- ness to accept questionable social practices and
ideals, that they themselves may achieve worldly success. If each generation does not leave the world a little better for its part in it, it has lived in vain, and its "guides, philosophers, and friends," the parents and teachers of it, have denied their office. The story helping toward this kind of constructivity should lead. It is to the habit formed in its children that society must look for higher standards of living.
The story will widen the child's outlook on life. On the wings of the word the listener may fly away to the uttermost bounds of the earth. In the story world he, if poor, may be rich; if sad, merry; if inarticulate, he may find expression.
Though it is not exhaustive, this is an imposing array of reasons for admitting the story to unquestioned educational dignity. If the school feel the need of broad, scholarly precedent, it may find it in the work or in the recorded opinions of such seers as the Lambs, Longfellow, Carroll, Hawthorne, Scott, Stevenson, Browning, Ruskin, Froebel, Emerson. As yet story-telling is largely left optional with the teacher. Should it not be made a delightful school requirement? It addresses itself, it is true, mainly to the æsthetic taste and the feelings, it does not guarantee consequent action.
