a lamb, laying its parts on an altar, while
a stream of fire descends from the skies and consumes it. His
imagination goes on with increasing interest to picture the
quarrel-scene in the field; and he in effect sees the blow given by the
club of Cain, that destroyed the life of his brother. All this living
and moving scene will be remembered in groups; and these groups will be
more or less closely linked together, and will be imagined more or less
distinctly as a whole, in proportion to the mental advancement of the
particular child.

The next thing to be attended to in communicating knowledge to a child
by grouping, is, that no strange for unknown object or idea be
introduced among those which he is called upon to group; because in that
case, the operation will be materially interfered with, and either
marred or destroyed. The completeness of this operation in the hands of
Nature, depends in a great measure, as we have seen, upon the perfect
composure and self-possession of the mind during the process. If there
be no interruption,--no element of distraction introduced into the
exercise,--all the circumstances, as they arise in the gradual
developement of the story, are comprehended and grouped. The living and
moving picture is permanently fixed upon the memory, so that it may be
recalled and reviewed at any future time. But if, on the contrary, the
placidity of the mind be interrupted,--if some strange and unknown
object be introduced, whose agency is really necessary for connecting
the several parts of the story,--the very attempt of the child to
become individually acquainted with it, throws the whole process into
confusion; and he has either to drop the contemplation of this necessary
part of the machinery, or to lose the benefit of all that is detailed
during the time he is engaged with it. In either case the end is not
gained; and the great design aimed at by the teacher,--the communication
of the knowledge connected with the narrative,--is more or less
frustrated. Like the landscape pictured on the placid bosom of the lake,
the formation and contemplation of his own undisturbed imaginings are
delightful to the child; but the introduction of an unknown object, like
the dropping of a stone in the former case, produces confusion and
distortion, which are always unpleasant and painful.

One general reason why the introduction of unknown objects into these
groupings of the child is so pernicious, may also be here ad