The two forms of thinking may, of course, overlap considerably. The novelist or playwright, for instance, is very largely a phantasy thinker. He may feel the emotions of the various phantasy characters which he evolves, but in order to arrange the words and sentences, and furthermore in having an idea to portray or in drawing attention to evils which he thinks should be remedied, he is using considerable energy in directive thought. So that it becomes obvious that directive thought need not merely apply to the things of the immediate present nor even the near future, and in trying to draw distinction between the two, one is often confronted with a superficial criticism, that certain ideas must pertain to phantasy thinking, because they can never come to pass. That, however, is quite incorrect. The possibility that an idea may come to fruition in two or three hundred years time, and that the thoughts which have been given to the idea must assist its growth and ripening, is sufficient to constitute these thoughts as directive. We must now look at the second important element in the child’s early education, which would follow logically upon the first one that it should be made to face the facts around it; and that is, that in its games and occupations it should be encouraged, as far as possible, to take lines of directive thought, and not obtain its pleasures through phantasies only. Thus, it would be much better to give him bricks to play with, so that he may use directive thought in designing and building a house, than to give him a ready-made toy, such as an engine wherewith he will merely carry out the phantasy of being a driver or a passenger and of travelling wheresoever he wishes. A toy wheel-barrow which he can take into the garden and fill with real stones and earth is far better than a doll which he will merely imagine to be something to be brought up like himself, which he will endow with phantastic life and feelings which are quite unreal. In fact, as far as possible, the child’s games and occupations should involve his _doing_ something, rather than merely imagining something. Of course, imagination and phantasy will come into its games, and are bound to do so, but as much directive thought as possible should be added.