hat time, and answers given by him while he continues to
exercise his mind upon his amusements, will prepare the way, and greatly
assist in giving him the power of exercising it upon ideas, without the
help of these external and tangible objects. The principle in both cases
is the same, although in the one it is not carried out to the same
extent as it is in the other. And here we cannot help remarking, how
extensive and important a field the working of this principle opens up
to the ingenious toy-man. If a game, or games, can be invented, where
the child must have his attention occupied with one object, while he is
obliged to answer questions, or to make observations, or to detail
facts, or in any other way to employ his speaking powers
extemporaneously, (not repeating words by rote,) the person who does so
will greatly edify the young, and benefit the public.

Another method by which the principle may be called into exercise, is to
tell a short story, or simple anecdote, and then to require the child to
rehearse it again. In doing this, the mind of the child is employed in
communing with the memory, while he is engaged in detailing to the
teacher or monitor, the special circumstances in their order. Upon the
principles of individuation and grouping, too, (the two most important
principles, be it observed, which Nature employs with young children,)
we can perceive, that it will be much easier for the child, and at least
equally powerful in producing the effect, if the teacher or parent shall
confine himself to one or two stories or anecdotes at a time, till, by
repeated attempts, the child can in its own words, and in its own way,
readily and fluently detail the whole of the circumstances to the
parent or teacher, whenever required.

A similar mode of accomplishing the same object, when the child is able
to read, is, to require him at home to peruse a story of some length,
and to rehearse what he can remember of it next day. This ought,
however, in every case to be a narrative, or anecdote, consisting of
groupings which the child can, on reading, picture on his mind. If this
be neglected, there is danger of the child's being harassed and
burdened, without any corresponding benefit being produced. It is here
also worthy of remark, that Dr Mayo's "Lessons on Objects" may be
employed for this purpose with considerable effect. If a list of
qualities, such as colour, consistence, texture, &c. be put into the
child's hand,