It is easy to make children happy, for one evening, with new toys and new employments; but the difficulty is to continue the pleasure of occupation after it has lost its novelty: the power of habit may well supply the place of the charm of novelty. Mad. de Rosier exerted herself, for some weeks, to invent occupations for her pupils, that she might induce in their minds a love for industry; and when they had tasted the pleasure, and formed the habit of doing something, she now and then suffered them to experience the misery of having nothing to do. The state of ennui, when contrasted with that of pleasurable mental or bodily activity, becomes odious and insupportable to children.
Our readers must have remarked that Herbert, when he seized upon the radish-seeds in the rational toy-shop, had not then learned just notions of the nature of property. Mad. de Rosier did not, like Mrs. Grace, repeat ineffectually, fifty times a day—“Master Herbert, don’t touch that!” “Master Herbert, for shame!” “Let that alone, sir!” “Master Herbert, how dare you, sir!” but she prudently began by putting forbidden goods entirely out of his reach: thus she, at least, prevented the necessity for perpetual, irritating prohibitions, and diminished with the temptation the desire to disobey; she gave him some things for his own use, and scrupulously refrained from encroaching upon his property: Isabella and Matilda followed her example, in this respect, and thus practically explained to Herbert the meaning of the words mine and yours. He was extremely desirous of going with Mad. de Rosier to different shops, but she coolly answered his entreaties by observing, “that she could not venture to take him into any one’s house, till she was sure that he would not meddle with what was not his own.” Herbert now felt the inconvenience of his lawless habits: to enjoy the pleasures, he perceived that it was necessary to submit to the duties of society; and he began to respect “the rights of things and persons{1}.” When his new sense of right and wrong had been sufficiently exercised at home, Mad. de Rosier ventured to expose him to more dangerous trials abroad; she took him to a carpenter’s workshop, and though the saw, the hammer, the chisel, the plane, and the vice, assailed him in various forms of temptation, his powers of forbearance came off victorious.
{Footnote 1: Blackstone}
“To bear and forbear” has been said to be the sum of manly virtue: the virtue of forbearance in childhood must always be measured by the pupil’s disposition to activity: a vivacious boy must often have occasion to forbear more, in a quarter of an hour, than a dull, indolent child in a quarter of a year.
“May I touch this?”—“May I meddle with that?” were questions which our prudent hero now failed not to ask, before he meddled with the property of others, and he found his advantage in this mode of proceeding. He observed that his governess was, in this respect, as scrupulous as she required that he should be, and he consequently believed in the truth and general utility of her precepts.
The coachmaker’s, the cooper’s, the turner’s, the cabinet-maker’s, even the black ironmonger’s and noisy tinman’s shop, afforded entertainment for many a morning; a trifling gratuity often purchased much instruction, and Mad. de Rosier always examined the countenance of the workman before she suffered her little pupils to attack him with questions. The eager curiosity of children is generally rather agreeable than tormenting to tradesmen, who are not too busy to be benevolent; and the care which Herbert took not to be troublesome pleased those to whom he addressed himself. He was delighted, at the upholsterer’s, to observe that his little models of furniture had taught him how several things were put together, and he soon learned the workmen’s names for his ideas. He readily understood the use of all that he saw, when he went to a bookbinder’s, and to a printing-office, because, in his own printing and bookbinder’s press, he had seen similar contrivances in miniature.
Prints, as well as models, were used to enlarge his ideas of visible objects. Mad. de Rosier borrowed the Dictionnaire des Arts et des Métiers, Buffon, and several books, which contained good prints of animals, machines, and architecture; these provided amusement on rainy days. At first she found it difficult to fix the attention of the boisterous Herbert and the capricious Favoretta. Before they had half examined one print, they wanted to turn over the leaf to see another; but this desultory, impatient curiosity she endeavoured to cure by steadily showing only one or two prints for each day’s amusement. Herbert, who could but just spell words of one syllable, could not read what was written at the bottom of the prints, and he was sometimes ashamed of applying to Favoretta for assistance;—the names that were printed upon his little models of furniture he at length learned to make out. The press was obliged to stand still when Favoretta, or his friend, Mad. de Rosier, were not at hand, to tell him, letter by letter, how to spell the words that he wanted to print. He, one evening, went up to Mad. de Rosier, and, with a resolute face, said, “I must learn to read.”
“If any body will be so good as to teach you, I suppose you mean,” said she, smiling{2}.
{Footnote 2: Vide Rousseau.}
“Will you be so good?” said he: “perhaps you could teach me, though Grace says ‘tis very difficult; I’ll do my best.”