before arriving at the true end. In other words there is only one
place for the ending of a story, and in no case can it be shifted
without ruining the idea that has obtained throughout the theme.

There are certain steps in the development of story-writing that
should be followed if the best results are to be obtained. The first
assignment should require only the writing of straight narrative. _The
Arabian Nights Tales_ and children's stories represent this type of
writing and will give the teacher valuable aid in the presentation of
this work. After the students have produced simple stories resembling
the Sinbad Voyages, they should next add descriptions of persons and
places and explanations of situations to develop clearness and
interest in their original productions. Taking these themes in turn
students should be required to introduce plot incidents that
complicate the simple happenings and divert the straightforward trend
of the narrative. Now that the stories are well developed in their
descriptions, expositions, and plot interests they should be tested
for their emotional effects. Students should go through their themes,
and by making the proper changes give in some cases a humorous and in
others a pathetic or tragic effect. These few suggestions are given to
emphasize the facts that no one conceives a story in all its details
in a moment of inspiration, and that there is a way of proceeding that
passes in logical gradations from the simplest to the most complex
phases of story writing.

Franklin and Stevenson knew no rules for writing other than to
practice incessantly on some form they wished to imitate. Hard work is
the first lesson that boys and girls must learn in the art of writing,
and a systematic gradation of assignments is what the teacher must
provide for his students. Walter Besant gave the following rules for