ould create in his pupils' minds. He must himself enjoy the story or
the illustration, and thus be able in his expression and manner to
suggest the response he desires from the children. Well told stories
that have in them the dramatic quality can hardly fail to stir the most
sluggish imagination and prepare it for the important part it must play
in the child's religious development.

Skillfully used questions and suggestions can be made an important means
of stimulating the imagination. Such helps as: Do you think the sea of
Galilee looked like the lake (here name one near at hand) which you
know? How did it differ? What tree have you in mind which is about the
same size as the fig tree in the lesson? How does it differ in
appearance? Close your eyes and try to see in your mind just how the
river looked where the baby Moses was found. Have you ever seen a man
who you think looks much as Elijah must have looked? Describe him. If
you were going to make a coat like the one Joseph wore, what colors
would you select? What kind of cloth? What would be the cut or shape of
it?--Hardly a lesson period will pass without many opportunities for
wise questions whose chief purpose is to make real and vivid to the
child the persons or places described, and so add to their significance
to him.

5. _Dramatic representation can be used as an incentive to the
imagination._ Children easily and naturally imagine themselves to be
some other person, and often play at being nurse or school teacher or
doctor or preacher. Nearly every child possesses a large measure of the
dramatic impulse, and is something of an actor. It is great fun for
children to "tog up" and to "show off" in their play. And not only is
all this an expression of imagination actively at work, but such
activities are themselves a great stimulus to the imagination. The child
who has dressed up as George Washington and impersonated him in some
ceremonial or on a public occasion will ever after feel a closer reality
in the life and work of Washington than would come from mere reading
about him. A group of children who have acted out the story of the good
Samaritan will get a little closer to its inner meaning than merely to
hear the story told. The girl who has taken the part of Esther appearing
before the king in behalf of her people will realize a little more fully
from that experience what devotion and courage were required from the
real Esther. A class who have participate