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A Manual of Stories

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A Manual of Stories i *'•'••; 1;, 1flH^f^fe*'i Sii ti. wm ;;,vH?iS!itis:!!N-M|i'N:!rt,;;-;'^ -^y Ijl'!:!;!!- Class Book Copyright^. COPYRIGHT DEPOSnV A MANUAL OF STORIES .^^^™^^^^ ^^UTCH MAIDE.X.— llu- ,i;iaiid.u..lliL.i is 1 .,4 instructing the child m Bible stories which are shown on the tiles of the fireplace. A Manual of Stories by William Byron Forbush Author of "The Boy Problem," "Manual of Play," etc. AMERICAN INSTITUTE OF CHILD LIFE PHILADELPHIA Copyright, igis AMERICAN INSTITUTE OF CHILD LIFE M -5 1915 ©G!,A406354 CONTENTS PART I V) HOW TO TELL STORIES I The Value of Story-Telling—Responsiveness of the Child; Physical Value; Educational Value; Emotional Value; Stories in Character-Building; How Stories Assist in the Development of Character; Social Helps;' Moral Value; Limitations of Story-Telling; It Takes Both Work and Friendship to Make a Life; Why Tell Stories 3 II Various Kinds of Stories—The Primitive Story; Myths; Fairy Stories; Epic Stories; Biography and Purposive Stories; Story-Telling Poems 17 III Stories That Children Like—Stories with a Sense Appeal; Fairy Stories; Hero Tales; Differing Tastes of Boys and Girls; Story-Tastes Are Defined by Expe- rience ; Funny Stories and Sad Stories 21 IV How TO Tell Stories to Children—Plot ot the Story; A Good Beginning; Action and Sense Appeal; Climax; Method; Results Are in the Future 28 V Story-Telling Devices—Getting the Attention; Direct Discourse; Details; Repetition; Retouching; One's Self and the Story; Leisure; Story-Telling with Chalk; Shall One Memorize? Spontaneity; The Child's Part in Story-Telling 39 VI Continued Stories—The Continued Story as a Drama; Serial Stories Classified by Ages 50 VII Picture Story-Telling—Picture-Interests of Children; Suggestions for Picture Study; Studying Pictures through the Story; Choice of Pictures for Children; Methods of Story-Telling through Pictures; Two Pic- ture Stories: "Boy and Rabbit"—"The Age of Inno- cence"; Permanent Value of Pictures; Moral Educa- tion through Picture Stories; A List of Story Pictures 55 VIII Relation of Stories to Play—The Story Game; Story-Playing on Sunday; A List of Stories and Play- things 74 11 Contents PAGE IX Dramatizing Stories—Dramatizing Stories in School; Stories that Are Easily Acted; The Puppet Theater; Children's Dramatics 8 X The Story in Character-Building: Imaginative Stories—How to Grade Such— Stories; Stories with a Sense Appeal :-" Monday " "The Wee Hare and the Red Fire"—Fairy Stories: "The Fairy Who Came to Our House"— "Little Blue Gown and the Butterfly"; Myths and Legends: "The Knight with the Ill-Fitting Coat"; Parables and Allegories: "The Magic Shirt" —"The Closing Door" 87 XI The Story in Character-Building: Realistic Sto- ries—Realistic Stories and Biography: "Jimmy and the Sharper"—Plutarch's Stories; One of Lincoln's Stories ; Suggestions as to Telling Moral Stories ... 1 1 XII How TO Tell Bible Stories—Why the Bible Is the Best Story Book; The Manner of Bible Story -Telling; The Method of Bible Story-Telling; Method of Sub- traction; Changing the Order of Incidents; Methods of Reality; Bringing the Bible People into Pres- ent Day Life; Selection of Bible Stories 122 XIII Stories and School—^The Story as a Help to Attention; The Story as a Help to Interest; The Story as a Help to Thinking and Expression; The Story as a Help to Literature; The Story as a Help to Writing and His- tory; The Story as a Help to Nature Study; The Story as a Social Unifier ; The Story as a Help to Morals . 135 XIV Stories in the Home—The Comfort and Contentment of Stories; The Companionship of Stories; Imagi- nativeness of Stories; The Story Helps More at Home Than in School; The Story and Home Reading; The Story and Home Handicraft; The Story and Home Discipline; The Naturalness of Home Story-Telling; Stories at Bed-Time 143 XV Organized Story-Telling—The Story-Hour in Libra- ries; The Story- Hour on the Playground; The Story- Hour in the Club for Street Boys; Suggestions for the Story-Hour; The Program in the Story-Hour; The Story-Tellers' League; The Story-Class 152 Contents PART II THE BOTTLE STORY-PEOPLE PAGE XVI The Bottle Story-People—Who the Bottle People Are; The Advantages of Bottles; The Relation to Handicraft ; A New Way of Developing the Imagination 175 XVII The Bottle Characters—The Kingdom of Love; the Kingdom of Law; The People Who Live in the En- chanted Land; Changing Names Does not Change Characters 179 XVIII The Enchanted Land—How the Characters Move About; Uses for the Sand Table; Allegory of the Enchanted Land 184 XIX How to Enter the Enchanted Land—Introductory Suggestion for the Story-Teller; How the Story-Teller