SOUTHERN BRANCH,
UNIVERSITY OF CALIFORNIA,,
LIBRARY,
1L0S ANGELES, CALIF.
The Children's Reading
r**
THE CHILDREN'S
READING
BY
Frances Jenkins Olcott
BOSTON AND NEW YORK
HOUGHTON MIFFLIN COMPANY
($fte fiiticrtfitie pre?s CambriDflc
COPYRIGHT, 191 2 ( BY FRANCES JENKINS OLCOTT
ALL RIGHTS RESERVED
Published November IQlt
GRATEFULLY DEDICATED
TO
F. O. AND J. E. O.
\ 37
Note to the Reader
THE aim of this book is to meet in a
simple and practical way the following
questions often asked by parents :
Of what value are books in the educa-
tion of my children %
What is the effect of bad reading *?
How may I interest my children in home-
reading"?
What kind of books do children like ?
What books shall I give my growing boy
and girl?
Where and how may I procure books?
These questions are answered in fourteen
chapters, each followed by a descriptive list
of books helpful to parents and to child-
study clubs, or suitable for the children's own
reading. All juvenile books recommended
are selected by standards based on Christian
ethics, practical psychology, and the literary
values of generally accepted good books.
Instructions are given for procuring books
viii Note to the Reader
by purchase or from public libraries. Special
suggestions are made for parents living in
the country.
To make the information in the book of
practical use, suggestions are given as to ways
and means of interesting children in home-
reading, and developing their literary tastes
gradually and pleasantly for, as the great-
est of our English poets says: "No profit
grows where is no pleasure ta'en."
Contents
I. The Influence of Good Books . i
II. Some Modern Conditions and the
Effects of Bad Books . .11
MIL Children's Interests . . 19
\ IV. Ways of Guiding Reading . . 29
^V. Picture Books and Illustrators 40
VI. Easy Reading . . . . 58,
VII. Fables, Myths, and Fairy Tales 60
VIII. Ballads, Epics, and Romances . 99
IX. Poetry and Rhymes . . .129.
X. Some Classics and Standards . 146
XL Fiction of To-day . . .168
XII. History, Biography, and Travel 198
XIII. Useful Books .... 223
XIV. Religious Books .... 252
x Contents
Appendix
One Hundred Good Stories to tell
and where to find them . . 275
how to procure books through
the Public Library . . . 284
how to procure children's books
by Purchase .... 299
Purchase List of Children's Books 302
Index ....... 339
B
| A TABLE C
t AND NOTABLE PERSONS
W This table cannot show to full extent the number of famoi
* often state merely that such and such a man was a voracioui
Most of the books listed here were read before the readers we
a* biographies have been compared so that the material presen
THE BIBLE
Queen Elizabeth
Daniel Webster
Harriet B. Stowe
John G. Whittier
FAERIE QUEENE
Lowell
Milton
Hawthorne
Keats
ARABIAN NIGHTS
Alexandre Dumas
Sir Henry Layard
Leigh Hunt
Tolstoy
FAIRY TALES
Charles Lamb
Sir Walter Scott
Robert Burns
Coleridge
DON QUIXOTE
Longfellow
Dickens '
Aldrich
Emerson
GULLIVER'S TRAVELS
Hugh Miller
Lucy Larcom
Walter Besant
14*4**Jl4t**4**4*44**4**4**44*4
3
f CLASSICS '
NFLUENCED BY THEM
eople influenced by the books which are listed. Biographies Jft
ider in his youth, devouring every book that came to hand, j
ixteen years old, and many before they were twelve. Many 3
here is collected from different sources. *-
DYSSEY
Henry M. Stanley
Hugh Miller
Ruskin
Wagner
ROBINSON CRUSOE
Macaulay
Washington Irving
Coleridge
Alexandre Dumas
[LGRIM'S PROGRESS
Rufus Choate
Sm Humphry Davy
Benjamin Franklin
Charles Lamb
SCOTT'S NOVELS AND
POEMS
Bayard Taylor
Hawthorne
Lowell
Stedman
.UTARCH
Napoleon
Alexander Hamilton
Madame de Maintenon
Madame Roland
SHAKESPEARE
Daniel Webster
Lincoln
Darwin
Emerson
ft4*g4444*444*44>**8
THE CHILDREN'S
READING
CHAPTER I
THE INFLUENCE OF GOOD BOOKS
" Sir, he hath never fed of the dainties that are bred in a
book j he bath not eat paper, as it were; be bath not drunk
ink: his intellect is not replenished.** Shakespeare.
THE guiding of the children's reading is
of great importance because it is fund-
amental. It strikes at the roots of many
weedy growths that weaken and hamper the
healthy development of character. For even
as when desiring a beautiful garden, we pre-
pare the soil and plant the selected seeds, and
pluck out the weeds ; so should we carefully
prepare the children's minds, root out the
tares, and fill their imaginations with the
noble thoughts and ideals of those great
books which will help the developing men
or women to resist ignoble and corroding'
influences.
1 The Children's Reading
As it is satisfying to have tangible reasons
for the faith that is in us, let us glance for a
moment at some of the evidence of the Past
which proves the importance of early train-
ing of children and the power of good books
to mould character and shape events. We
shall arise from such examination with re-
newed earnestness and a desire born of
conviction, not sentiment to pass along the
joys and helps of literature to all children for
whom we are responsible.
" You know also that the beginning is the
chiefest part of any work," says Plato, " es-
pecially in a young and tender thing ; for
that is the time at which the character is
formed and most readily receives the desired
impression." " Childhood is a tender thing,"
testifies Plutarch, "and easily wrought into
any shape. Yea, and the very souls of child-
ren readily receive the impressions of those
things that are dropped into them while they
are yet but soft ; but when they grow older,
they will, as all hard things are, be more diffi-
cult to be wrought upon. And as soft wax is
apt to take the stamp of the seal, so are the
The Influence of Good Books 3
minds of children to receive the instructions
imprinted on them at that age."
Not only Plato and Plutarch, but modern
educators agree that " the child is father of
the man," and that to train children in the
way they should go insures that they will
not depart therefrom. For childhood is with-
out question the impressionable period, the
time for educating the imagination to normal
action, for instilling good habits, for teaching
the distinctions between right and wrong, and
for laying the foundation of the spiritual
life. All unconscious are the children of
this process of imbibing ideas and sugges-
tions to be recalled and used automatically
when they come to years of judgment. This
storing process cannot be more surely accom-
plished than by arousing the children's inter-
est in good books. To this bears witness
much proof of the Past and Present.
As we read the life of many a great man or
woman we find convincing proof of the power
of books read in the home. Often the awaken-
ing of feelings and emotions, and sometimes
of strong purposes governing after life, are
4 The Children's Reading
traceable to books read in childhood, or to
the promptings of book-loving parents.
These points are best illustrated by a few
examples of the influence of one great au-
thor Plutarch of whom Emerson says:
"His grand perceptions of duty led him to
his stern delight in heroism ; a stoic resist-
ance to low indulgence; to a fight with for-
tune ; a regard for truth ; his love of Sparta,
and of heroes like Aristides, Phocion, and
Cato. He insists that the highest good is in
action. . . . His delight in magnanimity
and self-sacrifice has made his books, like
Homer's Iliad, a bible for heroes."
Many are the evidences of Plutarch's in-
fluence. A few will do here for illustration.
"You could not have sent me anything
which could be more agreeable," King
Henry the Fourth wrote to his wife, Marie
de' Medici, " than the news of the pleasure
you have taken in this reading. Plutarch
always delights me with a fresh novelty. To
love him is to love me ; for he has been long
time the instructor of my youth. My good
mother, to whom I owe all, and who would
The Influence of Good Books 5
not wish, she said, to see her son an illus-
trious dunce, put this book into my hands
almost when I was a child at the breast. It
has been like my conscience, and has whis-
pered in my ear many good suggestions and
maxims for my conduct, and the government
of my affairs."
We find Madame Roland carrying Plu-
tarch to church with her instead of a prayer-
book that was when she was nine years
old. "From that period," -she writes, "I may
date the first impressions and ideas that ren-
dered me a republican." So it was Madame
Roland's childhood reading that laid the
foundations for her political views which led
to her martyrdom in the cause of liberty.
The same author exerted a strong influence
over the young Napoleon, who read with
avidity history, especially of ancient repub-
lics. The "Commentaries" of Caesar was
also one of his favorite books.
In like manner we may trace the effect
of countless other books from the Holy
Bible, that has moved nations and wrought
miracles in the souls of men, to the writings
6 The Children's Reading
of poets, sages, historians, and novelists that
have helped to mould character and shape
events.
Masson writes that there are evidences that
Milton's earliest reading had ranged far
beyond the day's theological works and "it
is with his early readings of Du Bartas,
Spenser, and other poets, that we are bound,
by the concord of time, to connect his own
first efforts in English verse. According to Au-
brey he had been a poet from the age often."
"The first two books I ever read in pri-
vate," writes Burns in a delightfully reminis-
cent letter to his friend Dr. Moore, "and
which gave me more pleasure than any two
books I ever read again, were The Life of
Hannibal,' and ' The History of Sir William
Wallace.' Hannibal gave my young ideas
such a turn that I used to strut in raptures
up and down after the recruiting-drum and
bagpipe, and wish myself tall enough that I
might be a soldier; while the story of Wal-
lace poured a Scottish prejudice in my veins,
which will boil along there till the flood-
gates of life shut in eternal rest."
The Influence of Good Books 7
Gladstone enumerates some of his early-
books "Pilgrim's Progress," "The Arabian
Nights," " Tales of the Genii," and Miss
Porter's "Scottish Chiefs." The latter, he
says, touched him deeply, "especially the
life and death of Wallace, used to make me
weep. This would be when I was about ten
years old." A list of Gladstone's readings
the year he was seventeen is most impress-
ive. It includes among other things Moliere
and Racine, " Tom Jones," Tomline's "Life
of Pitt," Leslie on " Deism," Locke's " De-
fence of the Reasonableness of Christianity,"
Milton's Latin poems and "Paradise Lost,"
Ben Jonson's "Alchemist," and Scott, in-
cluding the " Bride of Lammermoor." The
last he called a beautiful tale, and it was in
after life a favorite book. Says Morley, re-
ferring to Gladstone's notes on the books
he read, "Mention is made of many sermons
on 'Redeeming the time,' 'Weighed in
the balance and found wanting,' * Cease to do
evil, learn to do good,' and other ever un-
exhausted texts. One constant entry, we
may be sure, is ' Read Bible.' "
8 The Children's Reading
Into the field of science we trace the book
influence. The twelve-year-old Huxley
lighted his candle before daylight and with
a blanket pinned about his shoulders read
Hutton's " Geology." " One of his boyish
speculations," says his son, " was as to what
would become of things if their qualities
were taken away; and lighting upon Sir
William Hamilton's Logic ' he devoured it
to such good effect that when, years after-
wards, he came to tackle the great philoso-
phers, especially the English and German, he
found he had already a clear notion of where
the key of metaphysics lay."
It is not possible to give in this limited
space many examples of the influence of
books. The reader is referred for further
evidence to the table of early readings of
great people which forms the frontispiece of
this volume. But we cannot better close this
brief survey than with a glimpse of young
Abe Lincoln stretched out on the cabin
floor, reading, by the light of a burning
log, those precious books to borrow which
he had tramped many a mile. He learned
The Influence of Good Books 9
Burns by heart, and Shakespeare, too, a
significant fact when we consider the depth
and breadth of Shakespeare's humanity,
and that Burns sang the brotherhood of
man.
Thus we find that the Past presents an
overwhelming and convincing mass of proof
as to the influence of books. We find
many men and women deeply moved and
impelled by what they read strong virile
literature capable of impressing the imagina-
tion. And, what is of educational importance,
we note that many of these books were read,
appreciated, and their contents absorbed by
the very young.
With this evidence before us we should
surely feel more than ever the grave re-
sponsibility of directing the children's read-
ing, cultivating their powers of discrimin-
ation, and making them book-lovers in the
finest sense of the word. One may then say
with the Lacedemonian, who, when asked
what he had done for the child in his charge,
replied, "I make good and honest things
pleasant to children."
io The Children's Reading
SOME INTERESTING ARTICLES ON THE
EARLY INFLUENCE OF GOOD BOOKS
Books for children to read. (In Baldwin, Book
Lover.)
Evidences of the influence of books on great men,
and advice on the selection of children's books.
On novels and the art of writing them. (In
Trollope, Autobiography.)
On the character-moulding powers of the good and
bad novel, and of the novelist's responsibility.
On reading old books. (In Hazlitt, Plain Speaker.)
A charming essay laying emphasis on the pleasures
of reading in youth.
The problem. (In Moses, Children's Books
and Reading.)
A plea for strong reading for children a chapter in
a book dealing with the growth of children's litera-
ture. Contains valuable bibliographies on the sub-
ject.
What children read. (In Repplier, Books and
Men.)
A spicy essay comparing the strong book with the
weak.
CHAPTER II
SOME MODERN CONDITIONS AND THE
EFFECTS OF BAD BOOKS
" Let everything possible be done to keep these sensitive
boys and girls ; but particularly the former, from familiarity
nvith crime. Do not thrust desperadoism upon them from the
shop-nvindonvs through the picture-covered dime novel, and
the faring pages of the 'Police Gazette.'' It is just such
teaching by suggestion that starts many an honest but romantic
boy off to the road, nvhen a little cautious legislation might
save him years of foolish nvandering and the State the expense
of housing him in its reformatories later on. I write nvith
feeling, at this point, for I knovj from personal experience
nvhat tantalizing thoughts a dime novel ivill anvaken in
such a boy^s mind. One of these thoughts ivill play more
havoc nvith his youth than can be made good in bis manhood^*
Flynt, " Tramping with Tramps."
ALL our modern children are not Mil-
tons, Madame Rolands, or Lincolns,
living comparatively isolated lives, and sur-
rounded by a few strong books not written
for children. To-day we have to face rapidly
changing conditions. Education is no longer
for the fortunate few, but for all. Interests
are wider, though with a tendency to super-
ii T. e Children's Reading
ficiality, and good and bad books may be
had almost for the asking. So before we
proceed to select reading for the present-day
boys and girls it is helpful to examine some
of the deteriorating influences which affect
their reading tastes.
Modern city children are thrust, almost
in babyhood, into the ceaseless, bewildering
rush of life outside the home. They are ex-
posed in a truer sense of the word than are
the children whom the heathen abandon to
die of cold and hunger exposed to evil
foes attacking from all sides : to weak and
bad companions, to the exciting pleasures
of the street, to the influence of low shows,
coarse pictures, suggestive bill-posters, and
to the dangerous suggestions of the nickel
and dime novels. Thus the children's virtues
are likely to be corrupted, and their minds
filled with coarsening thoughts and ignoble
purposes.
The church, school, settlement, play-
ground, and public library are all doing their
share to counteract deteriorating influences,
but the foundations of the walls that will
The Effects of Bad Books 13
successfully shut out these warring enemies
of the soul must be laid in the home. Teach-
ers, librarians, and social workers can cooper-
ate with, but they cannot serve as substitutes
for educated parents, who, by the laws of
family relationship, likeness of mental pro-
cesses, and force of personal example,
exert a more powerful, direct, daily influence
on the moral, mental, and spiritual growth
of their children.
The most forceful virtue-fostering in-
fluences are to be found in the highest type of
the home. But the home in these modern
times has undergone changes which have
weakened its constructive powers. The
mother is the home-maker. The modern fac-
tory now makes many of the household sup-
plies which the mother formerly made with
her own hands. Thus for some time past she
has been relieved of a number of home du-
ties, and her time and attention have been
diverted to pleasures and duties of outside
life. Hitherto the modern mother has had
little time for the old-fashioned companion-
ship with her children, to read, work, or sew
14 The Children's Reading
with them, or to devise their amusements.
The father has been too absorbed by his busi-
ness to enjoy his children. Thus many a home
has offered no inducement to look for amuse-
ment there, consequently it has lost its
strength to counteract evil outside forces.
Happily there has been of late a strong re-
action towards home-making and personal
parental supervision. The mother is now
making a wise adjustment of her time be-
tween home duties and the pressing calls of
the outside world philanthropic, educa-
tional, and civic. She is studying the best
methods of developing her children, includ-
ing the guiding of reading. Indeed, the
mother now realizes that weak and vicious
books undermine character.
In order to meet actual conditions, when
guiding the children's reading, all parents
should know something of the nature of
the bad books that fall so easily into their
children's hands.
There are two classes of bad books : one
the thrilling tale of impossible adventure,
weak, sentimental, and enervating, neither
The Effects of Bad Books 15
strong enough to incite to action, nor aiming
to inculcate noble ideas of right and wrong ;
the other the really vicious tale, written in
bombastic language and presenting false stan-
dards of life and morals under the glamour of
sensational love-story, or daring adventures
of criminals, detectives, and other question-
able heroes.
It is scarcely possible to keep the children,
especially city children, from some know-
ledge of these books. For weak and vicious
fiction may be found everywhere. It may be
bought for a few cents from the news-stand,
rented from cheap subscription libraries, bor-
rowed from comrades, and found even on the
shelves of those public libraries which exer-
cise no educational supervision over the
selection of the books they provide for the
children of their communities.
Impelled by the natural force of book-
hunger, boys and girls will read something,
and they want that something to be excit-
ing or emotional. If good and entertaining
books are not provided the boy may subsist
entirely (possibly in secret) on a diet of
16 The Children's Reading
dime and nickel novels, and if procurable,
on the lurid pages of the " Police Gazette "
while the girl will eagerly devour the vulgar
love-episodes of the family story papers, and
the cheap " yellow novels." Even if good
books are made available the boy will pro-
bably read his quota of " dimes and nickel."
Happily the real danger from reading these
tales does not lie in enjoying a few of them,
but in the continuous indulgence in weak
and vicious reading. At a very early period
constructive home influences should be
brought to bear on the children. Their pow-
ers of discrimination should be developed,
and mentality strengthened ; so after a while
they will find that the cheap story palls and
becomes insipid, and sensational adventures
seem no longer plausible, or worth reading,
when they may have a vigorous story for the
asking. When children reach this stage, then
the " yellow " book has no longer any hold
on them.
If, however, constructive influences are not
brought to bear, the boy is likely to retain
in his character the marks set by the false
The Effects of Bad Books 17
standards of life, the mock heroics, and the
criminal suggestions of the dime and nickel
novels; and the girl will continue to feed
on those vulgar love-tales, which cannot fail
to color her views of life in general.
Another evil force to be fully reckoned
with is the uncensored moving-picture-show,
where on the screen are vivified the doings
of criminals, outlaws, and vagabonds. It is
a common occurrence in the public library
for children to ask for books by the titles
of the current programmes of the neighbor-
hood picture-shows ; proving the power of
moving-pictures to excite interest in sensa-
tional reading. Here the same undermining
forces are at work as in the dime and nickel
novel the suggestions entering the mind
through the same powerful medium, the
imagination.
