TIIKORY AM) i ip EDCTCATInV 



the Msortion, that " A sound mind in a sound body is a short 



but full d.'-icrijition M|" ;i li.ij.py ntiito in thin world." I 



':!! .-h ml. I n..t bo too warmly clothed, but 

 .-ii'MiM !.. inuri-d 1.1 li.-:n- tin- changes of climate ; the feet are to 

 be washed daily In oold water, and the child must be taught to 

 mi ' when he U of an ago able to loani, and has any one to 

 teaoh him." Tho Romans thought it so necessary that they 

 ranked it with letters : " Neo literas didioit neo natare. ' 

 nhould be niuoh in tho opon air, and aa littlo as may be by the 

 fire, evon in winter. Sitting on tho ground, und drinking oold 

 drink-, w lulu the blood is boated with exercise, must be rigorously 

 i" -rln.ld.'ii to tho .-liiM. HO that tho habit thus formed may pro- 



mi when ho booomea a man. Suitublo dirootions then 

 follow ruspt-rtiug olothon, diet, meals, drink, fruit, sleep, physio, 



Doe .-lire being thus had to keep the body in strength and 

 vigour, tho next and principal thing is to sot tho mind right, 

 ainoe tho difference to be found in th.i m.iiim-r- :u.d aliilition of 

 i:i.-i : i-i owing more to thoir education than to anything else. The 

 child must bo taught tin- habits of aolf-oontrol and aelf-donial, 

 and tin led to avoid lying, equivocations, and potty ozousos ; 

 sluuild leiirn implioitly to obey his parents, whilo tho priiH-ip:-.! 

 punishment for wrong doing should be tho loas of his parents' 

 lovo, and his chief roward their smile. After many mm. 

 tiona on tho points necessary to form tho manners and morals of 

 youth, our author comes at length to tho subject of " learning," 

 and under this head ho furnishes a most comprehensive and 

 elaborate programme, on which wo can only find apace to make 

 one or two passing remarks. Ho advises that reading should bo 

 taught at first as a pastime and not a task, that writing should 

 be taught by tracing over copies printed with rod ink, and 

 recommends that drawing should follow writing. Languages 

 are best taught by speaking them with the pupil, and in default 

 of this by interlinear translations, a method of which ho 

 appears to have been the originator. There can be no doubt 

 that this work of tho "immortal Locke" has produced a very 

 salutary effect in rendering education more natural and there- 

 fore more useful, and that even now it is well worth perusal. 



Henry Pestallozzi was a native of Zurich, in Switzerland, and 

 lived from 1745 to 1827. While at school ho was distinguished 

 for his energy and for the benevolence of his disposition ; and 

 so earnest was his application to study when a young man that 

 he fell into a serious illness. On his recovery he entirely altered 

 his mode of life, burnt his papers, gave up reading, and applied 

 himself to agriculture, and bought a farm in the canton of 

 Aargau. While thus engaged, his mind was led to contemplate 

 the misery with which he was surrounded, and he began to con- 

 sider the want of education as the principal source. At Nenhof 

 he received into his house fifty children, orphans of the poorest 

 class, or of vagabond beggars, acted as father to them, found 

 them employment, superintended their education, and gave them 

 all the instruction that might be useful in their circumstances. 

 To effect this he followed an original plan, forming his pupils 

 into classes, so as to occupy the attention of the whole while he 

 fixed the attention of each individual child. He continued for 

 fifteen years in this establishment, without receiving help, cither 

 from private individuals or any public body. He afterwards re- 

 moved to ITnterwalden, and opened an asylum for the children 

 of the inhabitants of Stanz, a village in that canton. He next 

 went to Burgdorf, where he attracted the attention of men 

 who were both able and willing to help him. In 1804 his insti- 

 tution was transferred to Miinchen Buohsee, and soon after- 

 wards tho government of the Canton do Vand offered him the 

 choice of one of seven spacious chateaux in the canton, where 

 he might take up his residence for life. Ho fixed on that of 

 Yverdun, to which place he removed his establishment. Some 

 time before his death Pestallozzi retired to Neuhof, where he 

 originally commenced his benevolent work, in order to complete 

 the corrected and augmented edition of his writings, and con- 

 cluded his days on tho 17th of February, 1827. Among the 

 published works of Pestallozzi are " Leonard and Gertrude, " 

