As has already been implied, it is important not simply to start with as strong a motive as possible, but it is also necessary to keep attention concentrated during the exercises which are supposed to result in habit formation. However strong the motive for the particular work may have been at the beginning, it is likely after a few minutes to lack power, if the particular exercise is continued in exactly the same form. Much is to be gained by varying the procedure. Oral work alternated with written work, concert work alternated with individual testing, the setting of one group over against another, the attempt to see how much can be done in a given period of minutes,--indeed, any device which will keep attention fixed is to be most eagerly sought for. In all practice it is important that the pupil strive to do his very best. If the ideal of accuracy or of perfection in form is once lost sight of, the responses given may result in an actual loss rather than in gain in fixing the habit. When a teacher is no longer able to secure attention to the work in hand, it is better to stop rather than to continue in order to provide for a given number of repetitions. Drill periods of from five to fifteen minutes two or three times a day may almost always be found to produce better results than the same amount of time used consecutively. Systematic reviews are most essential in the process of habit formation. The complaint of a fifth-grade teacher that the work in long division was not properly taught in the fourth grade may be due in considerable measure to the fact that she has neglected at the beginning of the fifth grade's work to spend a week or two in careful or systematic review of the work covered in the previous year. The complaint of high school teachers that children are not properly taught in the elementary school would often be obviated if in each of the fields in question some systematic review were given from time to time, especially at the beginning of the work undertaken, in any particular subject which involves work previously done in the elementary school. During any year's work that teacher will be most successful who reviews each day the work of the day before, who reviews each third or fourth day the particularly difficult parts of the work done during the previous periods, who reviews each week and each month, and even each two or three months, the work which has been covered up to that time. When teachers understand that the intervals between repetitions which seem to have fixed a habit may only be gradually lengthened, then will the formation of habits upon the part of boys and girls become more certain, and the difficulties arising from lapses and inaccuracies become less frequent.