But whilst his merits thus we praise,
Pleased with his character and ways,
This let us learn, as well we may,
To love our teachers and obey.
MORAL LESSON.[A]
[Footnote A: The following tale, though not adapted for the younger children of an Infant School, and too long to be committed to memory by the elder ones, might be read to such by the master, and would serve as an admirable theme for conversation. It is likewise well adapted as a tale for family circles.]
THE TWO HALVES.
"What nice plum-cakes," said JAMES to JOHN,
"Our mother sends! Is your's all gone?"
"It is," JOHN answered; "is not thine?"
"No, JOHN, I've saved one half of mine;
"It was so large, as well as nice,
I thought that it should serve for twice,
Had I eat all to-day, to-morrow
I might have mourn'd such haste in sorrow;
So half my cake I wisely took,
And, seated in my favourite nook,
Enjoyed alone, the double pleasure,
Of present and of future treasure."
"I, too," said JOHN, "made up my mind
This morning, when our mother kind
Sent down the cakes so nice and sweet,
That I but half to-day would eat,
And half I ate; the other half—"
JAMES stopp'd his brother with a laugh;
"I know what you're about to say,—
The other half you gave away.
Now, brother, pray explain to me,
The charms which you in giving see.
Shew me how feasting foes or friends
Can for your fasting make amends."
"A poor old man," said JOHN, "came by,
Whose looks implored for charity.
His eyes, bedimm'd with starting tears,
His body bowed by length of years,
His feeble limbs, his hoary hairs,
Were to my heart as silent prayers.
I saw, too, he was hungry, though
His lips had not informed me so.
To this poor creature, JAMES, I gave
The half which I had meant to save.
The lingering tears, with sudden start,
Ran down the furrows of his cheek,
I knew he thank'd me in his heart,
Although he strove in vain to speak.
The joy that from such acts we gain
I'll try for your sake to explain.
First, God is pleased, who, as you know,
Marks every action that we do;
That God 'from whom all blessings flow,'
So many JAMES to me and you.
Our mother, next, had she but seen
Her gifts of kindness so employ'd,
Would she not JAMES, well pleased have been;
And all my feelings then enjoy'd?
The poor old man, was he not pleased?
Must not his load of sorrow be,
Though but for one short moment, eased,
To think, 'Then some one feels for me.'
But still you ask, of all this pleasure,
How much will to the giver fall?
The whole, rich, undiminish'd treasure,—
He feels, he shares the joy of all.
We eat the cake, and it is gone;
What have we left to think upon?
Who's pleased by what we then have done?
How many pray, JAMES, more than one?
The joys by sympathy supplied
Are many, great, and dignified.
But do not on my word rely,
Whilst you, dear JAMES, the fact may try;
And if you do not find it true,
I'll next time eat both halves with you!"
* * * * *
It is desirable that the master should add instrumental to vocal music. He should be able to play on the violin, flute, or clarionet, but, as he must speak much, the former is to be preferred. Such is the influence of the weather, that children are almost always dull on dull days, and then a little music is of great advantage. On wet days, when they cannot go into the play-ground, it assists them in keeping the step when they march, it cheers and animates their spirits, and, in some measure, compensates for their privations. It will also aid various evolutions.
Music may be employed, moreover, to soften the feelings, curb the passions, and improve the temper, and it is strange that it should not have been employed till the operation of the Infant System, to which it is absolutely indispensable. When, for instance, after a trial by jury, as explained in a former page, the children have been disposed to harshness and severity, a soft and plaintive melody has produced a different decision. To recite one case; when I was organizing the Dry-gate School in Glasgow[A], a little girl in the gallery had lost of her ear-rings (which, by the way, like beads, is a very improper appendage, and ought by all means to be discouraged), and on discovering the fact, commenced a most piteous lamentation. I made inquiry for it immediately, while the children were seated in the gallery, but in vain; and I subsequently found it in the hands of a little girl at the bottom, who was attentively examining it, and who gave it me the moment it was demanded. On asking the children what was to be done in this case, they said she should have a pat of the hand. I then showed, that had she intended to steal it, she would have secreted it, which she did not, and that her attention was so absorbed by it, that she had not heard my inquiry; but one little boy was not satisfied; he said, "She kenned right weel it was nae her ain;" but after singing a simple and touching air, I was pleased to find his opinion changed. "Perhaps, sir," he said, "ye may as weel forgie her this ance, as she is but a wee thing."
[Footnote A: This school has since become a very important Normal school, from which many others have emanated, the head master being the one I originally instructed: Mr. Stowe, also, one of the directors, has applied the principles of the Infant School System to the instruction of older children, which is called Stowe's Training System; being applied to juveniles, with great success. I know of no school, except the Dublin Normal Schools, equal to those, and of no masters superior to those I have seen who have been taught there.]