,note3 ,images of the original pages are available through ,internet ,archive4 ,see https3_/_/archive4org_/details_/educatin gbystory#jj;cath#b ,play ,school ,series ,edited by ,clark ,w4 ,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 8,boyhood ,stories of ,famous ,men10 8,pan and ,his ,pipes and ,other ,stories10 8,the ,singing ,clock0 ,illustration ,yonkers-on-,hudson1 ,new ,york ,world ,book ,company #aiah 99 99 99 99 99 99 ,,world ,,book ,,company ,,the ,,house ,,of ,,applied ,,knowledge ,established1 #aije1 by ,caspar ,w4 ,hodgson ,,yonkers-,,on-,,hudson1 ,,new ,,york #babf ,,prairie ,,avenue1 ,,chicago ,the ,play ,school ,series1 of which ,educating by ,story-,telling is a member1 is based on the work of the ,demonstration ,play ,school of the ,university of ,california4 ,breaking away from the traditional idea of the subjects of study1 this school has substituted a curriculum of activities--the natural activities of child life--out of which subjects of study naturally evolve4 ,succeeding volumes now in active preparation will relate to the other activities which form the educational basis for the work of the ,play ,school1 including ,social1 ,linguistic1 ,moral1 ,big-,muscle1 ,rhythmic and ,musical1 ,environmental and ,nature1 and ,economic ,activities4 ,each volume will be written by a recognized authority in the subject dealt with1 as the author of ,educating by ,story-,telling is in her special field4 ,,pss3 ,,ces-,i ,copyright1 #aiah1 by ,world ,book ,company ,all rights reserved 99 99 99 99 99 99 ,,author',s ,,preface ,this book has grown out of years of experience with children of all ages and all classes1 and with parents1 teachers1 librarians1 and ,sunday ,school1 social center1 and settlement workers4 ,the material comprising it was first used in something like its present form in the ,university of ,california ,summer ,session1 #aiad1 and since then has been the basis of courses given in that institution1 as well as in private classes and lecture work4 ,the author does not claim that it is the final word upon the subject of story-telling1 or that it will render obsolete any one of the several excellent works already upon the market4 ,but the response of children to the stories given and suggested1 and the eagerness with which the principles herein advocated have been received by parents and teachers1 have convinced her that the book contains certain features that are unique and valuable to those engaged in directing child thought4 ,other works have shown in a general way how vast a field is the realm of the narrator1 but they have not worked out a detailed plan that the busy mother or teacher can follow in her effort to establish standards1 to lead her small charges to an appreciation of the beautiful in literature and art1 and to endow them with knowledge that shall result in creating a higher code of thought and action4 ,no claim is made that all the problems of the school and home are solved in the ensuing pages1 and the title1 8,educating by ,story-,telling10 makes no assumption that story-telling can accomplish everything4 ,the author does assume1 however1 that when used with wisdom and skill1 the story is a powerful tool in the hands of the educator1 and she attempts to indicate how1 by this means1 some portion of drudgery may be eliminated from the schoolroom1 and a more pleasurable element be put into it4 ,she undertakes to demonstrate how it is possible to intensify the child's interest in most of the subjects composing the curriculum1 not by advancing an untried theory1 but by traveling along a path that has been found to be a certain road to attainment1 not only for the gifted creative teacher1 but for the average ordinary one who is often baffled by the bigness of the problem she has to solve4 ,grateful acknowledgment is made for permission to use copyrighted material as follows3 to the ,whitaker1 ,ray1 ,wiggin ,company for the story entitled 8,the ,search for the ,seven ,cities0 7page #adi72 to ,dr4 ,david ,starr ,jordan and ,a4 ,c4 ,mc,clurg ,co4 for 8,the ,story of a ,salmon0 7page #bee7 and 8,the ,story of a ,stone0 7page #cca72 to the ,david ,c4 ,cook ,company for 8,the ,pigeons of ,venice0 7page #bfc71 8,the ,duty ,that ,wasn't ,paid0 7page #bgh71 8,wilhelmina's ,wooden ,shoes0 7page #bhc71 8,the ,luck ,boy of ,toy ,valley0 7page #cjb71 and 8,the ,pet ,raven0 7page #cag72 and to ,henry ,holt ,co4 for 8,the ,emperor's ,vision0 7page #cjf74 ,,katherine ,,dunlap ,,cather ,,contents ,,page ,,author',s ,,preface iii ,,editor',s ,,introduction ix ,,part ,,one ,,story-,,telling ,,and ,,the ,,arts ,,of ,,expression--,,establishing ,,standards ,,chapter ,i4 ,,the ,,purpose ,,and ,,aim ,,of ,,story-,,telling #a ,,ii4 ,,the ,,story ,,interests ,,of ,,childhood--,a4 ,,rhythmic ,,period #ab ,sources of ,story ,material for the ,rhythmic ,period #ai ,,iii4 ,,the ,,story ,,interests ,,of ,,childhood--,b4 ,,imaginative ,,period #bj ,bibliography of ,fairy ,tales #ca ,,iv4 ,,the ,,story ,,interests ,,of ,,childhood--,c4 ,,heroic ,,period #cb ,sources of ,story ,material for the ,heroic ,period #da ,v4 ,,the ,,story ,,interests ,,of ,,childhood--,d4 ,,romantic ,,period #db ,sources of ,story ,material for the ,romantic ,period #ea ,,vi4 ,,building ,,the ,,story #eb ,,vii4 ,,telling ,,the ,,story #eh ,books on ,story-,telling #fh ,,viii4 ,,story-,,telling ,,to ,,lead ,,to ,,an ,,appreciation ,,of ,,literature #fi ,some ,authors and ,selections ,that ,can ,be ,presented through the ,story-,telling ,method #ha ,sources of ,material to ,lead to an ,appreciation of ,literature #hb ,,ix4 ,,story-,,telling ,,to ,,awaken ,,an ,,appreciation ,,of ,,music #hc ,illustrative ,story1 8,a ,boy of ,old ,vienna0 #hi ,sources of ,material to ,awaken an ,appreciation of ,music #id ,pictures to ,use in ,telling ,musical ,stories #id ,x4 ,,story-,,telling ,,to ,,awaken ,,an ,,appreciation ,,of ,,art #ie ,artists and ,paintings ,that ,can ,be ,presented to ,young ,children through the ,story-,telling ,method #ajb ,artists and ,paintings for ,children of the ,intermediate ,period #ajc ,artists and ,paintings ,that ,lead to ,appreciation of the ,beautiful and to ,respect for ,labor #ajd ,artists and ,paintings for the ,heroic and ,epic ,periods #aje ,bibliography of ,art ,story ,material #aje ,sources for ,moderate-,priced ,reproductions of ,masterpieces #ajf ,,xi4 ,,dramatization #ajg ,pictures ,containing ,subjects for ,dramatization #aaf ,books and ,stories for ,use in ,dramatic ,work with ,little ,children #aaf ,bibliography of ,material for ,dramatization #aag ,,xii4 ,,bible ,,stories #aah ,sources of ,material for ,bible ,stories #aca ,,xiii4 ,,story-,,telling ,,and ,,the ,,teaching ,,of ,,ethics #acb ,stories to ,develop or ,stamp out ,certain ,traits and ,instincts #acg ,sources of ,material to ,use in the ,teaching of ,ethics #adj ,,part ,,two ,,the ,,use ,,of ,,story-,,telling ,,to ,,illuminate ,,some ,,schoolroom ,,subjects--,,stories ,,for ,,telling ,,xiv4 ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,history #adc ,illustrative ,story1 8,the ,search for the ,seven ,cities0 #adi ,,xv4 ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,geography #afh ,illustrative ,story1 8,the ,god of the ,thundering ,water0 #agd ,sources of ,material to ,use in ,history and ,geography #agg ,,xvi4 ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,nature ,,study #agh ,illustrative ,story1 8,the ,wonderful ,builders0 #ahh ,sources of ,material for ,science ,stories #aia ,,xvii4 ,,story-,,telling ,,in ,,domestic ,,science ,,and ,,manual ,,training #aib ,illustrative ,story1 8,the ,dervish of ,mocha0 #aie ,sources of ,material to ,use in ,domestic ,science and ,manual ,training #aig ,,xviii4 ,,does ,,the ,,work ,,of ,,the ,,story-,,teller ,,pay8 #aih ,,stories ,,for ,,telling ,the ,story of the ,man in the ,moon 7,alsatian ,folk ,tale--,christmas ,story--,ethics1 teaching honesty7 #bjc ,the ,discontented ,pig 7,thuringian ,folk ,tale--,ethics1 teaching contentment7 #bjd ,the ,bat and ,his ,partners 7,old ,bavarian ,folk ,tale--,helpful in ,nature ,study7 #bjh ,brier ,rose 7,wonder ,tale7 #bji ,the ,coat of ,all ,colors 7,thuringian ,wonder ,tale7 #bab ,the ,poor ,man and the ,rich ,man 7,folk ,tale--,ethics1 teaching kindness7 #bah ,the ,silver ,cones 7,ethics--,geography7 #bbb ,the ,forget-,me-,not 7,thuringian ,folk ,tale--,helpful in ,nature ,study7 #bbf ,the ,little ,stepmother 7,thuringian ,folk ,tale--,nature ,study7 #bbg ,the ,rabbit and the ,easter ,eggs 7,bavarian ,folk ,tale7 #bbh ,the ,easter ,eggs 7,ethics7 #bbi ,prince ,unexpected 7,slavic ,wonder ,tale7 #bci ,the ,greedy ,cobbler 7,welsh ,folk ,tale--,ethics1 teaching contentment7 #bea ,the ,story of a ,salmon 7,science7 #bee ,the ,pigeons of ,venice 7,history7 #bfc ,the ,coming of the ,wonder ,tree 7,geography--,nature ,study7 #bfi ,the ,gift of the ,gnomes 7,geography--,ethics7 #bgd ,the ,duty ,that ,wasn't ,paid 7,biography--,music--,ethics7 #bgh ,wilhelmina's ,wooden ,shoes 7,biography--,art ,teaching7 #bhc ,the ,lady of ,stavoren 7,geography--,ethics7 #bhi ,the ,luck ,boat of ,lake ,geneva 7,geography7 #bie ,why the ,japanese ,love the ,stork 7,geography7 #bif ,why ,grizzly ,bear ,goes on ,all ,fours 7,indian ,folk ,tale--,geography--,ethics7 #bii ,the ,luck ,boy of ,toy ,valley 7,geography--,ethics--,manual ,training7 #cjb ,the ,emperor's ,vision 7,medieval ,legend--,ethics7 #cjf ,the ,shepherd ,who ,turned ,back 7,ethics7 #caa ,the ,pet ,raven 7,geography--,ethics7 #cag ,jussieu and the ,heliotrope 7,science--,nature ,study7 #cbe ,the ,fall of ,london ,bridge 7,history7 #cbf ,how ,they ,came to ,have ,kite ,day in ,china 7,physical ,education7 #ccj ,the ,story of a ,stone 7,science7 #cca ,,list ,,of ,,stories ,,by ,,months ,,first ,,grade3 ,september to ,june #cda ,,second ,,grade3 ,september to ,june #cde ,,third ,,grade3 ,september to ,june #cdh ,,fourth ,,grade3 ,september to ,june #ceb ,,fifth ,,grade3 ,september to ,june #cef ,,sixth ,,grade3 ,september to ,june #cfj ,,seventh ,,grade3 ,september to ,june #cfc ,,eighth ,,grade3 ,september to ,june #cfg ,,complete ,,bibliography #cga ,,index #chi ,,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 responses4 ,through the power of social sympathy in this complex1 curiosity and the imagination are brought under the sway of communication1 especially in the story4 ,indeed1 the psychology of the story reveals how deeply social sympathy influences the imagination and controls curiosity4 ,the primitive side of this social sympathy is seen in the responses of social animals to the calls of their kind1 in the rush of dogs and men to the cries of battle4 ,its power over the imagination is shown in the swaying of the spectator to the movements of the athlete1 his ejaculations and his cries of distress or delight4 ,through sympathy in imagination the spectator enters the contest4 ,further1 so socially minded are we1 and so dependent upon social guidance1 that curiosity is nowhere so keen1 nor the imagination so active1 as in the communication of a life situation4 ,any incident or accumulation of incidents that we call a plot in the experience of an individual or group of individuals1 grips the mind4 ,this explains the fascination of the story4 ,gossip and scandal are the less worthy forms4 ,the novel is exalted gossip or scandal2 the drama the same acted out4 ,they all feed the tremendous hunger for insight into life4 ,they unroll the curtain on the content of life1 or some phase of life4 ,hence the story is the natural form for revealing life4 ,communication1 like life1 may be either serious or frivolous2 hence the story carries both functions4 ,it pictures or expresses life in both phases4 ,but the form of the story itself is pleasurable2 and thus story-telling may degenerate into mere amusement4 ,this possibly has led to both its abuse and its neglect4 ,the fact that the story is so enjoyable to children has led teachers and parents to use it merely as amusement1 irrespective of content1 or even of artistic form4 ,this tendency has been met by publishers4 ,as proof1 note the books exhibited at ,christmas time in any bookshop4 ,they show the enormous amount of trash set up in book form for child consumption4 ,this is a more serious danger than the trash read by adults1 because they are food for hungry minds at the growing age4 ,the importance is shown of selecting stories according to recognized criteria4 ,while the child enjoys the story1 he has no judgment of values in the story other than its pleasure-giving qualities4 ,as judgment is a product of education1 so judging values is an adult function2 the adult must study all stories1 but not tell all stories4 ,the story-teller must analyze the story plot1 criticize the values1 select and adapt stories to age periods and to other child needs4 ,this task ,mrs4 ,cather has performed in her book4 ,the mere fact that the story amuses has caused a neglect of its larger functions in education4 ,this is due to the traditional attitude toward the pleasurable in education4 ,education is life1 and synonymous with the joys and griefs of life2 but the traditions of the school when it was a place simply to master the three ,r's1 and the traditions of intellectualism1 monkish asceticism1 and ,puritanism1 have conspired to perpetuate the idea of education as a 8hard0 process4 ,that it is 8hard0 is demonstrated by the vast number of children who dislike school and drop out of it before finishing the grades1 and by the small number of those who go through its process and think of education and its discipline with delight4 ,yet this is what all normal1 vigorous children should feel4 ,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 8hard0 and the advocates of a process that is 8pleasurable40 ,the arguments exhibit the two extremes in all such controversies3 the advocates of 8discipline10 8iron10 8the bitter pill0 on the one hand1 and the advocates of 8freedom0 and 8enjoyment10--really soft pedagogy and license1--on the other4 ,the truth1 as is usually the case1 lies between the two schools4 ,both are right in part1 and both are wrong in part4 ,both see an essential1 and both fail to see the reverse side of what each advocates4 ,there is no conflict between real discipline and real pleasure2 they cannot be separated in child life4 ,this being so1 the story is bound to take a large place in the teaching of the future4 ,the story amuses1 but its function is not merely to amuse4 ,pleasure is not the aim of life1 nor even its sole guide2 it is an index of life1 especially in the young4 ,the point needs to be emphasized that the story is the carrier1 always has been the carrier1 and will remain the natural carrier of racial tradition or information and ideals4 ,the story in education has two functions3 7#a7 it is the molder of ideals1 and 7#b7 it is the illuminator of facts4 7#a7 ,the highest and most difficult achievement in educational effort is the establishment of standards or ideals that function in judgment and behavior4 ,the place of the story in moral education has been emphasized by many writers4 ,its place in developing an appreciation of artistic forms in language1 in music1 and in the graphic arts is splendidly illustrated in this book4 ,appreciation is an emotional response1 primarily instinctive1 but developed through experience and according to high or low artistic standards by social approval or disapproval4 ,in the emotional response lies interest and in the character of the emotional response lies the character of the interest4 ,the interest may be crude1 vulgar1 or vicious1 or it may be ideal1 but in either case it is a product of developed emotional habits4 ,in the life of the child this emotional response precedes the intellectual judgment of artistic values which comes later and only through contrast and comparison1 and the former is vastly more important in social significance for the pleasure of the mass than the latter4 ,this development of the artistic emotional response may be cleverly guided through the story1 as ,mrs4 ,cather shows1 and she gives a wealth of suggestions for the use of the teacher4 ,but the story itself is a form of artistic expression and thus subject to the application of standardizing judgments4 ,a good story must be judged by a double standard4 ,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 sequence1 with such emphasis and form of language that it grips the human instinctive response to the dramatic2 or it may be good in the sense that it carries a good content in meaning or ideal4 ,these two standards may not1 frequently do not1 coincide4 ,a story may be so told that it is most fascinating1 and yet the content be mere rubbish or even vicious2 or the content may be correct and the telling so poorly done that it kills interest4 ,many stories are told because of their 8beauty0 of form1 where the content is not true4 ,some such stories are valuable because of the standardizing sentiments they carry1 but truth is as important at least as the sthetic4 ,the human intellect evolved to interpret meanings and progressively perfect behavior adjustments4 ,each age of racial experience brings on its new interpretations1 and broadly1 each age makes advances upon that which preceded4 ,old theories fall1 new truths arise2 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 artist4 ,literature is well-told information1 yet under the guise of literature goblins and superstitions and worn-out theories parade in the imagination and thus mold ideals and behavior4 ,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 repetition4 ,only in this way can contemporary popular opinion be kept abreast of the scientific truth of the time1 instead of dragging along in the superstitions of the past4 ,some stories are told though untrue1 because they 8develop the imagination10 but this by itself is a dangerous criterion4 ,the function of the imagination is to reconstruct the world in mental terms which will guide behavior4 ,the functioning of the imagination in any kind of images will develop 8power10 but the power may be detrimental individually and socially if the images cause crooked thinking4 ,straight thinking depends on the imagination--on the kind of emotionalized images which habitually arise in any thought situation or problem4 ,just so far as stories are untrue and without great moral value1 yet are fascinatingly told1 so far do they encourage untrue imagining and emotional attitudes1 and therefore untrue thinking4 ,and inasmuch as the emotional response to the single interpretative concept1 the single vision of life1 is vastly stronger through tradition than the interest in the discovery of complex relationships1--and truth comes finally only through the latter1--the emotionalized habits of imagination in interpretation are profoundly important for democracy4 ,democracy cannot exist with a population of fuzzy thinkers4 ,story-telling1 like all educational effort1 must develop the imagination in mental terms that will function in life today4 7#b7 ,the story is an illuminator of facts4 ,the child gets his information by activities in relation to the environment1 by exploration1 observation1 experimentation1 with the everlasting play of the interpretative processes1 and by responding to and accepting or rejecting the communicated interpretations put upon phenomena by his social group4 ,in this process of interpretation there is the immediate environment which can be sensed1 but is understood only through its reconstruction in the imagination1 largely in linguistic terms2 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 environment4 ,in these reconstructive processes the story is the most powerful correlating and illuminating educational force we have1 as may be indicated by a brief analysis4 ,the activities of the school curriculum dealing with the environment have two natural foci of interest for the child4 7a7 ,the civic-geographical-historical complex 7when rightly organized just one subject7 and 7b7 the physical-biological complex1 which is now coming to be called 8general science40 ,for the child these two groups of the environmental activities cover the whole of adult science1 philosophy1 and religion1 and both require a tremendous reconstructive functioning of the imagination4 7a7 ,the first group is a new coming correlation which naturally must carry with it organized communication or the larger share of language and literature4 ,the investigation of the local social environment is the basis of all 8civics10 8geography10 and 8history40 ,it expands as civics4 ,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 country1 he is studying geography4 ,when he goes backward in time in this process1 he is studying history4 ,in this concentric widening of the intellectual horizon concerning human life and its relationships to the environment1 the imagination must reconstruct a world which it cannot sense4 ,the facts may be gained from pictures1 maps1 descriptions1 but to become functional in thought in any other than in a mere commercial sense1 the reconstruction must touch the emotions so that the life and conditions of living of the people will be felt4 ,when felt the life will be dwelt upon in imagination1 and when dwelt upon in imagination it will function in the life activities of the child4 ,giving this vivid1 felt insight into the life conditions of other people is the function of the story4 ,through the hunger to feel life the story reveals life4 7b7 ,the story also functions for children in the interpretation of the physical-biological environment or 8general science40 ,between six and fourteen years of age is the neglected period for science1 and it is the age when the story may function in the biggest way as a natural educational tool4 ,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 age1--the rapidly expanding curiosity concerning nature4 ,it is the age of the first crude control of the 8scientific instinct10 the tendency to experiment and explore4 ,it is the age for fixing the questioning habit and building a common-sense confidence in and familiarity with nature4 ,these results follow from the logical processes involved in the activities1 not from being presented with the formalized and logical results of adult science4 ,the child will have none of this latter if he can help it2 he wants to do his own experimenting4 ,in this process again the story gives the larger insight4 ,the child acquires facts by experimentation1 observation1 exploration1 but the larger meanings and relationships require imaginative reconstruction4 ,the child can observe the fish or the fly at different stages of their development1 but the story of the life history of the fish or fly gives what observation cannot supply4 ,it is as fascinating as any fairy tale when told with the same consideration for dramatic form1 and the story is true besides4 ,the child cannot understand evolution as presented by ,darwin1 or by the teacher of biology in the high schools2 but the child even of eight revels in the stories that carry the facts of evolution1 and thus he gains a right feeling towards the wonderful meaning of the progress of natural things1 which makes later thinking true and easy4 ,so strong is the response to the story that even the history of physical things when set in a natural story form1 stimulates4 ,the fairy tales of the future will be well-told stories from our sciences or human life and nature1 the two natural centers of interest in the environment1 and we may expect as results in public opinion a broader common sense and a lessened gullibility4 ,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 perform4 ,its beginnings are in this book1 and ,mrs4 ,cather is already at work on a broader compilation of materials for a later volume4 ,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 past1 a sympathetic understanding of their limitations in knowledge1 and an appreciation of our privileges in civilization1 due largely to the struggles of the past4 ,,clark ,w4 ,,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 power1 an individual welcomed by young and old alike4 ,hailed as a joy bringer and heeded as an oracle1 his tales have been the open sesame to admit him to any throng and his departure has always been attended with regret4 ,during the ,middle ,ages he was a privileged character1 free to wander at will into camp or court4 ,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 narrator1 and many other old chronicles attest to the fact that in ,france1 ,germany1 ,italy1 and the ,british ,isles passports were given to minstrels and raconteurs when no one else could obtain them4 ,long before this period1 during the nomadic existence of the race1 the mightiest men of the tribe were the chieftain and the story-teller1 the one receiving homage because of his ability to vanquish his adversaries in battle1 the other because of his skill in entertaining his fellows as they huddled around the fire at night4 ,each ability was believed to be evidence of divine gifts1 and the possessor of each was revered as being a little higher than a mortal1 a little lower than a god4 ,primitive man1 like civilized man1 was fond of power1 and realizing that his talents made him mighty1 the narrator exercised them in such a manner as to promote their development4 ,every emotional response on the part of his hearers served as a key to unlock doors into the land of his desire1 and as he listened to exclamations of approval1 condemnation1 or delight1 he saw ways of arousing these emotions to even greater degrees of intensity and1 possessing an elemental love of the spectacular1 made the most of his opportunity4 ,thus he evolved from a crude declaimer into something of an artist4 ,as the race emerged from a barbaric into a pastoral state1 he grew to be more than an entertainer2 he imparted knowledge to the young by keeping alive the tribal traditions4 ,on the ,asiatic highlands1 before the ,aryan migration1 it was the story-teller who preserved the tales of the fathers1 the nature myths that were primitive man's explanation of the things he did not understand4 ,the journey of the sun across the heavens1 the shifting of clouds from one fantastic form to another1 the chromatic skies of sunrise and sunset1 and the starry firmament of night aroused his curiosity and awakened his awe4 ,he wondered about them just as children today wonder about them1 and just as the twentieth-century child questions his mother1 so he questioned one whom he deemed wiser than himself4 ,this consulted oracle gave as an explanation something that out of his own wondering and puzzling had grown into a vague belief1 and consequently the clouds that presaged showers came to be regarded as heavenly cows from whose exuberant udders came the rains that refreshed the earth2 stormy oceans and rugged mountains with ravines beset with perils held giants that avenged and destroyed2 while the sun1 a beneficent creature that drove away the monster of darkness1 and all the saving forces of nature1 were metamorphosed in the fancy of these early men into protecting heroes and divinities4 ,as generation succeeded generation and the young received their allotment of lore from the old1 these stories became fixed so firmly in the minds of the people that they were carried with them at the scattering of the tribes1 told and retold in the new-found homes1 and modified to suit conditions of life in strange lands the wanderers came to inhabit2 and they still survive as present-day fairy tales4 ,there are various theories of how these old beliefs came to be disseminated1 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 other2 but no matter how much folklorists disagree as to the process through which the tales evolved to their present form1 they do not differ as to their significance1 and whether they accept the ,aryan theory promulgated by ,max ,mller or the totemistic theory of ,andrew ,lang1 they unite in a belief that these ancient tales represent the religion of primitive man1 a religion growing out of fear of the unknown4 ,always it was by the lips of the story-teller that the legends were kept alive4 ,it was his mission to teach children the tales their fathers knew1 and as the race evolved toward civilization he gave them something besides nature myths4 ,he recounted and reiterated the achievements of the heroes of his people until youths who heard were fired with desire to emulate4 ,because he was deemed a man of supernal powers1 his words were believed2 consequently he created the ideals of the age in which he lived1 and just as his own standards were fine or base1 so the ideals for which he was responsible came to be high or low4 ,fortunately for the world1 however1 these old-time narrators were wiser than their fellows4 ,they were poets and dreamers who saw life through eyes vision clear4 ,they glorified virtue and deprecated vice1 taught that right triumphs over wrong and that sinning brings inevitable punishment1 and explained in a crude way the workings of the law of compensation4 ,they fired men to achievement just as they fired boys with desire to emulate the heroes of whom they told1 and as centuries passed and they grew in skill and power1 their tales came to be the inspiration of some of the most thrilling chapters in the annals of man4 ,alexander the ,great declared that the lays of a wandering bard1 ,homer1 made him thirst for conquest4 ,in ,germany1 in the twelfth century1 the influence of a penniless gleeman1 ,walther von der ,vogelweide1 was greater than that of the ,pope4 ,there was no more puissant man in ,ireland when ,ireland was in its golden day and ,tara in its glory than the low-born minstrel1 ,brian of ,fermanagh2 and the ,crusades1 which recreated ,europe by the introduction of ,eastern culture and the breaking down of old traditions1 might never have been undertaken but for tales of defilement of holy places from the lips of ,peter the ,hermit4 ,storytellers every one of them1 swaying their fellows and making history1 subjects of kings and nobles1 yet often mightier than the masters who held their destinies in their hands4 ,the power of the narrator did not die with chivalry4 ,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 origin1 beliefs so deep-seated that the combined eloquence of prelates could not eradicate them1 and the strength of the church was impaired because of the sheltering of these waifs of the past4 ,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 ,ingelheim4 ,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 ,austria1 sleep the immortal 8,brothers of the ,grtli10 and that they will slumber on until the liberty of ,helvetia is imperiled2 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 ,geneva4 ,why8 ,because their fathers in the far-off days believed these tales2 because they have come down to them by the lips of the story-teller1 and wherever there is no written language1 wherever the people are too unlettered to read what is written1 or where they live in isolated communities and mingle little with the outside world1 they still believe the legends4 ,they love to hear them told and retold1 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 old1 old tales4 ,as it is with unlettered peasants today1 as it was with tribesmen in primitive times and with the great in medieval castle halls1 it still is with the child4 ,he lives over the experience of his fathers on the ,asiatic highlands and sits entranced listening to the record of it in stories4 ,the element of suspense1 the wondering what will happen next1 holds him in a viselike grip1 and the story hour is to him a period of joy4 ,the here and now disappears as the narrator lifts his invisible wand1 and the listener journeys by roads of never ceasing wonders into lands of enchantment4 ,according to the skill of the raconteur1 and the vividness with which he himself sees and feels the pictures he strives to portray1 he makes his listeners see and feel them1 rejoicing in the good fortune and sympathizing in the sorrows of the just and righteous2 and they not only follow along the highroad where he leads them1 but roam off into pleasant bypaths where the fancy has free play4 ,there is no age or racial limit to this story love4 ,representing1 as it does1 an emotional hunger that is the human heritage1 it is universal4 ,several years ago at ,five ,points in ,new ,york ,city1 a settlement worker discovered that a very effective means of gaining the confidence of immigrant women was to tell fairy tales1 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 well4 ,it was like a breeze from their native island1 where they had heard it from the lips of the village story-teller and seen it pictured on the market carts1 and the fact that she knew something that had fascinated them gained their sympathy and coperation4 ,those who have even a limited knowledge of child life know that before the babe can read he delights in listening to a nursery tale1 and that even after he journeys into bookland he is more interested in the story told him than in the one he reads for himself4 ,why8 ,because the voice and personality of the speaker make it alive and vital4 ,because1 as ,seumas ,mac,manus says1 8,the spoken word is the remembered word40 ,the tales heard during childhood become fixed and lasting possessions4 ,they stay with the hearer through the years1 and because their ideals become his ideals1 do much toward shaping his character4 ,the child who hears many good stories and unconsciously learns to distinguish between the tawdry and the real1 reads good stories when a boy and becomes a man for whom sensational best sellers have no charm4 ,there is much talk about the vicious tastes of the youth of this generation1 and unfavorable comparisons between them and their elders at a similar age are frequently made4 ,there is some foundation for this belief1 but it is not the fault of the children that it is so4 ,because of the abundance and cheapness of books1 many of them of questionable merit1 boys and girls are left to browse unguided1 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 herbage1 so it is the fault of parents and teachers if their charges acquire a taste for sensational yarns instead of for good literature4 ,the very hunger that impels them toward that which contaminates1 if satisfied in a wholesome manner would make them lovers of the best1 and the reason why children become devourers of 8yellow0 stories is because they have failed to stumble upon a more fascinating and less dangerous highway1 and no one has led them to it4 ,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 8,nick ,carter0 than that of studying his tastes and giving him tales from good literature that will satisfy them4 ,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 experience4 ,the narrator's art is in truth a magic luminary1 an unfailing means of bringing hidden beauties to sight and causing them to be loved because they give pleasure4 ,for a number of years it has been conceded that story-telling is of value in the kindergarten and primary school1 but little provision has been made for it in the educational scheme for the older child4 ,gradually1 however1 educators in ,america have come to realize what their ,european colleagues realized long ago1 that the narrator's art can be a powerful element in the mental1 moral1 and religious development of the boy and girl and can mean as much to the adolescent child as to the tiny tot4 ,consequently they are now giving it an honored place4 ,the story period has become a part of the program of every well-regulated library4 ,teachers of elementary and grammar grades are recognizing its value in the classroom1 and in some states story-telling is included in the curriculum4 ,each year brings new texts and collections from the publishers1 until it seems that the art so much honored in the past is coming again into its own4 ,yet1 with all the interest that is manifested throughout the country1 story-telling is not doing its greatest1 most vital work1 because so little thought is given to the selection of material1 so little study to the response of children who hear the tales and the effect upon them4 ,before even half of its possibilities can be realized1 those who tell stories must know the story interests of childhood and must choose materials1 not only because they are beautiful in theme and language and embody high ideals1 but because they are fitted to the psychological period of the child who is to hear them4 ,they must realize that the purpose of story-telling is not merely to entertain1 although it does entertain1 but that in addition to delighting young listeners there must be a higher aim1 of which the narrator never loses sight4 ,every tale selected must contribute something definite toward the mental1 moral1 or spiritual growth of the child1 just as each pigment chosen by an artist must blend into the picture to help make a beautiful and perfect whole4 ,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 story1 and that it can be given through this medium now and in the future1 because there is almost no type of information the child should receive that he will not receive joyously through this means1 and with deep1 lasting results4 ,story-telling planned and carried out to fit conditions will help to solve many of the problems that confront educators today4 ,besides developing the emotional nature and giving moral and religious instruction1 it will intensify the interest in history1 geography1 nature study1 manual training1 and domestic science1 awaken an appreciation of literature1 art1 and music1 enrich the child's powers of discrimination1 and teach him to distinguish between the cheap and ephemeral and the great and lasting4 ,it will help to eliminate much of what he considers the drudgery of school life and give him information that will fit him for broad1 sympathetic1 useful living4 ,this does not mean that the teacher is to do all the work1 thereby fixing children in habits of idleness1 nor does it mean the addition of an extra subject to an already overcrowded curriculum4 ,it simply means leading the child to do things for himself because of the incentive that interest gives4 ,it means illuminating the formal subjects and sending pupils to them with greater eagerness4 ,in order to accomplish these ends1 story-telling must be unmarred by creaking machinery1 and it must be sympathetic4 ,the narrator must rise above the level of a mere lesson giver and approach the plane of the artist1 which he can do only by giving an artist's preparation to his work4 ,the old-time raconteur swayed the destiny of nations because he was an artist1 because he himself believed in the message he brought4 ,he put heart and labor into his work1 which gave his words a sincerity that never failed to convince4 ,so too must the present-day narrator believe in the power of the story and in the dignity of his work1 and he must choose material with thought and judgment instead of snatching it up indifferently1 thinking that any story will do if only it holds the interest4 ,the racial tales should be given freely in the psychological period to which they belong1 but not the racial tales only4 ,there is much modern material close to present-day life and conditions1 without which the child's education is not complete1 and it must be classified and graded4 ,this entails reference work for which the non-professional has neither time nor opportunity1 and to this fact is due much of the valueless story-telling of today4 ,experience with hundreds of parents1 teachers1 and workers with children has brought conviction that a belief in the value of story-telling as an educational tool is sincere and general1 but that sources of classified material are not available to the average child leader4 ,it is partly to meet this need that the present work is planned4 ,,chapter ,,two ,,the ,,story ,,interests ,,of ,,childhood ,a4 ,,rhythmic ,,period ,if the work of the narrator is to be of real value1 he must have a knowledge of the story interests of childhood1 for otherwise the talent of a ,scheherazade1 careful preparation1 and an extensive repertoire will fail to produce the desired results1 because a narrative that deals with mythical heroes cannot make a lasting impression upon a child who craves animal and primitive wonder tales1 even though it be written in language and style suited to his understanding4 ,the heart or framework of the story must be made up of events that are fraught with interest in his particular period of mental development1 and must introduce personages with whom he would like to companion1 and whose movements he will follow with approval1 pity1 condemnation1 or rejoicing4 ,under such conditions the boys or girls or dogs who contribute to the action of the tale are not strangers out of a book1 but mean as much to him as the people and animals he knows1 and because they do mean much he lives the tale4 ,it becomes part of him and he of the story4 ,his emotional nature is stirred1 his power of evaluating is strengthened1 and some of the foundation blocks of character are laid4 ,naturally the question arises1 8,how is one to know which tales to choose1 when there is such a wealth of stories and such a diversity of interests8 ,is there any rule or guide to keep the conscientious but untrained worker from the pitfalls and show him the right road from the wrong80 ,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 interests4 ,the little child1 the one from the age of about three to six1 is interested in familiar things4 ,he has not yet reached the period of fancy during which he wanders into a world of make-believe and revels with fairies and nixies1 but dwells in a realm of realism4 ,his attention is centered on the things and the personages he knows1--the mother1 the father1 dogs1 cats1 pigs1 horses1 cows1 chickens1 and children of his own age1--and consequently he enjoys stories and jingles about these creatures4 ,he chuckles over the accounts of their merry experiences and sympathizes with them in their misfortunes1 because they lie close to his interests4 ,this is why ,mother ,goose has been and is beloved of little children4 ,the rhymes do not introduce griffins and ogres and monsters that must be seen through eyes of fancy to be seen at all1 but abound in accounts of creatures he has beheld from his windows and associated with in his home4 ,mother ,hubbard and her unfortunate dog1 the crooked man and his grotesque cat1 the pigs that went to market1 and the old woman in the shoe lie close to his world because he knows dogs and cats and pigs and kind old women1 and therefore the rhymes and jingles that portray them are dear to his heart4 ,especially fascinating in this period of early childhood are stories that contain much repetition4 8,the ,old ,woman and ,her ,pig10 8,little ,red ,hen10 8,chicken ,little10 8,the ,gingerbread ,man10 and 8,the ,three ,billy ,goats0 delight little people1 and although they have heard them again and again they always watch eagerly for the 8,fire1 fire1 burn stick10 8,i saw it with my eyes1 ,i heard it with my ears1 and a piece of it fell on my tail10 and are disappointed if the well-known expressions are omitted4 ,the repetition strengthens the dramatic element and helps to make the pictures vivid1 and the child loves to experience again the thrill he felt upon first listening to the tale4 ,stories introducing the cries and calls of animals are much loved at this period4 ,the squealing of the pig1 the barking of the dog1 the clucking of the hen1 and the quacking of the duck give charm to a narrative because the child has heard those sounds in his own garden1 in his own dooryard1 and along the road1 and knowing them1 is interested in them4 ,this is the secret of the success of many kindergarten tales that fall far below the requirements of a good story4 ,often almost devoid of plot and lacking in suspense element1 still they hold the attention because of the animal cries and calls they contain4 ,the little hearer chuckles as the baby pig squeals1 the mother pig grunts1 or the dog barks1 and listens delightedly to what1 without these cries and calls1 would not interest him4 ,this too is why the racial tales fascinate today just as they fascinated five hundred years ago4 ,they have a clearly defined plot that of itself would hold the interest1 they introduce familiar characters1 contain much repetition1 and abound in animal cries and calls4 ,broadly speaking1 then1 for the period of early childhood1 the time of realism which extends from the age of about three to five or six1 the narrator should choose stories of animal and child life1 those which introduce sounds peculiar to the characters and which abound in repetition4 ,but he should not make the mistake of following this rule too literally or his efforts will result in failure1 because children live under widely different conditions4 ,the boy of the city slums1 whose horizon extends only from his own row of tenements to the next row up the street1 will not be held by tales of cows and sheep1 because he does not know cows and sheep4 ,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 vender1 and the tales that mean something to him are those of animals of his world1 and of children4 ,many a settlement and social worker has learned the truth of this through sad experience4 ,a most gifted story-teller in a ,new ,york settlement house gave to her group 8,the ,ugly ,duckling10 and gave it exquisitely too1 but it meant nothing to the children because they never had been in the country4 ,a barnyard was as remote from their interest as a treatise on philology is from that of a ,finnish peasant4 ,they did not know ducks and geese and chickens1 and consequently punched their neighbors and grew pestiferous during the recital of a tale that would have entranced country children4 ,the same mistake was made by a professional story-teller who gave a coyote tale to a group of ,italian children4 ,they never had met this 8outcast in gray10 never had shivered as he howled in the night1 and the story brought no pictures before their eyes4 ,they were inattentive and disorderly throughout its rendition1 and the narrator declared them an impossible group4 ,yet that same afternoon a college girl with no special training in story-telling told them of a lost nanny goat1 and they sat fascinated4 ,in the first instance the trouble was not with the children but with the narrator4 ,she knew much of technique but little of psychology and could not hold the children's attention1 while the other girl1 possessed of far less native ability1 entertained them because she understood the story interests of childhood4 ,the narrator must have1 not only an understanding of the psychological periods and interests of childhood1 but a knowledge of the environment of the children with whom she works4 ,there is a wealth of sources from which to draw for this early period4 ,often it is necessary to adapt material1 because many a tale whose framework is suited to little people is told in language beyond their understanding4 8,david and ,jonathan10 by ,elizabeth ,stuart ,phelps1 is a good example4 ,written for adults1 yet it is so universal in its appeal that the lad of six listens to it with as much sympathy as his father or mother4 ,the account of the affection of dog and master for each other1 the pathos of the separation and the joy of the reunion1 touch him as much as they touch his parents1 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 aged4 ,this is true of many another story that is the creation of an artist4 ,i mention particularly ,ouida's 8,dog of ,flanders10 ,john ,muir's 8,stickeen10 and ,ernest ,thompson ,seton's 8,monarch1 the ,big ,bear of ,tallac10 each of which ,i have used with children of all ages4 ,the characters in them are living1 breathing creatures1 the kind that if met in real life would arouse affection and awaken both laughter and tears1 and whether these stories are told in monosyllabic language or colored by fine rhetorical effects1 they strike the tender places and appeal to the best4 ,when the child meets ,nello before the altar of the cathedral in ,antwerp1 kneeling in front of a painting by ,rubens and fondling his dog1 he instinctively feels that this boy is not a stranger living in a far-away land and speaking a foreign language1 but that he represents all the orphaned children in the world1 and that his affection for his dog is the same tie that binds every other child to the pet he loves4 ,so too with ,monarch1 the majestic captive of ,golden ,gate ,park4 ,he is not just a bear1 a creature larger and more ferocious than many other animals4 ,he typifies wild life caged1 and the boy who has pitied him in listening to the account of his tramp1 tramp1 tramp about the pit1 never quite forgets that proud but eternal unrest1 the ever present longing for the white peaks and the pines4 ,one need not fear that putting these stories into simple language may be deemed a sacrilegious act1 or that telling the plot of a masterpiece will kill delight in that masterpiece itself4 ,goethe's mother1 sitting in the firelight in their home1 gave her boy tales from the old poets1 creating in him a desire to read that helped to make him a profound student and master thinker4 ,and the twentieth-century child will doubly enjoy reading a beautiful piece of literature at some future day1 because in the magical long ago it touched his heart4 ,workers with little children should be ever on the alert1 seeking stories that deserve the name of literature1 with plot and characters that will appeal to their small charges1 because such stories mold a child's taste and give a key that will unlock doors into the great treasure house of art4 ,whenever the mother or teacher or librarian reads a story that is a literary gem1 let her analyze it and determine whether or not1 if told in simple language1 it would delight a child4 ,the old-time narrators who molded national taste and ideals did this constantly1 and the great story-tellers are doing it today4 ,sicilian peasants1 for instance1 have a knowledge of the classics that amazes the average ,american4 ,the stories are pictured on the market carts1 those gaudy conveyances that brighten the island highways from ,catania to ,palermo1 and the conversation of these simple folk is colored with allusions that would do credit to a professor of literature4 ,most of them cannot read1 but they know the plots of ,jerusalem ,delivered1 8,sindbad the ,sailor10 8,the ,merchant of ,bagdad10 and many more of the world's great stories4 ,they heard the tales in childhood1 and their fathers before them heard them from the lips of men who loved to tell them1 and so they have become a national heritage4 ,let us do as much for the children of our land1 that the men and women of the future may have a noble culture and more splendid possessions than their parents have1 and let us do it in the world-old way1 by story-telling4 ,,sources ,,of ,,story ,,material ,,for ,,the ,,rhythmic ,,period ,,adams1 ,,william3 ,fables and ,rhymes--sop and ,mother ,goose4 ,,bailey1 ,,carolyn ,,sherwin3 ,firelight ,stories4 ,,bailey1 ,,carolyn ,,sherwin1 and ,,lewis1 ,,clara3 ,for the ,children's ,hour4 ,,bryce1 ,,catherine ,t43 ,that's ,why ,stories4 ,,burnham1 ,,maud3 ,descriptive ,stories for ,all the ,year4 ,,cooke1 ,,flora ,j43 ,nature ,myths and ,stories for ,little ,children4 ,,davis1 ,,mary ,h41 and ,,chow-,,leung3 ,chinese ,fables and ,folk ,stories4 ,,dillingham1 ,,elizabeth1 and ,,emerson1 ,,adelle3 8,tell ,it ,again0 ,stories4 ,,harrison1 ,,elizabeth3 ,in ,story-land4 ,,holbrook1 ,,florence3 ',round the ,year in ,myth and ,song4 ,,hoxie1 ,,jane3 ,a ,kindergarten ,story ,book4 ,,jordan1 ,,david ,,starr3 ,the ,book of ,knight and ,barbara4 ,,lindsay1 ,,maud3 ,mother ,stories2 ,more ,mother ,stories4 ,,miller1 ,,olive ,,thorne3 ,true ,bird ,stories4 ,,milton ,,bradley ,,company3 ,half a ,hundred ,stories4 ,,moulton1 ,,louise ,,chandler3 ,bed-time ,stories4 ,,pierson1 ,,clara ,d43 ,among the ,farmyard ,people4 ,,poulsson1 ,,emilie3 ,child ,stories and ,rhymes4 ,,richards1 ,,laura ,e43 ,the ,golden ,windows2 ,five-,minute ,stories2 ,the ,pig ,brother4 ,,skinner1 ,,ada ,m43 ,stories of ,wakeland and ,dreamland4 ,,verhoeff1 ,,carolyn3 ,all about ,johnnie ,jones4 ,,wiggin1 ,,kate ,,douglas1 and ,,smith1 ,,nora ,a43 ,the ,children's ,hour4 ,,chapter ,,three ,,the ,,story ,,interests ,,of ,,childhood 7,continued7 ,b4 ,,imaginative ,,period ,when the child leaves the rhythmic1 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 knows4 ,he delights in playing he is some one other than himself1 in pretending he is doing things beyond the range of his possibilities1 and because he craves a larger experience he craves also fanciful1 imaginative tales in which he may have those experiences4 ,he knows that bees sting1 that the dog has a cold1 wet nose1 that the cat lands on its feet1 and the squirrel holds its tail up4 ,he wonders about these things1 but he is still too limited in experience and in mental capacity to give them real theoretical meaning4 ,consequently he enjoys the wonder tale1 or1 as some authorities term it1 the 8primitive-why story40 ,early racial tales are those of forest and plain1 varying according to the locality in which they originated1 from the lion and tiger stories of ,india and ,central ,africa to the kangaroo fables of the ,australian aborigine4 ,primitive man through fear and fancy personified the forces of nature and gave them human attributes1 and because they were less tangible than the creatures of jungle and plain that figured in his earliest fables1 his mind visioned them as fantastic beings1 sometimes lovely and sometimes grotesque1 fairies and goblins1 destructive monsters and demons1 and avenging giants who preserved him from that which he feared4 ,thus originated the fairy story that was the expression of his religion4 ,the child enjoys these tales4 ,the narrator can gather this material with comparative ease1 because the science of ethnology has brought to light many of these tales from primitive literature1 and not a few of them have been put into collections available to child workers4 ,the fairy tale that grew out of the life of the race is also rich in material for children of this period4 ,by 8fairy tale0 is meant that type of story usually associated with the names of ,grimm1 ,perrault1 and ,bechstein4 ,little people delight in it1 and will listen to it again and again4 ,yet because of lack of understanding on the part of parents and teachers1 the fairy story often proves to be the rock upon which the child craft meets disaster4 ,because these tales have had a mighty place in the history of the race and still have their work in the education of the child1 it does not follow that they should be fed to young listeners as so much unassorted grain is fed to chickens4 ,there are many that should not be used at all4 ,those that are used should be carefully graded1 because a child will enjoy a narrative in which children are heroes1 long before he enjoys one in which adults hold the center of the stage4 ,the father and mother1 brothers1 sisters1 uncles1 cousins1 and aunts mean much to him because they are part of his experience4 ,but he does not know officers of the state and nation4 ,he does not know lawmakers and magistrates and judges1 and tales in which they have a part are less interesting to him than those whose characters are familiar personages4 ,for instance1 he is charmed by 8,little ,red ,hen0 or 8,the ,three ,bears0 at an age when 8,beauty and the ,beast0 or 8,sleeping ,beauty0 mean little to him1 and a good rule to guide the story-teller in the grading of fairy tales is the well-known pedagogical one1 8,proceed from the known to the unknown1 from the simple to the complex40 ,give first those stories whose heroes are familiar personages1 then introduce those with characters not so well known4 ,the mention of fairy tales in education often raises the question1 8,is there not danger of making liars of children by feeding them on these stories80 ,it seems to me the best answer is given by ,georg ,ebers1 the ,egyptologist and novelist1 in his fascinating autobiography1 ,the ,story of ,my ,life4 ,out of his own experience1 he handles the subject of fairy tales sincerely and convincingly1 and his words are worthy of consideration by every child worker4 8,when the time for rising came10 he says1 8,i climbed joyfully into my mother's warm bed1 and never did ,i listen to more beautiful fairy tales than at those hours4 ,they became instinct with life to me and have always remained so4 ,how real became the distress of persecuted innocence1 the terrors and charm of the forest1 the joys and splendors of the fairy realm6 ,if the flowers in the garden had raised their voices in song1 if the birds on the boughs had called and spoken to me1 nay1 if a tree had changed into a beautiful fairy or the toad in the damp path of our shaded avenue into a witch1 it would have been only natural4 8,it is a singular thing that actual events which happened in those early days have largely vanished from my memory1 but the fairy tales ,i heard and secretly experienced became firmly impressed on my mind4 ,education and life provided for my familiarity with reality in all its harshness and angles1 its strains and hurts1 but who1 in those later years1 could have flung wide the gates of the kingdom where everything is beautiful and good1 and where ugliness is as surely doomed to destruction as evil to punishment8 ,therefore ,i plead with voice and pen in behalf of fairy tales4 ,therefore ,i give them to my children and grandchildren and have even written a volume of them myself4 8,all sensible mothers will doubtless1 like ours1 take care that the children do not believe the stories which they tell them to be true4 ,i do not remember any time when1 if my mind had been called upon to decide1 ,i should have thought anything ,i invented myself really happened2 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 fiction4 ,on such occasions we appealed to my mother1 and her answer instantly set all doubts at rest1 for we thought she could never be mistaken and knew that she always told the truth4 8,as to the stories ,i invented myself1 ,i fared like other imaginative children4 ,i could imagine the most marvelous things about every member of the household1 and while telling them1 but only during that time1 ,i often fancied they were true4 ,yet the moment ,i was asked whether these things had actually occurred1 it seemed that ,i woke from a dream4 ,i at once separated what ,i imagined from what ,i actually experienced1 and it never would have occurred to me to persist against my better knowledge4 ,so the vividly awakened power of imagination led neither me1 my brothers and sisters1 nor my children and grandchildren into falsehood40 ,dr4 ,ebers' words are based on sound psychology4 ,the child's imaginative nature should be developed1 but there should never be any doubt in his mind as to what is make-believe and what is real4 ,let him wander at will through every realm of fancy1 along its sun-kissed highways1 among its shadowy glens and wild cascades1 but let him realize it is a world of make-believe1 not of fact1 which he inhabits during that period4 ,his imagination will be as much aroused1 his emotional nature will be stirred as deeply1 and there will be no discovery later that his mother or teacher deceived him1 no temptation to present as fact what he knows to be purely fancy1 which is a certain step toward the field of falsehood4 ,if he questions whether a fairy story is true or not1 tell him1 8,no1 but once upon a time people thought it was true10 and picture how the early tribesmen sat around the fire at night listening to tales told by some of their wise men1 just as ,indians and ,eskimos do to this day4 ,it will make him sympathetic toward the struggles of his remote forefathers1 and he will not think the narrator tried to dupe him1 nor will he regard the narrative itself as a silly yarn4 ,it will be a dignified tale to him because it was believed in the long ago4 ,since we can give only according to the measure in which we possess1 whoever tells fairy stories to children ought to know something of their history and meaning4 ,he should have some understanding of how they have come from the depths of the past to their present form1 some idea of the work of notable collectors1 and some insight into the fundamental principles of the science of folklore4 ,there are several theories about the origin of these tales1 the first and oldest being that they are sun myths and can be traced back to the ,vedas1 and the exponents of this belief offer many arguments to prove the truth of their contention4 ,the similarity of tales found among people of widely separated regions1 they claim1 is evidence that they must have come from a common source4 8,little ,half-,chick10 a ,spanish folk tale1 is found in slightly different dress among the ,kabyles of ,africa2 8,cinderella10 in some form or other1 is common to every country of ,europe and to several oriental lands2 while the ,teutonic tale of 8,brier ,rose0 and the ,french of 8,sleeping ,beauty0 are modifications of the same conte4 ,therefore1 the orientalists contend1 they must have come from a common source and have been modified to suit conditions of life in lands to which they were carried4 ,another theory is that all ,european fairy tales are remnants of the old mythology of the north1 the nucleus of the stories having been carried abroad by the ,vikings1 while still another theory1 the most notable advocate of which was the late ,andrew ,lang1 traces fairy tales to the practices and customs of early man and a totemistic belief in man's descent from animals4 ,then there are those also who contend that fairy tales are primitive man's philosophy of nature1 his explanation of the working of forces he did not understand4 ,the adherents of this theory admit the similarity of tales found among different tribes1 but claim that the incidents1 which are few1 and the characters1 who are types1 might occur anywhere4 ,in the ,french story of 8,blue ,beard0 and the ,greek tale of 8,psyche0 curiosity leads to destruction--in the one case of life1 in the other of happiness4 ,in the ,french 8,diamonds and ,toads10 the ,teutonic 8,snow ,white and the ,seven ,dwarfs10 and the ,bohemian 8,the ,twelve ,months10 selfishness brings punishment and kindness reward1 while the cruel stepmother1 the good prince1 and the fairy godmother are common to tales of every nation4 ,but however authorities disagree as to the origin of these stories1 they unite in declaring them to be one of the oldest forms of literature4 ,the first collection of fairy tales of which we have any record was published in ,venice in #aeej by ,straparola1 and was a translation of stories from oriental sources4 ,from ,italian the book was done into ,french and1 for those early days when books were rare and costly1 had a wide circulation4 ,for almost a century this was the only collection of fairy tales in existence4 ,then1 in #afcg1 a book was published in ,naples1 ,il ,pentamerone1 which ,keightley declares is the best collection of fairy tales ever written4 ,the stories were told in the ,neapolitan dialect and were drawn from ,sicily1 ,candia1 and ,italy proper1 where ,giambattista ,basile had gathered them from the people during years of wandering4 ,about sixty years later1 in a magazine published at ,the ,hague1 appeared a story1 8,la ,belle au ,bois ,dormant10 by ,charles ,perrault1 which was none other than the tale we know as 8,sleeping ,beauty40 ,it did not originate with ,perrault1 but had been told him in childhood by his nurse1 who was a peasant from ,picardy4 ,a year later seven other stories appeared1 8,red ,riding ,hood10 8,blue ,beard10 8,puss in ,boots10 8,the ,fairy10 8,cinderella10 8,riquet o' the ,tuft10 and 8,hop o' ,my ,thumb40 ,they were published under the title1 ,contes du ,temps ,pass avec ,moralits1 and signed1 8,p4 ,darmancour40 ,darmancour was a stepson of ,perrault1 and wrote them at the older man's request from the nurse's tales2 so they live in literature as ,perrault's work4 ,after this ,french collector came the ,german scholars1 the ,grimms1 who gathered and preserved the folklore of the ,thuringian peasants2 ,goethe1 the ,sage of ,weimar2 ,madame ,villeneuve2 ,ruskin2 ,andrew ,lang2 and several others4 ,each of these added to the work begun by ,straparola and ,basile1 until now we have tales from almost every nation1 tales proving that a belief in the supernatural is common to primitive people in every clime4 ,another aspect wonderfully interesting in the study of fairy tales is the distinctive features of those of different regions1 which are so marked that they can be classified according to the locality and topography of the region in which they originated4 ,the largest number of these supernatural beliefs is found among nations whose scenery is wild and rugged1 where there are mountains1 morasses1 dangerous cataracts1 and tempestuous oceans1 while in flat1 cultivated countries away from the sea the fairy superstition is not so strong and the tales are less fantastic4 ,this fact argues powerfully in favor of the ,aryan theory that they are primitive man's philosophy of nature1 the expression of his religion1 and some educators claim that as they were religious stories to the race1 they still are religious to the child4 ,whether this theory is accepted or refuted1 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 discrimination4 ,the narrator should exercise care in their selection1 and have some fixed principles to govern that selection1 because of the quantity and doubtful literary and ethical quality of much juvenile material4 ,many modern fairy stories are not fit to give to children4 ,in selecting fanciful tales for this period of childhood1 choose first of all the old ones1 those that originated in the childhood of the race1 the stories of ,grimm1 ,perrault1 and ,bechstein4 ,they have stood the test of the ages4 ,they are expressed in beautiful language1 they create ideals and arouse inspiration1 they feed and satisfy4 ,there are some fairy tales of later origin that are the works of great writers and deserve the name of literature4 ,first on this list come those of ,hans ,christian ,andersen4 8,the ,three ,bears0 of ,robert ,southey is another good example1 and sometimes we find floating through magazines and in books of recent issue1 fairy tales that are excellent ones to give to children1 because they have all the elements of the racial tales4 ,notable among these is 8,the ,wonder ,box0 by ,will ,bradley4 ,but1 if there be any doubt in the mind of the narrator about the merit of modern stories1 he had better eliminate them from his list and use only those that have stood the test of the ages4 ,however1 even among racial tales the narrator will come upon pitfalls unless judgment mark his selection4 ,the conditions governing his struggle for existence gave primitive man a harsh standard1 and consequently his literature is often tinged with a vindictive spirit wholly out of keeping with the ideals of today4 ,stories in which cruelty1 revenge1 and bloodshed have a large part should never be told to the young child1 no matter what their age or origin4 8,blue ,beard0 is a good example4 ,although itself a classic1 and a recital of the deeds of a ,french ruler whose name is a synonym of infamy1 this tale and all similar tales should be tabooed from the world of little people4 ,charles ,dickens was the first man in ,england whose voice carried weight to plead for fairy tales as a part of the school curriculum1 and within a few years ,dickens found it necessary to oppose the usage of stories that were corrupting the children of the ,british ,isles4 ,because they were urged to tell fairy tales1 unthinking teachers told any that they found1 even those in which all the savagery of early man was portrayed4 ,accounts of beheadings and man-eatings became part of the daily program1 and many acts of cruelty among children were traceable to these stories4 ,instead of teaching forbearance1 courtesy1 consideration of the poor and aged1 and abhorrence of brute force1 which the wisely chosen fairy tale will do1 story-telling was turning the children into young savages4 ,if the dominant element in a story is cruelty1 strike that tale from the list2 for even though the deed be punished in the end1 the fact that the attention of an unkind child is focused upon cruel acts often leads him to experiment and see what will happen4 ,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 part1 even though the tale itself be a literary gem4 ,the father or mother is the child's ideal1 and it is not the mission of the narrator to shatter that ideal4 ,even if little folk have discovered that there are delinquent parents in the world1 it is a mental shock to have that fact emphasized1 and the story that shocks in any way had better be left untold4 ,sometimes the elimination or modification of a cruel feature of a tale makes it suitable for telling to children1 as in 8,hansel and ,gretel40 ,the ending ,humperdinck uses in his opera1 wherein the old witch turns to gingerbread instead of being baked in the oven by the orphans1 is far better ethically than the original one1 yet the elemental part of the story is left unspoiled4 ,narrators cannot be too careful in this respect2 for the function of story-telling is to refine rather than to brutalize1 to give pleasure and not to shock1 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 child4 ,let the test of selection be the question1 ,does this story contain an element or picture that will shock a sensitive child or whet the cruel tendencies of a rough1 revengeful one8 ,if it does1 do not use it even though the list of fairy tales may be reduced to a very limited one1 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 character4 7,see ,part ,,ii1 ,chapter ,,xvi1 8,story-,telling to ,intensify ,interest in ,nature ,study407 ,,bibliography ,,of ,,fairy ,,tales ,,andersen1 ,,hans ,,christian3 ,wonder ,stories ,told to ,children4 ,,asbj,,rnsen1 ,,peter ,,christen3 ,fairy ,tales from the ,far ,north4 ,,ballard1 ,,susan3 ,fairy ,tales from ,far ,japan4 ,,blumenthal1 ,,verra ,x4 ,k4 ,,de3 ,folk ,tales from the ,russian4 ,,bunce1 ,,john ,,thackeray3 ,fairy ,tales3 ,their ,origin and ,meaning4 ,,chodzko1 ,,alexander ,e4 ,b43 ,fairy ,tales of the ,slav ,peasants and ,herdsmen4 ,,croker1 ,,thomas ,,crofton3 ,legends and ,fairy ,tales of ,ireland4 ,,curtin1 ,,jeremiah3 ,myths and ,folk ,tales of the ,russians1 ,western ,slavs1 and ,magyars4 ,,dumas1 ,,alexandre3 ,black ,diamonds2 ,the ,golden ,fairy ,book4 ,,edwards1 ,,charles ,,lincoln3 ,bahama ,songs and ,stories4 ,,fortier1 ,,alc,e3 ,louisiana ,folk ,tales4 ,,graves1 ,,alfred ,,perceval3 ,the ,irish ,fairy ,book4 ,,grimm1 ,,jacob3 ,german ,household ,tales4 ,,haight1 ,,rachel ,,webb3 ,index of ,fairy ,tales4 ,,hartland1 ,e4 ,,sidney3 ,the ,science of ,fairy ,tales4 ,,jacobs1 ,,joseph3 ,europa's ,fairy ,book2 ,english ,fairy ,tales2 ,celtic ,fairy ,tales4 ,,keightley1 ,,thomas3 ,fairy ,mythology4 ,,kennedy1 ,,howard ,,angus3 ,the ,new ,world ,fairy ,book4 ,,laboulaye1 ,,edouard ,,ren3 ,the ,fairy ,book2 ,last ,fairy ,tales4 ,,lang1 ,,andrew3 ,the ,blue ,fairy ,book2 ,the ,orange ,fairy ,book2 ,the ,lilac ,fairy ,book2 ,the ,green ,fairy ,book2 ,the ,yellow ,fairy ,book2 ,the ,red ,fairy ,book4 ,,macdonnell1 ,,anne3 ,the ,italian ,fairy ,book4 ,,macmanus1 ,,seumas3 ,donegal ,fairy ,stories4 ,,mitford1 ,,freeman3 ,tales of ,old ,japan4 ,,ozaki1 ,,yei ,,theodora3 ,japanese ,fairy ,tales4 ,,perrault1 ,,charles3 ,tales for ,children from ,many ,lands4 ,,pyle1 ,,howard3 ,the ,wonder ,clock4 ,,ramaswami ,,raju3 ,indian ,fables4 ,,scudder1 ,,horace ,e43 ,the ,children's ,book4 ,,sharman1 ,,lyon3 ,bamboo3 ,tales of the ,orient-born4 ,,skeat1 ,,walter ,w43 ,fables and ,folk ,tales from an ,eastern ,forest4 ,,stanley1 ,,henry ,m43 ,my ,dark ,companions and ,their ,strange ,stories4 ,,steele1 ,,flora ,a43 ,tales from the ,punjab4 ,,tappan1 ,,eva ,,march3 ,the ,golden ,goose4 ,,williston1 ,,teresa3 ,japanese ,fairy ,tales4 ,,wratislaw1 ,a4 ,h43 ,slavonian ,fairy ,tales4 ,,chapter ,,four ,,the ,,story ,,interests ,,of ,,childhood 7,continued7 ,c4 ,,heroic ,,period ,when the child leaves the imaginative period1 he enters another realm of realism4 ,the fairy world is no longer a place of enchantment to him4 ,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 elements1 but fared forth on the path of adventure1 eager to know what lay beyond the lodge place of his people1 feverish with desire to conquer and remove whatever obstructed his way4 ,the barbaric1 fighting instinct manifests itself1 and in many children a destructive curiosity is apparent4 ,they long to repeat the experiences of their ancestors in this same period4 ,they want to live through nights of danger and days of daring1 and since the juvenile court and probation officers hover ,argus-eyed about them1 ready to swoop down upon every lad who would go pirating or pathfinding1 the nearest approach to the experience consists in listening to and in reading tales of adventure4 ,this age is usually from about eight to twelve1 although there are no tightly drawn lines of demarcation4 ,individual cases differ1 and some children of ten are still delighted by fairy tales1 while other lads of seven are well into the heroic period4 ,broadly speaking1 however1 this period begins about the age of eight4 ,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 period1 and because parents and teachers do not realize this fact clearly enough1 boys read stories whose tendency is to brutalize and lead them into trouble4 ,it does not follow1 because they are drawn as steel to steel to such literature1 that the boys are depraved4 ,they crave action1 danger1 daring4 ,it is a cry of nature that cannot be silenced1 and because the hunger is not satisfied in a wholesome way1 they go where they can find the food they must have1 for numerous doors are open to them4 ,dozens of writers are doing pernicious work for the youth of the country by pouring forth a flood of adventure stories1 perhaps not with malicious intent1 but with the little knowledge that often brings dire results4 ,knowing the demand for the heroic1 they write yarns whose only claim to recognition is a clever1 spectacular plot4 ,these books embody no ideals1 and the aspirations they arouse had better be left to slumber4 ,sometimes1 as a result of such reading1 boys run away from home to fight ,indians or turn pirate1 and many a lad has begun a career of lawlessness ending in crime1 who with a little direction might have been an individual of value to the world4 ,such cases are so common that they have come under the notice of almost every child worker1 and the pity of it is that literature is rich in tales that satisfy the adventure craving1 yet arouse high ideals and inspire to worth-while deeds4 ,instead of originating in the brain of some modern craftsman who is actuated by a desire for money-making1 they grew out of the life of the race and perpetuate the noblest traditions of the race4 ,human nature is much the same in all climes and in all ages4 ,until man reaches a very high state of enlightenment he is more thrilled by manifestations of physical bravery than by mental and moral courage1 and he who possesses muscular strength is the hero in his eyes4 ,a ,hercules or ,samson is mightier to him than a ,savonarola facing persecution with sublime tenacity of purpose and dying steadfast to his ideal1 because he can understand the brute strength of the one1 while the spiritual fortitude of the other is beyond his comprehension4 ,he is thrilled by action1 physical action1 and he craves and will have literature every page of which is colored by feats of prowess4 ,it is useless to try to substitute something else for children in this period4 ,when we hunger for bread and meat1 after-dinner mints will not satisfy1 even though they be very delectable confections4 ,this ravenous appetite of boys and girls must be satisfied1 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 poisons4 ,there is no finer adventure tale in any literature than that of ,robin ,hood1 none more satisfying to children in the early heroic period4 ,this statement often brings a cry of remonstrance1 and the objection is made that there is danger in portraying an outlaw as a hero1 or in picturing the allurement of a brigandish career4 ,but ,robin ,hood an outlaw8 ,he lived in an age of injustice when might made right4 ,the man of the people was but the chattel of a king1 with no rights his lord was bound to respect4 ,bold ,robin1 in the depths of ,sherwood ,forest1 devoted his life to redressing wrongs4 ,he took from the oppressor and gave to the oppressed4 ,he strove to stamp out injustice and tyranny1 and his spirit is the foundation of the democracy that underlies every just government today4 ,he was an outlaw1 not because he was a criminal1 but because he rebelled against the monstrous injustice of his age and strove to ameliorate the condition of the poor and downtrodden4 ,in the time of ,henry the ,second he was hunted like a deer1 but in the twentieth century he would be honored as a great reformer4 ,robin's sense of justice appeals to boys and girls1 and his fearlessness and kindliness awaken their admiration4 ,they respond sympathetically to the story from the opening chapter1 when he enters the forest and ,little ,john joins his band1 through the closing one where the hero of the greenwood goes to his final rest4 ,if the tale is told with emphasis upon the true spirit of ,robin ,hood instead of with a half apology1 it will prove wholesome food for the children and will help to make them juster1 kinder1 and more democratic men and women4 ,the national epics are splendid sources of story material for children in the heroic period1 especially those originating in ,teutonic lands and those formalized among nations not yet in a high state of civilization4 ,their characters are elemental1 and their incidents appeal to boys and girls4 ,some of the stories of ,king ,arthur and his knights1 of ,beowulf1 of ,sigurd the ,volsung1 of ,frithjof1 of ,pwyll1 hero of the ,welsh ,mabinogion1 as well as many from the ,nibelungenlied1 the ,iliad1 and the ,odyssey1 can also be used with excellent results4 ,naturally the tales of an elemental type should be chosen first rather than those that are more highly refined and poetic4 ,it has been my experience that the ,mabinogion is enjoyed before the ,arthuriad4 ,boys1 especially1 delight in hearing of ,pwyll1 lord of the ,seven ,countries of ,dyved1 and the adventures that befell him as he hunted in the forests of his dominions4 ,these stories are of very ancient origin and are simple1 strong1 and dramatic4 ,they were sung by harpers 7mabinogs7 in the castle halls of ,wales1 and finally were gathered into the ,mabinogion1 which was done into ,english by ,lady ,charlotte ,gest4 ,the story-teller will find ,the ,boy's ,mabinogion1 by ,sidney ,lanier1 an excellent handbook for this period1 as it embodies the most desirable of this ancient ,gaelic material1 and is put into modern form by an artist4 ,follow the ,mabinogion with the less poetic of the ,king ,arthur stories4 ,the account of how ,arthur won his sword and became king1 of ,percival and the ,red ,knight1 and of ,arthur fighting the giant mean more to the ten-year-old than does ,sir ,galahad and the ,holy ,grail4 ,the ,greek myths too should be drawn from during this period--not the highly poetic1 finished tales of the ,hellenes1 but the elemental ones whose heroes are rugged characters that awaken child admiration4 ,hercules1 ,perseus1 ,achilles1 and several other demigods vie for honors with ,king ,arthur and ,beowulf in the mind of the fourth-grade boy1 and the story-teller should not fail to draw from the rich field of southern literature as well as from that of the north4 ,but let her exercise care in selection and keep to the realm of heroism instead of entering that of romance4 ,such stories as 8,cupid and ,psyche10 8,pygmalion and ,galatea10 and 8,apollo and ,daphne0 mean little to boys and girls of ten1 yet teachers and librarians often use them and wonder why their audiences respond with so little enthusiasm4 ,there are those who contend that all the epical stories should be given in simplified form during this period1 but why spoil the romantic1 poetic ones which are so much more enjoyed a little later and so much better understood1 when there are hundreds that can be given without pruning them to the heart8 ,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 standards1 and dulls an interest in mythology later on4 ,the story-teller should bear this fact in mind1 and remember that literature rich in symbolism and formulated among people refined to a degree of stheticism is not the literature to give to adventure-craving children1 no matter to what simple language it may be reduced4 ,splendidly dramatic is the tale of ,roland and ,oliver1 which every boy loves1 of ,ogier the ,dane1 and of some of the other heroes of the time of ,charlemagne4 ,children listen spellbound to the account of the first meeting and disagreement of the two lads whose friendship makes such a sweet and colorful story1 and of ,charles the ,great in council with his peers and knights1 and delight in the swinging lines of the old ballad3 ,the emperor sits in an orchard wide1 ,roland and ,oliver by his side3 ,with them many a gallant lance1 ,full fifteen thousand of gentle ,france4 ,upon a throne of beaten gold ,the lord of ample ,france behold3 ,white his hair and beard were seen1 ,fair of body and proud of mien4 ,the story of ,bayard is an admirable one for this period1 as well as that of the ,spanish hero1 the ,cid2 and 8,st4 ,george and the ,dragon0 is always a favorite4 ,i plead1 too1 that more of the narrator's time be devoted to the telling of our own ,american epic of ,hiawatha4 ,the answer comes1 8,that is read in school40 ,to be sure it is1 and one reason why it is read so badly and appreciated so little is that it was not given in story form first4 ,the ,german child uses the ,nibelungenlied as a classroom text1 but before he studies the epic he knows its tales4 ,gunther1 ,hagen1 ,siegfried1 and ,dankwart are familiar characters to him1 and consequently he enjoys the poem4 ,the same principle applies to ,hiawatha4 ,if boys and girls are acquainted with ,hiawatha himself1 if they know ,nokomis and ,chibiabos and ,kwasind and ,iagoo before they are given the poem to study1 it means something to them that it cannot mean otherwise4 ,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 cope4 ,now1 however1 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 ,nibelungenlied4 ,in considering stories for the heroic period of childhood1 let us not forget the biographical and historical narratives that fulfill every requirement of hero tales4 ,boys and girls love the epical stories because they are true in spirit1 but they love also those that are true in fact4 ,it is a mistake to think that biography is dull and uninteresting to them1 because stories of the boyhood of great men1 great rulers1 great discoverers and path-finders1 great lawgivers1 painters1 musicians1 and writers1 are hero tales of the highest type4 ,many of them have been told admirably for young people1 and the narrator does no more valuable work than when he uses them freely4 ,sir ,walter ,raleigh1 ,de ,soto1 ,coronado1 ,frederick the ,great1 ,napoleon1 ,garibaldi1 ,solyman the ,magnificent1 ,robert the ,bruce1 ,kosciusko1 ,william ,wallace1 ,william ,tell1 and dozens of others are as fascinating as ,beowulf or ,hercules and have an influence even more powerful1 because children know that these heroes have actually lived4 ,never mind what some authorities say about the man of ,switzerland being a mythical personage4 ,let ,american young people know him as those of the ,alpine land know him1 as the defender of his ancient rights and native mountains1 the embodiment of the spirit of ,helvetia4 ,they will be finer men and women because of it1 and that1 more than anything else1 concerns the story-teller4 ,then1 too1 there are history tales1 hundreds of them1 from every age and every land4 ,there are brave deeds done by children that every child should know4 ,the little girl on the ,st4 ,lawrence1 holding the blockhouse of ,vercheres against the ,iroquois1 the boy whose courage and presence of mind saved ,lucerne1 the event through which ,william of ,orange came to be known as ,william the ,silent1 and many other similar narratives are intensely interesting to boys and girls4 ,some of the ,old ,testament tales belong in this period2 for a detailed account of them see ,chapter ,twelve1 on 8,bible ,stories40 ,at this age1 when the adventure spirit runs high1 when pathfinding and ,indian fighting are desired above all other things1 how are we to keep boys and girls from running away to lead such lives themselves8 ,one way is by letting them live the lives of the heroes who thrill them--in other words1 by dramatizing4 ,it is the hunger for experience that causes boys to turn vagabond1 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 craving1 whereas those who have some of the desired experiences at home are less likely to start out seeking them4 ,it is a wise mother who encourages her boys to make pirate caves in their own back yards1 to be youthful ,crusoes1 ,kit ,carsons1 ,daniel ,boones1 and ,robin ,hoods for a ,saturday morning1 and the school or public