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    everywhere the imprest of an enthusiastic , benevolent , and acute , though somewhat rugged mind . For domestic instruction , neither of the three would be found very suitable , yet the intelligent " parent might glean much useful matter from all of

    them . It is but justice to Mr . Wilderspin to state that the Messrs . Chambers' publication everywhere acknowledges the assistance derived from his works , and occasionally makes long quotations from them ; it also quotes largely from a work iby Mr . James Simpson , on National Education , and in a less degree from several other works . The first section of the Messrs . Chambers' book explains the

    principles of Infant Education , and is very good as far as it goes , but it is much too brief . General principles are of no use to general readers . A book that is intended to be extensively useful , should always connect a great variety of interesting examples and illustrations with the general rules . It is remarkable that the highest parts of education , which

    are least thought of in any other institutions , should have been so full y realized in the best Infant Schools . " Man is a moral as well as an intellectual being , he has feelings which require education , and on the right training of these depend the happiness of the individual , and the welfare of society , infinitely more than on the highest attainments merely intellectual . Now the education of the feelings has been already shown to be the

    primary and paramount object of the Infant School system ;—these feelings are incomparably more easily bent and moulded to good in infancy than in after years ; after six years of age , their effectual culture is in many cases nearly hopeless , hence to delay it till this age would be to leave it out of education

    altogether ; and this , to the heavy cost of society , has been the hitherto ignorantly adopted alternative . " " No intelligent or candid person can read Mr . Wilderspin ^ work on the system , but above all , see the inspiring spectacle , of a well-conducted Infant School , and persist in maintaining that the intellectual culture is injudicious , premature , annoying to the children , and useless ; the intellectual faculties , and all these faculties ,

    ( not one or two of them , as in ordinary schools ) are moderately exercised so as to combine amusement with instruction ; and as they are presented with their appropriate objects , they cognize ana enjoy with complete comprehension every object presented . Their studies are varied with healthful exercise ana constant

    amusement , story , song , and fun ; nothing like a task annoys them , and they obtain without an exertion much fundamental knowledge to serve them for life . " The complaint that this system tends to alienate the parent from the child is quite unfounded . In the poorer classes of society the mother must work , and either leave the child or be considerably impeded by it , during as many hours , at least , as

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    Infant Education . % A 5

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), March 2, 1836, page 143, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2655/page/15/