16 ON ELEMENTARY EDUCATION. 



ence of measurement ; 9. Astronomy, the relation of our globe to 

 the other component parts of the vast system of Creation ; 10. An- 

 thropology, including Phrenology, or the physical, moral, and intel- 

 lectual nature of man, with reference to the preservation of health 

 and the attainment of happiness ; 11. Political Economy, the pro- 

 duction and distribution of national wealth ; 12. the history of 

 nations and countries, ancient and modern, especially those in which 

 the pupil is most interested — of their literature, eminent men, 

 resources, &c."* 



By means of the Incidental Method j several branches can be 

 taught together, not only without hindering, but aiding each other. 

 Grammar may be taught incidentally with reading, while reading 

 is taught incidentally with realities. Rewards and punishments 

 will be found unnecessary under such a system. These are address- 

 ed to the inferior and selfish feelings, and are the greatest possible 

 impediments to moral training. Perhaps the rewards are the worse 

 of the two. The punishment degrades the punished individual, but 

 the reward excites the selfishness of the whole school. In the old 

 system of tasks of useless words, and tedious and repulsive objects 

 of study, these stimulants were indispensable ; but when education 

 shall suit and, in suiting, delight every faculty, they will remain a 

 solecism in education, and scarcely be historically believed. 



Objections and incredulity may be expected here, as well as on 

 the subject of infant schools. It will be asked, is it intended or 

 expected that the education now described shall all be given by 

 fourteen years of age ? It is intended and expected, I answer, be- 

 cause it has been accomplished. Much is done, and without over- 

 tasking, at the infant school. At six years old the pupils leave a 

 well-conducted infant school much better informed and more ac- 

 complished in the instrumentary branch of reading than we find 

 them, under the old system, at ten or even twelve years of age. 

 This is great gain. But the juvenile school endures eight years, 

 and no one accustomed to see the waste of time and, what is more, 

 of mind, under the old errors, is in a condition to estimate the 



• To this list, although we are aware that little more than a taste for the 

 fine arts could be attained by the inmates of infant schools, we would add 

 Music, both vocal and instrumental, as tending materially to refine and ele- 

 vate our nature, and, if properly taught, opening a wide and never-failing 

 source of pleasure to its cultivators. In this department the Singing Master 

 (see Analyst, v., 334) will be the best guide. Nor should Poetry, Painting, 

 and Sculpture, by any means be overlooked, excepting where the talents re- 

 quisite for such pursuits are decidedly deficient. — Eds. 



