In her interesting article on "Imitation in Children," Miss Haskell observes: "That the imitative faculty is what makes the human being educable, that it is what has made progressive civilization possible, has always been known by philosophical educators. The energy of the child must pass from potentiality to actuality, and it does so by the path of _imitation_ because this path offers the least resistance or the greatest attraction, or perhaps because there is no other road. Whatever new and striking things he sees in the movements or condition of objects about him, provided he already has the experience necessary to apperceive this particular thing, he imitates" (260. 31). In the pedagogy of primitive peoples imitation has an extensive _rôle_ to play. Of the Twana Indians, of the State of Washington, Rev. Mr. Eells observes: "Children are taught continually, from youth until grown, to mimic the occupations of their elders." They have games of ball, jumping and running races, and formerly "the boys played at shooting with bows and arrows at a mark, and with spears, throwing at a mark, with an equal number of children on each side, and sometimes the older ones joined in." Now, however, "the'boys mimic their seniors in the noise and singing and gambling, but without the gambling." The girls play with dolls, and sometimes "the girls and boys both play in canoes, and stand on half of a small log, six feet long and a foot wide, and paddle around in the water with a small stick an inch in thickness; and, in fact, play at most things which they see their seniors do, both whites and Indians" (437. 90, 91). Concerning the Seminoles of Florida, we are told: "The baby, well into the world, learns very quickly that he is to make his own way through it as best he may. His mother is prompt to nourish him, and solicitous in her care for him if he falls ill; but, as far as possible, she goes her own way and leaves the little fellow to go his." Very early in life the child learns to help and to imitate its elders. "No small amount," Mr. MacCauley tells us, "of the labour in a Seminole household is done by children, even as young as four years of age. They can stir the soup while it is boiling; they can aid in kneading the dough for bread; they can wash the 'koonti' root, and even pound it; they can watch and replenish the fire; they contribute in this and many other small ways to the necessary work of the home" (496. 497, 498).