Chapter II: Part 2

One day the boy went further up the hill than he had ever gone before in search of better timber. As he climbed up the steep hillside, he suddenly came upon a lion carved from stone.

“O!” thought the boy, “this must be the guardian deity of this mountain. I will make him some offering tomorrow.”

That night he bought two candles, and carried them to the lion. He lighted them and put one on each side of the lion, praying that his own good fortune might continue.

As he stood there, suddenly the lion opened his great stone mouth, and said:

“What are you doing here?”

The boy told him all the story of his hard-hearted brother, and how he and his mother had left home, and were living in the hut at the foot of the hill.

When he had heard all of the story, the lion said:

“If you will bring a bucket here tomorrow, and put it under my mouth, I will fill it with gold for you.”

The next day the boy brought the bucket and put it under the lion’s mouth.

“You must be very careful to tell me when it is nearly full,” said the lion, “for if even one piece of gold should fall to the ground, great trouble would be in store for you.”

The boy was very careful to do exactly as the lion told him, and soon he was on his way home to his mother with a bucketful of gold.

They were so rich now that they bought a great, beautiful farm, and went there to live. Everything the boy undertook seemed to prosper. He worked hard, and grew strong; and before many years had passed he was old enough to marry, and bring a bride to the home. But the mother still lived with them, and they were all very contented and happy.

At last the hard-hearted brother heard of their prosperity. He too had married, and had a little son. So he took his wife and the little boy, and went to pay his younger brother a visit. It was not long before he had heard the whole story of their good fortune, and how the lion had given them all the gold.

“I will try that, too,” he said.

So he took his wife and child and went to the very same hut his brother had lived in, and there they passed the night.

The very next morning he started out with a bucket to visit the Stone Lion.

When he had told the lion his errand, the lion said:

“I will do that for you, but you must be very careful to tell me when the bucket is nearly full; for even if one little piece of gold touches the ground, great misery will surely fall upon you.”

Now the elder brother was so greedy that he kept shaking the bucket to get the gold pieces closer together. And when the bucket was nearly full he did not tell the lion, as the younger brother had done, for he wanted all he could get.

Suddenly one of the gold pieces fell upon the ground.

“O,” cried the lion, “a big piece of gold is stuck in my throat. Put your hand in and get it out. It is the largest piece of all.”

The greedy man thrust his hand at once into the lion’s mouth—and the lion snapped his jaws together.

And there the man stayed, for the Lion would not let him go. And the gold in the bucket turned into earth and stones.

When night came, and the husband did not come home, the wife became anxious, and went out to search for him. At last she found him, with his arm held fast in the lion’s mouth. He was tired, cold and hungry. She comforted him as best she could, and brought him some food.

Every day now the wife must go with food for her husband. But there came a day when all the money was gone, and the baby was sick, and the poor woman herself was too ill to work. She went to her husband and said:

“There is no more food for you, nor for us. We shall all have to die. O! if we had only not tried to get the gold.”

The lion was listening to all that was said, and he was so pleased at their misfortune that he began laughing at them. And as he laughed, he opened his mouth, and the greedy man quickly drew out his hand, before the lion had a chance to close his jaws again!

They were glad enough to get away from the place where they had had such ill luck, and so they went to the brother’s house once more. The brother was sorry for them, and gave them enough money to buy a small place, and there the hard-hearted brother took his family and lived.

The younger brother and his wife and his mother lived very happily in their beautiful home, but they always remembered the Stone Lion on the hillside, who gave them their good fortune.

THE OYSTER AND ITS CLAIMANTS

(From Walter Thornbury’s translation of Esop’s Fables, made into verse by M. De La Fontaine. Fable CLXXII. Page 501—“La Fontaine’s Fables.”)

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There is something so grand in this species of composition, that many of the Ancients have attributed the greater part of these fables to Socrates; selecting as their author that individual amongst mortals who was most directly in communication with the gods. I am rather surprised that they have not maintained that these fables descended direct from heaven.... The fable is a gift which comes from the immortals; it if were the gift of man, he who gave it to us would deserve a temple. From Preface to La Fontaine’s Fables.

Two travellers discovered on the beach
An Oyster, carried thither by the sea.
’Twas eyed with equal greediness by each;
Then came the question whose was it to be.
One, stooping down to pounce upon the prize,
Was thrust away before his hand could snatch it.
“Not quite so quickly,” his companion cried;
“If _you’ve_ a claim here, _I’ve_ a claim to match it;
The first that saw it has the better right
To its possession; come, you can’t deny it.”
“Well,” said his friend, “my orbs are pretty bright,
And I, upon my life, was first to spy it.”
“You? Not at all; or, if you _did_ perceive it,
I _smelt_ it long before it was in view;
But here’s a lawyer coming—let us leave it
To him to arbitrate between the two.”
The lawyer listens with a stolid face,
Arrives at his decision in a minute;
And, as the shortest way to end the case,
Opens the shell and eats the fish within it.
The rivals look upon him with dismay:—
“This Court,” says he, “awards you each a shell;
You’ve neither of you any costs to pay,
And so be happy. Go in peace. Farewell!”

How often, when causes to trial are brought,
Does the lawyer get pelf and his client get nought!
The former will pocket his fees with a sneer,
While the latter sneaks off with a flea in his ear.

THE PSYCHO-THERAPEUTIC VALUE OF STORY TELLING

_FRANCES E. FOOTE_

The Story telling Movement is growing with such gigantic strides that a magazine which will keep the Missionaries in this movement in touch with one another seems most desirable, if not absolutely necessary.

Many writers have voiced many opinions as to the benefits to be derived from the exercise of the Art of Story telling, but there is one which I have never seen in black and white, about which I feel impelled to write. It is the _Psycho-Therapeutic value of Story telling_.

Pain is a real thing, and will hold us in his clutches and claim all our attention if allowed to do so.

Sorrow is absorbing, and will bow our heads and break our spirits if unhindered.

Upon what, then, may we concentrate our attention, that pain may grow weary of pressing his claim?

With what may we so absorb our minds that sorrow will fade away?

One of the fundamental principles of Story telling is that the oral interpreter of Literature, must so vividly _see_ the pictures described in the story, that he will cause his hearers to feel that they, too, see.

He must _feel_ the impulses and emotions of the characters in the story so truly that the hearts of his hearers will thrill with the same feeling.

Since this is true, that the mind must be absorbed in the distant scenes of Story Land, pain in due course of time must grow tired of urging his claim and will ultimately depart.

