How to educate the feelings or affections, and bring the dispositions, aspirations, and passions into harmony with sound intelligence and morality . t bears too stronglynpon the latter, both in its use arid abuse, to be omittedhere. The pleasures of taste are among the first sensationsthat a child experiences ; they assist essentially in form-ing the bond which unites it to the mother, its naturalguardian and instructor; and from childhood to age,by their direct and reflected influence, add largely tothe stock of human enjoyments. Let it not, therefore,be expected that children can be made to
How to educate the feelings or affections, and bring the dispositions, aspirations, and passions into harmony with sound intelligence and morality . t bears too stronglynpon the latter, both in its use arid abuse, to be omittedhere. The pleasures of taste are among the first sensationsthat a child experiences ; they assist essentially in form-ing the bond which unites it to the mother, its naturalguardian and instructor; and from childhood to age,by their direct and reflected influence, add largely tothe stock of human enjoyments. Let it not, therefore,be expected that children can be made to despise suchpleasures; they can not, and they will not. Let usstrive rather to give them a proper and healthy direc-tion. The body must be fed and its waste repaired, orthe mind can not maintain its vigor; and we haveundoubted evidence that the intention of Nature withregard to man is that the lower propensities shall giveimpulse and strength to the higher. Indulgence ofthem beyond this point she does not fail to punish.* * Alimentiveness is really the first mental element whichcomes into action, and, in the case of some idiots, seems to (22). JOSEPH HICKSON. ALIMENTIVENESS. Note.—The Frontispiece PLATE ! aid the reader in locating all the organs. AUmentiveness, 23 Then let attention to this rule be a point of con-science with children. Eating is of the first importance,and so is the management and direction of the appe-tite, both as regards quantity and quality. As to quan-tity, children should be early taught to judge for them-selves. Let them be instructed to discriminate betweentheir feelings after a wholesome, moderate, but sufii-cient meal, and those which follow excess, either inquantity or quality. Let a feeling of shame and self-be the only one ever awakened. The infant child or ani-mal, at the beginning of conscious life, experiences thesense of hunger, and blindly, but instinctively seeks the taking of food there is not only exquisite pleas-ure, but
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