- ment. There is space only to indicate one or two
ways of securing this attractive natural motive. Sometimes let at least a day elapse before asking for the reproduction; you may then let the exercise be an opportunity to enjoy the story again. Tell the same story over and over (if it be a good one) yourself on appropriate occasions, and encourage the children to do the same thing. Let individuals, or groups, or classes, visit and exchange stories.
(7) The child's part, telling similar stories and (8) inventing stories, should go without saying. Do not neglect the opportunity offered by (8). If you reduce the class to workable groups at a time for this exercise, it should be practicable. Do not press prematurely the creative imagination, but do not neglect it. Give play to the natural working of a little child's fancy, the boy's or girl's, the youth's imagination. It is wise to follow the lead of the child here, then be at hand, not to deprive the child of the efficiency of independence and of the pleasure of making, but to help when necessary that his attempt may be encouragingly successful.
(9) It is sometimes expressing story images in other media. Here, again, the adult will do well to follow the lead of the child; of course of the most freely expressive child. The inert must be stimulated. Left to himself the child would not commit
