representations are as rich in meaning, if not more so, to them than those which adorn the pages of the reader. This device is as likely to convey and fix the meaning as copying or paraphrasing. It affords an excellent correlation, in fact one of the very best, with the manual work of the school, and it solves one of the problems of the seat work. Illustrating a story by some sort of constructive work appeals to children and is easily done. It carries the thought of the story along with it, aids the child in selecting the important points of the story, and, in unconsciously arranging the subjectmatter as to coherence and unity, it renders the mental pictures more vivid and fixes the story in mind. Old Pipes and the Dryad* Seat work in picturing based on a reading lesson in advanced second grade. During the reading lesson, only one book was in use. Each child who read stepped before the class and tried to "make the others understand the story." Before the lesson began the teacher said, "While we listen to the story let us think what pictures would help tell the part we are hearing. When you see an especially clear picture, you may raise your hand. We will write names for these pictures as we go along, and after the lesson is over you may really make your pictures with brushes and ink.” * Frank Stockton's Fanciful Tales. |