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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..25e1d3d --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #63780 (https://www.gutenberg.org/ebooks/63780) diff --git a/old/63780-0.txt b/old/63780-0.txt deleted file mode 100644 index a187ea2..0000000 --- a/old/63780-0.txt +++ /dev/null @@ -1,1918 +0,0 @@ -The Project Gutenberg EBook of The Story Hour, Vol. I, No. 2, December, -1908, 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 -will have to check the laws of the country where you are located before -using this ebook. - -Title: The Story Hour, Vol. I, No. 2, December, 1908 - A Magazine of Methods and Materials for Story Tellers - -Author: Various - -Editor: Ruediger, William C. - Wyche, Richard T. - -Release Date: December 05, 2020 [EBook #63780] - -Language: English - -Character set encoding: UTF-8 - -Produced by: hekula03, Barry Abrahamsen, and the Online Distributed - Proofreading Team at https://www.pgdp.net (This book was - produced from images made available by the HathiTrust Digital - Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK THE STORY HOUR, VOL. I, NO. 2, -DECEMBER, 1908 *** - - - - - The Story Hour: - A Magazine of Methods and Materials for Story Tellers - (Vol. I, No. 2) - - - - ------------------------------------------------------------------------- - - - THE STORY HOUR - - A Magazine of Methods and - Materials for Story Tellers - - ------------------------------------------- - - VOL. I DECEMBER, 1908 NO. 2 - - ------------------------------------------- - - Published Monthly (ten times a year) at Washington, D. C. - - Copyright, 1908, by M. E. Sloane. All rights reserved. - - ------------------------------------------- - - WILLIAM C. RUEDIGER, Ph.D., Editor - Division of Education, George Washington University - - RICHARD T. WYCHE, Consulting Editor - President National Story Tellers’ League - - MERSENE E. SLOANE, Founder and Publisher - - ------------------------------------------- - - Subscription: One Dollar a year (ten numbers), in advance. - Single and Sample Numbers, Fifteen Cents. - - Advertising rates given on application. - - ------------------------------------------- - - Address all communications to - - THE STORY HOUR, - 406 FIFTH STREET, N.W., - WASHINGTON, D. C. - - ------------------------------------------- - -Make remittances by money order, draft or registered letter, payable to -Mersene E. Sloane, Publisher. Sender risks unregistered money. -Manuscripts on story-telling, and of stories for telling, are desired. -When ordering change of address be sure to give the former address. - - ------------------------------------------- - - PRESS OF THE COLONIAL PRINTING COMPANY OF WASHINGTON, D. C. - - ------------------------------------------------------------------------- - - - OFFICERS OF THE NATIONAL - STORY-TELLERS’ LEAGUE - - -------------- - - Honorary President, HAMILTON WRIGHT MABIE - President, RICHARD T. WYCHE, 501 W. 120th Street, New York - Secretary, DR. RICHARD M. HODGE, Teachers College, - Columbia University, New York - Treasurer, MR. W. H. KEISTER, Harrisonburg, Va. - - -------------- - - EXECUTIVE COMMITTEE - - DR. P. P. CLAXTON, Knoxville, Tenn. - Professor Education, University of Tenn. Superintendent Summer - School of the South - MISS ANNIE LAWS, Cincinnati, Ohio - President Ohio Federation of Women’s Clubs - MISS MAUD SUMMERS, Cincinnati, Ohio - Member of Faculty, Kindergarten Training School - MISS ANNA C. TYLER, New York City - Children’s Librarian - DR. RICHARD M. HODGE - MR. W. H. KEISTER - MR. RICHARD T. WYCHE - - -------------- - - ADVISORY BOARD - - DR. G. STANLEY HALL, President Clark University - DR. HENRY VAN DYKE, Princeton University - MISS ELIZABETH BROWN, City Schools, Washington - DR. JENNIE B. MERRILL, Supervisor Kindergartens, New York City - DR. A. FORTIER, Tulane University, New Orleans - DR. C. W. KENT, University of Virginia - WHARTON S. JONES, Assist. Supt. Public Schools, Memphis, Tenn. - DR. J. E. MCKEAN, Oberlin, Ohio - SUPT. B. C. GREGORY, Supt. of Schools, Chelsea, Mass. - MISS ELIZABETH HARRISON, Pres. Chicago Kindergarten College - MISS MARIAN S. HENCKLE, Kindergarten Training School, Charleston, S. C. - MISS PEARL CARPENTER, Covington, Ky. - MRS. A. W. COOLEY, University of North Dakota - MISS ELIZABETH J. BLACK, Greensboro, N.C. - - ------------------------------------------------------------------------- - - - - - THE STORY HOUR - - ------------------------------------------- - - VOL. I DECEMBER, 1908 NO. 2 - - ------------------------------------------- - - - - - EDITOR’S AND PUBLISHER’S NOTES - - -WITH this issue THE STORY HOUR has the pleasant privilege of wishing all -its readers a Merry Christmas. That the Christmas spirit may everywhere -prevail, and prevail abundantly, is its sincerest wish; and if the -stories herein told and retold will contribute their mite in enhancing -this spirit, it will indeed feel that it is fulfilling its mission. - - * * * * * - -AMONG the many elements of cheer at Christmas time is the Santa Claus -myth. Belief in this myth adds greatly to the enjoyment of Christmas in -early childhood. The children who believe in it, and pass out of the -literal belief without a shock to their faith, are to be congratulated. -They never forget looking back to the time when they watched, waited and -listened for Santa Claus, animated by an expectancy tinged with a happy -fear. - -But this belief naturally cannot persist through life. Near the -beginning of the school period it must be replaced by a knowledge of the -literal truth, which the children get usually from their associates. -Whether the knowledge of this literal truth is to be more true or less -true than the belief in the myth depends upon the parents, teachers and -adult friends in whose care the children are. It rests with them to -transform the myth into a symbol filled with meaning. The best things in -life are such things as faith, love, kindness and generosity. These we -cannot touch, hear or see. They exist primarily as soul experiences, and -in order to make them more palpable and give them a base of reference we -symbolize them. Now one of these symbols is Santa Claus. He stands for -the cheer, good will and love of Christmas time, and every feature of -his traditional representation symbolizes these qualities. He is as real -as Uncle Sam, and his mission is no less important. He is the embodiment -of Christmas love, and even children of six can appreciate this -signification of Santa Claus. The fact that they previously believed in -the kind saint literally only helps this appreciation. And who would not -have a child believe in this kind of a Santa Claus, and believe in him -always? - - * * * * * - -FOR several years Mr. Wyche has told his original Santa Claus story to -audiences in many places. It has been in great demand, but has never -heretofore been published. The version given in this number of THE STORY -HOUR from a stenographic record will be a permanent addition to the -Christmas literature of the country. It will be noted that this and all -other articles in the magazine are copyrighted. - - * * * * * - -READERS are requested to write us freely regarding their experiences in -story telling, also to suggest stories they wish to have reproduced, or -stories they have found useful in their own work. - - * * * * * - -SUGGESTIONS of principles and methods contained in the notes from local -leagues are already becoming one of the most helpful features of this -magazine. It was so anticipated by the publisher when he planned the -local news department. It is desired to have such notes frequently from -all local leagues in the country. - - * * * * * - -MOTHERS are becoming interested in the new story-telling as a means of -home education and even discipline. They are making inquires as to -methods and materials. THE STORY HOUR will be a helpful counsellor for -them. - - * * * * * - -A QUERY PAGE will be useful to many, especially to those who live remote -from the cities and their large libraries. Any who desire information of -any kind regarding stories, or the literature of stories, or anything at -all related to the subject of story-telling, or the League movement may -feel free to write to THE STORY HOUR. Our best efforts will be made to -give suitable and helpful replies. - - * * * * * - -THE STORY HOUR invites contributions of articles on story-telling and -any topic related to the general subject, also stories for use in -story-telling. Both original and retold stories may be submitted. - - * * * * * - -MANY expressions of interest in and approval of THE STORY HOUR magazine -have reached us. All say that it will supply a real need—a long-felt -want. - - ------------------------------------------- - - - - - STORIES FOR CHRISTMAS TIME - - -The following selected list of Christmas stories is given in the hope -that it will prove of service to readers of THE STORY HOUR. The list is -suggested by Mr. Charles L. Spain, of Detroit, Mich. - -The Discontented Pine Tree—Anderson. - -The Fir Tree—Anderson. - -The Little Match girl—Anderson. - -The Golden Cobwebs, From “How to Tell Stories to Children”—Bryant. - -Fulfilled: A Legend of Christmas Eve, From “How to Tell Stories to -Children”—Bryant. - -Story of Christmas, From “How to Tell Stories to Children”—Bryant. - -Why Evergreen Trees Keep Their Leaves in Winter, From “How to Tell -Stories to Children—Bryant.” - -Yuletide Myth, From Old Norse Stories—Brodish. - -Christmas Truants—Fanciful Tales. Stockton. - -The Ruggles’ Christmas Dinner, From Brid’s Christmas Carol—R. D. Wiggin. - -Legend of St. Christopher - -A Christmas at Cafe Spaander. Scribners, Dec. 1902. - - * * * * * - -NEW subscribers who did not begin with the November number, but who -desire the special information it contains regarding the new educational -story-telling movement, including the Constitution of the National Story -Tellers’ League, can obtain copies by sending 25 cents to the publisher. - - - -------------- - - - - - HOW THIS MAGAZINE GOT ITS NAME - - [EXPLANATION BY THE PUBLISHER] - - -ABOUT the time the November number of this magazine was on the press a -letter was received from Houghton Mifflin Company saying that Miss Nora -A. Smith had complained to them about the title of the forthcoming -magazine, an advance notice of which had come to her attention. It -appears that Miss Smith and her sister Mrs. Kate Douglas Wiggin, some -years ago published, through the Houghton Mifflin Company, a book -entitled “The Story Hour.” Miss Smith assumed that this magazine was -named in honor of their book, and resented it. Lest others should think -likewise to our discredit, it is fitting to explain that this magazine -did not find its name from any book, print, writing, word or advice from -anybody, but was entirely original with the publisher, who had never -seen or heard of any book or other print bearing such title. - -In the course of the preliminary correspondence regarding a proposed -periodical, Mr. Wyche stated (last August) that among those interested -in such a publication would be the playground workers, who would find it -useful for their story hour, referring to the practice in some -playgrounds of setting apart an hour each day for story-telling. It -struck the publisher at once that THE STORY HOUR would be just the title -wanted, and he was delighted to have hit upon so excellent and -appropriate a name. That he was not familiar with the book bearing the -same title is not a reflection upon the book, which is undoubtedly quite -excellent in every way, and is said to have enjoyed a wide circulation, -but it is due to the fact that for several years he has not been in -direct touch with educational interests, hence is not acquainted with -current literature along such lines. - -The publisher has no apology to offer for adopting so excellent a title, -but does disavow any intention, inclination or necessity for “borrowing” -for this or any other literary purpose. THE STORY HOUR magazine is for -the benefit of a worthy educational movement—for the good of -children—and there is room for both it and the book of the same name to -be a blessing to the rising generation. In doing good, time and priority -are not factors, but the will and the deed. - ------------------------------------------------------------------------- - - - - - STORIES AND HOW TO USE THEM - - BY RICHARD THOMAS WYCHE - - PRESIDENT, NATIONAL STORY TELLERS’ LEAGUE - - ARTICLE NUMBER TWO - - -WHEN our forefathers grappled with theological problems and made -dogmatic statements as to their faith, such as we find in some of our -catechisms, they had in mind the church and theological controversies, -and not the child and his needs. The truth that they had suffered and -died for was contained in the catechisms, their articles of faith, -therefore he who committed to memory the catechism had the truth. But in -that reasoning they made a fatal mistake. To make children memorize -these dogmatic statements expecting them to grow religiously or morally -thereby, would be like feeding them on bone meal, expecting therefrom an -increase in the bony tissue of the body. The lime that the body needs is -there, but not in an assimilative form. Nor is there truth for the child -in dry-bone statements of religion. If the child asks for bread will you -give him a stone? That is what we do when we make him memorize -theological statements, the language and thought both of which are -beyond him. - -The writer recalls two teachers and two methods of religious instruction -in his childhood. One who taught him the catechism and one who told him -Bible stories. The catechism bored and wearied him, and so far as he can -see today was time wasted, while the stories charmed and uplifted, and -remain even today a pleasant memory. This is not arguing that the child -should not memorize some things. There are many selections from -Scripture and other sources that he can memorize both with great -pleasure and profit to himself. - - “The Lord is my Shepherd I shall not want, - He maketh me to lie down in green pastures, - He leadeth me beside the still waters,” - -is full of beautiful imagery that appeals to the child. But theological -definitions of sin, justification and the like, have neither feeling nor -imagery and make no appeal to the child. The child is interested in the -deeds of man and not in his doctrines. Tell him connectedly the -life-story of Moses, Buddha, Jesus, St. Augustine, Luther or Wesley, and -you have given him the spirit and life of the great religious leaders -and the institutions which grew out of their work. No catechism could do -that. Gladly he would hear the life story of a great religious hero and -teacher, but his doctrines do not interest him now. Give him the -life-story now, and when he has reached later the philosophic period he -will himself raise the theological and philosophical questions, and -knowing the lives of the great religious leaders he will have the -historical background whereon to build his faith. Anyone can take a -catechism and have a class memorize and repeat the answers, but it takes -a teacher to so read the Bible that he can tell in a creative way the -story of its great heroes. That is what we must do if we base our -methods on true psychology. And the story should be studied connectedly -to the close and not by piecemeal, beginning as some do with one -character and before the life-story is done dropping him and skipping to -another, in order to conform to a certain doctrinal theme which may -interest the adult but not the child. That method may account for the -fact that Bible heroes have not always been as popular with children as -some others. If the story of Ulysses and Hiawatha were taught in a -similar way they would lose much of their charm and interest for the -child. - -The day school in its literature courses is incidentally giving the -child a comparative course in religion, greatly to the advantage of the -Sunday School worker. In Hiawatha we have an Indian Messiah who -worshipped the Great Spirit, and prayed and fasted for his people. In -the Norse we have the worship of Odin, and Balder, the God of Light, -Gladsheim and the Life Beyond the Grave. In the Greek we have the gods -in their relations to man, the upper and lower world, immortality, -rewards and punishments. Saint George was a protector of the faith, -while King Arthur had heaped upon him the attributes of a divinity, -until his life-story reminds one of the Christ story. - -The heroism and prowess in these stories is the main point of interest -to the child, but none the less does the religious life of the race come -out; and to have religion associated with physical strength as well as -moral heroism is an advantage. And none the less are we giving him the -great truths that are common to all religions, making him tolerant and -charitable, and teaching him that religion is as broad as life itself -and that it is natural for every human heart to go in quest of the -Eternal. With this broad outlook we can then better help our young -people interpret the old truths in terms of modern thought and -contribute much toward that larger religious life and thought which must -inevitably come. - -The work of story-telling covers a much larger field than the school. It -does not matter whether we are kindergartners, teachers or preachers, -every adult owes to the rising generation of children something of the -culture that has been given to him. The “Tell me a story” on the part of -the child is his cry for spiritual food, and to hear stories from the -great story-books of the world is, as Dr. G. Stanley Hall says, “one of -the most inalienable rights of children.” There is no better place in -all the world for telling a story than in the home, that institution -which is greater and more important than all other institutions -combined. - -It is in the home that we come into the sweetest and divinest relations -with children and with one another. It is here that we find the best -conditions for a play of those subtle and delicate psychic influences -which enter into the story, making it both a perfect art and an -inspiration to a noble and beautiful character. There are many homes -that cannot afford libraries and the rich adornments of art, but no home -is so humble that parents cannot gather the children around the fireside -on a winter’s evening or about the doorsteps in the twilight of a -summer’s day and tell them stories. A simple fireside is a greater -stimulant to the creative imagination than the wealth of a palace. - -To enter thus into the child’s world and into the joyous companionship -of children is one of the highest privileges of parent and teacher. He -who fails in this does not form the deepest and most lasting ties with -the child, and he also robs himself of one of the greatest sources of -perennial youth. - - - -------------- - - - - - JUNIOR STORY TELLERS’ LEAGUES - - ORIGIN AND GROWTH - - -ONE of the most interesting developments