So thoroughly is the value of this class of story-telling understood that progressive librarians throughout the country are having "story hours" at the libraries for the purpose of reaching boys of this age and bringing them into closer touch with the treasures of the library shelves. Teachers in districts having any large percentage of boys of this class can accomplish far-reaching results by devoting some portion of each week, at least, to telling stories having this special end in view.
With the foregoing objects—a sympathetic understanding between teacher and pupils, better discipline, help for the self-conscious and the "dull" pupil, character lessons, the development of a love of nature, an interest in history and in good literature—all attainable through story-telling, there remains little ground for question as to the work coinciding in its results with the ultimate object of our common school education. But let the teacher have a definite object in her story-telling. Let her use this new-old art as a means of arousing her pupils to action, to achievement. A story told in school should not be offered as a sugary, educa-
