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Play School Series
Edited by Clark W. Hetherington

EDUCATING BY
STORY-TELLING

SHOWING THE
VALUE OF STORY-TELLING AS AN EDUCATIONAL
TOOL FOR THE USE OF ALL WORKERS
WITH CHILDREN

BY
Katherine Dunlap Cather

Author of “Boyhood Stories of Famous Men,”
“Pan and His Pipes and Other Stories,”
“The Singing Clock”

Yonkers-on-Hudson, New York
WORLD BOOK COMPANY
1918

WORLD BOOK COMPANY

THE HOUSE OF APPLIED KNOWLEDGE

Established, 1905, by Caspar W. Hodgson

Yonkers-on-Hudson, New York

2126 Prairie Avenue, Chicago

The Play School Series, of which Educating by Story-Telling is a member, is based on the work of the Demonstration Play School of the University of California. Breaking away from the traditional idea of the subjects of study, this school has substituted a curriculum of activities—the natural activities of child life—out of which subjects of study naturally evolve. Succeeding volumes now in active preparation will relate to the other activities which form the educational basis for the work of the Play School, including Social, Linguistic, Moral, Big-Muscle, Rhythmic and Musical, Environmental and Nature, and Economic Activities. Each volume will be written by a recognized authority in the subject dealt with, as the author of Educating by Story-Telling is in her special field.

PSS: CES-I

Copyright, 1918, by World Book Company

All rights reserved

AUTHOR’S PREFACE

This book has grown out of years of experience with children of all ages and all classes, and with parents, teachers, librarians, and Sunday School, social center, and settlement workers. The material comprising it was first used in something like its present form in the University of California Summer Session, 1914, and since then has been the basis of courses given in that institution, as well as in private classes and lecture work. The author does not claim that it is the final word upon the subject of story-telling, or that it will render obsolete any one of the several excellent works already upon the market. But the response of children to the stories given and suggested, and the eagerness with which the principles herein advocated have been received by parents and teachers, have convinced her that the book contains certain features that are unique and valuable to those engaged in directing child thought.

Other works have shown in a general way how vast a field is the realm of the narrator, but they have not worked out a detailed plan that the busy mother or teacher can follow in her effort to establish standards, to lead her small charges to an appreciation of the beautiful in literature and art, and to endow them with knowledge that shall result in creating a higher code of thought and action. No claim is made that all the problems of the school and home are solved in the ensuing pages, and the title, “Educating by Story-Telling,” makes no assumption that story-telling can accomplish everything. The author does assume, however, that when used with wisdom and skill, the story is a powerful tool in the hands of the educator, and she attempts to indicate how, by this means, some portion of drudgery may be eliminated from the schoolroom, and a more pleasurable element be put into it. She undertakes to demonstrate how it is possible to intensify the child’s interest in most of the subjects composing the curriculum, not by advancing an untried theory, but by traveling along a path that has been found to be a certain road to attainment, not only for the gifted creative teacher, but for the average ordinary one who is often baffled by the bigness of the problem she has to solve.

Grateful acknowledgment is made for permission to use copyrighted material as follows: to the Whitaker, Ray, Wiggin Company for the story entitled “The Search for the Seven Cities” ([page 149]); to Dr. David Starr Jordan and A. C. McClurg & Co. for “The Story of a Salmon” ([page 255]) and “The Story of a Stone” ([page 331]); to the David C. Cook Company for “The Pigeons of Venice” ([page 263]), “The Duty That Wasn’t Paid” ([page 278]), “Wilhelmina’s Wooden Shoes” ([page 283]), “The Luck Boy of Toy Valley” ([page 302]), and “The Pet Raven” ([page 317]); and to Henry Holt & Co. for “The Emperor’s Vision” ([page 306]).

Katherine Dunlap Cather

CONTENTS

EDITOR’S INTRODUCTION

The story is a phase of communication—the instinctive tendency to signal and transmit feelings and ideas and to respond to such expressions—and communication is associated with the social complex of instincts and emotions as indicated by these responses. Through the power of social sympathy in this complex, curiosity and the imagination are brought under the sway of communication, especially in the story. Indeed, the psychology of the story reveals how deeply social sympathy influences the imagination and controls curiosity. The primitive side of this social sympathy is seen in the responses of social animals to the calls of their kind, in the rush of dogs and men to the cries of battle. Its power over the imagination is shown in the swaying of the spectator to the movements of the athlete, his ejaculations and his cries of distress or delight. Through sympathy in imagination the spectator enters the contest. Further, so socially minded are we, and so dependent upon social guidance, that curiosity is nowhere so keen, nor the imagination so active, as in the communication of a life situation. Any incident or accumulation of incidents that we call a plot in the experience of an individual or group of individuals, grips the mind. This explains the fascination of the story. Gossip and scandal are the less worthy forms. The novel is exalted gossip or scandal; the drama the same acted out. They all feed the tremendous hunger for insight into life. They unroll the curtain on the content of life, or some phase of life. Hence the story is the natural form for revealing life.

Communication, like life, may be either serious or frivolous; hence the story carries both functions. It pictures or expresses life in both phases. But the form of the story itself is pleasurable; and thus story-telling may degenerate into mere amusement. This possibly has led to both its abuse and its neglect.

The fact that the story is so enjoyable to children has led teachers and parents to use it merely as amusement, irrespective of content, or even of artistic form. This tendency has been met by publishers. As proof, note the books exhibited at Christmas time in any bookshop. They show the enormous amount of trash set up in book form for child consumption. This is a more serious danger than the trash read by adults, because they are food for hungry minds at the growing age. The importance is shown of selecting stories according to recognized criteria. While the child enjoys the story, he has no judgment of values in the story other than its pleasure-giving qualities. As judgment is a product of education, so judging values is an adult function; the adult must study all stories, but not tell all stories. The story-teller must analyze the story plot, criticize the values, select and adapt stories to age periods and to other child needs. This task Mrs. Cather has performed in her book.

The mere fact that the story amuses has caused a neglect of its larger functions in education. This is due to the traditional attitude toward the pleasurable in education. Education is life, and synonymous with the joys and griefs of life; but the traditions of the school when it was a place simply to master the three R’s, and the traditions of intellectualism, monkish asceticism, and Puritanism, have conspired to perpetuate the idea of education as a “hard” process. That it is “hard” is demonstrated by the vast number of children who dislike school and drop out of it before finishing the grades, and by the small number of those who go through its process and think of education and its discipline with delight. Yet this is what all normal, vigorous children should feel. There is probably no more profound or serious issue in education or democracy—and democracy depends on education—than this conflict between the advocates of a school process that is “hard” and the advocates of a process that is “pleasurable.” The arguments exhibit the two extremes in all such controversies: the advocates of “discipline,” “iron,” “the bitter pill” on the one hand, and the advocates of “freedom” and “enjoyment,”—really soft pedagogy and license,—on the other. The truth, as is usually the case, lies between the two schools. Both are right in part, and both are wrong in part. Both see an essential, and both fail to see the reverse side of what each advocates. There is no conflict between real discipline and real pleasure; they cannot be separated in child life. This being so, the story is bound to take a large place in the teaching of the future.

The story amuses, but its function is not merely to amuse. Pleasure is not the aim of life, nor even its sole guide; it is an index of life, especially in the young.

The point needs to be emphasized that the story is the carrier, always has been the carrier, and will remain the natural carrier of racial tradition or information and ideals. The story in education has two functions: (1) it is the molder of ideals, and (2) it is the illuminator of facts.

(1) The highest and most difficult achievement in educational effort is the establishment of standards or ideals that function in judgment and behavior. The place of the story in moral education has been emphasized by many writers. Its place in developing an appreciation of artistic forms in language, in music, and in the graphic arts is splendidly illustrated in this book.

Appreciation is an emotional response, primarily instinctive, but developed through experience and according to high or low artistic standards by social approval or disapproval. In the emotional response lies interest and in the character of the emotional response lies the character of the interest. The interest may be crude, vulgar, or vicious, or it may be ideal, but in either case it is a product of developed emotional habits. In the life of the child this emotional response precedes the intellectual judgment of artistic values which comes later and only through contrast and comparison, and the former is vastly more important in social significance for the pleasure of the mass than the latter. This development of the artistic emotional response may be cleverly guided through the story, as Mrs. Cather shows, and she gives a wealth of suggestions for the use of the teacher.

But the story itself is a form of artistic expression and thus subject to the application of standardizing judgments. A good story must be judged by a double standard. It may be good in the sense that it is well told—and well told means simply that the incident or plot is related in sequence, with such emphasis and form of language that it grips the human instinctive response to the dramatic; or it may be good in the sense that it carries a good content in meaning or ideal. These two standards may not, frequently do not, coincide. A story may be so told that it is most fascinating, and yet the content be mere rubbish or even vicious; or the content may be correct and the telling so poorly done that it kills interest.

Many stories are told because of their “beauty” of form, where the content is not true. Some such stories are valuable because of the standardizing sentiments they carry, but truth is as important at least as the æsthetic. The human intellect evolved to interpret meanings and progressively perfect behavior adjustments. Each age of racial experience brings on its new interpretations, and broadly, each age makes advances upon that which preceded. Old theories fall, new truths arise; but old theories hold sway over the imagination of the masses long after the leaders have accepted higher truths because the old is well told while the new lacks the poetic expression of the artist. Literature is well-told information, yet under the guise of literature goblins and superstitions and worn-out theories parade in the imagination and thus mold ideals and behavior.

The problem of the professional story-teller of the future is to tell the best information of the age in as fascinating a form as the old myths and fables are now told after years of repetition. Only in this way can contemporary popular opinion be kept abreast of the scientific truth of the time, instead of dragging along in the superstitions of the past.

Some stories are told though untrue, because they “develop the imagination,” but this by itself is a dangerous criterion. The function of the imagination is to reconstruct the world in mental terms which will guide behavior. The functioning of the imagination in any kind of images will develop “power,” but the power may be detrimental individually and socially if the images cause crooked thinking. Straight thinking depends on the imagination—on the kind of emotionalized images which habitually arise in any thought situation or problem. Just so far as stories are untrue and without great moral value, yet are fascinatingly told, so far do they encourage untrue imagining and emotional attitudes, and therefore untrue thinking. And inasmuch as the emotional response to the single interpretative concept, the single vision of life, is vastly stronger through tradition than the interest in the discovery of complex relationships,—and truth comes finally only through the latter,—the emotionalized habits of imagination in interpretation are profoundly important for democracy.

