surely flourish if he is given freedom for expression, without calling upon the stimulus of adult fancies. It is only the jaded adult mind, afraid to trust to the children’s own fresh springs of imagination, that feels for children the need of the stimulus of magic.

The whole question of myths and sagas together with the function of personification must be taken up with the older children. For the present we are still concerned with four-and five-year-olds. Two sets of stories told by four-and five-year-old children in the school seem to me to show what emphasizing unrealities may do at this age. The first child in each set is thinking disjunctively; the second has his facts organized into definite relationships. Can one think that the second child enjoyed his ordered world less than the first enjoyed his confusion?

Two Stories by Four-Year-Olds