of corn and two mice may be shown in the country scene; and a table with cheese, some plates filled with dainties, and two mice in the city scene.  Here again this return relates itself to the presentation of the tale as literature.  For if the story has been presented so as to make the characters, the plot, and the setting stand out, the child naturally will select these to portray in a sketch.  In his expression the child will represent what he chooses, but the teacher by selecting from among the results the one which is of most value, leads him to a better result in a following attempt.  It is the teacher’s selection among the results of activity that brings about development.  Freedom with guidance is no less free, but it is freedom under that stimulation which helps the child to make more of himself than he knew was possible.—­The kindergarten would proclaim to the Montessori System the place of guidance of freedom in the child’s growth.

The Elves and the Shoemaker offers to a first grade a pleasing opportunity for the fairy tale to unite with the dramatic game.  One child may act as narrator, standing to tell the story from the beginning to the end of the evening’s conversation, “I should like to sit up tonight and see who it is that makes the shoes.”  At this point, noiselessly a dozen or more Elves may troop in, and seating themselves sing and act the first part of the Dramatic Game of Little Elves, one form of which is given by Miss Crawford.  After they have stitched, rapped, and tapped quickly, and the shoes are made, they depart hurriedly.  The narrator now continues the story, telling how the Shoemaker and his wife made little clothes for the Elves, ending with what happened on Christmas Eve, when they put the gay jackets and caps on the table and hid in the corner to watch.  At this point the Elves come in a second time, donning their new clothes; and sing and dance the second part of the dramatic game.  As they dance out of sight the narrator concludes the story.  If the primary children made these clothes or if the kindergarten children bought them at Christmas time to give to the poor, the play[3] would take on a real human value.

Sleeping Beauty, another tale suited to the first grade, is admirably adapted for dramatization.—­In all this work the children do the planning but the teacher directs their impulses, criticizes their plans, and shows them what they have done.  She leads them to see the tale in the correct acts and scenes, to put together what belongs together. Sleeping Beauty naturally outlines itself into the ten main incidents we have noted before.  If the story has been presented according to the standards given here, the children will see the story in those main incidents.  In the dramatization they might work together narration of the story and the dramatic game, Dornroeschen.  A wide circle of children might be the chorus while the players take their places in the center of the circle.  The narrator, one of the circle, stands apart from it as he narrates.  The version here used is the McLoughlin one, illustrated by Johann and Leinweber.