ion or capacity. Even amongst children, we may
early observe a considerable difference between the quickness of their
senses and of their reasoning upon subjects where they have had
experience, and upon those on which they have not been exercised.

The first exercises for the judgment of children should, as Rousseau
recommends, relate to visible and tangible substances. Let them
compare the size and shape of different objects; let them frequently
try what they can lift; what they can reach; at what distance they can
see objects; at what distance they can hear sounds: by these exercises
they will learn to judge of distances and weight; and they may learn
to judge of the solid contents of bodies of different shapes, by
comparing the observations of their sense of feeling and of sight. The
measure of hollow bodies can be easily taken by pouring liquids into
them, and then comparing the quantities of the liquids that fill
vessels of different shapes. This is a very simple method of
exercising the judgment of children; and, if they are allowed to try
these little experiments for themselves, the amusement will fix the
facts in their memory, and will associate pleasure with the habits of
comparison. Rousseau rewards Emilius with cakes when he judges
rightly; success, we think, is a better reward. Rousseau was himself
childishly fond of cakes and cream.

The step which immediately follows comparison, is deduction. The cat
is larger than the kitten; then a hole through which the cat can go,
must be larger than a hole through which the kitten can go. Long
before a child can put this reasoning into words, he is capable of
forming the conclusion, and we need not be in haste to make him
announce it in mode and figure. We may see by the various methods
which young children employ to reach what is above them, to drag, to
push, to lift different bodies, that they reason; that is to say, that
they adapt means to an end, before they can explain their own designs
in words. Look at a child building a house of cards; he dexterously
balances every card as he floors the edifice; he raises story over
story, and shows us that he has some design in view, though he would
be utterly incapable of describing his intentions previously in words.
We have formerly[86] endeavoured to show how the vocabulary of our
pupils may be gradually enlarged, exactly in proportion to their real
knowledge. A great deal depends upon our attention to this proportion;