ToMyMotherTHEFIRST，BESTSTORY—TELLER

THISLITTLEBOOKIS

DEDICATED

PREFACE

ThestorieswhicharegiveninthefollowingpagesareforthemostpartthosewhichIhavefoundtobebestlikedbythechildrentowhomIhavetoldtheseandothers。IhavetriedtoreproducetheforminwhichIactuallytellthem，——althoughthatinevitablyvarieswitheveryrepetition，——feelingthatitwouldbeofgreatervaluetoanotherstory—tellerthanamorecloselyliteraryform。

Forthesamereason，Ihaveconfinedmystatementsoftheoryastomethod，tothosewhichreflectmyownexperience;my"rules"

weredrawnfromintrospectionandretrospection，attheurgingofothers，longaftertheinstinctivemethodtheyexemplifyhadbecomehabitual。

Thesefactsarethebasisofmyhopethatthebookmaybeofusetothosewhohavemuchtodowithchildren。

Itwouldbeimpossible，inthespaceofanypardonablepreface，tonametheteachers，mothers，andlibrarianswhohavegivenmehintsandhelpsduringthepastfewyearsofstory—telling。ButIcannotletthesepagesgotopresswithoutrecordingmyespecialindebtednesstothefewpersonswithoutwhoseinterestedaidthelittlebookwouldscarcelyhavecometobe。Theyare：MrsElizabethYoungRutan，atwhosegenerousinstanceIfirstenlargedmyownfieldofentertainingstory—tellingtoincludehers，ofeducationalnarrative，andfromwhomIhadmanyvaluablesuggestionsatthattime;MissEllaL。Sweeney，assistantsuperintendentofschools，Providence，R。I。，towhomIoweexceptionalopportunitiesforinvestigationandexperiment;MrsRoot，children’slibrarianofProvidencePublicLibrary，andMissAliceM。Jordan，BostonPublicLibrary，children’sroom，towhomI

amindebtedformuchgraciousandefficientaid。

MythanksareduealsotoMrDavidNuttforpermissiontomakeuseofthreestoriesfromEnglishFairyTales，byMrJosephJacobs，andRaggylug，fromWildAnimalsIhaveKnown，byMrErnestThompsonSeton;toMessrsFrederickA。StokesCompanyforFiveLittleWhiteHeads，byWalterLearned，andforBirdThoughts;toMessrsKeganPaul，Trench，Trubner&Co。Ltd。forTheBurningoftheRicefields，fromGleaningsinBuddha—Fields，byMrLafcadioHearn;toMessrsH。R。AllensonLtd。forthreestoriesfromTheGoldenWindows，byMissLauraE。Richards;andtoMrSeumasMcManusforBillyBegandhisBull，fromInChimneyCorners。

S。C。B。

CONTENTS

INTRODUCTION

TheStory—teller’sArt——RecentRevival——TheDifferencebetweentellingaStoryandreadingitaloud——SomeReasonswhytheFormerismoreeffectiveCHAPTERI

THEPURPOSEOFSTORY—TELLINGINSCHOOL

ItsimmediateAdvantagestotheTeacher—ItsultimateGiftstotheChildCHAPTERII

SELECTIONOFSTORIESTOTELL

TheQualitiesChildrenlike，andwhy——QualitiesnecessaryforOralDelivery——Examples：TheThreeBears，TheThreeLittlePigs，TheOldWomanandherPig——SuggestionsastotheTypeofStoryespeciallyusefulintheseveralprimaryGrades——

SelectedListoffamiliarFairyTalesCHAPTERIII

ADAPTATIONOFSTORIESFORTELLING

HowtomakealongStoryshort——HowtofilloutashortStory——GeneralChangescommonlydesirable——

Examples：TheNurnbergStove，byOuida;TheKingoftheGoldenRiver，byRuskin;TheRedThreadofCourage，TheElfandtheDormouse——AnalysisofMethodCHAPTERIV

HOWTOTELLTHESTORY

EssentialNatureoftheStory——KindofAppreciationnecessary——SuggestionsforgainingMasteryofFacts——ArrangementofChildren——TheStory—teller’sMood——AfewPrinciplesofMethod，MannerandVoice，fromthePsychologicalPointofViewCHAPTERV

SOMESPECIFICSCHOOLROOMUSES

ExerciseinRetelling——IllustrationscutbytheChildrenasSeat—work——DramaticGames——InfluenceofGamesonReadingClassesSTORIESSELECTEDANDADAPTEDFORTELLING

ESPECIALLYFORKINDERGARTENANDCLASSI。

NurseryRhymesFiveLittleWhiteHeadsBirdThoughtsHowwecametohavePinkRosesRaggylugTheGoldenCobwebsWhytheMorning—GloryclimbsTheStoryofLittleTavwotsThePigBrotherTheCakeThePiedPiperofHamelinTownWhytheEvergreenTreeskeeptheirLeavesinWinterTheStarDollarsTheLionandtheGnatESPECIALLYFORCLASSESII。ANDIII。

TheCatandtheParrotTheRatPrincessTheFrogandtheOxTheFire—BringerTheBurningoftheRicefieldsTheStoryofWylieLittleDaylightTheSailorManTheStoryofJairus’sDaughterESPECIALLYFORCLASSESIV。ANDV。

ArthurandtheSwordTarpeiaTheBuckwheatTheJudgmentofMidasWhytheSeaissaltBillyBegandhisBallTheLittleHeroofHaarlemTheLastLessonTheStoryofChristmasTHECHILD—MIND;ANDHOWTOSATISFYIT

AshortListofBooksinwhichtheStory—tellerwillfindStoriesnottoofarfromtheForminwhichtheyareneeded。

INTRODUCTION

Notlongago，IchancedtoopenamagazineatastoryofItalianlifewhichdealtwithacuriouspopularcustom。Ittoldoftheloveofthepeoplefortheperformancesofastrangelyclad，periodicallyappearingoldmanwhowasaprofessionalstory—teller。Thisoldmanrepeatedwholecyclesofmythandserialsofpopularhistory，holdinghisaudience—chamberinwhatevercorneroftheopencourtorsquarehehappenedupon，andalwayssurroundedbyaneagercrowdoflisteners。Sogreatwastherespectinwhichthestory—tellerwasheld，thatanyinterruptionwaslikelytoberesentedwithviolence。

AsIreadoftheabsorbedsilenceandthechangingexpressionsofthecrowdabouttheoldman，IwassuddenlyremindedofacompanyofpeopleIhadrecentlyseen。Theyweregatheredinoneoftheparloursofawomen’scollege，andtheirseriousyoungfaceshad，habitually，noneofthechildlikeresponsivenessoftheItalianpopulace;theyweresuggestive，rather，ofadailyexperiencewhichprecludedover—muchsurpriseorcuriosityaboutanything。

Inthemidstofthegroupstoodafrail—lookingwomanwithbrighteyes。Shewastellingastory，achildren’sstory，aboutagoodandabadlittlemouse。

Shehadbeenaskedtodothatthing，forapurpose，andshedidit，therefore。Butitwaseasytoseefromtheexpressionsofthelistenershowtrivialathingitseemedtothem。

