developed the effect upon the child is much the same as that of unrolling
a great and beautiful picture. The Mississippi River can be taught as a
great drama, from its rise in Lake Itasca to its triumphal entry into the
Gulf. As it takes its way southward pine forests wave their salutes, then
wheat fields, then corn fields, and, later, cotton fields. Then its
tributaries may be seen coming upon the stage to help swell the mighty
sweep of progress toward the sea. When geography is taught as a drama,
appreciation is inevitable.

The resourceful teacher can find a thousand dramas in the books on
geography if she knows how to interpret the pages of the books, and with
these inspiring dramas she can lift her pupils to the very pinnacle of
appreciation. Such tales are as fascinating as fairy stories and have the
added charm of being true to the teachings of science. A raindrop seems a
common thing, but cast in dramatic form it becomes of rare charm. It
slides from the roof of the house and finds its way into the tiny rivulet,
then into the brook, then into the river and thus finally reaches the sea.
By the process of evaporation, it is transformed into vapor and is carried
over the land by currents of air. As it comes into contact with colder
currents, condensation ensues and then precipitation, and our raindrop
descends to earth once more. Sinking into the soil at the foot of the tree
it is taken up into the tree by capillary attraction, out through the
branches and then into the fruit. Then comes the sunshine to ripen the
fruit, and finally this fruit is harvested and borne to the market, whence
it reaches the home. Here it is served at the breakfast table and the
curtain of our drama goes down with our raindrop as orange-juice on the
lip of the little girl.

When we come to realize, in our enlarged vision, the possibilities of
geography in fostering the quality of appreciation, our teaching of the