#75.# _Objective instruction_ is the presentation to the eye or other sense of the pupil, by means of objects or pictures, some concrete thing which will aid the pupil to gain clear knowledge. We have already considered the value of this form of concrete instruction. #76.# _Indirect instruction_ is the process of recalling, through memory, past objective experiences and causing the mind to discern their likeness or unlikeness, their relations one to another, and to express a conclusion that the teacher does not first announce. In indirect instruction the learner is led to express his own past knowledge and, by comparing one fact with another, to arrive for himself at new knowledge. This is a most difficult but a most valuable type of instruction. It makes the pupil an explorer after truth and it should result in making him a discoverer of truth. The joy of original discovery possesses the soul of the successful pupil, who is taught by this indirect or suggestion method of instruction. #77.# _Direct instruction_ is the communication of facts by the teacher through oral language to the pupil. The pupil in this type of learning follows the statements of the teacher and sees for himself the truth of the facts presented and the conclusion reached. The danger of direct teaching lies in the fact that the teacher may fail to arouse in the pupil a current of thought corresponding to his own. In this case there is no resulting knowledge in the soul of the learner; and, instead, there is likely to be confusion or disorder in the class. This is a common phenomenon in classes that are so unfortunate as to have poor teachers. The law underlying all oral teaching is as follows: _Do not tell the pupil directly what he may be reasonably expected to observe or discern for himself._ #78. Drill# is the process through which the teacher aims to assist the pupil in the acquisition of power and skill. The new truth, when first apprehended by the pupil, must be made so familiar to the learner that he can promptly and easily recall the new truth or knowledge. Drill is the agency that accomplishes this result. Note how often a boy or girl repeats some new sentence or word or game in order to fix its easy recall. Many teachers think repetition deadens interest. But without repetition Comenius rightly declares we do not know solidly. Repetition is nature's way of developing strength. It is of prime importance that every new truth be drilled until it is as familiar to the learner as old knowledge. Then it becomes easy of recall and ready for use. The wise teacher will avoid the abuse of the drill by so varying the exercise as to secure a maximum of interest, for interest is the basis of pleasure, and the soul does not easily retain knowledge that is not pleasurable.