=Function of the Teacher in Memory Work.= The function of a teacher is plainly to get the pupils to learn in accordance with the laws of memory above set forth; but there are certain things that a teacher can do that may not have become evident to the reader. It has been learned in experiments in logical memory that when a story is read to a subject and the subject attempts to reproduce it, certain mistakes are made. When the story is read again, it is common for the same mistakes to be made in the recall. Certain ideas were apprehended in a certain way; and, when the piece is read again, the subject pays no more attention to the ideas already acquired and reported, and they are therefore reported wrongly as they were in the first place. Often the subject does not notice the errors till his attention is called to them. This suggests an important function of the teacher in connection with the memory work of the pupils. This function is to correct mistakes in the early stages of learning. A teacher should always be on the watch to find the errors of the pupils and to correct them before they are fixed by repetition. A teacher should, also, consider it her duty to test the memory capacities of the pupils and to give each the advice that the case demands. =Some Educational Inferences.=--There are certain consequences to education that follow from the facts of memory above set forth that are of considerable significance. Many things have been taught to children on the assumption that they could learn them better in childhood than later, because it was thought that memory and the learning capacity were better in childhood. But both of these assumptions are false. As children grow older their learning capacity increases and their memories become better. It has particularly been held that rote memory is better in childhood and that therefore children should begin their foreign language study early. It is true that as far as _speaking_ a foreign language is concerned, the earlier a child begins it the better. But this is not true of learning to read the language. The sounds of the foreign language that we have not learned in childhood in speaking the mother tongue are usually difficult for us to make. The organs of speech become set in the way of their early exercise. In reading the foreign language, correct pronunciation is not important. We are concerned with _getting_ the thought, and this is possible without pronouncing at all. Reference to graphs on pages 190 and 191 will show that rote memory steadily improves throughout childhood and youth. The author has performed numerous experiments to test this very point. He has had adults work side by side with children at building up new associations of the rote memory type and found that always the adult could learn faster than the child and retain better what was learned.