The emotions dominant in stories which we tell are altruistic for the most part. We prefer to dwell upon themes in which evil is overcome by good; those in which sorrow flees away and joy comes with the morning.

Isn’t it true that the person who, day after day, creates these altruistic emotions in the hearts of his hearers will find his sorrow, deep-seated though it may be, growing dimmer day by day as he brightens the lives of his hearers?

There are many cases which I could give you to prove my point. One, of a little child with spinal trouble, who was treated by a great surgeon. He would call upon her two or three days out of the week and each time tell her a story. He required her, meanwhile, to make up similar stories. For instance, he would tell her the story of “Little Green Cap.” Then he would say, “Now, by Tuesday I want you to have a story ready for me. It must be about a poor little girl, a princess and a magic ring.” So absorbed did the child become in such work that the pain in the poor little back grew less and less insistent until she ceased to be an invalid and was able to attend school. She was one of the happiest children I ever knew. She said she didn’t mind the pain any more, she had such lovely things to think about.

Another was the case of a young woman upon whom sorrow laid a heavy hand. Prostrated by grief, she lay for several days in a darkened room. Then rousing herself she went to a hospital and secured permission from the superintendent to visit daily the friendless patients who seemed lonely. For months she reported daily to the superintendent, was given directions as to which patients to visit, and for three hours she would go from one to the other telling humorous stories. The morning hours she spent hunting for artistic, mirth-provoking stories and her afternoons in bringing smiles to sad faces. The result was inevitable. People everywhere welcomed her as a ray of sunshine.

One more case—that of a young woman who, while making a brave struggle to recover from one serious operation, suddenly found herself facing another even more serious. With nerves racked by persistent pain, courage well nigh gone, pursued by that dread foe insomnia, she turned to her one accomplishment, Story telling. Though able to sit up but a few hours at a time, she held large audiences in many cities two or three times a week, until she once more went under the knife. Then within two months she was on the platform again, bringing herself back to health by compelling her mind to dwell in Storyland. I knew all the particulars of this case, the physical torture she endured for two years, the struggle she made to live, and knowing what I do, forces me to believe that if Story telling did not save her life, it certainly saved her reason.

It is a law of life that the only thing which we may always _keep_, is the thing we _give_. If then, the prime function of Story telling is the giving of _Joy_, then _Joy_ is the thing which the Story teller may have.

To those who “travail and are heavy laden” I commend the Art of Story telling.

STORY TELLING FOR MOTHERS

Interesting accounts were recently published in the _Herald_, _Sun_ and other New York papers of Miss Georgene Faulkner’s story telling for mothers and children at the Waldorf-Astoria, New York and St. Mary’s Parish House, Brooklyn.

The story telling at the Waldorf-Astoria was given under the auspices of Mrs. William Rogers Chapman, President of the Rubenstein Musical Club, to an audience of fourteen hundred, of which about seven hundred were children.

Miss Faulkner, in Mother Goose attire, told the children Mother Goose stories, assisted by singers who presented ballads to accompany the stories. Much to the amusement of the children, Miss Faulkner would sometimes change the text of the Mother Goose rhymes, and the children were not backward about crying out corrections of these errors. Miss Faulkner would say:

“Jack and Jill went up the hill,
Like a dutiful son and daughter;
Now Jack is sick, and Jill is ill,
They did not boil the water.”

This would be greeted by a chorus of, “No, No, that isn’t the way it goes!” and other exclamations.

Later, Miss Faulkner, in German costume, told the fairy story of “Hansel and Gretel.”

The “Gingerbread Man,” otherwise known as “Johnny Cake” and “The Wee Bunnock,” gave more pleasure to the children than any other story, perhaps because it was accompanied by Gingerbread Men in neat boxes, which were given to the children as souvenirs of the occasion.

Through the courtesy of Mrs. Chapman and with the assistance of Mrs. Arthur Elliot Fish, one hundred crippled children, from the Industrial School for Crippled Children, participated in the delights of the “Mother Goose” matinee.

The story telling at St. Mary’s Parish House, was arranged primarily for mothers, under the auspices of Miss Mabel McKinney, Superintendent of the Kindergartens in the Borough of Brooklyn.

“What kind of a story,” said Miss Faulkner, “should the mother tell to her children? Any good interesting story will lend itself to the spoken narrative. Many mothers are so careless about what their children read —thinking that almost any book which they get from the library will answer the need. This is a great mistake. If the mother will only take care to direct the young mind into the right channels at the impressionable period she would lay a firm foundation on which to build the future life of the child. Not only are many books from Public Libraries pernicious, but from the Sunday-School Libraries as well. Many mothers make a practice of filling the minds of their little children with a hodge-podge of information, superstition, fear and other ideas which have had a bad effect upon the children’s mind. They think it makes little difference what they put into the child’s thought so long as it is a story. In reality it makes all the difference in the world.

“With the great storehouse of classical and folk-lore stories within easy reach; stories of brave deeds well done; of self-sacrifice; of love and duty and other high ideals, the mind of the child is easily guided into channels of right thinking, and if mothers only realized it more fully, it is in their power through the medium of these stories to fill the little mind with ideals, which will have a most important bearing through life in the development of character. Through the simple art of story telling the mother possesses the key to the hidden nature of the child if she could only be made to appreciate and understand the value of the story influence.”

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The Story Tellers’ League at the Alabama Girls’ Technical Institute, Montevallo, is divided into chapters: The Poe Chapter; the Uncle Remus Chapter, and the Wyche Chapter. The Poe Chapter deals with the Edgar Allen Poe stories, Kipling, Hawthorne, and Irving, while the Uncle Remus Chapter deals with the Arabian Nights, Robin Hood, Uncle Remus, Folk and Fairy Tales. The Wyche Chapter deals with the Stories of King Arthur; the Opera stories—Magic Flute, Hansel and Gretel; the Beowulf Story, and Stories of Knighthood by J. H. Cox. The Chapters meet once a week separately, throughout the school year, and occasionally they have a joint meeting. The programme of the League as well as other societies in the school are published by the Institute, and may be had for the asking. The Story Tellers’ League, with its three chapters, has a combined membership of one hundred and twenty-five, making it one of the strongest organizations in the school. One Chapter of the League devotes time to the playing of folk games at the recreation hour, in the afternoon, on the lawn.

THE BEOWULF CLUB OF WEST VIRGINIA UNIVERSITY

BY JOHN HARRINGTON COX

The above-named organization is the story telling club of the University. Its formation grew out of the enthusiasm of four young women who were studying the great Anglo-Saxon epic, of course, in the original. Their eagerness to master the famous tale, to be able to retell it with at least somewhat of its original vigor, picturesqueness, and fascination, was worthy of a permanent record. Their zeal was to make the story something more than a mere name. They thought that this priceless bit of literary heritage should be gotten off the printed page and down into the hearts of people far and wide throughout our State.

