The mistakes, deficiencies, and errors of the first rude attempts are seldom noticed, and still more seldom pointed out by the parent.

On the contrary, the child takes the impression, from the readiness with which its words are understood and the delight it evidently gives its mother to hear them, that it is going on triumphantly in its work of learning to talk, instead of feeling that its attempts are only tolerated because they are made by such a little child, and that they require a vast amount of correction, alteration, and improvement, before they will be at all satisfactory.

Indeed, so far from criticising and pointing out the errors and faults, the mother very frequently meets the child half way in its progress, by actually adopting the faults and errors herself in her replies.

So that when the little beginner in the use of language, as he wakes up in his crib, and stretching out his hands to his mother says, "I want _to get up_" she comes to take him, and replies, her face beaming with delight, "My little darling! you shall _get up_;" thus filling his mind with happiness at the idea that his mother is not only pleased that he attempts to speak, but is fully satisfied, and more than satisfied, with his success.
The result is, that in learning to walk and to talk, children always go forward with alacrity and ardor.

They practise continually and spontaneously, requiring no promises of reward to allure them to effort, and no threats of punishment to overcome repugnance or aversion.