But this is a great mistake.

The sooner that pupils and children understand that the field of knowledge is utterly boundless, and that it is only a very small portion of it that their superiors in age and attainment have yet explored, the better for all concerned.

The kind of superiority, in the estimation of children, which it is chiefly desirable to attain, consists in their always finding that the explanation which we give, whenever we attempt any, is _clear, fair_, and _satisfactory_, not in our being always ready to offer an explanation, whether satisfactory or not.
_Questions on Religious Subjects._ The considerations presented in this chapter relate chiefly to the questions which children ask in respect to what they observe taking place around them in external nature.

There is another class of questions and difficulties which they raise--namely, those that relate to religious and moral subjects; and to these I have not intended now to refer.

The inquiries which children make on these subjects arise, in a great measure, from the false and puerile conceptions which they are so apt to form in respect to spiritual things, and from which they deduce all sorts of absurdities.