(English in the schools has suffered from the results, in its teachers, of the "literary affectation," which condemns attempt at definite English scholarship.) Let us give all outlet possible to natural ability, and to the inspiration of time and audience; but let us not neglect the forethought of preparation. Shakespeare did not, Sir Henry Irving did not, Duse does not. Some teachers fall back on reading the story; this has its own place, but it cannot take the place of telling. The belief that story-telling should be studied is gaining ground in a most convincing quarter, the home. The office of motherhood is deeply associated with things done instinctively right; but the mother herself at mothers' clubs and elsewhere is seeking instruction in this chief mother art.
To get the story, relax your imagination and sympathy and let them go out to it. Sit down with it and read and re-read it, or listen to it, and brood upon it until you absorb its life, until you think and feel and move in its being. Conjure up its scene and people and happening.
Some may find imagining difficult. Perhaps it was neglected in their training. Let them not be discouraged; each succeeding attempt to realize scene and person and action will make the task easier.
