Every incident included in the story should be tested for its value in the development of the theme. An incident that does not amplify certain phases of the story has no right to be included, and great care should be used in an effort to incorporate just the material necessary for the proper evolution of the thought. The problem is not so much what can be secured to be included in the story, but rather, after making a thorough collection of the material, what of all these points should be cast out. The ending must be a natural outgrowth of the development found in the body of the composition. Even in a story with a surprise ending, of which we are tempted to say that we have had no preparation for such a turn in the story, there must be hints—the subtler the better—that point unerringly and always toward the end. The end is presupposed in the beginning and the changing of one means the altering of the other. Young writers have trouble in stopping at the right place. They should learn, as soon as possible, that to drag on after the logical ending has been reached spoils the best of stories. It is just as bad to stop before arriving at the true end. In other words there is only one place for the ending of a story, and in no case can it be shifted without ruining the idea that has obtained throughout the theme. There are certain steps in the development of story-writing that should be followed if the best results are to be obtained. The first assignment should require only the writing of straight narrative. _The Arabian Nights Tales_ and children's stories represent this type of writing and will give the teacher valuable aid in the presentation of this work. After the students have produced simple stories resembling the Sinbad Voyages, they should next add descriptions of persons and places and explanations of situations to develop clearness and interest in their original productions. Taking these themes in turn students should be required to introduce plot incidents that complicate the simple happenings and divert the straightforward trend of the narrative. Now that the stories are well developed in their descriptions, expositions, and plot interests they should be tested for their emotional effects. Students should go through their themes, and by making the proper changes give in some cases a humorous and in others a pathetic or tragic effect. These few suggestions are given to emphasize the facts that no one conceives a story in all its details in a moment of inspiration, and that there is a way of proceeding that passes in logical gradations from the simplest to the most complex phases of story writing.