r:--Seated before a sand-box in the yard, after
hearing the story of _Three Bears_, M---- had been asked, "Wouldn't
this be a good time for you to tell me the story?" In reply, she
paused, and while the story-teller was expecting her to begin,
suddenly said, "Do you think M----'s big enough for all that?" and
refused to tell a word. Then turning to the group before her, the
student-teacher made the direct appeal. "But you are the biggest
little people in the kindergarten, and you wouldn't treat a story like
that, would you?" The children, through the personal picture of
friendly story-telling with a little child, that paralleled their own
situation somewhat, immediately felt at home with the teller; it was
just as if they were the same intimate friends with her that the
little girl portrayed to them was. The human bond of good comradeship
and intimacy was established. In the direct appeal at the end, the
children were held up to an ideal they dare not disappoint, they must
live up to their size, be able to get the story, and be the biggest
little people in the kindergarten by showing what they could do with
it. Again there was an undefined problem thrown at them, as it
were--an element of wonder. They did not know just what was coming and
they were mentally alert, waiting, on the lookout. The way for the
story was open.--This is what you want, for no matter how perfect a
gem of folk-lore you tell, it will fall heedless if the children do
not listen to it.

The second step in the art of story-telling is one which grows
naturally out of this first step. This second step, _to put the story
in a concrete situation for the child_, to make the connection between
the child and the literature you present, is the one which displays
your unique power as an artist. It is the step which often is omitted
and is the one which exercises all your individual ability and
cleverness. It is the step which should speak comfort to the eager
teacher of to-day, who is compelled to stand by, Montessori fashion,
while many changing conceptions say to her: "Hands off! It is not what
you do that helps the child develop; it is what he himself does!" Here
at least is one of the teacher's chances to act. This step is the
opening of the gateway so that the story you are about to tell may
enter into the thoughts of your listeners. It is your means to
organize the tale in the child's life. If in the school program you
permit nature study, representing