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 reference to the children's instinctive selective sense, if kept at least fairly spontaneous and progressive, is a form of constructivity heartily enjoyed by the children. It is wise here again to follow the child's lead. Let us understand, however, by this the lead of the majority of our most normal children and of the most gifted individuals. Many children meager in imagination, feeble in initiative, inadequate in execution, will need the strong lead of other children or of the teacher, qualified child seer from her experience with more favored children. Let her give to these from her abundance, becoming best playfellow and guide. But let her keep herself in the attitude of playing with the children.

Let us see how playing the story might develop. As soon as the story takes possession of the child he shows a tendency to enter into its persons and its action; to mimic the voices, to ape the manners, to do the doings. Give outlet to this; let the child take on and play out the life of the story, or yourself propose playing the story.

Do not, by the way, clutter up the child's direct outlet with staging and properties and stage terms. It destroys spontaneity and reality. Let the school-*room be the place, and, as a rule, the school furnishings any necessary things, and the school chil