nce in the
scope, or range, of associations, can easily be studied by applying this
test to, say, a fourth grade and an eighth grade and then comparing
results.

2. Have you ever been puzzled by the appearance in your mind of some
fact or incident not thought of before for years? Were you able to trace
out the associative connection that caused the fact to appear? Why are
we sometimes unable to recall, when we need them, facts that we
perfectly well know?

3. You have observed that it is possible to be able to spell certain
words when they occur in a spelling lesson, but to miss them when
employing them in composition. It is possible to learn a conjugation or
a declension in tabular form, and then not be able to use the correct
forms of words in speech or writing. Relate these facts to the laws of
association, and recommend a method of instruction that will remove the
discrepancy.

4. To test the quickness of association in a class of children, copy the
following words clearly in a vertical column on a chart; have your class
all ready at a given signal; then display the chart before them for
sixty seconds, asking them to write down on paper the exact _opposite_
of as many words as possible in one minute. Be sure that all know just
what they are expected to do.

Bad, inside, slow, short, little, soft, black, dark, sad, true,
dislike, poor, well, sorry, thick, full, peace, few, below, enemy.

Count the number of correct opposites got by each pupil.

5. Can you think of garrulous persons among your acquaintance the
explanation of whose tiresomeness is that their association is of the
_complete_ instead of the _selective_ type? Watch for such illustrations
in conversation and in literature (e.g., Juliet's nurse).

6. Observe children in the schoolroom for good and poor training in
association. Have you ever had anything that you otherwise presumably
would enjoy rendered distasteful because of unpleasant associations?
Pass your own methods of learning in review, and also inquire into the
methods used by children in study, to determine whether they are
resulting in the best possible use of association.

CHAPTER XI

MEMORY

Every hour of our lives we call upon memory to supply us with some fact
or detail from out our past. Let memory wholly fail us, and we find
ourselves helpless and out of joint in a world we fail to understand. A
poor memory handicaps one in the pursuit of education, hampe