The Little Fingers and the Secret of the Sad Cat’s Tears

A bedtime story—or one told after finishing homework—is one of the healthiest and most nurturing family habits. Such stories play an important role in shaping a child’s values and behavior.

Today, we’ll explore the story behind “The Little Fingers and the Secret of the Sad Cat’s Tears,” written quickly by Um Hassan after she noticed that her son Fadi’s schoolbag began to contain more of other people’s belongings than his own. The situation was worsening daily, so the family spent a full week addressing it—and the results were worth it.

The Beginning of the Story

One sunny morning, after Hassan went off to school, his mother began tidying her bag. Suddenly she muttered to herself:

“Where did those coins I left yesterday go? I could’ve used them! And where’s my favorite lip balm?”

At first, she blamed her memory. But when her prayer beads and a silver earring disappeared too, she started to suspect that there were “tiny fingers that make things vanish.”

Meanwhile, at School

Seven-year-old Hassan, a first-grader with a wide, charming smile, sat in class. Inside his small pockets were shiny pens, mini perfume bottles, a single silver earring, coins, and even his sister Alia’s pocket mirror!

Before his mother could figure things out, a classmate revealed the truth: Hassan had become “the official supplier” for everything his classmates lacked. He always had extras—a spare eraser, shiny pencils, anything anyone needed. And when asked where he got them, he proudly said, “My mom gets them for me—she has great taste!”

The Discovery

A few days later, the mystery was solved. Hassan’s teacher noticed he was wearing a bracelet she thought she’d lost days earlier. Believing it had fallen somewhere, she was surprised to see it on his wrist.

She called Um Hassan to talk about it kindly. As the mother held the phone, she realized another earring of hers had gone missing. Shocked and embarrassed, she went to school, listened to what the teacher had to say, and felt both hurt and disappointed in her little boy.

The Family Council

That evening, the family gathered. Hassan stood before his parents and sister, defending himself in a trembling yet clever voice:

“I didn’t steal anything, Mama. I didn’t steal, Papa! I just borrowed them. I found them lying around under the desks. I was going to return them the next day.”

His parents stayed silent, while his sister Alia—acting like a member of a jury—was unconvinced.

After some tears and long discussion, Hassan wrote a letter of apology to his family, attaching a drawing of a sad cat with tears that he insisted on giving to his classmates.

His teacher then gave him a golden star—not for generosity this time, but for the courage to admit his mistake.

Moral:

The goal isn’t to raise children who never make mistakes, but to help them turn small missteps—even ones like stealing—into big lessons learned through love and patience.

Educational Insight

Why Do Children Take Things That Aren’t Theirs?

What Hassan did isn’t rare. Many children between the ages of five and eight experience moments of “borrowing forever.” Psychologists emphasize that this doesn’t necessarily come from bad intentions—it’s part of learning.

Developing awareness: Children at this age don’t always understand ownership. Studies show that over half of children under six believe the person holding something owns it, regardless of who it actually belongs to.
Impulsiveness and curiosity: Young children often act on impulse before learning self-control. Data shows one in four early-age children struggle with impulsivity.
The desire for social acceptance: Like Hassan, some children give away borrowed items to gain friends or approval.
Attention-seeking: When a child feels invisible, they may take something simply to get noticed.

How Parents Should Respond

Avoid labeling: Saying “You’re a thief” is more harmful than the act itself. Studies indicate that early labeling can cause one in four children to internalize a negative self-image, increasing the chance of repeating the behavior.
Open dialogue: Instead of asking angrily, “Why did you steal?”, ask, “What were you thinking when you took the pen?” Open questions encourage reflection rather than defense.
Encourage making amends: Returning the item, apologizing, or offering a small service teaches responsibility more effectively than punishment alone.
Teach through experience: Stories, cartoons, and role-play are powerful tools for showing the difference between borrowing and stealing.
Reward honesty: When a child admits wrongdoing, appreciation helps reinforce honesty as a virtue.
Be a role model: Children imitate what they see. If a parent takes something from a friend’s desk without asking, the child learns that it’s acceptable.
Remove temptation: Keep money and valuables out of reach of small children.
Give a sense of ownership: Providing a small allowance or personal items helps a child understand “mine” versus “someone else’s.”
Offer emotional attention: Spending quality time with your child reduces negative attention-seeking behaviors.
Set clear rules: Teach simple boundaries—“If you want something, ask. If you take it without permission, it’s wrong.”

When Does It Become Serious?

If a child continues to take things out of curiosity, it’s usually harmless. But when it becomes frequent, secretive, or aggressive, it may signal deeper issues.

International reports suggest that one in ten children faces behavioral problems requiring early intervention.

There’s a big difference between a child who takes a lip balm or a pen once, and one who deliberately hides things wherever they go.

Every child has a “Hassan moment.” Exploring Mom’s purse or the teacher’s desk might lead to temporary “borrowing.”

Today, Hassan knows that borrowing and stealing are not the same—and that admitting a mistake is an act of courage, not weakness.

As for his mother, she still occasionally notices missing chocolates and candies, but she smiles and says:

“Thank goodness he’s still borrowing from home—not from the store!”