The various means which Nature employs in working out this great end in the young are very remarkable. We have seen that a child at first does not possess the power of uttering even a word, while his thoughts are engaged on any thing else. The powers of the mind must as it were be concentrated upon that one word, till by long practice he can at last think on one and utter another. The same difficulty of speaking and thinking on different things is observable in his amusements; and Nature appears to employ the powerful auxiliary of his play to assist him in overcoming it. When a young child is engaged in any amusement which requires thought, the inability of the mind to do double duty is very evident. He cannot hear a question, nor speak a single sentence, and go on with his play at the same time. If a question be asked, he stops, looks up, hears, answers, and then perhaps collects his thoughts, and again proceeds with his game as before; but for a long time he cannot even hear, far less speak, and play at the same moment. When a child is able to do this, it is a good sign of his having acquired considerable mental powers. The excitement of play, we have said, is one chief means which Nature employs for the cultivation of this faculty, and it is peculiarly worthy of attention 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.