ature and the productions of
art, which are found to be most generally pleasing, we should
associate with pleasure in the mind: but we ought not to expect that
children should admire those works of imagination which suggest,
instead of expressing, ideas. Until children have acquired the
language, until they have all the necessary trains of ideas, many of
the finest strokes of genius in oratory, poetry, and painting, must
to them be absolutely unintelligible.

In a moral point of view, we have treated of the false associations
which have early influence upon the imagination, and produce the
furious passions and miserable vices. The false associations which
first inspire the young and innocent mind with the love of wealth, of
power, or what is falsely called pleasure, are pointed out; and some
practical hints are offered to parents, which it is hoped may tend to
preserve their children from these moral insanities.

We do not think that persons who are much used to children, will
quarrel with us for what we have said of early prodigies of wit.
People, who merely talk to children for the amusement of the moment,
may admire their "lively nonsense," and will probably think the
simplicity of mind that we prefer, is downright stupidity. The habit
of reasoning is seldom learned by children who are much taken notice
of for their sprightly repartees; but we have observed that children,
after they have learned to reason, as they grow up and become
acquainted with the manners and customs of the world, are by no means
deficient in talents for conversation, and in that species of wit
which depends upon the perception of analogy between ideas, rather
than a play upon words. At all events, we would rather that our pupils
should be without the brilliancy of wit, than the solid and essential
power of judgment.

To cultivate the judgment of children, we must begin by teaching them
accurately to examine and compare such external objects as are
immediately obvious to their senses; when they begin to argue, we must
be careful to make them explain their terms and abide by them. In
books and conversation, they must avoid all bad reasoning, nor should
they ever be encouraged in the quibbling habit of arguing for victory.

Prudence we consider as compounded of judgment and resolution. When we
teach children to reflect upon and compare their own feelings, when we
frequently give them their _choice_ in things that are interesting to
them, we e