,transcriber's ,notes ,obvious typographical errors have been silently corrected4 ,italics are represented thus italic4 ,,the ,,story ,,hour ,a ,magazine of ,methods and ,materials for ,story ,tellers ,,vol4 ,i ,,november1 #aijh ,,no4 #a ,published ,monthly 7ten times a year7 at ,washington1 ,d4 ,c4 ,copyright1 #aijh1 by ,m4 ,e4 ,sloane4 ,all rights reserved4 ,,william ,c4 ,,ruediger1 ,ph4 ,d41 ,editor ,division of ,education1 ,george ,washington ,university ,,richard ,t4 ,,wyche1 ,consulting ,editor ,president ,national ,story ,tellers' ,league ,,mersene ,e4 ,,sloane1 ,founder and ,publisher ,subscription3 ,one ,dollar a year 7ten numbers71 in advance4 ,single and ,sample ,numbers1 ,fifteen ,cents4 ,advertising rates given on application4 ,address all communications to ,,the ,,story ,,hour1 #djf ,,fifth ,,street1 ,n4 ,w41 ,,washington1 ,d4 ,c4 ,make remittances by money order1 draft or registered letter1 payable to ,mersene ,e4 ,sloane1 ,publisher4 ,sender risks unregistered money4 ,manuscripts on story-telling1 and of stories for telling1 are desired4 ,when ordering change of address be sure to give the former address4 ,,press ,,of ,,the ,,colonial ,,printing ,,company ,,of ,,washington1 ,d4 ,c4 ,,officers ,,of ,,the ,,national ,,story-,,tellers' ,,league ,honorary ,president1 ,,hamilton ,,wright ,,mabie ,president1 ,,richard ,t4 ,,wyche1 #eja ,w4 #abjth ,street1 ,new ,york ,secretary1 ,,dr4 ,,richard ,m4 ,,hodge1 ,teachers' ,college1 ,columbia ,university1 ,new ,york ,treasurer1 ,,mr4 ,w4 ,h4 ,,keister1 ,harrisonburg1 ,va4 ,,executive ,,committee ,,dr4 ,p4 ,p4 ,,claxton1 ,knoxville1 ,tenn4 ,professor ,education1 ,university of ,tenn4 ,superintendent ,summer ,school of the ,south ,,miss ,,annie ,,laws1 ,cincinnati1 ,ohio ,president ,ohio ,federation of ,women's ,clubs ,,miss ,,maud ,,summers1 ,cincinnati1 ,ohio ,superintendent ,kindergarten ,training ,school ,,miss ,,anna ,c4 ,,tyler1 ,new ,york ,city ,children's ,librarian ,,dr4 ,,richard ,m4 ,,hodge ,,mr4 ,w4 ,h4 ,,keister ,,mr4 ,,richard ,t4 ,,wyche ,,advisory ,,board ,,dr4 ,g4 ,,stanley ,,hall1 ,president ,clark ,university ,,dr4 ,,henry ,,van ,,dyke1 ,princeton ,university ,,miss ,,elizabeth ,,brown1 ,city ,schools1 ,washington ,,dr4 ,,jennie ,b4 ,,merrill1 ,supervisor ,kindergartens1 ,new ,york ,city ,,dr4 ,a4 ,,fortier1 ,tulane ,university1 ,new ,orleans ,,dr4 ,c4 ,w4 ,,kent1 ,university of ,virginia ,,wharton ,s4 ,,jones1 ,assist4 ,supt4 ,public ,schools1 ,memphis1 ,tenn4 ,,dr4 ,j4 ,e4 ,,mckean1 ,home ,study ,courses1 ,northwestern ,university ,,supt4 ,b4 ,c4 ,,gregory1 ,supt4 of ,schools1 ,chelsea1 ,mass4 ,,miss ,,elizabeth ,,harrison1 ,pres4 ,chicago ,kindergarten ,college ,,miss ,,marian ,s4 ,,henckle1 ,kindergarten ,training ,school1 ,charleston1 ,s4 ,c4 ,,miss ,,pearl ,,carpenter1 ,covington1 ,ky4 ,,mrs4 ,a4 ,w4 ,,cooley1 ,university of ,north ,dakota ,,miss ,,elizabeth ,j4 ,,black1 ,greensboro1 ,n4 ,c4 ,,dr4 ,w4 ,c4 ,,ruediger1 ,division of ,education1 ,george ,washington ,university ,,the ,,story ,,hour ,,vol4 ,i ,,november1 #aijh ,,no4 #a ,,editor',s ,,and ,,publisher',s ,,notes ,with this issue a new magazine under the title of ,,the ,,story ,,hour begs leave to enter the arena of ,journalism4 ,it is published in the cause of story-telling in the home1 school1 ,sunday ,school1 playground and social gathering4 ,although the art of story-telling is old1 its general recognition as an educational agency is new4 ,many teachers are already making good use of it and we do not hesitate in saying that its usefulness will increase and will henceforth occupy a permanent place in teaching4 99 99 99 99 99 ,,the ,,story ,,hour owes its origin to an editorial in ,the ,world's ,work of last ,july1 giving a brief account of the ,story ,tellers' ,league movement4 ,the attention of the publisher was called to that editorial as something in which he would be especially interested4 ,having been a teacher1 and also a newspaper man and a publisher1 he at once saw the field for a magazine to give a definiteness and coherence to the story-telling movement that could hardly obtain without a periodical representative4 ,the plan of such a publication was at once outlined1 and after some indirect correspondence he got in communication with ,mr4 ,richard ,t4 ,wyche1 president of the ,national ,story ,tellers' ,league4 ,mr4 ,wyche came to ,washington and after several interviews the magazine was launched with ,william ,c4 ,ruediger1 of ,george ,washington ,university1 as ,editor1 and ,mr4 ,wyche as consulting editor4 ,the detailed labor required to start a new magazine is greater than may appear on the surface4 ,but it is a work in which all three of the staff are earnestly interested1 and the labor is cheerfully done4 ,no salaries are attached1 and the subscription price barely covers the cost of publication4 ,our reward is in the satisfaction of furthering a good cause1 until such time as later developments may bring something more4 ,the co-operation of all ,league people is confidently anticipated4 ,a high standard will be maintained throughout4 ,there may be some delays incident to the starting of a new project1 but when an ample supply of material is in hand1 as there soon will be1 the magazine will go out promptly4 99 99 99 99 99 ,the informational feature of this issue has trespassed on the space belonging to stories and to special articles1 but this will not be the case in the future4 ,particular attention will be given to the classic stories from all times and places1 but new or modern stories suitable for telling will not be neglected4 ,so far as we can1 we shall concentrate the stories of each number about single topics4 ,the next number will contain several ,christmas stories1 one being from the pen of ,mr4 ,wyche4 ,other numbers will be devoted respectively to ,bible stories1 ,japanese stories1 nature myths1 star myths1 ,norse tales1 history stories1 ,indian legends1 etc4 99 99 99 99 99 ,readers of ,,the ,,story ,,hour will appreciate the statement that ,mr4 ,richard ,t4 ,wyche1 ,president of the ,national ,story ,tellers' ,league1 will present a series of articles to run through the year1 on 8,stories and ,how to ,use ,them10 of which the first installment appears in this number4 ,mr4 ,wyche is an acknowledged leader in the new story-telling movement4 ,his ability and experience insure a series of articles of prime importance to the cause1 and of rare interest and value to all who are engaged in story-telling in any of its forms4 99 99 99 99 99 ,this initial number of ,,the ,,story ,,hour1 as announced in advance1 is designed for special informational use4 ,people in all parts of the country are learning of the new educational story-telling movement and are making inquiry regarding details4 ,this number of the magazine answers many of the questions1 and further information will appear in succeeding numbers4 99 99 99 99 99 ,the importance of story-telling as a factor in the uplift of the young is recognized by the leaders in the great playground movement4 ,at the ,second ,annual ,congress of the ,playground ,association of ,america1 held in ,new ,york ,city1 ,september #h-ab1 this year1 some prominence was given to the story-telling feature of playground work4 ,a special joint committee composed of members of the ,national ,playground ,association and the ,national ,story ,tellers' ,league had the consideration of this topic4 ,of this committee ,miss ,maude ,summers was chairman1 and ,dr4 ,grant ,karr was secretary4 ,it was one of the most enthusiastic committees of the ,congress4 ,so interested were its members1 that long after the hour for adjournment it continued in session4 ,an extra meeting was held one evening for story-telling4 ,miss ,summers gave an address before a general meeting of the ,congress4 ,several of her remarks made a noticeable impression1 and the press of the country has since then been quoting and commenting on certain things she said1 particularly wherein she scored the ,sunday comic supplements and urged the telling of good stories instead4 ,through the courtesy of ,miss ,summers1 ,,the ,,story ,,hour is enabled1 in this number1 to present the text of her paper read before the playground congress4 99 99 99 99 99 ,the article on 8,the ,traveling ,story ,tellers of the ,northland10 by ,anna ,bogenholm ,sloane1 is the forerunner of several contributions promised from her pen4 ,her familiarity with the lore of the ,northland is first-hand4 99 99 99 99 99 ,in our next number there will be an article on the origin and growth of ,junior ,leagues that will be helpful in suggestions to those who wish to establish such leagues among the children4 ,,announcement ,,by ,,mr4 ,,wyche ,during the past year1 a number of letters of inquiry have come to me in response to articles that have appeared in magazines and newspapers1 asking for information in regard to the ,national ,story ,tellers' ,league4 ,so numerous have been the letters asking for information and circulars that it has been impossible to supply the demand1 and the issuing of a booklet or publication of some kind by the ,league has become a necessity4 ,among the letters that came to me in ,august was one from ,mersene ,e4 ,sloane of ,washington1 ,d4 ,c41 offering to publish in the interest of the ,league movement1 a little magazine4 ,i immediately took up the matter with him and after several visits to ,washington we secured in ,william ,c4 ,ruediger1 of the ,division of ,education1 ,george ,washington ,university1 an editor for the proposed magazine4 ,when we think of the thousands of teachers1 kindergartners1 children's librarians1 ,sunday ,school teachers1 playground workers and parents1 whose high privilege it is to tell stories to children1 surely there seems a field for such a magazine as is here proposed4 ,since the beginning of the ,national ,league1 we have felt the need of just such a