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 difficulty, deserved approbation, and made an advance in the pathway of merit. When properly conducted, therefore, the catechetical exercise becomes to the pupils a succession of victories; and it imparts all that delight, softened and purified, which he experiences in excelling his companion, or in winning a game.--These are the reasons why the catechetical exercise is so much relished by the young, and why it has succeeded so powerfully, not only in smoothing the pathway of education, but also in shortening it. From a careful consideration of all these circumstances, we are led to conclude, that the catechetical exercise does, in a superior degree, fulfil all the stipulations required for imitating Nature, in exciting to the reiteration of ideas by children, and thus disciplining and cultivating the powers of their minds. We might also have remarked, that another advantage arising from persevering in this exercise, is the arresting of the attention of the children, and successfully training them to hear and understand through life the oral communications of others;--but we hasten to consider the time and the order in which this exercise should be made use of in schools.