They are the arts of walking and talking.
The first time that a child attempts to walk alone, what a feeble, staggering, and awkward exhibition it makes.

And yet its mother shows, by the excitement of her countenance, and the delight expressed by her exclamations, how pleased she is with the performance; and she, perhaps, even calls in persons from the next room to see how well the baby can walk! Not a word about imperfections and failings, not a word about the tottering, the awkward reaching out of arms to preserve the balance, the crookedness of the way, the anxious expression of the countenance, or any other faults.

These are left to correct themselves by the continued practice which encouragement is sure to lead to.
It is true that words would not be available in such a case for fault-finding; for a child when learning to walk would be too young to understand them.

But the parent's sense of the imperfections of the performance might be expressed in looks and gestures which the child would understand; but he sees, on the contrary, nothing but indications of satisfaction and pleasure, and it is very manifest how much he is encouraged by them.

Seeing the pleasure which his efforts give to the spectators, he is made proud and happy by his success, and goes on making efforts to improve with alacrity and delight.
It is the same with learning to talk.