in recalling the past,
selects out of the mass of experiences the incidents which will
constitute a logical revival, and leaves out the trivial and incidental.
This type is usually spoken of as a logical memory. This type of memory
would, in the above incident, recall only the essential facts connected
with the arrest, as the cause, the incidents, and the result.

MEMORY IN EDUCATION

=Value of Memory.=--It is evident that without the ability to reinstate
past experiences in our conscious life, such experiences could not serve
as intelligent guides for our present conduct. Each day, in fact, we
should begin life anew so far as concerns intelligent adaptation, our
acquired aptitude being at best only physical. It will be understood,
therefore, why the ability to recall past experiences is accepted as an
essential factor in the educative process. It will be noted, indeed, in
our study of the history of education, that, at certain periods, the
whole problem of education seemed to be to memorize knowledge so
thoroughly that it might readily be reinstated in consciousness. Modern
education, however, has thrown emphasis upon two additional facts
regarding knowledge. These are, first, that the ability to use past
knowledge, and not the mere ability to recall it, is the mark of a truly
educated man. The second fact is that, when any experience is clearly
understood at the time of its presentation, the problem of remembering
it will largely take care of itself. For these reasons, modern education
emphasizes clearness of presentation and ability to apply, rather than
the mere memorizing of knowledge. It is a question, however, whether the
modern educator may not often be too negligent concerning the direct
problem of the ability to recall knowledge. For this reason, the
student-teacher may profitably make himself acquainted with the main
conditions of retention and recall.

=The Training of Memory.=--An important problem for the educator is to
ascertain whether it is possible to develop in the pupil a general power
of memory. In other words, will the memorizing of any set of facts
strengthen the mind to remember more easily any other facts whatsoever?
From what has been noted regarding memory, it is evident that, leaving
out of consideration the physical condition of the organism, the most
important conditions for memory at the time are attention to, and a
thorough understanding of, the facts to be remembered. From this it