This period is from twelve or thirteen to seventeen or eighteen. This adolescent period is the time of marked changes no less in mind than in body. Like the former period, it is critical and determinative. Self-consciousness, memory, honor, heroism, idealism, moodiness, partisanship, are among the prominent characteristics. Fairy tales do not interest. Stories of romance, heroism, and adventure make the strongest appeal. Stories of egoism, triumph over difficulties, self-mastery, loyalty to friends, are most keenly enjoyed. Stories of altruism come later, in the next period. If they have not been given in the previous period, the great romances of the world should come early in this stage—Homer’s “Iliad” and “Odyssey”; Virgil’s “Æneid”; the stories of King Arthur and the Round Table; the stories of “Beowulf” and “Siegfried”; the legends of the red Indian “Hiawatha,” and the great romances from the story-books of the world. The epics, hero tales, romances, and great purpose-stories of the Old Testament, as well as the scenes of the New Testament, find a ready response in every normal youth’s heart, and should be given at this period. In addition to these, stories from history, adventure, modern biography, missionary life, well written or well told, will interest and impress the character of all those older boys and girls who are so fortunate as to have the mirror of life held up to them in this way as an aid to them in the realization of those highest and best instincts and impulses which are so naturally and abundantly surging within their breasts during these critical early adolescent years.
6. THE PERIOD OF LATER YOUTH—YOUNG PEOPLE
This period is from seventeen to twenty-one or twenty-five. It is the period of altruism, love, and vocation. The period of early adolescence is egoistic; this period is ego-social, and strongly altruistic. This change in the unfolding nature of youth opens the interest to stories of self-sacrifice, heroic service and love even for enemies. These stories could not be appreciated in so keen a way before. This altruistic interest normally awakens several years earlier in girls than in boys. (See Altruistic Stories, page 33.) At the beginning of this period, and sometimes a little before, a natural interest in romantic love leads to the keen enjoyment of such stories. Love is so important and normal a factor in human life that such interest ought never to be suppressed, but it should always be directed by the most tactful and sympathetic guidance in the selection of such love stories as are referred to on page 33 of this volume.
Another normal interest of this period is that of vocation, choosing one’s life-calling. If the young man or young woman has not already started to work to support himself, the question of his life-work begins to press hard for an answer. And the ideals that shall shape the choice or spirit of that life-work are already being formed. This is the great time of appeal of such vocational stories as are indicated on page 34.
III
TYPES OF STORIES TO TELL
Stories for telling may be found everywhere—in a thousand children’s books, magazines, periodicals, poems, novels, histories. They may be recalled from those heard in childhood. They may be “made up” from the memory of one’s own past history or the adventures of friends. Or they can readily be woven out of a vivid imagination. Such stories may afford children passing amusement and a degree of profit, but such stories rarely have the permanent, cultural value that comes from an acquaintance with the old classics. Emerson said, “We love the classics, not because they are ancient, but because they are true to life.” Every child has a right to his literary and esthetic inheritance, and these classics, these great world stories, should be given him for their cultural, moral, and religious values before his twelfth year.
An understanding of the normal interests of child-nature is the first step in the selection of suitable stories to tell. The second step is the actual selection. The selection, of course, will depend on these factors—the story-teller’s purpose, his available material, and his taste. The purpose of telling a story may be pure enjoyment, or the impression of an ethical principle, or some cultural or educational aim. The available material may be supplied by many books of short stories retold. Such is the purpose of the present volume. The taste of the story-teller must not be permitted to dominate the real life interests and needs of the child’s nature. Nor will this be the case if we realize the child’s story interests, and permit the child to vote on the kinds of stories he likes. An understanding of the different types of stories to tell will be of value to all who desire to secure the best results. Some of the different types of stories may be classified as follows: