orizing are to some extent
a growth, and consequently involve time.

There is an important law of learning and memory known as Jost's law,
which may be stated as follows: If we repeat or renew associations, the
repetitions have most value for the old associations. Therefore when we
learn, we should learn and then later relearn. This will make for
permanent retention. Of course, if we wish to get together a great mass
of facts for a temporary purpose and do not care to retain them
permanently, cramming is the proper method. If we are required to pass
an examination in which a knowledge of many details is expected and
these details have no important permanent value, cramming is justified.
When a lawyer is preparing a case to present to a court, the actual,
detail evidence is of no permanent value, and cramming is justified.

But if we wish to acquire and organize facts for their permanent value,
cramming is not the proper procedure. The proper procedure is for a
student to go over his work faithfully as the term of school proceeds,
then occasionally review. At the end of the term, a rapid review of the
whole term's work is valuable. After one has studied over matter and
once carefully worked it out, a quick view again of the whole subject is
most valuable, and assists greatly in making the acquisition permanent.
But if the matter has not been worked out before, the hasty view of the
material of the course, while it may enable one to pass the examination,
has no permanent value.

=Function of the Teacher in Memory Work.= The function of a teacher is
plainly to get the pupils to learn in accordance with the laws of memory
above set forth; but there are certain things that a teacher can do that
may not have become evident to the reader. It has been learned in
experiments in logical memory that when a story is read to a subject and
the subject attempts to reproduce it, certain mistakes are made. When
the story is read again, it is common for the same mistakes to be made
in the recall. Certain ideas were apprehended in a certain way; and,
when the piece is read again, the subject pays no more attention to the
ideas already acquired and reported, and they are therefore reported
wrongly as they were in the first place. Often the subject does not
notice the errors till his attention is called to them.

This suggests an important function of the teacher in connection with
the memory work of the pupils. This function is to corre