Thatwasatfirst。Butpresentlytheroomgrewquieter，andyetquieter。Thefacesrelaxedintoamusedsmiles，soberedinunconscioussympathy，finallybrokeinripplesofmirth。

Thestory—tellerhadcometoherown。

Thememoryofthecollegegirlslisteningtothemouse—storybroughtothermemorieswithit。Manyaswiftcompositeviewoffacespassedbeforemymentalvision，faceswiththechild’slookonthem，yetnotthefacesofchildren。

Andoftheoccasionstowhichthefacesbelonged，thoseweremostvividwhichwereearliestinmyexperience。Foritwasthoseearlyexperienceswhichfirstmademerealisethemodernpossibilitiesoftheold，oldartoftellingstories。

Ithadbecomeapartofmywork，someyearsago，togiveEnglishlecturesonGermanliterature。

ManyofthemembersofmyclasswereunabletoreadintheoriginaltheworkswithwhichIdealt，andastheseweremodernworks，itwasrarelypossibletoobtaintranslations。

Forthisreason，Igraduallyformedthehabitoftellingthestoryofthedramaornovelinquestionbeforepassingtoadetailedconsiderationofit。Ienjoyedthispartofthelessonexceedingly，butitwassometimebeforeI

realisedhowmuchthelargerpartofthelessonithadbecometotheclass。Theyused——andtheywerematurewomen——towaitforthestoryasifitwereasugarplumandthey，children;

andtogrieveopenlyifitwereomitted。

Substitutionofreadingfromatranslationwasgreetedwithpreciselythesameabatementofeagernessthatachildshowswhenhehasaskedyoutotellastory，andyouoffer，instead，to"readonefromtheprettybook。"Andsogeneralandconstantwerethetokensofenjoymentthattherecouldultimatelybenodoubtofthepowerwhichthemerestory—tellingexerted。

Theattitudeofthegrown—uplistenersdidbutillustratethegeneraldifferencebetweentheeffectoftellingastoryandofreadingone。

Everyonewhoknowschildrenwellhasfeltthedifference。Withfewexceptions，childrenlistentwiceaseagerlytoastorytoldastooneread，andevena"recitation"oraso—called"reading"hasnotthecharmforthemthatthepersonwieldswhocan"tellastory。"Andtherearesoundreasonsfortheirpreference。

Thegreatdifference，includinglesserones，betweentellingandreadingisthatthetellerisfree;thereaderisbound。Thebookinhand，orthewordingofitinmind，bindsthereader。

Thestory—tellerisboundbynothing;hestandsorsits，freetowatchhisaudience，freetofolloworleadeverychangingmood，freetousebody，eyes，voice，asaidsinexpression。Evenhismindisunbound，becauseheletsthestorycomeinthewordsofthemoment，beingsofullofwhathehastosay。Forthisreason，astorytoldismorespontaneousthanoneread，howeverwellread。And，consequently，theconnectionwiththeaudienceiscloser，moreelectric，thanispossiblewhenthebookoritswordingintervenes。

Beyondthisadvantage，istheaddedcharmofthepersonalelementinstory—telling。Whenyoumakeastoryyourownandtellit，thelistenergetsthestory，PLUSYOURAPPRECIATION

OFIT。Itcomestohimfilteredthroughyourownenjoyment。Thatiswhatmakesthefunnystorythricefunnieronthelipsofajollyraconteurthaninthepagesofamemoir。Itisthefilterofpersonality。Everybodyhassomethingofthecuriosityoftheprimitivemanconcerninghisneighbour;whatanotherhasinhisownpersonfeltanddonehasanespecialholdoneachoneofus。Themostculturedofaudienceswilllistentothepersonalreminiscencesofanexplorerwithadifferenttingleofinterestfromthatwhichitfeelsforascientificlectureontheresultsoftheexploration。

Thelongingforthepersonalinexperienceisaveryhumanlonging。Andthisinstinctorlongingisespeciallystronginchildren。Itfindsexpressionintheirdelightintalesofwhatfatherormotherdidwhentheywerelittle，ofwhathappenedtograndmotherwhenshewentonajourney，andsoon，butitalsoextendstostorieswhicharenotinthemselvespersonal：

whichtaketheirpersonalsavourmerelyfromthefactthattheyflowfromthelipsinspontaneous，homelyphrases，withanappreciativegustowhichsuggestsparticipation。

Thegreatereaseinholdingtheattentionofchildrenis，forteachers，asufficientpracticalreasonfortellingstoriesratherthanreadingthem。Itisincomparablyeasiertomakethenecessaryexertionof"magnetism，"orwhateveritmaybecalled，whennothingelsedistractstheattention。One’seyesmeetthechildren’sgazenaturallyandconstantly;one’sexpressionrespondstoandinitiatestheirswithouteffort;theconnectionisimmediate。Fortheeaseoftheteacher，then，nolessthanforthejoyofthechildren，maytheartofstory—

tellingbeurgedaspre—eminentovertheartofreading。

Itisaveryold，averybeautifulart。Merelytothinkofitcarriesone’simaginaryvisiontoscenesofgloriousandtouchingantiquity。

ThetellersofthestoriesofwhichHomer’sIliadwascompounded;thetransmittersofthelegendandhistorywhichmakeuptheGestaRomanorum;thetravellingraconteurswhosebriefheroictalesarewovenintoourownnationalepic;thegranniesofage—oldtraditionwhosestoriesarepartsofCelticfolk—lore，ofGermanicmyth，ofAsiatiowonder—tales，——

thesearebutyoungerbrothersandsisterstothegenerationsofstory—tellerswhoseinventionsarebutvaguelyoutlinedinresultantformsofancientliteratures，andthenamesofwhosetribesarenolongerevenguessed。

Therewasatimewhenstory—tellingwasthechiefestoftheartsofentertainment;kingsandwarriorscouldaskfornothingbetter;

serfsandchildrenweresatisfiedwithnothingless。Inalltimestherehavebeenoccasionalrevivalsofthispastime，andinnotimehastheartdiedoutinthesimplehumanrealmsofwhichmothersarequeens。Butperhapsnever，sincethereallyolddays，hasstory—tellingsonearlyreachedarecognisedlevelofdignityasalegitimateandgeneralartofentertainmentasnow。

ItspresentpopularityseemsinawaytobeanoutgrowthoftherecognitionofitseducationalvaluewhichwasgivenimpetusbytheGermanpedagoguesofFroebel’sschool。Thatrecognitionhas，atallevents，beenanoticeablefactorineducationalconferencesoflate。

Thefunctionofthestoryisnolongerconsideredsolelyinthelightofitsplaceinthekindergarten;itisbeingsoughtinthefirst，thesecond，andindeedineverystandardwherethechildrenarestillchildren。Sometimesthedemandforstoriesismadesolelyintheinterestsofliteraryculture，sometimesinfaramplerandvaguerrelations，rangingfrominculcationofscientificfacttoadmonitionofmoraltheory;butwhateverthereasongiven，theconclusionisthesame：tellthechildrenstories。

