The main thing is to get some _starting point_ in actual observation from which the child can proceed. The teacher must then help the child to modify from the actual in such a way as to picture the object or place described as nearly true to reality as possible. The child who said, "A mountain is a mound of earth with brush growing on it" had been shown a hillock covered with growing brush and had been told that the mountain was like this, only bigger. The imagination had not been sufficiently stimulated to realize the significant differences and to picture the real mountain from the miniature suggestion. 2. _Articles and objects from ancient times or from other lands may occasionally be secured to show the children._ Even if such objects may not date back to Bible times, they are still useful as a vantage point for the imagination. A modern copy of the old-time Oriental lamp, a candelabrum, a pair of sandals, a turban, a robe, or garment such as the ancients wore--these accompanied by intelligent description of the times and places to which they belonged are all a stimulus to the child's imagination which should not be overlooked. The very fact that they suggest other peoples and other modes of living than our own is an invitation and incentive to the mind to reach out beyond the immediate and the familiar to the new and the strange. 3. _Pictures can be made a great help to the imagination._ In the better type of our church schools we are now making free use of pictures as teaching material. It is not always enough, however, merely to place the picture before the child. It requires a certain fund of information and interest in order to see in a picture what it is intended to convey. The child cannot get from the picture more than he brings to it. The teacher may therefore need to give the picture its proper setting by describing the kind of life or the type of action or event with which it deals. He may need to ask questions, and make suggestions in order to be sure that the child sees in the picture the interesting and important things, and that his imagination carries out beyond what is actually presented in the picture itself to what it suggests. While the first response of the child to a picture, as to a story, should be that of enjoyment and interest, this does not mean that the picture, like the story, may not reach much deeper than the immediate interest and enjoyment. The picture which has failed to stimulate the child's imagination to see much more than the picture contains has failed of one of its chief objects.