109. The effect of the teacher’s narrative and description should be to make the pupil realize events and objects as vividly as if they were actually present to his eye and ear. The pupil must, therefore, have actually heard and seen much previously. This recalls to our minds the necessity, pointed out before, of first enlarging the young pupil’s range of experience, when found too limited, through excursions and the exhibition of objects. Again, this form of instruction is adapted only to things that might be heard or seen. We must therefore avail ourselves of all the help pictures can give. If the presentation has been a success, the reproduction by the pupils will show that they recall, not merely the main facts, but largely even the teacher’s language. They have retained more exactly than they have been asked to do. Besides, the teacher who narrates and describes well gains a strong hold on the affections of his pupils; he will find them more obedient in matters pertaining to discipline. The foregoing paragraphs on presentative instruction may seem strange to the American teacher. We must remember, however, that they were written before the modern era of text-books, when, in point of fact, the teacher was practically the sole reliance for the facts that the children were to learn. It is the custom, even to the present, in the lower schools of Germany, to rely very largely upon the teacher for the information which the children are to acquire. In American schools, this method is not followed, for so enormous has been the development of text-book industry, that in every field of education the richest material is offered to the schools in the form of text-books. There is, however, still a legitimate field for purely presentative instruction in the earlier grades of the elementary school, especially in literature and in the beginnings of history. The most primitive method of instruction, as we see clearly in the earlier periods of Grecian education, was the narrative. The children of those days received their instruction in history, mythology, literature, geography, by listening to the tales of heroes and heroic deeds narrated by their parents, by wandering minstrels and rhapsodists. To this day, the teacher who can narrate biographical or literary matter in an attractive manner is sure to awaken intense interest in the children under her control. Perhaps one facility which the modern teacher needs to acquire more than any other is the capacity of happy, vivacious, interesting narrative cast, at the same time, into simple yet excellent literary form. Such a teacher is an undoubted treasure in the primary school. There is occasion, moreover, in nearly all school study for the presentation of supplementary material in almost every school study. This is true especially in literature and history. It is also true in geography