Third grade
The Crane Express How the Mole became
Little Black Sambo Blind
The Lantern and the Fan How Fire was brought to
Why the Bear has a Short the Indians
    Tail Echo
Why the Fox has a White Piccola
    Tip to his Tail The Story of the Morning-
Why the Wren flies low Glory Seed
Jack and the Beanstalk The Discontented Pine
The Talkative Tortoise Tree
Fleet Wing and Sweet Voice The Bag of Winds
The Golden Fleece The Foolish Weather-Vane
The Little Boy who wanted The Shut-up Posy
   the Moon Pandora’s Box
Benjy in Beastland The Little Match Girl
Tomtit’s Peep at the World

Fourth grade
Arachne The First Snowdrop
The Porcelain Stove The Three Golden Apples
Moufflou Androclus and the Lion
Clytie The Old Man and his
The Legend of the Trailing Donkey
   Arbutus The Leak in the Dike
Latona and the Frogs King Tawny Mane
Dick Whittington and his The Little Lame Prince
   Cat Appleseed John
Dora, the Little Girl of the Narcissus
   Lighthouse Why the Sea is Salt
Proserpine The Little Hero of Haarlem
The Miraculous Pitcher
The Bell of Justice

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.

We are coming to a realization of the fact that our ability, as a people, to use English is pitifully inadequate and perverted.  Those Americans who are not blinded by a limited horizon of cultured acquaintance, and who have given themselves opportunity to hear the natural speech of the younger generation in varying sections of the United States, must admit that it is no exaggeration to say that this country at large has no standard of English speech.  There is no general sense of responsibility to our mother tongue (indeed, it is in an overwhelming degree not our mother tongue) and no general appreciation of its beauty or meaning.  The average young person in every district save a half-dozen jealously guarded little precincts of good taste, uses inexpressive, ill-bred words, spoken without regard to their just sound-effects, and in a voice which is an injury to the ear of the mind, as well as a torment to the physical ear.