the
Educationist therefore, is an exercise, or series of exercises, which
will enable him to imitate Nature, by causing his pupil to employ his
mind in preparing one set of ideas, while he is giving expression to
another. Such an exercise, upon whatever subject, will always produce,
in a greater or less degree, the effect which Nature by this
supplementary process intends to accomplish; that of giving the pupil
ease and fluency in conversation, and a ready faculty of delivering his
sentiments; while we have seen, by numerous illustrations, that it is at
least highly improbable that it ever can be acquired in any other way.
We have also demonstrated the impropriety of all unnecessary artificial
restrictions upon children while at their play, and of preventing their
speaking, calling out, and giving orders, encouragement, or commendation
to their companions during it. These illustrations and examples have
also pointed out to us the importance of encouraging the young to speak
or converse with their teachers or one another, while they are actively
employed at work, in their amusements, or in any other way in which the
mind is but partially engaged. Exercises of this kind in the domestic
circle, where they could be more frequently resorted to, would be of
great value in forwarding the mental capacities of the young, and might
be at least equally and extensively useful, as similar exercises
employed in the school. The consideration of suitable exercises for
advancing these ends, by which Nature may be successfully imitated in
this important part of her process, belongs to another department of
this Treatise, to which accordingly we must refer.

FOOTNOTES:

[8] Note G.

CHAP. XII.

_Recapitulation of the Philosophical Principles developed in the
previous Chapters._

Before proceeding to the third and more practical part of this Treatise,
it will be of advantage here, shortly to review the progress we have
made in establishing the several educational principles, exhibited in
the operations of Nature, as it is upon these that the following
practical recommendations are to be entirely founded. In doing this, we
would wish to press upon the attention of the reader the important
consideration, that however much we may fail in what is to _follow_, the
principles which we have _already ascertained_, must still remain as
stationary landmarks in education, at which all future advances, by
whomsoever made, must infallib