ting in the vocative case from the general law for that
declension, the memory is summoned to an unreasonable act of
condescension--viz. to load itself almost as heavily for one
particular word in one particular case, as it had done by the whole
type of that declension (_i. e._ the implicit law for all words
contained under it, which are possibly some thousands). But how then
would we have such exceptions learnt, if not by an act of the memory?
Precisely, we answer, as the meanings of all the words in the language
are learned: how are _they_ learned? They are known, and they are
remembered: but how? Not by any act or effort of the memory: they are
_deposited_ in the memory from daily intercourse with them: just as
the daily occurrences of our lives are recorded in our memories: not
through any exertion on our part, or in consequence of previous
determination on our parts that we will remember them: on the
contrary, we take no pains about them, and often would willingly
forget them: but they stay there in spite of us, and are pure
_depositions_, settlings, or sediments, with or without our
concurrence, from the stream of our daily experience.--Returning from
this long excursus on arbitrary taxations of the memory suggested to
us by the mention of '_Propria quae maribus_,' which the
Experimentalist objects to as disgusting to children before they have
had experience of the cases in which it furnishes assistance (but
which we have objected to as in any case barren of all power to
assist), we resume the course of our analysis. We left the
Experimentalist insisting on the benefit of directing the studies of
children into such channels as that the practical _uses_ of their
labours may become apprehensible to themselves--as the first mode of
producing a love of knowledge. In some cases he admits that the pupil
must pass through 'dark defiles,' confiding blindly in his tutor's
'assurance that he will at last emerge into light:' but still contends
that in many cases it is possible, and where possible--right, that he
should 'catch a glimpse of the promised land.' Thus, for example, to
construe the language he is learning--is an act of 'some
respectability in his eyes' and its uses apparent: meantime the uses
of the grammar are not so apparent until experience has brought him
acquainted with the real cases to which it applies. On this
account,--without laying aside the grammar, let him be advanced to the
dignity of actual translat