As the idea developed its possibilities began to be more fully realized. Here was an opportunity of enlisting the sympathies of some of the brightest young men and young women of the University, in the great stories of the world; stories of all ages and all countries; prose and verse, ranging from the fairy tale to the Iliad. And, moreover, it was thought that the interest would not be a passing one, but permanent. The necessity of mastering the outlines of a story, the practice in recreating it by memory and imagination, the vivifying of it through the emotions and the personality of the teller, was believed to furnish an exercise in many ways more pleasurable and profitable than those obtained in the usual recitation.

The result more than fulfilled all expectations. The club was formed on the Twenty-ninth of February, Nineteen hundred and eight. Since that time it has not missed a single meeting. The membership averages about twelve from year to year. Most of these on leaving the University become teachers and carry the work into their schools, teachers’ institutes, and public entertainments. Several times the club has been invited to give a public performance. Invitations to its meetings are eagerly welcomed and the young people who tell the stories never lack for an appreciative audience.

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Detroit, Michigan, has recently organized a Story Tellers’ League. Miss Mary Conover is President, and Miss Alice M. Alexander, Secretary. The first program is devoted to Irish stories; the second evening Folk stories. Hero tales for another meeting, with Bible and Animal stories to make up the programs for two meetings. The League meets at the College Club rooms, and has a membership of thirty.

HOW TO ORGANIZE A STORY TELLERS’ LEAGUE

“I have just read an article in the March number of _The World’s Work_, on the Story Tellers’ League movement, have heard of the Story Tellers’ League, or read a chapter in Mr. Wyche’s book, ‘Some Good Stories and How to Tell Them,’ on the Story Tellers’ League, and should like to organize such a league in my community. How shall I go about it?”

This is a question that comes almost every day to some officer of the Story Tellers’ League.

The method of procedure in organizing a Story Tellers’ League is a very simple one. The first step is to call a meeting of as many prospective members as can be gotten together. A chairman and secretary _pro tem_ should then be elected and the meeting called to order. The organizer should then state the purpose of the meeting, ask for the enrollment of the names and addresses of those who wish to join and have these recorded by the secretary.

The next step is the nomination and election of permanent officers, usually a President, First Vice-President, Second Vice-President, Recording Secretary, Corresponding Secretary and Treasurer. Upon the election of these officers, the chairman and secretary pro tem resign in favor of the elected officers, and the League is then duly organized for business.

The adoption of the Constitution and By-Laws is next in order. The Constitution deals with the name, object, membership, officers, etc., of the League; while the By-Laws provide for the dates of meetings, dues, time and mode of the election of officers, and such other rules and regulations for the conduct of the League as may be deemed desirable. An Executive Committee may then be appointed to look after the general business of the League, such as the arrangement of programmes at the meetings; the planning of entertainments and special exercises, and various other matters of this nature. The officers of the League are usually _ex officio_ members of the Executive Committee.

The League when organized should be reported to the President of the National Story Tellers’ League, with the name and address of its President and Secretary, so that it may be enrolled with similar Leagues throughout the United States.

Some leagues issue Year-books which may be had upon application to the Secretary. The National League will shortly issue a year-book giving general information in regard to the story telling movement, with list of the League’s suggestive programmes.

WHAT THE LEAGUES ARE DOING

The National Playground and Recreation Association of America will hold its next annual meeting at Richmond, Virginia, May 6th to 10th.

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Miss Anna Tyler of the New York Public Library, recently spoke to the Public School Kindergarten Association on the subject of Story Telling and Children’s Books. The New York Library has thirty-eight branches, and Miss Tyler has charge of the story-telling work in these branches.

* * * * *

Miss Tyler explained how illuminating it was to watch the little ones’ use of books, and how the child was introduced to the right book by seeing pictures in the book and hearing a story told from the book.

* * * * *

The National Story Tellers’ League will hold a conference with members and representatives of all local Leagues this Summer, at the following places: July 19th, at Knoxville, Tenn., in connection with the Summer School of the South. At Chautauqua, N. Y., August 16th, in connection with the Chautauqua Institute. At Parkersburg, West Virginia, June 21st, in connection with the State Teachers’ Association of West Virginia.

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The Story Tellers’ League of Philadelphia, a branch of the National League, has for its President, Mr. F. A. Child, Professor of Oral Literature in the University of Pennsylvania. The meeting of March 12th was called “Indian Day.” Primitive tales of Alaskan Indian life, inspired by legends on the Totem Pole, gives one an idea of the subject of the day. Mr. L. V. Shortridge, University of Pennsylvania, dressed in native costume told the stories. He showed the Alaskan territory, with its totem poles, putting his audience in touch with actual conditions from which these folk tales grew. At this meeting teachers, story tellers and leaders of groups of children were invited to bring children with them. Mr. Robert Staton furnished Indian Song.

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Philadelphia has one of the largest and most successful Leagues. Its membership numbers something like one hundred people, and it has created a great deal of interest in the city among various classes of teachers and educators as well as lovers of literature.

EDITORIAL

In entering the arena of Journalism THE STORYTELLERS’ MAGAZINE invites the support of all who love literature and youth. There are many magazines today covering almost every field of activity, but not one devoted to _the art of story telling_.

While it is true that most of the magazines publish stories, few of them deal with the educational aspect of these stories—their most important relation.

Story telling in the schools; at the home; on the playground; in the Sunday schools; the children’s library rooms of the Public Library, and among social organizations has become so popular and aroused such widespread interest throughout the land that some medium of communication which will represent and unify these interests—has become almost a necessity.

THE STORYTELLERS’ MAGAZINE is founded upon a definite purpose. It enters the field in the hope that it will merit the support of a large number of general readers as well as teachers, parents and all who are interested in the uplifting of the rising generation. It goes forth as a missionary to acquaint its audience as far as it can with the vital principles that underlie the whole movement of story telling. It, therefore, invites the co-operation of all who believe in the story telling idea, in the hope that great good may come through such a union of interests.

The Editor of the MAGAZINE has devoted many years to the work of story telling, and he earnestly hopes that through the columns of the MAGAZINE greater opportunity may be afforded for direction and organization, and thus make more permanent the whole story telling movement.

