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diff --git a/old/63669-0.txt b/old/63669-0.txt deleted file mode 100644 index de43149..0000000 --- a/old/63669-0.txt +++ /dev/null @@ -1,3605 +0,0 @@ -The Project Gutenberg EBook of The Story Tellers' Magazine, Vol. I, No. 1, -June 1913, by Various - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: The Story Tellers' Magazine, Vol. I, No. 1, June 1913 - -Author: Various - -Release Date: November 7, 2020 [EBook #63669] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK STORY TELLERS' MAGAZINE, JUNE 1913 *** - - - - -Produced by hekula03, Les Galloway and the Online -Distributed Proofreading Team at https://www.pgdp.net (This -book was produced from images made available by the -HathiTrust Digital Library.) - - - - - - - Transcriber’s Notes - -Obvious typographical errors have been silently corrected. Variations -in hyphenation and all other spelling and punctuation remains unchanged. - -Italics are represented thus _italic_, and bold thus =bold=. - - - - - VOL. I NO. 1 - - THE - STORY - TELLERS’ - MAGAZINE - - JUNE - - [Illustration] - - PVBLISHED BY THE - STORYTELLERS - COMPANY NEW YORK - - - - - THE STORYTELLERS’ MAGAZINE - - RICHARD T. WYCHE, Editor - - - CONTENTS PAGE - - NIMMY NIMMY NOT. Retold 1 - by Emelyn Newcombe Partridge and George Everett Partridge, Ph.D. - - THE TAILEYPO 7 - by Richard T. Wyche - - JOHNNY CAKE. Retold 10 - by Frank E. Spaulding and Catherine T. Bryce - - THE TWELVE MONTHS. Retold 13 - by R. T. Wyche - - STORY TELLING AND EDUCATION 19 - by George Everett Partridge, Ph.D. - - STORY TELLING IN BOSTON 24 - by Mary W. Cronan - - THE STONE LION. Retold 26 - by Emelyn Newcombe Partridge and George Everett Partridge, Ph.D. - - THE OYSTER AND ITS CLAIMANTS 29 - from La Fontaine’s Æsop’s Fables - - THE PSYCHO-THERAPEUTIC VALUE OF STORY TELLING 30 - by Frances E. Foote - - STORY TELLING FOR MOTHERS 32 - - THE BEOWULF CLUB OF WEST VIRGINIA UNIVERSITY 34 - by John Harrington Cox - - HOW TO ORGANIZE A STORY TELLERS’ LEAGUE 35 - - WHAT THE LEAGUES ARE DOING 36 - - EDITORIAL 37 - - THE MOTHER—THE CHILD—THE STORY 39 - - THE GREAT EPICS—STORY HOUR CYCLE 40 - - SOME RECENT BOOKS 42 - - BIBLIOGRAPHY 44 - - STORY TELLERS’ LEAGUES 51 - - BUSINESS DEPARTMENT 55 - - - Published Monthly - at 27 West 23d St., New York, N. Y. - - BY - THE STORYTELLERS’ CO. - -R. T. WYCHE, _Pres._ E. C. DE VILLAVERDE, _Sec’y_ H. D. NEWSON, _Treas._ - Address, 27 West 23d Street, N. Y. - - Subscription $1.00 per Year 10 cents the Copy - _Copyright 1913, by The Storytellers’ Co._ - - -[Illustration: And by the vision splendid is on his way attended - WORDSWORTH] - - - - - THE STORYTELLERS’ MAGAZINE - - VOL. I ∴ JUNE, 1913 ∴ NO. 1 - - - Nimmy Nimmy Not - - An English Fairy-tale - - Retold from _English Folk and Fairy Tales_—Camelot Series - - This story is built upon the lines of a perfect dramatic unit, as set - forth by Freytag in his “Technik des Dramas”—(1) _Exposition._ Facts - preceding the principal interest, i. e. the girl and her mother, - etc. (2) _Ascending Action._ The coming of the king. The task. The - development of the plot. (3) _The Climax._ This is the revelation of - the name by the king, followed by the _Supreme Moment_ which was the - revelation of the proper name to Nimmy Nimmy Not. (4) _Descending - Action._ The disposal of the villain through his “shrivelling up” and - “flying away.” (5) _Conclusion._ “Living happy ever after.” - - Joseph Jacobs in his “English Fairy Stories” gives us the following - information in regard to the story: “Unearthed by Mr. E. Clodd, - from the Suffolk Notes and Queries of the _Ipswitch Journal_, and - re-printed by him in _Folk-Lore Journal_ vii. 138-43. It has its - parallels in Devonshire’s as “Duffy and the Devil,” in Hunt’s - _Romances and Drolls of the West of England_, 239-47; in Scotland two - variants are given by Chambers, “In _Popular Rhymes of Scotland_.” It - is clearly the same as Grimm’s “Rumpelstiltskin” (No. 14). - - Mr. Clodd sees in the class of name-guessing stories, a “survival” - of the superstition that to know a man’s name gives you power over - him, for which reason savages object to tell their names. It may be - necessary—to explain to the little one, that Tom Tit can only be - referred to as “That” because his name is not known until the end. - - The version of the story here given is republished by permission from - “Story Telling in School and Home,” by Evelyn Newcombe Partridge and - George Everett Partridge, Ph. D., New York. Sturgis & Walton Co. - - The illustrations for the story are reproduced from “English Fairy - Stories,” through the courtesy of the author Joseph Jacobs and the - publishers Messrs. G. P. Putnam’s Sons, New York. - - -Once upon a time there was a woman, and she baked five pies. And when -she took them from the oven, she found that they had baked so long the -crusts were too hard to eat. So she said to her daughter: - -“Put you them there pies on the shelf, and by and by they’ll come -again.” She meant, you know, the crust would get soft. - -The girl, she took the pies into the pantry, and she put them upon the -shelf in a long even row. She looked at them, and she thought how good -they would taste. - -“Well, if them there pies’ll come again,” she said to herself, “I may -as well eat them now.” - -So she _ate them all, first and last_! - -Come supper time, the woman said: - -“Go you and get one of them there pies, I dare say they’ve come again -by this time.” - -The daughter she went into the pantry, and she looked at the shelf. -There were the five pie plates _just as she had left them,—empty_! So -she went back to her mother and she said: - -“Noo, they ain’t come again.” - -“Not one of them?” said the mother. - -“Noo, not one of them,” says she. - -“Well, come again or not come again, I’ll have one for my supper.” And -the old woman went toward the pantry. - -“But you can’t have one, if they ain’t come again, mother.” - -“But I can,” the woman declared. “I’ll have the best one for my supper.” - -“Best or worst,” the daughter said, “_I’ve ate them all!_ And you can’t -have one ’til they’ve come again!” - -Well, the woman, she was so astonished she forgot all about supper. She -carried her spinning to the doorway, and as she span, she sang a little -song about her daughter: - - “My daughter has ate five, _five_ pies today, - My daughter has ate five, _five_ pies today!” - -Now the king was coming down the road, and he heard the woman singing, -but he could not hear the words. So he stopped in front of the door and -said: - -“My good woman, what were you singing?” - -Now the old woman did not want anyone to know what a greedy daughter -she had; so she sang instead of that, - - “My daughter has spun five, _five skeins_ today.” - -“Land sakes alive!” said the king, “I never heard tell of anyone’s -doing that. Now look you here, my good woman. I _want a wife_, and I’ll -marry your daughter. But look you here. For eleven months of the year -she shall have all the victuals she wants to eat, and all the clothes -she wants to wear, and all the company she likes to keep. _But the -twelfth month, she must spin five skeins every day, or off’ll go her -head!_” - -“All right,” says the woman, for she thought: - -“What a grand marriage this will be. And as for them there five skeins, -by that time he’ll forget all about them.” - -So they were married. And for eleven months the girl had all the -victuals she wanted to eat, and she had all the clothes she wanted to -get, and she had all the company she liked to keep. But sometimes she -felt a little uneasy. _Sometimes_ she thought of that spinning she must -do. - -The king, he never said one word about the five skeins, so as the -eleven months had nearly passed, the girl thought that he had forgotten -all about it. - -But one day, it was the _last day of the eleventh month_! The king came -to her, and he took her into a little room she had never seen before. -There was nothing in it but a spinning wheel and a little chair and a -small bare table. - -“Here, my girl,” says he, “here I’ll put you tomorrow. And I’ll lock -the door. And here you must stay all day long. At night I’ll come, and -if you’ve not spun the five skeins, _off’ll go your head_!” And away he -went about his business. - -Well, the girl was that frightened! She had always been such a gatless -creature that _she didn’t even know how to spin_! She sat down on a -stool and she began to cry. _How she did cry!_ - -[Illustration: The little black thing] - -However, _all of a sudden_ she heard a knocking, knocking, low down at -the door. She got up and she opened the door. _There stood a little -black thing_, WITH A LONG BLACK TAIL. And That looked up at her out of -the corner of That’s eyes, and That says: - -“What are you crying for?” - -“What’s that to you?” says she. - -“Never you mind, but tell me what you are crying for. Perhaps I can -help you,” the little black thing told her. - -“Well, it can’t do any harm, if it doesn’t do any good,” she thought. -So she told him all about the five pies, and the five skeins and -everything. - -“This is what I’ll do,” says that little black thing, twirling his BIG -BLACK TAIL. “I’ll come to your window every morning and get the flax, -and at night I’ll bring it home all spun.” - -“What’s your pay?” says she. - -_That_ looked at her again out of the corner of _That’s_ eyes. “I’ll -give you three guesses every night to guess my name, and if you haven’t -guessed it by the last night, _you shall be_ MINE!” - -The girl thought that she would be sure to guess it before the month -was up, so she said: - -“All right.” - -“All right,” That says, and _how That did twirl That’s tail_! - -Well, the next day, the king took her into the room, and there was the -flax, and the day’s supply of victuals. - -“Now, my dear,” says he, “if that ain’t spun by night, _off’ll go your -head_.” Then he went out and locked the door behind him. - -The king had no sooner gone, than a _knock,—knock_ came at the window. -There was the little black thing sitting on the window ledge. She gave -him the flax and away he flew. - -Well, at evening, the knocking came again at the window. The girl -opened it, and there stood the little black thing with the flax on his -arm, all beautifully spun. - -“Here it is,” he said, as he gave it to her. “Now, what’s my name?” - -“Is that Bill?” says she. - -“Noo, that ain’t,” says he, and he twirled his tail. - -“Is that Ned, then?” - -“Noo, that ain’t.” - -“Well, is that Mark, then?” she asked. - -“Noo.” And That twirled That’s tail harder and away That flew. - -When the king came in, there were the skeins beautifully spun. - -“Well, I see, my dear, that you won’t lose your head tonight.” And he -went away and left her locked in the room. - -So every day the flax and the food were brought to the girl. And every -morning the little black imp would knock at the window and carry away -the flax, and every night it would bring back the flax spun. And every -night the girl would try the three times to guess the imp’s name, but -she could never guess the right one. - -At last, the last day had come. And that night when the imp brought -back the skeins, he said: - -“What, ain’t you guessed my name yet?” - -“Is that Nicodemas?” says she. - -“Noo, that ain’t,” That says. - -“Is that Samuel?” - -“Noo, not that neither.” Then That looked at her with That’s eyes _like -coals of fire_, and That says: - -“Woman, there’s only _tomorrow night_, and THEN YOU’LL BE MINE!” And -away That flew. - -Well, the girl she felt that bad. However, she heard the king coming -along the passage. In he came, and when he saw the five skeins, he said: - -“My dear, I don’t see but you’ll have your skeins ready tomorrow night -as well, so I reckon I shall not have to kill you, and I’ll have supper -in here tonight.” - -So they brought the supper in, and the two sat down to the table. - -Well, he had eaten but a mouthful, when he began to laugh. - -“What are you laughing at?” the girl asked him. - -“Well, today when I was out in the forest, I saw the funniest sight.... -I was in a strange part where I had never been before. And I saw an -old chalk pit.... And I heard the queerest humming and humming coming -from the pit. So I got off my hobby and crept over to the pit without -making a bit of a sound. And there I saw the strangest looking little -black thing with a long, black tail. And That was sitting at a little -spinning wheel, and That was spinning so fast that I could scarcely see -the wheel. And while That span, That sang, - - “Nimmy, nimmy not, - My name is Tom Tit Tot.” - -“And That kept singing it over again and again.” - -When the girl heard this, she was so happy that she could almost have -_jumped out of her skin for joy_, but she didn’t say a word. - -Next day, that little black thing looked _so maliceful_! And when night -came she heard the knock at the window, she opened it, and the little -black thing jumped into the room. He was grinning from ear to ear, and -O! That’s tail was twirling round so fast! - -“What’s my name?” That said, as That gave her the skeins. - -“Is that Solomon?” said the girl, pretending to be afraid. - -“Noo, that ain’t,” That said, and That came further into the room. - -“Well, is that Zebedee?” says she again. - -“Noo, that ain’t.” And then That laughed, and twirled That’s tail until -you could hardly see That. - -“Take time, woman! The next guess AND YOU ARE MINE!” And That stretched -out That’s black hands at her. - -[Illustration] - -Well, she moved back a step or two, and she looked at that little black -thing, and then she laughed out, and says she, pointing her finger at -it, - - “Nimmy, nimmy not, - Your name is Tom Tit Tot.” - -When that black impet heard her, That _shriveled right up_, and away -That flew and was never heard of again. - -And the girl lived happily ever after, and the king never again asked -her to do any more spinning. - - - - - The Taileypo - - _BY RICHARD T. WYCHE_ - - - The Taileypo story was told to me by the Rev. George Washington Neale, - a student friend of mine, years ago, in Chicago University. Mr. Neale - said that he had heard the story many times in his childhood, from the - lips of the old negro story tellers in Tennessee. This story has its - variant in the story of “The Golden Arm,” which was written by Mark - Twain, Joseph Jacobs and also in a collection by S. Baring-Gould. - - It is a story that loses much in the writing, as it is impossible to - give voice modulation in cold print. After hearing Mr. Neale tell it - a number of years ago, in Chicago, I took it up and began to tell it, - and found many people in the South, who had heard the old negroes tell - it. - - In January 1905, I was in Atlanta, Ga., and went with Joel Chandler - Harris, the author of “Uncle Remus,” to the West End School, where I - told a number of Uncle Remus stories to the children. Beginning in the - first grade, where Mr. Harris’s little grandson was then a pupil and - ending in the higher grades, where I told The Taileypo story. When the - story was done, Mr. Harris said it was one of the best negro stories - he had heard, but that I did not have all of the story. There was, he - said, another piece of the story that should be linked with this to - make it complete, and I said to Mr. Harris: “Find the other piece, and - write the story complete.” - - One year after that Harris published the story in the Metropolitan - Magazine, New York, January 1906. Harris gave it a setting and - artistic atmosphere, bringing in Brer’ Rabbit and Mister Man. He put - it in the mouth of Uncle Remus, and had the old negro, as in his other - books, tell the story to the little boy. That was a demonstration to - me as to how Harris took many of the negro stories in the raw, and - passing them through the magic of his imagination made them into art. - - We are frequently puzzled to find humorous stories for the boys and - girls,—they must have humor. This story has universally amused them - wherever it has been told. In it reverberates the barbaric ages from - whence the race came, and it is a spontaneous expression of life - from the primitive standpoint. To find a story that the boys and - girls think humorous, and to laugh together with them, is decidedly - refreshing and healthful to the teacher, who has dwelt so much on - grammatical forms which are not fundamental in a child’s interest. As - Joseph Jacobs, says, “The children know the happenings in the story - are make-believe just as much as the spectators of a tragedy. Every - one who has enjoyed the blessing of a romantic imagination has been - trained upon such tales of wonder.” - - However, if one’s imagination and sense of humor is undeveloped, and - the story is taken seriously rather than humorously, it loses its - value and should not be told. For that reason the story teller or - teacher must study his auditors. - - As Uncle Remus would say, I will “’gin it out to you as it was ’gunt - to me.” - - -In the mountains of Tennessee, ’way back in de big woods, lived onct a -man, in a house all by his self. This man had one room to his house, -and dat room was his kitchen. - -One night, when de man was sleepin on his bed, he heerd sup’ner roun -de fire place snifflin, lickin de pots, de fryinpans, and de skillets, -car’en on and g’wyin on. De man struk a light, and dar he see de -curioses lookin varmint what you ever laid eyes on, a varmint wid a -great, long tail. No sooner de man see de varmint dan he retched for -his hatchet. He made one sweep at him, and clipped his tail squar off -behime. De varmint he run out thu de cracks er de logs and tuk to de -woods. - -De man, fool-lik, took an cooked de tail, et it,—and den he went to -bed. ’Way long in de night, suppen cum and got up over de man’s do, and -scratched and sed: - -“Taileypo, I want’s my ta-a-a-a-a-a-iley-po.” - -De man had three dogs: one name Uno, and one Ino, and one -Cumticocalico. De man call his dogs, “Yer! Yer! Yer!” - -De dogs dey cum bilin out frum under de house. De varmint he run down -side de house and jumped. De dogs snapped at him, but he got away, and -dey run’ed him and run’ed him ’way back in de big woods. De man he tuk, -he did and went back to bed, and went to sleep. - -But ’way long in de night, de thing cum and got up in de crac’ er de -man’s do and sed: - -“Taileypo, you know,—I know,—all I want’s my Ta-a-a-a-a-a-iley-po.” - -De man call his dogs, “Yer! Yer! Yer!” - -Uno, Ino and Cumticocalico cum abustin roun de cordner of de house. De -varmint jumped down from de side of de house and tuk to de woods. De -dogs ketch him at de gate,—knock down de gate an tore down de fence. -He got away, but dey jus’ natchally tore up de earth runnin him ’way -frum dar. De man tuk, he did and went back to bed and went to sleep. - -’Way long in de night, jus befo day, de man he heard sup’ner down de -hill, sayin: - -“Uno, Ino, all I want’s my Ta-a-a-a-a-a-iley-po.” - -By and by he heard him in de crack up over de do, sayin: - -“Taileypo, I want’s my Ta-a-a-a-a-a-iley-po.” - -De man call de dogs, “Yer! Yer! Yer!” - -De dogs didn’t cum: de Taileypo dun car’ed em off sumeres in de woods, -lost em or kil’t em. - -Arter a while—de Taileypo stop. Everything was still. De man drapped -back on his pillow, but fo long he feel supen and heard supen scratchin -and clawin at de foot of de bed. Supen ketch holt er de kivers, and -clawed lak a cat a’climin up. De man rais his haid up and look, and -he see two bright eyes, lak balls er fire, lookin right pine blank at -him frum de foot er de bed. De varmint crawl up nigher and nigher on -de man. He can see his little short ’years by de light er his eyes. De -varmint say right easy to de man again: - -“Taileypo—I want my te-e-e-e-e-e-eley-po!” - -De man try to holler. He opens his mouf, but lak a man in his sleep, he -ca’nt mak a soun’. De varmint crawl right up on top er de man and say -right easy again: “Taileypo.” - -“I want’s my te-e-e-e-e-e-eley-po!” - -De man’s voice cum back to him, and he say: - -“I aint got your taileypo.” - -De varmint says, “Yes, you is.” - -He jumped on de man and scratch him all to pieces, and got his taileypo. - -All dat’s lef of de man’s house now is de rude heart-stone, and dey say -dat when de moon rises roun and red and shines down dat lonely hollow, -and de win’ blow, dat you can hear a voice in de win’ day say: - -“Tail-a-a-a-a-a-e-eley-po-o-o-o!” and die in de distance. - - - - - Once Upon a Time - - -Every now and then the postman leaves at the office of THE EVENING SUN -a message that brims over with pleasure for the recipient. Among such -communications we gratefully acknowledge the following, addressed to us -by a young friend in the South: - - “DURHAM N. C. March 29. - - ”DEAR EDITOR—I like the Once upon a time stories very much pleas make - them a little longer Father reads them to me after Supper. do you tell - them to your little boy or girl with love Lucy Glasson Mary likes them - to” - -Time was, LUCY, when we told some of these stories to our little boy -and girl at bedtime, and now, years afterwards, we are glad to think -that we can tell them over to thousands of other people’s little boys -and girls. If only they will think of us occasionally as LUCY GLASSON -does, “with love,” how rich will be our reward. _N.Y. Evening Sun._ - - * * * * * - -North Carolina has recently organized a Folk-Lore Society, which will -be a branch of the National Folk-Lore Society. - - - - -[Illustration: Domestic scene] - - - Johnny Cake - - - Mr. Joseph Jacobs publishes this story in his Collection of - “English Fairy Tales.” He gives as his source “_American Journal of - Folk-Lore_,” ii. 60. Another variant of this story is found in “The - Gingerbread Boy,” in _St. Nicholas_, May, 1875. Chambers gives two - versions of the same story, under the title “The Wee Bunnock,” the - first of which is one of the most dramatic and humorous of folk tales. - Unfortunately the Scotticisms are so frequent as to render the Droll - practically untranslatable. “The Fate of Mr. Jack Sparrow” in _Uncle - Remus_ is similar to that of Johnny Cake. - - The version herewith is taken from the Aldine Fourth Reader, by Frank - E. Spaulding and Catherine T. Bryce, through the courtesy of the - publishers, Newson & Company, New York. - - -Once upon a time there was an old man, and an old woman, and a little -boy. One morning the old woman made a Johnny Cake, and put it into the -oven to bake. - -Then she said to the little boy: “You watch Johnny Cake while your -father and I go out to work in the garden. Don’t let it burn.” - -The little boy soon got tired watching the oven, and went to look out -of the window. All of a sudden he heard a noise back of him. He looked -around quickly. The oven door popped open. Out jumped Johnny Cake. Away -he went rolling along, end over end, through the open door, down the -steps, and out into the road, long before the little boy could catch -him. - -“Mother! Father! Johnny Cake’s running away!” cried the little boy, and -down the street he ran after Johnny Cake. - - -[Illustration:woman running] - -His father and mother threw down their hoes and gave chase too. But -Johnny Cake outran all three a long way, and was soon out of sight. The -old man, the old woman, and the little boy, quite out of breath, sat -down by the roadside to rest. - -On ran Johnny Cake. By and by he came to two well diggers, who looked -up from their work and called out, “Where are you going Johnny?” - -“I’ve outrun an old man, an old woman, and a little boy, and I can -outrun you, too-o-o!” - -“You can, can you? We’ll see about that!” - -They threw down their spades and ran after him. But Johnny Cake -outstripped them also. Seeing they could never catch him, they gave up. - -On ran Johnny Cake. By and by he came to a bear. - -“Where are you going Johnny?” growled the bear. - -“I’ve outrun an old man, an old woman, a little boy, and two well -diggers, and I can outrun you, too-o-o!” - -“You can, can you?” growled the bear; “we’ll see about that!” - -[Illustration: Boy running] - -And he rushed thump, thump, after Johnny Cake, who never stopped to -look behind him. Before long the bear was left far behind, so at last, -breathless and panting, he stretched himself out by the roadside to -rest. - -On ran Johnny Cake. By and by he came to a wolf. “Where are you going, -Johnny Cake?” yelped the wolf. - -“I’ve outrun an old man, an old woman, a little boy, two well diggers, -and a bear, and I can outrun you, too-o-o!” - -“You can, can you?” snarled the wolf; “we’ll see about that!” - -And he set into a gallop after Johnny Cake, who went on so fast that -the wolf saw there was no hope of overtaking him, and he, too, lay down -to rest. - -On ran Johnny Cake. By and by he came to a fox that lay quietly in a -corner of the fence. - -“Where are you going, Johnny Cake?” called the fox, in a sharp voice, -but without getting up. - -“I’ve outrun an old man, an old woman, a little boy, two well diggers, -a bear, and a wolf, and I can outrun you, too-o-o!” - -“I can’t quite hear you, Johnny Cake; won’t you come a little closer?” -said the fox. - -Johnny Cake went a little nearer to the fox and called out in a very -loud voice: - -“I’ve outrun an old man, an old woman, a little boy, two well diggers, -a bear, and a wolf, and I can outrun you, too-o-o!” - -“Can’t quite hear you; won’t you come a little closer?” said the fox, -in a feeble voice, as he put one paw behind his ear. - -[Illustration: Satisfied fox] - -Johnny Cake came up quite close, and leaning towards the fox, screamed -out, “I’ve outrun an old man, an old woman, a little boy, two well -diggers, a bear, and a wolf, and I can outrun you, too-o-o!” - -“You can, can you?” yelped the fox, and he snapped up Johnny Cake in a -twinkling. - - - - -[Illustration: - - The - Twelve - Months - - An Oral Re-telling - _of a_ - BOHEMIAN FAIRY STORY - _by_ - R. T. WYCHE] - - -In the Bohemian land there lived a woman, who had one daughter named -Katinka, and a stepdaughter named Dobrunka. The woman, naturally, -loved her own daughter more than she did her stepdaughter, but her own -child was not as fair nor had she as pleasing a disposition as had the -stepdaughter Dobrunka. - -This displeased the woman so that she made Dobrunka, the stepdaughter, -do all the housework, the cooking and the churning, whereas, her own -daughter, Katinka, she dressed in fine clothes and let her live in -idleness. And more than that—she frequently allowed Katinka to order -Dobrunka around the house as if she were a servant. Dobrunka was always -pleasing in countenance and in spirit, and the work she did made her -strong and wholesome, whereas the idleness in which Katinka lived made -her very disagreeable. - -One day, Katinka came to Dobrunka, and said: “Dobrunka, I want some -violets; go out into the fields or the forest and find me some.” - -Dobrunka said, “Why Katinka, that is a strange request. This is not the -time for violets; it is mid-winter.” - -Whereupon Katinka grew very angry and said: “Go, do as I say and bring -me some violets, or I shall beat you to a jelly.” With that Katinka -pushed her out of the door and with the help of her mother barred the -door behind her. - -Now, it was mid-winter and snow was upon the ground, and Dobrunka -started through the forest not knowing what to do. As she walked along -the forest, she saw on a hillside a fire burning. Soon she came to the -fire, and there sat twelve old men with long grey beards. Their names -were the Twelve Months. - -It was mid-winter, and January, of course, was presiding. As Dobrunka -came near to the group, not knowing what to do nor where to go, she -stopped and began to cry. - -January saw her, and said: “Child, why do you stand there shivering and -crying, what is the matter?” - -Dobrunka said, “My mother and sister have driven me from the house, and -they said if I do not bring them some violets they will beat me to a -jelly.” - -January felt sorry for the girl, and he said: “Violets do not belong to -me; perhaps March can help you.” - -Near by sat March, and he turned and saw the girl was troubled and he -pitied her. - -March stood up and waved his wand over the fire. The fire and the -circle of old men disappeared. March and the girl were standing in a -field and the air was fragrant with the breath of early Spring. March -said, “Daughter look down at your feet, and gather as many violets as -you wish!” - -As Dobrunka looked, all about her the field was purple with violets. -She stooped down and gathered a great handful of them. - -When she came back to the house and entered the door, Katinka saw her, -and said, “Yes, I knew you could bring them, you were just pretending -that you could not.” And, the perfume of the violets filled the whole -house. - -Some days after Katinka came again to Dobrunka, and said: - -“Dobrunka, I want some strawberries, red and fresh from the fields.” - -[Illustration: “THERE SAT TWELVE OLD MEN”] - -Dobrunka said, “Why sister, how strangely you talk. This is not the -time for strawberries; it is mid-winter. But Katinka said: “Obey me, -you said there were no violets the other day; you brought them,—go, -bring me some strawberries or I will beat you to a jelly.” - -With that she pushed her out of the door and the stepmother helped her -bar the door. - -Dobrunka then turned toward the forest again. Snow was still on the -ground. She walked along toward the mountain and saw again the fire -burning in the distance. Soon she was standing where sat the twelve old -men in a circle. - -January heard her footfall on the snow. Dobrunka stopped and began -crying. January said to her, “Child, why did you come back, we gave you -violets and still you are back again?” - -Dobrunka said, “My mother and sister have driven me from my home, and -they say if I do not bring some strawberries they will beat me to a -jelly.” - -January said: “I am sorry, but I cannot help you. Strawberries do not -belong to me; perhaps May can help you.” - -May was sitting across the circle. He looked at the girl standing there -in trouble and he felt sorry for her. He stood up and waved his wand -across the fire. The old men disappeared and the fire. Dobrunka found -herself standing in a field. It was a perfect day in May. Above her -head the sky was soft and blue; in every treetop sang the birds. May, -the old man, stood by her and said: - -“Look child at the earth and see what you will find.” - -Dobrunka looked, and all about in great bunches grew strawberries, -peeping like jewels from the green leaves. - -May said to her, “Help yourself.” And stooping down