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Providence schools； in Rhode Island。 The list is not mine； although it
embodies some of my suggestions。 I offer it merely as a practical result of
the effort to equalize and extend the story…hour throughout the schools。 Its
makers would be the last to claim ideal merit for it； and they are constantly
improving and developing it。 I am indebted for the privilege of using it to
the primary teachers of Providence； and to their supervisor； Miss Ella L。
Sweeney。
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Stories To Tell Children
STORIES FOR REPRODUCTION
FIRST GRADE Chicken Little The Dog and his Shadow Barnyard
Talk The Hare and the Hound Little Red Hen Five Little Rabbits Little
Gingerbread Boy The Three Bears The Lion and the Mouse The Red…
headed Wood… The Hungry Lion pecker The Wind and the Sun Little Red
Riding…Hood The Fox and the Crow Little Half…Chick The Duck and the
Hen The Rabbit and the Turtle The Hare and the Tortoise The Shoemaker
and the The Three Little Robins Fairies The Wolf and the Kid The Wolf
and the Crane The Crow and the Pitcher The Cat and the Mouse The Fox
and the Grapes Snow…White and Rose…Red
SECOND GRADE The North Wind The Lark and her Little The
Mouse Pie Ones The Wonderful Traveler The Wolf and the Goslings The
Wolf and the Fox The Ugly Duckling The Star Dollars The Country
Mouse and the The Water…Lil City Mouse The Three Goats The Three
Little Pigs The Boy and the Nuts Diamonds and Toads The Honest
Woodman The Thrifty Squirrel The Pied Piper How the Robin's Breast
King Midas became Red The Town Musicians The Old Woman and her
Raggylug Pig Peter Rabbit The Sleeping Apple The Boy who cried 〃Wolf〃
The Cat and the Parrot
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
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Stories To Tell Children
Narcissus Lighthouse Why the Sea is Salt Proserpine The Little Hero of
Haarlem The Miraculous Pitcher The Bell of Justice
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Stories To Tell Children
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。
The structure of the language and the choice of words are dark matters
to most of our young Americans； 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 realize。 We have felt that
they were externals； desirable but not necessary adjuncts；pretty tags of
an exceptional gift or culture。 Many an intelligent school director to…day
will say； 〃I don't care much about HOW you say a thing； it is WHAT you
say that counts。〃 He cannot see that voice and enunciation and
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Stories To Tell Children
pronunciation are essentials。 But they are。 You can no more help affecting
the meaning of your words by the way you say them than you can prevent
the expressions of your face from carrying a message； the message may be
perverted by an uncouth habit； but it will no less surely insist on
recognition。
The fact is that speech is a method of carrying ideas from one human
soul to another； by way of the ear。 And these ideas are very complex。 They
are not unmixed emanations of pure intellect； transmitted to pure intellect：
they are compounded of emotions； thoughts； fancies； and are enhanced or
impeded in transmission by the use of word…symbols which have acquired；
by association； infinite complexities in themselves。 The mood of the
moment； the especial weight of a turn of thought； the desire of the speaker
to share his exac