Part 4

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.

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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.

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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.

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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.

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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.

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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.”

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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