In this necessarily brief survey of the ef-
fects of bad reading it is not possible to pre-
sent the matter from all sides. The reader
is therefore directed for further information
to the following books containing much food
for thought.
18 The Children's Reading
ON THE INFLUENCE OF BAD BOOKS
Little Pharisees in Fiction. (In Repplier, Varia.)
Of Elsie Dinsmore and her kind.
The Children of the Road. (In Flynt, Tramp-
ing with Tramps.)
"In the bottom of their hearts they are no worse than
the average boy and girl, but they have been unfortu-
nate enough to see a picture or hear a story of some
famous rascal and it has lodged in their brains; until
the temptation to go and do likewise ' has come
upon them with such overwhelming force that they
simply cannot resist."
The Influence of Books. (In Field, Fingerposts
to Children's Reading.)
Gives practical illustrations of the effects of bad books.
CHAPTER III
CHILDREN'S INTERESTS
'* See, at his feet, some little plan or chart,
Some fragment from his dream of human life.
Shaped by himself, ivith newly-learned art ;
A wedding or a festival,
A mourning or a funeral ;
And this hath now his heart,
And unto this he frames his song ,
Then will he fit his tongue
To dialogues of business, love, or strife . . .
Filling from time to time his " humorous stage **
With all the Persons, down to palsied Age,
That life brings with her in her equipage j
As if his whole vocation
Were endless imitation.''''
Wordsworth.
IF parents wish to initiate their children
into the full joys of reading, they must
be able to look back, at their own childhood
doings through a veil of half-humorous re-
trospection. They should be sympathetic
with children's thrills of excitement, with
their curiosity, their fancies, their sense of
humor, and with their love of warmth and
color.
20 The Children's Reading
In discussing reading we may pass quickly
over the good little children, placidly seated
on benches, with aprons immaculate, and
smooth, parlor-made faces, who, if they exist
outside the brain of the sentimentalist, may
be disposed of once for all with a diet of
"Parent's Assistant," "Rosamond and the
Purple Jar," "The Fairchild Family," and
"Sandford and Merton" or, better still,
with an antidote to unnatural goodness in
the shape of liberal doses of " Peck's Bad
Boy" and the " yellowest" of nickel novels.
The children whom we have to deal with
thoughtfully are those of the playground
and nursery; who are in perpetual motion,
sparkling, rumpled, saucy, mischievous, in-
quisitive, keen at questioning, and quick to
respond to suggestions good and bad if they
are presented in an enticing way. These
children are a never-failing source of delight
to parents who study the interests and daily
development of their boys and girls, and who
seek to fit the right books to varying tastes.
Such study brings not only pleasure but
wisdom to parents, for, as Goethe says, " If
Children's Interests 21
one, after the manner of Swedenborgian spir-
its, wishes to look through the eyes of others,
one would do best to use children's eyes for
that purpose."
The process of gradually moulding the
mind of a child is best begun in infancy.
The mother finds, even before the little one
can speak, that he responds to rhythm. First
to lullabies, then to Mother Goose rhymes,
repeated over and over, with emphasis on
the rhyme. Half the baby's pleasure is in
the frequent hearing of a familiar strain. The
baby enjoys also, largely for rhythm's sake,
short stories with refrains and much repeti-
tion, also cumulative tales ; like, " The Three
Bears," "This Little Pig went to Market,"
"To Boston, to Boston," "The House that
Jack Built," " The Pig that would not go
over the Stile," and many others to be found
in Mother Goose, iEsop, Grimm, and Ja-
cobs.
An acquaintance of the writer, who be-
lieves in the importance of rhythmic train-
ing, reads aloud Italian to his young children,
who, though they do not understand the
ii The Children's Reading
meaning of the words, are fascinated by the
musical cadence of the language.
The writer knows of one baby boy who,
long before he could speak, would sit mo-
tionless for half an hour or more on his aunt's
lap listening to stories told swiftly and
rhythmically to the older children. He was
a healthy, active little lad, full of mischief
at other times, but during story-telling he
would sit spell-bound, with eyes fixed stead-
fastly on the story-teller's face.
This feeling for rhythm is found in al-
most every normal child. It is in fact the
rudiment or germ of a sense of balance and
harmony, and as such should be carefully
nurtured. The Greeks laid stress on this
branch of education the development of
the sense of harmony through music and
poetry. And modern educators are introduc-
ing folk-song and dancing into schools and
playground curriculums.
As the infant passes into childhood he be-
gins to take an interest in live things es-
pecially domestic animals and later in
flowers, wind, rain, stars, and other expres-
Children's Interests 23
sions of Nature. He finds delight in picture-
books, and short stories of animals, birds, and
flowers. When a little older he enjoys fables,
fairy and wonder tales, short moral stories,
and imaginative tales of home, play, and
humor.
The transition from childhood into boy-
hood and girlhood is at first scarcely percep-
tible. It comes at no definite age, but accord-
ing to the maturity of the individual child.
It usually occurs between ten and twelve
years of age. At this period both boy and
girl begin to show a twofold interest in life
and books. They are alike in their idealistic
interests that is, in a craving for romance
and chivalry, and the poetic interpretation of
ethical truths. But they begin to develop
differing sex interests in the affairs and books
of practical life.
As a boy's practical interest evolves, he,
being objective by nature, prefers stories of
athletics, of daring adventures, thrilling dan-
gers and escapes, also of gregarious life, such
as the experiences of gangs, pirates and rob-
ber-bands, and members of secret societies
i\ The Children's Reading
and clubs. He enjoys history, biography, and
books that show him how to make and do
things.
A girl, with intense subjectivity, reads by
preference stories of play, home, and school
life ; the burden of which too often is pain-
ful mental suffering over small sins, and
misunderstandings. As she grows older she
enjoys simple love stories of a romantic
nature.
The natural instincts of a girl are narrower
than a boy's. They may be broadened, how-
ever, if some one whom she admires takes an
active part in directing her reading; for the
girl is a hero-worshiper, and is willing to
be guided by the judgment of one whom
she likes. On the other hand, a boy is cau-
tious about taking advice from any one who
does not agree with his definite likes for
things and actions ; this is especially true of
his reading.
Although it is possible to classify roughly
certain tastes and interests as belonging to
one or more periods ofchildhood and youth,
it is impossible to~forecast the individual
Children's Interests 25
talents and preferences of children. These,
parents must watch and satisfy as need calls,
and adjust their selection of books accord-
ingly.
There are books to meet all interests, indi-
vidual, idealistic, practical ; books that will sat-
isfy budding talents, and books that cover a
wide range of popular girl and boy interests;
many of these the children will read for them-
selves without pressure. But the books that
may forcibly impress on character ideas of jus-
tice, truth, honor, loyalty, and heroism, these
must be introduced to the children through
tactful and enjoyable methods, which will
stimulate the imagination. Some of these
methods already proved to be successful are
briefly discussed in the following chapter.
There is, however, no more refreshing way
of renewing one's youth than through read-
ing some of the human books listed below.
The list is merely suggestive, for there are
many other stories dealing sympathetically
with children's interests.
26 The Children's Reading
ON CHILDREN'S INTERESTS
Infancy and childhood
Cosette, book 3. (In Hugo, Les Miserables.)
Cosette works, plays, and suffers at Thenardier's
inn.
Golden Age. (Grahame.)
Charming, reminiscent tales, told with poetic feeling
and sympathy with childhood's plays and fancies.
King John, Act IV. (Shakespeare.)
Arthur and Hubert. 6 <fl tv.
Little Annie's Ramble. (In Hawthorne, Little
Daffydowndilly.)
" When our infancy is almost forgotten, and our
boyhood long departed, though it seems but as yes-
terday ; when life settles darkly down upon us, and
we doubt whether to call ourselves young any more,
then it is good to steal away from the society of
bearded men, and even of gentler woman, and spend
an hour or two with children."
Pearl. (In Hawthorne, Scarlet Letter.)
"In this one child there were many children, com-
prehending the full scope between the wild-flower
pretuness of a peasant baby, and the pomp, in little,
of an infant princess."
The Madness of Philip. (Daskam.)
A collection of short stories setting forth most hu-
morously the badnesses, mischief, and fun of small
children.
Children's Interests 27
Girlhood
Boy and Girl, and School-time. (In Eliot, Mill
on the Floss.)
Development of a high-spirited and sensitive girl.
Little Women. (Alcott.)
Of normal, wholesome girl-interests.
One I Knew Best of All. (Burnett.)
Story of a lonely, self-centred girlhood,
Phoebe and Ernest v (Gillmore.)
Of the domestic relations between some practical
American parents and their children.
The Sisters Rajevski. (Sonia Kovalevsky.)
An interesting autobiographical sketch of the educa-
tion and development of Sonia and her sister.
Boyhood
Being a Boy. (Warner.)
An elderly boy's reminiscences of his farm life. Hu-
morous and delightful.
Cousin Rufus's Story. (In Riley, A Child- Wprld.)
About a runaway boy.
Boyhood of David. (In Dickens, David Copper-
field.)
Of whom Dickens says : " I have in my heart of
hearts a favorite child, and his name is David Cop-
perfield."
Story of a Bad Boy. (Aldrich.)
A happy-hearted, humorous record of the author's
New England boyhood.
28 The Children's Reading
Tom Brown's School Days. (Hughes.)
A story embodying the principles which Dr. Arnold
of Rugby used to develop boys into manly, Chris-
tian men.
Tom Sawyer. (Twain.)
Humorous and clever study of natural, untamed in-
terests of boys such incidents as mysterious caves,
grave-robbing, midnight marauding, drinking, smok-
ing, superstitions, early loves, vagabond life, treas-
ure-finding, and robber-gangs with secret and bloody
oaths.
/ <s
CHAPTER IV
WAYS OF GUIDING READING
" The telling of stories refreshes the mind as a bath re-
freshes the body ; // gives exercise to the intellect and its
powers; it tests the judgment and the feelings.'''' Froebel.
" There is no academy on earth equal to a mother's read-
ing to her child.'"'' Scudder.
COMPANIONSHIP of parents and
children, and mutual enjoyment of
books are then the foundation of successful
guiding of children's home reading. This
exchange of sympathies may be brought
about by very simple methods, if they are
utilized by parents after a joyous not didac-
tic fashion.
As soon as a little child can understand
simple spoken language he should be told
stories regularly. He is not yet ready to be
read aloud to, as it is difficult for him to
concentrate attention on spoken words only.
He craves the closer sympathy aroused by
watching the story-teller's face ; for the play
3<D The Children's Reading
of emotions on the face, and the cadences
of the voice as it fits itself to the narrative,
heighten a child's pleasure and help to keep
his absorbed attention.
At story-telling time a child's mind is
open to the deepest impressions. His emo-
tions may be swayed towards good or bad.
His imagination is active, making a succes-
sion of mental pictures. Through story-
telling he may be taught the difference be-
tween right and wrong, and his mind may
be stocked with beautiful mental images,
and as soon as he can read he may be given
the books that contain the stories told, and
be encouraged to read for himself.
The delights of story-telling, its power to
stimulate the imagination of the story-teller
as well as the interest of the listeners, are set
forth in this charming picture of mother and
son given us by Goethe's mother. "Air, fire,
earth, and water I presented under the forms
of princesses ; and to all natural phenomena
I gave a meaning, in which I almost be-
lieved more fervently than my little hearers.
As we thought of paths which led from star
Ways of Guiding Reading 31
to star, and that we should one day inhabit
the stars, and thought of the great spirits we
should meet there, I was as eager for the
hours of story-telling as the children them-
selves; I was quite curious about the future
course of my own improvisation, and any
invitation which interrupted these evenings
was disagreeable. There I sat and there
Wolfgang held me with his large black
eyes; and when the fate of one of his favor-
ites was not according to his fancy, I saw
the angry veins swell on his temples; I saw
him repress his tears. He often burst in with,
4 But, mother, the princess won't marry the
nasty tailor, even if he does kill the giant ! '
And when I made a pause for the night,
promising to continue it on the morrow, I
was certain that he would in the meanwhile
think it out for himself, and so he often
stimulated my imagination."
Thus Goethe's mother learned her story-
telling methods from her children, and, un-
reining her imagination, carried her children
with her into wonder-realms. She helped the
evolution of her son's rich intellect, and by
32 The Children's Reading
so doing enlarged her own nature. In this
way any mother may learn of her children,
but she will do well to supplement this nat-
ural training by studying the methods of
professional story-tellers; for this purpose
she will find helpful the books listed at the '
end of this chapter. Miss Bryant, in sum-
ming up the essentials of good story-telling,
says that it " includes sympathy, grasp,
spontaneity ; one must appreciate the story,
and know it ; and then, using the realizing
imagination as a vivifying force, and dom-
inated by the mood of the story, one must
tell it with all one's might, simply, vitally,
joyously."
A broad education may be given older
children by supplementing the story-hour
with systematic reading aloud. As a child
grows older a regular hour should be set
aside daily for reading aloud *to him. This
should not interfere with playtime in the open
air. A bedtime hour for reading, or an eve-
ning reading in the family sitting-room, is
conducive to a delightful companionship
of parents, children, and books. The litera-
Ways of Guiding Reading 23
ture thus read should be, as far as possible,
of a vital kind that the children are not likely
at first to enjoy by themselves. Such an
introduction to fine books, with possibly a
second reading of favorites, will make them
forever a part of the literary equipment of the
children.
One grandmother of to-day, the centre and
life of her large household, has, by dint of
systematic reading aloud, and careful selec-
tion of books, developed the literary taste of
six children of her own, and two nephews,
and is now pursuing the same course with
three grandchildren. The oldest grandchild
is nine years old, and her general knowledge
of history and literature would be remarkable
in a girl of twelve. The child's unfatigued
mind and plastic memory has unconsciously
gathered from the reading many facts and
ideas, which have become, as it were, a part
of her being, and she readily absorbs this
knowledge because it appeals to her through
her imagination. Two hours a day the grand-
mother sets aside for reading aloud to the
children. One directly after luncheon, and
34 The Children's Reading
the other at bedtime. The children sew,
embroider, or do other work, while being
read to, and they look forward to their hour.
The programme covers a wide range of
reading, including books for little folk, and
biography, travel, history, poetry, and the
classics for the older ones, and once a month
"St. Nicholas." Each evening reading-hour is
begun by a chapter from the Bible or "Pil-
grim's Progress," which are thus evening by
evening read through with judicious skip-
ping. A large share of this grandmother's
success lies in her own enjoyment of what she
reads ; in her keen and youthful relish for a
good story, and in her low but expressive
voice, which modulates itself to the interest
of the narrative. She unconsciously ex-
emplifies the ancient admonition to "carry
your voice softly and low, as it were in the
chariot of another man's words."
Wagner tells us that when he was six
years old his father placed him with a clergy-
man, to be brought up with other boys of
his own class. The vicar, Herr Wetzel, read
aloud and told stories in the evenings. He
Ways of Guiding Reading 35
" used to tell us," writes Wagner, " the story
of Robinson Crusoe, and discuss it with us
in a highly instructive manner. I was, more-
over much impressed by a biography of
Mozart, which was read aloud; and the
newspaper accounts and monthly reports of
the events of the Greek War for Independ-
ence stirred my imagination deeply. My
love for Greece, which afterwards made me
turn with enthusiasm to the mythology and
history of ancient Hellas, was thus the natu-
ral outcome of the intense and painful in-,
terest I took in the events of this period."
And later, when leaving his home in Eislei
ben, Wagner writes : " I soon made myself
at home with a soap-boiler's family, to whom
the house belonged, and became popular
with them on account of the stories I
told."
The selection of stories to tell or read
aloud is a question of importance, and to
choose the best from the great mass of avail-
able literature is a long and difficult task.
To this end valuable suggestions will be
found in both Miss Bryant's and Miss
36 The Children's Reading
Lyman's books, and in " The Fingerposts "
of Mr. Field, but as an aid to busy parents
a graded list of " one hundred good stories
to tell and where to find them," is added
to the appendix of this volume ; and at the
end of each chapter on children's boqks
is a list of recommended books from which
may be selected stories to read aloucL
A systematic programme, not too ironclad,
may be arranged, or the story-teller and
reader may follow the children's requests.
One book often suggests another, or the child-
ren become interested in special subjects. It
may be necessary to lead up to the strong
books by reading aloud first from good but
more ephemeral stories; for instance, the read-
ing of Howard Pyle's " Robin Hood " may
create a desire to hear Robin Hood ballads,
and possibly " Ivanhoe " may be enjoyed. In
the same way Bennett's " Master Skylark "
may lead to Tappan's " In the Days of Queen
Elizabeth," Rolfe's "Shakespeare, the Boy,"
and later to Yonge's " Unknown to History,"
" Kenilworth," and "Westward Ho!" 01
even to the reading of Shakespeare's plays,
Ways of Guiding Reading 37
either in original form, or in the renditions
of Lamb and Hoffman,
v The building-up of the home library is an
essential aid in the development of literary
taste, and only books worth reading twice
should be bought for it. Almost every child
has at one time or another the collecting
mania. This may be turned to good account
if he is encouraged to expend his collecting
effort on books. If expensive editions are out
of the question there are many compara-
tively cheap ones which are a pleasure and
an education to own. A neat book-case, and
a book-plate with his name on it increase a
child's joy of ownership. The book-plate
may be obtained of an art-stationer, or, for
a small sum, it may be made by any printer.
In the latter case the plate may be about
two inches square, made of cream-white,
flexible paper. A simple decorative border
may be used, and the child's name Mary
Phillips, her book, or Edwin Hunt, his book,
as the case may be printed in two lines in
the centre.
Children like to keep lists of the books
38 The Children's Reading
they read, or to copy short poems and wise
sayings. An attractive little blank book,
with a gay cover, and with, if possible, the
child's name printed on it, will prove an in-
centive to good reading. Lincoln as a boy
kept such a record on boards when he had
no paper. " We have heard of writers and
scholars," writes his biographer, Brooks,
" who make a commonplace book in which
may be recorded things noteworthy and
memorable. Abraham Lincoln, at the age
often, kept such a book. It was first writ-
ten on wooden 'shakes,' with charcoal.
Transferred to paper with pen and ink, and
repeated often, the noble thoughts and me-
lodious lines of famous men had already
become a part of the education of the Presi-
dent that was to be."
Thus with a good and varied library to
choose from, and a regular book-hour for
story-telling or reading aloud, parents may
not only accomplish wonders in the educa-
tion of their children, but they may bring
about a mutual enjoyment that will as time
goes on result in a deep, tender, and abiding
Ways of Guiding Reading 30
friendship between themselves and their boy^
and girls, and in after years those children
will look back with grateful memories to
the social hour which gave them not only
their love of books, but brought them nearer
to their home.
HELPS IN GUIDING CHILDREN'S READING
How to Tell Stories to Children. (Bryant.)
A practical manual on story-telling. Contains chap-
ters on selecting and adapting stories ; on how to
tell stories, and also includes a number of stories
already adapted for the teller, together with lists of
good stories to tell.
Reading in the Home. (In Field, Fingerposts to
Children's Reading.)
