HINDERING CHILDREN FROM TRUTH-TELLING.
A SMALL boy, not yet five years old, was one day visiting two little playmates, both somewhat older than he. The child came home the happy possessor of five new marbles, which he exhibited to mamma and other members of the family. Some one began to question him, saying that perhaps the little friend had not intended to give him the marbles “to keep,” and that they ought to be taken back. Our Harry’s veracity was at stake; if he had actually been accused of stealing, he could not have been more distressed. And, too, he evidently began within himself to be harassed by doubts. “Harry, where did you get your marbles?” “To keep? He didn’t intend you to bring them home,—did he?” “How did he give them to you—what did he say?” “He laid them on the ground.” “He laid them on the ground! And you picked them up! What did he say?” “He said, ‘There, Harry.’” “Well, you must take them back. I’m afraid Sammy wants them.” A storm followed. More questions, and answers more confused. The sensitive child shrank from taking back the marbles, as much from embarrassment as from desire to keep them. Then it was that some one sprang to the rescue, and said that the donor should be interviewed, to see if he understood the transaction in the same way that Harry did. This was done, and to Harry’s complete vindication; for the little playmate said that he had intended Harry to have the marbles. This incident has made the writer consider how easy it is to confuse and distress the little ones by our manner, and often to hinder our getting at the exact truth. It is certainly right for us to inquire into our children’s doings, to prevent their taking advantage of others, but247there is a delicate way of finding out, which does not make every question an accusation, and does not imply that the child has done wrong before it is proved. Of two children that I know, one could stand any amount of cross-examination and still adhere to the main facts. Of a self-reliant nature, open, honest, accurate, that child early developed a clear and discriminating mind, and had a confidence in its own ability to state facts as they were. The other little one, younger, timid, and thinking that the older ones must be right, could be confused and made to doubt his own original statements by the suggestion of other probabilities. He would think it must be so, and assent in pitiful helplessness and bewildered submission. If you wish to find out the exact truth in any occurrence with the little folks, the better way is to patiently listen to what they have to say themselves. Ten to one you will gather the truth. Next to children’s giving wrong impressions through confusion come the out-and-out falsehoods induced by fear, without time for reflection, without time to gather moral strength and to determine to tell the truth and meet the consequences. Of course, children ought to have their “moral strength” on hand always, but we must take them as we find them, and not put temptation in their way. We pray ourselves, “Lead us not into temptation.” Do not descend like an avalanche upon the trembling child, with an awful “Who did that?” “Did you do that, John Peter Smith?” If you already know that he did it, you had better assume the fact and punish him, rather than give him an opportunity to add to his sins by an untruth.