all associative connections with
each other, while those of the second list formed a connected chain of
associations.

It is possible to give the child biblical or other matter to memorize
that has little more meaning to him than the list of unrelated words
have to us. For example, this text is required of primary and junior
children in a lesson series: "Ye shall know the truth, and the truth
shall make you free." And this: "Let us therefore draw near with
boldness unto the throne of grace, that we may receive mercy, and may
find grace to help us in time of need." It is evident that younger
children could by no possibility understand either of these beautiful
passages, and hence in committing them will only be learning so many
unrelated words.

The same is true of church catechisms. The memorizing of such material
will be difficult and unpleasant, and no value will come from it. The
most likely outcome of such ill-advised requirements is to discourage
the child and make him dislike the church school and all its work. It is
not to be expected that the child will understand the _full_ meaning of
every bit of matter suitable for him to memorize; this will have to
await broader experience and fuller development. The material should,
however, be sufficiently comprehended that its general meaning is clear
and its significance understood.

3. The law of _vividness of impression_. The relation of vividness of
impression to learning has already been discussed in another chapter. In
no one of the mind's activities is vividness a more important factor
than in memorizing. Matter committed under the stimulus of high interest
and keen attention is relatively secure, while matter committed under
slack concentration is sure to fade quickly from the memory. Songs can
therefore best be committed under the elation of the interesting singing
of the words; a verse of poetry, when the mind is alert and the feelings
aroused by a story in which the sentiment of the verse fits; a prayer
when the spirit of devotion has been quickened by worship. To insure
full vividness the imagination must also be called upon to picture and
make real such parts of memory material as contain imagery.

4. The law of _repetition_. For most minds memory depends on repetition.
The impressions must be deepened and made lasting by being stamped again
and again on the mind. The neurons of the brain which do the work of
retaining and recalling must be made to repea