Ways of directing reading, together with a suggest-
ive list of books.
Story-Telling, What to Tell and How to Tell it.
(Lyman.)
With special reference to story-telling from epic and
romance. Contains also a chapter on reading aloud,
with suggestions as to what to read.
CHAPTER V
PICTURE BOOKS AND ILLUSTRATORS
A picture is the simplest and most elementary expression
of an idea. It precedes written language. The savage told
his primitive stories by means of picture-avrittng before his
descendants learned the use of letters , and as the childhood
of the individual is a counterpart of the childhood of the ract,
the child to-day expects the picture to tell his story also, before
the text is open to him." W. T. Field.
THE picture-book has a distinct educa-
tional place. It stocks the imagination
with pictured facts outside the individual's
daily experience, and it may train the eye to
an appreciation of fine color, harmony, and
line ; and it may also feed the developing
senses of fancy and humor. For these rea-
sons the selection of a child's picture-books
is important.
There are city children who have never
seen fields of daisies and rippling grain, and
they have never played in a haycock, driven
cows to pasture, or gone berrying or wild-
Picture Books and Illustrators 41
flower gathering, nor have they fished with
bent pins in willow-shaded brooks. There
are country children who have never seen
the city, or a circus, or the trains, ships, or
traffic of busy, crowded life. But both city
and country children may learn of all these
things, enjoyably, from their picture-books.
Through pictures they may gather inform-
ation about life in many lands, natural his-
tory of other countries, and manners and
customs of former days; all of which helps
to prepare them for a wider understanding
of the books they will read when older.
But to produce the best results a child
should enjoy his pictures, and they should
appeal through his imagination to his in-
terests. He has definite preferences for cer-
tain kinds of pictures. When little he enjoys
linen books showing dogs, cats, horses, and
other domestic animals, and later those de-
picting bears, tigers, and wild life ; he also
enjoys pictures of children's play and home
life. He likes these illustrations if they are
warm in color, full of action, and drawn with
large simple lines, with little detail, and the
A
42 The Children's Reading
last only when it helps explain the story told
by the picture.
When the little girl and boy have out-
grown the elementary "toy" books, they
will pore for hours over illustrations of rail-
way trains, ships, soldiers, workingmen, doll's
housekeeping, and children at play, and over
pictures telling in sequence whole tales of
wonder and action. But especially delightful
to the small child is the humorous picture-
book, frolicsome, fanciful, and laughter-
making.
The writer has had a great deal of expe-
rience in helping children to choose picture-
books, and she has noticed that they do not
instinctively choose the ordinary photogra-
phic reproduction, the retrospective picture,
or the poster-picture, heavily printed in black
and white, or the decorative illustration, or
the impressionistically colored one. They
like at first primary colors, and later the
warm coloring of nature. Action and joy,
fun and fancy are the keynotes of favorite
pictures. Children also like illustrations in
black and white if they tell a story simply
Picture Books and Illustrators 43
and humanly. An example of this is the
popularity of Foster's " Story of the Bible,"
illustrated with old-fashioned woodcuts. The
above principles apply not only to picture-
books, but, to a certain extent, to the illus-
trations of books for older boys and girls.
Unfortunately there is not a large or varied
line of excellent picture-books to choose
from. Subjects of educational importance or
of interest to children have not been ade-
quately covered. Too many of the picture-
books that deluge the market are crude in
color or coarse in treatment; while, on the
other hand, illustrations for the books of
older children are many and attractive.
Most of our finest linen, board, and cloth-
bound picture-books, as well as the best ju-
venile book illustration, are the work of Eng-
lish artists, who seem to have retained their
spontaneous freshness of youthful outlook.
They spare no pains to make their work
artistic as well as attractive. Among the
pioneers of modern English juvenile illus-
tration are Cruikshank, Caldecott, Walter
Crane, Sir John Tenniel, and Kate Green-
44 The Children's Reading
away. These artists have produced classic
illustrations which should be a part of every
child's education.
Cruikshank's pictures for the old fairy-
tales are wonderfully imaginative, and stim-
ulating to the fancy. He created a fairy-
land, and his giants seem to grow before
our eyes. His text he twisted into temper-
ance lectures for the young, thus destroying
their value as folk-literature, but the volume
makes an inimitable picture-book.
For humor, action, and story-telling quality
no children's artist has surpassed Randolph
Caldecott in his illustrations for "The Di-
verting History of John Gilpin," "The
Babes in the Wood," "An Elegy on the
Death of a Mad Dog," and other classic
rhymes for the nursery. Walter Crane has
triumphed over the children's instinctive
aversion to decorative drawing. This suc-
cess is largely due to Crane's choice for il-
lustration of popular subjects, like The
Sleeping Beauty, Red Riding Hood, Cin-
derella, Jack and the Bean Stalk, and also
to his romantic treatment and his coloring.
Picture Books and Illustrators 45
warm and rich. His decorative drawing
subordinates itself to his story, which he
tells in a delightful sequence of pictures
that develop the tale without the aid of the
text. His books are an education in line, \
color, and design, and fortunately they may
be bought in cheap paper form as well as
in the more expensive bound edition. Cut
out and mounted on soft-toned brown card-
board, with a black border drawn closely
about the pictures, they make an artistic and
fascinating nursery frieze.
Sir John Tenniel helped to create " Alice
in Wonderland," for his convincing pic-
tures did much to immortalize the wonder-
child. When such perfect harmony between
text and illustration exists, as it does in the
original editions of Carroll's classic story, it
seems almost sacrilegious for other artists to
attempt to improve on Tenniel's work. Hap-
pily so far no one has achieved such a suc-
cess that the original illustrations are likely
to be neglected.
The sprightliness and delicacy of child-
hood, the freshness and joy of springtime,
46 The Children's Reading
reminding one of William Blake in spirit,
are the essence of Kate Greenaway's charm.
Of her Andrew Lang says : " Since Stothard,
no one has given us such a clear-eyed, hap-
py-hearted childhood. Added to this, the
Old World costume in which Miss Green-
away clothes her characters lends an arch
piquancy."
These pioneers in English juvenile illus-
tration have been followed by many more
of varying merit. Among the newer artists
is Hugh Thomson, whose spirited illustra-
tions of Darton's Canterbury Pilgrims are in
keeping with the vigorous language of this
rendition of the Chaucer tales. All we re-
gret is that the artist's name does not ap-
pear oftener on the title-pages of children's
books. Another fine illustrator is L. Leslie
Brooke, who depicts most humorously and
imaginatively the talking animals of the nur-
sery rhymes and stories. The funny detail
of his pictures convulses little children v/ith
laughter, and his coloring is very attractive
to the young. Louis Wain, too, draws ani-
mals cats with delightful humor. Bed-
Picture Books and Illustrators 47
ford creates fanciful pictures, and Brock
illustrates classic fiction with delicate colored
plates showing old-time life. Rackham uses
soft ivory effects which please aesthetic child-
ren, while Helen Stratton handles primary
colors so that they lose much of their crude-
ness. She illustrates nursery tales, in large
simple lines, very taking with the little peo-
ple.
It is only within a few years that well-
known American illustrators have turned
their attention to children. This portends
the arrival of the American artistically illus-
trated "juvenile." Unfortunately some of
the most prominent of the illustrators tend
towards an involved poster style, or they
depict the sentimental, or retrospective and
introspective phases of child life. These il-
lustrations are appreciated by grown people,
but they fall utterly outsi'de the normal,
hearty interests of childhood. Examples of
such illustration may be found in the work
of the Rhead brothers, Elizabeth Shippen
Green, Jessie Willcox Smith, and even
Maxfield Parrish. These artists have done
48 The Children's Reading
some work attractive to children, but their
usual style is not so.
Some fine American artists, who have
achieved notable success from the standpoint
of children, are Howard Pyle, Remington,
E. Boyd Smith, Palmer Cox, Gelett Bur-
gess, Peter Newell, and Reginald Birch.
The illustrations of " Men of Iron," and
"Jack Ballister's Fortunes," show Mr. Pyle
at his best, but his pictures for "The Won-
der Clock," suggestive of the Albrecht Du-
rer school, do not arouse a thrill of response
in every child. Remington illustrates, with
spirit, cowboy and Indian life, while E.
Boyd Smith tells a good story in his pic-
tures, as may be seen in his " Robinson Cru-
soe," and " The Last of the Mohicans " ; but
his coloring in his picture-books is not sat-
isfactory to little children, although they
enjoy his pictures because of his story-tell-
ing power or his humor.
Past-masters in the art of grotesque draw-
ing are Palmer Cox, Gelett Burgess, and
Peter Newell. Their books are highly sat-
isfying to the small boy who revels in a
Picture Books and Illustrators 49
rollicking book that shakes both one's sides
with laughter. These grotesque illustrations
supply the demand of the most embryonic
sense of child-humor, and they displace the
Buster Brown and Foxy Grandpa variety
of picture-book.
Reginald Birch represents a large class
of artists on this side of the water, who pro-
duce pretty, sentimental pictures, especially
pleasing to girls. His illustrations have a
quaintness, and a light, graceful quality that
redeem them from condemnation on the
score of sentimentality.
Both in England and America there is
a host of rising artists who are doing color
work and illustrating in black and white.
Some of their work, from the children's
standpoint, is most promising. They illus-
trate new juvenile fiction galore and primers,
readers, and the pages of "St. Nicholas."
They keep closely to children's interests,
and through their selection and presentation
of subjects they do much to visualize for chil-
dren scenes and experiences which broaden
child-outlook on life. Among these illus-
50 The Children's Reading
trators are Lucy Fitch Perkins, Hope Dun-
lap, Blanche Ostertag, M. W. Enright, Bea-
trix Potter, M. L. Kirk, T. H. Robinson,
and A. G. Walker.
Picture-books roughly classify themselves
into four groups ; the didactic, which includes
alphabet books, those showing manners and
customs, and those depicting historical events,
mechanical objects, and natural history; the
domestic^ showing home, school, and play
life; the fanciful and artistic, including story-
telling pictures of fancy and wonder ; and
last but not least, the humorous picture-book.
The appended list of recommended books
follows this form.
Before closing this chapter the writer
wishes to make a plea for the best of picture-
books, which, though not intended for child-
ren, sometimes form decided tastes that in-
fluence the after life of a child. These are
odd volumes of old magazines, and illus-
trated books of travel, history, biography,
and adventure. One young woman, within
the writer's knowledge, bears in her mind
indelible marks impressed by such volumes
Picture Books and Illustrators 51
as fell into her hands when a child. The
pictured "Life of Napoleon," by Abbott, as
she pored over it in " Harper's Magazine,"
left with her a romantic interest in all that
concerns the French Revolution, and the
life of the war-genius. Illustrated volumes
ofLayard's "Nineveh and its Remains," and
two volumes showing pictures of ancient
Egyptians, enthralled her so completely and
filled her with such a thirst for antiquities,
that, now that she is a woman, the mere
sight of an antique vase in a museum con-
jures up in her mind a whole ancient civiliz-
ation, in the contemplation of which she
loses all sense of time and place. Stories and
descriptions of burial mounds, sepulchres,
and buried cities arouse in her an instant
thrill of response which no new interest can
cause and all this magic is brought about
by some musty tomes once used as picture-
books.
The modern book of travel, illustrated
with the regulation photograph, does not
serve this purpose. It is the book that is
profusely bepictured with woodcut sketches,
52 The Children's Reading
or with photographs that tell a story, which
a child enjoys. If parents own copies of
such illustrated books as the Bible illus-
trated by Dore, Lane's "Arabian Nights,"
Wilkinson's "Ancient Egypt," Sven He-
din's " Through Asia," or Kennan's " Sibe-
ria," they would do well to let their children
absorb knowledge from the pictures.
PICTURE-BOOKS
(For other books of pictures see Easy Reading, page
62; also History, Biography, and Travel, page 209. For
editions, publishers, and prices, see Purchase List of Child-
ren's Books, page 302.)
Didactic Picture-Books
A, Apple Pie. (Greenaway.)
Alphabet book in color, with pretty verse.
Baby's Book of Trains and Ships.
Oblong book, showing colored pictures of trains and
ships of France, England, Russia, Canada, etc.
Book of Baby Birds. (Parker.)
Charming black and white pictures showing baby
birds at home in their nests. Very lifelike.
Children of Other Days. (Moore.)
Full-page pictures showing famous royal children,
together with some quaint pictures of other old-
fashioned noble babies. Accompanied by simple
text.
Picture Books and Illustrators 53
Farm-Book. (Smith.)
Illustrated in color by E. Boyd Smith. Tells of
modern farm life as seen by two city children.
Includes pictures of ploughing, sowing, reaping,
churning, feeding chickens, and going to market.
Hans and Little Hilda. (Jewett.)
A Christmas secret of two little Dutch children.
Illustrated in color.
Joan of Arc. (Boutet de Monvel.)
The best of this famous French illustrator's books
for children. Gives in colored picture and simple
text the life of the Maid of Orleans.
Little Workers. (Lowe.)
Oblong picture-book showing, in colored pictures,
children working at all sorts of trades, including
printing, basket-making, dressmaking, glass-blow-
ing, etc.
My. Big Book of Soldiers.
Large picture-book with colored pictures of troops
of all countries, including English, German, French,
Japanese, and Chinese.
Wee Folk's Alphabet. (Hitch.)
With colored illustrations.
World in Pictures. (Von Wyss.)
Contains sixty-two pictures, thirty-two of which
are in color; depicting, among other things, desert
life, Indian life, oceans, mountains, and volcanoes.
54 The Children's Reading
Domestic Picture-Books
Clean Peter. (Adelborg.)
Pretty picture-book telling of Clean Peter's effort*
to reform the dirty children of Grubbylea.
Hausmutterchen. (Bonn.)
Oscar Pletsch, the illustrator, presents with sym-
pathy the charm and quaintness of German peasant
life, and of little children's plays. A good picture-
book in spite of its German text. Some other
books illustrated by Pletsch are *' Was willst du
werden," and " Der alte Bekannte."
Nos Enfants. (France.)
Stories of French children, accompanied by colored
pictures by Boutet de Monvel. The companion
volume to this is Filles et Garcons. French text.
Fanciful and Artistic Picture-Books
Baby's Own JEsop. (Crane.)
Artistically illustrated by Walter Crane.
Bilberry Wood. (Dick.)
Pretty, fanciful story told in rhyme, and pictured
in color.
Book of Gnomes. (Weatherly.)
Colored pictures of fairies, elves, and dwarfs. Fan-
ciful and popular with little children.
Cherry Blossom. (Grimm.)
Illustrated in primary colors by Helen Stratton.
Other books of the series are Hansel and Gretel,
and Roland and Maybird.
Picture Books and Illustrators 55
Cruikshank Fairy-Book.
Four old-fashioned tales illustrated by " the veteran"
George Cruikshank, of whom Andrew Lang says:
"He indeed may justly be compared to Hogarth,
since in tragic power and intensity he occasionally
comes nearer to him than any artist of our time."
La Fontaine's Fables. (Boutet de Monvel.)
Illustrated by the editor. Text in French, but the
pictures tell the tales so cleverly that they do not
need the aid of text.
Marigold Garden. (Greenaway.)
Original verses and delicate colored pictures by
Kate Greenaway.
Pied Piper of Hamelin. (Browning.)
There are two charming editions of this poem. One
artistically illustrated by Kate Greenaway, and the
other with attractive colored pictures by Hope
Dunlap.
Under the Window. (Greenaway.)
The most popular of Kate Greenaway' s books.
Contains quaint colored pictures and verses.
Walter Crane's Picture-Books.
Seven cloth-bound volumes of the best popular nursery
tales, together with some nursery rhymes. Illus-
trated in color, warm and rich. Published also in
twenty-one parts in paper covers. Austin Dobson
says : " Mr. Walter Crane has produced specimens
of nursery literature, which, for refinement of col-
oring and beauty of ornament, cannot easily be sur-
passed."
56 The Children's Reading
Humorous Books
Book of Cheerful Cats. (Francis.)
Clever line drawings. Very popular with children.
Brownie Books. (Cox.)
Eight volumes of fun and frolic of Brownies abroad
and at home. Some of the titles are, " Brownies,
their Boole," "Brownies around the World,"
" Brownies through the Union," and "Brownie
Clown of Brownietown. "
Caldecott Picture-Books.
Four volumes of delightful, humorous pictures ac-
companied by famous verse and rhyme. Of Calde-
cott, Andrew Lang writes : " There is a spontaneity
of fun and unforced invention about everything he
does. Other artists draw to amuse us; Mr. Calde-
cott seems to draw to amuse himself and this is
his charm."
Careless Jane. (K. Pyle.)
Pictures and verses telling of Georgie Lie-a-bed,
Boisterous Ann, Untidy Amanda, and other wicked
children.
Chicken World. (Smith.)
Humorous experiences of barnyard fowls, cleverly
pictured by E. Boyd Smith.
Goops and How to be Them. (Burgess.)
"A manual of manners for polite infants." Gro-
tesque picture-book much enjoyed by children.
Johnny Crow's Garden. (Brooke.)
An old nursery rhyme illustrated by L. Leslie
Picture Books and Illustrators 57
, 1
Brooke. Contains eight full-page pictures in cofef, *-
and many black-and-white drawings. The com-
panion volume is " Johnny Crow's Party.'
Slovenly Peter. (Hoffmann.)
The well-known picture-book with rhymes telling
of the dire punishments that befell naughty boys and
girls. Illustrated in crude primary colors. Popular
with children.
Topsys and Turvys. (Newell.)
Pictures which, whether held up side down or
right side up, always tell a funny story. ^
(Linen and indestructible picture-books are published by
Dutton, McLoughlin, and Warne. They cost from five cents
apiece up, according to quality of coloring and drawing, and
the material on which the book is printed. Some of the sub-
jects covered are : farm and country life, animals wild or
domestic, railways, circuses, ships, aeroplanes, automobiles,
zoos, and play life and fairy-tales.)
CHAPTER VI
EASY READING
"The earliest reading is the story, simple, short,
straightfomvard recitals of matters of daily occurrence, of the
doings of children, and their parents, their friends or pets.
. . . Afresh pure book for a little child is a treasure to be
sought for and appreciated."'' Baldwin.
THE first reading-books given a child
should be those that combine the best
picture-book qualities with stories and verses
that maybe read aloud to him. Among the
finest books of this kind are " Mother Goose
Melodies," edited by Wheeler, with charm-
ing old woodcuts, or the edition edited by
Andrew Lang, with many pictures by L.
Leslie Brooke ; the " Book of Fables," edited
by Scudder, also embellished with woodcuts;
Stevenson's " Child's Garden of Verses," il-
lustrated in color by Squire and Mars;
"The House in the Wood," and "The
Golden Goose Book," with Brooke's hu-
morous, delightful, colored prints ; and " The
Easy Reading 59
Runaway Donkey," and "Through the
Farmyard Gate," by Poulsson. These books
should be followed by primers, and readers,
and simple stories, and verse, all of which
serve a different educational purpose from
that of the picture-book. They compose the
bridge, so to speak, which leads from the land
of picture-books to that of the story-telling
text. For easy books for personal reading
foster the beginning of the reading habit.
