essing in its darkest frown, Threat'ning at once and
nourishing the plant."--_Thomson_.

* * * * *

I enter on this chapter with a full recollection of the painful sense
of incompetency I endured on becoming "a teacher of babes;" and this,
I trust, will enable me to offer any remarks on the present subject
with the humility that is desirable, blended with the confidence of
experience. It is a very common idea, that almost any person can
educate little children, and that it requires little or no ability;
but it will be found, on an enlightened and correct estimate of the
work, that this is a very great mistake: and I regret that this
mistake has been made by those who professed to understand the system,
and who have written upon it. But there is just this slight difference
between theory and practice: theory supposes such and such things to
be correct, which was my own case; but twelve months only of practical
effort very soon convinced me I was wrong. How frequently, for
instance, may we find children, ten or twelve years of age, who cannot
answer the most simple question, and who, nevertheless, have been to
school for several years. To give the children correct notions, is a
part of education seldom thought of: but if we really wish to form the
character of the rising generation, and to improve the condition of
society generally, the utmost attention must be given to this object.
Little, I should think, need be said to prove, that few ideas are
given in dame-schools. There may be a few as to which an exception
should be made; but, generally speaking, where the children of
mechanics are usually sent before the age of seven years, no such
thing is thought of. The mind of a child is compared by Mr. Locke to a
sheet of blank paper, and if it be the business of a tutor to
inscribe valuable lessons on the mind, it will require much patience,
gentleness, perseverance, self-possession, energy, knowledge of
human nature, and, above all, piety,--simple, sincere, and practical
piety,--to accomplish so great a work with propriety and success.

Whoever is in possession of these requisites, with the addition of a
lively temper, pleasing countenance, and some knowledge of music,
may be considered as a proper person to manage an infant school;
and whoever has charge of such an institution will find numerous
opportunities of displaying each and all of these qualifications.
It would be almost useless