silence of delight, be content; this is result enough. When it is the spiritual silence out of whose brooding may be born reverent awe or insight into justice or cheerful good will or virile endeavor, bring all your wisdom to bear to decide whether you will help or hinder by leaving the child to himself, and in case of doubt give the story the benefit of it, trusting it to deliver its own message in due season.
(3) It is commenting. On the other hand, do not be unmindful of another opportunity. A child, like an adult, is inclined to talk some stories over; meet him halfway. Indeed, in some cases, lead the way; stimulate an inert class to talk over some of the more objective type of stories. It is your opportunity to get and clarify the child's point of view.
(4) It is joining in. We learn, from the snatches of story-telling history that have come down to us, that it was the custom of the audience to join in at the rhythmic repetitions, as people do at the chorus of a comic song. The children show the same tendency; encourage it. It not only pleases them, but it is an easy and natural beginning in reproduction. The child's dramatic sense prompts him to come in also when the story-teller reaches dialogue; encourage this also.
(5) It is re-telling. Rightly conducted, repro-
