of the Creator, with a sincere desire to know all
its faculties and powers, and the various simple laws by which its
operations are governed. The teacher ought also to turn his thoughts
within himself, to study his own mind, especially in his recollections
of very early childhood, and the modes by which knowledge is gradually
acquired. These things, carefully and dilligently done, will give more
information on the proper method of educating and developing the young
mind than the perusal of a hundred volumes. This I have endeavoured
all my life to do, and have had to deal with many thousands of
children who have been to me a book for constant study. From this
extensive observation and experience, all my plans have been formed,
and my opinions derived. If any one has done the same, or more, to him
I will gladly concede; but I am not aware that any one individual, not
even Pestalozzi, has run a similar career.

CHAPTER VIII.

HINTS FOR CONDUCTING AN INFANT SCHOOL.

_Classification--Getting the children into order--Language--Lessons
on objects--Rules to be observed by parents--Daily routine of
instruction--Opening prayer and hymn--Object or developing
lessons--Synopsis of a week's instruction--Cleanliness--Never frighten
children--Guard against forgetfulness--Observe punctuality--Be
strictly accurate in your expressions--Guard against the entrance of
disease--Maxims for teachers--Resolutions_.

* * * * *

"Whate'er is best administer'd is best."--_Pope_.

* * * * *

Having had considerable practice in teaching children in the various
parts of England, Scotland, Ireland, and Wales, it may be necessary to
give a few hints on the subject of organizing an infant school. I
have generally found on opening one, that the children had no idea of
acting together. In order, therefore, to gain this object, it will be
found necessary to have recourse to what we call _manual lessons_,
which consist in the children holding up their hands all at one time,
and putting them down in the same manner; throwing the right or the
left foot out; putting their hands together, or behind them; or rising
from their seats all at one time; clapping hands, which is a very good
exercise; holding up their hands and twirling the fingers; holding up
the forefinger and bringing it down on the palm, in time to some tune;
imitating the action of sawing wood, and the sound produced by