(1557)
IMPRESSIONS, EARLY
The things children most quickly note and in which they take most interest may indicate their bent of mind and help parents and instructors to shape their education along lines of least resistance. Thus R. H. Haweis says:
“Long before I had ever touched a violin I was fascinated with its appearance. In driving to town as a child—when, standing up in the carriage, I could just look out of the window—certain fiddle-shops hung with mighty rows of violoncellos attracted my attention. I had dreams of these large editions—these patriarchs of the violin, as they seemed to me. I compared them in my mind with the smaller tenors and violins. I dreamed about their brown, big, dusty bodies and affable good-natured-looking heads and grinning faces. These violin shops were the great points watched for on each journey up to London from Norwood, where I spent my early days.”
(1558)
Impressions Permanent—See [Teachers’ Function, The].
Impression, Vivid—See [Reminder, Severe].
IMPRISONED LIVES
In the Persian desert the sad sight may be seen of brick pillars in which many an unfortunate victim has been walled up alive, as a horrible method of inflicting capital punishment. Some awful tales of cruelties perpetrated here are told. The victim is put into the pillar, which is half built up in readiness, then, if merciful, the executioner will cement quickly up to the face, when death comes speedily; but sometimes the torture is prolonged, and the inmate has been heard groaning and calling for water for three days.