type of exercise may involve the presentation of material which is to be
used as a basis for appreciation in literature, in music, in art, in
history, and the like. The organization of experiences of children,
whether secured through observations, discussions, or from books, around
certain topics may furnish a most satisfactory basis for the development
of problems or of the gathering of the material essential for their
solution. A better understanding of the conditions which make for
success in habit formation, in thinking, and the development of
appreciation, will tend to eliminate from our schools that type of
exercise in which teachers ask merely that children recite to them what
they have been able to remember from the books which they have read or
the lectures which they have heard.

_The Examination and Review Lessons._ In the establishment of habits,
the development of appreciation, or the growth in understanding which we
seek to secure through thinking, there will be many occasions for
checking up our work. Successful teaching requires that the habit that
we think we have established be called for and additional practice given
from time to time in order to be certain that it is fixed. In like
manner, the development of our thought in any field is not something
which is accomplished without respect to later neglect. We, rather,
build a system of thought with reference to a particular field or
subject as a result of thinking, and rethinking through the many
different situations which are involved. In like manner, in the field of
appreciation the very essence of our enjoyment is to be found in the
fact that that which we have enjoyed we recall, and strengthen our
appreciation through the revival of the experience. The review is, of
course, most successful when it is not simply going over the whole
material in exactly the same way. In habit formation it is often
advisable to arrange in a different order the stimuli which are to bring
the desired responses, for the very essence of habit formation is found
in the fact that the particular response can be secured regardless of
the order in which they are called for. In thinking, as a subject is
developed, our control is measured by the better perspective which we
secure. This means, of course, that in review we will not be concerned
with reviving all of the processes through which we have passed, but,
rather, in a reorganization quite different from that which was
or