Some aspects of this process are illustrated in the following experience: A teacher had been reading Howard Pyle's _Robin Hood_, with occasionally one of the original ballads interspersed (but not the traditional "Robin Hood and the Potter"), for three months; the children had also memorized during the same time three short lyrics; and in every lesson there had been discussions; the time had come when they must make something. They decided to follow the plan of their book and tell how Robin Hood added a new member to his band. These children were making pottery by way of handwork, and had lately had an interesting visit to see a potter working with his wheel. So the suggestion naturally made by some member of the class, that the new member of Robin Hood's band be a potter, was received with instant favor. The teacher read them "Peter Bell," and their hero promptly became a peddler-potter--the very same, suggested an agile child, whom Tom, the Piper's son, found beating his ass, and upon whom he played the merry trick. By this time the class could be restrained no longer. They climbed over one another's shoulders, literally and figuratively, with eager suggestions and copious details. After discussing the plan long enough to suggest an organization of the material into three natural parts, the children were set to work. The orderly and patient children produced satisfactory stories, abundant in material and beautiful in detail. All the others produced stories which, however disorderly and careless, were breathless with feeling and overflowing with stuff. Some of them adopted Tom, the Piper's son, as the new member of the band, not being able to forgive the potter for beating the ass; some adopted them both; others, only the Potter, duly lessoned and converted; all provided for the donkey. When they were aroused and provided, there was a spontaneous outflow of what was in every case, allowing for the varying temperaments and acquirements of the children, a really literary production. As long as the children are seriously hampered with the mechanics of writing, they should be allowed to dictate their work, when any practical plan can be devised for this. When the class is not too large, they should be taught to make a co-operative product, the teacher taking down what they agree upon, revising it to suit them. In the case of the older children these spontaneous and "literary" productions should not be too minutely criticized, and the revising and rewriting of them should not become a matter of drudgery. They should have other and more colorless written work upon which they may be drilled, lest the drill should kill their creative impulse or spoil their pleasure in the created product. Their more important productions may be filed and given back to them six months later for their own correction. This critical review of their own work is generally an occasion of much pride, and the acquisition of some wholesome self-knowledge.