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For instance, the following from the same volume:
_The Swing_, Page 67.
_Singing_, Page 83.
_The Rock-a-by Lady_, Page 94.
_My Bed is a Boat_, Page 126.
_Foreign Lands_, Page 130.
_Little Blue Pigeon_, Page 133.
_The Land of Counterpane_, Page 144.
_Norse Lullaby_, Page 246.
_Where Go the Boats?_ Page 256.
_Wynken, Blynken and Nod_, Page 262.
_Keepsake Mill_, Page 349.
_The Duel_, Page 384.
The last list, however, includes many of those poems which must not be spoiled by childish re-telling. Use them for conversation subjects and then for reading or recitation.
The fables will be found to provide excellent material, and there need be no fear of ruining their effect as literature:
_The Lion and the Mouse_, Volume I, page 75.
_The Wolf and the Crane_, I, 96.
_The Lark and Her Young Ones_, I, 131.
_The Cat and the Chestnuts_, I, 142.
_The Sparrow and the Eagle_, Volume II, 8.
Certain of the fairy stories are excellent; so are anecdotes concerning men of whom the children should know; historical tales, and stories about plants, birds and other animals. Among the great number of selections that might be included under this head, some of the best are the following:
1. Fairy Tales and Folk Stories: _Silverlocks and the Three Bears_, Volume I, 101.
_The Hardy Tin Soldier_, I, 148.
_Cinderella_, I, 224.
_The Ugly Duckling_, I, 414.
_Why the Sea is Salt_, II, 484.
_The Pied Piper of Hamelin_, III, 384.
2. Biographical Stories: _Robert Louis Stevenson_, Volume I, 128.
_Eugene Field_, I, 242.
_George Rogers Clark_, VI, 422.
_Pere Marquette_, VIII, 121.
3. Myths: _The Wonderful Gifts_, Volume I, 368.
_The Chimera_, II, 173.
_The Story of Phaethon_, II, 206.
4. Historical Tales: _Robert Bruce and the Spider_, Volume V, 314.
_The Fall of the Alamo_, VIII, 141.
_Herve Riel_, VIII, 168.
5. About Flowers and Plants: _The Daffodils_, Volume VII, 1.
_Trees and Ants That Help Each Other_, VII, 306.
_A Bed of Nettles_, VIII, 209.
6. About Birds: _Who Stole the Bird's Nest?_ Volume II, 399.
_Owls_, IX, 229.
7. About Other Animals: _Elephant Hunting_, Volume VI, 385.
_The Buffalo_, VII, 96.
_The Pond in Winter_, VII, 280.
The longer stories you will abbreviate in telling, and the children will still further shorten them. Try, however, to retain the spirit of each.
Do not try to tell all that is contained in the longer articles mentioned above. Select interesting portions, a single anecdote, a few facts that will hold attention.
At times vary the exercise by giving a very simple theme and ask the children to make up a story to fit it. If they have difficulty, help them to think and talk. When they see what you want some will surprise you with their vivid imaginations and picturesque modes of expression.
Suppose you have in mind the fable _The Wind and the Sun_ (Volume I, Page 95). You might present the idea to them in this form: "The Wind and the Sun each tried to make a man take off his coat. The Wind tried and failed, then the Sun tried and succeeded. Can you tell me a story about that?" If you meet with no satisfactory response, begin questioning somewhat in this style, and perhaps the child will answer nearly as indicated:
Question. You don't know what I mean? Then let us tell it together. How do you think the Wind would try to make a man take off his coat?
Answer. He would try to blow it off.
Q. How would he blow?
A. He would blow hard.
Q. Can you think of another word besides _hard_ to show how he would blow?
A. Fierce.
Q. Fiercely. Yes, "_fiercely_" is a good word. How fiercely would he blow?
A. Very fierce.
Q. Yes, very _fiercely_. Did you notice I said "fiercely," John? Now can't you think of a comparison with something else that is fierce, so that our story will sound well and people will like it?
A. A lion is fierce. We could say, "He blew as fiercely as a lion."
Q. But a lion does not blow. What does he do?
A. He tears his prey when he captures it.
Q. That's good. Now tell me how the Wind tried to make the man take off his coat.
A. The Wind blew fiercely as a lion tears his prey.
Q. Good. Did the man take off his coat?
A. I don't think he did. I think he would try to keep it on.
Q. How hard do you think he would try?
A. As hard as he could.
