Organization can therefore be a selective process. Although "horse" is experienced in a great variety of situations or connections, for our purposes we can select some one or more of these connections and by repetition in recalling it, strengthen these connections to the exclusion of others. Herein lies one of the greatest possibilities in thinking and reasoning, which enables us, to an extent, to be independent of original experience. We must have had experience, of course, but the strength of bonds between ideas need not depend upon original experience, but rather upon the way in which these ideas are recalled later, and especially upon the number of times they are recalled. It is in the matter of the organization of experience that teachers and parents can be of great help to young people. Children do not know what connections of ideas will be most useful in the future. People who have had more experience know better and can, by direction and suggestion, lead the young to form, and strengthen by repetition, those connections of ideas that will be most useful later. In the various school studies, a mass of ideas is presented. These ideas, isolated or with random connections, will be of little service to the pupils. They must be organized with reference to future use. This organization must come about through thinking over these ideas in helpful connections. The teacher knows best what these helpful connections are and must help the pupil to make them. Suppose the topic studied in history is the Battle of Bunker Hill. The teacher should assist the child to think the battle over in many different connections. There are various geographical, historical, and literary aspects of the battle that are of importance. These aspects should be brought to mind and related by being thought of together. Thinking things together binds them together as ideas; and later when one idea comes, the others that have been joined with it in the past in thought, come also. Therefore, in studying the Battle of Bunker Hill, the pupil not only reads about it, but gets a map and studies the geography of it, works out the causes that led up to the battle, studies the consequences that followed, reads speeches and poems that have been made and written since concerning the battle, the monument, etc. Similarly, all the topics studied in school should be thought over and organized with reference to meaning and with reference to future use. As a result of such procedure, all the topics become organized and crystallized, with all related ideas closely bound together in association.