Theaverageteacherhasyieldedtothepressure，atleastintheory。Cheerfully，asshehasalreadyacceptedsomanymodificationsofoldmethodsby"newthought，"sheacceptstheideaofinstillingmentalandmoraldesiderataintothereceptivepupil，viathecharmingtale。But，confrontedwiththeconcreteproblemofwhatdesideratumbywhichtale，andhow，theaverageteachersometimesfindshercheerfulnessdisplacedbyasenseofinadequacytothesituation。

Peoplewhohavealwaystoldstoriestochildren，whodonotknowwhentheybeganorhowtheydoit;whoseheadsarestockedwiththeaccretionsofyearsoffairyland—

dwellingandnonsense—sharing，——thesecannotunderstandtheperplexityofonetowhomthegiftandtheopportunityhavenot"comenatural。"Buttherearemanywhocanunderstandit，personallyandalltoowell。Tothese，theteacherswhohavenotaknackforstory—

telling，whofeelasshyastheirownyoungestscholaratthethoughtofit，whodonotknowwherethegoodstoriesare，orwhichonesareeasytotell，itismyearnesthopethatthefollowingpageswillbringsomethingdefiniteandpracticalinthewayofsuggestionandreference。

HOWTOTELLSTORIESTOCHILDREN

CHAPTERI

THEPURPOSEOFSTORY—TELLINGINSCHOOL

LetusfirstconsidertogethertheprimarymatteroftheAIMineducationalstory—telling。

Onourconceptionofthismustdependverylargelyalldecisionsastochoiceandmethod;

andnothinginthewholefieldofdiscussionismorevitalthanajustandsensiblenotionofthisfirstpoint。Whatshallweattempttoaccomplishbystoriesintheschoolroom？

Whatcanwereasonablyexpecttoaccomplish？

Andwhat，ofthis，isbestaccomplishedbythismeansandnoother？

Thesearequestionswhichbecomethemoreinterestingandpracticalbecausetherecentaccessofenthusiasmforstoriesineducationhasledmanypeopletoclaimverywideandveryvaguelyoutlinedterritoryfortheirpossession，andoftentolayheavieststressontheirleastessentialfunctions。Themostimportantinstanceofthisisthefervourwithwhichmanycompilersofstoriesforschoolhavedirectedtheireffortssolelytowardtherationofnaturalphenomena。Geology，zoology，botany，andevenphysicsaretaughtbymeansofmoreorlesshappilyconstructednarrativesbasedonthesimplerfactsofthesesciences。Kindergartenteachersarefamiliarwithsuchnarratives：thelittlestoriesofchrysalis—breaking，flower—growth，andthelike。

Nowthisisaperfectlyproperandpracticableaim，butitisnotaprimaryone。Others，towhichatbestthisisbutsecondary，shouldhavefirstplaceandreceivegreatestattention。

Whatisastory，essentially？Isitatextbookofscience，anappendixtothegeography，anintroductiontotheprimerofhistory？Ofcourseitisnot。Astoryisessentiallyandprimarilyaworkofart，anditschieffunctionmustbesoughtinthelineoftheusesofart。

Justasthedramaiscapableofsecondaryuses，yetfailsabjectlytorealiseitspurposewhenthosearesubstitutedforitsrealsignificanceasaworkofart，sodoesthestorylenditselftosubsidiarypurposes，butclaimsfirstandmoststronglytoberecognisedinitsrealsignificanceasaworkofart。Sincethedramadealswithlifeinallitsparts，itcanexemplifysociologicaltheory，itcanillustrateeconomicprinciple，itcanevenpicturepolitics;butthedramawhichdoesthesethingsonly，hasnobreathofitsreallifeinitsbeing，anddieswhenthewindofpopulartendencyveersfromitsdirection。So，youcanteachachildinterestingfactsaboutbeesandbutterfliesbytellinghimcertainstories，andyoucanopenhiseyestocoloursandprocessesinnaturebytellingcertainothers;butunlessyoudosomethingmorethanthatandbeforethat，youareasonewhoshouldusetheVenusofMiloforademonstrationinanatomy。

Themessageofthestoryisthemessageofbeauty，aseffectiveasthatmessageinmarbleorpaint。ItspartintheeconomyoflifeisTO

GIVEJOY。Andthepurposeandworkingofthejoyisfoundinthatquickeningofthespiritwhichanswerseveryperceptionofthetrulybeautifulintheartsofman。Togivejoy;inandthroughthejoytostirandfeedthelifeofthespirit：isnotthisthelegitimatefunctionofthestoryineducation？

BecauseIbelieveittobesuch，notbecauseIignorethevalueofotheruses，Iventuretopushasideallaimswhichseemsecondarytothisforlatermentionunderspecificheads。

HereinthebeginningofourconsiderationI

wishtoemphasisethiselementalone。Astoryisaworkofart。Itsgreatestusetothechildisintheeverlastingappealofbeautybywhichthesoulofmanisconstantlyprickedtonewhungers，quickenedtonewperceptionsandsogivendesiretogrow。

Theobviouspracticalbearingofthisisthatstory—tellingisfirstofallanartofentertainment;

likethestage，itsimmediatepurposeisthepleasureofthehearer，——hispleasure，nothisinstruction，first。

Nowthestory—tellerwhohasgiventhelisteningchildrensuchpleasureasImeanmayormaynothaveaddedafacttothecontentoftheirminds，shehasinevitablyaddedsomethingtothevitalpowersoftheirsouls。Shehasgivenawholesomeexercisetotheemotionalmusclesofthespirit，hasopenedupnewwindowstotheimagination，andaddedsomelineorcolourtotheidealoflifeandartwhichisalwaystakingformintheheartofachild。

Shehas，inshort，accomplishedtheonegreatestaimofstory—telling，——toenlargeandenrichthechild’sspiritualexperience，andstimulatehealthyreactionuponit。

Ofcoursethisresultcannotbeseenandprovedaseasilyandearlyascantheapprehensionofafact。Themostonecanhopetorecogniseisitspromise，andthisisfoundinthetokensofthatgenuinepleasurewhichisitselfthemeansofaccomplishment。Itis，then，thesignsofrightpleasurewhichthestory—tellermustlooktoforherguide，andwhichitmustbeherimmediateaimtoevoke。

Asfortherecognitionofthesigns，——noonewhohaseverseenthedelightofarealchildoverarealstorycanfailtoknowthesignalswhengiven，orflatterhimselfintobeliefinthemwhenabsent。

Intimatelyconnectedwiththeenjoymentgivenaretwoverypracticallybeneficialresultswhichthestory—tellermayhopetoobtain，andatleastoneofwhichwillbeakindofrewardtoherself。Thefirstisarelaxationofthetenseschoolroomatmosphere，valuableforitsrefreshingrecreativepower。Thesecondresult，oraim，isnotsoobvious，butisevenmoredesirable;itisthis：story—tellingisatonceoneofthesimplestandquickestwaysofestablishingahappyrelationbetweenteacherandchildren，andoneofthemosteffectivemethodsofformingthehabitoffixedattentioninthelatter。

Ifyouhaveneverseenanindifferentchildarousedorahostileoneconqueredtoaffectionbyabeguilingtale，youcanhardlyappreciatethetruthofthefirststatement;butnothingismorefamiliarinthestory—teller’sexperience。