medium of communication4 ,i shall do all ,i can for the magazine and assist in keeping it up to the highest and best in life and literature4 ,i commend to ,league members1 local and national1 and all interested1 the efforts of editor and publisher4 ,their work in behalf of the magazine is1 and will be for some time1 largely a labor of love4 ,i ask that you send in not only your subscriptions1 but reports from your ,leagues1 items of interest1 stories and papers on story-telling4 ,what you are doing will be suggestive and inspiring to others1 especially those just beginning the work4 ,in merging the booklet that the ,national ,league was to issue into the magazine1 ,i trust it will have the hearty support of all the ,leagues and further the cause of ,the ,story ,hour4 ,,richard ,,thomas ,,wyche1 ,president1 ,national ,story ,tellers' ,league4 ,,stories ,,and ,,how ,,to ,,use ,,them ,,by ,,richard ,,thomas ,,wyche ,,president1 ,,national ,,story ,,tellers' ,,league ,,article ,,number ,,one ,once upon a time the writer undertook to teach a little school in a far-off seacoast town in the ,south4 ,the little village was on a sandy bluff overlooking the sound and the sea4 ,cut off from the main land by an impossible swamp in the rear1 yet shut out from the great ,atlantic by an ever-shifting sand bar that lay for leagues along the sea coast1 it gave the little town an ideal harbor of shallow water1 the home of fishermen and oystermen whose cottages were scattered for miles along the sea coast4 ,being isolated the inhabitants were compelled to rely upon themselves and in doing this had developed a solidarity of community life and a manhood and womanhood of purity and simplicity that was as refreshing as the breezes that ever swept its shores4 ,amid such surroundings ,i began to teach1 and it was my first experience4 ,not having libraries or lectures to help me1 ,i too must depend on self4 ,i had never studied pedagogy and knew nothing of teaching except that which ,i had seen in the university lecture rooms4 ,the teacher who preceded me 8heard0 lessons and the children 8said0 lessons4 ,that seemed an easy proposition1 for the questions were in the book and the children could memorize and say the answers4 ,but ,i soon discovered that the children found no interest in the fact that one word was a verb and another a noun4 ,they memorized the rules and repeated the lessons1 but they were not at all interested in the subject4 ,they were bored by this mechanical process1 and so was the teacher4 ,something must be done4 ,one day ,i told the class the story of 8,hiawatha's ,fishing40 ,every child listened with rapt attention4 ,i had found something that they were interested in4 ,i requested the children to write the story out for their lessons the next day4 ,the majority of them did so1 and read the story as they had understood and written it down4 ,one little fellow said1 8,i ain't got no pencil10--which meant that he didn't write it4 8,tell it then10 ,i said4 ,he told it in such a vivid and realistic way that the class applauded4 ,i had found something that the child liked4 ,the second day ,i told the story of 8,hiawatha's ,fasting10 then 8,hiawatha's ,friends10 and so on1 two stories a week1 until we had told the whole story of ,hiawatha4 ,but you ask 8,what did that have to do with grammar80 ,from the story we got the nouns and verbs we studied and the sentences that the advanced classes analyzed and studied4 7,the whole school heard the story1 it being an ungraded school with classes ranging from primary to high school47 ,what else did we do with the story8 ,let us see4 ,when the children told the story orally or on paper it was creative work1 and better for expression than memorizing 8,mary had a little lamb40 ,the child received a mental picture4 ,he heard the story1 and retelling it in his own words he created afresh the picture1 thereby becoming a creator and an artist himself4 ,in reciting 8,mary had a little lamb0 he was dealing with words4 ,in telling the story he was dealing with mental images4 ,one day ,i saw the children playing out on the campus1 and on making inquiries they said1 8,we are playing ,hiawatha and ,mondamin and ,old ,nokomis40 ,they were dramatizing the story4 ,it was taking effect4 ,had ,i been a trained teacher ,i would have let them do it in class as a part of their work4 ,twice a week we got the words for our spelling lesson from the story4 ,the children were so much interested in ,hiawatha that they wanted to make pictures of ,hiawatha4 ,then ,i let them illustrate the story1 writing in their composition books the story1 and illustrating it4 ,as we studied geography1 the upper ,mississippi ,valley and the ,lake ,regions all took on new meaning because ,hiawatha had once lived1 toiled1 and suffered there4 ,but what had ,i done for those children most of all8 ,i had fed their souls1--given them a masterpiece of literature4 ,starting with the childhood of ,hiawatha we had followed him and admired him4 ,we had roamed through that fairy land of dark green forest2 heard the whispering pines1 saw ,hiawatha when he caught the ,king of ,fishers1 8,slew the ,pearl ,feather10 prayed and fasted for his people1 punished 8,pau-puk-kee-wis10 wooed and won ,minnehaha1 and when his task was done1 sailed away into the fiery sunset4 ,that something inexpressibly sweet and beautiful that ,i felt in the vision hour1 and longed to impart to the children and heretofore had not been able to1 ,i had at last found incarnate in a hero1 while the music1 meter1 and imagery of poetry had awakened the sense of the beautiful and revealed a new world to the children4 ,new life had come into the school4 ,it had been born again and born from above4 ,two months had passed4 ,i had tried an experiment4 ,it had succeeded4 ,grammar1 language1 composition1 spelling1 drawing1 story-telling had been taught by that method4 ,formal language had become linked to literature and thereby to life4 ,the formal had become an expression of the spiritual4 ,where could ,i find another such story8 ,the little goody-goody sissy-prissy stories could not interest us4 ,they all seemed tame in comparison to the sustained effort of a story like ,hiawatha4 ,i had discovered that the children could fully appreciate a great story told to them in a living1 creative way1 and that interest grew each day as we told the long story in sections to the end4 ,the only other hero in literature that ,i knew in these first years of my experience in teaching was revealed in the story of ,king ,arthur which ,i had recently studied in a university2 but1 were the ,idyls of the ,king suited to the children8 ,that was the only source of the story available to me at that time and it was more modern1 more complicated in every way1 and far more difficult to tell than the one we had just finished4 ,after hearing a number of the ,hiawatha stories the children could and did read ,longfellow's versions1 but not so with the ,idyls of the ,king4 ,while the children fully enjoyed the stories of the ,idyl1 the style of ,tennyson was not suited nor intended for children4 ,all the imagery1 heroic deeds and idealism of ,hiawatha were there1 but in telling this story much must be omitted4 ,involved plots must be made direct1 and the story simplified4 ,this required much more preparation on the part of the teacher1 but we must have another story4 ,it would not do to let the school fall back into the dead rut of lesson hearing1 and though ,i feared they could not appreciate the ,arthurian story yet ,i would try4 ,i began with the finding of a naked babe on the beach1 the childhood of ,arthur1 ,merlin's work1 the sword ,excalibur1 and ,arthur's coronation4 ,at first the children were not so much interested4 ,their minds were still on ,hiawatha and his deeds2 they were loath to leave him4 ,but gradually as ,i told of ,arthur and his deeds1 ,gareth and ,lynette1 ,geraint and ,enid1 ,lancelot and ,elaine1 the ,quest of the ,holy ,grail1 ,the ,flight of ,guinevere1 the ,passing of ,arthur1 the interest grew1 and at times became intense1 especially among the larger boys and girls4 ,the story was coming home to them4 ,king ,arthur was a man like ourselves1 of our own race4 ,the whole story had brought the children face to face with a great ideal1 ,arthur1 the blameless man4 ,pure himself1 he demanded it in his knights1 and bound them by vows of obedience to their conscience and their king4 ,he defended the weak against the wicked2 broke up the robbers' dens and cleansed the land2 led his knights in brave deeds1 for it is said that when the fire of ,god filled him none could stand against him in battle4 ,he enjoyed the athletic sports and the tourneys1 yet was so gentle1 they said his ways were sweet4 ,as with ,hiawatha the story was reproduced1 illustrated1 correlated with ,english history and geography1 and at the same time it furnished the most excellent material for ethical and sthetic culture4 ,after the last story was told1 the ,passing of ,arthur1 and the children saw with ,sir ,bedivere1 the ,king pass with the three tall queens in a barge over the sea1 they stood in wonder gazing on the splendor of his passing4 ,defeated in the last weird battle in the ,west1 yet he was victorious in his ideals for he became the spiritual king of his race4 8,from the great deep to the great deep he goes10 the children heard but did not quite understand4 ,it was the better for that because it awakened in the child something of the mystery of life and death4 ,in that it served the highest purpose4 ,it helped the child to realize that there are things in life that eye has not seen nor ear heard4 ,let it not be forgotten that while we use these great stories for formal work1 the formal was always the result of the creative4 8,the letter killeth2 the spirit giveth life40 ,thus it was that children and teacher left the