THIRD GROUP

     Little Black Sambo
     Why the Bear has a Short Tail[2]
     Why the Fox has a White Tip to his Tail[2]
     Why the Wren flies low[2]
     Jack and the Beanstalk
     The Golden Fleece[3]
     The Pig Brother[1]
     The Ugly Duckling, Andersen
     How the Mole became Blind[2]
     How Fire was brought to the Indians[2]
     Echo[4]
     Why the Morning Glory Climbs[1]
     The Bay of Winds[3]
     Pandora’s Box[4]
     The Little Match Girl, Andersen
     The Story of Wylie[1]

FOURTH GROUP

     Arachne[4]
     The Nuernberg Stove[3]
     Clytie[3]
     Latona and the Frogs[4]
     Dick Whittington and his Cat
     Proserpine[4]
     The Bell of Atri[5]
     The Land East of the Sun and West of the Moon, Edgar
          (from Stories from the Earthly Paradise)
     The Guardians of the Door, Wm. Canton
          (from A Child’s Book of Saints)
     The Little Lame Prince, Mrs Craik
     Narcissus[5]
     The Little Hero of Haarlem[6]
     The Bar of Gold[5]
     The Golden Fish[5]
     Saint Christopher[5]
     The Four Seasons[7]

A further source for excellent stories put into a form which is suggestive for purposes of retelling to children is the series of graded reading books known as Harrap’s Dramatic Readers.

FOOTNOTES: 

[1] How to Tell Stories to Children.

[2] In How to Tell Stories to Children, page 145.

[3] How to Tell Stories to Children.

[4] Nature Myths, Florence Holbrook.

[5] Favourite Greek Myths, Lilian S. Hyde.

[6] Legends of Greece and Rome, G.H.  Kupfer.

[7] Folk Tales from Many Lands, Lilian Gask.

STORY-TELLING IN TEACHING ENGLISH

I have to speak now of a phase of elementary education which lies very close to my warmest interest, which, indeed, could easily become an active hobby if other interests did not beneficently tug at my skirts when I am minded to mount and ride too wildly.  It is the hobby of many of you who are teachers, also, and I know you want to hear it discussed.  I mean the growing effort to teach English and English literature to children in the natural way:  by speaking and hearing,—­orally.

The structure of the language and the choice of words are dark matters to most of our young people; this has long been acknowledged and struggled against.  But even darker, and quite equally destructive to English expression, is their state of mind regarding pronunciation, enunciation, and voice.  It is the essential connection of these elements with English speech that we have been so slow to realise.  We