There are two ways for a child to learn
to read. First, mechanically by the means
of some set teaching method. This he does
more or less self-consciously, pronouncing
each word aloud or to himself. As long as
a child is conscious of the act of reading,
his thought and fancy have no freedom, and
he draws no real inner enjoyment from the
story as a whole. The other way of reading
is an instantaneous, unconscious absorption
of the meanings of the words on a page, with-
out mentally translating them into sounds.
This ease in reading is gained the quickest
by the child who is encouraged to read to
himself from the time that he knows his
60 The Children's Reading
alphabet and a few printed words. Thus by
the means of easy books he learns rapidly
from the context, increases his vocabulary
and his understanding of phrases; all through
the same natural method by which he learned
to speak.
The writer was once deeply impressed by
the effect of mechanical classroom reading on
children who had few or no books at home.
She organized a children's library in a dis-
trict of poor foreigners. The children at-
tended the public and parochial schools of
the neighborhood. For the first few days
after the opening of the library the librarian
heard a low, steady buzz of voices all over
the reading-room. The children were or-
derly, and individually absorbed in a book,
but they were painfully reading aloud to
themselves. They continued to use the
reading-room daily, and to take home the
books provided which were the best of
"juveniles," illustrated and attractive. The
most popular easy books, picture-books, and
fairy-tales were duplicated generously. After
a week or so the buzzing sound disap-
Easy Reading 6i
peared from the room and the children settled
down to quiet, steady enjoyment, unhamp-
ered by selfeonsciousness.
In the same way parents from the first
may make home reading an ease and a de-
light, and encourage the children to better
and more advanced reading by providing
the best of attractive primers, readers, and
other simple books, well illustrated.
Books for this period of childhood have
necessarily little or no literary quality, but
those selected should consult children's inter-
ests, and be written in grammatically correct,
simple language, and be printed in large
type, and illustrated with the kind of pic-
tures that attract little children. Dramatic in-
cident, much objective conversation, and
short, snappy stories are the most popular.
The market is flooded with graded text-
books of all kinds, compiled and arranged
by recognized pedagogues. The primers
and readers are so planned that one selec-
tion leads to another, the vocabulary grow-
ing increasingly difficult ; thus a child is led
step by step to more advanced reading.
61 The Children's Reading
As it is impossible in the following list
to include all the good text-books, a selec-
tion is here made of those primers, readers
and simple books that are varied in subject
and do not look like school-books. The
covers of many are very attractive, and the
illustrations will make a child desire to read
and enjoy the pictured stories.
BOOKS FOR EASY READING
(For more advanced easy reading see the chapter on
Fables, Myths and Fairy-Tales, page 68 ; and also Fiction
of To-day, page 185. For editions, publishers, and prices,
see Purchase List of Children's Books, page 302.)
Readers and Primers
Advanced First Reader. (Cyr.)
An art reader, illustrated with reproductions of
paintings, selected to please little children, and ac-
companied by simple text.
Child Life, Primer and Readers I, 2, and 3.
(Blaisdell.)
Illustrated with colored pictures. The second reader
shows child life in tale and fable, and the third
reader, child life in many lands and in other days.
Hiawatha Primer. (Holbrook.)
Based on Longfellow's poem. Simple language, col-
ored pictures. Popular with little children.
Easy Reading 63
Lessons for Beginners in Reading. (Bass.)
For little children who are learning to spell out
words. Short sentences, large print; tells about
flowers, nuts, seeds, etc. Colored pictures, cover
very attractive to little folk.
Nature Myths. (Holbrook.)
About animals, birds, and natural objects. Told
most interestingly. Vocabulary varied, style good.
To follow The Hiawatha Primer.
Riverside Primer and Readers 1, 2, and 3. (Van
Sickle and Seegmiller.)
Series of readers covering a wide and original selec-
tion of stories and poems. Cover attractive and
illustrations printed in color. Binding, strong and
durable.
Sunbonnet Babies' Book. (Grover.)
Tells of the doings of Molly and May, two sun-
bonnet babies. Charmingly illustrated in color, fan-
ciful and pleasing. Very popular. Also published
under title Sunbonnet Babies' Primer.
The First Book. (Speight and Thomson.)
Nursery rhymes, folk-songs with music, fables,
myths, and fairy-tales.
Stories, Legends, and Folk-Tales
Book of Fables. (Scudder.)
Chiefly from ^Esop, and illustrated with woodcuts.
The fables are rendered in excellent simple lan-
guage, and follow closely their originals.
64 The Children's Reading
Book of Folk-Stories. (Scudder.)
Partial contents : Chicken Licken, The Old Woman
and Her Pig, The Three Bears, Hans in Luck,
Cinderella, Beauty and the Beast, Jack and the Bean
Stalk, Little Red Riding Hood. Written in a sim-
ple, direct fashion, very pleasing to little children.
Book of Legends. (Scudder.)
Among other things contains the stories of St.
George and the Dragon, The Bell of Justice, Will-
iam Tell, The Seven Sleepers of Ephesus. Printed
in large type.
Cock, the Mouse, and the Little Red Hen. (Le-
fevre.)
An old folk-tale retold. Illustrated in color by Tony
Sarg. One of the best liked of little children's books.
Fifty Famous Stories Retold. (Baldwin.)
Supplements Scudder' s Book of Legends. Contains
among other things the story of King Alfred and the
Cakes, Robin Hood, Bruce and the Spider, Damon
and Pythias, The Black Douglas, Cornelia's Jewels,
and many other stories met with in literature. Well
written and illustrated.
Golden Goose Book. (Brooke.)
Contains the old stories of The Three Little Pigs,
Tom Thumb, The Three Bears, and The Golden
Goose. Retold with folk-spirit, and humorously
decorated in black and white and with colored plates
by L. Leslie Brooke.
Goody Two Shoes.
This classic, attributed to Goldsmith, is here ed-
ited by Charles Welsh. The story may be found
Easy Reading 65
also in one of Walter Crane's picture-books, beau-
tifully illustrated in color.
House in the Wood. (Brooke.)
Contains nine other wonder tales about goblins, talk-
ing animals, magic gifts, and other marvels. Humor-
ous, and illustrated by the editor with charming col-
ored pictures.
Little Black Sambo. (Bannerman.)
A popular picture-book with story. Not artistic,
but delightful to little children because of its humor
and the primary coloring of the illustrations.
Little Girl Blue. (Gates.)
Who lived in the woods until she learned to say
please." A little gift-book with charming pictures
and pretty story.
Mother Goose Village. (Bigham.)
Original stories founded on Mother Goose rhymes.
About Little Polly Flinder's Apron, Tommy Grace's
Party, Simple Simon's Silken Coat, and about other
Mother Goose children. Large print and many col-
ored pictures.
New Baby World. (Dodge.)
Stories and rhymes from St. Nicholas. Fully illus-
trated. Cover attractive.
Peter Rabbit. (Potter.)
A tiny gift-book, with easy reading and colored pict-
ures. Belongs to a popular series; some of the other
volumes are Benjamin Bunny, The Tailor of Glouces-
ter, and Mrs. Tiggy-Winkle.
Tales of Mother Goose. (Perrault.)
Cinderella, Sleeping Beauty, Red Riding Hood and
66 The Children's Reading
others, as collected by Charles Perrault, in 1696.
Translated by Welsh.
Poetry and Rhyme
Child's Garden of Verses. (Stevenson.)
Illustrated by Squire and Mars with pen and ink
drawings and ten full-page pictures in color.
Mother Goose Melodies.
There are three good editions of this nursery classic:
one edited by Wheeler, with charming old-fash-
ioned woodcuts; another, with title The Nursery
Rhyme Book, edited and arranged by Andrew
Lang, and delightfully illustrated by L. Leslie
Brooke; and still another, with small colored pic-
tures published in the "Told to Children Series."
Pinafore Palace. (Wiggin and Smith.)
A collection of short rhymes and nonsense verses
from Mother Goose, Lear, Field, Riley, Steven-
son, and others.
Songs and Rhymes for the Little Ones. (Mor-
rison.)
A homely, old-fashioned collection of the verses and
rhymes that little children love. A cheaper but good
collection is compiled by Shute, in 3 volumes,
and called The Land of Song. Volume I contains
rhymes for little children.
The Runaway Donkey. (Poulsson.)
Rhymes about animals. Fully illustrated.
Through the Farmyard Gate. (Poulsson.)
Rhymes and stories about animals. Well illustrated,
and printed in large type. Companion volume to
The Runaway Donkey.
Easy Reading 67
Books of Information
Aunt Louisa's Book of Common Things. (Valen-
tine.)
A fairy-story explaining how wheat, grapes, flax,
and other things grow, and how they are made use-
ful. Many pictures, large print.
Eskimo Stories. (Smith.)
Sports of little Eskimos, and what the children eat
and wear. Told in large print with many pictures.
Friends and Helpers. (Eddy.)
A popular little book of short stories and rhymes
about animals, birds, and insects. Many pictures.
Little Folk of Many Lands. (Chance.)
About Indian, Eskimo, Dutch, African, Arabian,
Filipino, and Japanese children. Illustrated.
Seed-Babies. (Morley.)
The seeds of beans, peanuts, melons, and other
plants talk to a child and tell how they grow. Ele-
mentary. Large print, with pictures. Text-book
cover.
Snow Baby. (Peary.)
Mrs. Peary's little girl was born in the North, and
this story tells of the Eskimos she lived among. Il-
lustrated with photographs of the Arctic regions.
The Dutch Twins. (Perkins.)
Story of the doings of little Kat and Kit. Illustrated
with drawings of Dutch children in costume. Large
print.
CHAPTER VII
FABLES, MYTHS, AND FAIRY TALES
Imagination is the faculty that brings the soul into most
immediate contact nvith ideas, feelings, or objects, and nuitb
other minds or beings."'' Curry.
** Through imaginative literature abstract truths art
made to have for the child a reality which is given to them
by the experiences of daily life only by the slowest degrees.""
Bates.
I DO not like to read lies to my child," is
the verdict of many a mother. " I give
him only histories, biographies, and useful
books." She does not know, this really ear-
nest mother, that she is shutting the door of
her child's imagination, and that she may
be hampering his power to do great things
in after life, by thus closing to him the
storehouse of imaginative literature. For
later he will not be able to draw full suste-
nance from classic writings unless he has been
fed in youth on the best of folk-literature.
The action of the picture-making power
Fables, Myths, and Fairy Tales 69
of the mind the imagination is a part
of almost every mental process. The act of
memory calls up mental pictures, the act of
fancy re-creates a world, invention, writing,
painting, and conceiving a scientific theory
are aided by the creative imagination. And,
what is more, the sympathetic feelings, of
charity, compassion, and the power to put
one's self in the place of another, are de-
pendent on the movement of the same
faculty.
Tyndall gives most impressive testimony
to the value of the applied use of the imag-
ination. " There are Tories," he writes, " even
in science, who regard imagination as a fac-
ulty to be feared and avoided rather than
employed. They have observed its action in
weak vessels, and are unduly impressed with
its disasters. But they might with equal jus-
tice point to exploded boilers as an argu-
ment against the use of steam. With accu-
rate experiment and observation to work
upon, imagination becomes the architect of
physical theory. Newton's passage from a
falling apple to a falling moon, was an act
70 The Children's Reading
of the prepared imagination, without which
the laws of Kepler could never have been
traced to their foundations. Out of the facts
of chemistry the constructive imagination of
Dalton formed the atomic theory. Davy was
richly endowed with the imaginative faculty,
while with Faraday its exercise was inces-
sant, preceding, accompanying, and guiding
all his experiments. His strength and fer-
tility as a discoverer is to be referred in great
part to the stimulus of his imagination."
Thus imagination is a most powerful fac-
tor in daily life, and to develop in the individ-
ual a wholesome and rich imagination, and to
correlate it with the reason, is of utmost im-
portance. This can be best accomplished in
childhood. For the didactic faculty the
reason is dormant in a child, and the fac-
ulty of pure enjoyment the imagination
is predominant, and is the open door to
his mind. Through it enters a constant pro-
cession of mental pictures, each making an
impression on the plastic brain, where they
are stored away until the day comes when
the mind, at will, recalls the images and with
Fables, Myths, and Fairy Tales 71
them recombines and forms original de-
signs.
One of the surest means of educating the
imagination is through the judicious use of
the best literature which will enrich and
stimulate the picture-making faculty. Let
us now see how fables, myths, folk and
wonder tales will aid this development.
Folk-literature conserves the accumu-
lating mass of spontaneous, unscientific
thought, feelings, beliefs, fancies, traditions,
distortions, superstitions, and ethical teach-
ings of the common people of all races. It
has no known authors, but, like an ava-
lanche, it gathers into itself, age by age, all
that lies in its path of the natural mental
products of the human race. In treatment
it is imaginative, and objective in fact,
childlike. It has, however, a two-fold nature.
It teaches, on the one hand, simple truths
and morals, put in a way that appeals di-
rectly to children ; it also shows the distinc-
tion between elemental good and evil; and
that retribution follows sin ; and it empha-
sizes the majesty or beauty of nature. While
72 The Children's Reading
on the other hand, there runs throughout
folk-literature a strain of illogicality, and im-
morality called by some folk-lorists the
irrational which contradicts the ethical
teachings. But when this illogical, irrational
element is eliminated, there yet remains a
vast body of folk-literature, rich in those
qualities that build up and stimulate the
imagination, and inculcate simple virtues
within the understanding of children.
Folk-literature for children divides itself
roughly into seven groups: fables, pure
myths, hero-myths, place-legends, fairy-lore,
nursery tales and rhymes, and hero-romances.
The rhymes and romances will be discussed
in another chapter.
The beast-fable appears to be one of the
earliest forms of story-telling among all peo-
ples. The savage races use it as a means of
teaching mythical tribal history, as well as
for entertainment. The savage beast-fable
and short story of Africa and Australia are
of a low order of imagination, distorted, and
full of deceit, lying, and brutality, presented
in such a way that children cannot fail.to de-
Fables, Myths, and Fairy Tales 73
rive wrong ethical ideas therefrom ; whereas
the Hindus, Greeks, and other Indo-Ger-
manic peoples have turned the beast-fable
into a vehicle for the teaching of homely
virtues and worldly wisdom of a practical
kind. Many of these fables have become an
integral part of our literature, and if for no
other reason children should be made fami-
liar with them. They have, however, a spe-
cial mission in the ethical education of chil-
dren. They not only please the fancy, but
they satisfy a young child's craving for short,
objective, moral tales, and they inculcate
such virtues as prudence, foresight, honesty,
and homely wisdom. Fables that teach re-
venge, and overcoming by the means of
craft, should be rejected from books for chil-
dren. Some of the best yEsopic fables to tell
or read are " Belling the Cat," " The Dog in
the Manger," " The Lion and the Mouse,"
"The Shepherd Boy and the Wolf," and
" The Town and Country Mouse."
Pure myths had their origin in primitive
man's interpretation of nature. The rising
and setting of the sun, the return of spring
74 The Children's Reading
after the winter, the stars in the heavens, the
storms and the winds and the loud-sound-
ing Ocean, all filled him with wonderment
and awe. He expressed his understanding
of natural phenomena in poetic imagery and
language, which came, in time, to be be-
lieved as religion. The first form of myth,
says Ruskin, " contains the germ of accom-
plished tradition ; but only as the seed con-
tains the flower. As the intelligence and pas-
sion of the race develop, they cling to and
nourish their beloved and sacred legend;
leaf by leaf it expands under the touch of
pure affections, and more delicate imagina-
tion, until at last the perfect fable bourgeons
out into symmetry of milky stem and honied
bell."
Of such myths the best types are found
in Greek mythology. Harmony, poetic feel-
ing for the beauties of nature, personifica-
tion of the, gentle and tender side of nature
make this mythology enjoyable to little
children, who love stories of flowers, trees,
and living things, fountains, and sudden
transformations; of such stories the best
Fables, Myths, and Fairy Tales 75
types are Arachne, Daphne, Arethusa, Echo
and Narcissus, Phaethon, Pygmalion and
Galatea, and Proserpine. Each Greek myth
is complete in itself, and is not dependent
on another tale to show forth an inner mean-
ing. This again makes the Greek myth pe-
culiarly applicable to little children who
desire a complete story in a few words.
Thus, as each Greek myth is gracefully
complete in itself, and usually presents an
aesthetic idea in poetic form ; so, on the other
hand, the Norse myth is a part of a compli-
cated system of creation, according to Ger-
manic tradition. Its gods are personifica-
tions of the stupendous, awe-inspiring natural
phenomena of the North. The cold " long
nights " followed by brief hot summers, and
the struggle for existence in the face of vio-
lent elements, have left their impress on the
mythological system of the people. The
thunder of the storm on the mountains, the
rush of the avalanche, the beat of seas on
rocky coasts, the lapping of the waves of
the fiords, the mysterious play of the North-
ern lights, have united in producing a vigor-
76 The Children's Reading
ous, epic-like mythology, replete with manly
courage and stalwart virtues, but permeated
with a mystic melancholy, so characteristic
of the people of the North ; of whom Car-
lyle says: "I feel that these old Northmen
were looking into nature with open eye and
soul; most earnest, honest, childlike; and
yet manlike ; with a great-hearted simplicity
and depth and freshness, in a true, loving,
admiring, unfearing way. A right valiant,
true old race of men."
These Norse myths have, therefore, a posi-
tive mission in the education of Anglo-
Saxon-thinking children. Stripped of their
grosser parts, the myths present a united
group of tales emphasizing Germanic ideas
of unity, individual liberty, of right and
wrong, of courage and manliness. These
qualities are drawn with strong strokes, and
painted in contrasting colors ; virtue is virtue,
badness is badness, there are no shades of
coloring. The stories please the wonder-lov-
ing children because they tell of the adven-
tures of gods and goddesses, and of frost-
giants, light-elves, and elves of darkness, of
Fables, Myths, and Fairy Tales 77
trolls, and hideous monsters, as well as of
mighty heroes and splendid women.
Another mythology that has a place in
the education of children is that of the
American Indian. It breathes of the nature
of the wild woods ; it is reverent and mys-
tical. On the other hand, it is in part fierce,
illogical, confused; especially so when re-
lating the origin of tribes and families. Very
little satisfactory work has been done in ren-
dering these tales for children. Longfellow's
"Hiawatha "still occupies the important place
of presenting in the best form, though ideal-
ized, the poetic side of Indian mythology.
There are many other mythologies, but
none that offers, as far as the writer knows,
such concrete educational characteristics as
do the Greek, Old Norse, and Red Indian.
We may now pass on to the brief con-
sideration of the hero-myth. The Norse
mythology is a combination of pure myth
and hero-worship, probably founded upon
the historic traditions of tribal heroes, as
well as on nature-worship. The story of Si-
gurd the Volsung's son will be considered
78 The Children's Reading
later in the chapter on " Ballads, Epics, and
Romances." The Greeks were rich in hero-
stories, such as those of Hercules and of
Theseus, Perseus and Jason. The adventures
of the last three heroes are delightfully told
for children by Hawthorne in his graceful,
illimitable style; while Kingsley has treated
the same tales with a nearer approach to
their classical originals.
