ery sorry. Q. Does he love
naughty children? A. No; he does not. Q. Are naughty children happy?
A. No; very unhappy. Thus every lesson may be made not only a vehicle
for conveying instruction, but also of instilling into the infant mind
a reverence, a sense of gratitude and love towards that great Being
who called us all into existence; this should be never lost sight of,
in giving the child those primary sentiments, reverence and gratitude
towards its God, you lay a basis on which doctrinal religion may be
afterwards built with more advantage. The child thus early trained in
such feelings, conveyed in a manner so admirably adapted to its tender
mind, can scarcely fail, unless it possesses a heart of great natural
depravity, of becoming a good man, and it is thus that infant schools
may become a great and lasting blessing to the country. But where
this is overlooked--where the vital principle of the infant system
is rejected, and the mere mechanical parts alone retained, as to any
great and lasting benefit, it will be a complete and unhappy failure.
That the grand object of the infant system may be accomplished,
namely, of raising up a generation superior to the last, both in
religious, moral, and intellectual acquirements, an immense caution
and great experience in the selection of teachers is required; till
proper teachers are universally provided the infant system will never
be really successful: success does not merely consist in universal
adoption and extension, if it did it would be now really so. But
another thing is wanting before it can be called successful, that is,
it must be understood.

None can understand it but thinkers, and deep thinkers, and thinkers
in the right direction. Merely to glance around and gather scraps of
knowledge from the various, "ologies" in existence, which the "march
of intellect" has brought into being, and which were unknown to our
forefathers; and then to force them on the young memory at random, may
be to teach what was not before taught, but it is not to display any
_new method of teaching; any more efficient way of communicating
knowledge_. Those who would truly understand the infant system, must
think for themselves, and observe the workings of the young mind, mark
the intellectual principles which first develope themselves, strive to
understand the simple laws of mental action; and all this that they
may know how to teach in accordance with them. When this is fairly
done, per