low plains of the 8lesson hearer0 and hand in hand walked the upland pastures of the soul4 ,this is not offered as a model method for teaching1 but it is given to reveal the writer's view-point and the source of his inspiration for these chapters4 ,,the ,,story ,,in ,,formal ,,work ,the formal must be an expression of the spiritual else it is not art4 ,this is true whether the idea is expressed in words1 wood or iron4 ,to do formal work whether it be oral retelling1 composition1 illustrating or dramatization of a story apart from the spirit is deadening to the child4 ,the letter killeth1 the spirit giveth life is true in language and literature as well as religion4 ,herein is the great possibility for the development of individuality1--letting the child's life develop after the laws of its nature and not after arbitrary laws forced upon him from above4 ,this is the pivotal point in all our work4 ,no poet1 painter1 sculptor1 builder1 musician1 writer or worker of any kind has ever done abiding work who did it apart from the spirit4 ,it is a child's nature to sing1 play1 dance or reproduce in some way that which impresses him4 ,impressions must be expressed in order to become a part of us4 ,if the deeds of ,siegfried1 ,king ,alfred or ,george ,washington impressed the child he will tell about the hero that he admires4 ,here the wise teacher finds a basis for his formal work4 ,the interest the child has in the deeds of his hero will tide him over the otherwise drudgery of spelling1 composition and language forms4 ,the heroic spirit of the hero has become his and he is not afraid of the task4 ,furthermore1 the love he has for the hero makes the story he tells1 writes1 or the picture he makes of him a sacred task4 ,he must do justice to the ideal hero4 ,the teacher who telling a story has not gotten so near to the hero that he feels the sacredness of his life has not reached the heart of his story4 ,there is no pattern process or method by which this may be done4 ,day after day as he tells the life story of a great hero he will catch something of the spirit of the man4 ,to retell a story is not to reproduce the language word for word1 just as it was first told1 but to recreate it from your view point4 ,when the child tells a story therefore do not stop him and say1 8you did not mention so and so10 breaking up the mental picture process and confusing the child with non-essential facts such as pronunciation1 incorrect grammar and so on4 ,nothing could be more deleterious and destructive to the creative spirit4 ,put yourself in the child's place4 ,could you tell a story if in your presence there was a superior to criticise your words and pronunciation8 ,no1 let the child have the floor4 ,it is his audience4 ,he is responsible for their attention4 ,stand with head uncovered in the presence of this child artist and orator4 ,through the story he is giving back to you the world as he sees it and understands it1 creating it afresh and telling what it means to him4 ,when you told the story to him it was your message to him2 now it is his message to you and to the class4 ,gradually1 as he retells and reproduces stories1 the artistic sense grows upon him1--unity1 essential points1 climax1 finish and so on4 ,naturally as the child gives back his story he will leave out some points originally in the story1 they are not essential to his purpose1 he is giving his interpretation1 and enlarging upon others and actually bringing in new points not originally in the story1 but essential to his view point4 ,the teacher who with rude hands stops the child and says 8,that is not the way it is in the book or the way ,i told it10 makes of the child an imitator and not a creator2 thwarts at the very outset one of the greatest educational advantages of story reproduction4 ,we do not want to make the child tell a story as the teacher would1 but in his own way thereby giving to his work individuality4 ,he is a separate ego and through his personality is giving a new relation of the ,divine4 ,day by day as he hears the teacher and the children of his class tell stories he will get standards of comparison by which he may measure his own work and improve it4 ,correct grammar and pronunciation8 yes1 but not here4 ,the speaker1 preacher or orator makes mistakes1 but he would despise you1 and the audience would be disgusted1 if you stopped him in his speech to correct grammar4 ,his message and the atmosphere he brings are the essentials4 ,all else should be forgotten for the time4 ,so it should be with the child before the class4 ,he is the orator to reveal to you and the class the world as he sees it4 ,for the time being sit at his feet and help him produce the atmosphere necessary for the telling of the story4 ,art comes from within1 not from without4 ,do not force1 do not fuss2 be quiet2 wait for the child to hear the still small voice within4 ,at first he may be timid2 it is an untried world for him4 ,he1 it is true1 has caught glimpses of storyland1 seen its beauty and felt its enchantment1 but others were leading him4 ,now he must lead others4 ,as he tries he discovers that he and storyland are somehow very near to each other4 ,as he spreads the wings of his imagination1 to his delight1 he can fly like ,peter ,pan1 leap and run in this storyland4 ,and soon he will be in the wigwam with ,hiawatha or sailing the high seas with ,ulysses or slaying the dragon with ,siegfried4 ,such work comes both to child and teacher like a benediction4 ,and the teacher remembers and sees new meaning in the words of the ,hebrew prophet 8,and a little child shall lead them40 ,,educational ,,story ,,telling ,,by ,,dr4 ,,charles ,a4 ,mc,m,u,r,r,a,y ,good story-telling is no longer a matter of mere entertainment4 ,it is steadily growing into an important instrument of education4 ,children in earlier years1 before they can use books freely and independently1 are capable of receiving a strong contribution to their spiritual life and equipment by hearing the rehearsal in fitting form1 of the world's best stories4 ,it is not merely that in this manner many of the large culture ideas can best be transmitted from generation to generation1 but the mental awakening1 the planting of seed-thoughts1 the stimulation of mental energies are brought about4 ,the monotony and drudgery of school work are apt to produce a sluggish mental life2 the oral handling of the best stories is like a trumpet call to many a young soul awakening it out of its sluggishness and putting the vital forces into a stronger movement4 ,it is first of all necessary that teachers should catch this spirit and receive the full force of this awakening1 but a study of the stories themselves have proven in many cases to produce this result4 ,,the ,,story ,,tellers' ,,league ,,its ,,origin ,,and ,,purpose ,in ,,the ,,world',s ,,work for ,july1 #aijh1 was an editorial written from materials supplied by members of the ,national ,story ,tellers' ,league4 ,as it gave an account of the starting of the movement1 we quote part of it here1 answering thereby some of the queries that are constantly being received concerning the ,league4 ,further details on this subject will appear in subsequent numbers of this magazine4 ,the editorial cited was as follows3 ,the ,story ,tellers' ,league had its beginning during the summer of #aijc at the ,summer ,school of the ,south1 at the ,state ,university1 ,knoxville1 ,tenn4 ,out of the more than #b1jjj teachers there1 a group frequently met on the lawn at twilight to tell stories4 ,these meetings had a serious purpose1 but they were free and informal4 ,the teachers sat on the grass1 and each one told a story as she might feel disposed4 ,superintendent ,b4 ,c4 ,gregory wrote subsequently3 8,the ,summer ,school left many a pretty photograph on my memory but the sweetest is that of the ,story ,tellers' ,league4 ,the fading twilight1 the dreamy quiet of the hour1 the overshadowing trees1 the circle of faces1 the repressed tone of voice of the story tellers appealed wonderfully to me4 8,and the child1 the being to whom the service was dedicated1 was always in mind4 ,when the darkness had fallen so that the form of the story teller was all but invisible1 the effect was heightened4 ,we always adjourned quietly as if we feared the gentle influences would vanish if we were noisy40 ,the attendance at these meetings grew from dozens to hundreds and before the ,summer ,school closed a formal organization had been effected4 ,the purpose of the league was to discover in the world's literature1 in story1 and in life the best stories for education and to tell them with love and sympathy for the children1 and to bring together in story circles those who love to hear and tell a good story1 the kindergartners1 teachers1 church workers1 children's librarians1 and those whose hearts are afire with this work that they might impart its spirit to others4 ,dr4 ,g4 ,stanley ,hall1 speaking of the movement soon after it was organized said3 8,teachers and parents are prone to forget that the education of the race in a very significant sense began with story telling4 ,before writing there was only oral tradition4 ,we are assured that some of the ,indian story tellers carry in their memory not less than one hundred thousand lines of poetry4 ,some of them are dull and uninteresting through the day1 but when the camp-fires are lighted and they begin to weave the wondrous charm of #8once upon a time1' they take their hearers captive and lead them as with the magic flute of the ,piper of ,hamlin4 ,stories live from the tongue to the ear and not on the long circuit from the eye to the fingers as reading and writing do4 ,therefore they are more vital4 ,stories pre-form moral choices because1 if they are good1 desert is always rewarded4 ,moreover1 a good story brings the mind of the hearer into more unity than almost anything else4 ,a vast number of persons and incidents are woven together all subject to one dominant interest4 ,in these days of correlation and co-ordination of educational material1 the value of this can readily be appreciated4 ,most1 if not all1 of the best of the oldest literature that is classic1 such as the ,vedas1 the work of ,homer1 the ,nibelungenlied1 the ,king ,arthur cycle1 lived and moved and had their being as stories and were thus slowly shaped into their present effective form4 ,indeed1 ,i almost think that if ,i were ,plato's wise tyrant and had to appoint teachers of the young1 the first test1 and if ,i could have but one1 the only one to which ,i would subject candidates would be whether or not they could tell a good story2 for this alone would test their sympathy and power of adaptation4 ,there is a great possibility of development here1 and in the few who are devoting themselves to it1 as are the ,story ,tellers' ,league1 ,i not only wish but predict a a very high degree of help and service40 ,those who went out from the inspiration of those meetings were quick to seize upon its educational possibilities1 and returning home organized their friends and pupils into local leagues for similar work and pleasure4 ,on visiting a ,southern town the following winter1 the ,superintendent of the ,schools declared that he had noticed a great improvement in the teaching of history and literature among his teachers1 and he attributed it to a league that they had organized4 ,during the winter they had made a study of ,norse and ,greek stories which they told around their firesides4 ,similar leagues sprang up in a number of towns in the ,south1 and at ,corinth1 ,miss41 there was a junior league1 composed of children of the #eth grade4 ,one girl1 who is now in the high school made her home the popular resort of the children of the neighborhood who came to hear her tell stories4 ,she told the better class of stories too1 in a spontaneous and creative way1 as she would play games4 ,the work has made her life a radiant one4 ,now1 there are dozens of such leagues1 reaching from ,new ,york to ,texas4 ,the interest the children take in the work reveals one of the greatest educational possibilities1 for as a child likes to build a house with clay1 sand1 or wood1 and in doing so educates himself1 so he likes to take a word here and a phrase there1 and with voice and gesture build an ideal world1 peopling it with life as he sees it4 ,when a child or an adult retells stories that they have heard or read1 they show reflection1 meditation1 self-reliance1 creation1 growth4 ,a story never really becomes your own until you tell it to someone else4 ,illustration3 ,decoration ,,the ,,traveling ,,story ,,tellers ,,of ,,the ,,northland ,,by ,,anna ,,bogenholm ,,sloane ,even before ,magnus ,ladulos introduced the titles and privileges of nobility as reward for service in war1 which started the great baronies in ,sweden1 a kind of feudal system had been in vogue there from oldest times4 ,the topographical conditions of the country1 with its smiling valleys and fertile plains interspersed with numerous streams and rugged mountains was probably responsible for the origin of this system4 ,for these natural barriers1 in the absence of modern engineering skill in constructing bridges and tunnelled roads1 were more formidable then1 and contributed to the isolation of the people and the formation of clans4 ,the population consisted of only two distinct classes1 the freemen and the 8thrales10 or serfs4 ,the freemen1 or 8,odalmen10 as they were called1 owned the soil they tilled4 ,the country was sparely settled1 so that there was some distance between the homesteads of the odalmen4 ,these homesteads were somewhat imposing1 housing not only the odalman and his family1 but also a number of house men1 as they were called--fighting men and strong1 a sort of guard of the fireside4 ,besides these were a number of thrales1 or servants4 ,because of continual strife between the different petty kings of the country1 the odalmen's homes were never safe from attack by one party or another1 hence the necessity of having as large house guards as could be afforded4 ,during the long and severe winter when fighting and warfare were impracticable life in the odalmen's homesteads would have been monotonous1 were it not for the relief afforded by the traveling story tellers1 or 8skalds10 for that was long before the day of the school1 the book and the periodical4 ,from the hall of the kings to the burgs of the jarls corresponding to governors of small districts1 from the baronial castles to the odalmen's homesteads1 traveled the skalds and the bards narrating old legends and relating the latest gossip1 singing old songs and improvising new ones1 recounting the deeds of valor and prowess on the battlefield and in the tournament1 singing the praises of beauty and chivalry1 and rhyming on drinking bouts and feasting4 ,not only within the bounds of ,sweden did they travel1 but over continental ,europe as well1 entertaining one people with the songs and legends and tales of another4 ,thus are the stories and lore of the different ,european countries considerably intermixed4 ,for1 when the stories the traveling skalds told of the great deeds of other countries were repeated by their listeners1 much local coloring was added until gradually the stories of foreign lands became their own4 ,in this way the ,swedes have adopted the stories of ,germany and ,france1 and in like manner those countries have adopted some of the ,swedish legends and hero tales until the old literature of nearly all ,european countries record nearly the same events1 each nation giving to the stories the characteristics of its own temperament and environment4 ,the traveling story teller was the most welcome and honored guest in every home4 ,he was the newspaper1 the theatre1 the concert and music hall combined into one4 ,he brought to the fireside glimpses of the outside world1 wreathed weather-beaten faces with smiles and made the roof beams return the echo of hearty laughter4 ,at the ,king's feasts the skald's place was next to his majesty4 ,to him was handed the tallest beaker and the fattest slice of pork4 ,the story teller was always invited to witness battles and bouts and tournaments1 so that he might afterward recount the deeds of valor in war and the feats of feasting1 making heroes live in song and story4 ,it was very much the same as now1 when the newspaper reporter is invited to the baseball field or to follow the armies of warring nations so as to publish to the world the course of events4 ,the personal magnetism of the skald went into the account and made the story more vivid and its impression more lasting4 ,perhaps the overstepping of actual truth in the recounting was as common among the skalds of old as it is among our own modern newspaper reporters4 ,then as now a good story was wanted1 and the better the story he could tell the stouter was the drink the teller received at its ending4 ,so now the more sensational details the reporter can crowd into a murder story the nearer and surer is his promotion in rank and pay4 ,but the old story teller was safer from being found out1 and his story was accepted at its face value1 which is not always the case with modern newspaper yarns4 ,it is probable that to the tumultuous imagination of the old story tellers is due the astounding deeds of valor and the exaggerated achievements accredited to our forefathers in the legacy of legends that have been handed down from the ancient days4 ,the first story teller recorded in the ,swedish lore is the maid ,gifeon1 in ,odin's retinue4 ,the tale regarding her is something as follows3 ,when ,odin was traveling from ,asia to ,sweden he stopped for a while in ,denmark and in order to propitiate the ,swedish ,king in advance sent ,gifeon in a canoe across the strait with instructions to visit ,king ,gylfe's court and tell the king the most wonderful stories she could compose about the ,asas the ,asiatics4 ,this she did1 and so pleased was ,king ,gylfe with her stories that he offered her as a reward as much land1 wherever she might choose in his domain1 as she could plow in a day4 ,gifeon secretly obtained the assistance of two giants1 who1 changing themselves into oxen plowed up all the land where ,melar ,lake now is and carried the soil southward and dropped it into the sea1 off the coast of ,scania the most ,southern province of ,sweden4 ,thus was formed the island of ,sjelland1 the eastern coast of which fits exactly into the formation of the entrance to ,lake ,melar4 ,when ,gifeon returned to ,odin and told him of her success with ,king ,gylfe1 he was so delighted that he gave her his son ,skjold for a husband4 ,together ,gifeon and ,skjold ruled over the newly-made island and became the forbears of a long line of illustrious ,danish ,kings1 called ,skjoldungs4 ,odin went on to ,sweden1 and because of ,gifeon's wonderful stories he was kindly received by ,king ,gylfe and his people4 ,the last professional story teller of the old school ,i know anything about was old man ,bror4 ,what his real name was ,i do not know1 for everybody called him 8,bror10 the ,swedish for brother1 and received him as such4 ,he never did anything but travel from place to place1 telling the oldest yarns and the latest gossip1 interspersing it with fragments of old songs and new tunes from his old violin4 ,well do ,i remember the old man and his old white horse1 ,dollfoot4 ,as a child ,i loved them both and danced and skipped with glee at the sight of them4 ,when ,i saw ,bror and ,dollfoot turn from the country road to the lane leading to our farm1 ,i used to run shouting the news1 8,bror is coming1 ,bror is coming60 to everybody on the estate1 and never a face did ,i see that did not light up or put on a broader smile at my message4 ,dear