But all such methods are a mistake. They do not provide for the associative bonds between the various facts or groups of facts in our knowledge, without which our facts are in danger of becoming but so much lumber in the mind. Meanings, relations, definitely recognized associations, should attach to all that we learn. Better far a smaller amount of _usable_ knowledge than any quantity of unorganized and undigested information, even if the latter sometimes allows us to pass examinations and receive honor grades. In short, real mastery demands that we _think_, that is _relate_ and _associate_, instead of merely _absorbing_ as we learn. 4. PROBLEMS IN OBSERVATION AND INTROSPECTION 1. Test the uncontrolled associations of a group of pupils by pronouncing to the class some word, as _blue_, and having the members write down 20 words in succession as rapidly as they can, taking in each instance the first word that occurs to them. The difference 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).