t the process over and over
until their action is secure. It is therefore not enough to make sure
that the child has his memory material committed for this particular
Sunday. If the matter was worth committing in the first place, it is
worth keeping permanently. If it is to be kept permanently, it must be
frequently reviewed; for otherwise it will surely be forgotten. It is to
be feared that much, if not most, of the matter memorized by the pupils
in many church schools lasts only long enough to show the teacher that
it has once been learned, and that not many children know in any
permanent sense the Bible passages they have committed. In so far as
this is true it would be much better to select a smaller amount of the
choicest and best adapted material to be found, and then so thoroughly
teach this that it is permanently retained.

5. The law of _wholes instead of parts_. Many persons in setting at work
to commit a poem, a Bible passage, a psalm have a tendency to learn it
first by verses or sections and then, put the parts together to form the
whole. Tests upon the memory have shown, that this is a less economical
and efficient method than from the first to commit the material as a
whole. This method requires that we go over all of it completely from
beginning to end, then over it again, and so on until we can repeat much
of it without reference to the text. We then refer to the text for what
the memory has not yet grasped, requiring the memory to repeat all that
has been committed, until the whole is in this manner fully learned. The
method of learning by wholes not only requires less time and effort, but
gives a better sense of unity in the matter committed.

6. The law of _divided practice_. If to learn a certain piece of
material the child must go over it, say, fifteen times, the results are
much better if the whole number of repetitions are not carried out at
one time. Time seems necessary to give the associations an opportunity
to set up their relationships; also, the interval between repetitions
allows the parts that are hardest to commit to begin fading out, and
thereby reveal where further practice is demanded. Where songs, Bible
verses, or other material are committed in the lesson hour, provision
ought to be made for the children to continue study and practice on the
material at home during the week. The so-called cramming process of
learning will not work any better in the church school than in the
day-sch