In speaking of Taste, it has been our wish to avoid prejudice and affectation. We have advised that children should early be informed, that the principles of taste depend upon casual, arbitrary, variable associations. This will prevent our pupils from falling into the vulgar errour of being amazed and scandalized at the tastes of other times and other nations. The beauties of nature and the productions of art, which are found to be most generally pleasing, we should associate with pleasure in the mind: but we ought not to expect that children should admire those works of imagination which suggest, instead of expressing, ideas. Until children have acquired the language, until they have all the necessary trains of ideas, many of the finest strokes of genius in oratory, poetry, and painting, must to them be absolutely unintelligible.
In a moral point of view, we have treated of the false associations which have early influence upon the imagination, and produce the furious passions and miserable vices. The false associations which first inspire the young and innocent mind with the love of wealth, of power, or what is falsely called pleasure, are pointed out; and some practical hints are offered to parents, which it is hoped may tend to preserve their children from these moral insanities.
We do not think that persons who are much used to children, will quarrel with us for what we have said of early prodigies of wit. People, who merely talk to children for the amusement of the moment, may admire their "lively nonsense," and will probably think the simplicity of mind that we prefer, is downright stupidity. The habit of reasoning is seldom learned by children who are much taken notice of for their sprightly repartees; but we have observed that children, after they have learned to reason, as they grow up and become acquainted with the manners and customs of the world, are by no means deficient in talents for conversation, and in that species of wit which depends upon the perception of analogy between ideas, rather than a play upon words. At all events, we would rather that our pupils should be without the brilliancy of wit, than the solid and essential power of judgment.
To cultivate the judgment of children, we must begin by teaching them accurately to examine and compare such external objects as are immediately obvious to their senses; when they begin to argue, we must be careful to make them explain their terms and abide by them. In books and conversation, they must avoid all bad reasoning, nor should they ever be encouraged in the quibbling habit of arguing for victory.
Prudence we consider as compounded of judgment and resolution. When we teach children to reflect upon and compare their own feelings, when we frequently give them their choice in things that are interesting to them, we educate them to be prudent. We cannot teach this virtue until children have had some experience; as far as their experience goes, their prudence may be exercised. Those who reflect upon their own feelings, and find out exactly what it is that makes them happy, are taught wisdom by a very few distinct lessons. Even fools, it is said, grow wise by experience, but it is not until they grow old under her rigid discipline.
Economy is usually understood to mean prudence in the management of money; we have used this word in a more enlarged sense. Children, we have observed, may be economic of any thing that is trusted to their charge; until they have some use for money, they need not be troubled or tempted with it: if all the necessaries and conveniences of life are provided for them, they must spend whatever is given to them as pocket money, in superfluities. This habituates them early to extravagance. We do not apprehend that young people should be entrusted with money, till they have been some time used to manage the money business of others. They may be taught to keep the accounts of a family, from which they will learn the price and value of different commodities. All this, our readers will perceive, is nothing more than the application of the different reasoning powers to different objects.
We have thus slightly given a summary of the chapters in the preceding work, to recall the whole in a connected view to the mind; a few simple principles run through the different parts; all the purposes of practical education tend to one distinct object; to render our pupils good and wise, that they may enjoy the greatest possible share of happiness at present and in future.
Parental care and anxiety, the hours devoted to the instruction of a family, will not be thrown away; if parents have the patience to wait for their reward, that reward will far surpass their most sanguine expectations: they will find in their children agreeable companions, sincere and affectionate friends. Whether they live in retirement, or in the busy world, they will feel their interest in life increase, their pleasures multiplied by sympathy with their beloved pupils; they will have a happy home. How much is comprised in that single expression! The gratitude of their pupils will continually recall to their minds the delightful reflection, that the felicity of their whole family is their work; that the virtues and talents of their children are the necessary consequences of good education.
"Turn from the glittering bribe your scornful eye,
Nor sell for gold what gold can never buy."
Johnson's London.