of the League idea was the -organization of Junior Leagues. The originators of the League thought -only of an organization for adults. But where the children have, under -the guidance of a wise teacher, had a League, the work they have done -and the interest shown reveals one of its greatest educational -possibilities. As the child likes to build with clay, sand or wood, and -in doing so educates himself, so he likes to build with words, voice and -gesture an ideal world, peopling it with life as he sees it. - -While we are training children for all sorts of skilled trades, it is a -matter of no small satisfaction to record an experiment that has for its -object the revival of the ancient art of telling stories—for it is an -art. - -The children of Corinth, Miss., under the supervision of Susie E. -Blitch, were the first to organize a Junior League. The League began -with the children of the fifth grade. They had the usual officers, and a -program of stories, songs and games, meeting out of doors when possible. - -Those who have had charge of Junior Leagues report the following -principles for the guidance of those who wish to organize Leagues among -the young people: - -(1) Help the children to make the organization thoroughly democratic. - -(2) The supervisor has no right to stop or correct a member in telling a -story. The speaker has the floor; the atmosphere and the spirit he -brings with his story is the essential thing, and not grammar or -pronunciation. - -(3) To hear other children tell a story is a better model for a child -than the criticism of an older person who cannot tell a story. - -(4) Reciting a story is not telling a story. - -Last December Miss Anna C. Tyler formed a “Junior Story-Tellers’ League” -in the children’s room of Pratt Institute Library, in Brooklyn. Out of -an audience of from forty to sixty children, two Junior Leagues were -formed. They all assemble regularly to hear the evening story, and the -leagues meet afterward. - -Each league elects its own officers and conducts its own meetings. The -president takes the names of seven or eight of the children present, -most of whom volunteer to have a story ready for the next meeting, and -of those so chosen there have only been a few who have not been ready -with a story when called upon. They know they can call upon Miss Tyler -for help, but seldom require her services. - -There has been but little attempt to dictate to them the kind of story -that they shall tell, the director’s only request being that they shall -not tell silly stories. Some of the best Norse, Greek, and Indian myths; -animal and nature stories by Kipling, Seton-Thompson, Charles Dudley -Warner, and John Burroughs; “Macbeth,” “Evangeline,” “The Lady of the -Lake,” “A Yankee at King Arthur’s Court;” stories of adventure, and some -of the most famous of the fairy-tales have been told—and nearly always -well told—by boys and girls from ten to fifteen years old. The children -are learning to read—the careful search through book after book for the -story they think will be the best to tell. The final selection is always -their own. - -“After the cycle of eighteen stories from King Arthur had been -finished,” says Miss Tyler, “the children asked me to tell them Indian, -detective, and ghost stories, and tales from ‘Arabian Nights’—to be told -in that order, and I was not to tell stories that they would read for -themselves. The Indian myths were not so difficult to find, but good -detective and ghost stories were another matter; at last I remembered -the delicious thrill of those wondrous tales of Poe. I began with ‘The -Purloined Letter,’ telling it, as it is written, in the first person, -but ‘skipping’ the parts that I knew would weary. Then followed ‘The -Black Cat;’ then Stephenson’s ‘The Bottle Imp.’ So fascinated were they -that they voted to change the evening of fairy-tales for another story -by Poe, and the story they chose was ‘The Pit and the Pendulum.’ By the -children’s urgent request these stories were told with the lights turned -low, as the best substitute for fire-light, and it is hard to say -whether the absorbed young listeners or the story-teller enjoyed those -hours most.” - -The leagues have voted that their story-teller shall tell them Indian -stories next winter, and she hopes, therefore, by beginning with the -Indian myths and folk-lore, then telling of their life, warfare, and -famous battles, to bring her boys and girls to a vivid interest in -reading history as told by Francis Parkman. - -The writer recalls with so much pleasure a visit to a young people’s -story tellers’ league. He happened once upon a time to visit one of our -smaller towns, and was invited to a meeting of the Junior Story Tellers’ -League that met on the day of his visit. He had never heard of the -organization among children before, and was of course interested in -seeing what the children were doing with such an organization. The -meeting was held out of doors on the lawn. It was in the month of May -when the weather permitted such a meeting. The League was composed of -children of the fifth grade, who sat in a circle on the grass. The -teacher of the grade was present, but the children conducted their own -meeting—a program of stories, songs and games in which all joined. The -stories told by the children were their own selections, and were told in -a creative way. One was especially impressive, being loudly applauded by -the children. It was told by a twelve year old girl and was one of her -own creation. Since then she has written enough stories to make a small -volume, and so popular is she as a story-teller that the children in her -neighborhood flock to her home to hear her tell stories. Several years -after that the writer saw this same girl, now passing into young -womanhood, stand before a thousand teachers and tell in the same easy, -natural way some of her stories. Not seeking this opportunity to appear -in public, [only in rare instances would the author allow children to -appear in public], it came to her because she had something to give; -something that she had for several years given every week to her -playmates and friends, as naturally as she would give herself to them in -games and play; something too, that had made her life a radiant one. - -Miss Elizabeth J. Black, teacher of the sixth grade in one of the public -schools of Greensboro, N.C., has been very successful with a League -among her pupils. Through the League she got hold of the children as -never before, and is enthusiastic over the results. - -We give below a program of one League meeting. Miss Black has laid -special emphasis on Norse stories. - - - PROGRAM. - - Chorus—Carolina, American Legend—The White Doe; Chorus—“I’m a - Tar Heel Born and a Tar Heel Bred;” Legend of Sir Galahad—“The - Bright Boy Knight;” Chorus—“The Watch on the Rhine,” - “Seigfried;” Rhine Legends—“Parsifal;” “Lohengrin,” Chorus—“The - Violet,” Icelandic Saga—“Burnt Njal;” Folklore and Nonsense, - “The Cat and the Parrot;” Chorus—“When I’m Dreaming;” - Impersonation of Uncle Remus, “Miss Sallie,” “Uncle Remus,” - “Little Boy,” Chorus—Dixie. - - R. T. W. - - ------------------------------------------------------------------------- - - - - - A BOY’S VISIT TO SANTA CLAUS - - BY RICHARD T. WYCHE - - -ONCE upon a time there was a little boy who talked a great deal about -Santa Claus. He talked to his father, his mother, his brother and -sisters, until it was Santa Claus at the breakfast table, Santa Claus at -dinner and Santa Claus at supper. This little boy had been told that far -away in the Northland lived Santa Claus. He was sitting by the fire one -day watching the embers glow, and seeing castles in the glowing embers. -There is Santa Claus’ house, he said, the great building covered with -snow. “Why can’t I go to see him?” The little boy had worked and had -saved some money. He took the money and went down to the depot, bought a -ticket and before his father or mother knew about it was gone to see -Santa Claus. He traveled a long time on the train and by and by reached -the end of the railroad. He could go no farther on the train for there -was a great wide ocean, but people cross the ocean and so must the -little boy, or at least a part of it, in order to reach Santa Claus’ -land. There was a great ship lying in port soon to sail over the seas, -and along with many people who went aboard the ship, went the little -boy. Soon every sail was spread and out from the port went the ship -leaving far behind them the town. - -The ship sailed and sailed a long time, and finally land came in sight. -They had reached an island lying somewhere far out in the mid-seas. Some -of the people went ashore and so did the little boy. But what a funny -land it was to the little boy, all the people were little people. The -grown men were not taller than the little boy, and they rode little -ponies that were not larger than dogs. Then the little boy asked, “What -land is this, does Santa Claus live here?” And they said—“No.” - - “This is the land that lies east of the sun - And west of the moon. - You have not come too soon. - Northward you must go - To the land of ice and snow.” - -And so one day the little boy found a ship that was going to sail to the -Northland and in this ship he went. The ship sailed and sailed a long -time until it finally came to where the sea was all frozen over, to the -land of icebergs and snow fields. The ship could go no farther, so what -do you suppose the little boy did then? He was in the land of the -reindeer, and over the snow fields he went in search of Santa Claus. - -One day, as he was traveling over the snow fields to find Santa Claus’ -house, he saw not far away what at first seemed to be a hill, but soon -he saw that it was not a hill, but a house covered with ice and snow. -“That must be Santa Claus’ house,” he said. Soon the little boy was -standing in front of the great building whose towers seemed to reach the -sky. Up the shining steps he went and soon he was standing in front of -the door. The little boy saw no door bell and so he knocked on the door. -No one answered and then louder he knocked again. Still no one answered. -He began to feel afraid, perhaps this was the house of a giant. If Santa -Claus lived there, he might be angry with him for coming, but once more -he knocked. And then he heard a noise far down at the other end of the -hall. Some one was coming. Then suddenly the latch went “click,” and the -door stood wide open, and who do you suppose was there? Santa Claus? No; -a little boy with blue eyes and a bright sweet face. Then the little boy -said, “Good morning. Does Santa Claus live here?” And the other little -boy said, “Yes. Come in, come in. I am Santa Claus’ little boy.” He took -him by the hand and said, “I am very glad to see you.” - -Then the two little boys walked down the long hallway, doors on this -side and doors on that, until they came to the last door on the -left-hand side. On this door Santa Claus’ little boy knocked, and a -great voice said, “COME IN.” He opened the door and walked in, and who -do you suppose was there? Santa Claus? Yes, there was Santa Claus -himself; a great, big fat man sitting by the fire, with long white -beard, blue eyes and the merriest, cheeriest face you ever saw. Then -Santa Claus’ little boy said, “Father, here is a little boy who has come -to see you.” Santa Claus looked down over his spectacles and said, -“Well, how are you? I am mighty glad to see you. Yes, yes, I know him. I -have been to his house on many a night and filled up his stocking. How -are Elizabeth and Louise and Katherine?” Over on the other side of the -fireplace sat Mrs. Santa Claus. She was a grandmother-looking woman, -with white hair and gold-rimmed spectacles. She was sitting by the fire -knitting; she put her arms around the little boy and kissed him. - -Then the two little boys sat down in front of the fire and talked -together. By and by, Santa Claus’ little boy said to the other little -boy, “Don’t you want to go over the building and see what we have in the -different rooms? This building has a thousand rooms.” And the little boy -said, “who-o-o-o-e.” And Santa Claus’ little boy said, “Yes, and -something different in every room.” - -Then they went in a large room and what do you suppose was in there? -Nothing but doll babies; some with long dresses and some with short; -some with black eyes and some with blue. Then into another room they -went, and it was full of toys, wagons and horses; another room was full -of story books; another room was a candy kitchen where Santa Claus made -candy; another room was a workshop where Santa Claus made toys for the -children. Then they went in a long, large room, the largest of them all, -and in this room were a great many tables. On these tables were suits, -cloaks and hats and shoes and stockings for the children. The little boy -wanted to know what they did with so many clothes, and Santa Claus’ -little boy said, “We take these to the little children who have no -father or mother to make them clothes.” And so they went through all the -rooms of the great building, except one, which was away upstairs in the -corner. What was in this room no one would tell the little boy, nor -would they take him into the room. And the little boy wondered what was -in the room. - -The little boy stayed at Santa Claus’ house several days and he had a -splendid time. Some days the two little boys would slide down the hill -on a sled, some days they would hitch up the reindeer and go sleighing, -some days they would go into the candy kitchen and help Santa Claus make -candy, or into the workshop and help him make toys. - -But one day something happened. Santa Claus came to the little boy and -said, “I am going away today for a little while; my wife and my little -boy are going with me. Now,” he said, “you can go with us or you can -stay here and keep house for us while we are gone.” The little boy -thought to himself that Santa Claus had been so good to him that he -would stay and keep house while Santa Claus was away. So he said he -would stay and then Santa Claus gave him a great bunch of keys and said, -“Now you can go in all the rooms and play, but you must not go in that -room upstairs in the corner.” The little boy said, “Alright,” and with -that Santa Claus, his wife and his little boy went down the steps, got -into the sleigh, wrapped themselves up in furs, popped the whip and away -they went! The little boy stood and watched them until they disappeared -behind the snow hills. - -Then he turned and went back into the house. He felt like a little man -in that great house all by himself. From room to room he went. He went -into the game room and rolled the balls. Some of the balls were so large -that they were as high as the little boy’s head. They were of rubber, -and if you would drop one from the top of the house it would bounce -clear back to the top. The little boy went into the candy kitchen and -ate some of the candy. He went into the workshop and worked on some -toys, then into the library and read some of the books, then into the -parlor and banged on the piano. - -But after a while, the little boy was tired, and he said, “I wish Santa -Claus would hurry and come back.” He was lonely. And so he thought he -would go up on the housetop and look out to see if he could see Santa -Claus coming home. Up the steps he went. When he reached the top, there -was another flight. Up these he went and still another flight; up, up, -he went until it seemed he had gone a thousand steps. But, finally, he -came out on top. The little boy stood there with his hands on the -railing and looked out, but all he could see were the snow fields, white -and glistening. Santa Claus was not in sight. He could see the track -over the snow that the sleigh had made, but that was all. - -Then down the steps he came, and it just happened that he came by the -room that Santa Claus told him he must not go in. As he passed, he -stopped in front of the door and said to himself, “I wonder what they -have in that room and why they did not want me to go in?” He took hold -of the knob and gave it a turn, but the door was locked. Then he shut -one eye and peeped through the keyhole, but he could see nothing; it was -all dark. Then he put his mouth at the keyhole and blew through it, but -he could hear nothing. Then he put his nose there and smelled, but he -could smell nothing. “I wonder what they have in the room?” he said, “I -believe I will see just for fun which one of these keys will fit in the -lock.” The little boy had in his hand the great bunch of keys. He tried -one key and that would not fit, then he tried another and another and -another, and kept on until he came to the last key. Now, he said to -himself, “If this key does not fit I am going.” He tried it and it was -the only key on the bunch that would fit. “Now,” he said, “I shall not -go into the room, but I will just turn the key and see if it will unlock -the lock. It may fit in the lock and then not unlock the lock.” He -turned the key slowly and the latch went “click,” “click,” and the door -flew wide open. What do you suppose was in the room? It was all dark; -the little boy could see nothing. He had his hand on the knob and it -seemed to him that his hand was caught between the knob and key, and -somehow, as the door opened, it pulled him in. When he stepped into the -room, he felt a breeze blowing and, more than that, as he stepped down, -he found the room did not have any bottom; just a dark hole. - -Well, as the little boy stepped over into the room, he felt himself -falling, away down, down, down yonder. He shut his eyes, expecting every -moment to strike something and be killed. But, before he did, some one -caught him by the shoulders and shook him and said, “Wake up!” “Wake -up.” He opened his eyes and where do you suppose the little boy was? At -home. It was Christmas morning and his father was calling him to get up. -The sun was shining across his little bed. He looked towards the -fireplace and there all the stockings were hanging full. The little boy -had been to see Santa Claus, but he went by that beautiful route we call -“DREAMLAND”. - - -[Illustration] - - ------------------------------------------------------------------------- - - - - - HARALD’S CHRISTMAS TREE - - BY ANNA BOGENHOLM SLOANE - - -IN a little log hut at the edge of a forest in far-away Sweden lived -Harald and his widowed mother. The winter snows crept in through the -window cracks and the biting winds found their way between the decaying -logs. All the fuel they had was the dry sticks that Harald gathered in -the woods, and, indeed, nearly all the money used in their humble home -was earned by his hands. But, notwithstanding the poverty and -uncomfortable habitation, Harald was as happy as though he lived in a -palace; for he loved the fading beauty of his mother’s tender face and -the whitening hair under her stiff cap. And for playmates he had all the -elves and fairies about whom his