(4) The well-chosen story will cultivate the taste. Psychology is urging early direction also of the æsthetic sense. The story-teller, through her own joyous response to beauty, has it in her power to awaken and direct the children's appreciation of beauty. It is she, too, who must help to lay the foundation for that better taste in novel or play that America eagerly desires, and that publisher and playwright say they stand ready to satisfy as soon as the public arrives at it.
(5) The story will help to form the child's thought and language habit. As this is the value most often acknowledged in classroom practice—though not always by the best methods—it is not necessary to do more at this point than restate it. Mastery in thought and language is far-reaching usefulness, affecting individual growth and social harmony. The story, because of its easy, more or less artless composition and graphic diction, lends itself to starting right thought and language mode.
(6) Story-telling may help to stimulate and direct potential literary creativity. In spite of its breadth of view the school appears insensible to the rights of children born creative. The array of geniuses recently marshaled by a Chicago professor, that teachers pronounced hopeless dunces and in some cases drove from their classes, should
