ibilities of
her subject-matter and what she wishes to accomplish through the
telling of the tale, but also what the child's purpose will be in
listening. She may select her tale specifically, not just because it
contains certain interests, but because through those interests she
can direct the child's activity toward higher interests. She must
consider what problems the tale can suggest to the child. She may
select her tale to develop habits in the child, to clarify his
thinking, to give a habit of memory or to develop emotion or
imagination. She may select her tale "just for fun," to give pure joy,
or to teach a definite moral lesson, to make a selfish child see the
beauty of unselfishness or to impress an idea. The _Story of Lazy
Jack_, like the realistic _Epaminondas_, will impress more deeply than
any word of exhortation, the necessity for a little child to use "the
sense he was born with."

In the selection of the tale the teacher is up against the problem of
whether she shall choose her tale psychologically or logically. As
this is the day of the psychologic point of view in education, the
teacher realizing this feels that she must select a tale for a
particular purpose, according to the child's interests, his needs, and
the possibilities it offers for his self-activity and self-expression.
Looking freely over the field she may choose any tale which satisfies
her purposes. This is psychologic. But in a year's work this choice of
a tale for a particular purpose is followed by successive choices
until she has selected a wide variety of tales giving exercise to many
forms of activity, establishing various habits of growth. This method
of choice is the psychologic built up until, in the hands of the
teacher who knows the subject, it becomes somewhat logical. It is the
method which uses the ability of the individual teacher, alone and
unaided. There is another method. The teacher may be furnished with a
course of tales arranged by expert study of the full subject outlined
in large units of a year's work, offering the literary heritage
possible to the child of a given age. This is logical. From this
logical course of tales she may select one which answers to the
momentary need, she may use it according to its nature, to develop
habits, to give opportunity for self-activity and self-expression, and
to enter into the child's daily life. This method of choice is the
logical, which through use and adaptation has become ps