el free to substitute for any of the
printed suggestions others that may more nearly meet the needs of the
child in the locality in which she lives.

TYPICAL MODES OF ACTIVITY

"If there is one principle more than another upon which all
educational practice, not simply education in art, must base
itself, it is precisely in this: that the realization of an idea
in action through the medium of movement is as necessary to the
formation of the mental image as is the expression, the technique,
to the full play of the idea itself." --_John Dewey._

_Gesture and Pantomime._ The muscular sense is the foundation sense from
which all the others have been derived. Perceptions through sight and
hearing are uncertain, often requiring to be verified by the use of the
muscular sense or even by the use of smell or taste. Knowledge gained
through the use of sight and hearing may be superficial; that which
comes through the use of the muscular sense is wrought into the very
fiber of one's being.

Among the more simple modes of using the muscular sense are gesture and
pantomime. They are within the reach of every teacher. They require no
materials. A worthy idea and the desire to communicate it are the
essential conditions for profitable work. Gesture and pantomime are too
powerful tools in education to be used carelessly. The teacher should
aid the child in discovering the real motive which animated the
character to be represented. She should appeal to the best in the child.
In so doing she will be able to use gesture and pantomime in such a way
as to transform activities, which when undirected are liable to
degenerate into vicious habits, into activities of great moral
significance.

Teachers who have tried gesture and pantomime as a preparatory step to
other modes of activity have found it invaluable as a means of securing
a genuine growth of imagery and free expression in a variety of forms.

_Play._ It is now well known that many of the child's spontaneous plays
are idealized reproductions of the serious activities of primitive
people. It is possible to make a much larger use of these plays than has
yet been made. It is hoped that the suggestions that are scattered
throughout the pages of this and the succeeding volumes of this series
will enable the teacher to make a large use of this most important
educational force.

_Sand Modeling._ Almost every child has had experience in sand modeling
before coming to sch