tion." If the
idea, or truth, intended to be communicated, be reiterated by the
mind,--thought over again,--it will then be remembered:--but if it be
not reiterated by the mind, it never can. It is also worthy of remark,
that the tenacity with which the memory keeps hold of any idea or truth,
depends greatly upon the vigour of the mind at the time, and still more
perhaps upon the frequency of its reiteration. If a child, however
languid, is forced to this act of reiteration of an idea but once, it
will be remembered for a longer or a shorter time; but if his mind be
vigorous and lively, and more especially if he can be made _repeatedly_
to reiterate the same idea in his mind at intervals, he will on that
account, retain it much more tenaciously, and will have it at the
command of the will more readily. Hence the vividness with which the
scenes and the circumstances of youth arise upon the mind, and the
tenacity with which the memory holds them. These scenes were of daily
occurrence; and the small number of remarkable circumstances connected
with childhood and youth having few rivals to compete with them in
attracting the attention, were witnessed frequently with all the vigour
and liveliness of the youthful mind, as yet unburdened with care. They
were of course frequently subjected to observation, and as frequently
reiterated by the mind, and have on these accounts ever since been
vividly pictured by the imagination, and continue familiar to the
memory. It also accounts for another circumstance of common occurrence.
For when, even in early infancy, any event happened which made a deeper
impression upon the mind than usual, that simple circumstance will
generally outlive all its neighbours, and will take precedence in point
of distinct recollection to the close of life. The reason of this is,
not only the deep impression it made upon the mind at the moment, but
principally because it had so strongly excited the feelings, that it was
oftener thought of then and afterwards;--in other words, this act of
reiteration occurred more frequently with respect to it than the
others, and therefore it is now better remembered.

This is a principle then of which the Educationist should take
advantage. For if Nature invariably communicates knowledge by inducing
her pupils to exercise their own minds on the subject taught, it is
plain that the teacher should follow the same plan. His pupils cannot
remain mentally inactive, and yet learn