especially appeal to them. There must still be rapid action and swift retribution or reward, but motives begin to be understood more fully, and little by little these motives begin to be less self-centered; they touch an ever-broadening circle.
To follow this circle and select stories which fit its circumference should be the aim of mother and teacher. Here, as everywhere in teaching, the "spontaneous interests" furnish the key for selection.
The range of hero-tales is wide. Among them are the mythological and folk-lore tales previously suggested; the legendary hero-tales which are partly fact and partly fancy, such as the Knights of the Round Table, Robin Hood, and most of the medieval stories; and Bible stories, among which there are a host of heroic characters, whose moral heroism should be made the dominant note.
There are also the heroes who have traveled, explored, and dared in the interests of science, and those who have endured hardship and privation in order to carry civilization to the dark corners of the globe. There are heroes also, often unknown, who risk
