he
number of persons who supply them. Two children will play with the same
number of toys for a longer time, without tiring, than if they were
alone;--and three or four would, in the same proportion, increase the
interest and prolong the season of activity. But as soon as the
reiteration of the ideas suggested by their game becomes languid or
difficult, their play for the time loses its charms, and the fascination
is gone. That it is the cessation of active thought, which is the chief
cause of their play ceasing to please, is proved from the circumstance,
that if another interesting companion shall be added to their number, or
if any thing shall occur to renew this operation,--the reiteration of
ideas,--upon the mind, the same degree of interest, and to a
corresponding extent, is immediately felt, and the play is resumed. Now,
the catechetical exercise is in reality the same operation in another
form. The questions of the teacher excite the pupil to the same kind of
active thought as that which gives relish to his play; and, while the
teacher confines himself within the limits of the announcement, the
mental excitement is active, but moderate, and always successful.

This leads us to observe the influence which the catechetical exercise
exerts in affording means for that self-approbation, or sense of merit,
which constitutes another element of delight to a child during his play.
All must have observed the beneficial effects of this principle in
children, as an incitement to emulation and good conduct. It is not only
perceptible in the love of approbation from their superiors, but in
their desire to excel at all times. We see it in the pleasure felt by
the child when he outstrips his fellows in the race,--when he catches
his companion at "hide and seek,"--when he finds the hidden article at
"seek and find,"--in winning a game, expounding a riddle, or gaining a
place in his class. In all these instances there is a feeling of pure
satisfaction and delight;--a feeling of self-estimation, which is at
once the guardian and the reward of virtue. Now, when the catechetical
exercise is conducted in its purity,--that is, when the teacher keeps
strictly to the announcement, without wandering where the child cannot
follow him,--the answers are invariably within the limits of the child's
capacity;--they are answered successfully; and every answer is a subject
of triumph. He has a delightful consciousness of having overcome a
difficu