Democracy cannot exist with a population of fuzzy thinkers. Story-telling, like all educational effort, must develop the imagination in mental terms that will function in life today.

(2) The story is an illuminator of facts. The child gets his information by activities in relation to the environment, by exploration, observation, experimentation, with the everlasting play of the interpretative processes, and by responding to and accepting or rejecting the communicated interpretations put upon phenomena by his social group. In this process of interpretation there is the immediate environment which can be sensed, but is understood only through its reconstruction in the imagination, largely in linguistic terms; and the remote environment which cannot be sensed and which can be understood only as it is built in the imagination as an extension of the reconstructed sensed environment. In these reconstructive processes the story is the most powerful correlating and illuminating educational force we have, as may be indicated by a brief analysis.

The activities of the school curriculum dealing with the environment have two natural foci of interest for the child. (a) The civic-geographical-historical complex (when rightly organized just one subject) and (b) the physical-biological complex, which is now coming to be called “general science.” For the child these two groups of the environmental activities cover the whole of adult science, philosophy, and religion, and both require a tremendous reconstructive functioning of the imagination.

(a) The first group is a new coming correlation which naturally must carry with it organized communication or the larger share of language and literature. The investigation of the local social environment is the basis of all “civics,” “geography,” and “history.” It expands as civics. When the child projects his interpretations of any human activity into another environment so that he is reconstructing in his imagination the life habits and customs of the people in relation to the physical and biological characteristics of the country, he is studying geography. When he goes backward in time in this process, he is studying history.

In this concentric widening of the intellectual horizon concerning human life and its relationships to the environment, the imagination must reconstruct a world which it cannot sense. The facts may be gained from pictures, maps, descriptions, but to become functional in thought in any other than in a mere commercial sense, the reconstruction must touch the emotions so that the life and conditions of living of the people will be felt. When felt the life will be dwelt upon in imagination, and when dwelt upon in imagination it will function in the life activities of the child. Giving this vivid, felt insight into the life conditions of other people is the function of the story. Through the hunger to feel life the story reveals life.

(b) The story also functions for children in the interpretation of the physical-biological environment or “general science.”

Between six and fourteen years of age is the neglected period for science, and it is the age when the story may function in the biggest way as a natural educational tool. Yet so absorbed are school men in the problem of drilling children in the dissected elements of the written language that they do not even understand one of the two chief characteristics of child nature at this age,—the rapidly expanding curiosity concerning nature. It is the age of the first crude control of the “scientific instinct,” the tendency to experiment and explore. It is the age for fixing the questioning habit and building a common-sense confidence in and familiarity with nature. These results follow from the logical processes involved in the activities, not from being presented with the formalized and logical results of adult science. The child will have none of this latter if he can help it; he wants to do his own experimenting. In this process again the story gives the larger insight. The child acquires facts by experimentation, observation, exploration, but the larger meanings and relationships require imaginative reconstruction. The child can observe the fish or the fly at different stages of their development, but the story of the life history of the fish or fly gives what observation cannot supply. It is as fascinating as any fairy tale when told with the same consideration for dramatic form, and the story is true besides. The child cannot understand evolution as presented by Darwin, or by the teacher of biology in the high schools; but the child even of eight revels in the stories that carry the facts of evolution, and thus he gains a right feeling towards the wonderful meaning of the progress of natural things, which makes later thinking true and easy. So strong is the response to the story that even the history of physical things when set in a natural story form, stimulates.

The fairy tales of the future will be well-told stories from our sciences or human life and nature, the two natural centers of interest in the environment, and we may expect as results in public opinion a broader common sense and a lessened gullibility. In this organization of science and modern thought in story form for its larger use in education the professional story-teller has still a great unfinished task to perform. Its beginnings are in this book, and Mrs. Cather is already at work on a broader compilation of materials for a later volume. In this larger functioning of the story the old fairy tales and myths will take their place as historical data to give comparative insight into the beliefs of people in the past, a sympathetic understanding of their limitations in knowledge, and an appreciation of our privileges in civilization, due largely to the struggles of the past.

Clark W. Hetherington

EDUCATING BY STORY-TELLING

PART ONE
STORY-TELLING AND THE ARTS OF EXPRESSION—ESTABLISHING STANDARDS

CHAPTER ONE
The Purpose and Aim of Story-Telling

Ever since the beginning of things the story-teller has been a personage of power, an individual welcomed by young and old alike. Hailed as a joy bringer and heeded as an oracle, his tales have been the open sesame to admit him to any throng and his departure has always been attended with regret. During the Middle Ages he was a privileged character, free to wander at will into camp or court. The Piso manuscript in the museum at Budapest tells of the solicitous effort made by Ladislaus of Hungary to secure safe-conduct through Bohemia and Austria for a favorite narrator, and many other old chronicles attest to the fact that in France, Germany, Italy, and the British Isles passports were given to minstrels and raconteurs when no one else could obtain them. Long before this period, during the nomadic existence of the race, the mightiest men of the tribe were the chieftain and the story-teller, the one receiving homage because of his ability to vanquish his adversaries in battle, the other because of his skill in entertaining his fellows as they huddled around the fire at night. Each ability was believed to be evidence of divine gifts, and the possessor of each was revered as being a little higher than a mortal, a little lower than a god.

Primitive man, like civilized man, was fond of power, and realizing that his talents made him mighty, the narrator exercised them in such a manner as to promote their development. Every emotional response on the part of his hearers served as a key to unlock doors into the land of his desire, and as he listened to exclamations of approval, condemnation, or delight, he saw ways of arousing these emotions to even greater degrees of intensity and, possessing an elemental love of the spectacular, made the most of his opportunity. Thus he evolved from a crude declaimer into something of an artist. As the race emerged from a barbaric into a pastoral state, he grew to be more than an entertainer; he imparted knowledge to the young by keeping alive the tribal traditions.

On the Asiatic highlands, before the Aryan migration, it was the story-teller who preserved the tales of the fathers, the nature myths that were primitive man’s explanation of the things he did not understand. The journey of the sun across the heavens, the shifting of clouds from one fantastic form to another, the chromatic skies of sunrise and sunset, and the starry firmament of night aroused his curiosity and awakened his awe. He wondered about them just as children today wonder about them, and just as the twentieth-century child questions his mother, so he questioned one whom he deemed wiser than himself. This consulted oracle gave as an explanation something that out of his own wondering and puzzling had grown into a vague belief, and consequently the clouds that presaged showers came to be regarded as heavenly cows from whose exuberant udders came the rains that refreshed the earth; stormy oceans and rugged mountains with ravines beset with perils held giants that avenged and destroyed; while the sun, a beneficent creature that drove away the monster of darkness, and all the saving forces of nature, were metamorphosed in the fancy of these early men into protecting heroes and divinities.

As generation succeeded generation and the young received their allotment of lore from the old, these stories became fixed so firmly in the minds of the people that they were carried with them at the scattering of the tribes, told and retold in the new-found homes, and modified to suit conditions of life in strange lands the wanderers came to inhabit; and they still survive as present-day fairy tales. There are various theories of how these old beliefs came to be disseminated, how it happened that tales supposed to be indigenous to Finland or Madagascar are found in slightly different dress among the tribes of Central Africa and in other sections of the world remote from each other; but no matter how much folklorists disagree as to the process through which the tales evolved to their present form, they do not differ as to their significance, and whether they accept the Aryan theory promulgated by Max Müller or the totemistic theory of Andrew Lang, they unite in a belief that these ancient tales represent the religion of primitive man, a religion growing out of fear of the unknown.

Always it was by the lips of the story-teller that the legends were kept alive. It was his mission to teach children the tales their fathers knew, and as the race evolved toward civilization he gave them something besides nature myths. He recounted and reiterated the achievements of the heroes of his people until youths who heard were fired with desire to emulate. Because he was deemed a man of supernal powers, his words were believed; consequently he created the ideals of the age in which he lived, and just as his own standards were fine or base, so the ideals for which he was responsible came to be high or low. Fortunately for the world, however, these old-time narrators were wiser than their fellows. They were poets and dreamers who saw life through eyes vision clear. They glorified virtue and deprecated vice, taught that right triumphs over wrong and that sinning brings inevitable punishment, and explained in a crude way the workings of the law of compensation. They fired men to achievement just as they fired boys with desire to emulate the heroes of whom they told, and as centuries passed and they grew in skill and power, their tales came to be the inspiration of some of the most thrilling chapters in the annals of man. Alexander the Great declared that the lays of a wandering bard, Homer, made him thirst for conquest. In Germany, in the twelfth century, the influence of a penniless gleeman, Walther von der Vogelweide, was greater than that of the Pope. There was no more puissant man in Ireland when Ireland was in its golden day and Tara in its glory than the low-born minstrel, Brian of Fermanagh; and the Crusades, which recreated Europe by the introduction of Eastern culture and the breaking down of old traditions, might never have been undertaken but for tales of defilement of holy places from the lips of Peter the Hermit. Storytellers every one of them, swaying their fellows and making history, subjects of kings and nobles, yet often mightier than the masters who held their destinies in their hands.

The power of the narrator did not die with chivalry. As recently as during the middle of the last century the clergy of Scotland united in an effort to suppress story-telling in the Highlands because it kept alive beliefs of pagan origin, beliefs so deep-seated that the combined eloquence of prelates could not eradicate them, and the strength of the church was impaired because of the sheltering of these waifs of the past. To this day there are peasants in Germany who doubt not that every year at harvest time Charlemagne walks beside the Rhine under the midnight moon and blesses the vineyard region of Winkel and Ingelheim. In central Switzerland are hundreds of simple folk who believe that on the summit where they met to take the oath that fired the land against Austria, sleep the immortal “Brothers of the Grütli,” and that they will slumber on until the liberty of Helvetia is imperiled; while in the southern portion of that mountain land the country folk are certain that prosperity will be the lot of every husbandman when the swan-drawn luck boat returns to Lake Geneva. Why? Because their fathers in the far-off days believed these tales; because they have come down to them by the lips of the story-teller, and wherever there is no written language, wherever the people are too unlettered to read what is written, or where they live in isolated communities and mingle little with the outside world, they still believe the legends. They love to hear them told and retold, and nothing brings so much pleasure on a winter night or in a summer gloaming as the complete family circle and the father or uncle or stranger from another community sitting in the midst repeating the old, old tales.

