he was born with." And
what occurred so visibly in his case goes on quietly in the hidden
recesses of the mind in many cases. One "Epaminondas" is worth three
lectures.

I wish there were more of such funny little tales in the world's
literature, all ready, as this one is, for telling to the youngest of
our listeners. But masterpieces are few in any line, and stories for
telling are no exception; it took generations, probably, to make this
one. The demand for new sources of supply comes steadily from teachers
and mothers, and is the more insistent because so often met by the
disappointing recommendations of books which prove to be for reading
only, rather than for telling. It would be a delight to print a list
of fifty, twenty-five, even ten books which would be found full of
stories to tell without much adapting. But I am grateful to have found
even fewer than the ten, to which I am sure the teacher can turn with
real profit. The following names are, of course, additional to the
list contained in "How to Tell Stories to Children."

ALL ABOUT JOHNNIE JONES. By Carolyn Verhoeff. Milton Bradley Co.,
Springfield, Mass. Valuable for kindergartners as a supply of
realistic stories with practical lessons in simplest form.

OLD DECCAN DAYS. By Mary Frere. Joseph McDonough, Albany, New York.
A splendid collection of Hindu folk tales, adaptable for all ages.

THE SILVER CROWN. By Laura E. Richards. Little, Brown & Co., Boston.
Poetic fables with beautiful suggestions of ethical truths.

THE CHILDREN'S HOUR. BY Eva March Tappan. Houghton, Mifflin & Co.,
Boston, New York, and Chicago. A classified collection, in ten
volumes, of fairy, folk tales, fables, realistic, historical, and
poetical stories.

FOR THE CHILDREN'S HOUR. BY Carolyn Bailey and Clara Lewis. Milton
Bradley Co., Springfield. A general collection of popular stories, well
told.

THE SONS OF CORMAC. By Aldis Dunbar. Longmans, Green & Co., London.
Rather mature but very fine Irish stories.

For the benefit of suggestion to teachers in schools where
story-telling is newly or not yet introduced in systematic form, I am
glad to append the following list of stories which have been found, on
several years' trial, to be especially tellable and likable, in certain
grades of the Providence schools, in Rhode Island. The list is not
mine, although it embodies some of my suggestions. I offer it merely
as a practical result of the effort to equalize a