Milford chronicle., 1925-05-08
STORYTELLING FOR CHILDREN
Julia w. Wolfe

Julld W. W OlAO
To sit among a group Of eager
children with shining eyes and eX-
pectant faces is an inspiration TO
any story-teller One is filled with
ambition; TO fail would be disas-
trOus.
We hear much about the kind OF
story we are to tell, and with re-
card to this wise ones differ. Let
us study the child first-then the
story.
Some people think that myths and
fairy tales should not be told 10
children, that they cause them to
become visionary rather than prac-
tical. In a very few cases this may
be true, but it does not prove that
this very strong love of the child is
generally harmful or to be dis
couraged.
What a dry, dull world it would
be if the children were cut off from
all Imagination! It peoples the
world in which they live with dis
tinguished company, and entertalns
them right royalty The ancient
myths of the Old World are ever
fresh and new to them, in fact they
fascinate both young and old alike
all who love the mysterious and
the beautiful. Our Indian legends,
too. have charm, and there will be
found plenty to agree that many of
the more modern fairy tales are
very much worth while.
Said a noted educator: Much OF
the selfshness of the world is due
not to actual hard-heartedness, but
to a lack of imagination"
The faculty of putting oneself in
the place of others is of great ser
vice to the cause of morality, and
this faculty may be cultivated by
means of fairy stories. As a rule,
children are in sympathy with all
creatures; as they follow the story
they share the joys and sorrows of
Ulysses, Snow White and Rose Red
or the Ugly Duckling. 1t is the eX-
ception when we meet a child who
has not his share of imagination.
Occasionally we do meet a Peter
Bell, to whom
"A primrose by a river brim
A yellow primrose was to him,
And it was nothing more"
While developing the imagination
is desirable, too much of faiTyland
is to be avoided Lead the child to
see beauty in commonplace things.
A piece of coal, drop of water, a
bean, each has a life history which
in the hands Of a skillful teacher
becames as beautiful and myster-
ious as any fairy tale If our ma
do ohi1
dren closer to nature, their object
is lost. "They do not so much need
Nature as she is taught, but Ma
ture as she speaks while we are
silent" Let it be to each child as
it was to Hiawatha:
HE learned of every bird its
language.
Learned their names and all
their secrets"
Stories are extremely valuable as
a means of moral training. There |
are no wrong inclinations or weak |
points that may not be reached by |
the story, if skillfully told.
Very important it is. that we have |
genuine fun in our stories. While /
life is serious, there are certain |
rights inherent in childhood, of |
childhood, of which one is genuine
mirth. While we quicken the wits |
and impart sound wisdom, let us
teach the science and art of happi-
ness.
when I'm tired, what gives me
rest
Is to hear a little child
Gurgle out in laughter wild,
And just laugh and laugh its
best
"The true test of civilization is
not the census, nor the size of the
cities not the crOps-nO, but the
kind of man the country turns out"
Emerson.
If you would have geed men, be-
gin at the beginning in your train
ing. When the child is old enough,
send him to kindergarten; there his
needs will be anticipated and sup
piled.
If there is no kindergarten in
your community the National Kin
dergarten Association, West 40th
Street, New York, will gladly assist
you to secure one. Write for liter
ature and advice.