1. Consider the situation the pupil faces. 2. Consider the response you wish to connect with it. 3. Form the bond; do not expect it to come by a miracle. 4. Other things being equal, form no bond that will have to be broken. 5. Other things being equal, do not form two or three bonds when one will serve. 6. Other things being equal, form bonds in the way that they are required later to act. 7. Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. CHAPTER V THE PSYCHOLOGY OF DRILL IN ARITHMETIC: THE STRENGTH OF BONDS An inventory of the bonds to be formed in learning arithmetic should be accompanied by a statement of how strong each bond is to be made and kept year by year. Since, however, the inventory itself has been presented here only in samples, the detailed statement of desired strength for each bond cannot be made. Only certain general facts will be noted here. THE NEED OF STRONGER ELEMENTARY BONDS The constituent bonds involved in the fundamental operations with numbers need to be much stronger than they now are. Inaccuracy in these operations means weakness of the constituent bonds. Inaccuracy exists, and to a degree that deprives the subject of much of its possible disciplinary value, makes the pupil's achievements of slight value for use in business or industry, and prevents the pupil from verifying his work with new processes by some previously acquired process. The inaccuracy that exists may be seen in the measurements made by the many investigators who have used arithmetical tasks as tests of fatigue, practice, individual differences and the like, and in the special studies of arithmetical achievements for their own sake made by Courtis and others. Burgerstein ['91], using such examples as 28704516938276546397 + 35869427359163827263 ----------------------