There is a growing belief that in arranging the curriculum of studies for the young the rights and interests of the child have received but scant consideration. Mere drudgery has been translated to mean development while hard labor with little thought to the tendencies and attributes of the individual child has been accepted as education.

THE STORYTELLERS’ MAGAZINE offers itself as a champion of the rights of the child in education, and it hopes with the co-operation of those who know and believe in the efficacy of the story as a pleasing and effective instrument of education to battle bravely for the rights and liberties of the child, who has been aptly termed “the last serf of civilization.”

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Elsewhere in this issue will be found an “ANNOUNCEMENT” setting forth in some detail the aims and ideals of the STORYTELLERS’ MAGAZINE.

The chief aim of this magazine is to serve the great cause of story telling in a manner that will best satisfy the needs of _the greatest number_ of those interested in the movement.

How shall this be accomplished? The answer to this question is _Co-operation_.

The first issue of a magazine is something of an experiment. Its make-up is open to criticism and discussion. Its friends can do it no greater service than to disclose its shortcomings and point out the road to improvement.

Criticism is usually divided into two schools, one constructive, the other destructive; or better, let us say into friendly or unfriendly criticism.

While we shall endeavor to turn all unfriendly comment into constructive channels, we shall hope far more to profit by the sympathetic assistance and helpful advice of friends and well-wishers.

The latch string is out to all, but a double welcome is assured to those who “LEND A HAND.”

THE MOTHER—THE CHILD—THE STORY

Extract from a Report of Committee on Story Telling to the Montessori Class, University of Virginia Summer School

Since all races in all epochs have used oral stories both as a means of education and entertainment, and since much of the culture and civilization that our ancestors have bequeathed to us has come down to us in the form of story literature, and since the children of all races and in all times have said, “Tell me a story,” we believe it is fundamental in the child’s life and education.

We believe that the mother, who instinctively hums lullabys and sings Mother Goose Rhymes to the child is cultivating the child’s sense of rhythm, touching its feelings, and speaking to it through vocal language—voice modulation—which precedes verbal language; that the mother who sings

“Hush you bybaby in the tree tops,
When the wind blows the cradle will rock,” etc.,

and other Mother Goose jingles, has already begun her story telling.

That the story, the most universally used medium for conveying truth and especially the _told_ story that comes through the sensuous beauty of speech, should be continued throughout the child’s education.

We believe that when a child attributes life to its doll, makes up strange and unreal stories, that it does so in obedience to a deep psychic necessity,—that of developing the imagination, and that as a child climbs a tree or ladder and in doing so develops his body and bodily senses, so he must have for the development of his imagination the clear, bold, mental picture whether it be in fairy and folk stories or the high daring of some noble hero in epic literature or history.

We believe that the development of the imagination should go hand in hand with the sense training, modified by local, ethnic, and individual needs, and that children as well as adults must have heroes to admire and worship and ideals to inspire; that the idea of God can be represented only through the imagination and that to deny the child stories of gods and supernatural beings would be to bring him up without religious training. That the story that delights the child has psycho-therapeutic value and whether it be fact or fiction it is true in a higher sense, ministering to the spiritual needs of the child, and therefore valuable in education.

We believe that it is the most inalienable right of all children to hear stories told from the great story books of the world; that wise selections of stories should be made not only from the literature and history of Europe and America, but from Japan, China, Russia, and India, so that we may develop in the young people a feeling of a world brotherhood.

THE GREAT EPICS

The following suggestive outline of a “STORY HOUR CYCLE,” arranged by the Carnegie Library of Pittsburgh, is re-published as an excellent example of systematic classification.

Such study applied to any of the great epics will not only discover to the story teller a great treasure house of stories, but will be helpful in holding them together in sequential relation.

STORIES FROM THE ILIAD AND THE ODYSSEY

THE SIEGE OF TROY

STORY I. THE APPLE OF DISCORD

1. The Founding of Troy
2. Story of Paris and Œnone
3. Marriage of Peleus and Thetis
4. The Apple of Discord
5. The Judgment of Paris

STORY II. THE LEAGUE AGAINST TROY

1. The Athletic Games in Troy
2. Discovery of the Parentage of Paris
3. Embassy to Greece
4. Story of Helen and the Pledge of the Greek Princes
5. Abduction of Helen
6. League against Troy

STORY III. THE BEGINNING OF THE TROJAN WAR

1. The Stratagem of Ulysses
2. The Quest for Achilles
3. The Assembling of the Greeks
4. The Omen of the Snake and the Birds
5. The Sacrifice of Iphigenia
6. The Heroism of Protesilaus
7. Beginning of the War

STORY IV. THE QUARREL OF THE CHIEFS

1. The Wrath of Apollo
2. How Agamemnon Wronged Achilles
3. The Revenge of Achilles
4. The Dream of Agamemnon
5. Assembly of the Greeks
6. The Counsel of Ulysses
7. Preparation for the Battle

STORY V. THE DUEL OF PARIS AND MENELAUS

1. The Challenge of Paris
2. The Combat
3. The Council of the Gods
4. The Broken Covenant

STORY VI. THE COMBAT OF HECTOR AND AJAX

1. The Message of Hector
2. The Parting of Hector and Andromache
3. The Challenge
4. The Casting of the Lots
5. The Combat
6. The Truce

STORY VII. THE BATTLE OF THE PLAIN

1. The Command of Zeus to the Gods
2. The Battle
3. The Speech of Hector
4. The Council of the Greeks
5. The Embassy to Achilles
6. The Answer of Achilles

STORY VIII. THE DEEDS AND DEATH OF PATROCLUS

1. The Battle at the Ships
2. The Request of Patroclus
3. The Myrmidons March forth to Battle
4. The Death of Patroclus
5. The Grief of Achilles
6. How Achilles ended the Battle

STORY IX. THE EXPLOITS OF ACHILLES

1. The Making of the Armor for Achilles
2. The End of the Strife with Agamemnon
3. The Battle at the River
4. The Battle of the Gods
5. Achilles’ Pursuit of the False Agener

STORY X. THE SLAYING OF HECTOR

1. The Pursuit of Hector by Achilles
2. The Combat
3. Death of Hector
4. Grief of Andromache
5. The Funeral of Patroclus
6. The Funeral Games of the Greeks
7. The Ransoming of Hector

STORY XI. THE FALL OF TROY

1. The Fate of Achilles
2. The Death of Paris
3. Capture of the Palladium
4. Stratagem of Ulysses
5. The Fate of Laocoön
6. Capture of Troy

THE ADVENTURES OF ULYSSES

STORY XII. ADVENTURES OF ULYSSES WITH THE LOTUS-EATERS AND THE CYCLOPS

1. Adventure with the Ciconians
2. The Lotus-eaters
3. The Land of the Cyclops
4. In the Cave of the Cyclops
5. The Blinding of Polyphemus
6. Escape of Ulysses and his Companions

STORY XIII. THE KINGDOM OF THE WINDS AND THE HOUSE OF CIRCE

1. The Gift of Æolus
2. The Loosing of the Winds
3. Return to the Isle of Æolus
4. Adventure with the Læstrygones
5. The Wiles of Circe

STORY XIV. THE VISIT TO THE “LAND OF THE SHADES”

1. The Offering for the Dead
2. The Warning of Tiresias the Seer
3. How Ulysses Conversed with his Mother and with Achilles and other
Heroes
4. The Judging of the Dead
5. Return to Circe’s Isle.

