the appalling opportunity of the careless or
ignorant teacher. For the implications of
the oral theory of teaching English are evident,
concerning the immense importance
of the teacher's habit. This is what it all
comes to ultimately; the teacher of young
children must be a person who can speak
English as it should be spoken,--purely,
clearly, pleasantly, and with force.

It is a hard ideal to live up to, but it is
a valuable ideal to try to live up to. And
one of the best chances to work toward
attainment is in telling stories, for there you
have definite material, which you can work
into shape and practice on in private.
That practice ought to include conscious
thought as to one's general manner in the
schoolroom, and intelligent effort to understand
and improve one's own voice. I hope
I shall not seem to assume the dignity of
an authority which no personal taste can
claim, if I beg a hearing for the following
elements of manner and voice, which appeal
to me as essential. They will, probably,
appear self-evident to my readers, yet
they are often found wanting in the public
school-teacher; it is so much easier to say
"what were good to do" than to do it!