old man ,bror6 ,i can see him now sitting contentedly in his blue cariol a ,swedish two-wheeled cart with the reins in his right hand and the other hand on the fiddle across his knee2 his old white head roofed by a nearly equally old broad-brimmed hat1 the right ear leaning confidently towards the shoulder while he hums merrily the 8,sea-,king's ,polska10 and ,dollfoot in slow trot keeping time to the beat of his master's hum6 ,bror always wore blue knee breeches1 white hose1 low shoes with silver buckles1 and a long blue coat with buttons of silver4 ,his horse and his violin were the only loves1 the only cares and the only prides the old man had4 ,the buckles of ,dollfoot's harness shone like the buttons of a new lieutenant's uniform1 and the old violin always nestled tenderly under ,bror's left arm4 ,so long as ,bror was able to mount the saddle he rode his horse4 ,after that he drove in the old cariol4 ,for five and thirty years ,bror and ,dollfoot were boon companions1 known to every man1 woman and child in the province of the ,dales4 ,then ,dollfoot died and his octogenarian master survived but a year4 ,all mourned the mysterious old man and missed his stories4 ,with him passed away1 about thirty years ago1 the last of the old type of traveling story tellers in ,sweden4 ,we children used to climb up into his lap as soon as he had sat down and clamor for a story4 ,and the tales he told about the giants and fairies2 angels and the white ,christ2 ,odin and ,thor2 ,knights and ,vikings1 stand out like stars in the chaos of stories ,i have read since4 ,no matter how well-worded and poetic in setting a story may be1 its reading from the printed page does not produce as striking an impress upon the young mind as does its oral rendering well done4 ,the life and vigor of the teller's interpretative inflections1 intonations1 modulations and movements2 the light of the eye and the expressions of feature add a vividness1 a reality that deeply impress the child's mind4 ,the details may be lost in time1 but the general form will remain forever4 ,this gives the story teller a very great influence in the character building of the young2 for the impulse to courage or generosity or kindliness incited by a story lauding these qualities will never wholly die4 ,on the other hand1 evil stories contaminate young minds beyond all human power of effacement4 ,for the same reason that the phonograph and pianola can never take the place of the singer and musician1 the real story teller can not be satisfactorily replaced by books4 ,the personal element is large in the equation4 ,it would be an interesting study to inquire into the influence which the professional story tellers of ,european and other countries exercised1 by the coloring their own personalities gave to their stories1 over the minds and conduct of the people who for so long a time depended upon them for such mental stimulus as they had4 ,between the maid ,gifeon and the old man ,bror was a long line of skalds of all descriptions--gay and sad1 humble and haughty2 jovial and rollicking singers2 courtly raconteurs and lively comedians4 ,some spread gaiety in the halls of kings and in the castles of barons4 ,others carried news to the monastery and parsonage1 and the humbler were content to make the rounds of the odalmen's firesides4 ,all were welcomed with equal heartiness and sped with the same regrets4 ,perhaps no more picturesque persons have appeared among men1 or held a more unique place in human esteem than the traveling story tellers of the ,northland4 ,illustration3 ,decoration ,,story-,,telling ,,in ,,playgrounds ,,by ,,miss ,,maude ,,summers ,the playground movement is at its source4 ,this is the time1 therefore1 to state the underlying principles and to formulate the ideals that shall guide in carrying the movement forward4 ,in the end1 the playground as a finished product should give beauty and perfection not only to the body of the child but also to the soul4 ,it should include training in the three ,h's of head1 heart and hand1 as well as training in the three ,r's of reverence1 respect and responsibility4 ,no lesser ideal will satisfy those who see the possibilities of the playground in adding to the sum of child happiness and betterment4 ,at present1 in the playground the chief emphasis is placed upon the development of the body3 the story reaches the ,spiritual child4 ,the child learns in but one way by reproducing in his own activity the thing he wishes to be4 ,by means of the imagination the child forms a mental picture which he holds in mind and strives to imitate4 ,therefore the most vital purpose of the story is to give high ideals which are reproduced in character4 ,in consequence1 it is of the utmost importance that the story for the child shall have at its heart a spiritual truth1 or in other words that it shall have a right motive4 ,this truth may be any one of the many virtues such as generosity2 kindness1 hospitality1 courage1 heroism1 chivalry1 etc4 ,it should be worked out in terms of cause and effect according to the immutable law of literature1 whether this be for the child or the adult4 ,this is the law of compensation1 which rewards the good1 and retributive justice1 which punishes the bad4 ,the comic supplement of the ,sunday newspaper is lowering the standard of literary appreciation and debasing the morals of the children in this country4 ,here evil is aggrandized and emphasis is placed upon deceit1 cunning and disrespect for gray hairs4 ,this sheet teaches children to laugh when boys throw water from an upper window upon an apple woman1 or outwit an infirm old man4 ,humor has its place in the literature of childhood and it would be well if gifted writers for children could be found capable of substituting genuine fun for the coarse1 vulgar type now so prominent4 ,when story telling is an integral part of the playground1 thoughtful men and women will give careful consideration to story lists which will be carefully compiled from the literature of every age and nation4 ,america has undertaken the mighty problem of the fusion of races4 ,the great national stories that have nourished these people will also nourish the individual child4 ,in consequence folk stories1 fairy tales1 and hero stories should form a fundamental part of these story lists4 ,these are universal stories which every girl and boy should know4 ,the characters may vary with different ages and people but the fundamental truth is of the spirit1 and will outlast the centuries4 ,child study reveals the fact that there is the earlier period of childhood1 and also the later period of childhood4 ,the games suitable to the needs of the younger children are not adapted to those of the older ones4 ,this same truth should be recognized in the selection of stories4 ,younger children require a different type of story from that chosen for the older ones4 ,the mathematical axiom that the whole includes the parts explains the fact that the 8,grown up0 may enjoy and appreciate a child's story if it is true to the principles of literary art4 ,the young child1 however1 cannot comprehend the story for the adult since the content is beyond his range of experience4 ,it is necessary1 therefore to divide the children into groups based upon age and mental development in order to have success in the art of story telling4 ,the hours set apart for story-telling in the ,playground will vary in different localities and will1 of course1 depend upon the environment and provision made for this aspect of the work4 ,two story hours a day1 one in the morning1 and one in the afternoon1 might be a good average4 ,in a small city in the middle ,west it was the custom of the ,playground ,director to take the youngest children apart about eleven o'clock each morning1 to give them a glass of milk and a graham cracker4 ,immediately after the luncheon the children grouped themselves around the ,director for a half hour or more of story telling4 ,meantime the older children carried on without supervision their regular sports and games in the playground4 ,a second story hour might be set apart in the late afternoon for the older children4 ,all who have tried it will testify to the refining influence of this quiet hour upon girls and boys4 ,in the municipal playgrounds which have been built in so many cities1 large and small1 there is always a house known as the ,recreation ,center4 ,if the playground is in a noisy section of the city near railroads1 elevated trains1 or factories1 the children should be taken into one of the rooms of this neighborhood house for the story hour4 ,on the contrary1 where there is no shelter a tent or one of the portable school houses now so frequently used could be provided to meet this need4 ,here a group of children could cluster to listen to the story4 ,travelers who have been in ,japan tell us that it is not an unusual sight to see a booth within which a professional story-teller takes his place4 ,parents and children alike bring their pennies in payment and then gather about this ,,teller ,,of ,,tales to listen to the best stories in ,japanese literature4 ,these are chosen with the greatest care and are told with beauty of diction1 and with great emphasis placed upon purity of tone1 in the use of language4 ,we hear so much to-day of the ,american voice and its strident quality1 that this story hour might have a far-reaching influence for good not only upon literary appreciation in regard to story contents1 but also upon ,english conversation and the improvement of the ,american voice4 ,an important question is1 who shall tell these stories8 ,the large municipal playgrounds provide for special teachers in the gymnastic work1 in swimming1 and in the different branches of physical development for girls and boys4 ,why not also engage professional story tellers to go to the playground at certain