ing of
ideas. Literally, review means to view again. Psychologically it is to
repeat the processes of mind which were called into operation the first
time the stimulus in question started a mental reaction. The nervous
system of man is so constituted that in the acquirement of knowledge,
each time the nerve centers react to the same stimulus, the tendency so
to react becomes stronger, under the mere presence of the stimulus,
starts up an automatic sort of reaction, and we say that the child knows
the meaning of the object constituting the stimulus.

Not only is review thus essential in the beginning of the learning
process with children, but it remains a vital factor as long as men and
women undertake to learn. Review guarantees recall, and recall
re-establishes "nerve connections" to the permanent fixing of
impressions. Very little of our knowledge remains ours to a purpose
unless it is gone over and over until it is thoroughly established. A
truth that is taught in a Mutual lesson on a particular Tuesday night,
but which is never referred to again, and therefore never recalled, very
likely will soon be gone out of consciousness and usefulness. Those
truths and facts which are of greatest functioning value to us are those
which we continue to run over in our minds and ponder. The reinforcement
of review is what establishes our permanent working stock of truth.

Not only is review valuable as a matter of recall, but it makes for an
enrichment of mental content which is altogether desirable. The real art
of review lies in calling up an old truth in a new setting. Upon second
perusal it is seen in skilful review from a slightly different angle so
that each recall adds a reinforcement that makes for a clinching of
thought which makes it permanent. It very often happens that the first
time an idea is called to our attention it means but little, because our
mental reaction is limited in the particular field of the presentation;
the same idea in a new setting more in keeping with our experience may
take on an entirely different significance. That teaching is best,
therefore, which presents truth from the greatest number of angles
possible, thereby guaranteeing the richest kind of associations in the
minds of pupils.

Another value that attaches to the review lies in the fact that it makes
possible proper connection between new material and old. It is axiomatic
in teaching that pupils learn new truths and take on new experie