classes. Less definitely implied, but not to be ignored, was the use of
the story during, or accessory to, the lesson in science or history.

But more distinctive and valuable than these, I think, is a specific use
which I have recently had the pleasure of seeing exemplified in great
completeness in the schools of Providence, Rhode Island.

Some four years ago, the assistant superintendent of schools of that city,
Miss Ella L. Sweeney, introduced a rather unusual and extended application
of the story in her primary classes. While the experiment was in its early
stages, it was my good fortune to be allowed to make suggestions for its
development, and as the devices in question were those I had been
accustomed to use as a pastime for children, I was able to take some
slight hand in the formative work of its adoption as an educational
method. Carried out most ably by the teachers to whom it was entrusted,
the plan has evolved into a more inclusive and systematic one than was at
first hoped for; it is one from which I have been grateful to learn.

Tersely stated, the object of the general plan is the freeing and
developing of the power of expression in the pupils.

I think there can be no need of dwelling on the desirability of this
result. The apathy and "woodenness" of children under average modes of
pedagogy is apparent to anyone who is interested enough to observe. In
elementary work, the most noticeable lack of natural expression is
probably in the reading classes; the same drawback appears at a later
stage in English composition. But all along the line every thoughtful
teacher knows how difficult it is to obtain spontaneous, creative reaction
on material given.