_Things to Do._ The teacher should use her judgment in regard to how many of these suggestions it is best to carry out in the school hours. In schools where little work has yet been done in pantomime, drawing, modeling, and other kindred modes of activity, it will probably be the better plan to have many of the suggestions carried out in hours of play. If the teacher takes an interest in what the child does outside of school hours as well as in what he does in regular recitation and work periods, and if she utilizes the experiences of the child that are gained in informal ways, she will have no difficulty in securing the heartiest cooperation in the work of the school. Where constructive work has already been introduced, the teacher will have no difficulty in selecting from the suggested activities those that are best adapted to her purpose. She should always feel free to substitute for any of the printed suggestions others that may more nearly meet the needs of the child in the locality in which she lives. TYPICAL MODES OF ACTIVITY "If there is one principle more than another upon which all educational practice, not simply education in art, must base itself, it is precisely in this: that the realization of an idea in action through the medium of movement is as necessary to the formation of the mental image as is the expression, the technique, to the full play of the idea itself." --_John Dewey._ _Gesture and Pantomime._ The muscular sense is the foundation sense from which all the others have been derived. Perceptions through sight and hearing are uncertain, often requiring to be verified by the use of the muscular sense or even by the use of smell or taste. Knowledge gained through the use of sight and hearing may be superficial; that which comes through the use of the muscular sense is wrought into the very fiber of one's being. Among the more simple modes of using the muscular sense are gesture and pantomime. They are within the reach of every teacher. They require no materials. A worthy idea and the desire to communicate it are the essential conditions for profitable work. Gesture and pantomime are too powerful tools in education to be used carelessly. The teacher should aid the child in discovering the real motive which animated the character to be represented. She should appeal to the best in the child. In so doing she will be able to use gesture and pantomime in such a way as to transform activities, which when undirected are liable to degenerate into vicious habits, into activities of great moral significance. Teachers who have tried gesture and pantomime as a preparatory step to other modes of activity have found it invaluable as a means of securing a genuine growth of imagery and free expression in a variety of forms.