One might at first think that these words would be almost unmeaning, or, at least, that they would give the little questioner no real information.  But they do give him information that is both important and novel.  They advance him one step in his inquiry.  Out of the sky means, to him, from a great height.  The words give him to understand that the flakes are not formed where they first come into his view, but that they descend from a higher region.  After reflecting on this idea a moment, he asks, we will suppose,

“How high in the sky, mother?”

Now, perhaps, a mother might think that there was no possible answer to be given to such a question as this except that “she does not know;” inasmuch as few persons have any accurate ideas of the elevation in the atmosphere at which snow-clouds usually form.  But this accurate information is not what the child requires.  If the mother possessed it, it would be useless for her to attempt to communicate it to him.  In the sense in which he asks the question she does understand it, and can give him a perfectly satisfactory answer.

“How high is it in the sky, mother, to where the snow comes from?” asks the child.

“Oh, very high—­higher than the top of the house,” replies the mother.

“As high as the top of the chimney?”

“Yes, higher than that.”

“As high as the moon?”

“No, not so high as the moon.”

“How high is it then, mother?”

“About as high as birds can fly.”

“Oh!” says Johnny, perfectly satisfied.

The answer is somewhat indefinite, it is true, but its indefiniteness is the chief element in the value of it.  A definite and precise answer, even if one of that character were ready at hand, would be utterly inappropriate to the occasion.

An Answer may even be good which gives no Information at all.

4.  It is not even always necessary that an answer to a child’s question should convey any information at all.  A little conversation on the subject of the inquiry, giving the child an opportunity to hear and to use language in respect to it, is often all that is required.

It must be remembered that the power to express thoughts, or to represent external objects by language, is a new power to young children, and, like all other new powers, the mere exercise of it gives great pleasure.  If a person in full health and vigor were suddenly to acquire the art of flying, he would take great pleasure in moving, by means of his wings, through the air from one high point to another, not because he had any object in visiting those high points, but because it would give him pleasure to find that he could do so, and to exercise his newly acquired power.  So with children in their talk.  They talk often, perhaps generally, for the sake of the pleasure of talking, not for the sake of what they have to say.  So, if you will only talk with them and