mple perception, and by which
an idea, when presented to it, is made the subject of _active thought_,
or is "_reiterated_" again to itself. We have found upon good evidence,
that it is by this process, whether simple or complex, that the powers
of the mind are cultivated; and we now proceed to shew, that it is by
the same act, and by it alone, that any portion of knowledge is ever
communicated.[3] No truth, or idea of any kind, can make an effective
entrance into the mind, or can find a permanent lodgement in the memory,
so as to become "knowledge," until it has successfully undergone this
process.

There are two ways by which we usually acquire knowledge:--The one is by
_observation_, without the use of language, and which is common to us
with those who are born deaf and dumb; and the other is _through the
medium of words_, either heard or read. In both cases, however, the
knowledge retained consists entirely of the several _ideas_ which the
objects or the words convey; and what we are now to shew, is, that these
ideas thus conveyed, can neither be received by the mind, nor retained
by the memory, till they have undergone this process of "reiteration."
While, on the contrary, it will be seen that, whenever this process
really takes place, the idea thus reiterated does become part of our
knowledge, and is, according to circumstances, more or less permanently
fixed upon the memory. We shall for this purpose endeavour to trace the
operation of the principle, both in the case of ideas communicated by
objects without language, and in those conveyed to the mind by means of
words.

That this act of reiteration of an idea by the mind, must take place,
before objects of perception can become part of our knowledge, will, we
think, be obvious, from a consideration of the following facts.--When,
for example, we are in a crowded room, or in the fields, numerous sounds
enter the ear,--thousands of images enter into and impress the eye, yet
not one of these becomes part of our knowledge till it is _thought
of_;--that is, till the idea suggested by the sensation, has not only
been perceived, but reiterated by the mind. This will appear to many so
plain, that any farther illustration of the fact may be deemed useless.
But experience, has shewn, that the illustration of this important
process in education, is not only expedient, but is really necessary; as
the overlooking of this simple principle has often been the cause of
great inco