tions, which map out the
main features in the development of the lesson, should be discussed
freely. Care should be taken to avoid mechanical answers. It is much
better to leave questions unsettled, or to leave the subject with
several different solutions that the different children have worked out,
than it is to secure uniformity by imposing upon the child the judgment
of the teacher or of the author of the text. In case of a necessary
delay in answering a question on account of a lack of related
experience, the teacher should use the means that are available for
supplying the child with the necessary experience. If the printed
questions are discussed before the story is read there will be less
danger of a mechanical use of the book than might arise from the habit
of reading the story first and making answers to the questions so as to
fit the story.

_The Story._ The function of the story is to supply the child with
racial experiences that will enrich his own more narrow personal
experience. It is not intended merely to please but to _present facts_
in a form which the child can understand. By using the simple form of a
sequence of sentences, each sentence standing by itself, less difficulty
is presented to the child in reading than if the paragraph form had been
employed. The greater ease with which the young child reads this style,
together with the fact that the rhythm in a majority of the stories is
of a character in keeping with the subject, and readily appreciated by
the child, seem to justify the use of this style for a few months of the
child's life.

_Things to Do._ The teacher should use her judgment in regard to how
many of these suggestions it is best to carry out in the school hours.
In schools where little work has yet been done in pantomime, drawing,
modeling, and other kindred modes of activity, it will probably be the
better plan to have many of the suggestions carried out in hours of
play. If the teacher takes an interest in what the child does outside of
school hours as well as in what he does in regular recitation and work
periods, and if she utilizes the experiences of the child that are
gained in informal ways, she will have no difficulty in securing the
heartiest cooperation in the work of the school. Where constructive work
has already been introduced, the teacher will have no difficulty in
selecting from the suggested activities those that are best adapted to
her purpose. She should always fe