mother had told him so many wonderful -tales. - -Harald had never seen a Bible or heard about the Saviour, but he knew -the Eddas by heart and he prayed to Odin and Thor with as devout -reverence as a Christian boy prays to the Lord Jesus, and he had firmly -resolved to live the noble life of a brave hero so as to be worthy to -die on the battlefield, and by kind Valkyrias be borne to the fair -gardens of Valhall. - -One December evening, when the wind howled dismally among the forest -trees and piled up snow in great drifts across the roadway, little -Harald, chilled and shivering, returned home from a hard day’s work. To -keep up a brave heart he whistled as he walked, looking earnestly at the -flashing flames of light which people now call the “Northern Lights,” -but which, to him, was the flickering of the helmets and shields and -spears of Odin’s maidens; for so had he been taught. - -Just as he turned into the dark forest he heard a faint moan, as of a -human being in distress. Hastening to the spot whence it came, he found -an ugly Dwarf lying in the snow nearly frozen. Although Harald was quite -numb himself from cold, he began briskly to rub the Dwarf’s hands and -face, and after a little while helped him to his feet, and Harald then -asked the Dwarf to go home with him where he might get warm and have -some supper. - -“Why should you befriend a poor wretch such as I am, who cannot repay -you?” whined the Dwarf as he leaned heavily on Harald’s young shoulders. - -“I don’t ask to be repaid,” replied Harald. “Have you not heard the -proverb, ‘Do good and throw it into the sea. If the fishes don’t know -it, Odin will.’” - -“Yes; Odin shall know about this, you may be sure of that, and although -I am only a poor deformed wretch, I know how to be grateful, and would -like to do you a favor,” replied the Dwarf. “I wonder if you have -happened to notice a little green ash tree somewhere near here.” - -“A green ash tree in winter!” exclaimed Harald. - -“It is an unusual sight, indeed,” said the Dwarf, “but in one of my -rambles, the other night, I saw one in this vicinity. Oh, here it is, -right before our eyes!” - -There, sheltered by a cluster of evergreen trees, was a small ash -sapling, with green leaves on its branches as in summer, while the other -forest trees stood about nodding in their slumber, their leaves all gone -and their hearts frozen within them. - -When Harald went and touched its branches, the little tree came right up -out of the ground. - -“Take home the little ash and plant it beside your window,” said the -Dwarf, and when Harald turned about to thank him he was gone out of -sight. - -Then Harald started to run home with the little ash tree, but had gone -only a few steps when he struck his foot against something. Stooping to -see what it was, he found a bag, glistening with brightness and full of -something heavy. Upon opening the bag, he found it to be full of pieces -of gold money. - -“I must go to town and ask who has lost a bag filled with gold,” thought -the boy. “Oh, I do wish I might keep it and buy mother a nice warm -coat.” - -But the next instant he loosened his tightening grip on the bag. “It is -not my gold, and stolen money is worse than a mill-stone about one’s -neck, says mother, so I think it would be too heavy for me.” - -“Keep the purse, little boy,” said a sweet voice at his elbow. Turning, -he saw a little girl as radiant as a sunbeam, dressed in shining gold. - -“I am your friend, little boy, and I tell you that a lady who wears a -fine cloak and a long veil, and who has more gold than she needs, -dropped that purse, and if she asks for it I will say it fell into a -hole in the ground.” - -“Poor misguided Angel,” said Harald, “you are a beautiful temptress, but -I must go to town and try to find the lady you speak of, who wears a fur -cloak and a long veil.” - -“Well, if you are determined to be so foolish, I will go with you to -show you the way,” replied the Fairy, for such was the beautiful little -girl. - -So Harald wrapped his jacket about the little ash tree, to protect the -tender roots from the cold, and tucking it under his arm, ran to town in -the footsteps of his guide. The beautiful fairy led him to the doorsteps -of a great mansion and then vanished from sight. - -The lady of the house was glad to get her purse back, and offered Harald -one of the gold pieces as reward for bringing it to her. But, much as he -wished to have it, he shook his head, saying, “My mother taught me not -to take pay for not being a thief, and she always tells me to be honest -without hope of reward.” - -Then Harald ran home with all speed to tell his mother of his wonderful -adventures, and while they were talking together about the strange -little ash tree they discovered a soft, unfrozen spot of earth near a -southern window, and there planted the green sapling. Harald cared for -it tenderly and prayed Odin to shield it from frost and wind. - -Next morning was the twenty-fifth of December, and was a holy day then -as now, though it was not called Christmas and was not celebrated in -memory of the birth of Christ, but to commemorate the death and -cremation of the pure and loving Balder, who was the Saviour of the old -Northmen’s religion. - -Contrary to our Christian custom, the old pagans of Sweden celebrated -the birth of their Redeemer at Easter, when all nature becomes imbued -with renewed life. - -At the winter solstice, when nature slumbers, they kept fires burning on -the mountain tops, in memory of his death and funeral pyre. - -Early on Christmas morning, when Harald went out to see the Balder -fires, he met three armed men in the forest. One of them asked gruffly -if he knew what had become of a little green ash tree that Loki, the -giant, had planted there. - -Harald became very much frightened. He knew the men must be looking for -the green sapling he took home the night before, for there was no other -such green bush in the forest. He also knew that Loki was a fierce and -terrible god to offend. - -“I will not tell,” he first thought, “but run home and pull up the bush -and burn it. Then they will never know what became of it.” - -But, notwithstanding his fears, he could not forget his mother’s -counsel: “Speak always the truth, my son, even though a sword should be -swinging over your head.” Indeed, a sword was just now hanging over his -head, but he would speak the truth. - -As soon as he could control his trembling voice Harald confessed that he -had removed a little green ash tree the night before. He begged for -mercy, for he did not know that it belonged to the fearful giant. - -The men told Harald to lead the way to his mother’s dwelling. Arriving -there, they at once recognized the little green ash as the one belonging -to Loki, and commanded Harald to pluck it up and follow them with it to -the giant’s castle. - -Stiff and white as though the frost giant had breathed upon him, Harald -reached out his hand and touched the tree. Instantly it came from the -ground of its own accord. For a moment it stood quivering and shaking -its branches, which gradually became arms, and in another moment it was -no longer a green sapling, but a dazzling, beautiful girl. - -“Poor men! I pity you for being in Loki’s service,” she said in a sweet -voice. “Go, tell your cruel master that his plotting against me has -failed and that my enchantment is over. This little boy has saved me,” -she continued, pointing to Harald. “The merciless Loki, enraged at the -love I bore humanity, changed me into an ash tree, but he had no power -to keep me so forever, and was obliged to make a condition. He made the -hardest he could think of. Said he: ‘Since you so love mankind, none but -the child of man shall free you from your enchantment. You shall remain -a tree until you feel the touch of a child who is generous enough to -share his last loaf with a stranger; honest enough to give back a reward -for honesty, and brave enough to speak the truth when a lie might save -his life. Long shall you wait for such a deliverer.’” - -Then the soldiers left, glad the little brave boy had escaped the -threatened doom. - -Harald, looking at the beautiful child, thought she looked very much -like the one he had met the evening before, and spoke of it. - -“That little elf was my sister,” replied the fairy, “and the brown dwarf -who pointed me out to you was my dear friend. He had heard of the little -Harald, who was said to be so generous and brave and true, and he tried -you, as also did my little sister, who was greatly delighted when she -found you could not be tempted to steal.” - -Harald’s mother, who had been standing near unnerved and speechless, now -came up. Clasping her boy to her heart, she said: “I am prouder today -than I would have been if my son had slain a hundred men on the -battlefield.” - -The little grateful elf always remained Harald’s true friend. She -whispered into the ear of the old King about the generosity, bravery, -honesty and truthfulness of the boy who lived in the forest. - -The King sent his men to bring Harald and his mother to the palace. For -his noble virtues he became so well loved by everybody in the land that -when the old King, who had no children, died, Harald was chosen King. - -For many years he ruled, constantly widening his country’s domain and -for his victorious sword was called Harald Hildetand, which means -“Harald, the Biting Tooth.” - - ------------------------------------------- - - [This story incorporates some fragmentary elements of certain - old Swedish legends, and the following explanations will be - useful to the unfamiliar American reader. - - The Eddas, mentioned in the story, are books containing the - sacred lore of the old Scandinavians. - - In the old Norse mythology the first human beings were - represented as having sprung from the ash tree; hence the use - made of the ash in this story. - - A continual state of warfare existed among the tribes of the - ancient Scandinavians, and valor in war was regarded the supreme - virtue, and prowess in battle the supreme achievement of men. - Valhall was the heaven of sword-fallen heroes, called Enherjar, - who forever lived there in the enjoyment of fighting each other - daily, drinking mead from beakers, and eating the flesh of a hog - that was slaughtered each day, but each night became alive and - whole again. - - In Norse mythology the Valkyrias made contests on the Vidar - Plains (at the North Pole) to determine which favorites should - enter Valhall first. In the course of these events, the spears - and shields of the contestants gleamed and flashed until the - northern heavens were illuminated—the “Northern Lights.” - - At the winter solstice was held a great sacrificial feast in - memory of Balder, the second son of Odin, the god of heaven, and - Frigga, the goddess of earth. He was of heaven and earth, like - the Christ, and, like Him, was pure and loving. At the - instigation of the evil Loki, the son of Surtur (Satan) he was - killed by blind Hoder, as Christ was killed by the truth-blind - people. - - The Scandinavian pagans believed in a God-Power so holy and - great that they dared not even give a name. The three head - representatives of this Power were Odin, Vele and Ve, who - overcame the evil giants. These giants strove to injure men, - while the gods fostered them. Thor was Odin’s son, the - strong-arm of retribution, punishing evil doing among men and - giants.] - - ------------------------------------------------------------------------- - - - - - THE FIRST CHRISTMAS. - - BY W. J. MORRISON. - - -ONE December, years and years before people had rail-roads or street -cars, crowds of men, women and children were traveling on the roads and -paths that led to a little town, called by the Jews, House of Bread. The -dark-skinned Arabs, who lived out in the desert, called this town the -House of Meat, but all children know it by the Bible name, Bethlehem, in -the country of Judea. Some of these people were riding, and some were -walking, toward this town of Bethlehem. Among them, seated on a donkey, -was a beautiful young woman by the name of Mary, the donkey being led by -her husband, a Jew, named Joseph, who, though a poor carpenter, was -related to King David, and belonged to what was called the royal family. - -Mary and Joseph lived at Nazareth, and it was a long walk of three or -four days from their home to the city of Bethlehem. The way wound in and -out, and over hills and mountains, which made it a hard road to travel. -Bethlehem was built on the top of these mountains. In the summertime it -was a delightful place to visit. From the city one could see the -beautiful gardens in the valley, together with the fig, olive and almond -orchards. The far-away hillsides were covered with rows of grape vines, -that changed their hues and shades as the wind tossed their leaves up -and down, or from side to side. But, as this was December, all these -people were not going to Bethlehem for pleasure, or to buy Christmas -things. They did not even know it was Christmas-eve. These people were -crowding into Bethlehem, because the Roman law required that, at this -time, every one should go to his old home, or the place where he was -born, and pay his taxes. That the Roman Emperor might know how many -people there were in the world, they were also required to have their -names written on long rolls, or sheets, of dried sheep skin, for in -those days they did not have paper. - -Mary and Joseph could not climb up the mountain to the city as fast as -some of the others and so were the last to arrive. When they got to the -town, they found that the only hotel or inn, in those days called a -“Caravansary,” was full of people and there was no room for them. They -went from house to house, to get a place to stay, but found that the -people who had arrived before them had taken every room in the place. -Joseph must have known something of the country about the town, for, -when he could find no room in any of the houses, he began to hunt for -one of the many grottoes, or caves, that are under the sides of the -mountains in and around Bethlehem. When he found a cave that ran away -under the ground, with rooms, one opening into the other, they decided -to use this place for a home until he could find something better. - -Now, children, should any of you ever go to Bethlehem, you can see this -very cave. In those days, these caves were used as stables to shelter -sheep and other stock in cold, bad and stormy weather. - -Although it was the last of December, it is said Mary and Joseph found -only an ox and an ass in this cave. The weather could not have been so -very cold, as Bethlehem is about as far South as the northern part of -Florida, and the shepherds had their sheep out in the open country -eating grass. That the sheep might not wander away at any time, or be -stolen during the dark hours, these shepherds divided the night into -what was called Watches. In other words, some of the men stood guard -over their flocks for three or four hours, while the others slept; then -they would awaken their friends to look after the sheep. The men who -came off watch would then go to sleep by the camp fire, for the Bible -says, “And there were in the same country shepherds watching and keeping -the night watches over their flocks.” - -It was while some of these men were watching the sheep that they were -greatly startled, because a beautiful angel, who shone with the -brightness of God, came and stood by them. The angel saw that these poor -men were scared, so, in a kind and gentle voice, he told the shepherds -not to be afraid, for he had brought them good news, that would be of -great joy to all the people. The angel then said, “This day is born to -you a Saviour, who is Christ, the Lord. You shall find this infant -Saviour wrapped in swaddling clothes and laid in a manger.” When he had -finished speaking, an army of angels came around him, praising God and -saying, “Glory to God in the highest and on earth peace to men of good -will.” Then all of the angels ascended into heaven. - -The shepherds who beheld this glorious and beautiful sight woke those -who were asleep and told them what they had seen. When the other men -heard the wonderful news that the angel had brought, they all went at -once to Bethlehem as fast as they could. They soon found the cave where -Mary and Joseph were. Here they saw the sweetest little baby who had for -his bed a manger, or horse trough, filled with straw. This little baby -did not have on long clothes, made of lace, embroidery and fine linen, -like the little babies have these days and times. He had only a cloth -wrapped around his body, in such a way that it made for him swaddling -clothes. - -As soon as the shepherds saw the child lying in the manger, wrapped in -swaddling clothes, they knew that this was the infant Saviour of whom -the angel had told them; that this Child was Christ, Son of God, and -that Mary was His Mother. - -The day on which the infant Saviour was born has ever since been known -as THE FIRST CHRISTMAS. - ------------------------------------------------------------------------- - - - - - THE GOLDEN COBWEBS - - A STORY TO TELL BY THE CHRISTMAS TREE[1] - -Footnote 1: - - From HOW TO TELL STORIES TO CHILDREN, by Sara Cone Bryant. Copyright - 1905. Printed by special permission of the publishers, Houghton - Mifflin Company. - - -I AM going to tell you a story about something wonderful that happened -to a Christmas tree like this, ever and ever so long ago, when it was -once upon a time. - -It was before Christmas, and the tree was all trimmed with pop-corn and -silver nuts and [name the trimmings of the tree before you], and stood -safely out of sight in a room where the doors were locked, so that the -children should not see it before it was time. But ever so many other -little house-people had seen it. The big black pussy saw it with her -great green eyes; the little gray kitty saw it with her little blue -eyes; the kind house-dog saw it with his steady brown eyes; the yellow -canary saw it with his wise, bright eyes. Even the wee, wee mice that -were so afraid of the cat had peeped one peep when no one was by. - -But there was some one who hadn’t seen the Christmas tree. It was the -little gray spider! - -You see, the spiders lived in the corners,—the warm corners of the sunny -attic and the dark corners of the nice cellar. And they were expecting -to see the Christmas Tree as much as anybody. But just before Christmas -a great cleaning-up began in the house. The house-mother came sweeping -and dusting and wiping and scrubbing, to make everything grand and clean -for the Christ-child’s birthday. Her broom went into all the corners, -poke, poke,—and of course the spiders had to run. Dear, dear, _how_ the -spiders had to run! Not one could stay in the house while the Christmas -cleanness lasted. So, you see, they couldn’t see the Christmas Tree. - -Spiders like to know all about everything, and all there is to see, and -they were very sad. So at last they went to the Christ-child and told -him all about it. - -“All the others see the Christmas Tree, dear Christ-child,” they said; -“but we, who are so domestic and so fond of beautiful things, we are -_cleaned up_! We cannot see it, at all.” - -The Christ-child was sorry for the little spiders when he heard this, -and he said they should see the Christmas Tree. - -The day before Christmas, when no body was noticing, he let them all go -in, to look as long as ever they liked. - -They came creepy, creepy, down the attic stairs, creepy, creepy, up the -cellar stairs, creepy, creepy, along the halls,—and into the beautiful -room. The fat mother spiders and the old papa spiders were there, all -the little teenty, tonty, curly spiders, the baby ones. And then they -looked! Round and round the tree they crawled, and looked and looked. -Oh, what a good time they had! They thought it was perfectly beautiful. -And when they had looked at everything they could see from the floor, -they started up the tree to see more. All over the tree they ran, -creepy, crawly, looking at every single thing. Up and down, in and out, -over every branch and twig, the little spiders ran, and saw every one of -the pretty things right up close. - -They stayed till they had seen all there was to see, you may be sure, -and then they went away at last, _quite_ happy. - -Then, in the still, dark night before Christmas Day, the dear -Christ-child came to bless the tree for the children. But when he looked -at it—_what_ do you suppose?