the purposes of illustration.

8. How long do children in your classes seem to be able to work hard at
verbatim memorization?

9. Under what conditions may the writing of the material being memorized
actually interfere with the process? When may it help?

10. Why may it not be wise to attempt to teach "their" and "there" at
the same time?

11. What is the type of memory employed by children who have
considerable ability in cramming for examinations? Is this type of
memory ever useful in later life?

12. What precaution do we need to take to insure permanence in memory
upon the part of those who learn quickly?

13. What is meant by saying that we possess memories rather than a power
or capacity called memory?

14. Do we forget with equal rapidity in all fields in which we have
learned? What factors determine the rate of forgetting?

15. Why should a boy think through a poem to be memorized rather than
beginning his work by trying to repeat the first two lines?

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