review one is able to see facts in a greater number of relations than
before. It too often happens that when facts are taken up in a course
they come in a more or less detached form, but at the conclusion of the
course a review will show the facts in perspective and will disclose
many new relations between them.

Another advantage of cramming is that at such a time, one usually works
at a high plane of efficiency; the task of reviewing in a few hours the
work of an entire course is so huge that the attention is closely
concentrated, impressions are made vividly, and the entire mentality is
tuned up so that facts are well impressed, coordinated and retained.
These advantages are not all present in the more leisurely learning of
a course, so we see that cramming may be regarded as a useful device in
learning.

We must not forget that many of the advantages secured by cramming are
dependent upon the methods pursued. There are good methods and poor
methods of cramming. One of the most reprehensible of the latter is to
get into a flurry and scramble madly through a mass of facts without
regard to their relation to each other. This method is characterized by
breathless haste and an anxious fear lest something be missed or
forgotten. Perhaps its most serious evil is its formlessness and lack
of plan. In other words the facts should not be seized upon singly but
should be regarded in the light of their different relations with each
other. Suppose, for example, you are reviewing for an examination in
mediaeval history. The important events may be studied according to
countries, studying one country at a time, but that is not sufficient;
the events occurring during one period in one country should be
correlated with those occurring in another country at the same time.
Likewise the movements in the field of science and discovery should be