h the use of "went" and "gone," and was commanded by his
teacher to write "I have gone" a hundred times on his slate, illustrates
this principle exactly. He had been left to finish his task alone and,
after writing "I have gone" faithfully forty or fifty times, grew tired
of the monotony of the process. Turning the slate over, he wrote on the
other side, "I have went home" and left it on the desk for the teacher's
approval.

=How to Overcome Dangers.=--To avoid this difficulty, some device must
be adopted to secure attention to each repetition until the knowledge is
firmly fixed. For instance, instead of asking the pupil many times one
after the other, what seven times six are, it would be better to
introduce other combinations and come back frequently to seven times
six. In that way the pupil would have to attend to it every time it came
up. Similarly, in learning to spell a troublesome word like "separate,"
the best plan would be to mix it up with other words and come back to it
often. Repetition is always necessary in the drill lesson, but it should
always be _repetition with attention_.

THE REVIEW LESSON

=Purpose of Review Lesson.=--As the name implies, a review is a new view
of old knowledge. While the drill lesson repeats the matter in the same
form as it was originally learned, the review lesson repeats the matter
from another standpoint or in new relations. The function of the review
lesson is the organization of the material of a series of lessons into
an inter-connected whole, and incidentally the fixing of these facts in
the mind by the additional repetitions.

=Kinds of Review.=--Almost every lesson gives opportunities for
incidental reviews. The step of preparation recalls old ideas in new
connections, and may be properly considered a review. A lesson on the
"gerund" in grammar would require a recall of the various relations in
which a noun may stand, and the various ways in which a verb may be
completed. It is quite probable that the pupils have never before
brought these facts together in an organized way. Similarly, the step of
expression affords opportunity for review. The solution of problems in
simple interest confronts the pupils with new situations in which this
principle can be applied. The reproduction of the matter of the history
lesson requires the selection of the important facts from the mass of
details given and the placing of these in their proper relationship to
one another.

But