playground that provides for much out-of-door acting is doing something that will prevent many evils4 ,in some children this desire is so strong that it is almost a fever1 and if not satisfied in a wholesome manner is likely to lead to lamentable ends4 ,i remember how much it meant to me in my own childhood1 when ,i burned to lead the lives of some of the heroes of whom ,i had read or heard1 to be permitted to participate in the ,indian warfare of the neighborhood boys and be the maiden who was carried away into captivity4 ,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 braves1 and when a ,sioux band came to town1 ,i ecstatically trudged after the wagon and lived for a day in a realm far removed from my accustomed one4 ,the boys had feeling to even a greater degree1 and who knows but that without this ,indian play some of them might have gone forth in search of adventure and become criminals1 whereas every one is now a law-abiding1 useful citizen4 ,,sources ,,of ,,story ,,material ,,for ,,the ,,heroic ,,period ,,anderson1 ,,rasmus ,,bj,,rn3 ,the ,younger ,edda4 ,,baldwin1 ,,james3 ,the ,story of ,roland2 ,american ,book of ,golden ,deeds4 ,,bolton1 ,,sarah ,k43 ,poor ,boys ,who ,became ,famous4 ,,bradish1 ,,sarah ,p43 ,old ,norse ,stories4 ,,brooks1 ,,elbridge ,s43 ,historic ,girls4 ,,church1 ,,alfred ,j43 ,stories from the ,iliad2 ,stories from the ,odyssey4 ,,coe1 ,,fannie ,e43 ,heroes of ,everyday ,life4 ,,farmer1 ,,florence ,v43 ,boy and ,girl ,heroes4 ,,foa1 ,,madame ,,eug,,nie3 ,boy ,life of ,napoleon4 ,,grierson1 ,e4 ,w43 ,tales from ,scottish ,ballads4 ,,kingsley1 ,,charles3 ,greek ,heroes4 ,,lang1 ,,jeanie3 ,the ,story of ,robert the ,bruce2 ,the ,story of ,general ,gordon4 ,,lanier1 ,,sidney3 ,the ,boy's ,mabinogion4 ,,lansing1 ,m4 ,f43 ,page1 ,esquire1 and ,knight4 ,,mabie1 ,h4 ,w43 ,norse ,stories from the ,eddas4 ,,marshall1 ,h4 ,e43 ,the ,story of ,william ,tell2 ,the ,story of ,roland4 ,,matthews1 ,,agnes ,r43 ,seven ,champions of ,christendom 7,st4 ,george and the ,dragon74 ,,morris1 ,,william3 ,sigurd the ,volsung4 ,,nepos1 ,c43 ,tales of ,great ,generals4 ,,niebuhr1 ,b4 ,g43 ,greek ,heroes4 ,,pyle1 ,,howard3 ,some ,merry ,adventures of ,robin ,hood2 ,stories of ,king ,arthur and ,his ,knights4 ,,ragozin1 ,z4 ,a43 ,siegfried and ,beowulf4 ,,tappan1 ,,eva ,m43 ,in the ,days of ,alfred the ,great2 ,in the ,days of ,william the ,conqueror4 ,,warren1 ,,maude ,,radford3 ,robin ,hood and ,his ,merry ,men4 ,,chapter ,,five ,,the ,,story ,,interests ,,of ,,childhood 7,continued7 ,d4 ,,romantic ,,period ,at about the age of twelve or thirteen the child's rougher instincts begin to soften4 ,romance and sentiment develop4 ,he becomes particular about his appearance4 ,it is less of a task than formerly to get the boy to wash his face and hands1 and he has not the antipathy toward civilized attire that he had in the days when ,robinson ,crusoe was the hero4 ,instead1 he manifests a liking for being dressed according to prevailing modes1 sometimes changing so suddenly from a dirty cave dweller into a dandy that it is like the metamorphosis from grub to butterfly4 ,he craves socks and ties of bright colors and clothes that attract attention4 ,if fashion prescribes peg-topped or straight1 spare trousers1 he wants them extremely wide or extremely narrow1 and is willing to have his chin sawed unmercifully if high collars are the vogue1 not because of a fit of hysteria1 but because he has entered the period when sex awakens4 ,he is becoming interested in the girls and wishes to be dressed in a manner that will cause them to be interested in him2 and very often his taste for literature changes as completely as his personal habits4 ,he desires stories of a higher type of heroism than those he craved in an earlier period1 stories of romance and chivalry1 and now is the time to give him the epic in its entirety1 because of the deep racial emotions therein expressed4 ,he has had many of the adventure tales from the epics during the earlier period4 ,now he is ready for those tinged with romance1 those pervaded by a spirit of fiery idealism in which knights risk limb and life in loyalty to principle1 for fealty to king1 or in defense of some fair lady4 ,percival seeking the ,grail is a finer hero to him than ,percival battling with the ,red ,knight1 and the vow of the men of the ,round ,table means something because he can understand it4 ,in a vague1 indefinite way romance is touching his own life1 and his noblest emotions are awakened by the noble words3 ,to reverence the king1 as if he were ,their conscience1 and their conscience as their king1 ,to break the heathen and uphold the ,christ1 ,to ride abroad redressing human wrongs1 ,to speak no slander1 no1 nor listen to it1 ,to honor his own word as if his ,god's1 ,to lead sweet lives in purest chastity1 ,to love one maiden only1 cleave to her1 ,and worship her by years of noble deeds4 ,boys and girls in the heroic period enjoyed only the ,arthurian stories that glorify physical bravery1 those of jousting and conflict into which women do not enter4 ,but now they delight in such tales as those of ,geraint and ,enid1 of ,launcelot and ,elaine1 and some of the adventures of ,tristram4 ,here a word of caution is necessary4 ,like the ,old ,testament stories1 these romantic tales will arouse the noblest emotions and highest ideals if given with wisdom1 but if told thoughtlessly may create an almost morbid desire for the vulgar4 ,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',arthur1 because there is much in the original that should be eliminated in presenting it to those in the adolescent period4 ,the ,pyle or ,radford editions are excellent1 likewise ,the ,boy's ,king ,arthur1 by ,sidney ,lanier1 each of which keeps the spirit of the poem1 but omits everything objectionable4 ,the story of ,king ,arthur1 embracing as it does the ,grail legend1 should be followed by the ,german tale of 8,parsifal10--not the ,wagner opera version1 but the original medieval legend1 8,the ,knightly ,song of ,songs0 of ,wolfram von ,eschenbach4 ,this has been retold beautifully by ,anna ,alice ,chapin in ,the ,story of ,parsifal1 a book with which every child in the romantic period should be familiar4 ,miss ,guerber1 in her ,legends of the ,middle ,ages1 relates the tale of ,titurel and the ,holy ,grail1 which will be helpful to the narrator because of the light it throws on the origin of the legend4 ,but for a telling version there is none equal to that of ,miss ,chapin1 none in which the lofty chivalric spirit of the medieval poem is portrayed so faithfully4 ,the romantic portion of all the national epics1 as well as that of ,le ,morte d',arthur1 is excellent material for the story-teller in the early adolescent period4 ,the ,nibelungenlied1 the ,iliad1 the ,odyssey1 and parts of ,jerusalem ,delivered feed boys and girls in the early teens as pure adventure stories fed them a year or two before4 ,and if the narrator would have his young listeners enjoy the epical tales to the uttermost1 let him quote freely from the epic itself as he tells them4 ,during this age1 when romance and sentiment run high and life is beheld through a rainbow-hued glamour1 poetry is a serious and beautiful thing4 ,the frequent interpolation of it into a story heightens the pleasure in that story1 and young people listen with the gleaming eyes of intense feeling to words like these of ,siegfried3 8,ever10 said he1 8your brethren ,i'll serve as best ,i may1 ,nor once while ,i have being1 will head on pillow lay1 ,till ,i have done to please them whate'er they bid me do2 ,and this1 my ,lady ,kriemhild1 is all for love of you40 ,moreover1 young people should understand that the epics were first given to the race in poetic form1 and in leading them to that knowledge we can lead them also to an appreciation of the majestic1 sweeping measures of the ,iliad or ,odyssey or ,nibelungenlied1 which is in itself worth thought and labor on the part of the story-teller4 ,the ,langobardian myths1 ,dietrich von ,bern1 the story of ,gudrun1 of ,charlemagne and ,frastrada and ,huon of ,bordeaux1 are intensely interesting in this period4 ,joan of ,arc never fails to charm1 while tales of the minnesingers1 the troubadours1 and the ,crusaders open gates into lands of enchantment4 ,oh1 the romance in the lives of these medieval wanderers6 ,walther von der ,vogelweide1 too poor to buy him a coat1 yet swaying the thought of the ,german lands2 ,bernard of ,ventadour1 among the flaming roses of ,provence1 making music at the court of ,eleanor of ,aquitaine2 ,richard ,cur de ,lion1 riding with a singing heart toward ,palestine2 ,de ,coucy1 ,frederick ,barbarossa1 and scores of others who lived and achieved in that distant1 colorful time6 ,their lives are gleaming pages in the history of their age1 and their stories are glorious ones to give to boys and girls who crave the romantic4 ,wonderful1 too1 is the account of the ,children's ,crusade1 of ,stephen1 a happy shepherd on the hills of ,cloyes1 and that other lad of ,cologne1 who1 fired with desire to restore to the ,christian world places the ,moslem had defiled1 sailed away with their followers to shipwreck and slavery4 ,in connection with this tale the children should hear1 if possible1 some of the music from ,gabriel ,pierne's great cantata1 ,the ,children's ,crusade4 ,it will give them a clearer1 more vivid idea of the preaching of the boy apostle1 of the gathering of the company1 of the pilgrimage along the ,rhine and ,seine1 of their rejoicing upon reaching the port of ,marseilles1 and of the light of noble purpose that glorified their eyes as they went singing to the ships4 ,perhaps historians have proved the account of this crusade to be just a myth4 ,tell it anyway1 for whether it be fact or fiction the tale is too lovely for young folk to miss4 ,there is another type of biographical story1 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 ,provence1 but nevertheless thrills1 fascinates1 and influences4 ,florence ,nightingale is a good example4 ,beautiful1 the daughter of rich and distinguished parents1 she might have reigned a social queen in ,england2 yet she spent her young womanhood studying how to alleviate human suffering1 toiling under the burning sun of the ,east1 battling with disease at the risk of health and life1 and well deserving the title given her by those she comforted1 8,the ,angel of the ,crimea40 ,i have seen girls of sixteen listen with tears in their eyes to the story of this noble ,englishwoman1 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 asked1 8,who1 of all the workers in the ,crimea1 will be remembered longest80 and every voice replied in refrain1 8,florence ,nightingale60 ,several years ago a questionnaire1 distributed at a convention of nurses1 revealed the fact that ten per cent of those there had been influenced toward their life career by the story of this great ,english nurse4 ,yet there are dubious souls who wonder if story-telling pays6 ,if the narrator can have only a few books from which to draw material for the romantic period1 ,laura ,e4 ,richards' ,life of ,florence ,nightingale ought to be one of the number4 ,it is sympathetically and beautifully told1 an artist's tribute to an immortal woman4 ,workers with youths in the adolescent period are brought face to face with one of the gravest problems educators have to solve4 ,what is to be done about lovesick boys and girls1 those in whom the elemental passions have awakened yet who have not the judgment and self-control that age and experience bring8 ,how are we to keep them1 in their first emotional upheaval1 from losing all sense of proportion and from pursuing a course that may lead to disaster8 ,the freedom given in these days of coeducation1 and the unrestricted circulation of novels and stories dealing with the relations of the sexes1 which may be worthy creations from the standpoint of art1 but which distort the ideas of unformed youth1 make possible a condition that often appalls parents and high-school teachers and sets them to wondering how to meet it4 ,ellen ,key suggests a remedy4 ,in this period when the world-old emotions are first aroused1 she advocates the use of love stories that are pure in tone and high in ideal4 ,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 eyes1 but we can give him an ideal that will make his feeling an elevating thing instead of a debasing one4 ,we can put into the heart of the girl a poetry and idealism that will keep her worthy of the prince1 and we can do it through literature4 ,instead of leaving her free to roam unguided and read whatever falls into her hand1 or of sitting like a board of censors beside her and goading her toward the forbidden1 which always allures1 we can lead her to delightful1 wholesome stories1 of which there are a goodly number4 ,this does not mean confining her to writers of several generations ago4 ,present-day youths know that almost every one reads current books1 and they intend to have them1 too4 ,therefore let the story-teller use the best of the new1 even as he uses the best of the old4 ,let him refer frequently to it and tell enough of it to awaken such an interest that it will be read4 ,a good plan is for the teacher of ,english to devote a few minutes each week to the discussion of some recent book or books1 and to give lists of those that boys and girls will enjoy4 ,in public libraries slips should be posted1 upon which are named the most desirable of recent publications1 and problem novels should be excluded from shelves to which the public has access4 ,thus our adolescent children may be led to glean from the best of the new4 ,but meanwhile let us not neglect the old4 ,one of the lovely works with which to familiarize high-school pupils is ,ekkehard1 by ,joseph ,victor von ,scheffel1 which1 aside from its value as a historical novel1 is one of the noblest love stories ever written4 ,it is a charming picture of life in the tenth century1 when the ,hunnic hordes swept like a devastating flame into the peaceful ,bodensee region4 ,hadwig1 proud duchess of ,suabia1 ,ekkehard1 the dreaming1 handsome monk who goes from the monastery of ,st4 ,gall to become ,latin instructor at ,castle ,hohentwiel and learns far more than he teaches1 ,praxedis1 the winsome ,greek maid1 ,hadumoth the goose girl1 and the goat boy ,audifax1 all are fascinating1 appealing characters4 ,from beginning to end the book is intensely interesting1 and as ,nathan ,haskell ,dole says1 8full of undying beauty40 ,another charming work of a ,german writer is ,moni the ,goat ,boy1 by ,johanna ,spyri4 ,the novels of ,eugnie ,marlitt are wholesome and well written1 and give vivid pictures of life in the smaller courts of ,europe4 ,those of ,louisa ,mhlbach portray in a remarkable manner the lives of some of the notable figures of history1 and the intimate glimpses they give of such characters as ,frederick the ,great1 ,schiller1 ,goethe1 ,marie ,antoinette1 and ,maria ,theresa1 with their reflection of the color and ceremony of a bygone day1 cause them to mean in this period what adventure tales mean to boys and girls of ten4 ,in drawing from ,germany1 let us not forget ,georg ,ebers1 who lifts the cloud of mystery that veils old ,egypt and permits us to share the romance1 the loves1 the joys and sorrows of men and women of the ,pharaohs' time4 ,his works are not dull inscriptions gathered from sepulchers and mummies1 but moving pictures of living1 breathing men and women1 filmed by the genius of a master2 and the triumphs of the ,princess ,bent-,anat1 the sufferings of the captive ,uarda1 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 world4 ,from ,france we may glean without limit4 ,georges ,ohnet1 ,jacques ,vincent1 ,ludovic ,halvy1 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 woman1 but are as fascinating as fairy tales to a child4 ,then there is the great treasure house of ,english and ,american literature1 as rich in priceless things of pen and brain as the gallery of the ,vatican is rich in paintings and sculpture4 ,boys and girls will not draw from this wealth unguided1 because they do not know where it is stored4 ,but if we give them frequent glimpses of its brightness1 if we half open the door of the repository and let them peep inside1 they will follow1 seeking it1 as the miner follows the half-revealed ore vein1 or as ,ortnit of old pursued the ,fata ,morgana4 ,they need not drift into pools that breed disease1 when by enough story-telling to awaken their interest in the beautiful and fine they may sail into open streams where the water is clear1 and where there are no submerged reefs to wreck their fragile crafts4 ,,sources ,,of ,,story ,,material ,,for ,,the ,,romantic ,,period ,,antin1 ,,mary3 ,the ,promised ,land4 ,,bolton1 ,,sarah ,k43 ,famous ,leaders among ,men4 ,,boutet ,,de ,,monvel1 ,l4 ,m43 ,the ,story of ,joan of ,arc4 ,,brooks1 ,,elbridge ,,streeter3 ,historic ,girls4 ,,buell1 ,,augustus ,c43 ,john ,paul ,jones1 ,founder of the ,american ,navy4 ,,buxton1 ,,ethel ,m4 ,,wilmot3 ,a ,book of ,noble ,women2 ,stories of ,persian ,heroes4 ,,chapin1 ,,anna ,,alice3 ,the ,story of ,parsival4 ,,church1 ,,alfred ,,james3 ,stories from the ,iliad2 ,stories from the ,odyssey4 ,,creighton1 ,,louise ,,von ,,glehn3 ,some ,famous ,women4 ,,gilbert1 ,,ariadne3 ,more than ,conquerors4 ,,gilchrist1 ,,beth ,,bradford3 ,life of ,mary ,lyon4 ,,guerber1 ,,hel,,ne ,a43 ,legends of the ,middle ,ages4 ,,lanier1 ,,sidney3 ,the ,boy's ,king ,arthur4 ,,lockhart1 ,,john ,,gibson3 ,ancient ,spanish ,ballads4 ,,lowell1 ,,francis ,,cabot3 ,joan of ,arc4 ,,nicholson1 ,j4 ,s43 ,tales from ,ariosto4 ,,quiller-,,couch1 ,,sir ,,arthur ,,thomas3 ,the ,roll ,call of ,honor4 ,,richards1 ,,laura ,e43 ,florence ,nightingale1 the ,angel of the ,crimea4 ,,snedeker1 ,,caroline ,d43 ,the ,coward of ,thermopyl4 ,,southey1 ,,robert3 ,the ,life of ,nelson4 ,,sterling1 ,,mary ,,blackwell3 ,the ,story of ,parzival2 ,the ,story of ,sir ,galahad4 ,,strickland1 ,,agnes3 ,the ,queens of ,england2 ,the ,queens of ,scotland4 ,,chapter ,,six ,,building ,,the ,,story ,story-telling is a creative art1 and therefore a knowledge of underlying principles is as indispensable to the narrator as to the sculptor or painter4 ,without this knowledge he cannot hope to adapt material to his needs1 but must be limited in his choice to what is already in form to give to children2 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 hidden1 polish and clarify them1 and put them in a setting within the understanding of the child4 ,for this reason a course in story-writing is a part of the training of the professional story-teller1 and while the mother or teacher cannot make such extensive preparation1 she may to advantage master and apply a few cardinal principles of construction4 ,the beginning of the oral story should never be an introduction1 because from the first word the child expects something to happen1 and if nothing does happen his attention scatters and interest is lost4 ,therefore the narrator must bring his actors on the stage and get them to work at once2 he must not let them stand around waiting while he gives a detailed description of their hair and eyes and of the clothes they wear1 but must have them do something4 ,it is often necessary to make some explanatory remarks in the beginning1 but it should be done in such a way that the hearer has no time to wonder when the story is going to begin4 ,for instance1 if your tale is about a boy in ,holland1 do not delay bringing the boy in while you tell about the country4 ,let him enter at the beginning1 and then1 by a sentence here and a clause or phrase there1 give the setting with the action4 ,the story must bristle with human interest2 for while the child knows nothing about the meaning of that term1 he nevertheless demands that something happen1 and if nothing does happen you lose his attention4 ,the written story may depend for its charm upon character drawing and local color1 but the oral story demands plot1 and if this plot is badly hung together the story fails in its aim1 for it does not make a deep impression4 ,the narrative style is better adapted to beginning the oral story than dialogue1 because it is more easily handled by the novice4 ,of course the professional story-teller is not restricted to one field1 and genius is privileged to range at large and ignore rules with no dire results4 ,but it is safe for the amateur to keep to the narrative style4 ,in the depths of dialogue1 his little craft may founder1 but the much-loved words 8,once upon a time0 or 8,long1 long ago0 arrest the attention immediately1 even though the teller be not an artist2 and having made a good beginning1 he is reasonably sure of holding his hearers to the end4 ,on the other hand1 if he does not get them at the start1 his story-telling time is apt to end in failure4 ,there are no set phrases or clauses with which one must begin a story1 and it would be a mistake to say that dialogue can never be used safely in opening the oral story1 for the professional often uses it with fine effect2 but it is easier and safer for the amateur to use the narrative beginning1 and introduce dialogue as the plot develops4 ,dr4 ,berg ,esenwein1 whose excellent work1 ,writing the ,short ,story1 will be of value to the story-teller as well as to the story-writer1 lays down these rules3 8,do not strike one note in the beginning and another in the body of the story4 8,do not touch anything that is not a live wire leading direct to the heart of the story4 8,do not describe where you can suggest40 ,an examination of some of the perfect stories of the world shows that these rules hold good in every case4 ,the tales of ,grimm1 ,andersen1 ,perrault1 and ,bechstein are flawless in construction1 and each plunges directly into the thread of the story4 ,take1 for instance1 8,the ,three ,tasks0 of ,grimm3 ,there once lived a poor maiden who was young and fair1 but she had lost her own mother1 and her stepmother did all she could to make her miserable4 8,the ,pea ,blossom10 of ,hans ,christian ,andersen3 ,there were once five peas in a pod4 ,they were green and the pod was green1 and they thought all the world was green4 8,red ,riding ,hood10 as written by ,perrault1 begins thus3 ,once upon a time there lived in a small village in the country a little girl1 the prettiest1 sweetest creature that ever was seen4 ,her mother loved her fondly1 and her grandmother doted on her still more4 8,the ,twin ,brothers0 by ,grimm3 ,there were once two brothers1 one of whom was rich and the other poor4 ,the rich brother was a goldsmith and had a wicked heart4 ,the poor brother supported himself by making brooms1 and was good and honest4 ,it is the same in ,ruskin's 8,king of the ,golden ,river10 in ,robert ,southey's 8,three ,bears10 in all the tales of ,de ,maupassant that are suitable for telling1 and in those of ,alphonse ,daudet4 ,note the beginning of ,daudet's 8,last ,lesson03 ,little ,franz did not want to go to school that morning4 ,he would much rather have played4 ,the air was so warm and still4 ,you could hear the blackbirds singing at the edge of the wood1 and the sound of the ,prussians drilling down by the old sawmill4 ,every one of these stories begins with narrative1 and every one is a perfect tale for telling4 ,next in consideration comes the body of the story1 which our rhetoric teachers taught us is a succession of events moving toward the climax4 ,until the climax is reached the oral story must be full of suspense4 ,in other words1 the hearer must be kept guessing about what is going to happen4 ,the child does not care about a story in which he sees the end4 ,he does enjoy hearing the same story told over and over again if it thrilled him at the first telling1 because he likes to re-experience that thrill4 ,but if a new tale holds no suspense1 it falls flat4 ,stevenson says3 8,the one rule is to be infinitely various--to interest1 to disappoint1 to surprise1 yet still to gratify4 ,to be ever changing1 as it were1 the stitch1 yet still to give the effect of an ingenious neatness40 ,in other words1 the succession of events must follow one another in a regular sequence1 and each must contribute something to the one following it4 ,as a rather homely illustration of the meaning of this1 we may say that plot centers around a hole1 and in a well-constructed story the steps by which the hero gets into the hole are traced1 and then those by which he gets out4 ,the getting out is the climax or1 as ,dr4 ,barrett says1 8the apex of interest and emotion40 ,in other words1 it is the top of a ladder1 and the story must move in an unbroken line toward that topmost rung4 ,if it does not do this1 if the thread of the tale is broken to interpolate something that should have been told in the beginning1 the narrator loses his audience4 ,the climax must be a surprise to the child4 ,this holds good in all the great oral stories4 ,take as an example 8,the ,ugly ,duckling03 ,and he flew toward the beautiful swans4 ,as soon as they saw him they ran to meet him with outstretched wings4 8,kill me10 he said4 ,but as he bent his head he saw reflected in the water1 not a dark1 gray bird ugly to see1 but a beautiful swan4 ,in ,hawthorne's 8,great ,stone ,face0 the climax lies in the discovery that ,ernest is the likeness of the ,great ,stone ,face1 a delightful surprise to the child4 ,it is the same in 8,red ,riding ,hood10 in 8,tarpeia10 in 8,why the ,sea ,is ,salt40 ,it is the same in ,daudet's 8,last ,lesson40 ,note the splendid climax of that masterpiece1 the surprise that comes to ,franz as he sits awaiting punishment1 when the teacher1 in all kindness1 makes this announcement3 8,my children1 this is the last time ,i shall ever teach you4 ,the order has come from ,berlin that henceforth nothing but ,german shall be taught in the schools of ,alsace and ,lorraine4 ,this is your last lesson in ,french40 ,with very young children the surprise element should be simple4 ,repetition used in a sequence1 or jingle1 accomplishes it well1 as in the 8,fee1 fi1 faugh1 fum0 in 8,jack and the ,beanstalk10 or 8,who's been sitting in my chair80 in 8,the ,three ,bears10 or 8,the better to see you1 hear you1 eat you0 in 8,red ,riding ,hood40 ,each time the child hears the expression his interest is roused to a higher pitch1 and his imagination is fired to such a point that he expects almost anything to happen4 ,after the climax is reached1 the oral story should descend rapidly to a close4 ,many of the best oral stories end in the climax1 and those that do not1 add but a sentence or two or a paragraph at most to round out to completion4 ,but they do not moralize and point out a lesson to the child4 ,they leave him to see the moral for himself1 and he sees it more clearly and is the more deeply impressed by it if he is allowed a few moments of silence after the completion of the story1 instead of being drawn into conversation concerning it4 ,marie ,shedlock1 the ,english story-teller who has done so much to put the narrator's art upon the plane where it deserves to be1 advocates five minutes of silence after each story period1 and in my own experience ,i have found that it is of value to the child4 ,conditions under which one works will1 of course1 govern this2 but above all1 do not end a story that delights a boy or girl and then kill the whole effect by saying1 8,now1 ,peter1 what does that story teach you80 ,give the child credit for being an intelligent human being1 and do not spoil a tale for him by turning it into a sermon while he is still tingling with the wonder and joy of it4 ,,chapter ,,seven ,,telling ,,the ,,story ,since story-telling1 like music1 is an art1 it is no more possible for every mother1 teacher1 or librarian to become a ,scheherazade than it is possible for every child who takes music lessons to blossom into a ,mozart or a ,mendelssohn4 ,the inspiration1 the creative fire that beguiles the wrath of a sultan or gives birth to a symphony1 emanates from within1 from the fairy germs planted somewhere in the soul and nurtured into fruition through unceasing effort4 ,yet it is possible for every worker with children1 provided he be willing to devote some time and labor to the study of technique1 to learn to tell stories convincingly and entertainingly1 although not with the artistry of the professional4 ,first of all1 whenever possible1 he should choose stories that appeal to him1 those he will enjoy giving his listeners because they fit his own moods1 for he cannot hope to tell every variety of tale with consummate excellence any more than an actor can be supreme in all types of rles4 ,the genius of ,sothern displays itself to best advantage in the tragedies of ,shakespeare1 while that of ,henry ,miller1 ,forbes-,robertson1 or ,david ,warfield is suited to dramas of another kind4 ,each of these artists tried various rles until he found his forte4 ,then he kept to the field in which he could excel1 concentrating all his effort upon it4 ,so it should be with the story-teller4 ,he should experiment with every kind of narrative1 then make a specialty of the one in which he can be at his best1 and use it to accomplish his most far-reaching results4 ,of course the mother or teacher cannot confine herself to one variety of story4 ,her interests being varied and many1 she cannot hope to reach the height of specialization attained by the artist who has but one purpose1 one aim1 and never swerves from it4 ,she must endeavor to acquire a fair degree of proficiency in the rendition of every type of story1 that she may not be found wanting by her youthful auditors2 but she should specialize with the kind of tale that is nearest an expression of her own moods1 because in this way she can obtain the most gratifying results4 ,perhaps she is particularly skilled in presenting humorous material4 ,then let her use that ability as a magnet to draw her hearers to the story period and to hold them through it to the end4 ,a good plan is to begin the program with a merry tale to put the group into a happy1 receptive mood1 follow it with a serious one containing the message or information the children should receive1 and then give another humorous one4 ,the serious narrative may be difficult for her to handle1 and may not be given with the skill and charm that mark her rendition of another type of conte1 but the children1 understanding that one of her delightful 8funny0 stories is to follow1 will listen through the less desired number and unconsciously receive its lesson1 because of their eagerness to hear the succeeding one4 ,thus1 by knowing her field of excellence and making the most of it1 she can carry children into other fields because of their delight in meeting her in the one in which she is most at home4 ,after the story is selected1 the atmosphere and setting should be studied4 ,the teller should have a clear idea of the topography of the country in which the events occur1 of the customs of the people who move through it1 of their homes1 their modes of life1 and their manner of dress1 because the more into the spirit of the tale he can put himself1 the more effectively will he give it4 ,if it be a narrative of ,scotland in the days of ,bruce1 he should try to hear the bagpipes1 see the lochs and glens of the ,highlands1 and walk side by side with the heroes of that time4 ,this means gleaning many fields for materials and giving something of an artist's labor to preparation1 in which1 of course1 he will be limited by the time at his disposal4 ,but according to the preparation will be the result1 and to believe previous thought and study unnecessary because one has natural facility for story-telling is to be gravely mistaken4 ,artists of the stage discovered long ago that no matter how gifted they may be1 nothing can take the place of preparation4 ,adrienne ,lecouvreur demonstrated the truth of this statement several centuries ago when she revolutionized acting1 and theatrical folk are still demonstrating it1 for in just this respect lies the difference between the third- and fourth-rate player and the great dramatic star4 ,the leading man or woman who is satisfied to learn lines and do nothing more1 does not get beyond stock4 ,but one ambitious to climb to the top rung of the histrionic ladder will travel every bypath that may possibly yield him a fuller and richer comprehension of the part he has to play4 ,geraldine ,farrar read everything obtainable about ,japan and ,japanese life before attempting to create the rle of 8,madame ,butterfly10 and ,maude ,adams spent months studying the life of the ,maid of ,orleans1 following every step of her career from the hills of ,domrmy to the pyre at ,rouen1 before being satisfied to present 8,jeanne d',arc0 at the ,harvard ,stadium4 ,so it must be with the story-teller4 ,only the professional can devote weeks1 or even days1 to the preparation of one program1 but every one who attempts to tell stories must know more than the plot of the tale and must have felt its events in all their possibilities1 if his hearers in their turn are to feel them4 ,the amount of preparation necessary varies with the individual4 ,those possessing natural facility and those who heard much story-telling in childhood need less than those whom ,nature has not gifted1 or who were not so fortunate in early environment4 ,but every one needs some preparation1 and there is much slovenly1 valueless story-telling because this fact is not generally recognized4 ,many teachers do not regard story-telling seriously enough1 and devote far less thought to it than to other branches of their work1 because the idea is prevalent that any one can spin a yarn or two4 ,consequently they accomplish little through the medium of the story4 ,but there is another group of workers who believe that story-telling means as much today as it meant centuries ago1 and its members are sending children into the libraries4 ,as nearly as time and the conditions of their work will permit them1 they are following in the footsteps of the medieval narrator4 ,like him1 they are giving an artist's labor to their work because they realize that great results come only through great effort4 ,but the number of these story-tellers1 compared with the workers with children1 is very small1 and consequently results are not yet gratifying4 ,they can become gratifying only when child leaders cease to think that the story period is the one period of the day for which no preparation need be made1 and realize that every minute devoted to previous thought and study will make the language come more spontaneously and fluently and will bring before the eyes of the listeners pictures that are clear because they first have been clear before the eyes of the teller4 ,every scene in a story should be visualized until it is as vivid as a painting on a canvas4 ,it must be studied and imagined until it shifts smoothly and rapidly into the succeeding one4 ,then there will be no danger of the teller having to pause and think what comes next1 or of having to interpolate something that should have been introduced at an earlier stage of the tale4 ,this is not equally easy for every one4 ,those who are imaginative by nature will find it no task1 while for others it will be difficult at first4 ,but no one need be discouraged4 ,each succeeding attempt will bring clearer pictures and smoother shifting of scenes1 and gratifying results will follow labor and perseverance4 ,it is a good plan for the beginner to jot down in outline form the successive events of the story and study them until he can carry the sequence in his mind4 ,when the pictures are clear and the order of events is fixed1 the story should be practiced4 ,this does not mean that it should be learned verbatim4 ,untrained narrators often make the mistake of memorizing paragraph by paragraph and sentence by sentence1 and then giving the tale like a recitation1 which is not story-telling at all4 ,story-telling is a constructive1 creative art1 and the tale that grips and convinces and inspires must be told in a manner that makes it seem like the teller's own4 ,practicing the story means facing an imaginary audience and describing so vividly and clearly what is seen that others may see the pictures that pass before the mind's eye4 ,shall gesture and facial gymnastics be used8 ,this depends entirely upon the temperament and personality of the narrator4 ,if it is natural for him to gesticulate as he speaks1 gesture will come spontaneously and will heighten the effect of the tale4 ,but if movements of hand and head and body are not spontaneous1 they will mar the rendition and scatter the interest of the listeners by dividing it between the teller and the tale4 ,story-telling then becomes touched with affectation and loses its artistry4 ,it degrades the story-teller into a sort of acrobatic performer and makes him a personage upon whom the attention is centered1 which is not as it should be4 ,he is simply the medium through which the picture is made clear to the audience4 ,he is not an actor1 and should not occupy the center of the stage4 ,as ,dr4 ,partridge says3 8,the story-teller should pleasingly suggest the mood and scene of the story1 then step into the background1 turn down the lights on the present1 and carry his hearers to a distant region1 which he must make1 for the time being1 more real than the here and now40 ,this is why the story-teller is at his best away from the glare of electricity1 among the shadows of a summer gloaming1 or by the open hearth when the firelight is dim1 because then his hearers do not see him or think of him1 but only of the pictures and scenes painted by his voice and words4 ,therefore let the guiding rule of the narrator be1 8,i must describe pictures so that others will see them1 and think1 not of me1 but of the scenes to which ,i lead them40 ,and he must do it in his individual way4 ,if gesture comes naturally1 it belongs in the tale4 ,if it is studied and artificial1 it destroys the effect and value4 ,some of the greatest story-tellers of the past used no gesture1 while others used body1 head1 and hands with wonderful effect4 ,they were persons of strong individuality and did things in an individual way4 ,let the present-day story-teller profit by their example4 ,change of voice in dialogue adds to clearness of pictures4 ,nothing is more colorless than a reading by one whose intonation is not in keeping with the part he interprets1 and the story told in a monotone is boresome and valueless to the child4 ,he associates tone and action and wants them to be true to each other4 ,he is dissatisfied if the old witch speaks like a loving mother1 while the heavy tones of the wicked giant1 the gentle ones of the good fairy1 and the mirthful1 rippling notes of the joyous1 beautiful maiden delight him and make him responsive to the tale4 ,they transform the personages of the story into living1 breathing creatures who walk in his presence and smile or frown in his face4 ,pauses are wonderfully effective in heightening the interest in a story4 ,children fairly quiver with expectation if frequent pauses are used when the moments of suspense grow big4 ,they creep nearer in their eagerness to hear about what happens next1 fearing that they will miss a bit of the attractive thread4 ,one small boy1 asked why he took such delight in listening to a certain story-teller1 said3 8,i don't know if it's the way she looks or the way she says it4 ,she'll be going along1 telling about what happens1 and all at once she'll say1 #8,and then----' and stop a little bit until you think all kinds of things are going to happen40 ,this feeling is general with children1 although they may not voice it1 and behind the nave words is a psychological truth4 ,the pause heightens the dramatic effect and focuses the interest on the coming sentences4 ,above all things1 there should be no stopping in the midst of a tale to correct a child4 ,if one shows evidence of lagging interest1 mention his name as if the story were being told for him4 8,and1 ,john1 when little ,red ,riding ,hood reached her grandmother's house she knocked on the door40 ,this makes him feel that although many children are listening to the story1 it is being given solely for his benefit4 ,it touches his pride and grips his attention long enough to enable the narrator to muster all his forces and heighten the interest in the tale so that it will abound in suspense from that point4 ,if it fails to do that1 something is wrong1 either with the selection or the presentation4 ,perhaps the pictures are not being made clear because they were not first clear in the mind of the teller4 ,perhaps the story is not an interesting one to that particular group of children4 ,it is the narrator's business to find the reason1 just as artists in ,europe must learn what is at fault when their hearers hiss4 ,audiences on the ,continent are not so polite as those in ,america1 and there is no mistaking their feeling about a performance4 ,when sounds of disapproval sweep over the house1 the performer must rise to heights that will compel admiration or face a ruined career4 ,likewise1 when a small boy becomes troublesome1 the story-teller should not pause to correct him1 but should make the tale so thrillingly fascinating that the lad forgets to be naughty4 ,mothers seldom meet with this problem1 but settlement workers are having to solve it constantly1 and they do it successfully only by knowing what lies close to the child's interests and telling stories that touch those interests4 ,there are those who denounce story-telling in the schoolroom because they happen to have known of poor story-telling and the disorderly conduct that often ensues when the children's interest is not held4 ,not long ago ,i came across this statement in the report of a lecture delivered at a teachers' institute3 8,it is to be hoped that story-telling will soon be eliminated from the primary grades1 and that the spectacle of a teacher pausing in the midst of a tale to grasp a child by the arm and exclaim1 #8,here1 ,johnny1 straighten up and listen1' will become past history40 ,it certainly is to be hoped that such story-telling will be eliminated1 but it is no more fair to condemn story-telling as an art or to deprecate its value as an educational or ethical factor because there is poor story-telling1 than it is to decry painting and sculpture because there are bunglers with brushes and chisels4 ,the remedy does not lie in abolishing it1 but in elevating the standard of the workers to a higher plane and in demonstrating that story-telling syncopated by scoldings and admonitions is not story-telling at all4 ,when shall we tell stories8 ,whenever1 in the opinion of the teacher1 a story will do more effective work than something else4 ,do not depend wholly on regular periods4 ,these have a place on every school1 library1 or settlement program1 but the story period should not be the only time for telling stories1 because often a tale told at the psychological moment will make a deeper and more lasting impression than those given during a dozen regular periods4 ,when the children are tired1 tell a story for rest and relaxation4 ,if there has been a fight or swearing1 follow up the incident as soon as possible with an apt narrative4 ,it will do more good than moralizing4 ,if the geography class is struggling over the map of ,turkey and can see nothing but a series of dots and marks on a piece of paper1 put aside the formal recitation for that day and tell them of the building of the ,mosque of ,ahmed the ,first on the ,golden ,horn1 of the merry craftsmen who raised the dome of ,st4 ,sophia1 and give them some idea of how this glorious waif of the ,orient came to stand on ,european soil4 ,make story-telling fit occasions and conditions instead of trying to make conditions fit story-telling4 ,and above all1 never moralize6 ,as one authority says1 8,it is bad pedagogy and worse art40 ,remember what ,dr4 van ,dyke says3 8,if a story is worth telling1 moralizing is not necessary40 ,it is not only unnecessary1 but harmful4 ,the child sees for himself that virtue is rewarded and evil-doing is punished4 ,he resents not being given credit for having sufficient intelligence to understand it1 and a personal application antagonizes him4 ,tell the tale in a direct1 unassuming manner--not as if you are talking down to a group of children1 but as if you are one of the number1 talking with them4 ,boys and girls dislike the patronizing story-teller as much as adults dislike the patronizing person1 and are quick to detect affectation and insincerity4 ,they will not receive the message a posing raconteur has to give1 because his manner of delivering it irritates and estranges them4 ,the successful story-teller must be like the poet1 a joy bringer1 and he can be that only when his work is marked by sincerity and genuineness as clear as brook water4 ,,books ,,on ,,story-,,telling ,,allison1 ,s4 ,b41 and ,,perdue1 ,h4 ,a43 ,the ,story in ,primary ,education4 ,,bailey1 ,,carolyn ,,sherwin3 ,for the ,story-,teller4 ,,bryant1 ,,sara ,,cone3 ,how to ,tell ,stories to ,children4 ,,coe1 ,,fanny ,e43 ,first ,book of ,stories for the ,story-,teller2 ,second ,book of ,stories for the ,story-,teller4 ,,cowles1 ,,julia ,d43 ,the ,art of ,story-,telling4 ,,dye1 ,,charity3 ,the ,story-,teller's ,art4 ,,forbush1 ,,william ,b43 ,story-,telling in the ,home4 ,,keyes1 ,,angela ,m43 ,stories and ,story-,telling4 ,,lindsay1 ,,maud3 ,the ,story-,teller for ,little ,children4 ,,lyman1 ,,edna3 ,story-,telling3 ,what to ,tell and ,how to ,tell ,it4 ,,mcmurry1 ,,charles ,a43 ,special ,method in ,primary ,reading and ,oral ,work1 with ,stories4 ,,partridge1 ,,emelyn ,n4 and ,,george ,e43 ,story-,telling in the ,home and ,school4 ,,st4 ,,john1 ,,porter3 ,the ,story in ,moral and ,religious ,education4 ,,shedlock1 ,,marie ,l43 ,the ,art of the ,story-,teller4 ,,wiltse1 ,,sara ,e43 ,the ,place of the ,story in ,early ,education4 ,,wyche1 ,,richard ,,thomas3 ,some ,great ,stories and ,how to ,tell ,them4 ,,chapter ,,eight ,,story-,,telling ,,to ,,lead ,,to ,,an ,,appreciation ,,of ,,literature ,one of the specific aims of education is to endow children with an appreciation of literature1 and to this end much of a teacher's energy is directed4 ,from the elementary school through the university the curriculum includes a course in ,english1 and even in kindergarten and primary grades a point is made of introducing children to those authors whose work is conceded to have a strong appeal for them4 ,the first1 second1 or third grade boy is required to read and memorize selections from ,stevenson1 ,riley1 and ,eugene ,field2 not infrequently he is detained after school because of failure to have his lesson prepared at recitation time1 and responds to the requirement in a mood that brings discouragement to his teacher4 ,on the other hand1 there are schools in which the literature or reading hour is a period of joy1 where the learning of songs of the singers of childhood is accomplished without coercion4 ,these schools are the ones in which the teachers have learned that the acquisition of knowledge1 to be of real value1 must be attended with enjoyment4 ,it is a mistake to believe that although the function of the school is to equip the man1 the aim of education is only to give enjoyment in the future4 ,it is also the aim of education to give enjoyment now1 because in this way capacity for enjoyment in the future is made possible4 ,the boy or girl whose early association with poetry or beautiful prose is attended with displeasure and discomfort is no more likely to be drawn to the finer types of literature later than the man or woman is apt to be fond of a person1 the first meeting with whom was a disagreeable experience4 ,if we would have the man love good literature1 we must first lead the child to love good literature1 and we can do this only through having him enjoy good literature4 ,because story-telling brings pleasure to the child1 it is a most effective means of leading him to an appreciation of literature4 ,through the medium of the story we not only can heighten his capacity for enjoyment and elevate the standard of his taste1 but we can equip him with knowledge he will never acquire if the literature period is associated with force and punishment4 ,if a tale brings pleasing pictures before his eyes and is beautiful in theme and language1 he unconsciously forms a taste for beautiful language1 for he is not only getting the succession of events that make the plot1 but is also absorbing words and expressions4 ,certain sentences stick in his memory1 and teachers who have children reproduce stories know that frequently they use the exact phrases and sentences that have been used by the teller4 ,they do not remember these for a day or an hour and then forget them2 they remember them as years go by1 and associate certain words with certain narratives4 ,william ,mc,kinley once said that the mention of willows by a river made him think of the story of ,moses in the bulrushes1 and brought to mind this sentence3 8,and she hid the basket among the rushes in a spot where willows hung over the river40 ,the story had been told him in childhood and brought him enjoyment1 and some of the narrator's expressions left a lasting imprint on his mind4 8,i believe that story1 more than anything else10 he once said1 8gave me a fondness for elegant ,english40 ,james ,a4 ,garfield voiced almost the same thought1 declaring that his taste for literature was shaped by stories from great authors told him by his mother during his early years1 and many other men of achievement have attested to the same truth4 ,they have proved conclusively out of their own experience that even with little children it is possible to lay a foundation upon which a noble and enduring structure can be built4 ,we can give them an appreciation of stories and poems that are among the gems of literature4 ,we can also interest children in the life of an author so that they will want to know something of his work4 ,this statement often brings the question1 8,how1 since little children want stories that are full of action1 and not biographies of men and women they never have seen80 ,is it not true that the childhood of all great men contained interesting experiences1 that if told as stories will lead little people to want to know about what these boys and girls did when they grew up8 ,robert ,louis ,stevenson is a good example4 ,every child will listen sympathetically to the tale of the poor little rich boy who was often so ill that he could not run and play1 but who made the best of things and amused himself with toys on his bed4 ,he built cities out of blocks4 ,he watched the lamplighter go on his evening rounds along the street1 and sometimes in the summer1 the dewy1 ,scotch summer that can be pictured so attractively to children1 when he went with his nurse to the country or the shore1 he put leaves and chips in the river and pretended that they were boats4 ,he dug holes in the sand with his wooden spade and laughed to see the vagrant waves come up and fill them4 ,the child who hears about his various experiences will become intensely interested in little ,robert1 and will grow to love 8,the ,land of ,counterpane10 8,the ,river10 8,at the ,seashore10 and other selections from ,a ,child's ,garden of ,verses4 ,every time he reads or hears them he will see a picture of the wee ,scotch lad whose story touched his heart4 ,this is no untried theory4 ,through story-telling1 the author of ,treasure ,island has become a living personage and ,a ,child's ,garden of ,verses a source of delight in more than one first grade4 ,a teacher who had charge of forty little ,italians devoted fifteen minutes each morning to stories of writers and their works1 and by the end of the term the children had a knowledge of ,stevenson and ,field that amazed the superintendent4 ,more valuable than the knowledge acquired was the capacity for real enjoyment of some of the works of these men1 enjoyment so intense that during the half hour of song and games that was a feature of every ,friday1 it was not unusual for a small ,tony or ,gulielmo to flutter a brown hand and ask to be permitted to recite3 ,of speckled eggs the birdie sings1 ,and nests among the trees4 ,another teacher was rewarded for her work by hearing the mother of one of her pupils tell at a parent-teachers' meeting of how a certain little lad amused himself while recuperating from measles by entertaining the household with songs from ,stevenson and stories about little ,robert1 who became the big ,robert that wrote the book4 ,in doing this sort of work1 however1 it is necessary to keep in mind the story interests of childhood1 to remember that children are interested in children1 and not begin1 8,when ,robert ,louis ,stevenson was a little boy10 but rather1 8,once there was a little boy who lived far away from here1 and his name was ,robert40 ,let the approach be from the child to the man instead of from the man to the child4 ,focus the interest of children upon one like themselves1 then lead in a natural way to the man and his achievements4 ,sometimes children can be interested in a piece of literature through a story about it or suggested by it1 because often one tale helps to illuminate and clarify and add interest to another4 ,suppose a primary teacher or a mother wishes to take up ,tennyson's 8,sweet and ,low10 a piece of literature that is either a succession of vivid1 delightful pictures or a vague group of words1 according to the manner in which it is presented4 ,tell of the baby who lived with the father and mother in a fishing village on the ,isle of ,wight4 ,each day the father had to go far out to sea in a boat to catch fish to sell for money with which to buy food for his dear ones1 and each night the baby laughed and crowed when he came home4 ,once he stayed later than usual1 and baby did not want to go to bed without seeing him2 but the mother sang a pretty song1 saying that father would soon be home1 and crooned and rocked her little one until he fell asleep4 ,it was a pleasant evening1 with a big1 silver moon1 and a man was out walking--a rich man who lived in a house on a hill high above the fishers' huts4 ,as he went by the cottage where the baby lived1 he heard the mother singing1 and the song was so sweet that he hurried home and wrote what it made him think about4 ,then follow with the poem1 and the children will receive it gladly4 ,this same plan can be used with older children1 but let the material be given in story form instead of as a series of disconnected incidents4 ,an excellent method is to give the story of a great writer's work4 ,this is effective with children of all ages1 and often leads to the reading of books that otherwise would never be opened4 ,sometimes the objection is made that it is wrong to substitute the story of a work for the work itself1 a statement no thinking person will gainsay4 ,but this does not mean substitution4 ,it means whetting the appetite until the child hungers for the thing you want him to have4 ,instead of telling him what he should read1 arouse his curiosity to the point where he wants to read it1 and the desired result will follow4 ,fifty years ago it was safe to give a boy or a girl a beautiful piece of literature and tell him he ought to read it1 but it is not safe now1 not because there is anything wrong with the children of our time1 but because conditions are different4 ,books were rare and costly then1 and young people read whatever came to hand4 ,today books are cheap and plentiful1 and present-day literature plunges directly into the complications of the story4 ,people are in a hurry to know what it is all about1 because of the spirit of the age4 ,there is less leisure now than there was half a century ago1 as there is more competition1 and results must be realized more rapidly than our forefathers realized them4 ,consequently we travel faster1 get rich faster1 and move more speedily in every way4 ,present-day literature reflects present-day spirit1 and the story must begin with the opening sentence4 ,boys and girls simply will not go through pages of introductions and descriptions before striking the plot of the tale1 no matter how beautiful those introductions and descriptions may be4 ,they want books that get somewhere from the beginning4 ,so the problem confronts all who are interested in the education of children3 8,how can we make them as eager to read ,dickens1 ,scott1 and ,thackeray as they are to read ,jack ,london and ,phillips ,oppenheim8 ,how can they be made to go as gladly to ,bulwer ,lytton as they go to the ,henty books80 ,by means of story-telling4 ,give them an idea of the plots of the masters of literature1 enough to whet the desire to know more about them4 ,it is not sufficient just to tell the story1 because it was not the plots of these writers that made them great artists4 ,it was their manner of handling their plots1 their delineation of character1 the philosophy and human wisdom they put into the mouths of their heroes1 and the boy or girl who does not become acquainted with these great creators during school days is likely never to know them1 because he forms a taste for reading of a more ephemeral nature1 and he may go through life a devourer of books1 yet be only half educated4 ,why is it that so many young people never look at the ,english classics after they leave high school1 and would rather spend a morning at hard labor than in reading ,as ,you ,like ,it or ,a ,midsummer ,night's ,dream8 ,because too much attention was given to the dissecting process when they studied these plays4 ,instead of being taught to see the beautiful and finished creation of some master1 they were made to see the skeleton and to pull it to pieces4 ,some teachers assign a certain number of pages or paragraphs or stanzas for a lesson1 and the pupils look up the words in the dictionary1 point out the figures of speech1 and scan the lines4 ,sometimes the teacher reads the assignment when it is made4 ,sometimes children dramatize it after they have torn it into shreds1 or write a paraphrase4 ,but the heart and soul of the masterpiece1 the sheer beauty of it1 are considered least of all1 and students end by heartily hating something that they might have enjoyed and loved4 ,yet people wonder why the average ,american has so little appreciation of good literature1 and think something is wrong with young folk who1 after a high-school course in ,english1 will read nothing but popular novels4 ,there is nothing whatsoever the matter with the boys and girls4 ,they simply follow the bent of all human beings and steer from the unpleasant toward the pleasant4 ,they go to the books of the day that they can understand1 because much of our great literature1 presented as it is1 means nothing to them4 ,less fortunate than youths of fifty years ago1 they are not forced to read good books if they read at all4 ,there are verdant1 if less beautiful1 meadows on every side where they may browse1 and into them they go4 ,it is infinitely better that a child's school life provide him with a capacity for the enjoyment of literature than that he have a technical knowledge of a few pieces of literature1 because the latter endows him with a narrow1 academic viewpoint1 while the former makes possible a future growth1 without a capacity for which life must be narrow and one-sided4 ,a boy or girl may know that ,shakespeare wrote ,twelfth ,night or ,macbeth1 that ,milton created 8,the ,hymn to the ,nativity0 or ,shelley 8,the ,skylark10 be able to paraphrase each and analyze the sentences that comprise them1 and not be a bit better fitted for life than he would be without that knowledge4 ,but he is better equipped for life if he has acquired a capacity for the enjoyment of literature1 so that to read a great book gives him pleasure or causes him to respond with sympathy1 and the ,english teacher who does not develop this capacity in children has failed in his function4 ,the approach to the great field of literature must be through specific examples1 just as the approach to an understanding of art or architecture must be through the canvases of ,raphael1 ,cimabue1 or ,giotto1 or the temples that were the triumphs of ,egyptian1 ,babylonian1 or ,hellenic builders4 ,but if they are to be enjoyed1 acquaintance with these specific examples must be made in a pleasurable manner4 ,they first must be beheld in a perspective that gives glimpses of them as complete and beautiful wholes1 and not through the detailed workmanship of architrave or abacus or by focusing the attention on the massing of figures according to square or triangular outline4 ,and just as the understanding and enjoyment of one great structure or painting give added interest to every other one1 so1 in the realm of literature1 each masterpiece enjoyed gives capacity for the enjoyment of every other masterpiece met with in the future4 ,therefore the story1 because it is a means of flashing the entire structure on the screen and making it possible for children to see the completed whole in all its beauty1 is the ,english teacher's most valuable tool4 ,take ,evangeline as an example4 ,most children leave school knowing that ,longfellow wrote that poem1 and that ,evangeline lost her lover on the wedding day and spent the remainder of her life seeking him4 ,but you cannot coax them to read the poem again because of the memory of the time when they studied it4 ,and the pity of it is that there is no work of ,american literature so appealing to boys and girls in the adolescent period as ,evangeline1 if it is presented wisely4 ,before they are asked to study it1 if the story of the ,acadian girl is told sympathetically and feelingly they are touched by its pathos and fired by the idealism of its characters1 and they feel the charm of life in the quaint old village of ,grand ,pr4 ,if1 before they are told to read it1 they have gone with the heroine through the magic of the narrator's picturing1 in her wanderings over mountain and lowland1 into ,indian camp and sequestered mission1 living among strange peoples and sleeping by strange fires1 they will read it with enthusiasm4 ,it will become a joy instead of a burden1 because they will have felt something of what was in the heart of the poet who wrote it1 and not merely what appeared on the printed page4 ,besides the main thread of the story1 there are many sub-stories that1 if told in connection with the poem1 will add to the child's enjoyment and understanding of it4 ,sometimes a name is rich in story material1 yet often it is passed over with nothing more than a definition found in the pronouncing gazetteer1 and a golden opportunity is lost4 ,take1 for instance1 the line1 8,now in the ,tents of ,grace of the gentle ,moravian missions40 ,there is a footnote in most editions stating1 8,this refers to the ,moravian mission of ,gndenhtten40 ,but what does that signify to children1 since there were many missions in those early days8 ,but if they are told of how the ,moravians came from the distant ,german mountains to plant the tree of their faith in the ,western wilds1 they grow interested4 ,they are fascinated as the tale goes on1 picturing how these simple folk founded a mission in the woods of ,ohio1 which they named 8,gndenhtten0 or 8,tents of ,grace10 and telling how a massacre occurred there in #agij1 not savages killing off whites1 but a band of marauding ,british troops slaughtering ,christianized ,indians as they toiled peacefully in their cornfields4 ,then1 as ,evangeline roams over the ,southwest1 into the bayou country of ,louisiana1 if pictures of the early life there are painted vividly by the story-teller1 if she gives some of the events of old ,creole days1 the children will look forward to the ,evangeline period4 ,this same method will add enjoyment to the study of other pieces of literature4 ,the ,courtship of ,miles ,standish1 aside from the main plot1 is rich in stories from the ,bible4 ,the children should look up these allusions1 but the teacher should put life into them by giving the story4 ,in fact1 there is no piece of literature studied below the high school1 or even during the early part of the high-school course1 that cannot be presented with splendid results through the story-telling method4 ,the concrete precedes the abstract in the order in which selections are considered1 those through which a story thread runs being given in advance of the essay or treatise4 ,by making the most of this story thread1 literature study will become pleasurable and bring splendid response from the children4 ,it requires effort and preparation1 but it pays4 ,it is worth much to the teacher who loves good literature1 to look back over the years and think of the children she has led to appreciate and enjoy it4 ,it is a tremendous satisfaction to have boys come back long after leaving her schoolroom and seek her out1 because through her they learned to know something of the comfort that is to be found in good old books4 ,one teacher1 speaking of her experience1 said3 8,it made all the effort seem richly worth while1 when a broad-shouldered1 sun-burned man went three hundred miles out of his way to see me on a home visit to ,america1 and thank me for having led him to enjoy poetry40 ,as a boy he became intensely interested in ,the ,lady of the ,lake because his teacher gave the stories of ,fitz-,james and ,roderick ,dhu and of the clan life of the ,highlands1 and a pocket edition of ,scott was a source of comfort to him during a surveying expedition in the wilds of ,west ,australia1 and took away the loneliness of nights spent by a camp fire with no companions save the native woodmen4 ,he had learned to know ,scott during his boyhood1 and the capacity for enjoyment acquired through that association was a priceless possession to the man4 ,if more teachers realized that story-telling is a direct road to the understanding of literature1 and that it has its place in grammar and high-school grades as much as in the kindergarten1 there would be less drudgery for them and more satisfying results4 ,,some ,,authors ,,and ,,selections ,,that ,,can ,,be ,,presented ,,through ,,the ,,story-,,telling ,,method ,,browning3 ,herv ,riel 7,give picture of life of sailors on the ,breton coast4 ,herv ,riel was so accustomed to taking fishing boats through the passage that the piloting of the ship did not seem any feat to him72 ,how ,they ,brought the ,good ,news from ,ghent to ,aix2 ,an ,incident of the ,french ,camp2 ,the ,pied ,piper of ,hamelin 7,tell how the poet came to write this work--to entertain a child who was visiting him74 ,,bryant3 ,the ,white-footed ,deer2 ,the ,woodman and the ,sandal ,tree2 ,the ,donkey and the ,mocking ,bird1 and other poems from the ,spanish4 ,,dickens3 ,little ,nell 7,old ,curiosity ,shop72 ,tiny ,tim 7,christmas ,carol72 ,nicholas ,nickleby2 ,david ,copperfield1 and other child characters of ,dickens4 ,,george ,,eliot3 ,maggie ,tulliver ,cutting her ,hair1 ,maggie ,running ,away to ,live with the ,gypsies1 ,tom and the ,ferrets 7,the ,mill on the ,floss72 ,silas ,marner and ,little ,eppie 7,silas ,marner74 ,,irving3 ,legend of ,sleepy ,hollow 7,the ,sketch ,book72 ,the ,governor and the ,notary 7,other stories from ,tales from the ,alhambra72 ,the ,life and ,voyages of ,christopher ,columbus 7,many chapters in this contain fascinating stories1 which if told to the children will lead them to read the work72 ,rip ,van ,winkle 7,the ,sketch ,book7 7,tell also the ,german story of ,peter ,claus1 from which ,irving drew his inspiration to write this tale2 also the ,chinese story1 8,the ,feast of ,lanterns10 the hero of which is an oriental ,rip ,van ,winkle74 ,,kingsley3 ,how ,they ,took the ,gold ,train 7,westward ,ho672 ,water ,babies2 ,hypatia4 ,,longfellow3 ,evangeline2 ,courtship of ,miles ,standish2 ,hiawatha2 ,king ,robert of ,sicily2 ,st4 ,francis' ,sermon to the ,birds 7,tell story of ,st4 ,francis of ,assisi72 ,paul ,revere's ,ride2 ,the ,emperor's ,bird's ,nest2 ,walther von der ,vogelweide 7,in this connection tell story of ,walther and the ,minnesingers4 ,story can be found in ,pan and ,his ,pipes1 and ,other ,stories1 ,victor ,talking ,machine ,company74 ,,southey3 ,inchcape ,rock2 ,bishop ,hatto and the ,mouse ,tower2 ,the ,well of ,st4 ,keyne4 ,,stevenson3 ,treasure ,island2 ,kidnapped2 ,island ,nights' ,entertainment4 ,,tennyson3 ,the ,holy ,grail 7,this poem is beyond the understanding of boys and girls of grammar grades1 or even early high-school years1 but they may be familiarized with portions of it1 and the ,grail story is a wonderful one to give them4 ,it should include also the tale of 8,parsifal0 and 8,lohengrin10 as related by ,wolfram von ,eschenbach and ,wagner74 ,this list is in no way comprehensive1 but the wide-awake teacher will find it suggestive of a much longer one1 which is as much as the author of a single text-book may hope for4 ,,sources ,,of ,,material ,,to ,,lead ,,to ,,an ,,appreciation ,,of ,,literature ,,lamb1 ,,charles and ,,mary3 ,tales from ,shakespeare4 ,,lang1 ,,jeanie3 ,stories from ,shakespeare ,told to the ,children4 ,,sweetser1 ,,kate ,d43 ,boys and ,girls from ,george ,eliot2 ,boys and ,girls from ,thackeray2 ,ten ,boys from ,dickens4 ,,swinton1 ,,william1 and ,,cathcart1 ,,george ,r43 ,book of ,tales from ,fine ,authors4 ,,chapter ,,nine ,,story-,,telling ,,to ,,awaken ,,an ,,appreciation ,,of ,,music ,the public school aims not only to give boys and girls a training that shall equip them with ability to gain a livelihood and provide for their material wants1 but to give them resources within themselves from which to draw pleasure1 broaden and deepen the emotional powers1 enrich the soul by endowing it with capacity to respond to the beautiful and fine1 and make them more sympathetic toward the joys and sorrows of their fellows4 ,that is why the curriculum includes a course in music1 drawing1 and subjects that are branches of a great art4 ,we do not expect to make professional musicians or painters of all the children who receive instruction1 but aim to give the average child1 the one who will grow to be an average1 ordinary man1 an appreciation of the things that give color and beauty to life and make him richer in mind and happier4 ,taste is formed by what is heard in youth1 and the child whose early years are associated with ragtime grows to be a devotee of ragtime1 while he who hears the music of the masters becomes a man who loves great music4 ,this is why the average ,european has a knowledge and love of melody that amazes ,americans4 ,he has heard good music from infancy4 ,it is sung in the public meeting places of his town and whistled in the streets4 ,the gamin of ,naples1 ,rome1 and ,venice knows the arias from the operas as well as ,american children know their national anthem1 and ,verdi1 ,donizetti1 and ,rossini are more than names to him4 ,he has heard their melodies from infancy1 and his father or uncle or some street story-teller has familiarized him with the plots of their librettos4 ,he knows something of the artists who sing the rles1 also1 because the tailor and the barber and the baker not infrequently go to hear them1 and they are a topic of conversation in the home4 ,here in ,america we have not had such opportunities4 ,with us the opera and the symphony orchestra are exotics which only a minority has been trained to enjoy1 and consequently we cannot be regarded as a musical people4 ,it is natural that this should be so1 because1 as compared with ,continental lands1 we are very young1 and youth cannot hope to compete with maturity4 ,but artistic standards in the ,united ,states are being raised steadily4 ,most of our great cities now have symphony orchestras and a season of opera1 while the municipal band concert is part of the life of comparatively small towns1 and the programs are of a higher order than formerly4 ,we are on the upward move1 and meanwhile every leader of children should do his part in the great work of helping to elevate the national musical standard4 ,the schools are doing something1 but not enough1 because much of the instruction they give is of a technical nature1 and although pupils can read in several keys and beat time correctly1 it does not follow that they are acquiring a capacity for the enjoyment of good music4 ,until one has sufficient mental development to understand something of the price that must be paid for artistic success1 much attention to the technical vitiates interest in music1 just as the dissecting method of study kills interest in literature4 ,many teachers make more of an effort to have children learn to read music than they do to have them enjoy it1 and this close attention to the mechanics of the art makes the music period burdensome instead of enjoyable4 ,before the child can see any incentive in learning do--re--mi1 he must hear and enjoy music and must understand that do--re--mi is a key that will unlock gates into larger fields of enjoyment4 ,because the hour is replete with drudgery rather than joy1 the discipline of the music class is often a good deal of a problem1 and although it is not an ideal condition1 it exists more frequently than most people realize4 ,a teacher whose class distinguished itself in sight singing at an institute1 was asked how she made its members so proficient4 8,simply by keeping a strap on my desk and using it about every seven minutes10 she replied2 8and those who did not have actual contact with it kept straight because they knew it was there40 ,this is perhaps an extreme case1 but the school-rooms in which the music lesson is a period of nervous strain for both teacher and pupils are numerous1 and it is not strange that sometimes trustees question whether it might not be well to eliminate music from the list of public-school subjects4 ,an adage of the old ,italian school of vocalists1 whose methods have given so many glorious songsters to the world1 was1 8,to sing1 you must be happy10 and one of the most celebrated prima donnas of today attributes a large measure of her success to the fact that during childhood her mother had the wisdom never to make music burdensome by forcing her to it1 but played for her and sang to her without stint1 giving her countless opportunities of hearing music and leading her to love it4 ,then when she began formal study at twelve1 her teacher did not harass her with exercises1 but gave simple songs that she liked to sing1 songs chosen to give her voice the exercise it needed and to appeal to the natural love of melody4 ,we might well apply this plan to our public-school music1 and arrange courses so that children will hear much good music1 even if the amount of technical work has to be greatly lessened4 ,it is here that the story may do its far-reaching work in helping to make the music period pleasurable to the children and causing them to respond with keener pleasure to a higher standard of music4 ,many narrators exclaim1 8,it is not possible for me to lead children to appreciate the great music when ,i do not know the great music myself40 ,but it is possible4 ,of course it is easier for one who is familiar with the masterpieces of melody to lead children to them than for one who is not2 but even though the mother or teacher was not in her own childhood familiar with ,mozart or ,mendelssohn1 she can bring children to appreciate these artists because the talking machine has made it possible4 ,she need not try to acquaint them with the technical terms1 and mechanics of music1 but she can arouse an interest that is the twin sister of inspiration1 and she can do it in such a way that every minute devoted to the work is filled with delight4 ,she can tell the life story of some great composer and familiarize the child with selections from his work that will guide him away from the cheap and tawdry4 ,she can give him incidents connected with the composition of musical gems1 and a glimpse into the great treasure house of musical literature that will cause him to want to know more of the achievements of the immortal melody makers4 ,it is not necessary that one be a musician in order to do this4 ,most schools and many homes are now supplied with talking machines1 and the records manufactured by the different companies bring masterpieces within the reach of all4 ,even the catalogs are rich in suggestion1 and following the cues supplied by them1 a little thought and labor will bring most gratifying results4 ,almost all the great composers had eventful childhoods1 and the early days of ,mendelssohn1 ,mozart1 ,bach1 ,haydn1 ,handel1 ,beethoven1 ,chopin1 ,verdi1 ,wagner1 and many others are rich in incidents that children enjoy hearing4 ,these biographies1 sources for which are listed in the appended bibliography 7page #id71 if told in story form and followed by selections from the artist's works1 will make an impression and arouse an interest as nothing else can do4 ,do not1 however1 make the mistake of beginning with the man and leading down to his childhood4 ,begin with his early years and lead up to his achievements4 ,the child will become interested in the man only through his childhood1 because children are near his own interests1 while adults are not4 ,many inexperienced story-tellers do not understand this1 and are disappointed in their failure to hold their little hearers4 ,this was demonstrated not long ago in a university course in story-telling4 ,an incident in the childhood of ,mozart was to be given in story form to introduce some of that composer's works to a group of children4 ,eighty per cent of the five hundred preparing the paper began thus3 8,when the great ,mozart was a little boy40 ,that introduction meant nothing to the children1 because they did not know 8the great ,mozart10 and were not interested in strange men4 ,but they were intensely interested in hearing about a child who long1 long ago was sailing down the ,danube with his father and sister ,marianne and was very much distressed because the father would have to pay duty on the harp they carried and therefore1 when they reached ,vienna1 ,marianne could not have a new dress that she sadly needed4 ,little eyes sparkled and little hands clapped when the children heard how1 as they reached the customhouse of the ,austrian capital1 young ,wolfgang asked his father if he might play something on the harp1 and his rendition so delighted and amazed the officials that the duty was waived and ,marianne was shabbily clad no longer4 ,there are many musical stories besides those of lives of the composers that should be given to children3 tales of the violin makers of ,cremona1 the minnesingers1 the troubadours1 the meistersingers1 ,pan and his pipes1 ,apollo and the lyre1 ,david and the harp1 ,king ,alfred and the harp1 the harp at ,tara1 the ,crusaders bringing some stringed instruments into ,europe1 the development of the orchestra1 the evolution of the harp from the bended bow of the early tribesmen1 and the making of the piano4 ,stories of some of the operas1 especially those based on the legends of the ,grail and the ,rhinegold1 are delightful tales to give to children4 ,a good way to introduce children to a composer is by combining the story of his life with selections from his work1 as in the following story about ,schubert4 ,this method may be applied to the study of any composer4 ,libraries are rich in materials1 and the talking-machine companies bring the music within the reach of all2 so there is no reason why the story-teller should not do his part in making our nation a music-loving land1 as well as give pleasure to the children under his guidance4 8,whoever puts a beautiful thought or melody into the world10 writes an ,indian poet1 8gives more than a diamond of ,golconda40 ,whoever helps a child to understand and enjoy beautiful thoughts and melodies1 gives in almost as great a measure as their creator4 ,he too is a builder1 leaving behind him something fit to stand1 and labor of that kind does not go unrequited4 ,a ,,boy ,,of ,,old ,,vienna ,little ,franz could hardly wait for the sun to rise4 ,he had lain awake all night thinking of what morning would bring1 and it seemed as if the long1 dark hours would never end4 ,but now it was dawn1 and he knew that very soon the sun would gild the hilltops1 and then the thing of which he had dreamed for days would come to pass4 8,are you up1 ,franz80 his mother called from below4 8,yes10 he answered cheerily1 8up and dressing40 ,the mother smiled at him as he ran down into the kitchen1 for she knew how eagerly he had looked forward to this day4 ,josef1 the kindly neighbor1 had promised to take him that very morning to a warehouse where many fine pianos were kept1 and he would spend hours among the beautiful instruments there4 ,no wonder he was glad6 ,the one his father provided for him was cheap and harsh1 for ,herr ,schubert was just a poor schoolmaster and had few coins to spend for anything besides food and clothing4 ,but that did not keep ,franz from doing wonders with his music4 ,he learned all he could from his brothers1 and worked away at the poor piano because he could not help it4 ,now that he was soon to touch the keyboard of a really splendid instrument1 he felt like a prince in a fairy tale4 ,they went out of the house and along the dingy street in which the ,schuberts lived4 ,across the ,danube they passed by the old stone bridge that led to the ,ringstrasse1 then northward into that part of the city where the warehouses stood4 ,groups of citizens in holiday attire hurried by1 and now and then some great lord or lady in a fine carriage passed them on the way to worship at ,st4 ,stephen's4 ,but ,franz thought only of reaching the warehouse1 and he walked so fast that ,josef1 who was short and fat1 began to grow red in the face and pant1 and he was quite as glad as the boy when they reached the building4 ,franz lost no time in getting to a piano4 ,sunday comes just once a week1 and another would not come for seven long days4 ,he sat down at one of the lovely instruments1 playing and singing as if nothing in the world mattered so much as music4 ,he was only eleven years old1 and boys of that age usually want to be out with others1 engaged in the sports and games boys love4 ,but not so with ,franz ,schubert4 ,he was happiest at his music4 ,he played and played and was so busy that he did not see a stranger come into the warehouse or hear his voice in earnest conversation with ,josef4 8,you say he has had no music masters80 the man asked wonderingly4 ,josef shook his head4 8,none but his brothers1 ,ignace and ,ferdinand1 and once1 for a very short time1 his father sent him to a singing tutor4 ,but he said he could teach him nothing1 for when he thought to give him something new he found he had learned it already40 8,surely he is a wonder child10 the stranger remarked4 8,be sure to tell his father to bring him tomorrow and we will try him40 ,then he passed out1 but ,franz did not see him4 ,nor did he know a word that had been spoken until on the way home1 when ,josef told him that the emperor's choirmaster had passed by and was so pleased with his singing and playing that he wanted him in the royal choir4 ,so little ,franz ,schubert became a choir boy1 and the master wondered more and more that one so young could know so much of music4 ,then he went to a boys' school4 ,his clothes were not very fine1 for he was poor4 ,but he wore the best he had1 a light gray suit that was far from handsome4 ,some of the richer boys thought it funny and nicknamed him 8the miller40 ,but when ,franz passed the severe singing examination so well that he was given one of the gold-braided honor uniforms1 they did not tease him again4 ,no one else did as well in the orchestra as the little ,schubert lad4 ,no one else sang as understandingly as he1 and his master and fellow students1 like the royal choirmaster1 called him a wonder child4 ,every boy in the school liked him1 and ,franz liked them all too1 but especially a young man named ,spaun4 ,and ,spaun's name is remembered to this day just because once upon a time he was kind to little ,franz ,schubert4 ,he was almost twenty when ,franz was but eleven1 but they were jolly companions and the best of friends4 ,one day ,franz said1 8,if ,i had some paper ,i know ,i could write a song40 ,but paper he had not1 because his father could not afford to buy it4 ,spaun always had a little money to spend1 however1 so ,franz got the paper and wrote the song1 and after that his friend supplied him with writing material4 ,he enjoyed doing it because he liked the lad1 but he did not realize that it would mean much to the world4 ,it did mean a great deal1 however1 for some of the songs ,franz wrote during his school days are still sung as among the sweetest in the world1 and perhaps but for ,spaun's paper they might not have been written4 ,well1 ,franz grew up just as other boys grow1 and still he went on loving music and working at it1 playing and writing songs4 ,almost everything he read or saw made him think of a melody1 and every melody that formed in his brain was beautiful4 ,one evening he went into a restaurant in ,vienna for his dinner4 ,he had a small copy of ,shakespeare in his pocket1 and as he waited to be served he took it out and read4 ,his eye fell upon the lines3 ,hark1 hark6 the lark at heaven's gate sings1 ,and ,phbus 'gins arise1 ,his steeds to water at those springs ,on chaliced flowers that lies4 ,they made him think of a song1 and he looked about for paper upon which to write it4 ,he asked the waiter to get him a piece1 but the waiter could find nothing but a bill of fare4 ,schubert took that and wrote his melody1 and when ,shakespeare's