Anamusing，but——tome——touchingexperiencerecentlyreaffirmedinmymindthispowerofthestorytoestablishfriendlyrelations。

Mythree—year—oldniece，whohadnotseenmesinceherbabyhood，beingtoldthatAuntSarawascomingtovisither，somehowconfusedtheexpectedguestwithamorefamiliaraunt，mysister。Atsightofme，herrushofwelcomerelapsedintoapuzzledandhurtwithdrawal，whichyieldedtonoexplanationsorproffersofaffection。Allthefirstdayshefollowedmeaboutatawistfuldistance，watchingmeasifImightatanymomentturnintothewell—knownandbelovedrelativeIoughttohavebeen。

EvenbyundressingtimeIhadnotprogressedfarenoughtobeallowedintimateapproachtosmallsacrednightgownsanddiminutiveshirts。

Thenextmorning，whenIopenedthedoorofthenurserywherehermaidwasbrushingherhair，thesamedignityradiatedfromthelittleroundfigureperchedonitshighchair，thesamealmosthostileshynessgazedatmefromthegreatexpressiveeyes。Obviously，itwastimeforsomethingtobedone。

Disregardingmylackofinvitation，Idrewupastool，andseatingmyselfoppositethesmallunbendingperson，beganinaconversationalmurmur："M——m，Iguessthosearetingly—tangliesupthereinthatcurlLottie’scombing;didyoueverhearaboutthetingly—

tanglies？Theyliveinlittlegirls’hair，andtheyaren’tanybiggerthanTHAT，andwhenanybodytriestocombthehairtheycurlbothweenylegsround，SO，andholdontightwithbothweenyhands，SO，andwon’tletgo！"AsIpaused，myniecemadeaqueerlittlesoundindicativeofquerybattlingwithreserve。I

pursuedthesubject："Theylikebesttoliverightoveralittlegirl’sear，ordowninherneck，becauseitiseasiertohangon，there;tingly—

tangliesareverysmart，indeed。"

"What’sti—ly—ta—lies？"askedacurious，gutturallittlevoice。

Iexplainedthenatureandgenesisoftingly—

tanglies，asrevealedtomesomedecadesbeforebymyinventivemother，andproceededtodeveloptheirsimpleadventures。WhennextI

pausedthesmallgutturalvoicedemanded，"Saymore，"andIjoyouslyobeyed。

Whenthecurlswereallcurledandthelastlittlebuttonbuttoned，mybabyniececlimbedhastilydownfromherchair，anddeliberatelyupintomylap。Withacaressraretoherhabitshespokemyname，slowlyandtentatively，"An—tySai—ry？"Then，inanassuredtone，"AntySairy，IloveyousomuchIdon’tknowwhattodo！"

And，presently，tuckingaconfidinghandinminetoleadmetobreakfast，sheexplainedsweetly，"Ididn’knowyouwhenyoucomedlas’night，butnowIknowyouallth’time！"

"Oh，blessedtale，"thoughtI，"soeasyapassporttoaconfidencesodesired，socomplete！"

Neverhadthewitcheryofthestorytotheearofachildcomemorecloselyhometome。Butthefactofthewitcherywasnonewexperience。Thesurrenderofthenaturalchildtothestory—tellerisasabsoluteandinvariableasthatofadevoteetothepriestofhisownsect。

Thispowerisespeciallyvaluableinthecaseofchildrenwhosenaturalshynesshasbeenaugmentedbyroughenvironmentorbythestrangenessofforeignhabit。Andwithsuchchildrenevenmorethanwithothersitisalsotruethatthestoryisasimpleandeffectivemeansofformingthehabitofconcentration，offixedattention;anyteacherwhodealswiththisclassofchildrenknowsthedifficultyofdoingthisfundamentalandindispensablething，andthevalueofanypracticalaidindoingit。

Morethanoneinstanceofthepowerofstory—

tellingtodevelopattentivenesscomestomymind，butthemostprominentinmemoryisaratherrecentincident，inwhichtheactorswereboysandgirlsfarpastthechild—stageofdocility。

Ihadbeenaskedtotellstoriestoaboutsixtyboysandgirlsofaclub;thepresidentwarnedmeinherinvitationthatthechildrenwereexceptionallyundisciplined，butmypreviousexperienceswithsimilargatheringsledmetointerpretherwordswithamoderationwhichleftmetotallyunreadyforthereality。WhenIfacedmyaudience，Isawasquirmingjumbleoffaces，backsofheads，andthevariousmembersofmanysmallbodies，——notapersonintheroomwaspayingtheslightestattentiontome;thepresident’sintroductioncouldscarcelybesaidtosucceedininterruptingtheinterchangeofsocialamenitieswhichwasinprogress，andwhichlookeddelusivelylikeafreefight。Icameasnearstagefrightinthefirstminutesofthatoccasionasitiscomfortabletobe，andifithadnotbeenimpossibletorunawayIthinkIshouldnothaveremained。

ButIbegan，withasfunnyataleasIknew，followingthesafeplanofnotspeakingveryloudly，andaimingmyeffortatthenearestchildren。AsIwenton，averyfewfacesheldintelligentlytomine;themajorityansweredonlyfitfully;andnotafewofmyhearersconversedwiththeirneighboursasifIwerenon—

existent。Thesenseofbafflement，thefutileeffort，forcedtheperspirationtomyhandsandface——yetsomethinginthefacesbeforemetoldmethatitwasnoill—willthatfoughtagainstme;itwastheapathyofmindswithoutthepowerorhabitofconcentration，unabletofollowasequenceofideasanydistance，andrenderedmorerestlessbybodieswhichwereprobablyuncomfortable，certainlyundisciplined。

Thefirststorytooktenminutes。WhenI

beganasecond，averyshortone，theinitialworkhadtobedonealloveragain，fortheslightcomparativequietIhadwonhadbeentotallylostintheresultingmanifestationofapproval。

Attheendofthesecondstory，theroomwasreallyorderlytothesuperficialview，butwhereIstoodIcouldseethesmallboywhodeliberatelymadeahideousfaceatmeeachtimemyeyesmethis，thetwogirlswhotalkedwiththeirbacksturned，thesquirmsofafigurehereandthere。ItseemedsodishearteningarecordoffailurethatIhesitatedmuchtoyieldtotheuproariousrequestforathirdstory，butfinallyIdidbeginagain，onaverylongstorywhichforitsownsakeIwantedthemtohear。

Thistimethelittleaudiencesettledtoattentionalmostattheopeningwords。AfteraboutfiveminutesIwassuddenlyconsciousofasenseofeaseandrelief，afamiliarrestfulfeelingintheatmosphere;andthen，atlast，I

knewthatmyaudiencewas"withme，"thattheyandIwereinteractingwithoutobstruction。

Absolutelyquiet，entirelyunconsciousofthemselves，theboysandgirlswererespondingtoeveryturnofthenarrativeaseasilyandreadilyasanygroupofstory—bredkindergartenchildren。

