First of all let us consider the well-recognized fact that through story-telling a teacher may come into so close and happy a relationship with her pupils that they will respond to her suggestions and be molded by her influence to a degree not easily attainable by any other means. A story may be told as a means of restoring order in a roomful of restless children, or when some untoward occurrence has brought the tension of school discipline dangerously near to the breaking point. This use of the timely, the appropriate, story is worthy of consideration by teachers far beyond the primary grades.
Stories may be used as an aid to language work. The diffident, self-conscious child who cannot be induced to talk upon the ordinary topics of school work, can be aroused into forgetfulness of self and made to respond with growing animation to questions regarding a story that has awakened his interest. A "point of contact" may be established with even the dullest child if his interests are studied and the right story chosen for telling. Sometimes the story may need to be improvised to fit the occasion. A story chosen, or especially written to meet the need of some