STORY XV. THE SONG OF THE SIRENS, SCYLLA AND CHARYBDIS AND THE OXEN OF THE SUN

1. Song of the Sirens
2. Escape from Scylla and Charybdis
3. Arrival at the Island of the Sun
4. The Slaying of the Sacred Kine
5. The Wrath of Hyperion
6. The Shipwreck

STORY XVI. THE ISLAND OF CALYPSO AND THE SHIPWRECK ON THE COAST OF PHÆACIA

1. The Years on Calypso’s Isle
2. Minerva seeks aid for Ulysses from Jupiter
3. Mercury is sent with a Message to Calypso
4. Making of the Raft
5. Departure of Ulysses
6. The Tempest
7. Ulysses Cast on the Coast of Phæacia

STORY XVII. THE PRINCESS NAUSICAA

1. The Request of Nausicaa
2. The Games of the Maidens
3. Discovery of Ulysses
4. How Ulysses was Received in the Palace of Alcinous
5. The Festival
6. Return to Ithaca
7. Ulysses left asleep in his Native Shore
8. The Ship of the Phæacians changed to a Rock

STORY XVIII. THE ADVENTURES OF TELEMACHUS

1. The Suitors of Penelope
2. Penelope’s Web
3. Visit of Minerva to Telemachus
4. Assembly of the Men of Ithaca
5. Departure of Telemachus in quest of Ulysses
6. Journey to Pylos and Sparta
7. Telemachus warned by Minerva to return to Ithaca
8. Conspiracy of the Suitors
9. Escape of Telemachus

STORY XIX. THE BATTLE OF THE BEGGARS

1. Awaking of Ulysses
2. Transformation into an Old Man
3. Meeting with Eumæus
4. Arrival of Telemachus
5. Eumæus conducts Ulysses to his Palace
6. The Dog Argus
7. The Beggars’ Quarrel
8. The End of the Feast

STORY XX. THE TRIUMPH OF ULYSSES

1. Removal of the Weapons from the Hall
2. Interview with Penelope
3. The Scar of the Boar’s Tooth
4. The Last Banquet of the Suitors
5. The Trial of the Bow
6. Death of the Suitors
7. Recognition of Ulysses by Penelope

SOME RECENT BOOKS

“STORY TELLING IN SCHOOL AND HOME.” A Study in Educational Æsthetics. By Emelyn Newcomb Partridge and George Everett Partridge, Ph.D. Publishers, Sturgis & Walton Co., New York. Price, $1.25 net.

This is the fifth book that has appeared on story telling in the past half a dozen years. The authors have presented the psychological foundation and the æsthetic value of story telling in a most elaborate and convincing way. It is the first book that has been written by a psychologist, on the subject of story telling, and Dr. Partridge’s handling of the delicate, subtle, psychic forces that enter into literature and story telling is masterful; while Mrs. Partridge, with her practical experience as a story teller, contributes as much to the art as applied and exemplified in actual work of facing an audience of young people.

The study of the child on one hand and its fundamental needs, and the survey and analysis of sources from which we can draw material,—myth, fable, folklore, epic, and history on the other, is of immense value to all story tellers and all who teach young people even up to college entrance.

Part II of the book contains a dozen retold stories that have been put into shape by the oral telling, and are valuable both because of the form and their intrinsic worth. The book contains a number of illustrations, which add to its attractiveness, along with a bibliography and suggestions for reading. We cannot praise the book too highly. It is an inspiring book to read and a permanent contribution to the literature of story telling.

SOME GREAT STORIES AND HOW TO TELL THEM. By Richard Thomas Wyche. Price $1.00. Newson & Company, New York.

“Story tellers were the first teachers,” says Mr. Wyche in his chapter on “The Origin of Story Telling.”

In an interesting way he throws light on what stories shall be told, the use of the story in the classroom and in formal work, the story in the Sunday-school, the library, the playground, and the social circle.

The author also discusses the fundamental needs of the child, the psychological principles involved, and the spiritual equipment needed in story telling.

For purposes of illustration the author uses “The Story of Beowulf,” “The Coming of Arthur,” and other “Great Stories.”

GAMES FOR THE PLAYGROUND, HOME, SCHOOL, AND GYMNASIUM. By Jessie H. Bancroft. Price, $1.50 net. The Macmillan Company, New York.

Miss Bancroft’s book of games is a volume of over four hundred and sixty pages, with twenty-three illustrations. It contains, we should say, over two thousand games classified for Elementary schools from the first to the eighth year, for High schools, for playgrounds, for gymnasiums, for boys’ and girls’ summer camps, for house parties and country clubs, for children’s parties, and for the seashore. An excellent system of classification makes it possible to classify the games in many different ways, and thus easily find those suited to one’s needs.

As story telling and playing games are blood relations on the playground, this book is to be cordially commended as an interesting and valuable contribution to the Cause.

THE NORMAL CHILD AND PRIMARY EDUCATION. By Arnold L. Gesell, Ph.D., and Beatrice Chandler Gesell, Ed.B. Price, $1.25. Ginn & Company, New York.

This work, the authors tell us, is chiefly the result of contact with eager minds of young women who were preparing to teach young children.

It will interest story tellers mainly because of its extensive analysis and discussion of the child in the educational relation.

“To achieve results in literature,” it is stated, “the children must have something more than a good story: they must have a good story teller—one with quick sympathies and an intuitive knowledge of her group; one who loves the old stories, who feels the pulse of humanity throbbing through them all; whose voice is clear, flexible, interpretative; whose language is simple, direct, pictorial; who enters into a dramatic situation; who has a keen sense of humor, who is willing to sow the seed and let it develop in its own good time.” “The Normal Child” is a most helpful, illuminating, and instructive book.

