at in the words of the book, or even to preserve the
same arrangement; let them speak in words of their own, and arrange
their ideas to their own plan; this will exercise at once their
judgment, invention, and memory.

"Try if you can explain to me what I have just been explaining to
you," a sensible tutor will frequently say to his pupils; and he will
suffer them to explain in a different manner from himself; he will
only require them to remember what is essential to the explanation. In
such repetitions as these, the mind is active, therefore it will
strengthen and improve.

Children are all, more or less, pleased with the perception of
resemblances and of analogy. This propensity assists us much in the
cultivation of the memory; but it must be managed with discretion, or
it will injure the other powers of the understanding. There is, in
some minds, a futile love of tracing analogies, which leads to
superstition, to false reasoning, and false taste. The quick
perception of resemblances is, in other minds, productive of wit,
poetic genius, and scientific invention. The difference between these
two classes, depends upon this--the one has more judgment, and more
the habit of using it, than the other. Children who are pleased by
trifling coincidences, by allusions, and similitudes, should be taught
with great care to reason: when once they perceive the pleasure of
demonstration, they will not be contented with the inaccuracy of
common analogies. A tutor is often tempted to teach pupils, who are
fond of allusions, by means of them, because he finds that they
remember well whatever suits their taste for resemblances. By
following the real analogies between different arts and sciences, and
making use of the knowledge children have on one subject to illustrate
another, we may at once amuse their fancy, and cultivate their memory
with advantage. Ideas laid up in this manner, will recur in the same
order, and will be ready for further use. When two ideas are
remembered by their mutual connection, surely it is best that they
should both of them be substantially useful; and not that one should
attend merely to answer for the appearance of the other.

As men readily remember those things which are every day useful to
them in business, what relates to their amusements, or to their
favourite tastes in arts, sciences, or in literature; so children find
no difficulty in remembering every thing which mixes daily with their
little pl