she gathered her -hands full and then ran back to the house. - -When she entered the door, her sister seized the berries and ate them -all up. - -A few days after that, Katinka came again to Dobrunka and said: -“Dobrunka, I want some apples, fresh and ripe; go to the forest and -find me some.” - -Dobrunka said, “Why sister how strangely you talk,—this is not the -time for apples; it is mid-winter.” - -Katinka said, “Lazy girl, you said you could not find the violets, but -you did. You said there were no strawberries, but you brought them; go, -and get me some apples or I will beat you to a jelly.” - -Whereupon she pushed her from the door and the stepmother helped her to -bar the door behind her. - -Dobrunka turned again to the forest. She remembered where the old men -lived on the mountainside and was soon standing near the circle. She -crept along very quietly. She did not wish to ask the old men to help -her again because they already had been so kind to her, but January saw -her standing with bowed head and shivering in the cold. - -He said, “Child, child, why did you come back here? We sent you away -the other day with your wants supplied.” - -Then Dobrunka said: “My mother and sister have driven me from the -house, they say if I do not bring them some apples they will beat me to -a jelly.” - -January said, “Apples do not belong to me; perhaps September can help -you.” - -[Illustration: “ONE DAY THE HANDSOMEST YOUTH IN ALL THE WORLD CAME BY”] - -On the opposite side of the circle sat September, and he saw the girl -standing there, helpless. He felt sorry for her and standing up, he -waved his wand over the fire. The circle and the old men disappeared. -They were standing in a gently rolling field. The air was soft; the -crickets were chirping in the grass and there was in the sky a haze. -All around here stood great apple trees, loaded with fruit, red and -yellow. - -September said to the girl, “Help yourself.” - -Dobrunka picked up two of the largest apples, and then fled back to the -house. When her sister saw her, she seized the apples, ate one and gave -the other to her mother. As soon as the apples were eaten,—she came to -Dobronka, and said, “Why did you not bring more apples?” - -Then Dobrunka told her about the old men and how they had helped her -each time. - -“Then,” said Katinka, “I know why you did not bring more, you ate them -up on the way. Go back, and bring me more or I will beat you.” - -Dobrunka said, “Please do not send me again in the cold,” and she -begged that she might stay in the house. - -Then Katinka said, “I will go myself; if you could get them I can get -them from the old men.” - -She left the house and walked through the forest, and soon came in -sight of the fire where sat the twelve old men. When she came near to -them, she said, “Hello there, old grey beards, I want some apples and -want them quick!” - -January was not accustomed to such words. He stood up and waved his -wand over the fire and the fire and the circle were gone. - -Katinka found herself in a great forest. The wind was wailing through -the treetops, the snow was falling and it was bitter cold. Katinka did -not come back to the house. Her mother waited for her and by and by she -started out in search of her, but she, too, was lost in the storm that -raged, and never came back. - -Dobrunka waited in the house. The night passed, and the next day and -many days. By and by the snow melted. The birds and flowers of Spring -came, but still the lost ones did not come back. Dobrunka had the house -all alone. One day, the handsomest youth in all the world came by and -met Dobrunka. They became friends, and afterwards they were married and -lived happily forever thereafter. - - * * * * * - - The Storytellers’ League, of the State Normal School, of Dillon, - Montana, have decided for the present year to devote their attention - to a line of work, which so far as we know, has not yet been - attempted by any other League. They will investigate the part that - the supernatural, especially witchcraft, plays in literature, and - will follow it not only through folk literature, but the following - units: Goethe’s Faust, Shakespeare’s Midsummer Night’s Dream, Macbeth, - Konigs-kinder and Hansel and Gretel. The general theme will be broken - from time to time by the introduction of stories suitable for a - special session. At the last meeting in December the program will be - given over to Christmas stories, tales and legends. Miss Florence - Mayer is President of the League. - - - - - STORY TELLING AND EDUCATION - - _BY GEORGE EVERETT PARTRIDGE, Ph.D._ - - -The recent revival of story telling raises many interesting questions, -both practical and theoretical. Considered as a part of a larger -movement,—an effort to control and utilize the powers concealed -within the instincts and unconscious forces of the mind—story telling -takes a place in a problem which we can hardly be mistaken in calling -one of the most important of our day. We have tended to value, in -education, only that which we can see and fully understand; but now, -as we begin seriously to employ _arts_ in the school, and in the arts -to subordinate knowledge to feeling, to use methods that yield no -immediate or practical return, we demand an increasing faith in the -powers of receptivity and inner response of the child, and we must -learn more and more to detect, and to be satisfied with, unseen and -remote effects. - -In the art-invasion of the school, which is one aspect of this -movement toward a wider education, it is difficult to see how, in the -near future, we can be carried too far. We have been in the habit -of emphasizing so much the learning process, that we are in danger -of preventing the free and experimental attitude toward these new -interests that seems needed at the present time. We are likely to -have too little, rather than too much, faith in the play motives, the -æsthetic moods, and the subconscious powers. We shall still want the -child to _express_, to dramatize, to be examined upon, everything he -receives: to externalize every response, even in the most intimate -regions of feeling. - -In calling the influx of artistic elements and methods into the school -one phase of the education of the _unconscious and deeper powers_, we -have a significant practical view-point, and are at the same time -in touch with new results in science. As a practical ideal, we must -aim to educate _all_ the individual, not merely thought and voluntary -movement. We wish to reach the inherited mechanisms of the organism; we -wish to play upon all the potentialities of feeling and volition, and -to utilize powers latent in the deposits of experience that the child -has brought with him to the world. - -These new results in science give to the well-worn principle that we -must educate _all_ the powers of the child a new meaning, and at least -three important advances in psychology, in recent years, combine to -put solid ground under our feet for a practical æsthetics, and give us -principles by which we can coördinate the artistic elements and methods -of the school. - -The first of these advances is the genetic psychology that has arisen -and flourished on the basis of Darwinian principles in biology, and -which has shown the fundamental place of the feelings in education. -The second is the new psycho-analysis, which, by showing the laws of -the symbolic expression of hidden desires and feelings, has given us -a new conception of the relation of art to life. The third new result -is in the psychology of _valuation_, which has traced out, at least -roughly, the course of development of the æsthetic and ethical states -of consciousness. - -New and incomplete and lacking in coördination as these principles -are, they already yield us practical insights such as we have never -been able to obtain from the older philosophies. We may confidently -expect to see in time a solid science of the feelings, which will give -us a “union of art and life” in a sound æstheticism in education: an -æstheticism that will help to organize and control the fundamental -feelings, and will overcome the superficial aloofness of our prevailing -too formal and too detached art. This will be based upon the discovery -that art, and the need of art, extend throughout all phases of human -life; and that all true art must _work_ in intimate union with -practical affairs. - -Considerations, such as these, seem essential for any study of the -place of story telling, or any other _art_, in education. - - - II - -The story telling “situation” is an artistic situation. It falls under -the category of the _beautiful_, and is subject to all the general -principles of æsthetics. Thus it stands in striking contrast with -all formal methods of instruction, and all routine and unemotional -learning. In such artistic situations the child is _more fully present_ -than in the formal school work, for he brings with him his deeper, -_unconscious_ nature. - -The nature of the story as an educational art is best shown by its -place in primitive life. Here the function of the story is clearly -practical. By it religion, and all beliefs, morals, customs, and -traditions are conveyed to the child. The folk-tales, the legends, the -fairy-tales, the epics, and the myths of the world are not _merely_ -fanciful inventions of man; in a far more profound way than we yet -fully understand, they express man’s most urgent needs and desires. -Primitive man began early to express, in his stories, by means of -a varied symbolism, his own hopes and wishes,—sometimes, thereby, -keeping them alive through hard conditions, and passing them on to new -generations; sometimes obtaining for them a vicarious satisfaction. -These racial stories affect our feelings deeply, simply because there -is _continuity in evolution_: because the past still lives in the -present: because these stories are the products of universal needs, -and symbolize or represent them. The story is thus a _language of the -feelings_; it is a means of communication between the past and the -unconscious and undeveloped potentialities of the present. The story -is a _symbolic_ language: its scenes and words are often trivial, but -underneath them runs a deeper meaning. Everyone who has told stories -must have felt this. We all know that when we tell a good story to a -child, the child is receiving from us indescribable meanings, which the -story itself conveys, but does not really contain or express,—and this -sense of free-masonry of emotional meaning is the greatest charm of the -story. One who feels this does not need to point a moral to a tale; and -one who feels the need of the moral does not really tell his story. - -Without knowing something about the nature of the æsthetic feelings -and moods it is impossible to understand the scope of such an art as -story telling. We are likely to think of æsthetic feeling as passive, -or as merely “refining” in its effects: or, if inspiring, as mainly -affecting the creative, artistic imagination. But this is not the case. -All æsthetic feelings are intensely active. Because the responses are -internal,—a play of forces within the organism—we are likely to -overlook them altogether. In every æsthetic state, we have good reason -to believe, there is a play of volitions, an active choosing, a drama -of aroused and satisfied desire—definite, specific desire, which, -though it may often be unconscious, if none the less real. And it is -because of this drama of desire that æsthetic situations have meaning -and value—educational value. - -We cannot at present know,—and as practical educators we do not need -to know—precisely the mechanism or content of every emotional state; -yet we can often see clearly some of the deeper meaning and effect of -æsthetic valuations. We can see sometimes, in the child’s interest in -fairy-tales, for example, that the child is playing a part; that he -is accepting for _himself_ misfortunes for the sake of the good that -issues from them; that he is appreciating, in some half-conscious way, -the nature of a world in which events are not separate and haphazard, -but are connected through far-seeing purposes. The child is not -merely pleased at the story; he reacts to it by taking attitudes: -by accepting, rejecting, deciding; by desiring, and by receiving -satisfaction. In such experiences the child is even acquiring religion, -and the standards and moods of later life are made up of just such -feelings as are conveyed so effectively through the medium of the -artistic story. - -The story, then, is an important method in education. It is a very -effective and natural devise for conveying the ideals and volitions -of one generation to the mind of another, and of coördinating many -individuals by means of the common possession of these ideals and -purposes. We have yet to learn fully how far we can go by this and -other kinds of artistry in teaching; but that the story should -have a serious place in education, seems wholly certain. Just how -large a place it should occupy is to be determined, in part, by -experiment. Good story telling may be utilized in so many subjects of -the curriculum, for so many purposes, and in so many departments of -education, within and without the school; its artistic possibilities -are so great; the present momentum of interest is so strong, and so -well justified by science, that we may expect to see a widespread use -of the story as a method of education. We shall expect to see story -telling become a part of the equipment of all teachers, and the story -literature of the world become more and more accessible, and better -adapted to the child. And it is likely that the professional story -teller will again flourish among us, as in the days before books and -schools robbed him of his art. - - * * * * * - - The Story Tellers’ League, of Nashville, Tenn., issues an attractive - Year Book for the current year. Among the topics announced for the - year is a Greek pageant, “The Fire Regained,” to be given out of - doors at the Parthenon, in Centennial Park. This pageant was written - by Mr. Sidney Hirsch, a member of the Story Tellers’ League, and - dedicated to the League. A popular subscription of $10,000 has been - made by the city for its production. Seats will be arranged for 20,000 - people. The Schools will furnish 800 young men and young women for - the performance; a herd of sheep and a flock of doves enter into the - pageant. It will be given five afternoons early in May. - - - - - STORY TELLING IN BOSTON - - _BY MARY W. CRONAN_ - - Official Story Teller for the Boston Public Libraries - - -I really felt most delighted at the thought of the new magazine and -want to send an article, but can’t seem to find time to write it. -Perhaps it will answer if I just tell you what is being done in Boston -Libraries and Settlements by Mr. Cronan and myself, and let you choose -such items as seem of interest. - -The Library classes are held in the afternoon. On Saturday from three -to four Mr. Cronan and I tell stories in the Central Library. On Monday -I go to Brighton; Tuesday to Jamaica Plain; Wednesday to South Boston; -Thursday the West End; Friday Shawmut Ave. Branch. All these are -Branches of the Central Library. The ages of the children are from ten -to