forms and new beauty in the literature of later periods.
Miss Burt sets forth clearly the use of the diagram or chart in the teaching of literature. It can be used with equal success and to as great advantage by the story-teller who gives a related series of stories from different periods of time. Grade teachers can make the chart serve its original purpose in the teaching of literature, and in story-telling can place the story in a brief word or two which shall give it a place, or a relationship to literature. This makes the story of greater value, through helping the child to assemble his literary landmarks.
The mother who follows this method of story-telling in the home, selecting her stories from the best that literature affords, and grouping or placing them according to the period to which each belongs, will find as great delight and profit in the task, as will the children in the stories themselves. To many a mother, and teacher as well, it will prove a new viewpoint from which to study literature, while meeting the child's desire for stories in more than aimless fashion.
The historical outline of a nation's prog-
