take little attention. If, on the other hand, the child has to give much
attention to how he is to dramatize it, or if writing in itself is as
yet a partially learned process, the attention must be divided between
the fact to be memorized and its expression, and hence the desired
result is not accomplished. Colvin claims that "writing is not an aid to
learning until the sixth or seventh grade in the schools." This same
fact that an association only partly known is a hindrance rather than a
help in fixing another is often violated both in teaching spelling and
language. If the spelling of "two" is unknown or only partly known, it
is a hindrance instead of a help to teach it at the same time "too" is
being taught. Second, the learner should be allowed to find his own
speed, as it varies tremendously with the individual. Third, rhythm is
always an aid when it can be used, such as learning the number of days
in each month in rhyme. Fourth, after a period of hard mental work a few
minutes (Pillsbury thinks three to six) should elapse before definitely
taking up a new line of work. This allows for the so-called "setting" of
associations, due to the action of the general law of inertia, and tends
to diminish the possibility of interference from the bonds called into
play by the new work. Fifth, mnemonic devices of simple type are
sometimes an aid. Most of these devices are of questionable value, as
they themselves require more memory work than the facts they are
supposed to be fixing. However, if devised by the learner, or if
suggested by some one else after failure on the part of the learner to
fix the material, they are permissible.

Memory has been classified in various ways, according to the time
element, as immediate and permanent. Immediate memory is the one which
holds for a short time, whereas permanent memory holds for a long time.
People differ markedly in this respect. Some can if tested after the
study period reproduce the material with a high degree of accuracy, but