Perhaps this naivete might have displeased some scrupulous admirers of politeness, who could not discover in it symptoms of that independent simplicity of character, for which the child who made this speech was distinguished.
"Do you always love me?" said a mother to her son, who was about four years old.
"Always," said the child, "except when I am asleep."
Mother. "And why do you not love me when you are asleep?"
Son. "Because I do not think of you then."
This sensible answer showed, that the boy reflected accurately upon his own feelings, and a judicious parent must consequently have a sober certainty of his affection. The thoughtless caresses of children who are never accustomed to reason, are lavished alike upon strangers and friends, and their fondness of to-day may, without any reasonable cause, become aversion by to-morrow.
Children are often asked to tell which of their friends they love the best, but they are seldom required to assign any reason for their choice. It is not prudent to question them frequently about their own feelings; but whenever they express any decided preference, we should endeavour to lead, not to drive them to reflect upon the reasons for their affection. They will probably at first mention some particular instance of kindness, which they have lately received from the person whom they prefer. "I like such a person because he mended my top." "I like such another because he took me out to walk with him and let me gather flowers." By degrees we may teach children to generalize their ideas, and to perceive that they like people for being either useful or agreeable.
The desire to return kindness by kindness, arises very early in the mind; and the hope of conciliating the good will of the powerful beings by whom they are surrounded, is one of the first wishes that appears in the minds of intelligent and affectionate children. From this sense of mutual dependence, the first principles of social intercourse are deduced, and we may render our pupils either mean sycophants, or useful and honourable members of society, by the methods which we use to direct their first efforts to please. It should be our object to convince them, that the exchange of mutual good offices contributes to happiness; and whilst we connect the desire to assist others with the perception of the beneficial consequences that eventually arise to themselves, we may be certain that children will never become blindly selfish, or idly sentimental. We cannot help admiring the simplicity, strength of mind, and good sense, of a little girl of four years old, who, when she was put into a stage coach with a number of strangers, looked round upon them all, and, after a few minutes silence, addressed them, with the imperfect articulation of infancy, in the following words:
"If you'll be good to me, I'll be good to you."
Whilst we were writing upon sympathy and sensibility, we met with the following apposite passage: