The times. [volume] (Richmond, Va.) 1890-1903, 1895-10-20
ROTHERI n co.

not the misfortune OF q burnt tail
| enough, why hang him for his Woe "Ihe
White Dove sat on the Castle Wall. !
| Bend my Bow and Shoot her | shall.
A sharp distinction between the idea
that this inculcates the lesson taught IN
the exquisite story Of the shooting of
the swan in Light Of Asia. Here Comes
a Candle 10 light YOU to bed, mere comes
a Ratchet 10 chop off your mead
In our childish primers bloodshed
abounds Children's riddles often meet
tie same objection. "As | went cross
on London bridge / met my sister Ann.
] cut her throat. sucked her blood. and
et her body stand" We are intoierant
OF the vulgarity OF stories, but we admit
OF grcedincss, cruelty. murder and steal
ms IN all classes of imaginary society.
We raise most powerful objections 10
morbid and sentimental novels. II the
power of literature Is so great In the
adult may {. not be fair TO infer that
according 10 the light Of child has II
is just as proportionally powerful III MS
life?
Miss Williams then followed the divis-
ion made by Mrs. Kate Douglas Nigsin
Riggs Of stories in the following order.
The purey Imaginative or fanciful, the
so-oalled fairy story, the scientific story,
conveying bits OF information about an
imals, flowers. rocks, such as are found
in MrsGatty's Parallels from Nature ana
Miss Poulsson's books; Mary Hewitt g
"The Sparrows Nest" or Talking IN
Her Sleep" by Edith Thomas. The his
torlcal or simply interesting accounts
OF lives Of heroes and events ~ our
country's struggles for life and liberty
There "a much discussion rife as 10
the ACCESSIBILITY Of telling the fairy story
.f.t
get fact and fancy mixed but as Miss
Smith has said the fairy story that IS
pure I'm tone and gay with fanciful col
Meta al ste iiiatonosw I'll ctaOn shwluet
ing NAV surely be told occasionally II
tale. THE Endless Story" is as wonder
ton.
The scientific story. II we'll told. may
be made almost as attractive as a IalrF
tale. THE Endless Story" IL as motder-
ful as lack the Giant Killer TO a child
whose Imagination is a healthy one. MISS
Williams then referred % nature stories
after which naturally follow tho myths
and other legends which personliy ma
onfcirhcieacehiiyra shrdlu etapia 1Ni
lure. These stories, which belong 70 the
childhood Of the race, are the lawful 80
itage Of every child. As the MYTHS 90
not alkays represent pure thought, mere
again. as IN Mother Goose, must De eA-
ercised tie process OF selection. l"e
myths connected with natural science
lessons are innumerable. These are es-
pecially valuable as thcv keep tie I'M
agination active. while the science les
son cultivates the observation. Miss VIII
liams then named appropriate myths con-
nected with the sun. the stars, rainbow,
air and wind. the clouds. sea, trees ana
flowers. and in closing referred 10 lists
and courses which would help teachers
i'm selecting appropriate literature for
their classes. The paper was discussed
by Miss Sarah Stewart. Miss Mackenzie
and Mr.. CHI.
Miss Marot then advanced to the plat
form 10 give an account or the work or
the summer class in child Study at
Clarke University OF which she was a
member. Since psychology started the
spirit OF Investigation 10 discover more
OF the nature OF mental action and the
contents Of mind. some of the most in
teresting results are derived from the
scientific and experimental study of lit
tie children Educators are guaranteeing
10 tho psychology OF the child. This spe-
cial department of the science OF educa-
ton has the most pronounced centre OF
study ct Clarke University. Worcester.