y presents the lesson in terms of deeds and
events, instead of by means of abstract statement and formal conclusion.

This principle carries over to the child's own participation. Everyone
is most interested in that in which he has an active part. The meeting
in which we presided or made a speech or presented a report is to us a
more interesting meeting than one in which we were a silent auditor. To
the child, personal response is even more necessary. No small part of
the reason why the child "learns by doing" is that he is interested in
doing as he is not interested in mere listening. All good teaching will
therefore appeal to interest through providing the fullest possible
opportunity for the child to have an important share in the lesson. And
this part must be something which _to the child_ is worth doing, and
not, for example, an oral memory drill on words meaningless to the
pupil, nor "expression" work of a kind that lacks purpose and action.
There are always real things to be done if the lesson is vital--personal
experiences to be recounted, special assignments to be reported upon,
maps to be drawn or remodeled, specimens of flowers or plants to be
secured, character parts to be represented in the story, a bit of
history to be looked up, prayers to be said, songs to be sung, or a
hundred other things done which will appeal to the interest and at the
same time fix the points of the lesson.

Interest requires variety and change.--Interest attaches to the _new_,
provided the new is sufficiently related to the fund of experience
already on hand so that it is fully grasped and understood. While there
are certain matters, such as marching, handling supplies, etc., in the
recitation which should be done the same way each time so that they may
become habit and routine, yet there is a wide range of variety possible
in much of the procedure.

The lessons should not be conducted always in the same way. One
recitation may consist chiefly of discussion, with question and answer
between teacher and class. Another may be given largely to reports on
special assignments, with the teacher's comments to broaden and apply
the points. Another may take the form of stories told and illustrations
given by the teacher, or of stories retold by the class from former
lessons. The great thing is to secure change and variety without losing
sight of the real aims of the lesson, and to plan for a pleasant
surprise now and then without lowering