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     The Selection of the Bonds to Be Formed      The Importance of Habit Formation      Desirable Bonds Now Often Neglected      Wasteful and Harmful Bonds      Guiding Principles   V. The Psychology of Drill in Arithmetic: The Strength of Bonds 102      The Need of Stronger Elementary Bonds      Early Mastery      The Strength of Bonds for Temporary Service      The Strength of Bonds with Technical Facts and Terms      The Strength of Bonds Concerning the Reasons for Arithmetical Processes      Propædeutic Bonds   VI. The Psychology of Drill in Arithmetic: The Amount of Practice and the Organization of Abilities 122      The Amount of Practice      Under-learning and Over-learning      The Organization of Abilities   VII. The Sequence of Topics: The Order of Formation of Bonds 141      Conventional versus Effective Orders      Decreasing Interference and Increasing Facilitation      Interest      General Principles   VIII. The Distribution of Practice 156      The Problem      Sample Distributions      Possible Improvements   IX. The Psychology of Thinking: Abstract Ideas and General Notions in Arithmetic 169      Responses to Elements and Classes      Facilitating the Analysis of Elements      Systematic and Opportunistic Stimuli to Analysis      Adaptations to Elementary-school Pupils   X. The Psychology of Thinking: Reasoning in Arithmetic 185      The Essentials of Arithmetical Reasoning      Reasoning as the Coöperation of Organized Habits   XI. Original Tendencies and Acquisitions before School 195      The Utilization of Instinctive Interests      The Order of Development of Original Tendencies      Inventories of Arithmetical Knowledge and Skill      The Perception of Number and Quantity      The Early Awareness of Number   XII. Interest in Arithmetic 209      Censuses of Pupils' Interests      Relieving Eye Strain