into consciousness the relations existing among the parts of the story.) Try co-operative telling: tell part yourself, then let a child or several in succession tell the next, helping if necessary but not anticipating, and perhaps finish the story yourself. The children will soon be able to manage more. Simple, artistic illustrative picture or blackboard sketches, showing in succession the main divisions of the story, will help to give it uninterrupted sequence. (When divisions are made either orally or pictorially, they should be true portions of the whole.) Presently the children will find themselves telling the whole of some stories without undue feeling of strain, and with great pleasure to themselves and their classmates.
Is it natural, by the way, to reproduce in the same company a story just heard? This is the common school practice. In an adult audience this would of course never be done except on the frank basis of practice in so doing or for some other accepted purpose. The children enjoy dwelling on the story. And they may practice, with the motive of telling the story at home. The teacher need not, therefore, strain at devices to make reproduction more natural, yet she might often take advantage of or contrive more natural occasion for it. The natural occasion is social intercourse and entertain-