Begins; Introducing the People—"Frank Enters the Enchanted Land" 189 XX Mary Lowe's Philosophy—The Importance of the Education of the Heart; The Naturalness of Moral Reflection to Children; Childhood's Need of a Mimic World to Practice In; The Meaning of this Mimic World; Significance of Some of the Characters; "The " Brew" ; "The Potion and the Lovely Lady ; The Influ- ence of the Plan in Will-Training 199 XXI Some Bottle-Doll Stories—"When Ruth and Frank Visited the Enchanted Land"; "The Fox and the Farmer"; Some Other Stories 212 XXII How to Make the Bottle People 226 XXIII How TO Make the Scenery and Arrange the Acces- sories 228 XXIV Rules for Moving the Bottle People 231 XXV What They Mean to the Children—^How to Make Children Originative; A Story Told by a Child of Nine; A Story Told by a Seven-Year-Old; Som.e of Mary Lowe's Experiences; Harn/'s Story; Mary Lowe's Stor>^; Some Moral Results from Bottle-Doll Story-Telling 233 Contents APPENDIXES PAGE I A List of Stories that Children Like, Selected by the Best Story-Tellers 245 To Accompany Chapter III II A List of Books on Story-Telling 252 To Accompany Chapter IV III A List of Books Containing Picture-Stories or Descrip- tions 253 To Accompany Chapter VII IV A List of Books on Dramatics and of Story-Plays for Children 257 To Accompany Chapter IX V A List of Character-Building Stories 263 To Accompany Chapter X ^VI A List of Bible Stories and of Bible Story-Books . 278 To Accompany Chapter XII VII A List of Story-Books Connected with School Subjects. 284 To Accompany Chapter XIII VIII A Season's Program of Stories 288 To Accompany Chapter XV IX A Program of Bottle-Doll Stories 291 To Accompany Chapter XXI X A General List of Story-Books 293 ; PUBLISHER'S NOTE There could be no good reason for adding another to the many good books upon story-telling, unless a new book should prove to have something that has not been said be- fore. This manual is distinctive in several ways. It is the most comprehensive book that has yet been written. It covers all the aspects of the subject: the value of stories ; the kinds of stories children like at different ages ; devices for making stories effective picture-stories ; dramatized stories ; the relations of stories to play ; the use of stories in building character; stories in the home, the school and the church professional story-telling, etc. ; Part II is devoted to the first detailed description yet printed of the remarkable system of bottle-doll story- telling. The list of sources for stories is the most extensive yet compiled. The first classified list of stories for character-build- ing ever prepared is here. The fullest list of story-plays for children is given. Several helpful programs and special lists are fur- nished. The most unique of these is a set of a dozen lists of stories, especially prepared for the author by the best story-tellers in America, which in their own experience were most liked by children and were favorites of them- selves. It is of special value that the book is written from the masculine standpoint. The volume is enriched by the thoughts of the earlier writers in this field, which are carefully acknowledged and gratefully used. PART I HOW TO TELL STORIES With many Story Devices A MANUAL OF STORIES THE VALUE OF STORY-TELLING "Here are Hesperldes more fair, Here lovelier vales than Avalon." —Thomas Walsh. Of late we have come to take story-telling seriously. It is one of the oldest of arts and one of the most valuable. It is everywhere and in all ages an art that is favored and enjoyed by children. All over the world and in all races, listening to stories has been one of childhood's choicest occupations, and the telling of stories has been one of child- hood's earliest crafts. It has always been to children one of the most effective doorways unto life and knowledge. So natural is the story to children that it has made them masters in fields wherein the knowledge obtained by adults with painstaking reading and study cannot surpass them. *'The boy Coleridge," says Stephani Schiitze, ''sitting in his father's library, watching, half fearfully, the advanc- ing sunlight, till it should touch the back of the 'Arabian Nights,' when he would dare at last to take the enchanted volume from the shelf and read, probably had a greater appreciation of the immortal book, bountiful and w^anton as the outpourings of nature, natural and humorous as unper- verted mankind, and as beautiful as the courts of dream- land, than unimaginative men with all their stores of knowl- edge." Manual of Stories THE RESPONSIVENESS OF THE CHILD This is true because the child gives, during the telling, all the intensity of his attention, which is inimitable.
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