relieved of the onus of drudgery whenever it appears in the guise of a
game, and the teacher who has skill in attaching school studies to the
play instinct of the child will make her school effective as well as a
delight to herself and her pupils. In such a plan there is neither place
nor occasion for coercion.

=Self-expression.=--Another right of the child is the right to express
himself. The desire for self-expression is fundamental in the human
mind, as the study of archæology abundantly proves. Since this is true,
every school should be a school of expression if the nature of the child
is to have full recognition. Without expression there is no impression,
and without impression there is no education that has real value. The
more and better expression in the school, therefore, the more and better
the education in that school. In the vitalized school we shall find
freedom of expression, and the absence of unreasoning repression. The
child expresses himself by means of his hands, his feet, his face, his
entire body, and his organs of speech, and his expression through either
of these means gives the teacher a knowledge of what to do. These
expressions may not be what the teacher would wish, but the expression
necessarily precedes intelligent teaching.

=Imagination.=--These expressions may reveal a vivid imagination, but
they are no less valuable as indices of the child's nature on that
account. It is the very refinement of cruelty to try to interdict or
stifle the child's imagination. But for the imagination of people in the
past we should not have the rich treasures of mythology that so delight
us all. Every child with imagination is constructing a mythology of his
own, and from the gossamer threads of fancy is weaving a pattern of life
that no parent or teacher should ever wish to forbid or destroy. Day by
day, he sees visions and dreams dreams, and so builds for himself a