If, on the contrary, the fundamental bonds are so weak that they do not work accurately, checking becomes much less trustworthy and also very much more laborious. In fact, it is possible to show that below a certain point of strength of the fundamental bonds, the time required for checking is so great that part of it might better be spent in improving the fundamental bonds. For example, suppose that a pupil has to find the sum of five numbers like $2.49, $5.25, $6.50, $7.89, and $3.75. Counting each act of holding in mind the number to be carried and each writing of a column's result as equivalent in difficulty to one addition, such a sum equals nineteen single additions. On this basis and with certain additional estimates[7] we can compute the practical consequences for a pupil's use of addition in life according to the mastery of it that he has gained in school. [7] These concern allowances for two errors occurring in the same example and for the same wrong answer being obtained in both original work and check work. I have so computed the amount of checking a pupil will have to do to reach two agreeing numbers (out of two, or three, or four, or five, or whatever the number before he gets two that are alike), according to his mastery of the elementary processes. The facts appear in Table 1. It is obvious that a pupil whose mastery of the elements is that denoted by getting them right 96 times out of 100 will require so much time for checking that, even if he were never to use this ability for anything save a few thousand sums in addition, he would do well to improve this ability before he tried to do the sums. An ability of 199 out of 200, or 995 out of 1000, seems likely to save much more time than would be taken to acquire it, and a reasonable defense could be made for requiring 996 or 997 out of 1000. A precision of from 995 to 997 out of 1000 being required, and ordinary sagacity being used in the teaching, speed will substantially take care of itself. Counting on the fingers or in words will not give that precision. Slow recourse to memory of serial addition tables will not give that precision. Nothing save sure memory of the facts operating under the conditions of actual examples will give it. And such memories will operate with sufficient speed. TABLE 1 THE EFFECT OF MASTERY OF THE ELEMENTARY FACTS OF ADDITION UPON THE LABOR REQUIRED TO SECURE TWO AGREEING ANSWERS WHEN ADDING FIVE THREE-FIGURE NUMBERS