to get impressions, and as the whole atmosphere of the place is unique, it cannot fail to produce some effect upon the imagination. One need not feel discouraged if the children come away without having apparently learned anything. A long time after they may refer to something you supposed they did not notice. A second visit brings a pleasant sense of familiarity. They enjoy recognizing something they saw before, and look at it now a bit more attentively. Little by little you may bring them around to look at your own favorites, or draw their attention to the best things. But you must begin diplomatically and bide your time. If a child is going to enjoy himself, you must not be too officious in leading the way. If you say, “Come, look at this,” he may hang back a little. But if you suddenly leave him and start off on your own account to look at some picture, he is pretty sure to follow. There is absolutely no use in deciding beforehand what pictures you are going to show a child, or what he will like best. The one thing you can count on is that he will surprise you. I remember the first time I took a small boy to the Boston Art Museum bent on educational ends. I had hard work to get him out of the Japanese Garden, and as soon as he had dutifully followed me through the picture gallery he wished to return to this enchanted spot. A little friend whom I took to the American Old Masters room, for the express purpose of seeing the George and Martha Washington portraits, was so entranced with the antique pianos that he cast but a single languid glance at the Father of his
