The obverse and counterpart of this glow caught by the actual world from art is the vital interest that surrounds a person, or an object, or a sentiment which we come upon in a poem or a story, and which we recognize as corresponding to something in our own experience--a recognition all the more satisfying if the correspondence be that of actual identity. Every teacher of younger children recalls at once the tingling interest they feel in practically every story they are told, as some incident or detail parallels or suggests something they have known--"My father has seen a bear;" "Once I found an eagle's feather;" "There are daffodils in my grandmother's garden." A little girl of ten had been given a very simple arrangement of a melody from Beethoven's _Fifth Symphony_ to play on the piano. Soon after she had learned it, she was taken to hear the symphony. When her melody came dropping in from the flutes and violins--birds and brooks and whispering leaves--she threw up at her friend a flash of radiant surprise and delight. Her whole soul stirred to see here--in this stately place, with the great orchestra, in the noble assemblage of glorious concords--her friend, her little song. For days she played it over many times every day, with the greatest tenderness of expression. The wise teacher sees in this eager recognition and identification one of the most desirable results of literary experience, and utilizes it as the most precious of educational opportunities, since this mood of delighted recognition is with the younger children also the mood of creation, and with the older children the most useful and practical clue to the finding of their own literary material. It is in this kind of story--those that reflect the events of actual life and are concerned with ordinary people--that we are able to introduce our children in art to their contemporaries and coevals. It means much for a child's consciousness that he should develop a quick and dramatic sympathy with lives other than his own, and yet like his own--with the experiences and characters of other children, other folks' ways of living. This sympathy is among the literary products, since it is best developed and fostered by literature; this because it is literature only, that handles its material in that concrete and emotional way which produces the impression of actual reality and serves as a substitute for it. Teach the little children Stevenson's Little Indian, Sioux or Crow, Little frosty Eskimo, Little Turk or Japanese, and teach it with the natural implications that will occur to any teacher of expedients, and you will have taught them a certain attitude of confidential understanding toward their brown brothers (in spite of the decidedly chauvinistic character of this masterpiece) that they would not have got out of a year of social history.