At the end of the 19th century, William James (1899) exhorted teachers to encourage spaced practice in their students: You now see why “cramming” must be so poor a mode of study. Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few associations. On the other hand, the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into the mental structure. This is the reason why you should enforce on your pupils habits of continuous application. (p. 129)