Again there was an undefined problem thrown at them, as it were--an element of wonder. They did not know just what was coming and they were mentally alert, waiting, on the lookout. The way for the story was open.--This is what you want, for no matter how perfect a gem of folk-lore you tell, it will fall heedless if the children do not listen to it. The second step in the art of story-telling is one which grows naturally out of this first step. This second step, _to put the story in a concrete situation for the child_, to make the connection between the child and the literature you present, is the one which displays your unique power as an artist. It is the step which often is omitted and is the one which exercises all your individual ability and cleverness. It is the step which should speak comfort to the eager teacher of to-day, who is compelled to stand by, Montessori fashion, while many changing conceptions say to her: "Hands off! It is not what you do that helps the child develop; it is what he himself does!" Here at least is one of the teacher's chances to act. This step is the opening of the gateway so that the story you are about to tell may enter into the thoughts of your listeners. It is your means to organize the tale in the child's life. If in the school program you permit nature study, representing the central interest, to occupy the place of main emphasis, and if the game, occupation, and song work is related to the child's life, this organization of the child's tale in his life will be accomplished naturally.