He further emphasizes the idea that dramatic instinct has two elements--imagination and sympathy. "Imagination affords insight into character; sympathy enables us to identify ourselves with it." "Together they form the chief elements of altruism. They redeem the mind from narrowness and selfishness; they enable the individual to appreciate the point of view, the feelings, motives, and characters of his fellow-men; they open his eyes to read the various languages of human art; they enable him to commune with his kind on a higher plane than that of commonplace facts; they lift him into communion with the art and spirit of every age and nation. Without their development man is excluded from the highest enjoyment, the highest communion with his kind, and from the highest success in every walk of life." Dramatization is the only means by which we can bring the reading work of the school to its full and natural expression. The action involved in it predisposes the mind to full and natural utterance. The fulfilment of all the dramatic conditions lends an impetus and genuineness to every word that is spoken. It has been often observed that boys and girls whose reading is somewhat expressionless become direct and forcible when taking a part in a dialogue or dramatic action. It would be almost farcical not to put force and meaning into the words when all the other elements of action and realism are present. Educational progress is everywhere exerting a distinct pressure at those points where greater realism, deeper absorption in actualities, is possible. This is the significance of outdoor excursions, of experiments, laboratories, and object work in nature study. In geography and history it is the purpose of pictures, vivid descriptions, biographical stories, and the accounts of eye-witnesses and real travellers, etc. In literature we possess, embodied in striking concrete personalities, many of the most forcible ideas that men have conceived and dealt with in the history of the world. It is very desirable that children should become themselves the vehicles for the expression of these ideas. The school is the place where children should become the embodiment of ideas. It would be a grand and not impractical scheme of education to propose to make the school a place where each child, in a well-chosen succession, should be allowed to impersonate and become the embodiment of the constructive ideas of our civilization.