the mind, and as distinctly understood as if the father was present in
person. So with every thing else.

Again, after the child has become familiar with the name of the being
called father; the name, idea and object itself being intimately
associated the mother will next begin to teach it another lesson;
following most undeviatingly the course which nature and true philosophy
mark out. The father comes and goes, is present or absent. She says on
his return, father _come_, and the little one looks round to see the
thing signified by the word father, the idea of which is distinctly
impressed on the mind, and which it now sees present before it. But this
loved object has not always been here. It had looked round and called
for the father. But the mother had told it _he was gone_. Father gone,
father come, is her language, and here the child begins to learn ideas
of actions. Of this it had, at first, no notion whatever, and never
thought of the father except when his person was present before it, for
no impressions had been distinctly made upon the mind which could be
called up by a sound of which it could have no conceptions whatever. Now
that it has advanced so far, the idea of the father is retained, even
tho he is himself absent, and the child begins to associate the notion
of coming and going with his presence or absence. Following out this
course the mind becomes acquainted with things and actions, or the
changes which things undergo.

Next, the mother begins to learn her offspring the distinction and
qualities of things. When the little sister comes to it in innocent
playfulness the mother says, "_good_ sister," and with the descriptive
word _good_ it soon begins to associate the quality expressed by the
affectionate regard, of its sister. But when that sister strikes the
child, or pesters it in any way, the mother says "_naughty_ sister,"