in getting rid of the fatal power which has been given to him. Then he returns with joy and restores the apple tree, the rose, and, best of all, his own little daughter, to life. The details of the story will have to be worked out according to the version chosen, but the story is too well known and too readily found, to make it worth while to give it in detail here.
The reproduction of a story also through constructive mediums—clay modeling, painting, or paper cutting—helps the child to a physical application of the knowledge which he has gained, and so strengthens the impression which has been made.
A little further on, when lessons in nature study, geography, and history are about to be introduced, the child can be led into them almost unconsciously, through talks and stories of nature, of travel, of foreign countries, and of biography and history. Under this method of teaching, children are made to realize that history is a narrative of real events, directed by people who did great things, great enough for the whole country or the whole world to be interested in, and the men of history become heroes of flesh and blood; geography steps out from between