fourteen. The attendance from one to two hundred. - -The first part of the hour is devoted to telling the story of some book -which the children have not read and which would be a valuable book -for them to know. As the boys greatly outnumber the girls, the book is -chosen which is likely to appeal to them. I have told in “continued -story” form each book lasting from four to six periods of story telling -the following: - - The Talisman - Oliver Twist - Spenser’s “Faerie Queen” - Water Babies - Robin Hood - King Arthur and His Knights - The Rhinegold - Siegfried - Treasure Island - Captains Courageous - Peter Pan - The Bluebird - Jean Valjean - The Odyssey - Finn and his Mighty Deeds - The Christmas Carol - Konigs Kinder, etc. - -The last twenty minutes of the hour is usually devoted to some story of -fun or fancy—a fairy tale—or Brer’ Rabbit’s pranks. In the evening -similar work is done in Social Settlements with groups of boys from -twelve to fourteen years of age. At Denison House we have ninety-six -boys of Syrian and Irish nationality. There are groups in the Ruggles -Street Neighborhood House—the “South End Industrial School,” Jamaica -Plain Neighborhood House, South End House and Lincoln House. - -In the summer story telling groups are held on the roof gardens of the -Settlement House or in the yard where we sit on the grass and tell -stories in the twilight—often to groups of one hundred and fifty -children. - -The accompanying newspaper clippings about my work may be of interest: - - - INTRODUCES THE CHILD TO THE BEST LITERATURE - - “I do not tell stories to amuse children, but to instruct them. The - purpose is to introduce the child to the best literature and not to - entertain him, although he is at the same time entertained. - - “Story telling bridges the gap between the child and the library and - brings him into literature. It develops the child in every way and - teaches him what is really worth his while to read. - - “It develops the imagination, trains his mind and he gets many moral - lessons, although I never tell stories as a means of preaching to - children. - - - DEVELOPS THE CHILD’S MIND - - “Story telling means far more to children than many people realize. - The love for stories is born in every child and it takes but a - remarkably short time before almost every child becomes a really - wonderful listener. - - “It is interesting to observe how the mind of the child is developed. - At first, many can keep their attention on a story only a short - time, but they soon learn the power of application and can listen - breathlessly for an hour and then ask for another story, even though - they know the time is up. After their attention has once been gained, - children will listen to stories as long as the story teller will - continue. - - - LIBRARIANS ENTHUSIASTIC - - “After a year or more of story telling in the public libraries, - I believe in the power of the story more than ever. Between the - settlements and the libraries, over 1,200 children come to listen to - me each week, and besides I have been conducting a normal class to - teach young librarians how to tell stories themselves. - - “All the librarians appear to be enthusiastic over the story hour, and - although it adds to their cares and confusion, they welcome me each - week with a friendliness that is truly genuine. - - “But the real inspiration comes from the children themselves. They - never seem to tire, and sometimes keep me for an hour and a quarter - with ‘A little more, please, just a few minutes. We want to know what - became of Oliver,’ or ‘Didn’t Siegfried come to life again?’ - - - - - THE STONE LION - - A Tibetan story, retold from the excellent collection of Captain - O’Connor. Although a fairy-tale in form, it has the well marked - purposive quality so characteristic of Eastern stories. Adapted from - Folk-Tales from Tibet, by Captain W. P. O’Connor. - - This story was voted to be the best story told during two years to a - class of younger children at Bancroft School, Worcester. Twenty-two - children whispered their votes to the story teller. Ten chose The - Stone Lion, while no other story received more than four votes. - - This story, by permission of authors and publishers, is taken from - Story Telling in School and Home, by Emelyn Newcomb Partridge and - George E. Partridge. Sturgis & Walton Company, New York. - - -Once there were two brothers who lived with their mother in a large -house on a farm. Their father was dead. The older brother was clever -and selfish; but the younger was kind and gentle. The older brother did -not like the younger because he was honest, and never could get the -best of a bargain; so one day he said to him: - -“You must go away. I cannot support you any longer.” - -So the younger brother packed all his belongings, and went to bid his -mother good-bye. When she heard what the older brother had done, she -said: - -“I will go with you, my son. I will not live here any longer with so -hard-hearted a man as your brother.” - -The next morning the mother and the younger brother started out -together. Toward night they came to a hut at the foot of a hill. It was -empty except for an axe, which stood behind the door. But they managed -to get their supper, and stayed in the hut all night. - -In the morning they saw that on the side of the hill near the hut was -a great forest. The son took the axe, and went up on the hill side and -chopped enough wood for a load to carry to the town on the other side -of the hill. He easily sold it, and with a happy heart brought back -food and some clothing to make them both comfortable. - -“Now, mother,” he said, “I can earn enough to keep us both, and we -shall be happy here together.” - -Day after day he went out and cut the wood, and at night carried it to -the village and sold it; and they always had plenty to eat and what -they needed to make them happy and comfortable. - -One day the boy went further up the hill than he had ever gone before -in search of better timber. As he climbed up the steep hillside, he -suddenly came upon a lion carved from stone. - -“O!” thought the boy, “this must be the guardian deity of this -mountain. I will make him some offering tomorrow.” - -That night he bought two candles, and carried them to the lion. He -lighted them and put one on each side of the lion, praying that his own -good fortune might continue. - -As he stood there, suddenly the lion opened his great stone mouth, and -said: - -“What are you doing here?” - -The boy told him all the story of his hard-hearted brother, and how he -and his mother had left home, and were living in the hut at the foot of -the hill. - -When he had heard all of the story, the lion said: - -“If you will bring a bucket here tomorrow, and put it under my mouth, I -will fill it with gold for you.” - -The next day the boy brought the bucket and put it under the lion’s -mouth. - -“You must be very careful to tell me when it is nearly full,” said the -lion, “for if even one piece of gold should fall to the ground, great -trouble would be in store for you.” - -The boy was very careful to do exactly as the lion told him, and soon -he was on his way home to his mother with a bucketful of gold. - -They were so rich now that they bought a great, beautiful farm, and -went there to live. Everything the boy undertook seemed to prosper. -He worked hard, and grew strong; and before many years had passed he -was old enough to marry, and bring a bride to the home. But the mother -still lived with them, and they were all very contented and happy. - -At last the hard-hearted brother heard of their prosperity. He too had -married, and had a little son. So he took his wife and the little boy, -and went to pay his younger brother a visit. It was not long before he -had heard the whole story of their good fortune, and how the lion had -given them all the gold. - -“I will try that, too,” he said. - -So he took his wife and child and went to the very same hut his brother -had lived in, and there they passed the night. - -The very next morning he started out with a bucket to visit the Stone -Lion. - -When he had told the lion his errand, the lion said: - -“I will do that for you, but you must be very careful to tell me when -the bucket is nearly full; for even if one little piece of gold touches -the ground, great misery will surely fall upon you.” - -Now the elder brother was so greedy that he kept shaking the bucket to -get the gold pieces closer together. And when the bucket was nearly -full he did not tell the lion, as the younger brother had done, for he -wanted all he could get. - -Suddenly one of the gold pieces fell upon the ground. - -“O,” cried the lion, “a big piece of gold is stuck in my throat. Put -your hand in and get it out. It is the largest piece of all.” - -The greedy man thrust his hand at once into the lion’s mouth—and the -lion snapped his jaws together. - -And there the man stayed, for the Lion would not let him go. And the -gold in the bucket turned into earth and stones. - -When night came, and the husband did not come home, the wife became -anxious, and went out to search for him. At last she found him, with -his arm held fast in the lion’s mouth. He was tired, cold and hungry. -She comforted him as best she could, and brought him some food. - -Every day now the wife must go with food for her husband. But there -came a day when all the money was gone, and the baby was sick, and the -poor woman herself was too ill to work. She went to her husband and -said: - -“There is no more food for you, nor for us. We shall all have to die. -O! if we had only not tried to get the gold.” - -The lion was listening to all that was said, and he was so pleased at -their misfortune that he began laughing at them. And as he laughed, he -opened his mouth, and the greedy man quickly drew out his hand, before -the lion had a chance to close his jaws again! - -They were glad enough to get away from the place where they had had -such ill luck, and so they went to the brother’s house once more. The -brother was sorry for them, and gave them enough money to buy a small -place, and there the hard-hearted brother took his family and lived. - -The younger brother and his wife and his mother lived very happily in -their beautiful home, but they always remembered the Stone Lion on the -hillside, who gave them their good fortune. - - - - - THE OYSTER AND ITS CLAIMANTS - - (From Walter Thornbury’s translation of Esop’s Fables, made into verse - by M. De La Fontaine. Fable CLXXII. Page 501—“La Fontaine’s Fables.”) - - * * * * * - - There is something so grand in this species of composition, that many - of the Ancients have attributed the greater part of these fables to - Socrates; selecting as their author that individual amongst mortals - who was most directly in communication with the gods. I am rather - surprised that they have not maintained that these fables descended - direct from heaven.... The fable is a gift which comes from the - immortals; it if were the gift of man, he who gave it to us would - deserve a temple. From Preface to La Fontaine’s Fables. - - - Two travellers discovered on the beach - An Oyster, carried thither by the sea. - ’Twas eyed with equal greediness by each; - Then came the question whose was it to be. - One, stooping down to pounce upon the prize, - Was thrust away before his hand could snatch it. - “Not quite so quickly,” his companion cried; - “If _you’ve_ a claim here, _I’ve_ a claim to match it; - The first that saw it has the better right - To its possession; come, you can’t deny it.” - “Well,” said his friend, “my orbs are pretty bright, - And I, upon my life, was first to spy it.” - “You? Not at all; or, if you _did_ perceive it, - I _smelt_ it long before it was in view; - But here’s a lawyer coming—let us leave it - To him to arbitrate between the two.” - The lawyer listens with a stolid face, - Arrives at his decision in a minute; - And, as the shortest way to end the case, - Opens the shell and eats the fish within it. - The rivals look upon him with dismay:— - “This Court,” says he, “awards you each a shell; - You’ve neither of you any costs to pay, - And so be happy. Go in peace. Farewell!” - - How often, when causes to trial are brought, - Does the lawyer get pelf and his client get nought! - The former will pocket his fees with a sneer, - While the latter sneaks off with a flea in his ear. - - - - - THE PSYCHO-THERAPEUTIC VALUE OF STORY TELLING - - _FRANCES E. FOOTE_ - - -The Story telling Movement is growing with such gigantic strides that -a magazine which will keep the Missionaries in this movement in touch -with one another seems most desirable, if not absolutely necessary. - -Many writers have voiced many opinions as to the benefits to be derived -from the exercise of the Art of Story telling, but there is one which -I have never seen in black and white, about which I feel impelled to -write. It is the _Psycho-Therapeutic value of Story telling_. - -Pain is a real thing, and will hold us in his clutches and claim all -our attention if allowed to do so. - -Sorrow is absorbing, and will bow our heads and break our spirits if -unhindered. - -Upon what, then, may we concentrate our attention, that pain may grow -weary of pressing his claim? - -With what may we so absorb our minds that sorrow will fade away? - -One of the fundamental principles of Story telling is that the oral -interpreter of Literature, must so vividly _see_ the pictures described -in the story, that he will cause his hearers to feel that they, too, -see. - -He must _feel_ the impulses and emotions of the characters in the story -so truly that the hearts of his hearers will thrill with the same -feeling. - -Since this is true, that the mind must be absorbed in the distant -scenes of Story Land, pain in due course of time must grow tired of -urging his claim and will ultimately depart. - -The emotions dominant in stories which we tell are altruistic for the -most part. We prefer to dwell upon themes in which evil is overcome by -good; those in which sorrow flees away and joy comes with the morning. - -Isn’t it true that the person who, day after day, creates these -altruistic emotions in the hearts of his hearers will find his sorrow, -deep-seated though it may be, growing dimmer day by day as he brightens -the lives of his hearers? - -There are many cases which I could give you to prove my point. One, of -a little child with spinal trouble, who was treated by a great surgeon. -He would call upon her two or three days out of the week and each time -tell her a story. He required her, meanwhile, to make up similar -stories. For instance, he would tell her the story of “Little Green -Cap.” Then he would say, “Now, by Tuesday I want you to have a story -ready for me. It must be about a poor little girl, a princess and a -magic ring.” So absorbed did the child become in such work that the -pain in the poor little back grew less and less insistent until she -ceased to be an invalid and was able to attend school. She was one of -the happiest children I ever knew. She said she didn’t mind the pain -any more, she had such lovely things to think about. - -Another was the case of a young woman upon whom sorrow laid a heavy -hand. Prostrated by grief, she lay for several days in a darkened room. -Then