Practical Education. Maria EdgeworthЧитать онлайн книгу.
that the shadow of the person who was moving about in the room frightened him, and as soon as the cause of his crying was found out, it was easy to pacify him; his fear of shadows was effectually cured, by playfully showing him, at different times, that shadows had no power to hurt him.
H——, about nine months old, when she first began to observe the hardness of bodies, let her hand fall upon a cat which had crept unperceived upon the table; she was surprised and terrified by the unexpected sensation of softness; she could not touch the cat, or any thing that felt like soft fur, without showing agitation, till she was near four years old, though every gentle means were used to conquer her antipathy; the antipathy was, however, cured at last, by her having a wooden cat covered with fur for a plaything.
A boy, between four and five years old, H——, used to cry bitterly when he was left alone in a room, in which there were some old family pictures. It was found that he was much afraid of these pictures: a maid, who took care of him, had terrified him with the notion that they would come to him, or that they were looking at him, and would be angry with him if he was not good. To cure the child of this fear of pictures, a small sized portrait, which was not amongst the number of those that had frightened him, was produced in broad day light. A piece of cake was put upon this picture, which the boy was desired to take; he took it, touched the picture, and was shown the canvas at the back of it, which, as it happened to be torn, he could easily identify with the painting: the picture was then given to him for a plaything; he made use of it as a table, and became very fond of it as soon as he was convinced that it was not alive, and that it could do him no sort of injury.
By patiently endeavouring to discover the causes of terror in children, we may probably prevent their tempers from acquiring many bad habits. It is scarcely possible for any one, who has not constantly lived with a child, and who has not known the whole rise and progress of his little character, to trace the causes of these strange apprehensions; for this reason, a parent has advantages in the education of his child, which no tutor or schoolmaster can have.
A little boy was observed to show signs of fear and dislike at hearing the sound of a drum: to a stranger, such fear must have seemed unaccountable, but those who lived with the child, knew from what it arose. He had been terrified by the sight of a merry-andrew in a mask, who had played upon a drum; this was the first time that he had ever heard the sound of a drum; the sound was associated with fear, and continued to raise apprehensions in the child's mind after he had forgotten the original cause of that apprehension.
We are well aware that we have laid ourselves open to ridicule, by the apparently trifling anecdotes which have just been mentioned; but if we can save one child from an hour's unnecessary misery, or one parent from an hour's anxiety, we shall bear the laugh, we hope, with good humour.
Young children, who have not a great number of ideas, perhaps for that reason associate those which they acquire with tenacity; they cannot reason concerning general causes; they expect that any event, which has once or twice followed another, will always follow in the same order; they do not distinguish between proximate and remote causes, between coincidences and the regular connection of cause and effect: hence children are subject to feel hopes and fears from things which to us appear matters of indifference. Suppose, for instance, that a child is very eager to go out to walk, that his mother puts on her gloves and her cloak; these being the usual signals that she is going out, he instantly expects, if he has been accustomed to accompany her, that he shall have the pleasure of walking out; but if she goes out, and forgets him, he is not only disappointed at that moment, but the disappointment, or, at least, some indistinct apprehension, recurs to him when he is in a similar situation: the putting on of his mother's cloak and gloves, are then circumstances of vast importance to him, and create anxiety, perhaps tears, whilst to every other spectator they are matters of total indifference. Every one, who has had any experience in the education of such children as are apt to form strong associations, must be aware, that many of those fits of crying, which appear to arise solely from ill-humour, are occasioned by association. When these are suffered to become habitual, they are extremely difficult to conquer; it is, therefore, best to conquer them as soon as possible. If a child has, by any accident, been disposed to cry at particular times in the day, without any obvious cause, we should at those hours engage his attention, occupy him, change the room he is in, or by any new circumstance break his habits. It will require some penetration to distinguish between involuntary tears, and tears of caprice; but even when children are really cross, it is not, whilst they are very young, prudent to let them wear out their ill-humour, as some people do, in total neglect. Children, when they are left to weep in solitude, often continue in wo for a considerable length of time, until they quite forget the original cause of complaint, and they continue their convulsive sobs, and whining note of distress, purely from inability to stop themselves.
Thus habits of ill-humour are contracted; it is better, by a little well-timed excitation, to turn the course of a child's thoughts, and to make him forget his trivial miseries. "The tear forgot as soon as shed," is far better than the peevish whine, or sullen lowering brow, which proclaim the unconquered spirit of discontent.
Perhaps, from the anxiety which we have expressed to prevent the petty misfortunes, and unnecessary tears of children, it may be supposed that we are disposed to humour them; far from it—We know too well that a humoured child is one of the most unhappy beings in the world; a burden to himself, and to his friends; capricious, tyrannical, passionate, peevish, sullen, and selfish.
An only child runs a dreadful chance of being spoiled. He is born a person of consequence; he soon discovers his innate merit; every eye is turned upon him the moment he enters the room; his looks, his dress, his appetite, are all matters of daily concern to a whole family; his wishes are divined; his wants are prevented; his witty sayings are repeated in his presence; his smiles are courted; his caresses excite jealousy, and he soon learns how to avail himself of his central situation. His father and mother make him alternately their idol, and their plaything; they do not think of educating, they only think of admiring him; they imagine that he is unlike all other children in the universe, and that his genius and his temper are independent of all cultivation. But when this little paragon of perfection has two or three brothers and sisters, the scene changes; the man of consequence dwindles into an insignificant little boy. We shall hereafter explain more fully the danger of accustoming children to a large share of our sympathy; we hope that the economy of kindness and caresses which we have recommended,[39] will be found to increase domestic affection, and to be essentially serviceable to the temper. In a future chapter, "On Vanity, Pride, and Ambition," some remarks will be found on the use and abuse of the stimuli of praise, emulation, and ambition. The precautions which we have already mentioned with respect to servants, and the methods that have been suggested for inducing habitual and rational obedience, will also, we hope, be considered as serviceable to the temper, as well as to the understanding. Perpetual and contradictory commands and prohibitions, not only make children disobedient, but fretful, peevish, and passionate.
Idleness, amongst children, as amongst men, is the root of all evil, and leads to no evil more certainly than to ill temper. It is said,[40] that the late king of Spain was always so cross during Passion week, when he was obliged to abstain from his favourite amusement of hunting, that none of his courtiers liked to approach his majesty. There is a great similarity between the condition of a prince flattered by his courtiers, and a child humoured by his family; and we may observe, that both the child and prince are most intolerable to their dependants and friends, when any of their daily amusements are interrupted. It is not that the amusements are in themselves delightful, but the pains and penalties of idleness are insupportable. We have endeavoured to provide a variety of occupations, as well as of amusements, for our young pupils,[41] that they may never know the misery of the Spanish monarch. When children are occupied, they are independent of other people, they are not obliged to watch for casual entertainment from those who happen to be unemployed, or who chance to be in a humour to play with them; they have some agreeable object continually in view, and they feel satisfied with themselves. They will not torment every body in the house with incessant requests.