As it is with unlettered peasants today, as it was with tribesmen in primitive times and with the great in medieval castle halls, it still is with the child. He lives over the experience of his fathers on the Asiatic highlands and sits entranced listening to the record of it in stories. The element of suspense, the wondering what will happen next, holds him in a viselike grip, and the story hour is to him a period of joy. The here and now disappears as the narrator lifts his invisible wand, and the listener journeys by roads of never ceasing wonders into lands of enchantment. According to the skill of the raconteur, and the vividness with which he himself sees and feels the pictures he strives to portray, he makes his listeners see and feel them, rejoicing in the good fortune and sympathizing in the sorrows of the just and righteous; and they not only follow along the highroad where he leads them, but roam off into pleasant bypaths where the fancy has free play.

There is no age or racial limit to this story love. Representing, as it does, an emotional hunger that is the human heritage, it is universal. Several years ago at Five Points in New York City, a settlement worker discovered that a very effective means of gaining the confidence of immigrant women was to tell fairy tales, and recently some of the most gratifying results obtained in the Telegraph Hill district of San Francisco were made possible by a leader there gaining the good will of a group of Sicilian hoodlums because she knew the plot of Jerusalem Delivered and told the story magnetically and well. It was like a breeze from their native island, where they had heard it from the lips of the village story-teller and seen it pictured on the market carts, and the fact that she knew something that had fascinated them gained their sympathy and coöperation. Those who have even a limited knowledge of child life know that before the babe can read he delights in listening to a nursery tale, and that even after he journeys into bookland he is more interested in the story told him than in the one he reads for himself. Why? Because the voice and personality of the speaker make it alive and vital. Because, as Seumas MacManus says, “The spoken word is the remembered word.”

The tales heard during childhood become fixed and lasting possessions. They stay with the hearer through the years, and because their ideals become his ideals, do much toward shaping his character. The child who hears many good stories and unconsciously learns to distinguish between the tawdry and the real, reads good stories when a boy and becomes a man for whom sensational best sellers have no charm.

There is much talk about the vicious tastes of the youth of this generation, and unfavorable comparisons between them and their elders at a similar age are frequently made. There is some foundation for this belief, but it is not the fault of the children that it is so. Because of the abundance and cheapness of books, many of them of questionable merit, boys and girls are left to browse unguided, and just as the range man is to blame if his hungry herd strays into a loco patch and eats of noxious weeds when he fails to drive it to the place of wholesome herbage, so it is the fault of parents and teachers if their charges acquire a taste for sensational yarns instead of for good literature. The very hunger that impels them toward that which contaminates, if satisfied in a wholesome manner would make them lovers of the best, and the reason why children become devourers of “yellow” stories is because they have failed to stumble upon a more fascinating and less dangerous highway, and no one has led them to it. There is no surer way of keeping a boy from becoming a devotee of the funny page of the Sunday supplement or a follower of “Nick Carter” than that of studying his tastes and giving him tales from good literature that will satisfy them. There is no more powerful means to use in diverting a child from the undesirable to the desirable than that of throwing a searchlight upon the attractions of the latter and presenting them to him through joyful experience. The narrator’s art is in truth a magic luminary, an unfailing means of bringing hidden beauties to sight and causing them to be loved because they give pleasure.

For a number of years it has been conceded that story-telling is of value in the kindergarten and primary school, but little provision has been made for it in the educational scheme for the older child. Gradually, however, educators in America have come to realize what their European colleagues realized long ago, that the narrator’s art can be a powerful element in the mental, moral, and religious development of the boy and girl and can mean as much to the adolescent child as to the tiny tot. Consequently they are now giving it an honored place. The story period has become a part of the program of every well-regulated library. Teachers of elementary and grammar grades are recognizing its value in the classroom, and in some states story-telling is included in the curriculum. Each year brings new texts and collections from the publishers, until it seems that the art so much honored in the past is coming again into its own.

Yet, with all the interest that is manifested throughout the country, story-telling is not doing its greatest, most vital work, because so little thought is given to the selection of material, so little study to the response of children who hear the tales and the effect upon them. Before even half of its possibilities can be realized, those who tell stories must know the story interests of childhood and must choose materials, not only because they are beautiful in theme and language and embody high ideals, but because they are fitted to the psychological period of the child who is to hear them. They must realize that the purpose of story-telling is not merely to entertain, although it does entertain, but that in addition to delighting young listeners there must be a higher aim, of which the narrator never loses sight. Every tale selected must contribute something definite toward the mental, moral, or spiritual growth of the child, just as each pigment chosen by an artist must blend into the picture to help make a beautiful and perfect whole. The golden age of childhood will come and fear that young people’s tastes are being vitiated will die out when parents and teachers realize that much of the noblest culture of the past has been given through the medium of the story, and that it can be given through this medium now and in the future, because there is almost no type of information the child should receive that he will not receive joyously through this means, and with deep, lasting results. Story-telling planned and carried out to fit conditions will help to solve many of the problems that confront educators today. Besides developing the emotional nature and giving moral and religious instruction, it will intensify the interest in history, geography, nature study, manual training, and domestic science, awaken an appreciation of literature, art, and music, enrich the child’s powers of discrimination, and teach him to distinguish between the cheap and ephemeral and the great and lasting. It will help to eliminate much of what he considers the drudgery of school life and give him information that will fit him for broad, sympathetic, useful living.

This does not mean that the teacher is to do all the work, thereby fixing children in habits of idleness, nor does it mean the addition of an extra subject to an already overcrowded curriculum. It simply means leading the child to do things for himself because of the incentive that interest gives. It means illuminating the formal subjects and sending pupils to them with greater eagerness.

In order to accomplish these ends, story-telling must be unmarred by creaking machinery, and it must be sympathetic. The narrator must rise above the level of a mere lesson giver and approach the plane of the artist, which he can do only by giving an artist’s preparation to his work. The old-time raconteur swayed the destiny of nations because he was an artist, because he himself believed in the message he brought. He put heart and labor into his work, which gave his words a sincerity that never failed to convince. So too must the present-day narrator believe in the power of the story and in the dignity of his work, and he must choose material with thought and judgment instead of snatching it up indifferently, thinking that any story will do if only it holds the interest. The racial tales should be given freely in the psychological period to which they belong, but not the racial tales only. There is much modern material close to present-day life and conditions, without which the child’s education is not complete, and it must be classified and graded. This entails reference work for which the non-professional has neither time nor opportunity, and to this fact is due much of the valueless story-telling of today. Experience with hundreds of parents, teachers, and workers with children has brought conviction that a belief in the value of story-telling as an educational tool is sincere and general, but that sources of classified material are not available to the average child leader. It is partly to meet this need that the present work is planned.

CHAPTER TWO
The Story Interests of Childhood

A. RHYTHMIC PERIOD

If the work of the narrator is to be of real value, he must have a knowledge of the story interests of childhood, for otherwise the talent of a Scheherazade, careful preparation, and an extensive repertoire will fail to produce the desired results, because a narrative that deals with mythical heroes cannot make a lasting impression upon a child who craves animal and primitive wonder tales, even though it be written in language and style suited to his understanding. The heart or framework of the story must be made up of events that are fraught with interest in his particular period of mental development, and must introduce personages with whom he would like to companion, and whose movements he will follow with approval, pity, condemnation, or rejoicing. Under such conditions the boys or girls or dogs who contribute to the action of the tale are not strangers out of a book, but mean as much to him as the people and animals he knows, and because they do mean much he lives the tale. It becomes part of him and he of the story. His emotional nature is stirred, his power of evaluating is strengthened, and some of the foundation blocks of character are laid.

Naturally the question arises, “How is one to know which tales to choose, when there is such a wealth of stories and such a diversity of interests? Is there any rule or guide to keep the conscientious but untrained worker from the pitfalls and show him the right road from the wrong?” Such a guide there is—the psychological axiom that the child between birth and maturity passes through several periods or stages of mental growth which determines his interests.

The little child, the one from the age of about three to six, is interested in familiar things. He has not yet reached the period of fancy during which he wanders into a world of make-believe and revels with fairies and nixies, but dwells in a realm of realism. His attention is centered on the things and the personages he knows,—the mother, the father, dogs, cats, pigs, horses, cows, chickens, and children of his own age,—and consequently he enjoys stories and jingles about these creatures. He chuckles over the accounts of their merry experiences and sympathizes with them in their misfortunes, because they lie close to his interests. This is why Mother Goose has been and is beloved of little children. The rhymes do not introduce griffins and ogres and monsters that must be seen through eyes of fancy to be seen at all, but abound in accounts of creatures he has beheld from his windows and associated with in his home. Mother Hubbard and her unfortunate dog, the crooked man and his grotesque cat, the pigs that went to market, and the old woman in the shoe lie close to his world because he knows dogs and cats and pigs and kind old women, and therefore the rhymes and jingles that portray them are dear to his heart.

Especially fascinating in this period of early childhood are stories that contain much repetition. “The Old Woman and Her Pig,” “Little Red Hen,” “Chicken Little,” “The Gingerbread Man,” and “The Three Billy Goats” delight little people, and although they have heard them again and again they always watch eagerly for the “Fire, fire, burn stick,” “I saw it with my eyes, I heard it with my ears, and a piece of it fell on my tail,” and are disappointed if the well-known expressions are omitted. The repetition strengthens the dramatic element and helps to make the pictures vivid, and the child loves to experience again the thrill he felt upon first listening to the tale.

Stories introducing the cries and calls of animals are much loved at this period. The squealing of the pig, the barking of the dog, the clucking of the hen, and the quacking of the duck give charm to a narrative because the child has heard those sounds in his own garden, in his own dooryard, and along the road, and knowing them, is interested in them. This is the secret of the success of many kindergarten tales that fall far below the requirements of a good story. Often almost devoid of plot and lacking in suspense element, still they hold the attention because of the animal cries and calls they contain. The little hearer chuckles as the baby pig squeals, the mother pig grunts, or the dog barks, and listens delightedly to what, without these cries and calls, would not interest him.

