Teachers of young children should therefore teach themselves a habit of awaiting, should surround themselves with pauses of patience.  The simple little processes of logic that arrange the grammar of a common sentence are too quick for these young blunderers, who cannot use two pronouns but they must confuse them.  I never found that a young child—­one of something under nine years—­was able to say, “I send them my love” at the first attempt.  It will be “I send me my love,” “I send them their love,” “They send me my love”; not, of course, through any confusion of understanding, but because of the tardy setting of words in order with the thoughts.  The child visibly grapples with the difficulty, and is beaten.

It is no doubt this unreadiness that causes little children to like twice-told tales and foregone conclusions in their games.  They are not eager, for a year or two yet to come, for surprises.  If you hide and they cannot see you hiding, their joy in finding you is comparatively small; but let them know perfectly well what cupboard you are in, and they will find you with shouts of discovery.  The better the hiding-place is understood between you the more lively the drama.  They make a convention of art for their play.  The younger the children the more dramatic; and when the house is filled with outcries of laughter from the breathless breast of a child, it is that he is pretending to be surprised at finding his mother where he bade her pretend to hide.  This is the comedy that never tires.  Let the elder who cannot understand its charm beware how he tries to put a more intelligible form of delight in the place of it; for, if not, he will find that children also have a manner of substitution, and that they will put half-hearted laughter in the place of their natural impetuous clamours.  It is certain that very young children like to play upon their own imaginations, and enjoy their own short game.

There is something so purely childlike in the delays of a child that any exercise asking for the swift apprehension of later life, for the flashes of understanding and action, from the mind and members of childhood, is no pleasure to see.  The piano, for instance, as experts understand it, and even as the moderately-trained may play it, claims all the immediate action, the instantaneousness, most unnatural to childhood.  There may possibly be feats of skill to which young children could be trained without this specific violence directed upon the thing characteristic of their age—­their unreadiness—­but virtuosity at the piano cannot be one of them.  It is no delight, indeed, to see the shyness of children, or anything that is theirs, conquered and beaten; but their poor little slowness is so distinctively their own, and must needs be physiologically so proper to their years, so much a natural condition of the age of their brain, that of all childishnesses it is the one that the world should have the patience to attend upon, the humanity to foster, and the intelligence to understand.