The part of the teacher at this point, therefore, is to act as interpreter, to help the learner to grasp the meaning of the poem, the picture, the song, or the character he is studying. The admirable qualities are to be brought out, the beautiful aspects set forth, and the lovable traits placed in high light. The teacher may even express his own admiration and appreciation, though without sentimentality or effusiveness. Nor is it likely that a teacher will be able to excite admiration in his class for any object of study which he does not himself admire. If his own soul does not rise to the beauty of the twenty-third psalm or to the inimitable grandeur and strength of the Christ-life, he is hardly the one to hold these subjects of study before children. THE REVIEW LESSON Reviews and tests fulfill a double purpose for the learner: they help to organize and make more usable the matter that has been learned, and they reveal success or failure in mastery. They also serve the teacher as a measure of his success in teaching. The review lesson should not be, as it often is, a mere repetition of as many facts from, previous lessons as time will permit to be covered. It should present a _new view_ of the subject. It should deal with the great essential points, and so relate and organize them that the threefold aim of _fruitful knowledge_, _right attitudes_, and _practical applications_ shall be stressed and made secure. Guiding principles.--If the section of matter under review deals with a series of events, such as the story of the migration of the Israelites from Egypt or the account of the ministry of Jesus, then the review lesson must pick out and emphasize those incidents and applications which should become a part of the permanent possession of the child's mind from the study of this material. These related points should be so linked together and so reimpressed that they will form a continuous view of the period or topic studied. There is no place for the incidental nor for minute and unrelated detail in the review.