tell which of their friends they love the
best, but they are seldom required to assign any reason for their
choice. It is not prudent to question them frequently about their own
feelings; but whenever they express any decided preference, we should
endeavour to _lead_, not to _drive_ them to reflect upon the reasons
for their affection. They will probably at first mention some
particular instance of kindness, which they have lately received from
the person whom they prefer. "I like such a person because he mended
my top." "I like such another because he took me out to walk with him
and let me gather flowers." By degrees we may teach children to
generalize their ideas, and to perceive that they like people for
being either useful or agreeable.

The desire to return kindness by kindness, arises very early in the
mind; and the hope of conciliating the good will of the powerful
beings by whom they are surrounded, is one of the first wishes that
appears in the minds of intelligent and affectionate children. From
this sense of mutual dependence, the first principles of social
intercourse are deduced, and we may render our pupils either mean
sycophants, or useful and honourable members of society, by the
methods which we use to direct their first efforts to please. It
should be our object to convince them, that the exchange of mutual
good offices contributes to happiness; and whilst we connect the
desire to assist others with the perception of the beneficial
consequences that eventually arise to themselves, we may be certain
that children will never become blindly selfish, or idly sentimental.
We cannot help admiring the simplicity, strength of mind, and good
sense, of a little girl of four years old, who, when she was put into
a stage coach with a number of strangers, looked round upon them all,
and, after a few minutes silence, addressed them, with the imperfect
articulation of infancy, in the following words:

"If you'll be good to me, I'll be good to you."

Whilst we were writing upon sympathy and sensibility, we met with the
following apposite passage:

"In 1765, I was," says M. de St. Pierre, "at Dresden, at a play acted
at court; it was the Pere de Famille. The electoress came in with one
of her daughters, who might be about five or six years old. An officer
of the Saxon guards, who came with me to the play, whispered, 'That
child will interest you as much as the play.' As soon as she was
seated, she placed both her