Fromthenonwehadagoodtimetogether。

Theprocesswhichtookplaceinthatsmallaudiencewasacondensedexampleofwhatonemayexpectinhabitualstory—tellingtoagroupofchildren。Oncehavinghadtheattentionchainedbycrudeforceofinterest，thechildrenbegintoexpectsomethinginterestingfromtheteacher，andtowaitforit。Andhavingbeenledstepbystepfromonegradeofalogicalsequencetoanother，theirminds——

atfirstbeguiledbythefascinationofthesteps——glideintothehabitoffollowinganylogicalsequence。Myclubformeditshabit，asfarasIwasconcerned，allinonesession;theordinarydemandsofschoolprocedurelengthentheprocess，buttheresultisequallysure。Bytheendofaweekinwhichthechildrenhavelistenedhappilytoastoryeveryday，thehabitoflisteninganddeducinghasbeenformed，andtheexpectationofpleasantnessisconnectedwiththeopeningoftheteacher’slips。

Thesetwobenefitsarewellworththetroubletheycost，andforthesetwo，atleast，anyteacherwhotellsastorywellmayconfidentlylook——

thequickgainingofaconfidentialrelationwiththechildren，andthegradualdevelopmentofconcentrationandinterestedattentioninthem。

Thesearedirectandsomewhatclearlydiscernibleresults，comfortablyplacedinanearfuture。Thereareotheraims，reachingonintothefar，slowmodesofpsychologicalgrowth，whichmustequallydeterminethechoiceofthestory—teller’smaterialandinformthespiritofherwork。Theseother，lessimmediatelyattainableends，Iwishnowtoconsiderinrelationtothedifferenttypesofstorybywhichtheyareseverallybestserved。

First，unbiddenclaimantofattention，comesTHEFAIRYSTORY

Noonecanthinkofachildandastory，withoutthinkingofthefairytale。Isthis，assomewouldhaveusbelieve，abadhabitofanignorantoldworld？OrcantheFairyTalejustifyherpopularitywithtrulyedifyingandeducationalresults？Issheaproperpersontointroducehere，andwhatarehertitlestomerit？

Ohdear，yes！DameFairyTalecomesbearingamagicwandinherwrinkledoldfingers，withonewaveofwhichshesummonsupthatveryspiritofjoywhichitisourchiefefforttoinvoke。Sherapssmartlyonthedoor，andopensesamesechotoeveryimagination。Herred—

heeledshoestwinkledownanendlesslaneofadventures，andeveryrealchild’sfootstepsquickenafter。Sheisthenatural，owngreat—

grandmotherofeverychildintheworld，andherpocketfulsoftreasuresarehisbyrightofinheritance。Shutherout，andyoutrulyrobthechildrenofsomethingwhichistheirs;

somethingmarkingtheirconstantkinshipwiththerace—childrenofthepast，andadaptedtotheirneedsasitwastothoseofthegenerationoflongago！Iftherewerenoothercriterionatall，itwouldbeenoughthatthechildrenlovethefairytale;wegivethemfairystories，first，becausetheylikethem。Butthatbynomeanslessenstheimportanceofthefactthatfairytalesarealsogoodforthem。

Howgood？Invariousways。First，perhaps，intheirsupremepowerofpresentingtruththroughtheguiseofimages。Thisisthewaytherace—childtooktowardwisdom，anditisthewayeachchild’sindividualinstincttakes，afterhim。Elementaltruthsofmorallawandgeneraltypesofhumanexperiencearepresentedinthefairytale，inthepoetryoftheirimages，andalthoughthechildisawareonlyoftheimageatthetime，thetruthenterswithitandbecomesapartofhisindividualexperience，toberecognisedinitsrelationsatalaterstage。Everytruthandtypesogivenbroadensanddeepensthecapacityofthechild’sinnerlife，andaddsanelementtothestorefromwhichhedrawshismoralinferences。

Themostfamiliarinstanceofamoraltruthconveyedunderafairy—storyimageisprobablythestoryofthepure—heartedandlovinggirlwhoselipsweretouchedwiththewonderfulpowerofdroppingjewelswitheveryspokenword，whileherstepsister，whoseheartwasinfestedwithmaliceandevildesires，letuglytoadsfallfromhermouthwhenevershespoke。

Imentiontheoldtalebecausethereisprobablynooneofmyreaderswhohasnothearditinchildhood，andbecausethereareundoubtedlymanytowhosemindithasoftenrecurredinlaterlifeasasadlyperfectpresentmentofthefactthat"outoftheabundanceoftheheartthemouthspeaketh。"Thatstoryhasenteredintotheformingconsciousnessofmanyofus，withitsimplicationsoftheinevitableresultofvisibleevilfromevilintheheart，anditsrevelationoftheloathsomenessofevilitself。

Andnolesstrulythanthisstoryhasservedtomanyasanembodimentofmorallawhasanotherhouseholdtalestoodforatypeofcommonexperience。Howmuchthepoorershouldwebe，mentally，withoutourearlyprophecyofthe"uglyducklings"wearetomeetlaterinlife！——thoseawkwardoffspringofourlittlehumanduckyardwhoaremostlywellkickedandbuffetedabout，forthatverylengthoflimbandbreadthofbackwhichneedsmustbe，tosupportswan’swings。Thestoryoftheuglyducklingismuchtruerthanmanyabaldstatementoffact。TheEnglish—speakingworldbearswitnesstoitsverityinconstantuseofthetitleasanidentifyingphrase："Itistheoldstoryoftheuglyduckling，"wesay，or"Hehasturnedoutarealuglyduckling。"Andweknowthatourhearersunderstandthewholesituation。

Theconsiderationofsuchfamiliartypesandexpressionsasthatoftheuglyducklingsuggestsimmediatelyanothergoodreasonforgivingthechildhisdueoffairylore。Thereasonisthattoomititistodeprivehimofoneimportantelementinthefullappreciationofmatureliterature。

Ifonethinksofit，oneseesthatnearlyalladultliteratureismadebypeoplewho，intheirbeginnings，werebredonthewondertale。Whetherhewillorno，thegrown—upauthormustincorporateintohisworkthetendencies，memories，kindsoffeelingwhichwerehisinchildhood。Theliteratureofmaturityis，naturally，permeatedbytheinfluenceoftheliteratureofchildhood。Sometimesitisapparentmerelyintheuseofaname，assuggestiveofcertainkindsofexperience;sucharetherecurrencesofreferencetotheCinderellastory。

Sometimesitisanallusionwhichhasitsstrengthinlongassociationofcertainqualitieswithcertaincharactersinfairydom——liketheslynessofBrotherFox，andthecrueltyofBrotherWolf。

Sometimestheassociationofideasliesbelowthesurface，drawingfromthehiddenwellsofpoeticillusionwhicharesunkinchildhood。

Themanorwomanwhoseinfancywasnourishedexclusivelyontalesadaptedfromscience—made—

easy，orfrombiographiesofgoodmenandgreat，mustremainblindtothesebeautiesofliterature。

Hemaylookuptheallusion，oridentifythereference，butwhenthatisdoneheisbutricherbyafactortwo;thereisnorememberedthrillinitforhim，nosavourinhismemory，nosuggestiontohisimagination;andthesearepreciselythethingswhichreallycount。LeavingoutthefairyelementisalosstoliteraryculturemuchaswouldbetheomissionoftheBibleorofShakespeare。Justasalladultliteratureispermeatedbytheinfluenceofthese，familiarinyouth，soinlessdegreeisittransfusedwiththesubtlereminiscencesofchildhood’scommercewiththewonderworld。

