Suggestions for telling. Now that the teacher is ready to speak, her first step in the art of story-telling, which is the first step in the art of any teaching, which lies at the very foundation of teaching, which is the most important step, and which is the step that often is neglected, is the _establishing of the personal relation between herself and the listener_. This is one of those subtleties which evades measuring, but its influence is most lasting. It is the setting to the whole story of teaching. It must play so important a part because, as teacher and listener are both human beings, there must be between them a common bond of humanity. How do you wish to appear to this group of listeners? As a friend to be trusted, a brother or sister to give help, or as a good comrade to be played with; as "master, expert, leader, or servant"? If you wish to be as real and forceful as the characters in your story, you must do something which will cause the personal relation you desire, to be established; and moreover, having established it, you must live up to it, and prove no friend without faith. You must do this before you presume to teach or to tell a story. You need not do it before each individual story you present to a group you meet often; you may do it so effectively, with a master-stroke, at the beginning when you first meet your class, that all you need do at successive meetings will be but to add point to your first establishment. A student-teacher, in telling a story to a group of kindergarten children who were complete strangers, and telling it to them as they sat in a semicircle in front of her comrades, adult students, established this personal relation by beginning to tell the little children her experience with the first telling of _Three Bears_ to a little girl of four:--Seated before a sand-box in the yard, after hearing the story of _Three Bears_, M---- had been asked, "Wouldn't this be a good time for you to tell me the story?" In reply, she paused, and while the story-teller was expecting her to begin, suddenly said, "Do you think M----'s big enough for all that?" and refused to tell a word. Then turning to the group before her, the student-teacher made the direct appeal. "But you are the biggest little people in the kindergarten, and you wouldn't treat a story like that, would you?" The children, through the personal picture of friendly story-telling with a little child, that paralleled their own situation somewhat, immediately felt at home with the teller; it was just as if they were the same intimate friends with her that the little girl portrayed to them was. The human bond of good comradeship and intimacy was established. In the direct appeal at the end, the children were held up to an ideal they dare not disappoint, they must live up to their size, be able to get the story, and be the biggest little people in the kindergarten by showing what they could do with it.