Educating by Story-Telling / Showing the Value of Story-Telling as an Educational Tool for the Use of All Workers with Children

INDEX

Mrs. Katherine Dunlap Cather

Abraham, story of, suitable for children in heroic period, 124.
Adventure stories,
period for telling, to children, 32;
opportunity offered by, 32-33;
class of pernicious, 33;
examples of good, 34-40;
sources of material for, 41;
found in Old Testament, 124-128.
Æsop’s fables, suitability of, for acting in pantomime, 114.
Alp horn, Swiss legend of the, 274.
Alsatian folk tale, “The Story of the Man in the Moon,” 203.
American Folklore Society, work of, 172.
Andersen, H. C.,
high character of tales by, 28;
beginnings of tales by, 54.
Animals, fascination of stories introducing cries and calls of, 14.
“Apollo and Daphne,” story of, of little meaning to young children, 37.
Arabian folk tales retold, 195, 269.
Art,
story-telling to awaken an appreciation of, 95-106;
music and, to be drawn upon by the Bible story-teller, 129-130;
story to use in connection with teaching, 283.
Arthur, King, stories of,
as sources of material for heroic period, 35-36;
enjoyed in romantic period 43;
care necessary in use of tales from, 43-44;
material for dramatic work in, 114.
Aryan theory, Max MÜller’s, 3.
Bailey, Carolyn Sherwin, Stories for Sunday Telling by, 137.
Bancroft, George, legend “Why Grizzly Bear Goes on All Fours” adapted from, 299.
Basile, Giambattista, early collector of fairy tales, 26.
“Bat and His Partners, The,” story of, 208.
Bavarian folk tales, 208, 228.
Bayard, story of, admirable for heroic period, 38.
Beginnings of stories, 54-55.
“Belle au Bois Dormant,” Perrault’s, 26.
Ben Hur, to be read by tellers of Bible stories, 123.
Bible stories,
history tales suitable for heroic period found among, 40;
in The Courtship of Miles Standish, 79-80;
discussion of use of, in story-telling, 118-130.
Biographical stories,
suitable for heroic period, 38-39;
types of, suited to romantic period, 45-47;
as a means of interesting children in authors’ works, 71-73;
use of, in field of art, 98-101;
material in, for teaching of ethics, 140;
use of, in history teaching, 145-146;
story of “The Duty That Wasn’t Paid,” 278;
story of “Wilhelmina’s Wooden Shoes,” 283.
“Blue Beard,”
first appearance of, 26;
not suitable for children, 29.
Bonheur, Rosa, pictures by, suitable for little children, works of art suitable for, 104-105;
Bible stories for, 123;
Old Testament stories suitable for, 124.
Hiawatha,
as material for stories for heroic period, 38;
material for dramatic work in, 114.
History,
stories from, suitable for children in heroic period, 38-40;
plays and pageants to be used in connection with, 115;
material found in stories from, for teaching of ethics, 140;
story-telling to intensify interest in, 143-167;
stories to use in teaching, 263, 326.
Honesty, story to teach, 203.
Hood, Margaret Graham, “The Search for the Seven Cities” by, 149-167.
“Hop o’ My Thumb,” first appearance of, 27.
“How They Came to Have Kite Day in China,” Chinese folk tale, 330.
Iliad,
stories from, suitable for children in heroic period, 35;
material for romantic period in, 44.
Imaginative period, story interests in, 20-30.
Indian legends, stories based on, 174, 299.
Jacques, introducing children to paintings by, 103-104.
Japanese legend, “Why the Japanese Love the Stork,” 296.
Jerusalem Delivered, material for romantic period in, 44.
John of Hildesheim, works of, a help to the Bible story-teller, 123.
Jordan, David Starr,
science stories by, 182-183;
“The Story of a Salmon” by, 255;
“The Story of a Stone” by, 331.
Joshua, book of, as an adventure story, 125.
Judges, book of, viewed as a collection of narratives, 126.
“Jussieu and the Heliotrope,” story of, 325.
Key, Ellen, use of love stories in romantic period advocated by, 48.
Kindness, story teaching, 218.
Labor, artists and paintings that lead to respect for, 104.
“Lady of Stavoren, The,” story of, 289.
LagerlÖf, Selma,
works of, a help to the Bible story-teller, 123;
legend of “The Emperor’s Vision” adapted from, 306.
Landseer, Sir Edwin, pictures by, suitable for little children, 98-99.
Lang, Andrew, totemistic theory of, 3, 25.
Langobardian myths, interesting in romantic period, 45.
Lanier, Sidney,
The Boy’s Mabinogion by, 36;
The Boy’s King Arthur by, 44.
“Last Lesson,” Daudet’s, climax of, 56.
Libraries, story-telling in, 9.
Literature, story-telling to lead to appreciation of, 69-82.
“Little Stepmother, The,” story of, 227.
“London Bridge, The Fall of,” story of, 326.
Longfellow, H. W., study of poems of, by story method, 78-80.
12-18;
in imaginative period, 20-30;
in heroic period, 32-41;
in romantic period, 42-50.
“Story of a Salmon, The,” by David Starr Jordan, 255.
“Story of a Stone, The,” by David Starr Jordan, 331.
Story-telling,
purpose and aim of, 1-11;
interests in rhythmic period, 12-18;
interests in imaginative period, 20-30;
interests in heroic period, 32-41;
interests in romantic period, 42-50;
building the story, 52-57;
telling the story, 58-68;
and appreciation of literature, 69-82;
to awaken an appreciation of music, 83-93;
and appreciation of art, 95-106;
and dramatization, 107-117;
Bible stories, 118-131;
teaching of ethics, 132-140;
to intensify interest in history, 143-167;
to intensify interest in geography, 168-177;
and nature study, 178-190;
in teaching domestic science and manual training, 192-197;
general statement as to value of, 198-201.
Story-writing, course in, recommended for the professional story-teller, 52.
Straparola, publisher of first collection of fairy tales, 26.
Supernatural beliefs,
primitive man’s, as revealed in fairy tales, 25-27;
effect of physical features of different regions upon, and so upon fairy tales, 27.
Surprise element in stories, 55-57.
Suspense,
element of, 6, 55;
increase in, by use of pauses, 64-65.
Swedish legend, “The Emperor’s Vision,” 306.
“Sweet and Low,” suggested method of interesting children in, 73-74.
Swiss legends retold, 274, 311.
Syrian legend, “The Shepherd Who Turned Back,” 311.
Talking machines, use of, for introducing children to music, 86, 89.
Tell, William, stories of, suitable for children in heroic period, 39.
Thuringian folk tales,
gathered and preserved by the Grimms, 27;
retold, 204, 209, 212, 218, 226, 227.
Totemistic theory, Lang’s, 3, 25.
“Ugly Duckling,”
unsuitable for children who have never been in country, 15;
surprise element in climax of, 56.
Van Dyck, Anthony, familiarizing little children with paintings by, 101.
Van Dyke, Henry,
on avoidan
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