words were sung to it1 the song sounded like this3 ,at this point in the story run a record of 8,hark1 hark the lark40 ,another time he was passing through a poor quarter of ,vienna and heard a peasant serenading a girl4 ,schubert did not think the song a very pretty one1 and he went home and wrote one that he liked better4 ,this is how it sounds3 ,record of 8,the ,serenade40 ,when ,franz ,schubert was a little child1 he heard his father tell an old ,german story4 ,it was called 8,the ,erl ,king0 and was about a witchlike creature who was supposed to take children from their parents4 ,franz always remembered it1 and after he grew to manhood and read ,goethe's poem1 8,the ,erl ,king10 a friend told him how the master came to write it4 ,one wild winter night the poet was visiting in the home of a physician and a man came riding through the storm1 seeking help for the child he had with him4 ,the little fellow was delirious with fever and kept clinging to his father1 crying and begging him not to let the ,erl ,king take him away4 ,the incident affected ,goethe so deeply that he wrote the poem1 and ,schubert1 hearing the story1 was so touched by it that he composed wonderful music to go with the master's words4 ,record of 8,the ,erl ,king40 ,another poem of ,goethe's that he read told of a wild rose growing on a heath4 ,a boy saw the rose and said1 8,i will pluck you40 ,the rose said1 8,no1 no4 ,if you do ,i will prick you40 ,the foolish boy laughed and picked the rose1 and it kept its word4 ,this is the song ,schubert made of the poem3 ,record of 8,hedge ,roses40 ,so you see that almost everything made ,franz ,schubert think of music4 ,he wrote many1 many songs and much other music1 and although it is almost a hundred years since he died1 his name and his works will live as long as men love melody4 ,the greatest singers in the world use his songs over and over because rich and poor alike love them1 and whenever singers want to be very sure of pleasing they sing some of the songs of him who was once a boy in old ,vienna1 ,franz ,schubert4 ,,sources ,,of ,,material ,,to ,,awaken ,,an ,,appreciation ,,of ,,music ,,barber3 ,wagner ,opera ,stories4 ,,bender3 ,some ,great ,opera ,stories 7,general ,operas74 ,,cather1 ,,katherine ,,dunlap3 ,pan and ,his ,pipes and ,other ,stories2 ,boyhood ,stories of ,famous ,men4 ,,chapin1 ,,anna ,,alice3 ,the ,heart of ,music2 ,makers of ,song2 ,stories of the ,wagner ,operas2 ,the ,story of the ,rhinegold4 ,,crowest1 ,,frederick ,,james3 ,the ,life of ,verdi4 ,,dole1 ,,nathan ,,haskell3 ,a ,score of ,famous ,composers4 ,,dutton ,,company3 ,the ,master ,musician ,series4 ,,fryberger1 ,,agnes3 ,listening ,lessons in ,music4 ,,guerber1 ,,hel,,ne ,a43 ,stories of the ,wagner ,operas4 ,,hensel1 ,,sebastian3 ,the ,history of the ,mendelssohn ,family4 ,,liszt1 ,,franz3 ,life of ,chopin4 ,,pictures ,,to ,,use ,,in ,,telling ,,musical ,,stories ,,beyschlag3 ,orpheus and ,eurydice4 ,,borckman3 ,mozart and ,his ,sisters before ,maria ,theresa2 ,beethoven and the ,rusmnowsky ,quartette4 ,,carlo ,,dolci3 ,st4 ,cecilia at the ,organ4 ,,duncan3 ,story of ,minstrelsy4 ,,giulio ,,romano3 ,apollo and the ,muses4 ,,hamman3 ,mozart at ,vienna2 ,preludes of ,bach2 ,haydn ,crossing the ,english ,channel2 ,handel and ,george ,i of ,england4 ,,harpfer3 ,mozart at the ,organ4 ,,leydendecker3 ,beethoven at ,bonn4 ,,merle3 ,beethoven at the ,house of ,mozart4 ,,rosenthal3 ,morning ,prayers in the ,family of ,bach4 ,,schloesser3 ,beethoven in ,his ,study4 ,,schneider3 ,mozart and ,his ,sister4 ,,shields3 ,mozart ,singing ,his ,requiem4 ,portraits of all the great musicians4#a #a ,brown1 ,perry1 or ,cosmos ,pictures1 or they may be obtained from ,victor ,talking ,machine ,company1 especially the living artists4 ,,chapter ,,ten ,,story-,,telling ,,to ,,awaken ,,an ,,appreciation ,,of ,,art ,the child who is surrounded by good pictures from his earliest years grows to love good pictures1 and gaudily colored1 cheap ones have no charm for him4 ,his taste has been formed for the fine and true1 and nothing else will satisfy him4 ,to behold a beautiful painting gives him pleasure1 while to see a glaring chromo produces an unpleasant sensation4 ,this is not because he is different by nature from one to whom masterpieces have no meaning1 but because he has learned to know them4 ,here again we have one of the striking differences between the average ,american and the average ,european4 ,the ,italian1 ,french1 ,austrian1 or ,german laborer sees masterpieces from infancy4 ,his earliest recollection of religious worship is associated with them4 ,every continental town has its art gallery or picture exhibit1 and on certain days there is no admission fee4 ,the laborer avails himself of this opportunity4 ,on ,sunday1 when he is free from toil1 he makes a festival of the occasion and takes his family to some park or place of amusement1 and very frequently the jaunt includes a trip to the picture gallery4 ,consequently1 even the children of those lands have a knowledge of the masterpieces of art far surpassing that of the average adult ,american4 ,in most respects the ,italian street gamin does not differ from the guttersnipe of our own land1 but in one he is vastly his superior4 ,he knows the free days at the galleries as well as he knows the alleys of his native town1 and is a liberal patron of such places on those occasions4 ,i once made the acquaintance of a little chap in ,rome who was an excellent guide4 ,he piloted me among the treasures of the ,vatican with the ease and security that bespeaks thorough knowledge1 for he had been there so often that he knew in just which rooms or alcoves to find his favorites4 ,he knew much of the artists1 too1 of their lives and times1 their discouragements and successes4 ,yet this ,roman street boy was no exception to his class4 ,along the ,piazza di ,spagna1 in fact1 on any of the highways1 are dozens like him1 rich in knowledge of the statues and fountains that glorify the streets and parks of the ,holy ,city4 ,the names of ,brunelleschi1 ,michelangelo1 ,fra ,angelico1 ,giotto1 and those other men who built or carved or painted with marvelous power1 are fraught with meaning to them1 and it is not strange that it should be so4 ,children in ,italy have grown up among beautiful things4 ,for centuries beauty has been almost a religion to this joy-loving1 sun-loving race1 and the country of the ,apennines1 as ,francis ,hopkinson ,smith says1 is the one place in the world where a song or a sunset is worth more than a soldo4 ,consequently1 the ,italians are a nation of art lovers4 ,each individual regards the masterpieces as his property1 and the reason the ,italian people hate the memory of ,napoleon is not only that he conquered parts of their land1 but that he robbed ,italy of some of her art treasures4 ,these were things they and their fathers had seen and loved1 and they could not forgive the vandal who carried them away1 even after the wound left by the victor had ceased to rankle4 ,here in ,america we have not had the opportunity of the average ,european1 but already we have made a beginning1 and we now possess a number of art galleries that deserve the name4 ,at the present time these are found only in the large cities1 but they are helping to form national standards4 ,meanwhile every worker with children ought to try to lead those intrusted to his care to a knowledge and appreciation of great pictures4 ,it is not enough to place reproductions of masterpieces in schools and homes and say nothing about them4 ,if children are to have an appreciation of them1 they must be led to see their beauty1 to understand what they mean1 to have some idea of the infinite patience and labor that made their creation possible4 ,the child of an artistic bent will observe and study them without aid or guidance and unconsciously grow into loving them1 because beauty in any form attracts him as a magnet draws a bar of steel4 ,but teachers and parents do not work solely with budding genius1 and in the great scheme of human advancement it may mean as much for many average children to appreciate and love art1 as for one who is gifted to reach immortal heights of achievement4 ,the average child must be led and directed4 ,his interest must be aroused before we can hope to mold his taste as we would have it molded4 ,he must be taught to see that a ,gainsborough is more beautiful than an advertising chromo1 that a face by ,raphael is the expression of an inspiration that is almost divine4 ,only through an association that gives pleasure will he come to see and appreciate1 and here again story-telling can work wonders1 because through it we can intensify a child's delight in a picture4 ,in the field of art the biographical tale is of immeasurable value1 for the story of an artist's life1 illustrated by reproductions of his works1 can be made the pathway to appreciation4 ,in establishing standards of art appreciation1 as well as those of music1 we must not lose sight of the story interests of childhood1 because many a picture that is a great artistic achievement is not suitable to present to little children4 ,the 8,venus and ,cupid0 of ,velasquez is a glorious masterpiece1 but we cannot expect little folk to admire it any more than we can expect those in the rhythmic period to listen to a ,king ,arthur story and ask to hear it again4 ,as the little child does not know ,venus and ,cupid1 a portrayal of them means nothing to him4 ,but he does know horses and dogs and cats4 ,he knows other children and babies and mothers1 and therefore he enjoys pictures of animal and child life and will be interested in hearing about their portrayers4 ,sir ,joshua ,reynolds is an excellent artist to begin with1 because his best work is built around themes dear to the heart of childhood4 ,his 8,age of ,innocence10 8,infant ,samuel10 8,robinetta10 8,heads of ,angels10 8,simplicity10 and 8,the ,strawberry ,girl0 are ideal works to present to the small child1 and this painter's early years make a charming story4 ,sir ,edwin ,landseer is another artist with whom we can acquaint little children1 through the following works3 8,uncle ,tom and ,his ,wife for ,sale10 8,low ,life and ,high ,life10 8,dignity and ,impudence10 8,a ,distinguished ,member of the ,humane ,society10 8,the ,sick ,monkey10 8,king ,charles ,spaniels10 and many other paintings1 all of which will be loved by children because they love the subjects4 ,rosa ,bonheur and her paintings should be used in this period4 ,children are especially fond of 8,the ,horse ,fair10 8,coming from the ,fair10 8,brittany ,sheep10 8,highland ,cattle10 and 8,a ,norman ,sire40 ,in fact1 everything this painter created1 like all the work of ,landseer1 is fraught with interest to the child1 because she was solely a portrayer of animal life4 ,an artist of whom little folk have been taught almost nothing is ,gainsborough4 ,usually we think of him only as a portrait painter1 because in ,america his likenesses of women are better known than his other pictures4 ,but it is a mistake to associate him only with 8the dashing1 smashing hats worn by the ,duchess of ,devonshire40 ,until recently only ,americans who had traveled in ,england had an opportunity of seeing or knowing the greater part of this artist's other work1 because the ,british copyright law protected much of it in such a way that cheap prints could not be made4 ,now1 however1 it is possible to get good reproductions of these long-protected ,gainsboroughs at a very reasonable price4 ,most valuable of the works of this artist to use with little children are the following3 8,the ,market ,cart10 8,the ,watering ,place10 8,two ,dogs10 8,rustic ,children10 and 8,study of an ,old ,horse40 ,murillo is an ideal painter to introduce to the little child1 because his childhood story is as fascinating as his creations are glorious4 ,children never tire of hearing about this joyous little ,spanish boy1 and of the time when he transformed the family picture1 turning the halo of the ,christ-child into a gorgeous sombrero1 and making a dog of the sheep4 ,as they laugh or sympathize with the wonder child of ,seville and feel something of the charm of life in that old city1 its street children1 immortalized on canvas by its most illustrious son1 become comrades because little ,bartolome sometimes played with them and big ,bartolome painted them4 ,there is a long list of this master's works from which to choose1 but the following are particularly enjoyed3 8,mother and ,child10 8,the ,adoration of the ,shepherds10 8,st4 ,john and the ,lamb10 8,the ,melon ,eaters10 8,the ,dice ,players10 8,beggar ,boys10 8,the ,good ,shepherd10 8,the ,marriage of ,st4 ,catherine10 and 8,the ,immaculate ,conception40 ,no attempt should be made to interpret the two last-named pictures4 ,familiarize little people with them and lead them to see their beauty1 but waive all idea of religious symbolism until years bring maturity of thought and the child makes his own interpretation4 ,all ,madonna pictures are interesting to little children1 so by all means acquaint them with ,raphael1 the king4 ,let them drink in the beauty of 8,the ,sistine ,madonna10 8,the ,madonna of the ,chair10 8,the ,madonna of the ,goldfinch10 and as many others as can be obtained4 ,the story of ,raphael belongs more properly in the intermediate period than in the very early one1 because so little is known of this painter's life before he began his career4 ,just tell the children of the little boy who lived in far-away ,urbino long1 long ago4 ,his mother died when he was a wee little fellow1 and he lived alone with his father1 who was very kind to him4 ,instead of playing much1 as the other children did1 he loved to sit and listen to stories about saints and good people who lived before his time4 ,he loved to draw pictures1 too1 and when he grew to be a man he became a wonderful painter4 ,closely following ,raphael may come ,correggio1 through his 8,holy ,night10 8,repose in ,egypt10 and 8,cherubs40 ,van ,dyck1 too1 may be made familiar to little children4 ,from his works choose 8,children of ,charles ,i0 and several details from this picture--8,baby ,stuart10 8,charles ,,ii10 and 8,henrietta40 ,but present first the complete picture1 so that when 8,baby ,stuart0 is seen the children will know that it is only part of a painting4 ,many a grown person does not realize that it is a detail from another work1 and this fact should be understood by every child who sees the royal baby4 ,other works by this artist suitable to introduce to tiny people are 8,the ,repose in ,egypt10 8,madonna and ,child10 and 8,the ,donators40 ,there are many painters whose pictures will be enjoyed by children of from five to eight1 and the teacher or parent who knows art and art literature can choose for himself1 keeping always in mind the story interests4 ,to those who have little or no knowledge of art1 yet who want to lead children along this path1 the following list will be helpful3 ,,artists ,,and ,,paintings ,,that ,,can ,,be ,,presented ,,to ,,young ,,children ,,through ,,the ,,story-,,telling ,,method ,,adam3 ,kittens2 ,wide ,awake2 ,the ,hungry ,quartette2 ,in the ,boudoir4 ,,botticelli3 ,adoration of the ,magi2 ,the ,holy ,family4 ,,bouguereau3 ,virgin and ,angels2 ,virgin1 ,infant ,jesus1 and ,st4 ,john2 ,going ,home from ,school2 ,the ,flight into ,egypt4 ,,delaroche3 ,the ,finding of ,moses2 ,children of ,edward ,,iv4 ,,greuze3 ,the ,broken ,pitcher2 ,innocence2 ,head of ,girl with ,apple4 ,,herring3 ,pharaoh's ,horses2 ,three ,members of the ,temperance ,society2 ,the ,village ,blacksmith2 ,farmyard4 ,,vig,e ,,lebrun3 ,marie ,antoinette and ,children2 ,girl with ,muff2 ,mother and ,daughter4 ,,millet3 ,feeding the ,hens2 ,feeding ,her ,birds2 ,the ,first ,step2 ,feeding the ,nestlings4 ,,luca ,,della ,,robbia3 ,singing ,boys2 ,trumpeters and ,dancing ,boys2 ,dancing ,boys with ,cymbals2 ,children ,dancing to ,fife and ,tambor2 ,madonna1 ,child1 and ,saints4 ,,rubens3 ,portrait of his ,wife and ,children2 ,the ,holy ,family2 ,infant ,christ1 ,st4 ,john1 and ,angels2 ,the ,virgin under an ,apple ,tree2 ,the ,adoration of the ,magi4 ,children of the intermediate period enjoy the works of the great landscape painters1 ,claude ,lorrain1 ,corot1 ,breton1 and others who portrayed the woods and fields1 especially when they know something of the childhood of these men4 ,in this period1 too1 they should become better acquainted with some of the artists they have already met4 ,add to the interest previously created in ,raphael by taking up such works as 8,madonna of the ,fish10 8,madonna of the ,well10 and 8,madonna of the ,diadem40 ,in telling the story of his life use ,ouida's beautiful tale1 8,the ,child of ,urbino10 which is so exquisitely told that there is nothing lovelier in literature4 ,show the children his portrait of himself1 his 8,st4 ,catherine10 8,st4 ,cecilia10 8,st4 ,john in the ,desert10 8,peter and ,john at the ,beautiful ,gate10 and 8,the ,miraculous ,draught of ,fishes40 ,add to the interest already created in ,rubens by taking up his 8,portrait of ,himself10 8,the ,flight of ,lot10 and the paintings illustrating the life of ,maria de' ,medici4 ,pictures representing the ,crucifixion1 the ,descent from the ,cross1 and the ,entombment1 no matter how glorious they may be as works of art1 should not be presented to children4 ,they are too highly religious for children's understanding1 and the tragedy portrayed in them should not enter into childhood4 ,the ,madonnas and ,holy ,families may be used freely1 because they portray dear and familiar characters and are saturated with an atmosphere of happiness that gladdens the child4 ,the following list will aid those who are not connoisseurs3 ,,artists ,,and ,,paintings ,,for ,,children ,,of ,,the ,,intermediate ,,period ,,jules ,,breton3 ,song of the ,lark2 ,the ,gleaners2 ,the ,reapers2 ,the ,weeders2 ,the ,recall of the ,gleaners2 ,blessing the ,wheat2 ,the ,vintagers2 ,the ,end of ,labor4 ,,jacques3 ,the ,sheepfold2 ,pasturage in the ,forest2 ,shepherd and ,sheep4 ,,millet3 ,the ,sower2 ,the ,gleaners2 ,the ,angelus2 ,the ,grafter2 ,sheep ,shearing2 ,potato ,planting2 ,bundling ,wheat2 ,returning to the ,farm2 ,shepherdess ,knitting2 ,woman ,churning2 ,labor4 ,there is a twofold reason for introducing children to such painters as ,millet1 ,breton1 and ,jacques4 ,besides giving them a knowledge of the works of the artists in question and adding to their appreciation of the beautiful1 it will dignify labor in their eyes to learn that it inspired these great creators4 ,if leaders of the 8back to the land0 movement would make free use of the art of the world among children1 if during the years when impressions made are deep and lasting they would tell stories and show pictures that have been inspired by toilers in the fields1 a sentiment would be created that would tell in results1 because of boys and girls having learned to respect those who till the soil and work with their hands4 ,,artists ,,and ,,paintings ,,that ,,lead ,,to ,,appreciation ,,of ,,the ,,beautiful ,,and ,,to ,,respect ,,for ,,labor ,,corot3 ,dance of the ,children2 ,dance of ,nymphs2 ,landscape with ,willows2 ,paysage2 ,pond of ,ville d',avray2 ,the ,lake4 ,,rembrandt3 ,portrait of ,himself2 ,portrait of ,his ,mother2 ,the ,mill2 ,the ,burgomasters4 ,,troyon3 ,return to the ,farm2 ,going to ,work2 ,landscape with ,sheep4 ,,van ,,dyck 7,add to interest already aroused73 ,henrietta ,maria1 ,wife of ,charles ,i2 ,william of ,orange and ,mary ,stuart2 ,equestrian ,portrait of ,charles ,i2 ,portrait of ,charles ,i with ,groom and ,horse4 ,,velazquez3 ,portrait of ,himself2 ,the ,tapestry ,weavers2 ,prince ,balthazar2 ,the ,lancers2 ,equestrian ,portrait of ,philip ,,iv2 ,infanta ,maria ,theresa4 ,when children reach the period during which they crave the heroic1 when they are eager for the great epic stories1 give them the great paintings that portray epic and mythological subjects4 ,the following list contains names of artists and works that children in this stage will enjoy3 ,,artists ,,and ,,paintings ,,for ,,the ,,heroic ,,and ,,epic ,,periods ,,alma-,,tadema3 ,sappho2 ,reading from ,homer4 ,,burne-,,jones3 ,the ,golden ,stair2 ,the ,first ,day of ,creation2 ,second ,day of ,creation2 ,third ,day of ,creation2 ,fourth ,day of ,creation2 ,fifth ,day of ,creation2 ,sixth ,day of ,creation2 ,hope2 ,circe2 ,enchantment of ,merlin2 ,king ,cophetua and the ,beggar ,maid2 ,the ,furies4 ,,leighton3 ,helen of ,troy2 ,captive ,andromache2 ,greek ,girls ,playing ,ball4 ,,michelangelo3 ,david2 ,moses2 ,saul2 ,the ,three ,fates2 ,jeremiah2 ,ezekiel2 ,zachariah2 ,isaiah2 ,daniel2 ,jonas2 ,the ,delphic ,sibyl2 ,the ,cuman ,sibyl2 ,the ,libyan ,sibyl4 ,,raphael3 ,st4 ,george and the ,dragon4 ,,guido ,,reni3 ,jesus and ,john2 ,st4 ,michael and the ,dragon2 ,aurora2 ,beatrice ,cenci2 ,st4 ,sebastian2 ,the ,annunciation2 ,l',adorata4 ,,rossetti3 ,the ,sea ,spell2 ,the ,blessed ,damozel2 ,ancilla ,domini4 ,,andrea ,,del ,,sarto3 ,john the ,baptist2 ,virgin in ,glory2 ,st4 ,agnes2 ,charity4 ,,tintoretto3 ,the ,forge of ,vulcan2 ,marriage at ,cana2 ,paradise2 ,paolo ,veronese2 ,feast at ,house of ,simon2 ,feast at ,house of ,levi2 ,europa and ,jupiter4 ,,titian3 ,john the ,baptist2 ,tribute ,money2 ,titian's ,daughter ,lavinia2 ,flora2 ,head of ,venus4 ,,turner 7,mythological73 ,apollo and the ,python2 ,jason in ,search of the ,golden ,fleece2 ,the ,goddess of ,discord2 ,dido ,building ,carthage2 ,ulysses ,deriding ,polyphemus4 7,historical73 ,prince of ,orange2 ,the ,death of ,nelson2 ,boat's ,crew ,recovering an ,anchor2 ,hannibal and ,army ,crossing the ,alps2 ,the ,field of ,waterloo2 ,agrippina ,landing with the ,ashes of ,germanicus2 ,the ,fighting ,tmraire4 ,,watts3 ,sir ,galahad2 ,orpheus and ,eurydice2 ,endymion4 ,,general ,,bibliography ,,of ,,art ,,story ,,material ,,bacon1 ,,mary ,s4 ,h43 ,pictures ,that ,every ,child ,should ,know4 ,,cather1 ,,katherine ,,dunlap3 ,boyhood ,stories of ,famous ,men4 ,,collmann1 ,,sophie ,,marie3 ,art ,talks with ,young ,folks4 ,,de ,,la ,,ram,e1 ,,louise3 ,child of ,urbino 78,bimbi0 ,stories74 ,,ennis1 ,,luna ,,may3 ,music in ,art4 ,,hartmann1 ,,sadakichi3 ,japanese ,art4 ,,horne1 ,,olive ,b41 and ,,scobey1 ,,kathrine ,l43 ,stories of ,great ,artists4 ,,hourticq1 ,,louis3 ,art in ,france4 ,,hurll1 ,,estelle ,m43 ,the ,madonna in ,art4 ,,menefee1 ,,maud3 ,child ,stories from the ,masters4 ,,sweetser1 ,m4 ,f43 ,artist ,biographies3 ,raphael and ,leonardo1 ,angelo and ,titian1 ,claude ,lorrain and ,reynolds1 ,turner and ,landseer1 ,drer and ,rembrandt1 ,van ,dyck and ,angelico1 ,murillo and ,allston4 ,,vasari1 ,,giorgio3 ,lives of the ,italian ,painters1 ,sculptors1 and ,architects4 ,,waters1 ,,clara ,,erskine3 ,saints in ,art2 ,stories of ,art and ,artists4 ,,sources ,,for ,,moderate-,,priced ,,reproductions ,,of ,,masterpieces ,the ,brown ,pictures1 ,milton ,bradley ,company1 ,springfield1 ,mass42 ,emery ,school ,art ,company1 ,boston1 ,mass42 ,maison ,braun et ,cie41 ,new ,york1 ,n4,y42 ,frederick ,a4 ,stokes ,company1 ,new ,york1 ,n4,y4 7has ,american rights to many pictures72 ,the ,perry ,pictures1 ,malden1 ,mass42 ,the ,prang ,company1 ,new ,york1 ,n4,y42 ,the ,university ,prints1 ,boston1 ,mass4 ,,chapter ,,eleven ,,dramatization ,contemporaneous with what may be termed a renaissance in story-telling is a strong sentiment in favor of dramatization4 ,child leaders have observed that children dramatize spontaneously1 and that after they have heard a tale they often play it without suggestion from an older person4 ,they impersonate the characters1 crudely perhaps1 but they represent the action and portray the story as they understand it4 ,this they do because the dramatic instinct is a universal instinct4 ,we are all born imitators1 and we like to experience the feelings and experiences of others4 ,that is why the little girl impersonates her mother and takes delight in dressing in grown-up attire and playing lady4 ,it is what actuates the boy to play ,indian or soldier or fireman4 ,he wants to live through the experiences of ,indians and soldiers and firemen2 so he goes into the world of make-believe and acts the part4 ,during that time he is a larger and a different personality4 ,he is not a little boy who must go to bed before he wants to1 and must stay inside the yard when he longs to be out on the highway2 he is a grown man in a uniform dashing along on an engine2 he is a mighty chief in feathers and war paint1 leading his tribe against the enemy or speaking words of wisdom around the council fire4 ,there was a time when this sort of play was believed to be of no value beyond that of a romp that helped to stretch the muscles1 but today there is a very different attitude toward it4 ,close observation of children and a more general knowledge of psychology have brought educators to realize that imitative play is a big factor in mental development4 ,as the boy impersonates a fireman or ,indian he must choose movements in keeping with the part and reject those not in keeping with it4 ,he must select and evaluate1 and in doing this he is acquiring a power of discrimination that will be of great value to him later4 ,the childhood of many famous men of the past was distinguished by an unusual amount of imitative play1 a free expression of the dramatic instinct4 ,goethe1 in his memories1 speaks lovingly of his early years thus3 ,from my father ,i have my stature1 ,my earnest aim in living2 ,from little mother1 my joyous nature1 ,my love of story weaving4 ,continuing1 he tells of the tales he heard1 and what they meant to him as he played them3 ,sometimes ,i was a prince and sometimes a peasant4 ,now ,i was rewarded for being a bountiful and considerate king1 then punished according to the deserts of a wicked and revengeful giant2 and always as ,i played these parts ,i was learning the unchangeable laws of life4 ,what ,goethe learned through acting tales his mother told him1 the child of today is learning as he dramatizes stories1 although not always in as great a measure as was learned by the author of ,faust and ,werther4 ,but he is learning according to his ability and within his limitations4 ,when he has played the part1 the laws involved in it become fixed principles with him1 and a big step is taken in the direction of his moral training4 ,because of a growing recognition of this truth the present strong interest in dramatization in schools is becoming general throughout the country4 ,teachers are beginning to realize that they can give no more eloquent sermon on truthtelling than to tell the story of 8,the ,boy ,who ,cried ,wolf10 and then let the children dramatize it4 ,there is no more effective means of giving a lesson in contentment than presenting the tale of the pig who thought his life hard and leading the boys and girls to play it4 ,therefore it follows that dramatization should be encouraged1 and to be most far-reaching in its results1 it should be done by means of story-telling1 because by proceeding from the story to the action the child creates the play and makes it his own4 ,there are many books of plays for children1 carefully written and adapted to their interests in word1 style1 and theme4 ,but such plays do not mean as much to the child as those he makes for himself4 ,they are not as much his own1 and consequently they contribute less toward his growth and development4 ,the natural way is for the child to hear the story and then act it4 ,therefore every story-teller should have in his possession a number of tales with dramatic possibilities4 ,he should tell one of these vividly and dramatically1 using much dialogue1 and then1 while it is still fresh in the minds of the children1 encourage them to play it4 ,it is well to use the published plays also1 because there are many excellent ones1 but the narrator should read them over1 get the plot1 and tell the story1 before putting them into the hands of the children4 ,shall dialogue be dictated by the story-teller and the children drilled in their parts8 ,no4 ,conversation used in telling the tale will suggest to the children what to say1 and they will make up their own parts4 ,they must be led and directed1 but help from the teacher or leader should be given in such a way that the children feel they are making the play themselves4 ,help them by questions that will lead them to think and act instead of telling them what to do and say4 ,suppose 8,the ,pied ,piper of ,hamelin0 is to be dramatized4 ,after the story has been told1 say to the children1 8,do you want to play it80 ,of course they will want to4 ,then1 by questioning1 lead them to constructive effort4 ,how many people shall we need8 ,immediately the answers will come1 and as the different characters are named make a list1 thus getting the cast4 ,who can be the mayor1 members of the council1 the piper1 rats1 mothers and fathers1 lame boy1 etc48 ,there will be two divisions1 those who are forward1 eager to take a prominent part1 and the shy1 retiring ones who will not offer4 ,this latter group must not be ignored1 and to draw its members into the work requires much tact4 ,sometimes when it is impossible to get a child to take a speaking part1 he can be encouraged to be one of a group of 8supers10 as they are called on the professional stage1 because although he lacks the confidence necessary to make him lift his voice1 his diffidence vanishes in doing pantomime with a number of other children4 ,he will be a rat or a citizen when he cannot be coaxed or driven into being the piper1 and after many pantomime performances he gains the confidence in himself that enables him to take a speaking part4 ,one of the difficulties incident to dramatization in the schoolroom is that the same children always clamor to take the star parts1 and sometimes sulk if not permitted to do so1 or sneer at the efforts of others4 ,this situation must be met as any other problem in discipline is met1 by skill on the part of the teacher and by inculcating a sense of fairness and courtesy that holds selfishness in check4 ,lead the child to see that what gives him pleasure gives some one else pleasure also1 and that it is the right of each member of the class to experience that pleasure4 ,once the boy or girl realizes that well-bred people are considerate and do not deride the efforts of others1 no matter how imperfect their achievement may be1 the dramatization period loses its greatest bugbear and shy children do not hesitate to take part because of fear that they will be laughed at4 ,this result cannot be brought about instantly1 but persistence and tact will finally accomplish it4 ,do not be discouraged because it seems that some of the shy or less capable children will never take a speaking part4 ,sometimes even after they perform in pantomime they still hang back and will speak only in chorus4 ,but this last is at least a step in the desired direction4 ,keep working them in groups1 and gradually from group speaking they will advance to individual speaking4 ,sometimes this process is slow and discouraging1 but the teacher should remember that mental development is never a mushroom growth1 and that great achievement is not wrought in a day4 ,the marble block yields so slowly to the shaping of the sculptor's chisel that sometimes it seems it never will take the form he visions for it1 but ceaseless effort always brings results4 ,so it is with the teacher in molding human material4 ,results are sure to come if persistence and patience are unflagging and faith is deep and strong4 ,it is worth much for a shy1 self-conscious child to grow to the point where he can lose himself in the rle of a play1 and no matter how crudely he does it1 he should be encouraged and given frequent opportunities to express himself1 because as a means of self-development his crude performance is of as much value as the artistic one of the talented child1 although it may be less enjoyable to spectators4 ,with little children especially1 it is desirable to use some play whose cast will include every member of the class4 ,it gives the eager child a chance to be 8in it10 as children say1 and makes it easier to draw the diffident child to participate1 because he wants to do what all the others are doing4 8,the ,pied ,piper0 is ideal for this1 because of the flexibility of groups4 ,there can be enough rats1 parents1 children1 or council members to include twenty or forty children1 and the larger the groups the more intense the interest4 ,after the cast is decided upon1 plan the scenes1 again by questioning the children4 ,what is the first thing to be done and where is it done8 ,thus1 by question and suggestion1 work up the lines4 ,in other words1 have the children create the parts themselves and they will play them spontaneously4 ,the production may not be highly artistic1 but it will have greater educational value than one worked out by an adult and merely acted by the children4 ,after it has been created in this way it may be put into finished permanent form4 ,little children may practice it until they memorize the lines1 while those in the grammar grades may write parts1 thus making a play that can be used many times4 ,this sort of work is very valuable1 and may form a composition or language exercise that will be enjoyed by the class4 ,another method is to have the various members suggest lines to be spoken by the different characters and choose the best for the play4 ,sometimes a child who does little in the usual composition work and never gets a high mark1 will suggest an excellent line or sentence1 and to have it go into the play is a tremendous joy to him1 especially if he doubts his own ability4 ,another plan that makes the class interest keen1 is for each member to plan or write a scene1 and without the members knowing the authorship of the various papers1 have them read1 and select the best by vote1 whereupon the name of the writer is revealed4 ,this method can be used in writing parts for one character or for all the characters1 and in several other ways that will be of much value to the children4 ,of course the teacher or leader must be the guiding spirit1 because a well-built1 correctly proportioned plot is necessary4 ,but her suggestion should be chiefly by way of question1 leaving the children to feel that they1 and not the instructor1 are doing the work1 although in reality the teacher's judgment is the foundation upon which the structure stands1 and she must use it in building the play just as she uses it in telling the story4 ,for little people there are many stories with dramatic possibilities1 some of which may be acted wholly in pantomime1 some with combined pantomime and spoken parts1 and others entirely of spoken parts4 ,in working with foreign children it is well to begin with pantomime plays1 as the child who knows he cannot express himself easily in ,english will always balk at taking a speaking part4 ,some of sop's fables lend themselves particularly well to pantomime1 especially 8,the ,lion and the ,mouse10 8,the ,fox and the ,grapes10 8,the ,dog and ,his ,shadow10 and 8,the ,hare and the ,tortoise40 ,the ,dramatic ,festival1 by ,craig1 and ,festivals and ,plays1 by ,chubb1 give valuable suggestions for pantomime work1 as well as a list of plays adapted to it1 and the worker with older children will also find these books to be excellent guides4 ,there is an equally large amount of material for dramatic work with older children4 ,hiawatha never fails to delight fourth and fifth grade boys and girls4 ,robin ,hood in dramatic form is loved even more than in story1 as are some of the exploits of ,king ,arthur and his knights and of ,pwyll1 the hero of the ,mabinogion4 ,any of these tales may be carried out simply or may be worked into elaborate performances with costumes and stage settings4 ,if the latter be the choice1 much pleasure and useful experience will come to the children through making the properties4 ,any boy who can whittle can fashion spears and swords1 and gold and silver paper is wonderfully effective in supplying glitter4 ,does a knight need colored hose to be in keeping with his doublet8 ,let him borrow a pair of his mother's or sister's white ones and coat them with blackboard crayon of the desired hue4 ,one laundering will make them spotless again1 and there is no outlay of money for something that must be discarded at the end of the performance4 ,helmets1 shields1 and pilgrim hats can be made by the manual-training boys1 and girls in the domestic-science class will enjoy sewing the costumes4 ,the teacher in the ungraded school is particularly fortunate in opportunities for this kind of work1 because she can correlate it with other subjects in ways that workers in schools using the departmental system cannot do4 ,one country teacher had her eighth-grade history class give a pageant portraying the ,french exploration in the ,mississippi ,valley4 ,the class devoted a term to the preparation2 the subject was made the nucleus of their reading1 language1 history1 and manual work1 and the results were most gratifying4 ,boys who never had written a readable paper did some astonishingly good work in composition because of their interest in the play and their desire to contribute to it1 and the standard of class scholarship was raised1 to say nothing of the joy the children derived from it4 ,many other historical subjects are equally rich in possibilities4 ,the ,spanish exploration in ,florida1 the ,dutch in ,new ,york1 the ,spanish settlement of ,california1 the framing and adoption of the ,declaration of ,independence1 ,john ,smith and ,pocahontas1 ,ponce de ,leon seeking the fountain of youth1 the story of ,columbus1 and many similar themes afford good opportunities for class play-making and correlation of school subjects4 ,sometimes a picture will suggest an entire scene in a dramatization1 or even an entire play2 the following are especially good for this purpose3 ,,bacon3 ,the ,burial of ,miles ,standish4 ,,balaca3 ,departure of ,columbus from ,palos4 ,,boughton3 ,pilgrims ,going to ,church2 ,pilgrim ,exiles2 ,the ,return of the ,mayflower2 ,priscilla4 ,,kaulbach3 ,the ,pied ,piper of ,hamelin4 ,,piloty3 ,columbus on the ,deck of the ,santa ,maria4 ,,van ,,der ,,lyn3 ,the ,landing of ,columbus4 ,those wishing to make a specialty of dramatization will find the following books helpful3 ,,chubb3 ,festivals and ,plays4 ,,craig3 ,the ,dramatic ,festival4 ,,curtis3 ,the ,dramatic ,instinct in ,education4 ,the following are excellent stories for dramatic work with little children1 and are included in so many books that they are available to every teacher3 ,three ,billy ,goats ,gruff2 ,the ,wolf and the ,seven ,little ,kids2 ,chicken ,little2 ,the ,old ,woman and ,her ,pig2 ,the ,pig ,brother2 ,the ,gingerbread ,boy2 ,the ,boy ,who ,cried ,wolf2 ,the ,town ,musicians2 ,mother ,goose ,rhymes2 ,the ,three ,bears2 ,the ,pancake2 ,the ,discontented ,pig4 ,many others will be found in the list of story collections for children in the rhythmic period1 and in the bibliography on the following page4 ,,bibliography ,,of ,,material ,,for ,,dramatization ,for ,primary ,grade ,children ,,bell1 ,,florence ,e43 ,fairy ,tale ,plays and ,how to ,act ,them4 ,,chadwick1 ,m4 ,l4 ,,pratt-1 and ,,freeman1 ,e4 ,,gray3 ,chain ,stories and ,playlets4 ,,nixon-,,roulet1 ,m4 ,f43 ,fairy ,tales a ,child ,can ,read and ,act4 ,,noyes1 ,m4 ,i41 and ,,ray1 ,b4 ,h43 ,little ,plays for ,little ,people4 ,,perry1 ,s4 ,g4 ,s43 ,when ,mother ,lets ,us ,act4 ,,stevenson1 ,,augusta3 ,children's ,classics in ,dramatic ,form1 ,books #a-c4 ,,wells1 ,,carolyn3 ,jolly ,plays for ,holidays4 ,for ,intermediate ,grade ,children ,,harris1 ,f4 ,j43 ,,plays ,,for ,,young ,,people4 ,,sidgwick1 ,,ethel3 ,four ,plays for ,children4 ,,spofford1 ,,harriet ,,prescott3 ,the ,fairy ,changeling4 ,,stevenson1 ,,augusta3 ,children's ,classics in ,dramatic ,form1 ,books #d-f4 ,st4 ,nicholas ,book of ,operettas and ,plays4 ,for ,grammar ,grade ,children ,,frank3 ,short ,plays about ,famous ,authors4 ,,lansing1 ,m4 ,f43 ,quaint ,old ,stories to ,read and ,act4 ,l,,tkenhaus1 ,a4 ,m41 and ,,knox1 ,,margaret3 ,plays for ,school ,children4 ,,rucker and ,,ryan3 ,historical ,plays of ,colonial ,days4 ,,chapter ,,twelve ,,bible ,,stories ,one of the glaring defects of our modern educational system is that almost no provision is made for the study of the ,bible as a great classic1 and as a result boys and girls complete grammar and high-school courses without sufficient knowledge of the epic of the ,hebrews to enable them to understand the world's best literature4 ,the myths of ,greece and ,rome are studied because of their cultural value1 yet from universities throughout the country comes the complaint that many of the works of famous authors are beyond the enjoyment of students because the ,biblical allusions have no meaning for them4 ,what should be as familiar as 8,red ,riding ,hood0 and 8,cinderella0 is known in name only1 and the immortal book is regarded as a repository of golden texts and maxims instead of as a glorious artistic creation4 ,the masses of children know almost nothing of the story of ,israel1 because outside of the ,sunday school and the exceptional home1 it is rarely told4 ,yet educators emphasize its need in the intellectual as well as in the spiritual development of the child1 and declare that the ,old ,testament tales should be as much a part of the school curriculum as are the myths of ,greece and ,rome and the northland4 ,rein1 the great ,german educator1 advocates using them in the third and fourth grades to the exclusion of all others1 which is done in the state schools of ,baden1 while in ,america ,dr4 ,g4 ,stanley ,hall pleads eloquently in behalf of ,bible stories4 8,to eliminate the ,bible from education10 says this famous psychologist1 8is as preposterous pedagogically as it would have been in the days of ,plato to taboo ,homer from the education of ,greek youth4 ,it is not only a model of ,english1 but it is impossible to understand the culture history of ,europe without it1 as it has influenced the literature1 history1 and life of ,western nations as no other book has begun to do40 ,the secular narrator1 as well as the teacher of religion1 should use the ,bible tales freely1 that men and women of the future may have a broader knowledge of literature1 history1 and life than they can have without them4 ,this is no impossible task1 even for the amateur1 because the ,biblical narratives are perfect ones for telling4 ,nowhere else in literature do we find such thrilling tales of adventure1 such exquisite idylls1 such sublime ballads1 such annals of high purpose and noble achievement1 as in the epic of ,israel4 ,nowhere else are there more spectacular1 perfectly constructed plots4 ,ruskin said1 8,it would be pre-eminently the child's book even though it had no religious value above other books02 and ,dr4 ,fuchs of ,vienna declares that we might1 if we lacked material1 give children nothing but ,bible stories and yet satisfy every craving of their natures1 because the ,bible contains every type of tale that appeals to the child4 ,from ,genesis to ,revelation it is an incomparable record of human desire1 human endeavor1 human failure1 and human success4 ,in the ,old ,testament we find myth1 fairy tale1 fable1 romance1 legend1 and history1 told in simple1 elemental beauty by the ,hebrew story-tellers1 tinged with that varied color and imagery so characteristic of oriental literature and so fascinating to children1--stories that1 as ,mrs4 ,houghton says1 8are the product of a child nation1 and therefore very close to the heart of the child40 ,the ,old ,testament1 rather than the ,new1 is the child's storybook1 because it is the expression of a primitive people1 and its tales picture primitive1 rugged heroes that boys and girls can understand1 whereas the second division of the ,bible1 except that portion centering around the childhood and boyhood of ,christ1 is adult in character4 ,but it is a mistake to think that all ,old ,testament tales can be presented with gratifying results4 ,to tell the story of ,ruth and ,boaz to tiny tots would be as absurd as to give them the ,decameron of ,boccaccio or ,goethe's ,faust1 because the characters and incidents are remote from their interest4 ,in using material from the ,bible1 as from any other source1 it is necessary to keep in mind the story interests of childhood1 and to remember that the skeletons of tales1 not the style and vocabulary in which they are written1 must be the test for selection4 ,if the framework is suited to the period of mental development1 the language can be adapted1 while otherwise no amount of simplifying can bring it within the understanding and powers of enjoyment4 ,the ,old ,testament is particularly rich in stories for children1 because it was formulated in a period when the ,hebrew nation was a child nation4 ,the men and women of ,israel were grown to adult stature1 but they had the hearts of children4 ,they thought concretely1 as the child thinks1 and consequently their literary expression is concrete and illustrative4 ,this1 added to the facts that they1 like all other orientals1 loved the story and brought it to a high artistic point1 and that the ,old ,testament heroes are not refined to the point of stheticism1 but are strong1 rugged1 elemental men1 thoroughly human and far removed from goody-goodies1 makes it an ideal book for the child4 ,gideon and ,joshua possess virtues1 but they possess faults also4 ,they are punished and they are rewarded1 and because they have much in common with children1 the lessons learned through their victories and defeats are more valuable than a thousand admonitions4 ,in advocating the use of ,bible stories a word of caution seems necessary1 lest the narrator1 actuated by the laudable desire to enrich the intellectual and spiritual life of the child1 may harm instead of benefit4 ,the ,hebrew people were in a state of advanced barbarism when their tribal achievements grew into an epic1 and the deeds of their heroes are often so bloodthirsty and revengeful that they cannot be reconciled with modern views4 ,boys and girls are quick to realize this1 and consequently many of the ,old ,testament tales must be softened by the elimination of objectionable features1 just as many fairy and epical tales must be softened4 ,nor are gore and revenge the only elements we must cut away from these old tales4 ,those who give the narrative of ,israel to boys and girls of twelve and fourteen should be careful to eliminate from it everything that may be suggestive of the vulgar1 for which1 at this age1 many children are on the lookout4 ,it is better to omit than to veil and modify questionable portions of a tale1 because young people are very discerning1 and to see through gossamer is to arouse curiosity4 ,dr4 ,bodley cites instances of youths in the romantic period reading the ,bible because of lewd thoughts4 ,this danger leads some persons to decry the use of ,bible stories by the average narrator1 in whose hands they believe them to be dangerous4 ,however1 if he uses judgment1 if he makes it a rule to omit whatever awakens a doubt in his mind1 even the amateur may tell ,bible stories with beneficial results4 ,it is possible to eliminate from many an ,old ,testament narrative without breaking the thread of the story1 just as it is possible to give boys and girls a clear idea of the man ,chopin without introducing the ,george ,sand episode4 ,so much of the ,old ,testament is pure adventure tale that the story-teller may use the portion that feeds the elemental hero love without touching upon what might arouse morbid curiosity or desire1 or that which sanctions gore and revenge4 ,those who have not had training in gathering and adapting story material from the ,bible will be aided greatly in their work by ,frances ,jenkins ,olcott's book1 ,bible ,stories to ,read and ,tell4 ,miss ,olcott gives the stories as they are given in the ,king ,james ,version1 preserving all the beauty of language of the ,hebrew story-tellers1 but she has excluded everything that might prove objectionable2 and with this book as a guide there is little danger of making a mistake in telling the ,hebrew hero tales to children4 ,bible stories should be graded as carefully as fairy stories are graded4 ,in choosing for little children1 select those whose heroes are children1 and give to the boy who craves the heroic the incomparable tales of the ,hebrew wanderers1 those men whose lives were a varied succession of adventures4 ,for the child of each period there is a wealth of material4 ,the stories of the baby ,moses1 little ,samuel1 the boy ,joseph1 the boy ,timothy1 the boy ,david1 and the baby ,isaac are very appealing to six- and seven-year-olds4 ,they love also to hear of the mother and the baby ,samson1 of ,ishmael and ,hagar1 and those other mothers and babies of long ago1 and especially dear to them is the story of the ,babe of ,bethlehem4 ,this lovely narrative is a part of the birthright of every child1 and is exquisite enough to merit careful preparation on the part of the story-teller4 ,the ,bible itself should be the storehouse to which the narrator goes for material1 but those not especially gifted in visualizing and imagination will derive much help from the work of modern literary artists who have told again the story of the ,christ ,child4 ,the eleventh and twelfth chapters of the first book of ,ben ,hur1 the creation of a man whose reverence was as great as his talent1 should be re-read by every one who attempts to tell of the song and the star in ,judea1 and the works of ,henry van ,dyke1 ,selma ,lagerlf1 and ,john of ,hildesheim will aid greatly in giving color and atmosphere4 ,this means time and labor1 but no amount of preparation is too great to put upon the world's noblest stories4 ,the narrator should approach them1 not arrogantly1 and satisfied of his ability to tell them because he has known them from childhood1 but as the artist approaches the masterpiece he aspires to copy1 willing to labor that he may be worthy of the task1 willing to read them over and over again and count each reading a return to the fount of inspiration4 ,this should be the attitude toward all great stories1 but especially toward the immortal ones of the ,bible4 ,for the child in the heroic period the ,old ,testament is a gold mine1 and it is a pity that its superb adventure tales are so little used by story-tellers1 since they are so fascinating to boys and girls4 ,even when told as separate stories they arouse interest and hold the attention1 but they are most valuable when given in a sequence1 because then the child regards the ,old ,testament as a great human drama1 the epic of a people4 ,a good plan is to begin with the call of ,abraham1 as related in the twelfth chapter of ,genesis4 ,picture the patriarch1 with ,lot and ,sarah1 going into exile out of the land of ,haran1 through ,canaan to the plain of ,moreh1 building there the altar under the soothsayer's oak1 and journeying southward over the desert to ,egypt4 ,tell of the banishment by ,pharaoh and the return to ,bethel1 of the strife between the herdsmen and the survey of the land1 of the captivity and rescue of ,lot4 ,paint vividly the highway along which they traveled1 now over the desert1 now across the fertile plain skirting the sea1 often footsore and weary1 often suffering from heat and thirst as wanderers in the ,east suffered1 and the story will cause children to turn from the cheap adventure tale of today as music lovers turn from ragtime to a ,chopin prelude4 ,then there are tales of those other ,old ,testament wanderers1 ,isaac1 8the ,ulysses of the ,hebrews10 and ,jacob1 whose life was so eventful4 ,take the boys over the routes these men traveled4 ,let them share their exploits and adventures1 resting in fertile places where the wanderers rested1 now by the well outside ,nahor1 the servants praying beside the kneeling camels as ,bethuel's lovely daughter came down the hillside with the pitcher on her shoulder1 now moving as the caravan moved1 over roads the ,hebrew armies traveled on their way to war1 along which tradesfolk journeyed in times of peace4 ,there is marvelous color and romance in these ,old ,testament thoroughfares1 and they are highways of fascination even today4 ,still across their yellow sands turbaned ,arabs go up and down1 singing praise to ,allah just as men sang to ,god in the remote time of ,israel4 ,they bear with them skin bags filled with water from the pools and streams1 dates1 figs1 and dried goat's flesh1 such as formed the noontide repast of ,isaac and his men1 for in the changeless ,east life is today as it was in the beginning of things4 ,when the caravans rest1 they sit under the palm trees in some oasis1 telling stories their fathers told1 and using the ,old ,testament forms of speech4 ,still in that land of nomads to see is to 8lift up the eyes10 and maidens go to draw water when the day's heat is over just as ,rebecca went to the well of ,nahor4 ,the book of ,joshua is a glorious adventure story4 ,the siege and destruction of ,jericho1 the victories of ,joshua1 the slave boy from ,egypt who became the first soldier of the ,hebrews1 the distribution of ,canaan among the tribes of ,israel1 and ,othniel's valor and reward satisfy every desire of the child who craves hero stories4 ,they satisfy now as they satisfied two thousand years ago1 because they grew out of the life of a people and run the entire gamut of human emotion as only racial tales can do4 ,the book of ,judges is a collection of incomparable narratives4 ,the enslavement of ,israel by ,jabin1 the defeat and death of ,sisera1 and ,gideon's deliverance and victory never fail to hold boys and girls who crave the heroic4 ,moreover1 these stories will arouse interest in perhaps the finest ode known to any literature1 the song of ,deborah in the fifth chapter of ,judges4 ,give the children some idea of what it has meant to the world4 ,ruskin said the memorizing of it in his boyhood shaped his taste for literature1 and ,macaulay declared it inspired him to write 8,horatius at the ,bridge40 ,read the work of the ,english poet1 and bring out the lovely pictures in the great ,hebrew ode1 for it is not fair to our young people that we allow them to go through life without knowing this gem1 without leading them to see the beauty of these exquisite words3 ,speak1 ye that ride on white asses1 ye that sit in judgment and walk by the way4 ,they that are delivered from the noise of archers in the places of drawing water1 there shall they rehearse the righteous acts of the ,lord4 ,visualize the scenes in those lines3 sumptuous1 haughty ,hebrews1 traveling as only the prosperous traveled2 men in the fine linen of lawgivers1 holding places of power in the land2 vagabonds lounging along the highways1 begging alms of passers-by2 husbandmen tilling fields far from the sound of conflict2 men in every walk of life1 widely separated by material conditions1 yet brothers in a common weal1 rejoicing in a common blessing1 the victory of ,barak over the foe of ,israel4 ,it is as rich in color as a canvas by ,titian1 and pupils in the upper grammar grades will grow to love it if it is presented as it should be1 through the medium of the story4 ,the books of ,samuel1 with their tales of ,saul and of ,david1 of the shepherd boy from the ,hebron hills making music for ,israel's king1 his meeting and slaying ,goliath1 ,saul and the ,witch of ,endor1 and all the eventful life of ,david are glorious materials for the story-teller4 ,here again inspiration may be obtained from the work of a modern writer4 ,browning's 8,saul0 will greatly aid the narrator in telling the story of the boy ,david1 for the picture the poet gives of the afflicted monarch in his tent1 the son of ,jesse standing beside him singing the ,hebrew gleaning songs1 is as vivid as it is exquisite4 ,where can we find a more splendid narrative than that of ,solomon1 in the second book of ,kings8 ,where is the boy or girl who does not delight in listening to the account of the visit of ,hiram1 king of ,tyre1 when two sumptuous monarchs met2 of the collection of materials and the building of the temple2 of the visit of the ,queen of ,sheba1 the adversity and death of ,solomon1 and that succession of events that led to the captivity of ,israel8 ,here1 too1 we find the great story of the invasion of ,judah and the destruction of ,sennacherib2 and ,byron's poem will vivify this tale just as ,browning's 8,saul0 vivifies that of the boy ,david4 ,the only reason why children look upon the ,bible as a dull1 ponderous book is that they are not familiar with the ,old ,testament adventure tales1 and it is a mistake to think that present-day boys and girls will turn away from them4 ,if playground and settlement workers would give more time and attention to the stories of the ,hebrews1 they would have less difficulty in reaching hoodlumish boys4 ,it is necessary to use tact in presentation1--8sense10 as ,lilian ,bell says1 8of the brand commonly known as horse10--for to preface a narrative with1 8,now ,i shall tell you a ,bible story10 might mean an insurrection4 ,the only way is to bring the hero on the stage and tell his tale so vividly that the listeners are held by it to the end4 ,after they come to know such men as ,gideon and ,joshua1 they will regard the ,bible as a great storybook4 ,a settlement worker had this experience not long ago4 ,she told the tale of ,joshua to a group of young ruffians1 who sat through it as if held by a spell1 and at its conclusion the leader of the band remarked1 8,that was some story60 ,other ,old ,testament heroes were then introduced with excellent effect1 and the lads were amazed to learn that the ,bible contained such stories4 ,but results of this kind cannot be obtained without effort and preparation on the part of the raconteur4 ,bible stories1 being the perfect tales of the world1 should be told as nearly as possible in the language and style in which they were written4 ,some modification is necessary for the purpose of clarifying1 but the ,biblical expressions should be used frequently4 ,quote freely from the original or follow the story with a ,bible reading1 that the child who hears the tales may catch something of the majestic beauty of expression of the ,hebrew story-tellers4 ,there can be no more pitiful mistake than to tell these matchless narratives in the vernacular of the street4 ,to use modern slang in recounting the wanderings of ,isaac or the passing of the ,children of ,israel through the ,red ,sea is to profane a marvelous artistic creation1 even though it had no religious significance1 and unfortunately story-tellers sometimes do this1 thinking they will make the tales more interesting to children4 ,that sort of narration will amuse and hold young folk only as long as it lasts1 and leaders of children are not working merely for the here and now4 ,their effort is for time and eternity1 and they should have sufficient vision to see beyond the present1 sufficient sense of proportion to estimate values4 ,the ,old ,testament tales need no modern strokes to make them attractive1 because they abound in color and incidents that lead to superb climaxes1 and never fail to fascinate when given with sincerity4 ,therefore they should be told in simple1 dignified language1 as the men of ,israel told them when the world was young1 and while they fire the imagination1 they will lead children unconsciously to an appreciation of beautiful ,english1 which is one of the cardinal aims of every story-teller who is worthy of the name4 ,the teller of ,bible stories should draw from music and art1 as well as from literature1 because to follow a tale with a picture or musical number inspired by it is to heighten enjoyment and strengthen the impression already made4 ,if children see ,bendemann's masterpiece1 8,by the ,waters of ,babylon10 after they have heard the story of the captivity of ,israel1 they will have a sympathy for the exiled ,hebrews that they cannot have otherwise4 ,saul1 ,david1 and many other ,old ,testament heroes will seem more than ever like living1 breathing men when viewed as ,michelangelo portrayed them1 while ,giulio ,romano's frescoes1 8,the ,story of ,joseph10 or ,pellafrino da ,modena's 8,story of ,solomon10 will intensify their color and romance and help to lead to an appreciation of art4 ,cheap reproductions bring these and other masterpieces within the reach of the narrator1 and he should travel every bypath in which he may glean materials that will help children to love these old tales4 ,he should keep ever before him the thought of how they have enriched the world1 and how powerfully lives are influenced by stories heard in childhood4 ,when ,bertel ,thorwaldsen was a blue-eyed boy in ,copenhagen1 he heard a tale that long afterward became the inspiration of 8,the ,lion of ,lucerne10 and young ,richard ,wagner1 playing in a ,dresden street one day1 crept into a group to which a strolling bard was telling the medieval legend of 8,parsifal40 ,it was a seed planted in a creative mind1 and years afterward it flowered in two noble operas of the ,holy ,grail4 ,so it was with ,goethe1 with ,browning1 with ,byron1 and many other great men4 ,perhaps in your group of youthful hearers there may be a boy or a girl who will listen as gifted children of the past have listened to an old1 old story1 and perhaps your telling it may result1 long after your work is ended1 in his giving to some branch of art a creation that will enrich the world through generations yet to come4 ,but even though there be no budding genius among your auditors1 sincere1 artistic telling of the ,bible stories cannot fail to produce great results4 ,it will develop the emotional nature of the average child2 it will broaden his sympathy and increase his capacity for feeling1 make him more sympathetic1 more responsive to the joys and sorrows of his fellow men1 and better fitted to become a useful citizen4 ,,sources ,,of ,,material ,,for ,,bible ,,stories ,,abbott1 ,,lyman3 ,life and ,literature of the ,ancient ,hebrews4 ,,aguilar1 ,,grace3 ,the ,women of ,israel4 ,,baring-,,gould1 ,s43 ,lives of the ,saints4 ,,canton1 ,,william3 ,a ,child's ,book of ,saints4 ,,dearmer1 ,,mabel3 ,a ,child's ,life of ,christ4 ,,doane1 ,t4 ,w43 ,bible ,myths4 ,,fiske1 ,,john3 ,the ,myths of ,israel2 ,the ,great ,epic of ,israel4 ,,hodges1 ,,george3 ,a ,child's ,guide to the ,bible4 ,,houghton1 ,,louise ,s43 ,telling ,bible ,stories2 ,hebrew ,life and ,thought4 ,,kent1 ,,charles ,,foster3 ,heroes and ,crises of ,early ,hebrew ,history4 ,,lagerl,f1 ,,selma3 ,christ ,legends4 ,,olcott1 ,,frances ,,jenkins3 ,bible ,stories to ,read and ,tell4 ,,sangster1 ,,margaret ,e41 and ,,yonge1 ,,charlotte ,m43 ,stories from the ,best of ,books4 ,,smith1 ,,george ,a43 ,a ,historical ,geography of the ,holy ,land4 ,,smith1 ,,nora ,a43 ,old1 ,old ,tales from the ,old1 ,old ,book4 ,,van ,,dyke1 ,,henry1 ,,abbott1 ,,lyman1 and ,,others3 ,women of the ,bible4 ,,chapter ,,thirteen ,,story-,,telling ,,and ,,the ,,teaching ,,of ,,ethics ,the function of education is not only to give the child knowledge and a capacity for acquiring further knowledge that shall equip him for the life struggle and make success a possible attainment1 but also to give him an ethical standard that shall make him fit to live among his fellows and a respect for the rights and feelings of others1 or1 as ,goethe says in ,wilhelm ,meister1 8,reverence for what is above1 reverence for what is beneath1 reverence for what is equal40 ,he must be taught to realize that he is part of a great unit and that individual desires must often give way to the welfare of the many4 ,he must be taught that as an individual he owes to society obedience to the laws that govern society and allegiance to the principles that make possible a harmonious family1 civic1 and national life4 ,consequently it is required of every teacher that she give ethical instruction1 that she endeavor to bring children to an understanding of what is generally accepted as right and wrong1 and implant in them convictions strong enough to cause them to adhere to those standards4 ,in establishing ethical standards1 as in establishing standards in art1 literature1 or music1 we must appeal to the emotional side of the child as well as to the intellectual side4 ,we must lead him to feel that the right act is the one that he wants to do1 and this cannot be accomplished by a presentation of dry facts and precepts4 ,every teacher knows that the time spent in admonishing a child what he ought to do brings no gratifying results4 ,he is not swayed to repugnance for one act or to admiration for another by being told 8,thou shalt10 or 8,thou shalt not40 ,at the time the command is given1 fear may cause him to obey it2 but conduct that is the result of force does not strengthen the character or teach high standards of action4 ,it tends instead to harden the child and make him determined to act differently at the first opportunity4 ,ethical training does not mean to attempt to control the child1 but to enlighten him and direct his volition to the point where he will attempt to control himself4 ,as ,ella ,lyman ,cabot says1 8,its aim is to make the best there is so inviting to the child that he will work eagerly and persistently to win it40 ,the ideal that is held up to him must be so beautiful that he will be willing to sacrifice and endure hardship in order to attain to it1 and through story-telling he may be led to see this ideal more vividly than in any other way1 because the story makes right acts appealing and wrong acts repugnant4 ,moreover1 through the narrator's art the child lives the experiences of the tales he hears4 ,he suffers with the evildoer and is rewarded with the virtuous1 and because he is powerfully moved by a narrative1 his character is lastingly affected by it4 ,in giving ethical instruction1 it is necessary to use the right material4 ,tales selected for this purpose should be suited to the child's particular period of mental development1 they should contain a lesson the boy or the girl ought to learn1 and they should be strong and virile and true to life4 ,much harm is done by telling stories of unusually good children4 ,such young folk are unpopular with boys and girls1 and the story about them is as distasteful as is the 8goody-goody0 that is met with in real life4 ,instead of being an influence toward commendable action and the acceptance of a higher standard of right and wrong1 the over-idealistic tale antagonizes the child and goads him toward that from which we would have him veer aside4 ,perhaps this accounts for the fact that girls often enjoy boys' stories more than those written especially for girls4 ,the normal girl wants to read and hear about live1 natural young folk1 and the heroine who has drawing-room manners and nothing else is very far from her ideal4 ,story characters that influence children must be human1 full of human faults and virtues4 ,from their failures and successes young people will learn many valuable lessons1 but they will learn no lesson from one who poses as an unnatural young saint4 ,moral training should begin with the babe1 and therefore the mother and primary teacher need stories that have ethical values as early as they need ,mother ,goose tales and jingles4 ,very early in life the child must be brought to realize that there is a higher law than that of its own will or desire4 ,it must be taught obedience1 cleanliness1 kindness to animals1 consideration for the rights of others1 truthfulness1 industry1 honesty1 and courtesy1 and these lessons can be inculcated more effectively by means of story-telling than in any other way4 ,the tale of 8,the ,little ,red ,hen0 doing the work and reaping the reward of her labor is a sermon on industry that little people do not forget4 ,the story of the farmer boy who rolled the stone out of the highway because he feared it might cause injury to some one1 and then of the compensation that came to him at the hands of the lord of the village who placed it there1 will help to make children thoughtful and kindly4 ,in telling stories of this type1 the narrator should emphasize the fact that the greatest reward is the mental satisfaction that follows a good action1 because the child who hears much of material reward sometimes thinks chiefly of the money or picnic or good time commendable conduct may bring1 and if it happens that he does not receive remuneration1 decides it is useless to perform good deeds4 ,a case of this kind that came under my observation was that of a boy in a country school1 a lazy1 thoughtless little fellow4 ,one day when a man drove through the school yard1 his brother1 who was very considerate1 ran to open the gate4 ,the stranger tossed a penny to the child1 and the teacher1 thinking to give a lasting lesson in consideration to the thoughtless boy1 dwelt at length upon the stick of candy the money would buy4 ,several days later another man drove through the school yard and the thoughtless boy ran to open the gate4 ,he received a smile and a 8,thank you0 but no money1 and he could not be persuaded to open the gate again4 ,it is well to give stories in which children are materially rewarded1 but they should be taught to see that material reward is not the only reward1 and that desire for it should not be the motive that prompts a good action4 ,the fireman who risks his life in saving the property or life of another is not bountifully paid1 and seldom does he receive a purse for bravery4 ,but he is true to his duty4 ,he is giving to society the thing that he owes it1 service1 and his greatest guerdon is the satisfaction that comes from being steadfast to a trust4 ,examples of this kind are of great value to the child who is inclined to be selfish1 and they are very effective in bringing all children to realize the truth of ,alice ,cary's words3 ,there are no fairy folk who ride about the world at night1 ,to give you rings and other things to pay for doing right1 ,but if you'll do to others what you'd have them do to you1 ,you'll be as blest as if the best of fairy tales were true4 ,very young children can be taught to realize that the true reward of right conduct comes from added self-respect and from winning the esteem of others1 and whenever a child is given a tale in which a boy or a girl receives some wonderful treasure for kindness or courtesy or truthfulness1 the narrator will do well to interpolate a sentence like this3 8,and the best part of it was that ,albert was happy because he had done what was right4 ,that thought gave him a glad feeling even more than the big1 shiny dollar40 ,many fairy tales and fables are of particular ethical value for little children1 and the narrator can draw much from the field of general literature2 biography and history hold many good examples1 while the ,bible is a rich storehouse of material4 ,ella ,lyman ,cabot's excellent work1 ,ethics for ,children1 discusses the ethical side of story-telling in such a detailed and complete way that it should be in the hands of every mother and teacher4 ,the book gives valuable suggestions1 not only to workers with little folk1 but to those who have the training of grammar grade and high-school pupils also4 ,carolyn ,sherwin ,bailey's ,stories for ,sunday ,telling contains some good material for the mother and the primary teacher1 while the several books by ,sara ,cone ,bryant 7listed in ,chapter ,seven1 8,telling the ,story07 will be helpful4 ,the following list is one that has been used with good results3 ,,stories ,,to ,,develop ,,or ,,stamp ,,out ,,certain ,,traits ,,and ,,instincts ,deceit ,,sop3 ,the ,fox that ,lost ,its ,tail 7,,adams1 ,,william3 ,fables and ,rhymes--sop and ,mother ,goose74 ,malice ,,sop3 ,the ,dog in the ,manger 7,,adams1 ,,william3 ,fables and ,rhymes--sop74 ,sympathy and ,compassion ,,cabot1 ,,ella ,,lyman3 ,a ,lesson for ,kings 7,ethics for ,children74 ,,sawyer1 ,,ruth3 ,the ,gipsy ,mother's ,story of ,joseph and ,mary 7,this ,way to ,christmas74 ,honesty ,,cabot1 ,,ella ,,lyman3 ,the ,little ,loaf 7,ethics for ,children74 ,faithfulness to ,duty ,,bryant1 ,,sara ,,cone3 ,the ,little ,hero of ,haarlem 7,how to ,tell ,stories74 ,,cary1 ,,ph,,be3 ,the ,leak in the ,dike 7,poems74 ,inattention ,,bryant1 ,,sara ,,cone3 ,epaminondas and ,his ,auntie 7,how to ,tell ,stories74 ,,grimm1 ,,jacob3 ,stupid ,hans 7,german ,household ,tales74 ,obedience ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,little ,cowherd ,brother 7,story-,telling in the ,home and ,school74 ,generosity ,,bailey1 ,,carolyn ,,sherwin3 ,the ,boy ,who ,had a ,picnic 7,stories and ,rhymes for the ,child74 ,,bailey1 ,c4 ,s41 and ,,lewis1 ,,clara ,m43 ,the ,woodpecker ,who ,was ,selfish 7,for the ,children's ,hour74 ,,bryant1 ,,sara ,,cone3 ,the ,cloud 7,how to ,tell ,stories74 ,,bulfinch1 ,,thomas3 ,baucis and ,philemon 7,the ,age of ,fable74 ,,cabot1 ,,ella ,,lyman3 ,margaret of ,new ,orleans 7,ethics for ,children74 ,,cary1 ,,alice3 ,the ,pig and the ,hen 7,poems74 ,,grimm1 ,,jacob3 ,the ,star ,dollars 7,german ,household ,tales74 ,,grimm1 ,,joseph3 ,the ,elves and the ,shoemaker 7,german ,household ,tales74 ,,wilde1 ,,oscar3 ,the ,happy ,prince4 ,love and ,sweetness ,,bryant1 ,,sara ,,cone3 ,the ,mirror of ,matsuyama 7,how to ,tell ,stories74 ,,tolsto1 ,,leo3 ,where ,love ,is1 ,there ,god ,is ,also 7,see ,,bryant3 ,how to ,tell ,stories74 ,forgiveness ,,bible3 ,the ,prodigal ,son4 ,,cabot1 ,,ella ,,lyman3 ,lincoln and ,william ,scott 7,ethics for ,children74 ,,hugo1 ,,victor3 ,the ,bishop and ,jean ,valjean 7,les ,misrables74 ,,moulton1 ,,louise ,,chandler3 ,coals of ,fire 7,in ,,cabot3 ,ethics for ,children74 ,,tolsto1 ,,leo3 ,a ,spark ,neglected ,burns the ,whole ,house 7,in ,,cabot3 ,ethics for ,children74 ,cleanliness ,,bailey1 ,,carolyn ,s43 ,the ,child ,who ,forgot to ,wash 7,story-,telling ,time74 ,,kingsley1 ,,charles3 ,tom1 the ,chimney ,sweep 7,water ,babies74 ,,lindsay1 ,,maud3 ,dust under the ,rug 7,mother ,stories74 ,,richards1 ,,laura ,e43 ,the ,pig ,brother 7,the ,pig ,brother and ,other ,stories74 ,perseverance ,,cabot1 ,,ella ,,lyman3 ,the ,story of ,helen ,keller 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,old ,jan's ,twilight ,tale2 ,the ,joyous ,vagabond2 ,the ,whittler of ,cremona2 ,the ,border ,wonderful2 ,jacopo1 the ,little ,dyer 7,boyhood ,stories of ,famous ,men74 ,,holland1 ,,rupert ,s43 ,the ,boy of the ,medici ,gardens 7,historic ,boyhoods74 ,industry ,,bryant1 ,,sara ,,cone3 ,the ,gold in the ,orchard2 ,the ,castle of ,fortune2 ,the ,sailor ,man 7,how to ,tell ,stories74 ,contentment ,,browning1 ,,robert3 ,pippa ,passes 7,poems74 ,,bryant1 ,,sara ,,cone3 ,the ,rat ,princess 7,how to ,tell ,stories74 ,,cabot1 ,,ella ,,lyman3 ,the ,discontented ,pendulum 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,the ,discontented ,pig4 ,,menefee1 ,,maud3 ,pippa ,passes 7,child ,stories from the ,masters74 ,kindness ,,sop3 ,the ,lion and the ,mouse 7,,adams3 ,fables and ,rhymes--sop and ,mother ,goose74 ,,andersen1 ,h4 ,c43 ,five ,peas in a ,pod 7,wonder ,stories ,told to ,children74 ,,bailey1 ,c4 ,s43 ,the ,little ,brown ,lady 7,story-telling ,time74 ,,brown1 ,,abbie ,,farwell3 ,st4 ,francis of ,assisi and the ,wolf 7,book of ,saints and ,friendly ,beasts74 ,,bryant1 ,,sara ,,cone3 ,prince ,cherry 7,stories to ,tell to ,children72 ,why ,evergreen ,trees ,keep ,their ,leaves 7,how to ,tell ,stories74 ,,cabot1 ,,ella ,,lyman3 ,dama's ,jewels 7,ethics for ,children74 ,,grimm1 ,,jacob3 ,snow ,white and ,rose ,red2 ,snow ,white and the ,seven ,dwarfs2 ,queen ,bee 7,german ,household ,tales74 ,,longfellow1 ,,henry3 ,the ,bell of ,atri 7,poems72 7see also ,,wiggin and ,,smith3 ,the ,children's ,hour74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,stone ,lion2 ,little ,paulina's ,christmas 7,story-,telling in the ,home and ,school74 ,,richards1 ,,laura ,e43 ,florence ,nightingale and the ,shepherd ,dog 7,florence ,nightingale1 the ,angel of the ,crimea74 ,,stockton1 ,,frank ,r43 ,old ,pipes and the ,dryad 7,,lyman3 ,story-,telling3 ,what to ,tell and ,how to ,tell ,it74 ,greed ,,sop3 ,the ,dog and ,his ,shadow 7,in ,,adams3 ,fables and ,rhymes--sop and ,mother ,goose74 ,,hawthorne1 ,,nathaniel3 ,the ,golden ,touch 7,wonder-,book74 ,courtesy ,,cabot1 ,,ella ,,lyman3 ,a ,four-,footed ,gentleman 7,ethics for ,children74 ,history and biography offer a particularly rich field from which to draw material for older children1 for nothing drives home with more force a lesson in patriotism1 loyalty1 faithfulness1 heroism1 or obedience than to read of some one who has been put to the test and has triumphed4 ,dozens of characters worth emulating will occur to any teacher1 and the following books will be found of particular value3 ,,sources ,,of ,,material ,,to ,,use ,,in ,,the ,,teaching ,,of ,,ethics ,,baldwin1 ,,james3 ,american ,book of ,golden ,deeds4 ,,bolton1 ,,sarah ,k43 ,famous ,leaders among ,men2 ,lives of ,poor ,boys ,who ,became ,famous2 ,lives of ,girls ,who ,became ,famous4 ,,lang1 ,,andrew3 ,the ,true ,story ,book4 ,,lang1 ,,jeanie3 ,the ,story of ,robert the ,bruce4 ,,richards1 ,,laura ,e43 ,florence ,nightingale1 the ,angel of the ,crimea4 ,,part ,,two ,,the ,,use ,,of ,,story-,,telling ,,to ,,illuminate ,,some ,,schoolroom ,,subjects--,,stories ,,for ,,telling ,,chapter ,,fourteen ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,history ,it has been said by ,walter ,prichard ,eaton1 8,the pupil who gets a mark of one hundred and thereafter hates ,shakespeare1 has failed--rather1 his teacher has10--and it is equally true that the instructor also has failed whose classes look upon history as a series of dates and dull facts instead of a colorful story4 ,to teach history successfully means to give the child vivid pictures of the past1 to enable him to see as a whole the march of a race or of a nation across the canvas of time1 to watch the legions of warriors go to victory or defeat1 to hear the voices of statesmen whose wisdom has builded empires1 to walk side by side with the men and women whose lives make up the annals of the world4 ,to be of value to the child1 history must be felt1 just as a work of literature must be felt4 ,he must live it1 must approve the worthy and disapprove the unworthy1 must rejoice in and sympathize with the fortunes and misfortunes of its characters1 else it cannot be anything more to him than the chronology in the almanac1 disliked during his school days and forgotten as soon as they are over4 ,story-telling can make history alive and vital because of its power to convey the child to distant scenes and ages1 and through it he may become1 not only a spectator1 but a participant in every human activity4 ,if our libraries were to be swept away and publishing houses should shut their doors1 we could still teach history to children1 and teach it successfully1 through the art of the narrator4 ,by the medium of the story we can make the child see what has been done by his ancestors and other people in the past2 by it we can interpret to him how his forefathers lived and acted1 how other people have attempted to do what he is trying to do or sees done1 and give him a vivid idea of human ways of living and conduct4 ,this is history in the larger sense1 and it was taught successfully by the story-teller in the past4 ,before the days of printing1 when books were manuscripts that no one but monks could read and kings could afford to own1 story-telling was the only way in which this subject was taught4 ,tales of bygone days were told in castle halls and to groups of eager listeners on the village green1 and boys and girls of ,king ,alfred's time knew as much of their country's story from the lips of wandering bards as those of our generation know from cramming the contents of textbooks4 ,they knew it because through the tales they heard they were able to relive it1 and what has been done before can be done again4 ,because of the story's power to vivify1 modern children can relive the world's story just as those in medieval times relived it1 and history can be made a subject fraught with delight to the child4 ,child attention centers first upon familiar things1 and radiates from them to the unknown4 ,through his interest in creatures that are a part of his environment1 the kindergarten tot becomes interested in those of other regions1 in the men1 women1 children1 and animals that are part of the life of some other child4 ,through knowledge of his immediate surroundings he comes to acquire knowledge of life in other surroundings1 and according to the appeal it makes to his imagination1 he understands and sympathizes with it1 and his social sense is broadened4 ,therefore1 in the study of history1 the attention should be focused upon local environment1 and from it should radiate to other sections of the world4 ,in other words1 by what the child sees happening around him1 he must be led to see what has happened in the past and what is happening now in distant regions4 ,this requires imagination1 and a boy or a girl cannot see or feel these events if they are presented as a dry chronology1 because under those conditions they do not arouse the imagination4 ,he must behold them flashed on a canvas like a colorful picture1 and because the story can do this1 because it can make real to the imagination situations that cannot be experienced1 through it he can be led to see and feel all that we desire him to see and feel4 ,the biographical story1 the tale of the leader who towers above his fellows like the ,matterhorn above the ,valais foothills1 is a boon to every teacher of history4 ,because it is unified in plot and dramatic in appeal to the imagination1 it is the most easily handled of all the history material1 and should be used freely4 ,but if children are not to have a distorted idea of the story of the human race1 we must not stop with the biographical tale4 ,we must give them also a conception of the part the masses have had in the making of the great human story1 of the yeomen of ,england1 upon whose sturdy shoulders the foundation of ,british liberty stands1 of the vassals of ,italy1 ,france1 and ,germany1 of the army of unknown toilers who built the ,pyramids and the ,chinese ,wall4 ,sometimes1 in satisfying the child's hero-love1 we make him one-sided by laying too much stress upon individual achievement and not enough upon the work of the multitude4 ,we do not lead him to value the importance of the humble who toil in the rank and file4 ,this is not as it should be4 ,we should make it clear to him that the stokers who feed the furnace of the man-of-war are as splendidly patriotic as the admiral who commands the fleet1 and are as necessary to their land1 because1 were there no coal heavers1 there could be no navy4 ,sometimes1 too1 because martial events are more spectacular than those of peace1 we give the impression that they are the only important and heroic ones1 and fail to convince the children of the fact that the peasants of ,lorraine1 who tilled their fields until they blossomed like gardens1 served their land as loyally as the soldiers who marched to victory under the oriflamme of ,henry of ,navarre4 ,we are too prone to center the child interest around military affairs1 and neglect to emphasize the importance of conflicts of another kind4 ,the history of every modern industry1 of every achievement that has meant anything to the world1 is a story of struggle1 of victory over opposing forces4 ,it has its succession of events1 its periods of triumph and defeat1 its moments of suspense1 and its thrilling climax1 and if presented in all its possibilities1 is as fascinating to childhood as ,napoleon's ,russian campaign4 ,let us not fail to give these narratives of struggle that are unstained by human blood1 and in doing it lead children to understand that there are other ways of serving one's land besides riding a war horse or carrying a musket4 ,we teach that ,robert ,fulton invented the first steamboat1 but it is only the exceptional child-leader who makes the most of that event1 who throws upon the canvas1 for youth to behold1 the story of the struggle and disappointment1 the triumph and despair1 of the young ,american engineer4 ,to give them the fact that the ,clermont made a successful trip from ,new ,york to ,albany in #ahjg1 is like telling the end of a story without the beginning or intervening chapters1 and a snatch of a tale never has the effect of the whole4 ,but if the children have all the light and shade of that splendid narrative of invention1 of the labor beside the ,seine1 of the hope and discouragement there1 it becomes a fascinating1 unforgotten tale4 ,they remember the ,clermont episode because they have enjoyed a story1 and years afterward1 when they see a ferryboat or an ocean greyhound1 they will think of the ,new ,englander through whose dreams and labor it came to be4 ,to the teacher who looks upon history as a great1 fascinating tale1 who regards it as a narrative instead of a mere bunch of dates and periods1 who knows the story of man's inner development as well as that of his outer1 and who uses the myths1 legends1 and epics of a land as side lights to illuminate its true story1 great results are possible4 ,there is no phase or period of history that he cannot make intensely interesting to the child1 no page of the world's story that will not teem with life and color to the boy or girl who receives it from such an instructor4 ,it may be an account of events in his own land1 of happenings in the stern1 white north country or in the opalescent south1 it may be of knights in glittering armor or of serene-faced1 