f-conscious, listless attitude which characterize so much of the
reading of pupils in grades above the third. It is believed that this
little book will aid in overcoming these serious faults in reading, which
all teachers and parents deplore. The dramatic appeal of the stories will
cause the child to lose himself in the character he is impersonating and
read with a naturalness and expressiveness unknown to him before, and this
improvement will be evident in all his oral reading, and even in his
speech.

The use of the book permits the whole range of expression, from merely
reading the stories effectively, to "acting them out" with as little, or as
much, stage-setting or costuming as a parent or teacher may desire. The
stories are especially designed to be read as a part of the regular reading
work. Many different plans for using the book will suggest themselves to
the teacher. After a preliminary reading of a story during the study
period, the teacher may assign different parts to various children, she
herself reading the stage directions and the other brief descriptions
inclosed in brackets. The italicized explanations in parentheses are not
intended to be read aloud; they will aid in giving the child the cue as to
the way the part should be rendered. After the story has been read in this
way, if thought advisable it can be played informally and simply, with no
attempt at costuming or theatric effects. It will often add to the interest
of the play to have some of the children represent certain of the inanimate
objects of the scene, as the forest, the town gate, a door, etc.
Occasionally, for the "open day," or as a special exercise, a favorite play
may be given by the children with the simplest kind of costuming and
stage-setting. These can well be made in the school as a part of the manual
training and sewing work. In giving the play, it will generally be better
not to have pupils memorize the exact words of the book, but to depend upon
the impromptu rendering of their parts. This method will contribute more
largely to the training in English.

The best results will usually be obtained by using these stories in the
fourth grade. In some schools, however, the stories in the first part of
the book may profitably be used in the third grade.

The author has been led to believe from her own experience and from her
conversation with many other teachers that there is a pronounced call for
this kind of book. She therefore ho