hours of the day8 ,librarians1 kindergartners1 and social workers are now having excellent training in children's literature4 ,from these sources story tellers can be secured to meet the growing demand for story-telling as an integral feature of the playground4 ,another development of the story will be the dramatization of the great hero tales4 ,the cheap theaters of the day are doing an untold amount of harm by giving to children false ideals of life4 ,the best way to overcome this evil is to recognize the need for dramatic expression and allow children to set out their favorite stories4 ,for instance1 if archery grounds are provided1 the children will naturally gravitate toward them after listening to the ,robin ,hood ,ballads4 ,on a summer afternoon a beautiful out-of-door pageant could be enacted by ,robin ,hood and his ,merry ,men4 ,the stories of ,king ,arthur1 with proper training on the physical side1 might lead to a tournament as the most interesting event of the playground season4 ,this close relation between impression and expression finds a unifying centre in dramatization which appeals alike to young and old4 ,properly developed and directed1 it will eventually create an appreciation for the good1 the true1 and the beautiful in music1 art and literature4 ,the playground is the key to the ,democracy of art4 ,let us hope that those interested in the playground movement will have that diffused1 imaginative ardor of the ,prophets of old1 when young men saw visions and old men dreamed dreams4 ,,winter ,,and ,,the ,,pine ,,tree#a #a ,this story is freely translated from the ,german as told in ,alues und ,neues1 a book of easy ,german stories by ,karl ,seeligman1 published by ,ginn and ,co4 7,ed47 ,when ,god the ,lord had created the world1 when the trees1 fresh and beautiful1 stood in the forest and the flowers in the field1 he called the seasons and said3 8,you may divide the trees and flowers among yourselves1 but you must love and care for them40 ,this made the seasons very happy and they played with the children of nature early and late4 ,all went very well for a time1 but soon discord began to appear4 ,bold1 restless ,spring could not get along with plodding thoughtful ,winter2 the glowing ,summer found ,autumn phlegmatic2 ,autumn scolded ,spring because she spoiled the flowers4 ,the quarrel grew worse from day to day and all joy was at an end4 ,thereupon ,autumn said3 8,things can go on this way no longer2 we cannot get along together4 ,come let us divide the earth among ourselves40 ,and this is what happened4 ,the seasons divided the earth among themselves4 ,winter built himself two houses at the two poles2 ,summer encircled the earth at the middle1 and ,spring and ,autumn took the realm in between4 ,the earth was now apportioned and each season had a realm of his own4 ,but fickle ,spring soon brought to pass another change4 ,she did not like the idea of remaining always in one place and therefore called the seasons together and made them this proposition3 8,why should we always remain in one place when the entire earth belongs to us8 ,would it not be better if each of us had a definite time in which the entire earth belonged to him alone80 8,i should be satisfied10 said ,winter1 8if ,i could keep the poles40 ,as the other seasons were satisfied with the idea1 the agreement was made4 ,spring wanted to begin her rule at once and so thoughtful winter said3--8,in order that one may not take all the beauties of the earth for himself1 let us divide them60 8,good10 said ,spring1 8,i will take the buds40 8,to me shall belong the flowers10 said ,summer4 8,the fruits are mine60 cried ,autumn1 8and ,winter shall have the leaves of the trees60 ,winter was satisfied1 the agreement was made and ,spring began her rule4 ,she kissed the flowers till the buds came out and smiled at her4 ,when the buds were opening1 the rule of ,summer began4 ,but now something happened by means of which poor ,winter came to be cheated4 ,a warm friendship began to spring up between the leaves on the trees and the flowers in the grass4 ,they often teased one another4 ,when the sun wished to shine warm upon the flowers1 the leaves of the trees placed themselves between1 but before the flowers thought of it1 the leaves bent away so that the sun beams fell suddenly upon the flowers and blinded them4 ,or1 during a cool rain1 the leaves collected many drops1 and when the flowers thought that the rain was over1 they let the drops fall down4 ,this startled the flowers and they shook their heads4 ,in the meantime the rule of ,summer had come to an end4 ,autumn sat on the throne of the earth and wished to pick the late flowers4 ,then the leaves came and begged ,autumn to let them go down to the flowers4 ,and ,autumn granted their wish1 even though he did not have the right to do so4 ,he shook the trees so that the loose leaves all fell to the earth4 ,and then a gay time began6 ,autumn played a wild melody1 and the leaves danced among the flowers1 till they1 tired and faint1 let their heads hang4 ,soon the leaves themselves laid down for a long sleep4 ,now winter came4 ,bare and deserted1 meadow and forest received him4 ,the only green that greeted him was the pine trees1 because the flowers would have nothing to do with their sharp needles4 ,winter was deeply moved when he saw them1 and while he was whipping off the last leaves which were still hanging on the trees here and there against their will1 he said to the pine trees3 8,i will protect and guard you4 ,when all other trees stand bare and desolate1 you shall glisten in the freshest green1 because you were true to me60 ,this is the story of ,winter and the ,pine ,tree4 ,,arthur ,,and ,,the ,,sword ,once there was a great king in ,britain named ,uther1 and when he died the other kings and princes disputed over the kingdom1 each wanted it for himself4 ,but king ,uther had a son1 the rightful heir to the throne1 of whom no one knew1 for he had been taken away secretly while he was still a baby1 by a wise old man called ,merlin1 who had him brought up in the family of a certain ,sir ,ector1 for fear of the malice of wicked knights4 ,even the boy himself thought ,sir ,ector was his father1 and he loved ,sir ,ector's son1 ,sir ,kay1 like an own brother4 ,the boy's name was ,arthur4 ,when the kings and princes could not be kept in check any longer1 ,merlin had the archbishop of ,canterbury send for them all to come to ,london4 ,they came up to ,london at ,christmas time1 and in the great cathedral a solemn service was held1 and prayer was made that some miracle be given1 to show who was the rightful king4 ,when the service was over1 there appeared a strange stone in the churchyard1 against the high altar4 ,it was a great white stone1 like marble1 with something sunk in it that looked like a steel anvil2 and in the anvil was driven a great glistening sword4 ,the sword had letters of gold written on it1 which read3 8,whoso pulleth out this sword of this stone and anvil is rightwise king born of all ,england40 ,all wondered at the strange sword and its strange writing2 and when the archbishop himself came out and gave permission1 many of the knights tried to pull the sword from the stone1 hoping to be king4 ,but no one could move it a hair's breadth4 8,he is not here10 said the archbishop1 8that shall achieve the sword2 but doubt not1 ,god will make him known40 ,then they set a guard of ten knights to keep the stone1 and the archbishop appointed a day when all should come together to try at the stone1--kings from far and near4 ,in the mean time1 splendid jousts were held1 outside ,london1 and both knights and commons were bidden4 ,sir ,ector came up to the jousts1 with others1 and with him rode ,kay and ,arthur4 ,kay had been made a knight at ,allhallowmas1 and when he found there was to be so fine a joust he wanted a sword1 to join it4 ,but he had left his sword behind1 where his father and he had slept the night before4 ,so he asked young ,arthur to ride for it4 8,i will well10 said ,arthur1 and rode back for it4 ,but when he came to the castle1 the lady and all her household were at the jousting1 and there was none to let him in4 ,arthur said to himself1 8,my brother ,sir ,kay shall not be without a sword this day40 ,and he remembered the sword he had seen in the churchyard4 8,i will ride to the churchyard10 he said1 8and take that sword with me40 ,he rode into the churchyard1 tied his horse to the stile1 and went up to the stone4 ,the guards were all away at the tourney1 and the sword was there alone4 ,young ,arthur went up to the stone1 took the great sword by the handles1 and lightly and fiercely he drew it out of the anvil4 ,then he rode straight to ,sir ,kay with it1 and gave it to him4 ,sir ,kay knew instantly that it was the sword of the stone1 and he rode off at once to his father and said1 8,sir1 lo here is the sword of the stone2 ,i must be king of the land40 ,but ,sir ,ector asked him where he got the sword4 ,and when ,sir ,kay said1 8,from my brother10 he asked ,arthur how he got it4 ,when ,arthur told him1 ,sir ,ector bowed his head before him4 8,now ,i understand ye must be king of this land10 he said to ,arthur4 8,wherefore ,i80 said ,arthur4 8,for ,god will have it so10 said ,ector2 8never man should have drawn out this sword but he that shall be rightwise king of this land4 ,now let me see whether ye can put the sword as it was in the stone1 and pull it out again40 ,straightway ,arthur put the sword back4 ,then ,sir ,ector tried to pull it out1 and after him ,sir ,kay2 but neither could stir it4 ,then ,arthur pulled it out4 ,thereupon ,sir ,ector and ,sir ,kay kneeled upon the ground before him4 8,alas10 said ,arthur1 8mine own dear father and brother1 why kneel ye to me80 ,sir ,ector told him1 then1 all about his royal birth1 and how he was stolen away by ,merlin4 ,but when ,arthur