about every trifle which is
interesting to childhood: if they choose wisely, they should enjoy the
natural reward of their prudence; and if they decide rashly, they
should be suffered to feel the consequence of their own errour.
Experience, it is said, makes even fools wise; and the sooner we can
give experience, the sooner we shall teach wisdom. But we must not
substitute belief upon trust for belief upon conviction. When a little
boy says, "I did not eat any more custard, because mamma told me that
the custard would make me sick," he is only obedient, he is not
prudent; he submits to his mother's judgment, he does not use his own.
When obedience is out of the question, children sometimes follow the
opinions of others; of this we formerly gave an instance (v. Toys) in
the poor boy, who chose a gilt coach, because his mamma "_and every
body said it was the prettiest_," whilst he really preferred the
useful cart: we should never prejudice them either by our _wisdom_ or
our folly.

A sensible little boy of four years old had seen somebody _telling
fortunes_ in the grounds of coffee; but when he had a cup of coffee
given to him, he drank it all, saying, "Coffee is better than
fortune!"

When their attention is not turned to divine what the spectators think
and feel, children will have leisure to consult their own minds, and
to compare their own feelings. As this has been already spoken of,[97]
we shall not dwell upon it; we only mention it as a necessary
precaution in teaching prudence.

Some parents may perhaps fear, that, if they were to allow children to
choose upon every trifling occasion for themselves, they would become
wilful and troublesome: this certainly will be the effect, if we make
them think that there is a pleasure in the exercise of free-will,
independently of any good that may be obtained by judicious choice.
"Now, my dear, you shall have _your_ choice! You shall choose for
_yourself_! You shall have your _free_ choice!" are expressions that
may be pronounced in such a tone, and with such an emphasis to a
child, as immediately to excite a species of triumphant ecstasy from
the mere idea of having his _own_ free choice. By a different accent
and emphasis we may repress the ideas of triumph, and, without
intimidating the pupil, we may turn his mind to the difficulties,
rather than the glory of being in a situation to decide for himself.

We must not be surprised at the early imprudence of children; the