This is markedly the case as regards the practice of reviewing, which is invariably hard at first, but which becomes ere long habitual and then easy.
I cannot impress it too vividly on the mind of the reader, that he cannot make his exercises too easy.

If he finds that ten lines a day are too much, let him reduce them to five, or two, or one, or even a single word, but learn that, and persevere.

When the memory begins to improve under this process, the tasks may, of course, be gradually increased.
An uncle of the present Khedive of Egypt told me that when he was learning English, he at first committed to memory fifty words a day, but soon felt himself compelled to very much reduce the number in order to permanently remember what he acquired.

One should never overdrive a willing horse.
Where there is a teacher with youthful pupils, he can greatly aid the process of mere memorizing, by explaining the text, putting questions as to its meaning, or otherwise awaking an interest in it.

After a time the pupils may proceed to _verbal memorizing_, which consists of having the text simply read or repeated to them.