the figures? To get the pose and arrange the drapery correctly, they have to make a careful study of the lines and masses of the composition. While they are having a great deal of fun, they are unconsciously learning something of pictures. They are surely not likely to forget the make-up of a picture they have handled in this way. Quite aside from the art standpoint, such a game is a means of developing self-expression. On this ground it is of special interest to the primary teacher. It connects closely with the dramatic games now growing in popularity in the schoolroom. Apparently it accomplishes similar results helping the child towards flexibility and freedom, while it gives him something worth remembering all his life.
Some wonderful and never-to-be-forgotten mornings of picture games have strengthened my confidence in this new educational method. I had the privilege of visiting a primary school, to try a program with the children, and the experiment succeeded beyond my fondest expectations. Besides my parcel of pictures, the rest of the apparatus was of the most limited kind. The teacher and I had hastily collected a few odds and ends in the way of properties. It is not necessary or desirable to introduce costumes and accessories into the schoolroom. In the home the conditions are altogether different and permit an expansion of the idea as I shall presently explain; but in the school the plan is on the simplest basis. Our selection of pictures had been made very carefully on this account. Pose rather than costume was the