found ,sir ,ector was not truly his father1 he was so sad at heart that he cared not greatly to be king4 ,and he begged his father and brother to love him still4 ,sir ,ector asked that ,sir ,kay might be seneschal when ,arthur was king4 ,arthur promised with all his heart4 ,then they went to the archbishop and told him that the sword had found its master4 ,the archbishop appointed a day for the trial to be made in the sight of all men1 and on that day the princes and knights came together1 and each tried to draw out the sword1 as before4 ,but as before1 none could so much as stir it4 ,then came ,arthur1 and pulled it easily from its place4 ,the knights and kings were terribly angry that a boy from nowhere in particular had beaten them1 and they refused to acknowledge him king4 ,they appointed another day1 for another great trial4 ,three times they did this1 and every time the same thing happened4 ,at last1 at the feast of ,pentecost1 ,arthur again pulled out the sword before all the knights and the commons4 ,and then the commons rose up and cried that he should be king1 and that they would slay any one who denied him4 ,so ,arthur became king of ,britain1 and all gave him allegiance4 ,,local ,,league ,,work ,,how ,,one ,,league ,,was ,,formed ,,by ,,miss ,,mabel ,,cooper ,the ,story ,teller's ,league1 which has done so much towards reviving and encouraging the almost forgotten art of story-telling in the city of ,memphis1 owes its origin to ,prof4 ,wharton ,s4 ,jones1 one of the leading educators of ,tennessee4 ,prof4 ,jones is assistant superintendent of the ,memphis ,city ,schools and in ,november1 #aijg1 he issued an invitation to his teachers to meet him for the purpose of forming a ,story ,tellers' ,league4 ,about forty teachers responded and the ,league was organized with ,prof4 ,jones as president2 ,mrs ,fannie ,landis1 vice-president2 ,miss ,mary ,herron1 secretary1 and an executive committee composed of ,miss ,mable ,solly1 ,mrs4 ,l4 ,b4 ,mitchell1 ,miss ,florence ,schloss and ,miss ,elizabeth ,shield4 ,at this meeting it was decided that the membership should not be limited to teachers in the city schools but to all interested in telling or learning how to tell stories4 ,the membership constantly increased until at the close of the first year there were almost one hundred members1 among which were many teachers from both public and private schools1 ,sunday schools1 prominent club members and ministers4 ,at the second general meeting of the ,league the executive committee had completed and ready for distribution a most attractive ,year ,book showing an outline for the year's work4 ,to defray the cost of printing these year books1 each member was asked to purchase two of them at twenty-five cents each4 ,no other dues were asked except an earnest co-operation and willingness to take part in the programs4 ,there is a special line of stories for study at each meeting and a leader who assigns the numbers and conducts the meetings4 ,the numbers on the program consist of two or three short papers on the origin1 time1 place and value of the particular line of stories discussed1 then two or three stories followed by a discussion4 ,the meetings are held ,saturday morning two weeks apart4 ,one of the most pleasing incidents connected with last year's meetings was the visit of ,dr4 ,richard ,t4 ,wyche1 ,president of the ,national ,story ,tellers' ,league4 ,dr4 ,wyche was most encouraging in his remarks to us and delighted us with several of his stories4 ,the ,memphis ,league belongs to the ,national ,story ,tellers' ,league1 and sent delegates to the ,annual ,convention held at ,knoxville1 ,tenn41 in ,july #aijh4 ,last year's work was devoted principally to stories for primary and intermediate grades4 ,we will proceed along the same line this year1 giving more attention to stories suitable for higher grade children4 ,the executive committee is1 at present1 working on the year book for #aijh-i4 ,on ,october #g1 we held our first meeting4 ,the ,league is yet in its infancy1 but it has gained a popularity most remarkable for so young an organization4 ,it is recognized as a very powerful instrument for accomplishing good and its influence is felt far beyond the city in which it thrives4 ,our year books have been sent1 by request1 to many parts of the country and we are ready to give what help we can1 by way of suggestions1 to aid others in forming leagues4 ,the power of story-telling is limitless4 ,story work stands to the children for what books1 poetry1 drama1 sermon and art are to the adult4 ,the child should be constantly in touch with the best in ,literature1--stories within his comprehension1 stories that may be woven into his experiences1 that will arouse his emotions and lead him to a spontaneous expression of his ideas4 ,to this end the ,story ,tellers' ,league is seeking to develop splendid story tellers of its grown-up members so that they may reach and help the little child4 ,truly it has a noble ambition2 for1 as ,philip ,brooks says1 8,he who helps a child helps humanity with a distinctness1 with an immediateness which no other help given to human creatures in any other stage of their human life can possibly give again40 ,,reports ,,from ,,leagues ,,in ,,summer ,,schools ,,the ,,wooster 7,,ohio7 ,,school ,four summers ago the writer called a meeting in one of the rooms of ,taylor ,hall--one of the ,university buildings used by the ,summer ,school4 ,a tentative organization was formed and meetings held until permanent organization was effected4 ,the meetings were then held in the evening on the campus in front of ,kanke ,hall or the ,memorial ,chapel4 ,a ,kindergartner was also engaged by the management of the school to tell stories for a day or two4 ,each summer since a similar arrangement has been made and now a regular story-hour in the ,model ,school is planned for in addition to weekly meetings of the ,league4 ,this meets on the ,library steps ,saturday evenings at #f3cj4 ,old familiar college and folk songs are sung1 then the story-teller or story-tellers tell their stories1 other songs follow and then all go home happier and better4 ,the story hour is an event here--several times within the past ten summers five or six hundred listeners were seated in a circle round the story-teller and we may safely predict that the ,league has a permanent place in the ,summer ,school program4 ,commercial reasons1 if no other1 will compel it4 ,the attendance at the story hour is not confined to students in the ,summer ,school--many of the leading citizens and summer visitors make it convenient to drop around at that time and join the magic circle4 ,we have been able to discover some splendid story-tellers each summer1 and the great myths and classics of the race have been splendidly told and added much to the lives of many4 ,kipling1 ,van ,dyke1 ,dickens and other masters have been quoted and several interesting1 original stories and adaptations of translations have been given4 ,the type of story has been the very highest4 ,much folk-lore study and legendary investigation has been the outcome of it all4 ,and if the writer had done nothing else during the four years he was a member of the ,faculty of ,wooster ,summer ,school than to organize and keep alive the ,story ,tellers' ,league1 he would have no reason to be ashamed4 ,it is now finally established on a high level1 and will live as long as the ,summer ,school4 ,it will serve as the inspiration to many teachers to learn the fine art1 thus placing within the reach of the little children of the ,republic the golden key to the world's great ,literatures1 and will give to teachers the secret of making children feel at home when at school and keeping them in touch with the heart strings of the future citizens of our country4 ,so mote it be4 ,j4 ,e4 ,,mckean4 ,,from ,,the ,,university ,,of ,,virginia ,among the pleasantest hours of the week at the ,university of ,virginia ,summer ,school1 last ,july1 were the twilight story-telling hours on the campus4 ,somehow there was the true ,golden ,age atmosphere1 perhaps enhanced by the beautiful old academic building and grounds2 the trees and the birds2 the soft air and genial spirit of the ,south4 ,at any rate1 men and women listened rapt to the 8,once upon a time10 and lost themselves in forgotten fairy tales1 portions of the old epics1 folk-lore1 personal anecdote1 funny stories1 and ghost stories4 ,of course1 there were good story-tellers present1 among them being ,mr4 ,woodley of ,new ,jersey1 ,miss ,wiggins of ,north ,carolina1 ,miss ,king of ,virginia1 ,mr4 ,ruediger of ,washington1 ,d4 ,c41 and ,mr4 ,augsburg of ,california4 ,best of all were the biblical and folk-lore stories by ,mr4 ,wyche1 president of the ,story ,tellers' ,league4 ,it is ,mr4 ,wyche's distinction to tell his stories with a simple ,homeric directness impossible to describe but which appeals alike to the child listener and to the jaded professor of ,english4 ,occasionally1 when the spirit moved1 old songs were sung out of the hearts of those present1--,maryland1 ,my ,old ,kentucky ,home1 ,carry ,me ,back to ,old ,virginia1 ,annie ,laurie1 ,suwanee ,river4 ,then more stories1 and1 finally1 dispersal over the campus in singing1 chatting groups4 ,a4 ,s4 ,b4 ,,from ,,emporia1 ,,kansas ,meetings were held at ,emporia1 ,kansas1 in the ,state ,normal ,summer ,school during the second week in ,july4 ,sometimes as many as six hundred would gather on the ,campus just at sunset1 play games for a while and then sit on the grass and steps of the main building that opened to the glow of the west4 ,here for an hour or more stories and songs were rendered4 ,the stories were told largely by members of the faculty1 while the students interspersed the program with the popular national airs and melodies4 ,from this large audience1 a small group have organized themselves into