THE CHILDREN’S READING. By Frances Jenkins Olcott. Price, $1.25 net. Houghton Mifflin Co., Boston.

Miss Olcott has given us a valuable book on children’s readings. She speaks as an authority from her many years’ experience as a librarian; therein is the chief value of her book. She knows the names and authors of many of the best books for young people, and gives many valuable lists of books. The very fact that she has had to deal with so many books from without as a librarian, has probably prevented her knowing so well the inside of the book,—seeing and living with its imagery, communing with its spirit and breathing its atmosphere until it gives up its deepest meaning. Any treatment of a story that helps one to visualize, to re-create, to breathe its atmosphere and live its spirit, ought to be valuable; the letter killeth, the spirit giveth life. However, her quotations from authors who have done that are many and valuable. The one on Homer’s Iliad, page 103, is especially good; but she barely mentions the Odyssey, the more interesting story to the young people. The book is conservative rather than original and creative.

ALDINE FIRST LANGUAGE BOOK. For Grades Three and Four. By Catherine T. Bryce and Frank E. Spaulding. Price 48 cents.

A MANUAL FOR TEACHERS. To accompany Aldine First Language Book. Price 60 cents. Newson & Company, New York.

These two books, the Manual and the Pupil’s book accompanying it, the authors tell us have grown out of many years’ experiment in teaching “language” so called.

The work which the child is called upon to accomplish is, throughout the entire book, based on fables, myths, legends, stories of all kind, rhymes and poems, the delight of childhood, all of which are fully within the range of the child’s understanding and appreciation. The varieties of ways in which these materials are presented arouses the keen interest of the children, stimulates their thought, and quickens their whole mental life. They discuss freely, they dramatize, they reproduce orally and in writing, the work over into new forms, they live and love the contents of stories and poems. No one can read this pupil’s book without becoming impressed with the tremendous value of story telling as a direct instrument of education. The introduction of a comprehensive “Teacher’s Manual” into the class-room, explaining the work to the teacher step by step, seems to be a new and most serviceable idea.

STORIES OF LONG AGO IN THE PHILIPPINES. By Dudley Odell McGovney, A.M. Price forty cents. World Book Company, Yonkers-on-Hudson, New York.

THE STORY READERS’ PRIMER. By May Langdon White. Price thirty-six cents. World Book Company, Yonkers-on-Hudson, New York.

These little stories of ancient days in the Philippines contain such interesting selections as “The Sea and the Sky,” “The Bird and the Bamboo,” “The Good and the Evil Spirits,” “Naming the Islands,” and “Manila Long Ago.” These stories have a certain historic value and will be read with interest by children in the United States.

The Story Readers’ Primer tells of the every day experiences of two happy, healthy children, and makes effective use of the classic stories and poems.

BIBLIOGRAPHY

In this list of books, Column I gives the price upon receipt of which the book named will be sent post-paid. Column II gives the price upon receipt of which the book named will be sent post-paid together with The Storytellers’ Magazine for one year. Remittances may safely be made by Money or Express Order or by draft on New York. All communications should be sent to The Storytellers’ Magazine, 27 West 23d Street, New York, giving the name of the book wanted; the date at which the subscription to The Storytellers’ Magazine should begin, and the name and full post-office address of the sender.

I. Story Telling

Column I Column II
Price Price
at which Book of Book and
will be sent THE STORYTELLERS’
post-paid MAGAZINE for
one year
Book and
STORYTELLERS’
BRYANT, Sara Cone.—How to Tell Stories MAGAZINE
to Children. 1.00 Combined $1.65
Stories to Tell Children. 1.00 1.65
HOUGHTON, Louise.—Telling Bible Stories 1.25 “ 1.85
KEYES.—Stories and Story-Telling. 1.25 “ 1.85
LYMAN, Edna.—Story-Telling: What to
Tell and How to Tell It 0.75 “ 1.55
PARTRIDGE, E. N. & G. P.—Story-Telling
in School and Home. 1.25 “ 1.75
WYCHE, R. T.—Some Great Stories and
How to Tell Them. 1.00 1.55

II. Bible Stories

BUNYAN.—Pilgrim’s Progress. 1.00 “ 1.65
CHISHOLM.—Stories from The Old Testament. 0.50 “ 1.30
CHURCH.—Story of the Last Days of
Jerusalem. 1.25 “ 1.85
HODGES.—Saints and Heroes. 1.35 “ 1.95
KELMAN.—Stories from the Life of Christ. 0.50 “ 1.30
PENDLETON.—In Assyrian Tents. 0.75 “ 1.55
SHEPARD.—Young Folks Josephus. 1.25 “ 1.85
SIVITER.—Nehe, Story of Nehemiah. 1.50 “ 2.10
TOLSTOI.—Where Love Is—There is God Also. 0.35 “ 1.25

III. Epics, Romances and Classic Tales

ARNOLD.—Sohrab and Rustem. 0.25 “ 1.15
BALDWIN.—Story of Roland. 1.50 “ 2.10
BALDWIN.—Story of Siegfried. 1.50 “ 2.10
CARPENTER.—Hellenic Tales. 0.60 “ 1.45
CHURCH.—Odyssey for Boys and Girls. 1.50 “ 2.10
CHURCH.—Stories of Charlemagne. 1.75 “ 2.25
CHURCH.—Stories of Homer. 1.25 “ 1.85
CRAWFORD.—Tr. the Kalevala, the National
Epic of Finland. 3.00 “ 3.50
DARTON.—Tales of the Canterbury Pilgrims. 1.50 “ 2.10
DARTON.—Wonder-book of Old Romance. 1.50 “ 2.10
DAVIDSON.—A Knight Errant—Story of
Amadis of Gaul. 1.75 “ 2.25
HAVELL.—Stories from Don Quixote. 1.50 “ 2.10
HIGGINSON.—Tales of the Enchanted
Islands of the Atlantic 1.50 “ 2.10
HOLBROOK.—Northland Heroes. 0.35 “ 1.25
HULL.—The Boy’s Cuchulain-Irish Hero
Legends. 1.50 “ 2.10
IRVING.—Tales from the Alhambra. 0.60 “ 1.40
LANG, A.—Book of Romance. 1.60 “ 2.15
LANG, Andrew.—“Tales of Troy and
Greece.” 1.00 “ 1.65
LANG, L. B.—Red Book of Heroes. 1.60 “ 2.15
LANIER.—The Boy’s King Arthur. 2.00 “ 2.45
MABIE.—Heroes Every Child Should
Know. 0.50 “ 1.30
MACLEOD.—Book of King Arthur, etc.
(Inexpensive edition.) 1.00 “ 1.65
MACLEOD.—Book of King Arthur and His
Noble Knights. 1.50 “ 2.10
MACLEOD.—Stories from the Faerie Queene 1.50 “ 2.10
MCSPADDEN.—Stories from Wagner. 0.50 “ 1.30
MCSPADDEN.—Stories from Chaucer. 0.50 “ 1.30
MARSHALL.—Stories of Beowulf. 0.50 “ 1.30
MARSHALL.—Stories of Childe Roland. 0.50 “ 1.30
MARSHALL.—Story of William Tell. 0.50 “ 1.30
MORRIS.—Story of Sigurd the Volsung. 2.00 “ 2.45
PALMER.—Tr. Odyssey of Homer. 1.00 “ 1.65
PYLE.—Story of King Arthur and his Knights. 2.00 “ 2.45
PYLE.—Story of Launcelot and his Companions.2.00 “ 2.45
PYLE.—Some Merry Adventures of Robin
Hood. (Condensed) 0.50 “ 1.30
PYLE.—Merry Adventures of Robin Hood 3.00 “ 3.30
RAGOZIN.—Frithj and Roland. 1.25 “ 1.85
RAGOZIN.—Siegfried and Beowulf. 1.25 “ 1.85
ROYDE-SMITH.—Una and the Red Cross Knight.2.50 “ 2.85
TEGNER.—Frithiof’s Saga. 1.25 “ 1.85
TINKER.—Beowulf. Tr. by Tinker. 1.00 “ 1.65
WILMOT-BUXTON.—Stories of Persian Heroes. 1.50 “ 2.10
WILSON.—The Story of the Cid. 1.25 “ 1.85