brown-cowled friars1 of men from the masses or from the ranks of the exalted1 but it will breathe and pulsate for him1 it will give him the information that he should receive1 and it will give him an understanding that no memorizing of dates and outlines can give1 because he has lived with those who made history1 because he has suffered1 rejoiced1 and achieved with them4 ,every great historian is more than a recounter of events of the past4 ,he is an artist who fits himself into the moods of men and women who lived and accomplished before his time1 puts them into his pages as creatures of flesh and blood1 and gives to their activities as much freshness and interest as have the events that happen before our eyes4 ,motley1 ,guizot1 ,hume1 ,hallam1 ,froissart1 and our own ,parkman1 ,lodge1 ,prescott1 and ,bancroft created as splendidly as ever ,hugo1 ,corneille1 or ,balzac created1 because they endowed characters of fact with as much life as these other men gave to characters of fiction2 and consequently1 with sources rich in inspiration from which to draw1 the teacher who aspires to vivify history by story-telling is confronted by no hopeless task4 ,he need only go to the works of the standard historians for his background1 and then1 by giving the imagination sufficient play to supply setting and detail of situation1 he can carry a joyful lesson to the children4 ,this is well illustrated in the following story of ,western discovery4 ,children love it and ask to have it told again and again1 while if the bare facts are given them in outline form1 it means little to them4 ,not every teacher is gifted to the degree of ,miss ,hood and can hope to weave a fact of history into a tale that deserves to rank as a children's classic2 but every teacher can put history into story form with enough skill to make it hold delight for his pupils and cause them to go from his instruction with a fondness for history1 an understanding of what history really means1 which is worth infinitely more than a thousand dates or outlines crammed into the mind for an examination or recitation1 or stored there permanently to rust and grow useless1 because they have no meaning1 and therefore no broadening or illuminating effect upon his life4 ,,the ,,search ,,for ,,the ,,seven ,,cities ,by ,,margaret ,,graham ,,hood ,the ,story of ,tejos ,in the year #aecj1 when ,nuo de ,guzmn was governor of ,new ,spain1 he had an ,indian slave of whom he was very fond and who was likewise fond of his master4 ,he was a good servant and different in many ways from all the other slaves in the palace1 and it often pleased ,nuo de ,guzmn to talk with him4 8,tejos10 said ,de ,guzmn to him one day1 8tell me of your home when you were a boy1 and tell me of your father and mother40 ,then ,tejos turned away from his master and stood for a long time silent4 8,master10 he said at last1 8when ,tejos was a boy he lived not in this land1 nor was he a slave4 ,his home was in a land far1 far to the northward4 ,my lord1 it was a great land4 ,beyond the home of my father there was yet another country greater still4 ,in that farther land were seven great cities1 and even the smallest of them was as great as this city of ,mexico4 ,so rich were the people of those cities that they made arrowheads of emeralds1 and scraped the sweat from their bodies with scrapers made of gold1 and put precious stones over their doors4 ,their houses were wide and high4 ,my father carried to these people the feathers that they wore upon their heads1 and in return they gave him gold and turquoises and emeralds4 ,my father took ,tejos with him twice1 my lord1 when he journeyed with feathers to those cities1 and though ,tejos was then but a small boy1 he still remembers the long streets where were only the stores of jewelers who sold the precious stones and made them into ornaments for the people40 8,and where10 asked ,nuo de ,guzmn breathlessly1 8where is this land80 8,it is far away from here1 my lord10 answered ,tejos1 sadly4 8,forty days you must journey to reach it1 and the land through which you must travel is a desert lying between two seas1 and there is neither water nor food to be had40 ,scarcely waiting to sleep1 ,de ,guzmn began to gather a force to march in search of this wonderful land4 ,far and wide the story spread and on all sides the talk was of ,the ,land of the ,seven ,cities ,with four hundred ,spaniards and twenty thousand ,indians1 ,de ,guzmn marched from ,mexico1 and the people waited each day to hear that he had conquered a great empire in the north4 ,as he went1 rumors of the ,seven ,cities kept coming to him1 and his men were often so excited he could hardly get them to sleep enough4 ,for days they pressed eagerly forward1 hoping each day to find the ,seven ,cities at hand2 but instead of this1 the country each day grew more desolate1 the mountains grew steeper and the roads harder to find1 while the ,seven ,cities1 instead of coming nearer1 were always farther and farther to the north4 ,then the ,indians began to desert and the ,spaniards to complain4 8,we have been deceived10 they said1 8and we shall all die in this bleak land4 ,let us return to ,mexico40 ,for a while ,nuo de ,guzmn cheered them by holding ever before them the reward that awaited them1 but at last he too grew discouraged and afraid2 they all turned about and marched sadly back to ,mexico4 8,we will go back now10 said ,nuo de ,guzmn1 8but some day ,i will have the right sort of an army and ,i will come again4 ,tejos himself shall lead me1 and ,i will yet find and conquer those ,seven ,cities40 ,but when he returned to ,mexico1 ,tejos was dead1 and the story of ,nuo de ,guzmn's misfortunes discouraged others2 so for six years no one went to seek the ,seven ,cities4 ,then a strange thing happened4 ,the ,wanderings of ,cabeza de ,vaca ,into the town of ,culiacan there one day came wandering four strange men4 ,they were barefooted and almost naked4 ,the little clothing they wore was made of skins and hung in rags about them4 ,their hair lay in a tangled mass upon their shoulders1 and their beards reached almost to their knees4 ,they fell at the feet of the first ,spaniard they met1 crying1 8,thank ,god6 ,thank ,god6 ,at last6 ,at last60 ,then they seized his hands and kissed them1 kissed each other1 and danced about1 clapping their hands and shouting for joy4 8,they are madmen10 said the people who gathered around to look at them4 8,what shall we do with them80 8,no1 no10 cried the oldest of the strangers4 8,no1 no6 ,you do not understand4 ,we are poor wanderers who have been lost for years among the ,indians4 ,we have been slaves2 our companions have died1 but at last we have escaped and now1 for the first time in years1 we see ,christians and ,spaniards and our joy overcomes us4 ,can you wonder at it1 dear friends80 8,lost among the ,indians60 murmured the people in astonishment4 8,made slaves by the ,indians6 ,terrible6 ,what can it mean80 8,there is something very strange about it10 said one4 8,let us take them before our ,capitn10 said another1 and they took them at once to the ,capitn4 8,who are you80 he asked rudely1 looking with disgust at their dirt and rags4 8,i am ,cabeza de ,vaca10 said the oldest man4 8,i am a noble of ,castile who came with ,narvaez to conquer ,florida4 ,the fleet was wrecked and all were lost save these three companions and me4 ,we have been all these years since among the ,indians40 8,i do not believe a word of it10 said the ,capitn4 8,there is something strange about it4 ,these men may be criminals4 ,put them into prison until we find out40 ,for three months they lay in the prison4 ,then they were sent for by the ,alcalde ,melchior ,diaz4 ,he received them with all kindness1 and to him they were allowed to tell their story4 8,is it true10 he said to the oldest man1 8that you are ,cabeza de ,vaca of ,castile80 8,it is true10 answered ,cabeza de ,vaca4 8,ten years ago ,i sailed with ,narvaez to the ,florida coast to take part in his great expedition1 but1 alas6 all our ships were wrecked and only a few of us escaped to the mainland4 ,there most of those who did escape died1 and we four1 three of us ,spaniards and one a negro1 have wandered ever since among the ,indians4 ,we wept for joy at sight of our own people when we reached your town1 but they have treated us worse than did the ,indians40 8,do not think of that now10 said kind ,melchior ,diaz4 8,it was a mistake2 you shall now be treated with all the kindness that is your due4 ,tell me your story40 ,then ,cabeza de ,vaca began the story of his wanderings3 8,after ,narvaez and the ships were lost10 said he1 8we escaped to the mainland and were taken captive by the ,indians4 ,they were a poor1 starved people who lived on roots and berries and whatever they could get1 and who often went for days without a mouthful4 ,i do not know how many years they held us as slaves1 but it was for many years and our sufferings were great4 8,we tried always to get to the north1 and little by little we got further westward and northward4 8,at last we escaped from those ,indians who held us as slaves and fell in with others farther west who had never seen a white man4 ,we had with us a rattle such as is used by their medicine men1 and this1 with our beards1 made them think we were from heaven4 ,they fell on their faces before us and gave us all that they had4 8,we told these people we wished to go to where the sun sets1 and they said1 #8,no1 you cannot go there4 ,the people are too far away4' 8#8,it makes no difference1' ,i said1 #8you must still lead us there4' 8,we saw they were in great fear1 but at last they sent off two of their women to see if they could find the other people and tell them of our coming4 ,in five days they came back4 #8,they have found no people1' said the ,indians to us4 #8,then1' said ,i1 #8lead us to the northward1' and again they said3 #8,there are no people there4 ,neither is there food or water4' 8,at this ,i became offended and went apart from them1 and at night went away by myself to sleep4 ,but they came at once where ,i was and remained all night without sleep4 ,they talked to me in great fear1 telling me how great was their fright1 begging us to be no longer angry2 and they said they would lead us whatsoever way we wished to go1 though they knew they should die on the way4 8,we still pretended to be angry1 lest their fright should leave them1 and while we were thus pretending a remarkable thing happened3 the very next day many of them became ill1 and eight men died4 ,they believed we had caused their death by willing it1 and it seemed as if they must all die of fear4 8,in truth1 it caused us so much pain to see them suffer that it could not be greater1 and we prayed to ,god1 our ,lord1 to relieve them1 and they soon got better4 8,news of our strange power spread through the land1 and the people trembled at our coming4 ,sometimes they would come to meet us1 and bring all they owned and offer it to us4 ,or1 again1 when they heard we were coming1 they would go into their houses and pile all their goods in a heap in the middle of the floor for us1 and then sit down1 with their faces to the wall1 their heads bowed1 and their hair drawn over their eyes4 ,thus they waited until we came and spoke to them4 ,then they gave us whatever we would take from them4 8,wherever we went1 they brought their sick to us and begged us to cure them4 ,we always examined them carefully1 and treated them as best we knew how1 and prayed earnestly to ,god to help us1 and they nearly always got well4 ,whenever a sick man got well1 he not only gave us all that he had1 but all his friends did likewise4 8,as we pressed westward and northward we came all the time to finer ,indians who had more wealth and better homes than those farther east4 8,at last we came to a land of plenty4 ,the people lived in houses and had beans1 pumpkins1 and calabashes for food and covered themselves with blankets made of hides4 ,they were the finest-looking and strongest people we had seen and intelligent beyond any of the others4 ,they had nothing they did not give to us4 ,they begged us to pray for rain and told us that for two years not a drop had fallen4 ,when we asked where they had got their food1 they told us from the land of the maize4 ,then ,i bade them tell me of this land of the maize1 and they told that beyond them was a land of many people and large houses1 where maize grew all over the land2 that the people of that land were wealthy and wore beautiful plumes and feathers of parrots1 and used precious stones for arrowheads and to decorate their houses4 ,and they brought to me five beautiful emeralds cut into arrowheads1 and many fine turquoises and beads made of coral such as come from the ,south ,seas4 ,when ,i asked whence they got these stones1 they pointed to some lofty mountains that stand toward the north and told us that from there came the precious stones1 and that near those mountains were large cities4 ,they said that in those cities the houses were so large that there were sometimes three or four lofts one above the other40 8,and did you not go to those cities80 asked ,melchior ,diaz1 eagerly4 8,no10 answered ,cabeza de ,vaca4 8,i did not go because ,i heard that toward the sunset were other men of my kind1 and ,i hurried westward1 hoping to meet them4 ,therefore ,i did not go to the land of the cities4 ,i longed once more to look upon the face of a ,spaniard40 8,you have suffered much10 said ,melchior ,diaz1 8but do not think of it1 and now rest40 ,then ,melchior ,diaz sent off a messenger to ,mexico to carry a letter to the ,viceroy de ,mendoza1 telling him of ,cabeza de ,vaca and his strange tale4 ,forthwith the messenger returned with a letter commanding ,cabeza de ,vaca and his companions to come at once to ,mexico and appear before the viceroy4 ,to ,mexico they went1 and again ,cabeza told the strange story of their wanderings4 8,it is a wonderful story10 said the viceroy1 when he had finished1 8and you certainly deserve to spend the rest of your life in ease4 ,say the word1 and ,i myself will send you home to ,spain40 ,cabeza de ,vaca almost wept for joy at these words4 8,gladly will ,i go1 dear friend4 ,gladly will ,i go1 for ,i am weary of wandering and would once more see my own country40 ,so ,cabeza de ,vaca and two of his companions sailed off to ,spain1 and the ,viceroy de ,mendoza thought much of the wonderful cities far to the northward4 ,the ,journey of ,fray ,marcos ,the story of ,cabeza de ,vaca set all ,new ,spain talking once more of the ,seven ,cities4 8,of course10 said the people1 as they talked1 8of course they are the same seven cities ,nuo de ,guzmn learned of from ,tejos1 the ,indian4 ,he did not get the right directions1 and so he failed to reach them4 ,but now we know they are there10 and many were eager to set out at once4 ,but the ,viceroy de ,mendoza was a quiet and careful statesman4 8,there have been many lives lost already10 he said1 8and it will be better not to be in too great a hurry4 ,i believe these are the seven cities sought for by ,nuo de ,guzmn1 but ,i shall not send an army until ,i am sure40 ,then he thought of a monk called ,fray ,marcos of ,niza1 who had been much among the ,indians of the north1 and he sent for him to come at once to ,mexico4 ,fray ,marcos came1 and the ,viceroy de ,mendoza told him the story of ,cabeza de ,vaca4 8,now1 ,fray ,marcos10 said the viceroy1 after finishing the story1 8if we should send an army1 these ,indians would surely make war upon us and both for them and for us there would be many lives lost4 ,you understand them1 and it might be that they would let you come among them and learn what we desire4 ,perhaps there lies to the northward as great a nation as ,peru or ,mexico4 ,it must be taken for the church and the crown4 ,will you not be the one to carry the message of the cross and to take possession of the country for the king of ,spain80 8,i will10 said ,fray ,marcos1 eagerly4 8,very well10 said ,mendoza1 smiling4 8,the negro ,stephen who was with ,cabeza de ,vaca is here1 and he shall be your guide4 ,remember that this expedition is to be undertaken more to spread our knowledge of ,god than for great wealth4 ,therefore1 bear in mind that the natives are to be treated with the utmost kindness1 and my displeasure will fall heavy upon whosoever shall offend them4 ,say to them that the ,emperor is very angry at those ,christians who have been unkind to them1 and that never again shall they be enslaved or taken from their homes4 8,take special note of their number1 and of their manner of life1 and whether they are at peace or at war among themselves4 ,notice the nature of the country1 the fertility of the soil1 and the character of its products4 ,learn what wild animals there are there1 and find out if there are any rivers great or small4 ,search for precious stones and metals and1 if possible1 bring back specimens of them4 ,also make careful inquiry if the natives have any knowledge of a neighboring sea4 8,if you shall succeed in reaching the ,southern ,sea1 write out an account of all your discoveries and bury it at the foot of the tallest tree and then mark the tree with a cross4 ,do the same at the mouth of all rivers1 and those who are sent after you will be on the lookout for such a sign4 ,take enough ,indians with you so that you can send them back from time to time to bring to us reports of the route you have taken and how you are treated by the ,indians you meet4 ,if you shall come to any great city1 do not send back word but come yourself and tell me about it4 ,and lastly1 although all the world belongs to the ,emperor1 be sure and plant the cross in those new lands and take possession of them in the name of the ,spanish crown1 and never forget that your life is of great value to your church and your country1 and do not risk it needlessly4 ,now1 go4 ,make all your plans and set out as soon as may be40 ,fray ,marcos hastened to make his plans1 and on the seventh of ,march1 #aeci1 he set out from ,culiacan with the negro ,stephen and a few faithful ,indians4 ,several months went by2 then1 at the end of ,september1 #aeci1 a traveler in a monk's gown came walking alone into ,culiacan4 8,it is ,fray ,marcos60 cried the people4 8,it is ,fray ,marcos1 who went to search for the ,seven ,cities60 8,did you find them1 ,fray ,marcos80 8,where is ,stephen1 the negro80 8,are the ,seven ,cities full of wealth80 ,but ,fray ,marcos would not answer4 8,i have much to tell10 he said to them1 8but ,i will tell it only to the ,lord de ,mendoza himself40 ,to the ,lord de ,mendoza he told a story even more wonderful than the story of ,tejos1 the ,indian1 or that of ,cabeza de ,vaca4 8,all the way10 he said1 8,i found great entertainment1 for after ,i told the ,indians they were not to be enslaved1 they could not do enough to show their love for me4 ,i went where the ,holy ,ghost did lead me4 ,the ,indians guided me from place to place1 and some went ahead to tell others that ,i was coming4 ,everywhere they came to meet me and gave me welcome4 ,they had food ready for me2 and where there were no houses1 they built bowers of trees and flowers that ,i might rest safe from the sun4 8,i saw naught that was worthy of notice until there came to me some ,indians from an island off the coast1 and these wore about their necks great shells that were of mother-of-pearl4 ,to these ,i showed the pearls which ,i carried with me for show1 and they told me that in their islands there were great stores of such1 and that there were thirty islands4 8,and then ,i passed through a desert of four days' journey1 and there went with me the ,indians from the island and from the mountains ,i had passed4 ,at the end of this desert ,i found other ,indians1 who marveled much to see me1 because they had not before seen a white man4 ,they gave me great stores of food and sought to touch my garments1 and called me ,hayota1 which in their language means #8,a man come from ,heaven4' 8,as best ,i could1 ,i told to all these ,indians of our ,lord ,god in ,heaven1 and of our great ,emperor over the sea4 ,then ,i asked them if they knew of any great kingdom thereabout or of any great cities4 8,and they told me that farther on were high mountains1 and at the foot of those mountains was a large and mighty plain on which were many great towns and people clad in cotton4 ,then ,i showed them metals that ,i carried with me and said to them1 #8,have the people of those cities any of these8' ,and they took the gold metal from my hand and said3 #8,of this do the people of those cities make the vessels from which they eat1 and also do they make of it thin plates to scrape the sweat from their bodies1 and the walls of their temples are covered therewith4' 8,then ,i asked concerning the precious stones known to the people of the cities1 and the ,indians answered that they had round1 green stones that they prized much and wore hanging from their noses and ears4 8,the ,indians offered to take me to the cities1 but because it was a long journey from the sea1 and your lordship had commanded me to keep close to the coast1 ,i did not go4 8,it was now ,passion ,sunday1 and ,i felt inclined to tarry among the people ,i was with4 ,i did so1 but ,i sent on ahead of me the negro ,stephen4 8,i told him to go to the northward fifty or threescore leagues1 and to take with him ,indians1 of whom he should send back from time to time messengers bearing me news of all that he learned4 8,we agreed that if it were the mean country of which he learned1 he should send me a cross no longer than my hand2 but if it were a great country1 he should send me a cross the length of two hands2 and if it were a country greater and richer than ,new ,spain1 he should send a great cross4 8,stephen went from me on ,passion ,sunday1 after dinner1 and within four days there came to me messengers bearing a cross as high as a man4 ,he sent me also word that ,i should at once come after him1 for he had news of a mighty province2 that he had with him certain ,indians who had been to that province1 and one of them he sent to me4 8,the ,indian whom ,stephen had sent told me it was thirty days' journey beyond the town where ,stephen was1 to the first city of the province1 which was called ,cibola4 ,he said there were seven great cities in this province all under one lord4 ,the houses1 he said1 were made of stone and the smallest of them were of two lofts1 one above the other2 and the house of the lord of the province had four lofts and was wide and long4 ,he said1 too1 that the gates of the finest houses were cunningly wrought with turquoises1 whereof they had plenty4 8,the same day that ,stephen's messenger came to me there came also another ,indian from the seacoast1 and he told again of the many islands in the sea and of people who have many pearls and much gold4 8,and that same day there came to me three ,indians with their faces and breasts and arms painted4 8,they came1 they said1 from a province toward the east that bordered upon that of the ,seven ,cities4 ,they had heard of me and wished to see me4 ,they told me of the ,seven ,cities of ,cibola1 the people1 and the houses1 in the same manner that ,stephen had sent me word4 ,i sent back the ,indians who had come from the islands on the seacoast1 and hurried on after ,stephen4 8,each day messengers came to me from ,stephen1 all carrying large crosses and all telling of ,cibola4 8,at last came ,indian messengers who told me of three other kingdoms called ,marata1 ,acus1 and ,tonteac4 ,they said that the people of those provinces dressed even as the people of ,cibola1 with gowns of cotton that hang to their feet1 and they bound them with girdles of turquoises4 ,and they told me much more1 to make me know that these provinces were in all ways as great as ,cibola4 8,i traveled on for days1 stopping to know the people among whom ,i passed and always being received by them with all tenderness4 8,they brought me their sick that ,i might heal them and sought always to touch my garments4 ,they gave to me cowhides so well tanned that ,i could not well believe them to have been dressed by savage people4 8,as ,i went on1 ,i came to great crosses set up in the ground by ,stephen to let me know that the good news of the country increased4 ,i came to a pleasant town at last where indeed were people clad in cotton1 both men and women1 and they wore turquoises in their noses and ears4 ,the lord of the village came with his brethren to greet me1 and they were well dressed in robes of cotton and hides and wore collars of turquoises about their necks4 8,it was a fair country1 better than any ,i had yet seen2 so ,i set up two great crosses and took possession of it for ,his ,majesty1 the ,emperor4 ,they offered me gifts of all they had1 but ,i took not one thing save food4 8,i came now to a desert and went into it1 and ,i found that the ,indians had gone on ahead of me and built bowers beneath which ,i ate and slept1 and in this manner ,i traveled for four days4 8,then ,i entered a valley where were many people2 men and women came to meet me with food4 ,all of them had turquoises hanging from their noses and ears and collars of turquoises three or four times double about their necks4 8,here they knew of ,cibola as much as we in ,new ,spain know of ,mexico and could answer all ,i wished to ask about the people4 8,as ,i went on ,i met more and more people1 and passed through a fine country where is much grass and water4 ,the people were in all ways civil and kind and told me about ,cibola and ,acus1 and ,tonteac and ,marata and ,quivira4 ,here ,i saw a thousand oxhides all nicely dressed and chains of turquoise1 and they told me they all came from ,cibola4 8,and now ,i had two deserts to cross and was fifteen days' journey from ,cibola4 8,i entered the desert1 and many ,indians went with me1 and others went on ahead to make ready for me2 and each day there came word from ,stephen1 telling me all was true and to hurry after him4 8,for twelve days ,i journeyed thus1 and then there came running to meet us an ,indian in great fright--his body covered with sweat and dust and his face showing the greatest sadness4 8,he told us that the day before1 ,stephen had reached ,cibola1 and had sent messengers into the city with presents for its lord1 and to let him know they came in peace4 8,but the lord of the city fell into a great rage1 and dashed the presents of ,stephen to the ground4 ,in his fury he drove the messengers out of the city1 and told them that if they again appeared they would surely be killed1 as would also ,stephen1 if he dared to come near4 8,the messengers hurried to ,stephen and told him what had happened1 but he was in no wise afraid2 he answered he should go1 nevertheless1 and bade the ,indians fear not1 but to come with him4 8,they went on1 but as they were about to enter the city1 many of its people met them and seized them and cast them into a great house that stood just outside4 ,they took from them all that they had1 and left them all night without food or drink4 ,the next morning ,stephen and his ,indians tried to escape1 but they were scarce outside their prison when the people of the city set upon them1 and ,stephen and all the ,indians1 except the messenger and one other1 were killed4 ,these two had been struck down and left for dead1 but were only stunned4 ,they had lain under the dead bodies of the others until the angry people had gone back into the city4 ,then they had crept away4 8,my ,lord de ,mendoza1 so great was my grief at this terrible news that it seemed for a moment ,i must indeed die1 but when ,i saw all my ,indians begin to weep and lament1 ,i knew ,i must not give way4 8,i straightway gave to them many of the presents ,i had intended for the people of ,cibola1 and then ,i resolved that though ,i might not enter the city ,i would still look upon it1 and ,i told them ,i would nevertheless go on4 ,they begged me not to go1 but when they saw ,i was firm two of them agreed to go with me4 ,so we left the others to await our return and journeyed forwards4 ,we traveled one day1 and then we came to a round hill4 ,this ,i climbed1 and on looking down saw at its foot the city of ,cibola4 ,it was a fair city1 my lord4 ,the houses were as the ,indians told me1 of two and three and four stories and built of stone4 ,the people were somewhat white and dressed in white garments4 ,greatly was ,i tempted to risk my life and go thither1 but knowing that if ,i were killed all knowledge of the country would be lost1 ,i gave it up and contented myself with planting a cross upon the hilltop in token that ,i took possession for the crown of ,spain40 8,you have done well1 ,fray ,marcos10 cried ,mendoza1 8and now it is time to send an army40 ,the ,disappointment of ,coronado ,when ,mendoza wanted to send an army1 the first person he thought of was a brave soldier and fine nobleman named ,francisco de ,coronado1 who sat by his side1 listening eagerly4 ,coronado knew all about the expedition of ,nuo de ,guzmn1 and had heard the story of ,cabeza de ,vaca4 ,also1 he had talked with ,mendoza before the viceroy had sent ,fray ,marcos on his journey1 and had said he would be willing to spend a fortune in fitting out an army to take the ,seven ,cities4 ,so ,mendoza turned to ,coronado and said3 8,is it still your wish1 my noble friend1 to lead an army against this kingdom of ,cibola80 8,it is10 said ,coronado4 8,well1 then1 make ready at once1 and ,i will help you in every way that ,i can10 said the viceroy4 ,the news spread rapidly1 and again all ,new ,spain was talking of the ,seven ,cities4 ,in a short time three hundred ,spaniards and eight hundred ,indians had enlisted1 and so many gentlemen of noble birth had offered to go that the viceroy was much embarrassed in choosing officers1 for of course he must take the noblest gentlemen1 and there were too many6 ,a fine sight they were--those cavaliers of ,spain--in their glittering armor1 mounted on prancing horses1 their lances gleaming in the sunlight and their banners flying4 ,out of ,compostela they marched in the gayest spirits1 thinking of the loads of gold and jewels they would bring back with them4 ,but it was very different when they reached the desert and the mountains4 ,they did not know how to bear the fatigue of such a journey1 nor how to care for their horses and cattle and sheep4 ,the animals died in large numbers1 and the courage of the soldiers weakened rapidly as they grew weary4 ,the soldiers had come with the thought of conquest1 so they did not treat the ,indians they met so kindly as ,fray ,marcos had done1 and of course the ,indians did not like them very well1 and in a little while there began to be trouble4 ,at last they came to a narrow pass in the mountains4 8,i am afraid the ,indians will try to keep us from passing10 said ,coronado to the ,master of the ,field4 8,go you with a company of soldiers and guard that pass until all the army come up4 ,then we will go through40 ,the ,master of the ,field took his company and stood guard at the pass4 ,but that night1 while all but the sentries were asleep1 the ,indians crept down upon them and the sleeping camp was roused by a shower of stones and arrows and the wild yells of the ,indians4 ,now the men had lain down with their guns beside them2 so they were ready1 and they sprang up and began fighting bravely4 ,for a while the battle raged hotly1 the ,spaniards firing their guns and the ,indians replying with stones and arrows4 ,but when the ,indians saw some of their number falling dead1 they were frightened and fled away in the darkness1 and the ,spaniards held the pass4 ,after that the ,spaniards had little peace1 but nevertheless ,coronado managed to keep up their courage4 ,on they went1 up through that country we now call ,arizona1 over almost the same road that ,fray ,marcos had traveled4 ,they paused where is now the city of ,tucson1 and then marching northeastward1 crossed the ,gila ,river and moved on toward ,cibola4 ,at last1 where today stands the town of ,zui1 they reached the first city of the kingdom whose fame had so long filled with golden dreams the minds of the ,spaniards4 ,but instead of the great1 fine1 glittering city they had expected they saw only a village of a few hundred houses4 ,the hearts of the ,spaniards sank as they gazed upon it4 ,coronado called three of his men and said to them1 8,go into the city and say to the people that we are not enemies1 but have come in the name of the ,emperor1 our lord1 to defend them and to join with them in friendship40 ,the messengers went into the city and delivered ,coronado's message1 but the people of ,cibola received it with scorn4 8,we did not ask you to come10 they replied1 8and your lord had no right to send you4 ,this is our land and we can defend it4 ,go back to your lord and to your own land1 for if you stay here you shall not one of you live40 ,the messengers turned to go back to ,coronado1 and even as they went the people of ,cibola began firing arrows at them4 ,coronado got his men quickly together and gave the command to attack4 ,the people of ,cibola were gathered upon the walls of their city and rained down arrows and stones upon the ,spaniards as they came4 ,the ,spaniards were many of them so weary from their long journey that they had not strength enough left to pull a crossbow4 ,indeed1 for a time it seemed they must be beaten1 so fiercely did the ,indians battle against them4 ,the glittering armor of ,coronado and the earnestness with which he cheered on his men1 told the ,indians that he was the leader of the ,spaniards1 and they tried particularly to kill him4 ,twice they felled him to the ground1 and once he must surely have been killed had not a brave knight stood across his body and guarded him from the rain of stones until he recovered4 ,he would not give up4 ,weak from the blows he had received1 aching in every part1 and with an arrow sticking in his foot1 he led the last charge1 shouting 8,santiago60 as he rode4 8,santiago60 echoed his soldiers as they followed him straight into the town4 ,the ,indians fled as the ,spaniards entered1 and the battle was over4 ,the ,spaniards almost wept with rage and despair as they looked about them4 ,the houses1 it is true1 were made of stone and were large1 as had been said1 but there were no jeweled gates1 no vessels of gold and silver1 no fine city1 no stores of wealth to carry back to ,spain4 ,so great was ,coronado's despair that he fell ill almost unto death4 ,he could not bear to give up4 ,it seemed he must find those seven wonderful cities4 ,as soon as he was able he sent out parties in all directions to see what could be found4 ,for almost two years they searched4 ,whenever an ,indian told them a new tale1 they started off at once to see if it were true4 ,they heard of a great river to the westward1 and ,arellano1 one of the brave officers1 led a party at once in search of it4 ,across the dry1 hot desert of ,arizona they went1 and never stopped until they came to the ,grand ,caon of the ,colorado4 ,below them flowed the mighty river between walls hundreds of feet deep and so steep they could not descend to the water1 though they were almost dying of thirst as they stood over it4 ,scarcely had they got back before the army was again all excitement because an ,indian had told a tale of a great city to the northeastward4 ,coronado himself led them in search of it4 ,up they went through ,new ,mexico1 traveling for days among herds of buffaloes that reached farther than they could see4 ,they went so far north as to enter that part of our country now called ,kansas4 ,they found in reward for their long journey only a few ,indian villages4 ,at last1 when more than two thirds of his men were dead1 ,coronado gave up and marched back to ,mexico4 ,and this was the last search for the ,seven ,cities that were not4 ,,chapter ,,fifteen ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,geography ,in the study of geography the story means as much as in history4 ,the child is keenly interested in what he is doing and in what those around him are doing1 and when he discovers that people in ,china1 in ,south ,america1 in ,australia1 or in ,russia are doing the very things he is attempting to do or sees done1 that they are engaged in industrial occupation very much as his father or uncle or neighbor is engaged in it1 that distant occupation loses its remote quality1 and the country with which it is associated becomes real and near to him4 ,in the larger sense geography is something that must be felt and imagined4 ,it is an interpretation of foreign activities and the regions in which they take place1 and because the story can interpret these activities1 because it can make situations real and familiar instead of aloof1 it is of inestimable value in teaching the subject4 ,here the myth and fairy tale can be used with excellent results1 because through them the child sees something of the struggle of man in his effort to interpret the world and comes to have a broader sympathy for the ideals of people of other regions4 ,moreover1 in many instances it tends to fix definite information concerning a certain locality and to invest distant regions with vivid interest1 for to the boy who associates the ,rhine or ,danube or ,himalayas with the tale of a hero or people who once lived and did brave deeds there1 those rivers and mountains will be more than black specks on a map4 ,if he hears of the two frogs in ,japan who started out to see the world1 he will not say that ,kioto is somewhere in ,south ,america1 because the spot has been fixed in his mind by a story4 ,because it is associated with something he has enjoyed1 it stays there1 and while the highest aim of the study of geography is not merely to stuff the mind with facts1 but to broaden the horizon and bring the world within the child's own dooryard1 the acquisition of certain information tends to give him that broad outlook which makes all people seem creatures of his world and all activities a part of his own experience4 ,unfortunately1 however1 teachers sometimes lose sight of this fact1 and the larger aim is made subservient to a memorizing of data4 ,geography and history are so closely related that it is difficult to separate them1 and in making one vivid we must draw constantly from the other4 ,the field is limitless4 ,in fact1 there are so many stories to give the geography class that teachers sometimes say1 8,when are we to have time for formal recitations80 ,too much recitation and not enough story is responsible for the fact that boys and girls sometimes give startling information about the location of places4 ,shorten the recitation period1 if necessary1 but do not fail to give the stories that bring far-away places as near as one's own dooryard1 and let tests and examinations prove which method is better4 ,we must possess before we can give1 and the pupil who is assigned a number of pages and expected to recite about them often fails miserably1 because interest1 which must underlie the acquisition of knowledge1 has not been aroused4 ,we may tell him to study the course of the ,rhine and locate the cities that dot its banks1 and one will mean no more to him than the other4 ,but if he hears the tale of the building of the king of ,german cathedrals and the legend of the architect's compact with the ,evil ,one1 ,cologne will have an individuality very different from that of ,coblenz with its bridge of boats4 ,if he listens to the tale of ,maui fishing up ,new ,zealand from the bottom of the ocean1 of the demigod chieftain who was the discoverer of ,hawaii and the patriarch of his people1 there will pass before his eyes at the mention of places among the ,pacific ,islands pictures of a dark-skinned1 sea-loving race with a history fully as fascinating as that of his own people4 ,if there is not time for him to recite it all1 let him write about it4 ,this will help to solve the composition problem1 because the reason for much of the miserable written ,english work is due to the fact that the child has nothing to give4 ,he is told to elaborate upon a subject that lies far from his interest1 one of which he has little knowledge1 with results that every ,english teacher knows4 ,but if he has been interested in it by a story1 he can give that story back in oral or written form1 even though the construction be far from perfect4 ,another value of using stories with a geographical or historical background is that they develop the child's social instinct and give him something of a realization of the brotherhood of man4 ,through hearing and reading them he becomes broader and more tolerant4 ,he sees that in every part of the world men have their standards and ideals1 which1 although they may be greatly at variance with his own1 are entitled to respect because they represent deep convictions and desires4 ,instead of viewing the world through a keyhole1 he sees it across unobstructed fields and comes to have a bigger human understanding4 ,in the study of geography there is a finer opportunity than anywhere else in elementary education to divert the child's feet from a narrow1 provincial trail into the broad highway of cosmopolitanism4 ,as in the study of history1 so in geography the story should radiate from local environment to other sections of the world1 and every worker with girls and boys1 whether mother1 teacher1 or librarian1 should endeavor to give them some idea of the story of their own locality4 ,the child should know something of the legends of the people who built their camp fires on the spots that are his public parks and gardens1 and teachers especially should aid the earnest group of men and women that is patiently collecting and preserving our ,american folklore1 by giving some of it to the children4 ,it will not only heighten pride in their own locality1 but it will broaden their understanding of other lands and races and their sympathy with the struggles of different peoples4 ,this kind of work belongs to the field of history1 but it so greatly increases interest in geography that the teacher should not miss the opportunity of using this material4 ,there are legends clustering about every section of our country that the people of that locality should know1 and it is a matter of regret that the average man or woman has seldom heard of them4 ,europeans are inclined to say we are a people of no traditions4 ,while the charge is untrue1 and our land is rich in legendary lore1 it is true that only a small percentage of ,americans are familiar with it4 ,one reason for this general ignorance is that much of it has been buried in scientific treatises1 which are unavailable to the layman4 ,but within the last few years a large amount has been put within reach of the story-teller4 ,the unceasing work of the ,american ,folklore ,society has resulted in unearthing and preserving much that would otherwise have been lost and that is important enough to have a place in our schools4 ,nothing is more fascinating to the child than stories of his own region1 and our young people ought to be privileged to share in that joy with boys and girls of the ,old ,world4 ,there are peasant lads in ,france1 ,italy1 and other ,european countries who can entertain by the hour with tales of their rivers and mountains--not those of some distant province1 but the peaks that tower above their native village1 the streams along which they trudge on their way to school4 ,california1 ,washington1 and ,oregon children should be given legends of the ,yosemite1 of ,lake ,tahoe1 of ,mount ,shasta1 of the ,columbia ,river1 and of ,mount ,rainier4 ,boys and girls among ,southern bayous should be taught the traditions of their region1 of the ,indians and ,creoles who made history there when that section was a province of ,france2 while along ,northern lake and inland river are tales of forest folk1 of pathfinder and black-robed message bringer1 of knights of the ,old ,world come to seek fortune in the ,new1 that are a part of the heritage of every youth living there4 ,let us give them to our young people1 that they may love their home spots1 not just because they are beautiful and are theirs1 but as the ,french child loves the ,rhone or the ,austrian the ,danube1 because of the stories that tend to make them enchanted ground4 ,in using the story in geography the teacher's work does not end with telling the story4 ,the places mentioned in it should be located on the map1 that their exact position may be fixed in the mind of the child4 ,interest in the story will make this a pleasure rather than a task for the boy1 just as it becomes a delight rather than a hardship for him to follow the route taken by his father or uncle when he goes on a journey1 or to work out the itinerary of a trip he hopes to take himself4 ,one small boy studied the geography of ,virginia with keen interest after reading ,lord ,cornwallis' ,silver ,buckles1 and more than one man and woman attest to the fact that some book read and loved during their school days did more to fix the location of river1 city1 and mountain in their minds than hours of classroom recitation spent in bounding states and countries and tracing the courses of rivers4 ,the following legend of ,niagara ,falls is illustrative of one type of tale that will greatly add to the child's interest in geography by investing certain localities with story associations4 ,much other material is given in the appended bibliography1 and the wide-awake teacher will be able to glean much more from libraries and adapt it to her work4 ,,the ,,god ,,of ,,the ,,thundering ,,water ,,retold ,,from ,,an ,,iroquois ,,legend ,before the white man sailed westward across the ,atlantic1 in fact1 before ,columbus was born or anybody even dreamed about a short route to the ,indies1 a little ,indian girl lived on the shore of ,niagara not so very far above the cataract4 ,she was a happy little thing1 and as she grew to maidenhood she became the fairest girl of her tribe1 and her father1 who was a mighty chieftain1 promised her in marriage to the most powerful of his braves4 ,this ,indian was a swift runner1 and around the council fire not another tongue was so nimble or eloquent as his1 and never did his arrows fail to pierce the heart of the deer at which he aimed them4 ,but that mattered little to the girl4 ,he was not her ideal of a husband1 and she could think of nothing more dreadful than becoming the mistress of his wigwam4 ,yet her father had spoken and she must obey1 and with a sad heart she made ready for the wedding1 weaving the handsomest of wampum belts and ornamenting her moccasins with gay beads and bits of woodpecker feather4 ,the wedding morning dawned1 and the ,indians began the games and merrymaking that always marked a marriage4 ,the bridegroom and the young braves vied in races and wrestling matches1 and the women too had a part in the festivities1 singing and chanting weird songs as they tended the fire and roasted venison for the feast4 ,everybody was happy1--every one but the bride1 who did not want to marry1 and who sat in her wigwam looking sadly out upon the sport4 ,suddenly came the decision that she would not be the squaw of the man she detested4 ,quickly1 softly1 she crept from the wigwam and hurried to the river bank4 ,the others were so busy with their merrymaking that they did not see her go1 and soon she came to where her canoe was moored to some bushes4 ,she stepped into it1 pushed it from shore1 and began drifting down the stream4 ,it was good to be there on the water1 for1 like all ,indian girls1 she loved to paddle1 and in her joy of skimming along with the current she began to sing4 ,suddenly a whoop went up from the village of her people4 ,it was not the cry of those victorious in a game1 it was a shout of anger1 a cry of alarm1 for they had seen her and believed she was trying to escape from the marriage every one knew was distasteful to her4 ,the bridegroom started in pursuit1 then another ,indian and another1 until every man in the village was rushing to the river and some had already begun the chase in canoes4 8,they shall not take me back10 the girl murmured4 8,i will not go back to the village and become ,kunawa's squaw40 ,with swift1 powerful strokes she paddled down the stream4 ,she forgot that the cataract was roaring below her1 forgot that her canoe was going rapidly and surely toward the bright foam from which no boat could come back4 ,she thought only that she was fleeing from a wedding1 and not until she saw the rapids beneath her did she realize her fate4 ,then she began her death song1 and those in pursuit heard it for a moment1 loud1 clear1 and plaintive as the canoe cut into the cataract1 then suddenly silenced as it shot down to the rapids4 ,some of the women wailed and joined in the funeral dirge1 and some of the others cried out in fear to the ,great ,spirit4 8,it is the last of ,kunawa's bride60 they exclaimed4 8,she is now on her way to the ,spirit ,land40 ,but it was not the last of the girl4 ,far down in the mist of the cataract1 ,heno1 the ,thunder ,god1 had seen her4 ,he held forth his arms1 and as the canoe dropped to the rapids1 she went into them1 and bearing her through the watery depths1 he placed her in a cavern behind the fall where he had lived since the beginning of things1 and where the girl would live with him henceforth4 ,many years passed4 ,she was no longer a young maiden1 but a tall1 sturdy woman1 and ,heno gave her to one of his sons to be his squaw4 ,she lived there in happiness with him in the cavern under ,niagara1 and often she thought of her people and her native village above beside the river4 ,because she remembered and loved them1 ,heno was kind to them1 and when pestilence came to the region he lifted her to the shore that she might tell them where to go to escape the disease4 ,once a great monster1 a snake all green and white1 came trailing his body through the forest like a river between hills1 and made straight for the village by ,niagara to feed upon the people there4 ,but through the ,indian girl ,heno had told them of the coming danger1 and they fled before the monster so fast that when it reached the village it found only a place of deserted camps4 ,the great creature hissed with wrath1 but ,heno saw it from the mists and struck it dead with a thunderbolt4 ,the great mass rolled to the river1 floated down the stream1 and lodged so tight above the cataract that a fold in its body sent a great volume of water out of its course1 forming the ,horseshoe ,fall4 ,the flood centered there destroyed the home of ,heno too1 but the ,thunder ,god arose with his children and the ,indian girl1 and ascending to the heavens1 has lived there ever since1 where he thunders in the cloud mists as he once did in those of the fall4 ,his voice is so mighty that the echo of it is always sounding above ,niagara1 and although white men say it is nothing but the noise of falling water1 the ,indians know better4 ,they know it is the song of the god of the ,thundering ,water4 ,,sources ,,of ,,material ,,to ,,use ,,in ,,history ,,and ,,geography ,the history and geography references have been combined because each of the books listed here is valuable in both lines of work4 ,this plan also carries out the ,play ,school idea1 which is that there is no line of demarcation between the two subjects4 ,,baldwin1 ,,james3 ,the ,discovery of the ,old ,northwest4 ,,becquer1 ,,gustavo ,,adolfo3 ,romantic ,legends of ,spain4 ,,brabourne1 ,,lord 7,,edward ,,knatchbull-,,hugessen73 ,river ,legends 7,london and ,england74 ,,converse1 ,,harriet ,,clarke3 ,myths and ,legends of ,new ,york ,state ,iroquois4 ,,griffis1 ,,william ,,elliot3 ,the ,unmannerly ,tiger and ,other ,tales 7,korean74 ,,guerber1 ,,hel,,ne ,a43 ,the ,story of the ,english2 ,legends of the ,rhine2 ,legends of ,switzerland4 ,,hardy1 ,,mary ,e43 ,indian ,legends from ,geyser-land 7,yellowstone74 ,,hearn1 ,,lafcadio3 ,kwaidan 7,japan74 ,,janvier1 ,,thomas ,a43 ,legends of the ,city of ,mexico4 ,,johonnot1 ,,james3 ,ten ,great ,events in ,history4 ,,judson1 ,,katharine ,b43 ,myths of ,california and the ,old ,southwest2 ,myths and ,legends of the ,great ,plains2 ,myths and ,legends of ,alaska2 ,myths and ,legends of the ,pacific ,northwest4 ,,lang1 ,,andrew3 ,true ,story ,book4 ,,mcmurry1 ,,charles ,a43 ,pioneers of the ,mississippi ,valley4 ,,perry1 ,f4 ,m41 and ,,beebe1 ,,katherine3 ,four ,american ,pioneers4 ,,pitman1 ,,leila ,,webster3 ,stories of ,old ,france4 ,,skinner1 ,,charles ,m43 ,american ,myths and ,legends2 ,myths and ,legends beyond ,our ,borders 7,mexico and ,peru74 ,,smith1 ,,bertha ,h43 ,yosemite ,legends4 ,,warren1 ,,henry ,,pitt 7,ed473 ,stories from ,english ,history4 ,,westervelt1 ,h4 ,d43 ,legends of ,old ,honolulu4 ,,chapter ,,sixteen ,,story-,,telling ,,to ,,intensify ,,interest ,,in ,,nature ,,study ,nature study1 as a formal subject in the elementary schools1 is often uninteresting to the child1 because many teachers think that there the bare truth should prevail1 and present information concerning the sciences as a series of dry1 emasculated facts4 ,the result is indifference toward what might be a keen pleasure1 and sometimes even distaste for it4 ,but if the nature lesson is presented in a manner that brings vivid pictures to the mind of the child1 if he is given some vision of what cannot be understood by mere description1 it becomes a living reality1 and not only fixes information that is the foundation for scientific study later1 but enlarges the emotional life and quickens the imagination4 ,it gives him a feeling of close contact with nature and makes him so responsive to its varied life1 moods1 and aspects1 that he comes to love it4 ,those who understand nature love it more than those who do not4 ,the man who knows the elm1 the beech1 the hemlock1 and various other forest brethren1 finds a pleasure in the woods that is impossible to him to whom a tree is just a tree4 ,the latter is like ,peter ,bell1 of whom ,wordsworth wrote3 ,a primrose by a river's brim ,a yellow primrose was to him1 ,and it was nothing more4 ,he goes on his way thinking that trees are good for lumber1 to produce shade and break the force of winds that might otherwise blight his crops1 but he has little conception of how they affect human happiness and human life4 ,when tired and nerve worn1 he does not yearn for the peace of the redwoods1 but for some artificial stimulus in a city distant from the one in which he has his cares4 ,why8 ,because he was not born with a love of nature that is as rare as genius1 and was not fortunate enough to be led along the path on which it is acquired4 ,that there are many men and women of this type is proved by the ruthless way in which our forests have been destroyed1 by the abuse of privileges in public parks and gardens1 by the way in which trees are slaughtered in city streets4 ,it is certain that love of nature is not born with every one1 and that what is the fortunate heritage of the few must be instilled into the many4 ,this can be done1 and it can be done through story-telling4 ,the careless child1 the unobservant child1 to whom a flower is just a flower or a bird a bunch of feathers1 can be led to open his eyes and see what he did not see before1 while the one who has already found joy in the life of field and stream will respond with intense pleasure because a new and roseate light is flashed upon what is already familiar4 ,children learn to love nature just as they learn to love a picture1 a dog1 or a swimming hole1 through experience with it that gives joyous results4 ,the country lad1 whose ,saturdays and vacation days are associated with cowslips1 dragon flies1 and quiet hours beside a trout stream casting a line for the elusive catch1 is not likely to find schoolroom nature study a dull subject1 because1 through hours of enjoyment1 he is equipped with an emotional and imaginative background that gives color to every fact presented4 ,but he who has not had this opportunity1 who knows as little of wild life as a cormorant knows of the ,colorado crags1 will not respond eagerly to a series of facts1 because experience has not previously aroused his imagination concerning them1 and he cannot comprehend their mystery and wonder4 ,if these facts are presented through the medium of the story1 if they depict the life of the open as vividly as some painting that meets the eye1 they will give pleasure and furnish incentive for further investigation4 ,they will not only awaken the uninformed child to a realization of the wonders and delights nature holds for him1 but they will give the other1 more fortunate child additional pleasure1 just as a favorite fairy tale does when told again and again by one who loves it and can make its moods his own4 ,this does not mean that all information should be presented through the medium of the story4 ,the story should be used only to give such information as is natural to the story form4 ,but nature study can be wonderfully illuminated by the story1 because many of the truths of science do lend themselves to plot1 and where they have been put in parallel literary form1 they are as replete with beauty and imagery as the fairy tale1 and afford the fancy as free play as do the adventures of sprites and goblins4 ,the marvel of the brown bulb or seed metamorphosing into the brilliant-hued blossom1 of the homely caterpillar evolving into a bit of flying color1 of the majestic movements of stars and planets through worlds remote but as exquisitely constructed as our own1 fascinates the child and furnishes wide1 untrammeled avenues along which his imagination may roam4 ,there is almost no branch of science that is not rich in material for the story-teller4 ,dr4 ,carrel1 the great ,french specialist1 once said that some day an artist will arise who will weave the facts concerning the circulation of the blood into a tale as fascinating as any conte from the ,arabian ,nights4 ,it is not likely that physiology will ever be the nucleus of stories to give to children in the early years of school life1 but ,dr4 ,carrel's words hold a valuable hint for the narrator1 who should not fail to draw from truth as freely as he draws from myth and fable4 ,an overdose of one kind of food1 no matter how wholesome1 disarranges the digestive apparatus1 and an overdose of one kind of literature makes a one-sided man4 ,there are some facts to show that a too free feeding on fairy tales has led to crooked thinking and susceptibility to superstition1 and the story-teller should balance his work in improbable tales with those of fact that fire the imagination because of the marvels related in them4 ,this is not so difficult as it may seem1 for many of the truths of science have been put into simple language by men who were poet enough to bring to children something of their mystery and beauty1 and there is no dearth of books that can be used with gratifying results by workers among children as young as those of six to nine years4 ,part of the story of evolution is enjoyed in this period4 ,the boy in the age of fancy is fascinated by listening to an account of early man's struggle with nature1 and tales of the tree dwellers1 of cave and cliff dwellers1 of the discovery of fire and the adventures of the first wanderers1 mean as much to him as any fairy tale1 because they have the very characteristic that makes the fairy tale delightful--an element of mystery that permits the fancy to roam unchecked4 ,older children revel in the truths of science1 if they are presented in story form4 ,take1 for instance1 ,david ,starr ,jordan's 8,story of a ,stone40 ,where is there a fairy tale more fascinating than this narrative of 8a bit of petrified honeycomb10 plowed up by a ,wisconsin husbandman as he made ready to sow his winter wheat8 ,the style and language have the charm of ,andersen1 the plot is as well sustained as that of any ,thuringian folk tale collected by ,grimm1 and it begins as fairy tales have begun since the beginning of time3 ,once upon a time1 a great many years ago1 so many1 many years that one grows very tired in trying to think how long ago it was2 in those old days when the great ,northwest consisted of a few ragged and treeless hills1 full of copper and quartz and bordered by a dreary waste of sand flats1 over which the ,gulf of ,mexico rolled its warm and turbid waters as far north as ,escanaba and ,eau ,claire2 in the days when ,marquette harbor opened out toward ,baffin's ,bay1 and the northern ocean washed the crest of ,mount ,washington and wrote its name on the pictured rocks2 when the tide of the ,pacific1 hemmed in by no snow-capped ,sierras1 came rushing through the ,golden ,gate between the ,ozarks and the northern peninsula of ,michigan1 swept over ,plymouth ,rock1 and surged up against ,bunker ,hill2 in the days when it would have been fun to study geography1 because there were no capitals1 nor any products1 and all the towns were seaports1--in fact1 an immensely long time ago1 there lived somewhere in the northeastern part of ,wisconsin a little jellyfish4 ,dr4 ,jordan has also woven into story form information concerning the animal life of sea and stream1 of a mother and baby seal1 in the delightful tale of 8,matka and ,kotik10 and there is not a boy or a girl in the heroic period who does not listen eagerly to the adventures of a salmon1 8a curious little fellow1 not half an inch long1 with great1 staring eyes which made almost half his length1 and with a body so transparent that he could not cast a shadow40 ,the account of the battle of the fish there under the ripples of the ,cowlitz1 the beginning of the eventful journey down the river1 the merry conflict with the herring and the terrible one with the sea lions1 swimming always and always1 growing larger and more daring1 and having in his watery realm as many adventures as bold ,robin had in his greenwood1 hold the children from the beginning to the end of the story4 ,they sympathize as he struggles up the stream again1 8growing poor and ragged and tired10 and through his life and adventures they come to have an interest in the world of fishes that they will not have without the tale4 ,such stories demonstrate the fact that information concerning the sciences can be put into fascinating story form1 and every worker with young folk should endeavor to present some of it through this delightful medium4 ,the child will find such tales far more appealing than the so-called nature stories in which animals are over-personified and in which they meet man in situations that every intelligent boy or girl knows are impossible4 ,a lad is not brought into harmony with nature by being given yarns that caricature nature1 and many of the modern nature stories do this very thing4 ,children know that a wild bear does not walk into a little girl's flower garden1 and then politely say 8,i am sorry0 and back out because the small mistress of the garden is kind and instead of throwing stones at him explains in elegant ,english that it is rude to go into another's property unbidden4 ,they know that animals and children do not converse together in the same language1 and that bears do not have courses in ethics4 ,the nature story that fascinates the child must be true to nature's laws4 ,he may listen to some of the sugary1 impossible yarns written to point a moral1 but they do not give him keen pleasure1 and because they are ridiculous in his eyes1 he draws no lesson from them4 ,one of the aims of story-telling is to give ethical instruction1 but there is a wealth of tales that reflect nature and life correctly that should be used for this purpose1 and the facts of science should not be distorted in an attempt to emphasize a lesson4 ,tales pervaded by over-sentimentalism will not stir deep response in children4 ,this is why the nature story that is true to the facts of science is the one that interests the boy or girl4 ,it is like the racial tale1 full of conflict1 of temporary defeat and final triumph4 ,the young salmon grown old1 struggling up ,snake ,river to the foot of the ,bitter ,root ,mountains1 was sore of muscle and unsightly of skin1 and his tail was frayed and torn1 but the desire of his nature was fulfilled at last4 ,he scooped out a nest and covered the eggs of his companion1 and then1 because the work of his life was done1 was free to drift downstream4 ,such stories give insight into nature and engender a love of nature2 and besides quickening the imagination and enriching the emotional life1 they help to give stability to the child character1 because through them he learns the workings of certain inexorable laws4 ,there is such a vast amount of material to use in teaching nature study1 that the suggestions and bibliography given in this chapter can by no means be comprehensive4 ,in the realm of geology there is the story of limestone1 of slate1 of quartz and granite1 of rock salt and sandstone1 and particularly interesting to the child is the story of coal4 ,for him it abounds in color1 and beautiful indeed are the pictures that he sees as he listens to this narrative of the carboniferous forests that grew in the beginning of time1 of the lush1 dank swamps of the ,permian or ,triassic or ,miocene ,period1 and the strange animal life that peopled them4 ,from astronomy and botany one may glean as much as from geology1 while entomology1 zology1 and ichthyology hold untold delights for the child4 ,a wonderful science story is that of the coral polyp1 building from some submerged cliff or crag until a little island rises above the blue water4 ,in my own childhood it meant as much as ever a fairy tale meant1 and ,i can still feel the pleasure ,i experienced the first time ,i heard it4 ,it is full of mystery and wonder1 and a story of rare beauty for the child4 ,i have used it often in story-telling1 and it never fails to bring enthusiastic response2 and very popular with the children is this song of the insect builders1 of which ,i do not know the authorship1 but which is one of the fragrant memories of my childhood3 ,far down in the depths of the deep blue sea1 ,an insect train works ceaselessly2 ,moment by moment and day by day1 ,never stopping to rest or play1 ,rock upon rock they are rearing high1 ,till the top looks out on the sunny sky3 ,the gentle winds and the balmy air ,little by little bring verdure there1 ,till the summer sunbeams gayly smile ,on the birds and flowers of the little isle4 ,older children enjoy hearing about the different forms of coral1 of the characteristics of that of the ,mediterranean ,sea and the ,indian ,ocean1 and of the ,caribbean ,sea and the ,atlantic4 ,they enjoy1 too1 hearing about the coral industry1 of the fishing for it along the shores of ,africa1 of the departure of the seekers from ,sicily1 of the ,feast of the ,coral ,fishers that is such a picturesque feature of the island life1 of the polishing and carving and preparing the product for trade2 they like the legend the southern ,italians tell of how the first medallion in ,sicily was made as an offering of gratitude by a fisher lad to the young ,princess of ,naples4 ,from beginning to end the coral story is a narrative that charms the child1 and it is but one of the forms of sea life1 which holds rich opportunities for the narrator1 while sea life is but one of the fields of science from which he can glean with splendid results4 ,in fact1 the possibilities for story work in the teaching of science are almost beyond imagining until one begins to survey the field and enumerate sources of material1 and the story-teller will be restricted in it only by her ability to organize material and present it to the children in story form4 ,sometimes writers1 thinking they will make nature stories more enjoyable to boys and girls1 people them with supernatural folk who are supposed to be responsible for the marvels that occur in them4 ,it is a practice that scientists decry1 and it is condemned by all who believe that a story fit to give to children must be worthy of the name of literature1 and consequently1 whether fact or fiction1 must be true in spirit4 ,the tale that portrays a fairy up in the sky keeping the planets in motion like so many checkers on a board1 or one in which enchanted creatures bury their beads in the ground1 causing them to send up roses and lilies and other beautiful blossoms1 is not a nature story4 ,it may be a charming fanciful tale1 but it should not be given to teach the truths of science4 ,science stories1 like ,bible stories1 need no sugar coating to make them attractive4 ,when given as stories1 and not as a string of facts1 they are full of suspense1 and accounts of actual happenings in star land1 under the waves1 or deep in the earth are as fascinating to the child as the fancied ones of nature's forces were to primitive man in the forest1 when he crept close to the tribal story-teller and in big-eyed1 wondering awe sought to know the meaning of the great globule that gleamed in the sky by day and the numberless tiny ones that gleamed there by night4 ,the primitive animal tale1 which gives early man's belief as to how certain creatures came by their characteristics1 is very interesting to the child1 and while in a broader sense it belongs to the field of geography1 my own experience has been that if told in connection with animals or flowers studied1 it is received with enthusiasm by boys and girls4 ,but the child should understand that these narratives are primitive man's conception1 and that the science stories are the real 8why0 and 8how0 stories4 ,,the ,,wonderful ,,builders ,out in the heart of the ,pacific1 far out where the blue waves roll their shining masses between ,samoa and the ,australian mainland1 where the brown-skinned islanders and the white-winged sea birds seem always happy1 a little animal floated around one day1 floated from among the shoals of ,tutuila toward the open sea4 ,it was a tiny creature1 and as curious as it was tiny1 for it looked more like a spot of clear jelly than anything else1 and its name was ,polyp4 ,quite lazily it floated about in the water1 now under a stretch of seaweed1 all purple and opalescent like ropes of wonderful colors1 now through the clear1 bright current past the gaping mouth of a shark4 ,but the shark1 although always on the watch for something to devour1 did not get the little polyp1 and soon it came to a submerged rock deep under the waves4 ,this seemed a very good resting place1 and there the polyp stayed4 ,days passed1 weeks lengthened into months1 and still the polyp kept to its place on the under-sea rock4 ,but it was not drowsing and sleeping like a lazy creature4 ,it was busily at work1 for the very minute it landed on the rock it decided to make a house4 ,now you must not think that it could not work1 because1 although it did look like a drop of jelly and was small and curious1 it was alive4 ,it had arms1 very1 very tiny arms1 finer than the finest silk thread in your mother's workbasket1 and so thin and delicate looking that nobody could see them4 ,but those arms were stronger than they looked1 and with them it held on to the rock tight and fast4 ,then1 what a queer house-making6 ,the little1 jellylike body began to swell4 ,it raised itself up in the shape of a tube1 and around the edge of the tube came a little rim4 ,this rim was the beginning of the house of the polyp4 ,the waves rolled on4 ,the sun beat down brightly and hotly as it always beats down in the ,south ,sea country1 and then came another change4 ,a knot rose in the middle of the jelly1 and out of that knot reached a mouth and feelers4 ,now the work began in earnest4 ,the polyp began to eat1 to eat as greedily as a boy who has had not a bit for a whole day4 ,it took in chalk and phosphorus from the sea food that came its way1 yet it seemed never to get enough1 and all the while the little feelers kept reaching out for more food and pouring it into the open mouth4 ,as it ate1 the chalk it took in piled around the little rim1 which ,i told you was the beginning of the house1 and although the polyp wanted much to hold some of that nice chalk food in its mouth long enough to get the full taste1 it could not4 ,the white substance went right down and piled up on the rim2 so it is no wonder that the little creature was always hungry4 ,well1 it ate and it ate4 ,the rim kept growing and growing1 as of course it must with so much chalk piling up on it1 and as the house grew higher and higher the polyp kept moving to the top4 ,the part below was hard and white like stone1 and still the polyp kept eating1 eating1 and building1 building4 ,for a long time it kept on1 until finally it died4 ,then one day another drop of living jelly floated that way1 and finding the chalk house of the other polyp1 stopped there and began building on top of it4 ,the waves rolled on4 ,the sun shone1 and all the while the house went steadily higher4 ,other polyps too came and began building beside and above it1 and as they died they left their hard1 white homes behind them as the first polyp had done4 ,others and still others came1 until1 as many1 many years passed1 the chalk houses reached the top of the water and men called them an island4 ,the waves rolled by4 ,seaweed drifted that way and lodged itself on the chalk reefs4 ,it decayed and turned to soil4 ,sometimes the water and sometimes the wind brought bits of plant and seed from some other older islands1 until at last there were flowers and trees and birds singing in the branches4 ,now the ships of the world sail by1 going toward ,china or ,australia or to the ,american shores far1 far away1 and sometimes they stop at the little island1 and sometimes those on board rest there among the palms and think it so delightful a land that they wish they never had to go away1 but might stay there always and always4 ,yet but for a wee1 curious sea creature that island would not be1 for it had its beginning in a tiny animal1 more like a drop of jelly than anything else1 that floated one day between ,samoa and the ,australian mainland1 and made its house upon a bit of submerged rock4 ,,sources ,,of ,,material ,,for ,,science ,,stories ,,beard1 ,,james ,,carter3 ,humor in ,animals4 ,,bergen1 ,,fanny ,,dickerson3 ,plant ,work4 ,,burroughs1 ,,john3 ,squirrels and ,other ,fur-bearers4 ,,collins1 ,,archie ,,frederick3 ,the ,book of ,stars4 ,,comstock1 ,,john ,,henry3 ,insect ,life4 ,,du ,,chaillu1 ,,paul ,b43 ,the ,world of the ,great ,forest4 ,,fabre1 ,,henri3 ,insect ,adventures2 ,the ,life of a ,fly2 ,the ,hunting ,wasps2 ,the ,mason ,bees2 ,the ,life of a ,caterpillar4 ,,frye1 ,,alexis ,,everett3 ,brooks and ,brook ,basins4 ,,grinnell1 ,,joseph and ,,elizabeth3 ,birds of ,song and ,story4 ,,grinnell1 ,,morton3 ,neighbors of ,field1 ,wood1 and ,stream4 ,,groos1 ,,karl3 ,the ,play of ,animals4 ,,hawkes1 ,,clarence3 ,shovelhorns3 ,the ,biography of a ,moose4 ,,holder1 ,,charles ,f43 ,stories of ,animal ,life4 ,,ingersoll1 ,,ernest3 ,wild ,life of ,orchard and ,field4 ,,jordan1 ,,david ,,starr3 ,science ,sketches4 ,,lea1 ,,john3 ,the ,romance of ,bird ,life4 ,,miles1 ,,alfred ,h43 ,animal ,anecdotes4 ,,miller1 ,,ellen ,r43 ,butterfly and ,moth ,book4 ,,morley1 ,,margaret ,w43 ,butterflies and ,bees4 ,,porter1 ,,gene ,,stratton3 ,moths of the ,limberlost4 ,,porter1 ,,jermain ,g43 ,stars in ,song and ,legend4 ,,roberts1 ,,charles ,g4 ,d43 ,earth's ,enigmas2 ,haunters of the ,silences2 ,kindred of the ,wild2 ,kings in ,exile4 ,,thompson1 ,,jeanette ,,may3 ,water ,wonders ,every ,child ,should ,know4 ,,chapter ,,seventeen ,,story-,,telling ,,in ,,domestic ,,science ,,and ,,manual ,,training ,people are likely to smile when a story-telling enthusiast suggests that his art will intensify the interest in manual training and domestic science1 but a little investigation usually convinces them that this contention is not merely a wild theory4 ,cooking and sewing and wood1 metal1 and leather working each has an interesting story1 and through understanding how these crafts originated and how they have developed with the progress of the race1 he comes to have an appreciation of their true dignity and value4 ,in a broad sense these tales belong to the field of history and geography1 for domestic science and manual training have a background in history and present-day geography4 ,but since the school gives them as separate subjects1 a consideration of story materials touching them will be valuable to teachers of these subjects4 ,it is a far cry from the first roast meat of primitive man1 discovered by accident to be more delectable than that untouched by heat1 to the banquet of the twentieth-century gourmet1 but they are chapters of the same tale1 each intervening portion of which is interesting4 ,there seems to be no relation between the grass skirt of the prehistoric belle and the creations of ,worth or ,paquin1 but they are links in the same chain1 beads strung upon the same thread1 as are the rush mats of the cave woman and the rugs of ,teheran4 ,there are dozens of stories to give to girls that will increase their interest and delight in household crafts4 ,tales of the lace makers of ,italy and ,spain1 of medieval tapestry weavers1 of dower chests of ,european peasant maids1 the contents of which pass from generation to generation1 of royal costumers and court tailors1 their problems1 patience1 and artistry1 all tend to give a touch of romance to something many girls are inclined to hold in contempt4 ,they enjoy hearing about cookery in foreign lands1 of ways of serving meals that are very different from our own1 and no one is more amused by ,lamb's 8,dissertation on ,roast ,pig0 than she who deals with problems of roasting and baking4 ,domestic-science girls who are told something of the legends clustering around various foodstuffs enjoy the cooking class more than those who hear nothing but lectures on chemistry1 dietetics1 and comparative nutritive values1 and they take more pleasure in preparing a meal because they know stories about the various dishes that comprise that meal4 ,this is no unproved theory1 but one that has been tried successfully with a group of fourteen-year-old girls1 who took keener delight in bread making after being told of the bakers of ,nuremberg and who brewed coffee with more interest when they knew the tale of how ,arabians discovered the use of coffee4 ,there are stories of wood1 metal1 and leather workers that should be given to every boy1 not only because they throw new light upon what he is doing and add interest to it1 but because they lead him to respect those who toil with their hands4 ,stories of medieval carving1 of house building in different lands and ages1 now of the brush hut of the ,australian aborigine1 now of the workmanship in the palace of a sultan or czar2 of the poet craftsmen of ,nuremberg1 of the pottery making of the ,aztecs1 of the building of ,venice upon piles hewn from ,tyrolean forests1 these and dozens of kindred subjects are rich in materials that will give children pleasure and knowledge4 ,to the boy or girl who loves the work in manual training and domestic science they bring additional pleasure1 while in the indifferent they awaken interest2 and1 moreover1 the snobbish child who is inclined to think handcraft beneath his respect1 will be led to see that the carpenter who strives to make each effort more worthy than the preceding one1 or the housewife who puts the best of herself into the preparation of a meal1 is in the same class with ,phidias or ,shakespeare in earnestness of purpose1 even though not in results1 and is as deserving of honor4 ,the first step toward success with these branches is to dignify them in the eyes of children1 and nothing accomplishes this as effectually and rapidly as the story4 ,to know that the crafts were worthy of the best efforts of those of other times and lands is to make them feel they are worthy also of their best effort4 ,there is another reason why these stories should be told4 ,in the midst of the agitation in favor of vocational training1 the force of which is sweeping away and modifying some of the old educational standards1 there is danger that in catering to the demand for the practical in schools we neglect that which conduces to dreams and ideals4 ,a man may advance beyond the ranks of a journeyman joiner and make a good living if he has no thought beyond the work of each day as it dawns1 but without vision he cannot become the master builder1 and romance is the corner stone upon which the temple of vision stands4 ,the palaces of old ,hellas were built to strains of music1 for the beauty-loving ,greeks knew that melody gave men lofty thoughts1 and believed work performed to its accompaniment would be of higher order than that performed without it4 ,bands were hired to play as the toilers worked1 and boys who were to become builders were inspired to emulate the efforts of great craftsmen by being told stories of their achievement4 ,in our day we cannot expect the state to provide bands and symphony orchestras to inspire toilers1 but during the days of their apprenticeship we can give them tales that will have a tendency to glorify their chosen craft4 ,we can cause them to feel that only the best efforts of hand and brain are fit to go into this craft1 because it is a monument to the memory of those who lived and died in its ranks1 and that every worthy effort of each succeeding toiler helps to make that monument nobler and more enduring4 ,,the ,,dervish ,,of ,,mocha ,,retold ,,from ,,an ,,arabian ,,folk ,,tale ,the dervish ,hadji ,omar was a fortunate man4 ,no one of his day was so well versed in lore of the ancients and in the knowledge of his own time1 no one was so highly esteemed by his people or so loved and trusted by the caliph4 ,at every royal banquet he sat in a seat of honor1 and whenever he went through the streets of ,mocha the populace shouted1 8,hail1 ,omar60 ,but there came a time when the fortunes of the dervish changed4 ,one afternoon as he sat in the court garden he heard a conversation that dismayed him4 ,beyond the palm trees that screened him from their sight1 the caliph and his council were planning how to defraud the common people and enrich themselves4 ,hadji ,omar listened1 grieved1 and that night went to his friend1 told what he had heard1 and tried to dissuade him from a course of dishonor4 ,then the caliph forgot all the happy hours he had spent with the dervish1 forgot that he had loved him even as a brother1 and remembered only that the dervish was trying to interfere in his plan4 ,he flew into a rage and declared that ,omar should be exiled from ,mocha1 and that a price would be upon his head should he ever return4 ,never again should he sit at the royal banquet table4 ,never again should he pass through the streets amid cries and calls of endearment4 ,he should live in the wilds like a hunted creature and get his food as the birds of the field get theirs4 ,so out from the city that he loved went the wise and righteous dervish4 ,he took the camel trail into the desert1 and after a time came to an oasis where he stayed4 ,a miserable existence he had there1 because few food plants grew in the spot4 ,sometimes a caravan came by1 and a merchant or camel driver pitied him and gave him dates or milk4 ,but sometimes he had nothing to eat1 and always his meals were so scanty that he grew thin and weak and haggard4 ,one day--he had been a long time without food and was faint from hunger--he found some berries growing on a tree beside a spring4 ,they were so bitter that he could not eat them2 so he tried the experiment of roasting them over the coals4 ,this made them more palatable1 but still they were viciously hard4 ,hadji ,omar was so hungry that he was willing to do any amount of work to get food2 so he boiled the berries1 hoping they would soften4 ,still they were hard1 but he managed to eat a few of them and drank of the water4 ,his hunger and fatigue seemed gone1 and he realized he had made a great discovery4 ,hastening back to the city1 he told the guard his story and was allowed to go into the presence of the caliph4 ,there he produced some of the roasted berries1 which were boiled according to his direction1 and the governor and council drank of the water4 ,they pronounced it a kingly beverage1 and the decree went forth that ,hadji ,omar was to go free4 ,thereafter he lived with the caliph1 who loved and trusted him as before and led a more exemplary life because of the influence of the goodly dervish4 ,hadji ,omar was honored during his remaining years1 and after his death was revered as a saint1 not only because he was wise and righteous1 but because he discovered to ,arabia the beverage of the coffee berry4 ,,sources ,,of ,,material ,,to ,,use ,,in ,,domestic ,,science ,,and ,,manual ,,training ,,clinch1 ,,george3 ,english ,costume from ,prehistoric ,times to the ,end of the ,eighteenth ,century4 ,,goldenberg1 ,,samuel ,l43 ,lace1 ,its ,origin and ,history4 ,,knight1 ,,james3 ,food and ,its ,functions4 ,,lowes1 ,,emily ,,leigh3 ,chats on ,old ,lace and ,needlework4 ,,morse1 ,,frances ,,clary3 ,furniture of the ,olden ,time4 ,,norton1 ,,edith ,,eliza3 ,rugs in their ,native ,land4 ,,planch1 ,,james ,,robinson3 ,history of ,british ,costume4 ,,ransom1 ,,caroline ,,louise3 ,studies in ,ancient ,furniture4 ,,singleton1 ,,esther3 ,furniture of ,our ,forefathers4 ,stories of the ,ancient ,world ,retold from ,st4 ,nicholas 7,clothing74 ,,chapter ,,eighteen ,,does ,,the ,,work ,,of ,,the ,,story-,,teller ,,pay8 ,and now arises the question1 ,does all this effort on the part of the story-teller pay8 ,is it worth the labor required for the domestic-science supervisor1 the manual-arts director1 the music1 literature1 geography1 or history teacher1 to