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ly and with credit to themselves. So we shall turn our attention to the practical problems of passing examinations. Our first duty in giving advice is to call attention to the necessity for faithful work throughout the course of study. Some students seem to think that they can slight their work throughout a course, and by vigorous cramming at the end make up for slighted work and pass the examination. This is an extremely dangerous attitude to take. It might work with certain kinds of subject-matter, a certain type of student-mind and a certain kind of examiner, but as a general practice it is a most treacherous method of passing a course. The greatest objection from a psychological standpoint is that we have reason to believe that learning thus concentrated is not so permanently effective as that extended over a long period of time. For instance, a German course extending over a year has much to commend it over a course with the same number of recitation-hours crowded into two months. We already discussed the reasons for this in Chapter VI, when we showed the beneficial results coming from the distribution of impressions over a period of time. Against cramming it may further be urged that the hasty impression of a mass of new material is not likely to be lasting; particularly is this true when the cramming is made specifically for a certain examination. As we saw in the chapter on memory, the intention to remember affects the firmness of retention, and if the cramming is done merely with reference to the examination, the facts learned may be forgotten and never be available for future use. So we may lay it down as a rule that feverish exertions at the end of a course cannot replace conscientious work throughout the course. In spite of these objections, however, we must admit that cramming has some value, if it does not take the form of new acquisition of facts, but consists more of a manipulation of facts already learned. As a method of review, it has an eminently proper place and may well be regarded as indispensable. Some students, it is true, assert that they derive little benefit from a pre-examination review, but one is inclined to question their methods. We have already found that learning is characteristically aided by reviews, and that recall is facilitated by recency of impression. Reviewing just before examination serves the memory by providing repetition and recency, which, as we learned in the chapter on
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