There is something of the same idea in the "Adventures of Telemachus," written by Fenelon for his royal pupil, the young Duke of Burgundy, but whereas Calthrop trusts to the results of indirect teaching by means of dramatic stories, Fenelon, on the contrary, makes use of the somewhat heavy, didactic method, so that one would think the attention of the young prince must have wandered at times; and I imagine Telemachus was in the same condition when he was addressed at such length by Mentor, who, being Minerva, though in disguise, should occasionally have displayed that sense of humor which must always temper true wisdom. Take, for instance the heavy reproof conveyed in the following passage: "Death and shipwreck are less dreadful than the pleasures that attack Virtue. . . . Youth is full of presumption and arrogance, though nothing in the world is so frail: it fears nothing, and vainly relies utmost levity and without any precaution." And on another occasion, when Calypso hospitably provides clothes for the shipwrecked men, and Telemachus is handling a tunic of the finest wool and white as snow, with a vest of purple embroidered with gold, and displaying much pleasure in the magnificence of the clothes, Mentor addresses him in a severe voice, saying: "Are these, O Telemachus, the thoughts that ought to occupy the heart of the son of Ulysses? A young man who loves to dress vainly, as a woman does, is unworthy of wisdom or glory." I remember, as a school girl of thirteen, having to commit to memory several books of these adventures, so as to become familiar with the style. Far from being impressed by the wisdom of Mentor, I was simply bored, and wondered why Telemachus did not escape from him. The only part in the book that really interested me was Calypso's unrequited love for Telemachus, but this was always the point where we ceased to learn by heart, which surprised me greatly, for it was here that the real human interest seemed to begin. Of all the effects which I hope for from the telling of stories in the schools, I, personally, place first the dramatic joy we bring to the children and to ourselves. But there are many who would consider this result as fantastic, if not frivolous, and not to be classed among the educational values connected with the introduction of stories into the school curriculum. I, therefore, propose to speak of other effects of story-telling which may seem of more practical value.