This too is why the racial tales fascinate today just as they fascinated five hundred years ago. They have a clearly defined plot that of itself would hold the interest, they introduce familiar characters, contain much repetition, and abound in animal cries and calls.

Broadly speaking, then, for the period of early childhood, the time of realism which extends from the age of about three to five or six, the narrator should choose stories of animal and child life, those which introduce sounds peculiar to the characters and which abound in repetition.

But he should not make the mistake of following this rule too literally or his efforts will result in failure, because children live under widely different conditions. The boy of the city slums, whose horizon extends only from his own row of tenements to the next row up the street, will not be held by tales of cows and sheep, because he does not know cows and sheep. His knowledge of four-footed creatures is confined to dogs and cats and an occasional horse that goes by hitched to the wagon of a fruit or vegetable vender, and the tales that mean something to him are those of animals of his world, and of children. Many a settlement and social worker has learned the truth of this through sad experience. A most gifted story-teller in a New York settlement house gave to her group “The Ugly Duckling,” and gave it exquisitely too, but it meant nothing to the children because they never had been in the country. A barnyard was as remote from their interest as a treatise on philology is from that of a Finnish peasant. They did not know ducks and geese and chickens, and consequently punched their neighbors and grew pestiferous during the recital of a tale that would have entranced country children.

The same mistake was made by a professional story-teller who gave a coyote tale to a group of Italian children. They never had met this “outcast in gray,” never had shivered as he howled in the night, and the story brought no pictures before their eyes. They were inattentive and disorderly throughout its rendition, and the narrator declared them an impossible group. Yet that same afternoon a college girl with no special training in story-telling told them of a lost nanny goat, and they sat fascinated. In the first instance the trouble was not with the children but with the narrator. She knew much of technique but little of psychology and could not hold the children’s attention, while the other girl, possessed of far less native ability, entertained them because she understood the story interests of childhood. The narrator must have, not only an understanding of the psychological periods and interests of childhood, but a knowledge of the environment of the children with whom she works.

There is a wealth of sources from which to draw for this early period. Often it is necessary to adapt material, because many a tale whose framework is suited to little people is told in language beyond their understanding. “David and Jonathan,” by Elizabeth Stuart Phelps, is a good example. Written for adults, yet it is so universal in its appeal that the lad of six listens to it with as much sympathy as his father or mother. The account of the affection of dog and master for each other, the pathos of the separation and the joy of the reunion, touch him as much as they touch his parents, and to receive it from the lips of one who feels and loves the tale will make him kinder to dumb animals and gentler to the aged.

This is true of many another story that is the creation of an artist. I mention particularly Ouida’s “Dog of Flanders,” John Muir’s “Stickeen,” and Ernest Thompson Seton’s “Monarch, the Big Bear of Tallac,” each of which I have used with children of all ages. The characters in them are living, breathing creatures, the kind that if met in real life would arouse affection and awaken both laughter and tears, and whether these stories are told in monosyllabic language or colored by fine rhetorical effects, they strike the tender places and appeal to the best. When the child meets Nello before the altar of the cathedral in Antwerp, kneeling in front of a painting by Rubens and fondling his dog, he instinctively feels that this boy is not a stranger living in a far-away land and speaking a foreign language, but that he represents all the orphaned children in the world, and that his affection for his dog is the same tie that binds every other child to the pet he loves. So too with Monarch, the majestic captive of Golden Gate Park. He is not just a bear, a creature larger and more ferocious than many other animals. He typifies wild life caged, and the boy who has pitied him in listening to the account of his tramp, tramp, tramp about the pit, never quite forgets that proud but eternal unrest, the ever present longing for the white peaks and the pines.

One need not fear that putting these stories into simple language may be deemed a sacrilegious act, or that telling the plot of a masterpiece will kill delight in that masterpiece itself. Goethe’s mother, sitting in the firelight in their home, gave her boy tales from the old poets, creating in him a desire to read that helped to make him a profound student and master thinker. And the twentieth-century child will doubly enjoy reading a beautiful piece of literature at some future day, because in the magical long ago it touched his heart. Workers with little children should be ever on the alert, seeking stories that deserve the name of literature, with plot and characters that will appeal to their small charges, because such stories mold a child’s taste and give a key that will unlock doors into the great treasure house of art. Whenever the mother or teacher or librarian reads a story that is a literary gem, let her analyze it and determine whether or not, if told in simple language, it would delight a child. The old-time narrators who molded national taste and ideals did this constantly, and the great story-tellers are doing it today.

Sicilian peasants, for instance, have a knowledge of the classics that amazes the average American. The stories are pictured on the market carts, those gaudy conveyances that brighten the island highways from Catania to Palermo, and the conversation of these simple folk is colored with allusions that would do credit to a professor of literature. Most of them cannot read, but they know the plots of Jerusalem Delivered, “Sindbad the Sailor,” “The Merchant of Bagdad,” and many more of the world’s great stories. They heard the tales in childhood, and their fathers before them heard them from the lips of men who loved to tell them, and so they have become a national heritage. Let us do as much for the children of our land, that the men and women of the future may have a noble culture and more splendid possessions than their parents have, and let us do it in the world-old way, by story-telling.

Sources of Story Material for the Rhythmic Period

Adams, William: Fables and Rhymes—Æsop and Mother Goose.

Bailey, Carolyn Sherwin: Firelight Stories.

Bailey, Carolyn Sherwin, and Lewis, Clara: For the Children’s Hour.

Bryce, Catherine T.: That’s Why Stories.

Burnham, Maud: Descriptive Stories for All the Year.

Cooke, Flora J.: Nature Myths and Stories for Little Children.

Davis, Mary H., and Chow-Leung: Chinese Fables and Folk Stories.

Dillingham, Elizabeth, and Emerson, Adelle: “Tell It Again” Stories.

Harrison, Elizabeth: In Story-land.

Holbrook, Florence: ’Round the Year in Myth and Song.

Hoxie, Jane: A Kindergarten Story Book.

Jordan, David Starr: The Book of Knight and Barbara.

Lindsay, Maud: Mother Stories; More Mother Stories.

Miller, Olive Thorne: True Bird Stories.

Milton Bradley Company: Half a Hundred Stories.

Moulton, Louise Chandler: Bed-time Stories.

Pierson, Clara D.: Among the Farmyard People.

Poulsson, Emilie: Child Stories and Rhymes.

Richards, Laura E.: The Golden Windows; Five-Minute Stories; The Pig Brother.

Skinner, Ada M.: Stories of Wakeland and Dreamland.

Verhoeff, Carolyn: All about Johnnie Jones.

Wiggin, Kate Douglas, and Smith, Nora A.: The Children’s Hour.

CHAPTER THREE
The Story Interests of Childhood (Continued)

B. IMAGINATIVE PERIOD

When the child leaves the rhythmic, realistic period he enters a world of make-believe and no longer desires tales and jingles that are nothing more than a recounting of facts he already knows. He delights in playing he is some one other than himself, in pretending he is doing things beyond the range of his possibilities, and because he craves a larger experience he craves also fanciful, imaginative tales in which he may have those experiences. He knows that bees sting, that the dog has a cold, wet nose, that the cat lands on its feet, and the squirrel holds its tail up. He wonders about these things, but he is still too limited in experience and in mental capacity to give them real theoretical meaning. Consequently he enjoys the wonder tale, or, as some authorities term it, the “primitive-why story.” Early racial tales are those of forest and plain, varying according to the locality in which they originated, from the lion and tiger stories of India and Central Africa to the kangaroo fables of the Australian aborigine.

Primitive man through fear and fancy personified the forces of nature and gave them human attributes, and because they were less tangible than the creatures of jungle and plain that figured in his earliest fables, his mind visioned them as fantastic beings, sometimes lovely and sometimes grotesque, fairies and goblins, destructive monsters and demons, and avenging giants who preserved him from that which he feared. Thus originated the fairy story that was the expression of his religion. The child enjoys these tales.

The narrator can gather this material with comparative ease, because the science of ethnology has brought to light many of these tales from primitive literature, and not a few of them have been put into collections available to child workers.

The fairy tale that grew out of the life of the race is also rich in material for children of this period. By “fairy tale” is meant that type of story usually associated with the names of Grimm, Perrault, and Bechstein. Little people delight in it, and will listen to it again and again. Yet because of lack of understanding on the part of parents and teachers, the fairy story often proves to be the rock upon which the child craft meets disaster. Because these tales have had a mighty place in the history of the race and still have their work in the education of the child, it does not follow that they should be fed to young listeners as so much unassorted grain is fed to chickens. There are many that should not be used at all. Those that are used should be carefully graded, because a child will enjoy a narrative in which children are heroes, long before he enjoys one in which adults hold the center of the stage. The father and mother, brothers, sisters, uncles, cousins, and aunts mean much to him because they are part of his experience. But he does not know officers of the state and nation. He does not know lawmakers and magistrates and judges, and tales in which they have a part are less interesting to him than those whose characters are familiar personages. For instance, he is charmed by “Little Red Hen” or “The Three Bears” at an age when “Beauty and the Beast” or “Sleeping Beauty” mean little to him, and a good rule to guide the story-teller in the grading of fairy tales is the well-known pedagogical one, “Proceed from the known to the unknown, from the simple to the complex.” Give first those stories whose heroes are familiar personages, then introduce those with characters not so well known.

The mention of fairy tales in education often raises the question, “Is there not danger of making liars of children by feeding them on these stories?” It seems to me the best answer is given by Georg Ebers, the Egyptologist and novelist, in his fascinating autobiography, The Story of My Life. Out of his own experience, he handles the subject of fairy tales sincerely and convincingly, and his words are worthy of consideration by every child worker.

“When the time for rising came,” he says, “I climbed joyfully into my mother’s warm bed, and never did I listen to more beautiful fairy tales than at those hours. They became instinct with life to me and have always remained so. How real became the distress of persecuted innocence, the terrors and charm of the forest, the joys and splendors of the fairy realm! If the flowers in the garden had raised their voices in song, if the birds on the boughs had called and spoken to me, nay, if a tree had changed into a beautiful fairy or the toad in the damp path of our shaded avenue into a witch, it would have been only natural.

