It is as an aid in oral teaching of English
that story-telling in school finds its second
value; ethics is the first ground of its
usefulness, English the second,--and after
these, the others. It is, too, for the oral uses
that the secondary forms of story-telling
are so available. By secondary I mean
those devices which I have tried to indicate,
as used by many American teachers, in the
chapter on "Specific Schoolroom Uses,"
in my earlier book. They are re-telling,
dramatization, and forms of seat-work.
All of these are a great power in the hands
of a wise teacher. If combined with much
attention to voice and enunciation in the
recital of poetry, and with much good reading
aloud BY THE TEACHER, they will go far
toward setting a standard and developing
good habit.

But their provinces must not be
confused or overestimated. I trust I may be
pardoned for offering a caution or two
to the enthusiastic advocate of these
methods,--cautions the need of which
has been forced upon me, in experience
with schools.

A teacher who uses the oral story as an
English feature with little children must