ew of old ideas.
These have to be revived, worked over, and reconstructed, and in
consequence they become the permanent possessions of the mind. The
pupil's knowledge of the functions of the adverb is reviewed when he
learns the adverb phrase and adverb clause, and is still further
illuminated when he comes to study the adverbial objective. Further, the
apperceiving ideas become more interesting to the pupil, when he finds
that he can use them in the conquest of new fields. He has a
consciousness of power, which in itself is a source of satisfaction and
pleasure.

PRECAUTIONS REGARDING PREPARATION

=Must not be too Long.=--Two precautions seem advisable in the
preparatory step. The first is that too long a time should not be spent
over it. There is sometimes a tendency to go back too far and drag
forward ideas that are only remotely connected with the new ideas to be
presented. Under such conditions much irrelevant material is likely to
be introduced, and often a train of associations out of harmony with the
meaning and spirit of the lesson is started. This is especially
dangerous in lessons in literature and history. Only those experiences
should be revived which are necessary to a clear apprehension of the
ideas or a full appreciation of the emotions to be presented in the new
lesson.

=Must Recall Vital Ideas.=--The most active, vivid, and powerful ideas
in the pupil's mind are those which are closely connected with his life.
This suggests the second precaution, namely, the use wherever possible
of the ideas associated with his surroundings, his games, his
occupations. When this is done, not only will the new knowledge have a
much greater interest attached to it but it will also be much more
vividly apprehended. This will be referred to further in connection with
the use of illustrations in teaching.

NECESSITY OF PREPARATION

Teachers, however, are not always agreed as to the amount of time or
emphasis to be given to this preparatory step. If the teacher can assure
himself that a lesson is following in easy sequence upon something with
which the children are undoubtedly familiar, he may, many argue, safely
omit such preparatory work. Indeed it is evident that after leaving
school the child will have no personal monitor to call up beforehand the
ideas that he must apply in solving the problems continually presenting
themselves in practical life. On the other hand, however, it is to be
remembered that the y