IV. Fables, Myths, Heroes and Folk Lore

ÆSOP’S FABLES.—Ed. by Joseph Jacobs. 1.50 “ 2.10
ANDERSEN.—Wonder Stories. 1.00 “ 1.65
AUSTIN.—The Basket Woman—Ute Indian Tales. 1.50 “ 2.10
BALDWIN.—Story of the Golden Age. 1.50 “ 2.10
BALDWIN.—Wonder-book of Horses. 0.75 “ 1.60
BLUMENTHAL.—Folk Tales from the Russians 0.60 “ 1.45
BRADISH.—Old Norse Stories. 0.45 “ 1.28
BROWN.—In the Days of Giants. 1.10 “ 1.85
BRYCE.—Fables from Afar. 0.45 “ 1.28
Short Stories for Little Folks. 0.35 “ 1.20
BRYCE.—That’s Why Stories. 0.45 “ 1.28
DASENT.—Popular Tales from the Norse. 2.50 “ 2.85
GRIFFIS.—The Fire-Fly’s Lovers, Japanese
Folk Tales. 1.00 “ 1.65
GRIMM.—Household Stories. Tr. by Crane. 1.00 “ 1.70
HAWTHORNE.—Wonderbook and Tanglewood Tales. 1.00 “ 1.70
HARRIS.—Uncle Remus and His Friends. 1.50 “ 2.10
HARRIS.—Uncle Remus, His Songs and Sayings. 2.00 “ 2.45
KINGSLEY.—Heroes of Greek Fairy Tales. 1.00 “ 1.65
KUPFER.—Legends of Greece and Rome. 0.75 “ 1.60
LAGERLÖF.—Swedish Folk Tales. 1.50 “ 2.10
LANG, Andrew.—True Story Book. 2.00 “ 2.45
MABIE.—Norse Stories Retold from The Eddas. 1.25 “ 1.75
PEABODY.—Old Greek Folk Stories. 0.25 “ 1.15
RAMASWAMI, Raju.—Indian Fables. 1.50 “ 2.10
ROULET-NIXON.—Japanese Folk Stories
and Fairy Tales. 0.40 “ 1.25
SCUDDER.—Children’s Book. 2.50 “ 2.85
STORR.—Half-a-Hundred Hero Tales. 1.35 “ 1.95
WIGGIN & SMITH.—Tales of Laughter. 1.35 “ 1.95
WIGGIN & SMITH.—Tales of Wonder. 1.50 “ 1.95
ZITKALA-SA.—Old Indian Legends. 0.60 “ 1.40

V. Fairy Tales—Old and New

ANDERSEN.—Fairy Tales. Tr. by Mrs. Lucas. 2.50 “ 2.85
ANDERSEN.—Fairy Tales. Vol. I. 0.40 “ 1.25
Vol. II. 0.40 “ 1.25
ANDERSEN.—Stories and Tales. 0.30 “ 1.20
ASBJORNSEN.—Fairy Tales from the Far
North (Burt). 1.00 “ 1.65
BALDWIN.—Fairy Stories and Fables. 0.35 “ 1.25
BAIN.—Russian Fairy Tales. 0.00 “ 1.65
BAIN.—Cossack Fairy Tales and Folk Tales. 0.00 “ 1.65
CARY.—Fairy Legends of the French
Provinces. 0.60 “ 1.45
CHISHOLM.—In Fairy Land. 3.00 “ 3.30
COMPTON.—American Indian Fairy Tales. 1.50 “ 2.10
CRAIK.—The Fairy Book. 0.50 “ 1.30
DOLE.—Russian Fairy Book. 2.00 “ 2.45
GRIMM.—Fairy Tales. Tr. by Mrs. Lucas.
Ill. by Arthur Rackham. 1.50 “ 2.10
JACOBS.—Celtic Fairy Tales. 1.00 “ 1.65
JACOBS.—More Celtic Fairy Tales. 1.25 “ 1.85
JACOBS.—English Fairy Tales. 1.00 “ 1.65
JACOBS.—More English Fairy Tales. 1.25 “ 1.85
JACOBS.—Indian Fairy Tales. 1.00 “ 1.65
LANG, Andrew.—Blue True Story Book. 2.00 “ 2.45
LANG, Andrew.—Crimson Fairy Book. 1.60 “ 2.15
MACDONNELL.—Italian Fairy Book. 1.35 “ 1.90
OZAKI.—Japanese Fairy Book. 1.50 “ 2.10
RHYS.—Fairy Gold. 0.70 “ 1.55
WILLISTON.—Japanese Fairy Tales. 0.75 “ 1.55

