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 set the school thinking. It is reaching out helpful hands to the little unfortunate ones, the blind and the deaf and the sick; but it continues to dismiss the divinely commissioned little sister or brother, with the platitude that his genius will survive if it be sufficiently sturdy. This is a specious half-truth unworthy of repetition. It is, besides, discrimination against the individual. The school is not meeting its obligation to all the children of the community. It will not do to lay the blame to the community's "commercialized" standards. In spite of apparent emphasis on the useful arts, the community would not lose from the varied web of its civilization the bright thread of painting and music and story. Maturing thought is convincing it that the fine arts are finely utilitarian. Here, again, is the story's opportunity. The simple materials and childlike fancy in it may stimulate gradually and naturally play of the creative imagination.

(7) ''Story-telling should be at least foreword for book-study of literature.'' The thoughtful teacher of literature to-day finds in the classic story all the elements of her material, and sees in the child listening to it the most promising student of literature. At the freely sympathetic period the child becomes familiar with the inner life of language as used to represent fundamental motive, character, and ac