Toturnnowfromtheinnertotheouteraspectsoftheold—timetaleistomeetanothercauseofitsvaluetochildren。Thisisthevalueofitsstyle。Simplicity，directness，andvirilitycharacterisetheclassicfairytalesandthemostmemorablerelicsoffolklore。Andthesearethreeoftheveryqualitieswhicharemostseriouslylackinginmuchofthenewwritingforchildren，andwhicharealwaysnecessaryelementsinthecultureoftaste。Fairystoriesarenotallwelltold，butthebestfairystoriesaresupremelywelltold。Andmostfolk—taleshaveamovement，asweep，andanunaffectednesswhichmakethemsplendidfoundationsfortasteinstyle。

Forthis，andforpoeticpresentationoftruthsineasilyassimilatedform，andbecauseitgivesjoyousstimulustotheimagination，andisnecessarytofullappreciationofadultliterature，wemayfreelyusethewondertale。

Closelyrelatedto，sometimesidenticalwith，thefairytaleistheold，oldsourceofchildren’sloveandlaughter，THENONSENSETALE

UnderthisheadIwishtoincludeallthemerelyfunnytalesofchildhood，embracingthecumulativestorieslikethatoftheoldwomanandthepigwhichwouldnotgooverthestile。

Theyallhaveaspecificuseandbenefit，andareworththerepetitionchildrendemandforthem。

Theirvaluelies，ofcourse，inthetonicandrelaxingpropertiesofhumour。Nowhereisthatpropertymorewelcomeorneededthanintheschoolroom。Itdoesusallgoodtolaugh，ifthereisnosneernorsmirchinthelaugh;funsetsthebloodflowingmorefreelyintheveins，andloosensthestrainedcordsoffeelingandthought;thedeliciousshockofsurpriseatevery"funnyspot"isakindofelectrictreatmentforthenerves。Butitespeciallydoesusgoodtolaughwhenwearechildren。Everylittlebodyisreleasedfromtheconsciouscontrolschoolimposesonit，andhuddlesintorestfulcomfortorrespondsgailytothejoke。

Morethanthis，humourteacheschildren，asitdoestheirgrown—upbrethren，someofthefactsandproportionsoflife。Whatkeenerteacheristherethanthekindlysatire？Whatmorepenetratingandsuggestivethanthehumourofexaggeratedstatementoffamiliartendency？

Isthereoneofuswhohasnotlaughedhimselfoutofsomeabsurdcomplexityofover—anxietywithasuddenrecollectionof"cleverAlice"

andherfate？InourhouseholdcleverAliceisanoldhabituee，andhertimelyarrivalhassavedmanyasituationwhichwastwiningitselfaboutmore"ifs"thanitcouldcomfortablysupport。

Thewisdomwhichliesbehindtruehumourisfoundinthenonsensetaleofinfancyastrulyasinmaturehumour，butinitsownkindanddegree。"Justforfun"isthefirstreasonforthehumorousstory;thewisdominthefunisthesecond。

AndnowwecometoTHENATURESTORY

Noothertypeoffictionismorefamiliartotheteacher，andprobablynootherkindisthesourceofsomuchuncertaintyoffeeling。Thenaturestoryismuchused，asIhavenoticedabove，toillustrateortoteachthehabitsofanimalsandthelawsofplant—growth;tostimulatescientificinterestaswellastoincreasecultureinscientificfact。Thisisanentirelylegitimateobject。Inviewofitspresentpreponderance，itiscertainlyapity，however，thatsofewstoriesareavailable，theaccuracyofwhich，fromthispointofview，canbevouchedfor。Thecarefullypreparedbookofto—dayisrefutedandscoffedatto—morrow。Theteacherwhowishestousestory—tellingchieflyasanelementinnaturestudymustatleastlimitherselftoasmallamountofabsolutelyunquestionedmaterial，orelsesubjecteverynewstorytothejudgmentofanauthorityinthelinedealtwith。

Thisisnoteasyfortheteacheratadistancefromthegreatlibraries，andforthosewhohaveaccesstowell—equippedlibrariesitisamatteroftimeandthought。

Itdoesnotsogreatlytroubletheteacherwhousesthenaturestoryasastory，ratherthanasatest—book，forshewillnotbesokeenlyattractedtowardthebookspreparedwithadidacticpurpose。

ShewillfindagoodgiftforthechildinnaturestorieswhichAREstories，overandaboveanystimulustohiscuriosityaboutfact。Thatgoodgiftisacertainpossessionofallgoodfiction。

Oneofthebestthingsgoodfictiondoesforanyofusistobroadenourcomprehensionofotherlotsthanourown。Theaveragemanorwomanhaslittleopportunityactuallytolivemorethanonekindoflife。Thechancesofbirth，occupation，familyties，determineformostofusalineofexperiencenotveryinclusiveandbutlittlevaried;andthisisanaturalbarriertoourcompleteunderstandingofothers，whoselife—lineissetatadifferentangle。Itisnotpossiblewhollytosympathisewithemotionsengenderedbyexperiencewhichonehasneverhad。Yetwealllongtobebroadinsympathyandinclusiveinappreciation;welong，greatly，toknowtheexperienceofothers。Thisyearningisprobablyoneofthegoodbutmisconceivedappetitessoinjudiciouslyfedbythegossipofthedailypress。Thereisahope，inthereader，ofgettingforthemomentintothelivesofpeoplewhomoveinwhollydifferentsetsofcircumstances。

Buttherelationofdryfactsinnewspapers，howevertingedwithjournalisticcolour，helpsverylittletoentersuchotherlife。Theentrancehastobebythedooroftheimagination，andthejournalistisrarelyabletoopenitforus。Butthereisageniuswhocanopenit。

Theauthorwhocanwritefictionoftherightsortcandoit;hisisthegiftofseeinginnerrealities，andofshowingthemtothosewhocannotseethemforthemselves。Sharingtheimaginativevisionofthestory—writer，wecantrulyfollowoutmanyotherroadsoflifethanourown。Thegirlonalonecountryfarmismadetounderstandhowagirlinacitysweating—

denfeelsandlives;theLondonexquisiterealisesthelifeofaCalifornianranchman;royaltyandtenementdwellersbecomeacquainted，throughthepoweroftheimaginationworkingonexperienceshowninthelightofahumanbasiscommontoboth。Fictionsuppliesanelementofculture，——thatofthesympathies，whichisinvaluable。Andthebeginningsofthisculture，thiswideningandclearingoftheavenuesofhumansympathy，areespeciallyeasilymadewithchildreninthenaturestory。

Whenyoubegin，"Therewasoncealittlefurryrabbit，"[1]thechild’scuriosityisawakenedbytheveryfactthattherabbitisnotachild，butsomethingofadifferentspeciesaltogether。