“It is a singular thing that actual events which happened in those early days have largely vanished from my memory, but the fairy tales I heard and secretly experienced became firmly impressed on my mind. Education and life provided for my familiarity with reality in all its harshness and angles, its strains and hurts, but who, in those later years, could have flung wide the gates of the kingdom where everything is beautiful and good, and where ugliness is as surely doomed to destruction as evil to punishment? Therefore I plead with voice and pen in behalf of fairy tales. Therefore I give them to my children and grandchildren and have even written a volume of them myself.

“All sensible mothers will doubtless, like ours, take care that the children do not believe the stories which they tell them to be true. I do not remember any time when, if my mind had been called upon to decide, I should have thought anything I invented myself really happened; but I know that we were often unable to distinguish whether the plausible tale invented by some one else belonged to the realm of fact or fiction. On such occasions we appealed to my mother, and her answer instantly set all doubts at rest, for we thought she could never be mistaken and knew that she always told the truth.

“As to the stories I invented myself, I fared like other imaginative children. I could imagine the most marvelous things about every member of the household, and while telling them, but only during that time, I often fancied they were true. Yet the moment I was asked whether these things had actually occurred, it seemed that I woke from a dream. I at once separated what I imagined from what I actually experienced, and it never would have occurred to me to persist against my better knowledge. So the vividly awakened power of imagination led neither me, my brothers and sisters, nor my children and grandchildren into falsehood.”

Dr. Ebers’ words are based on sound psychology. The child’s imaginative nature should be developed, but there should never be any doubt in his mind as to what is make-believe and what is real. Let him wander at will through every realm of fancy, along its sun-kissed highways, among its shadowy glens and wild cascades, but let him realize it is a world of make-believe, not of fact, which he inhabits during that period. His imagination will be as much aroused, his emotional nature will be stirred as deeply, and there will be no discovery later that his mother or teacher deceived him, no temptation to present as fact what he knows to be purely fancy, which is a certain step toward the field of falsehood. If he questions whether a fairy story is true or not, tell him, “No, but once upon a time people thought it was true,” and picture how the early tribesmen sat around the fire at night listening to tales told by some of their wise men, just as Indians and Eskimos do to this day. It will make him sympathetic toward the struggles of his remote forefathers, and he will not think the narrator tried to dupe him, nor will he regard the narrative itself as a silly yarn. It will be a dignified tale to him because it was believed in the long ago.

Since we can give only according to the measure in which we possess, whoever tells fairy stories to children ought to know something of their history and meaning. He should have some understanding of how they have come from the depths of the past to their present form, some idea of the work of notable collectors, and some insight into the fundamental principles of the science of folklore.

There are several theories about the origin of these tales, the first and oldest being that they are sun myths and can be traced back to the Vedas, and the exponents of this belief offer many arguments to prove the truth of their contention. The similarity of tales found among people of widely separated regions, they claim, is evidence that they must have come from a common source. “Little Half-Chick,” a Spanish folk tale, is found in slightly different dress among the Kabyles of Africa; “Cinderella,” in some form or other, is common to every country of Europe and to several oriental lands; while the Teutonic tale of “Brier Rose” and the French of “Sleeping Beauty” are modifications of the same conte. Therefore, the orientalists contend, they must have come from a common source and have been modified to suit conditions of life in lands to which they were carried.

Another theory is that all European fairy tales are remnants of the old mythology of the north, the nucleus of the stories having been carried abroad by the Vikings, while still another theory, the most notable advocate of which was the late Andrew Lang, traces fairy tales to the practices and customs of early man and a totemistic belief in man’s descent from animals.

Then there are those also who contend that fairy tales are primitive man’s philosophy of nature, his explanation of the working of forces he did not understand. The adherents of this theory admit the similarity of tales found among different tribes, but claim that the incidents, which are few, and the characters, who are types, might occur anywhere. In the French story of “Blue Beard” and the Greek tale of “Psyche” curiosity leads to destruction—in the one case of life, in the other of happiness. In the French “Diamonds and Toads,” the Teutonic “Snow White and the Seven Dwarfs,” and the Bohemian “The Twelve Months,” selfishness brings punishment and kindness reward, while the cruel stepmother, the good prince, and the fairy godmother are common to tales of every nation.

But however authorities disagree as to the origin of these stories, they unite in declaring them to be one of the oldest forms of literature. The first collection of fairy tales of which we have any record was published in Venice in 1550 by Straparola, and was a translation of stories from oriental sources. From Italian the book was done into French and, for those early days when books were rare and costly, had a wide circulation. For almost a century this was the only collection of fairy tales in existence. Then, in 1637, a book was published in Naples, Il Pentamerone, which Keightley declares is the best collection of fairy tales ever written. The stories were told in the Neapolitan dialect and were drawn from Sicily, Candia, and Italy proper, where Giambattista Basile had gathered them from the people during years of wandering.

About sixty years later, in a magazine published at The Hague, appeared a story, “La Belle au Bois Dormant,” by Charles Perrault, which was none other than the tale we know as “Sleeping Beauty.” It did not originate with Perrault, but had been told him in childhood by his nurse, who was a peasant from Picardy. A year later seven other stories appeared, “Red Riding Hood,” “Blue Beard,” “Puss in Boots,” “The Fairy,” “Cinderella,” “Riquet o’ the Tuft,” and “Hop o’ My Thumb.” They were published under the title, Contes du Temps Passé avec Moralités, and signed, “P. Darmancour.” Darmancour was a stepson of Perrault, and wrote them at the older man’s request from the nurse’s tales; so they live in literature as Perrault’s work. After this French collector came the German scholars, the Grimms, who gathered and preserved the folklore of the Thuringian peasants; Goethe, the Sage of Weimar; Madame Villeneuve; Ruskin; Andrew Lang; and several others. Each of these added to the work begun by Straparola and Basile, until now we have tales from almost every nation, tales proving that a belief in the supernatural is common to primitive people in every clime.

Another aspect wonderfully interesting in the study of fairy tales is the distinctive features of those of different regions, which are so marked that they can be classified according to the locality and topography of the region in which they originated. The largest number of these supernatural beliefs is found among nations whose scenery is wild and rugged, where there are mountains, morasses, dangerous cataracts, and tempestuous oceans, while in flat, cultivated countries away from the sea the fairy superstition is not so strong and the tales are less fantastic. This fact argues powerfully in favor of the Aryan theory that they are primitive man’s philosophy of nature, the expression of his religion, and some educators claim that as they were religious stories to the race, they still are religious to the child.

Whether this theory is accepted or refuted, there can be no doubt in the mind of a thinking person that if fairy tales are given to children they should be given intelligently and with discrimination. The narrator should exercise care in their selection, and have some fixed principles to govern that selection, because of the quantity and doubtful literary and ethical quality of much juvenile material.

Many modern fairy stories are not fit to give to children. In selecting fanciful tales for this period of childhood, choose first of all the old ones, those that originated in the childhood of the race, the stories of Grimm, Perrault, and Bechstein. They have stood the test of the ages. They are expressed in beautiful language, they create ideals and arouse inspiration, they feed and satisfy.

There are some fairy tales of later origin that are the works of great writers and deserve the name of literature. First on this list come those of Hans Christian Andersen. “The Three Bears” of Robert Southey is another good example, and sometimes we find floating through magazines and in books of recent issue, fairy tales that are excellent ones to give to children, because they have all the elements of the racial tales. Notable among these is “The Wonder Box” by Will Bradley. But, if there be any doubt in the mind of the narrator about the merit of modern stories, he had better eliminate them from his list and use only those that have stood the test of the ages.

However, even among racial tales the narrator will come upon pitfalls unless judgment mark his selection. The conditions governing his struggle for existence gave primitive man a harsh standard, and consequently his literature is often tinged with a vindictive spirit wholly out of keeping with the ideals of today. Stories in which cruelty, revenge, and bloodshed have a large part should never be told to the young child, no matter what their age or origin. “Blue Beard” is a good example. Although itself a classic, and a recital of the deeds of a French ruler whose name is a synonym of infamy, this tale and all similar tales should be tabooed from the world of little people.

Charles Dickens was the first man in England whose voice carried weight to plead for fairy tales as a part of the school curriculum, and within a few years Dickens found it necessary to oppose the usage of stories that were corrupting the children of the British Isles. Because they were urged to tell fairy tales, unthinking teachers told any that they found, even those in which all the savagery of early man was portrayed. Accounts of beheadings and man-eatings became part of the daily program, and many acts of cruelty among children were traceable to these stories. Instead of teaching forbearance, courtesy, consideration of the poor and aged, and abhorrence of brute force, which the wisely chosen fairy tale will do, story-telling was turning the children into young savages. If the dominant element in a story is cruelty, strike that tale from the list; for even though the deed be punished in the end, the fact that the attention of an unkind child is focused upon cruel acts often leads him to experiment and see what will happen. And I plead also for the elimination from the story-teller’s list of every tale in which an unkind or drunken parent plays a part, even though the tale itself be a literary gem. The father or mother is the child’s ideal, and it is not the mission of the narrator to shatter that ideal. Even if little folk have discovered that there are delinquent parents in the world, it is a mental shock to have that fact emphasized, and the story that shocks in any way had better be left untold.

Sometimes the elimination or modification of a cruel feature of a tale makes it suitable for telling to children, as in “Hansel and Gretel.” The ending Humperdinck uses in his opera, wherein the old witch turns to gingerbread instead of being baked in the oven by the orphans, is far better ethically than the original one, yet the elemental part of the story is left unspoiled. Narrators cannot be too careful in this respect; for the function of story-telling is to refine rather than to brutalize, to give pleasure and not to shock, and there is no excuse for using tales that corrupt or injure in any way when there are enough lovely ones to satisfy every normal desire of the child. Let the test of selection be the question, Does this story contain an element or picture that will shock a sensitive child or whet the cruel tendencies of a rough, revengeful one? If it does, do not use it even though the list of fairy tales may be reduced to a very limited one, but choose the other material for this period from the lore of science that will feed the fancy and not warp the soul or distort the character. (See [Part II, Chapter XVI], “Story-Telling to Intensify Interest in Nature Study.”)

Bibliography of Fairy Tales

Andersen, Hans Christian: Wonder Stories Told to Children.

Asbjørnsen, Peter Christen: Fairy Tales from the Far North.

Ballard, Susan: Fairy Tales from Far Japan.

Blumenthal, Verra X. K. de: Folk Tales from the Russian.

Bunce, John Thackeray: Fairy Tales: Their Origin and Meaning.

