It is with _things_, and not _words_ merely, we wish to make our children acquainted.

If they first learn the nature and properties of an object, there is no fear of their afterwards inquiring its name; but we too frequently find, that having acquired _names_, they are indifferent to, and forgetful of, the objects represented.
Let children see and observe an object, and be taught the name of it at the same time, and then both are indelibly fixed on the memory.
An infant at home is perpetually running around and looking at all things, and hearing persons speaking about them; it soon becomes acquainted with their names and properties, and then from time to time speaks about them.

"Ah!" exclaims papa or mama, "What an old-fashioned child that is; one would wonder where it got such notions." A little thought and reflection would soon tell where, and this thought properly carried out would display an important fundamental principle in teaching the young mind.
Our first endeavour is, therefore, to excite a spirit of inquiry,--to foster that curiosity which is so natural to young children: till this is properly done, your information will not be well received, and it is most likely soon to be forgotten; but having once made them inquisitive, you are more likely to tire of communicating than they are of receiving.

The skilful teacher will, indeed, rather leave them with an appetite still craving, than satiate them by repletion.

I have frequently found the most beneficial results arise from the sudden cessation of a lesson or a lecture on an interesting topic.