the individual teacher has nothing to say about it." The thing to do, then, is to induce the story-telling mood at eleven-fifteen Tuesday morning. What we should urge here between ourselves is the obligation to give place heartily at this time to the story. No matter how ill things may have gone and how cross we ourselves may have become, we must now let pleasurable anticipation take possession of the classroom.
(2) The story-teller's part. The rôle of story-teller is simple yet subtle, more easily shown than explained. The story-teller is recounter of a happening, real or fictitious, merry or pathetic, that because of its appeal to the imagination and sympathies has been given currency in language. To share with another the glimpse of life it gives the imagination, the feeling it arouses, the æsthetic satisfaction it yields, was man's reason for telling it. The story-teller's part, then, is so to employ and interpret the medium of currency as to free this force.
Beginning the story. The story-teller should begin the story with the air of having something interesting and enjoyable to tell. If the contents of the story had not been interesting, they would never have made a story; the story-teller may depend on this intrinsic interest. He should have also the air
