t reader be asked to make
a list of all the words in the last two lessons containing _th_, or
_oi_, or some other combination. _Activity_ rather than repose is the
nature of children, and even in the kindergarten this activity is
directed to the attainment of definite ends. With number work in the
first grade the objects should be handled by the children, the letters
made, rude drawings sketched, so as to give play to their active powers
as well as to lead them on to confidence in doing, to an increase of
self-activity. As children grow older, the problems set before them,
the aims held out, should be more difficult. Of course they should be
of _interest_ to the child, so that it will have an impulse and desire
of its own to reach them.

There are few things so valuable as setting up _definite aims_ before
children and then supplying them with incentives to reach them through
their own efforts. It has been often supposed that the only way to do
this is to use _reference books_, to study up the lesson or some topics
of it outside of the regular order. But self-activity is by no means
limited to such outside work. A child's self-activity may be often
aroused by the manner of studying a simple lesson from a text-book.
When a reading or geography lesson is so studied that the pupil
thoroughly sifts the piece, hunts down the thought till he is certain
of its meaning; when all the previous knowledge the pupil can command
is brought to bear upon this, to throw light upon it; when the
dictionary and any other books familiar to the child are studied for
the sake of reference and explanation, self-activity is developed.
Whenever the disposition can be stimulated to look at a fact or
statement from _more than one standpoint_, to _criticise_ it even, to
see how true it is, or if there are exceptions, self-activity is
cultivated.

The pursuit of definite aims always calls out the will and their
satisfactory attainment strengthens one's confidence in his ability to
succeed. Every step should be toward a clearly seen aim. At least
this is our ideal in working with children. They should not be led on
blindly from one point to another, but try to reach definite results.

There is a gradual _transition_ in the course of a child's schooling
from training of the will under guidance to its independent exercise.
Throughout the school course there must be much obedience and will
effort under the guidance of one in authority. But