prepare stories that touch upon his work8 ,that question can best be answered by estimating results4 ,as stated in the opening chapter of ,part ,one1 story-telling can simplify the entire education problem4 ,it will create noble ideas in boys and girls of today just as it created ideals and established standards in those of the past4 ,it will arouse an ambition to live and to achieve so that they may be worthy of the emulation of children of the future even as they emulate the heroes of days gone by4 ,in no other way can such deep desire be awakened as through story hearing and reading4 ,in no other way do children realize so completely the truth of ,longfellow's words3 ,lives of great men all remind us ,we can make our lives sublime1 ,and1 departing1 leave behind us ,footprints on the sands of time4 ,yet in many homes story-telling is almost unknown because the mother does not deem it of sufficient value to make some sacrifice of her time and provide for it4 ,she does not know that the story-telling mothers of the past have been those whose children have risen up and called them blessed2 that the confidence of their boys and girls1 won around the fireside as old-time tales were told1 has been held unshaken to the end4 ,the force that in the long ago moved men to great achievement has lost none of its power4 ,twentieth-century children respond to stories as eagerly as did boys and girls by the sea of ,hellas when ,greece was young1 as they did in medieval castle hall to the strains of minnesinger and harper1 because child nature does not change4 ,the story hour in the home is a formidable rival of the street and the nickelodeon1 and the teacher whose fund of tales is large and who tells them joyously has little trouble with discipline4 ,her charges know that she holds the key to ,magic ,land1 and that if they are good she will open the gate4 ,they remember her with affection1 and best of all remember the dreams that came into being under her spell4 ,she is queen of her little realm through the royal right of the minstrel1 and no pretender can dislodge her from her throne in the hearts that she has won4 ,yet some school officials1 men of education and refinement1 regard story-telling as a very good means of entertainment1 but unworthy of a place in the curriculum1 and when urged to include it ask1 8,does it pay80 ,if it is worth anything to make formal schoolroom subjects joyous instead of boresome1 then story-telling pays2 if it is necessary to give the child something that will be a perennial rainbow in his soul1 something that will keep him sweet and full of faith and hope when disappointments come and illusions go1 that will cause him to laugh at age even in the time of white hairs and wrinkles1 then story-telling is vitally necessary4 ,he cannot grow bitter who possesses ,aladdin's lamp4 ,dark skies may lower over his head and the thunder crash ominously about him1 but if the seeds of romance have been planted in his soul1 if poesy has been nurtured into flower there by the world's best stories heard in his youth1 he will retain1 even in the midst of blackness and tempest1 a vision of turquoise skies behind the clouds1 a dream of sun-kissed fields where grow everlasting flowers of fragrance and beauty4 ,is the reward to the worker not worth the price8 ,one guerdon lies in the thought that he who joins the ranks of story-tellers becomes a member of a glorious company1 one with which the greatest souls of the world were not unwilling to be identified4 ,goethe never felt it beneath his dignity to gather a group of children about him and delight them with a tale1 and nothing speaks more eloquently of the sweetness of ,verdi's nature than one of his letters to his librettist that relates how1 in his visits back to the hill town where he was born1 it gladdened him to see gamins swarm from every quarter1 exclaiming1 8,una favola1 signor1 una favola60 8,he is a happy man10 says ,chteaubriand1 8who keeps through a turbulent lifetime the heart of a child1 who carries with him to the end of his journey some of the illusions stored up in his youth1 for contact with envy and calumny and deception are apt to cause them to take flight40 ,the author of ,faust and the creator of ,otello each had his share of brushing against the things that make men bitter4 ,they had sounded the depths of discouragement and disappointment1 yet they had the hearts of children1 and who knows but that telling stories to children had something to do with keeping them young8 ,during ,verdi's period of struggle and heartbreak1 when ,milan jeered at his compositions and critics declared him a man of no talent1 when obstacles piled so high it seemed beyond mortal power to remove them1 when no one in the city but himself and his wife believed in him1 instead of becoming sour and worthless1 as any but a granitic nature like his would have done1 he returned to his native highlands and told stories to children who thought him more wonderful than a king2 then he went back to his labor strong and fit4 ,forgetting himself in delighting the village bambinos bolstered up his courage and his faith and helped to make him an exuberant giver4 ,perhaps the present-day story-teller1 like that master at ,roncone1 if he approach his work reverently and keep in mind a thought of what it has meant to the world1 may receive as much as he gives4 ,,stories ,,for ,,telling ,,the ,,story ,,of ,,the ,,man ,,in ,,the ,,moon 7,alsatian ,folk ,tale--,christmas ,story--,ethics1 teaching honesty7 ,the man in the moon was once a merry peasant1 who ever so long ago lived quite amicably with his good wife and children1 and had a hut with a wooden floor and a roof whose thatch was as thick as any in the village4 ,always there was plenty of black bread and goat's milk1 and sometimes on ,sundays or holidays the family felt rich enough to afford a bit of pork4 ,but one ,holy ,night that peasant turned dishonest1 and then something happened4 8,what shall we have for the ,christmas feast80 asked his wife1 who was fat and jolly4 8,shall it be our good rye bread and a fine joint of meat80 8,to be sure10 the merry husband answered1 8but that is not enough4 ,there shall be cabbage too40 ,at his words the wife opened her mouth so wide that it looked like a big round window in her face4 8,cabbage60 she gasped4 8,pray1 how can that be1 since we have not a leaf in the hut80 ,the peasant nodded in a knowing way and answered1 8,to be sure1 there is none there now1 but there will be by and by40 ,then he held his tongue as if he thought it unwise to talk too freely to a woman1 took a basket1 and went out of the door4 ,his wife was much excited4 ,she was sure he had some secret message from the fairies1 for it was in that far-away time when strange and marvelous things happened4 ,down along the road the peasant hurried1 smiling like a village maiden on the way to meet her sweetheart at the fair4 ,everywhere lights gleamed from the windows1 and he laughed at the sight of them1 for he knew people were inside1 thinking of the feast and the ,holy ,night4 8,which makes it safe for me10 he murmured4 ,on and on he went1 never stopping until he came to a cabbage patch1 the largest and finest in the village4 ,they were bigger than his head1 those cabbages1 and every one of them belonged to the mayor4 8,but some shall go into my good wife's pot10 he laughed as he saw them1 and climbing the fence he went into the patch and began to help himself4 ,then suddenly along the road came a child on a snow-white horse4 ,he rode as if nothing could halt him1 but seeing the man in the patch1 he stopped and shouted1 8,what are you doing80 ,the peasant looked to right and left and began to stammer1 8,just b-b-b-borrowing some of the m-m-m-mayor's cabbages10 he replied1 as he threw a plump one into his basket4 ,the clear1 strong tones rang out again1 8,you steal1 and on the ,holy ,night too6 ,so you and your basket shall go to the moon40 ,then1 whisk6 ,up the peasant started and never stopped until he came to the middle of the moon1 and there he has stayed ever since4 ,whether or not he ate the cabbages1 no one knows1 but he and his basket are there to this day1 and every night when the moon is full you may see them4 ,,the ,,discontented ,,pig 7,thuringian ,folk ,tale--,ethics1 teaching contentment7 ,ever so long ago1 in the time when there were fairies1 and men and animals talked together1 there was a curly-tailed pig4 ,he lived by himself in a house at the edge of the village1 and every day he worked in his garden4 ,whether the sun shone or the rain fell he hoed and dug and weeded1 turning the earth around his tomato vines and loosening the soil of the carrot plot1 until word of his fine vegetables traveled through seven counties1 and each year he won the royal prize at the fair4 ,but after a time that little pig grew tired of the endless toil4 8,what matters it if ,i do have the finest vegetables in the kingdom10 he thought1 8since ,i must work myself to death getting them to grow8 ,i mean to go out and see the world and find an easier way of making a living40 ,so he locked the door of his house and shut the gate of his garden and started down the road4 ,a good three miles he traveled1 till he came to a cottage almost hidden in a grove of trees4 ,lovely music sounded around him and ,little ,pig smiled1 for he had an ear for sweet sounds4 8,i will go look for it10 he said1 following in the direction from which it seemed to come4 ,now it happened that in that house dwelt ,thomas1 a cat1 who made his living playing on the violin4 ,little ,pig saw him standing in the door pushing the bow up and down across the strings4 ,it put a thought into his head4 ,surely this must be easier and far more pleasant than digging in a garden6 8,will you teach me to play the violin1 friend cat80 he asked4 ,thomas looked up from his bow and nodded his head4 8,to be sure10 he answered2 8just do as ,i am doing40 ,and he gave him the bow and fiddle4 ,little ,pig took them and began to saw1 but squeak6 quang6 ,no sweet music fell upon his ear4 ,the sounds he heard were like the squealing of his baby brother pigs when a wolf came near them4 8,oh60 he cried2 8this isn't music60 ,thomas1 the cat1 nodded his head4 8,of course not10 he said4 8,you haven't tried long enough4 ,he who would play the violin must work40 8,then ,i think ,i'll look for something else10 ,piggywig answered1 8because this is quite as hard as weeding my garden40 ,and he gave back the bow and fiddle and started down the road4 ,he walked on and on1 until he came to a hut where lived a dog who made cheese4 ,he was kneading and molding the curd into cakes1 and ,little ,pig thought it looked quite easy4 8,i think ,i'd like to go into the cheese business myself10 he said to himself4 ,so he asked the dog if he would teach him4 ,this the dog was quite willing to do1 and a moment later ,little ,pig was working beside him4 ,soon he grew hot and tired and stopped to rest and fan himself4 8,no1 no60 exclaimed the dog1 8you will spoil the cheese4 ,there can be no rest time until the work is done40 ,little ,pig opened his eyes in amazement4 8,indeed60 he replied4 8,then this is just as hard as growing vegetables or learning to play a violin4 ,i mean to look for something easier40 ,and he started down the road4 ,on the other side of the river1 in a sweet green field1 a man was taking honey out of beehives4 ,little ,pig saw him as he crossed the bridge and thought that of all the trades he had seen1 this suited him best4 ,it must be lovely there in the meadow among the flowers4 ,honey was not heavy to lift1 and once in a while he could have a mouthful of it4 ,he ran as fast as he could go to ask the man if he would take him into his employ4 ,this plan pleased the bee man as much as it pleased the pig4 8,i've been looking for a helper for a year and a day10 he said4 8,begin work at once40 ,he gave ,little ,pig a veil and a pair of gloves1 telling him to fasten them on well4 ,then he told him to lift a honeycomb out of a hive4 ,little ,pig ran to do it1 twisting his curly tail in the joy of having at last found a business that suited him4 ,but buzz1 buzz6 ,the bees crept under his veil and inside his gloves4 ,they stung him on his fingers1 his mouth1 his ears1 and the end of his nose1 and he squealed and dropped the honey and ran4 8,come back1 come back60 the man called4 8,no1 no60 ,little ,pig answered with a big squeal4 8,no1 no1 the bees hurt me60 ,the man nodded his head4 8,of course they do10 he said4 8,they hurt me too6 ,that is part of the work4 ,you cannot be a beekeeper without getting stung40 ,little ,pig blinked his beady eyes and began to think hard4 8,it seems that every kind of work has something unpleasant about it4 ,to play the violin you must practice until your arm aches4 ,when you make cheese you dare not stop a minute until the work is done1 and in taking honey from a hive the bees sting you until your head is on fire4 ,work in my garden is not so bad after all1 and ,i am going back to it40 ,so he said good-by to the bee man and was soon back in his carrot patch4 ,he hoed and raked and weeded1 singing as he worked1 and there was no more contented pig in all that kingdom4 ,every autumn he took his vegetables to the fair and brought home the royal prize1 and sometimes1 on holidays1 the cat and the dog and the bee man came to call4 ,,the ,,bat ,,and ,,his ,,partners 7,old ,bavarian ,folk ,tale--,helpful in ,nature ,study7 ,once upon a time a strange thing happened4 ,a cormorant1 a bat1 and a bramble met at the mouth of the river ,elbe one day and told a sorrowful story4 ,each was almost bankrupt2 so they decided to postpone paying their debts1 put their remaining possessions together1 and share in the consequent weal or woe4 ,they bought a merchant vessel1 a ship large and strong1 and so seaworthy it seemed it could sail to the nethermost parts of the ,spanish ,main4 ,wool was precious then as now1 and in a country far away a hundredweight of sheep's fleece brought many a gold doubloon4 ,so they freighted the vessel with the best wool that was to be had and joyfully watched the white sails disappear in the pearl-gray mist4 ,but a storm arose and angry winds dashed their galleon against demon-like rocks4 ,instead of reaching a distant land of gold doubloons the ship went to ,davy ,jones's locker1 and her precious cargo made couches for the mermaids4 ,then sad indeed was the plight of these partners on the ,north ,sea shore6 ,bailiffs began to sue them for payment of their debts1 and ever since that time the bat has flown by night1 for in no other way can he avoid his creditors4 ,the cormorant1 a solitary black figure1 still broods beside the waves and dives into the sea1 hoping to retrieve his shattered fortune1 while the bramble has turned thief4 ,whenever a sheep goes by1 he seizes a bit of the fleece1 trying in this way to make up for the loss of the wool that went to the bottom of the ,spanish ,main instead of bringing him the gold of which he had dreamed4 ,,brier ,,rose ,,retold ,,from ,,grimm 7,wonder ,tale7 ,in olden times there lived a king and queen1 who lamented day by day that they had no children2 and yet never a one was born4 ,one day1 as the queen was bathing and thinking of her wishes1 a frog skipped out of the water and said to her3 8,your wish shall be fulfilled4 ,before a year passes you shall have a daughter40 ,as the frog had said1 so it happened1 and a little girl was born who was so beautiful that the king almost lost his senses2 but he ordered a great feast to be held1 and invited to it not only his relatives1 friends1 and acquaintances1 but also all the wise women who were kind and affectionate to children4 ,there happened to be thirteen in his dominions1 but since he had only twelve golden plates out of which they could eat1 one had to stay at home4 ,the feast was celebrated with all the magnificence possible1 and1 as soon as it was over1 the wise women presented the infant with their wonderful gifts3 one with virtue1 another with beauty1 a third with riches1 and so on1 so that the child had everything that is to be desired in the world4 ,just as eleven had given their presents1 the thirteenth old lady stepped in suddenly4 ,she was in a tremendous passion because she had not been invited1 and1 without greeting any one or looking at any one1 she exclaimed loudly1 8,the princess shall prick herself with a spindle on her fifteenth birthday and shall die60 and without a word further she turned her back and left the hall4 ,all were terrified1 but the twelfth fairy1 who had not yet given her wish1 then stepped up4 ,because she could not take away the evil wish1 but could only soften it1 she said1 8,she shall not die1 but shall fall into a sleep of a hundred years' duration40 ,the king1 who naturally wished to protect his child from this misfortune1 issued a decree commanding that every spindle in the kingdom should be burnt4 ,meanwhile all the gifts of the wise women were fulfilled1 and the maiden became so beautiful1 gentle1 virtuous1 and clever1 that every one who saw her fell in love with her4 ,it happened on the day when she was just fifteen years old that the queen and the king were not at home1 and so she was left alone in the castle4 ,the maiden looked about in every place1 going through all the rooms and chambers just as she pleased1 until she came at last to an old tower4 ,up the narrow winding staircase she tripped until she arrived at a door1 in the lock of which was a rusty key4 ,this she turned1 and the door sprang open1 and there in the little room sat an old woman with a spindle1 spinning flax4 8,good day to you10 said the princess1 8what is this that you are doing here80 8,i am spinning10 said the old woman1 nodding her head4 8,what thing is that which twists round so merrily80 inquired the maiden1 and she took the spindle to try her hand at spinning4 ,scarcely had she done so when the prophecy was fulfilled1 for she pricked her finger2 and at the very same moment she fell back in a deep sleep upon a bed which stood near4 ,this sleep extended over the whole palace4 ,the king and queen1 who had just come in1 fell asleep in the hall1 and all their courtiers with them2 the horses in the stables1 the doves upon the eaves1 the flies upon the walls1 and even the fire upon the hearth1 all ceased to stir2 the meat which was cooking ceased to frizzle2 and the cook at the instant of pulling the hair of the kitchen boy lost his hold and began to snore1 too4 ,the wind also fell entirely1 and not a leaf rustled on the trees round the castle4 ,now around the palace a thick hedge of briers began growing1 which every year grew higher and higher1 till the castle was quite hidden from view1 so that one could not even see the flag upon the tower4 ,then there went a legend through the land1 of the beautiful maiden ,brier ,rose1 for so was the sleeping princess named1 and from time to time princes came1 endeavoring to penetrate through the hedge into the castle2 but it was not possible1 for the thorns held them as if by hands1 and the youths were unable to release themselves1 and so perished miserably4 ,after the lapse of many years1 there came another king's son into the country1 and heard an old man tell the legend of the hedge of briers2 how that behind it stood a castle where slept a wonderfully beauteous princess called ,brier ,rose1 who had slumbered nearly a hundred years1 and with her the queen and king and all their court4 ,the old man further related what he had heard from his grandfather1 that many princes had come and tried to penetrate the hedge1 and had died a miserable death4 ,but the youth was not to be daunted1 and1 however much the old man tried to dissuade him1 he would not listen1 but cried out1 8,i fear not1 ,i will see this hedge of briers60 ,just at that time came the last day of the hundred years1 when ,brier ,rose was to wake again4 ,as the young prince approached the hedge1 the thorns turned to fine large flowers1 which of their own accord made a way for him to pass through1 and again closed up behind him4 ,in the courtyard he saw the horses and dogs lying fast asleep1 and on the eaves were the doves with their heads beneath their wings4 ,as soon as he went into the house1 there were the flies asleep upon the wall1 the cook still stood with his hands on the hair of the kitchen boy1 and the maid stood at the board with the unplucked fowl in her hand4 ,he went on1 and in the hall he found the courtiers lying asleep1 and above1 by the throne1 were the king and queen4 ,he went on farther1 and all was so quiet that he could hear himself breathe1 until at last he came to the tower and opened the door of the little room where slept ,brier ,rose4 ,there she lay1 looking so beautiful that he could not turn away his eyes1 and he bent over her and kissed her4 ,just as he did so she opened her eyes1 awoke1 and greeted him with smiles4 ,then they went down together1 and immediately the king and queen awoke1 and the whole court1 and all stared at each other wonderingly4 ,now the horses in the stable got up and shook themselves2 the dogs wagged their tails2 the doves upon the eaves drew their heads from under their wings1 looked around1 and flew away2 the flies upon the walls began to crawl2 the fire began to burn brightly and to cook the meat2 the meat began again to frizzle2 the cook gave his lad a box upon the ear which made him call out2 and the maid began to pluck the fowl furiously4 ,the whole palace was once more in motion as if nothing had occurred1 for the hundred years' sleep had made no change in any one4 ,by and by the wedding of the prince with ,brier ,rose was celebrated with great splendor1 and to the end of their lives they lived happily and contented4 ,,the ,,coat ,,of ,,all ,,colors ,,retold ,,from ,,grimm 7,thuringian ,wonder ,tale7 ,there was once a king whose wife had golden hair and was altogether so beautiful that her equal was not to be found in the world4 ,it happened that she fell ill1 and when she felt she must soon die she called the king and said1 8,if you marry again after my death1 take no one who is not as beautiful as ,i have been1 nor one who has not golden hair like mine1 and this you must promise me40 ,after the king had promised she closed her eyes1 and soon died4 ,for a long time the king would not be comforted and thought not of taking a second wife1 but his councillors at last said that he must marry again4 ,then messengers were sent far and wide to seek a bride who should be as beautiful as the late queen1 but there was no one to be found in the whole world so beautiful and with such golden hair4 ,so the messengers returned home without accomplishing anything4 ,now the king had a daughter who was just as beautiful as her dead mother4 ,she had also the same golden hair1 and1 as she grew up1 the king saw how like she was to his lost wife4 ,he told his councilors that he wished to marry his daughter to his oldest councilor1 and that she should be as queen4 ,when the oldest councilor heard this he was delighted4 ,but the daughter was frightened at the resolve of the king1 and hoped yet to turn him from his intention4 ,so she said to him1 8,before ,i fulfill your wish ,i must first have three dresses3 one as golden as the sun1 another as silver as the moon1 and a third as shining as the stars2 further1 ,i desire a cloak composed of thousands of skins and hides1 and to which every beast in your kingdom must contribute a portion of his skin40 ,the princess thought this would be impossible to do1 and so she should reclaim her father from his intention4 ,but the king would not give it up1 and the cleverest maidens in his kingdom had to weave the three dresses1 one as golden as the sun1 a second as silver as the moon1 and a third as shining as the stars1 while his huntsmen had to catch all the beasts in the whole kingdom and from each take a piece of skin wherewith a mantle of a thousand pieces was made4 ,at length1 when all was ready1 the king let the mantle be fetched1 and1 spreading it before him1 said1 8,tomorrow shall the wedding be40 ,when the king's daughter now saw that there was no hope left of turning her father from his resolve1 she determined to flee away4 ,in the night1 while all slept1 she got up and took three of her treasures1 a golden ring1 a gold spinning wheel1 and a gold reel2 she put also in a nutshell the three dresses of the sun1 moon1 and stars1 and putting on the mantle of all skins1 she dyed her hands and face black with soot4 ,then1 commending herself to ,god1 she set off and traveled the whole night till she came to a large wood1 where1 feeling very tired1 she took refuge in a hollow tree and went to sleep4 ,the sun rose1 and she still slept and slept on till it was again far into the morning4 ,then it happened that the king who owned this forest came to hunt in it4 ,as soon as his dogs ran to the tree they snapped about it1 barked1 and growled1 so that the king said to his huntsmen1 8,see what wild animal it is that is concealed there40 ,the hunters obeyed his orders1 and1 when they returned1 they said1 8,in that hollow lies a wonderful creature whose like we have never before seen2 its skin is composed of a thousand different colors1 but it lies quite quiet and asleep40 ,the king said1 8,try if you can catch it alive1 and then bind it to the carriage1 and we will take it with us40 ,as soon as the hunters caught hold of the maiden1 she awoke full of terror1 and called out to them1 8,i am a poor child forsaken by both father and mother6 ,pray pity me1 and take me with you60 ,they named her 8,allerleirauh10 because of her mantle1 and took her home with them to serve in the kitchen and rake out the ashes4 ,they went to the royal palace1 and there they showed her a little stable under the step where no daylight could enter1 and told her she could live and sleep there4 ,afterwards she went into the kitchen1 and there she had to carry water and wood to make the fire1 to pluck the fowls1 to peel the vegetables1 to rake out the ashes1 and to do all manner of dirty work4 ,here1 for a length of time1 ,allerleirauh lived wretchedly2 but it happened once that a feast was held in the palace1 and she asked the cook1 8,may ,i go and look on for a little while8 ,i will place myself just outside the door40 ,the cook said1 8,yes1 but in half an hour's time you must return and rake out the ashes40 ,allerleirauh took an oil lamp1 and1 going to her stable1 put off the gown of skins and washed the soot from her face and hands so that her real beauty was displayed4 ,then she opened her nut and took out the dress which shone as the sun1 and as soon as she was ready she went up to the ballroom1 where every one made way for her1 supposing that she was certainly some princess4 ,the king himself soon came up to her1 and1 taking her hand1 danced with her1 thinking the while in his heart that he had never seen any one like her4 ,as soon as the dance was finished she disappeared1 and nobody knew whither4 ,the watchmen stationed at the gates were called and questioned1 but they had not seen her4 ,she had run back to her stable and1 having quickly taken off her dress1 had again blackened her face and hands1 put on the dress of all skins1 and became 8,allerleirauh0 once more4 ,as soon as she went into the kitchen to do her work in sweeping up the ashes1 the cook said1 8,let that be for once till the morning1 and cook the king's supper for me instead1 while ,i go upstairs to have a peep2 but mind you do not let one of your hairs fall in1 or you will get nothing to eat for the future40 ,so saying1 he went away1 and ,allerleirauh cooked the king's supper1 making some soup as good as she possibly could1 and when it was ready she went into the stable1 and fetched her gold ring1 and laid it in the dish4 ,when the dance was at an end1 the king ordered his supper to be brought1 which1 when he had tasted1 he thought he had never eaten anything so nice before4 ,just as he nearly finished it he saw a gold ring at the bottom1 and1 not being able to imagine how it came there1 he commanded the cook to be brought before him4 ,the cook was terrified when he heard this order1 and said to ,allerleirauh1 8,are you certain you did not let a hair fall into the soup8 ,for if it is so1 you will catch a beating40 ,then he came before the king1 who asked who had cooked the supper1 and he answered1 8,i did40 ,but the king said1 8,that is not true2 for it is of a much better kind and much better cooked than usual40 ,then the cook said1 8,i must confess that not ,i1 but ,allerleirauh1 cooked it40 ,so that the king commanded that she should be brought up4 ,when ,allerleirauh came1 the king asked1 8,who are you80 8,i am a poor child1 without father or mother10 replied she4 8,why did you come to my palace80 then inquired the king4 8,i am good for nothing else but to have the boots thrown at my head10 said she4 ,the king asked again1 8,where did you get this ring1 then1 which was in the soup80 ,allerleirauh said1 8,i know nothing of it40 ,and1 as she would say no more1 she was at last sent away4 ,after a time there was another ball1 and ,allerleirauh asked the cook's permission to go again and look on1 and he consented1 and told her1 8,return here in half an hour to cook the king again the same soup which he liked so much before40 ,allerleirauh ran into the stable and1 washing herself quickly1 took out of the shell the dress which was silver as the moon1 and put it on4 ,then she went up to the ballroom and appeared like a princess1 and the king1 stepping up to her1 was very glad to see her again2 and1 as the dancing had just begun1 they joined it4 ,but as soon as it was over1 his partner disappeared so quickly that the king did not notice where she went4 ,she ran to her stable and changed her garments again1 and then went into the kitchen to make the soup4 ,while the cook was upstairs1 she fetched the golden spinning wheel and put it in the tureen1 so that the soup was served up with it4 ,afterwards it was brought before the king1 who ate it1 and found it tasted as good as the former2 and the cook was called1 who was obliged to confess again that ,allerleirauh had made it4 ,allerleirauh was accordingly taken before the king1 but she repeated what she had before said1 that she was of no use but to have boots thrown at her1 and that she knew nothing of the gold spinning wheel4 ,not long afterwards a third feast was given by the king1 at which everything went as before4 ,the cook said to ,allerleirauh when she asked leave to go1 8,you are certainly a witch1 and always put something in the soup which makes it taste better than mine4 ,still1 since you beg so hard1 you shall go at the usual time40 ,this time she put on the dress shining as the stars1 and stepped with it into the ballroom4 ,the king danced again with her1 and thought he had never seen any maiden so beautiful1 and while the dance went on he slipped the gold ring on to her finger without her perceiving it and told the musicians to prolong the time4 ,when at last it ended1 he would have kept fast hold of her hand1 but she tore herself away1 and sprang so quickly in among the people that she disappeared from his sight4 ,allerleirauh ran as well as she could back to her stable2 but she had stayed over and above the half hour1 and she had not time to pull off her beautiful dress1 but was obliged to throw over it her cloak of skins4 ,neither did she quite finish the blacking of her skin1 but left one finger white4 ,then she ran into the kitchen1 cooked the soup for the king1 and put in it the reel1 while the cook stayed upstairs4 ,afterwards1 when the king found the reel at the bottom of his soup1 he summoned ,allerleirauh1 and perceived at once her white finger1 and the ring which he had put on it during the dance4 ,he took her by the hand and held her fast1 and when she tried to force herself from him and run away1 her cloak of skins fell partly off and the starry dress was displayed to view4 ,the king then pulled the cloak wholly off1 and down came her golden hair1 and there she stood in all her beauty1 and could no longer conceal herself4 ,as soon1 then1 as the soot and ashes were washed off her face1 she stood up and appeared more beautiful than any one could conceive possible on earth4 ,but the king said to her1 8,you are my dear bride1 and we will never separate from each other40 ,thereupon was the wedding celebrated1 and they lived happily to the end of their lives4 ,,the ,,poor ,,man ,,and ,,the ,,rich ,,man ,,retold ,,from ,,grimm 7,folk ,tale--,ethics1 teaching kindness7 ,in olden times1 when the good angels walked the earth in the form of men1 it happened that one of them1 while he was wandering about very tired1 saw night coming upon him before he had found a shelter4 ,but there stood on the road close by two houses opposite to one another1 one of which was large and handsome1 while the other appeared miserably poor4 ,the former belonged to a rich man1 and the other to a poor man1 so that the angel thought he could lodge with the former1 because it would be less burdensome to him than to the other to entertain a guest4 ,accordingly he knocked at the door1 and the rich man1 opening the window1 asked the stranger what he sought4 ,the angel replied1 8,i seek a night's lodging40 ,then the rich man scanned the stranger from head to foot1 and perceiving that he wore ragged clothes1 and seemed like one who had not much money in his pocket1 he shook his head and said1 8,i cannot take you in2 my rooms are full of herbs and seeds1 and1 should ,i shelter every one who knocks at my door1 ,i might soon take the beggar's staff into my own hand4 ,seek a welcome elsewhere40 ,so saying1 he shut his window to1 and left the good angel1 who immediately turned his back upon him and went over to the little house4 ,here he had scarcely knocked1 when the door was opened and the poor man bade the wanderer welcome1 and said1 8,stop here this night with me2 it is quite dark1 and today you can go no farther40 ,this reception pleased the angel much1 and he walked in2 and the wife of the poor man also bade him welcome and1 holding out her hand1 said1 8,make yourself at home1 and though it is not much that we have1 we will give it to you with all our heart40 ,then she placed some potatoes at the fire1 and while they roasted she milked her goat for something to drink with them4 ,when the table was laid1 the good angel sat down and ate with them1 and the rude fare tasted good1 because they who partook of it had happy faces4 ,after they had finished1 when bedtime came1 the wife called the husband aside and said to him1 8,let us sleep tonight on straw1 my dear1 that this poor wanderer may have our bed whereon to rest himself1 for he has been walking all day long1 and is doubtless very tired40 8,with all my heart10 replied her husband2 8,i will offer it to him20 and1 going up to the angel1 he begged him1 if he pleased1 to lie in their bed that he might rest his limbs thoroughly4 ,the good angel at first refused to take the bed of his hosts1 but at last he yielded to their entreaties and lay down1 while they made a straw couch upon the ground4 ,the next morning they arose early and cooked their guest a breakfast of the best that they had1 and when the sun shone through the window he got up1 too1 and1 after eating with them1 prepared to set out again4 ,when he stood in the doorway he turned round and said to his hosts1 8,because you are so compassionate and pious1 you may wish three times and ,i will grant1 each time1 what you desire40 ,the poor man replied1 8,ah1 what else can ,i wish than eternal happiness1 and that we two1 so long as we live1 may have health and strength and our necessary daily bread8 ,for the third thing ,i know not what to wish40 8,will you not wish for a new house in place of this old one80 asked the angel4 8,oh1 yes60 said the man1 8if ,i may keep on this spot1 so would it be welcome40 ,then the good angel fulfilled his wishes and changed their old house into a new one1 and1 giving them once more his blessing1 went out of the house4 ,it was already broad daylight when the rich man arose and1 looking out of his window1 saw a handsome new house of red brick where formerly an old hut had stood4 ,the sight made him open his eyes1 and he called his wife up and asked1 8,tell me what has happened2 yesterday evening an old1 miserable hut stood opposite1 and today there is a fine new house6 ,run out and hear how this has happened60 ,the wife went and asked the poor man1 who related that the evening before a wanderer had come1 seeking a night's lodging1 and that in the morning he had taken his leave1 and granted them three wishes--eternal happiness1 health and food during their lives1 and instead of their old hut1 a fine new house4 ,when he had finished his tale1 the wife of the rich man ran home and told her husband all that had passed1 and he exclaimed1 8,ah6 had ,i only known it6 ,the stranger had been here before1 and would have passed the night with us1 but ,i sent him away40 8,hasten1 then60 returned his wife4 8,mount your horse1 and perhaps you may overtake the man1 and then you must ask three wishes for yourself also40 ,the rich man followed this advice1 and soon overtook the angel4 ,he spoke softly and glibly1 begging that the angel would not take it ill that he had not let him in at first1 for that he had gone to seek the key of the house door1 and meanwhile he had gone away1 but if the angel came back the same way he would be glad if he would call again4 ,the angel promised that he would come on his return1 and the rich man then asked if he might not wish thrice as his neighbor had been allowed4 8,yes10 said the angel1 8you may certainly1 but it will not be good for you1 and it were better you did not wish40 ,but the rich man thought he might easily obtain something which would tend to his happiness1 if he only knew that it would be fulfilled1 and so the angel at length said1 8,ride home1 and the three wishes which you shall make shall be answered40 ,the rich man now had what he desired1 and1 as he rode homewards1 began to consider what he should wish4 ,while he thought he let his rein fall loose1 and his horse presently began to jump1 so that he was jerked about1 and so much so that he could fix his mind on nothing4 ,he patted his horse on the neck1 and said1 8,be quiet1 ,bess60 but it only began fresh friskings1 so that at last he became savage1 and cried quite impatiently1 8,i wish you might break your neck60 ,no sooner had he said so than down it fell upon the ground and never moved again1 and thus the first wish was fulfilled4 ,but the rich man1 being covetous by nature1 would not leave the saddle behind1 and so1 cutting it off1 he slung it over his back and went onwards on foot4 8,you still have two wishes10 thought he to himself1 and so was comforted1 but as he slowly passed over the sandy common the sun scorched him terribly1 for it was midday1 and he soon became vexed and passionate2 moreover1 the saddle hurt his back2 and besides1 he had not yet decided what to wish for4 8,if ,i should wish for all the treasures and riches in the world10 said he to himself1 8hereafter something or other will occur to me1 ,i know beforehand2 but ,i will so manage that nothing at all shall remain for me to wish for40 ,many times he thought he knew what to wish1 but soon it appeared too little4 ,then it came into his thoughts how well his wife was situated1 sitting at home in a cool room1 and appropriately dressed4 ,this idea angered him uncommonly1 and1 without knowing it1 he said aloud1 8,i wish she were sitting upon this saddle1 and could not get off it1 instead of its being slipping about on my back40 ,as soon as these words were out of his mouth1 the saddle disappeared from his back1 and he perceived that his second wish had passed its fulfillment4 ,now he became very hot1 and began to run1 intending to lock himself up in his room and consider there something great for his last wish4 ,but when he arrived and opened the house door he found his wife sitting upon the saddle in the middle of the room1 and crying and shrieking because she could not get off4 ,so he said to her1 8,be contented2 ,i will wish for the riches in all the world1 only keep sitting there40 ,but his wife shook her head1 saying1 8,of what use are all the riches of the world to me1 if ,i sit upon this saddle8 ,you have wished me on it1 and you must also wish me off40 ,so1 whether he liked it or not1 he was forced to utter his third wish1 that his wife might be freed from the saddle1 and immediately it was done4 ,thus the rich man gained nothing from his wishes but vexation1 trouble1 scolding1 and a lost horse2 but the poor people lived contented and pious to their lives' end4 ,,the ,,silver ,,cones ,,adapted ,,from ,,story ,,by ,,johanna ,,spyri 7,ethics--,geography7 ,in the mountain land of ,bohemia there lived in the long ago a miner with his wife and little daughter4 ,they were happy in their hut in the forest1 but after a time the father and mother died1 and the child was left alone in the world4 ,she had no money1 and no aunts or cousins to take her in1 and it seemed as if she would have to go hungry4 ,but always there are kindly hearts among the poor1 and one of the miners opened his house that she might have a home4 ,he had six children of his own and little bread and meat to spare1 but his good wife said1 8,we will divide what we have40 ,so little ,hilda became one of the family1 and they grew to love her very much4 ,it was midwinter1 and ,christmas day not far away4 ,the children thought of nothing but the coming of ,st4 ,nicholas1 who they hoped would not forget them on the ,holy ,night1 when every boy and girl in ,bohemia expects a visit from the gift bringer4 ,but when they spoke to the miner about it he shook his head and said1 8,do not set your hearts upon his coming4 ,our hut is very small and stands so far in the forest that he may not be able to find it40 ,gretchen1 his little daughter1 had a very different idea4 ,she declared ,st4 ,nicholas could find a house in the dark if it were no bigger than an ant hill1 and went to bed to dream of the toys and sweetmeats he would bring4 ,day after day passed1 and nearer1 nearer came the season of ,christ's birth4 ,the children talked of him as they sat by the fire at night1 as they picked up dead branches in the forest1 and as they bedded the goats and shut them in1 for ,bohemian mountain folk are a toiling people1 and even boys and girls must work4 ,at last the day before ,christmas came1 and in the afternoon little ,hilda started out with her basket to get some cones4 ,she wanted the fire to be brighter and more cheerful than ever that night1 and perhaps if she met a servant from the castle1 he might take some to feed the prince's fire1 and give her a silver piece4 8,and if he does10 she thought as she trudged on her way1 8,i can buy something for the miner and his dear children40 ,now1 in that land of ,bohemia1 on the summit of a lofty mountain1 a creature named ,rbezahl made his home4 ,he possessed all magic powers1 and was so mighty that his sway extended to the very center of the earth4 ,there he had chambers of gold and silver1 and diamonds and jewels without number1 and often gave of his treasures to those who were good enough to deserve them4 ,he could change himself at will into any form4 ,now he was a bat flying in the night1 now a country swain selling his wares at the fair1 and now a woodman cutting down trees in the forest1 because thus he was able to find out who was worthy and who unworthy1 and to reward or punish them as they deserved4 ,hilda had often heard of the strange ways of ,rbezahl1 and wondered if he would ever cross her path4 8,i suppose not10 she murmured1 8because ,i am just a little girl40 ,as she came near the fir trees1 a tiny white-haired man walked out of the shadow4 ,he had a long white beard and a jolly red face1 and looked as if he were the friend of children4 8,what are you doing80 he called to her4 8,i've come to gather cones10 she replied2 8some for our fire and some to sell1 if the servant from the castle will only buy40 ,then she told him of the miner's family1 of how eager she was to get some money that she might buy a gift for his children1 and of her hope that ,st4 ,nicholas would not forget them on the ,holy ,night4 ,the little old man seemed much interested1 and when she finished her story he said1 8,the largest cones are on that tree4 ,if you hope to sell1 gather the best ones40 ,he pointed to a great1 dark fir just beyond them1 and then went back into the shadows of the forest4 ,little ,hilda thanked him and ran to the spot4 ,she could see the cones like beehives on the branches1 and just as she came under them there was such a downfall of beautiful brown things it frightened her and she began to run4 ,but thinking of what she could do with such big ones1 she went back1 filled her basket1 and started homeward4 ,it was very heavy1 and the farther she went the heavier it grew4 8,i'll have to ask little ,gretchen to help me take it up the hill path to the castle10 she thought4 ,but by the time she reached the hut it had become such a load she could not move it1 and the miner had to carry it in himself4 8,they are lovely big ones and of a beautiful brown color10 she said as the children crowded around to see4 ,but when they looked at the basket again1 they saw no brown at all4 ,instead there was a gleam brighter than that of the moonbeams through the fir trees1 for a wonderful thing had happened4 ,in the twinkling of an eye every one of those cones had turned into shining silver1 which sparkled and glistened so that they dazzled the eyes4 ,then the little girl remembered the old man in the forest and told the miner about him4 ,he nodded his head in a knowing way and said1 8,surely it was ,rbezahl1 and he has rewarded you for being sweet and gentle40 ,all of which seemed like a dream to little ,hilda1 but when she looked into the basket she knew it was true4 ,and so knew all the other mountain folk1 when the stars of the ,holy ,night shone out and the children went from door to door distributing silver cones4 ,the good folk who gave her a home received so many that never again were they poor4 ,they built a fine house with a porch and twenty windows1 and were as rich as any one in ,bohemia4 ,to make things lovelier still1 ,st4 ,nicholas found the hut1 just as ,gretchen had said he would1 and left some sweets and toys for the children4 ,he laughed loud and long when he saw the shining cones1 for he had heard all about it from ,rbezahl himself4 ,this all happened very1 very long ago1 in the time so far away that even the oldest grandmother cannot remember the ,holy ,night when ,hilda gave precious gifts to the miners2 but the story has come down from the fathers and the fathers' fathers1 and that is why1 even to this day1 the mountain folk of ,bohemia still deck their ,christmas trees with silvered cones4 ,,the ,,forget-,,me-,,not ,,adapted ,,from ,,version ,,by ,,hoffman ,,von ,,fallersleben 7,thuringian ,folk ,tale--,helpful in ,nature ,study7 ,in the beginning of things1 when ,god the ,father created every beast of the forest and every bird and tree and blossom1 he gave each one a name1 and the snowdrop1 the lily1 the pansy1 the violet1 and all the other flower sisterhood rejoiced and were glad1 for each thought its own name the loveliest in the world4 ,everywhere in field and woodland there was happiness1 and the blossoms lifted their faces toward heaven in gratitude1 thanking the ,gracious ,giver4 ,but suddenly there was a sound of weeping4 ,somewhere in the meadow a flower had raised its voice in sorrow1 and all the other flowers looked to see4 ,at first they could not tell whence the sound came1 then they beheld a tiny blossom1 with petals the color of heaven and a heart the color of gold4 ,it was sobbing bitterly1 and the lily1 looking down in pity1 asked1 8,why weepest thou80 8,alas10 came the reply1 8,i have forgotten my name40 ,then--wonderful sound--the primrose and the violet and the pansy heard the voice of ,god the ,father1 for although the blossom was very tiny and half hidden by the grasses of the field1 ,he heard and saw and knew4 8,forgotten your name80 ,he spake in tones that were sweet and tender4 8,then shalt thou be called #8,forget-me-not1' for that thou canst always remember40 8,forget-me-not10 repeated the gorgeous rose and the modest violet1 and the tiny one smiled through its tears and said1 8,forget-me-not40 ,and ever since that day at creation time1 when ,god the ,father named every beast of the forest and every bird and flower and tree1 the wee blossom whose petals are the color of heaven and whose heart is the color of gold1 has been called 8,forget-me-not40 ,,the ,,little ,,stepmother 7,thuringian ,folk ,tale--,nature ,study7 ,once upon a time1 say the peasants of the ,rhineland1 a woodman lived with his wife and two daughters in a little hut in the forest4 ,they were very poor1 but what mattered that1 since they were very happy8 ,they had five chairs1--one apiece1 and one for company1--clean1 sweet feather beds to keep them warm at night1 a bit of soup to eat with their black bread1 and once each year they went to the fair4 ,but after a time the mother died1 and things were different4 ,the father took another wife1 who had two children of her own1 and she was very unkind to her husband's little daughters4 ,she forced them to do all the work1 and if the poor woodman so much as opened his mouth to object1 she beat him with her slipper4 ,you will know how greedy she was when ,i tell you that she took two of the fine wood chairs for her own children and kept two for herself1 and you remember there were only five in the hut4 ,that left one for the husband and his daughters1 and as the father was kind and good1 he let them have it all to themselves and patiently stood while he ate his meals4 ,for a long time that greedy little stepmother ruled her husband and his children with an iron hand1 while her own daughters acted like spoiled princesses1 until one night something happened4 ,the hut and the family disappeared4 ,just how it came to pass1 nobody knows1 but the next morning the other woodmen found a little flower growing where the house had stood1 and they knew that a fairy or witch or something had turned the family into the blossom which you may see almost any summer day4 ,the greedy stepmother still sits on her two chairs1 with her children on each side of her holding a chair apiece4 ,the woodman's little daughters are crowded together on one1 just as they were in the hut4 ,and what of the poor henpecked husband1 who did not dare to object to anything his spouse chose to do8 ,look in the center1 right under her slipper1 and you will find what most people say is the pistil4 ,but the peasants of the ,rhineland know better4 ,it is the woodman1 who once upon a time lived in the hut in the forest1 and the flower you call the pansy is to them 8,the ,little ,stepmother40 ,,the ,,rabbit ,,and ,,the ,,easter ,,eggs 7,bavarian ,folk ,tale7 ,once1 in the ,german land of ,bavaria1 there was a mother who was very poor4 ,she was sad as ,easter time drew near1 for it was the custom in that land to give presents then just as we do at ,christmas1 and she had nothing for her children4 ,she grieved about it day and night1 and one day was so unhappy over it that she wept4 8,never fear10 the old grandmother said1 8the hens are laying well1 and ,i know how to make beautiful dyes from moss and leaves4 ,we can color some eggs for ,hans and ,annchen1 and they will be happy40 ,this was a lovely thought to the poor mother1 and she went to work4 ,soon she had beautiful red1 blue1 yellow1 purple1 and orange eggs1 and when ,easter morning came she and the grandmother hid them in a nest in the woods4 ,it was a lovely spot1 with a thick carpet of moss underfoot and the snowy blossoms of the wild plum overhead4 ,then they all went to the tiny chapel that stood at the other side of the village1 to listen to the music and hear the good pastor tell the story of ,easter day1 after which they walked home by the woodland path4 ,little ,hans and ,annchen were running ahead of the others1 and all at once they called1 8,oh1 ,mother1 ,grandmother1 come60 ,the good mother said1 8,they must have found the eggs10 and hurried to see4 ,yes1 there the children knelt1 bending over the nest of eggs lovelier than they had ever seen4 8,they are beautiful1 ,mother60 exclaimed ,hans4 8,see1 they look like hen's eggs1 yet they are every color1 like the rainbow4 ,how did they get here in the woods80 8,i know10 cried little ,annchen4 8,a fairy bird laid them40 ,just then a rabbit leaped out of some tall grass behind the nest1 and hopped away into the forest4 ,the children screamed with delight4 8,the rabbit laid the eggs6 ,the rabbit laid the eggs60 they shouted4 ,and ever since that time ,bavarian children have played that rabbits lay ,easter eggs4 ,,the ,,easter ,,eggs ,,adapted ,,from ,,story ,,by ,,canon ,,schmidt 7,ethics7 ,during the days of the ,crusades a little village stood in the heart of a little valley4 ,the people living there were very poor1 but so good and gentle that despite their poverty they were happier than many of the great folk of the realm4 ,they had none of the cares that trouble the rich4 ,their rude black huts1 each with its tiny garden plot and bit of meadow land where they pastured the cow or goats1 satisfied them because they knew nothing else1 and they lived so simply and healthfully that there were men over a hundred years of age among them4 ,sometimes they burned charcoal for the iron works in the mountains and earned a few pennies1 when they felt rich indeed1 but if there was no money they did not complain4 ,they ate their vegetables and black bread and drank their goat's milk in contentment4 ,one day1 when the corn ears were yellowing1 a little girl hurried down the mountain side where she had been tending goats4 ,she ran to her home at the edge of the village1 and called to her mother in the garden1 8,oh1 mamma1 come quickly6 ,a beautiful woman with two pretty children is waiting for me on the mountain4 ,they are very tired and hungry1 and she asked me for some bread and milk40 ,kind hearts beat in the breasts of those village folk1 and although they had little themselves1 they were always ready to share their small store4 ,quickly the mother filled a jar with goat's milk and took some bread1 butter1 and cheese1 and she and her husband followed the little daughter up the mountain side4 ,after a while they came to a turn in the path1 and saw a woman1 very young and very beautiful1 sitting on a rock under a beech tree4 ,she was holding a little girl who was as lovely as herself1 and beside them1 on the ground1 a tiny dark-eyed boy played with a bunch of thistles4 ,not far away an old man was unloading a mule and opening bundles as if preparing to camp for the night4 ,their clothing was of the costly kind that is worn only by the very rich1 and it seemed strange that they should be asking food of the poor4 ,the village wife offered the bread1 butter1 and cheese she had brought with her1 which the woman received with smiles and words of thanks4 ,she kept nothing herself1 but gave all to the old man and children1 who ate the coarse peasant fare as if it tasted very good1 and as she watched them tears streamed down her cheeks4 ,she asked many questions about the valley1 and finding that no one but charcoal burners lived there1 and that strangers almost never came by1 exclaimed1 8,i think ,god must have sent me here4 ,i have been driven from home and am seeking a spot where we may rest in peace40 ,they went down to the valley together1 and the peasant and his wife led the way to a vacant house1 which the woman rented for her home4 ,it was a very humble cottage1 but she said it suited her1 for it was new and clean1 and from its little windows one could see out over the cabins and the garden plots to the tall1 dark fir trees on the mountain slopes4 ,she took one of the village girls for a servant1 and the worn1 unhappy look began to leave her face4 ,early the next morning she called the maid ,marie1 gave her a silver piece1 and said1 8,go and get some eggs for breakfast40 ,the girl looked at her in surprise4 8,oh1 madame60 she asked sorrowfully1 8do you mean that ,i must take the eggs of the dear little birds that sing in the forest80 8,of course not10 her mistress replied1 thinking her very silly1 8,i want hen's eggs1 not bird's eggs40 ,but ,marie looked more amazed than before4 8,i don't know what you mean by #8hens1'0 she said4 8,we have none of them here40 8,you have no hens60 the woman exclaimed4 8,how can that be80 ,then she remembered that this was a village of poor peasants and that only the rich had chickens1 because they had just been brought to ,europe from ,asia1 and were very costly4 ,so she bade the old man ,kuno go to the city across the mountains and bring her everything she needed4 8,and be sure not to forget the cock and hens10 she called after him as he rode away4 ,late that afternoon the man returned1 and the woman met him at the door4 8,have you brought the chickens80 she asked4 ,nodding in reply1 he set the cage on the ground4 ,by this time the village children had gathered around1 and were greatly excited about the strange-looking birds4 ,they laughed and clapped their hands1 for they never had seen anything like them1 and when ,kuno turned them out of the cage and they walked around picking up the grain he threw to them1 their joy knew no bounds4 ,then the cock flapped his wings and crowed and some of the hens cackled1 and the children danced and screamed in delight4 ,they stayed until it was dark1 and early the next morning came again and brought their fathers and mothers to see the wonderful birds that sang such curious songs4 ,summer passed and autumn came4 ,the last apples fell from the trees1 nuts dropped in the frost-painted forest1 and the sharp winds of ,november blew down from the peaks1 yet still the lovely stranger and her children stayed in the village4 ,that was very strange1 for the valley was entirely surrounded by rugged mountains1 and was a rough1 wild country in winter1 when the tiny houses were almost buried in the snow4 ,but they seemed happy there1 and the people wondered much about it4 ,they talked of it as they herded the goats on the slopes1 as they burned charcoal in the shadow of the fir trees1 and always would end by saying1 8,she is some great lady1 for she speaks the language of court1 and she and her children have costly clothes and many gold pieces40 ,but they found out nothing1 for when they asked the children who their mother was they said1 8,she is mamma1 and we are ,blanche and ,edmund40 ,so still they wondered and still they did not know4 ,but they were glad she lived among them1 because they had grown to love her very much4 ,she was kind and charitable toward every one in the village4 ,she gave food to the poor and took care of the sick1 and the peasants repaid her with many kindnesses4 ,they gave her game they killed in the forest1 and when spring came and the snow melted1 the village children roamed the woods for the earliest violets and cowslips1 and brought them to her door4 ,these acts of kindness touched her1 and the morning before ,easter she thought1 8,i must do something to make them happy40 ,but what could it be8 ,she couldn't give them a feast1 because1 although she had plenty of money1 it was impossible to get any meat in the village2 and she couldn't give them presents1 because there was no place to buy them4 ,she had nothing but eggs1 which she thought would be no treat at all4 ,then an idea came to her4 ,calling ,marie1 the maid1 she told her of it and they merrily went to work4 ,they went into the woods and gathered roots1 moss1 and berries such as were used for dyeing in those days4 ,they made cakes and custards4 ,they colored eggs red1 blue1 green1 orange1 and lilac1 and planned to give the people a grand surprise4 ,late in the afternoon little ,blanche and ,edmund went out through the village and stopped at every house1 saying1 8,mamma invites you1 you and all your family1 great and small1 to a feast at our house tomorrow4 ,come after the mass40 ,everybody accepted the invitation4 ,they had never been to a real feast1 and to go to one at the house of the lovely stranger would be fine indeed4 ,they took out their best holiday attire1 polished their shoe buckles until they shone1 and made ready for a gala time1 and on ,easter morning a line of men1 women1 and children went from the chapel to the cottage of the lady4 ,she met them at the door and led them into the garden1 where two long tables were spread4 ,the parents were told to sit down1 but she said to the children1 8,it is not time for you to eat yet4 ,go into the woods with ,edmund and ,blanche1 and make little nests of moss4 ,put them under the trees1 and be sure to remember where you left them40 ,they ran out laughing1 and the parents sat down to the feast1 and a splendid feast it seemed to them6 ,there were eggs in the shell1 fried eggs1 eggs in milk1 omelets1 and sweet1 yellow custards1 and as they never had tasted eggs before1 they thought them wonderfully delicious4 ,after a while the children came back for their share in the good things1 and as soon as they had finished eating1 the woman said1 8,go out and look for your pretty nests40 ,a rush and a scramble and they were in the woods1 and a moment later cries of delight and wonder were heard1 for in each nest they found five lovely eggs of red1 blue1 green1 purple1 and orange4 ,they came pell-mell to show them to their fathers and mothers1 who discovered something written upon them4 ,it was a motto1 and the villagers1 who were too unlettered to read it1 asked the lady to tell them what it meant4 ,they smiled as they listened1 as if believing in the truth of the words they heard3 ,in ,god's protecting goodness trust1 ,for ,he will aid the kind and just4 ,the afternoon passed joyously1 and when the chapel bell rang out the ,angelus1 the villagers departed1 and the woman stood in the doorway with a smile upon her face1 watching them go to their homes4 ,while she watched1 a youth carrying a bundle came walking down the mountain path4 ,he seemed very tired and sad1 and tears came into his eyes as she called to him4 ,he told her he was on his way to a village beyond to see his mother1 who was old and sick1 and that he had walked a long way without food4 8,i have a little money10 he said1 8but must not spend it for myself1 because it is needed at home40 ,touched by his story1 the woman took him into the house1 where a good meal was set before him2 and as he was about to start away1 she gave him a gold piece and some eggs for his little brother and sister4 ,refreshed by rest and food he strode on his way through the village1 took the path that led to the other side of the mountains1 and after a while came to the edge of a ravine4 ,from that point the trail was narrow and dangerous1 and he walked rapidly because he wanted to reach home before night4 ,but suddenly he stopped4 ,looking down to where a tiny stream wound through the gulch1 he saw a horse4 ,it was saddled and bridled1 which seemed very strange to him4 8,i wonder if some one has fallen and needs help10 he murmured4 ,so1 although he wanted to be on his way1 he climbed down over the crags4 ,it was as he feared4 ,a man was lying there1 motionless as if dead4 ,he was dressed in heavy armor1 by which the lad knew he was some one rich and great4 ,pulling off the helmet to use as a dipper1 he ran to the river for water1 and poured it over the drawn1 white face4 ,the rider opened his eyes slowly1 and when he saw the youth kneeling beside him said1 8,thank ,god for sending you6 ,i fell down over the cliffs1 and thought ,i was to lie here and die4 ,oh1 ,i am so weak and faint60 he sighed4 ,the peasant boy remembered the pretty eggs in his bundle that were intended for his little brother and sister at home4 8,but they would want me to give them to this poor fellow10 he thought4 ,so he shelled one and held it to the trembling lips4 ,the man ate it as if nearly starved1 and another and another4 ,then1 seeing the motto on the one that was still unbroken1 he opened his eyes wide4 8,stop10 he said as the boy was about to break it4 8,let me have it as it is and ,i will give you a gold piece for it40 ,then the peasant youth1 who was stalwart and strong1 helped him on to his horse1 and led him to his own village1 where the doctor said he must lie still for six weeks4 ,he groaned as he heard those words1 and exclaimed1 8,six weeks1 and my master waiting for word of her60 ,but he was a soldier1 and knew how to wait4 ,he stayed patiently1 and at the end of the time went on his way4 ,meanwhile1 back in the village in the valley1 the beautiful stranger lived on with her children4 ,she seemed very happy until one day the man ,kuno went to the city across the mountain1 and returned looking pale and worried4 8,madame10 he said as she met him at the door1 8,i have bad news for you40 ,she turned white1 as if some terrible thing had happened1 took him into the house1 and they talked together for a long time4 ,then ,kuno left the cottage and hurried through the village to the house of the miller1 who was also the mayor4 8,my mistress wishes to speak to you10 he said4 ,the man went back with him1 and when they reached the house1 the woman told a strange story4 8,i am ,rosalinde1 daughter of the ,duke of ,burgundy10 she said4 8,in my father's court were two knights1 ,hanno of ,schraffeneck and ,arno of ,lindenburg1 who were suitors for my hand4 ,i chose ,arno1 and ,hanno was furiously angry4 ,he vowed he would have revenge1 but ,i was happy with my husband1 and did not fear him4 8,all went well for a long time4 ,then the emperor summoned my husband to go on the ,holy ,wars to ,palestine1 and he rode away with the ,crusaders1 leaving me alone with the children4 ,hanno1 too1 was summoned to fight the ,moslems1 but he stayed behind1 vowing that now he would have his revenge1 and unless ,i married him he would put me into prison and kill my children4 8,the castle of my lord was strong1 but there was no one to defend it after he and his train went away1 and ,hanno brought many men and began a siege4 ,my good ,kuno1 who knew a secret passage1 aided me to escape and brought me across the mountains to your village1 where ,i have felt safe4 ,but today he saw ,hanno in the city1 asking people if a lady with two children and an old domestic had passed that way40 ,she stopped a moment as if she could not speak for tears1 then went on sadly1 8,kuno hid and was not seen1 but ,i fear that when ,hanno comes through the valley1 the people will tell him ,i am here1 and then he will put me in prison and kill my children40 ,the miller shook his head and spoke words of comfort4 8,have no fear1 madame10 he said4 8,the villagers will not tell that you are here1 and if ,hanno comes and tries to take you1 we will defend you with our lives40 ,then he went from house to house1 telling the story of the ,lady ,rosalinde4 ,soon every one in the village knew it and the people swore to protect her at any cost1 and the next day when ,hanno came1 they pretended to be so stupid that they didn't know what he was talking about4 8,she has not been here10 he said to his men4 ,and they went away4 ,after that all was peaceful in the village1 and the ,lady ,rosalinde was no longer afraid4 ,her children played with the charcoal burners' children1 and every evening they went to the little chapel at the edge of the forest to pray for the safe return of the husband and father from ,palestine4 ,one lovely evening in the month of ,may1 they went to the church as usual1 and when they came out1 sat down on some rocks to watch the sun sink behind the mountain4 ,a pilgrim came by1 bending low over a staff1 his long white hair reaching his shoulders and his beard flowing down over his breast4 ,he noticed the children and spoke to them1 and little ,edmund said1 8,we have just been to church to pray for our dear papa40 ,the ,lady ,rosalinde was terribly frightened1 for she thought he might be some one who would carry word to ,hanno1 but a moment later her fear turned to joy1 for the pilgrim snatched off his beard and white hair1 and a young1 handsome knight stood before them4 ,little ,blanche and ,edmund screamed in delight1 for they knew it was their father4 8,how did you find us80 ,lady ,rosalinde asked4 8,i found you1 my dear ,rosalinde1 because you were good and charitable40 ,then he told how he had returned from the ,crusades to a ruined castle4 8,i questioned the peasants around1 who said ,hanno had besieged it1 and that you and the children had escaped4 ,then ,i led my train against him and took him prisoner1 and sent out horsemen to find word of you4 ,it seemed they would never come back1 and when they did my heart almost broke1 for although they had scoured the land they had no news4 ,there was one1 however1 who did not return1 and thinking he had been killed1 ,i gave up hope4 ,but six weeks later he came with a strange story1 and gave me a colored egg1 and imagine my joy1 to find upon it in your own handwriting1 the motto of my house3 8,in ,god's protecting goodness trust1 ,for ,he will aid the kind and just40 ,then1 continuing the story1 ,lord ,arno told how he had gone in the guise of a pilgrim to the home of the peasant from whom the cavalier received the egg1 and learning that his wife and children were in the valley1 had come seeking them4 ,word that the lovely woman had been found by her husband soon traveled throughout the village1 and the people1 young and old1 came to welcome him4 ,he was a true and valiant knight and thanked them for their kindness to his loved ones1 for the ,lady ,rosalinde had told him of her stay in the valley1 and of how good and gentle the peasants were4 8,and now1 my dear friends10 he said1 8to show you how grateful ,i am1 ,i promise to give a fine1 big cow to every family in the village4 ,and every year at ,easter time1 my wife and ,i will send colored eggs to the children1 not only to those of this valley1 but to every boy and girl in the realm40 ,then ,lord ,arno and his family departed1 rebuilt their ruined castle1 and lived happily there4 ,but they never forgot the charcoal burners in the valley1 and every year sent quantities of gay eggs to the children4 ,as years passed the custom spread from country to country1 until now colored eggs are given at ,easter time to children in every ,christian land4 ,,prince ,,unexpected ,,from ,,the ,,polish ,,of ,,glinski 7,slavic ,wonder ,tale7 ,there were a king and a queen who had been married for three years1 but had no children1 at which they were both much distressed4 ,once upon a time the king found himself obliged to make a visit of inspection round his dominions2 he took leave of his queen1 set off1 and was not at home for eight months4 ,towards the end of the ninth month the king returned from his progress through his country1 and was already hard by his capital city1 when1 as he journeyed over an uninhabited plain during the most scorching heat of summer1 he felt such excessive thirst that he sent his servants round about to see if they could find water anywhere and let him know of it at once4 ,the servants dispersed in various directions1 sought in vain for a whole hour1 and returned without success to the king4 ,the thirst-tormented king proceeded to traverse the whole plain far and wide himself1 not believing that there was not a spring somewhere or other2 on he rode1 and on a level spot1 on which there had not previously been any water1 he espied a well with a new wooden fence round it1 full to the brim with spring water1 in the midst of which floated a silver cup with a golden handle4 ,the king sprang from his horse and reached after the cup with his right hand2 but the cup1 just as if it were alive and had eyes1 darted quickly on one side and floated again by itself4 ,the king knelt down and began to try to catch it1 now with his right hand1 now with his left1 but it moved and dodged away in such a manner that1 not being able to seize it with one hand1 he tried to catch it with both4 ,but scarcely had he reached out with both hands when the cup dived like a fish1 and floated again on the surface4 8,hang it60 thought the king1 8,i can't help myself with the cup1 ,i'll manage without it40 ,he then bent down to the water1 which was as clear as crystal and as cold as ice1 and began in his thirst to drink4 ,meanwhile his long beard1 which reached down to his girdle1 dipped into the water4 ,when he had quenched his thirst and wished to get up again1 something was holding his beard and would not let it go4 ,he pulled once and again1 but it was of no use2 he cried out therefore in anger1 8,who's there8 ,let go60 8,it's ,i1 the subterranean king1 immortal ,bony1 and ,i shall not let go till you give me that which you left unknowingly at home1 and which you do not expect to find on your return40 ,the king looked into the depth of the well1 and there was a huge head like a tub1 with green eyes and a mouth from ear to ear2 the creature was holding the king by the beard with extended claws like those of a crab1 and was laughing mischievously4 ,the king thought that a thing of which he had not known before starting1 and which he did not expect on his return1 could not be of great value2 so he said to the apparition1 8,i give it40 ,the apparition burst with laughter and vanished with a flash of fire1 and with it vanished also the well1 the water1 the wooden fence1 and the cup2 and the king was again on a hillock by a little wood kneeling on dry sand1 and there was nothing more4 ,the king got up1 crossed himself1 sprang on his horse1 hastened to his attendants1 and rode on4 ,in a week or maybe a fortnight the king arrived at his capital2 the people came out in crowds to meet him2 he went in procession to the great court of the palace and entered the corridor4 ,in the corridor stood the queen awaiting him1 and holding close to her bosom a cushion1 on which lay a child1 beautiful as the moon1 kicking in swaddling clothes4 ,the king recollected himself1 sighed painfully1 and said within himself3 8,this is what ,i left without knowing and found without expecting60 ,and bitterly1 bitterly did he weep4 ,all marveled1 but nobody dared to ask the cause4 ,the king1 without saying a word1 took his son in his arms1 gazed long on his innocent face1 carried him into the palace himself1 laid him in the cradle1 and1 suppressing his sorrow1 devoted himself to the government of his realm2 but he was never again cheerful as formerly1 since he was perpetually tormented by the thought that some day ,bony would claim his son4 ,meanwhile weeks1 months1 and years flowed on1 and no one came for his son4 ,the prince1 named 8,unexpected10 grew and developed1 and eventually became a handsome youth4 ,the king also in course of time regained his usual cheerfulness1 and forgot what had taken place2 but alas6 everybody did not forget so easily4 ,once the prince1 while hunting in a forest1 became separated from his suite and found himself in a savage wilderness4 ,suddenly there appeared before him a hideous old man with green eyes1 who said1 8,how do you do1 ,prince ,unexpected8 ,you have made me wait for you a long time40 8,who are you80 8,that you will find out hereafter1 but now1 when you return to your father1 greet him from me1 and tell him that ,i should be glad if he would close accounts with me1 for if he doesn't soon get out of my debt of himself1 he will repent it bitterly40 ,after saying this the hideous old man disappeared1 and the prince in amazement turned his horse1 rode home1 and told the king his adventure4 ,the king turned as pale as a sheet1 and revealed the frightful secret to his son4 8,do not weep1 father60 replied the prince1 8it is no great misfortune6 ,i shall manage to force ,bony to renounce the right over me1 which he tricked you out of in so underhand a manner1 but if in the course of a year ,i do not return1 it will be a token that we shall see each other no more40 ,the prince prepared for his journey2 the king gave him a suit of steel armor1 a sword1 and a horse1 and the queen hung round his neck a cross of pure gold4 ,at leave-taking they embraced affectionately1 wept heartily1 and the prince rode off4 ,on he rode one day1 two days1 three days1 and at the end of the fourth day at the setting of the sun he came to the shore of the sea2 and in the selfsame bay he espied twelve dresses1 white as snow1 though in the water1 as far as the eye could reach1 there was no living soul to be seen--only twelve white geese were swimming at a distance from the shore4 ,curious to know to whom they belonged1 he took one of the dresses1 let his horse loose in a meadow1 concealed himself in a neighboring thicket1 and waited to see what would come to pass4 ,thereupon the geese1 after disporting themselves on the sea1 swam to the shore4 ,eleven of them went to the dresses1 each threw herself on the ground and became a beautiful damsel1 dressed herself with speed1 and flew away into the plain4 ,the twelfth goose1 the last and prettiest of all1 did not venture to come out on the shore1 but only wistfully stretched out her neck1 looking on all sides4 ,on seeing the prince she called out with a human voice3 8,prince ,unexpected1 give me my dress2 ,i will be grateful to you in return40 ,the prince hearkened to her1 placed the dress on the grass1 and modestly turned away in another direction4 ,the goose came out on the grass1 changed herself into a damsel1 dressed herself hastily1 and stood before the prince2 she was young and more beautiful than eye had seen or ear heard of4 ,blushing1 she gave him her white hand1 and1 casting her eyes down1 said with a pleasing voice3 8,i thank you1 good prince1 for hearkening to me4 ,i am the youngest daughter of immortal ,bony4 ,he has twelve young daughters1 and rules in the subterranean realm4 ,my father1 prince1 has long been expecting you and is very angry4 ,however1 don't grieve1 and don't be frightened1 but do as ,i tell you4 ,as soon as you see ,king ,bony1 fall at once on your knees1 and paying no regard to his outcry1 upbraiding1 and threats1 approach him boldly4 ,what will happen afterwards you will learn1 but now we must part40 ,on saying this the princess stamped on the ground with her little foot2 the ground sprang open at once1 and they descended into the subterranean realm1 right into ,bony's palace1 which shone all underground brighter than our sun4 ,the prince stepped boldly into the reception room4 ,bony was sitting on a golden throne with a glittering crown on his head2 his eyes gleamed like two saucers of green glass and his hands were like the nippers of a crab4 ,as soon as the prince espied him at a distance1 he fell on his knees1 and ,bony yelled so horribly that the vaults of the subterranean dominion quaked2 but the prince boldly moved on his knees towards the throne1 and when he was only a few paces from it1 the king smiled and said3 8,thou hast marvelous luck in succeeding in making me smile2 remain in our subterranean realm1 but before thou becomest a true citizen thereof thou art bound to execute three commands of mine2 but because it is late today1 we will begin tomorrow2 meanwhile go to thy room40 ,the prince slept comfortably in the room assigned to him1 and early on the morrow ,bony summoned him and said3 8,we will see1 prince1 what thou canst do4 ,in the course of the following night build me a palace of pure marble2 let the windows be of crystal1 the roof of gold1 an elegant garden round about it1 and in the garden seats and fountains2 if thou buildest it1 thou wilt gain thyself my love2 if not1 ,i shall command thy head to be cut off40 ,the prince heard the command1 returned to his apartment1 and was sitting mournfully thinking of the death that threatened him1 when outside at the window a bee came buzzing and said1 8,let me in60 ,he opened the lattice1 in flew the bee1 and the princess1 ,bony's youngest daughter1 appeared before the wondering prince4 8,what are you thus thinking about1 ,prince ,unexpected80 8,alas6 ,i am thinking that your father wishes to deprive me of life40 8,don't be afraid6 ,lie down to sleep1 and when you get up tomorrow morning your palace will be ready40 ,so1 too1 it came to pass4 ,at dawn the prince came out of his room and espied a more beautiful palace than he had ever seen1 and ,bony1 when he saw it1 wondered1 and would not believe his own eyes4 8,well6 thou hast won this time1 and now thou hast my second command4 ,i shall place my twelve daughters before thee tomorrow2 if thou dost not guess which of them is the youngest1 thou wilt place thy head beneath the ax40 8,i unable to recognize the youngest princess60 said the prince in his room4 8,what difficulty can there be in that80 8,this10 answered the princess1 flying into the room in the shape of a bee1 8that if ,i don't help you1 you won't recognize me1 for we are all so alike that even our father distinguishes us only by our dress40 8,what am ,i to do80 8,what1 indeed6 ,that will be the youngest over whose right eye you espy a ladycow4 ,only look well4 ,adieu60 ,on the morrow ,king ,bony again summoned ,prince ,unexpected4 ,the princesses stood in a row side by side1 all dressed alike and with eyes cast down4 ,the prince looked and marveled how alike all the princesses were2 he went past them once1 twice--he did not find the appointed token2 the third time he saw a ladycow over the eyebrow of one1 and cried out3 8,this is the youngest princess60 8,how the deuce have you guessed it80 said ,bony angrily4 8,there must be some trickery here4 ,i must deal with your lordship differently4 ,in three hours you will come here again1 and will show your cleverness in my presence4 ,i shall light a straw1 and you will stitch a pair of boots before it goes out1 and if you don't do it you will perish40 ,the prince returned desponding and found the bee already in his apartment4 8,why pensive again1 prince80 8,how shouldn't ,i be pensive1 when your father wants me to stitch him a pair of boots1 for what sort of cobbler am ,i80 8,what else will you do80 8,what am ,i to do8 ,i shan't stitch the boots1 and ,i'm not afraid of death--one can die but once60 8,no1 prince1 you shall not die6 ,i will endeavor to rescue you1 and we will either escape together or perish together6 ,we must flee--there's nothing else to be done40 ,saying this1 the princess spat on one of the window panes1 and the spittle immediately froze4 ,she then went out of the room with the prince1 locked the door after her1 and threw the key far away4 ,then1 taking each other by the hands1 they ascended rapidly1 and in a moment found themselves on the very spot whence they had descended into the subterranean realm2 there was the selfsame sea1 the selfsame fresh meadow1 and in the meadow cantered the prince's well-fed horse1 who1 as soon as he descried his rider1 came galloping straight to him4 ,the prince didn't stop long to think1 but sprang on his horse1 the princess seated herself behind him1 and off they set as swift as an arrow4 ,king ,bony at the appointed hour did not wait for ,prince ,unexpected1 but sent to ask him why he did not appear4 ,finding the door locked1 the servants knocked at it vigorously1 and the spittle answered them from the middle of the room in the prince's voice1 8,anon40 ,the servants carried this answer to the king2 he waited1 waited1 no prince2 he therefore again sent the same servants1 who heard the same answer3 8,anon60 and carried what they had heard to the king4 8,what's this8 ,does he mean to make fun of me80 shouted the king in wrath4 8,go at once1 break the door open1 and conduct him to me60 ,the servants hurried off1 broke open the door1 and rushed in4 ,what1 indeed8 ,there was nobody there1 and the spittle on the pane of glass was splitting with laughter at them4 ,bony all but burst with rage1 and ordered them all to start off in pursuit of the prince1 threatening them with death if they returned empty-handed4 ,they sprang on horseback and hastened away after the prince and princess4 ,meanwhile ,prince ,unexpected and the princess1 ,bony's daughter1 were hurrying away on their spirited horse1 and amidst their rapid flight heard 8,tramp1 tramp10 behind them4 ,the prince sprang from the horse1 put his ear to the ground1 and said1 8,they are pursuing us40 8,then10 said the princess1 8we have no time to lose40 ,instantly she transformed herself into a river1 changed the prince into a bridge and the horse into a raven1 and divided the grand highway beyond the bridge into three roads4 ,swiftly on the fresh track hastened the pursuers1 came to the bridge1 and stood stupefied2 they saw the track up to the bridge1 but beyond it disappeared1 and the highway divided into three roads4 ,there was nothing to be done but to return1 and they came with naught4 ,bony shouted with rage1 and cried out3 8,a bridge and a river6 ,it was they4 ,how was it that ye did not guess it8 ,back1 and don't return without them60 ,the pursuers recommenced the pursuit4 8,i hear #8,tramp1 tramp6'0 whispered the princess1 ,bony's daughter1 affrightedly to ,prince ,unexpected1 who sprang from the saddle1 put his ear to the ground1 and replied3 8,they are making haste1 and are not far off40 ,that instant the princess and prince1 and with them also their horse1 became a gloomy forest1 in which there were roads1 byroads1 and footpaths without number1 and on one of them it seemed that two riders were hastening on a horse4 ,following the fresh track1 the pursuers came up to the forest1 and when they espied