—it was covered with cobwebs! Everywhere the -little spiders had been they had left a spider-web; and you know they -had been just everywhere. So the tree was covered from its trunk to its -tip with spider-webs, all hanging from the branches and looped around -the twigs; it was a strange sight. - -What could the Christ-child do? He knew that house-mothers do not like -cobwebs; it would never, never do to have a Christmas Tree covered with -those. No, indeed. - -So the dear Christ-child touched the spiders’ webs, and turned them all -to gold! Wasn’t that a lovely trimming? They shone and shone, all over -the beautiful tree. And that is the way the Christmas Tree came to have -golden cobwebs on it. - - [This story was told me in the mother-tongue of a German friend, - at the kindly instance of a common friend of both; the narrator - had heard it at home from the lips of a father of story-loving - children for whom he often invented such little tales. The - present adaptation has passed by hearsay through so many minds - that it is perhaps little like the original, but I venture to - hope it has a touch of the original fancy, at least.] - - ------------------------------------------------------------------------- - - - LOCAL LEAGUE WORK - - -------------- - - - MEMPHIS LEAGUE - - - The program for the current year embraces a study of the stories - of Ancient Greece, Rome and Italy, Germany, France, Russia, and - Japan, interspersed with meetings devoted to the study of - stories of Christmas and other holidays. One of the October - meetings was devoted to Thanksgiving stories. The topic for the - Second meeting in November was “Xerxes and Prehistoric Stories.” - The meetings of this league are conducted primarily for the - benefit of teachers to prepare them for telling stories to their - classes. - - - TUSCUMBIA, ALABAMA - - Two flourishing junior leagues are maintained in the Tuscumbia - public schools. One is made up from pupils of the fifth and - sixth grades; the other from pupils of the third and fourth - grades. They meet every Friday afternoon for story-telling. The - children are greatly interested and are eager for some new - stories. It is the purpose of THE STORY HOUR to supply just such - needs, both by the stories it reproduces and by directing to - good books of stories. - - - BLUE MOUNTAIN, MISS. - - Excellent work is reported from the leagues in Blue Mountain - College, at Mississippi Heights. These three leagues are among - the first to have been organized in the State. One league is for - the teacher girls of the school and two are for the boys and - girls respectively. Mrs. Jennie M. Hardy, who organized these - leagues, more recently organized work at some of the State - Summer Schools. She also organized the league at the Sherman - State Normal, in July, this year. - - - CINCINNATI, OHIO. - - The Cincinnati Story Tellers’ League was organized Sept. 23, - 1906, at the Kindergarten Training School on Linton Street, and - has conducted two successful series of meetings. The last annual - report shows a membership of sixty. Meetings have been held once - a month, on the fourth Tuesday, at 7:15 p.m., sometimes in - School houses and at other times at the homes of members. A - variety of interesting subjects have been profitably considered, - as indicated in the following schedules of meetings:— - - Nov. 1906, “Historical Stories;” Feb. 5, 1907, “Bible Stories;” - March, 1907, “Parables, Fables and Allegories;” April, 1907, - “Fairy Stories and Myths;” Jan, 1908, “Legends of the American - Indians;” Feb. 1908, “Norse Legends;” March, 1908, “East India - and Art;” April, 1908, “Japan.” At the May, 1908, meeting a - program of miscellaneous stories was given, including “An - Adaptation of the Story ‘Cinderella’,” by Miss Lillian - Southgate; “A Mother’s Love,” by Mrs. H. Dickore; “The Camel and - the Jackal,” by Miss Pearl Carpenter; “A Story of Great Love,” - by Rabbi Grossmann; “A Hindoo Tale;” by Miss Reta M. Lockhart. - The program was enlivened with songs by Mrs. M. T. Williams. - - The June meeting was held out under the trees of Eden Park, when - many enjoyable stories were told. - - - DES MOINES, IOWA - - The graduates of the Primary Training Department of Drake - University who are teaching in Des Moines met during the Summer - of 1908 and organized a Story Tellers’ League, with Mrs. Ella - Ford Miller, of Drake University, as president. The first - meeting was held early in November at the University. It is - proposed to make a special study of stories and Story-telling - for primary grades. - - The girls of the Primary Training Department of Drake University - have also organized a club to meet twice a month, taking up - practically the same work. - - - COVINGTON, KY., TEACHERS’ LEAGUE - - A number of teachers in the Public Schools of Covington, Ky., - who believe in the value of constructive literature, - particularly in the primary and grammar grades, organized - themselves into a Story Tellers’ League in October, 1908. These - teachers represent all the grades of the Public Schools and - every school in the city. Their purpose is to cultivate the art - of story-telling so that they may make use of it in the - school-room for ethical instruction, as an aid to composition, - both oral and written, to enliven the teaching of history and - geography, and to stimulate nature-study. There is filed with - the editor of this league the source, the outline, the purpose - of each story told, so that the members who may have use for it - in their work may have ready access to it. By the interchange of - their experiences with their stories in the school-room, the - teachers hope to develop a plan by which the pupils in their - charge may be made acquainted, in a systematic and natural way, - with the great stories every child should know. - - - COVINGTON, KY., JUNIOR LEAGUE - - In November, 1906, some forty students in the High School at - Covington, Ky., were organized into a Junior Story Tellers’ - League. They met in the school on alternate Fridays, immediately - after dismissal. From the beginning, the meetings were - interesting, profitable and instructive. So enjoyable were they, - that members of the faculty were pleased to come in, not - occasionally, but regularly, to listen, and to contribute their - share to the pleasure of the meeting. The programs were - definitely planned, and a variety of stories was told at each - meeting. These included myths, fairy-tales, folk-tales, fables, - festival-stories, Bible-stories, and an occasional good - anecdote. During the first year, also, there was a systematic - presentation of the King Arthur legends in story form; and - during the second year the story of Ulysses was developed in the - same manner. At the close of the regular program, volunteer - stories were called for, and there was always a response. - - Many excellent story-tellers were developed, and one genius was - discovered. The latter was a girl, who, at fifteen, gave promise - of becoming a rival to Uncle Remus, himself, in telling, in - dialect, the folk-tales of the South. Our National President, - after hearing her, saw fit to invite her to tell stories before - the Knoxville Convention of 1907. - - In May, 1908, a public meeting was held, to which the parents, - teachers, and friends of the story-tellers were invited. No - successful evening’s entertainment was ever so easily prepared. - Seven students, whose stories, told at the regular meetings, had - been so well selected and so charmingly presented that their - companions desired to hear them again, were elected to tell them - in public. This, with some musical selections furnished by the - school glee-clubs, formed the program of the evening, which an - enthusiastic audience voted a success. The outcome of that - meeting was a demand for two more leagues, one of which has - recently been organized. - - - MANKATO, MINN. - - Our organization is very simple. The club membership changes - from term to term of our school year. Three times a year a group - of from fifteen to twenty-five comes to me as student teachers. - We then organize a Story Club which meets once in two weeks. We - elect an Executive Committee. This Committee, a group of three, - prepare the programs. We have our meetings in different homes - and serve very simple refreshments. Those not on the program - bring their needle work. - - I have had in mind these ends in keeping up the - organization,—First, A good time together;—Second, A better - knowledge of Story material; and Third, An opportunity to _tell_ - stories. - - We have as yet no Junior organization. I have thought of it, but - am not quite sure whether it is the best thing for us. All - teachers should feel indebted to the National League. I have - this year for the first time told stories to “grown-ups” and am - amazed at their delight in them. - - HELEN M. REYNOLDS. - - - OXFORD, OHIO. - - Among the lecturers in the summer term of the Ohio State Normal - College of Miami University at Oxford, Ohio, during the summer - of 1908, was Mr. Richard Wyche, who has done so much to advance - the great movement known as the Story Tellers’ League. Through - his inspiration there gathered at twilight every Wednesday - evening under the magnificent trees of the campus a group of - students and faculty members to tell stories. - - Realizing the possibilities for a greater field of work, a - permanent organization was effected known as the Story Telling - League of the Ohio State Normal College of Miami University. The - constitution was a very flexible one, the main condition being - for each member to pledge himself on his return home to organize - a branch league. One hundred and fifty-six members promised - service. - - In various County Teachers’ Institutes held in the State during - the month of August, branch leagues were formed, meeting in - church, school house, library, village park or courthouse. - Everywhere the harvest fields were ripe and workers ready and - eager. From all parts of the country, even as remote as the - state of Washington, came inquiries for help in the movement of - such promising influence. - - ANNIE E. LOGAN. - - - -------------- - - NATIONAL LEAGUE NOTES - - -On November 19, at 2:45 p.m., the Detroit University School held an -invitation gathering in honor of Richard T. Wyche, President of the -National Story Tellers’ League. Mr. Wyche made an address on story -telling to children. - - * * * * * - -Dr. Henry Van Dyke, Princeton University, who is a member of the -Advisory Board of the National Story Tellers’ League, has accepted the -American Lectureship in the University of Paris for the current year. He -writes to express interest in the League work, but regrets that, on -account of absence, he will not be able to take any active part this -year. - - ------------------------------------------------------------------------- - - -_Prof. A. E. Frye, Author of the well-known School Geographies, says_: - -“I have been greatly interested in examining your Geography and History -games. While the minds of children are keenly alert in the rivalry of -games, important facts are easily and firmly fixed in memory. -* * * The products of happy work carry farthest in our lives.” - - - The “NEW GAMES” - Graded Educational Series - - NOW READY - - AMERICAN HISTORY TO 1783, Intermediate - LIFE OF CHRIST (for Sunday), Special - WORLD GEOGRAPHY, Advanced - - -------------- - - PRICE FOR THIS SALE, ONLY 15¢. EACH - - -------------- - - “OTHERS” IN PREPARATION - - -------------- - - The Fidelity Publishing Company - 406 Fifth Street N.W. Washington, D. C. - - -Hugh Cork, Sec’y International Sunday School Ass’n, Chicago, says: - -“I have tried it (the Bible “NEW GAME”) with my five children on Sunday -afternoons and find it most interesting, profitable, and in line with -what should be the spirit of the day. I believe it will solve the -question as to what to do with children on Sunday.” - ------------------------------------------------------------------------- - - - - - Story-Telling to Children - - -BY MISS SUSAN HOLTON at Clubs, Churches, Schools, Libraries, and Private -Houses. Send for circular. 37 Concord Avenue, Cambridge, Mass., or 311 -N. 33rd Street, Philadelphia, Penna. - - - -------------------------------------------------- - - SCHOOL PRINTING - - -------------------------------------------------- - - -¶ WE Can Save You Money on this class of work. Our plant is equipped -with the best modern machinery, we employ only the most skilled workmen, -and give the same attention to all jobs, large or small. Mail orders -given prompt attention. - - - -------------------------------------------------- - - The Colonial Printing Company - 406 Fifth Street N.W. Washington, D. C. - ------------------------------------------------------------------------- - - - - - ● Transcriber’s Notes: - ○ Missing or obscured punctuation was silently corrected. - ○ Typographical errors were silently corrected. - ○ Inconsistent spelling and hyphenation were made consistent only - when a predominant form was found in this book. - ○ Text that was in italics is enclosed by underscores (_italics_). - - - -*** END OF THE PROJECT GUTENBERG EBOOK THE STORY HOUR, VOL. 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} - </style> - </head> - <body> -<pre style='margin-bottom:6em;'>The Project Gutenberg EBook of The Story Hour, Vol. I, No. 2, December, -1908, 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 -will have to check the laws of the country where you are located before -using this ebook. - -Title: The Story Hour, Vol. I, No. 2, December, 1908 - A Magazine of Methods and Materials for Story Tellers - -Author: Various - -Editor: Ruediger, William C. - Wyche, Richard T. - -Release Date: December 05, 2020 [EBook #63780] - -Language: English - -Character set encoding: UTF-8 - -Produced by: hekula03, Barry Abrahamsen, and the Online Distributed - Proofreading Team at https://www.pgdp.net (This book was - produced from images made available by the HathiTrust Digital - Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK THE STORY HOUR, VOL. I, NO. 2, -DECEMBER, 1908 *** -</pre> -<div class='figcenter id001'> -<img src='images/cover.jpg' alt='' class='ig001' /> -</div> -<div class='pbb'> - <hr class='pb c000' /> -</div> -<div> - <h1 class='c001'><span class='xxlarge'>The Story Hour:</span><br /><span class='xlarge'>A Magazine of Methods and Materials for Story Tellers</span><br /><span class='large'>(Vol. I, No. 2)</span></h1> -</div> -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div><span class='xxlarge'>THE STORY HOUR</span></div> - <div class='c000'>A Magazine of Methods and</div> - <div>Materials for Story Tellers</div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'>VOL. I DECEMBER, 1908 NO. 2</span></div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'>Published Monthly (ten times a year) at Washington, D. C.</span></div> - <div class='c000'><span class='small'>Copyright, 1908, by M. E. Sloane. All rights reserved.</span></div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'><span class='sc'>William C. Ruediger</span></span>, Ph.D., Editor</div> - <div><i>Division of Education, George Washington University</i></div> - <div class='c000'><span class='large'><span class='sc'>Richard T. Wyche</span></span>, Consulting Editor</div> - <div><i>President National Story Tellers’ League</i></div> - <div class='c000'><span class='large'><span class='sc'>Mersene E. Sloane</span></span>, Founder and Publisher</div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div>Subscription: One Dollar a year (ten numbers), in advance.</div> - <div>Single and Sample Numbers, Fifteen Cents.</div> - <div class='c000'>Advertising rates given on application.</div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div>Address all communications to</div> - <div class='c000'><span class='large'>THE STORY HOUR,</span></div> - <div><span class='sc'>406 Fifth Street, N.W.</span>,</div> - <div>WASHINGTON, D. C.</div> - </div> -</div> - -<hr class='c004' /> - -<p class='c005'>Make remittances by money order, draft or registered letter, payable -to Mersene E. Sloane, Publisher. Sender risks unregistered money. -Manuscripts on story-telling, and of stories for telling, are desired. -When ordering change of address be sure to give the former address.</p> -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='small'>PRESS OF THE COLONIAL PRINTING COMPANY OF WASHINGTON, D. C.</span></div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c003' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div><span class='large'>OFFICERS OF THE NATIONAL</span></div> - <div><span class='large'>STORY-TELLERS’ LEAGUE</span></div> - </div> -</div> - -<hr class='c006' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><i>Honorary President</i>, <span class='sc'>Hamilton Wright Mabie</span></div> - <div><i>President</i>, <span class='sc'>Richard T. Wyche</span>, 501 W. 120th Street, New York</div> - <div><i>Secretary</i>, <span class='sc'>Dr. Richard M. Hodge</span>, Teachers College,</div> - <div>Columbia University, New York</div> - <div><i>Treasurer</i>, <span class='sc'>Mr. W. H. Keister</span>, Harrisonburg, Va.</div> - </div> -</div> - -<hr class='c006' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'>EXECUTIVE COMMITTEE</span></div> - <div class='c000'><span class='sc'>Dr. P. P. Claxton</span>, Knoxville, Tenn.</div> - <div><i>Professor Education, University of Tenn. Superintendent Summer</i></div> - <div><i>School of the South</i></div> - <div><span class='sc'>Miss Annie Laws</span>, Cincinnati, Ohio</div> - <div><i>President Ohio Federation of Women’s Clubs</i></div> - <div><span class='sc'>Miss Maud Summers</span>, Cincinnati, Ohio</div> - <div><i>Member of Faculty, Kindergarten Training School</i></div> - <div><span class='sc'>Miss Anna C. Tyler</span>, New York City</div> - <div><i>Children’s Librarian</i></div> - <div><span class='sc'>Dr. Richard M. Hodge</span></div> - <div><span class='sc'>Mr. W. H. Keister</span></div> - <div><span class='sc'>Mr. Richard T. Wyche</span></div> - </div> -</div> - -<hr class='c006' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'>ADVISORY BOARD</span></div> - <div class='c000'><span class='sc'>Dr. G. Stanley Hall</span>, President Clark University</div> - <div><span class='sc'>Dr. Henry Van Dyke</span>, Princeton University</div> - <div><span class='sc'>Miss Elizabeth Brown</span>, City Schools, Washington</div> - <div><span class='sc'>Dr. Jennie B. Merrill</span>, Supervisor Kindergartens, New York City</div> - <div><span class='sc'>Dr. A. Fortier</span>, Tulane University, New Orleans</div> - <div><span class='sc'>Dr. C. W. Kent</span>, University of Virginia</div> - <div><span class='sc'>Wharton S. Jones</span>, Assist. Supt. Public Schools, Memphis, Tenn.</div> - <div><span class='sc'>Dr. J. E. McKean</span>, Oberlin, Ohio</div> - <div><span class='sc'>Supt. B. C. Gregory</span>, Supt. of Schools, Chelsea, Mass.</div> - <div><span class='sc'>Miss Elizabeth Harrison</span>, Pres. Chicago Kindergarten College</div> - <div><span class='sc'>Miss Marian S. Henckle</span>, Kindergarten Training School, Charleston, S. C.</div> - <div><span class='sc'>Miss Pearl Carpenter</span>, Covington, Ky.</div> - <div><span class='sc'>Mrs. A. W. Cooley</span>, University of North Dakota</div> - <div><span class='sc'>Miss Elizabeth J. Black</span>, Greensboro, N.C.</div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c003' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div><span class='c007'>THE STORY HOUR</span></div> - </div> -</div> - -<hr class='c004' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div>VOL. I DECEMBER, 1908 NO. 2</div> - </div> -</div> - -<hr class='c004' /> -<div class='chapter'> - <h2 class='c008'>EDITOR’S AND PUBLISHER’S NOTES</h2> -</div> -<p class='c009'><span class='sc'><span class='large'>With</span></span> this issue <span class='sc'><span class='large'>The Story Hour</span></span> has the pleasant -privilege of wishing all its readers a Merry Christmas. That -the Christmas spirit may everywhere prevail, and prevail -abundantly, is its sincerest wish; and if the stories herein told -and retold will contribute their mite in enhancing this spirit, it -will indeed feel that it is fulfilling its mission.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>Among</span></span> the many elements of cheer at Christmas time is -the Santa Claus myth. Belief in this myth adds greatly to -the enjoyment of Christmas in early childhood. The children -who believe in it, and pass out of the literal belief without a -shock to their faith, are to be congratulated. They never forget -looking back to the time when they watched, waited and -listened for Santa Claus, animated by an expectancy tinged -with a happy fear.</p> - -<p class='c005'>But this belief naturally cannot persist through life. Near -the beginning of the school period it must be replaced by a -knowledge of the literal truth, which the children get usually -from their associates. Whether the knowledge of this literal -truth is to be more true or less true than the belief in the myth -depends upon the parents, teachers and adult friends in whose -care the children are. It rests with them to transform the -myth into a symbol filled with meaning. The best things in -life are such things as faith, love, kindness and generosity. -These we cannot touch, hear or see. They exist primarily -as soul experiences, and in order to make them more palpable -and give them a base of reference we symbolize them. Now -one of these symbols is Santa Claus. He stands for the cheer, -good will and love of Christmas time, and every feature of his -traditional representation symbolizes these qualities. He is -as real as Uncle Sam, and his mission is no less important. -He is the embodiment of Christmas love, and even children -of six can appreciate this signification of Santa Claus. The -fact that they previously believed in the kind saint literally -only helps this appreciation. And who would not have a -child believe in this kind of a Santa Claus, and believe in him -always?</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>For</span></span> several years Mr. Wyche has told his original Santa -Claus story to audiences in many places. It has been in great -demand, but has never heretofore been published. The version -given in this number of <span class='sc'><span class='large'>The Story Hour</span></span> from a -stenographic record will be a permanent addition to the -Christmas literature of the country. It will be noted that this -and all other articles in the magazine are copyrighted.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>Readers</span></span> are requested to write us freely regarding their -experiences in story telling, also to suggest stories they wish -to have reproduced, or stories they have found useful in their -own work.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>Suggestions</span></span> of principles and methods contained in the -notes from local leagues are already becoming one of the most -helpful features of this magazine. It was so anticipated by -the publisher when he planned the local news department. It -is desired to have such notes frequently from all local leagues -in the country.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>Mothers</span></span> are becoming interested in the new story-telling -as a means of home education and even discipline. They -are making inquires as to methods and materials. <span class='sc'>The -Story Hour</span> will be a helpful counsellor for them.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>A Query Page</span></span> will be useful to many, especially to -those who live remote from the cities and their large libraries. -Any who desire information of any kind regarding stories, or -the literature of stories, or anything at all related to the subject -of story-telling, or the League movement may feel free to -write to <span class='sc'><span class='large'>The Story Hour</span></span>. Our best efforts will be -made to give suitable and helpful replies.</p> - -<hr class='c010' /> - -<p class='c005'><span class='large'><span class='sc'>The Story Hour</span></span> invites contributions of articles on -story-telling and any topic related to the general subject, also -stories for use in story-telling. Both original and retold -stories may be submitted.</p> - -<hr class='c010' /> - -<p class='c005'><span class='sc'><span class='large'>Many</span></span> expressions of interest in and approval of <span class='sc'>The -Story Hour</span> magazine have reached us. All say that it -will supply a real need—a long-felt want.</p> -<hr class='c004' /> -<div class='chapter'> - <h2 class='c008'>STORIES FOR CHRISTMAS TIME</h2> -</div> -<p class='c009'>The following selected list of Christmas stories is given in the hope -that it will prove of service to readers of <span class='sc'><span class='large'>The Story Hour</span></span>. The list -is suggested by Mr. Charles L. Spain, of Detroit, Mich.</p> - -<p class='c005'>The Discontented Pine Tree—Anderson.</p> - -<p class='c005'>The Fir Tree—Anderson.</p> - -<p class='c005'>The Little Match girl—Anderson.</p> - -<p class='c005'>The Golden Cobwebs, From “How to Tell Stories to Children”—Bryant.</p> - -<p class='c005'>Fulfilled: A Legend of Christmas Eve, From “How to Tell Stories -to Children”—Bryant.</p> - -<p class='c005'>Story of Christmas, From “How to Tell Stories to Children”—Bryant.</p> - -<p class='c005'>Why Evergreen Trees Keep Their Leaves in Winter, From “How -to Tell Stories to Children—Bryant.”</p> - -<p class='c005'>Yuletide Myth, From Old Norse Stories—Brodish.</p> - -<p class='c005'>Christmas Truants—Fanciful Tales. Stockton.</p> - -<p class='c005'>The Ruggles’ Christmas Dinner, From Brid’s Christmas Carol—R. -D. Wiggin.</p> - -<p class='c005'>Legend of St. Christopher</p> - -<p class='c005'>A Christmas at Cafe Spaander. Scribners, Dec. 1902.</p> - -<hr class='c010' /> - -<p class='c005'><span class='large'><span class='sc'>New</span></span> subscribers who did not begin with the November -number, but who desire the special information it contains regarding -the new educational story-telling movement, including -the Constitution of the National Story Tellers’ League, -can obtain copies by sending 25 cents to the publisher.</p> -<hr class='c011' /> -<div class='chapter'> - <h2 class='c008'>HOW THIS MAGAZINE GOT ITS NAME<br /> <br /><span class='c012'>[EXPLANATION BY THE PUBLISHER]</span></h2> -</div> -<p class='c009'><span class='large'><span class='sc'>About</span></span> the time the November number of this magazine was on the -press a letter was received from Houghton Mifflin Company saying -that Miss Nora A. Smith had complained to them about the title of -the forthcoming magazine, an advance notice of which had come to -her attention. It appears that Miss Smith and her sister Mrs. Kate -Douglas Wiggin, some years ago published, through the Houghton -Mifflin Company, a book entitled “The Story Hour.” Miss Smith -assumed that this magazine was named in honor of their book, and -resented it. Lest others should think likewise to our discredit, it is -fitting to explain that this magazine did not find its name from any -book, print, writing, word or advice from anybody, but was entirely -original with the publisher, who had never seen or heard of any book -or other print bearing such title.</p> - -<p class='c005'>In the course of the preliminary correspondence regarding a proposed -periodical, Mr. Wyche stated (last August) that among those -interested in such a publication would be the playground workers, -who would find it useful for their story hour, referring to the practice -in some playgrounds of setting apart an hour each day for story-telling. -It struck the publisher at once that <span class='sc'><span class='large'>The Story Hour</span></span> would be -just the title wanted, and he was delighted to have hit upon so -excellent and appropriate a name. That he was not familiar with the -book bearing the same title is not a reflection upon the book, which -is undoubtedly quite excellent in every way, and is said to have enjoyed -a wide circulation, but it is due to the fact that for several years -he has not been in direct touch with educational interests, hence is -not acquainted with current literature along such lines.</p> - -<p class='c005'>The publisher has no apology to offer for adopting so excellent a -title, but does disavow any intention, inclination or necessity for -“borrowing” for this or any other literary purpose. <span class='sc'>The Story -Hour</span> magazine is for the benefit of a worthy educational movement—for -the good of children—and there is room for both it and the book -of the same name to be a blessing to the rising generation. In doing -good, time and priority are not factors, but the will and the deed.</p> -<div class='pbb'> - <hr class='pb c000' /> -</div> -<div class='chapter'> - <h2 class='c008'>STORIES AND HOW TO USE THEM</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>BY RICHARD THOMAS WYCHE</div> - <div class='c000'><span class='small'>PRESIDENT, NATIONAL STORY TELLERS’ LEAGUE</span></div> - <div class='c000'><span class='small'>ARTICLE NUMBER TWO</span></div> - </div> -</div> - -<p class='drop-capa0_2_0_675 c013'>WHEN our forefathers grappled with theological problems -and made dogmatic statements as to their faith, such as -we find in some of our catechisms, they had in mind the church -and theological controversies, and not the child and his needs. -The truth that they had suffered and died for was contained -in the catechisms, their articles of faith, therefore he who -committed to memory the catechism had the truth. But in -that reasoning they made a fatal mistake. To make children -memorize these dogmatic statements expecting them to grow -religiously or morally thereby, would be like feeding them on -bone meal, expecting therefrom an increase in the bony tissue -of the body. The lime that the body needs is there, but not -in an assimilative form. Nor is there truth for the child in -dry-bone statements of religion. If the child asks for bread -will you give him a stone? That is what we do when we -make him memorize theological statements, the language and -thought both of which are beyond him.</p> - -<p class='c005'>The writer recalls two teachers and two methods of religious -instruction in his childhood. One who taught him the -catechism and one who told him Bible stories. The catechism -bored and wearied him, and so far as he can see today -was time wasted, while the stories charmed and uplifted, and -remain even today a pleasant memory. This is not arguing -that the child should not memorize some things. There -are many selections from Scripture and other sources that he -can memorize both with great pleasure and profit to himself.</p> - -<div class='lg-container-b c014'> - <div class='linegroup'> - <div class='group'> - <div class='line'>“The Lord is my Shepherd I shall not want,</div> - <div class='line in1'>He maketh me to lie down in green pastures,</div> - <div class='line in1'>He leadeth me beside the still waters,”</div> - </div> - </div> -</div> - -<p class='c015'>is full of beautiful imagery that appeals to the child. But -theological definitions of sin, justification and the like, have -neither feeling nor imagery and make no appeal to the child. -The child is interested in the deeds of man and not in his -doctrines. Tell him connectedly the life-story of Moses, -Buddha, Jesus, St. Augustine, Luther or Wesley, and you -have given him the spirit and life of the great religious leaders -and the institutions which grew out of their work. No -catechism could do that. Gladly he would hear the life -story of a great religious hero and teacher, but his doctrines -do not interest him now. Give him the life-story now, and -when he has reached later the philosophic period he will himself -raise the theological and philosophical questions, and -knowing the lives of the great religious leaders he will have -the historical background whereon to build his faith. Anyone -can take a catechism and have a class memorize and -repeat the answers, but it takes a teacher to so read the Bible -that he can tell in a creative way the story of its great heroes. -That is what we must do if we base our methods on true -psychology. And the story should be studied connectedly to -the close and not by piecemeal, beginning as some do with -one character and before the life-story is done dropping him -and skipping to another, in order to conform to a certain -doctrinal theme which may interest the adult but not the -child. That method may account for the fact that Bible -heroes have not always been as popular with children as -some others. If the story of Ulysses and Hiawatha were -taught in a similar way they would lose much of their charm -and interest for the child.</p> -<p class='c005'>The day school in its literature courses is incidentally -giving the child a comparative course in religion, greatly to -the advantage of the Sunday School worker. In Hiawatha -we have an Indian Messiah who worshipped the Great Spirit, -and prayed and fasted for his people. In the Norse we have -the worship of Odin, and Balder, the God of Light, Gladsheim -and the Life Beyond the Grave. In the Greek we have -the gods in their relations to man, the upper and lower world, -immortality, rewards and punishments. Saint George was a -protector of the faith, while King Arthur had heaped upon -him the attributes of a divinity, until his life-story reminds -one of the Christ story.</p> - -<p class='c005'>The heroism and prowess in these stories is the main point -of interest to the child, but none the less does the religious -life of the race come out; and to have religion associated with -physical strength as well as moral heroism is an advantage. -And none the less are we giving him the great truths that are -common to all religions, making him tolerant and charitable, -and teaching him that religion is as broad as life itself and that -it is natural for every human heart to go in quest of the -Eternal. With this broad outlook we can then better help -our young people interpret the old truths in terms of modern -thought and contribute much toward that larger religious life -and thought which must inevitably come.</p> - -<p class='c005'>The work of story-telling covers a much larger field than -the school. It does not matter whether we are kindergartners, -teachers or preachers, every adult owes to the rising -generation of children something of the culture that has been -given to him. The “Tell me a story” on the part of the child -is his cry for spiritual food, and to hear stories from the great -story-books of the world is, as Dr. G. Stanley Hall says, “one -of the most inalienable rights of children.” There is no better -place in all the world for telling a story than in the home, -that institution which is greater and more important than all -other institutions combined.</p> - -<p class='c005'>It is in the home that we come into the sweetest and divinest -relations with children and with one another. It is here -that we find the best conditions for a play of those subtle and -delicate psychic influences which enter into the story, making -it both a perfect art and an inspiration to a noble and beautiful -character. There are many homes that cannot afford -libraries and the rich adornments of art, but no home is so -humble that parents cannot gather the children around the -fireside on a winter’s evening or about the doorsteps in the -twilight of a summer’s day and tell them stories. A simple -fireside is a greater stimulant to the creative imagination than -the wealth of a palace.</p> - -<p class='c005'>To enter thus into the child’s world and into the joyous -companionship of children is one of the highest privileges of -parent and teacher. He who fails in this does not form the -deepest and most lasting ties with the child, and he also robs -himself of one of the greatest sources of perennial youth.</p> -<hr class='c011' /> -<div class='chapter'> - <h2 class='c008'>JUNIOR STORY TELLERS’ LEAGUES</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>ORIGIN AND GROWTH</div> - </div> -</div> - -<p class='drop-capa0_3_0_675 c013'>ONE of the most interesting developments of the League -idea was the organization of Junior Leagues. The -originators of the League thought only of an organization for -adults. But where the children have, under the guidance of -a wise teacher, had a League, the work they have done and -the interest shown reveals one of its greatest educational possibilities. -As the child likes to build with clay, sand or wood, -and in doing so educates himself, so he likes to build with -words, voice and gesture an ideal world, peopling it with -life as he sees it.