p toward appreciation, but is in danger of creating a false
attitude in the child by causing him to express admiration where none is
felt.

There is also grave doubt whether it is not a mistake to urge too much
on the child that he "ought" to love God, or that it is his "duty" to
love the church. The fact is that love, admiration and appreciation
_cannot be compelled_ by any act of the will or sense of duty. They must
arise spontaneously from a realization of some lovable or beautiful
quality which exerts an appeal that will not be denied.

The part of the teacher at this point, therefore, is to act as
interpreter, to help the learner to grasp the meaning of the poem, the
picture, the song, or the character he is studying. The admirable
qualities are to be brought out, the beautiful aspects set forth, and
the lovable traits placed in high light. The teacher may even express
his own admiration and appreciation, though without sentimentality or
effusiveness. Nor is it likely that a teacher will be able to excite
admiration in his class for any object of study which he does not
himself admire. If his own soul does not rise to the beauty of the
twenty-third psalm or to the inimitable grandeur and strength of the
Christ-life, he is hardly the one to hold these subjects of study before
children.

THE REVIEW LESSON

Reviews and tests fulfill a double purpose for the learner: they help to
organize and make more usable the matter that has been learned, and they
reveal success or failure in mastery. They also serve the teacher as a
measure of his success in teaching. The review lesson should not be, as
it often is, a mere repetition of as many facts from, previous lessons
as time will permit to be covered. It should present a _new view_ of the
subject. It should deal with the great essential points, and so relate
and organize them that the threefold aim of _fruitful knowledge_, _right
attitudes_, and _practical applications_ shall be stressed and made
secure.

Guiding principles.--If the section of matter under review deals with
a series of events, such as the story of the migration of the Israelites
from Egypt or the account of the ministry of Jesus, then the review
lesson must pick out and emphasize those incidents and applications
which should become a part of the permanent possession of the child's
mind from the study of this material. These related points should be so
linked together and so reimpressed that they will