I am aware that many excellent institutions are in existence for the spread of the gospel amongst the ignorant and depraved at home as well as abroad; but I must here again advert to the readier reception of religious truths in infancy, than by the adult and confirmed sinner. I would not say to those who are engaged in the painful task—painful because so often unsuccessful—forego your labours; but I would call upon all who have at heart the everlasting welfare of the souls of men, to exert themselves, that the rising generation may not likewise grow up into that state of perverseness—that they may not in future years prove themselves to be a generation, which, "like the adder, turneth a deaf ear to the charmer, charm he ever so wisely." I am satisfied, from the experience I have had, that an amount of good is attainable from early and judicious culture, which far, very far surpasses all that has heretofore been accomplished; and on which not a few are even unprepared to calculate.
It was a Christian-like wish expressed by King George III., that every child in his dominions should be able to read the bible; and from the increased facility of doing so from gratuitous education, the number of those who cannot is much less than formerly; but in many cases the necessitous circumstances of the parents prevent them from allowing their children, except during their infant years, the advantage of instruction, even though it cost them nothing. The time for the children of the poor to receive instruction, is between the ages of two and eight; after that period many are sent out to work, or detained at home, for they then become useful to their parents, and cannot be sent to school. There are many little girls who, having left the infant school, go out to work for a shilling a week, and the mothers have declared to me, when I have endeavoured to persuade them to send them to the National School, for at least one year, that they could not do it, for they were so poor, that every shilling was a great help; they have, however, promised me that they would send them to the Sunday school. This may account, in some measure, for there being so many more boys than girls in almost every school in London, and chews that great good has been done, and is doing, by those valuable institutions.[A]
[Footnote A: It is to be observed here, that the children do not come to or schools on Sundays, but many of them, between five and six years old, who have brothers and sisters in the national school, go with them to church, and others of the same age go to a Sunday school in the neighbourhood. In short, I may venture to say, that almost all the children that are able, go either to a Sunday school or to church: but to take them all in a body, at the early age that they are admitted into an infant school, to any place of worship, and to keep them there for two or three hours, with a hope to profit them, and not to disturb the congregation, is, according to my view, injurious if not impracticable.]
Many of my readers, who have been in the habit of noticing and pitying the poor, may think the detail into which I have entered superfluous, but I can assure them the want of information on the subject is but too general, and is sufficient to account for the indifference which has so long been exhibited.
The objection, that education is altogether improper for poor people is not quite obsolete. There are not wanting persons who still entertain the most dreadful apprehensions of the "march of intellect," as it has been termed; who see no alternative but that it must over-turn every thing that is established, and subvert the whole order of society. I would willingly impart comfort to the minds of those who are afflicted with such nervous tremours, but I fear, if the demonstration of experience has not quieted them, the voice of reason never will. It cannot fail to remind us of the apprehensions of the popish clergy in former times, who decried the art of printing, then recently introduced, as a branch of the black art, which, if encouraged, must eventually demolish the social fabric, and introduce civil wars and discord into every country. Time, that test of truth, has shewn us how groundless their apprehensions were. Instead of injuring that fabric, it has strengthened its foundation so that it cannot be shaken, and has surrounded it with defences, which bid defiance to assaults.
Oh! that the time were come when every heart, being imbued with truly christian principles, would see that the noblest and highest object that could be set before us, would be to rear up the minds of the young in knowledge, virtue, and piety; to train them to intelligence and usefulness in this life, and for happiness and immortality in the life to come. On such labours the blessing of God would inevitably rest, and His promise of their success is positive and unconditional. "Train up a child in the way he should go, and when he is old he will not depart from it."
To the furtherance of the infant system I have devoted for many years my utmost energies and resources, and to it I purpose to give them, so long as I am permitted by the gracious Providence of God. I shall be happy to render it any aid, either by supplying information to those who need it, or by personal exertions, the expenses of so doing being defrayed; on application to my Publisher, 22, Portugal Street, Lincoln's Inn, London, or to myself', at Moor Cottage, Wakefield.
In order to urge the necessity, and explain the design of infant schools, I have for some years been accustomed to deliver a course of lectures, of which the following is an outline:—
FIRST LECTURE.—Affecting state of the children of the poor—Lamentable condition of young delinquents—What are the causes?—The question answered—Bodily and mental injuries now sustained by children of all ranks, described and prevented—What is the best remedy for existing evils?—Answer given—Origin and history of the Infant System—Its progress in Scotland, where it might least have been expected—What are the objections to the system?—Practical refutation of them—Modes of instruction: The alphabet, spelling, reading, arithmetic—Moral cultivation enforced, and the means explained.
SECOND LECTURE.—A play-ground made not only delightful, but mentally and morally improving—The class-room adapted to produce and confirm religious impressions—Music, its application to improve the feelings and memory—Representations of natural objects and scriptural subjects—Variety and extent of information attainable—Lying, dishonesty, injustice, and cruelty corrected.