Practical Education. Maria Edgeworth
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father of his promise to repair the mischief he had done.
"Several toys, which are made at present, are calculated to give pleasure merely by exciting surprise, and of course give children's minds such a tone, that they are afterwards too fond of similar useless baubles."[3] This species of delight is soon over, and is succeeded by a desire to triumph in the ignorance, the credulity, or the cowardice, of their companions. Hence that propensity to play tricks, which is often injudiciously encouraged by the smiles of parents, who are apt to mistake it for a proof of wit and vivacity. They forget, that "gentle dulness ever loved a joke;" and that even wit and vivacity, if they become troublesome and mischievous, will be feared, and shunned. Many juggling tricks and puzzles are highly ingenious; and, as far as they can exercise the invention or the patience of young people, they are useful. Care, however, should be taken, to separate the ideas of deceit and of ingenuity, and to prevent children from glorying in the mere possession of a secret.
Toys which afford trials of dexterity and activity, such as tops, kites, hoops, balls, battledores and shuttlecocks, ninepins, and cup-and-ball, are excellent; and we see that they are consequently great and lasting favourites with children; their senses, their understanding, and their passions, are all agreeably interested and exercised by these amusements. They emulate each other; but, as some will probably excel at one game, and some at another, this emulation will not degenerate into envy. There is more danger that this hateful passion should be created in the minds of young competitors at those games, where it is supposed that some knack or mystery is to be learned before they can be played with success. Whenever children play at such games, we should point out to them how and why it is that they succeed or fail: we may show them, that, in reality, there is no knack or mystery in any thing, but that from certain causes certain effects will follow; that, after trying a number of experiments, the circumstances essential to success may be discovered; and that all the ease and dexterity, which we often attribute to the power of natural genius, is simply the consequence of practice and industry. This sober lesson may be taught to children without putting it into grave words or formal precepts. A gentleman once astonished a family of children by his dexterity in playing at bilboquet: he caught the ball nine or ten times successively with great rapidity upon the spike: this success appeared miraculous; and the father, who observed that it had made a great impression upon the little spectators, took that opportunity to show the use of spinning the ball, to make the hole at the bottom ascend in a proper direction. The nature of centrifugal motion, and its effect, in preserving the parallelism of motion, if we may be allowed the expression, was explained, not at once, but at different intervals, to the young audience. Only as much was explained at a time as the children could understand, without fatiguing their attention, and the abstruse subject was made familiar by the mode of illustration that was adopted.
It is surprising how much children may learn from their playthings, when they are judiciously chosen, and when the habit of reflection and observation is associated with the ideas of amusement and happiness. A little boy of nine years old, who had had a hoop to play with, asked "why a hoop, or a plate, if rolled upon its edge, keeps up as long as it rolls, but falls as soon as it stops, and will not stand if you try to make it stand still upon its edge?" Was not the boy's understanding as well employed whilst he was thinking of this phenomenon, which he observed whilst he was beating his hoop, as it could possibly have been by the most learned preceptor?
When a pedantic schoolmaster sees a boy eagerly watching a paper kite, he observes, "What a pity it is that children cannot be made to mind their grammar as well as their kites!" And he adds, perhaps, some peevish ejaculation on the natural idleness of boys, and that pernicious love of play against which he is doomed to wage perpetual war. A man of sense will see the same thing with a different eye; in this pernicious love of play he will discern the symptoms of a love of science, and, instead of deploring the natural idleness of children, he will admire the activity which they display in the pursuit of knowledge. He will feel that it is his business to direct this activity, to furnish his pupil with materials for fresh combinations, to put him or to let him put himself, in situations where he can make useful observations, and acquire that experience which cannot be bought, and which no masters can communicate.
It will not be beneath the dignity of a philosophic tutor to consider the different effects, which the most common plays of children have upon the habits of the understanding and temper. Whoever has watched children putting together a dissected map, must have been amused with the trial between Wit and Judgment. The child, who quickly perceives resemblances, catches instantly at the first bit of the wooden map, that has a single hook or hollow that seems likely to answer his purpose; he makes, perhaps, twenty different trials before he hits upon the right; whilst the wary youth, who has been accustomed to observe differences, cautiously examines with his eye the whole outline before his hand begins to move; and, having exactly compared the two indentures, he joins them with sober confidence, more proud of never disgracing his judgment by a fruitless attempt, than ambitious of rapid success. He is slow, but sure, and wins the day.
There are some plays which require presence of mind, and which demand immediate attention to what is actually going forward, in which children, capable of the greatest degree of abstract attention, are most apt to be defective. They have many ideas, but none of them ready, and their knowledge is useless, because it is recollected a moment too late. Could we, in suitably dignified language, describe the game of "birds, beasts, and fishes," we should venture to prescribe it as no very painful remedy for these absent and abstracted personages. When the handkerchief or the ball is thrown, and when his bird's name is called for, the absent little philosopher is obliged to collect his scattered thoughts instantaneously, or else he exposes himself to the ridicule of naming, perhaps, a fish or a beast, or any bird but the right. To those children, who, on the contrary, are not sufficiently apt to abstract their attention, and who are what Bacon calls "birdwitted," we should recommend a solitary-board. At the solitary-board they must withdraw their thoughts from all external objects, hear nothing that is said, and fix their attention solely upon the figure and the pegs before them, else they will never succeed; and, if they make one errour in their calculations, they lose all their labour. Those who are precipitate, and not sufficiently attentive to the consequences of their own actions, may receive many salutary lessons at the draught or chess-board—happy, if they can learn prudence and foresight, by frequently losing the battle.
We are not quite so absurd as to imagine, that any great or permanent effects can be produced by such slight causes as a game at draughts, or at a solitary-board, but the combination of a number of apparent trifles, is not to be neglected in education.
We have never yet mentioned what will probably first occur to those who would invent employments for children. We have never yet mentioned a garden; we have never mentioned those great delights to children, a spade, a hoe, a rake, and a wheelbarrow. We hold all these in proper respect; but we did not sooner mention them, because, if introduced too early, they are useless. We must not expect, that a boy six or seven years old, can find, for any length of time, sufficient daily occupation in a garden: he has not strength for hard labour; he can dig soft earth; he can weed groundsel, and other weeds, which take no deep root in the earth; but after he has weeded his little garden, and sowed his seeds, there must be a suspension of his labours. Frequently children, for want of something to do, when they have sowed flower-seeds in their crooked beds, dig up the hopes of the year to make a new walk, or to sink a well in their garden. We mention these things, that parents may not be disappointed, or expect more from the occupation of a garden, than it can, at a very early age, afford. A garden is an excellent resource for children, but they should have a variety of other occupations: rainy days will come, and frost and snow, and then children must be occupied within doors. We immediately think of a little set of carpenter's tools, to supply them with active amusement. Boys will probably be more inclined to attempt making models, than drawings of the furniture which appears to be the most easy to imitate; they will imagine that, if they had but tools, they could make boxes, and desks, and beds, and chests of drawers, and tables and chairs innumerable. But, alas! these fond imaginations are too soon dissipated. Suppose a boy of seven years old to be provided with a small set of carpenter's tools, his father thinks perhaps that he has made him completely happy; but a week afterwards the father finds dreadful marks