"Nowforsomethingnewandadventuresome，"

sayshisexpectation，"wearestartingoffintoaforeignworld。"Helistenswide—eyed，whileyousay，"andhelivedinawarm，cosynest，downunderthelonggrasswithhismother"——

howdelightful，toliveinaplacelikethat;sodifferentfromlittleboys’homes！——"hisnamewasRaggylug，andhismother’snamewasMollyCottontail。Andeverymorning，whenMollyCottontailwentouttogettheirfood，shesaidtoRaggylug，`Now，Raggylug，rememberyouareonlyababyrabbit，anddon’tmovefromthenest。Nomatterwhatyouhear，nomatterwhatyousee，don’tyoumove！’"——allthisisdifferentstill，yetitisfamiliar，too;itappearsthatrabbitsareratherlikefolks。Sothetaleproceeds，andthelittlefurryrabbitpassesthroughexperiencesstrangetolittleboys，yetverylikelittleboys’

adventuresinsomerespects;heisfrightenedbyasnake，comfortedbyhismammy，andtakentoanewhouse，underthelonggrassalongwayoff。Theseareallsituationstowhichthechildhasakey。Thereisjustenoughofstrangenesstoentice，justenoughofthefamiliartorelieveanystrain。Whenthechildhaslivedthroughtheday’shappeningswithRaggylug，thelatterhasbeguntoseemveritablyalittlebrotherofthegrasstohim。Andbecausehehasenteredimaginativelyintothefeelingsandfateofacreaturedifferentfromhimself，hehastakenhisfirststepoutintothewideworldofthelivesofothers。

[1]SeeRaggylug。

Itmaybearecognitionofthisfactoranditsvaluewhichhasledsomanywritersofnaturestoriesintotheerrorofover—humanisingtheirfour—footedorfeatheredheroesandheroines。Theexaggerationisunnecessary，forthereisenoughcommunityoflotsuggestedinthesternestscientificrecordtoconstituteanaturalbasisforsympathyonthepartofthehumananimal。Withoutanyfalsityofpresentationwhatever，thenaturestorymaybecountedonasahelpinthebeginningsofcultureofthesympathies。Itisnot，ofcourse，ahelpconfinedtothepowersofthenaturestory;alltypesofstoryshareinsomedegreethepowersofeach。Buteachhassomeespecialvirtueindominantdegree，andthenaturestoryis，onthisground，identifiedwiththethoughtgiven。

ThenaturestorysharesitsinfluenceespeciallywithTHEHISTORICALSTORY

Astheonewidensthecircleofconnectionwithotherkindsoflife，theotherdeepensthesenseofrelationtopastlives;itgivesthesenseofbackground，ofthecloseandendlessconnectionofgenerationwithgeneration。Agoodhistoricalstoryvitalisestheconceptionofpasteventsandbringstheircharactersintorelationwiththepresent。Thisisespeciallytrueofstoriesofthingsandpersonsinthehistoryofourownrace。Theyfosterrace—consciousness，thefeelingofkinshipandcommunityofblood。

Itisthispropertywhichmakesthehistoricalstorysogoodanagentforfurtheringapropernationalprideinchildren。Genuinepatriotism，neitherarrogantnormelodramatic，issogenerallyrecognisedashavingitsrootsinearlytrainingthatIneednotdwellonthispossibility，furtherthantonoteitsconnectionwiththeinstinctofhero—worshipwhichisquickinthehealthychild。Letusfeedthathungerfortheheroicwhichgnawsattheimaginationofeveryboyandofmoregirlsthanisgenerallyadmitted。

Therehavebeenheroesinplentyintheworld’srecords，——heroesofaction，ofendurance，ofdecision，offaith。Biographicalhistoryisfullofthem。Andthedeedsoftheseheroesareeveryoneastory。Wetellthesestories，bothtobringthegreatpastintoitsduerelationwiththelivingpresent，andtoarousethatgenerousadmirationanddesireforemulationwhichisthesourceofsomuchinspirationinchildhood。

Whenthesestoriesaretalesofthedoingsandhappeningsofourownheroes，thestrongmenandwomenwhoselivesareapartofourowncountry’shistory，theyservethedoubledemandsofhero—worshipandpatriotism。

Storiesofwiseandhoneststatesmanship，ofstrugglewithprimitiveconditions，ofgenerousloveandsacrifice，and——insomemeasure——ofphysicalcourage，formasubtleandpowerfulinfluenceforprideinone’speople，theintimatesenseofkinshipwithone’sownnation，andthedesiretoserveitinone’sowntime。

Itisnotparticularlyusefultotellbatchesofunrelatedanecdote。Itismuchmoreprofitabletotakeupthestoryofaperiodandconnectitwithagroupofinterestingpersonswhoselivesaffecteditorwereaffectedbyit，tellingthestoriesoftheirlives，oroftheeventsinwhichtheywereconcerned，as"truestories。"Thesebiographicalstoriesmust，usually，beadaptedforuse。Butbesidesthesethereisacertainnumberofpurestories——worksofart——whichalreadyexistforus，andwhichilluminatefactsandepochsalmostwithoutneedofsidelights。

Suchmaystandbythemselves，orbeusedwithonlyenoughexplanationtogivebackground。

ProbablythebeststoryofthiskindknowntoloversofmodernliteratureisDaudet’sfamousLaDerniereClasse。[1]

[1]SeeTheLastLesson。

Thehistoricalstory，torecapitulate，givesasenseoftherealityandhumannessofpastevents，isavaluableaidinpatriotictraining，andstirsthedesireofemulatinggoodnessandwisdom。

CHAPTERII

SELECTIONOFSTORIESTOTELL

ThereisonepicturewhichIcanalwaysreview，inmyowncollectionofpastscenes，thoughmanyamorehighlycolouredonehasbeenirrevocablycurtainedbythefoldsofforgetfulness。

Itisthepictureofalittlegirl，standingbyanold—fashionedmarble—toppeddressingtableinapink，sunnyroom。Icanneverseethelittlegirl’sface，because，somehow，Iamalwayslookingdownathershortskirtsortwistingmyheadroundagainstthehandwhichpatientlycombsherstubborncurls。ButIcanseethebrushesandcombsonthemarbletablequiteplainly，andthepinkerstreaksofsunonthepinkwalls。AndIcanhear。Icanhearalow，wonder—workingvoicewhichgoessmoothlyonandon，asthefingersrunupthelittlegirl’slocksorstrokethehairintoplaceonherforehead。Thevoicesays，"AndlittleGoldilockscametoalittlebitofahouse。Andsheopenedthedoorandwentin。ItwasthehousewherethreeBearslived;therewasagreatBear，alittleBear，andamiddle—sizedBear;andtheyhadgoneoutforawalk。Goldilockswentin，andshesaw"——thelittlegirlisverystill;shewouldnotdisturbthatstorybysomuchasaloudbreath;butpresentlythecombcomestoatangle，pulls，——andthelittlegirlbeginstosquirm。Instantlythevoicebecomesimpressive，mysterious："shewentuptothetable，andtherewereTHREEPLATESOFPORRIDGE。Shetastedthefirstone"——thelittlegirlswallowsthebreathshewasgoingtowhimperwith，andwaits——"anditwastoohot！Shetastedthenextone，andTHATwastoohot。Thenshetastedthelittlebitofaplate，andthat——was——just——right！"

