ABSTRACT
This chapter shows that when new material is learned through many simultaneous linkages it is retained better than when it is learned through one only. But at the same time that a child is learning to break down overall patterns or structures he is also learning to build up patterns or structures by relating separate objects. In the past many children learned the computation with scarcely an inkling that the figures stood for real things; now, the great majority probably learn the first two phases pretty adequately. The learning of new facts or ideas is only fully fruitful when it results in their incorporation into the active body of imagination of the learner. It appears also that this is most effectively achieved when the new material is presented in such a way as to 'appeal to the imagination', that is to stir the 'search for meaning'.
