le which interest
him. It does not parallel life in which morals are tied up with
conduct. One must ask, "According to this method what will the child
recall if his mind reverts to the story--courage, or the variety of
images from the number of short-stories told to impress the abstract
moral idea of courage?" Dramatization like life represents character
in the making and therefore helps to make character.

Illustrations of creative return. Let us look now at a few tales
illustrating the creative return possible to the child. _The Country
Mouse and the City Mouse_ is an animal tale that offers to the
kindergarten child a chance to prove how intensely he enters into the
situation by the number of details he will improvise and put into his
dramatization in representing life in the country and life in the
city. The good feast atmosphere in this tale pleases little children
and suits it to their powers. It is a fine tale to _unite the language
expression and dramatization_. It is especially suited to call forth
reaction from the child also in the form of _drawing or crayon
sketching_. Here it is best for the child to attempt typical bits.
Complete representation tires him and it is not the method of art,
which is selective. The field of corn and two mice may be shown in the
country scene; and a table with cheese, some plates filled with
dainties, and two mice in the city scene. Here again this return
relates itself to the presentation of the tale as literature. For if
the story has been presented so as to make the characters, the plot,
and the setting stand out, the child naturally will select these to
portray in a sketch. In his expression the child will represent what
he chooses, but the teacher by selecting from among the results the
one which is of most value, leads him to a better result in a
following attempt. It is the _teacher's selection among the results of
activity_ that brings about development. Freedom with guidance is no
less free, but it is freedom under that stimulation which helps the
child to make more of himself than he knew was possible.--The
kindergarten would proclaim to the Montessori System the place of
_guidance of freedom_ in the child's growth.

_The Elves and the Shoemaker_ offers to a first grade a pleasing
opportunity for the _fairy tale to unite with the dramatic game_. One
child may act as narrator, standing to tell the story from the
beginning to the end of the evening's conversation, "I s