The Cat and the Parrot[1]

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 pronunciat