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likeness with one who 〃ain't got the sense he was born with。〃 And what
occurred so visibly in his case goes on quietly in the hidden recesses of the
mind in many cases。 One 〃Epaminondas〃 is worth three lectures。
I wish there were more of such funny little tales in the world's
literature； all ready； as this one is； for telling to the youngest of our
listeners。 But masterpieces are few in any line； and stories for telling are
no exception； it took generations； probably； to make this one。 The demand
for new sources of supply comes steadily from teachers and mothers； and
is the more insistent because so often met by the disappointing
recommendations of books which prove to be for reading only； rather than
for telling。 It would be a delight to print a list of fifty； twenty…five； even
ten books which would be found full of stories to tell without much
adapting。 But I am grateful to have found even fewer than the ten； to
which I am sure the teacher can turn with real profit。 The following names
are； of course； additional to the list contained in 〃How to Tell Stories to
Children。〃
ALL ABOUT JOHNNIE JONES。 By Carolyn Verhoeff。 Milton
Bradley Co。； Springfield； Mass。 Valuable for kindergartners as a supply of
realistic stories with practical lessons in simplest form。
OLD DECCAN DAYS。 By Mary Frere。 Joseph McDonough； Albany；
New York。 A splendid collection of Hindu folk tales； adaptable for all
ages。
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Stories To Tell Children
THE SILVER CROWN。 By Laura E。 Richards。 Little； Brown & Co。；
Boston。 Poetic fables with beautiful suggestions of ethical truths。
THE CHILDREN'S HOUR。 BY Eva March Tappan。 Houghton；
Mifflin & Co。； Boston； New York； and Chicago。 A classified collection； in
ten volumes； of fairy； folk tales； fables； realistic； historical； and poetical
stories。
FOR THE CHILDREN'S HOUR。 BY Carolyn Bailey and Clara Lewis。
Milton Bradley Co。； Springfield。 A general collection of popular stories；
well told。
THE SONS OF CORMAC。 By Aldis Dunbar。 Longmans； Green &
Co。； London。 Rather mature but very fine Irish stories。
For the benefit of suggestion to teachers in schools where story…
telling is newly or not yet introduced in systematic form； I am glad to
append the following list of stories which have been found； on several
years' trial； to be especially tellable and likable； in certain grades of the
Providence schools； in Rhode Island。 The list is not mine； although it
embodies some of my suggestions。 I offer it merely as a practical result of
the effort to equalize and extend the story…hour throughout the schools。 Its
makers would be the last to claim ideal merit for it； and they are constantly
improving and developing it。 I am indebted for the privilege of using it to
the primary teachers of Providence； and to their supervisor； Miss Ella L。
Sweeney。
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Stories To Tell Children
STORIES FOR REPRODUCTION
FIRST GRADE Chicken Little The Dog and his Shadow Barnyard
Talk The Hare and the Hound Little Red Hen Five Little Rabbits Little
Gingerbread Boy The Three Bears The Lion and the Mouse The Red…
headed Wood… The Hungry Lion pecker The Wind and the Sun Little Red
Riding…Hood The Fox and the Crow Little Half…Chick The Duck and the
Hen The Rabbit and the Turtle The Hare and the Tortoise The Shoemaker
and the The Three Little Robins Fairies The Wolf and the Kid The Wolf
and the Crane The Crow and the Pitcher The Cat and the Mouse The Fox
and the Grapes Snow…White and Rose…Red
SECOND GRADE The North Wind The Lark and her Little The
Mouse Pie Ones The Wonderful Traveler The Wolf and the Goslings The
Wolf and the Fox The Ugly Duckling The Star Dollars The Country
Mouse and the The Water…Lil City Mouse The Three Goats The Three
Little Pigs The Boy and the Nuts Diamonds and Toads The Honest
Woodman The Thrifty Squirrel The Pied Piper How the Robin's Breast
King Midas became Red The Town Musicians The Old Woman and her
Raggylug Pig Peter Rabbit The Sleeping Apple The Boy who cried 〃Wolf〃
The Cat and the Parrot
THIRD GRADE The Crane Express How the Mole became Little
Black Sambo Blind The Lantern and the Fan How Fire was brought to
Why the Bear has a Short the Indians Tail Echo Why the Fox has a White
Piccola Tip to his Tail The Story of the Morning… Why the Wren flies low
Glory Seed Jack and the Beanstalk The Discontented Pine The Talkative
Tortoise Tree Fleet Wing and Sweet Voice The Bag of Winds The Golden
Fleece The Foolish Weather…Vane The Little Boy who wanted The Shut…
up Posy the Moon Pandora's Box Benjy in Beastland The Little Match
Girl Tomtit's Peep at the World
FOURTH GRADE Arachne The First Snowdrop The Porcelain Stove
The Three Golden Apples Moufflou Androclus and the Lion Clytie The
Old Man and his The Legend of the Trailing Donkey Arbutus The Leak in
the Dike Latona and the Frogs King Tawny Mane Dick Whittington and
his The Little Lame Prince Cat Appleseed John Dora； the Little Girl of the
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Stories To Tell Children
Narcissus Lighthouse Why the Sea is Salt Proserpine The Little Hero of
Haarlem The Miraculous Pitcher The Bell of Justice
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Stories To Tell Children
STORY…TELLING IN TEACHING
ENGLISH
I have to speak now of a phase of elementary education which lies
very close to my warmest interest； which； indeed； could easily become an
active hobby if other interests did not beneficently tug at my skirts when I
am minded to mount and ride too wildly。 It is the hobby of many of you
who are teachers； also； and I know you want to hear it discussed。 I mean
the growing effort to teach English and English literature to children in the
natural way： by speaking and hearing；orally。
We are coming to a realization of the fact that our ability； as a people；
to use English is pitifully inadequate and perverted。 Those Americans who
are not blinded by a limited horizon of cultured acquaintance； and who
have given themselves opportunity to hear the natural speech of the
younger generation in varying sections of the United States； must admit
that it is no exaggeration to say that this country at large has no standard
of English speech。 There is no general sense of responsibility to our
mother tongue （indeed； it is in an overwhelming degree not our mother
tongue） and no general appreciation of its beauty or meaning。 The average
young person in every district save a half…dozen jealously guarded little
precincts of good taste； uses inexpressive； ill… bred words； spoken without
regard to their just sound…effects； and in a voice which is an injury to the
ear of the mind； as well as a torment to the physical ear。
The structure of the language and the choice of words are dark matters
to most of our young Americans； this has long been acknowledged and
struggled against。 But even darker； and quite equally destructive to
English expression； is their state of mind regarding pronunciation；
enunciation； and voice。 It is the essential connection of these elements
with English speech that we have been so slow to realize。 We have felt that
they were externals； desirable but not necessary adjuncts；pretty tags of
an exceptional gift or culture。 Many an intelligent school director to…day
will say； 〃I don't care much about HOW you say a thing； it is WHAT you
say that counts。〃 He cannot see that voice and enunciation and
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Stories To Tell Children