The place-legend is an imaginative acces-
sory to history, and is the outcome of the
fancy and superstition of the common peo-
ple, who weave fearsome or poetic tales about
their local towns, castles, rocks, mountains,
trees, or abandoned houses, and other ob-
jects. Of this class are the tales of William
Tell, Rip Van Winkle, the Lorelei, Ulysses's
sirens, Tannhauser, and many other tales,
some of which deal with ghosts, banshees,
wild huntsmen, and other morbid super-
stitions not wholesome for all children.
Fairy-lore is largely the product of the
Celtic mind, which is fanciful and poetic.
The best stories of this kind may be found
in English, Scottish, and Irish folk-lore.
Fables, Myths, and Fairy Tales 79
They deal with the doings of "the little
people," with fairy-rings, moonlight dances,
enchanted mountains, changelings, maidens
and youths decoyed to Fairy-Land, and with
imps and elves that "give pinches, nips, and
bobs " to bad folk, and with King Oberon,
Queen Titania, and merry, freakish Robin
Goodfellow.
We pass now to the ever popular nursery
tale the myth or folk-tale recast and told
by " old gammers " to the little ones. Here
appear classic myths in new garments, Cu-
pid and Psyche masquerading as Beauty
and the Beast, and, in the Scandinavian ver-
sion, as the maiden and the "great big white
bear " of East of the Sun and West of the
Moon; while Orpheus and Eurydice reap-
pear in the land of the Red Indian, where
the bereaved husband follows his Indian
wife to the Land of Souls. The Valkyrie,
Brynhild, aroused by Sigurd from her sleep-
thorn slumber, is transformed in the nursery
into the Sleeping Beauty waking at the kiss of
" a fairy prince, with joyful eyes, and lighter-
footed than the fox." The Barbe Bleue of
80 The Children's Reading
the Breton place-legend becomes Blue Beard;
and a possible Cornish hero in the wars with
the Romans, invades the nursery as Jack the
Giant Killer; and, with a lack of dignity
not to be explained by the scale of divine
ascension to the Buddhaship, Buddha trans-
migrates from the son of King Brahmadatta,
and reappears in Brer Rabbit, and the De-
mon with the Matted Hair becomes the
wonderful Tar Baby.
Cinderella teaches the reward of modesty
and humility, as do a host of other nursery
tales ; Toads and Diamonds, the reward of
charity and a kind heart; Faithful John,
friendship and loyalty even unto death ; and
the Little House in the Wood, kindness to
animals. Accumulative tales satisfy the ear
as well as the fancy, and the " drolls " and
grotesque tales are a never ending source of
delight.
Unfortunately, many nursery tales in-
cluded in collections for children present
perverted ideas of right, the themes of
which are success by craft, lying, and theft ;
and they also justify ingratitude, disloyalty,
Fables, Myths, and Fairy Tales 8i
and irreverence. These stories should be
cast out of collections for children. Even
some of the ancients did not believe in telling
or reading to little ones such irrational tales.
Such stories, says Plato, "ought not to
be lightly told to young and simple per-
sons. . . . Poets and story-tellers make the
gravest misstatements about men when they
say that many wicked men are happy, and
good men miserable; and we shall forbid
them to utter such things."
Nursery tales need careful editing. But
there is no more delicate task than to handle
folk-literature with the respect that will pre-
serve for the children its directness of ap-
peal, its colloquial language, its humor and
grotesqueness, the swift action of plots, the
rewards and retributions that are dealt out,
without moralizing, and, what is more, the
destruction, swift and awful, which over-
takes ravenous dragons, evil witches and
trolls, and fearsome ogres and giants. Fine
examples of this folk-treatment in render-
ing nursery tales may be found in any good
translation of Grimm, also in Joseph Jacobs's
82 The Children's Reading
volumes of fairy tales, and in Ernest Rhys's
"Fairy-Gold."
Some editors, in their over-zeal to make
folk-tales mediums of moral instruction, lose
their own sense of humor and their perspec-
tive. An example of this treatment may be
found in a certain version of " The Three
Bears" the little tale attributed to Southey,
but which has become a part of nursery litera-
ture. The editor adds a good deal of senti-
mental detail not included in the accepted
version. She interlards her tale with remarks
like the following: "That is the polite way
children talk to animals. Animals like it."
" Where were the bears all this time that
they did not come in to shake hands with
their little visitor?" and at that dramatic
moment which every child awaits with
breathless suspense when the little bear
discovers Goldilocks asleep in his bed, the
little bear of this version laughs, and strokes
the child's golden hair, chivalrously offering
his paw to help her rise, while the great,
huge bear hides his paws behind him, " so
the child should not be scared." " I beg your
Fables, Myths, and Fairy Tales 83
pardon, Mr. and Mrs. Bear," says the polite
child, " I will never do so again," and dis-
tributing checkerberries, she invites the bears
to call upon her, then runs home.
And what does any child get from such a
mawkish tale from which all the vigor of
the original has been stripped ? Where is the
little listener's blissful anticipation of the fi-
nal sympathetic thrill at the end to which
the whole story leads up ? ** Somebody has
been lying in my bed," cries the little bear;
"And here she is ! ! " And Goldilocks wakes
in fright, jumps out the open window, and
runs home as fast as her legs can carry her.
And, what is more, where is the editor's
sense of humor, when she can so render a
tale and write in the preface to the same
book : " The youngest children are at one
with birds, beasts, and insects, and it is only
through imitation and instruction that they
learn to avoid these creatures." To be con-
sistent with this, the writer should certainly
teach modern children to avoid " bear hugs "
and by scaring them thoroughly, not to go
to sleep in bear-beds at the Zoo.
84 The Children's Reading
Anathema also be upon those vandals who
demand that bad ogres and witches be met
with moral suasion only. Such treatment is
lacking in poetic justice, and from the chil-
dren's standpoint is neither moral nor satis-
factory.
There yet remain for consideration a host
of modern wonder tales, not belonging to
folk-literature. Many of these are grotesquely
humorous, in the way children love. Their
chief value lies in literary quality or in die
fun and joy they give, and also in some
ethical teaching. Occasionally, as in a few
of Andersen's fairy tales, and in Kennedy's
"New World Fairy-Book," there is a slight
background of folk-lore on which the au-
thor has built original stories, but for the
most part the wonder-stories are original
productions. Some fine examples of wonder-
tales may be found in Andersen's fairy tales,
Browne's " Granny's Wonderful Chair,"
Carroll's " Alice in Wonderland," Madame
d'Aulnoy's fairy tales, and Ruskin's " King
of the Golden River."
* Such, then, is the educational mission of
Fables, Myths, and Fairy Tales 85
folk-literature and wonder tales; to culti-
vate the imagination, to prepare for the fu-
ture understanding of classic literature,
especially poetry, to develop the sense of
beauty, to implant ideas of simple virtues,
and last but not least to give joy to chil-
dren.
There is scarcely a collection of folk-tales
for children which does not contain some
objectionable features. The books recom-
mended in the following list are not entirely
free from the same, but they are, as far as
the writer knows, of the best of their kind
for children, and are comparatively free from
hurtful su^gstions. Some volumes are beau-
tifully bo^K and illustrated; and others,
though in less pretentious form, will make
most acceptable gifts for any child's book-
case.
86 The Children's Reading
BOOKS OF FABLES, MYTHS, AND FAIRY TALES
(For other books on the same subject see Easy Reading,
page 6a; also Ballads, Epics, and Romances, page 119.
For editions, publishers, and prices see Purchase List of
Children's Books, page 302.)
Fables , Myths, Legends, and Folk-Tales
American; African.
Uncle Remus, His Songs and His Sayings.
(Harris.)
Humorous tales in negro dialect. Best enjoyed when
read aloud. The humor redeems in part the unethi-
cal elements in the stories. Contains among other
things the Tar-Baby story.
American; Dutch.
Rip Van Winkle. (Irving.)
This tale of the Hudson Valley is published together
with the " Legend of Sleepy Hollow," and illus-
trated by G. H. Boughton.
American ; Indian.
Old Indian Legends. (Zitkala-Sa.)
Folk-tales retold by an Indian, and illustrated by
Angel de Cora, an Indian artist. The stories centre
about Iktomi, the snare- weaver and spider fairy of
the Dakotas. Simple and well told. Follow with
"The Basket Woman."
Song of Hiawatha. (Longfellow.)
This poem presents the best, though idealized, po-
etic and ethical thought of the American Indian.
Fables, Myths, and Fairy Tales 87
Its rhythm and subject appeal to the children, es-
pecially when it is read aloud. A fine edition is il-
lustrated by Remington.
The Basket Woman. (Austin.)
Fourteen tales telling of the customs and beliefs of
the Ute Indians. The author has woven into her
stories much of the poetic and melancholy spirit of
life in the great Western deserts. Good to read aloud.
Arabian.
The Arabian Nights' Entertainments.
The best edition for children is that edited by Dixon.
Another attractive edition is prepared by Wiggin and
Smith, and illustrated by Parrish. Editions for chil-
dren are usually based on the French version by
Galland, and, though romantic and charming, are
not truly Oriental. If possible the translation from
the Cairo text, by E. W. Lane, should be read aloud
to the children. This last version has a breadth and
strength that is not in Galland. It pictures the life
in the deserts and cities of the Orient, and it relates
its wonders with a dignity and definiteness of pic-
turesque detail that convinces the imagination. The
drawings by Harvey are delightful and appropriate.
Celtic ; Scotch, Welsh, Irish.
Celtic Fairy Tales. (Jacobs.)
From the Scotch, Welsh, and Irish folk-lore. Hu-
morous and fanciful. The companion volume to this
is " More Celtic Fairy Tales."
Scottish Fairy Book. (Grierson.)
Charming stories retold from ballads and tales ; con-
tains many stories of fairy-lore and magic. More
88 The Children's Reading
fancifully rendered than Jacobs' 3 " Celtic Fairy
Tales," but not so vigorous.
East Indian.
Indian Fables. (Ramaswami Raju.)
Short fables for little children. Similar to iEsop's.
Good to read aloud. Follow with Dutton's *' The
Tortoise and the Geese."
Indian Fairy Tales. (Jacobs.)
From the Jatakas, or birth stories of Buddha, the fa-
bles of Bidpai, and from other Sanskrit sources.
Humorous and imaginative. Preserves the best nur-
sery elements of Hindu folk-tales.
The Tortoise and the Geese. (Dutton.)
Thirty-four fables of Bidpai, the sage of India, with
twelve illustrations by E. Boyd Smith. Follow with
Jacobs's "Indian Fairy Tales."
English.
English Fairy Tales. (Jacobs.)
The best of our own nursery folk-lore. Contains
familiar stories like " Jack the Giant Killer," as well
as others less well known. Mr. Jacobs has preserved
the folk-flavor, and the stories are strong, humor-
ous, and simple. Very popular. Companion vol-
ume to this is " More English Fairy Tales."
Fairy-Gold. (Rhys.)
Contains lore of fairies, elves, brownies, and pixies
who give "pinches, nips, and bobs" to lazy folk
and who reward the industrious. Tells also of drag-
ons and "loathly worms" that lay waste fair lands,
and of the valiant knights who kill these evil beasts.
All rendered with the homely spirit of the English
folk.
Fables, Myths, and Fairy Tales 89
German.
Household Tales. (Grimm.)
Fireside tales collected by the famous folk-lorists.
In subject, treatment, and interest these stories stand
as models for all other folk nursery tales. There are
many editions of Grimm, four good ones are the
volume of selected tales illustrated by Walter Crane;
the tales, illustrated by Helen Stratton for younger
children; the full collection with crude but quaint
woodcuts by Johann and Leinweber, and a very com-
plete and sumptuous edition illustrated by Arthur
Rackham.
Tales from the Travels of Baron Munchau-
sen. (Raspe.)
Short stories of the Baron's humorous and exciting
adventures. Compiled from floating German legends.
One of the few books of pure humor for children.
Greek and Roman.
iEsop's Fables.
World-famous fables which should be told to the
children as soon as they can understand spoken words.
The best version is Joseph Jacobs' s, which should
follow Scudder's " Book of Fables," see page 63.
Half-a-Hundred Hero Tales. (Storr.)
Classic stories by many authors. Contains among
other things tales of the Trojan War and of the ad-
ventures of Ulysses and ^Eneas, also the myths of
Arethusa; Orpheus and Eurydice; Deucalion and
Pyrrha; Iphigenia; Hypermnestra ; Meleager and
Atalanta; Hero and Leander; and The Ring of
Polycrates. For older children.
9<D The Children's Reading
Hellenic Tales. (Carpenter.)
Stories for older children, well told and interesting.
Contains, among other things, "The Battle of the
Frogs and Mice," by Homer; " Cloudcuckoobor-
ough," adapted from Aristophanes; "How Pelops
Won his Bride," from Apollodorus, and " Thetis,"
adapted from Pindar, Euripides, and Lycophron.
Heroes ; or Greek Fairy Tales. (Kingsley.)
Stories of Perseus, the Argonauts, and Theseus;
retold in clear, concise English. An attractive edi-
tion is illustrated in color by T. H. Robinson.
Legends of Greece and Rome. (Kupfer.)
For younger children. A collection of stories and
poems by different authors, and illustrated with re-
productions of paintings and statuary. Contains
Arachne; Icarus and Daedalus, Echo and Narcissus,
and other myths.
Old Greek Folk-Stories. (Peabody.)
The child' 8 first book of Greek tales. Has distinct
literary quality. Follow with Kupfer, Kingsley, and
Hawthorne, and Baldwin's " Story of the Golden
Age" (see page 127).
Wonder-Book, and Tanglewood Tales. (Haw-
thorne.)
Two classics which should be in every child's li-
brary. They come bound together in one volume
illustrated in color, by H. G. Fell; or in two hand-
some volumes, the " Wonder-Book," illustrated
by Walter Crane, and " Tanglewood Tales," with
pictures by G. W. Edwards.
Italian.
Italian Fairy Book. (Macdonell.)
Fables, Myths, and Fairy Tales 91
Stories of fairy gifts, enchantment, and wonder-
animals. Full of fun and frolic.
^Japanese.
Japanese Fairy Tales. (Williston.)
Stories Japanese mothers tell their little children, with
delightful colored illustrations by Sanchi Ogawa, a
native artist of Japan.
The Fire-Fly's Lovers. (Griffis.)
A collection of Japanese folk-tales, well rendered
and interesting. For older children. Illustrated in
color.
Norwegian.
Fairy Tales from the Far North. (Asbjornsen.)
Stories of trolls and strange beasts, of rescued prin-
cesses, and other wonders. Translated from the
Norwegian by Broekstad. Imaginative illustrations.
Old Norse.
In the Days of Giants. (Brown.)
Norse mythology retold in a simple, direct fashion
very pleasing to little children. Tells among other
things how Father Odin lost his eye ; how Thor
went fishing ; of the death of Baldur ; and of other
experiences of the gods and goddesses of Asgard.
For young children.
Norse Stories retold from the Eddas. (Mabie.)
Tells the history of the Old Norse gods from the
creation of the world until the battle of Ragnarok.
Should follow Brown's "In the Days of Giants,"
and may be used to lead to Baldwin's "Story of
Siegfried" (seepage 122).
92 The Children's Reading
Saga of King Olaf. (In Longfellow, Tales of a
Wayside Inn.)
This poem, telling of the passing of the old Norse
gods and the coming of Christianity, may be read
aloud to the children after they have enjoyed Brown
and Mabie.
Russian.
Russian Fairy Book. (Dole.)
Seven fairy and wonder tales. Language clear and
direct. Folk-lore treatment. Illustrated with quaint
colored pictures from Russia. There are some bru-
tal touches in the tales, but they are few ind do
not condemn the volume.
Swedish.
Wonderful Adventures of Nils. (Lagerlof.)
Story of a little boy who flew away on the back of a
wild goose. The author has woven into the story folk-
tales and legends of Sweden. Good to read aloud.
Miscellaneous Collections of Fables, Myths, Legends,
and Folk-tales
Blue Fairy Book. (Lang.)
A popular one-volume edition of the best-known
fairy tales. The other volumes in the "Colored
Fairy Book Series" vary in merit, as the editor
has not been always careful to select wholesome
tales. "The Brown," "Violet," "Red," and
"Yellow Fairy Books" are among the best of
the series.
Book of Saints and Friendly Beasts. (Brown.)
Of Bridget, the little girl saint of Ireland ; of St.
Prisca, the child martyr of Rome ; of the birds of
Fables, Myths, and Fairy Tales 93
St. Cuthbert ; of the fish that helped St. Gudwall ;
and of other friendly beasts and kindly people.
Good to read aloud.
Children's Book. (Scudder.)
A treasure trove of ballads, fairy tales, and stories
from the "Arabian Nights," Munchausen, Gul-
liver, and other sources. A parent who can only
afford one volume of fairy tales and other stories
should purchase this. If funds permit, however, it
is better to buy the individual volumes containing
the same stories in complete form.
Curious Book of Birds. (Brown.)
Legends and myths about birds told most charm-
ingly and illustrated by E. Boyd Smith. Useful to
the story-teller.
Tales of Laughter. (Wiggin and Smith.)
A fund of humorous and joyous stories collected
from the Celtic, Scandinavian, Russian, Spanish,
German, Chinese, and other sources. An equally
delightful companion volume is " Tales of Won-
der," which are collected from the Persian, Japan-
ese, Gaelic, Welsh, and other peoples. Both vol-
umes contain good stories to tell.
Wonder-Book of Horses. (Baldwin.)
Selections of best tales from * The Horse Fair."
Contains stories of flying steeds, and of the war-
horses of famous knights and heroes,
J
Modern Fairy and Wonder Tales
Alice's Adventures in Wonderland. (Carroll.)
** The most delightful of all nonsense books, and
one that has already become a classic. Every child
94 The Children's Reading
should know it by heart." (Hardy.) The children
should " learn their Alice " from the edition illus-
trated by Sir John Tenniel. The companion vol-
ume to this is * Through the Looking-glass."
Bee-Man of Orn. (Stockton.)
For pure nonsense and clever fun no modern
children's story-teller surpasses Mr. Stockton.
Another volume of his tales, called " The Floating
Prince," is also delightful reading. For older chil-
dren.
Davy and the Goblin. (Carryl.)
Grotesque fairy tale modeled on "Alice in Wonder-
land." Very popular. Fanciful pictures by Bensell.
Enchanted Mountain. (White.)
Adventures of four little children and their parents.
Although the story has a moral it is so skillfully
hidden that the children absorb it unconsciously.
Fairy Tales. (Andersen.)
This king of fairy-tale writers has bequeathed to the
children stories which, for poetic and imaginative
qualities and tender pathos, have as yet been un-
equaled by any other writer for children. This
classic comes in many editions. A quite complete
collection is issued in two volumes, and illustrated
with delightful old-fashioned woodcuts by Pedersen
and Stone. A good general translation is by Mrs.
