Education has but recently begun to make serious use of this important impulse. The success of all laboratory methods of teaching, and of such subjects as manual training and domestic science, is abundant proof of the adage that we learn by doing. We would rather construct or manipulate an object than merely learn its verbal description. Our deepest impulses lead to creation rather than simple mental appropriation of facts and descriptions. THE COLLECTING INSTINCT.--The words _my_ and _mine_ enter the child's vocabulary at a very early age. The sense of property ownership and the impulse to make collections of various kinds go hand in hand. Probably there are few of us who have not at one time or another made collections of autographs, postage stamps, coins, bugs, or some other thing of as little intrinsic value. And most of us, if we have left youth behind, are busy even now in seeking to collect fortunes, works of art, rare volumes or other objects on which we have set our hearts. The collecting instinct and the impulse to ownership can be made important agents in the school. The child who, in nature study, geography or agriculture, is making a collection of the leaves, plants, soils, fruits, or insects used in the lessons has an incentive to observation and investigation impossible from book instruction alone. One who, in manual training or domestic science, is allowed to own the article made will give more effort and skill to its construction than if the work be done as a mere school task. THE DRAMATIC INSTINCT.--Every person is, at one stage of his development, something of an actor. All children like to "dress up" and impersonate someone else--in proof of which, witness the many play scenes in which the character of nurse, doctor, pirate, teacher, merchant or explorer is taken by children who, under the stimulus of their spontaneous imagery and as yet untrammeled by self-consciousness, freely enter into the character they portray. The dramatic impulse never wholly dies out. When we no longer aspire to do the acting ourselves we have others do it for us in the theaters or the movies. Education finds in the dramatic instinct a valuable aid. Progressive teachers are using it freely, especially in the teaching of literature and history. Its application to these fields may be greatly increased, and also extended more generally to include religion, morals, and art.