Samuel Wilderspin was an Englisheducator known for his pioneering work on infant schools. His belief was that a child should be encouraged to learn through experience, and to development in feelings as well as intellect. His work provided the model for infant schools in Europe and North America.
Life
Wilderspin was born an only child in the district of Hornsey, London. Born into a Christian home, Wilderspin claimed he acknowledged the existence of a superior being "a Maker, a Governor, and Protector of this world", not because of his parents but due to his own observation and intuition. Wilderspin was homeschooled most of his childhood, as he claimed his parents taught him everything and gave him a foundation he truly appreciates though he also claimed to have "thrown much on my resources, early became a thinker, and contriver too". At the age of seven, his parents encouraged him to attend the public school systemof education, subsequently encouraging him to withdraw. Wilderspin was destined for business, however a series of events led him to teaching and furthermore initiating a system of teaching.. Wilderspin was apprenticed as a clerk in the City of London, but later trained in infant education. Through a New Jerusalem Church in south London, he met James Buchanan, an Owenite who had recently set up an infant school at Brewer's Green in Westminster. With his wife Sarah Anne, Wilderspin ran an infant school in Spitalfields, London, from 1820. This school particularly impressed David Stow, who invited Wilderspin to Glasgow to lecture on it. Wilderspin published On the Importance of Educating the Infant Poor in 1823, based on his experiences in Spitalfields. He began working for the Infant School Society the next year, informing others about his views on education. It folded in 1828, but Wilderspin continued to propagate his views nationally.
Views
The ideas current at this time on infant education went back to J. F. Oberlin and Robert Owen. Wilderspin's approach to schooling as necessary for a socially and morally prepared child was informed by his Swedenborgianism. When posed with the question "how came you to think of the Infant School Teaching System?" Wilderspin would simply respond "circumstances forced me to it". Wilderspin claimed that existing infant schools were "simply dame-schools, with the hornbook for boys and girls, and perhaps a little sewing for the latter". Wilderspin believed that the first seven years of a child are his/her golden years - these are the most important years of a child to build a foundation, and vehemently admonished parents and teachers likewise to appeal to their senses. Wilderspin developed four rules in teaching infants: First - to feed the child's faculties with suitable food. Second - to simplify and explain everything, so as to adapt it properly to those faculties. Third - not to overdo anything, either by giving too much instruction, or instruction beyond their years, and thus over-excite the brain, and injure the faculties. Fourth - blend both exercise and amusement with instruction at due intervals, which is readily effected by a moderate amount of singing, alternating with the usual motions and evolutions in the schoolroom, and the unfettered freedom of the play-ground. Play was an important part of Wilderspin's system of education, and he is credited with the invention of the playground. He also ran a company supplying apparatus for playground activities.
Works
Wilderspin wrote:
On the Importance of educating the Infant Poor, 2nd ed. London, 1824; a third edition appeared in 1825 as Infant Education.
Early Discipline illustrated, London, 1832; 3rd ed. 1840.
A System for the Education for the Young, London, 1840.
A Manual for the Instruction of Young Children, London and Hull, 1845.
The Infant System for Developing, &c., 8th ed. London, 1852.
Samuel Wilderspin wrote "The Infant System,for developing the physical, intellectual, and moral powers off all children from 1 to seven years of age".