Lucas ; and an edition for younger children is illus-
trated by Helen Stratton. A fine Centenary edition,
with introduction by Gosse, and over two hundred
pictures by Hans Tegner, has been issued by the
Danish Government and translated into English by
Broekstad.
Fables, Myths, and Fairy Tales 95
Fairy Tales. (d'Aulnoy.)
A classic written in French over two hundred
years ago. For girls just leaving the fairy-tale age ;
may be used to introduce them to romances. A few
of the stories are : ** The Yellow Dwarf," " Prin-
cess Rosette," "The Hind in the Wood,"
' Gracieuse and Percinet," and "The Bee and
the Orange Tree."
Fairy Tales. (Hauff.)
Clever and humorous stories, written with fascinating
detail. Translated from the German. An attractive
edition is that illustrated by Dixon.
Granny's Wonderful Chair. (Browne.)
A child's classic. The language is charming, and the
stories are quaint and fanciful, and teach ethical
truths in a pleasant manner. Good to read aloud or
to tell.
Gulliver's Travels. (Swift.)
This is one of the few classics, not written for
children, that have become their property. A charm-
ing edition of this wonder-tale is that published in
the Cranford series. It is expurgated, and well illus-
trated.
Home Fairy Tales. (Mace.)
Moral instruction given in guise of pretty wonder
stories, in which good little children reap due re-
wards, and bad children are direfully punished. For
little folk.
Tungle Book. (Kipling.)
Of this book Israel Zangwill says : " Rousseau's
writings gave Voltaire a yearning to go down on all
96 The Children's Reading
fours, and a perusal of Mr. Kipling's book has left
me merely undecided whether I should rather be a
seal or a mongoose." The stories are strongly im-
aginative, and deal much with mysterious jungle life.
Good to read aloud.
Little Daffydowndilly. (Hawthorne.)
Bound together with the " Snow Image " and other
tales. Delicate fanciful tales. Good to read aloud.
Little Lame Prince. (Craik.)
Story of little Prince Dolor who floated out of hU
prison tower on a wonderful cloak. Charming
symbolic tale. A pretty edition is that illustrated
by Hope Dunlap.
Mother Stories. (Lindsay.)
The tales are told with a simple genuineness and a
touch of folk-treatment. Each story has an inner
meaning, not at all obtrusive. Good to read aloud
or to tell to little children.
New World Fairy Book. (Kennedy.)
Wholesome, imaginative stories built on a frame-
work of American Indian folk-lore. Tell of Indian
magic, of Indian maids and braves, and of fairies and
enchantment.
Pinocchio. (Collodi.)
Humorous and wonderful adventures of Pinocchio
the wooden marionette of evil ways but tender heart;
and how at last he reformed and became a real live
boy. A popular tale translated from the Italian of
Lorenzini, and illustrated by Copeland.
Red Feathers. (Roberts.)
Story of magic red feathers, and of the struggle be-
Fables, Myths, and Fairy Tales 97
tween two Indian magicians. The tale breathes of
the poetry of the forest. For older children.
Short Stories for Short People. (Aspinwall.)
Colonel Higginson says that Mrs. Aspinwall' 8 stor-
ies "have that pure impossibility in which children
delight, that fresh vigor which carries attention along,
and that suggestion which even children vaguely feel
of deeper meanings." Some of the stories are about
a squash vine that ran away, and a disobedient is-
land, and other humorous wonders.
Star Jewels. (Brown.)
Five fairy tales and six rhymes telling, among other
things, of mermaids, stars, an Indian fairy, a dryad,
and a monkey with a green cap. Prettily and fanci-
fully written.
The Prince and his Ants. (Bertelli.)
Humorous story of little Gigino, and his little
brother and sister, who refusing to study are trans-
formed into an ant, a caterpillar, and a cricket. They
have many adventures and learn about the habits of
insects. Translated from the Italian.
The Princess and the Goblin. (MacDonald.)
Fantastic fairy tale, telling how the brave miner's
son rescued the Princess from the evil goblins. The
sequel to this is " The Princess and Curdy. " George
MacDonald conceals spiritual truth under the name
of a fairy tale, and he throws over his stories a veil
of mystery that charms the reader. A pretty edition
of these two books is illustrated by M. L. Kirk.
Undine, and Sintram. (La Motte Fouque.)
Two allegorical romances translated from the Ger-
98 The Children's Reading
man. They may be used to introduce girls to the
books of romance listed in the following chapter. A
version of " Undine" with fanciful pictures is pre-
pared for little people and published in the ** Told to
Children Series." A rich and artistically bound edi-
tion is that illustrated by Rackham.
Water-Babies. (Kingsley.)
A classic story teaching nature lessons and ethics
under the guise of a fairy tale. Should be read aloud
to be enjoyed.
Why the Chimes rang. (Alden.)
Imaginative stories in form of wonder allegories. The
language and style are ordinary, but the tales are
pretty and instructive. Useful to the story-teller.
Also published under the title, Knights of the
Silver Shield."
CHAPTER VIII
BALLADS, EPICS, AND ROMANCES
' The original force, the direct smell of the earth or the
sea, is in these ancient poems, the Sagas of the North, the
Nibelungen Lied, the songs and ballads of the English and
Scotch. I find or fancy more true poetry, the love of the wast
and the ideal, in the Welsh and bardic fragments of Talies-
sin and his successors, than in many volumes of British
Classics. ' * Em erson.
IN early man the delight in rhythm and
musical sounds was prior to the sedate
power of prose expression. So it is with
children. "A child at play with itself will
express its delight by its voice and motions,"
says the poet Shelley, "and every inflexion
of tone and every gesture will bear exact
relation to a corresponding antitype in the
pleasurable impressions which awakened it.
... In relation to the objects which delight
a child, these expressions are what poetry is
to higher objects. The savage (for the sav-
age is to ages what the child is to years)
ioo The Children's Reading
expresses the emotions produced in him by
surrounding objects in a similar manner."
We find much of this poetic expression
of the life of the race conserved for us in an-
cient hymns, proverbs, charm-rhymes, songs
to accompany dances, and songs and chants
used to produce concerted action in labor,
and last but not least in ballad poetry.
Even in America labor songs are still used
for practical purposes. Sailors use the " yo-
heave-o " and the present writer once saw a
gang of workmen opening the clay door of
a blast furnace, and as the men rhythmically
swung their metal bar against the clay, they
kept time with a low, monotonous sing-song.
Scissors-grinders and street peddlers often use
rhyming calls, probably survivals of old
London street cries.
Ancient proverbs are still used in the
household, and a survival of charms, labor
and dance songs may be found in the music
and words of folk-dances. And, what is more
to our immediate purpose, these ancient
rhymes and songs enter into the play life of
modern children. Songs to accompany ring
Ballads, Epics, and Romances ioj
games, counting-out rhymes, and dance-songs
have their origins in these interesting frag-
ments, and it is possible to trace to the same
sources nursery rhymes and jingles.
But the cry from the heart of the common
people, which expresses their sufferings from
social oppression, and from the struggle for
existence ; and which shows forth their res-
tiveness under the action of laws operated
for the benefit of tyrannical classes all
this is embodied in the ballad. This form
of poetry has an important educational value.
Simple, strong, not analytical, dealing with
first principles of human failings and of jus-
tice, full of action, and imaginative, the bal-
lad nourishes the awakening powers of moral
reasoning in older children. The swing of the
verse, the objective treatment, the rapid ac-
tion, the humor or pathos, appeal to the
primitive craving of children for rhythm,
for rapidly passing mental pictures, and
for emotional literature.
Ballads are fragmentary expressions of
popular feelings and experiences, but when
gathered together by literary geniuses, and
102 The Children's Reading
welded into perfect wholes, they become epics
symphonies of human life and thought
Matthew Arnold, in his discussion of Homer,
characterizes epic greatness as being a crea-
tion from unorganized matter, a consistent
whole moving along a uniformly high plane
of noble simplicity. " Homer's manner and
movement are always both noble and pow-
erful," he asserts; "the ballad manner and
movement are often jaunty or smart, so not
noble ; or jog-trot or humdrum, so not pow-
erful."
The Iliad, standing as it does at the fore-
front of literary masterpieces, and being a
receptacle of universal human experience,
clarified of its crudity, may be made the lit-
erary goal toward which parents should work
when guiding their children's reading. Step
by step, through readings in folk-stories, bal-
lads, sagas, and mediaeval romances, young
people may be brought to a full and uncon-
scious enjoyment of Homer's epic poetry.
Too much stress cannot be laid on the
free use of romantic literature in leading up
to an appreciation of the unsentimental, he-
Ballads, Epics, and Romances 103
roic qualities of Homer's Iliad. The claims
of these romantic writings are delightfully
defended by Don Quixote's curate, who,
after listening to the harsh criticisms of the
canon, replied in part as follows; that the
author " can set forth the craftiness of Ulys-
ses, the piety of yneas, the valor of Achil-
les, the misfortunes of Hector, the treachery
of Sinon, the friendship of Euryalus, the gen-
erosity of Alexander, the boldness of Cae-
sar, the clemency and truth of Trajan, the
fidelity of Zopyrus, the wisdom of Cato, and,
in short, all the faculties that serve to make
an illustrious man perfect; now uniting them
in one individual, again distributing them
among many; and if this be done with charm
of style and ingenious invention, aiming at
the truth as much as possible, he will assur-
edly weave a web of bright and varied
threads that, when finished, will display such
perfection and beauty that it will attain the
worthiest object any writing can seek, which,
as I said before, is to give instruction and
pleasure combined."
Although the romantic cycles are largely
104 The Children's Reading
the product of the sentimental side of med-
iaeval chivalry, they have great value in the
education of young people. They appeal to
the budding sentiments and the awakening
enthusiasms of youth. They are imbued with
charming fancy and with tenderness. They
deal less with the depths of life and more
with its emotions. They draw youthful al-
truistic aspirations towards an ideal goal
where treachery, cruelty, cowardice, and false-
hood are shown in their blackness, and where
the unstained shield of the faithful knight
is preferred above all things.
Milton in his "Apology for Smectym-
nuus," emphasizes the moral influence of
romance. "Next, (for hear me out now,
reader,) that I may tell ye whither my
younger feet wandered; I betook me among
those lofty fables and romances, which re-
count in solemn cantos the deeds of knight-
hood founded by our victorious kings, and
from hence had in renown over all Christen-
dom. There I read it in the oath of every
knfght ; that he should defend to the ex-
pense of his best blood, or of his life, if it
Ballads, Epics, and Romances 105
so befell him, the honor and chastity of
virgin or matron; from whence even then I
learned what a noble virtue chastity sure
must be, to the defence of which so many
worthies, by such a dear adventure of them-
selves, had sworn. And if I found in the
story afterward, any of them, by word or
deed, breaking that oath, I judged it the
same fault of the poet, as that which is at-
tributed to Homer, to have written indecent
things of the gods. Only this my mind gave
me, that every free and gentle spirit, with-
out that oath, ought to be born a knight,
nor needed to expect a gilt spur, or the
laying of a sword upon his shoulder to stir
him up both by his counsel and his arms."
This same moral influence, exerted by
romance upon the young Milton, is to-day
working upon the characters of thousands
of modern boys and girls. Through the
public libraries numberless copies of books
on chivalry are widely circulated. Stories
of chivalry and romance are recounted at
the public story-hours, and an organization,
called the "Knights of King Arthur," is
106 The Children's Reading
encouraged by religious and secular institu-
tions. " The purpose," says the founder of
the organization, William Forbush, "is to
bring back to the world, and especially to
its youth, the spirit of chivalry, courtesy,
deference to womanhood, recognition of
noblesse oblige, and Christian daring, and
ideal of that kingdom of knightliness which
Arthur promised he would bring back when
he returns from Avalon."
It is hoped that the foregoing necessarily
brief and rapid survey of great literature,
that may be used in the education of liter-
ary taste, will rekindle the enthusiasm of
parents and encourage them to utilize this
material to the full for the benefit of their
children. Whether or not parents wish to
work toward the development of a taste for
Homeric poetry, it is best for them to fol-
low graded courses not too ironclad in
directing the reading of children. The writer
offers here a plan which is based on many
years of experimentation with children of
all classes. Brief characterizations of groups
of stories are added which will aid parents
Ballads, Epics, and Romances 107
in selecting and grouping their material to
be used for story-telling, reading aloud, and
for the personal reading of the children and
young people.
While a child is still enjoying fairy and
wonder tales, he may be given ballads, the
full enjoyment of which depends on their
being read aloud to him, the reader's voice
keeping time with the swing of the verse.
Among the fine old ballads are "Chevy
Chace," "The Battle of Otterbum," "The
Blind Beggar's Daughter," " Sir Andrew
Barton," " Adam Bel," " Clym of the
Clough and Wyllyam of Cloudeslee," " Sir
Cauline," "Fair Rosamond," "The Heir
of Linne," and the cycle of Robin Hood
ballads. There are also stirring imitations
by modern poets, equally worth reading
aloud; among these are "Valentine and
Ursine," "John Gilpin," "Young Lochin-
var," " Horatius," "The Mermaid," "How
they Brought the Good News from Ghent
to Aix," "The Pied Piper," and "The
Rime of the Ancient Mariner." There are
a number of renditions of ballads into prose.
108 The Children's Reading
These serve as delightful story-books, or
they may be used to interest the children in
ballad plots and thus lead up to the poems
themselves. Prose versions, no matter how
well done, cannot reproduce the spirit of the
ballads in original form. The reading of
ballad poetry may be made an occasional
incident in the children's literary training,
not a course complete in itself.
As a child begins to outgrow myths,
legends, and fairy tales, he will revel in the
stories of Beowulf and Siegfried, in the slay-
ing of Grendel the Ogre, and the killing of
Fafnir the Dragon. The combination in
the tales of the wonder element and the
heroic appeals to a growing child; while the
Germanic strength in these products of our
Northern ancestors acts like a tonic on the
mind.
Among the best of the Siegfried legends
are, " The Forging of the Sword Balmung,"
"The Choosing of Grani," "The Slaying
of Fafnir," and " The Awakening of Bryn-
hild." The strongest elements of the stories
are drawn from the Northern sagas telling
Ballads, Epics, and Romances 109
of the deeds of Sigurd the Volsung the
Siegfried of the North. The saga tales are
full of the mystery and poetry of the land
of Northern lights and midnight sun; and
they relate the deeds of valiant men and
heroic women. Another source of the stories
is the great German epic, the " Nibelungen-
lied," in which the Northern lights of the
saga tales die down, and the wonder ele-
ment vanishes, and Sigurd the hero becomes
Siegfried the knight, while the Valkyrie
Brynhild, " the shield-may " of Odin, van-
ishes from her saga castle, " where without,
all around it, sweeps the red flame aloft,"
and reappears in the German Lied as the
revengeful, masculine Brunhild.
Unfortunately there is no satisfactory ver-
sion for children of either the " Volsunga
Saga " or the " Nibelungenlied." James
Baldwin has made the best rendition, in
which he has combined the heroic and won-
der elements of the Northern sagas with the
best of chivalric sentiment from the Ger-
man song. Parts of the " Volsunga Saga,"
translated from the Icelandic by Magnus-
no The Children's Reading
son and Morris, may be read to the child-
ren, but it contains much that is too brutal
and coarsening for children to read to them-
selves. Mr. Morris's poetic version of "Sigurd
the Volsung" is unfortunately beyond the
appreciation of most young people.
Spenser's "Faerie Queene," although not
a part of folk-literature, but an original me-
trical romance, may be made the next link
in the chain of progressive reading that will
lead young people to an appreciation of
other fine things. Richly imaginative, full
of wonder incidents, romantic, and above all
allegorical, the " Faerie Queene " may well
form part of the mental diet on which every
child is brought up. The poem teaches hol-
iness, truthfulness, prudence, justice, forti-
tude, and temperance. It instills its lessons
through beautiful allegory making the good
lovely and the bad gross. Milton, speaking
of "our sage and serious poet Spenser,"
writes that he, " describing true temperance
under the person of Guyon, brings him in
with his palmer through the Cave of Mam-
mon and the Bower of Earthly Bliss, that
Ballads, Epics, and Romances hi
he might see and know and yet abstain. Since,
therefore, the knowledge and survey of vice
is in this world so necessary to the constitu-
tion of human virtue and the scanning of
error to the confirmation of truth." This
mysterious inner significance, mingled with
a romantic plot and the relation of many
wonders, both softens and enthralls the im-
agination of a growing boy or girl.
A programme of stories from the " Faerie
Queene " may include " The Quest of the
Red Cross Knight," " Una and the Lion,"
" The Red Cross Knight and the Dragon,"
"Sir Guyon's Search for the Bower of Earthly
Bliss," "The Adventures of Britomart,"
" Britomart and Amoret," " The Fair Flori-
mell," "Adventures of Sir Artegall," and
" The Quest for the Blatant Beast."
Following Spenser, Chaucer may be read
aloud or given to a child to read for him-
self. Unfortunately because of the archaic
language of the " Canterbury Tales," they
may not be fully enjoyed in their original
form. The fine adaptations of Darton and
McSpadden may be' used to lead up to a
ii2 The Children's Reading
good paraphrase of the tales. These two ren-
ditions preserve much of Chaucer's optimism,
joyousness, and humor, and they render the
stories with spirit
Stories from Chaucer are thoroughly en-
joyed by children because of the adventure,
rapid action, and thrilling plots, while the
humane attitude, the genial humor, and
wholesome thought of the poet are mentally
salutary. Some of the best Chaucerian tales
are "Palamon and Arcite," "Faithful Con-
stance," " Patient Griselda," and "The Rocks
Removed."
At this point, before passing into the field
of Arthurian and Carolingian romance, pa-
rents may, if desired, make use of folk-tales
from other literature. Stories of Sohrab and
Rustem may be drawn from the Persian
" Shah Nameh," and tales may be taken from
such sources as the romance of " Amadis of
Gaul," " Frithiof s Saga," Icelandic hero stor-
ies and Irish romance and legend. " The Cid,"
the poems of Ossian, and the traditions of
Talie jsin offer also a rich supply of imagina-
tive tales.
Ballads, Epics, and Romances 113
Having made the poems of Spenser and
Chaucer the connecting links between the
Beowulf and Siegfried legends and more ma-
ture folk-literature, we pass now to the dis-
cussion of the use of the Arthurian and
Carolingian romances. These two great
mediae val groups of stories have collected
within themselves historical and legendary
traditions as well as the best of mediaeval
Christian ethics. The stories of Arthur have
passed from their crude form as seen in
the Welsh fragments through numerous
hands until they have found their high-
est Christianized expression in Tennyson's
" Idylls of the King."
