6. You now have data for the following study: Find the average grade of each student in the different experiments. Find the combined grade of each student in all the above experiments. Do the members of the class hold the same rank in all the tests? How do the boys compare with the girls? How does memory for objects compare with memory for names of objects? How does auditory memory compare with visual? What other points do you learn from the experiments? 7. The teacher can make a study of the logical memory of the members of the class by using material as described on page 184. Make five separate tests, using stories that are well within the comprehension of the class and that will arouse their interest. Sufficient material will be found in the author's _Examination of School Children_ and Whipple's _Manual_. However, the teacher can prepare similar material. 8. Do the students maintain the same rank in the separate tests of experiment No. 7? Rank all the students for their combined standing in all the first five tests. Rank them for their combined standing in the logical memory tests. Compare the two rankings. What conclusions are warranted? 9. You have tested, in experiment No. 7, logical memory when the material was read to the students. It will now be interesting to compare the results of No. 7 with the results obtained by allowing the students to read the material of the test. For this purpose, select portions from the later chapters of this book. Allow just time enough for the selection to be read once slowly by the students, then have it reproduced as in the other logical memory experiment. Give several tests, if there is sufficient time. Find the average grade of each student, and compare the results with those obtained in No. 7. This will enable you to compare the relative standing of the members of the class, but will not enable you to compare the two ways of acquiring facts. For this purpose, the stories would have to be of equal difficulty. Let the members of the class plan an experiment that would be adequate for this purpose. 10. A brief study of the improvement of memory can be made by practicing a few minutes each day for a week or two, as time permits, using material that can be easily prepared, such as lists of common words. Let the members of the class plan the experiment. Use the best plan. 11. The class can make a study of the relation of memory to school standing in one of the grades below the high school. Give at least two tests for logical memory. Give also the rote memory tests described on page 189. Get the class standing of the pupils from the teacher. Make the comparison as suggested in Chapter I, page 15. Or, the correlation can be worked out accurately by following the directions given in the _Examination of School Children_, page 58, or in Whipple's _Manual_, page 38.