</p> - -<p class='c005'>While we are training children for all sorts of skilled trades, -it is a matter of no small satisfaction to record an experiment -that has for its object the revival of the ancient art of telling -stories—for it is an art.</p> - -<p class='c005'>The children of Corinth, Miss., under the supervision of -Susie E. Blitch, were the first to organize a Junior League. -The League began with the children of the fifth grade. -They had the usual officers, and a program of stories, songs -and games, meeting out of doors when possible.</p> - -<p class='c005'>Those who have had charge of Junior Leagues report the -following principles for the guidance of those who wish to -organize Leagues among the young people:</p> - -<p class='c005'>(1) Help the children to make the organization thoroughly -democratic.</p> - -<p class='c005'>(2) The supervisor has no right to stop or correct a -member in telling a story. The speaker has the floor; the -atmosphere and the spirit he brings with his story is the -essential thing, and not grammar or pronunciation.</p> - -<p class='c005'>(3) To hear other children tell a story is a better model -for a child than the criticism of an older person who cannot -tell a story.</p> - -<p class='c005'>(4) Reciting a story is not telling a story.</p> - -<p class='c005'>Last December Miss Anna C. Tyler formed a “Junior -Story-Tellers’ League” in the children’s room of Pratt -Institute Library, in Brooklyn. Out of an audience of from -forty to sixty children, two Junior Leagues were formed. -They all assemble regularly to hear the evening story, and -the leagues meet afterward.</p> - -<p class='c005'>Each league elects its own officers and conducts its own -meetings. The president takes the names of seven or eight -of the children present, most of whom volunteer to have a -story ready for the next meeting, and of those so chosen there -have only been a few who have not been ready with a story -when called upon. They know they can call upon Miss -Tyler for help, but seldom require her services.</p> - -<p class='c005'>There has been but little attempt to dictate to them the -kind of story that they shall tell, the director’s only request -being that they shall not tell silly stories. Some of the best -Norse, Greek, and Indian myths; animal and nature stories -by Kipling, Seton-Thompson, Charles Dudley Warner, and -John Burroughs; “Macbeth,” “Evangeline,” “The Lady -of the Lake,” “A Yankee at King Arthur’s Court;” stories -of adventure, and some of the most famous of the fairy-tales -have been told—and nearly always well told—by boys and -girls from ten to fifteen years old. The children are learning -to read—the careful search through book after book for the -story they think will be the best to tell. The final selection -is always their own.</p> - -<p class='c005'>“After the cycle of eighteen stories from King Arthur had -been finished,” says Miss Tyler, “the children asked me to -tell them Indian, detective, and ghost stories, and tales from -‘Arabian Nights’—to be told in that order, and I was not to -tell stories that they would read for themselves. The Indian -myths were not so difficult to find, but good detective and -ghost stories were another matter; at last I remembered the -delicious thrill of those wondrous tales of Poe. I began -with ‘The Purloined Letter,’ telling it, as it is written, in -the first person, but ‘skipping’ the parts that I knew would -weary. Then followed ‘The Black Cat;’ then Stephenson’s -‘The Bottle Imp.’ So fascinated were they that they -voted to change the evening of fairy-tales for another story -by Poe, and the story they chose was ‘The Pit and the Pendulum.’ -By the children’s urgent request these stories were -told with the lights turned low, as the best substitute for -fire-light, and it is hard to say whether the absorbed young -listeners or the story-teller enjoyed those hours most.”</p> - -<p class='c005'>The leagues have voted that their story-teller shall tell -them Indian stories next winter, and she hopes, therefore, by -beginning with the Indian myths and folk-lore, then telling -of their life, warfare, and famous battles, to bring her boys -and girls to a vivid interest in reading history as told by -Francis Parkman.</p> - -<p class='c005'>The writer recalls with so much pleasure a visit to a young -people’s story tellers’ league. He happened once upon a -time to visit one of our smaller towns, and was invited to a -meeting of the Junior Story Tellers’ League that met on the -day of his visit. He had never heard of the organization -among children before, and was of course interested in seeing -what the children were doing with such an organization. The -meeting was held out of doors on the lawn. It was in the -month of May when the weather permitted such a meeting. -The League was composed of children of the fifth grade, -who sat in a circle on the grass. The teacher of the grade -was present, but the children conducted their own meeting—a -program of stories, songs and games in which all joined. -The stories told by the children were their own selections, and -were told in a creative way. One was especially impressive, -being loudly applauded by the children. It was told by a -twelve year old girl and was one of her own creation. Since -then she has written enough stories to make a small volume, -and so popular is she as a story-teller that the children in her -neighborhood flock to her home to hear her tell stories. -Several years after that the writer saw this same girl, now -passing into young womanhood, stand before a thousand -teachers and tell in the same easy, natural way some of her -stories. Not seeking this opportunity to appear in public, -[only in rare instances would the author allow children to -appear in public], it came to her because she had something -to give; something that she had for several years given every -week to her playmates and friends, as naturally as she would -give herself to them in games and play; something too, that -had made her life a radiant one.</p> - -<p class='c005'>Miss Elizabeth J. Black, teacher of the sixth grade in one -of the public schools of Greensboro, N.C., has been very -successful with a League among her pupils. Through the -League she got hold of the children as never before, and is -enthusiastic over the results.</p> - -<p class='c005'>We give below a program of one League meeting. Miss -Black has laid special emphasis on Norse stories.</p> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>PROGRAM.</div> - </div> -</div> - -<p class='c016'>Chorus—Carolina, American Legend—The White Doe; Chorus—“I’m -a Tar Heel Born and a Tar Heel Bred;” Legend of Sir Galahad—“The -Bright Boy Knight;” Chorus—“The Watch on the -Rhine,” “Seigfried;” Rhine Legends—“Parsifal;” “Lohengrin,” -Chorus—“The Violet,” Icelandic Saga—“Burnt Njal;” -Folklore and Nonsense, “The Cat and the Parrot;” Chorus—“When -I’m Dreaming;” Impersonation of Uncle Remus, “Miss -Sallie,” “Uncle Remus,” “Little Boy,” Chorus—Dixie.</p> -<div class='c017'>R. T. W.</div> -<div class='pbb'> - <hr class='pb c003' /> -</div> -<div class='chapter'> - <h2 class='c008'>A BOY’S VISIT TO SANTA CLAUS</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>BY RICHARD T. WYCHE</div> - </div> -</div> - -<p class='drop-capa0_3_0_675 c013'>ONCE upon a time there was a little boy who talked a -great deal about Santa Claus. He talked to his father, -his mother, his brother and sisters, until it was Santa Claus -at the breakfast table, Santa Claus at dinner and Santa Claus -at supper. This little boy had been told that far away in the -Northland lived Santa Claus. He was sitting by the fire one -day watching the embers glow, and seeing castles in the glowing -embers. There is Santa Claus’ house, he said, the great -building covered with snow. “Why can’t I go to see him?” -The little boy had worked and had saved some money. He -took the money and went down to the depot, bought a ticket -and before his father or mother knew about it was gone to see -Santa Claus. He traveled a long time on the train and by -and by reached the end of the railroad. He could go no -farther on the train for there was a great wide ocean, but -people cross the ocean and so must the little boy, or at least -a part of it, in order to reach Santa Claus’ land. There was -a great ship lying in port soon to sail over the seas, and along -with many people who went aboard the ship, went the little -boy. Soon every sail was spread and out from the port went -the ship leaving far behind them the town.</p> - -<p class='c005'>The ship sailed and sailed a long time, and finally land -came in sight. They had reached an island lying somewhere -far out in the mid-seas. Some of the people went ashore and -so did the little boy. But what a funny land it was to the -little boy, all the people were little people. The grown men -were not taller than the little boy, and they rode little ponies -that were not larger than dogs. Then the little boy asked, -“What land is this, does Santa Claus live here?” And they -said—“No.”</p> - -<div class='lg-container-b c014'> - <div class='linegroup'> - <div class='group'> - <div class='line'>“This is the land that lies east of the sun</div> - <div class='line in1'>And west of the moon.</div> - <div class='line in1'>You have not come too soon.</div> - <div class='line in1'>Northward you must go</div> - <div class='line in1'>To the land of ice and snow.”</div> - </div> - </div> -</div> - -<p class='c018'>And so one day the little boy found a ship that was going -to sail to the Northland and in this ship he went. The ship -sailed and sailed a long time until it finally came to where -the sea was all frozen over, to the land of icebergs and snow -fields. The ship could go no farther, so what do you suppose -the little boy did then? He was in the land of the reindeer, -and over the snow fields he went in search of Santa Claus.</p> - -<p class='c005'>One day, as he was traveling over the snow fields to find -Santa Claus’ house, he saw not far away what at first seemed -to be a hill, but soon he saw that it was not a hill, but a -house covered with ice and snow. “That must be Santa -Claus’ house,” he said. Soon the little boy was standing in -front of the great building whose towers seemed to reach the -sky. Up the shining steps he went and soon he was standing -in front of the door. The little boy saw no door bell and -so he knocked on the door. No one answered and then -louder he knocked again. Still no one answered. He began -to feel afraid, perhaps this was the house of a giant. If Santa -Claus lived there, he might be angry with him for coming, -but once more he knocked. And then he heard a noise far -down at the other end of the hall. Some one was coming. -Then suddenly the latch went “click,” and the door stood -wide open, and who do you suppose was there? Santa Claus? -No; a little boy with blue eyes and a bright sweet face. -Then the little boy said, “Good morning. Does Santa Claus -live here?” And the other little boy said, “Yes. Come in, -come in. I am Santa Claus’ little boy.” He took him by -the hand and said, “I am very glad to see you.”</p> - -<p class='c005'>Then the two little boys walked down the long hallway, -doors on this side and doors on that, until they came to the -last door on the left-hand side. On this door Santa Claus’ -little boy knocked, and a great voice said, “COME IN.” -He opened the door and walked in, and who do you suppose -was there? Santa Claus? Yes, there was Santa Claus himself; -a great, big fat man sitting by the fire, with long white -beard, blue eyes and the merriest, cheeriest face you ever saw. -Then Santa Claus’ little boy said, “Father, here is a little -boy who has come to see you.” Santa Claus looked down -over his spectacles and said, “Well, how are you? I am -mighty glad to see you. Yes, yes, I know him. I have been -to his house on many a night and filled up his stocking. How -are Elizabeth and Louise and Katherine?” Over on the other -side of the fireplace sat Mrs. Santa Claus. She was a grandmother-looking -woman, with white hair and gold-rimmed -spectacles. She was sitting by the fire knitting; she put her -arms around the little boy and kissed him.</p> - -<p class='c005'>Then the two little boys sat down in front of the fire and -talked together. By and by, Santa Claus’ little boy said to -the other little boy, “Don’t you want to go over the building -and see what we have in the different rooms? This building has -a thousand rooms.” And the little boy said, “who-o-o-o-e.” -And Santa Claus’ little boy said, “Yes, and something -different in every room.”</p> - -<p class='c005'>Then they went in a large room and what do you suppose -was in there? Nothing but doll babies; some with long -dresses and some with short; some with black eyes and some -with blue. Then into another room they went, and it was -full of toys, wagons and horses; another room was full of -story books; another room was a candy kitchen where Santa -Claus made candy; another room was a workshop where -Santa Claus made toys for the children. Then they went -in a long, large room, the largest of them all, and in this room -were a great many tables. On these tables were suits, cloaks -and hats and shoes and stockings for the children. The little -boy wanted to know what they did with so many clothes, and -Santa Claus’ little boy said, “We take these to the little -children who have no father or mother to make them clothes.” -And so they went through all the rooms of the great building, -except one, which was away upstairs in the corner. What -was in this room no one would tell the little boy, nor would -they take him into the room. And the little boy wondered -what was in the room.</p> - -<p class='c005'>The little boy stayed at Santa Claus’ house several days -and he had a splendid time. Some days the two little boys -would slide down the hill on a sled, some days they would -hitch up the reindeer and go sleighing, some days they would -go into the candy kitchen and help Santa Claus make candy, -or into the workshop and help him make toys.</p> - -<p class='c005'>But one day something happened. Santa Claus came to -the little boy and said, “I am going away today for a little -while; my wife and my little boy are going with me. Now,” -he said, “you can go with us or you can stay here and keep -house for us while we are gone.” The little boy thought to -himself that Santa Claus had been so good to him that he -would stay and keep house while Santa Claus was away. So -he said he would stay and then Santa Claus gave him a great -bunch of keys and said, “Now you can go in all the rooms -and play, but you must not go in that room upstairs in the -corner.” The little boy said, “Alright,” and with that Santa -Claus, his wife and his little boy went down the steps, got -into the sleigh, wrapped themselves up in furs, popped the -whip and away they went! The little boy stood and watched -them until they disappeared behind the snow hills.</p> - -<p class='c005'>Then he turned and went back into the house. He felt -like a little man in that great house all by himself. From -room to room he went. He went into the game room and -rolled the balls. Some of the balls were so large that they -were as high as the little boy’s head. They were of rubber, -and if you would drop one from the top of the house it would -bounce clear back to the top. The little boy went into the -candy kitchen and ate some of the candy. He went into the -workshop and worked on some toys, then into the library and -read some of the books, then into the parlor and banged on -the piano.</p> - -<p class='c005'>But after a while, the little boy was tired, and he said, “I -wish Santa Claus would hurry and come back.” He was -lonely. And so he thought he would go up on the housetop -and look out to see if he could see Santa Claus coming home. -Up the steps he went. When he reached the top, there was -another flight. Up these he went and still another flight; up, -up, he went until it seemed he had gone a thousand steps. -But, finally, he came out on top. The little boy stood there -with his hands on the railing and looked out, but all he could -see were the snow fields, white and glistening. Santa Claus -was not in sight. He could see the track over the snow that -the sleigh had made, but that was all.</p> - -<p class='c005'>Then down the steps he came, and it just happened that -he came by the room that Santa Claus told him he must not -go in. As he passed, he stopped in front of the door and said -to himself, “I wonder what they have in that room and why -they did not want me to go in?” He took hold of the knob -and gave it a turn, but the door was locked. Then he shut -one eye and peeped through the keyhole, but he could see -nothing; it was all dark. Then he put his mouth at the keyhole -and blew through it, but he could hear nothing. Then -he put his nose there and smelled, but he could smell nothing. -“I wonder what they have in the room?” he said, “I believe -I will see just for fun which one of these keys will fit in the -lock.” The little boy had in his hand the great bunch of -keys. He tried one key and that would not fit, then he tried -another and another and another, and kept on until he came -to the last key. Now, he said to himself, “If this key does -not fit I am going.” He tried it and it was the only key on -the bunch that would fit. “Now,” he said, “I shall not go -into the room, but I will just turn the key and see if it will -unlock the lock. It may fit in the lock and then not unlock -the lock.” He turned the key slowly and the latch went -“click,” “click,” and the door flew wide open. What do you -suppose was in the room? It was all dark; the little boy -could see nothing. He had his hand on the knob and it -seemed to him that his hand was caught between the knob -and key, and somehow, as the door opened, it pulled him in. -When he stepped into the room, he felt a breeze blowing and, -more than that, as he stepped down, he found the room did -not have any bottom; just a dark hole.</p> - -<p class='c005'>Well, as the little boy stepped over into the room, he felt -himself falling, away down, down, down yonder. He shut -his eyes, expecting every moment to strike something and be -killed. But, before he did, some one caught him by the -shoulders and shook him and said, “Wake up!” “Wake up.” -He opened his eyes and where do you suppose the little boy -was? At home. It was Christmas morning and his father -was calling him to get up. The sun was shining across his -little bed. He looked towards the fireplace and there all the -stockings were hanging full. The little boy had been to see -Santa Claus, but he went by that beautiful route we call -<span class='large'>“<span class='sc'>Dreamland</span>”</span>.