Memorization has always been seen as an important part of the learning process. Starting from memorizing the spelling of one’s name, one’s address, and a lot of other information without which human life does not seem possible, one constantly practices his or her memorization skills. Education plays an important role in this process, as one of the main teacher’s tasks is to encourage students to exercise their brains. Teachers are empowered to supply the students with the tools that will help them to memorize things better and, consequently, succeed in their studies and in life as a whole. No one would deny the fact that abilities to analyze and think critically are equally important abilities that the students should develop. But memorization is as significant as other parts of learning, or, to be more exact, this is a step for other learning to happen, and it never loses its value at every level of education. It is a common practice for modern schools to emphasize many facts and few skills. Students are expected to memorize a large amount of information that often does not seem very appealing to them. But practice shows that teachers simply give their students the task to memorize this or that piece by the next lesson without proper guidance that should go along with the assignment. As a result, students often have to bear the burden of memorization, seeing it as a daunting task they have to cope with. To change this situation, a teacher should either work out one’s own approach to developing memorization skills with the students or benefit from the existing ones. The key to success here is to combine several memorization methods depending on the material learned, the students’ interests and abilities, and the time at the teacher’s disposal. The debate around the problem of rote learning as a way to memorize things will never find a unanimous solution with the teachers. There exist both critical and supportive views on this problem. On the one hand. Rote learning is the process of acquiring material as discrete and relatively isolated entities that are relatable to the cognitive structure only in an arbitrary and verbatim fashion, not permitting the establishment of meaningful relationships (Brown et al., 1983, p.132). This definition implies that learning by rote is meaningless, as the newly learned material has little or no association with the previously acquired knowledge. According to this view, rote learning does not have much potential for retention. Meaning learning, on the contrary, is “a process of relating and anchoring new material to relevant established entities in cognitive structure.” (Brown et al., 1983, 137) Through meaningful learning, a student resorts to the knowledge he or she once acquired and managed to establish the interconnections that help him, or she memorize the material easier and for a long time. As for rote learning, material memorized in such a way enters short-term memory and gets low chances for retention. Brown (1983) claims: Human beings are capable of learning almost any given item within the so-called ‘magic seven, plus or minus two’ units for perhaps a few seconds, but long-term memory is a different matter (13). Developing the students’ long-term memory, therefore, becomes the goal of primary importance for a teacher. To achieve this goal, he or she sh