VI. History, Biography, Travel and Adventure

ABBOTT.—Daniel Boone. 1.25 “ 1.85
Christopher Carson, Known as Kit
Carson. 1.25 “ 1.85
ABBOTT.—David Crockett. 1.25 “ 1.85
AMBROSI.—When I was a Girl in Italy. 0.75 “ 1.55
BARNES.—Yankee Ships and Yankee Sailors. 0.50 “ 1.30
BOLTON.—Lives of Poor Boys Who Became
Famous. 1.50 “ 2.10
BOYESEN.—Boyhood in Norway. 1.25 “ 1.85
BROOKS.—Story of Marco Polo. 1.50 “ 2.10
BROOKS.—True Story of Christopher Columbus. 1.50 “ 2.10
BUTTERWORTH.—Zigzag Journeys around
the World. Per vol. 1.50 “ 2.10
CARPENTER.—Asia. 0.60 “ 1.45
CARPENTER.—South America. 0.60 “ 1.45
CHURCH.—Stories of the East from Herodotus. 1.25 “ 1.85
CUSTER (Mrs).—Boy General. Story of
the Life of Major-General George
A. Custer. 0.50 “ 1.40
DANA.—Two Years Before the Mast
(University). 1.00 “ 1.65
DU CHAILLU.—Country of the Dwarfs. 1.25 “ 1.85
Lost in the Jungle. 1.25 “ 1.85
My Apingi Kingdom. 1.25 “ 1.85
Stories of the Gorilla Country. 1.25 “ 1.85
Wild Life Under The Equator. 1.25 “ 1.85
DUTTON.—Little Stories of Germany. 0.40 “ 1.25
GARLAND.—Boy Life on the Prairie. 1.50 “ 2.10
GIBSON.—In Eastern Wonder-Lands. 1.50 “ 2.10
GOLDING.—Story of David Livingston. 0.50 “ 1.30
HAWTHORNE.—Biographical Stories. 0.25 “ 1.15
JENKS.—Boy’s Book of Explorations. 2.00 “ 2.45
JOHNSTON AND SPENCER.—Ireland’s Story 1.40 “ 2.05
KINGSLEY.—Westward Ho! 0.60 “ 1.45
KNOX.—Boy Travellers in Great Britain
and Ireland. 2.00 “ 2.45
MABIE.—Heroines Every Child Should Know. 0.50 “ 1.30
MCMANUS.—Our Little Hindu Cousin. 0.60 “ 1.40
MACGREGOR.—Story of France. 2.50 “ 2.85
PARKMAN.—Oregon Trail. 0.40 “ 1.25
ROOSEVELT AND LODGE.—Hero Tales
from American History. 1.50 “ 2.10
ROOSEVELT.—Ranch Life and the Hunting
Trail. 2.50 “ 2.85
SCHWATKA.—Children of the Cold. 1.25 “ 1.85
STARR.—American Indians. 0.45 “ 1.30
TAPPAN.—Story of the Greek People. 1.50 “ 2.00
Story of the Roman People. 1.50 “ 2.00
VAN BERGEN.—Story of Russia. 0.65 “ 1.50
WHITE.—The Magic Forest. 0.50 “ 1.30
YOUNGE.—Book of Golden Deeds. 1.00 “ 1.55

VII. Stories of Humor

ADELBORG.—Clean Peter. 1.25 “ 1.85
BAUM.—Father Goose. 1.25 “ 1.85
Wizard of Oz. 1.25 “ 1.85
BURGESS.—Goops, and How to be Them. 1.50 “ 2.10
CARROLL.—Alice’s Adventures in Wonderland. 0.60 “ 1.45
Through the Looking Glass. 0.60 “ 1.45
CHAMNEY (Mrs.).—Paddy O’Leary, and
his Learned Pig. 1.00 “ 1.65
HALE.—Peterkin Papers. 1.50 “ 2.10
HARRIS.—Nights with Uncle Remus. 1.50 “ 2.10
LEAR.—Nonsense Songs. 2.00 “ 2.45
PAINE.—Arkansaw Bear. 1.00 “ 1.65

THE NATIONAL STORY TELLERS’ LEAGUE
HOME OFFICE: 27 West Twenty-third Street, New York

OFFICERS

Richard T. Wyche, President
27 West 23d St., N. Y.

James H. Van Sickle, Vice President
Superintendent of Schools, Springfield, Mass.

R. M. Hodge, Secretary
552 West 113th St., N. Y.

W. H. Keister, Treasurer
Superintendent of Schools, Harrisonburg, Va.

_Origin of the Story Tellers’ League Movement in America_

One time some half a hundred people gathered on a lawn at twilight at the close of a summer’s day, to tell stories, to sit on the grass, to relax, rest and commune with those spiritual forces that lie dormant in literature and in nature until touched by living and creative personalities. We were a group of teachers attending the Summer School of the South at the University of Tennessee. Twice a week these meetings were held with an informal program of stories and the singing of familiar national melodies. At the close of that session of the school, numbering over two thousand teachers, a formal organization was made which afterward became the National Story Tellers’ League. That was July, 1903, and marked the beginning of the Story Tellers’ League movement in America.

Since that time the movement has grown until many local leagues have sprung up all over the United States. The purpose of the whole movement in a word is the told story, oral literature, with the young people always in view.

STORY TELLERS’ LEAGUES

THE STORYTELLERS’ MAGAZINE publishes for the convenience of those interested in the story telling movement a finding list of Story Tellers’ Leagues throughout the United States. Correspondence is invited in order to supply omissions caused by lack of information so that the MAGAZINE may be made as complete as possible.

Leagues marked with a * publish Year Books.

ALABAMA

BIRMINGHAM
STORY TELLERS’ LEAGUE
——, _President_
——, _Cor. Secretary_
P. O. Address—Care J. H. Phillips, Supt. Birmingham Public Schools

MONTEVALLO
*ALABAMA GIRLS’ TECHNICAL INSTITUTE STORY TELLERS’ LEAGUE
Myrtle Brooke, _President_
——, Cor. _Secretary_
P. O. Address—Alabama Girls’ Technical Institute, Montevallo, Ala.

TUSCUMBIA
STORY TELLERS’ LEAGUE
Miss Rayner Tillman, _President_
——, _Cor. Secretary_
P. O. Address—Care Public Schools, Tuscumbia, Ala.

ARKANSAS

LITTLE ROCK
*STORY TELLERS’ LEAGUE
Miss Grace Boyce, _President_
Miss Dora Hooper, _Cor. Secretary_
P. O. Address—Care Superintendent CitySchools, Little Rock, Ark.

COLORADO

DENVER
STORY TELLERS’ LEAGUE
Miss Edwina Fallis, _President_
——, _Cor. Secretary_
P.O. Address—637 Franklin St., Denver, Col.

CONNECTICUT