Chodzko, Alexander E. B.: Fairy Tales of the Slav Peasants and Herdsmen.

Croker, Thomas Crofton: Legends and Fairy Tales of Ireland.

Curtin, Jeremiah: Myths and Folk Tales of the Russians, Western Slavs, and Magyars.

Dumas, Alexandre: Black Diamonds; The Golden Fairy Book.

Edwards, Charles Lincoln: Bahama Songs and Stories.

Fortier, Alcée: Louisiana Folk Tales.

Graves, Alfred Perceval: The Irish Fairy Book.

Grimm, Jacob: German Household Tales.

Haight, Rachel Webb: Index of Fairy Tales.

Hartland, E. Sidney: The Science of Fairy Tales.

Jacobs, Joseph: Europa’s Fairy Book; English Fairy Tales; Celtic Fairy Tales.

Keightley, Thomas: Fairy Mythology.

Kennedy, Howard Angus: The New World Fairy Book.

Laboulaye, Edouard René: The Fairy Book; Last Fairy Tales.

Lang, Andrew: The Blue Fairy Book; The Orange Fairy Book; The Lilac Fairy Book; The Green Fairy Book; The Yellow Fairy Book; The Red Fairy Book.

Macdonnell, Anne: The Italian Fairy Book.

MacManus, Seumas: Donegal Fairy Stories.

Mitford, Freeman: Tales of Old Japan.

Ozaki, Yei Theodora: Japanese Fairy Tales.

Perrault, Charles: Tales for Children from Many Lands.

Pyle, Howard: The Wonder Clock.

Ramaswami Raju: Indian Fables.

Scudder, Horace E.: The Children’s Book.

Sharman, Lyon: Bamboo: Tales of the Orient-born.

Skeat, Walter W.: Fables and Folk Tales from an Eastern Forest.

Stanley, Henry M.: My Dark Companions and Their Strange Stories.

Steele, Flora A.: Tales from the Punjab.

Tappan, Eva March: The Golden Goose.

Williston, Teresa: Japanese Fairy Tales.

Wratislaw, A. H.: Slavonian Fairy Tales.

CHAPTER FOUR
The Story Interests of Childhood (Continued)

C. HEROIC PERIOD

When the child leaves the imaginative period, he enters another realm of realism. The fairy world is no longer a place of enchantment to him. He is now in a condition corresponding to that of primitive man when he was not satisfied to sit by the tribal fire and listen to stories about creatures who personified the elements, but fared forth on the path of adventure, eager to know what lay beyond the lodge place of his people, feverish with desire to conquer and remove whatever obstructed his way. The barbaric, fighting instinct manifests itself, and in many children a destructive curiosity is apparent. They long to repeat the experiences of their ancestors in this same period. They want to live through nights of danger and days of daring, and since the juvenile court and probation officers hover Argus-eyed about them, ready to swoop down upon every lad who would go pirating or pathfinding, the nearest approach to the experience consists in listening to and in reading tales of adventure. This age is usually from about eight to twelve, although there are no tightly drawn lines of demarcation. Individual cases differ, and some children of ten are still delighted by fairy tales, while other lads of seven are well into the heroic period. Broadly speaking, however, this period begins about the age of eight.

There is no time in the child life during which the story-teller has a finer opportunity of sowing seeds that shall come into splendid fruition by and by than in the heroic period, and because parents and teachers do not realize this fact clearly enough, boys read stories whose tendency is to brutalize and lead them into trouble. It does not follow, because they are drawn as steel to steel to such literature, that the boys are depraved. They crave action, danger, daring. It is a cry of nature that cannot be silenced, and because the hunger is not satisfied in a wholesome way, they go where they can find the food they must have, for numerous doors are open to them.

Dozens of writers are doing pernicious work for the youth of the country by pouring forth a flood of adventure stories, perhaps not with malicious intent, but with the little knowledge that often brings dire results. Knowing the demand for the heroic, they write yarns whose only claim to recognition is a clever, spectacular plot. These books embody no ideals, and the aspirations they arouse had better be left to slumber. Sometimes, as a result of such reading, boys run away from home to fight Indians or turn pirate, and many a lad has begun a career of lawlessness ending in crime, who with a little direction might have been an individual of value to the world. Such cases are so common that they have come under the notice of almost every child worker, and the pity of it is that literature is rich in tales that satisfy the adventure craving, yet arouse high ideals and inspire to worth-while deeds. Instead of originating in the brain of some modern craftsman who is actuated by a desire for money-making, they grew out of the life of the race and perpetuate the noblest traditions of the race.

Human nature is much the same in all climes and in all ages. Until man reaches a very high state of enlightenment he is more thrilled by manifestations of physical bravery than by mental and moral courage, and he who possesses muscular strength is the hero in his eyes. A Hercules or Samson is mightier to him than a Savonarola facing persecution with sublime tenacity of purpose and dying steadfast to his ideal, because he can understand the brute strength of the one, while the spiritual fortitude of the other is beyond his comprehension. He is thrilled by action, physical action, and he craves and will have literature every page of which is colored by feats of prowess.

It is useless to try to substitute something else for children in this period. When we hunger for bread and meat, after-dinner mints will not satisfy, even though they be very delectable confections. This ravenous appetite of boys and girls must be satisfied, and if they are to grow into well-balanced men and women we must feed it with wholesome food instead of allowing them to roam unguided and eat of that which poisons.

There is no finer adventure tale in any literature than that of Robin Hood, none more satisfying to children in the early heroic period. This statement often brings a cry of remonstrance, and the objection is made that there is danger in portraying an outlaw as a hero, or in picturing the allurement of a brigandish career. But Robin Hood an outlaw? He lived in an age of injustice when might made right. The man of the people was but the chattel of a king, with no rights his lord was bound to respect. Bold Robin, in the depths of Sherwood Forest, devoted his life to redressing wrongs. He took from the oppressor and gave to the oppressed. He strove to stamp out injustice and tyranny, and his spirit is the foundation of the democracy that underlies every just government today. He was an outlaw, not because he was a criminal, but because he rebelled against the monstrous injustice of his age and strove to ameliorate the condition of the poor and downtrodden. In the time of Henry the Second he was hunted like a deer, but in the twentieth century he would be honored as a great reformer.

Robin’s sense of justice appeals to boys and girls, and his fearlessness and kindliness awaken their admiration. They respond sympathetically to the story from the opening chapter, when he enters the forest and Little John joins his band, through the closing one where the hero of the greenwood goes to his final rest. If the tale is told with emphasis upon the true spirit of Robin Hood instead of with a half apology, it will prove wholesome food for the children and will help to make them juster, kinder, and more democratic men and women.

The national epics are splendid sources of story material for children in the heroic period, especially those originating in Teutonic lands and those formalized among nations not yet in a high state of civilization. Their characters are elemental, and their incidents appeal to boys and girls. Some of the stories of King Arthur and his knights, of Beowulf, of Sigurd the Volsung, of Frithjof, of Pwyll, hero of the Welsh Mabinogion, as well as many from the Nibelungenlied, the Iliad, and the Odyssey, can also be used with excellent results. Naturally the tales of an elemental type should be chosen first rather than those that are more highly refined and poetic. It has been my experience that the Mabinogion is enjoyed before the Arthuriad. Boys, especially, delight in hearing of Pwyll, lord of the Seven Countries of Dyved, and the adventures that befell him as he hunted in the forests of his dominions. These stories are of very ancient origin and are simple, strong, and dramatic. They were sung by harpers (mabinogs) in the castle halls of Wales, and finally were gathered into the Mabinogion, which was done into English by Lady Charlotte Gest. The story-teller will find The Boy’s Mabinogion, by Sidney Lanier, an excellent handbook for this period, as it embodies the most desirable of this ancient Gaelic material, and is put into modern form by an artist.

Follow the Mabinogion with the less poetic of the King Arthur stories. The account of how Arthur won his sword and became king, of Percival and the Red Knight, and of Arthur fighting the giant mean more to the ten-year-old than does Sir Galahad and the Holy Grail. The Greek myths too should be drawn from during this period—not the highly poetic, finished tales of the Hellenes, but the elemental ones whose heroes are rugged characters that awaken child admiration. Hercules, Perseus, Achilles, and several other demigods vie for honors with King Arthur and Beowulf in the mind of the fourth-grade boy, and the story-teller should not fail to draw from the rich field of southern literature as well as from that of the north. But let her exercise care in selection and keep to the realm of heroism instead of entering that of romance. Such stories as “Cupid and Psyche,” “Pygmalion and Galatea,” and “Apollo and Daphne” mean little to boys and girls of ten, yet teachers and librarians often use them and wonder why their audiences respond with so little enthusiasm. There are those who contend that all the epical stories should be given in simplified form during this period, but why spoil the romantic, poetic ones which are so much more enjoyed a little later and so much better understood, when there are hundreds that can be given without pruning them to the heart? Certain investigations and statistics show that the telling of the highly refined Greek myths to boys and girls in the early heroic period gives an erroneous idea of Greek standards, and dulls an interest in mythology later on. The story-teller should bear this fact in mind, and remember that literature rich in symbolism and formulated among people refined to a degree of æstheticism is not the literature to give to adventure-craving children, no matter to what simple language it may be reduced.

Splendidly dramatic is the tale of Roland and Oliver, which every boy loves, of Ogier the Dane, and of some of the other heroes of the time of Charlemagne. Children listen spellbound to the account of the first meeting and disagreement of the two lads whose friendship makes such a sweet and colorful story, and of Charles the Great in council with his peers and knights, and delight in the swinging lines of the old ballad:

The emperor sits in an orchard wide,

Roland and Oliver by his side:

With them many a gallant lance,

Full fifteen thousand of gentle France.

Upon a throne of beaten gold

The lord of ample France behold:

White his hair and beard were seen,

Fair of body and proud of mien.

The story of Bayard is an admirable one for this period, as well as that of the Spanish hero, the Cid; and “St. George and the Dragon” is always a favorite.

I plead, too, that more of the narrator’s time be devoted to the telling of our own American epic of Hiawatha. The answer comes, “That is read in school.” To be sure it is, and one reason why it is read so badly and appreciated so little is that it was not given in story form first. The German child uses the Nibelungenlied as a classroom text, but before he studies the epic he knows its tales. Gunther, Hagen, Siegfried, and Dankwart are familiar characters to him, and consequently he enjoys the poem.