the fugitives in it1 they hastened speedily after them4 ,on and on hurried the pursuers1 seeing continually before them a thick forest1 a wide road1 and the fugitives on it2 now1 now they thought to overtake them1 when the fugitives and the thick forest suddenly vanished1 and they found themselves at the selfsame place whence they had started in pursuit4 ,they returned1 therefore1 again to ,bony empty-handed4 8,a horse1 a horse6 ,i'll go myself6 they won't escape out of my hands60 yelled ,bony1 foaming at the mouth1 and started in pursuit4 ,again the princess said to ,prince ,unexpected3 8,methinks they are pursuing us1 and this time it is ,bony1 my father1 himself1 but the first church is the boundary of his dominion1 and he cannot pursue us farther4 ,give me your golden cross40 ,the prince took off his affectionate mother's gift and gave it to the princess1 and in a moment she was transformed into a church1 he into the priest1 and the horse into the bell2 and that instant up came ,bony4 8,monk60 ,bony asked the priest1 8hast thou not seen some travelers on horseback80 8,only just now ,prince ,unexpected rode this way with the princess1 ,bony's daughter4 ,they came into the church1 performed their devotions1 gave money for a mass for your good health1 and ordered me to present their respects to you if you should ride this way40 ,bony1 too1 returned empty-handed4 ,but ,prince ,unexpected rode on with the princess1 ,bony's daughter1 in no further fear of pursuit4 ,they rode gently on1 when they saw before them a beautiful town1 into which the prince felt an irresistible longing to go4 8,prince10 said the princess1 8don't go2 my heart forebodes misfortune there40 8,i'll ride there for only a short time1 and look round the town1 and we'll then proceed on our journey40 8,it's easy enough to ride thither1 but will it be as easy to return8 ,nevertheless1 as you absolutely desire it1 go1 and ,i will remain here in the form of a white stone till you return2 be circumspect1 my beloved2 the king1 the queen1 and the princess1 their daughter1 will come out to meet you1 and with them will be a beautiful little boy--don't kiss him1 for1 if you do1 you will forget me at once1 and will never set eyes on me more in the world--,i shall die of despair4 ,i will wait for you here on the road for three days1 and if on the third day you don't return1 remember that ,i perish1 and perish all through you40 ,the prince took leave and rode to the town1 and the princess transformed herself into a white stone and remained on the road4 ,one day passed1 a second passed1 the third also passed1 and nothing was seen of the prince4 ,poor princess6 ,he had not obeyed her counsel2 in the town1 the king1 the queen1 and the princess their daughter had come out to meet him1 and with them walked a little boy1 a curly-headed chatterbox1 with eyes as bright as stars4 ,the child rushed straight into the prince's arms1 who was so captivated by the beauty of the lad that he forgot everything and kissed the child affectionately4 ,that moment his memory was darkened1 and he utterly forgot the princess1 ,bony's daughter4 ,the princess lay as a white stone by the wayside1 one day1 two days1 and when the third day passed and the prince did not return from the town1 she transformed herself into a cornflower1 and sprang in among the rye by the roadside4 8,here ,i shall stay by the roadside2 maybe some passer-by will pull me up or trample me into the ground10 said she1 and tears like dewdrops glittered on the azure petals4 ,just then an old man came along the road1 espied the cornflower in the rye by the wayside1 was captivated by its beauty1 extracted it carefully from the ground1 carried it into his dwelling1 set it in a flowerpot1 watered it1 and began to tend it attentively4 ,but--,o marvel6--ever since the time that the cornflower was brought into his dwelling1 all kinds of wonders began to happen in it4 ,scarcely was the old man awake1 when everything in the house was already set in order1 nowhere was the least atom of dust remaining4 ,at noon he came home--dinner was all ready1 the table set2 he had but to sit down and eat as much as he wanted4 ,the old man wondered and wondered1 till at last terror took possession of him1 and he betook himself for advice to an old witch of his acquaintance in the neighborhood4 8,do this10 the witch advised him3 8get up before the first morning dawn1 before the cocks crow to announce daylight1 and notice diligently what begins to stir first in the house1 and that which does stir1 cover with this napkin3 what will happen further1 you will see40 ,the old man did not close his eyes the whole night1 and as soon as the first gleam appeared and things began to be visible in the house1 he saw how the cornflower suddenly moved in the flowerpot1 sprang out1 and began to stir about the room2 when simultaneously everything began to put itself in its place2 the dust began to sweep itself clean away1 and the fire kindled itself in the stove4 ,the old man sprang cleverly out of his bed and placed the cloth on the flower as it endeavored to escape1 when lo6 the flower became a beautiful damsel--the princess1 ,bony's daughter4 8,what have you done80 cried the princess4 8,why have you brought life back to me8 ,my betrothed1 ,prince ,unexpected1 has forgotten me1 and therefore life has become distasteful to me40 8,your betrothed1 ,prince ,unexpected1 is going to be married today2 the wedding feast is ready1 and the guests are beginning to assemble40 ,the princess wept1 but after a while dried her tears1 dressed herself in frieze1 and went into the town like a village girl4 ,she came to the royal kitchen1 where there was great noise and bustle4 ,she went up to the clerk of the kitchen with humble and attractive grace1 and said in a sweet voice3 8,dear sir1 do me one favor3 allow me to make a wedding cake for ,prince ,unexpected40 ,occupied with work1 the first impulse of the clerk of the kitchen was to give the girl a rebuff2 but when he looked at her1 the words died on his lips and he answered kindly3 8,ah1 my beauty of beauties6 do what you will2 ,i will hand the prince your cake myself40 ,the cake was soon baked1 and all the invited guests1 were sitting at table4 ,the clerk of the kitchen himself placed a huge cake on a silver dish before the prince2 but scarce had the prince made a cut in the side of it1 when lo6 an unheard-of marvel displayed itself in the presence of all4 ,a gray tom-pigeon and a white hen-pigeon came out of the cake2 the tom-pigeon walked along the table1 and the hen-pigeon walked after him1 cooing3 8,stay1 stay1 my pigeonet1 oh stay6 ,don't from thy true love flee away2 ,my faithless lover ,i pursue1 ,prince ,unexpected like unto1 ,who ,bony's daughter did betray40 ,scarcely had ,prince ,unexpected heard this cooing of the pigeon1 when he regained his lost recollection1 bounced from the table1 rushed to the door1 and behind the door the princess1 ,bony's daughter1 took him by the hand2 they went together down the corridor1 and before them stood a horse saddled and bridled4 ,why delay8 ,prince ,unexpected and the princess1 ,bony's daughter1 sprang on the horse1 started on the road1 and at last arrived happily in the realm of ,prince ,unexpected's father4 ,the king and the queen received them with joy and merriment1 and did not wait long before they prepared them a magnificent wedding1 the like of which eye never saw and ear never heard of4 ,,the ,,greedy ,,cobbler 7,welsh ,folk ,tale--,ethics1 teaching contentment7 ,once upon a time a ,welsh cobbler carrying a hazel wand was walking over ,london ,bridge1 and as he sauntered along he met an ,englishman4 8,ah10 the latter exclaimed1 pointing to the wand the man of ,cambria used as a cane1 8where did you get it80 8,where did ,i get it80 the ,welshman repeated1 amazed that any one should ask such a question4 8,off of a hazel bush1 to be sure40 ,but the stranger stared in big-eyed wonder and shook his head4 8,there is only one hazel bush of that kind in all the world10 he declared1 8and under it a vast treasure is hidden4 ,lead me to the spot1 and ,i will share it with you40 ,the ,welshman smiled pleasantly1 for he began to have visions of a luxurious1 idle life4 ,he hated to work1 and was always grumbling because he had to hammer away at shoe lasts to make his living4 ,to be sure he would lead the ,englishman to the spot1 and once he had some gold in his possession1 he'd do nothing but feast and ride in a coach and dance at the fair4 ,so he said quite wearily1 lest the stranger think he seemed too eager and change his mind1 8,it is a long way from here1 in the ,vale of ,neath in my native ,wales1 and by my faith ,i have no desire to walk that distance40 ,but the ,englishman coaxed1 which was just what the ,welshman wanted him to do4 ,so they turned away from ,london ,bridge and journeyed northward across mountains and valleys1 until they came to ,cambria4 ,after several days they came to ,craig-i-,ddinas1 in the lovely ,vale of ,neath4 ,the ,welshman led the way to the hazel bush1 beside which he had often played when a boy1 and the ,englishman said1 8,in due time we will begin work40 ,when darkness was heavy enough to cover all trace of what they did1 they dug up the bush1 and the ,englishman1 who happened to be a wizard1 pointed to a broad stone under the roots and said1 8,below is the treasure4 ,do as ,i bid and you shall be rich40 ,and the ,welshman began to feel very important1 thinking how people would honor him when he lived in a great house and wore a velvet coat4 ,then the cock crowed for dawn1 and they knew they must hurry away before any of the peasants saw them4 ,the ,welshman did not wish his village cousins to know he was there1 for they would question why he had come2 so they found a vacant tinker's hut in which to rest until darkness made it safe for them to go to work again4 ,but the cobbler was too excited to sleep4 ,the sight of the broad1 flat stone at the root of the hazel bush brought back to his mind a story he had often heard1 one that the village grandmothers used to tell when he was a boy4 ,again and again he thought of it1 the story of the treasure of ,king ,arthur4 ,historians state that when the ruler of ,camelot was killed in the battle of ,mount ,badon1 he was buried at ,glastonbury1 but the ,welsh country folk say that is not true4 ,they declare ,merlin carried him straight to the lovely ,vale of ,neath1 where he sleeps on his arms1 with his ,round ,table ,knights beside him and all the wealth of his realm piled at his feet4 ,there he and his warriors will rest until the ringing of a warning bell1 when the ,black and ,golden ,eagles go to war4 ,then they will rise up and destroy every enemy of ,cambria1 when ,britain will be governed with justice and peace will reign as long as the world endures4 ,could it be that the broad stone at the foot of the hazel tree covered the entrance to ,arthur's cave8 ,this the ,welshman pondered until it was almost dark and time to go to work again4 ,cautiously they left the hut and approached the spot1 peering in every direction lest some one see and question them4 ,sturdily they pulled and tugged at the rock1 and slowly1 steadily moved it1 until they found an opening like a door4 ,then the ,englishman said in a low tone1 8,behold ,king ,arthur's cave6 ,follow me and obey40 ,the ,welshman followed1 and a wonderful sight met his eyes4 ,thousands of warriors slept in a circle on their arms1 and in the midst of them1 more splendid looking than any other1 lay the ,king of ,camelot1 the mighty ,arthur himself4 ,his crown of gold was by his side1 a pile of gold lay at his feet1 and beyond the circle of his followers were a thousand steeds1 all saddled and bridled as if ready for battle4 ,sometimes they champed as if eager for the war cry1 sometimes they drooped their heads wearily4 ,noticing a bell suspended just above the treasure heap1 the cobbler pointed to it4 8,do not touch it10 the ,englishman warned4 8,but if by accident you do1 and the warriors waken and ask if it is day1 say1 #8,no1 sleep thou on4' ,otherwise a terrible fate will overtake you40 ,they helped themselves to the gold and left the cave1 and each man went his way4 ,the ,welshman1 having all the treasure he could carry1 was no longer a poor cobbler who must spend his time bending over shoe lasts4 ,he was richer than the mayor and could feast and ride in a coach1 dance at the fair1 and live like the lords of the land4 ,but riches made that cobbler greedy4 ,he had far more gold than he needed1 and the finest house in seven counties1 but still he wanted more4 ,he kept thinking of the gold piled high in ,arthur's cave2 so one day he journeyed back to the ,vale of ,neath and waited for nightfall4 ,then1 creeping to the place of the hazel bush1 he moved the rock and went into the cave4 ,ah1 it was a goodly sight1 those thousand warriors slumbering there beside the treasure heap and a thousand saddled chargers beyond6 ,he would take all the gold he could carry1 and very soon he would come back for more4 ,but in his greed to increase his wealth he bumped against the bell1 which clanged loudly4 ,the warriors started up1 asking if it was day1 but the man was so dazzled by the pile of shining treasure that he did not have the answer ready4 ,they leaped to their feet1 called him a robber1 beat him1 and drove him from the cave4 ,then what a change6 ,he went limping homeward1 to discover that all his wealth had disappeared and where his great house had stood was a miserable hut4 ,he was as poor as ever1 and unless he could get more gold out of the cave must go back to cobbling and never again ride in a coach4 ,but try as he would1 he could not find the place where the hazel bush had grown4 ,many a journey he made into the ,vale of ,neath1 but never did he catch a glimpse of the broad1 flat stone4 ,he had to spend his days bending over shoe lasts instead of riding in a coach1 and was a cripple as long as he lived4 ,,the ,,story ,,of ,a ,,salmon ,,by ,,david ,,starr ,,jordan 7,science7 ,in the realm of the ,northwest ,wind1 on the boundary line between the dark fir forests and the sunny plains1 there stands a mountain--a great white cone two miles and a half in perpendicular height4 ,on its lower mile the dense fir woods cover it with never changing green2 on its next half mile a lighter green of grass and bushes gives place in winter to white2 and on its uppermost mile the snows of the great ice age still linger in unspotted purity4 ,the people of ,washington ,territory say that their mountain is the great 8,king-pin of the ,universe10 which shows that even in its own country ,mount ,tacoma is not without honor4 ,flowing down from the southwest slope of ,mount ,tacoma is a cold1 clear river1 fed by the melting snows of the mountain4 ,madly it hastens down over white cascades and beds of shining sands1 through birch woods and belts of dark firs1 to mingle its waters at last with those of the great ,columbia4 ,this river is the ,cowlitz2 and on its bottom1 not many years ago1 there lay half buried in the sand a number of little orange-colored globules1 each about as large as a pea4 ,these were not much in themselves1 but great in their possibilities4 ,in the waters above them little suckers and chubs and prickly sculpins strained their mouths to draw these globules from the sand1 and vicious-looking crawfishes picked them up with their blundering hands and examined them with their telescopic eyes4 ,but one1 at least1 of the globules escaped their curiosity1 else this story would not be worth telling4 ,the sun shone down on it through the clear water1 and the ripples of the ,cowlitz said over it their incantations1 and in it at last awoke a living being4 ,it was a fish1--a curious little fellow1 not half an inch long1 with great1 staring eyes1 which made almost half his length1 and with a body so transparent that he could not cast a shadow4 ,he was a little salmon1 a very little salmon2 but the water was good1 and there were flies and worms and little living creatures in abundance for him to eat1 and he soon became a larger salmon4 ,then there were many more little salmon with him1 some larger and some smaller1 and they all had a merry time4 ,those who had been born soonest and had grown largest used to chase the others around and bite heads and swallow them whole2 for1 said they1 8even young salmon are good eating40 8,heads ,i win1 tails you lose10 was their motto4 ,thus1 what was once two small salmon became united into a single larger one1 and the process of 8addition1 division1 and silence0 still went on4 ,by and by1 when all the salmon were too large to be swallowed1 they began to grow restless4 ,they saw that the water rushing by seemed to be in a great hurry to get somewhere1 and it was somehow suggested that its hurry was caused by something good to eat at the other end of its course4 ,then they all started down the stream1 salmon fashion1--which fashion is to get into the current1 head upstream1 and thus to drift backward as the river sweeps along4 ,at last they came to where the ,cowlitz and the ,columbia join1 and they were almost lost for a time2 for they could find no shores1 and the bottom and the top of the water were so far apart4 ,here they saw other and far larger salmon in the deepest part of the current1 turning neither to the right nor to the left1 but swimming right on upstream just as rapidly as they could4 ,and these great salmon would not stop for them1 and would not lie and float with the current4 ,they had no time to talk1 even in the simple sign language by which fishes express their ideas1 and no time to eat4 ,they had important work before them1 and the time was short4 ,so they went on up the river1 keeping their great purposes to themselves2 and our little salmon and his friends from the ,cowlitz drifted down the stream4 ,by and by the water began to change4 ,it grew denser1 and no longer flowed rapidly along2 and twice a day it used to turn about and flow the other way4 ,then the shores disappeared1 and the water began to have a different and peculiar flavor1--a flavor which seemed to the salmon much richer and more inspiring than the glacier water of their native ,cowlitz4 ,there were many curious things to see--crabs with hard shells and savage faces1 but so good when crushed and swallowed6 ,then there were luscious squid swimming about2 and1 to a salmon1 squid are like ripe peaches and cream4 ,there were great companies of delicate sardines and herring1 green and silvery1 and it was such fun to chase and capture them6 ,those who eat sardines packed in oil by greasy fingers1 and herrings dried in the smoke1 can have little idea how satisfying it is to have a meal of them1 plump and sleek and silvery1 fresh from the sea4 ,thus the salmon chased the herrings about1 and had a merry time4 ,then they were chased in turn by great sea lions1--swimming monsters with huge half-human faces1 long thin whiskers1 and blundering ways4 ,the sea lions like to bite out the throat of a salmon1 with its precious stomach full of luscious sardines1 and then to leave the rest of the fish to shift for itself4 ,and the seals and the herrings scattered the salmon about1 till at last the hero of our story found himself quite alone1 with none of his own kind near him4 ,but that did not trouble him much1 and he went on his own way1 getting his dinner when he was hungry1 which was all the time1 and then eating a little between meals for his stomach's sake4 ,so it went on for three long years2 and at the end of this time our little fish had grown to be a great1 fine salmon of twenty-two pounds' weight1 shining like a new tin pan1 and with rows of the loveliest round black spots on his head and back and tail4 ,one day1 as he was swimming about1 idly chasing a big sculpin with a head so thorny that he never was swallowed by anybody1 all of a sudden the salmon noticed a change in the water around him4 ,spring had come again1 and the south-lying snowdrifts on the ,cascade ,mountains once more felt that the 8earth was wheeling sunwards40 ,the cold snow waters ran down from the mountains and into the ,columbia ,river1 and made a freshet on the river4 ,the high water went far out into the sea1 and out in the sea our salmon felt it on his gills4 ,he remembered how the cold water used to feel in the ,cowlitz when he was a little fish4 ,in a blundering1 fishy fashion he thought about it2 he wondered whether the little eddy looked as it used to look and whether caddis worms and young mosquitoes were really as sweet and tender as he used to think they were4 ,then he thought some other things2 but as the salmon's mind is located in the optic lobes of his brain1 and ours is in a different place1 we cannot be quite certain what his thoughts really were4 ,what our salmon did1 we know4 ,he did what every grown salmon in the ocean does when he feels the glacier water once more upon his gills4 ,he became a changed being4 ,he spurned the blandishment of soft-shelled crabs4 ,the pleasures of the table and of the chase1 heretofore his only delights1 lost their charms for him4 ,he turned his course straight toward the direction whence the cold water came1 and for the rest of his life never tasted a mouthful of food4 ,he moved on toward the river mouth1 at first playfully1 as though he were not really certain whether he meant anything after all4 ,afterward1 when he struck the full current of the ,columbia1 he plunged straight forward with an unflinching determination that had in it something of the heroic4 ,when he had passed the rough water at the bar1 he was not alone4 ,his old neighbors of the ,cowlitz1 and many more from the ,clackamas and the ,spokane and ,des ,chutes and ,kootanie1--a great army of salmon1--were with him4 ,in front were thousands pressing on1 and behind them were thousands more1 all moved by a common impulse which urged them up the ,columbia4 ,they were all swimming bravely along where the current was deepest1 when suddenly the foremost felt something tickling like a cobweb about their noses and under their chins4 ,they changed their course a little to brush it off and it touched their fins as well4 ,then they tried to slip down with the current1 and thus leave it behind4 ,but1 no6 the thing1 whatever it was1 although its touch was soft1 refused to let go1 and held them like a fetter4 ,the more they struggled1 the tighter became its grasp1 and the whole foremost rank of the salmon felt it together2 for it was a great gill net1 a quarter of a mile long1 stretched squarely across the mouth of the river4 ,by and by men came in boats1 and hauled up the gill net and the helpless salmon that had become entangled in it4 ,they threw the fishes into a pile in the bottom of the boat1 and the others saw them no more4 ,we that live outside the water know better what befalls them1 and we can tell the story which the salmon could not4 ,all along the banks of the ,columbia ,river1 from its mouth to nearly thirty miles away1 there is a succession of large buildings1 looking like great barns or warehouses1 built on piles in the river1 high enough to be out of the reach of floods4 ,there are thirty of these buildings1 and they are called 8canneries40 ,each cannery has about forty boats1 and with each boat are two men and a long gill net4 ,these nets fill the whole river as with a nest of cobwebs from ,april to ,july1 and to each cannery nearly a thousand great salmon are brought every day4 ,these salmon are thrown in a pile on the floor2 and ,wing ,hop1 the big ,chinaman1 takes them one after another on the table1 and with a great knife dexterously cuts off the head1 the tail1 and the fins2 then with a sudden thrust he removes the intestines and the eggs4 ,the body goes into a tank of water2 and the head is dropped into a box on a flatboat1 and goes down the river to be made into salmon oil4 ,next the body is brought to another table2 and ,quong ,sang1 with a machine like a feed cutter1 cuts it into pieces each just as long as a one-pound can4 ,then ,ah ,sam1 with a butcher knife1 cuts these pieces into strips just as wide as the can4 ,next ,wan ,lee1 the 8,china boy10 brings down a hundred cans from the loft where the tinners are making them1 and into each can puts a spoonful of salt4 ,it takes just six salmon to fill a hundred cans4 ,then twenty ,chinamen put the pieces of meat into the cans1 fitting in little strips to make them exactly full4 ,ten more solder up the cans1 and ten more put the cans into boiling water till the meat is thoroughly cooked1 and five more punch a little hole in the head of each can to let out the air4 ,then they solder them up again1 and little girls paste on them bright-colored labels showing merry little cupids riding the happy salmon up to the cannery door1 with ,mount ,tacoma and ,cape ,disappointment in the background2 and a legend underneath says that this is 8,booth's0 or 8,badollet's ,best10 or 8,hume's10 or 8,clark's10 or 8,kinney's ,superfine ,salt ,water ,salmon40 ,then the cans are placed in cases1 forty-eight in a case1 and five hundred thousand cases are put up every year4 ,great ships come to ,astoria1 and are loaded with them2 and they carry them away to ,london and ,san ,francisco and ,liverpool and ,new ,york and ,sydney and ,valparaiso2 and the man at the corner grocery sells them at twenty cents a can4 ,all this time our salmon is going up the river1 eluding one net as by a miracle1 and soon having need of more miracles to escape the rest2 passing by ,astoria on a fortunate day1--which was ,sunday1 the day on which no man may fish if he expects to sell what he catches1--till finally he came to where nets were few1 and1 at last1 to where they ceased altogether4 ,but there he found that scarcely any of his companions were with him2 for the nets cease when there are no more salmon to be caught in them4 ,so he went on1 day and night1 where the water was deepest1 stopping not to feed or loiter on the way1 till at last he came to a wild gorge1 where the great river became an angry torrent1 rushing wildly over a huge staircase of rocks4 ,but our hero did not falter2 and summoning all his forces1 he plunged into the ,cascades4 ,the current caught him and dashed him against the rocks4 ,a whole row of silvery scales came off and glistened in the water like sparks of fire1 and a place on his side became black and red1 which for a salmon is the same as being black and blue for other people4 ,his comrades tried to go up with him2 and one lost his eye1 one his tail1 and one had his lower jaw pushed back into his head like the joint of a telescope4 ,again he tried to surmount the ,cascades2 and at last he succeeded1 and an ,indian on the rocks above was waiting to receive him4 ,but the ,indian with his spear was less skillful than he was wont to be1 and our hero escaped1 losing only a part of one of his fins2 and with him came one other1 and henceforth these two pursued their journey together4 ,now a gradual change took place in the looks of our salmon4 ,in the sea he was plump and round and silvery1 with delicate teeth in a symmetrical mouth4 ,now his silvery color disappeared1 his skin grew slimy1 and the scales sank into it3 his back grew black1 and his sides turned red1--not a healthy red1 but a sort of hectic flush4 ,he grew poor2 and his back1 formerly as straight as need be1 now developed an unpleasant hump at the shoulders4 ,his eyes--like those of all enthusiasts who forsake eating and sleeping for some loftier aim--became dark and sunken4 ,his symmetrical jaws grew longer and longer1 and projected from his mouth1 giving him a savage and wolfish appearance1 quite at variance with his real disposition4 ,for all the desires and ambitions of his nature had become centered into one4 ,we may not know what this one was1 but we know that it was a strong one2 for it had led him on and on1--past the nets and horrors of ,astoria2 past the dangerous ,cascades1 past the spears of ,indians2 through the terrible flume of the ,dalles1 where the mighty river is compressed between huge rocks into a channel narrower than a village street2 on past the meadows of ,umatilla and the wheat fields of ,walla ,walla2 on to where the great ,snake ,river and the ,columbia join2 on up the ,snake ,river and its eastern branch1 till at last he reached the foot of the ,bitter ,root ,mountains in the ,territory of ,idaho1 nearly a thousand miles from the ocean which he had left in ,april4 ,with him still was the other salmon which had come with him through the ,cascades1 handsomer and smaller than he1 and1 like him1 growing poor and ragged and tired4 ,at last1 one ,october afternoon1 our finny travelers came together to a little clear brook1 with a bottom of fine gravel1 over which the water was but a few inches deep4 ,our fish painfully worked his way to it2 for his tail was all frayed out1 his muscles were sore1 and his skin covered with unsightly blotches4 ,but his sunken eyes saw a ripple in the stream1 and under it a bed of little pebbles and sand4 ,so there in the sand he scooped out with his tail a smooth round place1 and his companion came and filled it with orange-colored eggs4 ,then our salmon came back again2 and softly covering the eggs1 the work of their lives was done1 and1 in the old salmon fashion1 they drifted tail foremost down the stream4 ,they drifted on together for a night and a day1 but they never came to the sea4 ,for the salmon has but one life to live1 and it ascends the river but once4 ,the rest lies with its children4 ,and when the ,april sunshine fell on the globules in the gravel1 these were awakened into life4 ,with the early autumn rains1 the little fishes were large enough to begin their wanderings4 ,they dropped down the current in the old salmon fashion4 ,and thus they came into the great river and drifted away to the sea4 ,,the ,,pigeons ,,of ,,venice 7,history7 ,in one of the upland valleys of ,italy1 shut away from the rest of the world by the high1 white peaks men call the ,dolomites1 there lived1 about five hundred years ago1 a little boy named ,leonardo4 ,he dwelt in a tiny hut with his black-eyed peasant mother1 fed the pigeons and milked the goats each day1 and in the evening1 the pleasant summer evening that spread rainbow-colored draperies over the ,dolomite peaks1 he lay in the shadows under the plum tree1 thinking about his brother ,vittorio1 who was a soldier down in the great city of ,venice4 8,i wish brother would come home10 he said to his mother one morning as they ate their breakfast of macaroni and mountain bread1 8because he always tells such wonderful things about the city4 ,some day ,i mean to go there and be a soldier1 too40 ,his dark eyes gleamed as he spoke1 and he sat very straight in his heavy oaken chair1 as of course a soldier ought to do4 ,everybody knows that wishes do not always come true1 but sometimes they do1 and when that happens the whole world seems brighter and lovelier than it seemed before4 ,the next afternoon1 as ,leonardo was turning the goats into their inclosure1 he gave a shout so joyous that even ,armando the weaver1 in his shop at the other end of the village1 heard and ran to see what it meant4 ,he soon found out1 for he saw ,leonardo hurrying toward a man who was moving along the highway4 ,vittorio1 the soldier brother1 was coming home1 coming back to the mountain village with many a tale of the splendid city beside the ,adriatic1 and perhaps with a goody that would taste very sweet after the coarse fare of weeks and months4 ,far into the night the brothers sat and talked together1 talked of palaces and gliding gondolas1 of great lords and ladies1 of soldiers moving in splendid uniforms about the ,piazza of ,st4 ,mark4 ,they talked of ,carnival time too1 of the merry pranks the people played on each other1 of the procession on the water and the presents given to the ,doge4 8,and sometimes10 ,vittorio exclaimed proudly1 8they are very splendid4 ,sometimes they are of gold and silver1 and of silk stuffs brought from the ,indies40 ,leonardo sat silent for a minute4 ,he knew little of present giving1 for in the mountains where he lived there was no money to spend on such things4 ,but always when he made his mother a garland of flowers on her birthday1 she seemed so happy about it that he thought it must be very lovely to bestow gifts4 ,so he said softly1 8,i should like to send a present to the ,doge4 ,it would seem like doing something for ,venice4 ,but ,i have nothing to give40 8,wait until you are a man and can be a soldier10 the big brother answered4 8,then you will be doing much40 ,the next morning he was up at daybreak4 ,vittorio had only two days' leave1 which meant that he must start back at noon1 and his mother had promised that ,leonardo might go with him to the edge of the village if he finished his tasks in time4 ,so he milked the goats before there was a bit of stirring about the hut1 and led the geese from their pen to crop the green grass on the hillside4 ,then he cut some grass and threw it to the old horse that was their most prized possession1 and by the time his brother came from the hut he called to him1 8,i have only to feed the pigeons yet40 ,vittorio smiled and stood watching as the boy whistled to the birds4 ,the gentle creatures flew up at ,leonardo's call1 and as he scattered crumbs to them1 he thought again of the great carnival at ,venice and the gifts that would be made to the ,doge4 ,he wished that he too might join that throng of givers1 but he possessed nothing but his pigeons1 and a bird would seem a very poor present to offer a ruler4 ,but he happened to think that the schoolmaster had once told him that it is not the cost or the beauty of an offering that makes it precious1 but the good will of the giver1 and that a beggar's portion may be a lovelier gift than that of a prince4 ,the schoolmaster was very wise4 ,he could both read and write1 which only a few could do in that day1 so anything that he said must be true2 and the memory of the words brought an idea to ,leonardo that made the boy's eyes dance4 8,vittorio10 he exclaimed suddenly1 8,i have thought of something40 ,vittorio wondered what excited his brother so4 8,well80 he asked as he walked near4 8,will you take a pair of pigeons back to the city with you80 8,a pair of pigeons10 the soldier repeated4 8,why80 8,i want to send a present to the ,doge1 and ,i have nothing else10 he answered4 8,but the birds are so gentle ,i am sure he will like them4 ,they are fine carriers1 too40 ,vittorio smiled4 ,being in the army of the ,doge1 he was pleased that his brother showed such loyalty to the master he served4 ,it meant that he would probably grow up to be a good soldier1 and in those days nothing was considered finer than that4 ,so he answered pleasantly3 8,of course ,i will1 ,leonardo1 if you are sure you can give up your pets4 ,i will ask my captain1 who knows the ,doge well1 to take them to him and say that they are the gift of a mountain boy40 ,leonardo's eyes sparkled with delight4 ,it seemed a glorious thing that he too might give with the rich and great2 so he selected the handsomest pair in the covey1 birds of a soft gray1 with shadings of blue and purple along their delicate wings1 and he and ,vittorio made a rude cage in which to carry them to the city4 ,then they walked together to the edge of the village1 and ,leonardo watched his brother go along the road that wound down to the low country4 ,he waved good-by until ,vittorio passed from sight1 then went back to the hut1 happy in the thought that he was doing something for ,venice4 ,many months passed4 ,it was ,september when ,vittorio went away1 and now the blossom time had come and hills were bright with touches of summer4 ,all through that long period ,leonardo wondered much about the pigeons1 but no word came from his brother2 for letters went only by courier in those days1 and poor folk could not pay for the carrying4 ,but he was sure the birds had reached the ,doge1 for ,vittorio had promised and a soldier never broke his word4 ,then one day in the autumn1 when the brightness on the mountains had faded to bronze and gray1 and squirrels were stocking their houses as nuts dropped in the woods1 ,vittorio came back4 ,he looked older and graver than the year before1 and some worrying thing seemed on his mind4 8,it is just to say good-by10 he said1 as the gray-haired mother stroked his hands and ,leonardo looked at him with loving eyes4 8,the war has begun1 and we soldiers of ,venice must sail away to ,candia for the fighting40 ,leonardo's eyes grew wide1 and tears came into them as he exclaimed1 8,if only ,i were old enough to go with you and help serve our glorious city of ,st4 ,mark60 ,the big man laid his hand lovingly on the dark head4 8,never mind1 brother10 he said4 8,you have already done much4 ,i gave your birds to my captain1 who took them to the ,doge1 and the ,doge is proud of them because they are splendid carriers4 ,so ,dandolo1 our general1 will take them along with the army to bring back news of the war4 ,and now good-by4 ,when the fighting is over1 ,i will come again40 ,he mounted his horse and rode away1 and two pairs of dewy eyes looked after him as he went4 ,the days that followed seemed very long to the two who waited in the highlands4 ,they knew that the army had gone1 and that away on the eastern island perhaps the fighting had begun4 ,but what of the fate of the ,venetian hosts1 and what of the son and brother who had sailed under the standard of the ,lion8 ,as to that they could only hope and wonder4 ,slowly1 slowly dragged the days1 but no word came back4 ,one morning1 while ,leonardo and his mother prayed and waited in the mountain cabin1 down in ,venice in the splendid ,palace of the ,doges1 the ,council of ,ten sat and pondered4 ,they talked much about the absent army1 wondering if victory or defeat had been its share1 and while they wondered there came a fluttering of soft gray wings4 8,pigeons60 some one called4 8,see1 they are carriers60 ,the dignified assemblage broke up in excitement1 for they knew the tiny birds were messengers1 and the men hurried to read the missives fastened to their crimson feet4 8,they come from ,dandolo10 said one of the nobles1 8bringing news of the war40 8,from ,candia60 another exclaimed4 8,it cannot be that they have flown so far60 ,but it was true1 for upon reading they learned that the ,venetian army had been victorious and the soldiers would soon sail home in triumph4 ,the tiny birds had flown all the long leagues across the sea to carry the glad news to the waiting people4 ,up in the hut in the ,italian highlands ,leonardo and his mother still watched and wondered1 when one evening a few days later ,armando1 the village weaver1 came by on his way home from the city4 ,he was greatly excited and called to them as he stopped at the door4 8,rejoice10 he said1 8for the war is over60 8,how do you know80 the mother asked4 8,are the soldiers back80 8,no4 ,but the pigeons brought the word1 and every one is glad40 8,pigeons60 exclaimed ,leonardo4 8,my pigeons6 ,then after all ,i did something for ,venice40 ,and he spoke the truth4 ,so much did the message mean to the anxious people1 that the lawmakers said they would always keep the birds1 they and their young and their children's young4 ,and although hundreds of years have passed since then1 still the gray-winged creatures fly about ,st4 ,mark's ,square1 and the people love and feed them4 ,for they know they are descended from the pair sent to the ,doge by a mountain boy1 ,leonardo's pigeons1 that long ago flew across the wide seas1 bringing word of the victory of the ,venetian hosts4 ,,the ,,coming ,,of ,,the ,,wonder ,,tree ,,retold ,,from ,,an ,,arabian ,,legend 7,geography--,nature ,study7 ,abi ,ben ,ahmed was a chief of ,araby1 and there was no sweeter child in the land than his little daughter ,zuleika4 ,she was fair to look upon1 with eyes slender as an almond and soft as a gazelle's1 and the goodness of her heart was known to every one in the tribe4 ,lowly slave and mighty sheik alike loved her1 and when she was with her father he forgot all his trouble4 ,one evening when the sun was dropping low over the desert1 ,zuleika sat in front of the tent waiting for a chance to have her supper4 ,her father was eating just then1 for by the laws of ,arabian politeness women and children must wait for meals until their lords and masters have finished4 ,she was hungry1 yet she did not mind the delay1 because she knew nothing else1 and when you think all the world does things as you do1 your way does not seem hard4 ,so she watched the color flame across the western sky1 hummed snatches of song1 and made pictures in the sand with her fingers4 ,suddenly1 away to the south1 a yellow cloud seemed to rise out of the desert4 ,it moved nearer1 and as ,zuleika watched it her dark eyes began to sparkle4 ,she knew what it meant and it made her glad4 8,father10 she called1 8some one is riding this way40 ,abi ,ben ,ahmed left his supper and came from the tent to see4 ,the ,arab is fond of his food and very loth to leave it1 but when strangers almost never come by it is worth going without a meal to see them4 8,yes10 he agreed1 as his piercing eyes scanned the southern horizon1 8some one is traveling across the desert40 ,zuleika danced with delight4 ,only once or twice since she could remember had any one come to the camp1 for it was in the very heart of ,el ,nedjed1 and there was little traveling in those far-off days4 ,long before1 when she was a tiny girl1 a traveler had come that way1 and while he lingered at camp1 told of the blue ,persian ,gulf beyond the ,oman shore1 and of the music of its plashing waves4 ,no word has such a magical sound to the ,arab as 8water10 and to hear of lakes and rivers of it is like some exquisite fairy tale4 8,it is a desert of water more beautiful than the land10 he said in the soft1 sweet tongue of the ,east4 8,houris dwell there1 and often when the moon is shining they come out and sport upon the sands40 ,the tale fascinated her at the time1 and had always stayed in her memory4 ,that is why she was happy to see a stranger approaching4 ,she thought he might tell her of the lovely realm beyond4 ,as the cloud rolled nearer they saw a rider on a milk-white steed4 ,abi ,ben ,ahmed called to his men to come and welcome the stranger1 for an ,arab who lets even one slave stay away when a guest arrives1 is lacking in courtesy4 ,so they advanced1 stalwart1 dark-skinned men1 whose turbaned heads were bowed almost to the ground as they gave the low salaam of the ,east1 while the chief spoke words of welcome to his camp4 ,very swarthy was the rider1 and of proud demeanor that proclaimed him a person of much consequence1 and as he returned ,ben ,abi's salute he spoke with dignity befitting his bearing4 8,i bring greeting from the sheik ,ben ,nedi10 he announced4 8,he rides this way tomorrow40 ,the chief replied1 8,mighty is ,ben ,nedi1 and a man of high esteem among his people4 ,he shall have welcome and all that ,arab hospitality can offer40 ,then1 leading the way1 ,ben ,ahmed took the stranger to the tent1 where camel's milk and dried goat's flesh were set before him4 ,zuleika1 on the sand without1 could hear their words1 but the joyous light was no longer in her eyes4 ,her face was drawn in wrinkles1 and her lip quivered as if she were about to cry4 ,she knew that the man expected on the morrow was not only a powerful chieftain1 but a teacher and prophet as well1 and that according to the ,arab custom every person in camp1 even to the lowliest slave1 would lay gifts before him4 ,for it is believed by the desert people that to do so brings a blessing4 ,but ,zuleika1 although she was a chieftain's daughter1 had nothing to offer1 for the wealth of ,arab rulers is in their flocks and lands1 and the poorest child of the ,west has more treasures than had this little princess of the desert4 8,if ,i had my baby camel ,i could give that10 she thought as she listened to the murmurs in the women's tent and knew that all was excitement there over the coming of the stranger4 ,but the camel she had loved and petted had died a few weeks before1 and she had nothing else4 8,do not grieve10 her mother said when she saw tears in the big almond eyes and asked the reason they were there4 8,the law of giving does not apply to children1 and the sheik ,ben ,nedi1 who is as wise as he is powerful1 knows that sometimes empty hands give most of all4 ,the blessing comes of having the great desire1 not through the treasure that is offered40 ,but ,zuleika did grieve1 and the world seemed very dark4 ,and after she went to bed she thought about it until she grew so restless she could not lie quietly4 ,so she crept outside and sat on the ground4 ,it was midnight1 and ,abi ,ben ,ahmed and the stranger slept in the tent4 ,the slaves1 both men and women1 were sleeping too1 and nothing broke the stillness of the desert night save an occasional breeze that shifted the loose sand1 or a stirring among the animals just beyond4 ,she sat there for a minute1 then stole out across the waste4 ,past the camel keep she went1 hurrying through the silver of the moonlight until she came to a rock that rose out of the desert like a grizzled head facing westward4 ,it was her favorite spot1 for her mother had told her that a lovely houri 7fairy7 once made her haunt there1 and she hoped she might come back and do wonderful things for her as she was said to have done in the long ago4 ,so she climbed up and looked across the desert4 ,away to the west1 glowing more brightly than any other in the sky1 was the star that according to ,arab teaching shines always over ,mecca1 the city of the ,prophet4 ,the sight of it made her grieve more than ever over the thought of her empty hands1 and she began to cry4 ,then1 with a sound of wonderful music1 a white creature rose out of the sands4 ,her beauty was more radiant than any of which ,zuleika had ever dreamed1 and jewels of many colors glistened in her hair4 ,her smile was wonderfully sweet1 and the girl knew it must be the good fairy returned to her old haunt4 8,why do you weep80 she asked4 ,zuleika answered with a low salaam1 8,the prophet comes tomorrow1 and ,i have nothing to offer him because the baby camel ,i would have given is dead40 8,but you have a gift more precious than the others10 the fairy spoke4 ,the little girl was amazed4 8,i60 she exclaimed4 8,why1 ,i have nothing60 8,ah1 but you have10 came the low reply4 8,the desire in the heart4 ,that is the only thing worth giving1 and that you have4 ,but you shall have still another4 ,come here in the morning at sunrise1 and you will find it on the sands40 ,the radiant creature glided away in the light1 that dimmed as she went1 and in a moment ,zuleika could see only the desert and her father's camp beyond the rock4 ,creeping down1 she went back to the tent to bed4 ,but the beauty of the shining creature was in her eyes and brain1 and she could not sleep4 ,eagerly she waited for the coming of morning1 and as soon as she heard a stirring beyond the tents1 and knew that ,hassan1 the camel keeper1 was looking after the animals1 she bounded out of bed and down to the place of rock4 ,her mother saw her go1 but thought nothing about it1 for it was the time of gray dawn when every ,arab looks in prayer toward ,mecca1 and she was probably going to the fairy rock for her devotions4 ,but ,zuleika thought of something besides her prayers4 ,when she came to the spot she stared around1 wondering if it could be the place she had visited in the night4 ,then only a glittering waste stretched far as the eye could reach4 ,now there was a tree1 straight and branchless almost to the crown1 where from beneath wide-spreading leaves hung bunches of pulpy fruit4 ,nothing like it had been seen on the desert before4 ,wild with delight1 she rushed back to camp and told of the wonder4 8,a tree on the desert60 her father exclaimed4 8,it cannot be40 ,nor could she make him believe so strange a thing had happened until she led him to the spot4 ,but there it stood1 with head held high like an ,arab sheik1 and when he tasted of the fruit he found it good4 ,in the late afternoon of the following day the caravan of the sheik ,ben ,nedi came to the camp of ,abi ,ben ,ahmed4 ,the women within the tents received him with singing1 and the men with low salaams4 ,then the gifts were brought3 the finest camels of the herd1 turban cloth enough for all the men of his train1 and silk1 a portion of her mother's marriage dower worth the price of many camels4 ,it had been brought by ship across the sea and by caravan over the desert1 and was rainbow-hued and fine1 such as is woven only in the ,vale of ,cashmere4 ,the great man received them with gratitude1 and spoke words of praise for the tribe of ,ben ,ahmed4 8,surely nothing more splendid can be set before a sheik10 he said4 ,but the chief smiled and answered1 8,not so1 ,o mighty prophet6 ,zuleika's gift1 the finest of all1 is yonder on the desert40 ,then he led the way to the place of rock and pointed to the wonder tree that had sprung up in the night4 ,ben ,nedi found the fruit cooling and sweet1 and as he listened to the story1 he stood with dewy eyes4 8,the gift of a child's tears60 he exclaimed4 8,yes1 that is most precious of all4 ,the ,arab will bless the day it came to be40 ,and the prophecy was fulfilled4 ,it still grows in the depths of the desert1 the wonder tree of the ,east that men call the date palm1 and the ,arab blesses it whenever he rides that way4 ,he knows that for a thousand years and more it has been the salvation of the solitary wanderer across the wastes1 and that as long as it lifts its stately head above the sands he will have food from its fruit1 clothing from its fiber1 and shelter from the noonday heat4 ,,the ,,gift ,,of ,,the ,,gnomes ,,the ,,swiss ,,legend ,,of ,,the ,,alp ,,horn 7,geography--,ethics7 ,in the days of long ago a chamois hunter1 caught in a storm on the mountains1 took refuge in a deserted hut4 ,the floor was so wet and cold that to stay there was almost as bad as being out in the rain and hail1 and so he climbed into the loft and lay down on a pile of straw4 ,just how long he slept he did not know1 but after a while he was awakened by the tinkle of bells and the lowing of many cattle4 ,that seemed very strange1 for it was almost winter1 and ,swiss herdsmen drive their flocks to the valley early in the autumn4 ,yet as he looked out through the tiny window he saw herds on every alp1 herds hundreds strong1 cropping luxuriant grass that grew out of the snow4 ,then he heard a noise below in the hut1 and peeping down through a knot hole1 saw three strange-looking little men4 ,they were warming themselves beside a fire that blazed on the hearth1 and by their long green cloaks and red caps he knew that they were gnomes of the ,alps4 ,they were bustling about and seemed to be making cheese4 ,one of them stirred the milk in a big silver kettle1 one scurried in and out of the hut bringing fresh milk to add to that which was already cooking1 and one fed the fire with moss and dry branches1 which piled up out of the earth4 ,after a while one of the gnomes poured something into the kettle1 the second one brought out three golden bowls1 and the third blew a blast on a horn that was seven times as large as himself4 ,then the hunter heard the sound of cattle lowing nearer and nearer1 as if they were drawn by the music of the horn1 and a moment later a voice called out1 8,come down from the loft1 ,moni1 and taste of the good things in the bowls40 ,this amazed him1 for he was sure they had not seen him1 and how could they know his name8 ,but he crept down from his straw pile1 as he was bid1 and into the room4 8,choose whichever you please10 the little man said1 8and besides the drink in the bowl you will receive a gift that goes with the liquid of your choice40 ,the golden bowls stood side by side on the floor1 and each one contained a different-colored liquid4 ,one was red1 like the wine of ,geneva1 one yellow as the honey of ,zurich1 and the third was white like goat's milk4 ,moni looked from one to the other1 deciding which to take4 ,he was hungry from his long tramp over the crags in the storm and needed milk far more than honey or wine1 so he chose that bowl and drank greedily4 ,then the little gnomes began to dance4 8,ah10 the cheese maker shouted1 8you have won the ,alp horn60 8,yes10 another exclaimed1 8and it is a precious gift4 ,you can make other horns like it1 and teach the people how to call their herds1 which will not stray away and be lost as happens now4 ,thus the herdsmen will become very prosperous40 8,but remember1 if you wish to be happy1 you must give up chamois hunting1 and never again kill a harmless wild creature40 ,the gnomes disappeared1 and with them went the cattle1 the kettle1 and the shining bowls4 ,but the horn lay where the little man had dropped it1 and as the hunter looked at it he found it was pure silver4 ,catching it up1 he ran down the mountain side to the hut where his sweetheart lived4 ,he told her the story and showed her the ,alp horn1 and she was very happy2 for she never had wanted him to be a chamois hunter1 as the life was full of danger1 and she loved the poor little animals that he killed4 ,now he would tend flocks as she did1 and they would be happy in the life of herding4 ,at first the hunter thought he could not change his ways1 for he loved to roam over the mountains and bound from crag to crag in pursuit of the fleet-footed creatures1 but the promise of the gnomes and the pleas of ,heidi persuaded him1 and he gathered a herd and tended it all summer4 ,he made an ,alp horn like the one he had received in the hut and gave it to the maiden1 and sometimes as they tended their cattle on different sides of the valley1 they would call across to each other1 and they were happy and contented--until1 one evening1 he forgot the warning of the gnomes and shot a chamois4 ,then he raised his horn to call good night to his sweetheart4 ,but she did not answer4 ,he blew blast after blast1 but only the echoes came back1 instead of the sound of the voice he knew and loved4 ,darkness fell and stars flashed like diamonds above the snowy ,jungfrau1 and still he called and sought her1 but found no trace4 ,the next morning1 as he moved with his herd1 a boy told him of a strange happening4 8,last night at sunset time ,i was watching my goats10 he said1 8and saw a girl standing on the mountain side above her cattle4 ,she smiled as the wine color of the ,alpine glow crept down toward ,chamounix1 and throwing back her head1 sang one of our herd songs4 ,suddenly she disappeared1 but she could not have fallen1 and just then an arrow whizzed through the air and fell on the spot where she had been standing40 ,he took the arrow out of his peasant blouse and showed it to the hunter1 who recognized it as his own1 the one he had shot at the chamois4 ,then ,moni remembered the words of the gnomes1 and knew that because he had forgotten their warning he had lost ,heidi4 ,he burned his arrows and sorrowfully went back to herding1 never again to shoot a wild creature of the hills4 ,by day he followed the cattle1 and by night made ,alp horns1 always thinking of his sweetheart4 ,but he never saw her again4 ,some of the herdsmen say that she fled in grief because he broke his word to her1 and some declare that the gnomes carried her away to an ice palace in a crevasse4 ,but nobody knows4 ,they know only that from that time forth he tended flocks and made ,alp horns1 until every herdsman in the mountains had one1 and because they could keep the cattle from straying and getting lost1 they became more prosperous than they had ever dreamed of being4 ,since then every peak and valley in ,switzerland has resounded to the notes of the ,alp horn4 ,throughout the summer time they are heard around the lakes of ,zug and ,geneva1 and the cattle follow them as the children of ,hamelin town followed the music of the piper4 ,they echo along the ,jungfrau as the shepherds behind ,interlaken call their flocks together1 and their weird sweet blasts mingle with the songs of herd girls as they yodel to each other across the ravines4 ,travelers from every land smile at the sound of them1 for one of the charms of going to ,switzerland is in hearing the ,alp horns2 but very few of these strangers know that the mountain people say the reason the sound is so magical to the cattle is because in the beginning the horn came from the gnomes4 ,,the ,,duty ,,that ,,wasn',t ,,paid 7,biography--,music--,ethics7 ,more than a hundred years ago a man and his two children were journeying from their home in ,salzburg to ,vienna4 ,they traveled by the ,danube boat1 and ,marianne1 the sister1 stood by the rail tossing pebbles into the water and watching the turbulent river swallow them up4 ,her dress was worn almost threadbare1 but her face was so sweet and her eyes were so large and bright that she looked pretty for all her shabbiness4 ,just behind her on the deck her father and brother were talking4 8,if we make some money in the city you'll buy sister a new dress1 won't you1 ,father80 little ,wolfgang asked4 ,marianne whirled and started toward him4 ,she knew that was sure to make her father sad1 and she called1 8,don't coax1 ,wolfgang4 ,my dress will do very well until we can afford to buy another1 and a new one will seem all the nicer because of my having worn this one so long40 ,her brother turned his big1 earnest eyes upon her1 and answered1 8,but1 ,marianne1 ,i know you want one4 ,i heard you wish for it by the evening star1 and last night you put it in your prayer40 ,father ,mozart turned from them with a sad look on his face1 and walked up and down the deck1 wishing very much he could do what ,wolfgang asked4 ,but he was just a poor orchestra conductor with an income so small he had to stretch it hard to provide food and shelter for his family4 ,marianne must wear the shabby frock until better times began1 which he hoped would be soon4 ,they were to give some concerts in the ,austrian capital1 and maybe in that rich1 music-loving city would earn enough to make them more comfortable than they had been before4 ,but until then they must not spend a penny save what was needed for food and shelter1 because the customs fee on the harp they carried must be paid1 and that would reduce their little fund to a very small amount4 ,wolfgang1 too1 thought about it as the boat crept in and out between the hills1 and wondered much if there was no way in which ,marianne might have the dress before they played in ,vienna4 ,his old teacher in ,salzburg had often told him that there is a way out of every difficulty if one is clever enough to think of it1 and there must be out of this4 ,but although he tried and tried he could not find one4 ,his own suit was bright and new1 for his birthday was just past and it had been his uncle's gift4 ,but ,marianne was a very shabby little girl1 and he knew she was unhappy even though she was brave and sweet about it4 ,they were gliding past the ruins of the castle that once1 men said1 had been the prison of ,richard the ,first1 ,england's ,lion-,hearted ,king1 when his enemies took him captive on his return from the holy wars4 ,wolfgang thought of the many brave things that soldier ruler had done during the ,crusades1 for often in the twilight time at ,salzburg1 as they waited for the father to come from his work1 the mother told his tale1 and of how the faithful servant ,blondel found him at last by singing a song he knew the master loved4 8,he was very brave and wise1 too10 the boy thought as he looked at the crumbling pile4 8,he would have found a way for ,marianne to have a new dress if she had been his sister40 ,was it the prayer being answered1 or just the fulfillment of the wish made by the evening star8 ,for while he thought1 an idea came into his head4 ,it was a good idea1 it seemed to him1 so good that it made him smile4 ,if it worked out1 and he believed it would1 ,marianne might have the dress she wanted so much1 because then his father would have more money to spend4 ,just to the south they could see the great spire of ,st4 ,stephens1 a tall1 gray finger against the sky1 which told that ,vienna was not far away4 ,as it grew nearer and nearer1 looming up bigger and plainer before them1 ,wolfgang thought more and more of his idea1 until when they reached the mooring his eyes were dancing and his cheeks were aflame4 ,his father believed the thought of seeing the great capital had excited him1 but that was not it at all4 ,he had a secret plan and could hardly wait until he knew whether or not it would work out4 ,the journey was ended and the people were going ashore4 8,please loosen the cover1 ,father10 he said as ,leopold ,mozart carried the harp toward the customs gate4 8,ah1 you are proud of it60 the man answered with a smile4 ,wolfgang did not reply1 thinking what a poor guesser his father was4 ,he watched him as he set the instrument down and undid the wrapping1 bringing the polished frame and glistening strings into full view4 ,then he went over and took his place beside the harp as the customs officer drew near1 and ,marianne came and stood beside him4 ,she had forgotten all about her shabby dress in her eagerness to find out how much duty they would have to pay4 8,what have you to declare80 the man asked4 8,only a harp10 ,leopold ,mozart answered1 as he laid his hand on their one treasure4 8,it is a beautiful instrument and valuable10 the official said as he looked at it1 and named as the price of the duty an amount so big as to cut their little hoard almost in half4 ,father ,mozart's face grew very serious1 and the merriment went out of ,marianne's eyes4 ,but ,wolfgang did not worry at all4 ,he still had that idea in his mind1 and believed it would work out4 ,leopold ,mozart reached into his pocket for the little sack containing his savings1 but it was not necessary to open it1 for just as he was about to do so ,wolfgang started to play4 ,the customs officer turned with a start and listened1 and the people gathered there forgot all about duty charges as they crowded around the little musician4 ,his tiny hands swept the strings as if his fingers had some magic power1 and the melody they made was sweeter than any ever heard on that old wharf4 ,for five minutes1 ten1 he kept at it1 and there was not a whisper or a murmur1 only a sort of breathless surprise that one so young could play so wonderfully4 8,what60 one exclaimed as he finished1 8a lad of his age to perform like that60 8,yes10 the father answered with a smile1 8he does well at the harp40 8,amazing10 the officer murmured1 8'tis amazing6 ,i've heard many a good harpist in my day1 but never anything sweeter than that4 ,play some more1 boy10 he said4 ,wolfgang smiled4 ,the idea was working out1 and he was very glad4 ,already he had visions of a happy sister in a handsome new gown1 and turning again to the instrument1 he played even more beautifully than before1 for the gladness that crept into his heart was creeping also into the music4 ,for some minutes he picked the strings1 while the people listened as if held in a spell1 until the father said1 8,we must go now1 for it is getting late1 and we have yet to find lodgings in the city40 ,and he handed the money to the officer4 ,but the man shook his head4 8,no10 he said1 and his eyes were very tender as he spoke4 8,a boy who can give as much pleasure as that deserves something4 ,keep the money and buy a present for him40 ,as ,wolfgang heard the words he gave a bound4 8,father10 he exclaimed1 with sparkling eyes1 8buy the dress for ,marianne4 ,you can do it now1 since you have saved the customs money40 ,the officer looked at him in amazement4 8,he is a wonderful lad1 truly10 he exclaimed1 8and as kind as he is wonderful60 8,yes10 came the low reply4 8,he has wanted nothing so much as a new dress for his sister1 and now he is happy because he thinks she will get it40 ,and she did get it1 too1 a beautiful one of soft1 bright red1 all trimmed with shining buttons4 ,wolfgang danced with delight when he saw it1 and there was no happier child in all that great capital4 ,they gave many concerts there1 some before the royal family2 and ,maria ,theresa1 the empress1 became greatly attached to both brother and sister1 gave them handsome clothes and beautiful gifts1 and forgot all about affairs of state while ,wolfgang played4 ,she called him the 8little sorcerer10 and agreed with the customs officer that he was a wonderful child4 ,then1 after some weeks1 they went back to the home in ,salzburg1 where the boy kept on at his music1 doing such marvelous things that his fame traveled far4 ,he grew to be the great master1 ,mozart1 at whose glorious music the world still wonders1 and he was a generous and sweet-souled man1 just as he was a big-hearted and thoughtful child4 ,many lovely acts are told of him1 but none that shows his kindness and tenderness in a more delightful way than when as a boy on the ,vienna wharf he charmed the customs officer and all others who heard1 and ,marianne had the dress for which she had wished by the evening star with the duty money that wasn't paid4 ,,wilhelmina',s ,,wooden ,,shoes 7,biography--,art ,teaching7 ,it was summer time1 and a boy named ,rembrandt van ,rijn was lying on top of the ramparts that walled in the city of ,leyden1 his eyes fixed on the yellow highroad that stretched away toward ,the ,hague4 ,it was good to be there in the shadow of the mill sails1 for the trees beyond were beautifully green1 and he loved to watch the market folk coming and going1 loved to see strangers journeying from far away and to dream of the time when he1 too1 would fare forth to see the world4 ,instead of being a miller like his father and living always beside the ,leyden ramparts1 he would go to ,amsterdam1 where ships sailed in from the ,indies1 and perhaps he would board one of those wonderful craft and journey over leagues of ocean to distant realms of the ,east4 ,the thought brought a smile to his face and a deeper blue to his eyes1 and he whistled a strain from an old ,dutch song of rejoicing4 ,suddenly he started up in surprise1 for a familiar figure was coming along the ,rhine road4 ,it looked like his ,uncle ,peter1 but that seemed impossible1 for it was ,saturday morning1 and his uncle was an industrious merchant who was never known to leave his shop on business days4 ,then as the man hurried through the great gate that opened into the city1 ,rembrandt saw that it was his ,uncle ,peter2 and his surprise changed to alarm1 for he believed his uncle's coming would mean trouble for him4 ,the day before1 in the ,latin school1 he had drawn pictures on his cousin ,wilhelmina's wooden shoes and had been caught4 ,she was quite willing to have them decorated1 and laughed merrily at sight of the ducks and chickens and spotted pigs marching from heel to toe2 but ,mynheer ,speelburg1 the teacher1 had a very different idea4 ,he considered that it was defacing property1 and wasting one's time as well4 ,although ,wilhelmina declared it was all her fault1 ,rembrandt was severely scolded1 and the master sent a note home to his uncle4 ,now the uncle was probably coming to tell the boy's father about it1 and the thought sent all the brightness out of the day4 ,the merchant did not notice ,rembrandt until he had passed the ramparts and a cawing crow caused him to turn and see the boy on top of the wall4 ,then he looked up and smiled1 which did not seem like anger1 and yet--what else could have taken him from the shop on ,saturday morning8 8,i've come to have a talk with your mother10 he said as he stopped a moment4 ,rembrandt climbed down to go with him1 hoping that something besides the shoes had brought him1 but the man shook his head4 8,no1 stay where you are10 he said4 8,i want to see your mother alone40 ,again the uneasy feeling surged over the lad4 ,after all1 it must be those wooden shoes1 and he felt very uncomfortable2 and a little later1 when both mother and uncle came from the house and hurried to the mill1 he wished very much that he never had seen pigs and fowls--most of all that he had not drawn them on his cousin's shoes4 ,then his father called to him1 and although he wanted to creep away and hide1 he went on the run4 8,here's the young rascal10 the uncle said as the boy went in at the broad1 low door4 ,rembrandt noticed that he held one of ,wilhelmina's shoes1 and his heart sank4 ,but a moment later he was as much amazed as he had been alarmed1 for his mother spoke pleasantly and asked1 8,would you really like to be a painter80 8,a painter80 he answered quickly4 8,more than anything else in the world40 ,then his father smiled1 too1 which seemed strange indeed1 for he had declared that his son never should become an artist4 ,often ,rembrandt had dreamed of being one1 and when he spoke to his mother about it the idea seemed to please her4 ,but the sturdy ,dutch miller shook his head and announced that his boy must become a syndic1 one of the wise lawgivers of ,holland1 or else a miller like himself4 ,so1 instead of being allowed to spend his days drawing the pictures that were constantly running through his fancy1 ,rembrandt had been sent to the ,latin school to do sums and conjugations4 ,it seemed impossible that the miller could have changed his mind2 but he had changed it1 for he said1 8,very well4 ,we will see about it40 ,then1 while the mill sails whirred above them1 and the voices of passing market folk came in through the open window1 the merchant uncle told what seemed to ,rembrandt a wonderful story4 8,this morning1 as ,i was opening the shop10 he began1 8,speelburg1 the schoolmaster1 came to talk about the pictures on ,wilhelmina's shoes4 ,he urged me not to be too hard on the lad because he had thought much about it during the night and had come to believe that perhaps ,rembrandt cannot help drawing4 ,he is a wise man1 this ,speelburg1 and told me much of how the young masters ,giotto1 ,cimabue1 and ,raphael had made pictures on stones1 sand1 and anything that would hold a drawing1 and that their parents could no more prevent it than they could keep water from running downhill4 ,he thinks our ,rembrandt may be like them1 and so he offered to tend the shop for me if ,i would come and ask you1 his father1 to let him study with ,master ,swannenburg40 ,those words were music to ,rembrandt's ears1 for ,swannenburg was the master painter of ,leyden4 ,an hour later1 miller and merchant went through the old ,white ,gate into the city1 and ,rembrandt trudged along beside them1 carrying a roll of paper4 ,as they hurried along the highway his eyes gleamed1 for it seemed to him like a dream come true1 and the stern ,dutch schoolmaster began to appear in the guise of a fairy godfather4 ,he did not see the market folk they passed on the way1 did not hear the murmur of the ,rhine sweeping seaward just beyond them1 for the thought that he might become a painter had crowded out all other things4 ,very soon they reached the workshop of the artist1 and knew what the great man thought of the sketches1 for as he looked them over he murmured1 8,h'm1 h'm6 ,pretty good6 ,the old woman's head is too small for her body1 and a pig never had legs as crooked as that2 but he will learn1 and if he is willing to work ,i'll gladly take him as a pupil40 ,so ,rembrandt went into the studio of the painter1 for his father had come to believe that he was intended for neither a syndic nor a miller4 ,he was so eager to learn that he worked with all his might1 and his progress amazed his teacher1 who1 although he knew he had talent1 had not dreamed he could advance so rapidly4 ,before two years were gone his pictures were better than those of ,swannenburg himself1 who said sadly one day1 8,i am no longer the master painter of ,leyden40 ,but that artist had a great1 good heart1 and he was so glad to see the boy's progress that he helped him all he could4 ,now it happened1 about the time the work of the miller's son was causing ,leyden folk to open their eyes1 that ,jan ,lievens1 who was a successful painter in ,amsterdam1 came home to visit his parents1 who were neighbors of ,rembrandt's family4 ,he was greatly excited over the work of his young friend and exclaimed1 8,you must go back to ,amsterdam with me1 for the best masters of ,holland are there1 and you must study with them40 ,the idea seemed good to the miller1 who was very proud of the progress of his son2 so to ,amsterdam young ,rembrandt went1 where he progressed as amazingly as he had done in the studio of ,swannenburg4 ,the great harbor city fascinated him1 and he loved to roam along its splendid streets watching the people hurrying to and fro or idling in groups on the corners1 laughing and chatting in their merry ,dutch way2 loved to go to the docks where ships came in from the ,indies1 and to see the sunrise and sunset painting marvelous-hued pictures on the waves of the wild ,north ,sea4 ,then he would go back to the studio and work1 picturing the men and women he saw on his rambles1 the mill by the old ,white ,gate1 and the market folk he used to watch from the ,leyden ramparts4 ,his paintings delighted the great of ,amsterdam just as the pigs and chickens he drew on ,wilhelmina's shoes had delighted the boys and girls in the ,latin school1 and he became rich and famous4 ,he lived in a palace fine enough for a prince1 and could have bought whole cargoes of those ships that sailed in from the ,indies2 and his wealth seemed all the more glorious because he had earned it with the labor of his hand and brain4 ,he married a great and gracious lady1 and as his children drove through the streets in their fine carriage the people would say1 8,see1 the son and daughter of ,rembrandt van ,rijn1 the wonderful painter40 ,but all his good fortune and all the honors heaped upon him did not make him selfish and overbearing4 ,he never forgot or ceased to love his native ,leyden4 ,he lived in the harbor city because it fascinated him and was a better place for an artist than his childhood town1 but he never tired of going back to the old home or lost interest in the pigs and cows and the market folk on the ,rhine road4 ,sometimes on these visits he would lie on the ramparts just as he had done when a boy1 and strangers journeying to and from ,the ,hague had no idea that the grave-eyed man dreaming there in the shadow of the mill sails was the famous painter of ,amsterdam4 ,then1 one day he died1 and they laid him to rest in the harbor city where for so many years he had lived and worked4 ,the people of ,leyden asked to have him taken back there1 and those who know how he loved it wish it had been done2 for it would be pleasant to think of him sleeping in the shadow of the mill sails1 and perhaps if he could have been asked he would have wanted it1 too4 ,years passed1 but instead of dimming the glory of ,rembrandt's name they brightened it4 ,after his death his works became priceless1 and the world still prizes them just as ,amsterdam prized them two hundred years ago4 ,to own a canvas by this king of ,dutch painters is to be rich and envied1 for it requires a great deal of money to buy one of his paintings4 ,even the crude drawings of his boyhood are now treasured by princes1 and one of the most prized possessions of a great museum in ,holland is a pair of wooden shoes4 ,they are brown and clumsy and covered with marks1 half of which have been worn away by the staining finger of ,time2 but a fortune could not buy them1 because ever so long ago they were worn by little ,wilhelmina van ,rijn to the ,latin school of ,leyden1 and were decorated by the hand of a mill boy1 and who would not be proud to own them8 ,that mill boy became the immortal ,flemish painter1 ,rembrandt1 whose work will be treasured as long as the world loves beautiful things4 ,,the ,,lady ,,of ,,stavoren ,,retold ,,from ,a ,,dutch ,,legend 7,geography--,ethics7 ,there was once1 in ,holland1 a great and beautiful city called ,stavoren4 ,it stood beside the sea1 and many of the inhabitants were proud and rich4 ,they had houses stately enough for royal palaces4 ,they had gold and silver plate and diamonds without number1 and great oaken chests filled with money4 ,their vessels sailed to the farthest parts of the ocean and brought back treasures from every land1 and as the wealth of the people increased their selfishness increased1 until they thought of nothing but their good fortune and had no pity for the poor4 ,richest of all the rich folk in the city was a stately1 beautiful woman4 ,there was no home in ,stavoren as princely as hers1 there were no jewels as gorgeous or silks and velvets as lustrous as those she possessed1 and when she drove through the streets in her gold-blazoned carriage her splendor dazzled the eyes of all who saw4 ,but she was as selfish as she was rich and powerful1 and always she pondered in her mind the question1 8,how can ,i become richer still80 ,one day she summoned the captain of her largest vessel and said1 8,make ready to sail at once40 8,yes1 madame10 the officer replied1 8but where shall ,i go and upon what mission80 8,where you go you must decide for yourself1 for ,i care nothing about that4 ,but you must bring back the most precious cargo in all the world40 ,the man looked at her in surprise4 8,that shall ,i gladly do1 madame10 he said1 8if you will but tell me what you wish4 ,is it to be gold and silver1 diamonds and jewels1 or rare laces1 tapestries1 and velvets80 ,the rich woman tossed her head and replied haughtily1 8,there is but one thing in the world more precious than all others1 and what it is you must find out4 ,i have given my orders4 ,go now and fulfill them40 ,the captain was greatly troubled1 for he feared the anger of his mistress4 ,she was so powerful that she could have him thrown into prison or even put to death if she chose1 and as he walked down the street from the house he thought1 8,what is the most precious thing in all the world80 ,sometimes he thought it was one thing and sometimes another1 but when he reached the shipyard he had not decided4 ,he called to the officers and sailors standing there1 told them of the woman's strange order1 and said sadly1 8,but1 alas6 ,i know not what it may be4 ,if any among you can tell1 let him speak40 ,every one thought a minute1 then came a chorus of suggestions4 ,one officer suggested gold1 another silver1 and another precious stones1 but the captain was not sure which was right4 ,he must not decide too quickly1 for to make a mistake would be a terrible thing4 ,silently listening the sailors stood1 for according to the law of the city they must not open their lips until the officers had had their say4 ,then one of the group1 a slender1 blue-eyed fellow1 who seemed no more than a boy1 said1 8,no1 my captain6 ,the most precious thing in the world is neither gold and silver1 pearls and diamonds1 nor costly laces and velvets4 ,it is wheat1 for without it we could have no bread1 and without bread we cannot live40 ,some of the officers laughed at this idea1 for common sailors were not supposed to know much4 ,but the captain quieted them1 saying1 8,he is right4 ,we will sail away and bring back a cargo of wheat40 ,so they sailed out of the harbor1 and across the ,baltic to ,dantzic4 ,there they bought a great cargo of wheat1 the largest that had ever been started out to sea1 and the captain1 delighted with the purchase1 turned the ship's prow back toward ,stavoren town4 ,he could hardly wait to get to his mistress and tell her what a wise and wonderful choice he had made4 ,she frowned when she saw him1 displeased that he had returned so soon4 8,you must have flown like a pigeon10 she said4 8,have you brought me the cargo ,i ordered80 8,yes1 madame10 he replied1 bowing low before her4 8,i have the finest cargo of wheat that ever went out of a port40 ,the woman screamed in anger4 8,wheat60 she yelled4 8,a cargo of wheat6 ,i told you to bring me the most precious thing in the world1 and do you mean to say that you have brought a common1 cheap thing like wheat80 ,the captain was terribly frightened1 but he did not regret his selection4 ,he believed in the value of his cargo1 and tried to lead the woman to see that he had made a wise purchase4 8,pardon1 madame10 he spoke4 8,wheat is not cheap and common4 ,it is in truth the most precious thing in the world1 for without it we could have no bread1 and without bread we could not live40 ,but he could not convince his mistress4 ,she tossed her head and wrung her hands in anger and exclaimed1 8,wheat6 ,wheat6 ,go to the port and throw your precious cargo of wheat into the sea40 ,the captain was horrified4 8,madame60 he exclaimed1 8surely you do not command me to do that6 ,wheat is precious4 ,if you will not have it yourself1 give it to the poor and hungry1 of whom there are many in ,stavoren40 ,but she drove him from the house1 saying1 8,do as ,i bid you4 ,in a few minutes ,i shall come myself to see if you have carried out my order40 ,sadly the man went down the street1 wondering how one so rich and beautiful could be so hard and unkind4 ,but he had no thought of executing the order4 ,instead1 he told all the poor he met1 and dispatched messengers to tell others1 that his mistress had refused to accept the cargo of wheat and perhaps1 if they came to the port and asked her1 she would give it to them4 ,a little later the great lady of ,stavoren drove in her gold-emblazoned carriage to the shipyard1 where a group of men1 women1 and children had joined the sailors and stood looking at the splendid vessel piled high with the best wheat that ever came out of ,dantzic4 ,but when she saw them her anger increased4 8,have you carried out my orders80 she said to the captain1 as he came in answer to her summons and stood beside the carriage4 8,no1 madame1 not yet10 he replied4 8,then10 the woman commanded1 8do it at once4 ,throw the cargo of wheat into the sea4 ,i want to see1 myself40 ,but the captain shook his head4 8,see these poor people10 he said1 pointing to the hollow-eyed men1 women1 and children who were standing there4 8,give them the wheat1 for they are hungry40 ,but the haughty woman silenced him and commanded1 8,throw it into the sea60 ,then the captain seemed afraid no longer4 ,he stood straight and fearless before her and declared1 8,never1 madame60 ,but she shouted word to the officers1 who dared not disobey1 and amid the cries and pleas of the poor1 the cargo that would have meant bread for thousands1 was thrown into the sea4 ,the woman watched the waters swallow it up and smiled heartlessly4 ,then she called to the people1 8,did you see it go into the waves80 8,yes1 madame10 they answered sadly4 8,yes1 madame10 repeated the captain1 8and a day will come when you will regret what you have done4 ,a day will come when you will be hungry1 and no one will pity and help you40 ,the mistress looked at him in amazement4 ,then she laughed loudly4 8,i1 go hungry10 she exclaimed1 8,i1 the richest of all the rich of ,stavoren6 ,it is impossible60 ,then she took a diamond ring1 held it up for the people to see1 and tossed it into the ocean4 8,when that ring returns into my hand10 she said1 8,i shall believe what the captain has said40 ,and she drove away in her splendid carriage1 and boasted to the citizens of what she had done4 ,the next day one of her servants came running to her in wild excitement4 8,madame10 she cried1 8the cook has found this in the stomach of a fish he is preparing for dinner40 ,and she held up the diamond ring the woman had tossed into the sea the day before4 ,the great lady of ,stavoren opened her eyes wide and wider4 ,she was amazed and frightened1 for she remembered the captain's words4 8,can it be10 she thought1 8that they are to come true80 ,it proved to be just as she feared1 for that same afternoon she received word of the destruction of all her ships1 of the loss of all her houses and lands1 of the pillaging of her chests of gold4 ,she was no longer the richest woman in ,stavoren1 but was as poor as any beggar4 ,she went from house to house1 begging for food as pitifully as the people at the port had begged her for wheat1 but no one helped her1 and at last she died from cold and hunger4 ,the other rich folk of ,stavoren still lived on in the old selfish way4 ,they drove through the streets in sumptuous carriages4 ,they wore costly clothing and jewels1 they danced and feasted and sailed their vessels out across the seas1 forgetful of every one but themselves4 ,there were still many poor in the city1 but they neither thought nor cared about them4 ,they believed themselves to be so great and powerful that nothing could harm them1 and they refused to listen to advice4 ,after a while the port of ,stavoren became blocked by a great sandbank4 ,it rose just at the spot where the lady's cargo had been thrown into the sea1 and was covered with wheat4 ,ships could no longer go in and out4 ,commerce was ruined1 and because there were no vessels to unload1 the poor lost the only way they had of making a living4 ,they begged the rich people to help them dig the bar away1 but they refused4 ,they had enough to eat and plenty of gold1 so what cared they for the distress of the laborers8 ,then something else happened4 ,one night as they feasted1 a man came running into the banquet hall4 8,i have found two fish in my well10 he said4 8,the dike is broken4 ,protect the city6 ,protect the houses of the poor that are close to the sea wall and will be swept away40 ,but one of the great folk said haughtily1 8,let the beggars take care of themselves4 ,the sea cannot harm us4 ,we must finish the banquet40 ,they turned away from him and went on with their revelry1 but