One of the great qualities in childhood which makes it apt for receiving historical impressions is just this capacity for giving body to the phantoms of the mind. The limits between the real and the legendary or miraculous which are drawn by the critical intelligence do not exist for the childish mind. . . . It would then be a great educational disaster if this valuable faculty in childhood were allowed to run to waste. There are certain years in the development of every normal intelligent child when the mind is full of image-making power and eager to make a friend or enemy of any god, hero, nymph, fairy, or servant maid who may come along. Then is the time when it is right and fitting to affect some introductions to the great characters of mythology and history; that is the age at which children will eagerly absorb what they can learn of Achilles and Orpheus, of King Arthur and his Knights, of Alexander and Christopher Columbus and the Duke of Wellington. I do not think it is necessary to obtrude any moralizing commentary when these great and vague images are first brought into the landscape of the child's intellectual experience. A little description, a few stories, a picture or two, will be enough to fix them in the memory and to give them body and shape together with the fairies and witches and pirate kings and buccaneering captains with whom we have all at one time been on such familiar terms. Let us then begin by teaching the past to small children by way of stories and pictures. _Dramatization._ The play spirit that leads children to play lady, doctor, church, and school will also lead them to enjoy dramatizing stories, or "playing the stories," as they call it. Some stories, of course, are so lacking in action as to be not well suited for dramatization, and others have details of action, character, or situation that may not well be represented in the schoolroom. The teacher may be surprised, however, to see how ingenious her pupils are in overcoming difficulties after they have had a little assistance in playing two or three stories. Unconsciously the pupil will get from the dramatization a training in oral English, reading, and literary appreciation that can hardly be gained in any other way.