Another one of these general principles may have been suggested by the failure of the ordinary omens; and thus the conclusion was reached that the analogy proceeds not according to resemblance but by contrast. For example, the Zulus, when dreaming "of a sick man that he is dead, ... say, 'because we have dreamt of his death he will not die.' But if they dream of a wedding dance it is the sign of a funeral. So the Maoris hold that a kinsman dreamt of as dying will recover, but to see him well is a sign of death. Both races thus worked out, by the same crooked logic that guided our own ancestors, the axiom that dreams go by contraries" (Tylor). It will be seen in later portions of our exposition that these and other general principles of an analogical type have lost none of their potency in their more modern or more erudite phases. V The parallelism between the mental development of the individual and of the race, though necessarily incomplete, is yet deeply suggestive and significant. In a very true sense the unfoldment of mental faculty from childhood to maturity reflects the allied course of evolution from savagery to civilization; yet the reflection is distorted and is traceable only in general outlines. Undeveloped forms of thought and instinctive tendencies, of a related though by no means of an identical character, should be traceable in each; and among them the natural proclivity for dependence upon analogies. That children are fond of reasoning by analogy there can be no doubt; their confusion of fact with fancy, their lack of extensive knowledge and the ability to refer effects to proper causes, their great love for sound effects and play of words, the earnestness of their play convictions--all these furnish a rich soil for the growth of such habits of thought as we are now considering. On the other hand, the influence of their adult companions, of their conventional surroundings, of the growth of the make-believe sentiment by which the laws of the real world are differentiated from those of fairy-land, make it difficult to pronounce as an argument by analogy what may really be a half-conscious play of fancy or jugglery of words and ideas. There is, further, considerable difficulty in collecting characteristic and unimpeachable illustrations of arguments by analogy in children, owing to the general lack of suitable collections of children's spontaneous and original mental reactions. What fond parents are apt to observe and newspaper paragraphers to record are sayings that amuse by a quaintness or the assumption of a worldly wisdom beyond their years, while the truly suggestive traits pass unrecorded for lack of psychologically informed observers. There is thus a gap to be supplied by valuable and suggestive study of analogy in childhood. However, not to pass by the topic without illustration, I may cite the reply of the little boy who, when asked his age, said he was nine when he stood on his