to spend the hour before a Geometry examination in studying Geometry, than in studying History? (e) Attitude of Mind.-A buttercup is held up before a farmer, a botanist and a person who is from the city for a holiday, what different associations are apt to be called up in each case?

Give examples to show that the profession or calling in life is apt to condition the associations which arise in the mind? When a person is despondent, does it seem to him that people are unusually cold and distant? Give examples to show that our emotions have much to do with the associations formed. Why is it important that in memorizing we learn in the same order in which we wish to recall? (f) The Conscious Union of Contiguous Words.—In successive associations we found that each mental picture seemed to be associated with the preceding. Endeavor to memorize the following list of words. Begin with the first word, proceed to the second, form an association between the first and second, then proceed to the third, and form an association between the second and third, for the time being, forgetting all about the first, then proceed to the third and fourth, paying no attention to the first and second, and so on. After all the words have been gone over in this way, close the book and write the list as accurately as you can: Telephone, wood, forest, hunter, rifle, steel, rail, railway, station, platform, crowd, picnic, children, danger, dust, destination, dinner, rain, tree, conversation, sunshine, departure, home.

Why do you remember this list of words more readily than an ordinary list of the same number of words?

Why is an association such as that "wood" is found in a "forest," a better association than that the words "danger" and "dust" begin with "d"?

Mnemonics. The method of remembering anything by associating it with something else which we do not require to remember, but which we easily remember and can easily associate with it, is called Mnemonics. For example, in learning the names of the monarchs of England, some learn the lines:

"First William the Norman, then William his son,

Henry, Stephen and Henry, then Richard and John,
Next Henry the third, Edwards one, two, three,

Then again after Richard three Henrys we see," etc. In the foregoing example, to what extent are you aided by the rhythm, by the fact that you know how many syllables are still wanting in a line, and by the habit of learning poetry and not prose?

A student wishing to remember that the anterior spinal nerves are motor, and the posterior nerves sensory, remembers that "a" and "m," the initial letters of anterior and motor, occur earlier in the alphabet than P and s.

Recall similar devices which you have used. Why is a mnemonic association which you have made yourself better for you than one suggested by someone else? Consider the following methods:

Take a list of unrelated words that it is necessary for you to remember, e.g., the names of students in a class, streets in a town, elements in Chemistry, etc. Associate the first word with the second by some association connected with both and serving as a suggestive link. In this way you will finally have a list of successive associations similar to those in the list in our experiment (telephone, wood, etc.) which you found it easy to memorize. Now close the book and write your list of streets, leaving out the mechanical associations.

Why do these associations aid you in remembering? In what way does the forming of these associations tend to concentrate attention upon the names of the streets and make the impression vivid? After a time you remember the names of the streets when you have forgotten the artificial associations. Why is this?

Why is the use of mnemonics a dangerous device? What would be the effect of trying to remember everything by mnemonics? Why does an extensive use of such devices weaken the memory? Those who have the most vigorous memories do not resort to such expedients. If proper attention is paid to rational apperception, repetition and recollection, Memory as such will take care of itself without the adoption of mnemonic devices.

If a student memorizes daily by a definite act of attention, and increases the amount learned each day, he will soon acquire power to memorize without difficulty.

B.-Training Retention.-Physical Health.-It is probable that all physical action is accompanied by corresponding nerve change, and that as the result of stimulation, response, attention and repetition, nerve tissue takes on a retentive form. A person, after receiving a severe blow on the head, forgot all the events which occurred during the few hours immediately before the accident and never remembered them again.

An uneducated servant, during a fever delirium, recited passages of Latin and Greek which she had heard a gentleman read again and again in his study. She had never endeavored to learn them and did not know their meaning, and when fully conscious, could not repeat them.

Give examples where the memory has been injured through ill-health. Why is the health of the nervous system specially important in the training of Retention?

Repetition. Which are remembered better in old age, the prominent events of early life or the ordinary events of middle life? Which are the more recent? Which have been the oftener repeated? What effect has repetition upon power to remember? Give examples from your own experience. Why is drill necessary in school work?

Do you learn more quickly and remember better, when repeating, if you attend to the meaning, than if you simply repeat, parrot fashion?

Why may it be said that there is no faculty of memory, that the question, "How should we train Memory?" gives rise to another question, "Memory of what?" What relation does localization of brain function bear to this question?

C.-Training Recollection.-Why is it true that if anything is properly learned and repeated, and the mind and body are in a healthy condition, the Recollection will usually take care of itself?

In order to recall anything, why is it important that for the time being we forget other things?

Can we drive anything out of consciousness by simply willing to do so?

How can we drive undesired ideas out of consciousness? With what should we endeavor to occupy consciousness in trying to remember?

If in a certain Receptive experience there were forty prominent simultaneous elements in consciousness, and we now recall thirty-nine of these and cast them as nearly as possible in their original relations, why is it likely that the fortieth will come up quickly with them?

Try to remember the name of some person whose name you have for the moment forgotten. Think of his personal appearance, the color of his hair, his mental peculiarities, where you last saw him, who was with him, what he said, etc.

Many people by practice can, by this method, recall almost anything which they have ever firmly fixed in memory. Why is such a method superior to ordinary mnemonics?

Why is it wise to trust the memory and make a determined and continued effort to remember when we once resolve to do so? Why are we likely to fail if we grow excited in the process? Why does anxiety as to results tend to paralyze the mental action of a student at examination? When you have tried hard to remember a word and failed, have you, after a few hours or days, noticed the fugitive word arise in consciousness unbidden? Is it probable that in the original experience there were so many elements engaging the attention that you failed to distinguish the one you sought?

VI.-EDUCATIONAL APPLICATION:

Give examples of school-room applications and violations of each of the following:

If proper methods of learning are followed, Memory, as such, need not be emphasized to any great extent.

That which is learned should always be worth remembering.

The teacher should aid the child in the selection of that kind of knowledge which is of most value.

The Memory should not be overburdened.

The learner should form the habit of remembering different kinds of experience Auditory as well as Visual, Words and Thoughts as well as Percepts, etc.

The recollection of a few essentials, accurately retained, is more valuable than an uncertain memory of a mass of unimportant details.

In some cases material which has no meaning in itself should be remembered, e.g., the spelling of words.

In some cases the exact words of the book should be re