on by the Educationist. Every one must have observed the
strong desire which children have, during their more exhilarating games,
to exercise their lungs by shouting, and calling out, and giving
direction, encouragement, or reproof, to their companions. In all these
instances, the impetus of their play is not apparently stopt while they
speak, and every time that this takes place, they are promoting their
mental, as well as their physical health and well-being. The accuracy of
this remark is perhaps more conspicuous, although not more real, in the
less boisterous and more placid employment of the young. The lively
prattle of the girl, while constructing her baby-house; her playful
arrogation of authority and command over her playmates, and her
serio-comic administering of commendation or reproof in the assumed
character of "mistress" or "mother," are all instances of a similar
kind. A little attention to the matter will convince any one, that every
sentence uttered by a child while dressing a doll, or rigging a ship, or
cutting a stick, is really intended and employed by Nature in advancing
this great object. And we cannot help remarking, that the irksome
silence so frequently enjoined upon children during their play, or
during any species of active employment, is not only harsh and
unnecessary, but is positively hurtful. It is in direct opposition both
to the design and the practice of Nature. It is obstructing, or at least
neglecting the cultivation and the developement of powers, which are
destined to be a chief ornament of life; a source of honour and
enjoyment to the pupil himself, and ultimately a great benefit to
society.

The cultivation of this faculty in adults, after they have emancipated
themselves from the discipline of Nature, is advanced or retarded by the
use or neglect of similar means. Accordingly we find, that in every
instance where the powers of the mind are actively, (not mechanically)
employed, while the individual is at the same time called on to exercise
his powers of speech and hearing on something else, this faculty of
extemporaneous speaking is cultivated, and rendered more easy and
fluent. Whereas, on the contrary, the most extensive acquaintance with
words, even when combined with much knowledge, has but little influence
in making a ready speaker. Many of the most voluble of our species
have but a very scanty vocabulary, and still less knowledge; while men
of extensive and profound learning