330 CRITICAL NOTICES OF NKW PUBLICATIONS. 



lour, when it spends the greater part of the day in the kitchen or 

 the nursery ; what is of infinitely greater moment— can we expect 

 a child to feel properly, when constantly surrounded hy those whose 

 own feelings are not sufficiently well directed to excite correct ones 

 in its mind ? And when the child is admitted to the society of its 

 parents and their friends, how is its education managed ? So long 

 as it sits quietlv and makes no noise, and looks like a little block of 

 wood, it is called a good child, and perhaps overwhelmed with kisses 

 —that is to say, it is commended for being inanimate and indolent, 

 and for making no use of any one of its faculties. But as soon as it 

 begins to grow restless, to pull about every thing withm its reach, 

 and to urge eagerly, and perhaps noisily, its oft-repeated question 

 concerning this thing and that, the bell is rung, the child is consi- 

 dered a nuisance, and given to the servant, and while its little heart 

 is bursting with shame and disappointment, which it can only ex- 

 press by cries and sobs, " naughty child" is reiterated, and it is again 

 banished to the nurserv. Thus is it punished for being happy, tor 

 employing its powers, for making its own best efforts for expanding 

 its little mind ; and precisely at the moment when all its faculties are 

 in the best possible state for receiving right impressions and for 

 being directed to any thing and every thing that is good and useful, 

 they are all checked, bad feelings are excited, and it is sent amongst 

 those who mav perchance misunderstand its wishes, and thwart, per- 

 haps punish, its anxious desire to know and to improve ; leaving the 

 poor child with a deep and bitter sense of unjust treatment, lhat 

 children must not talk and be troublesome in company, is an axiom ; 

 but it is one which very young children (and it is of such that we 

 are speaking) cannot understand. If properly trained, they will in 

 time learn to prefer the happiness and comfort of others to their own ; 

 but for this we must wait patiently, and take care, meanwhile, that 

 we do not sacrifice their lasting good to our momentary convenience. 



With this ample extract as an illustration of the author s precep- 

 tive rules for disciplining children, we consign his " Education of the 

 Feelings" to the judgment of our readers, merely adding, for our- 

 selves, that on every page of his Essay appear the beautiful features 

 of candour and genuine philanthropy. 



