Every story told results in some return from the child. The teacher, in her presentation, must conceive the child's aim in listening. This does not mean that she forces her aim upon him. But it does mean that she makes a mental list of the child's own possible problems that the tale is best suited to originate, one of which the child himself will suggest. For the return should originate, not in imitation of what the teller plans, but spontaneously, as the child's own plan, answering to some felt need of his. But that does not prevent the story-teller from using her own imagination, and through it, from realizing what opportunities for growth the story presents, and what possible activities ought to be stimulated. A good guide will keep ahead of the children, know the possibilities of the material, and by knowledge and suggestion lead them to realize and accomplish the plans they crudely conceive. A consideration of these plans will modify the telling of the tale, and should be definitely thought about before the telling of the tale. A story told definitely to stimulate in the children dramatization, will emphasize action and dialogue; while one told to stimulate the painting of a water-color sketch, will emphasize the setting of the tale.
The telling of the tale. With this preparation, directions seem futile. The tale should tell itself naturally. You must begin at the beginning, as your tale will if you have selected a good one. Y^ou must tell it simply, as your tale will have simplicity if it is a good
