ABSTRACT
The chief work of "restricted" memory was to enrich the child's renewed perceptions with the treasure of past learning, and thus to develop his observation, cognition, apprehension. Knowledge is gained by "learning," so that again we come up against this important idea. For the school-child, learning means a conscious systematic assimilation of given matter in the greatest possible perfection, and with the intention of using it again. Even if the impulse to this activity comes from without in the peremptory demand of the school, still its accomplishment is only possible because the child has already developed sufficiently for such an act of will. Learning never appears otherwise than as a by-product of other psychic activities. In the child's consciousness there are but momentary joys and present interests, but above and beyond all intent, enduring future results are secured by an increased store of knowledge.