rousing herself she went to a hospital and secured permission from -the superintendent to visit daily the friendless patients who seemed -lonely. For months she reported daily to the superintendent, was given -directions as to which patients to visit, and for three hours she -would go from one to the other telling humorous stories. The morning -hours she spent hunting for artistic, mirth-provoking stories and her -afternoons in bringing smiles to sad faces. The result was inevitable. -People everywhere welcomed her as a ray of sunshine. - -One more case—that of a young woman who, while making a brave struggle -to recover from one serious operation, suddenly found herself facing -another even more serious. With nerves racked by persistent pain, -courage well nigh gone, pursued by that dread foe insomnia, she turned -to her one accomplishment, Story telling. Though able to sit up but a -few hours at a time, she held large audiences in many cities two or -three times a week, until she once more went under the knife. Then -within two months she was on the platform again, bringing herself back -to health by compelling her mind to dwell in Storyland. I knew all the -particulars of this case, the physical torture she endured for two -years, the struggle she made to live, and knowing what I do, forces me -to believe that if Story telling did not save her life, it certainly -saved her reason. - -It is a law of life that the only thing which we may always _keep_, is -the thing we _give_. If then, the prime function of Story telling is -the giving of _Joy_, then _Joy_ is the thing which the Story teller may -have. - -To those who “travail and are heavy laden” I commend the Art of Story -telling. - - - - - STORY TELLING FOR MOTHERS - - -Interesting accounts were recently published in the _Herald_, _Sun_ and -other New York papers of Miss Georgene Faulkner’s story telling for -mothers and children at the Waldorf-Astoria, New York and St. Mary’s -Parish House, Brooklyn. - -The story telling at the Waldorf-Astoria was given under the auspices -of Mrs. William Rogers Chapman, President of the Rubenstein Musical -Club, to an audience of fourteen hundred, of which about seven hundred -were children. - -Miss Faulkner, in Mother Goose attire, told the children Mother Goose -stories, assisted by singers who presented ballads to accompany the -stories. Much to the amusement of the children, Miss Faulkner would -sometimes change the text of the Mother Goose rhymes, and the children -were not backward about crying out corrections of these errors. Miss -Faulkner would say: - - “Jack and Jill went up the hill, - Like a dutiful son and daughter; - Now Jack is sick, and Jill is ill, - They did not boil the water.” - -This would be greeted by a chorus of, “No, No, that isn’t the way it -goes!” and other exclamations. - -Later, Miss Faulkner, in German costume, told the fairy story of -“Hansel and Gretel.” - -The “Gingerbread Man,” otherwise known as “Johnny Cake” and “The Wee -Bunnock,” gave more pleasure to the children than any other story, -perhaps because it was accompanied by Gingerbread Men in neat boxes, -which were given to the children as souvenirs of the occasion. - -Through the courtesy of Mrs. Chapman and with the assistance of Mrs. -Arthur Elliot Fish, one hundred crippled children, from the Industrial -School for Crippled Children, participated in the delights of the -“Mother Goose” matinee. - -The story telling at St. Mary’s Parish House, was arranged primarily -for mothers, under the auspices of Miss Mabel McKinney, Superintendent -of the Kindergartens in the Borough of Brooklyn. - -“What kind of a story,” said Miss Faulkner, “should the mother tell -to her children? Any good interesting story will lend itself to the -spoken narrative. Many mothers are so careless about what their -children read —thinking that almost any book which they get from the -library will answer the need. This is a great mistake. If the mother -will only take care to direct the young mind into the right channels -at the impressionable period she would lay a firm foundation on which -to build the future life of the child. Not only are many books from -Public Libraries pernicious, but from the Sunday-School Libraries as -well. Many mothers make a practice of filling the minds of their little -children with a hodge-podge of information, superstition, fear and -other ideas which have had a bad effect upon the children’s mind. They -think it makes little difference what they put into the child’s thought -so long as it is a story. In reality it makes all the difference in the -world. - -“With the great storehouse of classical and folk-lore stories within -easy reach; stories of brave deeds well done; of self-sacrifice; of -love and duty and other high ideals, the mind of the child is easily -guided into channels of right thinking, and if mothers only realized -it more fully, it is in their power through the medium of these -stories to fill the little mind with ideals, which will have a most -important bearing through life in the development of character. Through -the simple art of story telling the mother possesses the key to the -hidden nature of the child if she could only be made to appreciate and -understand the value of the story influence.” - - * * * * * - -The Story Tellers’ League at the Alabama Girls’ Technical Institute, -Montevallo, is divided into chapters: The Poe Chapter; the Uncle Remus -Chapter, and the Wyche Chapter. The Poe Chapter deals with the Edgar -Allen Poe stories, Kipling, Hawthorne, and Irving, while the Uncle -Remus Chapter deals with the Arabian Nights, Robin Hood, Uncle Remus, -Folk and Fairy Tales. The Wyche Chapter deals with the Stories of King -Arthur; the Opera stories—Magic Flute, Hansel and Gretel; the Beowulf -Story, and Stories of Knighthood by J. H. Cox. The Chapters meet once -a week separately, throughout the school year, and occasionally they -have a joint meeting. The programme of the League as well as other -societies in the school are published by the Institute, and may be had -for the asking. The Story Tellers’ League, with its three chapters, has -a combined membership of one hundred and twenty-five, making it one of -the strongest organizations in the school. One Chapter of the League -devotes time to the playing of folk games at the recreation hour, in -the afternoon, on the lawn. - - - - - THE BEOWULF CLUB OF WEST VIRGINIA UNIVERSITY - - BY JOHN HARRINGTON COX - - -The above-named organization is the story telling club of the -University. Its formation grew out of the enthusiasm of four young -women who were studying the great Anglo-Saxon epic, of course, in -the original. Their eagerness to master the famous tale, to be -able to retell it with at least somewhat of its original vigor, -picturesqueness, and fascination, was worthy of a permanent record. -Their zeal was to make the story something more than a mere name. They -thought that this priceless bit of literary heritage should be gotten -off the printed page and down into the hearts of people far and wide -throughout our State. - -As the idea developed its possibilities began to be more fully -realized. Here was an opportunity of enlisting the sympathies of some -of the brightest young men and young women of the University, in the -great stories of the world; stories of all ages and all countries; -prose and verse, ranging from the fairy tale to the Iliad. And, -moreover, it was thought that the interest would not be a passing one, -but permanent. The necessity of mastering the outlines of a story, the -practice in recreating it by memory and imagination, the vivifying of -it through the emotions and the personality of the teller, was believed -to furnish an exercise in many ways more pleasurable and profitable -than those obtained in the usual recitation. - -The result more than fulfilled all expectations. The club was formed -on the Twenty-ninth of February, Nineteen hundred and eight. Since -that time it has not missed a single meeting. The membership averages -about twelve from year to year. Most of these on leaving the University -become teachers and carry the work into their schools, teachers’ -institutes, and public entertainments. Several times the club has been -invited to give a public performance. Invitations to its meetings are -eagerly welcomed and the young people who tell the stories never lack -for an appreciative audience. - - * * * * * - -Detroit, Michigan, has recently organized a Story Tellers’ League. Miss -Mary Conover is President, and Miss Alice M. Alexander, Secretary. The -first program is devoted to Irish stories; the second evening Folk -stories. Hero tales for another meeting, with Bible and Animal stories -to make up the programs for two meetings. The League meets at the -College Club rooms, and has a membership of thirty. - - - - - HOW TO ORGANIZE A STORY TELLERS’ LEAGUE - - -“I have just read an article in the March number of _The World’s Work_, -on the Story Tellers’ League movement, have heard of the Story Tellers’ -League, or read a chapter in Mr. Wyche’s book, ‘Some Good Stories and -How to Tell Them,’ on the Story Tellers’ League, and should like to -organize such a league in my community. How shall I go about it?” - -This is a question that comes almost every day to some officer of the -Story Tellers’ League. - -The method of procedure in organizing a Story Tellers’ League is a very -simple one. The first step is to call a meeting of as many prospective -members as can be gotten together. A chairman and secretary _pro tem_ -should then be elected and the meeting called to order. The organizer -should then state the purpose of the meeting, ask for the enrollment -of the names and addresses of those who wish to join and have these -recorded by the secretary. - -The next step is the nomination and election of permanent officers, -usually a President, First Vice-President, Second Vice-President, -Recording Secretary, Corresponding Secretary and Treasurer. Upon the -election of these officers, the chairman and secretary pro tem resign -in favor of the elected officers, and the League is then duly organized -for business. - -The adoption of the Constitution and By-Laws is next in order. The -Constitution deals with the name, object, membership, officers, etc., -of the League; while the By-Laws provide for the dates of meetings, -dues, time and mode of the election of officers, and such other -rules and regulations for the conduct of the League as may be deemed -desirable. An Executive Committee may then be appointed to look -after the general business of the League, such as the arrangement of -programmes at the meetings; the planning of entertainments and special -exercises, and various other matters of this nature. The officers of -the League are usually _ex officio_ members of the Executive Committee. - -The League when organized should be reported to the President of the -National Story Tellers’ League, with the name and address of its -President and Secretary, so that it may be enrolled with similar -Leagues throughout the United States. - -Some leagues issue Year-books which may be had upon application to the -Secretary. The National League will shortly issue a year-book giving -general information in regard to the story telling movement, with list -of the League’s suggestive programmes. - - - - - WHAT THE LEAGUES ARE DOING - - -The National Playground and Recreation Association of America will hold -its next annual meeting at Richmond, Virginia, May 6th to 10th. - - * * * * * - -Miss Anna Tyler of the New York Public Library, recently spoke to the -Public School Kindergarten Association on the subject of Story Telling -and Children’s Books. The New York Library has thirty-eight branches, -and Miss Tyler has charge of the story-telling work in these branches. - - * * * * * - -Miss Tyler explained how illuminating it was to watch the little ones’ -use of books, and how the child was introduced to the right book by -seeing pictures in the book and hearing a story told from the book. - - * * * * * - -The National Story Tellers’ League will hold a conference with members -and representatives of all local Leagues this Summer, at the following -places: July 19th, at Knoxville, Tenn., in connection with the Summer -School of the South. At Chautauqua, N. Y., August 16th, in connection -with the Chautauqua Institute. At Parkersburg, West Virginia, June -21st, in connection with the State Teachers’ Association of West -Virginia. - - * * * * * - -The Story Tellers’ League of Philadelphia, a branch of the National -League, has for its President, Mr. F. A. Child, Professor of Oral -Literature in the University of Pennsylvania. The meeting of March -12th was called “Indian Day.” Primitive tales of Alaskan Indian life, -inspired by legends on the Totem Pole, gives one an idea of the subject -of the day. Mr. L. V. Shortridge, University of Pennsylvania, dressed -in native costume told the stories. He showed the Alaskan territory, -with its totem poles, putting his audience in touch with actual -conditions from which these folk tales grew. At this meeting teachers, -story tellers and leaders of groups of children were invited to bring -children with them. Mr. Robert Staton furnished Indian Song. - - * * * * * - -Philadelphia has one of the largest and most successful Leagues. Its -membership numbers something like one hundred people, and it has -created a great deal of interest in the city among various classes of -teachers and educators as well as lovers of literature. - - - - - EDITORIAL - - -In entering the arena of Journalism THE STORYTELLERS’ MAGAZINE invites -the support of all who love literature and youth. There are many -magazines today covering almost every field of activity, but not one -devoted to _the art of story telling_. - -While it is true that most of the magazines publish stories, few of -them deal with the educational aspect of these stories—their most -important relation. - -Story telling in the schools; at the home; on the playground; in the -Sunday schools; the children’s library rooms of the Public Library, -and among social organizations has become so popular and aroused -such widespread interest throughout the land that some medium of -communication which will represent and unify these interests—has -become almost a necessity. - -THE STORYTELLERS’ MAGAZINE is founded upon a definite purpose. It -enters the field in the hope that it will merit the support of a large -number of general readers as well as teachers, parents and all who are -interested in the uplifting of the rising generation. It goes forth as -a missionary to acquaint its audience as far as it can with the vital -principles that underlie the whole movement of story telling. It, -therefore, invites the co-operation of all who believe in the story -telling idea, in the hope that great good may come through such a union -of interests. - -The Editor of the MAGAZINE has devoted many years to the work of -story telling, and he earnestly hopes that through the columns of -the MAGAZINE greater opportunity may be afforded for direction and -organization, and thus make more permanent the whole story telling -movement. - -There is a growing belief that in arranging the curriculum of studies -for the young the rights and interests of