only for a short time4 ,a few hours later the entire dike gave away1 and the ocean rolled in and covered the houses1--not only the huts of the poor which were in the low quarter of the city1 but even the palaces of the rich who had declared they could not be harmed4 ,the great perished as well as the humble1 and the waves of the ,zuider ,zee rolled where the banquet laughter had sounded4 ,it rolls there still4 ,the sailors say that sometimes when the weather is fine and the sea is smooth as glass1 they see spires and domes and stately columns far down under the water4 ,they declare1 too1 that often strange1 weird music like the sound of distant bells falls upon their ears1 and then they look and listen and nod to each other1 for they think of the palaces and chimes of ,stavoren1 once the fairest city of the ,netherlands1 submerged hundreds of years ago while the poor cried for help and the mighty danced4 ,,the ,,luck ,,boat ,,of ,,lake ,,geneva ,a ,,swiss ,,legend 7,geography7 ,the ,alpine herdsmen say that in the marvelous long ago an enchanted boat was seen gliding up and down the blue waters of ,lake ,geneva4 ,neither oars nor sails were needed to speed it over the waves1 for it was drawn by singing swans and carried a fairy crew4 ,a radiant creature in a robe whiter than goat's milk stood on the prow1 her gleaming hair rippling down over the hem of her garment4 ,she bore a golden basket of rare fruits and flowers1 and although she scattered the contents with lavish hand upon the sprites at her feet1 it was never empty4 ,sometimes the vessel touched the shore1 and then the soil around that spot produced as never soil produced before or since1 and if any peasant was so fortunate as to catch a glimpse of the boat1 he and his children became rich beyond want and were blessed and happy to the end of their days4 ,for hundreds of years the magic ship sailed the lake1 and as it touched the shore frequently and numbers of peasants saw it1 there was wonderful prosperity in ,old ,helvetia4 ,but a great misfortune befell the country and the glad1 abundant days became but a memory4 ,a steamboat was brought to ,geneva1 and it plowed1 a screaming1 snorting monster1 across the waters4 ,the noise terrified the gentle swans1 and with one wild cry they flew away4 ,never again did the peasants catch a glimpse of the white-robed fairy and the shining sprites4 ,never again did the music of the snowy pilots gladden their ears4 ,the ,luck ,boat disappeared1 and with it went prosperity from the land of ,geneva4 ,but marvelous things like that are never forgotten4 ,those who had seen the fairy craft in their youth told the story to their sons and daughters1 who passed it on to their children and their children's children1 and although the mountain folk of today have never beheld it1 they know just how it looked4 ,they have pictured it so often in their minds1 that their artists have pictured it on paper1 and so it has become the custom for the peasants around ,lake ,geneva to send 8,luck cards0 to their friends on ,new ,year's ,day4 ,these are gay1 colored postals containing a likeness of the ,luck ,boat1 and to those of whom a peasant is fondest he sends as many as he can afford1 because to receive them is supposed to bring good fortune1 just as a glimpse of the swan-drawn vessel was said to do in the marvelous long ago4 ,,why ,,the ,,japanese ,,love ,,the ,,stork ,a ,,japanese ,,legend 7,geography7 ,ages ago1 in the ,japanese city of ,nagasaki1 there lived a young and handsome noble named ,vasobiove4 ,life seemed very beautiful to him4 ,he loved the blossoms that are so sweet and abundant in his native ,saikaido1 loved the racing and the wrestling matches1 the sunset on the purple ,gulf of ,sinabara1 the evening festivals with the dances of the geisha girls1 and his only sorrow was the thought that he could not live forever4 8,alas1 to have to leave this beautiful world60 he often sighed4 ,at which his old father would say1 8,fear not1 my son4 ,by the time you are threescore years and ten you will think differently40 ,but the young noble would shake his head and reply1 8,nay1 nay1 ,i want to live always1 always40 ,one day an aged pilgrim came into ,nagasaki and rested on a stone outside ,vasobiove's garden4 ,the owner was walking under the tulip trees1 and seeing the sad-looking man in the sun and dust of the road1 called and bade him come into the shade of his park4 ,leaning heavily upon his staff1 the wanderer came and sat down beside the fountain1 and the young noble asked him many a question of lands and men he had seen4 8,is it throughout the world as here in ,japan10 he questioned1 8that people must die even while they yearn to live80 ,the aged pilgrim nodded4 8,yea10 he answered1 8in all the lands through which ,i have journeyed4 ,but men have told me that there is a region where death never comes40 ,the young noble leaned forward eagerly4 8,where is it10 he questioned1 8ah1 where8 ,tell me1 for ,i mean to go to that land40 ,the pilgrim shook his head1 saying1 8,that you cannot do1 my son4 ,it is in the ,happy ,islands of ,everlasting ,life1 but although mortals have seen them in the distance1 never has one succeeded in entering there40 8,but ,i must1 ,i will reach that land60 ,vasobiove exclaimed4 ,his father1 who was old and wise1 begged him not to go4 8,you will perish on the way10 he said sorrowfully4 8,but even if you reach and enter the islands1 you will not be happy4 ,that which is best for us is given to us1 and after a long life1 death is good40 ,but ,vasobiove shook his head and objected1 8,no1 no6 ,i go to the ,everlasting ,islands40 ,and the next day he set out from ,nagasaki in a boat4 ,straight southward he journeyed and eastward4 ,storms raged and tropic heat beat fiercely on his head1 but he pressed onward1 and at last1 in spite of wave and tempest1 reached the green shore of ,horaisan4 ,it was the land no mortal had ever entered1 the ,happy ,islands of ,everlasting ,life4 ,vasobiove's cup of joy was full4 ,there was no sorrow there1 no birth or death1 no tempest and black weather or flight of time--nothing but dancing1 music1 splendid men and beautiful women1 with enchanted flowers of unfading beauty in the groves and gardens1 and always iridescent reaches of the sea beyond4 ,there were wrestling matches1 such as were not dreamed of in ,nagasaki1 long days filled with feasting1 and long nights of dance and song4 ,vasobiove smiled the smile of the contented4 8,at last60 he said4 8,it is good to know that ,i shall live forever40 ,two hundred years he spent in the eternal mirth of ,horaisan1 and then1 somehow1 he longed for other things4 ,the music he had loved grew wearisome1 the never ending dance became hateful to his eyes4 ,he wanted to return to ,nagasaki1 but there was no way4 ,the boat that had carried him to the islands had long since fallen into decay1 and it was impossible to get another4 ,he must stay forever and ever in the land of dance and song1 and the thought became hideous4 ,then he heard a weird cry4 ,looking behind him1 he saw a giant stork settling on the bank of a lake to catch some of the rainbow fish within4 ,a happy thought came to him4 ,no1 he would not dwell eternally in ,horaisan4 ,he would go back to ,nagasaki4 ,catching the bird1 he tamed it1 and one morning while the islanders reveled and the sea was as many colored as the enchanted blossoms in the gardens1 he flew away1 borne by the giant stork back to the sweet land of ,saikaido1 back to the shining ,gulf of ,sinabara1 and his native ,nagasaki4 ,he would live as his fathers had lived1 he would die when his time came1 and never again would he pine for a land where all was revelry and beauty and song4 ,ever since that time the ,japanese have loved the stork4 ,they picture it upon their royal banners and upon the walls of their houses1 and give it the freedom of their gardens4 ,whenever a youth becomes dissatisfied and yearns for a land where delights are never ending1 they tell him the story of the man who went to the ,everlasting ,islands1 show a picture of the stork that carried him back to ,nagasaki1 and say1 8,even as it was with ,vasobiove1 so would it be with you40 ,,why ,,grizzly ,,bear ,,goes ,,on ,,all ,,fours ,a ,,shasta ,,legend4 ,,adapted ,,from ,,bancroft 7,indian ,folk ,tale--,geography--,ethics7 ,ages ago1 before there were any mountains or valleys or rivers flowing seaward1 ,great ,spirit lived up in the sky1 higher than the most distant star4 ,all about him were snow heaps and white cloud billows1 so thick he could not see through them1 and he wondered what lay beyond4 8,i will make a hole and see10 he said4 ,so1 taking a sharp rock1 he bored an opening through the cloud floor and looked below4 ,a strange sight met his eyes4 ,there lay the world1 but a very different world from the one we know4 ,it was flat like a table1 with no hills or valleys1 or rivers1 or growing things1 and ,great ,spirit said1 8,i will build a teepee there1 and then ,i shall make it better40 ,the snow heaps lying around him made him think of a good way of building a wigwam2 so he pushed some down through the floor window1 working day and night through many1 many moons1 until he had the pyramid white men call ,mount ,shasta4 ,he built a fire and lived in the teepee1 and then he walked abroad4 ,it was a fine land for a home1 but lonely and too flat4 ,he wanted mountains and valleys2 so he created them4 ,then he wanted living and growing things about him2 so he said1 8,i will make men and animals too40 ,he dug holes in the ground with his fingers1 some large1 some small1 and when he breathed into them1 trees of many sizes and kinds rose out of the earth4 ,then he stripped leaves from the branches and scattered them about1 and they became men4 ,he caused snow from the mountain sides to melt and flow in streams1 and now1 instead of the flat1 brown vastness1 there were uplands and lowlands1 green fields and snowy peaks1 and rivers running seaward1 and other leaves stripped from the branches and torn into bits became fishes that swim4 8,now ,i shall make beasts of every kind10 he said1 and as he spoke he smote down a mighty tree4 ,he broke it into pieces1 some large1 some small1 which he turned into animals of various sizes and varying strength4 ,grizzly ,bear he created from the heaviest part of the trunk1 and the bear stood before him1 on his hind legs1 straight and powerful like a young hunter1 stronger than any other creature of the earth4 ,it pleased ,great ,spirit to have living creatures around him1 and he did not go back to the cloud world1 but stayed in the teepee4 ,the ,indians knew he was inside1 because often they saw the smoke from his flaming coals curl far above the peaks4 ,many1 many moons he dwelt there and grew so lonely that he sent for ,little ,daughter4 ,she came and lived with him1 made his moccasins and tended his fire1 and was happy4 ,one day there was a mighty storm4 ,the wind raged fiercely1 sending the smoke back through the smoke hole into ,great ,spirit's face4 ,he did not like that1 and bade ,little ,daughter go up to command the wind to stop4 ,she did as she was told1 and put her head out through the hole to call to the wind4 ,but never having beheld the world before1 she grew very curious at the strange sights that met her eyes1 and leaned out far1 far1 to see all she could4 ,suddenly she fell1 and the wind carried her to the land of the ,grizzly ,bear4 ,little ,daughter did not want to stay there and begged to be taken back to the teepee of her father4 8,let her stay here and work for me10 ,mother ,grizzly growled1 and ,young ,grizzly agreed1 saying1 8,yes1 let her work40 ,so they would neither go with her nor let her try to find the way herself4 ,great ,spirit knew ,little ,daughter was in the land of the ,grizzly ,bear1 and he went to take her home4 ,when she told him how she had begged to go back1 but was forced to stay and work1 he was very angry4 8,i shall punish you10 he said to the bears4 8,never again shall you walk upright like a man2 always you must go on all fours40 ,taking ,little ,daughter1 he went back to the snow teepee1 and they lived there for ages and ages1 always keeping the fire burning1 and always the ,indians saw the smoke come out through the smoke hole4 ,at last the white men came1 and as ,great ,spirit did not like the palefaces1 he went away and the fire died out4 ,but the teepee they call ,mount ,shasta is still there1 although smoke no longer curls above it1 and ,grizzly ,bear still goes on all fours1 never standing upright except when he is fighting4 ,,the ,,luck ,,boy ,,of ,,toy ,,valley 7,geography--,ethics--,manual ,training7 ,in a chalet high up among the ,austrian mountains1 blue-eyed ,franz was very unhappy because his mother and brother ,johan were going to ,vienna and he had to stay at home with his old grandfather4 ,he bit his lips to keep back the tears as he watched the packing of the box that was to carry their clothing4 ,then his mother tried to comfort him4 8,never mind1 lad10 she said4 8,i'll send you a present from ,vienna1 and we'll call it a #8luck gift' and hope it will bring good luck4 ,if it does you'll be a luck boy40 ,he smiled even if he did feel sad4 ,he had often heard of luck children1 for among the ,tyrolean peasants there were many stories of those who had been led by fairies to have such wonderful good fortune that ever afterward they were spoken of as the elf-aided1 or 8,glcks ,kinder10 and it was so delightful to think about being one of them that he forgot his sorrow4 ,of course it would be very fine to travel down to ,vienna and go into the service of a rich noble there1 as his mother and brother were to do1 but it would be still better to be a 8,glcks ,kind10 and such things sometimes did happen4 ,so he did not feel sad any more1 but whistled and sang and helped with the packing4 ,early next morning the post chaise rattled up to the door1 and ,johan and the mother drove away4 ,franz watched them go down the winding white road1 calling after them in sweet ,tyrolean words of endearment until they were out of sight4 ,then he went back into the hut and began to sandpaper some blocks that his grandfather needed for his work4 ,the old man was a maker of picture frames1 all carved and decorated with likenesses of mountain flowers1 and these1 when sent to ,innsbruck and ,vienna1 brought the money that gave him his living4 ,the figures were too fine and difficult for ,franz to carve1 but he could lend a hand at fetching blocks and sandpapering4 ,he worked with a vim1 for ,tyrolean boys think it a disgrace to shirk1 but all the while his thoughts were on the luck gift4 8,i wonder what it will be80 he said to his grandfather4 ,they took turns at guessing1 until it was time to feed the goats and house the chickens for the night4 ,a week later the man who had driven ,johan and his mother away came by on his return from ,vienna1 and ,franz fairly flew out to get his gift4 8,it is something very big10 he called to the old frame maker as he took a bulging bag4 8,see1 it is stuffed full60 ,and he expected to find something very wonderful4 ,but when he opened it1 he thought it wasn't wonderful at all4 ,there was a blue velvet jacket1 trimmed with gold braid and fastened with glittering buttons1 such as ,tyrolean boys wore in those days1 and in one of the pockets he found a shining knife4 8,well1 of all things60 he exclaimed as he held them up for his grandfather to see4 8,it's a splendid jacket1 and the knife is a beauty1 but ,i don't see where the luck part comes in40 ,but ,hals ,berner was old and wise1 and a knowing smile played over his wrinkled face as he spoke4 8,it won't be the first time luck has hidden in a knife10 he said1 as he bent over his carving4 ,franz did not know what he meant4 ,he had always had a knife1 for being of a carver's family he was taught to whittle when he was a very little fellow1 and he had become remarkably skillful for one of his years4 ,but no wonderful good fortune had come to him1 and he was very sure that although each of the presents was nice1 neither would bring luck1 and he sent that word to ,johan4 ,but the brother wrote back from the city1 8,it will surely turn out to be a luck gift1 ,franz4 ,just wait and see40 ,and still the boy wondered4 ,winter came and icy winds blew down from the peaks4 ,there was no word from ,vienna now1 for the valley was shut in by a glittering wall1 and travel over the snow-drifted passes was impossible4 ,there were other boys in the village1 but each had his work indoors1 and there was little time to play1 so ,franz had no chance for games4 ,he helped his grandfather part of the day and sometimes whittled for his own amusement4 ,it was a lonely life there in the hut1 with just the old frame maker1 who was often too busy to talk1 so ,franz was glad to do something to keep him busy4 ,now he made rings and tops and then just fantastic sticks or blocks4 ,one day1 as he whittled1 his grandfather said1 8,why don't you make an animal1 ,franz80 ,the boy looked up in surprise4 8,i don't think ,i can10 he answered4 8,not unless you try10 came the reply4 8,but if you do that you may surprise yourself40 ,franz hated to have any one think he was afraid to make an attempt1 so he exclaimed1 8,i wonder if ,i could make a sheep80 8,begin and see10 the old man advised4 ,the boy went to work4 ,at first it was discouraging4 ,after many minutes of whittling there was little to suggest what he had in mind4 ,but then1 with an occasional turn of the knife by the frame maker1 and now and then a bit of advice1 the boy began to see that a sheep would grow out of the block1 and when it did he felt like a hero who has won a battle4 8,it wasn't a bit hard1 was it1 lad80 ,hals ,berner asked when it was finished4 ,and ,franz agreed that it was not4 ,that was the beginning1 and every day thereafter ,franz worked at his whittling1 and animal after animal grew under his knife4 ,he was so busy he did not have time to be lonely1 and had quite forgotten how sad he had felt over having to stay at home4 ,it was such fun to see the figures come out of the wood and feel that he had made them4 ,of course they were crude1 and not half so handsome as those his grandfather could have made2 but any one could tell what they were1 and that was worth a great deal4 ,by spring he had a whole menagerie1 and when his mother came home she found he had been a busy boy1 and a happy one as well4 8,all made with the luck knife10 ,johan said as he looked over the work4 8,so grandfather says10 ,franz answered4 8,it's a splendid knife1 but ,i don't see yet where the luck comes in40 ,and again the knowing smile went over the old man's face4 ,one day soon afterward his mother had word from the man who had been her employer in ,vienna that his little son was not well1 and he was sending him to regain his health in the mountain air4 ,a week later the child arrived with his nurse1 and the first thing that attracted his attention was ,franz's menagerie4 8,oh6 oh60 he exclaimed1 8dogs1 cats1 sheep1 goats1 lions1 elephants1 and all made of wood6 ,i want them40 8,he means that he wants to buy them10 his nurse explained4 8,will you sell them1 ,franz80 ,for a minute the boy hesitated4 ,that menagerie had meant many months of whittling1 and he loved every animal in it1 and if ,johan hadn't interrupted1 probably he would have refused4 8,why1 ,franz10 the brother exclaimed1 8it begins to look like a luck knife after all40 ,that put a thought into his mind that caused him to answer1 8,yes1 take them4 ,i can make some more40 ,so1 when the child went back to ,vienna he took a wooden menagerie from the ,tyrolean mountains4 ,other ,viennese children1 seeing it1 wanted to possess one1 and orders began to pour in to ,franz1 far more than he could fill4 ,then other villagers took up the work1 until all over the valley people were making animals and toys4 ,the work grew to be a big industry1 and toys from the ,grdner ,thal were sent all over ,germany1 and even to the lands beyond4 ,one generation after another went on with the work1 and although it is two hundred years since ,franz began it1 the craft continues there to this day4 ,at ,christmas time shops in every land are filled with toys from the ,tyrolean mountains1 and although they do not know the story1 thousands of children have been happier because of a peasant boy's whittling4 ,so out of the bag sent back from ,vienna there came in truth a luck gift1 and it wasn't the fine jacket either1 but the knife with which ,franz whittled his first sheep4 ,the boy had found out that luck doesn't mean something sent by fairies1 but the doing a thing so well that it brings a rich reward1 and although he lived to be a very old man1 he never got over being grateful that his mother made him stay behind when she and ,johan went to the city4 ,the little valley among the ,austrian ,alps is still called ,grdner ,thal on the maps1 but because of the animals and toys that have come out of it1 it is almost as well known by another name4 ,if you are good guessers you can surely tell what it is1 especially if you know that the peasants still speak of the lad who made the first menagerie there as the ,luck ,boy of ,toy ,valley4 ,,the ,,emperor',s ,,vision ,,adapted ,,from ,,the ,,swedish ,,of ,,selma ,,lagerl,f ,from ,lagerlf's ,christ ,legends4 ,copyright1 #aijh1 by ,henry ,holt ,co4 7,medieval ,legend--,ethics7 ,when ,augustus was ,emperor of ,rome and ,herod was ,king of ,jerusalem1 a great and holy night sank down over the earth4 ,it was the darkest night that any one had seen1 and one could not find the way on the most familiar road4 ,how could it be otherwise1 since all the stars stayed at home in their houses and the fair moon hid her face8 ,the silence was as profound as the darkness4 ,the rivers stood still in their courses1 the wind did not stir1 and even the aspen leaves had ceased to quiver4 ,everything was as motionless as if turned to stone1 and the grass was afraid to grow1 lest it disturb the holy night4 ,there was no cruelty or wickedness4 ,wild beasts did not seek their prey1 but lay in the forest depths and wondered2 serpents did not sting or dogs bark1 and no false key could have picked a lock1 no knife could have drawn a drop of blood4 ,in ,rome1 the mighty city1 a group of people came from the ,emperor's palace at the ,palatine and took the path across the ,forum which led to the ,capitol4 ,during the day the senators had asked the ,emperor if he had any objection to their erecting a temple in his honor on ,rome's sacred hill1 but he had given no answer4 ,he did not know if it would be agreeable to the gods for him to own a temple next to theirs1 and he wanted to ascertain their will in the matter by offering a sacrifice4 ,therefore he and his trusted friends were on their way to the ,capitol4 ,augustus let them carry his litter1 for he was old and the stairs leading to the ,capitol were long4 ,he held in his hands the cage of doves for the sacrifice4 ,no priests or soldiers accompanied him1 only his nearest friends4 ,torch bearers walked in front of him to light the ways through the black darkness1 and behind him followed slaves who carried the tripod1 knives1 and charcoal for the sacred fire4 ,he chatted gayly with his followers1 and all were so interested in the conversation that they did not notice the stillness over the earth4 ,only when they reached the highest point on ,capitol ,hill did they realize that something unusual was taking place4 ,there they saw a most remarkable thing4 ,an old woman1 so bent and twisted that at first they thought it must be a distorted olive tree1 was standing on the very edge of the cliff1 and they knew her to be the sibyl who had lived as many years as the sand grains by the sea4 8,why does she come from her cave tonight80 they whispered4 8,what does she foretell for the ,emperor and the ,empire80 ,she stood there as if she had gone up on the hillside that she might see what was happening far away1 and the night was so dark1 so dark6 ,then ,augustus and his retinue remarked how profound was the stillness4 ,they could not hear even ,tiber's hollow murmur1 and they feared some disaster was impending4 ,but no one cared to show that he was afraid4 ,they told ,augustus it was a good omen1 and counseled him to hurry with the sacrifice4 ,the sibyl seemed not to notice the ,emperor's train moving up to the ,capitol4 ,in fact1 she did not see them4 ,she was in a distant land making her way over something higher than grass tufts4 ,she was walking among great flocks of sleeping sheep4 ,then she saw a shepherd's fire4 ,it burned in the middle of the field1 and she groped her way to it4 ,the shepherds lay asleep in its glow1 and beside them were the long1 spiked sticks with which they defended their flocks from wild beasts4 ,jackals with glittering eyes and bushy tails stole up toward the blaze1 but the men did not hurl the sticks at them4 ,the dogs continued to sleep1 the sheep did not flee1 and the beasts of prey lay down to rest beside human beings4 ,only this the sibyl saw4 ,she did not know that a sacrificial fire was being kindled behind her4 ,she did not see the ,roman ,emperor take a dove from the cage to use as an offering4 ,she was in the far hills of ,galilee1 among slumbering shepherds and sheep4 ,then1 wonderful sight1 a company of angels singing gloriously flew back and forth above the wide plain4 ,they moved in long1 swaying lines like migratory birds4 ,some held lutes in their hands1 some zithers and harps1 and their songs rang out as merry as child laughter1 as carefree as lark trills4 ,the shepherds wakened1 marveling at what they heard and saw1 then rose up to go to the mountain city to tell of the miracle4 ,behind the sibyl1 on the summit of ,capitol ,hill1 still stood the train of ,augustus4 ,but he did not make the sacrifice4 ,although he exerted his full strength to hold the dove's frail body1 it flung itself free and disappeared into the night4 ,and the shepherds1 what of them8 ,they groped their way forward on a narrow1 winding path4 ,suddenly1 in the light up there on the mountain1 a great heavenly body kindled1 and the city beneath it glittered like silver in the starlight4 ,all the fluttering angel throngs hastened thither1 shouting for joy1 and the shepherds hurried so that they almost ran4 ,upon reaching the city1 they found the angels had assembled over a stable near the gate4 ,it was a wretched structure with a roof of straw1 and a naked cliff for a wall4 ,but over it hung the star1 and thither flocked more and more angels4 ,some seated themselves on the roof or alighted on the steep mountain wall back of the house1 others poised themselves in air on outspread pinions1 while high up1 high up1 the sky was illuminated by creatures with wings as white as pearl4 ,the instant the star kindled over the mountain city all nature awoke4 ,trees swayed1 the ,tiber began to murmur1 stars twinkled1 and the moon stood out of the sky and lighted the world4 ,out of the clouds a dove circled down and alighted on the shoulders of ,augustus4 ,the ,emperor was proud and happy1 and his friends and slaves fell at his feet4 8,hail1 ,csar60 they cried4 8,thou art the god who shall be worshiped on ,capitol ,hill60 ,this cry of homage was so loud that the sibyl heard it and roused from her vision4 ,she turned from her place at the edge of the cliff and came down among the people1 so twisted1 so shriveled1 so terrifying in her tangled hair and marks of age1 that they fell back in awe4 ,with one hand she clutched the hand of the ,emperor1 with the other she pointed toward the east4 8,look60 she commanded4 ,the vaulted heavens opened before his eyes1 and his glance traveled slowly to the distant ,orient4 ,he saw a lowly stable behind a steep rock wall and shepherds kneeling in an open doorway4 ,he saw a young mother with a child upon her knees1 resting on a bundle of straw4 ,the sibyl's big1 knotty fingers pointed toward the ,babe4 8,hail1 ,csar60 she cried in a burst of scornful laughter4 8,there is the ,god who shall be worshiped on ,capitol ,hill60 ,augustus shrank back from her as from a maniac4 ,but upon the sibyl fell the mighty spirit of prophecy4 ,her dim eyes began to burn1 her hands were stretched toward heaven1 her voice rang out with such resonance and power that it must have been heard throughout the world4 ,and she uttered words which she seemed to be reading among the stars4 8,upon ,capitol ,hill shall the ,redeemer of the world be worshiped--,christ1 but not frail mortals40 ,when she had said this she strode past the terror-stricken men and disappeared down the mountain4 ,on the following day ,augustus forbade the people to raise a temple to him on ,capitol ,hill4 ,in place of it he built a sanctuary to the new-born ,god-,child1 and called it ,heaven's ,altar--,ara ,cli4 ,,the ,,shepherd ,,who ,,turned ,,back ,,retold ,,from ,a ,,syrian ,,legend 7,ethics7 ,this is a story they tell in ,palestine when the ,christmas stars shine out and ,syrian children sit1 cross-legged and big-eyed1 in front of the old grandfather1 listening to his tales by the light of the charcoal fire1 while the moon flings its veil across the jagged ,hebron ,hills and the far1 high peaks out ,moab way are white as wool4 ,on the wonderful night when the star in the east proclaimed glad tidings to the ,magi1 and these three wise ones started away from their pleasant homes on a long and perilous journey1 marvelous things are said to have happened in every quarter of the earth4 ,away in imperial ,rome1 the ,emperor ,augustus1 straight and proud in his litter1 was borne up the long stairway leading to ,capitol ,hill to invoke his gods on the spot where the people were to erect a temple to him4 ,but suddenly the darkness broke away and he beheld a manger in a distant land and a ,babe wrapped in swaddling clothes1 and as the voices of his subjects shouted1 8,hail1 ,csar1 thou art the god who shall be worshiped on ,capitol ,hill60 instead of feeling great and exalted like a sovereign he felt very small and humble1 for he knew that ,one just born was mightier than ,csar1 and would rule not only ,rome1 but all the earth4 ,and on that same night1 where the mountains break southward from ,bethlehem to form the high plateau of ,bt ,sahr1 there were shepherds guarding their white-fleeced charges--six in all1 five of whom slept by the gate of the sheepfold while one walked up and down1 starting whenever he heard a stirring among the flocks and going in the direction of the sound to make sure that all was well4 ,sometimes he added wood to the fire1 for the night was cold and a wind from the white peaks eastward brought numbness to his hands1 and sometimes he stood and looked over the scene he knew so well--the pools of ,solomon1 shimmering darkly under the moon1 and the broad vales of ,boaz1 bare and lifeless now1 but yellow with ripened grain and gay with reapers' songs in harvest time4 ,as a child he had played there with his brothers1 as a boy he had roamed up and down the ravines1 and now1 alone in the darkness1 it gladdened him to live again those days in memory4 ,midnight drew near1 yet he had no desire to sleep4 ,the world was very silent1 very still1 for the wind had died away1 and the ,ilwa1 in its rocky bed below1 seemed to rest instead of surging ,jordan-ward4 ,into the hoot of the owls came a note of unwonted tenderness1 and even the cries of the jackals1 that always made the night watch hideous and sent terror to the hearts of the herders1 softened to a sound like a song4 ,the man felt the calm and it soothed him1 and although he had followed the flocks all day long and the hills were steep and jagged1 he knew no weariness1 but a strange sense of peace and delight1 and as he looked at his companions wrapped in their rough skin coats and dreaming beside the embers1 he wondered if they felt in sleep a sensation as exquisite as the one he experienced awaking4 8,how bright the heavens are tonight60 he thought as he looked up to where a golden haze began to gleam around the crescent of the moon4 ,billions of stars glittered in the purple spaces1 and directly over the center of the fold was a cluster large and brilliant that he had not seen before4 ,it grew warmer1 too1 and instead of the sting of winter that had kept the men close by the fire after darkness fell1 a balm came into the air1 a softness like that of ,may4 ,never had he dreamed there could be such a winter night1 and almost he felt tempted to rouse his companions that they too might enjoy it4 ,but suddenly he stiffened and stood watching1 cold with fear4 ,a glory came1 and across the sky1 which flamed as if on fire1 floated a white-winged heavenly host singing the glad tidings of the ,messiah come4 ,the flocks started up and ran wildly about the fold4 ,the sleeping shepherds wakened and crouched on the ground1 half dazed with fear4 ,the bright ones flew about the heavens4 ,they moved in shining columns down from the heights and fluttered above the fold1 whiter than the sheep1 then glided across to the rugged cliffs1 and sat there as if on couches of down4 ,and ever as they marched or floated or poised on glittering pinions ready for another flight1 they blended their voices in a triumphal chorus as if all the hosts of heaven had descended to make melody among the ,judean hills4 8,what is it80 one of the shepherds asked in a voice that shook4 ,then1 like an answering message1 came a jubilant anthem1 8,fear not1 for unto you is born this day in the city of ,david1 a ,saviour which is ,christ the ,lord40 ,as if a soothing hand had touched their fleeces1 the sheep settled to rest again2 the fear left the hearts of the shepherds1 and in a radiance which dimmed and paled as they went1 the shining ones floated upward out of sight1 singing1 8,glory to ,god in the ,highest1 ,peace on ,earth1 ,good ,will to ,men40 ,for several minutes the keepers of the flocks stood silent1 too bewildered either to think or to speak4 ,then1 by the peace among the sheep and the perfect calm of the night1 they realized a marvelous thing had happened1 and one of the herders lifted his voice4 8,didst hear80 he spoke in tones of reverence4 8,they say the ,christ is born40 8,aye10 a companion answered1 8in the city of ,david1 which is ,bethlehem4 ,let us go and seek him40 ,and his comrades1 speaking agreement1 said they would journey there together4 ,now1 when subjects go into the presence of a loved sovereign1 they bear with them tokens of loyalty and affection4 ,those who are rich give priceless gifts1 and those who are poor offer the best out of their scanty possessions and the fullness of their hearts4 ,and so these herders of ,bt ,sahr1 having nothing but their flocks1 each chose the lamb he prized most1 and cradling it tenderly in his firm1 warm arms1 left the sheepfold and started for the town4 ,down over the cliffs they hurried1 along perilous slopes and across chasms that seemed like great black mouths agape2 yet they did not fear1 for a light from above showed the path as plain as noontide and there was no danger of falling4 ,from one rock to another they proceeded1 from ledge to ledge they made their way1 and soon were well down into the ravine1 from the bottom of which the road led to the town4 ,directly above1 so close that had they looked up they could have counted some of them1 the sheep lay white and shining under the stars2 but the thoughts of the shepherds were on ,bethlehem1 which1 straight ahead1 still showed a few flickering tapers1 and not on the flocks behind4 ,ben ,ezra1 he who had stood on the night watch1 was the most stalwart of the six1 and he it was who led the descent to the valley4 8,ah10 he exclaimed when at last their feet struck the white firmness of the road1 8from here on the way is smooth and easy4 ,let us hasten1 brethren1 and soon we shall be there40 ,and as he spoke he smoothed the fleece of the warm1 white bundle he carried1 which bleated softly at his caress4 ,just then was heard the cry of a lamb4 ,the shepherds stopped and listened1 for having spent their lives among the flocks1 they knew the helplessness of the sheep1 and although rugged1 fierce-looking men1 their hearts were tender toward the weak and appealing4 ,the bleat of a ram or ewe never failed to call them from their meals by day or their rest by night2 and now other thoughts left their minds1 and they remembered only their charges alone on the hill4 ,then1 thinking of the glory in the sky and the word of the heavenly host that the ,christ was born in ,bethlehem1 one of them said1 8,come4 ,methinks all is well4 ,did we not feel on the hills that ,god would take care of the sheep8 ,let us on to ,bethlehem and seek the ,king40 ,but another of the number1 he who stood sentinel while his comrades slept1 shook his head and demurred4 8,nay10 he said4 8,take my lamb and say 'tis the gift of ,ben ,ezra1 but ,i must go back4 ,it is my night on the watch1 and a good shepherd is not deaf to the cry of a sheep40 ,he gave his tiny white burden into the keeping of one of his companions and turning1 hurried back to the cliffs1 while the others went ahead to ,bethlehem4 ,he knew it would take much longer to make the climb than it had taken for the descent1 and a fear seized him that perhaps jackals had broken upon the flock and he might reach the fold too late to save the sheep4 ,but as he moved forward the mounting of the first cliff seemed no task at all4 ,hands invisible seemed to lift him up the mountain way1 and he reached the sheepfold easily and quickly4 ,a great relief came4 ,the flocks lay silent1 stirring only when a lamb or ewe moved a white leg and turned as it slept1 but there was no sign or sound of danger1 not even the howl of a jackal away on the mountain side or the moving shadow of a panther creeping stealthily upon the fold4 ,then he knew that in truth ,god was watching over the sheep1 and that the lamb had probably cried out in wonder1 even as he and his brethren might have done4 ,secure in the thought that the flock was safe1 he started down the mountain toward ,bethlehem1 musing upon the strange things that had come to pass that night4 ,his comrades were far ahead1 and he knew he could not overtake them4 ,perhaps already they had reached the town and found the place of the ,child1 while he yet had a long way to go4 ,but his feet sped over the spaces and he swung lightly along1 the shaggy skin of his shepherd's cloak flapping as he went4 ,he was not sorry he had gone back1 even though it meant he must journey alone1 for there was a peace in his heart that could not have been there had he gone ahead hearing the cry of a lamb4 ,at last he reached ,bethlehem and asked one of the soldiers who guarded the gate1 8,where is it that the ,christ is born80 8,the ,christ80 the man repeated like one dazed4 8,he is not in ,bethlehem4 ,better get you back to the hills1 which is the place of shepherds40 ,ben ,ezra stood firm4 8,he must be here10 he insisted1 8for so sang the angels at ,bt ,sahr1 saying1 #8,in the city of ,david1' which is ,bethlehem40 ,whereupon some of the guardsmen smiled and pointed to their heads1 and some laughed jeeringly4 ,there was one1 however1 a tall1 gentle-faced archer1 who smiled and spoke kindly1 8,they say a man child has come to the stable beyond the khan1 where ,joseph ben ,david the ,nazarene and his wife have taken shelter4 ,you might try there40 ,the shepherd nodded and thanked him1 his dark eyes moistly tender and in his face a light that silenced the mockers4 8,thither will ,i go10 he exclaimed1 and hurried on his way1 bowing his head reverently as he came in sight of the place4 ,now it happened when ,ben ,ezra reached the stable where ,joseph ben ,david was abiding because of the multitude in the khan1 that he found the ,child lying in a manger1 and the other shepherds who had gone before knelt beside ,him1 looking into ,his gentle eyes and marveling4 ,around them on the ground1 softly bleating as if they too understood the marvel and rejoiced in it1 were the lambs the men had brought as offerings to the ,babe2 and some of the townsfolk too were there1 murmuring in awed tones and looking on the scene in wide-eyed wonder4 ,no one noticed the herder who entered late1 or saw him fall on his knees beside the manger4 ,but as his sturdy head drooped low1 the ,child lifted ,his tiny hand as if in blessing and smiled down on ,ben ,ezra's upturned face2 and then the keepers of the sheep knew that thus ,god had chosen to reward him who had not been deaf to the cry of a lamb4 ,for many a year after that time1 the ,syrian herders say1 ,ben ,ezra tended his sheep on the hills4 ,through summer and winter he abode in the pasture place1 his only respite from toil being the rare visits he made to the village where his wife and wee ones dwelt2 but he never was weary1 and his flocks never went astray4 ,to his children and his children's children he told the story of how he went back to the hills that night and how he was rewarded1 bidding them to be ever mindful of the fact that he who is tender to the sheep serves well a higher ,master4 ,and as years rolled into decades and centuries passed away1 all the herders of ,judea came to know the story and to shape their lives by it1 so that to this day the ,syrian shepherds have remained men of tender heart and simple faith4 ,and when strangers visit the land and wonder at the gentleness of the keepers of the flocks1 some old grandfather or brown-eyed boy is ever ready to explain what it is that has kept them sweet and serene1 and tells the story of ,ben ,ezra1 the shepherd who on the wonderful night went back to the hills1 and so came late to ,bethlehem4 ,,the ,,pet ,,raven ,a ,,legend ,,of ,,the ,,rhine 7,geography--,ethics7 ,one autumn morning a thousand years ago1 a boy and a girl stood in a forest path beside the ,rhine4 ,his great eyes1 brown and full of feeling1 looked wistfully into the face of the golden-haired maiden1 while his clumsy hands stroked tenderly the glossy feathers of a young raven4 8,father says it is a poor gift to offer a princess10 he said as he held the bird toward her1 8but ,i have nothing else4 ,will you please take it80 ,blue-eyed ,willeswind smiled4 ,she was the petted child of a baron and accustomed to receiving gifts1 but something about this boy's earnestness touched her in an unusual way4 ,he was only a forester's son1 with but little to break the monotony of his life of toil1 and it seemed wonderful that he should be willing to part with his only treasure4 8,i cannot take your only pet1 ,rupert10 she said kindly1 8but it is good of you to offer it40 ,disappointment crept into the boy's dark eyes4 8,oh1 please10 he pleaded4 8,i want you to have it1 because you bound up my foot with healing herbs when ,i tore it on the brambles in the wood4 ,please take it40 ,the girl answered with a smile that made her face very lovely1 8,of course ,i shall take it1 and ,i will keep it always because you gave it to me40 ,reaching over1 she took the fluttering creature from the big dark hands1 and stroked it gently as it quivered at the strange touch4 ,then she made her way back to the castle over a carpet of fallen leaves1 while ,rupert the forester's son hurried to the hunting lodge1 happy in the thought that he had made a gift to her who had been kind to him4 8,she will keep it and feed it and be glad ,i did not forget10 he thought as he fed the falcons that evening1 while up in the castle court ,willeswind was busy with her pet4 8,see how glossy its feathers are60 she said as her brother ,othmar came near4 8,rupert gave it to me1 and ,i promised to keep it always40 ,the young squire laughed4 8,a raven is sure to be a bother10 he said4 8,better let it fly into the woods40 ,willeswind shook her golden head4 8,no1 no10 she exclaimed1 8,i like it4 ,your horses and hounds and falcons are far more bother than one raven1 yet you would not think of being without them40 ,othmar mounted his horse and rode out to his archery practice1 thinking how soon his sister would tire of the bird4 ,but she did not tire of it4 ,it was different from any pet she had ever owned1 and she cared for it and trained it4 ,seven years passed1 and the brother had grown from a squire to a knight1 and upon the death of his father the baron1 became lord of the castle4 ,willeswind too had changed from the slender maid who stood under the ,november trees with ,rupert the forester's son4 ,she was now the stateliest of all the great ladies on the ,rhine4 ,but her hair was still the color of sun-kissed straw1 and her eyes the same sympathetic ones1 as blue as wood gentians4 ,rupert was tall and stalwart1 one of the sturdiest vassals of ,castle ,stolzenfels1 and although ,willeswind seldom saw him1 she remembered him kindly because he had given her the pet raven which she still kept and loved4 ,she spent many hours teaching it tricks1 and the bird was so clever that it learned rapidly4 ,sometimes it flew into the forest and came back with flowers and leaves for its mistress4 ,sometimes it winged its way across the river and brought sprigs of the sweet wild berries growing there4 ,everything was bright about the castle1 for the young master and mistress were kind to those who served them1 and there were no happier vassals along the ,rhine than theirs4 ,one day in springtime1 when the elder flowers were creamiest and swallows were teaching their nestlings to fly1 a stranger came riding along the river4 ,past the postern gate his armored steed dashed1 and straight he sat in his saddle as he called to ,lord ,othmar4 8,i bring a challenge from the great lord who is my master10 he spoke defiantly as the young knight moved forth to meet him4 ,with flashing eyes he tossed his gauntlet to the ground4 ,a murmur went among the vassals who stood by4 ,to throw down a gauntlet was to invite war1 and all waited for the master to act4 ,but the silence was only for a minute4 ,then came a shouting and clashing of arms1 for with defiance in his face ,othmar picked up the glove and flung it back at the rider4 ,that meant war1 which in those days was believed to be a glorious thing4 ,the strange knight rode away along the ,rhine shore as rapidly as he had come1 while in the great courtyard of ,castle ,stolzenfels began the marshaling of vassals and preparation for fighting4 ,the women burnished arms and gave all the aid they could1 while the ,lady ,willeswind moved here and there1 making suggestions where they were needed4 ,all night long the sound of clanging armor was heard1 and the next morning1 when the men of ,castle ,stolzenfels went out of the castle gate to meet the enemy1 ,rupert the forester's son marched at the head of the vassals4 ,willeswind stood at the tower window and watched them go along the winding river road1 thinking sadly of the days and nights of danger into which they went4 ,perhaps they would not return4 ,perhaps1 too1 some robber band might pillage the castle while they were away1 for all the able-bodied men had gone to battle1 and in those days many brigand hordes ravaged the ,rhine valley1 which the handful of old men at ,stolzenfels would not be able to hold back4 ,but she was brave1 and although danger threatened1 she faced it as a baron's daughter should4 ,autumn came1 with swallows and martins flying southward1 and still the battling raged away in the northland1 sometimes with victory for ,othmar and his men1 sometimes with defeat1 but always with dread for the anxious hearts of those who waited at home4 ,one night the wind raged like a mad thing1 whipping the ,rhine into foam4 ,as the castle mistress sat in the great hall among the women1 a servant entered1 saying that a pilgrim stood at the outer gate1 begging shelter from the night and storm4 8,he is white and bent10 the man explained4 8,shall ,i let him come inside80 ,willeswind's heart was big and tender4 8,yes1 let him come10 she said4 ,a moment later he followed the servant through the hall to the sleeping quarters1 a hobbling figure leaning heavily on a staff4 ,willeswind pitied him as he went by1 but thought his face seemed hard and cruel4 ,a few days later she sat alone with her maid1 in that same great hall1 looking happier than she had looked for many weeks4 8,a courier came by with word from ,othmar10 she said4 8,he sends greetings1 says the worst of the fighting is over1 and soon they will be home4 ,i feel quite safe again40 ,suddenly the door was violently thrust open4 ,the maid screamed and ,willeswind turned pale1 for a man in heavy armor strode into the room4 ,she knew he was one of the dreaded robber barons who terrorized the ,rhine valley1 and knew too1 as she looked into his savage face1 that it was the same man who1 in the guise of a pilgrim1 had sought shelter there a few nights before4 8,i have come to take you with me10 he said in a voice of thunder1 8for ,i mean you to be my wife40 ,willeswind shuddered4 ,she knew how wicked and cruel he was1 and that it was her great wealth he craved1 for ,stolzenfels was one of the richest estates on the river4 8,that can never be1 sir10 she answered haughtily4 8,so go back whence you came40 ,he looked at her with an evil smile4 8,you give me a blithe refusal now10 he exclaimed1 8but in three days ,i will come again and it will be sad for you if ,i get not a different answer40 ,the robber chief strode out1 and ,willeswind and the trembling maid looked at each other in terror4 8,my lady10 the woman spoke1 as soon as the outer gate clanged and they knew the man was beyond hearing1 8you must get away from here40 8,yes10 answered the mistress1 8,i must leave ,stolzenfels and seek refuge at some other castle40 ,so that same afternoon a little cavalcade wended its way through the woods1 over the carpet of leaves that late autumn had whipped from the trees4 ,it was ,willeswind and her attendants1 bound for the home of another baron1 where she would be protected until the return of ,othmar and his men4 ,beside her rode ,hulda the maid1 and on her shoulder sat the pet raven4 ,but they did not go far4 ,suddenly from behind some thickly growing brush a band of horsemen appeared4 ,one rider1 taller and heavier than the others1 called out orders to his men4 8,to my castle60 he shouted4 ,willeswind knew well they were the tones of the robber baron1 and that she was now a prisoner in his power4 ,sad indeed was her heart as the men turned her horse's head away from her road to safety1 and tears came into her blue eyes as she caught a glimpse of the ,stolzenfels towers4 8,oh1 my home10 she murmured1 8when shall ,i see you again80 ,on they went through the forest1 along that part of the river whose gray cliffs she had known since childhood1 then into unfamiliar country as they neared the castle of the robber chief4 8,if only they will let us stay together10 she murmured to ,hulda as they drew rein at the gate4 ,they rode in through the courtyard1 and then1 dismounting1 the baron led the two women up a winding stairway to the tower4 8,here you may stay10 he said savagely1 8and decide what to do40 ,then1 striding out1 he bolted the heavy door4 ,they looked around4 ,the windows were covered with an iron grating1 and there was no possible way of escape4 8,we cannot get away10 said ,hulda1 8so let us make the best of it and find something to eat1 for ,i am hungry40 ,but there was no food about the place1 and they realized then that he meant to starve ,willeswind into obeying him4 ,but suddenly a bright thought came to her1 and she smiled4 8,he cannot do it1 though1 for ,i have my raven40 ,and stroking its glossy wings she said1 8,berries1 pet1 berries40 ,her hours of training had been well spent4 ,for as if it understood1 the bird spread its shining wings and flew out between the grating4 ,after a while it returned with a sprig of crimson berries1 the fragrant1 juicy ,rhine buds1 and laid them in its mistress' lap4 ,many trips it made during the days that followed1 and the woodland fruit kept the women from starvation1 for it contained both nourishment and water4 ,so1 instead of growing weak and wan1 they kept their strength1 and the baron could not understand how1 with neither food nor water1 ,willeswind remained strong and well1 and as defiant as ever4 ,but to ,willeswind and ,hulda it was no mystery1 and they were full of gratitude to the raven4 ,one morning ,hulda stood by the window1 looking out over the woods at the sunlight on the river4 ,suddenly she gave an excited cry4 8,some horsemen are riding up the ,rhine road60 she exclaimed4 8,they are coming this way40 ,willeswind flew to the casement and watched as they drew near4 ,straight along the forest path they advanced1 so close that the watchers could see their faces4 8,oh60 cried the lady of ,stolzenfels4 8,it is ,othmar and his men4 ,the war is over and they are coming home40 ,she called loudly1 waving her handkerchief between the grating1 and ,othmar saw and heard4 8,we are up here1 prisoners in the tower60 she shouted1 as he galloped nearer4 ,and a minute later the ,stolzenfels men were battering at the castle gate4 8,for your mistress1 comrades60 called ,rupert the forester's son1 as he led the charge4 ,the robber baron knew the ,stolzenfels force was too strong for him to hold out against1 for with right on their side they had even greater strength4 ,he surrendered1 and the captives were freed4 ,the ,stolzenfels towers never looked as fair to their owners1 as when on the return they beheld them through the trees4 ,it was a joyful homecoming to both lord and vassal1 and to the raven1 for he flew in and out of its windows as if overcome with gladness4 ,othmar watched its joyous flight with a smile4 8,we will always keep the bird10 he said1 8for it saved you from the baron's power40 ,and they did keep it until it died4 ,then1 in memory of its service1 they placed its stone image on the castle gate and carved its likeness on the ,stolzenfels shield4 ,centuries passed4 ,the robber bands that had been the terror of the ,rhine valley became a part of the past1 and ,castle ,stolzenfels fell into decay1 for hundreds of years being one of the noblest ruins on the river4 ,then the ,german emperor restored it4 ,he rebuilt the crumbling towers and bastions where bats made their nests1 furnished it after the fashion of long ago1 and today it is a favorite summer home of the imperial family4 ,and still on the outer gate a stone raven stands1 and to all who know the ,rhine stories it speaks eloquently of that olden time when knights were bold1 and of a gratitude offering made by the forester's son to the daughter of the castle4 ,,jussieu ,,and ,,the ,,heliotrope 7,science--,nature ,study7 ,in the year of ,our ,lord #agce1 ,joseph de ,jussieu1 the famous botanist1 came into the presence of ,louis the ,fifteenth and besought him to give his royal sanction to a mission that was considered very wonderful in those days4 8,i would go to ,south ,america to study the plant life there10 he said1 8and mayhap ,i may discover something that will bring glory to ,france40 ,the king looked with favor upon the venture1 and a little later the botanist and his attendants sailed out of the port of ,havre1 toward the distant land of the ,andes4 ,many months they were on the way1 now tossing on the high seas at the mercy of wind and wave1 now threading a perilous path through the selvas4 ,at last they ascended the snow-capped ,cordilleras1 examining every tree and plant they found4 8,we will take back seeds of every rare specimen10 ,jussieu said1 8and great will be the rejoicing in ,france40 ,one day1 as the botanist and his men made their way from a deep ravine up a sunny slope1 they smelled something wonderfully fragrant4 8,such a powerful odor must come from a gigantic1 gorgeous flower10 the naturalist said4 ,and they searched eagerly1 each man anxious to discover the prize4 ,but the only gorgeous flower they found was a clump of flaming peonies1 which1 although regally beautiful1 were devoid of fragrance4 ,then one of the men stumbled upon a plant bearing clusters of tiny purple blossoms4 ,the odor was very heavy around it1 and he knew he had found the perfume giver4 8,ah60 he exclaimed in disappointment1 8it is not half so stately as our fleur-de-lis40 ,jussieu came and examined it with great interest1 and although it was a small1 unpretentious flower1 thought it a precious find4 ,he noticed that the most perfect blossoms were on the sunny side of the plant1 and that they seemed to reach the sun4 ,he named it 8heliotrope10 from ,greek words meaning 8to turn toward the sun10 and when he returned to ,france took with him some of the seeds1 which were planted in the royal garden4 ,the princesses1 who were always looking for something novel1 became greatly excited about the purple blossoms from the ,andes4 ,they called it the flower of love1 and no bouquet was deemed fit to offer a court lady that did not contain at least a sprig of it4 ,being greatly in demand1 it was very costly4 ,people speculated in it1 and for a time fortunes were won and lost1 as during the tulip craze in ,holland4 ,then1 after a while1 when all the florists grew quantities of heliotrope1 it became so common that it went out of favor as the court flower4 ,but it was just as popular as ever1 because it had lost none of its grace and fragrance4 ,it grew in the gardens of the people1 and there was no peasant too poor to own a plant4 ,so the dainty heliotrope that is still the favorite of the gardens is a traveled and storied flower4 ,it grew on the slope of the ,andes4 ,it crossed the broad seas and was planted in a royal garden4 ,it gladdened the peasants and townsfolk of ,lorraine and ,brittany and ,provence1 and still it scatters its fragrance and reaches out its petals toward the sun4 ,,the ,,fall ,,of ,,london ,,bridge 7,history7 ,almost everybody1 whether he be ten or seventy-five1 has played the good old game of ,london ,bridge1 but not everybody knows that once upon a time the bridge really did fall down4 ,it was nine hundred years ago--before ,william the ,conqueror was born1 and the ,united ,states had not even been thought of4 ,up in the cold1 white northland lived a race of fearless vikings1 and down in pleasant ,england reigned a weak1 unable king4 ,his name was ,ethelred1 and because he was always behind time with his plans and his work1 people called him the ,unready1 and in the day in which he lived it was a very serious thing for a king to be unready4 ,ever since the ,danes had discovered what a fair land ,england was1 they had wanted to take it4 ,they came with their armies in ,king ,alfred's time4 ,they returned again during the reign of his sons1 and when young ,ethelred ascended the throne and word went forth of how unable and unready he was1 their boats brought a mighty army and surrounded the island4 ,danish soldiers camped on the broad ,english moorlands1 ,danish songs echoed through the woods of ,kent and ,surrey and sounded in the streets of ,london town4 ,the invaders were in full possession of the city4 ,they held the royal castle1 and their generals slept in ,king ,ethelred's beds1 while he had to take a bunk wherever he could find one4 ,they were bold1 brave1 and strong4 ,they had leaders who knew not the meaning of fear and were always ready1 and it seemed that this time they would take the kingdom4 ,yet they didn't take it after all1 for there were other brave1 bold men who came to ,ethelred's aid4 ,twenty ships sailed down from the seas of ,norway1 twenty goodly vessels bearing blue and crimson sails1 for the boy king ,olaf1 who dwelt in the far north country1 had heard of the plight of ,ethelred the ,unready and said to his men1 8,let us go and fight for him as we fight for our own land40 ,at these words the soldiers cheered and bent to the oars1 and thus they went to ,england4 ,in from the sea they came and up the broad green ,thames toward ,london town4 ,the people along the river despaired at sight of their standard1 for they thought another army was coming to attack them4 ,but the sorrow turned to rejoicing when ,king ,ethelred met them just below the city1 and ,olaf said1 in loud1 clear tones1 8,i have brought my soldiers to fight for thee40 ,then there rang out such a blast of welcome as never ,english war horns sounded before or since4 ,olaf lost no time4 ,the men of the north country fought for the love of fighting1 and he was eager to hurl his army against the ,danes4 8,first we will take the fort they have built to command the ,thames10 he exclaimed4 8,then we will drive them from the city40 ,king ,ethelred shook his head4 8,it will not be easy to do that10 he said4 8,thrice already my army has tried it1 but the ,danish soldiers are thick on ,london ,bridge4 ,we cannot get near enough to attack the fort1 because whenever the ships start up the river arrows and spears and stones come down upon them and they are driven back40 ,king ,olaf stood thinking and did not answer4 ,finally he said1 8,then we must tear down the bridge40 ,ethelred looked at him as if he thought him crazy4 8,tear down the bridge60 he repeated in amazement4 8,that is impossible4 ,london ,bridge is strong1 and neither of us has an army of giants40 ,young ,olaf looked at him and smiled1 thinking how little this man knew of warfare4 8,do as ,i bid you10 he said1 8and you shall see it fall40 ,ethelred had little faith in the viking's words1 but he was in so terrible a plight that he was willing to do anything that might pull him out of it4 ,who wouldn't be1 with a ,danish general sleeping in his bed8 ,king ,olaf gave some orders to his men4 ,then he said to ,ethelred1 8,bring your ships alongside mine1 and we will get them ready40 ,he ordered the men to make broad1 flat roofs for every vessel1 for he knew they could not tear down ,london ,bridge unless protected from the spears and arrows of the ,danes4 ,the enemy had seized so much of ,king ,ethelred's lumber that he hadn't half enough to make the roofs1 so they tore down houses that the command might be carried out4 ,finally everything was ready1 and the fleet of ,england and the fleet of ,norway moved side by side up the ,thames4 ,the ,danish soldiers laughed as they saw the queer-looking vessels coming toward them1 thinking what fun it would be to drive back the boats of ,ethelred the ,unready1 as they had done several times before4 ,but the ,danes didn't know as much as they thought they knew1 and although their spears and arrows flew fast1 the lumbering warships came on4 ,then the soldiers on the bridge shot their bows and threw their javelins as they had not done before4 ,they hurled great rocks down upon the vessels1 damaging some of them so much that they had to turn back4 ,but they did not harm or frighten ,olaf the viking4 ,he called to his men and cheered them on1 and nearer1 nearer these good ships came1 until they were close to the piles of ,london ,bridge4 ,then they stopped a moment1 still under the rain of stones and spears and arrows1 and the ,danish soldiers wondered what it meant4 ,they could not see the thick1 strong cables that were wound around the heavy supports of the bridge4 ,they could not see the soldiers of ,olaf lash the other ends fast to the vessels4 ,but a moment later they understood all they had not seen4 ,the ships turned with a sudden spurt4 ,the ,danish soldiers felt a mighty tug and pull4 ,the roofed warships darted down the river1 and then was heard the fall of ,london ,bridge4 ,how joyfully the men of ,england shouted1 for now they could push ahead and attack the fort4 ,they took it too1 and drove the enemy out of the city4 ,danish warriors no longer slept under satin covers in the castle of ,king ,ethelred4 ,danish songs no longer resounded through the woods of ,kent and ,surrey and across the broad1 sea-lapped moorlands4 ,the soldiers routed the ,danes and drove them out of the country1 and ,olaf the boy viking sailed back to his far1 white northland1 rejoicing in the thought that he had saved his kingdom to ,ethelred1 which he could not have done but for the fall of ,london ,bridge4 ,,how ,,they ,,came ,,to ,,have ,,kite ,,day ,,in ,,china ,,retold ,,from ,a ,,chinese ,,folk ,,tale 7,physical ,education7 ,in the lovely province of ,kwang ,tung1 a sage named ,ng ,chew lived in the far-off time4 ,he not only was versed in the lore of past and present1 but knew future events as well1 and used his knowledge and his power to benefit mankind4 ,one night in a vision he saw that a pestilence was about to sweep over the valley in which he lived1 and his first thought was that he must save his people4 ,he went from house to house telling the news and bidding every one flee with him to the mountains1 and a few hours after he started on his mission the homes in the lowlands were deserted4 ,up on the heights the people were safe in the crisp1 clean air4 ,but after many days had passed they wanted to return to their homes4 ,they thought of the growth in the rice fields and of the approaching harvest time4 8,we have been here long enough10 they declared4 8,by this time the danger is over and we ought to go back40 ,but the wise ,ng ,chew knew it was not safe to return1 and urged them to stay4 ,there were a few who would not listen to his words4 ,they started back to the lowlands1 and ,ng ,chew wondered how he could keep the others on the mountain4 ,then a happy thought crossed his mind4 ,he set everybody to making and flying kites1 and soon had them so interested that they were glad to stay4 ,days afterward1 when he knew the danger was past1 he led them back to the valley4 ,then they realized what a blessed thing he had done in keeping them on the mountain1 for all who had refused to stay there with him had died of the pestilence4 ,the people's hearts were filled with gratitude toward the man who had saved them4 8,we will honor ,ng ,chew as long as he lives10 they said4 8,when his birthday comes we will all fly kites40 ,this they did4 ,each year1 on the birthday of ,ng ,chew1 they left the rice fields and spent the day flying kites4 ,the word spread beyond the little valley and from province to province1 until all over the land kite flying marked the birthday of the sage of ,kwang ,tung4 ,the wise man died and centuries passed1 but still the ,chinese keep ,kite ,day1 honoring him who in the long ago led his people to safety in the mountains4 ,,the ,,story ,,of ,a ,,stone ,,by ,,david ,,starr ,,jordan 7,science7 ,once on a time1 a great many years ago1 so many1 many years that one grows very tired in trying to think how long ago it was2 in those old days when the great ,northwest consisted of a few ragged and treeless hills1 full of copper and quartz1 bordered by a dreary waste of sand flats1 over which the ,gulf of ,mexico rolled its warm and turbid waters as far north as ,escanaba and ,eau ,claire2 in the days when ,marquette ,harbor opened out towards ,baffin's ,bay1 and the ,northern ,ocean washed the crest of ,mount ,washington and wrote its name upon the ,pictured ,rocks2 when the tide of the ,pacific1 hemmed in by no snow-capped ,sierras1 came rushing through the ,golden ,gate between the ,ozarks and the north peninsula of ,michigan1 and swept over ,plymouth ,rock and surged up against ,bunker ,hill2 in the days when it would have been fun to study geography1 for there were no capitals1 nor any products1 and all the towns were seaports--in fact1 an immensely long time ago there lived somewhere in the northeastern part of the state of ,wisconsin1 not far from the city of ,oconto1 a little jellyfish4 ,it was a curious little fellow1 about the shape of half an apple1 and the size of a pin's head2 and it floated around in the water1 and ate little things1 and opened and shut its umbrella pretty much as the jellyfishes do now on a sunny day off ,nahant ,beach when the tide is coming in4 ,it had a great many little feelers that hung down all around like so many little snakes2 so it was named ,medusa1 after a queer woman who lived a long while ago1 when all sorts of stories were true4 ,she wore snakes instead of hair1 and used to turn people into stone images if they dared to make faces at her4 ,so this little ,medusa floated around1 and opened and shut her umbrella for a good while1--a month or two1 perhaps2 we don't know how long4 ,then one morning1 down among the seaweeds1 she laid a whole lot of tiny eggs1 transparent as crab-apple jelly1 and smaller than the dewdrop on the end of a pine leaf4 ,that was the last thing she did2 then she died1 and our story henceforth concerns only one of those little eggs4 ,one day the sun shone down into the water--the same sun that shines over the ,oconto sawmills now--and touched these eggs with life2 and a little fellow whom we will call ,favosites1 because that was his name1 woke up inside the egg1 and came out into the world4 ,he was only a little piece of floating jelly1 shaped like a cartridge pointed at both ends1 or like a grain of barley1 although very much smaller4 ,he had a great number of little paddles on his sides4 ,these kept flapping all the time1 so that he was constantly in motion4 ,and at night all these little paddles shone with a rich green light1 to show him the way through the water4 ,it would have done you good to see them some night when all the little fellows had their lamps burning at once1 and every wave as it rose and fell was all aglow with ,nature's fireworks1 which do not burn the fingers and leave no smell of sulphur4 ,so the little ,favosites kept scudding along in the water1 dodging from one side to the other to avoid the ugly creatures that tried to eat him4 ,there were crabs and clams of a fashion neither you nor ,i shall ever see alive4 ,there were huge animals with great eyes1 savage jaws like the beak of a snapping turtle and surrounded by long feelers4 ,they sat in the end of a long1 round shell1 shaped like a length of stove pipe1 and glowered like an owl in a hollow log2 and there were smaller ones that looked like lobsters in a dinner horn4 ,but none of these caught the little fellow1 else ,i should not have had this story to tell4 ,at last1 having paddled about long enough1 ,favosites thought of settling in life4 ,so he looked around till he found a flat bit of shell that just suited him4 ,then he sat down upon it and grew fast1 like old ,holger ,danske in the ,danish myth1 or ,frederick ,barbarossa in the ,german one4 ,he did not go to sleep1 however1 but proceeded to make himself a home4 ,he had no head1 but between his shoulders he made an opening which would serve him for mouth and stomach4 ,then he put a whole row of feelers out1 and commenced catching little worms and floating eggs and bits of jelly and bits of lime1--everything he could get1--and cramming them into his mouth4 ,he had a great many curious ways1 but the funniest of them all was what he did with the bits of lime4 ,he kept taking them in1 and tried to wall himself up inside with them1 as a person would 8stone a well10 or as though a man should swallow pebbles and stow them away in his feet and all around under the skin1 till he had filled himself all full with them1 as the man filled ,jim ,smiley's frog4 ,little ,favosites became lonesome all alone in the bottom of that old ocean among so many outlandish neighbors4 ,so one night1 when he was fast asleep and dreaming as only a coral animal can dream1 there sprouted out from his side1 somewhere near where his sixth rib might have been if he had had any ribs1 another little ,favosites2 and this one very soon began to eat worms and to wall himself up as if for dear life4 ,then from these two another and another little bud came out1 and other little ,favosites were formed4 ,they all kept growing up higher and cramming themselves fuller and fuller of stone1 till at last there were so many and they were so crowded together that there was not room for them to grow round1 and so they had to become six-sided like the cells of a honeycomb4 ,once in a while some one in the company would feel jealous because the others got more of the worms1 or would feel uneasy at sitting still so long and swallowing lime4 ,such a one would secede from the little union without even saying 8good-by10 and would put on the airs of the grandmother ,medusa1 and would sail around in the water1 opening and shutting its umbrella1 at last laying more eggs1 which for all we know may have hatched out into more ,favosites4 ,so the old ,favosites died1 or ran away1 or were walled up by the younger ones1 and new ones filled their places1 and the colony thrived for a long while1 until it had accumulated a large stock of lime4 ,but one day there came a freshet in the ,menominee ,river1 or in some other river1 and piles of dirt and sand and mud were brought down1 and all the little ,favosites' mouths were filled with it4 ,this they did not like1 and so they died2 but we know that the rock house they were building was not spoiled1 for we have it here4 ,but it was tumbled about a good deal in the dirt1 and the rolling pebbles knocked the corners off1 and the mud worked into the cracks1 and its beautiful color was destroyed4 ,there it lay in the mud for ages1 till the earth gave a great1 long heave that raised ,wisconsin out of the ocean1 and the mud around our little ,favosites packed and dried into hard rock and closed it in4 ,so it became part of the dry land1 and lay embedded in the rocks for centuries and centuries1 while the old-fashioned ferns grew above it1 and whispered to it strange stories of what was going on above ground in the land where things were living4 ,then the time of the first fishes came1 and the other animals looked in wonder at them1 as the ,indians looked on ,columbus4 ,some of them were like the little gar-pike of our river here1 only much larger1--big as a stove pipe1 and with a crust as hard as a turtle's4 ,then there were sharks1 of strange forms1 and some of them had teeth like bowie knives1 with tempers to match4 ,and the time of the old fishes came and went1 and many more times came and went1 but still ,favosites lay in the ground at ,oconto4 ,then came the long1 hot1 wet summer1 when the mists hung over the earth so thick that you might have had to cut your way through them with a knife2 and great ferns and rushes1 big as an oak and tall as a steeple1 grew in the swamps of ,indiana and ,illinois4 ,their green plumes were so long and so densely interwoven that the ,man in the ,moon might have fancied that the earth was feathering out4 ,then all about1 huge reptiles1 with jaws like the gates of doom and teeth like cross-cut saws1 and little reptiles with wings like bats1 crawled1 and swam1 and flew4 ,but the ferns died1 and the reptiles died1 and the rush trees fell in the swamps1 and the ,illinois and the ,sangamon and the ,wabash and all the other rivers covered them up4 ,they stewed away under layers of clay and sand1 till at last they turned into coal and wept bitter tears of petroleum4 ,but all this while ,favosites lay in the rocks in ,wisconsin4 ,then the mists cleared away1 and the sun shone1 and the grass began to grow1 and strange animals came from somewhere or nowhere to feed upon it4 ,there were queer little striped horses1 with three or four hoofs on each foot1 and no bigger than a ,newfoundland dog1 but as smart as ever you saw4 ,there were great hairy elephants1 with teeth like sticks of wood4 ,there were hogs with noses so long that they could sit on their hind legs and root4 ,and there were many still stranger creatures which no man ever saw alive4 ,but still ,favosites lay in the ground and waited4 ,and the long1 long summer passed by1 and the autumn1 and the ,indian summer4 ,at last the winter came1 and it snowed and snowed1 and it was so cold that the snow did not go off till the ,fourth of ,july4 ,then it snowed and snowed till the snow did not go off at all4 ,and then it became so cold that it snowed all the time1 till the snow covered the animals1 and then the trees1 and then the mountains4 ,then it would thaw a little1 and streams of water would run over the snow4 ,then it would freeze again1 and the snow would pack into solid ice4 ,so it went on snowing and thawing and freezing1 till nothing but snowbanks could be seen in ,wisconsin1 and most of ,indiana was fit only for a skating rink4 ,and the animals and plants which could get away1 all went south to live1 and the others died and were frozen into the snow4 ,so it went on for a great many years4 ,i dare not tell you how long1 for you might not believe me4 ,then the spring came1 the south winds blew1 and the snow began to thaw4 ,then the ice came sliding down from the mountains and hills and from the north toward the south4 ,it went on1 tearing up rocks1 little and big1 from the size of a chip to the size of a house1 crushing forests as you would crush an eggshell1 and wiping out rivers as you would wipe out a chalk mark4 ,so it came pushing1 grinding1 thundering along1--not very fast1 you understand1 but with tremendous force1 like a plow drawn by a million oxen1 for a thousand feet of ice is very heavy4 ,and the ice plow scraped over ,oconto1 and little ,favosites was torn from the place where he had lain so long2 but by good fortune he happened to fall into a crevice of the ice where he was not much crowded1 else he would have been ground to powder and ,i should not have had this story to tell4 ,and the ice melted as it slid along1 and it made great torrents of water1 which1 as they swept onward1 covered the land with clay and pebbles4 ,at last the ice came to a great swamp overgrown with tamarack and balsam4 ,it melted here2 and all the rocks and stones and dirt it had carried--little ,favosites and all--were dumped into one great heap4 ,it was a very long time after1 and man had been created1 and ,america had been discovered1 and the ,war of the ,revolution and the ,civil ,war had all been fought to the end1 and a great many things had happened1 when one day a farmer living near ,grand ,chute1 in ,outagamie ,county1 ,wisconsin1 was plowing up his clover field to sow to winter wheat4 ,he picked up in the furrow a curious little bit of 8petrified honeycomb10 a good deal worn and dirty1 but still showing plainly the honey cells and the bee bread4 ,then he put it into his pocket and carried it home1 and gave it to his boy ,charley to take to the teacher and hear what he would say about it4 ,and this is what he said4 ,,list ,,of ,,stories ,,by ,,months ,,for ,,each ,,grade ,,list ,,of ,,stories ,,by ,,months ,,for ,,each ,,grade ,,first ,,grade ,september ,,bryant1 ,,sara ,,cone3 ,the ,gingerbread ,man1 ,the ,whale and the ,elephant 7,stories to ,tell to ,children74 ,,coe1 ,,fanny ,e43 ,three ,billy ,goats ,gruff 7,first ,book of ,stories for the ,story-,teller74 ,,heber1 ,,elizabeth3 ,coming and ,going 7,a ,child's ,story ,garden74 ,,holbrook1 ,,florence3 ,how ,flax ,was ,given to ,men 7,book of ,nature ,myths74 ,,lindsay1 ,,maud3 ,dust under the ,rug1 ,giant ,energy and ,fairy ,skill 7,mother ,stories74 ,,perrault1 ,,charles3 ,red ,riding ,hood 7,fairy ,tales from ,perrault74 ,,sly1 ,w4 ,r43 ,boots and ,his ,brothers 7,world ,stories ,retold74 ,october ,,arnold1 ,,sarah ,l43 ,columbus1 the ,boy of ,genoa 7,stepping ,stones to ,literature--,book #c74 ,,bailey1 ,c4 ,s43 ,bobby ,squirrel's ,busy ,day 7,story-,telling ,time74 ,,bryant1 ,,sara ,,cone3 ,little ,jackal and the ,camel 7,stories to ,tell to ,children74 ,,coe1 ,,fanny ,e43 ,the ,boy and the ,wolf1 ,the ,sun and the ,wind 7,first ,book of ,stories for the ,story-,teller74 ,,dillingham1 ,e4 ,t43 ,a ,hallowe'en ,story 78,tell ,it ,again0 ,stories74 ,,grierson1 ,e4 ,w43 ,the ,smith and the ,fairies 7,book of ,celtic ,stories74 ,,lang1 ,,andrew3 ,the ,witch 7,yellow ,fairy ,book74 ,,potter1 ,,beatrix3 ,squirrel ,nutkin1 ,bunny ,cottontail 7,squirrel ,nutkin74 ,,poulsson1 ,,emilie3 ,the ,thrifty ,squirrels 7,in the ,child's ,world74 ,,rhys1 ,,ernest3 ,the ,witch ,that ,was a ,hare 7,english ,fairy ,book74 ,november ,,bailey1 ,c4 ,s43 ,the ,kid ,who ,would ,not ,go 7,firelight ,stories74 ,,chadwick1 ,,mara ,l4 ,,pratt-3 ,stones of the ,pilgrim ,babies 7,stories of ,colonial ,children74 ,,coe1 ,,fanny ,e43 ,jack the ,giant ,killer1 ,tom ,thumb 7,first ,book of ,stories for the ,story-,teller74 ,,dillingham1 ,e4 ,t41 and ,,emerson1 ,a4 ,p43 ,gretchen and the ,magic ,fiddle 78,tell ,it ,again0 ,stories74 ,,keyes1 ,,angela ,m43 ,lazy ,jack 7,stories and ,story-,telling74 ,,olcott1 ,f4 ,j43 ,the ,ears of ,wheat 7,good ,stories for ,great ,holidays74 ,,poulsson1 ,,emilie3 ,the ,chestnut ,boys1 ,the ,crane ,express 7,in the ,child ,world74 ,,white1 ,,eliza ,o43 ,a ,thanksgiving ,dinner 7,when ,molly ,was ,six74 ,a ,thanksgiving at ,hollywood1 ,grandmother's ,thanksgiving ,story 7,half a ,hundred ,stories74 ,december ,,bailey1 ,c4 ,s41 and ,,lewis1 ,c4 ,m43 ,the ,legend of the ,christmas ,tree 7,for the ,children's ,hour74 ,,bryant1 ,,sara ,,cone3 ,the ,golden ,cobwebs 7,how to ,tell ,stories to ,children74 ,,coe1 ,,fanny ,e43 ,st4 ,christopher 7,first ,book of ,stories for the ,story-,teller74 ,,dillingham1 ,e4 ,t41 and ,,emerson1 ,a4 ,p43 ,santa ,claus' ,helpers1 ,the ,story of the ,man in the ,moon1 ,the ,kitten ,that ,wanted to ,be a ,christmas ,present1 ,a ,christmas ,legend 78,tell ,it ,again0 ,stories74 ,,lindsay1 ,,maud3 ,the ,christmas ,cake 7,more ,mother ,stories74 ,,olcott1 ,f4 ,j43 ,the ,stranger ,child 7,good ,stories for ,great ,holidays74 ,,sly1 ,w4 ,r43 ,the ,christmas ,gift1 ,the ,wise ,men and the ,star1 ,the ,shepherds and the ,angels 7,world ,stories ,retold74 ,january ,,sop3 ,the ,bear and the ,fowls 7,,adams3 ,fables and ,rhymes74 ,,alden1 ,r4 ,m43 ,the ,forest ,full of ,friends 7,why the ,chimes ,rang74 ,,bailey1 ,c4 ,s43 ,the ,travels of a ,fox 7,for the ,story-,teller74 ,,lindsay1 ,,maud3 ,mrs4 ,tabby ,gray 7,mother ,stories74 ,,macdonnell1 ,,anne3 ,peter1 the ,stone ,cutter 7,italian ,fairy ,book74 ,,poulsson1 ,,emilie3 ,an ,all the ,year ,round ,story1 ,the ,fairies' ,new ,year's ,gift 7,in the ,child ,world74 ,,richards1 ,l4 ,e43 ,the ,pig ,brother 7,the ,pig ,brother74 ,,sly1 ,w4 ,r43 ,the ,golden ,goose1 ,the ,baby ,brother in the ,basket ,boat1 ,the ,flood and the ,rainbow 7,world ,stories ,retold74 ,,slosson1 ,,mrs4 ,a4 ,t43 ,the ,horse ,that ,believed ,he'd ,get ,there 7,story-,telling ,library74 ,,southey1 ,,robert3 ,the ,three ,bears4 ,february ,,dillingham1 ,e4 ,t41 and ,,emerson1 ,a4 ,p43 ,elaine's ,valentine 78,tell ,it ,again0 ,stories74 ,,gross1 ,h43 ,lincoln and the ,pig 7,lincoln's ,own ,stories74 ,,lang1 ,,andrew3 ,east o' the ,sun and ,west o' the ,moon 7,blue ,story ,book74 ,,lindsay1 ,,maud3 ,story of ,gretchen4 ,,nixon-,,roulet1 ,,mary ,f43 ,the ,sake ,waterfall 7,japanese ,folk ,stories74 ,,sly1 ,w4 ,r43 ,the ,children's ,friend1 ,the ,boy ,who ,lived in ,church 7,world ,stories ,retold74 ,,white1 ,,eliza ,o43 ,a ,sunday ,valentine 7,when ,molly ,was ,six74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,little ,george ,washington 7,the ,story ,hour72 ,three ,little ,pigs 7,tales of ,laughter74 ,,williston1 ,,teresa ,p43 ,the ,stolen ,charm 7,japanese ,fairy ,tales74 ,,wiltse1 ,,sara3 ,jack and the ,beanstalk 7,hero ,folk of ,ancient ,britain74 ,march ,,alden1 ,r4 ,m43 ,the ,boy ,who ,discovered ,spring 7,why the ,chimes ,rang74 ,,asbj,,rnsen1 ,p4 ,c43 ,little ,fred and ,his ,fiddle 7,fairy ,tales from the ,far ,north74 ,,bailey1 ,c4 ,s43 ,why the ,bear ,sleeps ,all ,winter 7,firelight ,stories74 ,,bryant1 ,,sara ,,cone3 ,the ,jackal and the ,alligator1 ,little ,jack ,roll-a-,round 7,how to ,tell ,stories to ,children74 ,,grimm1 ,,jacob3 ,the ,queen ,bee1 ,the ,elves and the ,shoemaker 7,german ,household ,tales74 ,,hall1 ,i4 ,f41 and ,,lennox1 ,e4 ,d43 ,easter ,lily 7,red ,letter ,days74 ,,holbrook1 ,,florence3 ,why the ,sea ,is ,salt 7,book of ,nature ,myths74 ,,jacobs1 ,,joseph3 ,the ,cat and the ,mouse 7,english ,fairy ,tales74 ,,kipling1 ,,rudyard3 ,the ,elephant's ,child1 ,how the ,rhinoceros ,got ,his ,skin 7,just ,so ,stories74 ,,poulsson1 ,,emilie3 ,a ,wise ,old ,horse 7,in the ,child ,world74 ,the ,pink ,knight 7,dumpy ,books for ,children74 ,april ,,andersen1 ,,hans ,,christian3 ,the ,wild ,swans 7,wonder ,stories74 ,,bailey1 ,c4 ,s43 ,the ,little ,old ,woman ,who ,went to the ,north ,wind 7,firelight ,stories74 ,,bryant1 ,,sara ,,cone3 ,why the ,morning ,glory ,climbs1 ,why the ,evergreen ,trees ,keep ,their ,leaves 7,how to ,tell ,stories to ,children74 ,,bryce1 ,c4 ,t43 ,the ,little ,slipper ,orchid 7,that's ,why ,stories74 ,,holbrook1 ,,florence3 ,the ,first ,humming ,bird 7,book of ,nature ,myths74 ,,jacobs1 ,,joseph3 ,mr4 ,vinegar 7,english ,fairy ,tales74 ,,johnson1 ,,clifton3 ,the ,travels of a ,fox 7,oak ,tree ,stories74 ,,lindsay1 ,,maud3 ,the ,little ,gray ,pony 7,mother ,stories74 ,,olcott1 ,f4 ,j43 ,the ,loveliest ,rose in the ,world 7,good ,stories for ,great ,holidays74 ,,seton1 ,,ernest ,,thompson3 ,raggylug 7,,bryant3 ,how to ,tell ,stories to ,children74 ,may ,,alden1 ,r4 ,m43 ,king's ,garden 7,why the ,chimes ,rang74 ,,asbj,,rnsen1 ,p4 ,c43 ,paper ,tom 7,the ,fairy ,world74 ,,bailey1 ,c4 ,s41 and ,,lewis1 ,c4 ,m43 ,hans and the ,wonderful ,flower1 ,the ,legend of the ,dandelion 7,for the ,children's ,hour74 ,,blakewell1 ,e4 ,s43 ,the ,elder ,tree ,mother 7,true ,fairy ,stories74 ,,bryce1 ,c4 ,t43 ,the ,mountain ,ash 7,that's ,why ,stories74 ,,judd1 ,m4 ,c43 ,how the ,water ,lily ,came 7,wigwam ,stories74 ,,keyes1 ,,angela ,m43 ,the ,two ,brothers 7,stories and ,story-,telling74 ,,lindsay1 ,,maud3 ,the ,closing ,door 7,mother ,stories74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,pancake 7,tales of ,laughter74 ,a ,story of the ,flag 7,our ,holidays ,retold from ,st4 ,nicholas74 ,june ,,bryant1 ,,sara ,,cone3 ,the ,little ,pink ,rose 7,how to ,tell ,stories to ,children72 ,another ,little ,red ,hen1 ,the ,blackberry ,bush1 ,the ,whale and