Carolingian romance has for its central
figure the legendary Charlemagne, majestic
and solemn, surrounded by his Paladins and
animated with one intent, the protection of
Christendom. The tales as given to the
children are mainly a welding together of
material drawn from the " Song of Roland "
and the " Orlando Furioso" of Ariosto. The
stories are heroic, and emphasize loyalty in
friendship, magnanimity and patriotism, and
H4 The Children's Reading
the reward of the faithful in after life. The
writer has found no story that moves child-
ren more deeply than the death of Roland.
" In no respect," writes one critic of Carol-
ingian romance, " is the influence of Christ-
ianity on the national literature, and on the
heroic ideal, more strongly marked than in
such a death-scene as this at Roncesvalles.
The Greek hero, let his toils be what they
might, could look to no reward after they
were ended. Even the joys of the Northern
warrior in his Valhalla were but shadowy.
But when the faithful champion of Christen-
dom had fallen on his last battle-field, his
happiness was only commencing : and the
Paladins of Roncesvalles became a great army
of martyrs, whose blood had been shed in
defense of all that was true and right."
The finest ideals of chivalry are repre-
sented by the Knights of the Round Table,
Arthur, " whose glory was redressing
human wrong, who spake no slander, no,
nor listened to it;" Lancelot, the faulty but
brave knight, the flower of Arthur's court ;
Gawain the courteous ; Galahad the holy ;
Ballads, Epics, and Romances 115
and many others. The Paladins of Charle-
magne likewise uphold their knightly code*
and the noble deeds of Roland and Oliver
stir the blood of young people. While the
acts of goodly knights are recounted for
our admiration and imitation, the evil acts
of recreant ones are held up to scorn ;
of such are Mordred the treacherous ; Kay,
rude and boastful ; and Ganelon the smooth-
tongued traitor. The wonder element is not
lacking in either Arthurian or Carolingian
legends, for the tales treat of such mysteri-
ous beings as Merlin the enchanter, spell-
weaving Vivien, the Lady of the Lake, Mor-
gan the Fay, the three Queens of Avalon ;
also of fairies and enchanted beasts ; while the
adventures of Ogier the Dane and those of
Roland in the gardens of Falerina should
satisfy any wonder-loving boy or girl.
A short course of stories about King Ar-
thur's knights may include the following,
" The Coming of Arthur," " The Knights
of the Round Table," " The Adventure of
Gareth," " Geraint and the Fair Enid," " The
Dolorous Stroke," " Lancelot and Elaine,"
n6 The Children's Reading
" The Quest of Sir Perceval," " Sir Galahad
and the Achievement of the Holy Grail,"
and " The Passing of Arthur."
An equally delightful course of stories
may be planned from Carolingian romance,
including: "The Adventures of Ogier the
Dane," " The Sons of Aymon," " Malagis
the Magician," "A Roland for an Oliver,"
"Reinold's Journey to Cathay," "Roland
in the Gardens of Falerina," "Bradamant
the Warrior Maiden," and " The Battle of
Roncesvalles."
Such courses as outlined above will prob-
ably last until a child is fourteen or fifteen
years of age. He may then be introduced
to Homer's poetry, or, if parents prefer, to
other great literature, Shakespeare, the poets,
the dramatists and novelists.
An appreciation of Homeric poetry is,
however, a fine preparation for the enjoy-
ment of other great writings. Homer should
be read aloud from a good translation, but
previous to this the boy or girl should be
prepared for a fuller understanding of the
Greek epics by reading Baldwin's "Story
Ballads, Epics, and Romances 117
of the Golden Age," which contains legends
and stories explaining the causes of the
Trojan War. The children may also be fur-
ther interested in the Homeric stories by-
reading one or more of the good renditions
listed below. A connected course giving the
events of the war and the after adventures
of the heroes may be planned, drawing
material from Homer, Virgil, and other
sources.
It is a much-mooted question whether
great literature should be rewritten for child-
ren, and whether it should be expurgated.
There are great books that few children read
through, while chapters from those writings
read when young may give the children, later
in life, a desire to read the entire works. An
example of such is " Don Quixote." It would
seem well to place in the hands of children
interesting, well-edited excerpts from this
work. On the other hand, there are fine
things that children should read in their en-
tirety. Of these last there are good renditions
which preserve more or less the quality of
their originals. Such adaptations may, as far
n8 The Children's Reading
as is possible, be used as a means to an end,
to interest the children in plots and to
lead up to the originals. As to expurgation,
it is the opinion of the present writer that
much in books thought by adults to be
harmful to children, these pass over without
notice fork is beyond their range of vision;
while that which is actually harmful to minors
is the lauding of vice and success by craft,
and the light treatment of lying, thieving,
disloyalty, and other acts that children should
be taught degrade character and undermine
integrity.
It would seem that if in their early years
children are taught by the means of carefully
selected and edited stories to discern between
good and evil, and weakness and strength,
that they may, when older, be permitted to
read certain masterpieces unedited and un-
expurgated. By the time a boy and girl are
fifteen or sixteen years of age their moral
sense should have been so trained that, in-
dependent of the judgment or conscience of
others, they should be able to perceive for
themselves when an author fails to uphold
Ballads, Epics, and Romances 119
uniformly high standards of virtue, or con-
fuses falsehood with truth. This opinion does
not apply to literature which is perverting
such writings are injurious to child or adult.
The following list of books is arranged
according to the plan of reading outlined in
this chapter. Whenever possible inexpensive
versions are quoted as well as fine gift-books.
BOOKS OF BALLADS, EPICS, AND ROMANCES
(For modern romances see Classics and Standards, page
1 54. For editions, publishers, and prices see Purchase List
of Children's Books, page 302.)
Ballad Collections
Ballad Book. (Bates.)
Inexpensive collection of ballads, traditional, super-
stitious, romantic, and domestic. Another excellent
but inexpensive collection is "Representative English
and Scottish Popular Ballads," edited by Witham.
Blue Poetry Book. (Lang.)
Ballads and poems of action. Gift-book bound in
blue and gold, with numerous illustrations.
Book of Old English Ballads. (Mabie.)
A limited selection of the most famous ballads, il-
lustrated by George Wharton Edwards. Attractively
bound.
no The Children's Reading
Robin Hood. (Perkins.)
Old English ballads of the bold outlaw and his
merry-men, with colored pictures by Lucy Fitch
Perkins.
The Boy's Percy. (Lanier.)
The standard and best collection for young people,
selected by Sidney Lanier from Bishop Percy's
" Reliques of Ancient English Poetry." Substantially
bound but unattractive to the eye.
Ballads retold in Prose
Ballads in Prose. (Macleod.)
Stories of Patient Griselda, the Blind Beggar's
Daughter, Robin Hood, and other ballads. The au-
thor has retained much of the original language,
transposing words in order to break the rhythm.
Attractively illustrated.
Children's Tales from Scottish Ballads. (Grier-
son.)
Tales of Black Agnace, Thomas the Rhymer, Sir
Patrick Spens, the Wizard Michael Scott, and other
heroes and heroines of Scottish song. Interesting
story-book, and useful to the story-teller. Colored
illustrations.
Merry Adventures of Robin Hood. (Pyle.)
Howard Pyle has done for the Robin Hood legends
what Hawthorne did for the classic tales; he has
made his material over into a literary work peculiarly
his own, and he has added another classic to the
children's shelves. The book is illustrated by the
author.
Ballads, Epics, and Romances 121
Old Ballads in Prose. (Tappan.)
Charming, simple renditions of such ballads as
"Saddle to Rags," "Willie Wallace," "Cat-
skin," Patient Annie," " Earl Mar's Daughter,"
and "The King and the Miller of Mansfield."
Useful for story-telling.
Stories from Famous Ballads. (Greenwood.)
Inexpensive volume of romantic stories edited by
Caroline Burnite.
Story of Beowulf
Beowulf. (Child.)
Beowulf with the Finnesburh Fragment.
Stories of Beowulf. (Marshall.)
The Anglo-Saxon saga retold in simple and excellent
English. Heroic qualities are emphasized. Colored
pictures.
Stories of Siegfried and other Northern Heroes
Heroes of Iceland. (French.)
Adapted from Dasent's "Story of Burnt Njal."
May be used to introduce young people to Morris's
and Magnusson's " Heimskringla. "
Grettir the Strong. (French.)
The tragedy of this famous Icelandic outlaw retold
from Morris's version. Vivid, well told, and shows
the operation of tribal laws.
Gudrun. (Schmidt.)
A prose rendering of the " Lay of Gudrun." Sim-
ple, short, and inexpensive. Translated from the
German by Upton.
122 The Children's Reading
Stories from Wagner. (McSpadden.)
Wagner drew much of his material for " The Ni-
belungen Ring" from both the * * Volsunga Saga ' ' and
the " Nibelungenlied. " The stories are retold in
straightforward, vigorous English. Inexpensive ver-
sion. Contains also stories of other Wagner operas.
Stories of the Kings of Norway. (Morris and
Magnusson.)
" The Heimskringla," being volumes 3-5 of the
Saga Library," done into English from the Ice-
landic. Romantic and thrilling. For young people
and adults.
Story of Siegfried. (Baldwin.)
The best rendition for children of the Siegfried le-
gends, based on the " Eddas," the " Volsunga
Saga," and the "Nibelungenlied." Interesting and
useful to the story-teller.
Story of Sigurd the Volsung. (Morris.)
A poetic version for young people and adults. The
very breath of the North seems to flow across these
lines as the polar wind across the green waves of the
North Sea."
Story of Frithiof
FrithioPs Saga. (Tegner.)
A popular translation is by Holcomb, and selections
from the saga are charmingly translated by Long-
fellow under the titles M FrithioPs Homestead,"
* Sledge- Ride on the Ice," " FrithioPs Tempta-
tion," and " FrithioPs Farewell."
Ballads, Epics, and Romances 123
Northland Heroes. (Holbrook.)
Stories of Frithiof and Beowulf very much con-
densed and simplified. Inexpensive. A short but ex-
cellent version is "Frithiof Saga" by Schmidt.
Stories from the Shah Nameh
Sohrab and Rustum. (Arnold.)
The famous poem by Matthew Arnold. Good to
read aloud.
Stories of the Persian Heroes. (Wilmot-Buxton.)
An imaginative and well-written rendition. Another
good version is the " Story of Rustem," by E. D.
Renninger.
Stories of the Cid, and Amadis of Gaul
A Knight Errant. (Davidson.)
Story of Amadis of Gaul retold from Southey's
translation. Attractive cover, and colored pictures
by H. M. Brock.
Ancient Spanish Ballads. (Lockhart.)
Stirring translations, including the ballads of the Cid.
Good to read aloud.
The Story of the Cid. (Wilson.)
Prose tales telling of the valiant deeds of the Cid
Campeador.
Some Celtic Heroes and Heroines
Poems of Ossian. (MacPherson.)
Weird, poetic tales of Fingal and other heroes. Read
aloud to young people.
124 The Children's Reading
Tales of the Enchanted Islands of the Atlantic.
(Higginson.)
Contains among other things the story of" Taliessin
of the Radiant Brow."
The Boy's Cuchulain. (Hull.)
A romantic retelling of Irish hero legends.
Stories from Spenser
Faerie Queene. (Spenser.)
The versions of Macleod and Royde-Smith may be
used to prepare the children to enjoy this poem.
Stories from the Faerie Queene. (Macleod.)
A close prose rendering of the original poem. Illus-
trated and attractive. Less expensive than " Una and
the Red Cross Knight."
Una and the Red Cross Knight. (Royde-Smith.)
Retold in charming prose. Bits of the original poem
are woven into the stories. Illustrated gift-book.
Stories from Chaucer
Canterbury Tales. (Chaucer.)
Modern English paraphrase.
Stories from Chaucer. (McSpadden.)
One of the best prose renderings of Chaucer. Parts
of the original poems are woven into the narratives.
Inexpensive.
Ballads, Epics, and Romances 125
Tales of the Canterbury Pilgrims. (Darton.)
Retold from Chaucer, Lydgate, and others. Eng-
lish vigorous. Spirited illustrations by Hugh Thom-
son. Stories retain much of Chaucer's optimism,
humor, and gentle courtesy.
Legends of King Arthur
Idylls of the King. (Tennyson.)
These poetic and ethical versions of the King Arthur
legends should be read aloud after the children have
enjoyed the rendition from Malory and Howard
Pyle's stories.
King Arthur Series. (Pyle.)
Four volumes giving the history of King Arthur and
the Knights of the Round Table. Their order is,
Story of King Arthur," " The Champions of the
Round Table," "Sir Launcelot and his Compan-
ions." " The Story of the Grail," and The Pass-
ing of Arthur." Treatment strong and unsenti-
mental. Follow with Tennyson's ' Idylls of the
King."
The Boy's King Arthur. (Lanier.)
Edited from Sir Thomas Malory's " Morte Dar-
thur. ' ' This is the standard edition for young people,
but it is most unattractive in binding and print. A
more popular edition, also based on Malory, is
Macleod's "Book of King Arthur and his Noble
Knights. ' ' The latter is well illustrated and attractive.
A cheap rendition, short and not so interesting, is
that of Stevens and Allen.
126 The Children's Reading
Legends of Charlemagne and bis Paladins.
Song of Roland. (Butler.)
English prose translation of this famous French song.
Stories of Charlemagne. (Church.)
And of the twelve peers of France. A stronger but less
poetic version than Baldwin's " Story of Roland."
Stories of Childe Roland. (Marshall.)
Short Stories. Treatment romantic and style pictur-
esque. Colored illustrations. For younger children
than the renditions by Baldwin or Church. Popu-
lar and inexpensive.
Story of Roland. (Baldwin.)
A prose version which with poetic spirit treats of
the adventures and exploits of Roland, Oliver, Rei-
nold, and Ogier the Dane.
Virgil
jEneid. (Virgil.) &
The rhymed version of Conington may be used, or
the translation into blank verse by Cranch.
Stories from the iEneid. (Havell.)
Well rendered and interesting. Illustrated.
Homer
Iliad. (Homer.)
Two good translations for use with young people are
that of Bryant translated into blank verse, and the
prose version of Lang, Leaf, and Myers.
Odyssey. (Homer.)
Bryant's translation in blank verse, and the prose
version by Professor Palmer.
Ballads, Epics, and Romances 127
Stories from Homer. (Church.)
With twenty-four colored illustrations from designs
by Flaxman. The best one-volume edition of tales
from the Greek epics. Also published in more ex-
tended form, in two volumes, under the titles
" Story of the Iliad," and " Story of the Odyssey."
Another excellent illustrated two-volume edition
of the tales is that prepared by Professor Havell.
Story of the Golden Age. (Baldwin.)
Legends showing the causes of the Trojan War, end-
ing where the Iliad begins. Delightfully retold.
Miscellaneous Stories from Old Romances
Book of Romance. (Lang.)
Stories of King Arthur, Robin Hood, Wayland the
Smith, and other heroes. Many pictures. Uniform
with the ' Colored Fairy Books."
Seven Champions of Christendom. (Cartwright.)
Adventures of St. George, St. Denis, St. James,
St. Andrew, St. Patrick, and others. How they
conquered pagans, rescued distressed damsels, and
rid the world of necromancers, dragons, giants,
and other evils. Retold in quaint English from
" The Famous Historie of the Seven Champions of
Christendom" written in the sixteenth century.
Stories from Don Quixote. (Havell.)
A dignified and most interesting volume of selections
from this work. Well worth placing in the hands
of every young person. Another good version for
younger children is that edited by Judge Parry and
illustrated in color by Walter Crane.
128 The Children's Reading
Stories from Old French Romance. (Wilmot-
Buxton.)
Charlemagne legends, and stories from such French
romance as " Aucassin and Nicolette," ** Con-
stans the Emperor," and ' William and the Were-
wolf."
Tales from the Alhambra. (Irving.)
A most attractive selection from these romantic tales,
edited by Josephine Brower, and illustrated by C. E.
Brock. Good to read aloud. May be followed by
"The Alhambra," with illustrations by Pennell.
Wonder-Book of Old Romance. (Darton.)
A gift-book. Illustrated by A. G. Walker, and tell-
ing in delightful fashion the stories of William and
the Werewolf," "King Robert of Sicily," "Sir
Cleges and the Cherries," "King Horn," " Guy
of Warwick," and other tales not usually included
in collections for children.
CHAPTER IX
POETRY AND RHYMES
" And fir sty truly, to all them that, professing learning,
inveigh against poetry, may justly be objected, that they go
very near to ungratefulness to seek to deface that, which, in
the noblest nations and languages that are known, hath been
the first light-giver to ignorance, and first nurse, whose milk
by little and little enabled them to feed afterwards of tougher
knowledges." Sir Philip Sidney.
IT may have occurred to the reader that in
previous chapters undue stress has been
laid on the ethical and aesthetic content of
folk-story and song, and little or nothing said
of that important thing literary form.
This omission is not because the writer
thinks form of no consequence, but because
in the early education of children the char-
acter of the ideas implanted is most impor-
tant. Form is but a means to an end. It
may make gracious the message it conveys.
Ideas or suggestions presented in weak or
uninteresting style, and in prosy or limited
vocabulary, lose their force and fail to make
130 The Children's Reading
the desired deep impression on the mind.
Ungrammatical or otherwise incorrect Eng-
lish helps to destroy a child's taste, and
accustoms him to language that will, in
its turn, weaken his powers of expres-
sion.
Harmony of expression, fine or noble
language, not only satisfy taste but stir
thought to action, and often to imitation;
this is notably true of the effects of poetry.
An interesting proof of this may be found
in the early compositions of many poets
whose first efforts, consciously or uncon-
sciously, are direct, though sometimes weak,
imitations of favorite authors who impressed
themselves on the minds of the young en-
thusiasts. We have already seen that Mas-
son finds in Milton's early writings evi-
dences of the influences of Du Bartas, Spenser,
and other poets, and that Milton began to
compose at the age of ten. Burns, writing of
his own early reading, and referring to a vol-
ume of English songs, says : " The collection
of songs was my vade mecum. I pored over
them, driving my cart, or walking to labor,
Poetry and Rhymes 131
song by song, verse by verse, carefully not-
ing the true, tender, or sublime, from affec-
tation and fustian. I am convinced I owe to
this practice much of my critic-craft, such as
it is."
To this point writes Stedman: "One
poet's early song, for example, has closely
echoed Keats; another's, Tennyson; after-
ward, each has given us a motive and a
method of his own, yet he was first as much
a pupil of an admirable teacher as those
widely differing artists, Couture and Millet,
were pupils of Delaroche. Still another
began with the Italian poets, and this by a
fortunate chance, or rather, let us say, by
that mysterious law which decrees that gen-
ius shall find its own natural sustenance. In
time he developed his own artistic and
highly original note, with a spirituality con-
firmed by that early pupilage."
And in the ranks of more ordinary mor-
tals, who is there that has not, in the enthu-
siasm of youthful literary aspirations, mod-
eled his early efforts after some master poet,
novelist, or dramatist? And weak though
132 The Children's Reading
the resultant compositions may have been,
yet those masters exerted an influence on
the tastes of their neophytes, and possibly
urged them on to more ambitious expres-
sion.
