All this time we have been considering the part of language which deals with the _outside_ world. It is now time to consider how we shall present the part of language which deals with the inner life. We must make the pupil capable of expressing his states of mind, his thoughts, because these thoughts are interesting to him. There is, broadly speaking, only one situation in class about which his mind is working: his own success or failure to recite. Hence, before each recitation we shall speak a sentence of encouragement or command, such as "Please begin," "I think you are going to do well." After each recitation we shall speak a sentence of praise or blame, such as "Very good," "It might have been better." These, as they can not be expressed by actions, may be translated when necessary into equivalent phrases in the mother tongue. We shall illustrate each phrase by stories, riddles, quotations, whatever you like. The pupil will be interested, and hence will remember. It is not necessary to the acquisition of knowledge that the pupil should be thoroughly bored while trying to learn. After a sufficient number of repetitions of a phrase by the teacher, it will be handed over to the pupils, who will then address to each other phrases of encouragement, command, praise, blame, etc. We have now enabled the pupil to express an action and his thought; the outside and the inside world are his; he needs only to advance as he began. Each lesson proceeds in this wise: EXAMPLE. PART I.--Teacher: "We shall learn about opening the door." General subjective phrase, "Pay attention." Explanation of the phrase through stories. Teaching of _verbs_. First subjective phrase before recitation, "Please begin." Explanation through stories. Recitation. First subjective phrase after recitation, "Very good." Explanations through stories. After the teaching of the _sentences_, the subjective phrases are spoken by the pupils. It lies in the intelligence of the teacher to recognize the moment for introducing phrases. The lesson then proceeds to the movements of the door as Part II, and to our leaving the door as Part III. The scheme is the same.