Proverbs, indeed, exemplify and epitomize the essentially literary type of thinking and speaking. They are concrete and picturesque rather than abstract, specific rather than general, though we are to understand by them also the abstract and the general; this is the fact that gives them their unique value as literary training. The teacher must call upon his wisdom in choosing proverbs suitable for the children. Many proverbs are pessimistic, even cynical: "It never rains but it pours;" many embody a merely commonplace or unmoral code: "Honesty is the best policy;" some are ambiguous: "There's honor among thieves;" some the modern world has outgrown; many are too mature, too occult, or too worldly for a child. But a great store remains--vivid, practical bits of experience and tested wisdom which will develop a child's mental quickness, will do something toward equipping him with the common wisdom of his race, and will accustom him to one of the most characteristic methods of literature. This is a good place to say that good results never seem to come of asking the children for an exposition of the proverb. Indeed, it is extremely difficult to get from children an exposition or definition of any kind. The better way of making sure that they have appropriated a proverb is to ask them to invent or re-call an incident or a situation to which the proverb will apply. Naturally this is not an exercise for the youngest children. In the earlier years a great many of the simple old fables may be taught. One is tempted to say that the traditionary or given moral should never be told to the children; but that is a little too sweeping. As a rule, however, it is better to lead them to make their own interpretation or generalization, in those cases where such a thing is desired. For, as a matter of fact, many of the fables are so good as stories that they may often be left to stand merely as pleasant tales. But as the children grow more penetrating, the fable is the best possible form of symbolistic literature to set them at first. These, with the minor exercise in the apprehension and interpretation of figures of speech, will be their share of the symbolistic kind of writing for several years. Then we may introduce more specimens, and more complex specimens, until in the sixth- and seventh-grade periods they may be able to interpret the universal and symbolic side of much that they read, and to handle with ease and delight such parables as _The Great Stone Face_ or _The Bee-Man of Orn_. Their experience in literature will then harmonize with their experience in other directions; for they should then, or immediately afterward, be beginning to look for generalizations, to carry abstract symbols, and to substitute them at will for concrete matter. At the same time, then, they will study these fables as apologues, making in all cases their own moral and application.