this; while on the other hand, Attention and Interest by assiduity,
are even more easily awakened. It has indeed seemed to me, since I
have devoted myself to the study of Education from this point of view,
as if it had been like the Iron Castle in the Slavonian legend, unto
which men had for centuries wended their way by a long and wearisome
road of many miles, while there was all the time, unseen and unknown,
a very short and easy subterranean passage, by means of which the
dwellers in the Schloss might have found their way to the town below,
and to the world, in a few minutes.

To this I have added a succinct account of what is, I believe, the
easiest and most comprehensive Art of Memory ever conceived. There
are on this subject more than five hundred works, all based, without
exception, on the _Associative_ system, which may be described as a
stream which runs with great rapidity for a very short time but is
soon choked up. This, I believe, as a means applied to learning, was
first published in my work, entitled _Practical Education_. In it the
pupil is taught the _direct method_; that is, instead of remembering
one thing by means of another, to impress _the image itself_ on the
memory, and frequently revive it. This process soon becomes habitual
and very easy. In from one year to eighteen months a pupil can by
means of it accurately recall a lecture or sermon. It has the
immediate advantage, over all the associate systems, of increasing and
enlarging the scope and vigour of the memory, or indeed of the mind,
so that it may truly bear as a motto, _Vires acquirit eundo_--"it
gains in power as it runs long."

Finally, I set forth a system of developing the Constructive Faculty--
that which involves Ingenuity, Art, or manual _making_--as based on
the teaching of the so-called Minor Arts to the young. The principle