'The best mode of teaching a child how to walk,' says Dr. Bull, 'is to let it teach itself; and this it will do readily enough. It will first learn to crawl: this exercises every muscle in the body, does not fatigue the child, throws no weight upon the bones, but imparts vigor and strength, and is thus highly useful. After a while, having the power, it will wish to do more. It will endeavor to lift itself upon its feet by the aid of a chair; and though it fail again and again in its attempts, it will still persevere until it accomplish it. By this, it learns first to raise itself from the floor; and secondly, to stand, but not without keeping hold of the object on which it has seized. Next it will balance itself without holding, and will proudly and laughingly show that it can stand alone. Fearful, however, as yet of moving its limbs without support, it will seize a chair or anything else near it, when it will dare to advance as far as the limits of its support will permit. This little adventure will be repeated day after day with increased exultation; when, after numerous trials, he will feel confident of his power to balance himself, and he will run alone. Now time is required for this gradual self-teaching, during which the muscles and bones become strengthened; and when at last called upon to sustain the weight of the body, are fully capable of doing so.'
It is not merely want of strength which prevents an infant from walking at first. The natural shape of the legs renders it impossible. The feet are turned in so that the inner sides look upwards. When placed upon its feet, therefore, the soles will not rest upon the ground. In a short time the position of the feet changes, and they become fitted for the purposes of support and locomotion. When he begins to walk, the child should have shoes with tolerably broad soles, which ought to be at least half an inch longer than the foot.
The first efforts of the little one to support and propel itself are to be carefully watched, but not unnecessarily interfered with; neither frightened by expressions of fear, nor rendered timid by too frequent warnings.
ADVANTAGES OF GAMES AND PLAYS.
The first seven years of life should be one grand holiday for all sports and amusements which will bring into play the muscles, and divert at the same time the mind. Time cannot be more usefully employed than in thus laying the foundation of health, upon which alone can rest the physical, mental, and moral well-being of after-life.
No greater mistake can be made by parents than to deprive the young of the innocent pleasures of childhood. Yet there are persons occasionally met with who think it their duty to check the natural lightness and gaiety of heart of their children for fear that they shall become too fond of pleasure. In this way great harm is done to both mind and body, and the very fault created which it is desired to avoid.
The wise parent sees in the games and plays of childhood not only necessary recreation and exercise, but a valuable means of education—of moral, mental, and physical training. He also seeks to impress early upon the young mind that play is most enjoyed when it has been earned by work, and that pleasure flies from those who continually pursue it.
The faculties of memory and attention can be called upon and developed by proper games in a most satisfactory manner. These exercises are all the more effective because the pleasure conceals, as it were, the mental labor, and the intellectual efforts are made, in a sense, unconsciously, though none the less efficiently.
Certain plays form a valuable means of educating the eyes and other senses. Such, for instance, are the toys which represent objects of natural history or of different trades and arts; the pictures which teach through the quick eye of the child what no dry descriptions could ever convey; and the games which develope closeness of observation and habits of order. A genial French physician has happily said, 'Every time I see a toy based on the reproduction of a scientific fact or of an industrial process, and which pleases while it enlightens, I feel a sentiment of real gratitude to him who has designed it.'
We are glad to see that each year more and more attention is being paid to the utilization, as it were, of the games of infancy. Although all education can never be made a play, all play can be made an effective education. Do not therefore, reader, restrict the games of your children, but direct them; do not render them less amusing, but seek to make them more instructive.