_Drawing and Painting._ Since these arts were originally derived from gesture language, it is not strange that gesture and pantomime are the best means of preparing the child for these modes of communication. The child who has difficulty in expressing his image by means of drawing and painting should be given the opportunity to experiment by means of pantomime until his image has become so clear that he can express it in a less real way. Few children fail to draw and paint reasonably well when afforded this opportunity that should be denied to none. In order to secure the best results the teacher should be careful not to repress spontaneity by criticising too severely; on the other hand she should induce the child to make such comparisons of his work with his image and with the object when present, as to prevent the formation of careless habits of work. Although water colors are used in some schools, such materials present more difficulties than it seems worth the while for the child to encounter. More satisfactory results have thus far been reached by the use of blackboard crayon, colored crayon, and charcoal. _Language._ When the child talks about what he has experienced, his language is almost invariably simple and direct. The lessons in this book afford ample opportunity for the use of the fundamental forms of language in communicating actual experience. Many of the stories may well be supplemented by stories that the child tells himself. Care should be taken, however, to keep the child within the limits of what was possible during the age to which his story refers. Much benefit is derived from allowing the children of the class to dramatize a story after they have read it and represented it by means of pantomime. Although there is ample room for written work, it is _oral_ rather than written language that should receive emphasis at this time.