soprano emblem grassy concise nothing ginger faraway kettle shadow next mercy scrub hilltop internal recite shoestring narrative thunder seldom harbor jury eagle windy occupy squirm hobby balloon multiply necktie unlikely supple westbound obey inch broken relish spellbound ferment desert expect He must learn to respond with the second word of each pair when the first word of the pair is given. What he does, in learning this lesson, is to take each pair of words as a unit, and try to find something in the pair that shall make it a firm unit. It may be simply the peculiar sound or look of a pair that he notes, or it may be some connection {337} of meaning. Perhaps the pair suggests an image or a little story. After a few readings, he has the pairs so well in hand that he can score almost one hundred per cent., if tested immediately. But now suppose the experimenter springs a surprise, by asking the subject, as far as possible, to recite the pairs in order, or to tell, after completing one pair, what was the first word of the next pair. The subject can do very little at this, and protests that the test is not fair, since he "paid no attention to the order of the pairs, but concentrated wholly on each pair separately". Had he expected to recite the whole list of pairs in order, he would have noticed the relationship of successive pairs, and perhaps woven them into a sort of continued story. In memorizing _connected passages_ of prose or poetry, the "facts observed" are the general sense and drift of the passage, the meanings of the parts and their places in the general scheme, the grammatical structure of the sentences and phrases, and the author's choice of particular words. Memorizing here is the same general sort of observant procedure as with nonsense material, greatly assisted by the familiar sequences of words and by the connected meaning of the passage, so that a connected passage can be learned in a fraction of the time needed to memorize an equally long list of unrelated words. No one in his senses would undertake to memorize an intelligible passage by the pure rote method, for this would be throwing away the best possible aid in memorizing; but you will find students who fail to take full advantage of the sense, because, reading along passively, they are not on the alert for general trends and outlines. For fixing in mind the sense of a passage, the essential thing is to see the sense. If the student gets the point with absolute clearness, he has pretty well committed it to memory. {338} Short-circuiting.