Considering this primary course of study from another point of view, we have an illustration of the value of a method for cultivating the faculty of memory, which differs widely from any thing known to ordinary systems of education. From this illustration, we perceive that the perfectness and permanency of memory, is dependent on the foundations which have been laid for it, by the quantity and quality of sensations and images, regarding the things to be remembered, which have been registered or planted in brain-cell formation. These living images, fixed on the sensitive plate of the brain by the law of vibration, in a manner somewhat analogous to etching on the cylinders of a phonograph, are capable of being reproduced by the will-force of the individual. From these premises, we have gained a new definition for the word memory. It is a process of refunctioning or reregistering, any sensation, image, concept, idea, or thought, which at any time has become a part of the growth of the brain. In the child's mind, memories regarding objects or words which have become familiar, are as a rule, closely connected with memories of keen enjoyment, resulting from participation in some childish sport. These memories are many times repeated. A few small groups of brain cells have become dominant in growth, because they have received the full force of the entire stimulating power of the brain. Hence, the memories of childhood, are much more enduring than those of after life. Hence, it becomes a matter of the utmost importance, that these early images, should be connected with the greatest possible number of natural objects, their names, and the key-words of the sciences, which are used to describe them.