infants_, adapted to them just
as they are, and wholly designed to repress what is evil, and to
cherish what is good.

Accordingly, the utmost attention is given to the cheerfulness
and happiness of those on whom it acts. Instruction in reading,
arithmetic, geometry, and various other things is made exceedingly
amusing; smiling countenances and sparkling eyes are observable all
around when it is communicated; and what was dull and soporific,
according to the old plan, is now insinuated so agreeably, that
the child, while literally at play, is acquiring a large amount of
valuable knowledge. At play he sees Nature's book, that world of
beauties: he loves to look into it, there is no flogging to induce
him to do it. All is enquiry and anxiety on his part. "What is this?"
"What is that?" "What is it for?" "How did it come?" With numerous
other questions of similar import. Oh, that we had teachers to teach
more out of this divine book! Oh, that we had a public who would
encourage and cherish them for so doing! What blessed results even
have I seen, by one's being able to answer such enquiries! The absurd
notion that children can only be taught in a room, must be exploded.
I have done more in one hour in the garden, in the lanes, and in the
fields, to cherish and satisfy the budding faculties of childhood,
than could have been done in a room for months. Oh, mankind have yet
something to learn about teaching children! See how they catch at
truths through the medium of living things! See how it germinates in
them, by so doing; the teacher may forget, they do not, this I have
proved hund