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; neither can the mere routine of verbal exercises either cultivate the mind or increase knowledge. These are but the husks of education, which may tantalize and weaken, but which can never satisfy the cravings of the young mind for information. Their mental food must be of a perfectly different kind, consisting of _ideas_, and not of _words_; and these ideas they must receive and concoct by the active use of their own powers. The teacher must no doubt select the food for his pupils, and prepare it for their reception, by breaking it down into morsels, suited to their capacities. But this is all. They must eat and digest it for themselves. The pupil must think over in his own mind, and for himself, all that he is either to know or remember. The ideas read or heard must be reiterated by himself,--thought over again,--if he is ever to profit by them. Without this, no care or pains on the part of the teacher, no exertion on the part of the pupil, will be of any avail. All the knowledge that he seems to acquire in any other way is repudiated by Nature; and however plausible the exercise may appear, it will ultimately be found fruitless and vain. FOOTNOTES: [3] Note B. [4] Note C. [5] Note D. CHAP. V. _On the Acquisition of Knowledge by the Principle of Individuation._