it was wicked to steal and to lie, etc., but her heart was set on
getting something for the teacher, not for herself, and she very
unselfishly risked her moral salvation for the person she loved and
admired.

It is probably better for the child if we do not push the analysis
of acts and motives too early, for there is more danger at a certain
age from morbid self-consciousness than from acquiring vicious
habits. If we recognize that many of the lapses from the paths of
truth arise from really worthy motives, we must make sure that these
ideals become fixed before we attempt to separate the unworthy act
from the commendable purpose.

The cases so far given show how important it is to retain not only
the affection but also the confidence of our children; and how
important it is to have right teachers and associates. The child
will do what he can to please those he really likes or admires; but
the kind of thing he will do will depend a great deal upon what
those he admires themselves like to see done.

There are some lies that are due to faulty observation. We do not
often realize to what extent we supplement our sense perceptions in
relating our experiences. Lawyers tell us that it is very difficult
to have a witness relate _exactly_ what he saw; he is always
adding details for completing the story in accordance with his
_interpretation_ of what he saw. This is not lying in any
sense, but it is relating as alleged facts what are in reality
conclusions from facts. One may be an unreliable witness without
being a liar; and so may the child tell us things that we know are
not so because, in trying to tell a complete story, he has to