The faculty of recollecting faces is a peculiar one, and possessed by different persons in vastly different degrees. There are those who recognise invariably every face they have once seen, and who by a simple effort can at any time recall with the utmost distinctness the features of the absent. On the other hand, there are those so wanting in this special form of memory that they are constantly exposed to serious social inconveniences, and, for fear of failing in politeness, often salute perfect strangers. The ancient Greeks possessed to an extraordinary degree the power of seizing and retaining types of face and form; it is to this, doubtless, that they owe, to a great extent, their unapproached excellence in sculpture and painting. _Graphic_ or _descriptive_ memory is that which photographs, as it were, upon the brain the visual impressions that objects have made upon the retina, in such a manner that the thought can reconstruct them ideally. This, in particular, is the form of memory required by designers of all kinds, and, like the other forms of visual memory, is susceptible of education. The child is first taught to copy with his pencil and produce exact _imitations_ of the objects about him. Then, little by little, he is to be taught in closing his eyes to reconstruct mentally the contours of objects, at first simple, then more complicated, and finally to penetrate into their details and give to the fictitious mental image all the relief of reality. This exercise not merely trains the child in correct observation, but quickly leads to the conquest of descriptive memory. _Chromatic_ memory, or the memory of colors, is a form of visual memory different from those we have enumerated. It is more difficult, perhaps, and technical than the others. The attention of the child should early be directed to the colors of natural and artificial objects, and he should be encouraged to imitate them. But it is not our intention to go further into this important subject, the education of the sense of sight. Our space will not permit it. By these few elementary remarks, we have merely wished to remind parents that they can do much towards the development of this important faculty in their children. TO PREVENT NEAR-SIGHTEDNESS. Near-sightedness is, as we have said, greatly increasing. In Germany, this is particularly the case, and has led there to a careful study of the subject within the last few years.