The same principle applies to Hiawatha. If boys and girls are acquainted with Hiawatha himself, if they know Nokomis and Chibiabos and Kwasind and Iagoo before they are given the poem to study, it means something to them that it cannot mean otherwise. Perhaps one reason why Longfellow’s masterpiece has been so little used by story-tellers is that the work of putting it into story form is a task with which the non-professional is unable to cope. Now, however, an excellent retold work is on the market—Winston’s Story of Hiawatha—which makes it possible for every narrator to have her children know the American epic as well as German young people know the Nibelungenlied.

In considering stories for the heroic period of childhood, let us not forget the biographical and historical narratives that fulfill every requirement of hero tales. Boys and girls love the epical stories because they are true in spirit, but they love also those that are true in fact. It is a mistake to think that biography is dull and uninteresting to them, because stories of the boyhood of great men, great rulers, great discoverers and path-finders, great lawgivers, painters, musicians, and writers, are hero tales of the highest type. Many of them have been told admirably for young people, and the narrator does no more valuable work than when he uses them freely. Sir Walter Raleigh, De Soto, Coronado, Frederick the Great, Napoleon, Garibaldi, Solyman the Magnificent, Robert the Bruce, Kosciusko, William Wallace, William Tell, and dozens of others are as fascinating as Beowulf or Hercules and have an influence even more powerful, because children know that these heroes have actually lived. Never mind what some authorities say about the man of Switzerland being a mythical personage. Let American young people know him as those of the Alpine land know him, as the defender of his ancient rights and native mountains, the embodiment of the spirit of Helvetia. They will be finer men and women because of it, and that, more than anything else, concerns the story-teller.

Then, too, there are history tales, hundreds of them, from every age and every land. There are brave deeds done by children that every child should know. The little girl on the St. Lawrence, holding the blockhouse of Vercheres against the Iroquois, the boy whose courage and presence of mind saved Lucerne, the event through which William of Orange came to be known as William the Silent, and many other similar narratives are intensely interesting to boys and girls. Some of the Old Testament tales belong in this period; for a detailed account of them see [Chapter Twelve], on “Bible Stories.”

At this age, when the adventure spirit runs high, when pathfinding and Indian fighting are desired above all other things, how are we to keep boys and girls from running away to lead such lives themselves? One way is by letting them live the lives of the heroes who thrill them—in other words, by dramatizing. It is the hunger for experience that causes boys to turn vagabond, and juvenile-court records show that many of the ten- and twelve-year-olds who are lured by the call of adventure come from homes that offer nothing to feed the adventure craving, whereas those who have some of the desired experiences at home are less likely to start out seeking them. It is a wise mother who encourages her boys to make pirate caves in their own back yards, to be youthful Crusoes, Kit Carsons, Daniel Boones, and Robin Hoods for a Saturday morning, and the school or public playground that provides for much out-of-door acting is doing something that will prevent many evils. In some children this desire is so strong that it is almost a fever, and if not satisfied in a wholesome manner is likely to lead to lamentable ends. I remember how much it meant to me in my own childhood, when I burned to lead the lives of some of the heroes of whom I had read or heard, to be permitted to participate in the Indian warfare of the neighborhood boys and be the maiden who was carried away into captivity. It was such a blissful experience that I joyfully contributed my small allowance to buy red ink for war paint and to help costume the braves, and when a Sioux band came to town, I ecstatically trudged after the wagon and lived for a day in a realm far removed from my accustomed one. The boys had feeling to even a greater degree, and who knows but that without this Indian play some of them might have gone forth in search of adventure and become criminals, whereas every one is now a law-abiding, useful citizen.

Sources of Story Material for the Heroic Period

Anderson, Rasmus Björn: The Younger Edda.

Baldwin, James: The Story of Roland; American Book of Golden Deeds.

Bolton, Sarah K.: Poor Boys Who Became Famous.

Bradish, Sarah P.: Old Norse Stories.

Brooks, Elbridge S.: Historic Girls.

Church, Alfred J.: Stories from the Iliad; Stories from the Odyssey.

Coe, Fannie E.: Heroes of Everyday Life.

Farmer, Florence V.: Boy and Girl Heroes.

Foa, Madame Eugénie: Boy Life of Napoleon.

Grierson, E. W.: Tales from Scottish Ballads.

Kingsley, Charles: Greek Heroes.

Lang, Jeanie: The Story of Robert the Bruce; The Story of General Gordon.

Lanier, Sidney: The Boy’s Mabinogion.

Lansing, M. F.: Page, Esquire, and Knight.

Mabie, H. W.: Norse Stories from the Eddas.

Marshall, H. E.: The Story of William Tell; The Story of Roland.

Matthews, Agnes R.: Seven Champions of Christendom (St. George and the Dragon).

Morris, William: Sigurd the Volsung.

Nepos, C.: Tales of Great Generals.

Niebuhr, B. G.: Greek Heroes.

Pyle, Howard: Some Merry Adventures of Robin Hood; Stories of King Arthur and His Knights.

Ragozin, Z. A.: Siegfried and Beowulf.

Tappan, Eva M.: In the Days of Alfred the Great; In the Days of William the Conqueror.

Warren, Maude Radford: Robin Hood and His Merry Men.

CHAPTER FIVE
The Story Interests of Childhood (Continued)

D. ROMANTIC PERIOD

At about the age of twelve or thirteen the child’s rougher instincts begin to soften. Romance and sentiment develop. He becomes particular about his appearance. It is less of a task than formerly to get the boy to wash his face and hands, and he has not the antipathy toward civilized attire that he had in the days when Robinson Crusoe was the hero. Instead, he manifests a liking for being dressed according to prevailing modes, sometimes changing so suddenly from a dirty cave dweller into a dandy that it is like the metamorphosis from grub to butterfly. He craves socks and ties of bright colors and clothes that attract attention. If fashion prescribes peg-topped or straight, spare trousers, he wants them extremely wide or extremely narrow, and is willing to have his chin sawed unmercifully if high collars are the vogue, not because of a fit of hysteria, but because he has entered the period when sex awakens. He is becoming interested in the girls and wishes to be dressed in a manner that will cause them to be interested in him; and very often his taste for literature changes as completely as his personal habits. He desires stories of a higher type of heroism than those he craved in an earlier period, stories of romance and chivalry, and now is the time to give him the epic in its entirety, because of the deep racial emotions therein expressed.

He has had many of the adventure tales from the epics during the earlier period. Now he is ready for those tinged with romance, those pervaded by a spirit of fiery idealism in which knights risk limb and life in loyalty to principle, for fealty to king, or in defense of some fair lady. Percival seeking the Grail is a finer hero to him than Percival battling with the Red Knight, and the vow of the men of the Round Table means something because he can understand it. In a vague, indefinite way romance is touching his own life, and his noblest emotions are awakened by the noble words:

To reverence the king, as if he were

Their conscience, and their conscience as their king,

To break the heathen and uphold the Christ,

To ride abroad redressing human wrongs,

To speak no slander, no, nor listen to it,

To honor his own word as if his God’s,

To lead sweet lives in purest chastity,

To love one maiden only, cleave to her,

And worship her by years of noble deeds.

Boys and girls in the heroic period enjoyed only the Arthurian stories that glorify physical bravery, those of jousting and conflict into which women do not enter. But now they delight in such tales as those of Geraint and Enid, of Launcelot and Elaine, and some of the adventures of Tristram.

Here a word of caution is necessary. Like the Old Testament stories, these romantic tales will arouse the noblest emotions and highest ideals if given with wisdom, but if told thoughtlessly may create an almost morbid desire for the vulgar. Therefore the non-professional narrator should use for his work some retold version of the King Arthur tales instead of adapting from Le Morte d’Arthur, because there is much in the original that should be eliminated in presenting it to those in the adolescent period. The Pyle or Radford editions are excellent, likewise The Boy’s King Arthur, by Sidney Lanier, each of which keeps the spirit of the poem, but omits everything objectionable.

The story of King Arthur, embracing as it does the Grail legend, should be followed by the German tale of “Parsifal,”—not the Wagner opera version, but the original medieval legend, “The Knightly Song of Songs” of Wolfram von Eschenbach. This has been retold beautifully by Anna Alice Chapin in The Story of Parsifal, a book with which every child in the romantic period should be familiar. Miss Guerber, in her Legends of the Middle Ages, relates the tale of Titurel and the Holy Grail, which will be helpful to the narrator because of the light it throws on the origin of the legend. But for a telling version there is none equal to that of Miss Chapin, none in which the lofty chivalric spirit of the medieval poem is portrayed so faithfully.

The romantic portion of all the national epics, as well as that of Le Morte d’Arthur, is excellent material for the story-teller in the early adolescent period. The Nibelungenlied, the Iliad, the Odyssey, and parts of Jerusalem Delivered feed boys and girls in the early teens as pure adventure stories fed them a year or two before. And if the narrator would have his young listeners enjoy the epical tales to the uttermost, let him quote freely from the epic itself as he tells them. During this age, when romance and sentiment run high and life is beheld through a rainbow-hued glamour, poetry is a serious and beautiful thing. The frequent interpolation of it into a story heightens the pleasure in that story, and young people listen with the gleaming eyes of intense feeling to words like these of Siegfried:

“Ever,” said he, “your brethren I’ll serve as best I may,

Nor once while I have being, will head on pillow lay,

Till I have done to please them whate’er they bid me do;

And this, my Lady Kriemhild, is all for love of you.”

Moreover, young people should understand that the epics were first given to the race in poetic form, and in leading them to that knowledge we can lead them also to an appreciation of the majestic, sweeping measures of the Iliad or Odyssey or Nibelungenlied, which is in itself worth thought and labor on the part of the story-teller.

The Langobardian myths, Dietrich von Bern, the story of Gudrun, of Charlemagne and Frastrada and Huon of Bordeaux, are intensely interesting in this period. Joan of Arc never fails to charm, while tales of the minnesingers, the troubadours, and the Crusaders open gates into lands of enchantment.

