Elements of the philosophy of the human mind. By Dugald Stewart. Rev. and abridged, with critical and explanatory notes, for the use of colleges and schools. By Francis Bowen ...

284 MEMORtY.
to have some good maps of ]France laid before him.* These
recalled to him the history of each province, of all the fiefs of
the crown of each city, and even of each distinguished nobleman's seat in the kingdom. He wrote his folio History in a
year, which, notwithstanding some very gross errors, is allowed
to be correct, not only in its general outlines, but in by far the
greater part of its trifling details.
Edcltcation to be conformed to the peculiarities of iMe emory.
With respect to this extraordinary person, MIiss Edgeworth
quotes from the Marquis d'Argenson an anecdote, of which some
use may, I think, be made by those who are employed in the
education of children. When the 3Marquis asked him how he
managed to arrange and retain in his head every thing that
entered it, he answered, by observing in general terms, "That
the elements of every science must be learned whilst we are
very young; not only the first principles of every language, but
the A, B, C, of every kind of knowledge. This," he adds, " is
not difficult in youth, especially as it is not necessary to penetrate far. Simple notions are sufficient; when these are once
acquired, every thing we read afterwards finds its proper place."
This remark appears to me to be equally just and important;
and I am disposed to lay the greater stress upon it, as, in the
person to whom it is ascribed, it must be considered merely as
- This circumstance deserves attention, as it shows what reliance he
placed on visible objects and local associations, as adminicles to his powers of
recollection.,He availed himself, in fact, of the same general principle
which suggested the topical Memory of the ancient rhetoricians; and of
which the efficacy is abundantly confirmed by our own daily experience.
Whoever has paid any attention to the education of young persons, must
be satisfied that the only effectual expedient for fixing historical knowledge
in their minds, is to unite the studies of history and of geography together,
by accustoming them to refer every occurrence to the spot where it took
place, and to follow with the eye, upon an accurate map, every change of
scene in the narrative. The greater part of artificial devices, which have
been thought of for the same purpose, are mere trick and quackery. They
may, perhaps, be occasionally subservient to an ostentatious display, but,
on the whole, they can scarcely fail to do more harm than good to the
v aderstanding.