=Value of Memory.=--It is evident that without the ability to reinstate past experiences in our conscious life, such experiences could not serve as intelligent guides for our present conduct. Each day, in fact, we should begin life anew so far as concerns intelligent adaptation, our acquired aptitude being at best only physical. It will be understood, therefore, why the ability to recall past experiences is accepted as an essential factor in the educative process. It will be noted, indeed, in our study of the history of education, that, at certain periods, the whole problem of education seemed to be to memorize knowledge so thoroughly that it might readily be reinstated in consciousness. Modern education, however, has thrown emphasis upon two additional facts regarding knowledge. These are, first, that the ability to use past knowledge, and not the mere ability to recall it, is the mark of a truly educated man. The second fact is that, when any experience is clearly understood at the time of its presentation, the problem of remembering it will largely take care of itself. For these reasons, modern education emphasizes clearness of presentation and ability to apply, rather than the mere memorizing of knowledge. It is a question, however, whether the modern educator may not often be too negligent concerning the direct problem of the ability to recall knowledge. For this reason, the student-teacher may profitably make himself acquainted with the main conditions of retention and recall. =The Training of Memory.=--An important problem for the educator is to ascertain whether it is possible to develop in the pupil a general power of memory. In other words, will the memorizing of any set of facts strengthen the mind to remember more easily any other facts whatsoever? From what has been noted regarding memory, it is evident that, leaving out of consideration the physical condition of the organism, the most important conditions for memory at the time are attention to, and a thorough understanding of, the facts to be remembered. From this it must appear that a person's ability to remember any facts depends primarily, not upon the mere amount of memorizing he has done in the past, but upon the extent to which his interests and old knowledge cause him to attend to, understand, and associate the facts to be remembered. There seems no justification, therefore, for the method of the teacher who expected to strengthen the memories of her pupils for their school work by having them walk quickly past the store windows and then attempt to recall at school what they had seen. In such cases the boys are found to remember certain objects, because their interests and knowledge enable them to notice these more distinctly at the time of the presentation. The girls, on the other hand, remember other objects, because their interests and knowledge cause them to apprehend these rather than the others. APPERCEPTION