Oh, the romance in the lives of these medieval wanderers! Walther von der Vogelweide, too poor to buy him a coat, yet swaying the thought of the German lands; Bernard of Ventadour, among the flaming roses of Provence, making music at the court of Eleanor of Aquitaine; Richard Cœur de Lion, riding with a singing heart toward Palestine; De Coucy, Frederick Barbarossa, and scores of others who lived and achieved in that distant, colorful time! Their lives are gleaming pages in the history of their age, and their stories are glorious ones to give to boys and girls who crave the romantic.

Wonderful, too, is the account of the Children’s Crusade, of Stephen, a happy shepherd on the hills of Cloyes, and that other lad of Cologne, who, fired with desire to restore to the Christian world places the Moslem had defiled, sailed away with their followers to shipwreck and slavery. In connection with this tale the children should hear, if possible, some of the music from Gabriel Pierne’s great cantata, The Children’s Crusade. It will give them a clearer, more vivid idea of the preaching of the boy apostle, of the gathering of the company, of the pilgrimage along the Rhine and Seine, of their rejoicing upon reaching the port of Marseilles, and of the light of noble purpose that glorified their eyes as they went singing to the ships. Perhaps historians have proved the account of this crusade to be just a myth. Tell it anyway, for whether it be fact or fiction the tale is too lovely for young folk to miss.

There is another type of biographical story, that of the man and woman of moral courage whose life was not so chromatically picturesque as that of him who fought the Saracens or sang in old Provence, but nevertheless thrills, fascinates, and influences. Florence Nightingale is a good example. Beautiful, the daughter of rich and distinguished parents, she might have reigned a social queen in England; yet she spent her young womanhood studying how to alleviate human suffering, toiling under the burning sun of the East, battling with disease at the risk of health and life, and well deserving the title given her by those she comforted, “The Angel of the Crimea.” I have seen girls of sixteen listen with tears in their eyes to the story of this noble Englishwoman, and have watched the throats of boys throb and pulsate upon hearing the account of the British Army and Navy banquet at which the question was asked, “Who, of all the workers in the Crimea, will be remembered longest?” and every voice replied in refrain, “Florence Nightingale!” Several years ago a questionnaire, distributed at a convention of nurses, revealed the fact that ten per cent of those there had been influenced toward their life career by the story of this great English nurse. Yet there are dubious souls who wonder if story-telling pays! If the narrator can have only a few books from which to draw material for the romantic period, Laura E. Richards’ Life of Florence Nightingale ought to be one of the number. It is sympathetically and beautifully told, an artist’s tribute to an immortal woman.

Workers with youths in the adolescent period are brought face to face with one of the gravest problems educators have to solve. What is to be done about lovesick boys and girls, those in whom the elemental passions have awakened yet who have not the judgment and self-control that age and experience bring? How are we to keep them, in their first emotional upheaval, from losing all sense of proportion and from pursuing a course that may lead to disaster? The freedom given in these days of coeducation, and the unrestricted circulation of novels and stories dealing with the relations of the sexes, which may be worthy creations from the standpoint of art, but which distort the ideas of unformed youth, make possible a condition that often appalls parents and high-school teachers and sets them to wondering how to meet it.

Ellen Key suggests a remedy. In this period when the world-old emotions are first aroused, she advocates the use of love stories that are pure in tone and high in ideal. We cannot change human nature and keep the boy of sixteen from being drawn as if by a magnet to the maid who is lovely in his eyes, but we can give him an ideal that will make his feeling an elevating thing instead of a debasing one. We can put into the heart of the girl a poetry and idealism that will keep her worthy of the prince, and we can do it through literature. Instead of leaving her free to roam unguided and read whatever falls into her hand, or of sitting like a board of censors beside her and goading her toward the forbidden, which always allures, we can lead her to delightful, wholesome stories, of which there are a goodly number. This does not mean confining her to writers of several generations ago. Present-day youths know that almost every one reads current books, and they intend to have them, too. Therefore let the story-teller use the best of the new, even as he uses the best of the old. Let him refer frequently to it and tell enough of it to awaken such an interest that it will be read. A good plan is for the teacher of English to devote a few minutes each week to the discussion of some recent book or books, and to give lists of those that boys and girls will enjoy. In public libraries slips should be posted, upon which are named the most desirable of recent publications, and problem novels should be excluded from shelves to which the public has access. Thus our adolescent children may be led to glean from the best of the new. But meanwhile let us not neglect the old.

One of the lovely works with which to familiarize high-school pupils is Ekkehard, by Joseph Victor von Scheffel, which, aside from its value as a historical novel, is one of the noblest love stories ever written. It is a charming picture of life in the tenth century, when the Hunnic hordes swept like a devastating flame into the peaceful Bodensee region. Hadwig, proud duchess of Suabia, Ekkehard, the dreaming, handsome monk who goes from the monastery of St. Gall to become Latin instructor at Castle Hohentwiel and learns far more than he teaches, Praxedis, the winsome Greek maid, Hadumoth the goose girl, and the goat boy Audifax, all are fascinating, appealing characters. From beginning to end the book is intensely interesting, and as Nathan Haskell Dole says, “full of undying beauty.”

Another charming work of a German writer is Moni the Goat Boy, by Johanna Spyri. The novels of Eugénie Marlitt are wholesome and well written, and give vivid pictures of life in the smaller courts of Europe. Those of Louisa Mühlbach portray in a remarkable manner the lives of some of the notable figures of history, and the intimate glimpses they give of such characters as Frederick the Great, Schiller, Goethe, Marie Antoinette, and Maria Theresa, with their reflection of the color and ceremony of a bygone day, cause them to mean in this period what adventure tales mean to boys and girls of ten.

In drawing from Germany, let us not forget Georg Ebers, who lifts the cloud of mystery that veils old Egypt and permits us to share the romance, the loves, the joys and sorrows of men and women of the Pharaohs’ time. His works are not dull inscriptions gathered from sepulchers and mummies, but moving pictures of living, breathing men and women, filmed by the genius of a master; and the triumphs of the Princess Bent-Anat, the sufferings of the captive Uarda, and the spectacular victory of the royal charioteer are so real that they seem to be in the here and now instead of in the early morning of the world.

From France we may glean without limit. Georges Ohnet, Jacques Vincent, Ludovic Halévy, and dozens of other writers have produced works that are not only a part of the education of every one who aspires to become a cultured man or woman, but are as fascinating as fairy tales to a child. Then there is the great treasure house of English and American literature, as rich in priceless things of pen and brain as the gallery of the Vatican is rich in paintings and sculpture. Boys and girls will not draw from this wealth unguided, because they do not know where it is stored. But if we give them frequent glimpses of its brightness, if we half open the door of the repository and let them peep inside, they will follow, seeking it, as the miner follows the half-revealed ore vein, or as Ortnit of old pursued the Fata Morgana. They need not drift into pools that breed disease, when by enough story-telling to awaken their interest in the beautiful and fine they may sail into open streams where the water is clear, and where there are no submerged reefs to wreck their fragile crafts.

Sources of Story Material for the Romantic Period

Antin, Mary: The Promised Land.

Bolton, Sarah K.: Famous Leaders among Men.

Boutet de Monvel, L. M.: The Story of Joan of Arc.

Brooks, Elbridge Streeter: Historic Girls.

Buell, Augustus C.: John Paul Jones, Founder of the American Navy.

Buxton, Ethel M. Wilmot: A Book of Noble Women; Stories of Persian Heroes.

Chapin, Anna Alice: The Story of Parsival.

Church, Alfred James: Stories from the Iliad; Stories from the Odyssey.

Creighton, Louise von Glehn: Some Famous Women.

Gilbert, Ariadne: More than Conquerors.

Gilchrist, Beth Bradford: Life of Mary Lyon.

Guerber, Helène A.: Legends of the Middle Ages.

Lanier, Sidney: The Boy’s King Arthur.

Lockhart, John Gibson: Ancient Spanish Ballads.

Lowell, Francis Cabot: Joan of Arc.

Nicholson, J. S.: Tales from Ariosto.

Quiller-Couch, Sir Arthur Thomas: The Roll Call of Honor.

Richards, Laura E.: Florence Nightingale, the Angel of the Crimea.

Snedeker, Caroline D.: The Coward of Thermopylæ.

Southey, Robert: The Life of Nelson.

Sterling, Mary Blackwell: The Story of Parzival; The Story of Sir Galahad.

Strickland, Agnes: The Queens of England; The Queens of Scotland.

CHAPTER SIX
Building the Story

Story-telling is a creative art, and therefore a knowledge of underlying principles is as indispensable to the narrator as to the sculptor or painter. Without this knowledge he cannot hope to adapt material to his needs, but must be limited in his choice to what is already in form to give to children; with it he can avail himself of many opportunities to bring to his charges treasures of which they could know nothing but for his ability to dig them from the profound tomes in which they are hidden, polish and clarify them, and put them in a setting within the understanding of the child. For this reason a course in story-writing is a part of the training of the professional story-teller, and while the mother or teacher cannot make such extensive preparation, she may to advantage master and apply a few cardinal principles of construction.

The beginning of the oral story should never be an introduction, because from the first word the child expects something to happen, and if nothing does happen his attention scatters and interest is lost. Therefore the narrator must bring his actors on the stage and get them to work at once; he must not let them stand around waiting while he gives a detailed description of their hair and eyes and of the clothes they wear, but must have them do something. It is often necessary to make some explanatory remarks in the beginning, but it should be done in such a way that the hearer has no time to wonder when the story is going to begin. For instance, if your tale is about a boy in Holland, do not delay bringing the boy in while you tell about the country. Let him enter at the beginning, and then, by a sentence here and a clause or phrase there, give the setting with the action. The story must bristle with human interest; for while the child knows nothing about the meaning of that term, he nevertheless demands that something happen, and if nothing does happen you lose his attention. The written story may depend for its charm upon character drawing and local color, but the oral story demands plot, and if this plot is badly hung together the story fails in its aim, for it does not make a deep impression.

The narrative style is better adapted to beginning the oral story than dialogue, because it is more easily handled by the novice. Of course the professional story-teller is not restricted to one field, and genius is privileged to range at large and ignore rules with no dire results. But it is safe for the amateur to keep to the narrative style. In the depths of dialogue, his little craft may founder, but the much-loved words “Once upon a time” or “Long, long ago” arrest the attention immediately, even though the teller be not an artist; and having made a good beginning, he is reasonably sure of holding his hearers to the end. On the other hand, if he does not get them at the start, his story-telling time is apt to end in failure.