the child have received -but scant consideration. Mere drudgery has been translated to mean -development while hard labor with little thought to the tendencies and -attributes of the individual child has been accepted as education. - -THE STORYTELLERS’ MAGAZINE offers itself as a champion of the rights -of the child in education, and it hopes with the co-operation of those -who know and believe in the efficacy of the story as a pleasing and -effective instrument of education to battle bravely for the rights and -liberties of the child, who has been aptly termed “the last serf of -civilization.” - - * * * * * - -Elsewhere in this issue will be found an “ANNOUNCEMENT” setting forth -in some detail the aims and ideals of the STORYTELLERS’ MAGAZINE. - -The chief aim of this magazine is to serve the great cause of story -telling in a manner that will best satisfy the needs of _the greatest -number_ of those interested in the movement. - -How shall this be accomplished? The answer to this question is -_Co-operation_. - -The first issue of a magazine is something of an experiment. Its -make-up is open to criticism and discussion. Its friends can do it no -greater service than to disclose its shortcomings and point out the -road to improvement. - -Criticism is usually divided into two schools, one constructive, the -other destructive; or better, let us say into friendly or unfriendly -criticism. - -While we shall endeavor to turn all unfriendly comment into -constructive channels, we shall hope far more to profit by the -sympathetic assistance and helpful advice of friends and well-wishers. - -The latch string is out to all, but a double welcome is assured to -those who “LEND A HAND.” - - - - - THE MOTHER—THE CHILD—THE STORY - - Extract from a Report of Committee on Story Telling to the Montessori - Class, University of Virginia Summer School - - -Since all races in all epochs have used oral stories both as a means -of education and entertainment, and since much of the culture and -civilization that our ancestors have bequeathed to us has come down -to us in the form of story literature, and since the children of all -races and in all times have said, “Tell me a story,” we believe it is -fundamental in the child’s life and education. - -We believe that the mother, who instinctively hums lullabys and sings -Mother Goose Rhymes to the child is cultivating the child’s sense -of rhythm, touching its feelings, and speaking to it through vocal -language—voice modulation—which precedes verbal language; that the -mother who sings - - “Hush you bybaby in the tree tops, - When the wind blows the cradle will rock,” etc., - -and other Mother Goose jingles, has already begun her story telling. - -That the story, the most universally used medium for conveying truth -and especially the _told_ story that comes through the sensuous beauty -of speech, should be continued throughout the child’s education. - -We believe that when a child attributes life to its doll, makes up -strange and unreal stories, that it does so in obedience to a deep -psychic necessity,—that of developing the imagination, and that as a -child climbs a tree or ladder and in doing so develops his body and -bodily senses, so he must have for the development of his imagination -the clear, bold, mental picture whether it be in fairy and folk stories -or the high daring of some noble hero in epic literature or history. - -We believe that the development of the imagination should go hand -in hand with the sense training, modified by local, ethnic, and -individual needs, and that children as well as adults must have heroes -to admire and worship and ideals to inspire; that the idea of God -can be represented only through the imagination and that to deny the -child stories of gods and supernatural beings would be to bring him up -without religious training. That the story that delights the child has -psycho-therapeutic value and whether it be fact or fiction it is true -in a higher sense, ministering to the spiritual needs of the child, and -therefore valuable in education. - -We believe that it is the most inalienable right of all children to -hear stories told from the great story books of the world; that wise -selections of stories should be made not only from the literature and -history of Europe and America, but from Japan, China, Russia, and -India, so that we may develop in the young people a feeling of a world -brotherhood. - - - - - THE GREAT EPICS - - -The following suggestive outline of a “STORY HOUR CYCLE,” arranged by -the Carnegie Library of Pittsburgh, is re-published as an excellent -example of systematic classification. - -Such study applied to any of the great epics will not only discover to -the story teller a great treasure house of stories, but will be helpful -in holding them together in sequential relation. - - -STORIES FROM THE ILIAD AND THE ODYSSEY - - -THE SIEGE OF TROY - - -STORY I. THE APPLE OF DISCORD - - 1. The Founding of Troy - 2. Story of Paris and Œnone - 3. Marriage of Peleus and Thetis - 4. The Apple of Discord - 5. The Judgment of Paris - - -STORY II. THE LEAGUE AGAINST TROY - - 1. The Athletic Games in Troy - 2. Discovery of the Parentage of Paris - 3. Embassy to Greece - 4. Story of Helen and the Pledge of the Greek Princes - 5. Abduction of Helen - 6. League against Troy - - -STORY III. THE BEGINNING OF THE TROJAN WAR - - 1. The Stratagem of Ulysses - 2. The Quest for Achilles - 3. The Assembling of the Greeks - 4. The Omen of the Snake and the Birds - 5. The Sacrifice of Iphigenia - 6. The Heroism of Protesilaus - 7. Beginning of the War - - -STORY IV. THE QUARREL OF THE CHIEFS - - 1. The Wrath of Apollo - 2. How Agamemnon Wronged Achilles - 3. The Revenge of Achilles - 4. The Dream of Agamemnon - 5. Assembly of the Greeks - 6. The Counsel of Ulysses - 7. Preparation for the Battle - - -STORY V. THE DUEL OF PARIS AND MENELAUS - - 1. The Challenge of Paris - 2. The Combat - 3. The Council of the Gods - 4. The Broken Covenant - - -STORY VI. THE COMBAT OF HECTOR AND AJAX - - 1. The Message of Hector - 2. The Parting of Hector and Andromache - 3. The Challenge - 4. The Casting of the Lots - 5. The Combat - 6. The Truce - - -STORY VII. THE BATTLE OF THE PLAIN - - 1. The Command of Zeus to the Gods - 2. The Battle - 3. The Speech of Hector - 4. The Council of the Greeks - 5. The Embassy to Achilles - 6. The Answer of Achilles - - -STORY VIII. THE DEEDS AND DEATH OF PATROCLUS - - 1. The Battle at the Ships - 2. The Request of Patroclus - 3. The Myrmidons March forth to Battle - 4. The Death of Patroclus - 5. The Grief of Achilles - 6. How Achilles ended the Battle - - -STORY IX. THE EXPLOITS OF ACHILLES - - 1. The Making of the Armor for Achilles - 2. The End of the Strife with Agamemnon - 3. The Battle at the River - 4. The Battle of the Gods - 5. Achilles’ Pursuit of the False Agener - - -STORY X. THE SLAYING OF HECTOR - - 1. The Pursuit of Hector by Achilles - 2. The Combat - 3. Death of Hector - 4. Grief of Andromache - 5. The Funeral of Patroclus - 6. The Funeral Games of the Greeks - 7. The Ransoming of Hector - - -STORY XI. THE FALL OF TROY - - 1. The Fate of Achilles - 2. The Death of Paris - 3. Capture of the Palladium - 4. Stratagem of Ulysses - 5. The Fate of Laocoön - 6. Capture of Troy - - -THE ADVENTURES OF ULYSSES - - -STORY XII. ADVENTURES OF ULYSSES WITH THE LOTUS-EATERS AND THE CYCLOPS - - 1. Adventure with the Ciconians - 2. The Lotus-eaters - 3. The Land of the Cyclops - 4. In the Cave of the Cyclops - 5. The Blinding of Polyphemus - 6. Escape of Ulysses and his Companions - - -STORY XIII. THE KINGDOM OF THE WINDS AND THE HOUSE OF CIRCE - - 1. The Gift of Æolus - 2. The Loosing of the Winds - 3. Return to the Isle of Æolus - 4. Adventure with the Læstrygones - 5. The Wiles of Circe - - -STORY XIV. THE VISIT TO THE “LAND OF THE SHADES” - - 1. The Offering for the Dead - 2. The Warning of Tiresias the Seer - 3. How Ulysses Conversed with his Mother and with Achilles and other - Heroes - 4. The Judging of the Dead - 5. Return to Circe’s Isle. - - -STORY XV. THE SONG OF THE SIRENS, SCYLLA AND CHARYBDIS AND THE OXEN OF -THE SUN - - 1. Song of the Sirens - 2. Escape from Scylla and Charybdis - 3. Arrival at the Island of the Sun - 4. The Slaying of the Sacred Kine - 5. The Wrath of Hyperion - 6. The Shipwreck - - -STORY XVI. THE ISLAND OF CALYPSO AND THE SHIPWRECK ON THE COAST OF -PHÆACIA - - 1. The Years on Calypso’s Isle - 2. Minerva seeks aid for Ulysses from Jupiter - 3. Mercury is sent with a Message to Calypso - 4. Making of the Raft - 5. Departure of Ulysses - 6. The Tempest - 7. Ulysses Cast on the Coast of Phæacia - - -STORY XVII. THE PRINCESS NAUSICAA - - 1. The Request of Nausicaa - 2. The Games of the Maidens - 3. Discovery of Ulysses - 4. How Ulysses was Received in the Palace of Alcinous - 5. The Festival - 6. Return to Ithaca - 7. Ulysses left asleep in his Native Shore - 8. The Ship of the Phæacians changed to a Rock - - -STORY XVIII. THE ADVENTURES OF TELEMACHUS - - 1. The Suitors of Penelope - 2. Penelope’s Web - 3. Visit of Minerva to Telemachus - 4. Assembly of the Men of Ithaca - 5. Departure of Telemachus in quest of Ulysses - 6. Journey to Pylos and Sparta - 7. Telemachus warned by Minerva to return to Ithaca - 8. Conspiracy of the Suitors - 9. Escape of Telemachus - - -STORY XIX. THE BATTLE OF THE BEGGARS - - 1. Awaking of Ulysses - 2. Transformation into an Old Man - 3. Meeting with Eumæus - 4. Arrival of Telemachus - 5. Eumæus conducts Ulysses to his Palace - 6. The Dog Argus - 7. The Beggars’ Quarrel - 8. The End of the Feast - - -STORY XX. THE TRIUMPH OF ULYSSES - - 1. Removal of the Weapons from the Hall - 2. Interview with Penelope - 3. The Scar of the Boar’s Tooth - 4. The Last Banquet of the Suitors - 5. The Trial of the Bow - 6. Death of the Suitors - 7. Recognition of Ulysses by Penelope - - - - - SOME RECENT BOOKS - - - “STORY TELLING IN SCHOOL AND HOME.” A Study in Educational Æsthetics. - By Emelyn Newcomb Partridge and George Everett Partridge, Ph.D. - Publishers, Sturgis & Walton Co., New York. Price, $1.25 net. - -This is the fifth book that has appeared on story telling in the past -half a dozen years. The authors have presented the psychological -foundation and the æsthetic value of story telling in a most elaborate -and convincing way. It is the first book that has been written by a -psychologist, on the subject of story telling, and Dr. Partridge’s -handling of the delicate, subtle, psychic forces that enter into -literature and story telling is masterful; while Mrs. Partridge, with -her practical experience as a story teller, contributes as much to the -art as applied and exemplified in actual work of facing an audience of -young people. - -The study of the child on one hand and its fundamental needs, and the -survey and analysis of sources from which we can draw material,—myth, -fable, folklore, epic, and history on the other, is of immense value -to all story tellers and all who teach young people even up to college -entrance. - -Part II of the book contains a dozen retold stories that have been -put into shape by the oral telling, and are valuable both because -of the form and their intrinsic worth. The book contains a number -of illustrations, which add to its attractiveness, along with a -bibliography and suggestions for reading. We cannot praise the book too -highly. It is an inspiring book to read and a permanent contribution to -the literature of story telling. - - - SOME GREAT STORIES AND HOW TO TELL THEM. By Richard Thomas Wyche. - Price $1.00. Newson & Company, New York. - -“Story tellers were the first teachers,” says Mr. Wyche in his chapter -on “The Origin of Story Telling.” - -In an interesting way he throws light on what stories shall be told, -the use of the story in the classroom and in formal work, the story in -the Sunday-school, the library, the playground, and the social circle. - -The author also discusses the fundamental needs of the child, the -psychological principles involved, and the spiritual equipment needed -in story telling. - -For purposes of illustration the author uses “The Story of Beowulf,” -“The Coming of Arthur,” and other “Great Stories.” - - - GAMES FOR THE PLAYGROUND, HOME, SCHOOL, AND GYMNASIUM. By Jessie H. - Bancroft. Price, $1.50 net. The Macmillan Company, New York. - -Miss Bancroft’s book of games is a volume of over four hundred and -sixty pages, with twenty-three illustrations. It contains, we should -say, over two thousand games classified for Elementary schools from -the first to the eighth year, for High schools, for playgrounds, for -gymnasiums, for boys’ and girls’ summer camps, for house parties -and country clubs, for children’s parties, and for the seashore. An -excellent system of classification makes it possible to classify the -games in many different ways, and thus easily find those suited to -one’s needs. - -As story telling and playing games are blood relations on the -playground, this book is to be cordially commended as an interesting -and valuable contribution to the Cause. - - - THE NORMAL CHILD AND PRIMARY EDUCATION. By Arnold L. Gesell, Ph.D., - and Beatrice Chandler Gesell, Ed.B. Price, $1.25. Ginn & Company, New - York. - -This work, the authors tell us, is chiefly the result of contact with -eager minds of young women who were preparing to teach young children. - -It will interest story tellers mainly because of its extensive analysis -and discussion of the child in the educational relation. - -“To achieve results in literature,” it is stated, “the children -must have something more than a good story: they must have a good -story teller—one with quick sympathies and an intuitive knowledge -of her group; one who loves the old stories, who feels the pulse of -humanity throbbing through them all; whose voice is clear, flexible, -interpretative; whose language is simple, direct, pictorial; who enters -into a dramatic situation; who has a keen sense of humor, who is -willing to sow the seed and let it develop in its own good time.” “The -Normal Child” is a most helpful, illuminating, and instructive book. - - - THE CHILDREN’S READING. By Frances Jenkins Olcott. Price, $1.25 net. - Houghton Mifflin Co., Boston. - -Miss Olcott has given us a valuable book on children’s readings. She -speaks as an authority from her many years’ experience as a librarian; -therein is the chief value of her book. She knows the names and -authors of many of the best books for young people, and gives many -valuable lists of books. The very fact that she has had to deal with -so many books from without as a librarian, has probably prevented her -knowing so well the inside of the book,—seeing and living with its -imagery, communing with its spirit and breathing its atmosphere until -it gives up its deepest meaning. Any treatment of a story that helps -one to visualize, to re-create, to breathe its atmosphere and live its -spirit, ought to be valuable; the letter killeth, the spirit giveth -life. However, her quotations from authors who have done that are many -and valuable. The one on Homer’s Iliad, page 103, is especially good; -but she barely mentions the Odyssey, the more interesting story to -the young people. The book is conservative rather than original and -creative. - - - ALDINE FIRST LANGUAGE BOOK. For Grades Three