The Infant System / For Developing the Intellectual and Moral Powers of all Children, from One to Seven years of Age

by Samuel Wilderspin

When Agesilaus, king of Sparta, was asked, "What should boys be taught?" he answered, "What they ought to do when they become men." Such a declaration was worthy of later times, since the most intelligent now admit that the great end of all education is the formation of solid, useful, and virtuous character. This work should be, doubtless, commenced at the earliest possible period, to it the system explained in this volume is considered to be adapted, and the principles on which it proceeds are now to be illustrated. And here it ought to be particularly observed that nothing is admissible, except what is appropriate to the state of infancy, calculated to exercise the physical energies, and likely, by their invigoration, to lay the basis of a sound and powerful intellect. And yet all this 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 hundreds of times. Music has proved a most important auxiliary for this purpose, and a stranger would be astonished at the hilarity and delight with which much is rehearsed, with a full perception of its meaning, when in any other way it would be irksome and unintelligible.

These attainments, moreover, are accompanied by various movements and evolutions which exercise the limbs, the joints, the muscles; in addition to which, set times are appointed every morning and afternoon for its exclusive enjoyment.

The conduct of inferior animals, when young, shows the propriety of giving exercise to children. Every other creature makes use of its organs of motion as soon as possible, and many of them, when under no necessity of moving in quest of food, cannot be restrained without force. Such is the case with the calf, the lamb, and many more. If these creatures were not permitted to frisk about at pleasure, they would soon die, or become diseased. The same inclination appears very early in the human species; but as they are not able to take exercise themselves, it is the business of their parents and nurses to give it them. This may be done in various ways, and the methods included in the system are shewn in other parts of this work. It is to be regretted that men should be so inattentive to this matter; their negligence is one reason why females know so little of it. Women will always be desirous to excel in such accomplishments as recommend them to the other sex; but men generally avoid even the slightest acquaintance with the affairs of the nursery, and many would reckon it an affront were they supposed to know any thing of them. Not so, however, with the kennel or the stables; a gentleman of the first rank, who is not ashamed to give directions concerning the management of his dogs or horses, would blush were he surprised in performing the same office for that being who is to be the heir of his fortunes, and, perhaps, the future hope of his country.

Arguments to show the importance of exercise, might be drawn from every part of the animal economy. Without it, the circulation of the blood cannot be properly carried on, nor the different secretions duly performed; neither can the fluids be properly prepared, nor the solids rendered firm or strong. The action of the heart, the motion of the lungs, and all the vital functions, are greatly assisted by exercise. But to point out the manner in which these effects are produced, would lead us beyond the present subject. We shall, therefore, only add, that when exercise is neglected, none of the animal functions can be duly performed; and when this is the case, the whole constitution must go to wreck. Healthy parents, wholesome food, and suitable clothing will avail little where it is disregarded. Sufficient exercise will supply many defects in nursing, but nothing can compensate for its want. A good constitution ought certainly to be our first object in the management of children. It lays a foundation for their being useful and happy in life; and whoever neglects it, not only fails in his duty to his offspring, but to society.

While this is forgotten, let us not complain of weak and thoughtless children, or of weak and thoughtless servants; for the former are so from the neglect of their parents and the public; and the latter from not having been taught to think at all—and yet the very persons that object to the education of the poor are the first to complain of their servants.

A notion that habits of industry must be established, has, however, been the means, I regret to state, of a sad perversion of the system in these respects. The time allowed for amusement and exercise has been in some cases, very much abridged that the children might learn and practise sewing, knitting, plaiting, &c. Now, no one can be more disposed to the encouragement of industrious habits than myself, but I would say not at the expense of health; which I am certain, in these cases it must be. Deprive the children of their amusement, and they will soon cease to be the lively, happy beings, we have hitherto seen them, and will become the sickly, inanimate creatures, we have been accustomed to behold and pity, under the confinement and restraint of the dame's schools. I do not scruple to affirm, that if the play-grounds of infant schools are cut off from the system,—they will from that moment cease to be a blessing to the country.

Nothing has given me greater pain than to witness the thorough neglect of play-ground attendance on the part of teachers and the public; the former leave the children to themselves at the very time their attendance is most desirable; and when, if duly watched, the children will give them lessons. Yes! such lessons as no book can give, and such lessons as every efficient teacher must learn, or efficiency is out of the question. The public are too fond of hearing tasks and memory work, and such book-learning as is taught in school, with the singing, and the amusing indoor work, to the detriment and neglect of the moral and physical outdoor work. Again and again, I say, the outdoor training tells most upon the morals and the formation of character.

The first faculties which develop themselves in childhood, are those of observation. The infant, who is two months old, will notice a lighted candle; immediately that sense is gratified, it seeks to please another, that of touch, and every mother knows, if not prevented, it will put its hand in the flame. The next effort is to examine other objects: these it will seize if it can, and after having examined one, it will put it aside to observe another. On its being able to move about, it seeks objects within its reach, and wishing to gratify the sense of taste, applies every thing to the mouth; by this it distinguishes the bitter from the sweet, and on seeing what is sweet a second time, will point to it and wish to obtain it, whilst what is bitter will not be desired.

The mental part of the system should now be adverted to. Hence it has been well remarked, "From the time that children begin to use their hands, nature directs them to handle every thing over and over, to look at it while they handle it, and to put it into various positions, and at various distances from the eye. We are apt to excuse this as a childish diversion, because they must be doing something, and have not reason to entertain themselves in a more manly way. But if we think more justly, we shall find that they are engaged in the most serious and important study; and if they had all the reason of a philosopher, they could not be more properly employed. For it is this childish employment that enables them to make the proper use of their eyes. They are thereby every day acquiring habits of perception, which are of greater importance than any thing we can teach them. The original perceptions which nature gave them are few, and insufficient for the purposes of life; and, therefore, she made them capable of many more perceptions by habit. And to complete her work, she has given them an unwearied assiduity in applying to the exercise by which those perceptions are acquired."