 and " Letters on Early Education," in which he fully developes 

 the principles on which his system is founded, and shows how 

 they may be exemplified in practice. Pestallozzi was without 

 doubt one of tho most distinguished educators which the world 

 ever produced. Life, intellect, and wealth were devoted unre- 

 servedly to this object. Ho developed and systomatised infant 

 education, and to this end he appears to have originated the mode 

 of mental training by object lessons which is now so well 



He insist* strongly on the importance of education ia 

 the earliest stages of life, and considers it neeeseary that all 

 the faculties inputted in bonan nature shoal 

 developed. " A child is a bcbg endowed with all the 

 human nature, bat none of them developed ; a ed NO< 

 When the bud unelees*. every one of the leave 

 n>mitiiix U.IIH..I. Su--h mint U- ti DVOMH ,.f 



AoWtftatiM deserves a proaUnentaotiee in this artiole, as the 

 foiinder and apoetb of Sunday^ebooh^ which were first deinitaly 

 originated by that gsntlisssn, in the city of Ohsiistir. to 



1783. Up to this time, Hunday wa* the day espaoielly set apart 

 by tho children of the great majority of the lower nl ..... of the 



people for rndenees, noise, and disorder, 

 drinking all the day long. Mr. Keikes wa* much troubled by 

 this state of thing., aad determine*: to find a remedy i he hired 

 a small room, filled it with children, and paid a f ew poor penoae 

 to teaoh them. From this small banning, as from a grain of 

 mustard-need, sprang the Sunday-school system, whiefa within 

 seventy years covered with ite mighty branches every part of the 

 civilised world. " Few of the moral powers which have acted 

 for tho hist sixty or seventy yean upon oar population have 

 done more for it* benefit than Sunday-school* have effected." 



Kolert Owen ia generally admitted to have the great honour 

 of originating infant tehoolt, and fir*t bringing them into 

 successful operation. Mr. Owen's infant schools were in foil 

 activity so far back aa the year 1816. Infant schools are now 

 almost entirely confined to the children of the lower classes s 

 but we see no reason why their benefits should not be reaped by 

 all. In these schools tin- plans and methods of PeetaUoszi are 

 closely followed, and evjry infant-school teacher should be 

 especially animated by his spirit 



Andrew Bell was born in the city of St. Andrews i: 

 Ho was a plodding, industrious boy, and fond of his books, la 

 tho year 1774, after having matriculated at college, be embarked 

 for America, whore he spent some years, chiefly hi tuition, 

 and then returned to England. We next read of his MUng 

 Bath and Bristol, and ultimately finding his way back to Scot* 

 hind, where ho took orders in the English Church, and shortly 

 after was elected minister of the Episcopal Chapel at Leith. 

 Dissatisfied with this position, and seeing no satisfactory 

 prospect of advancement, he determined to go to India, and 

 push his fortune there. A diploma of M.D. was granted to him 

 by the University of St. Andrews, and he reached Madras, 

 June 2nd, 1787. Dr. Boll was received very favourably, obtained 

 various lucrative appointments in a very short time, and ulti- 

 mately became Superintendent of the Military Orphan Asylum 

 at Madras. Ho devoted himself to this important work with 

 great zeal and earnestness, but was hindered and distressed by 

 incapable teachers, want of discipline, and by the slow progress 

 of the children, even in learning the alphabet. While in this 

 state of mind, an apparent accident suggested to him the novel 

 expedient of causing children who were learning their fetters to 

 trace them on a board strewn with sand. His teachers disregarded 

 his orders on this matter, or carelessly executed them ; and he 

 was thus led to employ the services of a boy, on whose obedience 

 and cleverness he could rely. He soon tried the same experi- 

 ment in the class next in order, and so on through all the classes t 

 and great improvement in the subjects of instruction, and in the 

 morals and discipline of tho school, is said to have taken place. 

 Dr. Bell returned to England from India in 1796, printed a 

 pamphlet explaining his method in 1797, and the A"a/<mJ 

 Society for the establishment of schools for the poor in connec- 

 tion with the Church of England was formed in 1811. Dr. Bell 

 continued to labour in connection with this society for more 

 than twenty years, and died at Cheltenham in 1832. 



Joseph Lancatter was born in Kent Street, Sonthwark. on the 

 27th of November, 1778. At an early period of life his heart 

 was deeply stirred with love to God, and with a desire to devote 

 himself to his service. When only fourteen years of age, he 

 read Clarkson's " Essay on the Slave Trade," and was so omeh 

 moved by ite statements that he started from home, without 

 the knowledge of his parents, on his way to Jamaica, to teach 

 the poor blacks to read the Word of God. While still ycunf he 

 became a member of the Society of Friends, and soon after this 

 his attention was directed to the education of the poor. ' 

 lamentable condition and worse than useless character of the 

 then existing schools for poor children filled his mind with pity, 

 and a desire to provide a remedy, and in 1798 he made his first 



