and
practise it for the same period. The _worst cases of mind-wandering_ and
_of weak memories_ always yield to this training treatment.

In like manner, but in much inferior degree, _the recital of what has
just been heard_, such as anecdotes, narratives, contents of plays,
lectures, &c., not only tends to fix the recited matter in the memory,
but also to strengthen the memory generally, _provided the recital takes
place_ shortly after the listening, as that is like a continuation of
the original experience.

TRAINING THE INTELLECT TO STAY WITH THE SENSES.

_Attention is the Will directing the Intellect into some particular
channel and keeping it there._ There are virtually two processes
involved in Attention. The Intellect is directed into a particular
channel, but to keep it there, all intruders must be excluded. To
illustrate. A student attempts to learn a proposition in Geometry. To do
this he must keep his mind on the printed explanations, and if his
thoughts attempt to fly away, he must repress that attempt. To guide his
mind into the channel of the printed exposition, he calls into play the
Directory power of the attention. To prevent intruders or extruders from
withdrawing his mind from the text, he exercises the Inhibitory function
of the Attention.

To fully understand what takes place when trying to study, let the pupil
recall that there are three sources of knowledge.

First: The Senses carry into his mind reports from the outside
world--Sensation--sight of the letters, words and sentences, &c. Second:
The Intellect operates on these undigested elementary Sense-reports, or
Sensations, and find _relations_ among them. This is Perception, or
relations among Sensations. Third: The mind acts on the _perceived
relations_ and finds relations among them. This is Reason or relations
among relations.

Now the geometrical student in reading the printed instructions to
himself or in reading them aloud, might simply occupy his _eye_, or _eye
and ear_ with them and his Reason might soar away to other subjects,
climes or ages.

Remember that the Intellect is always active and busy, and the question
for us to answer in our own case is--shall it co-operate with the senses
or the matter before us, or shall it wander away?

What the geometrical student requires and what we all require in such
cases is to _compel the Intellect to stay with the Senses, and follow
the printed train of thought_.

Interest in the su