</p> -<div class='figcenter id002'> -<img src='images/i019.jpg' alt='' class='ig001' /> -</div> -<div class='pbb'> - <hr class='pb c003' /> -</div> -<div class='chapter'> - <h2 class='c008'>HARALD’S CHRISTMAS TREE</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>BY ANNA BOGENHOLM SLOANE</div> - </div> -</div> - -<p class='drop-capa0_25_0_675 c013'>IN a little log hut at the edge of a forest in far-away Sweden -lived Harald and his widowed mother. The winter -snows crept in through the window cracks and the biting -winds found their way between the decaying logs. All the -fuel they had was the dry sticks that Harald gathered in the -woods, and, indeed, nearly all the money used in their humble -home was earned by his hands. But, notwithstanding the -poverty and uncomfortable habitation, Harald was as happy -as though he lived in a palace; for he loved the fading beauty -of his mother’s tender face and the whitening hair under her -stiff cap. And for playmates he had all the elves and fairies -about whom his mother had told him so many wonderful -tales.</p> - -<p class='c005'>Harald had never seen a Bible or heard about the Saviour, -but he knew the Eddas by heart and he prayed to Odin and -Thor with as devout reverence as a Christian boy prays to -the Lord Jesus, and he had firmly resolved to live the noble -life of a brave hero so as to be worthy to die on the battlefield, -and by kind Valkyrias be borne to the fair gardens of -Valhall.</p> - -<p class='c005'>One December evening, when the wind howled dismally -among the forest trees and piled up snow in great drifts across -the roadway, little Harald, chilled and shivering, returned -home from a hard day’s work. To keep up a brave heart he -whistled as he walked, looking earnestly at the flashing flames -of light which people now call the “Northern Lights,” but -which, to him, was the flickering of the helmets and shields -and spears of Odin’s maidens; for so had he been taught.</p> - -<p class='c005'>Just as he turned into the dark forest he heard a faint moan, -as of a human being in distress. Hastening to the spot -whence it came, he found an ugly Dwarf lying in the snow -nearly frozen. Although Harald was quite numb himself -from cold, he began briskly to rub the Dwarf’s hands and -face, and after a little while helped him to his feet, and Harald -then asked the Dwarf to go home with him where he might -get warm and have some supper.</p> - -<p class='c005'>“Why should you befriend a poor wretch such as I am, -who cannot repay you?” whined the Dwarf as he leaned -heavily on Harald’s young shoulders.</p> - -<p class='c005'>“I don’t ask to be repaid,” replied Harald. “Have you -not heard the proverb, ‘Do good and throw it into the sea. -If the fishes don’t know it, Odin will.’”</p> - -<p class='c005'>“Yes; Odin shall know about this, you may be sure of -that, and although I am only a poor deformed wretch, I know -how to be grateful, and would like to do you a favor,” replied -the Dwarf. “I wonder if you have happened to notice -a little green ash tree somewhere near here.”</p> - -<p class='c005'>“A green ash tree in winter!” exclaimed Harald.</p> - -<p class='c005'>“It is an unusual sight, indeed,” said the Dwarf, “but in -one of my rambles, the other night, I saw one in this vicinity. -Oh, here it is, right before our eyes!”</p> - -<p class='c005'>There, sheltered by a cluster of evergreen trees, was a -small ash sapling, with green leaves on its branches as in -summer, while the other forest trees stood about nodding in -their slumber, their leaves all gone and their hearts frozen -within them.</p> - -<p class='c005'>When Harald went and touched its branches, the little -tree came right up out of the ground.</p> - -<p class='c005'>“Take home the little ash and plant it beside your window,” -said the Dwarf, and when Harald turned about to thank him -he was gone out of sight.</p> - -<p class='c005'>Then Harald started to run home with the little ash tree, -but had gone only a few steps when he struck his foot against -something. Stooping to see what it was, he found a bag, -glistening with brightness and full of something heavy. Upon -opening the bag, he found it to be full of pieces of gold -money.</p> - -<p class='c005'>“I must go to town and ask who has lost a bag filled with -gold,” thought the boy. “Oh, I do wish I might keep it -and buy mother a nice warm coat.”</p> - -<p class='c005'>But the next instant he loosened his tightening grip on -the bag. “It is not my gold, and stolen money is worse than -a mill-stone about one’s neck, says mother, so I think it -would be too heavy for me.”</p> - -<p class='c005'>“Keep the purse, little boy,” said a sweet voice at his elbow. -Turning, he saw a little girl as radiant as a sunbeam, dressed -in shining gold.</p> - -<p class='c005'>“I am your friend, little boy, and I tell you that a lady who -wears a fine cloak and a long veil, and who has more gold -than she needs, dropped that purse, and if she asks for it I -will say it fell into a hole in the ground.”</p> - -<p class='c005'>“Poor misguided Angel,” said Harald, “you are a beautiful -temptress, but I must go to town and try to find the lady -you speak of, who wears a fur cloak and a long veil.”</p> - -<p class='c005'>“Well, if you are determined to be so foolish, I will go -with you to show you the way,” replied the Fairy, for such -was the beautiful little girl.</p> - -<p class='c005'>So Harald wrapped his jacket about the little ash tree, to -protect the tender roots from the cold, and tucking it under his -arm, ran to town in the footsteps of his guide. The beautiful -fairy led him to the doorsteps of a great mansion and then -vanished from sight.</p> - -<p class='c005'>The lady of the house was glad to get her purse back, and -offered Harald one of the gold pieces as reward for bringing -it to her. But, much as he wished to have it, he shook his -head, saying, “My mother taught me not to take pay for not -being a thief, and she always tells me to be honest without -hope of reward.”</p> - -<p class='c005'>Then Harald ran home with all speed to tell his mother -of his wonderful adventures, and while they were talking together -about the strange little ash tree they discovered a soft, -unfrozen spot of earth near a southern window, and there -planted the green sapling. Harald cared for it tenderly and -prayed Odin to shield it from frost and wind.</p> - -<p class='c005'>Next morning was the twenty-fifth of December, and was a -holy day then as now, though it was not called Christmas and -was not celebrated in memory of the birth of Christ, but to -commemorate the death and cremation of the pure and loving -Balder, who was the Saviour of the old Northmen’s religion.</p> - -<p class='c005'>Contrary to our Christian custom, the old pagans of Sweden -celebrated the birth of their Redeemer at Easter, when -all nature becomes imbued with renewed life.</p> - -<p class='c005'>At the winter solstice, when nature slumbers, they kept fires -burning on the mountain tops, in memory of his death and -funeral pyre.</p> - -<p class='c005'>Early on Christmas morning, when Harald went out to see -the Balder fires, he met three armed men in the forest. One -of them asked gruffly if he knew what had become of a little -green ash tree that Loki, the giant, had planted there.</p> - -<p class='c005'>Harald became very much frightened. He knew the men -must be looking for the green sapling he took home the night -before, for there was no other such green bush in the forest. -He also knew that Loki was a fierce and terrible god to offend.</p> - -<p class='c005'>“I will not tell,” he first thought, “but run home and pull -up the bush and burn it. Then they will never know what -became of it.”</p> - -<p class='c005'>But, notwithstanding his fears, he could not forget his -mother’s counsel: “Speak always the truth, my son, even -though a sword should be swinging over your head.” Indeed, -a sword was just now hanging over his head, but he -would speak the truth.</p> - -<p class='c005'>As soon as he could control his trembling voice Harald confessed -that he had removed a little green ash tree the night -before. He begged for mercy, for he did not know that it -belonged to the fearful giant.</p> - -<p class='c005'>The men told Harald to lead the way to his mother’s -dwelling. Arriving there, they at once recognized the little -green ash as the one belonging to Loki, and commanded -Harald to pluck it up and follow them with it to the giant’s -castle.</p> - -<p class='c005'>Stiff and white as though the frost giant had breathed upon -him, Harald reached out his hand and touched the tree. Instantly -it came from the ground of its own accord. For a -moment it stood quivering and shaking its branches, which -gradually became arms, and in another moment it was no -longer a green sapling, but a dazzling, beautiful girl.</p> - -<p class='c005'>“Poor men! I pity you for being in Loki’s service,” she -said in a sweet voice. “Go, tell your cruel master that his -plotting against me has failed and that my enchantment is -over. This little boy has saved me,” she continued, pointing -to Harald. “The merciless Loki, enraged at the love I bore -humanity, changed me into an ash tree, but he had no power -to keep me so forever, and was obliged to make a condition. -He made the hardest he could think of. Said he: ‘Since -you so love mankind, none but the child of man shall free -you from your enchantment. You shall remain a tree until -you feel the touch of a child who is generous enough to share -his last loaf with a stranger; honest enough to give back a -reward for honesty, and brave enough to speak the truth when -a lie might save his life. Long shall you wait for such a deliverer.’”</p> - -<p class='c005'>Then the soldiers left, glad the little brave boy had escaped -the threatened doom.</p> - -<p class='c005'>Harald, looking at the beautiful child, thought she looked -very much like the one he had met the evening before, and -spoke of it.</p> - -<p class='c005'>“That little elf was my sister,” replied the fairy, “and the -brown dwarf who pointed me out to you was my dear friend. -He had heard of the little Harald, who was said to be so -generous and brave and true, and he tried you, as also did my -little sister, who was greatly delighted when she found you -could not be tempted to steal.”</p> - -<p class='c005'>Harald’s mother, who had been standing near unnerved and -speechless, now came up. Clasping her boy to her heart, she -said: “I am prouder today than I would have been if my -son had slain a hundred men on the battlefield.”</p> - -<p class='c005'>The little grateful elf always remained Harald’s true friend. -She whispered into the ear of the old King about the generosity, -bravery, honesty and truthfulness of the boy who lived -in the forest.</p> - -<p class='c005'>The King sent his men to bring Harald and his mother -to the palace. For his noble virtues he became so well loved -by everybody in the land that when the old King, who had -no children, died, Harald was chosen King.</p> - -<p class='c005'>For many years he ruled, constantly widening his country’s -domain and for his victorious sword was called Harald Hildetand, -which means “Harald, the Biting Tooth.”</p> - -<hr class='c004' /> - -<p class='c016'>[This story incorporates some fragmentary elements of certain old -Swedish legends, and the following explanations will be useful to the -unfamiliar American reader.</p> - -<p class='c019'>The Eddas, mentioned in the story, are books containing the sacred -lore of the old Scandinavians.</p> - -<p class='c019'>In the old Norse mythology the first human beings were represented -as having sprung from the ash tree; hence the use made of the ash in -this story.</p> - -<p class='c019'>A continual state of warfare existed among the tribes of the ancient -Scandinavians, and valor in war was regarded the supreme virtue, and -prowess in battle the supreme achievement of men. Valhall was the -heaven of sword-fallen heroes, called Enherjar, who forever lived -there in the enjoyment of fighting each other daily, drinking mead -from beakers, and eating the flesh of a hog that was slaughtered each -day, but each night became alive and whole again.</p> - -<p class='c019'>In Norse mythology the Valkyrias made contests on the Vidar -Plains (at the North Pole) to determine which favorites should enter -Valhall first. In the course of these events, the spears and shields of -the contestants gleamed and flashed until the northern heavens were -illuminated—the “Northern Lights.”</p> - -<p class='c019'>At the winter solstice was held a great sacrificial feast in memory of -Balder, the second son of Odin, the god of heaven, and Frigga, the -goddess of earth. He was of heaven and earth, like the Christ, and, -like Him, was pure and loving. At the instigation of the evil Loki, -the son of Surtur (Satan) he was killed by blind Hoder, as Christ -was killed by the truth-blind people.</p> - -<p class='c019'>The Scandinavian pagans believed in a God-Power so holy and -great that they dared not even give a name. The three head representatives -of this Power were Odin, Vele and Ve, who overcame the -evil giants. These giants strove to injure men, while the gods fostered -them. Thor was Odin’s son, the strong-arm of retribution, punishing -evil doing among men and giants.]</p> -<div class='pbb'> - <hr class='pb c003' /> -</div> -<div class='chapter'> - <h2 class='c008'>THE FIRST CHRISTMAS.</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>BY W. J. MORRISON.</div> - </div> -</div> - -<p class='drop-capa0_3_0_675 c013'>ONE December, years and years before people had rail-roads -or street cars, crowds of men, women and children -were traveling on the roads and paths that led to a little town, -called by the Jews, House of Bread. The dark-skinned -Arabs, who lived out in the desert, called this town the House -of Meat, but all children know it by the Bible name, Bethlehem, -in the country of Judea. Some of these people were -riding, and some were walking, toward this town of Bethlehem. -Among them, seated on a donkey, was a beautiful -young woman by the name of Mary, the donkey being led by -her husband, a Jew, named Joseph, who, though a poor -carpenter, was related to King David, and belonged to what -was called the royal family.</p> - -<p class='c005'>Mary and Joseph lived at Nazareth, and it was a long -walk of three or four days from their home to the city of -Bethlehem. The way wound in and out, and over hills and -mountains, which made it a hard road to travel. Bethlehem -was built on the top of these mountains. In the summertime -it was a delightful place to visit. From the city one could see -the beautiful gardens in the valley, together with the fig, olive -and almond orchards. The far-away hillsides were covered -with rows of grape vines, that changed their hues and shades -as the wind tossed their leaves up and down, or from side to -side. But, as this was December, all these people were not -going to Bethlehem for pleasure, or to buy Christmas things. -They did not even know it was Christmas-eve. These people -were crowding into Bethlehem, because the Roman law -required that, at this time, every one should go to his old -home, or the place where he was born, and pay his taxes. -That the Roman Emperor might know how many people -there were in the world, they were also required to have their -names written on long rolls, or sheets, of dried sheep skin, for -in those days they did not have paper.</p> - -<p class='c005'>Mary and Joseph could not climb up the mountain to the -city as fast as some of the others and so were the last to -arrive. When they got to the town, they found that the only -hotel or inn, in those days called a “Caravansary,” was full -of people and there was no room for them. They went from -house to house, to get a place to stay, but found that the people -who had arrived before them had taken every room in the -place. Joseph must have known something of the country -about the town, for, when he could find no room in any of -the houses, he began to hunt for one of the many grottoes, -or caves, that are under the sides of the mountains in and -around Bethlehem. When he found a cave that ran away -under the ground, with rooms, one opening into the other, -they decided to use this place for a home until he could find -something better.</p> - -<p class='c005'>Now, children, should any of you ever go to Bethlehem, -you can see this very cave. In those days, these caves were -used as stables to shelter sheep and other stock in cold, bad -and stormy weather.</p> - -<p class='c005'>Although it was the last of December, it is said Mary and -Joseph found only an ox and an ass in this cave. The -weather could not have been so very cold, as Bethlehem is -about as far South as the northern part of Florida, and the -shepherds had their sheep out in the open country eating grass. -That the sheep might not wander away at any time, or be -stolen during the dark hours, these shepherds divided the night -into what was called Watches. In other words, some of the -men stood guard over their flocks for three or four hours, while -the others slept; then they would awaken their friends to look -after the sheep. The men who came off watch would then -go to sleep by the camp fire, for the Bible says, “And there -were in the same country shepherds watching and keeping -the night watches over their flocks.”</p> - -<p class='c005'>It was while some of these men were watching the sheep -that they were greatly startled, because a beautiful angel, who -shone with the brightness of God, came and stood by them. -The angel saw that these poor men were scared, so, in a kind -and gentle voice, he told the shepherds not to be afraid, for -he had brought them good news, that would be of great joy -to all the people. The angel then said, “This day is born -to you a Saviour, who is Christ, the Lord. You shall find -this infant Saviour wrapped in swaddling clothes and laid in -a manger.” When he had finished speaking, an army of -angels came around him, praising God and saying, “Glory -to God in the highest and on earth peace to men of good -will.” Then all of the angels ascended into heaven.</p> - -<p class='c005'>The shepherds who beheld this glorious and beautiful sight -woke those who were asleep and told them what they had -seen. When the other men heard the wonderful news that -the angel had brought, they all went at once to Bethlehem as -fast as they could. They soon found the cave where Mary -and Joseph were. Here they saw the sweetest little baby -who had for his bed a manger, or horse trough, filled with -straw. This little baby did not have on long clothes, made -of lace, embroidery and fine linen, like the little babies have -these days and times. He had only a cloth wrapped around -his body, in such a way that it made for him swaddling clothes.