and Four. By Catherine T. - Bryce and Frank E. Spaulding. Price 48 cents. - - A MANUAL FOR TEACHERS. To accompany Aldine First Language Book. Price - 60 cents. Newson & Company, New York. - -These two books, the Manual and the Pupil’s book accompanying it, the -authors tell us have grown out of many years’ experiment in teaching -“language” so called. - -The work which the child is called upon to accomplish is, throughout -the entire book, based on fables, myths, legends, stories of all kind, -rhymes and poems, the delight of childhood, all of which are fully -within the range of the child’s understanding and appreciation. The -varieties of ways in which these materials are presented arouses the -keen interest of the children, stimulates their thought, and quickens -their whole mental life. They discuss freely, they dramatize, they -reproduce orally and in writing, the work over into new forms, they -live and love the contents of stories and poems. No one can read this -pupil’s book without becoming impressed with the tremendous value of -story telling as a direct instrument of education. The introduction -of a comprehensive “Teacher’s Manual” into the class-room, explaining -the work to the teacher step by step, seems to be a new and most -serviceable idea. - - - STORIES OF LONG AGO IN THE PHILIPPINES. By Dudley Odell McGovney, A.M. - Price forty cents. World Book Company, Yonkers-on-Hudson, New York. - - THE STORY READERS’ PRIMER. By May Langdon White. Price thirty-six - cents. World Book Company, Yonkers-on-Hudson, New York. - -These little stories of ancient days in the Philippines contain such -interesting selections as “The Sea and the Sky,” “The Bird and the -Bamboo,” “The Good and the Evil Spirits,” “Naming the Islands,” and -“Manila Long Ago.” These stories have a certain historic value and will -be read with interest by children in the United States. - -The Story Readers’ Primer tells of the every day experiences of two -happy, healthy children, and makes effective use of the classic stories -and poems. - - - - - BIBLIOGRAPHY - - -In this list of books, Column I gives the price upon receipt of which -the book named will be sent post-paid. Column II gives the price upon -receipt of which the book named will be sent post-paid together with -The Storytellers’ Magazine for one year. Remittances may safely be made -by Money or Express Order or by draft on New York. All communications -should be sent to The Storytellers’ Magazine, 27 West 23d Street, -New York, giving the name of the book wanted; the date at which the -subscription to The Storytellers’ Magazine should begin, and the name -and full post-office address of the sender. - - - I. Story Telling - - Column I Column II - Price Price - at which Book of Book and - will be sent THE STORYTELLERS’ - post-paid MAGAZINE for - one year - Book and - STORYTELLERS’ - BRYANT, Sara Cone.—How to Tell Stories MAGAZINE - to Children. 1.00 Combined $1.65 - Stories to Tell Children. 1.00 1.65 - HOUGHTON, Louise.—Telling Bible Stories 1.25 “ 1.85 - KEYES.—Stories and Story-Telling. 1.25 “ 1.85 - LYMAN, Edna.—Story-Telling: What to - Tell and How to Tell It 0.75 “ 1.55 - PARTRIDGE, E. N. & G. P.—Story-Telling - in School and Home. 1.25 “ 1.75 - WYCHE, R. T.—Some Great Stories and - How to Tell Them. 1.00 1.55 - - -II. Bible Stories - - BUNYAN.—Pilgrim’s Progress. 1.00 “ 1.65 - CHISHOLM.—Stories from The Old Testament. 0.50 “ 1.30 - CHURCH.—Story of the Last Days of - Jerusalem. 1.25 “ 1.85 - HODGES.—Saints and Heroes. 1.35 “ 1.95 - KELMAN.—Stories from the Life of Christ. 0.50 “ 1.30 - PENDLETON.—In Assyrian Tents. 0.75 “ 1.55 - SHEPARD.—Young Folks Josephus. 1.25 “ 1.85 - SIVITER.—Nehe, Story of Nehemiah. 1.50 “ 2.10 - TOLSTOI.—Where Love Is—There is God Also. 0.35 “ 1.25 - - -III. Epics, Romances and Classic Tales - - ARNOLD.—Sohrab and Rustem. 0.25 “ 1.15 - BALDWIN.—Story of Roland. 1.50 “ 2.10 - BALDWIN.—Story of Siegfried. 1.50 “ 2.10 - CARPENTER.—Hellenic Tales. 0.60 “ 1.45 - CHURCH.—Odyssey for Boys and Girls. 1.50 “ 2.10 - CHURCH.—Stories of Charlemagne. 1.75 “ 2.25 - CHURCH.—Stories of Homer. 1.25 “ 1.85 - CRAWFORD.—Tr. the Kalevala, the National - Epic of Finland. 3.00 “ 3.50 - DARTON.—Tales of the Canterbury Pilgrims. 1.50 “ 2.10 - DARTON.—Wonder-book of Old Romance. 1.50 “ 2.10 - DAVIDSON.—A Knight Errant—Story of - Amadis of Gaul. 1.75 “ 2.25 - HAVELL.—Stories from Don Quixote. 1.50 “ 2.10 - HIGGINSON.—Tales of the Enchanted - Islands of the Atlantic 1.50 “ 2.10 - HOLBROOK.—Northland Heroes. 0.35 “ 1.25 - HULL.—The Boy’s Cuchulain-Irish Hero - Legends. 1.50 “ 2.10 - IRVING.—Tales from the Alhambra. 0.60 “ 1.40 - LANG, A.—Book of Romance. 1.60 “ 2.15 - LANG, Andrew.—“Tales of Troy and - Greece.” 1.00 “ 1.65 - LANG, L. B.—Red Book of Heroes. 1.60 “ 2.15 - LANIER.—The Boy’s King Arthur. 2.00 “ 2.45 - MABIE.—Heroes Every Child Should - Know. 0.50 “ 1.30 - MACLEOD.—Book of King Arthur, etc. - (Inexpensive edition.) 1.00 “ 1.65 - MACLEOD.—Book of King Arthur and His - Noble Knights. 1.50 “ 2.10 - MACLEOD.—Stories from the Faerie Queene 1.50 “ 2.10 - MCSPADDEN.—Stories from Wagner. 0.50 “ 1.30 - MCSPADDEN.—Stories from Chaucer. 0.50 “ 1.30 - MARSHALL.—Stories of Beowulf. 0.50 “ 1.30 - MARSHALL.—Stories of Childe Roland. 0.50 “ 1.30 - MARSHALL.—Story of William Tell. 0.50 “ 1.30 - MORRIS.—Story of Sigurd the Volsung. 2.00 “ 2.45 - PALMER.—Tr. Odyssey of Homer. 1.00 “ 1.65 - PYLE.—Story of King Arthur and his Knights. 2.00 “ 2.45 - PYLE.—Story of Launcelot and his Companions.2.00 “ 2.45 - PYLE.—Some Merry Adventures of Robin - Hood. (Condensed) 0.50 “ 1.30 - PYLE.—Merry Adventures of Robin Hood 3.00 “ 3.30 - RAGOZIN.—Frithj and Roland. 1.25 “ 1.85 - RAGOZIN.—Siegfried and Beowulf. 1.25 “ 1.85 - ROYDE-SMITH.—Una and the Red Cross Knight.2.50 “ 2.85 - TEGNER.—Frithiof’s Saga. 1.25 “ 1.85 - TINKER.—Beowulf. Tr. by Tinker. 1.00 “ 1.65 - WILMOT-BUXTON.—Stories of Persian Heroes. 1.50 “ 2.10 - WILSON.—The Story of the Cid. 1.25 “ 1.85 - - -IV. Fables, Myths, Heroes and Folk Lore - - ÆSOP’S FABLES.—Ed. by Joseph Jacobs. 1.50 “ 2.10 - ANDERSEN.—Wonder Stories. 1.00 “ 1.65 - AUSTIN.—The Basket Woman—Ute Indian Tales. 1.50 “ 2.10 - BALDWIN.—Story of the Golden Age. 1.50 “ 2.10 - BALDWIN.—Wonder-book of Horses. 0.75 “ 1.60 - BLUMENTHAL.—Folk Tales from the Russians 0.60 “ 1.45 - BRADISH.—Old Norse Stories. 0.45 “ 1.28 - BROWN.—In the Days of Giants. 1.10 “ 1.85 - BRYCE.—Fables from Afar. 0.45 “ 1.28 - Short Stories for Little Folks. 0.35 “ 1.20 - BRYCE.—That’s Why Stories. 0.45 “ 1.28 - DASENT.—Popular Tales from the Norse. 2.50 “ 2.85 - GRIFFIS.—The Fire-Fly’s Lovers, Japanese - Folk Tales. 1.00 “ 1.65 - GRIMM.—Household Stories. Tr. by Crane. 1.00 “ 1.70 - HAWTHORNE.—Wonderbook and Tanglewood Tales. 1.00 “ 1.70 - HARRIS.—Uncle Remus and His Friends. 1.50 “ 2.10 - HARRIS.—Uncle Remus, His Songs and Sayings. 2.00 “ 2.45 - KINGSLEY.—Heroes of Greek Fairy Tales. 1.00 “ 1.65 - KUPFER.—Legends of Greece and Rome. 0.75 “ 1.60 - LAGERLÖF.—Swedish Folk Tales. 1.50 “ 2.10 - LANG, Andrew.—True Story Book. 2.00 “ 2.45 - MABIE.—Norse Stories Retold from The Eddas. 1.25 “ 1.75 - PEABODY.—Old Greek Folk Stories. 0.25 “ 1.15 - RAMASWAMI, Raju.—Indian Fables. 1.50 “ 2.10 - ROULET-NIXON.—Japanese Folk Stories - and Fairy Tales. 0.40 “ 1.25 - SCUDDER.—Children’s Book. 2.50 “ 2.85 - STORR.—Half-a-Hundred Hero Tales. 1.35 “ 1.95 - WIGGIN & SMITH.—Tales of Laughter. 1.35 “ 1.95 - WIGGIN & SMITH.—Tales of Wonder. 1.50 “ 1.95 - ZITKALA-SA.—Old Indian Legends. 0.60 “ 1.40 - - -V. Fairy Tales—Old and New - - ANDERSEN.—Fairy Tales. Tr. by Mrs. Lucas. 2.50 “ 2.85 - ANDERSEN.—Fairy Tales. Vol. I. 0.40 “ 1.25 - Vol. II. 0.40 “ 1.25 - ANDERSEN.—Stories and Tales. 0.30 “ 1.20 - ASBJORNSEN.—Fairy Tales from the Far - North (Burt). 1.00 “ 1.65 - BALDWIN.—Fairy Stories and Fables. 0.35 “ 1.25 - BAIN.—Russian Fairy Tales. 0.00 “ 1.65 - BAIN.—Cossack Fairy Tales and Folk Tales. 0.00 “ 1.65 - CARY.—Fairy Legends of the French - Provinces. 0.60 “ 1.45 - CHISHOLM.—In Fairy Land. 3.00 “ 3.30 - COMPTON.—American Indian Fairy Tales. 1.50 “ 2.10 - CRAIK.—The Fairy Book. 0.50 “ 1.30 - DOLE.—Russian Fairy Book. 2.00 “ 2.45 - GRIMM.—Fairy Tales. Tr. by Mrs. Lucas. - Ill. by Arthur Rackham. 1.50 “ 2.10 - JACOBS.—Celtic Fairy Tales. 1.00 “ 1.65 - JACOBS.—More Celtic Fairy Tales. 1.25 “ 1.85 - JACOBS.—English Fairy Tales. 1.00 “ 1.65 - JACOBS.—More English Fairy Tales. 1.25 “ 1.85 - JACOBS.—Indian Fairy Tales. 1.00 “ 1.65 - LANG, Andrew.—Blue True Story Book. 2.00 “ 2.45 - LANG, Andrew.—Crimson Fairy Book. 1.60 “ 2.15 - MACDONNELL.—Italian Fairy Book. 1.35 “ 1.90 - OZAKI.—Japanese Fairy Book. 1.50 “ 2.10 - RHYS.—Fairy Gold. 0.70 “ 1.55 - WILLISTON.—Japanese Fairy Tales. 0.75 “ 1.55 - - -VI. History, Biography, Travel and Adventure - - ABBOTT.—Daniel Boone. 1.25 “ 1.85 - Christopher Carson, Known as Kit - Carson. 1.25 “ 1.85 - ABBOTT.—David Crockett. 1.25 “ 1.85 - AMBROSI.—When I was a Girl in Italy. 0.75 “ 1.55 - BARNES.—Yankee Ships and Yankee Sailors. 0.50 “ 1.30 - BOLTON.—Lives of Poor Boys Who Became - Famous. 1.50 “ 2.10 - BOYESEN.—Boyhood in Norway. 1.25 “ 1.85 - BROOKS.—Story of Marco Polo. 1.50 “ 2.10 - BROOKS.—True Story of Christopher Columbus. 1.50 “ 2.10 - BUTTERWORTH.—Zigzag Journeys around - the World. Per vol. 1.50 “ 2.10 - CARPENTER.—Asia. 0.60 “ 1.45 - CARPENTER.—South America. 0.60 “ 1.45 - CHURCH.—Stories of the East from Herodotus. 1.25 “ 1.85 - CUSTER (Mrs).—Boy General. Story of - the Life of Major-General George - A. Custer. 0.50 “ 1.40 - DANA.—Two Years Before the Mast - (University). 1.00 “ 1.65 - DU CHAILLU.—Country of the Dwarfs. 1.25 “ 1.85 - Lost in the Jungle. 1.25 “ 1.85 - My Apingi Kingdom. 1.25 “ 1.85 - Stories of the Gorilla Country. 1.25 “ 1.85 - Wild Life Under The Equator. 1.25 “ 1.85 - DUTTON.—Little Stories of Germany. 0.40 “ 1.25 - GARLAND.—Boy Life on the Prairie. 1.50 “ 2.10 - GIBSON.—In Eastern Wonder-Lands. 1.50 “ 2.10 - GOLDING.—Story of David Livingston. 0.50 “ 1.30 - HAWTHORNE.—Biographical Stories. 0.25 “ 1.15 - JENKS.—Boy’s Book of Explorations. 2.00 “ 2.45 - JOHNSTON AND SPENCER.—Ireland’s Story 1.40 “ 2.05 - KINGSLEY.—Westward Ho! 0.60 “ 1.45 - KNOX.—Boy Travellers in Great Britain - and Ireland. 2.00 “ 2.45 - MABIE.—Heroines Every Child Should Know. 0.50 “ 1.30 - MCMANUS.—Our Little Hindu Cousin. 0.60 “ 1.40 - MACGREGOR.—Story of France. 2.50 “ 2.85 - PARKMAN.—Oregon Trail. 0.40 “ 1.25 - ROOSEVELT AND LODGE.—Hero Tales - from American History. 1.50 “ 2.10 - ROOSEVELT.—Ranch Life and the Hunting - Trail. 2.50 “ 2.85 - SCHWATKA.—Children of the Cold. 1.25 “ 1.85 - STARR.—American Indians. 0.45 “ 1.30 - TAPPAN.—Story of the Greek People. 1.50 “ 2.00 - Story of the Roman People. 1.50 “ 2.00 - VAN BERGEN.—Story of Russia. 0.65 “ 1.50 - WHITE.—The Magic Forest. 0.50 “ 1.30 - YOUNGE.—Book of Golden Deeds. 1.00 “ 1.55 - - -VII. Stories of Humor - - ADELBORG.—Clean Peter. 1.25 “ 1.85 - BAUM.—Father Goose. 1.25 “ 1.85 - Wizard of Oz. 1.25 “ 1.85 - BURGESS.—Goops, and How to be Them. 1.50 “ 2.10 - CARROLL.—Alice’s Adventures in Wonderland. 0.60 “ 1.45 - Through the Looking Glass. 0.60 “ 1.45 - CHAMNEY (Mrs.).—Paddy O’Leary, and - his Learned Pig. 1.00 “ 1.65 - HALE.—Peterkin Papers. 1.50 “ 2.10 - HARRIS.—Nights with Uncle Remus. 1.50 “ 2.10 - LEAR.—Nonsense Songs. 2.00 “ 2.45 - PAINE.—Arkansaw Bear. 1.00 “ 1.65 - - - - - THE NATIONAL STORY TELLERS’ LEAGUE - HOME OFFICE: 27 West Twenty-third Street, New York - - - OFFICERS - - Richard T. Wyche, President - 27 West 23d St., N. Y. - - James H. Van Sickle, Vice President - Superintendent of Schools, Springfield, Mass. - - R. M. Hodge, Secretary - 552 West 113th St., N. Y. - - W. H. Keister, Treasurer - Superintendent of Schools, Harrisonburg, Va. - - - _Origin of the Story Tellers’ League Movement in America_ - - -One time some half a hundred people gathered on a lawn at twilight at -the close of a summer’s day, to tell stories, to sit on the grass, to -relax, rest and commune with those spiritual forces that lie dormant -in literature and in nature until touched by living and creative -personalities. We were a group of teachers attending the Summer School -of the South at the University of Tennessee. Twice a week these -meetings were held with an informal program of stories and the singing -of familiar national melodies. At the close of that session of the -school, numbering over two thousand teachers, a formal organization was -made which afterward became the National Story Tellers’ League. That -was July, 1903, and marked the beginning of the Story Tellers’ League -movement in America. - -Since that time the movement has grown until many local leagues have -sprung up all over the United States. The purpose of the whole movement -in a word is the told story, oral literature, with the young people -always in view. - - - - - STORY TELLERS’ LEAGUES - - -THE STORYTELLERS’ MAGAZINE publishes for the convenience of those -interested in the story telling movement a finding list of Story -Tellers’ Leagues throughout the United States. Correspondence is -invited in order to supply omissions caused by lack of information so -that the MAGAZINE may be made as complete as possible. - -Leagues marked with a * publish Year Books. - - -ALABAMA - - BIRMINGHAM - STORY TELLERS’ LEAGUE - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care J. H. Phillips, Supt. Birmingham Public Schools - - MONTEVALLO - *ALABAMA GIRLS’ TECHNICAL INSTITUTE STORY TELLERS’ LEAGUE - Myrtle Brooke, _President_ - ——, Cor. _Secretary_ - P. O. Address—Alabama Girls’ Technical Institute, Montevallo, Ala. - - TUSCUMBIA - STORY TELLERS’ LEAGUE - Miss Rayner Tillman, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care Public Schools, Tuscumbia, Ala. - - -ARKANSAS - - LITTLE ROCK - *STORY TELLERS’ LEAGUE - Miss Grace Boyce, _President_ - Miss Dora Hooper, _Cor. Secretary_ - P. O. Address—Care Superintendent CitySchools, Little Rock, Ark. - - -COLORADO - - DENVER - STORY TELLERS’ LEAGUE - Miss Edwina Fallis, _President_ - ——, _Cor. Secretary_ - P.O. Address—637 Franklin St., Denver, Col. - - -CONNECTICUT - - HARTFORD - STORY TELLERS’ LEAGUE - Prof. E. P. St. John, _President_ - ——, _Cor. Secretary_ - P. O. Address—Hartford School Religious Pedagogy, Hartford, Conn. - - -GEORGIA - - ATHENS - STORY TELLERS’ LEAGUE - Prof. D. L. Earnest, _President_ - ——, _Cor. Secretary_ - P. O. Address—State Normal, Athens, Ga. - - ATLANTA - STORY TELLERS’ LEAGUE - Mrs. Charles Goodman, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care Milton, Bradley & Co., Atlanta, Ga. - - DALTON - STORY TELLERS’ LEAGUE - Mr. J. B. Lucas, _President_ - ——, _Cor. Secretary_ - P. O. Address—Supt. City Schools, Dalton, Ga. - - -ILLINOIS - - BLOOMINGTON - STORY TELLERS’ LEAGUE - ——, _President_ - Mrs. Perry B. Johnson, _Cor. Secretary_ - P. O. Address—402 West Chestnut St., - Bloomington, Ill. - - CARBONDALE - STORY TELLERS’ LEAGUE - Miss Fadra R. Holmes, _President_ - ——, _Cor. Secretary_ - P. O. Address—State Normal School, Carbondale, Ill. - - CHICAGO - *STORY TELLERS’ LEAGUE, (Chicago Branch Natl. S. T. L.) - Miss Alice O’Grady, _President_ - Miss Grace Hemingway, _Cor. Secretary_ - P. O. Address—444 N. Park Ave, Oak Park, Ill. - - - DECATUR STORY CLUB - Miss Laura B. Smith, _President_ - ——, _Cor. Secretary_ - P. O. Address—657 W. Main St., Decatur, Ill. - - NORMAL - STORY TELLERS’ LEAGUE, Normal University - Frances Foote, _President_ - ——, _Cor. Secretary_ - P. O. Address—Normal University, Normal, Ill. - - ROCKFORD - STORY TELLERS’ CLUB - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address— - - -IOWA - - DES MOINES - STORY TELLERS’ LEAGUE - Miss Jeanette Ezekiels, _President_ - ——, _Cor. Secretary_ - P. O. Address—Kindergarten Dept., Drake University, Des Moines, Ia. - - -KANSAS - - TOPEKA - STORY TELLERS’ LEAGUE - Miss Linna E. Bresette, _President_ - ——, _Cor. Secretary_ - P. O. Address—506 Polk St., Topeka, Kan. - - -KENTUCKY - - COVINGTON - STORY TELLERS’ LEAGUE - Miss Lily Southgate, _President_ - ——, _Cor. Secretary_ - P. O. Address—High School, Covington, Ky. - - FORT THOMAS - STORY TELLERS’ LEAGUE - ——, _President_ - Miss Bessie J. White, _Cor. Secretary_ - P. O. Address—Southgate Ave., Fort Thomas, Ky. - - LOUISVILLE - STORY TELLERS’ LEAGUE - Miss Nannie Lee Frayser, _President_ - ——, _Cor. Secretary_ - P. O. Address—University School, Louisville, Ky. - - NEWPORT - CAMPBELL COUNTY STORY TELLERS’ LEAGUE - ——, _President_ - Miss Florence Savage, _Cor. Secretary_ - P. O. Address—36 Home Ave., Newport, Ky. - - -LOUISIANA - - NEW ORLEANS - *STORY TELLERS’ LEAGUE - Miss Eleanor Payne, _President_ - Miss Ida Barnett, _Cor. Secretary_ - P. O. Address—1631 Octavia St., New Orleans, La. - - SHREVEPORT - - STORY TELLERS’ LEAGUE - Miss Pearl Fortson, _President_ - ——, _Cor. Secretary_ - P. O. Address—High School, Shreveport, La. - - -MASSACHUSETTS - - WORCESTER - STORY TELLERS’ CLUB - Miss Edna Collamore, _President_ - ——, _Cor. Secretary_ - P. O. Address—40 Merrick St., Worcester, Mass. - - -MICHIGAN - - ADRIAN - *STORY TELLERS’ LEAGUE - ——, _President_ - Miss Fanny Rich, _Cor. Secretary_ - P. O. Address—Care Public Library, Adrian, Mich. - - BIG RAPIDS - STORY TELLERS’ LEAGUE, Ferris Institute Summer School. - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address—Ferris Institute Summer School, Big Rapids, Mich. - - CALUMET - STORY TELLERS’ LEAGUE - Mrs. Robert Wetzel, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care C. & H. Library, Calumet, Mich. - - DETROIT - STORY TELLERS’ LEAGUE - Miss Mary Conover, _President_ - ——, _Cor. Secretary_ - P. O. Address—Children’s Room. Public Library, - Detroit, Mich. - - -MISSOURI - - ST. JOSEPH - *ST. JOSEPH STORY TELLERS’ LEAGUE - Miss Martina Martin, _President_ - Miss Georgiana Behne, _Cor. Secretary_ - P. O. Address—503 Antoine St., St. Joseph, Mo. - - -MISSISSIPPI - - BLUE MOUNTAIN - STORY TELLERS’ LEAGUE - Miss Jennie Hardy, _President_ - ——, _Cor. Secretary_ - P. O. Address—Blue Mountain College, Blue Mountain, Miss. - - COLUMBUS - STORY TELLERS’ LEAGUE - Miss Rosa B. Knox, _President_ - ——, _Cor. Secretary_ - P. O. Address—Normal Institute, Columbus, Miss. - - -MONTANA - - BOZEMAN - STORY TELLERS’ LEAGUE - Mrs. R. J. Cunninghan, _President_ - ——, _Cor. Secretary_ - P. O. Address—Bozeman, Mont. - - DILLON - STORY TELLERS’ LEAGUE - Miss Florence Mayer, _President_ - Miss Susie Karas, _Cor. Secretary_ - P. O. Address—State Normal, Dillon, Mont. - - HELENA - STORY TELLERS’ LEAGUE - J. W. Curtis, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care City Schools, Helena, Mont. - - -NEBRASKA - - OMAHA - STORY TELLERS’ LEAGUE - ——, _President_ - Miss Josephine Grant, _Cor. Secretary_ - P. O. Address—518 Park Ave., Omaha, Neb. - *WYCHE STORY TELLERS’ LEAGUE - Miss Ida M. Crowell, _President_ - Miss Mary Krebs, _Cor. Secretary_ - P. O. Address—1332 S. 25th Ave., Omaha, Neb. - - LINCOLN - STORY TELLERS’ LEAGUE, Nebraska State Teachers’ Association - Miss Cleland, _President_ - P. O. Address—Lincoln, Neb. - - -NEW YORK - - BROOKLYN - STORY TELLERS’ LEAGUE - Miss Charlotte Savage, _President_ - ——, _Cor. Secretary_ - P. O. Address—97 Lawrence St., Brooklyn, N. Y. - - NEW YORK CITY - STORY TELLERS’ LEAGUE - Mrs. E. D. Burt, _President_ - ——, _Cor. Secretary_ - P. O. Address—500 West 122d St., New York - INFORMAL FIRESIDE STORY TELLING CIRCLE - Miss L. A. Palmer, _President_ - ——, _Cor. Secretary_ - P. O. Address—235 East 18th St., New York - STORY TELLERS’ LEAGUE, Y.W.C.A. Training School - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address— - - SYRACUSE - STORY TELLERS’ LEAGUE - Miss Maude C. Stewart, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care Willard School, Syracuse, N. Y. - - -OHIO - - CINCINNATI - *STORY TELLERS’ LEAGUE - Miss Pearl Carpenter, _President_ - Miss L. O’Neill, _Cor. Secretary_ - P. O. Address—2371 Fairview Ave., Cincinnati, O. - - OXFORD - STORY TELLERS’ LEAGUE - Miss Annie Logan, _President_ - ——, _Cor. Secretary_ - P. O. Address—Miami University, Oxford, O. - - PIQUA - STORY TELLERS’ LEAGUE - Miss Jessie H. Masden, _President_ - ——, _Cor. Secretary_ - P. O. Address—Schmidlapp Free Public Library, Piqua, O. - - -OKLAHOMA - - STORY TELLERS’ LEAGUE - Lena Mead, _President_ - P. O. Address—Ponca City, Okla. - - -PENNSYLVANIA - - PHILADELPHIA - STORY TELLERS’ LEAGUE - Prof. F. A. Child, _President_ - ——, _Cor. Secretary_ - P. O. Address—Box 38, University Hall, Philadelphia, Pa. - - - NORTH EAST - NORTH EAST STORY TELLING CIRCLE - Miss Almeda Wells, _President_ - ——, _Cor. Secretary_ - P. O. Address—140 W. Main St., North East, Pa. - - -TENNESSEE - - HARRIMAN - STORY TELLERS’ LEAGUE - Miss Inez A. Ayers, _President_ - ——, _Cor. Secretary_ - P. O. Address—Public Library, Harriman, Tenn. - - NASHVILLE - *STORY TELLERS’ LEAGUE - Miss Elizabeth Oehmig, _President_ - Miss Cornelia Barksdale, _Cor. Secretary_ - P. O. Address—1207 Ordway Place, Nashville, Tenn. - - -TEXAS - - SAN ANTONIO - MARK TWAIN STORY TELLERS’ LEAGUE - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address—High School, San Antonio, Tex. - - WACO - STORY TELLERS’ LEAGUE OF BAYLOR UNIVERSITY SUMMER SCHOOL - ——, _President_ - ——, _Cor. Secretary_ - P. O. Address—Care Prof. W. W. Pelham, Waco, Tex. - - -VIRGINIA - - HARRISONBURG - STORY TELLERS’ LEAGUE - Prof. C. J. Heatwole, _President_ - ——, _Cor. Secretary_ - P. O. Address—State Normal School, Harrisonburg, Va. - - RICHMOND - STORY TELLERS’ LEAGUE - Miss Lucy Coleman, _President_ - ——, _Secretary_ - P. O. Address—Mechanics Institute, Richmond, Va. - - -WASHINGTON - - SEATTLE - STORY TELLERS’ LEAGUE - Miss Gertrude Andrus, _President_ - ——, _Cor. Secretary_ - P. O. Address—Children’s Room, Public Library, Seattle. - - -WEST VIRGINIA - - GLENVILLE - STORY TELLERS’ LEAGUE - Mr. Blaine Engle, _President_ - ——, _Cor. Secretary_ - P. O. Address—State Normal School, Glenville, W. Va. - - HINTON - STORY TELLERS’ LEAGUE - Mr. R. L. Cole, _President_ - ——, _Cor. Secretary_ - P. O. Address—High School, Hinton, W. Va. - - MORGANTOWN - BEOWULF STORY TELLERS’ CLUB - Prof. J. H. Cox, _President_ - ——, _Cor. Secretary_ - P. O. Address—West Virginia University, - Morgantown, W. Va. - - - “JOHNNY CAKE” UP-TO-DATE - - - _Her Dilemma_ - -MRS. NEWEDD (excitedly)—Oh, John, dear, please hurry and send off a -telegram for me. - -NEWEDD—What’s the matter? - -MRS. NEWEDD—Why, I’m taking a correspondence course in cooking, and -the cake I made is running all over the oven. I want to telegraph them -quick to find out what to do.—_From the Boston Transcript._ - - - - - BUSINESS DEPARTMENT - - -Do you believe in fairies? We ask this question because if you do, you -will at once be reminded that all good fairies stand ready upon the -slightest provocation to lend their assistance to a good cause. When -the virtuous Cinderella’s fortunes were at a low ebb the waving of the -fairy wand promptly summoned to her aid a host of cheerful attendants -who worked so industriously in her behalf that she immediately became a -princess and lived happily ever after. - -The Storytellers’ Magazine, like the good fairy is interested in the -welfare of the Children, and, also like the good fairy, is waving -its wand to summon a host of workers to its side. At this moment it -is waving its wand directly at _you_. In Fairyland, as you may have -noticed, the cheerful little fairy workers respond immediately to -the waving of the wand, and work most industriously without other -remuneration than the thought of a brave deed well done. - -In Storyland, however, the case is quite different. Besides the -consciousness of duty well performed the workers receive a material -compensation for their services. They not only have the honor of -winning subscribers and adherents to the story tellers’ cause, but -the satisfaction of a substantial recognition besides. What is your -reply? Will you come and help us—for a consideration? We need an army -of workers, a veritable fairy host who will make The Storytellers’ -Magazine a welcomed guest in every corner of the land. If you will join -forces with us in building up a great subscription list you will aid in -making The Storytellers’ Magazine a _great_ Magazine. If you will but -wave your wand we promise to wave ours. - -Every one is interested in the story telling idea, and when you show -that for the modest sum of _eight and three-quarter cents each month_ -one may not only be kept in close touch with this great movement, -but enjoy a liberal education in the delightful stories and other -illustrative literature which appear in the columns of the Magazine, -you will be sure to find not only a cordial welcome, but a subscriber -as well. - -Send us at once your name and address, and let us know what territory -you will become responsible for, and we will send you the necessary -instructions about getting subscribers. - -Do not attempt at first to cover too much territory. It is far better -to cover a small territory thoroughly than a large area half heartedly. -We have in preparation a list of premiums and club combinations which -can be offered in connection with the Magazine. When ready, this list -will be furnished to you and will aid you in getting subscribers. - - Address BUSINESS MANAGER - THE STORYTELLERS’ MAGAZINE - 27 West 23d St., New York - - - FORM OF APPLICATION - - BUSINESS MANAGER, STORYTELLERS’ MAGAZINE - 27 WEST TWENTY-THIRD STREET - NEW YORK - - _Dear Sir: I hereby make application to represent_ THE STORYTELLERS’ - MAGAZINE _as resident agent in the State of_ ......................... - _with headquarters at_ ...................................... - City or Town - _in_ ..................... _County_. - - - _I should like to have the following territory assigned to me_ - ......................... - (Here describe the Territory, whether - City, County, State, &c.) - - _If the territory is available, send Terms to Agents, Club - Subscription Rates and all necessary information to_ - - _Name_ ............................................................... - - _Home Address_ ....................................................... - - _Post Office_ ........................................ _State_ ....... - - _Professional or Business Address is_ ................................ - - ...................................................................... - - - - - STORIES FOR CHILDREN - - - =TWO LITTLE RUNAWAYS= (_Just Published_) - Adapted and revised by MELVIN HIX and WALTER L. HERVEY. - Illustrated. 95 pp. 30 cents. - -Snappy and Spitfire are a dog and a cat who become dissatisfied with -their surroundings and decide to run away. Their various adventures -make an amusing and interesting book for children. It was designed -particularly to be used at that important stage when children are ready -to begin the independent practice of the most delightful of all arts, -the art of finding stories in books. The simplicity of plot and general -content are admirably suited to the needs and abilities of six-year-old -readers. - - =INDIAN SKETCHES= - By CORNELIA STEKETEE HULST. Illustrated. 120 pages. 60 cents. - -New material, drawn from the beautiful and heroic stories of the -Northwest Territory, has been worked up with the aim of presenting -the Indian in a much pleasanter and fairer light than is usual in -literature. Social and racial customs, the dances of the various -seasons, etc., are described. Parents and teachers of younger children -will find these “Sketches” interesting and historically accurate. - - =IN OLDEST ENGLAND= - By GEORGE PHILIP KRAPP. Illustrated. 173 pp. 60 cents. - -A collection of well-chosen stories which represent old English life. -Tales of adventure, accounts of battles, vivid descriptions of their -homes and dress, all serve to make real this distant period. The story -of the beginnings of the English people up to the Norman Conquest is -given, and the heroic characters of those times are brought to view in -a setting altogether new. - - =THE MAGIC SPEECH FLOWER= - By MELVIN HIX. Illustrated. 179 pp. 35 cents. - -This is the story of a little boy who was kind to animals, and, because -of his goodness to them, gained the power to understand and to speak -the speech of the animal folk. Thus he hears from them all about their -habits and they tell him many interesting legends of the woods. Most of -the stories are new and they are told in simple language which can be -read by children of eight or nine years of age. - - =HISTORICAL PLAYS OF COLONIAL DAYS= - By LOUISE E. TUCKER and ESTELLE L. RYAN. Twenty-six plays. With - full-page Frontispiece. 163 pp. 65 cents. - -This book makes history real by lifting it into a dramatic presentation -faithfully reproducing people and events in colonial times in America. -It teaches history in its pleasantest form. All of the plays have been -acted over and over again by children nine or ten years old. They also -immensely enjoy reading the plays without acting. The average time -required to give each of the plays is about fifteen minutes. - - -Fairy and Other Story Books by Andrew Lang - - All Sorts of Stories Book _By Mail_, $1.75; _Net_ $1.60 - Animal Story Book 2.00 - Animal Story Book Reader .50 - Arabian Nights 2.00 - Blue Fairy Book 2.00 - Book of Princes and Princesses _By Mail_, $1.75; _Net_ 1.60 - Book of Romance _By Mail_, $1.75; _Net_ 1.60 - Book of Saints and Heroes _By Mail_, $1.75; _Net_ 1.60 - Brown Fairy Book _By Mail_, $1.75; _Net_ 1.60 - Crimson Fairy Book _By Mail_, $1.75; _Net_ 1.60 - Green Fairy Book 2.00 - Grey Fairy Book 2.00 - Lilac Fairy Book _By Mail_, $1.75; _Net_ 1.60 - My Own Fairy Book 2.00 - Olive Fairy Book _By Mail_, $1.75; _Net_ 1.60 - Orange Fairy Book _By Mail_, $1.75; _Net_ 1.60 - Pink Fairy Book 2.00 - Red Book of Animal Stories 2.00 - Red Book of Heroes _By Mail_, $1.75; _Net_ 1.60 - Red Book of Romance _By Mail_, $1.75; _Net_ 1.60 - Red Fairy Book 2.00 - Red True Story Book 2.00 - True Story Book 2.60 - Violet Fairy Book _By Mail_, $1.75; _Net_ 1.60 - Yellow Fairy Book 2.00 - - - LONGMANS, GREEN, & CO., Publishers - Fourth Avenue and 30th Street, New York - - - - - -End of the Project Gutenberg EBook of The Story Tellers' Magazine, Vol. I, -No. 1, June 1913, by Various - -*** END OF THIS PROJECT GUTENBERG EBOOK STORY TELLERS' MAGAZINE, JUNE 1913 *** - -***** This file should be named 63669-0.txt or 63669-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/6/3/6/6/63669/ - -Produced by hekula03, Les Galloway and the Online -Distributed Proofreading Team at https://www.pgdp.net (This -book was produced from images made available by the -HathiTrust Digital Library.) - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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