1. THE PERIOD OF BABYHOOD
This period is from birth to three years. The story interest begins with lullabies, rhymes, and jingles. Every thoughtful mother must notice that even before the little one can speak it responds to rhymes repeated over and over. Half of the baby’s pleasure is in the frequent hearing of a familiar strain. The baby enjoys also, largely for rhythm’s sake, the shortest and simplest stories with refrains and repetitions; also cumulative stories like the “Three Bears,” “This Little Pig Went to Market,” “The House that Jack Built,” and many others to be found in Mother Goose, Æsop, Grimms, and Jacobs. Mothers should begin singing and repeating rhymes, rhythms, and nursery ditties from the child’s very earliest days. The child’s delight in rhyme and rhythm will be satisfied, the ear will be trained to listen, the power of concentration will be cultivated, and, best of all, a preparation for a love of poetry, a most valuable asset in education and in life, will be begun. A keen interest and enjoyment in rhythm is found in almost every normal infant. It is the rudiment or germ of a sense of balance and harmony, and as such should be carefully nurtured. The Greeks laid great stress on this sense of harmony through music and poetry.
2. THE PERIOD OF EARLY CHILDHOOD
This period is from three to six years. It begins in an interest in live things, in domestic animals, and later in flowers, wind, rain, stars, and other expressions of nature. The child now finds delight in picture-books, short stories of animals, birds, and flowers. When a little older he enjoys fables, short fairy stories, and folk and wonder-tales, short moral stories and imaginative stories of home, play, and humor. Historic tales of the nation and Bible stories, well adapted and simplified in language, will prove of the greatest interest to children of this early period. No hard and fast lines can be drawn in ages. Allowance must always be made for temperament, disposition, heredity, and family environment. I have found little children, under three years of age, reproducing to me, without having previously seen me, or hearing them from me, several of the fairy stories and fables in this volume; and I have found boys and girls nine and ten years old still enjoying them. But with the average child such short fairy and folk-tales are keenly enjoyed between the ages of three and six years.
3. THE PERIOD OF LATER CHILDHOOD
This period is from six to nine years. It differs from the preceding period only in the fact that its normal interests are wider, its vocabulary larger, and its whole outlook enlarged by reason of attendance upon the public school. Fairies and Santa Claus are naturally the favorite characters of children from three to six, but as they pass out of early childhood they discern that “the cow did not jump over the moon,” and that Santa Claus is, as one of my little friends expressed it, “only the spirit of love.” The child then wants true stories. He is apt to inquire earnestly, “Is it true?” or his request may bluntly be, “Tell me a true story.” This is the period for repeating in larger and more descriptive form the grand old Bible stories that children of this age love so much. It is the time for the realistic and historic tales of the nation that kindle imagination and patriotism. It is the time for the lives of the pioneers, explorers, or missionaries like Columbus, Capt. John Smith, Washington, Lincoln, and Livingstone. This is the golden period of such stories from the Bible (especially the Old Testament), from general history and from national history, as are given in this volume.
4. THE PERIOD OF BOYHOOD AND GIRLHOOD
This stage, from nine to twelve, is possibly the most impressionable period of life. It is not a time of marked internal changes, but one in which the external, social, and regulative influences are very prominent. Life is unique. The boy and girl are unlike the children that were, or the youth and maiden that will be. The transition from childhood to boyhood and girlhood comes very imperceptibly. But the average child enters it when he begins to read easily and naturally; and this ability may well mark the change. When a boy or girl has this new power to understand and enjoy books, life acquires a new range. The whole wide world of literature lies open. Life begins to be full of meaning. These plastic years are the habit-forming period. As the twig is bent the tree will be inclined. A pebble may turn the stream of life. It is the great memory period. It is the golden age to mold character after the Pattern in the Gospels, if the work is done naturally. Give the boy and girl realistic stories—those from the Old Testament, and the Gospels, and Acts; those from the history of all nations, and from our own national life. Give the choicest idealistic stories—those legends, strong fables, romances, tales of chivalry, and poetic interpretations of ethical truth, such as “Favorites,” in Chapter IV of this volume; Ruskin’s “King of the Golden River”; Hawthorne’s “Great Stone Face”; and “The Story of Midas,” which so strongly appeal to this age. In this pre-adolescent, this habit-forming and golden-memory period, imagination, curiosity, action, impressionableness, trust, loyalty, and many other instincts of child-nature are all present ready to combine with every efficient element of environment, education, example, and experience to build up the foundation-stones of a wholesome character and useful life. Feed the minds of these growing boys and girls on the great Bible stories, the great classic, realistic, and idealistic stories of the world, such as are found in this volume, or suggested by them, and your young men and women will not care for trashy stories as they cross the bridge of the teens.