a ,league4 ,,from ,,knoxville1 ,,tennessee ,at the ,summer ,school of the ,south1 the birthplace of the ,league1 the usual twilight meetings were held on ,thursday and ,sunday4 ,the ,summer ,school at ,knoxville had an unusually large attendance and a very full schedule1 with lectures every evening1 yet the ,league always found time for its meeting just after supper4 ,on ,sunday evening1 there being no exercises in the school1 the twilight meetings were unusually large and interesting4 ,programs of the great religious hymns and appropriate stories from the ,bible and other sources were given4 ,the young people came in such large numbers to these twilight meetings that it was found necessary to organize them into a ,junior ,league4 ,they were enthusiastic1 met nearly every evening and told their stories and sang their songs in a creative refreshing way4 ,the time set apart for the annual meeting of the ,national ,league1 ,july #ag at ten ,a4 ,m4 in ,jefferson ,hall1 was devoted to a memorial to ,joel ,chandler ,harris1 who was a charter member of the ,league4 ,the ,president of the ,league called the meeting to order and introduced ,supt4 ,claxton1 who presided and gave a brief talk4 ,the ,georgia delegates1 a hundred or more strong1 sang 8,massa's in the ,cold1 ,cold ,ground40 ,mrs4 ,legg1 of ,georgia1 recited an original poem in memory of ,harris4 ,dr4 ,c4 ,alphonso ,smith1 ,professor of ,english1 ,university of ,north ,carolina1 gave an address on ,joel ,chandler ,harris and his place in literature4 ,mr4 ,r4 ,t4 ,wyche told one of the ,uncle ,remus stories written by ,joel ,chandler ,harris4 ,the attendance was about two thousand4 ,,big ,,rapids1 ,,michigan ,a large and enthusiastic league was formed at ,ferris' ,institute1 ,big ,rapids1 ,mich41 ,july #aijg1 and held a number of meetings4 ,during the past summer the meetings have continued4 ,a picture of the ,league has reached us but no report4 ,r4 ,t4 ,w4 ,,book ,,reviews ,,telling ,,bible ,,stories4 ,by ,mrs4 ,louise ,seymour ,houghton2 ,scribners4 ,if1 as we believe1 the story is one of the best ways to reach and nourish the child's inner spiritual being1 then we must go to the greatest source of spiritual stories1 the ,bible4 ,to those who have been imbued with modern thought1 science and education1 and yet feel the wonderful power and value of the ,bible1 hardly knowing how to meet conditions as they exist1 ,mrs4 ,louise ,seymour ,houghton's book1 8,telling ,bible ,stories10 will come as a welcome supply to a real need4 ,she points out how the literal accuracy takes care of itself1 if the truth underlying goes to the child's heart4 ,the book is for adults1 leading them to analyze the stories and get at the real meaning1 and with that knowledge to construct his own story to suit the needs of the child from three years of age to the adult period4 ,it recognizes the child's growing knowledge of history1 science1 geography1 myth1 fable1 poetry1 etc41 and yet points out1 however valuable and interesting this is1 that the ,bible has this illuminating difference1 that it is saturated with ,god consciousness4 ,,pearl ,,carpenter4 ,,how ,,to ,,tell ,,stories ,,to ,,children4 ,by ,sara ,cone ,bryant2 ,houghton1 ,mifflin ,co41#aije2 pp4 vii1 #bfj4 #a4jj ,this book is intended primarily for the teachers of the kindergarten and of the primary and intermediate grades4 ,it opens with an introduction on story telling in general1 which is followed by chapters successively on the purpose of story-telling in the school2 selection of stories to tell2 adaptation of stories for telling2 how to tell the story2 and some specific schoolroom uses4 ,the second half of the book is devoted to #cb selected stories arranged in three groups1--one for the kindergarten and grade ,i1 and one for grades ,,ii and ,,iii1 and one for grades ,,iv and ,v4 ,the book closes with a bibliography for the story teller1 which must prove to be a veritable gold mine for the teacher and parent and is easily one of the most helpful chapters in the book4 ,as a sample of the good things the book contains1 we reproduce elsewhere in this number of the ,,story ,,hour one of the stories from the third group entitled1 8,arthur and the ,sword40 ,w4 ,c4 ,r4 ,,the ,,constitution ,,and ,,by-,,laws ,,of ,,the ,,national ,,story ,,tellers' ,,league ,,article ,i4 ,,title4 ,the official title of this association shall be 8,,the ,,national ,,story ,,tellers' ,,league40 ,,article ,,ii4 ,,object4 ,the objects of the association shall be3 #a4 ,to encourage the art of story-telling1 and the use of classic and folk-lore stories in schools and other educational centers4 #b4 ,to foster creative work in the arranging and rewriting of stories from various classic and historic sources4 #c4 ,to serve as a medium of exchange of stories and experiences in the use of the story4 #d4 ,to discover in the world's literature1 in history1 and in life the best stories for education1 and to tell them with love and sympathy for the children1 and to bring together in story circles those who love to hear and tell a good story1 the kindergartners1 teachers1 church workers1 children's librarians1 and those whose hearts are afire with this work1 that they might impart its spirit to others4 ,,article ,,iii4 ,,membership4 ,any person may become a member of the ,league by sending the name and address with the annual fee to the ,secretary and ,treasurer of the ,league1 or to the ,vice-,president of his ,state2 or by joining a local league and paying to the proper officer the fee due the ,national ,league4 ,,article ,,iv4 ,,officers4 #a4 ,the general officers of the ,league shall be a ,president1 a ,secretary and ,treasurer1 and an ,editor4 #b4 ,there shall1 in addition to the foregoing1 be a ,vice-,president for each state or province having membership in the ,league4 #c4 ,there shall be a ,governing ,board consisting of seven members1 three of whom shall be the general officers of the ,league1 and the other four members to be appointed by the ,president4 ,,article ,v4 ,,election ,,of ,,officers4 #a4 ,the ,president shall be elected annually at a general meeting of the ,league at a place and time designated by the ,president after he shall have consulted with the ,governing ,board4 ,any member present shall be considered a delegate1 and shall be entitled to a vote in any of the proceedings of the meeting4 ,the ,president so elected shall hold office for one year1 or until his successor shall have been elected4 #b4 ,the ,president1 as soon as may be after his election1 shall appoint the other officers therein before named1 and these shall serve the same length of term as the ,president4 ,,article ,,vi4 ,,duties ,,of ,,officers4 #a4 ,the ,president4 ,all the duties usually incumbent upon the office of ,president of any association shall devolve upon the ,president of this association4 ,in addition to the usual duties of a presiding officer1 he shall appoint all the other officers of the ,league4 #b4 ,the ,secretary and ,treasurer shall perform all the duties usually incumbent upon such officers4 #c4 ,the ,editor shall select and edit all matter offered for publication1 make1 in conjunction with the ,president1 contracts with a publisher1 and perform all other duties usually pertaining to such an office4 #d4 ,the ,governing ,board shall have the power to make and adopt a constitution and by-laws1 and make laws and regulations in accordance therewith for the government of the association2 and shall perform all other duties of an advisory and executive nature4 #e4 ,the ,vice-,president shall look after the interest of the ,league in their respective ,states1 and endeavor to enlist the interest and co-operation of the teachers of their ,states4 ,each ,vice-,president shall exercise a general supervision of the local ,leagues of his ,state1 and advise and assist in the organization of such ,leagues4 ,he shall be on the alert to collect any folk-lore of his locality and ,state4 ,,article ,,vii4 ,,duties ,,of ,,members ,,and ,,local ,,leagues4 ,it shall be the duty of local ,leagues and individual members everywhere to report to the ,president or ,editor1 or to the ,vice-,president of the ,state1 any folk-lore they may find4 ,,article ,,viii4 ,,amendments4 ,this constitution may be amended by a majority vote of the ,governing ,board and ,vice-,presidents1 or by a majority vote of the delegates in any annual meeting4 ,any member or local ,league may petition the ,governing ,board for an amendment4 ,,article ,,ix4 ,this ,constitution shall go into effect as soon as it shall have received the assent of a majority of the ,governing ,board4 ,,by-,,laws#b #a4 ,the annual membership fee of this association shall be half-dollar1 to be paid to the ,treasurer direct1 or to the ,vice-,president of the ,state1 or1 if a member of a local ,league1 then to the proper officer of such a ,league4 #b4 ,subordinate1 or local1 ,leagues may be formed in any community in accordance with the regulations prescribed by the ,national ,league4 ,such local ,leagues when organized may adopt their own laws and rules of procedure1 provided nothing shall be done which is not in accord with the constitution of the ,national ,league4 ,the ,governing ,board shall devise and prescribe rules for the organization of subordinate ,leagues4 #c4 ,the ,subordinate ,leagues shall be responsible to the ,national ,league for annual fee of ten cents a member due the ,national ,league by local members4 ,for ,junior ,leagues there shall be no fee4 #d4 ,the general officers shall make an annual report to the general meeting of the ,league4 #e4 ,no officer of the ,league shall draw a salary4 #f4 ,the fees collected from members shall be devoted exclusively to paying the expenses which the general officers and vice-presidents have incurred in the exercise of their duties4 #b ,subject to amendments at each annual meeting4