life exhibited by the story. The various studies of the curriculum
every day are following more closely the Greek ideal and giving the
child daily exercise to keep the channels of expression free and open.
And when the well-selected fairy tale which is art is told, through
imitation and invention it awakens in the child the art-impulse and
tends to carry him from appreciation to expression. If before the
telling the story-teller has asked herself, "What variety of creative
reaction will this tale arouse in the child?" and if she has told the
story in the way to bring forward the best possibility for creative
reaction the nature of the tale affords, she will help to make clear
to the child what he himself will want to do with the story. She will
help him to see a way to use the story to enter into his everyday
life. The return of creative reaction possible to the child will be
that in harmony with his natural instincts or large general interests.
These instincts, as indicated by Professor John Dewey, in _The School
and Society_, are:--

(1) the instinct of conversation or communication;

(2) the instinct of inquiry or finding out things;

(3) the instinct of construction or making things; and

(4) the instinct of artistic expression or [of imitating and
combining things].

(1) The instinct of conversation. The little child likes to talk. If
you have ever listened to a little girl of five artlessly proceeding
to tell a story, such as _Little Black Sambo_, which she had gathered
from looking at a neighbor's book, but which she had not yet mastered
sufficiently to grasp its central theme, reiterating the particular
incidents with the enthusiasm and joy and narrative tone of the
story-teller, you realized how the child likes to talk. For there
appeared the charm of the story-telling mode distinct from the story
it told.

Because of this instinct of conversation one form of creative reaction
may be _language expression_. The oral reproduction of the story
re-experiences the story anew. The teacher may help here by creating a
situation for the re-telling. A teacher might put a little foreign boy
through rapid paces in learning English by selecting a story like _The
Sparrow and the Crow_ and by managing that in the re-telling the
little foreigner would be the Crow who makes the repetitive speeches,
who must go to the Pond and say:--

Your name, sir, is Pond
And my name is Crow,