</p> - -<p class='c005'>As soon as the shepherds saw the child lying in the manger, -wrapped in swaddling clothes, they knew that this was the -infant Saviour of whom the angel had told them; that this -Child was Christ, Son of God, and that Mary was His -Mother.</p> - -<p class='c005'>The day on which the infant Saviour was born has ever -since been known as <span class='large'><span class='sc'>The First Christmas</span></span>.</p> -<div class='pbb'> - <hr class='pb c000' /> -</div> -<div class='chapter'> - <h2 class='c008'>THE GOLDEN COBWEBS</h2> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div>A STORY TO TELL BY THE CHRISTMAS TREE<a id='r1' /><a href='#f1' class='c020'><sup>[1]</sup></a></div> - </div> -</div> - -<div class='footnote c021' id='f1'> -<p class='c022'><span class='label'><a href='#r1'>1</a>. </span>From <span class='sc'>How To Tell Stories To Children</span>, by Sara Cone -Bryant. Copyright 1905. Printed by special permission of the publishers, -Houghton Mifflin Company.</p> -</div> -<p class='drop-capa0_3_0_675 c013'>I AM going to tell you a story about something wonderful -that happened to a Christmas tree like this, ever and ever -so long ago, when it was once upon a time.</p> - -<p class='c005'>It was before Christmas, and the tree was all trimmed with -pop-corn and silver nuts and [name the trimmings of the tree -before you], and stood safely out of sight in a room where the -doors were locked, so that the children should not see it before -it was time. But ever so many other little house-people had -seen it. The big black pussy saw it with her great green -eyes; the little gray kitty saw it with her little blue eyes; the -kind house-dog saw it with his steady brown eyes; the yellow -canary saw it with his wise, bright eyes. Even the wee, wee -mice that were so afraid of the cat had peeped one peep when -no one was by.</p> - -<p class='c005'>But there was some one who hadn’t seen the Christmas -tree. It was the little gray spider!</p> - -<p class='c005'>You see, the spiders lived in the corners,—the warm corners -of the sunny attic and the dark corners of the nice cellar. -And they were expecting to see the Christmas Tree as much -as anybody. But just before Christmas a great cleaning-up -began in the house. The house-mother came sweeping and -dusting and wiping and scrubbing, to make everything grand -and clean for the Christ-child’s birthday. Her broom went -into all the corners, poke, poke,—and of course the spiders -had to run. Dear, dear, <i>how</i> the spiders had to run! Not -one could stay in the house while the Christmas cleanness -lasted. So, you see, they couldn’t see the Christmas Tree.</p> - -<p class='c005'>Spiders like to know all about everything, and all there is -to see, and they were very sad. So at last they went to the -Christ-child and told him all about it.</p> - -<p class='c005'>“All the others see the Christmas Tree, dear Christ-child,” -they said; “but we, who are so domestic and so fond of beautiful -things, we are <i>cleaned up</i>! We cannot see it, at all.”</p> - -<p class='c005'>The Christ-child was sorry for the little spiders when he -heard this, and he said they should see the Christmas Tree.</p> - -<p class='c005'>The day before Christmas, when no body was noticing, he -let them all go in, to look as long as ever they liked.</p> - -<p class='c005'>They came creepy, creepy, down the attic stairs, creepy, -creepy, up the cellar stairs, creepy, creepy, along the halls,—and -into the beautiful room. The fat mother spiders and the -old papa spiders were there, all the little teenty, tonty, curly -spiders, the baby ones. And then they looked! Round and -round the tree they crawled, and looked and looked. Oh, -what a good time they had! They thought it was perfectly -beautiful. And when they had looked at everything they -could see from the floor, they started up the tree to see more. -All over the tree they ran, creepy, crawly, looking at every -single thing. Up and down, in and out, over every branch -and twig, the little spiders ran, and saw every one of the -pretty things right up close.</p> - -<p class='c005'>They stayed till they had seen all there was to see, you -may be sure, and then they went away at last, <i>quite</i> happy.</p> - -<p class='c005'>Then, in the still, dark night before Christmas Day, the -dear Christ-child came to bless the tree for the children. But -when he looked at it—<i>what</i> do you suppose?—it was covered -with cobwebs! Everywhere the little spiders had been they -had left a spider-web; and you know they had been just -everywhere. So the tree was covered from its trunk to its tip -with spider-webs, all hanging from the branches and looped -around the twigs; it was a strange sight.</p> - -<p class='c005'>What could the Christ-child do? He knew that house-mothers -do not like cobwebs; it would never, never do to have -a Christmas Tree covered with those. No, indeed.</p> - -<p class='c005'>So the dear Christ-child touched the spiders’ webs, and -turned them all to gold! Wasn’t that a lovely trimming? -They shone and shone, all over the beautiful tree. And -that is the way the Christmas Tree came to have golden cobwebs -on it.</p> - -<p class='c016'>[This story was told me in the mother-tongue of a German friend, -at the kindly instance of a common friend of both; the narrator had -heard it at home from the lips of a father of story-loving children for -whom he often invented such little tales. The present adaptation has -passed by hearsay through so many minds that it is perhaps little like -the original, but I venture to hope it has a touch of the original fancy, -at least.]</p> -<div class='pbb'> - <hr class='pb c003' /> -</div> -<div class='chapter'> - <h2 class='c023'>LOCAL LEAGUE WORK</h2> -</div> - -<hr class='c011' /> -<h3 class='c024'><span class='sc'>Memphis League</span></h3> -<p class='c025'>The program for the current year embraces a study of the stories of -Ancient Greece, Rome and Italy, Germany, France, Russia, and -Japan, interspersed with meetings devoted to the study of stories of -Christmas and other holidays. One of the October meetings was -devoted to Thanksgiving stories. The topic for the Second meeting -in November was “Xerxes and Prehistoric Stories.” The meetings -of this league are conducted primarily for the benefit of teachers to -prepare them for telling stories to their classes.</p> -<h3 class='c024'><span class='sc'>Tuscumbia, Alabama</span></h3> -<p class='c016'>Two flourishing junior leagues are maintained in the Tuscumbia -public schools. One is made up from pupils of the fifth and sixth -grades; the other from pupils of the third and fourth grades. They -meet every Friday afternoon for story-telling. The children are -greatly interested and are eager for some new stories. It is the purpose -of <span class='sc'><span class='large'>The Story Hour</span></span> to supply just such needs, both by the -stories it reproduces and by directing to good books of stories.</p> -<h3 class='c024'><span class='sc'>Blue Mountain, Miss.</span></h3> -<p class='c016'>Excellent work is reported from the leagues in Blue Mountain College, -at Mississippi Heights. These three leagues are among the first -to have been organized in the State. One league is for the teacher -girls of the school and two are for the boys and girls respectively. -Mrs. Jennie M. Hardy, who organized these leagues, more recently -organized work at some of the State Summer Schools. She also -organized the league at the Sherman State Normal, in July, this year.</p> -<h3 class='c024'><span class='sc'>Cincinnati, Ohio.</span></h3> -<p class='c016'>The Cincinnati Story Tellers’ League was organized Sept. 23, 1906, -at the Kindergarten Training School on Linton Street, and has conducted -two successful series of meetings. The last annual report -shows a membership of sixty. Meetings have been held once a month, -on the fourth Tuesday, at 7:15 p.m., sometimes in School houses -and at other times at the homes of members. A variety of interesting -subjects have been profitably considered, as indicated in the following -schedules of meetings:—</p> - -<p class='c019'>Nov. 1906, “Historical Stories;” Feb. 5, 1907, “Bible Stories;” -March, 1907, “Parables, Fables and Allegories;” April, 1907, “Fairy -Stories and Myths;” Jan, 1908, “Legends of the American Indians;” -Feb. 1908, “Norse Legends;” March, 1908, “East India and Art;” -April, 1908, “Japan.” At the May, 1908, meeting a program of -miscellaneous stories was given, including “An Adaptation of the -Story ‘Cinderella’,” by Miss Lillian Southgate; “A Mother’s Love,” -by Mrs. H. Dickore; “The Camel and the Jackal,” by Miss Pearl -Carpenter; “A Story of Great Love,” by Rabbi Grossmann; “A -Hindoo Tale;” by Miss Reta M. Lockhart. The program was enlivened -with songs by Mrs. M. T. Williams.</p> - -<p class='c019'>The June meeting was held out under the trees of Eden Park, when -many enjoyable stories were told.</p> -<h3 class='c024'><span class='sc'>Des Moines, Iowa</span></h3> -<p class='c016'>The graduates of the Primary Training Department of Drake University -who are teaching in Des Moines met during the Summer of -1908 and organized a Story Tellers’ League, with Mrs. Ella Ford -Miller, of Drake University, as president. The first meeting was -held early in November at the University. It is proposed to make a -special study of stories and Story-telling for primary grades.</p> - -<p class='c019'>The girls of the Primary Training Department of Drake University -have also organized a club to meet twice a month, taking up practically -the same work.</p> -<h3 class='c024'><span class='sc'>Covington, Ky., Teachers’ League</span></h3> -<p class='c016'>A number of teachers in the Public Schools of Covington, Ky., who -believe in the value of constructive literature, particularly in the primary -and grammar grades, organized themselves into a Story Tellers’ -League in October, 1908. These teachers represent all the grades of -the Public Schools and every school in the city. Their purpose is to -cultivate the art of story-telling so that they may make use of it in -the school-room for ethical instruction, as an aid to composition, both -oral and written, to enliven the teaching of history and geography, -and to stimulate nature-study. There is filed with the editor of this -league the source, the outline, the purpose of each story told, so that -the members who may have use for it in their work may have ready -access to it. By the interchange of their experiences with their stories -in the school-room, the teachers hope to develop a plan by which -the pupils in their charge may be made acquainted, in a systematic and -natural way, with the great stories every child should know.</p> -<h3 class='c024'><span class='sc'>Covington, Ky., Junior League</span></h3> -<p class='c016'>In November, 1906, some forty students in the High School at -Covington, Ky., were organized into a Junior Story Tellers’ League. -They met in the school on alternate Fridays, immediately after dismissal. -From the beginning, the meetings were interesting, profitable -and instructive. So enjoyable were they, that members of the faculty -were pleased to come in, not occasionally, but regularly, to listen, -and to contribute their share to the pleasure of the meeting. The -programs were definitely planned, and a variety of stories was told at -each meeting. These included myths, fairy-tales, folk-tales, fables, -festival-stories, Bible-stories, and an occasional good anecdote. -During the first year, also, there was a systematic presentation of the -King Arthur legends in story form; and during the second year the -story of Ulysses was developed in the same manner. At the close of -the regular program, volunteer stories were called for, and there was -always a response.</p> - -<p class='c019'>Many excellent story-tellers were developed, and one genius was -discovered. The latter was a girl, who, at fifteen, gave promise of -becoming a rival to Uncle Remus, himself, in telling, in dialect, the -folk-tales of the South. Our National President, after hearing her, -saw fit to invite her to tell stories before the Knoxville Convention of -1907.</p> - -<p class='c019'>In May, 1908, a public meeting was held, to which the parents, -teachers, and friends of the story-tellers were invited. No successful -evening’s entertainment was ever so easily prepared. Seven students, -whose stories, told at the regular meetings, had been so well selected -and so charmingly presented that their companions desired to hear -them again, were elected to tell them in public. This, with some -musical selections furnished by the school glee-clubs, formed the -program of the evening, which an enthusiastic audience voted a -success. The outcome of that meeting was a demand for two more -leagues, one of which has recently been organized.</p> -<h3 class='c024'><span class='sc'>Mankato, Minn.</span></h3> -<p class='c016'>Our organization is very simple. The club membership changes -from term to term of our school year. Three times a year a group of -from fifteen to twenty-five comes to me as student teachers. We -then organize a Story Club which meets once in two weeks. We -elect an Executive Committee. This Committee, a group of three, -prepare the programs. We have our meetings in different homes and -serve very simple refreshments. Those not on the program bring their -needle work.</p> - -<p class='c019'>I have had in mind these ends in keeping up the organization,—First, -A good time together;—Second, A better knowledge of Story -material; and Third, An opportunity to <i>tell</i> stories.</p> - -<p class='c019'>We have as yet no Junior organization. I have thought of it, but -am not quite sure whether it is the best thing for us. All teachers -should feel indebted to the National League. I have this year for the -first time told stories to “grown-ups” and am amazed at their delight -in them.</p> -<div class='c017'><span class='sc'>Helen M. Reynolds.</span></div> -<h3 class='c024'><span class='sc'>Oxford, Ohio.</span></h3> -<p class='c016'>Among the lecturers in the summer term of the Ohio State Normal -College of Miami University at Oxford, Ohio, during the summer of -1908, was Mr. Richard Wyche, who has done so much to advance -the great movement known as the Story Tellers’ League. -Through his inspiration there gathered at twilight every Wednesday -evening under the magnificent trees of the campus a group of students -and faculty members to tell stories.</p> - -<p class='c019'>Realizing the possibilities for a greater field of work, a permanent -organization was effected known as the Story Telling League of the -Ohio State Normal College of Miami University. The constitution -was a very flexible one, the main condition being for each member to -pledge himself on his return home to organize a branch league. One -hundred and fifty-six members promised service.</p> - -<p class='c019'>In various County Teachers’ Institutes held in the State during the -month of August, branch leagues were formed, meeting in church, -school house, library, village park or courthouse. Everywhere the -harvest fields were ripe and workers ready and eager. From all parts -of the country, even as remote as the state of Washington, came inquiries -for help in the movement of such promising influence.</p> -<div class='c017'><span class='sc'>Annie E. Logan.</span></div> -<hr class='c011' /> -<h3 class='c024'>NATIONAL LEAGUE NOTES</h3> -<p class='c009'>On November 19, at 2:45 p.m., the Detroit University School held -an invitation gathering in honor of Richard T. Wyche, President of -the National Story Tellers’ League. Mr. Wyche made an address on -story telling to children.</p> - -<hr class='c010' /> - -<p class='c005'>Dr. Henry Van Dyke, Princeton University, who is a member of -the Advisory Board of the National Story Tellers’ League, has -accepted the American Lectureship in the University of Paris for the -current year. He writes to express interest in the League work, but -regrets that, on account of absence, he will not be able to take any -active part this year.</p> -<div class='pbb'> - <hr class='pb c003' /> -</div> -<p class='c013'><i>Prof. A. E. Frye, Author of the well-known School Geographies, says</i>:</p> -<p class='c005'>“I have been greatly interested in examining your Geography and -History games. While the minds of children are keenly alert in the -rivalry of games, important facts are easily and firmly fixed in memory.<br /> -* * * <i>The products of happy work carry farthest in our lives.</i>”</p> - -<div class='nf-center-c0'> -<div class='nf-center c003'> - <div><i><span class='xxlarge'>The “NEW GAMES”</span></i></div> - <div><span class='large'><i>Graded Educational Series</i></span></div> - <div class='c000'><span class='large'>NOW READY</span></div> - <div class='c000'><span class='large'>AMERICAN HISTORY TO 1783, Intermediate</span></div> - <div><span class='large'>LIFE OF CHRIST (for Sunday), Special</span></div> - <div><span class='large'>WORLD GEOGRAPHY, Advanced</span></div> - </div> -</div> - -<hr class='c006' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='large'>PRICE FOR THIS SALE, ONLY 15¢. 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I believe it -will <i>solve the question as to what to do with children on Sunday</i>.”</p> -<div class='pbb'> - <hr class='pb c000' /> -</div> -<p class='c009'> </p> -<div class='box1'> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='xlarge'>Story-Telling to Children</span></div> - </div> -</div> - -<p class='drop-capa0_3_0_65 c013'>BY MISS SUSAN HOLTON at Clubs, -Churches, Schools, Libraries, and Private -Houses. Send for circular. 37 Concord Avenue, -Cambridge, Mass., or 311 N. 33rd Street, -Philadelphia, Penna.</p> - -</div> -<hr class='c026' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='xxlarge'><i>SCHOOL PRINTING</i></span></div> - </div> -</div> - -<hr class='c027' /> -<p class='drop-capa0_2_0_65 c013'>¶ WE Can Save You Money on this class of -work. Our plant is equipped with the -best modern machinery, we employ only -the most skilled workmen, and give the same -attention to all jobs, large or small. Mail -orders given prompt attention.</p> -<hr class='c026' /> - -<div class='nf-center-c0'> - <div class='nf-center'> - <div><span class='xlarge'><i>The Colonial Printing Company</i></span></div> - <div><i>406 Fifth Street N.W.</i> <i>Washington, D. C.</i></div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c000' /> -</div> -<p class='c005'> </p> -<div class='tnbox'> - - <ul class='ul_1 c003'> - <li>Transcriber’s Notes: - <ul class='ul_2'> - <li>Missing or obscured punctuation was silently corrected. - </li> - <li>Typographical errors were silently corrected. - </li> - <li>Inconsistent spelling and hyphenation were made consistent only when a predominant - form was found in this book. - </li> - </ul> - </li> - </ul> - -</div> -<p class='c005'> </p> - -<pre style='margin-top:6em'> -*** END OF THE PROJECT GUTENBERG EBOOK THE STORY HOUR, VOL. 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