And now as to the kind of story our professional is to tell.  In selecting this, the first point to consider is its suitability to the audience.  A story for very little ones, three or four years old perhaps, must be simple, bright, and full of action.  They do not yet know how to listen; their comprehension of language is very limited, and their sympathies quite undeveloped.  Nor are they prepared to take wing with you into the lofty realms of the imagination:  the adventures of the playful kitten, of the birdling learning to fly, of the lost ball, of the faithful dog,—­things which lie within their experience and belong to the sweet, familiar atmosphere of the household,—­these they enjoy and understand.

It will be found also that the number of children to whom one is talking is a prominent factor in the problem of selecting a story.  Two or three little ones, gathered close about you, may pay strict attention to a quiet, calm, eventless history; but a circle of twenty or thirty eager, restless little people needs more sparkle and incident.

If one is addressing a large number of children, the homes from which they come must be considered.  Children of refined, cultivated parents, who have listened to family conversation, who have been talked to and encouraged to express themselves,—­these are able to understand much more lofty themes than the poor little mites who are only familiar with plain, practical ideas, and rough speech confined to the most ordinary wants of life.

And now, after the story is well selected, how long shall it be?  It is impossible to fix an exact limit to the time it should occupy, for much depends on the age and the number of the children.  I am reminded again of recipes, and of the dismay of the inexperienced cook when she reads, “Stir in flour enough to make a stiff batter.”  Alas! how is she who has never made a stiff batter to settle the exact amount of flour necessary?

I might give certain suggestions as to time, such as, “Close while the interest is still fresh;” or, “Do not make the tale so long as to weary the children;” but after all, these are only cook-book directions.  In this, as in many other departments of work with children, one must learn in that “dear school” which “experience keeps.”  Five minutes, however, is quite long enough with the babies, and you will find that twice this time spent with the older children will give room for a tale of absorbing interest, with appropriate introduction and artistic denouement.

As one of the chief values of the exercise is the familiarity with good English which it gives, I need not say that especial attention must be paid to the phraseology in which the story is clothed.  Many persons who never write ungrammatically are inaccurate in speech, and the very familiarity and ease of manner which the story-teller must assume may lead her into colloquialisms and careless expressions.  Of course, however, the language must be simple; the words, for