the ,elephant1 ,the ,jackal and the ,camel 7,stories to ,tell to ,children74 ,,cabot1 ,,ella ,l43 ,hans1 the ,shepherd ,boy 7,ethics for ,children74 ,,dillingham1 ,e4 ,t41 and ,,emerson1 ,a4 ,p43 ,the ,first ,flag of the ,united ,states 7,tell ,it ,again74 ,,hall1 ,i4 ,f41 and ,,lennox1 ,e4 ,d43 ,flag ,day 7,red ,letter ,days74 ,,sly1 ,w4 ,r43 ,the ,boy with ,his ,lunch 7,world ,stories ,retold74 ,,second ,,grade ,september ,,sop3 ,the ,ant and the ,grasshopper 7,,adams3 ,fables and ,rhymes74 ,,andersen1 ,h4 ,c43 ,the ,flax 7,wonder ,tales74 ,,bj,,rnson1 ,,bj,,rnstjerne3 ,oeyvind and ,marit 7,,keyes3 ,stories and ,story-,telling74 ,,bryant1 ,,sara ,,cone3 ,the ,sailor ,man 7,how to ,tell ,stories to ,children74 ,,grimm1 ,,jacob3 ,the ,town ,musicians1 ,the ,wolf and the ,seven ,little ,goats 7,german ,household ,tales74 ,,holbrook1 ,f4 ,e43 ,how ,flax ,was ,given to ,man 7,book of ,nature ,myths74 ,o',,grady1 ,,alice3 ,the ,old ,woman ,who ,lived in a ,vinegar ,bottle 7,the ,story-,teller's ,book74 ,,sly1 ,w4 ,r43 ,how a ,happy ,home ,was ,lost1 ,the ,first ,two ,brothers 7,world ,stories ,retold74 ,october ,,baldwin1 ,,james3 ,wondering ,jack 7,second ,fairy ,reader74 ,,bryant1 ,,sara ,,cone3 ,the ,cat and the ,parrot 7,best ,stories to ,tell to ,children74 ,,bryce1 ,c4 ,t43 ,the ,raven 7,that's ,why ,stories74 ,,cabot1 ,,ella ,l43 ,the ,squirrel's ,devotion 7,ethics for ,children74 ,,grimm1 ,,jacob3 ,brier ,rose 7,german ,household ,tales74 ,,jacobs1 ,,joseph3 ,tom ,tit ,tot 7,english ,fairy ,tales74 ,,kipling1 ,,rudyard3 ,the ,cat ,that ,walked by ,himself 7,just ,so ,stories74 ,,sly1 ,w4 ,r43 ,the ,ladder ,that ,reached to ,heaven1 ,the ,slave ,boy ,who ,became a ,prince 7,world ,stories ,retold74 ,november ,,bailey1 ,c4 ,s41 and ,,lewis1 ,c4 ,m43 ,the ,mince ,pie 7,for the ,children's ,hour74 ,,baldwin1 ,,james3 ,grumbling ,peter 7,second ,fairy ,reader74 ,,bryce1 ,c4 ,t43 ,the ,travelers and the ,bear 7,fables from ,afar74 ,,lindsay1 ,,maud3 ,the ,visit1 ,the ,turkey's ,nest 7,more ,mother ,stories74 ,o',,grady1 ,,alice3 ,a ,good ,thanksgiving 7,the ,story-,teller's ,book74 ,,scudder1 ,h4 ,e43 ,diamonds and ,toads 7,fables and ,folk ,stories74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,the ,first ,thanksgiving 7,the ,story ,hour74 ,grandmother's ,thanksgiving1 ,a ,thanksgiving at ,hollywood 7,half a ,hundred ,stories74 ,december ,,bryant1 ,,sara ,,cone3 ,fulfilled1 ,the ,story of ,jairus' ,daughter 7,how to ,tell ,stories to ,children74 ,,bryce1 ,c4 ,t43 ,the ,old ,woman and the ,crowbar 7,fables from ,afar74 ,,cabot1 ,,ella ,l43 ,st4 ,francis of ,assisi and the ,wolf 7,ethics for ,children74 ,,holbrook1 ,,florence3 ,why the ,fox ,has a ,white ,tip on ,his ,tail 7,book of ,nature ,myths74 ,o',,grady1 ,,alice3 ,christmas ,eve1 ,christmas ,morning1 ,the ,christmas ,story1 ,the ,christmas ,tree 7,the ,story-,teller's ,book74 ,,olcott1 ,f4 ,j43 ,little ,wolf's ,wooden ,shoes 7,good ,stories for ,great ,holidays74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,the ,first ,christmas 7,the ,story ,hour74 ,january ,,asbj,,rnsen1 ,p4 ,c43 ,little ,fred and ,his ,fiddle 7,fairy ,tales from the ,far ,north74 ,,bryant1 ,,sara ,,cone3 ,the ,little ,match ,girl 7,best ,stories to ,tell to ,children74 ,,bryce1 ,c4 ,t43 ,why the ,cat ,washes after ,eating1 ,why ,turtles ,stay near ,water 7,that's ,why ,stories74 ,,cabot1 ,,ella ,l43 ,the ,magic ,mask 7,ethics for ,children74 ,,pierson1 ,c4 ,d43 ,the ,lamb with the ,longest ,tail 7,among the ,farmyard ,people74 ,,scudder1 ,h4 ,e43 ,one ,eye1 ,two ,eyes1 ,three ,eyes 7,fables and ,folk ,stories74 ,,sly1 ,w4 ,r43 ,the ,elephant and the ,tailor1 ,the ,story without an ,end1 ,the ,flood and the ,rainbow 7,world ,stories ,retold74 ,february ,,baldwin1 ,,james3 ,saving the ,birds 7,lincoln71 ,going to ,sea 7,washington7 7,fifty ,famous ,people74 ,,kipling1 ,,rudyard3 ,how the ,camel ,got ,his ,hump 7,just ,so ,stories74 ,,olcott1 ,f4 ,j43 ,the ,cherry ,tree1 ,the ,apple ,orchard 7,good ,stories for ,great ,holidays74 ,,pierson1 ,c4 ,d43 ,the ,story ,that ,swallow ,didn't ,tell 7,among the ,farmyard ,people74 ,,stoddard1 ,,john ,l43 ,the ,story of ,st4 ,valentine 7,lectures--,south ,tyrol74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,little ,george ,washington1 ,big ,george ,washington 7,the ,story ,hour74 ,march ,,bryant1 ,,sara ,,cone3 ,little ,tavwots 7,how to ,tell ,stories to ,children74 ,,cooke1 ,,flora ,j43 ,an ,indian ,story of the ,mole 7,nature ,myths74 ,,holbrook1 ,,florence3 ,why the ,evergreen ,trees ,never ,lose ,their ,leaves 7,a ,book of ,nature ,myths74 ,o',,grady1 ,,alice3 ,titty ,mouse and ,tatty ,mouse1 ,the ,sheep and the ,pig ,that ,built a ,house1 ,the ,straw ,ox 7,the ,story-,teller's ,book74 ,,olcott1 ,f4 ,j43 ,the ,little ,tree ,that ,longed for ,leaves 7,good ,stories for ,great ,holidays74 ,,sly1 ,w4 ,r43 ,why ,boys ,take off ,their ,hats in ,church 7,world ,stories ,retold74 ,april ,,sop3 ,the ,fox and the ,crow1 ,the ,jay and the ,peacock 7,,adams3 ,fables and ,rhymes74 ,,bailey1 ,c4 ,s41 and ,,lewis1 ,c4 ,m43 ,the ,red-,headed ,woodpecker 7,for the ,children's ,hour74 ,,cooke1 ,,flora ,j43 ,how the ,robin's ,breast ,became ,red 7,nature ,myths74 ,,lindsay1 ,,maud3 ,out of the ,nest 7,more ,mother ,stories74 ,,pierson1 ,c4 ,d43 ,the ,wonderful1 ,shiny ,egg 7,among the ,farmyard ,people74 ,,scudder1 ,,horace ,e43 ,the ,jackdaw and the ,doves 7,fables and ,folk ,stories74 ,,sly1 ,w4 ,r43 ,the ,woman ,who ,shared ,her ,last ,loaf 7,world ,stories ,retold74 ,may ,,andersen1 ,h4 ,c43 ,the ,snowdrop1 ,the ,little ,butterfly ,brothers1 ,the ,water ,drop 7,,olcott3 ,good ,stories for ,great ,holidays74 ,,bryant1 ,,sara ,,cone3 ,how ,brother ,rabbit ,fooled the ,whale 7,best ,stories to ,tell to ,children74 ,,coe1 ,,fanny ,e43 ,the ,story of the ,anemone 7,first ,book of ,stories for the ,story-,teller74 ,,hart1 ,a4 ,s41 and ,,stevens1 ,e43 ,a ,boy ,who ,won the ,cross 7,romance of the ,civil ,war74 ,,holbrook1 ,,florence3 ,the ,story of the ,first ,butterflies 7,book of ,nature ,myths74 ,,sly1 ,w4 ,r43 ,the ,prince ,who ,hated ,spiders and ,flies 7,world ,stories ,retold74 ,june ,,baldwin1 ,,james3 ,the ,boy and the ,wolf1 ,another ,bird ,story1 ,speaking a ,piece 7,fifty ,famous ,people74 ,,bryant1 ,,sara ,,cone3 ,epaminondas and ,his ,auntie 7,how to ,tell ,stories to ,children74 ,,bryce1 ,c4 ,t43 ,the ,four-,leaf ,clover 7,that's ,why ,stories74 ,,grimm1 ,,jacob3 ,the ,valiant ,little ,tailor1 ,snow ,white and the ,seven ,dwarfs 7,german ,household ,tales74 ,o',,grady1 ,,alice3 ,the ,hop-,about ,man 7,the ,story-,teller's ,book74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,story of ,harriet ,ann1 ,the ,fox and the ,crab1 ,the ,fairy ,bird 7,story-,telling in the ,home and ,school74 ,,third ,,grade ,september ,,baldwin1 ,,james3 ,coco 7,second ,fairy ,reader72 ,writing a ,composition 7,longfellow71 ,the ,whistle 7,franklin71 the ,ettrick ,shepherd 7,james ,hogg7 7,fifty ,famous ,people74 ,,cabot1 ,,ella ,l43 ,how ,little ,cedric ,became a ,knight1 ,the ,boy ,who ,wanted to ,learn ,climbing ,alone1 ,hans1 the ,shepherd ,boy 7,ethics for ,children74 ,,grimm1 ,,jacob3 ,the ,little ,flower ,pot1 ,snow ,white and ,rose ,red 7,german ,household ,tales74 ,,holbrook1 ,,florence3 ,why the ,peacock's ,tail ,has a ,thousand ,eyes 7,a ,book of ,nature ,myths74 ,,sly1 ,w4 ,r43 ,the ,flood of ,waters 7,world ,stories ,retold74 ,october ,,baldwin1 ,,james3 ,the ,garden of ,delight 7,old ,stories of the ,east72 ,the ,caliph and the ,poet1 ,becos6 ,becos6 ,becos6 7,fifty ,famous ,people74 ,,bryant1 ,,sara ,,cone3 ,the ,nightingale1 ,the ,burning of the ,rice ,fields 7,how to ,tell ,stories to ,children74 ,,harrison1 ,,elizabeth3 ,christopher ,columbus 7,in ,story ,land74 ,,miller1 ,,mrs4 ,h43 ,how the ,crow ,baby ,was ,punished 7,true ,bird ,stories74 ,,nixon-,,roulet1 ,,mary ,f43 ,a ,painter of ,cats 7,japanese ,folk ,stories74 ,,pumphrey1 ,m4 ,b43 ,the ,jack o' ,lantern 7,pilgrim ,stories74 ,,scudder1 ,,horace ,e43 ,the ,wolves and the ,sheep 7,fables and ,folk ,stories74 ,the ,story of ,columbus 7,stepping ,stones to ,literature--,book #c74 ,november ,,bailey1 ,c4 ,s41 and ,,lewis1 ,c4 ,m43 ,the ,story of the ,first ,corn1 ,little ,cosette 7,the ,children's ,hour74 ,,baldwin1 ,,james3 ,sir ,walter ,raleigh 7,fifty ,famous ,stories ,retold72 ,a ,lesson in ,humility 7,haroun-al-,raschid71 ,another ,world ,story 7,israel ,putnam71 ,the ,horseshoe ,nails 7,fifty ,famous ,people74 ,,holbrook1 ,,florence3 ,how ,fire ,was ,brought to the ,indians 7,book of ,nature ,myths74 ,,jordan1 ,,david ,,starr3 ,how the ,flounder's ,mouth ,got ,twisted 7,the ,book of ,knight and ,barbara74 ,,macmanus1 ,,seumas3 ,the ,long ,leather ,bag 7,donegal ,fairy ,book74 ,,nixon-,,roulet1 ,m4 ,f43 ,the ,goddess of ,growing ,things 7,japanese ,folk ,stories74 ,,pumphrey1 ,m4 ,b43 ,the ,first ,thanksgiving 7,pilgrim ,stories74 ,,schauffler1 ,r4 ,h43 ,grandma's ,thanksgiving ,story 7,book of ,thanksgiving74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,the ,first ,thanksgiving ,day 7,the ,story ,hour74 ,december ,,alden1 ,r4 ,m43 ,in the ,great ,walled ,country 7,why the ,chimes ,rang74 ,,baldwin1 ,,james3 ,bruce and the ,spider 7,fifty ,famous ,stories ,retold72 ,the ,landlord's ,mistake 7,fifty ,famous ,people74 ,,dickinson1 ,a4 ,d41 and ,,skinner1 ,a4 ,m43 ,a ,little ,girl's ,christmas 7,children's ,book of ,christmas ,stories74 ,,heber1 ,,elizabeth3 ,a ,christmas ,story1 ,the ,first ,christmas ,tree 7,a ,child's ,story ,garden74 ,,jacobs1 ,,joseph3 ,cap o' ,rushes 7,english ,fairy ,tales74 ,,jordan1 ,,david ,,starr3 ,the ,boy ,that ,whacked the ,witched ,toad ,stools 7,the ,book of ,knight and ,barbara74 ,,lindsay1 ,,maud3 ,the ,christmas ,cake 7,more ,mother ,stories74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,little ,paulina's ,christmas 7,story-,telling in the ,home and ,school74 ,little ,gretchen and the ,wooden ,shoe 7,storytellers' ,magazine1 ,december1 #aiad74 ,the ,christmas ,visitor 7,storytellers' ,magazine1 ,december1 #aiac74 ,january ,,baldwin1 ,,james3 ,the ,shepherd ,boy ,painter1 ,two ,great ,painters1 ,the ,king and the ,bees1 ,our ,first ,great ,painter 7,fifty ,famous ,people72 ,peter ,woodland 7,american ,book of ,golden ,deeds72 ,the ,two ,brothers 7,old ,stories of the ,east74 ,,cabot1 ,,ella ,l43 ,the ,quails 7,ethics for ,children74 ,,farmer1 ,j4 ,f4 ,v43 ,how ,jean ,found the ,calf 7,boy and ,girl ,heroes74 ,,grimm1 ,,jacob3 ,old ,sultan 7,german ,household ,tales74 ,,holbrook1 ,,florence3 ,the ,story of the ,first ,moles 7,a ,book of ,nature ,myths74 ,,perrault1 ,,charles3 ,beauty and the ,beast 7,fairy ,tales74 ,,scudder1 ,h4 ,e43 ,the ,stag at ,stake 7,fables and ,folk ,stories74 ,february ,,baldwin1 ,,james3 ,the ,young ,scout1 ,the ,lad ,who ,rode ,sidesaddle 7,fifty ,famous ,people74 ,,bryant1 ,,sara ,,cone3 ,the ,jackal and the ,camel 7,how to ,tell ,stories to ,children74 ,,cabot1 ,,ella ,l43 ,lincoln's ,unvarying ,kindness 7,ethics for ,children74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,eagle and the ,rice ,birds 7,chinese ,fables and ,folk ,stories74 ,,harris1 ,j4 ,c43 ,how ,brer ,bear's ,hair was ,combed 7,little ,mr4 ,thimblefinger74 ,,holbrook1 ,,florence3 ,the ,lantern and the ,fan 7,a ,book of ,nature ,myths74 ,,jacobs1 ,,joseph3 ,jack and the ,golden ,snuff ,box 7,english ,fairy ,tales74 ,,olcott1 ,f4 ,j43 ,george ,washington and the ,colt 7,good ,stories for ,great ,holidays74 ,,scudder1 ,,horace ,e43 ,the ,fair ,one with the ,golden ,locks 7,the ,children's ,book72 ,the ,four ,bulls and the ,lion 7,fables and ,folk ,stories72 ,an ,old ,man and ,his ,sons 7,fables and ,folk ,stories74 ,,wilson3 ,the ,virginia ,boy 7,nature ,study--,book #b74 ,march ,,andersen1 ,h4 ,c43 ,the ,loveliest ,rose in the ,world 7,good ,stories for ,great ,holidays74 ,,baldwin1 ,,james3 ,the ,whisperers1 ,how a ,prince ,learned to ,read1 ,read and ,you ,will ,know1 ,the ,young ,cupbearer 7,fifty ,famous ,people74 ,,cabot1 ,,ella ,l43 ,the ,broken ,flower ,pot 7,ethics for ,children74 ,,harris1 ,j4 ,c43 ,the ,grandmother of the ,dolls 7,little ,mr4 ,thimblefinger74 ,,heber1 ,,elizabeth3 ,the ,song of the ,pine ,tree 7,a ,child's ,story ,garden74 ,,jordan1 ,,david ,,starr3 ,why the ,parrot ,was so ,strong 7,the ,book of ,knight and ,barbara74 ,,miller1 ,,mrs4 ,h43 ,my ,first ,bird 7,true ,bird ,stories74 ,,olcott1 ,f4 ,j43 ,a ,lesson of ,faith 7,good ,stories for ,great ,holidays74 ,,sly1 ,w4 ,r43 ,the ,generous ,uncle and the ,selfish ,nephew 7,world ,stories ,retold74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,the ,white ,hare 7,days and ,deeds74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,n4 ,a43 ,the ,emperor's ,bird's ,nest 7,the ,fairy ,ring74 ,april ,,baldwin1 ,,james3 ,the ,sons of the ,caliph1 ,the ,boy and the ,robbers 7,fifty ,famous ,people72 ,the ,bell of ,atri 7,fifty ,famous ,stories ,retold74 ,,bryant1 ,,sara ,,cone3 ,the ,tailor and the ,three ,beasts 7,stories to ,tell to ,children74 ,,cowles1 ,j4 ,d43 ,the ,queen's ,necklace 7,the ,art of ,story-,telling74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,mule and the ,lion1 ,the ,fish and the ,flowers 7,chinese ,fables and ,folk ,stories74 ,,farmer1 ,j4 ,f4 ,v43 ,a ,brave ,russian ,girl 7,boy and ,girl ,heroes74 ,,lyman1 ,,edna3 ,the ,princess ,moonbeam1 ,the ,boastful ,bamboo1 ,the ,mirror of ,matsuyama 7,story-,telling3 ,what to ,tell and ,how to ,tell ,it74 ,,miller1 ,,mrs4 ,h43 ,doctor ,dot1 ,how the ,dog ,interfered 7,true ,bird ,stories74 ,may ,,baldwin1 ,,james3 ,a ,clever ,slave1 ,the ,story of a ,great ,story1 ,the ,king and the ,page1 ,why ,he ,carried the ,turkey1 ,the ,caliph and the ,gardener1 ,saved by a ,dolphin1 ,the ,general and the ,fox 7,fifty ,famous ,people74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,wind1 the ,clouds1 and the ,snow 7,chinese ,fables and ,folk ,stories74 ,,judd1 ,m4 ,c43 ,the ,legend of the ,arbutus 7,wigwam ,stories74 ,,judson1 ,k4 ,b43 ,the ,miser of ,takhoma 7,myths and ,legends of the ,pacific ,northwest74 ,,lyman1 ,,edna3 ,the ,white ,hare and the ,crocodiles1 ,the ,tongue-,cut ,sparrow 7,story-,telling3 ,what to ,tell and ,how to ,tell ,it74 ,,nixon-,,roulet1 ,,mary ,f43 ,princess ,moonbeam 7,japanese ,folk ,stories74 ,,scudder1 ,,horace ,e43 ,clever ,alice 7,fables and ,folk ,stories74 ,,sly1 ,w4 ,r43 ,the ,shepherd ,boy ,who ,slew a ,giant 7,world ,stories ,retold74 ,june ,,baldwin1 ,,james3 ,the ,cowherd ,who ,became a ,poet1 ,the ,lover of ,men1 ,the ,charcoal ,man and the ,king 7,fifty ,famous ,people74 ,,blumenthal1 ,,verra ,x4 ,k4 ,,de3 ,the ,tsarevna ,frog1 ,seven ,simeons1 ,the ,language of ,birds 7,folk ,tales from the ,russian74 ,,english1 ,,thomas3 ,the ,ax of ,ranier1 ,the ,black ,cat 7,fairy ,stories and ,wonder ,tales74 ,,grimm1 ,,jacob3 ,the ,three ,little ,men in the ,wood1 ,the ,three ,languages1 ,the ,little ,farmer 7,german ,household ,tales74 ,,nixon-,,roulet1 ,m4 ,f43 ,the ,boastful ,bamboo 7,japanese ,folk ,stories74 ,,poulsson1 ,,emilie3 ,knut ,spelevink1 ,the ,princess ,lindagull1 ,sikku and the ,trolls1 ,sampo ,lappelil 7,top of the ,world ,series74 ,,fourth ,,grade ,september ,,baldwin1 ,,james3 ,the ,great ,chief 7,old ,stories of the ,east72 ,the ,charcoal ,man and the ,king 7,fifty ,famous ,people74 ,,brown1 ,a4 ,l41 and ,,bell1 ,j4 ,m43 ,why the ,white ,bear ,lives ,alone 7,tales of the ,red ,children74 ,,bryant1 ,,sara ,,cone3 ,the ,castle of ,fortune 7,stories to ,tell to ,children74 ,,cabot1 ,,ella ,l43 ,the ,two ,travelers 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,pan and ,his ,pipes 7,pan and ,his ,pipes and ,other ,stories74 ,,grimm1 ,,jacob3 ,six ,soldiers of ,fortune1 ,the ,little ,house in the ,wood1 ,the ,three ,trades 7,german ,household ,tales74 ,,lang1 ,,andrew3 ,the ,fisherman and ,his ,wife 7,green ,fairy ,book74 ,,ramaswami1 ,,raju3 ,the ,hammer and the ,anvil 7,indian ,fables74 ,,de ,,la ,,ram,e1 ,l43 ,the ,nrnberg ,stove 7,,wiggin and ,,smith3 ,the ,story ,hour74 ,october ,,baldwin1 ,,james3 ,the ,master of the ,nile 7,old ,stories of the ,east72 ,partners 7,american ,book of ,golden ,deeds72 ,which ,was ,king8 7,fifty ,famous ,people74 ,,bryant1 ,,sara ,,cone3 ,why the ,water in ,rivers ,is ,never ,still 7,how to ,tell ,stories to ,children74 ,,cabot1 ,,ella ,l43 ,the ,jack o' ,lantern 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,the ,tortoise ,that ,gave the ,world ,music 7,pan and ,his ,pipes and ,other ,stories74 ,,harris1 ,j4 ,c43 ,the ,witch of the ,well 7,little ,mr4 ,thimblefinger74 ,,jacobs1 ,,joseph3 ,mr4 ,fox 7,english ,fairy ,tales74 ,,lang1 ,,andrew3 ,the ,story of ,caliph ,stork 7,green ,fairy ,book74 ,,mabie1 ,h4 ,w43 ,the ,badger's ,money 7,folk ,tales ,every ,child ,should ,know74 ,,olcott1 ,f4 ,j43 ,shippeitaro1 ,burg's ,hill's on ,fire1 ,the ,king of ,cats 7,good ,stories for ,great ,holidays74 ,november ,,alden1 ,r4 ,m43 ,the ,knights of the ,silver ,shield 7,why the ,chimes ,rang74 ,,baldwin1 ,,james3 ,the ,golden ,tripod 7,fifty ,famous ,people74 ,,cather1 ,,katherine ,,dunlap3 ,the ,holy ,bird 7,story of ,music in ,china--,pan and ,his ,pipes and ,other ,stories74 ,,daudet1 ,,alphonse3 ,the ,last ,lesson 7,how to ,tell ,stories to ,children74 ,,harris1 ,j4 ,c43 ,brer ,terrapin's ,fiddle ,string 7,little ,mr4 ,thimblefinger74 ,,howells1 ,w4 ,d43 ,turkeys ,turning the ,tables 7,christmas ,every ,day74 ,,judd1 ,m4 ,c43 ,the ,marriage of ,mondahmin 7,wigwam ,stories74 ,,lang1 ,,andrew3 ,rosanella 7,green ,fairy ,book74 ,,macmanus1 ,,seumas3 ,manis1 the ,miller 7,donegal ,fairy ,tales74 ,,schauffler1 ,r4 ,h4 7,ed473 ,the ,first ,thanksgiving ,day in ,new ,england1 ,jericho ,bob1 ,ann ,mary's ,two ,thanksgivings1 ,polly's ,thanksgiving 7,thanksgiving74 ,,sly1 ,w4 ,r43 ,the ,little ,lame ,prince 7,world ,stories ,retold74 ,,zitkala-,,sa3 ,the ,badger and the ,bear 7,old ,indian ,legends74 ,december ,,andersen1 ,h4 ,c43 ,the ,little ,match ,girl 7,fairy ,tales74 ,,bryant1 ,,sara ,,cone3 ,fulfilled 7,how to ,tell ,stories to ,children74 ,,cather1 ,,katherine ,,dunlap3 ,a ,star and a ,song1 ,the ,harp ,king ,alfred ,played 7,pan and ,his ,pipes and ,other ,stories74 ,,coolidge3 ,little ,roger's ,night in ,church 7,,schauffler3 ,christmas74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,proud ,fox and the ,crab1 ,how the ,moon ,became ,beautiful 7,chinese ,fables and ,folk ,stories74 ,,dickens1 ,,charles3 ,the ,christmas ,goose at the ,cratchits' 7,,schauffler3 ,christmas74 ,,dodge1 ,m4 ,m43 ,the ,festival of ,st4 ,nicholas 7,,schauffler3 ,christmas74 ,,miller1 ,,mrs4 ,h43 ,christmas in a ,baggage ,car1 ,lottie's ,christmas ,tree 7,kristy's ,rainy ,day ,picnics74 ,,olcott1 ,f4 ,j43 ,the ,christmas ,cuckoo 7,good ,stories for ,great ,holidays74 ,,poulsson1 ,,emilie3 ,a ,legend of ,mercy 7,top of the ,world ,series74 ,,stein1 ,,evaleen3 ,felix 7,troubadour ,tales74 ,january ,,cabot1 ,,ella ,l41 ,the ,good ,bishop1 ,the ,banyan ,deer 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,stephen1 the ,child ,crusader 7,pan and ,his ,pipes and ,other ,stories74 ,,cowles1 ,j4 ,d43 ,robin ,hood and ,sir ,richard at ,lee1 ,king ,midas' ,ears 7,the ,art of ,story-,telling74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,melon and the ,professor 7,chinese ,fables and ,folk ,stories74 ,,farmer1 ,j4 ,f4 ,v43 ,roland and the ,jewel1 ,david1 the ,brave ,shepherd ,boy 7,boy and ,girl ,heroes74 ,,judd1 ,m4 ,c43 ,the ,face of ,manitou on the ,rock 7,wigwam ,stories74 ,,macmanus1 ,,seumas3 ,conal1 ,donal1 and ,taig 7,donegal ,fairy ,tales74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,judgment ,seat of ,vikramaditya 7,story-,telling in the ,home and ,school74 ,,poulsson1 ,,emilie3 ,the ,testing of the ,two ,knights 7,top of the ,world ,stories74 ,february ,,brown1 ,a4 ,l41 and ,,bell1 ,j4 ,m43 ,the ,cleft ,mountain 7,tales of the ,red ,children74 ,,cabot1 ,,ella ,l43 ,a ,soldier's ,pardon1 ,the ,sympathy of ,abraham ,lincoln 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,when ,knighthood ,was in ,flower 7,pan and ,his ,pipes and ,other ,stories74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,children and the ,dog 7,chinese ,fables and ,folk ,stories74 ,,farmer1 ,j4 ,f4 ,v43 ,at the ,ford of the ,tribute 7,boy and ,girl ,heroes74 ,,grimm1 ,,jacob3 ,jorinda and ,joringel 7,german ,household ,tales74 ,,lang1 ,,andrew3 ,the ,war ,horse of ,alexander 7,the ,animal ,story ,book74 ,,moore1 ,,charles ,w43 ,a ,backwoods ,boyhood 7,abraham ,lincoln74 ,,poulsson1 ,,emilie3 ,the ,forest ,witch 7,top of the ,world ,stories74 ,,tappan1 ,,eva ,m43 ,dolly ,madison 7,american ,hero ,stories72 ,how ,cats ,came to ,purr 7,cat ,stories ,retold from ,st4 ,nicholas74 ,march ,,boyesen1 ,h4 ,h43 ,thorwald and the ,star ,children 7,modern ,vikings74 ,,bryant1 ,,sara ,,cone3 ,the ,dagada's ,harp 7,stories to ,tell to ,children74 ,,cather1 ,,katherine ,,dunlap3 ,the ,violin ,makers of ,cremona 7,pan and ,his ,pipes and ,other ,stories74 ,,farmer1 ,j4 ,f4 ,v43 ,noel ,duval1 ,how a ,boy ,saved a ,queen1 ,the ,sword of ,king ,arthur 7,boy and ,girl ,heroes74 ,,korolenko1 ,z43 ,hot ,cross ,buns 7,the ,book of ,easter74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,glooscap and the ,great ,wind ,bird 7,story-,telling in the ,home and ,school74 ,,ramaswami ,,raju3 ,the ,workman and the ,trees 7,indian ,fables74 ,,sly1 ,w4 ,r43 ,grace ,darling1 ,the ,slave ,girl ,who ,helped a ,great ,captain 7,world ,stories ,retold74 ,april ,,blumenthal1 ,,verra ,x4 ,k4 ,,de3 ,ivanoushka the ,simpleton1 ,woe ,bogotir1 ,baba ,yaga1 ,dimian the ,peasant1 ,the ,golden ,mountain 7,folk ,tales from the ,russian74 ,,cather1 ,,katherine ,,dunlap3 ,the ,songs of ,hiawatha 7,pan and ,his ,pipes and ,other ,stories74 ,,farmer1 ,j4 ,f4 ,v43 ,the ,young ,hannibal 7,boy and ,girl ,heroes74 ,,lang1 ,,andrew3 ,cowper's ,hares 7,the ,animal ,story ,book74 ,,olcott1 ,f4 ,j43 ,the ,boy ,who ,became a ,robin1 ,the ,quails1 ,the ,greedy ,geese 7,good ,stories for ,great ,holidays74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,ride of ,paul ,revere 7,story-,telling in the ,home and ,school74 ,may ,,baldwin1 ,,james3 ,androclus and the ,lion 7,fifty ,famous ,stories ,retold74 ,,cather1 ,,katherine ,,dunlap3 ,the ,holy ,grail 7,pan and ,his ,pipes and ,other ,stories74 ,,cowles1 ,j4 ,d43 ,the ,coming of ,arthur 7,the ,art of ,story-,telling74 ,,davis1 ,m4 ,h41 and ,,chow-,,leung3 ,the ,thief and the ,elephant1 ,the ,hen and the ,mountain ,turtle 7,chinese ,fables and ,folk ,stories74 ,,harrison1 ,,elizabeth3 ,the ,story of ,decoration ,day 7,in ,story ,land74 ,,holbrook1 ,,florence3 ,the ,story of the ,first ,mocking ,bird 7,book of ,nature ,myths74 ,,olcott1 ,f4 ,j43 ,the ,wonder ,tree1 ,the ,blue ,jay 7,good ,stories for ,great ,holidays74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,the ,origin of ,memorial ,day 7,days and ,deeds74 ,a ,rat ,tale 7,cat ,stories ,retold from ,st4 ,nicholas74 ,june ,,brown1 ,a4 ,j41 and ,,bell1 ,j4 ,m43 ,the ,story of ,ithenhiels 7,tales of the ,red ,children74 ,,farmer1 ,j4 ,f4 ,v43 ,betty ,lane 7,boy and ,girl ,heroes74 ,,price1 ,l4 ,l43 ,the ,legs of ,duncan ,ketcham 7,lads and ,lassies of ,other ,days74 ,,sly1 ,w4 ,r43 ,the ,emperor and the ,goose ,boy1 ,betsy ,ross and the ,flag1 ,how ,america was ,named1 ,the ,fairy ,godfather of the ,orchards 7,world ,stories ,retold74 ,,tappan1 ,e4 ,m43 ,the ,star-,spangled ,banner1 ,a ,flag ,incident1 ,general ,scott and the ,stars and ,stripes 7,good ,stories for ,great ,holidays74 ,,fifth ,,grade ,september ,,baldwin1 ,,james3 ,ezekiel and ,daniel 7,american ,book of ,golden ,deeds72 ,the ,forging of ,balmung 7,hero ,tales74 ,,brown1 ,,abbie ,f43 ,the ,dwarf ,giants 7,in the ,days of ,giants74 ,,eastman1 ,c4 ,a4 and ,e43 ,the ,buffalo and the ,field ,mouse 7,smoky ,day's ,wigwam ,evenings74 ,,harris1 ,j4 ,c43 ,mr4 ,fox and ,miss ,goose 7,nights with ,uncle ,remus74 ,,jacobs1 ,,joseph3 ,master of ,all ,masters 7,english ,fairy ,tales74 ,,judd1 ,m4 ,c43 ,wampum1 or ,indian ,money 7,wigwam ,stories74 ,,kingsley1 ,,charles3 ,how ,they ,built the ,good ,ship ,argo in ,icolos 7,greek ,heroes74 ,,kipling1 ,,rudyard3 ,mowgli's ,brothers 7,jungle ,book74 ,bessie's ,escape 7,panther ,stories ,retold from ,st4 ,nicholas74 ,october ,,baldwin1 ,,james3 ,columbus and the ,egg 7,thirty ,more ,famous ,stories72 ,the ,tombs ,angel 7,american ,book of ,golden ,deeds74 ,,eastman1 ,c4 ,a4 and ,e43 ,the ,frogs and the ,crane 7,smoky ,day's ,wigwam ,evenings74 ,,higginson1 ,t4 ,w43 ,how ,diego ,mendez ,got ,food for ,columbus 7,american ,explorers74 ,,irving1 ,,washington3 ,columbus at ,la ,rabida 7,,olcott3 ,good ,stories for ,great ,holidays74 ,,jacobs1 ,,joseph3 ,the ,field ,boliauns 7,celtic ,fairy ,tales74 ,,kipling1 ,,rudyard3 ,kaa's ,hunting 7,jungle ,book74 ,,lamartine1 ,,de3 ,the ,mutiny 7,,olcott3 ,good ,stories for ,great ,holidays74 ,,miller1 ,,joaquin3 ,a ,bear on ,fire 7,true ,bear ,stories74 ,,moore1 ,,charles ,w43 ,guanahani 7,christopher ,columbus74 ,bertholde 7,stories of the ,middle ,ages ,retold from ,st4 ,nicholas74 ,november ,,baldwin1 ,,james3 ,the ,red ,cross 7,american ,book of ,golden ,deeds74 ,,grimm1 ,,jacob3 ,the ,robber ,bridegroom1 ,the ,youth ,who ,could ,not ,shiver nor ,shake 7,german ,household ,tales74 ,,kipling1 ,,rudyard3 ,how ,fear ,came 7,first ,jungle ,book74 ,,pumphrey1 ,m4 ,b43 ,the ,indians and the ,jack o' ,lantern1 ,the ,sword of ,miles ,standish1 ,the ,voyage of the ,mayflower1 ,water ,babies 7,pilgrim ,stories74 ,,pyle1 ,,howard3 ,how ,robin ,hood ,became an ,outlaw 7,some ,merry ,adventures of ,robin ,hood74 ,,warner1 ,c4 ,d43 ,the ,coming of ,thanksgiving 7,being a ,boy74 ,an ,old-,time ,thanksgiving 7,indian ,stories ,retold from ,st4 ,nicholas74 ,the ,story of the ,sphinx 7,stories of the ,ancient ,world ,retold from ,st4 ,nicholas74 ,december ,,baldwin1 ,,james3 ,damon and ,pythias 7,fifty ,famous ,stories ,retold74 ,,kipling1 ,,rudyard3 ,the ,red ,flower 7,jungle ,book74 ,,olcott1 ,f4 ,j43 ,the ,thunder ,oak 7,good ,stories for ,great ,holidays74 ,,pyle1 ,,howard3 ,robin ,hood's ,adventure with the ,tinker1 ,the ,sheriff's ,shooting ,match 7,some ,merry ,adventures of ,robin ,hood74 ,,stein1 ,,evaleen3 ,felix 7,troubadour ,tales74 ,,stockton1 ,,frank ,r43 ,christmas before ,last 7,the ,bee ,man of ,orn74 ,,walsh1 ,k43 ,st4 ,nicholas and the ,robbers 7,the ,story of ,santa ,claus74 ,,wilde1 ,,oscar3 ,the ,star-,child 7,the ,happy ,prince74 ,how ,uncle ,sam ,observes ,christmas 7,our ,holidays ,retold from ,st4 ,nicholas74 ,the ,first ,christmas ,tree in ,new ,england 7,colonial ,stories ,retold from ,st4 ,nicholas74 ,january ,,baldwin1 ,,james3 ,the ,bootblack from ,ann ,street 7,american ,book of ,golden ,deeds74 ,,bryant1 ,,sara ,,cone3 ,the ,red ,thread of ,courage 7,how to ,tell ,stories74 ,,cabot1 ,,ella ,,lyman3 ,the ,persian and ,his ,three ,sons 7,ethics for ,children74 ,,harris1 ,j4 ,c43 ,brer ,fox ,catches ,brer ,rabbit 7,nights with ,uncle ,remus74 ,,holland1 ,r4 ,s43 ,the ,boys of ,devon 7,historic ,boyhoods74 ,,kipling1 ,,rudyard3 ,tiger6 ,tiger6 7,the ,jungle ,book74 ,,miller1 ,,joaquin3 ,music-,loving ,bears 7,true ,bear ,stories74 ,,pyle1 ,,howard3 ,robin ,hood ,saves ,will ,sutley's ,life1 ,the ,sheriff's ,visit to ,robin ,hood 7,some ,merry ,adventures of ,robin ,hood74 ,the ,boyhood of ,michelangelo 7,stories of the ,middle ,ages ,retold from ,st4 ,nicholas74 ,february ,,baldwin1 ,,james3 ,following the ,surveyor's ,chain 7,fifty ,famous ,people72 ,the ,great ,law-,giver 7,old ,stories of the ,east74 ,,bryant1 ,,sara ,,cone3 ,david and ,goliath 7,stories to ,tell to ,children74 ,,kipling1 ,,rudyard3 ,letting in the ,jungle 7,second ,jungle ,book74 ,,olcott1 ,f4 ,j43 ,young ,george ,washington and the ,colt 7,good ,stories for ,great ,holidays74 ,,schauffler1 ,r4 ,h43 ,choosing ,abe ,lincoln ,captain 7,lincoln's ,birthday74 ,,tomlinson1 ,,everett3 ,how ,george ,washington ,was ,made ,commander in ,chief 7,the ,war for ,independence74 ,a ,new ,leaf from ,washington's ,boy ,life 7,colonial ,stories ,retold from ,st4 ,nicholas74 ,how ,moses ,was ,emancipated 7,civil ,war ,stories ,retold from ,st4 ,nicholas74 ,march ,,baldwin1 ,,james3 ,the ,story of ,regulus 7,fifty ,famous ,stories ,retold74 ,,bryant1 ,,sara ,,cone3 ,tarpeia 7,how to ,tell ,stories to ,children74 ,,cather1 ,,katherine ,,dunlap3 ,when ,mozart ,raced with ,marie ,antoinette 7,boyhood ,stories74 ,,eastman1 ,c4 ,a4 and ,e43 ,the ,falcon and the ,duck 7,smoky ,day's ,wigwam ,evenings74 ,,harris1 ,j4 ,c43 ,how ,brer ,fox ,was ,too ,smart 7,nights with ,uncle ,remus74 ,,kipling1 ,,rudyard3 ,red ,dog 7,second ,jungle ,book74 ,,pyle1 ,,howard3 ,robin ,hood and ,his ,men before ,queen ,eleanor 7,some ,merry ,adventures of ,robin ,hood74 ,,schmidt1 ,,canon3 ,the ,easter ,eggs4 ,the ,fire ,cat 7,panther ,stories ,retold from ,st4 ,nicholas74 ,the ,general's ,easter ,box 7,our ,holidays ,retold from ,st4 ,nicholas74 ,april ,,baldwin1 ,,james3 ,ogier the ,dane 7,the ,story of ,roland72 ,grace ,darling1 ,alfred the ,great 7,fifty ,famous ,stories ,retold74 ,,bolton1 ,s4 ,k43 ,garibaldi 7,lives of ,poor ,boys ,who ,became ,famous74 ,,harris1 ,j4 ,c43 ,brer ,rabbit's ,astonishing ,prank 7,nights with ,uncle ,remus74 ,,jacobs1 ,,joseph3 ,hudden and ,dudden and ,donald ,o',neary 7,celtic ,fairy ,tales74 ,,kipling1 ,,rudyard3 ,the ,spring ,running 7,second ,jungle ,book74 ,,pyle1 ,,howard3 ,robin ,hood and ,guy of ,gisbourne 7,some ,merry ,adventures of ,robin ,hood74 ,,seton1 ,,ernest ,,thompson3 ,monarch1 the ,big ,bear of ,tallac4 ,,stockton1 ,,frank ,r43 ,old ,pipes and the ,dryad 7,,lyman3 ,story-,telling1 ,what to ,tell and ,how to ,tell ,it74 ,may ,,baldwin1 ,,james3 ,the ,man ,whose ,eye ,was ,open 7,old ,stories of the ,east72 ,la ,salle 7,the ,discovery of the ,old ,northwest72 ,ogier and ,roland ,knighted1 ,how ,ogier ,won ,sword and ,horse1 ,a ,roland for an ,oliver 7,the ,story of ,roland74 ,,cather1 ,,katherine ,,dunlap3 ,how a ,boy ,saved ,lucerne1 ,the ,duty ,that ,wasn't ,paid4 ,,olcott1 ,f4 ,j43 ,the ,legend of the ,spring ,beauty1 ,the ,fairy ,tulips1 ,two ,hero ,stories of the ,civil ,war 7,good ,stories for ,great ,holidays74 ,,pyle1 ,,howard3 ,the ,death of ,robin ,hood 7,some ,merry ,adventures of ,robin ,hood74 ,june ,,baldwin1 ,,james3 ,how ,ogier ,refused a ,kingdom 7,the ,story of ,roland72 ,william ,tell 7,fifty ,famous ,stories ,retold72 ,the ,heroine of ,fort ,henry 7,american ,book of ,golden ,deeds74 ,,brooks1 ,e4 ,s43 ,william the ,conqueror 7,historic ,boys74 ,,cabot1 ,,ella ,,lyman3 ,margaret of ,new ,orleans 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,the ,luck ,boat of ,lake ,geneva4 ,,olcott1 ,f4 ,j43 ,general ,scott and the ,stars and ,stripes 7,good ,stories for ,great ,holidays74 ,,sly1 ,w4 ,j43 ,betsy ,ross and the ,flag 7,world ,stories ,retold74 ,,sixth ,,grade ,september ,,brown1 ,,abbie ,f43 ,the ,giant ,builder 7,in the ,days of ,giants74 ,,cabot1 ,,ella ,,lyman3 ,david and ,jonathan 7,ethics for ,children74 ,,judd1 ,m4 ,c43 ,the ,legend of ,niagara ,falls 7,wigwam ,stories74 ,,kipling1 ,,rudyard3 ,weland's ,sword 7,puck of ,pook's ,hill74 ,,lang1 ,,jeanie3 ,the ,story of ,general ,gordon4 ,,olcott1 ,f4 ,j43 ,bill ,brown's ,test1 ,the ,speaking ,statue1 ,the ,champion ,stone ,cutter 7,good ,stories for ,great ,holidays74 ,,ragozin1 ,z4 ,a43 ,beowulf ,comes to ,daneland 7,siegfried and ,beowulf74 ,,rhead1 ,j4 ,s43 ,the ,story of the ,fisherman 7,arabian ,nights74 ,,tolsto1 ,,leo3 ,truth is ,mighty and ,will ,prevail 7,,cabot3 ,ethics for ,children74 ,october ,,grimm1 ,,jacob3 ,the ,godfather 7,german ,household ,tales74 ,,harris1 ,j4 ,c43 ,brer ,rabbit ,takes ,exercise 7,nights with ,uncle ,remus74 ,,hawthorne1 ,,nathaniel3 ,pandora 7,wonder-,book74 ,,irving1 ,,washington3 ,the ,discovery of ,land 7,life of ,christopher ,columbus74 ,,perry1 ,e4 ,l41 and ,,beebe1 ,,katherine3 ,george ,rogers ,clark 7,four ,american ,pioneers74 ,,ragozin1 ,z4 ,a43 ,the ,combat with ,grendel 7,siegfried and ,beowulf74 ,,rhead1 ,j4 ,s43 ,abou ,mohammed the ,lazy 7,arabian ,nights74 ,,tolsto1 ,,leo3 ,where ,love ,is1 ,there ,god ,is ,also 7,,cabot3 ,ethics for ,children74 ,all ,hallow ,eve ,myths 7,our ,holidays ,retold from ,st4 ,nicholas74 ,for additional ,columbus ,day material see 8,the ,son of ,columbus0 by ,mollie ,elliot ,seawell4 ,november ,,bradley1 ,,will3 ,hans the ,wise1 ,nip and ,tuck 7,the ,wonder ,box74 ,,brown1 ,,abbie ,f43 ,the ,magic ,apples 7,in the ,days of ,giants74 ,,harris1 ,j4 ,c43 ,brer ,wolf ,says ,grace 7,nights with ,uncle ,remus74 ,,olcott1 ,f4 ,j43 ,the ,ears of ,wheat1 ,how ,indian ,corn ,came into the ,world 7,good ,stories for ,great ,holidays74 ,,pumphrey1 ,m4 ,b43 ,samoset1 ,the ,treaty of ,peace1 ,the ,little ,captives 7,pilgrim ,stories74 ,,ragozin1 ,z4 ,a43 ,grendel ,avenged1 ,beowulf ,returns to ,his ,own ,land 7,siegfried and ,beowulf74 ,,rhead1 ,j4 ,s43 ,abou ,hassan the ,wag 7,arabian ,nights74 ,december ,,dickens1 ,,charles3 ,christmas at ,fezziwig's ,warehouse 7,,schauffler3 ,christmas74 ,,dyer1 ,,walter3 ,the ,baby ,camel ,that ,walked to ,jesus4 ,,lagerl,f1 ,,selma3 ,the ,holy ,night 7,christ ,legends74 ,,pumphrey1 ,m4 ,b43 ,the ,christmas ,candle 7,pilgrim ,stories74 ,,ragozin1 ,z4 ,a43 ,beowulf's ,victory and ,death 7,siegfried and ,beowulf74 ,,rice1 ,,alice ,,hegan3 ,betty's ,best ,christmas 7,st4 ,nicholas1 ,december1 #aiaf74 ,,skinner1 ,,charles ,m43 ,the ,legend of the ,mountain ,ash 7,myths of ,plants1 ,trees1 and ,flowers74 ,,tolsto1 ,,leo3 ,evil ,allures but ,good ,endures 7,,cabot3 ,ethics for ,children74 ,,walsh1 ,k43 ,st4 ,nicholas and the ,slave ,boy 7,the ,story of ,santa ,claus74 ,january ,,bradley1 ,,will3 ,snip and ,stitch 7,the ,wonder ,box74 ,,cabot1 ,,ella ,,lyman3 ,a ,lesson for ,kings 7,ethics for ,children74 ,,eggleston1 ,,edward3 ,the ,troublesome ,burglars 7,strange ,stories from ,history74 ,,judd1 ,m4 ,c43 ,how ,indians ,came to ,know ,medicine ,plants 7,wigwam ,stories74 ,,macleod1 ,r43 ,a ,great ,feast and a ,great ,battle1 ,the ,marriage of ,guinevere and ,arthur and the ,founding of the ,round ,table 7,king ,arthur and ,his ,noble ,knights74 ,,sly1 ,w4 ,r43 ,the ,golden ,scepter in the ,palace of the ,lily 7,world ,stories ,retold74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,a ,new ,year's ,talk 7,days and ,deeds74 ,,stone1 ,g4 ,l43 ,the ,legend of the ,oak 7,trees in ,prose and ,poetry74 ,a ,chinese ,new ,year in ,california 7,our ,holidays ,retold from ,st4 ,nicholas74 ,a ,spanish ,tale 7,fairy ,stories ,retold from ,st4 ,nicholas74 ,february ,,brooks1 ,e4 ,s43 ,the ,clary ,grove ,boys 7,abraham ,lincoln74 ,,eggleston1 ,,edward3 ,young ,washington in the ,woods1 ,how a ,scullion ,became a ,sculptor 7,strange ,stories from ,history74 ,,gallagher1 ,j4 ,e43 ,lincoln's ,good ,memory of ,names 7,best ,lincoln ,stories74 ,,macleod1 ,r43 ,king ,arthur and ,sir ,accalon1 ,how ,king ,arthur ,fought with a ,giant 7,king ,arthur and ,his ,noble ,knights74 ,,moore1 ,,charles ,w43 ,lincoln and the ,unjust ,client 7,abraham ,lincoln74 ,,olcott1 ,f4 ,j43 ,washington at ,yorktown 7,good ,stories for ,great ,holidays74 ,march ,,baldwin1 ,,james3 ,king ,richard and ,blondel 7,thirty ,more ,famous ,stories74 ,,bradley1 ,,will3 ,the ,master ,makes a ,bargain 7,the ,wonder ,box74 ,,eggleston1 ,,edward3 ,the ,prince ,who ,could ,not ,stay ,dead 7,strange ,stories from ,history74 ,,hauff1 ,,wilhelm3 ,the ,peddler and the ,powder 7,caravan ,tales74 ,,holland1 ,r4 ,s43 ,daniel ,boone 7,historic ,boyhoods74 ,,macleod1 ,r43 ,sir ,brune1 ,sir ,ivaine 7,king ,arthur and ,his ,noble ,knights74 ,,marden1 ,o4 ,s43 ,how the ,children ,saved ,hamburg 7,winning ,out74 ,,price1 ,l4 ,l43 ,abraham and ,isaac 7,wandering ,heroes74 ,april ,,baldwin1 ,,james3 ,as ,rich as ,crsus 7,thirty ,more ,famous ,stories74 ,,brown1 ,,abbie ,f43 ,saint ,kentigern and the ,robin 7,book of ,saints and ,friendly ,beasts74 ,,dickens1 ,,charles3 ,a ,child's ,dream of a ,star 7,,olcott3 ,good ,stories for ,great ,holidays74 ,,eggleston1 ,,edward3 ,the ,story of ,catherine 7,strange ,stories from ,history74 ,,hauff1 ,,wilhelm3 ,the ,mystic ,word 7,caravan ,tales74 ,,holland1 ,r4 ,s43 ,lafayette1 the ,boy of ,versailles 7,historic ,boyhoods74 ,,macleod1 ,r43 ,sir ,balin1 ,sir ,gareth the ,kitchen ,boy 7,king ,arthur and ,his ,noble ,knights74 ,,price1 ,l4 ,l43 ,joseph 7,wandering ,heroes74 ,may ,,andersen1 ,h4 ,c43 ,the ,daisy 7,wonder ,stories ,told to ,children74 ,,eggleston1 ,,edward3 ,the ,sad ,story of a ,boy ,king 7,strange ,stories from ,history74 ,,gilbert1 ,,ariadne3 ,beloved of ,men and ,dogs 7,more than ,conquerors74 ,,hauff1 ,,wilhelm3 ,the ,captive ,owl 7,caravan ,tales74 ,,hawthorne1 ,,nathaniel3 ,the ,pomegranate ,seeds 7,tanglewood ,tales74 ,,macleod1 ,r43 ,sir ,launcelot and ,his ,friends1 ,sir ,tristram1 ,how ,sir ,tristram ,came to ,camelot 7,king ,arthur and ,his ,noble ,knights74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,the ,origin of ,memorial ,day 7,days and ,deeds74 ,june ,,baldwin1 ,,james3 ,webster and the ,woodchuck 7,thirty ,more ,famous ,stories72 ,cornelia's ,jewels 7,fifty ,famous ,stories74 ,,hauff1 ,,wilhelm3 ,the ,hall of ,sorcerers 7,caravan ,tales74 ,,jordan1 ,,david ,,starr3 ,the ,story of a ,salmon4 ,,judson1 ,,katharine ,b43 ,why the ,sierra ,nevada is ,higher than the ,coast ,range 7,myths of ,california and the ,old ,southwest74 ,,macleod1 ,r43 ,the ,quest of the ,holy ,grail1 ,the ,death of ,king ,arthur 7,king ,arthur and ,his ,noble ,knights74 ,,price1 ,l4 ,l43 ,moses 7,wandering ,heroes74 ,,seventh ,,grade ,september ,,austin1 ,,mary3 ,the ,basket ,woman4 ,,bradish1 ,,sarah ,p43 ,sigmund ,wins the ,sword 7,old ,norse ,stories74 ,,brown1 ,,abbie ,f43 ,st4 ,bridget and the ,king's ,wolf 7,book of ,saints and ,friendly ,beasts74 ,,cabot1 ,,ella ,,lyman3 ,the ,risks of a ,fireman's ,life 7,ethics for ,children74 ,,marden1 ,o4 ,s43 ,the ,blacksmith's ,boy 7,winning ,out74 ,,price1 ,l4 ,l43 ,prince ,siddrtha 7,wandering ,heroes74 ,,rhead1 ,j4 ,s43 ,the ,voyages of ,sindbad the ,sailor 7,arabian ,nights74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,history of ,labor ,day 7,days and ,deeds74 ,,warman1 ,,cy3 ,jack ,farley's ,flying ,switch 7,short ,rails74 ,october ,,bradish1 ,,sarah ,p43 ,sigmund and ,sinfiotli1 ,the ,death of ,sigmund 7,old ,norse ,heroes74 ,,holland1 ,r4 ,s43 ,peter the ,great1 the ,boy of the ,kremlin 7,historic ,boyhoods74 ,,moore1 ,,charles ,w43 ,in ,search of the ,grand ,khan1 ,the ,garden of ,eden 7,christopher ,columbus74 ,,price1 ,l4 ,l43 ,the ,first ,battle of ,cyrus the ,great 7,wandering ,heroes74 ,,rhead1 ,j4 ,s43 ,coga ,hassan 7,arabian ,nights74 ,,stevenson1 ,r4 ,l43 ,black ,andie's ,tale of ,tod ,lapraik 7,david ,balfour74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,the ,history of ,hallowe'en4 ,november ,,abbott1 ,j4 ,s4 ,c43 ,the ,humanity and ,self-,denial of ,miles ,standish4 ,the ,visit of ,samoset 7,miles ,standish74 ,,baldwin1 ,,james3 ,john ,gutenberg and the ,voices1 ,the ,first ,printer 7,thirty ,more ,famous ,stories74 ,,bradish1 ,,sarah ,p43 ,regin's ,story1 ,forging the ,sword 7,old ,norse ,heroes74 ,,cather1 ,,katherine ,,dunlap3 ,jacopo1 the ,little ,dyer 7,boyhood ,stories of ,famous ,men74 ,,holland1 ,r4 ,s43 ,frederick the ,great1 the ,boy of ,potsdam 7,historic ,boyhoods74 ,,price1 ,l4 ,l43 ,the ,khan of the ,silver ,crown 7,wandering ,heroes74 ,december ,,austin1 ,,mary3 ,the ,christmas ,tree 7,the ,basket ,woman74 ,,bradish1 ,,sarah ,p43 ,brynhild 7,old ,norse ,heroes74 ,,lagerl,f1 ,,selma3 ,the ,wise ,men's ,well 7,christ ,legends74 ,,olcott1 ,f4 ,j43 ,the ,three ,kings of ,cologne 7,good ,stories for ,great ,holidays74 ,,rhead1 ,j4 ,s43 ,aladdin and the ,wonderful ,lamp 7,arabian ,nights74 ,,richards1 ,,laura ,e43 ,tomorrow 7,the ,golden ,windows74 ,,walsh1 ,k43 ,st4 ,nicholas and the ,three ,purses 7,the ,story of ,santa ,claus74 ,,wiggin1 ,k4 ,d43 ,the ,ruggles' ,christmas ,dinner 7,the ,birds' ,christmas ,carol74 ,january ,,baldwin1 ,,james3 ,king ,john and ,prince ,arthur 7,thirty ,more ,famous ,stories74 ,,boutet ,,de ,,monvel1 ,l4 ,m43 ,the ,story of ,joan of ,arc 7,joan of ,arc74 ,,bradish1 ,,sarah ,p43 ,sigurd and the ,niblungs1 ,the ,wooing of ,brynhild1 ,the ,death of ,sigurd 7,old ,norse ,stories74 ,,holland1 ,r4 ,s43 ,john ,paul ,jones1 the ,boy of the ,atlantic 7,historic ,boyhoods74 ,,lagerl,f1 ,,selma3 ,the ,animals' ,new ,year's ,eve 7,the ,further ,adventures of ,nils74 ,,olcott1 ,f4 ,j43 ,the ,twelve ,months 7,good ,stories for ,great ,holidays74 ,,price1 ,l4 ,l43 ,clovis the ,frank 7,wandering ,heroes74 ,,rhead1 ,j4 ,s43 ,ali ,baba and the ,forty ,thieves 7,arabian ,nights74 ,february ,,baldwin1 ,,james3 ,king ,john and the ,magna ,charta 7,thirty ,more ,famous ,stories74 ,,drake1 ,s4 ,a43 ,the ,washington ,elm 7,new ,england ,legends74 ,,gilbert1 ,,ariadne3 ,the ,matterhorn of ,men 7,more than ,conquerors74 ,,holland1 ,r4 ,s43 ,mozart the ,boy of ,salzburg1 ,george ,washington the ,boy of the ,old ,dominion 7,historic ,boyhoods74 ,,lodge1 ,,henry ,,cabot3 ,he ,resigns ,his ,commission 7,george ,washington1 ,vol4 ,i1 page #cch74 ,,olcott1 ,f4 ,j43 ,the ,courage of ,his ,convictions 7,good ,stories for ,great ,holidays74 ,,price1 ,l4 ,l43 ,the ,dwarf of ,attila the ,hun 7,wandering ,heroes74 ,,schauffler1 ,r4 ,h43 ,anecdotes and ,stories 7,washington's ,birthday74 ,,tappan1 ,,eva ,m43 ,a ,winter at ,valley ,forge 7,american ,hero ,stories74 ,,whipple1 ,,wayne3 ,lincoln's ,first ,dollar1 ,a ,feat of ,mercy and ,strength 7,the ,story ,life of ,lincoln74 ,march ,,baldwin1 ,,james3 ,frederick ,barbarossa 7,thirty ,more ,famous ,stories74 ,,brown1 ,,abbie ,f43 ,saint ,wartburg and ,her ,goose 7,book of ,saints and ,friendly ,beasts74 ,,gilbert1 ,,ariadne3 ,beethoven1 the ,deaf ,musician 7,more than ,conquerors74 ,,hawthorne1 ,,nathaniel3 ,the ,liberty ,tree 7,grandfather's ,chair74 ,,jacobs1 ,,joseph3 ,the ,dream of ,owen ,mulready 7,more ,celtic ,fairy ,tales74 ,,price1 ,l4 ,l43 ,the ,saga of the ,land of ,grapes 7,wandering ,heroes74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,what ,easter ,is 7,days and ,deeds74 ,,wiggin1 ,k4 ,d41 and ,,smith1 ,,nora ,a43 ,the ,lion1 the ,fox1 and the ,story-,teller 7,talking ,beast ,fables from ,india74 ,april ,,austin1 ,,mary3 ,the ,merry-go-,round 7,the ,basket ,woman74 ,,baldwin1 ,,james3 ,the ,man in the ,iron ,mask 7,thirty ,more ,famous ,stories74 ,,brown1 ,,abbie ,f43 ,gerasimus and the ,lion 7,book of ,saints and ,friendly ,beasts74 ,,burroughs1 ,,john3 ,the ,downy ,woodpecker 7,bird ,stories74 ,,harris1 ,j4 ,c43 ,why the ,hawk ,catches ,chickens 7,uncle ,remus and ,his ,friends74 ,,holland1 ,r4 ,s43 ,horatio ,nelson1 the ,boy of the ,channel ,fleet 7,historic ,boyhoods74 ,,jacobs1 ,,joseph3 ,jack1 the ,cunning ,thief 7,more ,celtic ,fairy ,tales74 ,,korolenko1 ,z43 ,the ,procession of ,passion ,week in ,seville 7,the ,book of ,easter74 ,,price1 ,l4 ,l43 ,godwin and ,knut 7,wandering ,heroes74 ,,seton1 ,,ernest ,,thompson3 ,arnaux1 the ,chronicle of a ,homing ,pigeon 7,animal ,heroes74 ,may ,,austin1 ,,mary3 ,the ,coyote ,spirit and the ,weaving ,woman 7,the ,basket ,woman74 ,,baldwin1 ,,james2 ,hannibal1 the ,boy of ,carthage 7,thirty ,more ,famous ,stories74 ,,dyer1 ,,walter ,a43 ,the ,opening of the ,eyes of ,jasper 7,the ,richer ,life74 ,,harris1 ,j4 ,c43 ,brer ,bear and the ,honey 7,uncle ,remus and ,his ,friends74 ,,hawthorne1 ,,nathaniel3 ,the ,may ,pole at ,merry ,mount 7,twice ,told ,tales74 ,,holland1 ,r4 ,s43 ,robert ,fulton1 the ,boy of ,conestoga 7,historic ,boyhoods74 ,,lansing1 ,m4 ,f43 ,godfrey1 a ,knight of the ,crusades 7,page1 ,esquire1 and ,knight74 ,,partridge1 ,e4 ,n4 and ,g4 ,e43 ,the ,boy ,abraham 7,story-,telling in the ,home and ,school74 ,,scudder1 ,,horace ,e43 ,the ,monk and the ,bird 7,,lyman3 ,story-,telling3 ,what to ,tell and ,how to ,tell ,it74 ,june ,,baldwin1 ,,james3 ,friar ,bacon and the ,brazen ,head 7,thirty ,more ,famous ,stories74 ,,gilbert1 ,,ariadne3 ,the ,star ,showers ,baby 7,more than ,conquerors74 ,,harris1 ,j4 ,c43 ,why ,brer ,bull ,growls and ,grumbles 7,uncle ,remus and ,his ,friends74 ,,holland1 ,r4 ,s43 ,andrew ,jackson1 the ,boy of the ,carolinas 7,historic ,boyhoods74 ,,jordan1 ,,david ,,starr3 ,agassiz at ,penikese1 ,a ,cuban ,fisherman1 ,how the ,trout ,came to ,california1 ,the ,story of a ,strange ,land1 ,the ,fate of ,icodorum 7,science ,stories74 ,,lansing1 ,m4 ,f43 ,st4 ,george and the ,dragon 7,page1 ,esquire1 and ,knight74 ,,phelps1 ,e4 ,s43 ,david and ,jonathan 7,david and ,jonathan74 ,,sly1 ,w4 ,r43 ,the ,heroine of ,gettysburg1 ,the ,man ,who ,wrote 8,america10 ,jenny ,lind1 ,singer 7,world ,stories ,retold74 ,the ,story of the ,star-,spangled ,banner 7,st4 ,nicholas1 ,june1 #aiad74 ,,eighth ,,grade ,september ,,brooks1 ,e4 ,s43 ,helena of ,britain 7,historic ,girls74 ,,cather1 ,,katherine ,,dunlap3 ,the ,boy of ,cadore1 ,the ,joyous ,vagabond 7,boyhood ,stories of ,famous ,men74 ,,chapin1 ,,anna ,,alice3 ,parsifal1 a ,knight of the ,grail 7,the ,story of ,parsifal74 ,,dyer1 ,,walter ,a43 ,the ,vision of ,anton the ,clockmaker 7,the ,richer ,life74 ,,holland1 ,r4 ,s43 ,napoleon ,bonaparte 7,historic ,boyhoods74 ,,macmanus1 ,,seumas3 ,billy ,beg and ,his ,bull 7,in ,chimney ,corners74 ,,renninger1 ,e4 ,d43 ,rustem1 the ,wonder ,child1 ,rustem1 the ,young ,warrior 7,the ,story of ,rustem74 ,october ,,dickens1 ,,charles3 ,the ,speaking ,rat 7,the ,uncommercial ,traveller74 ,,irving1 ,,washington3 ,the ,first ,landing of ,columbus in the ,new ,world1 ,the ,building of the ,fortress ,la ,navidad1 ,reception of ,columbus by the ,spanish ,court at ,barcelona1 ,columbus and ,his ,brothers ,arrested and ,sent to ,spain1 ,the ,death of ,columbus 7,life and ,voyages of ,christopher ,columbus72 ,the ,devil and ,tom ,walker 7,tales of a ,traveller74 ,,renninger1 ,e4 ,d43 ,the ,seven ,labors of ,rustem1 ,rustem the ,pehliva 7,the ,story of ,rustem74 7,omit the romance in this last tale47 ,,stevenson1 ,r4 ,l43 ,the ,bottle ,imp 7,island ,nights' ,entertainments74 ,november ,,abbott1 ,j4 ,s4 ,c43 ,the ,mother of ,kidnapped ,indians1 ,the ,search for ,corn1 ,the ,shipwrecked ,frenchmen 7,miles ,standish74 ,,cather1 ,,katherine ,,dunlap3 ,when ,mozart ,raced with ,marie ,antoinette 7,boyhood ,stories of ,famous ,men74 ,,renninger1 ,e4 ,d43 ,sohrab and the ,youth 7,the ,story of ,rustem74 ,,schauffler1 ,r4 ,h43 ,the ,thanksgiving ,guest1 ,two ,notable ,thanksgivings 7,thanksgiving74 ,,scudder1 ,,horace ,e43 ,the ,flying ,dutchman1 ,king ,cophetua and the ,beggar1 ,the ,image and the ,treasure 7,book of ,legends74 ,december ,,boutet ,,de ,,monvel1 ,l4 ,m43 ,the ,girlhood of ,joan of ,arc and the ,call of the ,voices1 ,attack and ,delivery of ,orleans 7,the ,story of ,joan of ,arc74 ,,brooks1 ,e4 ,s43 ,edith of ,scotland 7,historic ,girls74 ,,harte1 ,,bret3 ,how ,santa ,claus ,came to ,simpson's ,bar 7,the ,luck of ,roaring ,camp74 ,,hugo1 ,,victor3 ,cosette 7,les ,misrables74 ,,macmanus1 ,,seumas3 ,shan ,beth and ,ned ,flyn 7,in ,chimney ,corners74 ,,olcott1 ,f4 ,j43 ,the ,christmas ,fairy of ,strasburg 7,good ,stories for ,great ,holidays74 ,,renninger1 ,e4 ,d43 ,the ,wrath of ,rustem1 ,combat of ,sohrab against ,rustem 7,the ,story of ,rustem74 ,,stockton1 ,,frank ,r43 ,the ,christmas ,truants 7,fanciful ,tales74 ,,van ,,dyke1 ,,henry3 ,the ,mansion 7,the ,mansion72 ,the ,first ,christmas ,tree 7,the ,first ,christmas ,tree72 ,the ,other ,wise ,man 7,the ,other ,wise ,man74 ,,wallace1 ,,lew3 ,the ,journey of the ,magi 7,ben ,hur74 ,january ,,church1 ,,alfred ,j43 ,the ,adventure of ,ulysses with the ,cyclops1 ,the ,home of the ,winds and the ,palace of ,circe1 ,the ,sirens1 ,scylla and ,charybdis1 ,what ,happened in ,ithaca1 ,an ,island ,prison1 ,a ,princess ,washing ,clothes1 ,ulysses at ,home 7,odyssey for ,boys and ,girls74 ,,guerber1 ,h4 ,a43 ,charlemagne ,blessing the ,vineyards 7,legends of the ,rhine4 ,use also the poem1 ,the ,silver ,bridge1 in the same book74 ,,sly1 ,w4 ,r43 ,horatius at the ,bridge 7,world ,stories ,retold4 ,use also ,macaulay's poem74 ,february ,,cather1 ,,katherine ,,dunlap3 ,a ,shepherd ,lad of ,tuscany1 ,the ,light of ,guido's ,lamp1 ,a ,bit o' ,pink ,verbena 7,boyhood ,stories of ,famous ,men74 ,,higginson1 ,t4 ,w43 ,the ,story of ,atlantis1 ,taliessin of the ,radiant ,bow 7,tales of the ,enchanted ,islands of the ,atlantic74 ,,holland1 ,r4 ,s43 ,james ,fenimore ,cooper 7,historic ,boyhoods74 ,,lodge1 ,,henry ,,cabot3 ,the ,british at ,mount ,vernon 7,george ,washington1 ,vol4 ,i1 page #bie72 ,washington ,offered the ,supreme ,power 7,george ,washington1 ,vol4 ,i1 page #cbh74 ,,olcott1 ,f4 ,j43 ,training for the ,presidency1 ,george ,picket's ,friend 7,good ,stories for ,great ,holidays74 ,,rhead1 ,j4 ,s43 ,adventures of ,haroun al ,raschid 7,arabian ,nights74 ,,stockton1 ,,frank ,r43 ,the ,clocks of ,rondaine 7,fanciful ,tales74 ,march ,,baldwin1 ,,james3 ,eureka 7,thirty ,more ,famous ,stories74 ,,boutet ,,de ,,monvel1 ,l4 ,m43 ,joan's ,trial and ,death 7,joan of ,arc74 ,,brooks1 ,e4 ,s43 ,woo of ,hwang ,ho 7,historic ,girls74 ,,cabot1 ,,ella ,l43 ,florence ,nightingale 7,ethics for ,children74 ,,holland1 ,r4 ,s43 ,john ,ericsson1 the ,boy of the ,gotha ,canal 7,historic ,boyhoods74 ,,korolenko1 ,z43 ,easter ,eve 7,the ,book of ,easter74 ,,renninger1 ,e4 ,d43 ,how ,rustem ,trained ,saiwush and ,avenged ,him1 ,the ,later ,feats of ,rustem 7,the ,story of ,rustem74 ,,stevenson1 ,,mrs4 ,e4 ,s43 ,what ,easter ,is 7,days and ,deeds74 ,april ,,brooks1 ,e4 ,s43 ,christina of ,sweden 7,historic ,girls74 ,,burroughs1 ,,john3 ,the ,house ,wren1 ,the ,screech ,owl1 ,the ,song ,sparrow 7,bird ,stories74 ,,gould1 ,f4 ,j43 ,why the ,romans ,bore ,pain1 ,the ,second ,founder of ,rome 7,the ,children's ,plutarch74 ,,higginson1 ,t4 ,w43 ,the ,swan ,children of ,lir1 ,usheen in the ,island of ,youth1 ,bran the ,blessed 7,tales of the ,enchanted ,islands of the ,atlantic74 ,,holland1 ,r4 ,s43 ,garibaldi1 the ,boy of the ,mediterranean 7,historic ,boyhoods74 ,,lansing1 ,m4 ,f43 ,chevalier ,bayard 7,page1 ,esquire1 and ,knight74 ,,macmanus1 ,,seumas3 ,rory the ,robber 7,in ,chimney ,corners74 ,,renninger1 ,e4 ,d43 ,the ,story of ,isfendiyar1 ,the ,death of ,rustem 7,the ,story of ,rustem74 ,may ,,austin1 ,,mary3 ,the ,stream ,that ,ran ,away 7,,olcott3 ,good ,stories for ,great ,holidays74 ,,cabot1 ,,ella ,l43 ,the ,fight against ,yellow ,fever 7,ethics for ,children74 ,,cather1 ,,katherine ,,dunlap3 ,the ,tomboy from ,bordeaux 7,boyhood ,stories of ,famous ,men74 ,,gilbert1 ,,ariadne3 ,through ,failure to ,success 7,more than ,conquerors74 ,,gould1 ,f4 ,j43 ,the ,man ,who ,waited 7,the ,children's ,plutarch74 ,,higginson1 ,t4 ,w43 ,the ,castle of the ,active ,door1 ,maeldun's ,voyage1 ,the ,voyage of ,st4 ,brandon1 ,harald the ,viking 7,tales of the ,enchanted ,islands of the ,atlantic74 ,,holland1 ,r4 ,s43 ,charles ,dickens1 the ,boy of the ,london ,streets 7,historic ,boyhoods74 ,,wilson1 ,c4 ,d43 ,how ,rodrigo ,was ,knighted and ,received the ,name of ,cid1 ,the ,banishment of the ,cid 7,the ,story of the ,cid74 ,june ,,brown1 ,,abbie ,f43 ,kenneth and the ,gulls 7,book of ,saints and ,friendly ,beasts74 ,,cabot1 ,,ella ,l43 ,sister ,dora 7,ethics for ,children74 ,,daudet1 ,,alphonse3 ,the ,last ,lesson 7,,bryant3 ,how to ,tell ,stories to ,children74 ,,gould1 ,f4 ,j43 ,how a ,woman ,saved ,rome1 ,a ,roman ,undismayed 7,the ,children's ,plutarch74 ,,higginson1 ,t4 ,w43 ,the ,search for ,norumbega1 ,bimini and the ,fountain of ,youth 7,tales of the ,enchanted ,islands of the ,atlantic74 ,,judson1 ,k4 ,b43 ,why ,grizzly ,bear ,goes on ,all ,fours 7,myths of ,california and the ,old ,southwest74 ,,lodge1 ,h4 ,c41 and ,,roosevelt1 ,t43 ,remember the ,alamo1 ,the ,flag ,bearer 7,frontier ,towns74 ,,macmanus1 ,,seumas3 ,jack and the ,king ,who ,was a ,gentleman 7,in ,chimney ,corners74 ,,tappan1 ,,eva ,m43 ,israel ,putnam 7,american ,hero ,stories74 ,,wilson1 ,c4 ,d43 ,the ,cid's ,successors in the ,land of the ,moors1 ,the ,cid ,returns ,aid to the ,king 7,the ,story of the ,cid74 ,,complete ,,bibliography ,,complete ,,bibliography ,,abbott1 ,,jacob3 ,life of ,genghis ,khan4 ,harper ,brothers4 ,,abbott1 ,,john ,,stevens ,,cabot3 ,miles ,standish4 ,dodd1 ,mead ,co4 ,,abbott1 ,,lyman3 ,life and ,literature of the ,ancient ,hebrews4 ,houghton ,mifflin ,co4 ,,adams1 ,,william3 ,fables and ,rhymes--sop and ,mother ,goose4 ,american ,book ,co4 ,,aguilar1 ,,grace3 ,the ,women of ,israel4 ,d4 ,appleton ,co4 ,,alden1 ,,raymond ,,macdonald3 ,why the ,chimes ,rang4 ,bobbs-,merrill ,co4 ,,allison1 ,s4 ,b41 and ,,perdue1 ,h4 ,a43 ,the ,story in ,primary ,instruction4 ,a4 ,flanagan ,co4 ,,andersen1 ,,hans ,,christian3 ,wonder ,stories ,told for ,children4 ,houghton ,mifflin ,co4 ,,anderson1 ,,rasmus ,,bj,,rn3 ,the ,younger ,edda4 ,scott1 ,foresman ,co4 ,,antin1 ,,mary3 ,the ,promised ,land4 ,houghton ,mifflin ,co4 ,,arnold1 ,,sara ,,louise1 and ,,gilbert1 ,,charles3 ,stepping ,stones to ,literature--,book #c4 ,silver1 ,burdett ,co4 ,,asbj,,rnsen1 ,,peter ,,christen3 ,fairy ,tales from the ,far ,north4 ,a4 ,l4 ,burt ,co4 ,the ,fairy ,world4 ,de ,wolfe ,fiske ,co4 ,,austin1 ,,mary3 ,the ,basket ,woman4 ,houghton ,mifflin ,co4 ,,bacon1 ,,mary ,,schell ,,hoke3 ,pictures ,that ,every ,child ,should ,know4 ,doubleday1 ,page ,co4 ,,bailey1 ,,carolyn ,,sherwin3 ,firelight ,stories4 ,milton ,bradley ,co4 ,for the ,story-,teller4 ,milton ,bradley ,co4 ,stories and ,rhymes for the ,child4 ,milton ,bradley ,co4 ,story-,telling ,time4 ,milton ,bradley ,co4 ,,bailey1 ,,carolyn ,,sherwin1 and ,,lewis1 ,,clara ,m43 ,for the ,children's ,hour4 ,milton ,bradley ,co4 ,,baldwin1 ,,james3 ,american ,book of ,golden ,deeds4 ,american ,book ,co4 ,discovery of the ,old ,northwest4 ,american ,book ,co4 ,fifty ,famous ,people4 ,american ,book ,co4 ,fifty ,famous ,stories ,retold4 ,american ,book ,co4 ,hero ,tales ,told in ,school4 ,charles ,scribner's ,sons4 ,old ,stories of the ,east4 ,american ,book ,co4 ,second ,fairy ,reader4 ,american ,book ,co4 ,story of ,roland4 ,charles ,scribner's ,sons4 ,thirty ,more ,famous ,stories4 ,american ,book ,co4 ,,ballard1 ,,susan3 ,fairy ,tales from ,old ,japan4 ,fleming ,h4 ,revell ,co4 ,,baring-,,gould1 ,,sabine3 ,lives of the ,saints4 #af volumes4 ,f4 ,a4 ,stokes ,co4 ,,barrie1 ,,james3 ,peter ,pan in ,kensington ,gardens4 ,charles ,scribner's ,sons4 ,,beard1 ,,james ,,carter3 ,humor in ,animals4 ,g4 ,p4 ,putnam's ,sons4 ,,becquer1 ,,gustavo ,,adolfo3 ,romantic ,legends of ,spain4 ,t4 ,y4 ,crowell ,co4 ,,bell1 ,,florence ,,eveleen3 ,fairy ,tale ,plays4 ,longmans1 ,green ,co4 ,,bergen1 ,,fanny ,,dickerson3 ,glimpses at the ,plant ,world4 ,ginn ,co4 ,,blakewell1 ,s4 ,e43 ,true ,bird ,stories4 ,houghton ,mifflin ,co4 ,,blumenthal1 ,,verra ,x4 ,k4 ,,de3 ,folk ,tales from the ,russian4 ,rand-,mc,nally ,co4 ,,bolton1 ,,sarah ,k43 ,famous ,leaders among ,men4 ,t4 ,y4 ,crowell ,co4 ,lives of ,poor ,boys ,who ,became ,famous4 ,t4 ,y4 ,crowell ,co4 ,,boutet ,,de ,,monvel1 ,l4 ,m43 ,the ,story of ,joan of ,arc4 ,century ,co4 ,,boyesen1 ,,hjalmar ,,hjorth3 ,modern ,vikings4 ,charles ,scribner's ,sons4 ,,brabourne1 ,,edward ,,knatchbull-,,hugessen1 ,,lord3 ,river ,legends4 ,e4 ,p4 ,dutton ,co4 ,,bradish1 ,,sarah ,,powers3 ,old ,norse ,stories4 ,american ,book ,company4 ,,bradley1 ,,will3 ,the ,wonder ,box4 ,century ,co4 ,,brooks1 ,,elbridge ,s43 ,abraham ,lincoln4 ,de ,wolfe ,fiske ,co4 ,historic ,boys4 ,g4 ,p4 ,putnam's ,sons4 ,historic ,girls4 ,g4 ,p4 ,putnam's ,sons4 ,,brown1 ,,abbie ,,farwell3 ,book of ,saints and ,friendly ,beasts4 ,houghton ,mifflin ,co4 ,in the ,days of ,giants4 ,houghton ,mifflin ,co4 ,,brown1 ,,abbie ,,farwell1 and ,,bell1 ,,james ,m43 ,tales of the ,red ,children4 ,d4 ,appleton ,co4 ,,browning1 ,,robert3 ,poems4 ,houghton ,mifflin ,co4 ,,bryant1 ,,sara ,,cone3 ,how to ,tell ,stories to ,children4 ,houghton ,mifflin ,co4 ,stories to ,tell to ,children4 ,houghton ,mifflin ,co4 ,,bryant1 ,,william ,,cullen3 ,poems4 ,d4 ,appleton ,co4 ,,bryce1 ,,catherine ,,turner3 ,fables from ,afar4 ,newson ,co4 ,that's ,why ,stories4 ,newson ,co4 ,,buell1 ,,augustus ,c43 ,john ,paul ,jones1 ,founder of the ,american ,navy4 #b volumes4 ,charles ,scribner's ,sons4 ,,bulfinch1 ,,thomas3 ,the ,age of ,fable4 ,lothrop1 ,lee ,shepard ,co4 ,,bunce1 ,,john ,,thackray3 ,fairy ,tales3 ,their ,origin and ,meaning4 ,macmillan ,co4 ,,burgess1 ,,thornton ,w43 ,bed-time ,stories4 ,little1 ,brown ,co4 ,,burnham1 ,,maud3 ,descriptive ,stories for ,all the ,year4 ,milton ,bradley ,co4 ,,burroughs1 ,,john3 ,bird ,stories4 ,houghton ,mifflin ,co4 ,squirrels and ,other ,fur-bearers4 ,houghton ,mifflin ,co4 ,,cabot1 ,,ella ,,lyman3 ,ethics for ,children4 ,houghton ,mifflin ,co4 ,,canton1 ,,william3 ,a ,child's ,book of ,saints4 ,e4 ,p4 ,dutton ,co4 ,,cary1 ,,alice3 ,poems4 ,hurst ,co4 ,,cather1 ,,katherine ,,dunlap3 ,boyhood ,stories of ,famous ,men4 ,century ,co4 ,pan and ,his ,pipes and ,other ,stories4 ,victor ,talking ,machine ,co4 ,,chadwick1 ,,mara ,l4 ,,pratt-1 and ,,freeman1 ,e4 ,,gray3 ,chain ,stories and ,playlets4 ,world ,book ,co4 ,,chapin1 ,,anna ,,alice3 ,makers of ,song4 ,dodd1 ,mead ,co4 ,masters of ,music4 ,dodd1 ,mead ,co4 ,the ,heart of ,music4 ,dodd1 ,mead ,co4 ,the ,story of ,parsival4 ,harper ,brothers4 ,the ,story of the ,rhinegold4 ,harper ,brothers4 ,,chodzko1 ,,alexander ,d4 ,b43 ,slav ,fairy ,tales4 ,a4 ,l4 ,burt ,co4 ,,chubb1 ,,percival3 ,festivals and ,plays4 ,harper ,brothers4 ,,church1 ,,alfred ,,john3 ,odyssey for ,boys and ,girls4 ,macmillan ,co4 ,,clinch1 ,,george3 ,costume from ,prehistoric ,times to ,end of ,eighteenth ,century4 ,a4 ,c4 ,mc,clurg ,co4 ,,coe1 ,,fanny ,e43 ,first ,book of ,stories for the ,story-,teller4 ,houghton ,mifflin ,co4 ,heroes of ,everyday ,life4 ,ginn ,co4 ,,collins1 ,,archie ,f43 ,the ,book of ,stars4 ,d4 ,appleton ,co4 ,,comstock1 ,,john ,,henry3 ,insect ,life4 ,d4 ,appleton ,co4 ,,converse1 ,,harriet ,,clarke3 ,myths and ,legends of ,new ,york ,state4 ,n4 ,y4 ,state ,education ,department1 #aijh4 ,,cooke1 ,,flora ,j43 ,nature ,myths and ,stories for ,little ,children4 ,a ,flanagan ,co4 ,,cowles1 ,,julia ,,darrow3 ,the ,art of ,story-,telling4 ,a4 ,c4 ,mc,clurg ,co4 ,,creighton1 ,,louise ,,von ,,glehn3 ,some ,famous ,women4 ,longmans1 ,green ,co4 ,,croker1 ,,thomas ,,crofton3 ,fairy ,legends and ,traditions of ,ireland4 ,p4 ,j4 ,kennedy ,sons4 ,,crowest1 ,,frederick ,,james3 ,life of ,verdi4 ,charles ,scribner's ,sons4 ,,curtin1 ,,jeremiah3 ,myths and ,folk ,tales of the ,russians1 ,western ,slavs1 and ,magyars4 ,little1 ,brown ,co4 ,,curtis1 ,,elnora ,w43 ,the ,dramatic ,instinct in ,education4 ,houghton ,mifflin ,co4 ,,dana1 ,,james ,,dwight3 ,the ,geological ,story ,briefly ,told4 ,american ,book ,co4 ,,dasent1 ,,walter3 ,popular ,tales from the ,north4 ,g4 ,p4 ,putnam's ,sons4 ,,davis1 ,,mary ,h41 and ,,chow-,,leung3 ,chinese ,fables and ,folk ,stories4 ,american ,book ,co4 ,,dearmer1 ,,mabel3 ,a ,child's ,life of ,christ4 ,dodd1 ,mead ,co4 ,,de ,,la ,,ram,e1 ,,louise3 ,bimbi and ,other ,stories4 ,ginn ,co4 ,,dickens1 ,,charles3 ,david ,copperfield4 ,nicholas ,nickleby4 ,old ,curiosity ,shop4 ,the ,christmas ,carol4 ,the ,uncommercial ,traveller4 ,,dickinson1 ,,asa ,d41 and ,,skinner1 ,,ada ,m43 ,children's ,book of ,christmas ,stories4 ,doubleday1 ,page ,co4 ,,dillingham1 ,,elizabeth ,t41 and ,,emerson1 ,,adelle ,p43 8,tell ,it ,again0 ,stories4 ,ginn ,co4 ,,doane1 ,t4 ,w43 ,bible ,myths4 ,commonwealth ,co4 ,,dole1 ,,nathan ,,haskell3 ,a ,score of ,famous ,composers4 ,t4 ,y4 ,crowell ,co4 ,,drake1 ,,samuel ,,adams3 ,new ,england ,legends4 ,little1 ,brown ,co4 ,,du ,,chaillu1 ,,paul ,b43 ,the ,world of the ,great ,forest4 ,charles ,scribner's ,sons4 ,,dumas1 ,,alexandre1 ,,sand1 ,,george1 and ,others3 ,black ,diamonds4 ,harper ,brothers4 ,golden ,fairy ,book4 ,a4 ,l4 ,burt ,co4 ,,dye1 ,,charity3 ,the ,story-,teller's ,art4 ,ginn ,co4 ,,dyer1 ,,walter ,a43 ,the ,richer ,life4 ,doubleday1 ,page ,co4 ,,eastman1 ,,charles ,a43 ,indian ,boyhood4 ,doubleday1 ,page ,co4 ,old ,indian ,days4 ,doubleday1 ,page ,co4 ,,eastman1 ,,charles ,a4 and ,,elaine3 ,smoky ,day's ,wigwam ,evenings4 ,little1 ,brown ,co4 ,wigwam ,evenings4 ,little1 ,brown ,co4 ,,edwards1 ,,charles ,,lincoln3 ,bahama ,songs and ,stories4 ,houghton ,mifflin ,co4 ,,eggleston1 ,,george ,,cary3 ,strange ,stories from ,history for ,young ,people4 ,harper ,brothers4 ,,eliot1 ,,george3 ,silas ,marner4 ,the ,mill on the ,floss4 ,,english1 ,,thomas ,,dunn3 ,fairy ,stories and ,wonder ,tales4 ,hurst ,co4 ,,ennis1 ,,luna ,,may3 ,music in ,art4 ,l4 ,c4 ,page ,co4 ,,fabre1 ,j4 ,,henri3 ,insect ,adventures4 ,world ,book ,co4 ,the ,hunting ,wasps4 ,dodd1 ,mead ,co4 ,the ,life of a ,caterpillar4 ,dodd1 ,mead ,co4 ,the ,life of a ,fly4 ,dodd1 ,mead ,co4 ,the ,mason ,bees4 ,dodd1 ,mead ,co4 ,,farmer1 ,,florence ,v43 ,boy and ,girl ,heroes4 ,macmillan ,co4 ,,fiske1 ,,john3 ,myths and ,myth ,makers4 ,houghton ,mifflin ,co4 ,the ,great ,epic of ,israel4 ,houghton ,mifflin ,co4 ,the ,myths of ,israel4 ,houghton ,mifflin ,co4 ,,flagg1 ,,wilson3 ,a ,year with the ,birds4 ,educational ,publishing ,co4 ,,foa1 ,,madame ,,eug,,nie3 ,boy ,life of ,napoleon4 ,lothrop1 ,lee ,shepard ,co4 ,,forbush1 ,,william ,,byron3 ,manual of ,stories4 ,american ,institute of ,child ,life4 ,,fortier1 ,,alc,e3 ,louisiana ,folk ,tales4 ,houghton ,mifflin ,co4 ,,foster1 ,,mary ,h41 and ,,cummings1 ,,mabel ,h43 ,asgard ,stories4 ,silver1 ,burdett ,co4 ,,fryberger1 ,,agnes3 ,listening ,lessons in ,music4 ,silver1 ,burdett ,co4 ,,frye1 ,,alexis ,,everett3 ,brooks and ,brook ,basins4 ,ginn ,co4 ,,gallagher1 ,,james ,e43 ,best ,lincoln ,stories4 ,m4 ,a4 ,donohue ,co4 ,,gatty1 ,,margaret3 ,parables from ,nature4 ,e4 ,p4 ,dutton ,co4 ,,gilbert1 ,,ariadne3 ,more than ,conquerors4 ,century ,co4 ,,gilchrist1 ,,beth ,,bradford3 ,life of ,mary ,lyon4 ,houghton ,mifflin ,co4 ,,goldenberg1 ,,samuel ,l43 ,lace1 ,its ,origin and ,history4 ,brentano's4 ,,gould1 ,,frederick ,,james3 ,the ,children's ,plutarch4 ,harper ,brothers4 ,,graves1 ,,alfred ,,perceval3 ,the ,irish ,fairy ,book4 ,f4 ,a4 ,stokes ,co4 ,,grierson1 ,e4 ,w43 ,book of ,celtic ,stories4 ,macmillan ,co4 ,tales from ,scottish ,ballads4 ,macmillan ,co4 ,,griffis1 ,,william ,,elliot3 ,the ,unmannerly ,tiger and ,other ,korean ,tales4 ,t4 ,y4 ,crowell ,co4 ,,grimm1 ,,jacob3 ,german ,household ,tales4 ,houghton ,mifflin ,co4 ,,grinnell1 ,,elizabeth and ,,joseph3 ,birds of ,song and ,story4 ,a4 ,w4 ,mumford4 ,neighbors of ,field1 ,wood1 and ,stream4 ,f4 ,a4 ,stokes ,co4 ,,groos1 ,,karl3 ,the ,play of ,animals4 ,d4 ,appleton ,co4 ,,gross1 ,h43 ,lincoln's ,own ,stories4 ,doubleday1 ,page ,co4 ,,guerber1 ,,hel,,ne ,a43 ,legends of ,switzerland4 ,dodd1 ,mead ,co4 ,legends of the ,middle ,ages4 ,american ,book ,co4 ,legends of the ,rhine4 ,a4 ,s4 ,barnes ,co4 ,stories of the ,wagner ,operas4 ,dodd1 ,mead ,co4 ,story of the ,english4 ,american ,book ,co4 ,story of ,modern ,france4 ,american ,book ,co4 ,story of ,old ,france4 ,american ,book ,co4 ,,haight1 ,,rachel 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,grosset ,dunlap4 ,the ,lost ,boy4 ,harper ,brothers4 ,the ,mansion4 ,harper ,brothers4 ,,van ,,dyke1 ,,henry1 and ,,abbott1 ,,lyman3 ,women of the ,bible4 ,harper ,brothers4 ,,vasari1 ,,georgio3 ,lives of the ,painters4 #d volumes4 ,charles ,scribner's ,sons4 ,,verhoeff1 ,,carolyn3 ,all about ,johnny ,jones4 ,milton ,bradley ,co4 ,,wallace1 ,,lew3 ,ben ,hur4 ,harper ,brothers4 ,,walsh1 ,k43 ,the ,story of ,santa ,claus4 ,moffat1 ,yard ,co4 ,,warman1 ,,cy3 ,short ,rails4 ,charles ,scribner's ,sons4 ,,warner1 ,,charles ,,dudley3 ,being a ,boy4 ,houghton ,mifflin ,co4 ,,warren1 ,,henry ,,pitt3 ,stories from ,english ,history4 ,d4 ,c4 ,heath ,co4 ,,warren1 ,,maude ,,radford3 ,robin ,hood and ,his ,merry ,men4 ,rand-,mc,nally ,co4 ,,waters1 ,,clara ,,erskine ,,clement3 ,saints in ,art4 ,l4 ,c4 ,page ,co4 ,stories of ,art and ,artists4 ,houghton ,mifflin ,co4 ,,weed1 ,,clarence ,m43 ,bird ,life ,stories4 ,rand-,mc,nally ,co4 ,,wells1 ,,carolyn3 ,jolly ,plays for ,holidays4 ,walter ,h4 ,baker4 ,,westervelt1 ,w4 ,d43 ,legends of ,old ,honolulu4 ,george ,h4 ,ellis ,co41 ,boston4 ,,wheelock1 ,,elizabeth ,m43 ,stories of the ,wagner ,operas4 ,bobbs-,merrill ,co4 ,,whipple1 ,,wayne3 ,the ,story ,life of ,lincoln4 ,john ,c4 ,winston ,co4 ,,white1 ,,eliza ,,orne3 ,when ,molly ,was ,six4 ,houghton ,mifflin ,co4 ,,wiggin1 ,,kate ,,douglas3 ,the ,birds' ,christmas ,carol4 ,houghton ,mifflin ,co4 ,,wiggin1 ,,kate ,,douglas1 and ,,smith1 ,,nora ,e43 ,tales of ,laughter4 ,doubleday1 ,page ,co4 ,talking ,beast ,fables from ,india4 ,doubleday1 ,page ,co4 ,the ,children's ,hour4 ,milton ,bradley ,co4 ,the ,fairy ,ring4 ,doubleday1 ,page ,co4 ,the ,story ,hour4 ,houghton ,mifflin ,co4 ,,wilde1 ,,oscar3 ,the ,happy ,prince4 ,frederick ,a4 ,stokes ,co4 ,,williston1 ,,teresa ,p43 ,japanese ,fairy ,tales4 ,rand-,mc,nally ,co4 ,,wilmot-,,buxton1 ,,ethel ,m43 ,a ,book of ,noble ,women4 ,small1 ,maynard ,co4 ,stories from ,old ,french ,romance4 ,f4 ,a4 ,stokes ,co4 ,stories of ,persian ,heroes4 ,t4 ,y4 ,crowell ,co4 ,,wilson1 ,,calvin ,,dill3 ,the ,story of the ,cid4 ,lothrop1 ,lee ,shepard ,co4 ,,wiltse1 ,,sara ,e43 ,the ,story in ,early ,education4 ,ginn ,co4 ,hero ,folk of ,ancient ,britain4 ,ginn ,co4 ,,wradislaw1 ,a4 ,h43 ,slavonian ,fairy ,tales4 ,houghton ,mifflin ,co4 ,,wright1 ,,mabel ,,osgood3 ,birdcraft4 ,macmillan ,co4 ,gray ,lady and the ,birds4 ,macmillan ,co4 ,,wright1 ,,mabel ,,osgood1 and ,,coues1 ,,elliott3 ,citizen ,bird4 ,macmillan ,co4 ,,wyche1 ,,richard ,,thomas3 ,some ,great ,stories and ,how to ,tell ,them4 ,newson ,co4 ,,zitkala-,,sa3 ,old ,indian ,legends4 ,ginn ,co4 ,,collections ,,of ,,stories ,,of ,,which ,,authors ,,are ,,not ,,given ,cat ,stories ,retold from ,st4 ,nicholas4 ,century ,co4 ,civil ,war ,stories ,retold from ,st4 ,nicholas4 ,century ,co4 ,colonial ,stories ,retold from ,st4 ,nicholas4 ,century ,co4 ,dumpy ,books for ,children1 ,the4 ,frederick ,a4 ,stokes ,co4 ,great ,masters in ,painting and ,sculpture4 ,george ,bell ,sons4 ,half a ,hundred ,stories4 ,milton ,bradley ,co4 ,indian ,stories ,retold from ,st4 ,nicholas4 ,century ,co4 ,master ,musician ,series4 ,e4 ,p4 ,dutton ,co4 ,our ,holidays ,retold from ,st4 ,nicholas4 ,century ,co4 ,panther ,stories ,retold from ,st4 ,nicholas4 ,century ,co4 ,st4 ,nicholas ,book of ,plays and ,operettas4 ,century ,co4 ,stories from the ,classic ,literature of ,many ,nations4 ,macmillan ,co4 ,stories of ,chivalry ,retold from ,st4 ,nicholas4 ,century ,co4 ,stories of the ,ancient ,world ,retold from ,st4 ,nicholas4 ,century ,co4 ,,index ,abraham1 story of1 suitable for children in heroic period1 #abd4 ,adventure stories1 period for telling1 to children1 #cb2 opportunity offered by1 #cb-cc2 class of pernicious1 #cc2 examples of good1 #cd-dj2 sources of material for1 #da2 found in ,old ,testament1 #abd-abh4 sop's fables1 suitability of1 for acting in pantomime1 #aad4 ,alp horn1 ,swiss legend of the1 #bgd4 ,alsatian folk tale1 8,the ,story of the ,man in the ,moon10 #bjc4 ,american ,folklore ,society1 work of1 #agb4 ,andersen1 ,h4 ,c41 high character of tales by1 #bh2 beginnings of tales by1 #ed4 ,animals1 fascination of stories introducing cries and calls of1 #ad4 8,apollo and ,daphne10 story of1 of little meaning to young children1 #cg4 ,arabian folk tales retold1 #aie1 #bfi4 ,art1 story-telling to awaken an appreciation of1 #ie-ajf2 music and1 to be drawn upon by the ,bible story-teller1 #abi-acj2 story to use in connection with teaching1 #bhc4 ,arthur1 ,king1 stories of1 as sources of material for heroic period1 #ce-cf2 enjoyed in romantic period #dc2 care necessary in use of tales from1 #dc-dd2 material for dramatic work in1 #aad4 ,aryan theory1 ,max ,mller's1 #c4 ,bailey1 ,carolyn ,sherwin1 ,stories for ,sunday ,telling by1 #acg4 ,bancroft1 ,george1 legend 8,why ,grizzly ,bear ,goes on ,all ,fours0 adapted from1 #bii4 ,basile1 ,giambattista1 early collector of fairy tales1 #bf4 8,bat and ,his ,partners1 ,the10 story of1 #bjh4 ,bavarian folk tales1 #bjh1 #bbh4 ,bayard1 story of1 admirable for heroic period1 #ch4 ,beginnings of stories1 #ed-ee4 8,belle au ,bois ,dormant10 ,perrault's1 #bf4 ,ben ,hur1 to be read by tellers of ,bible stories1 #abc4 ,bible stories1 history tales suitable for heroic period found among1 #dj2 in ,the ,courtship of ,miles ,standish1 #gi-hj2 discussion of use of1 in story-telling1 #aah-acj4 ,biographical stories1 suitable for heroic period1 #ch-ci2 types of1 suited to romantic period1 #de-dg2 as a means of interesting children in authors' works1 #ga-gc2 use of1 in field of art1 #ih-aja2 material in1 for teaching of ethics1 #adj2 use of1 in history teaching1 #ade-adf2 story of 8,the ,duty ,that ,wasn't ,paid10 #bgh2 story of 8,wilhelmina's ,wooden ,shoes10 #bhc4 8,blue ,beard10 first appearance of1 #bf2 not suitable for children1 #bi4 ,bonheur1 ,rosa1 pictures by1 suitable for little children1 #ii4 8,boy of ,old ,vienna1 ,a10 story of1 #hi-ic4 ,bradley1 ,will1 8,the ,wonder ,box0 by1 #bh4 ,breton1 ,jules1 introducing children to paintings by1 #ajc-ajd4 8,brier ,rose10 story of1 #be2 retelling of1 #bji-bab4 ,building the story1 #eb-eg4 ,cabot1 ,ella ,lyman1 ,ethics for ,children by1 #acf4 ,chapin1 ,anna ,alice1 ,the ,story of ,parsifal by1 #dd4 ,charlemagne1 stories of time of1 suitable for heroic period1 #cg-ch2 stories of1 suitable for romantic period1 #de4 ,children1 story interests of1 in rhythmic period1 #ab ff42 stages of mental growth of1 determining story interests1 #ac2 story interests in imaginative period1 #bj-cj2 story interests in heroic period1 #cb-da2 story interests in romantic period1 #db-ej4 ,children's ,crusade1 story of1 #df4 ,chinese folk tale1 8,how ,they ,came to ,have ,kite ,day in ,china10 #ccj4 ,christmas stories1 #bjc4 ,chubb1 ,festivals and ,plays by1 #aad4 ,cid1 story of the1 suitable for heroic period1 #ch4 8,cinderella10 common to many lands1 #be2 published by ,perrault1 #bg4 ,classics1 mistake of studying by dissecting process1 #ge-gf2 study of1 by story method1 #gg-ha4 ,claude ,lorrain1 works of1 for children of intermediate period1 #ajb4 ,climax1 working up to a1 #ee-eg2 rapid closing of story after reaching1 #eg4 8,coat of ,all ,colors1 ,the10 story of1 retold from ,grimm1 #bab4 ,coffee1 story of discovery of1 #aie-aig4 8,coming of the ,wonder ,tree1 ,the10 story of1 #bfi4 ,composers1 introducing children to1 by story-telling1 #hf-hi4 ,contentment1 stories teaching1 #bjd1 #bea4 ,contes du ,temps ,pass avec ,moralits1 publication of1 #bg4 ,coral polyp1 story of the1 #ahe-ahf1 #ahh-aij4 ,correggio1 acquainting little children with1 #aja4 ,courtship of ,miles ,standish1 study of1 by story method1 #gi-hj4 ,craig1 ,the ,dramatic ,festival by1 #aad4 ,cruelty1 an undesirable element in stories1 #bi4 8,cupid and ,psyche10 of little meaning to young children1 #cg4 ,darmancour1 ,p41 collection of fairy tales published by1 #bf-bg4 ,date palm1 story of origin of the1 #bfi4 8,david and ,jonathan10 ,miss ,phelps's1 appeal of1 for children1 #af4 8,dervish of ,mocha1 ,the10 ,arabian folk tale retold1 #aie-aig4 ,dialogue1 use of1 in story-telling1 #ec2 change of voice in1 to add to clearness of pictures1 #fd4 ,dickens1 ,charles1 experience of1 in recommending fairy tales for children1 #bi4 8,discontented ,pig1 ,the10 story of1 #bjd-bjg4 ,dissection method of studying classics in schools1 #ge-gf4 8,dog of ,flanders10 ,ouida's1 #af4 ,dole1 ,nathan ,haskell1 quoted1 #di4 ,domestic science1 use of story-telling in1 #aib-aig4 ,dramatization1 story-telling and1 #ajg-aaf2 pictures1 books1 and stories for use in1 #aaf4 ,drunkenness in parents1 undesirable element in stories1 #bi-cj4 ,dutch legend1 8,the ,lady of ,stavoren10 #bhi4 8,duty ,that ,wasn't ,paid1 ,the10 story of1 #bgh4 8,easter ,eggs1 ,the10 story of1 #bbi4 ,ebers1 ,georg1 quoted on fairy tales1 #bb-bd2 novels by1 suitable for romantic period1 #di-ej4 ,ekkehard1 recommended for high school pupils1 #di4 8,emperor's ,vision1 ,the10 legend of1 #cjf4 ,entertainment1 not the chief aim of story-telling1 #i4 ,epic subjects1 sources of story material in1 #ce-ch2 suitable for romantic period1 #dd-de2 paintings that portray1 #ajd-aje4 ,esenwein1 ,berg1 rules as to story-telling by1 #ed4 ,ethics1 story-telling and the teaching of1 #acb-adj2 stories to use for teaching1 #bjc1 #bjd1 #bah1 #bbb1 #bbi1 #bea1 #bgd1 #bgh1 #bhi1 #bii1 #cjb1 #cjf1 #caa1 #cag4 ,europe1 general knowledge and love of music in1 #hc-hd2 knowledge of art possessed by average person in1 as contrasted with average ,american1 #ie-ig4 ,evangeline1 study of1 by story method1 #gh-gi4 ,facial gymnastics in story-telling1 use of1 #fc4 8,fairy1 ,the10 publication of1 #bf4 ,fairy stories1 origin of1 #bj-ba2 care in use of1 with children1 #ba-bb2 question of encouraging falsehood by1 #bb-bd2 theories as to beginnings of1 #be-bf2 one of the oldest forms of literature1 #bf2 early collections1 #bf-bg2 care necessary in selecting1 for children1 #bh-bi2 elements in1 to be especially guarded against1 #bi-cj2 bibliography of1 #ca4 8,fall of ,london ,bridge1 ,the10 story of1 #cbf4 ,fallersleben1 ,h4 von1 story of 8,the ,forget-me-not0 adapted from1 #bbf4 ,falsehood1 not encouraged by fairy tales1 #bb-bd4 8,forget-me-not1 ,the10 story of1 #bbf4 ,gainsborough1 pictures by1 suitable for little children1 #ii4 ,geneva1 ,lake1 luck boat of1 #e2 story of1 retold1 #bie4 ,geography1 story-telling to intensify interest in1 #afh-agg2 stories to use in teaching1 #bbb1 #bfi1 #bgd1 #bhi1 #bie1 #bif1 #bii1 #cjb1 #cag4 ,gest1 ,lady ,charlotte1 translator of the ,mabinogion1 #cf4 ,gesture in story-telling1 question of use of1 #fc4 8,gift of the ,gnomes1 ,the10 story of1 #bgd4 ,glinski1 story of 8,prince ,unexpected0 adapted from1 #bci4 8,god of the ,thundering ,water1 ,the10 ,iroquois legend1 #agd-agf4 8,goody-goody0 stories1 harm done by1 #acc-acd4 8,great ,stone ,face10 climax of1 #ef4 8,greedy ,cobbler1 ,the10 story of1 #bea4 ,greek myths1 as source material for stories for heroic period1 #cf-cg4 ,grimm ,brothers1 appearance of1 as collectors and preservers of ,thuringian folklore1 #bg2 beginnings of stories by1 #ed2 stories retold from1 #bji1 #bab1 #bah4 ,guerber1 ,helne ,a41 ,legends of the ,middle ,ages by1 #dd4 ,halvy1 ,ludovic1 fascination of stories by1 #ej4 8,half-,chick10 source of1 #be4 ,hall1 ,g4 ,stanley1 plea of1 in behalf of ,bible stories1 #aah-aai4 8,hansel and ,gretel10 modification of1 for children1 #cj4 ,heroic period1 story interests in1 #cb-da2 works of art suitable for1 #ajd-aje2 ,bible stories for1 #abc2 ,old ,testament stories suitable for1 #abd4 ,hiawatha1 as material for stories for heroic period1 #ch2 material for dramatic work in1 #aad4 ,history1 stories from1 suitable for children in heroic period1 #ch-dj2 plays and pageants to be used in connection with1 #aae2 material found in stories from1 for teaching of ethics1 #adj2 story-telling to intensify interest in1 #adc-afg2 stories to use in teaching1 #bfc1 #cbf4 ,honesty1 story to teach1 #bjc4 ,hood1 ,margaret ,graham1 8,the ,search for the ,seven ,cities0 by1 #adi-afg4 8,hop o' ,my ,thumb10 first appearance of1 #bg4 8,how ,they ,came to ,have ,kite ,day in ,china10 ,chinese folk tale1 #ccj4 ,iliad1 stories from1 suitable for children in heroic period1 #ce2 material for romantic period in1 #dd4 ,imaginative period1 story interests in1 #bj-cj4 ,indian legends1 stories based on1 #agd1 #bii4 ,jacques1 introducing children to paintings by1 #ajc-ajd4 ,japanese legend1 8,why the ,japanese ,love the ,stork10 #bif4 ,jerusalem ,delivered1 material for romantic period in1 #dd4 ,john of ,hildesheim1 works of1 a help to the ,bible story-teller1 #abc4 ,jordan1 ,david ,starr1 science stories by1 #ahb-ahc2 8,the ,story of a ,salmon0 by1 #bee2 8,the ,story of a ,stone0 by1 #cca4 ,joshua1 book of1 as an adventure story1 #abe4 ,judges1 book of1 viewed as a collection of narratives1 #abf4 8,jussieu and the ,heliotrope10 story of1 #cbe4 ,key1 ,ellen1 use of love stories in romantic period advocated by1 #dh4 ,kindness1 story teaching1 #bah4 ,labor1 artists and paintings that lead to respect for1 #ajd4 8,lady of ,stavoren1 ,the10 story of1 #bhi4 ,lagerlf1 ,selma1 works of1 a help to the ,bible story-teller1 #abc2 legend of 8,the ,emperor's ,vision0 adapted from1 #cjf4 ,landseer1 ,sir ,edwin1 pictures by1 suitable for little children1 #ih-ii4 ,lang1 ,andrew1 totemistic theory of1 #c1 #be4 ,langobardian myths1 interesting in romantic period1 #de4 ,lanier1 ,sidney1 ,the ,boy's ,mabinogion by1 #cf2 ,the ,boy's ,king ,arthur by1 #dd4 8,last ,lesson10 ,daudet's1 climax of1 #ef4 ,libraries1 story-telling in1 #i4 ,literature1 story-telling to lead to appreciation of1 #fi-hb4 8,little ,stepmother1 ,the10 story of1 #bbg4 8,london ,bridge1 ,the ,fall of10 story of1 #cbf4 ,longfellow1 ,h4 ,w41 study of poems of1 by story method1 #gh-hj4 ,love stories1 use of1 with children in romantic period1 #dh-di4 8,luck ,boat of ,lake ,geneva1 ,the10 ,swiss legend1 #e2 retold1 #bie4 8,luck ,boy of ,toy ,valley1 ,the10 story of1 #cjb4 ,lying1 fairy tales and1 #bb-bd4 ,mabinogion1 stories from1 suitable for heroic period1 #ce1 #cf2 material for dramatic work in1 #aad4 ,mac,manus1 ,seumas1 quoted1 #g4 ,madonna pictures1 use of1 with little children1 #ajj-aja4 8,man in the ,moon1 ,the ,story of the10 #bjc-bjd4 ,manual training1 use of story-telling in1 #aib-aig2 story of 8,the ,luck ,boy of ,toy ,valley0 for use in1 #cjb4 ,marlitt1 ,eugnie1 works of1 suitable for romantic period1 #di4 ,memorizing of stories1 a mistake1 #fc4 ,millet1 introducing children to paintings by1 #ajc-ajd4 8,monarch1 the ,big ,bear of ,tallac10 ,thompson ,seton's1 #af-ag4 ,moni the ,goat ,boy1 suitable for the romantic period1 #di4 ,moralizing1 avoidance of1 #fg-fh4 ,moral training1 story-telling and1 #acb-adj4 ,see ,ethics4 ,mother ,goose1 reason for love of children for1 #ac4 ,mozart1 story of 8,the ,duty ,that ,wasn't ,paid0 dealing with life of1 #bgh4 ,mhlbach1 ,louisa1 novels of1 for romantic period1 #di4 ,mller1 ,max1 ,aryan theory of1 #c4 ,murillo1 an ideal painter to introduce to little children1 #ajj4 ,music1 story-telling to awaken an appreciation of1 #hc-ic2 use of1 by ,bible story-tellers1 #abi2 story to use in connection with1 #bgh4 ,mythological subjects1 paintings that portray1 #ajd-aje4 ,narrative style better than dialogue in story-telling1 #ec4 ,national epics1 as sources of story material in heroic period1 #ce-ch2 portions of1 suitable for romantic period1 #dd-de2 first issue of1 in poetic form1 to be made clear to children1 #de2 paintings portraying subjects of1 #ajd-aje4 ,nature study1 story-telling to intensify interest in1 #agh-aij2 stories helpful in1 #bjh1 #bbf1 #bbg1 #bee1 #bfi1 #cbe4 ,nibelungenlied1 stories from1 suitable for children in heroic period1 #ce2 material for romantic period in1 #dd4 ,nightingale1 ,florence1 story of1 suitable for romantic period1 #df-dg4 ,odyssey1 stories from1 suitable for children in heroic period1 #ce2 material for romantic period in1 #dd4 ,ogier the ,dane1 story of1 suitable for heroic period1 #cg4 ,ohnet1 ,georges1 novels of1 for romantic period1 #ej4 ,olcott1 ,frances ,jenkins1 ,bible ,stories to ,read and ,tell by1 #abb4 ,old ,testament1 stories in1 for children1 #abj-abi4 ,ouida1 8,a ,dog of ,flanders0 by1 #af2 8,the ,child of ,urbino0 by1 #ajb4 ,pageants1 use of1 #aae4 ,pantomime1 acting stories in1 #aad4 8,parsifal10 tale of1 suitable for children in romantic period1 #dd4 ,partridge1 ,g4 ,e41 quoted1 #fc4 ,pentamerone1 ,il1 early collection of fairy tales1 #bf4 ,perrault1 ,charles1 8,la ,belle au ,bois ,dormant0 by1 #bf2 ,contes du ,temps ,pass avec ,moralits credited to1 #bg4 8,pet ,raven1 ,the10 legend of1 #cag4 ,physical education1 story for use in connection with1 #ccj4 ,pictures1 story-telling for teaching love of1 #ie-ajf2 scenes for dramatization suggested by1 #aaf2 to be used in ,bible story-telling1 #abi-acj4 ,see ,art4 8,pied ,piper10 suitable for dramatization by little children1 #aab-aac4 8,pigeons of ,venice1 ,the10 story of1 #bfc4 8,poor ,man and the ,rich ,man1 ,the10 story of1 retold from ,grimm1 #bah4 ,primitive-why story1 period when child enjoys1 #bj4 8,prince ,unexpected10 story of1 #bci4 8,puss in ,boots10 first appearance of1 #bf4 8,pygmalion and ,galatea10 of little meaning to young children1 #cg4 8,rabbit and the ,easter ,eggs1 ,the10 story of1 #bbh4 ,racial tales1 fascination of1 in rhythmic period1 #ad2 enjoyment of1 by children in imaginative period1 #bj4 ,raphael1 acquainting little children with1 #ajj-aja2 paintings by1 for children of intermediate period1 #ajb4 ,realistic period in children's story interests1 #ac-ah4 ,recitations1 shortening of1 to give time for story-telling1 #afi4 8,red ,riding ,hood10 first appearance of1 #bf2 beginning of1 #ed2 climax of1 #ef4 ,reference work necessary to story-telling1 #aa4 ,rembrandt1 story of 8,wilhelmina's ,wooden ,shoes0 dealing with life of1 #bhc4 ,repetition in jingles1 surprise element in1 #eg4 ,repetitive stories1 fascination of1 in rhythmic period1 #ac-ad4 ,reynolds1 ,sir ,joshua1 pictures by1 suitable for young children1 #ih4 ,rhine1 legend of the1 8,the ,pet ,raven10 #cag4 ,rhythmic period1 story interests in1 #ab-ah4 ,richards1 ,laura ,e41 ,life of ,florence ,nightingale by1 #dg4 8,riquet o' the ,tuft10 published by ,perrault1 #bg4 ,robin ,hood1 story of1 a good adventure tale1 #cd-ce2 material for dramatic work in1 #aad4 ,roland and ,oliver1 dramatic qualities in tale of1 #cg4 ,romantic period1 story interests of childhood in1 #db-ej4 ,rubens1 pictures by1 suitable for children of intermediate period1 #ajc4 ,ruskin1 ,john1 on use of ,bible stories1 #aai4 8,st4 ,george and the ,dragon10 a favorite story in heroic period1 #ch4 ,scheffel1 ,j4 ,v4 von1 ,ekkehard by1 #di4 ,schmidt1 ,canon1 story of 8,the ,easter ,eggs0 adapted from1 #bbi4 ,schools1 place given story-telling in1 #h-i2 time for telling stories in1 #fg2 mistake of study of literature in1 by dissecting process1 #ge-gf2 value of story-telling in1 #aii-bjj4 ,schubert1 ,franz1 story concerning boyhood of1 #hi-ic4 ,science teaching1 story-telling and1 #agh-aij2 stories to use in1 #bee1 #cbe1 #cca4 ,scottish ,highlands1 story-telling in1 #e4 8,search for the ,seven ,cities1 ,the10 by ,margaret ,graham ,hood1 #adi-afg4 ,sentimentalism in stories1 lack of response by children to1 #ahd4 ,shasta legend1 8,why ,grizzly ,bear ,goes on ,all ,fours10 #bii4 ,shedlock1 ,marie ,l41 five minutes of silence after each story advocated by1 #eg4 8,shepherd ,who ,turned ,back1 ,the10 ,syrian legend retold1 #caa4 ,sicily1 knowledge of classics possessed by peasants of1 #ah4 8,silver ,cones1 ,the10 story of1 #bbb4 ,slavic wonder tale1 8,prince ,unexpected10 #bci4 8,sleeping ,beauty10 8,brier ,rose0 a modification of same story1 #be2 published by ,perrault1 #bf4 ,social instincts1 development of1 by use of stories with geographical or historical background1 #agj-aga4 ,southey1 ,robert1 8,the ,three ,bears0 by1 #bh4 ,spyri1 ,johanna1 ,moni the ,goat ,boy by1 #di2 story of 8,the ,silver ,cones0 adapted from1 #bbb4 ,stevenson1 ,r4 ,l41 interesting children in works of1 by telling stories about1 #ga-gc4 ,story interests of childhood1 in rhythmic period1 #ab-ah2 in imaginative period1 #bj-cj2 in heroic period1 #cb-da2 in romantic period1 #db-ej4 8,story of a ,salmon1 ,the10 by ,david ,starr ,jordan1 #bee4 8,story of a ,stone1 ,the10 by ,david ,starr ,jordan1 #cca4 ,story-telling1 purpose and aim of1 #a-aa2 interests in rhythmic period1 #ab-ah2 interests in imaginative period1 #bj-cj2 interests in heroic period1 #cb-da2 interests in romantic period1 #db-ej2 building the story1 #eb-eg2 telling the story1 #eh-fh2 and appreciation of literature1 #fi-hb2 to awaken an appreciation of music1 #hc-ic2 and appreciation of art1 #ie-ajf2 and dramatization1 #ajg-aag2 ,bible stories1 #aah-aca2 teaching of ethics1 #acb-adj2 to intensify interest in history1 #adc-afg2 to intensify interest in geography1 #afh-agg2 and nature study1 #agh-aij2 in teaching domestic science and manual training1 #aib-aig2 general statement as to value of1 #aih-bja4 ,story-writing1 course in1 recommended for the professional story-teller1 #eb4 ,straparola1 publisher of first collection of fairy tales1 #bf4 ,supernatural beliefs1 primitive man's1 as revealed in fairy tales1 #be-bg2 effect of physical features of different regions upon1 and so upon fairy tales1 #bg4 ,surprise element in stories1 #ee-eg4 ,suspense1 element of1 #f1 #ee2 increase in1 by use of pauses1 #fd-fe4 ,swedish legend1 8,the ,emperor's ,vision10 #cjf4 8,sweet and ,low10 suggested method of interesting children in1 #gc-gd4 ,swiss legends retold1 #bgd1 #caa4 ,syrian legend1 8,the ,shepherd ,who ,turned ,back10 #caa4 ,talking machines1 use of1 for introducing children to music1 #hf1 #hi4 ,tell1 ,william1 stories of1 suitable for children in heroic period1 #ci4 ,thuringian folk tales1 gathered and preserved by the ,grimms1 #bg2 retold1 #bjd1 #bji1 #bab1 #bah1 #bbf1 #bbg4 ,totemistic theory1 ,lang's1 #c1 #be4 8,ugly ,duckling10 unsuitable for children who have never been in country1 #ae2 surprise element in climax of1 #ef4 ,van ,dyck1 ,anthony1 familiarizing little children with paintings by1 #aja4 ,van ,dyke1 ,henry1 on avoidance of moralizing in story-telling1 #fg2 works of1 a help to the ,bible story-teller1 #abc4 ,vedas1 theory of origin of fairy stories in the1 #be4 8,venice1 ,the ,pigeons of10 story of1 #bfc4 ,vincent1 ,jacques1 fascination of stories by1 #ej4 ,vocational training1 use of story-telling in1 #aib-aig4 ,welsh folk tale1 8,the ,greedy ,cobbler10 #bea4 8,why ,grizzly ,bear ,goes on ,all ,fours10 ,shasta legend1 #bii4 8,why the ,japanese ,love the ,stork10 ,japanese legend1 #bif4 8,wilhelmina's ,wooden ,shoes10 story of1 #bhc4 8,wonderful ,builders1 ,the10 story of1 #ahh-aij4 ,wonder tales1 period when child enjoys1 #bj4