Please give me some water,
For if you do so
I can wash and be neat,
And the nice soup can eat,
Though I really don't know
What the sparrow can mean,
I'm quite sure, as crows go,
I'm remarkably clean.

As the Crow must go to the Deer, the Cow, the Grass, and the
Blacksmith, and each time varies the beginning of his speech, four
other children could represent the Crow successively, thus bringing in
a social element which would relieve any one child's timidity. By that
time any group of children would realize the fun they could get by
playing out the simple tale; and there would be petitions to be the
Deer, the Cow, etc. If the teacher sees that the characters place
themselves as they should, carry out the parts naturally, and that the
Crow begs with the correct rhyme, she is performing her legitimate
task of suggestion and criticism that works toward developing from the
first attempts of children, a good form in harmony with the story.
Here, while there is free play, the emphasis is on the speeches of
rhyme, so that the reaction is largely a language expression. The
language expression is intimately related to all varieties of
expression of which the child is capable, and may be made to dominate
and use any of them, or be subordinated to them.

A most delightful form of creative reaction possible to the child in
language expression, is the _formation of original little stories_
similar to the "Toy Stories" written by Carolyn Bailey for the
_Kindergarten Review_ during 1915. A story similar to "The Little
Woolly Dog" might be originated by the little child about any one of
his toys. This would be related to his work with fairy tales because
in such a story the child would be imitating his accumulative tales;
and the adventures given the toy would be patterned after the familiar
adventures of his tales.

A form of creative reaction, which will be a part of the language
return given by the first-grade child from the telling of the tale,
will be his _reading of the tale_. When the child re-experiences the
life of the story as has been described, his mental realization of it
will be re-creative, and his reading the tale aloud afterwards will be
just as much a form of re-creative activity as his re-telling of the
tale. The only difference is, that in one case the re-creative
activity is exercised by thinking through symbols, while in the other
case it is employed without the use o