The Rhode-Island Republican. [volume] (Newport, R.I.) 1809-1841, 1829-08-13
INFANT SCHOOLS.

As an hour spent in Witnessing the op
Grafton of an Infant School will better in
struct stranger in the principles on which
they are conducted, than pages Of descrip.
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be said to hinge on the most obvious and
simple doctrines that children of very
tender age are capable Of being taught
something but that in order to convey to
their minds knowledge which they can
comprehend nodes must be adopted calcu
lated also for their intelects. Subjects
which cannot be comprehended by the pu-
pil, are therefore rejected, and the mind is
led to the acquisition Of what is within the
scope Of its capacities, by the easiest and
most direct routes. II is led like an intel
igcnt being through gradaiions of known
deas not driven like n brute, with whip
lad spur, over the mere emblems and im
dement's Of learning. In this we follow
-r system of nature, and we reduce the
plan of infantie instructions TO the rules
which govern every other species. Hilh.
erto children have been taught the rudi,
ments of knowledge in a way which would
have discouraged mature mind. There
are still many advocates for uing the
ancient system, prejudice by immemoriai
and unive rsal usage; but If those learned
men who support it would reflect how, Il
presented to them in that form, nll the
beauties Of science and literature would BE-
changed 10 dolormity, and how they woulc
close their libraries in disgust and extiD
guish their night lamps, they could not fail
10 be convinced Of their error.
WHY should we counteract the course
Of nature in our earliest discipline of the
infant mind, and lay the most disheariening
obstacles in the way Of an opening intel
lect, whose only exertions are voluntary
! which is capable OF proceeding, under prop
er direction, from the frat simple percep
tions Of light and warmth, pleasure and
pain, TO comprehend the fullest scope Of
| the sciences, to embrace the world in it,
grasp, to encompass the irmament. and tc
adore and initiate the character of the Al
mighty ?
In the usual systems Of instruction, the
child finds himself subjected to a mode the
opposite Of that which he has experienced
before his introduction 20 school. Ther
he found q world full Of novelties arount
him. such as were understood by others
and which he felt q constant desire to On
derssand. The nature, aud the use of ms
nv objects he was able to ascertain bsfor,
he was able to call their names, by giving
attention to them one by one and Of other,
he received much more information wheI
he became able TO inquire Of his parents
and to comprehend their explanations
Wherever he went, Whatever he did, h,
wss At sch 90! but at school 10 Dame Nature
and his progress and his prospects were o
a iattcring description. But see the change
when transferred from her kind and simple
teaching, TO the artificial process Of mis-
led instructor Of human mould. The un
comfortable situation in which he is place,
Al his elevated form, with no rest foi bis fee
and NO support for his back, at heigh
from the floor terrific to his infantlc eyes
+ forms but an imperfect type Of the unne
: cesssry, painful, and injurious cons;raint
to which his mind is subjected.
Those who regard the trestmsnt Q
Young children at school in this light, ma.
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