Now, in the case of young children, the faculties of perception and consciousness and the power of recognizing the distinguishing characteristics of the different perceptions and sensations of their minds are all immature, and distinctions which even to mature minds are not so clear but that they are often confounded, for them form a bewildering maze.  Their minds are occupied with a mingled and blended though beautiful combination of sensations, conceptions, fancies, and remembrances, which they do not attempt to separate from each other, and their vocal organs are animated by a constant impulse to exercise themselves with any utterances which the incessant and playful gambollings of their faculties frame.  In other words, the vital force liberated by the digestion of the food seeks an issue now in this way and now in that, through every variety of mental and bodily action.  Of course, to arrange and systematize these actions, to establish the true relations between all these various faculties and powers, and to regulate the obligations and duties by which the exercise of them should be limited and controlled, is a work of time, and is to be effected, not by the operation of any instinct or early intuition, but by a course of development—­effected mainly by the progress of growth and experience, though it is to be aided and guided by assiduous but gentle training and instruction.

If these views are correct, we can safely draw from them the following conclusions.

Practical Conclusions.

1.  We must not expect from children that they will from the beginning understand and feel the obligation to speak the truth, any more than we look for a recognition, on their part, of the various other principles of duty which arise from the relations of man to man in the social state.  We do not expect that two babies creeping upon the floor towards the same plaything should each feel instinctively impelled to grant the other the use of it half of the time.  Children must be taught to tell the truth, just as they must be taught the principles of justice and equal rights.  They generally get taught by experience—­that is, by the rough treatment and hard knocks which they bring upon themselves by their violation of these principles.  But the faithful parent can aid them in acquiring the necessary knowledge in a far easier and more agreeable manner by appropriate instruction.

2.  The mother must not be distressed or too much troubled when she finds that her children, while very young are prone to fall into deviations from the truth, but only to be made to feel more impressed with the necessity of renewing her own efforts to teach them the duty, and to train them to the performance of it.