the material already taken from workman and shop, from garden and farm,
have also with much profit to older children used his suggestions about
primitive industries.

Reproduction of home surroundings can be done in many ways, one of which
is to help the children to furnish and to play with a doll's house. But
the play must be play. It is not enough to use the drama as merely
offering suggestions for handwork, and one small doll's house does not
allow of real play for more than one or two children.

Our own children used to settle this by taking out the furniture, etc.,
and arranging different homes around the room. I can remember the
never-ending pleasure given by similar play in my own nursery days, when
the actors were the men and boys supplied by tailors' advertisements.
Many and varied were the experiences of these paper families, families,
it may be noted, none of whom demeaned themselves so far as to possess
any womankind. For that nursery party of five had lost its mother sadly
early and was ruled by two boys, who evidently thought little of the
other sex.

Professor Dewey tells us that "nothing is more absurd than to suppose
that there is no middle term between leaving a child to his unguided
fancies, or controlling his activities by a formal succession of
dictated directions." It is the teacher's business to know what is
striving for utterance and to supply the needed stimulus and materials.

To show how under the inspiration of a thoroughly capable teacher this
continuity may be secured and prolonged for quite a long period, an
example may be taken from the work of Miss Janet Payne, who is
remarkably successful in meeting and stimulating, without in any way