The short-story is stripped of all the incongruities that led Fielding, Scott, and Dickens far afield. All its parts harmonize in the simplest manner to give unity and "totality" of impression through strict unity of form. It is a concentrated piece of life snatched from the ordinary and uneventful round of living and steeped in fancy until it becomes the acme of literary art. COMPOSITION OF THE SHORT-STORY Any student who wishes to express himself correctly and pleasingly, and desires a keener sense for the appreciation of literary work must write. The way others have done the thing never appears in a forceful light until one sets himself at a task of like nature. Just so in the study of this text. To find and appreciate the better points of the short-story, students must write stories of their own, patterned in a small way on the technique of the masterpieces. The process of short-story writing follows in a general way the following program. In the first place the class must have something interesting and suggestive to write about. Sometimes the class can suggest a subject; newspapers almost every day give incidents worthy of story treatment; happenings in the community often give the very best material for stories; and phases of the literature work may well be used in the development of students' themes. Change the type of character and place, reconstruct the plot, or require a different ending for the story, leaving the plot virtually as it is, and then assign to the class. Boys and girls should invariably be taught to see stories in the life about them, in the newspapers and magazines on their library tables, and in the masterpieces they study in their class work. After the idea that the class wishes to develop has been definitely determined and the material for this development has been gathered and grouped about the idea, the class should select a viewpoint and proceed to write. Sometimes the author should tell the story, sometimes a third person who may be of secondary importance in the story should be given the rôle of the story-teller, sometimes the whole may be in dialogue. The class should choose a fitting method. Young writers should be very careful about the beginning of a story. An action story should start with a striking incident that catches the reader's attention at once and forecasts subsequent happenings. In every case this first incident must have in it the essence of the end of the story and should be perfectly logical to the reader after he has finished the reading. A story in which the setting is emphasized can well begin, with a description and contain a number of descriptions and expositions, distributed with a sense of propriety throughout the theme. A good method to use in the opening of a character story is that of conversation. An excellent example of a sharp use of this device is Mrs. Freeman's _Revolt of Mother_, where the first paragraph is a single spoken word.