HowIrememberthedelightfulsenseofachievementwhichstoleintothelittlegirl’sveinswhenthevoicebehindhersaid"justright。"Ithinkshealwayschuckledalittle，andhuggedherstomach。Sothestoryprogressed，andthelittlegirlgotthroughhertoiletwithoutcrying，owingtothewonder—workingvoiceanditsmarvellousadaptationofclimaxestoemergencies。Ninetimesoutoften，itwasthestoryofTheThreeBearsshedemandedwhen，withtheappearanceofbrushandcomb，thevoiceasked，"Whichstoryshallmothertell？"

Itwasamemoryofthelittlegirlinthepinkroomwhichmadeiteasyformetounderstandsomeotherchildren’spreferenceswhenIrecentlyhadoccasiontoinquireaboutthem。

Byaskingmanyindividualchildrenwhichstoryofalltheyhadheardtheylikedbest，bytakingvotesonthebeststoryofaseries，aftertellingit，andbygettingsomeobligingteacherstoputsimilarquestionstotheirpupils，Ifoundthreeprimefavouritescommontoagreatmanychildrenofaboutthekindergartenage。TheywereTheThreeBears，ThreeLittlePigs，andTheLittlePigthatwouldn’tgoovertheStile。

Someoftheteachersweregenuinelydisturbedbecausethefewstoriestheyhadintroducedmerelyforamusementhadtakensopre—

eminentaplaceinthechildren’saffectionoverthosewhichhadbeengivenseriously。Itwasofnouse，however，tosuggestsubstitutes。

Thechildrenknewdefinitelywhattheyliked，andthoughtheyacceptedtherecapitulationofscientificandmoralstorieswithpoliteapprobation，theyreturnedtotheoriginalansweratarepetitionofthequestion。

Inasmuchastheslightestofthethingswehopetodoforchildrenbymeansofstoriesisquiteimpossibleunlessthechildrenenjoythestories，itmaybeworthourwhiletoconsiderseriouslythesethreewhichtheysurelydoenjoy，toseewhatcommonqualitiesareinthem，explanatoryoftheirpopularity，bywhichwemaytesttheprobablesuccessofotherstorieswewishtotell。

Heretheyare，——threeprimefavouritesofprovedstanding。

THESTORYOFTHETHREELITTLEPIGS[1]

[1]AdaptedfromJosephJacobs’sEnglishFairyTales（DavidNutt，57—69LongAcre，W。C。6s。），Onceuponatimetherewerethreelittlepigs，whowentfromhometoseektheirfortune。

Thefirstthatwentoffmetamanwithabundleofstraw，andsaidtohim：——

"Goodman，givemethatstrawtobuildmeahouse。"

Themangavethestraw，andthelittlepigbuilthishousewithit。Presentlycamealongawolf，andknockedatthedoor，andsaid：——

"Littlepig，littlepig，letmecomein。"

Butthepiganswered：——

"No，no，bythehairofmychiny—chin—chin。"

Sothewolfsaid：——

"ThenI’llhuff，andI’llpuff，andI’llblowyourhousein。"

Sohehuffed，andhepuffed，andheblewhishousein，andateupthelittlepig。

Thesecondlittlepigmetamanwithabundleoffurze，andsaid：——

"Goodman，givemethatfurzetobuildmeahouse。"

Themangavethefurze，andthepigbuilthishouse。Thenoncemorecamethewolf，andsaid：

"Littlepig，littlepig，letmecomein。"

"No，no，bythehairofmychiny—chin—chin。"

"ThenI’llpuff，andI’llhuff，andI’llblowyourhousein。"

Sohehuffed，andhepuffed，andhepuffedandhehuffed，andatlastheblewthehousein，andateupthelittlepig。

Thethirdlittlepigmetamanwithaloadofbricks，andsaid：——

"Goodman，givemethosebrickstobuildmeahousewith。"

Themangavethebricks，andhebuilthishousewiththem。Againthewolfcame，andsaid：——

"Littlepig，littlepig，letmecomein。"

"No，no，bythehairofmychiny—chin—chin。"

"ThenI’llhuff，andI’llpuff，andI’llblowyourhousein。"

Sohehuffed，andhepuffed，andhehuffed，andhepuffed，andhepuffedandhuffed;buthecouldNOTgetthehousedown。Findingthathecouldnot，withallhishuffingandpuffing，blowthehousedown，hesaid：——

"Littlepig，Iknowwherethereisanicefieldofturnips。"

"Where？"saidthelittlepig。

"Oh，inMrSmith’sfield，andifyouwillbereadyto—morrowmorningwewillgotogether，andgetsomefordinner。"

"Verywell，"saidthelittlepig。"Whattimedoyoumeantogo？"

"Oh，atsixo’clock。"

Sothelittlepiggotupatfive，andgottheturnipsbeforethewolfcamecrying：——

"Littlepig，areyouready？"

Thelittlepigsaid："Ready！Ihavebeenandcomebackagain，andgotanicepotfulfordinner。"

Thewolffeltveryangryatthis，butthoughtthathewouldbeamatchforthelittlepigsomehoworother，sohesaid：——

"Littlepig，Iknowwherethereisaniceapple—tree。"

"Where？"saidthepig。

"DownatMerry—garden，"repliedthewolf，"andifyouwillnotdeceivemeIwillcomeforyou，atfiveo’clockto—morrow，andgetsomeapples。"

Thelittlepiggotupnextmorningatfouro’clock，andwentofffortheapples，hopingtogetbackbeforethewolfcame;butittooklongtoclimbthetree，andjustashewascomingdownfromit，hesawthewolfcoming。Whenthewolfcameuphesaid：——

"Littlepig，what！areyouherebeforeme？

Aretheyniceapples？"

"Yes，very，"saidthelittlepig。"Iwillthrowyoudownone。"

Andhethrewitsofarthat，whilethewolfwasgonetopickitup，thelittlepigjumpeddownandranhome。Thenextdaythewolfcameagain，andsaidtothelittlepig：——

"Littlepig，thereisafairintownthisafternoon;willyougo？’

"Ohyes，"saidthepig，"Iwillgo;whattime？"

"Atthree，"saidthewolf。Asusualthelittlepigwentoffbeforethetime，andgottothefair，andboughtabutter—churn，whichhewasrollinghomewhenhesawthewolfcoming。

Sohegotintothechurntohide，andinsodoingturneditround，anditrolleddownthehillwiththepiginit，whichfrightenedthewolfsomuchthatheranhomewithoutgoingtothefair。Hewenttothelittlepig’shouse，andtoldhimhowfrightenedhehadbeenbyagreatroundthingwhichcamepasthimdownthehill。

Thenthelittlepigsaid。——

"Ha！ha！Ifrightenedyou，then！"

Thenthewolfwasveryangryindeed，andtriedtogetdownthechimneyinordertoeatupthelittlepig。Whenthelittlepigsawwhathewasabout，heputapotfullofwaterontheblazingfire，and，justasthewolfwascomingdown，hetookoffthecover，andinfellthewolf。

Quicklythelittlepigclappedonthecover，andwhenthewolfwasboiledatehimforsupper。

【推荐阅读】幽幽深宫，醒来一梦似千年，重生于下堂妃身躯中的她，将如何手刃仇人? 点击阅读