The proper material for juvenile mind action is what may be acquired by the senses. All those subjects in the second paragraph of this article are mainly appeals to the senses. These readily become focal in any mind, but chiefly in the mind that has never been trained away from the senses by abstract thinking. No child can pay attention to anything else when a bird flies in at the window. The bird and its act, its motive, its fellows, its appearance, its nest, its young, and a thousand other notions rush to the focus of his mind, no matter how diligently he may strive to keep them down. Instead of repressing in the mind what is naturally inclined to become focal, education is now finding out the value of permitting these things to come naturally into the mind and so operating upon them that mental growth ensues with little or no friction, and without asking the learner to flagellate himself continually that he may have knowledge to use in that distant and half-believed-in time when he shall be a man. Everyone knows that children are delighted with colored pictures. But there is an intensity of delight aroused by a certain class of colored pictures which has been a matter of surprise to most educators and parents since color photography has become practical for illustration. Infants in arms, who have never seen any birds except a few of the size of a canary, are so fascinated with the bird charts that psychologists have found a new problem presented. If we look upon the child as he views an accurate colored picture we note that he is affected just the same as if the bird itself were before him. His imagination carries him beyond the picture to the thing itself, even in the instances where he has never seen the bird nor any like it. As to his mental state, we can say that the bird rises directly to the focal point in his mind, and it is not the bird picture that holds him but the bird itself. For teaching purposes this is peculiarly fortunate, for the child is ready to grasp any suggestion from the teacher in order to enjoy the bird more at length. All the subjects of school work will ordinarily appeal to the child, rising readily into the focus of attention where the bird, its relations, its acts, and things pertaining to it, become the material for school activity. This liveliness and readiness are not so manifest where mounted specimens are used, because the element of death becomes focal at the first instant, is displaced with difficulty, and continually recurs with sickening frequency during the exercise. The acts associated with the capture and death of the bird are too dangerously strong to be avoided. They should by no means be suggested.