e pupil; but in general such a
procedure as that just outlined will be most satisfactory and
economical: first clear initial presentation by the teacher; then
reading and study on the part of the pupil, and third, discussions on
the following day.

Teachers should also endeavor to show students how to study to the best
advantage. Pupils do not know how to study. They do not know what to
look for, and do not know how to find it after they know what they are
looking for. They should be shown. Of course, some of them learn without
help how to study. But some never learn, and it would be a great saving
of time to help all of them master the arts of study and memorizing.

A very important factor in connection with memory is the matter of
meaning. If a person will try to memorize a list of nonsense words, he
will find that it is much more difficult than to memorize words that
have meaning. This is a significant fact. It means that as material
approaches nonsense, it is difficult to memorize. Therefore we should
always try to grasp the meaning of a thing, its significance. In
science, let us always ask, what is the meaning of this fact? What
bearing does it have on other facts? How does it affect the meaning of
other facts?

=Kinds of Memories.= We should not speak of memory as if it were some sort
of power like muscular strength. We should always speak of _memories_.
Memories may be classified from several different points of view: A
classification may be based on the kind of material, as memory for
concrete things, the actual objects of experience, on the one hand, and
memory for abstract material, such as names of things, their attributes
and relations, on the other. Again, we can base a classification on the
type of ideation to which the material appeals, as auditory memory,
visual memory, motor memory. We can also base a classification on the
principle of _meaning_. This principle of classification would give us
at least three classes: memory for ideas as expressed in sentences,
logical memory; memory for series of meaningful words not logically
related in sentences, rote memory; memory for series of meaningless
words, a form of rote memory. This classification is not meant to be
complete, but only suggestive. With every change in the kind of
material, the method of presenting the material to the subject, or the
manner in which the subject deals with the material, there may be a
change in the effectiveness of memory.