The best provocative of attention is variety. The skilled teacher brings as many suits of manner to the class as the bulkiest clown wears costumes to the circus. Before one suit becomes wearisome he strips it off, and presto! a fresh teacher before the wide-eyed children. If he has been sitting, he rises; if erect, he leans eagerly forward. His utterance becomes rapid from slow, impetuous from drawling. He darts from generalizations into personalities. If motionless before, he begins to gesticulate. This is acting? No. It is only doing what the facile children themselves do on their kaleidoscopic playground, where no one goes to sleep. Again, a teacher must learn to emphasize his important points, not by enlarging on them, but by reverting to them. Slight impression on a wall by holding a battering-ram against it! Nor can you impress a child's mind by holding a fact up against it. It is intervals which make blows possible. So the child will attend to two things or three better than to one. Concentrate on one matter, burning-glass fashion, but only while the sun of interest is shining. With the first mist of indifference the wise teacher will drop the burning-glass. More teachers fail from having too few points to make than from having too many. But to retain attention, you need less to multiply points than points of view. A teacher can usually fix the attention of his class upon one subject while using in succession six different methods of treatment. Passing swiftly from questioning to formulating principles and illustrating them, from Bible quotations to personal experiences and exhortations, he will hold his audience delighted, though a single method would have wearied it. Note how a skilled cook presents the Thanksgiving turkey on different days. It is a lordly brown biped, a plateful of nice slices, a salad, a pot-pie, hash. Teachers will be able to hold the youngsters' attention as well as cooks, if they learn thus to put things in different lights.