There is one maxim which those who superintend schools should ponder well; and that is, that the best things to be learnt are those which the children cannot be examined upon. One cannot but fear that the masters will be apt to think school-proficiency all in all; and that the founders and supporters of schools will, occasionally, be tempted by vanity to take most interest in those things which give most opportunity for display. Yet the slightest inferiority of moral tone in a school would be ill compensated for by an expertness, almost marvellous, in dealing with figures; or a knowledge of names, things, and places, which may well confound the grown-up bystander. That school would in reality be the one to be proud of, where order was thoroughly maintained with the least admixture of fear; where you would have most chance of meeting
with truthful replies from the children in a matter where such replies would criminate themselves: and where you would find the most kindly feeling to each other prevalent throughout. Yet these are things not to be seen on show days, that cannot be got up for exhibition, that require unwearied supervision on the part of masters and benefactors, that will never be attempted but by those who, themselves, feel deeply the superiority of moral excellence to all else. Such teachers will see how the kindness of children to each other may be encouraged. They will take more notice of a good-natured thing than a clever one. They will show, how much, even in the minutest trifles, truth and fortitude weigh with them. They will be careful not to stimulate an unwholesome craving for praise in their pupils. They will look not only to the thing done, but also to the mode and spirit of doing it. That this spirit and mode may be the means of generating and guiding future endeavour will be a main object with such instructors. The dignity of labour, the independence of thrift, the greatness of contentment, will be themes dwelt
upon by them, in their loving foresight for the future welfare of the infant labourers entrusted to their care. To endear holy things to these little ones would delight such teachers far more than to instil the utmost proficiency in any critical or historical knowledge of the sacred writings. Not that the two things are in the least degree incompatible. Far from it, indeed! All I mean to insist on is, that such teachers will perceive what are the great objects of culture: and how subservient even the best knowledge is to the apprehension of duty. They will see, too, more clearly the necessity of bearing in mind the pre-eminence of moral and religious culture, when they reflect that many of their pupils come from places which cannot be called homes, where scarcely anything like parental love sustains or informs them, and where, perhaps, confusion, discontent, and domestic turbulence prevail.
We may remark, as bearing upon this subject, that singing lessons should be greatly encouraged in schools. There are several merits connected with this mode of instruction. It employs many together, and gives a
feeling of communion; it is not much mixed up with emulation; the tenderest and highest sentiments may be unostentatiously impressed by its means, for you can introduce in songs such things as you could not lecture upon; then it gives somewhat of a cultivated taste, and an additional topic of social interest, even to those who do not make much proficiency; while to others, who have a natural ability for it, it may form an innocent and engaging pursuit throughout their lives.
With respect to the intellectual part of teaching, I have not much to say: and it is a branch of the subject which has engaged, and is engaging, the attention of men who are much more capable of speaking about it than I am. The only thing which it occurs to me to mention is, that one would like to see a great deal of manual teaching, with a view not only to the future profit, but also to the future pleasure and instruction of the children. When you think that many of them will be artisans, whose only occupation, perhaps, will be to perform some one process of manufactures, requiring next to no thought or skill, it becomes the more necessary to
educate their hands as well as their heads. Man is an animal very fond of construction of any sort; and a wise teacher, knowing the happiness that flows from handiwork, will seize upon opportunities for teaching even the most trivial accomplishments of a manual kind. They will come in, hereafter, to embellish a man’s home, and to endear it to him. They will occupy time that would, otherwise, be ill spent. And, besides, there are many persons whose cleverness lies only in this way; and you have to teach them this or nothing.
3. The Playground.
This is a place quite as important as the school-room. Here it is, that a large part of the moral cultivation may be carried on. It is a great object to humanize the conduct of children to each other at play times without interfering with them, or controlling them, too much. But we have, before, gone over the motives which should actuate a teacher in his moral guidance; and it needs only to remark, that the playground is a place where
that guidance is eminently required; and where the exigencies for it are most easily discerned.