The parents must keep a careful guard on their own pity for their defective child. A deaf child has scarcely any notion, as a blind one has, of what it loses; and nothing is more certain than that deaf children are apt to be proud and vain, and to take advantage of the pity which everybody feels for them. Knowing little of their own loss, they misunderstand this pity, and are apt to take to themselves the credit of all the notice it brings them, and to grasp at all they can get. A watchful parent knows from her heart that there is no blame in this; but she sees that there is great danger. The child cannot help the liability; but it may be rescued from it. She must not be lavish of indulgence which may be misunderstood. She should let it be as happy as it can in its own way--and the deaf and dumb are usually very brisk and cheerful. What she has to do for it is not to attempt to console it for a privation which it does not feel, but to open to it a higher and better happiness in a humble, occupied, and serene state of mind. She should set before it its own state of privation, notwithstanding any mortification that the disclosure may cause: and when that mortification is painful, she should soothe it by giving, gently and cheerfully, the sweet remedies of humility and patience.
In the case of the blind child, the training must be very different. Every day, and almost every hour, reminds the blind child of its privation; and its discipline is so severe, that almost any degree of indulgence in the parent would be excusable, if it were not clearly the first duty to consider the ultimate welfare of the child. It is natural to the sighing mother to watch over its safety with a nervous anxiety, to go before it to clear its way, to have it always at her knee, and to make everybody and everything give way to it. But she must remember that her child is not destitute, and for ever helpless, because it has one sense less than other people. It has the wide world of the other four senses to live in, and a vaster mental and moral world than it will ever learn fully to use: and she must let it try what it can make of its possessions. She will find that it learns like others that fire burns and that bruises are disagreeable, and that it can save itself from burns and bruises by using its senses of touch and hearing. She will encourage it in the cheerful work of shifting for itself, and doing, as far as possible, what other people do. The wise and benevolent Dr. Howe tells us of the children who come to the Blind School at Boston, that for the first two or three days they are timid and forlorn--having been accustomed to too much care from their mothers, who will not let them cross the floor without being sure that there is nothing in the way. But they presently enter into the free and cheerful spirit of the house, use their faculties, feel their way boldly, and run, climb, swing, and play as merrily as any other children. That school is a little world of people with four senses--not so happy a one as if they had five, but a very good one, nevertheless; sufficiently busy, safe, and cheerful for those who use heartily such powers as they have.