After the child has learned to like to do the things which you suggest present more difficult, or even purely imaginative, subjects for drawing. Use the same method in getting the child to take an interest in other subjects than drawing—that is, give him very small tasks, then approve and compliment him on his ability. This will bring good results with any pupil who is normal. As a transition step between mere copying and drawing wholly from the imagination, and also to give the timid child confidence enough to come to the blackboard to draw in the presence of other children, the following might be tried. Having the confidence of the little pupil, go to his desk just before school closes in the evening and say, “I would like for you to stay just a moment after school. I want to tell you something.” After most of the pupils have marched out, return to his desk, begin to talk enthusiastically about a picture which you have. Tell him to follow you and you will try to draw it. Then after reaching the blackboard and picking up a piece of crayon, say, “Now, I am going to draw this man’s face and I want you to draw his eyes.” Let it take you about a minute to draw the outline of the man’s face, talking all the time about how well you like to draw pictures, then say, “Now let’s see if you can draw his eyes. Make a mark right there” (point to a spot). “Good! Now draw his other eye. Good! Now his ear. Make a mark right here” (point to a spot). “My, that’s fine. See, what a fine man you drew.” Start to leave the blackboard and say, “I’m going to have you draw for me again.” Repeat this process every day until you feel sure that the child will go to the blackboard and work in the presence of yourself and the class. DIVISION VII Only through the gateway of personal experience does the child enter into the larger understanding of the thought and achievement of humanity. CASES ARISING OUT OF THE SOCIAL INSTINCTS 1. The Unsocial Child Every teacher knows of a first grade child that came moping when all the other pupils were in high glee, that stood by himself when others were enjoying a game, that preferred to come to school alone and to saunter home alone, that took no part in any of the activities that always interest other youngsters, that even seemed indifferent to the friendly approaches of playmates and teacher. There may be no particular harm in having such a child in school, but should he carry such traits into adult life, they would prove a serious handicap; so it is important that the teacher should attempt to help him to throw off his peculiarities. This can be accomplished very easily. In attempting a cure she should not make the child feel that she thinks him different from other pupils.