The educational function of poetry as a
formative of style and expression is therefore
important Its appeal to a child's native sense
of rhythm, and to his delight in ethically and
aesthetically clothed thought, proves beyond
question that poetry is an essential factor in a
child's mental development. The evolution
of his taste in verse is one of the most inter-
esting and concrete expressions we have of
the gradual unfolding of a child's interests
and of the growth of his inner life. We note,
through changes in taste, that gradual transi-
tion from the play-life of early childhood
the self-unconscious period, during which a
child projects himself into the state or life of
objects and living things around him to
that stage of more mature self-contemplation
when " shades of the prison-house begin to
close upon the growing boy."
This growth manifests itself first through
Poetry and Rhymes 133
the love of nursery rhymes, which develops
early into an appreciation for other forms of
poetry and rhyme ; for the rhymed proverb
and fable ; the moral tale in verse, as exemp-
lified by the Lambs, the Taylors, the Carys,
and Dr. Hoffmann ; the songs of play-life,
such as those of Lucy Larcom, Eugene
Field, James Whitcomb Riley, and Robert
Louis Stevenson; and verses of fancy, the
best examples of which may be found in
" Songs of Innocence," by William Blake,
and in the poems of William Allingham.
Then comes the period of intense ab-
sorption in romantic verse, including ancient
ballads, modern imitations, and such poems
as Longfellow's " Hiawatha," " Tales of a
Wayside Inn," and " Evangeline " ; Tenny-
son's " Sir Galahad," " Lady of Shalott," the
"Idylls of the King"; Scott's "Marmion,"
" Lady of the Lake," and other poems ; and
last, but not least, the fanciful or plaintive
song and lyric.
If the love of poetry is nourished to that
point where it is no longer merely a phase
of the sentimental or emotional side of youth,
134 The Children's Reading
but has become a part of the inner life of the
individual boy and girl, the young people
will pass enthusiastically to the enjoyment
of Keats, Shelley, Moore, and other poets,
whose strongest appeal is to youth* All of
which reading will prepare the way for the
riper appreciation of such philosophic poets
as Milton, Dante, and Wordsworth.
To derive the keenest pleasure from poetry (
it should be read aloud. An occasional po-
etry-hour may liven the regular reading pro-
gramme. It is best to read at first from good
collections. This insures a catholic taste and
a knowledge of many poets. " The Posy
Ring " may be followed by Repplier's " Book
of Famous Verse," and " Golden Numbers "
by Palgrave's " Golden Treasury " or " The
Oxford Book of English Verse." If preferred,
after finishing " The Posy Ring " and the
"Book of Famous Verse," one may read
from the poets Longfellow, Whittier, Bryant,
and Tennyson. Some children are eager to
memorize and recite, and any of the volumes
listed below offer good material for this pur-
pose.
Poetry and Rhymes 135
books of poetry and rhymes
(For other books of poetry see Easy Reading, page 62.
Ballads, Epics, and Romances, page 119, Religious Books,
page 268. For editions, publishers, and prices, see Purchase
List of Children's Books, page 302.)
Collections
Book of Famous Verse. (Repplier.)
A collection that is especially fine for boys. Con-
tains martial songs, ballads, story-telling poems, as
well as many short lyrics and rhymes.
Book of Verses for Children. (Lucas.)
About two-hundred old proverbs, nonsense rhymes,
old-fashioned story-telling poems, and other verses.
Illustrated by Bedford. May be read after Mother
Goose.
Children's Book of Poetry. (Coates.)
A most popular and comprehensive collection of
homely old-fashioned poems written for children.
The compiler has consulted the children's tastes
rather than literary requirements.
Golden Numbers. (Wiggin and Smith.)
This and its companion volume "The Posy Ring "
are collections of song and verse selected for their
literary quality as well as for their appeal to children
and young people. Contain many poems not usually
found in other anthologies . The arrangement is orig-
inal and fanciful. "The Posy Ring" should be
read first.
136 The Children's Reading
Golden Treasury. (Palgrave.)
Every older boy or girl should be familiar with this
classic collection of English sonnets, lyrics, and
songs. Acquaintance with this book alone will form
a taste for the best of poetry. Another fine and more
general collection is " The Oxford Book of English
Verse," edited by Quiller-Couch.
St. Nicholas Christmas Book.
Stories and verses selected from the volumes of
"St. Nicholas Magazine." Attractive cover. Fan-
ciful and charming illustrations. For young children.
The Book of Christmas. (Mabie.)
Songs, essays, short stories, legends, and descrip-
tions of Christmas festivities in other lands and ages.
Literary in tone. Charmingly bound. For young
people and adults. Another Christmas collection, a
charming gift-book for younger children, is Dier's
Children's Book of Christmas."
The Heart of Youth. (Gilder.)
A collection of poems especially suitable for young
girls. Selected with literary taste and with sympathy
for youth.
Children's Own Poets
Ballads for Little Folk. (Alice and Phoebe Cary.)
Verses about farm life, playmates, flowers, insects, and
animals. Popular with little children. Illustrated.
Child's Garden of Verses. (Stevenson.)
With twelve full-page pictures in color and pen and
ink, by Jessie Willcox Smith. Gift-book. For little
folks' edition, see page 66.
Poetry and Rhymes 137
Childhood Songs. (Larcom.)
Many poems of domestic and play life. Forty-three
illustrations.
Child Verse. (Tabb.)
Lyrics both gay and grave. Delicate and tender in
tone. For children and adults.
Little-Folk Lyrics. (Sherman.)
Fanciful verses, and songs about flowers and birds.
Illustrated.
Nonsense Books. (Lear.)
Ruskin says: Surely the most beneficent and in-
nocent of all children's nonsense books yet produced
is the ' Book of Nonsense,' with its corollary carols,
inimitable and refreshing, and perfect in rhythm. I
really don't know any author to whom I am half as
grateful for my idle self as Edward Lear." "The
Nonsense Books " come bound in one large volume,
with original illustrations by Mr. Lear; also in three
separate volumes, most delightfully illustrated by
L. Leslie Brooke.
Once upon a Time. (Wilkins.)
Rhymes and jingles and fairy poems. Illustrated.
Original Poems. (Ann and Jane Taylor.)
Such poems as " Meddlesome Matty," "Greedy
Richard," "The Little Boy who made himself
Sick," " The Wasp and the Bee," and many
other moral rhymes. Contains also a few verses by
Adelaide O'Keeffe. Fanciful pictures by Bedford.
Another edition of selected verses, called " Little
Ann, and Other Poems," is delightfully illustrated
by Kate Greenaway.
138 The Children's Reading
Pocketful of Posies. (Brown.)
Pretty, childlike verses about such wonders as "The
Pummy and the Wicked Gluglu Bird," "An Ad-
venture in Cookie Land," and " The Fate of a
Greedy Pincushion."
Poetry for Children. (Charles and Mary Lamb.)
The "gentle Elia " and his sister wrote quaint
moral verses for children. Some of the verses are,
"The Boy and the Skylark," "The Magpie's
Nest," "Choosing a Name," "Cleanliness," and
"The Broken Doll."
Rhymes of Childhood. (Riley.)
Also, "Book of Joyous Children." Two volumes
of fun, mischief, and humor, told in rhyme that
delights children. Contains, among other things,
"The Dream March," "The Boy Patriot,"
" Nine Little Goblins," " The Old Hay-Mow,"
'The Man in the Moon," and other rhymes of
the " Raggedy Man."
Sing-Song. (Christina Rossetti.)
Short lyrical verses, with much poetic quality.
Tender and fanciful. Many pictures.
Songs of Innocence. (Blake.)
Imaginative songs of nature and child life. Contains
also poems of pathos and religious sentiment. No
poet surpasses Blake in his power to enter into the
fresh, spontaneous joy of little children. Some of
his poems are "The Lamb," "Spring," "In*
fant Joy," and " The Laughing Song."
Poetry and Rhymes 139
Stories and Poems for Children. (Thaxter.)
Poems of nature, especially of the seaside. Literary
in quality and childlike. Contains also pretty stories.
Some of the poems are ** The Sandpiper," " Pic-
cola," and "King Midas."
Sundown Songs. (Richards.)
Merry rhymes for very little people who enjoy
Mother Goose.
When Life is Young. (Dodge.)
Rhymes and jingles, with pictures, humorous and
fanciful. Originally published in " St. Nicholas
Magazine."
With Trumpet and Drum. (Field.)
Also, " Love-Songs of Childhood." Both volumes
contain delightful childlike verses, some of which are
"The Duel," " The Sugar-Plum Tree," "The
Shut-Eye Train," "Little Blue Pigeon," and
" Wynken, Blynken, and Nod." A selection of the
best verses is published under the title, " Lullaby-
Land," and is illustrated by Charles Robinson.
Some Poets who appeal to Young People
(Favorite poems selected from the poets listed below
may be found in anthologies such as "Golden Num-
bers," "The Golden Treasury," and "The Oxford
Book of English Verse.")
Abou Ben Adhem, and Selected Poems. (Hunt.)
140 The Children's Reading
Baby Bell, The Little Violinist, and Other Verse
and Prose. (Aldrich.)
Some of the verses are " Alec Yeaton's Son,"
"Friar Jerome's Beautiful Book," and " Ode on
the Unveiling of the Shaw Memorial."
Golden Book. (Coleridge.)
Contains, among other things, "The Rime of the
Ancient Mariner," " Christabel," and " Kubla
Khan."
Grandmother's Story of Bunker Hill Battle, and
Other Poems. (Holmes.)
Contains, among other things, "The Flower of
Liberty," "The Chambered Nautilus," "The
Ballad of the Oysterman," " The Wonderful Onc-
Hoss Shay," and " Old Ironsides."
Hermann and Dorothea. (Goethe.)
English translation by Frothingham.
Intimations of Immortality, and Selected Poems.
(Wordsworth.)
Among the poems are "We are Seven," "Lucy,"
and " The World is too much with Us."
Lalla Rookh. (Moore.)
An Oriental romance, into the plot of which are
woven thrilling story-telling poems ; some of which
are "The Veiled Prophet of Khorassan," " Par-
adise and the Peri," and " The Fire- Worshippers."
L' Allegro and II Penseroso. (Milton.)
Poetry and Rhymes 141
Lays of Ancient Rome. (Macaulay.)
Horatius, and other heroic poems.
Lays of the Scottish Cavaliers. (Aytoun.)
Among the lays are "The Execution of Mont-
rose," "The Heart of the Bruce," "The Burial-
March of Dundee, and The Widow of Glencoe."
Ode to the West Wind, and Selected Poems.
(Shelley.)
Includes "The Sensitive Plant," "The Cloud,"
"To a Skylark," and other poems.
Poems. (Keats.)
Includes, among other poems, "The Eve of St.
Agnes," " Ode on a Grecian Urn." "Ode to a
Nightingale," " Isabella," " Endymion," and
" Hyperion."
Poems. (Longfellow.)
The children's favorite poet. Among the most pop-
ular of his poems are "Hiawatha," "Tales of a
Wayside Inn," "Evangeline," "The Psalm of
Life," "The Wreck of the Hesperus," and " The
Skeleton in Armor."
Poems. (Scott.)
The poet-romancer. The most popular of his long
poems are " The Lady of the Lake," "The Lord
of the Isles," "Marmion," and "The Lay of the
Last Minstrel."
142 The Children's Reading
Poems. (Tennyson.)
Among his poems most enjoyed by young people
are * The Idylls of the King," " The Princess,"
" Maud," and "Locksley Hall " ; also the shorter
poems, "The Lady of Shalott," "Sir Galahad,"
"The Day-Dream," "The Brook," "Lord of
Burleigh," "Lady Clare," and "The Charge of
the Light Brigade."
Poems and Songs. (Burns.)
Selections including "Mary Morrison," "To a
Mountain Daisy," "John Anderson," and " High-
land Mary."
Selected Poems. (Byron.)
Including " Childe Harold," and "The Prisoner
ofChillon."
Selected Poems. (Herrick.)
Songs and lyrics.
Selected Poems. (Schiller.)
Translated by Bulwer-Lytton.
Snow-Bound, and Selected Poems. (Whittier.)
Includes, among other things, "Ichabod," "The
Tent on the Beach," "Skipper Ireson's Ride,"
and "Telling the Bees."
Songs and Lyrics. (Heine.)
Thanatopsis, and Other Poems. (Bryant.)
Includes, among other things, "The Death of the
Flowers," "The Planting of the Apple-Tree,"
Poetry and Rhymes 143
"The Return of the Birds," " Robert of Lincoln,"
"Song of Marion's Men," "To the Fringed
Gentian," and "To a Waterfowl."
The Blessed Damozel. (Rossetti.)
The Pleasures of Hope, and Selected Poems.
(Campbell.)
Contains also "Lochiel's Warning," and " Lord
Ullin's Daughter."
The Sands of Dee, and Selected Poems and Songs.
(Kingsley.)
Some of the other poems are " The Three Fishers,"
"A Farewell," and "The North-East Wind."
The Vision of Sir Launfal, and Selected Poems.
(Lowell.)
A few of the other poems are " The Cathedral,"
" Commemoration Ode," " The Shepherd of King
Admetus," and "To the Dandelion."
Song-Books with Music
Christmas Carols, and Hymns. (Dann.)
Another inexpensive and excellent edition is Tom-
lin's "Christmas Carols, Ancient and Modern."
For other books of hymns see pages 269-270.
Kindergarten Chimes. (Wiggin.)
Songs and games composed and arranged for use
with little children.
Mother Goose Melodies set to Music. (Elliott.)
Simple melodies. Many pictures.
144 The Children's Reading
National, Patriotic, and Typical Airs of All
Lands. (Sousa.)
Old English Singing-Games. (Gomme.)
Ten well-known games with music and illustrations.
Among the games are "King of the Barbaree,"
"Nuts in May," "Three Knights from Spain,"
and " Oranges and Lemons."
Pan Pipes. (Crane.)
Old songs set to music. Illustrated by the compiler
Walter Crane.
Riverside Graded Song-Book. (Lawrence.)
A collection of two hundred and sixty poems by such
authors as Longfellow, Whittier, Burns, Shake-
speare, Eugene Field, Tabb, Tennyson, and Scott.
Set to appropriate music. Published in two parts.
Inexpensive.
St. Nicholas Songs. (Pratt.)
One hundred and twelve songs collected from "St.
Nicholas Magazine," and set to music by thirty-
two composers. Illustrated.
Songs Every Child should know. (Bacon.)
Songs of sentiment, patriotism, national hymns, and
fanciful poems ; accompanied by classic or other
well-known music. Contains such familiar songs as
"All Thro' the Night," " Annie Laurie," " Auld
Lang Syne," " Bonnie Doon," "Battle Hymn of
the Republic," and "Rule, Britannia." Another
less expensive collection is Matthew's "Songs of
All Lands."
Poetry and Rhymes 145
Songs of Childhood. (Field.)
Words by Eugene Field, and music by Reginald de
Koven and others.
Stevenson Song-Book. (Stevenson.)
Words by Robert Louis Stevenson, and music by
various composers. Companion volume to ' Songs
of Childhood."
CHAPTER X
SOME CLASSICS AND STANDARDS
" A pitce of literature is an organism, and should, there*
fore, be put before the scholar, no matter h<nv young, ivith its
head on, and standing on both its feet." Richard Burton.
" The importance of reading habitually the best books be-
comes apparent tuhen one remembers that taste depends very
largely on the standards ivith 'which ive are familiar, and
that the ability to enjoy the best and only the best is conditioned
upon intimate acquaintance ivith the best."'' Mabie.
IT is of course unnecessary to argue here
for the educational values of fine prose
literature or generally accepted standards,
but the appended list of books offers for our
consideration some interesting side-ques-
tions : Shall literature be given to children
in condensed or adapted form ? How much
does the outward appearance of a book in-
fluence a child's taste ? What place has the
novel in a young girl's reading ?
The first question is already partially an-
swered in a preceding chapter, where is dis-
cussed the use of good renditions as a means
Some Classics and Standards 147
of leading up to those pieces of literature
which are beyond the immediate compre-
hension of children; and the pathway to
which must be blazed, as it were, by literary
guides.
In regard to such juvenile classics as
** Robinson Crusoe," " Swiss Family Robin-
son," " Tom Brown," " Story of a Bad Boy,"
and " Heidi," there seems to be no good nor
logical reason for adapting them for child-
ren's reading. Their very strength lies in
their completeness. They become weak and
insipid when rewritten or in any way diluted.
These books, with the exception of " Rob-
inson Crusoe," were written for children, and
have been enjoyed complete by many a boy
or girl ; therefore, if any individual child can-
not understand them, unless rewritten, he
should wait until mature enough to enjoy
them without adaptation. This same argu-
ment applies equally to most novels and
other classics, which a child should wait to
read until he can appreciate them in their
original forms. Collections of excerpts from
novels are not in the same category with
148 The Children's Reading
adaptations. Many a boy or girl has been
drawn by fascinating selections to the read-
ing of novels from which the extracts were
taken. Excerpts do not take the place of
their originals ; they lead to them.
The outward form of a book, its effect on
the eye, has much to do with arousing or
depressing a child's interest in it. The
writer has made many experiments which
help to prove this fact. The placing on the
shelf of the public library of a classic in text-
book or other dull cover, and printed in
small, close-set type, insures that the classic
will carry out the saying : " Be good and
you '11 be lonesome." It is rarely stolen, and
rarely worn out ; two proofs of unpopularity.
But place on the shelf the same work in a
gayly covered edition, illustrated in color,
printed in clear attractive type, and, presto !
the book disappears legitimately or other-
wise. And often a child who reads this at-
tractive volume will tell other children about
the story, and, behold, the formerly despised,
homely volume becomes fashionable.
A child's idea of an attractively bound
Some Classics and Standards 149
book is not according to the aesthetic taste
of the literary connoisseur. The book that
fills a child with keen longing to read or to
own it for himself, and which frequently in-
duces him to steal from the library shelves,
is the one with a bright cover, red pre-
ferably, illustrated with story-telling pic-
tures, and rich with gilding. A classic in
such guise can well hold its own against the
highly decorated modern juvenile that drives
the text-book-covered classic into humble
shadow. Little books, "pocket editions,"
have such a fascination for small children
that hundreds of " Peter Rabbits," " Benja-
min Bunnies," and " Little Girl Blues "
vanish yearly from the library shelves.
Many libraries, nowadays, keep these pigmy
beings under lock and key, lending them
only to highly respectable infants.
Titles, too, have much to do with the
popularity of a book. A boy will fight shy
of " Baby Elton, Quarter-Back," and " The
Calico Cat " ; both titles suggesting infantile
literature ; and a child will often ask for a
book by titles which most refreshingly show
150 The Children's Reading
how sounds or ideas please; some such
titles, gathered from one children's library
department, are: "A Book of Christian
Giants," "Rebecca on Sunny Jim's Farm,"
" The Pound of Flesh Book," " How to Keep
it When You Get it," " A Biblical Version
of the Old Testimony," "St. Nicholas on a
Crow," "Kate Douglas Wiggin in the Cab-
bage Patch," " Sapolio at St. Helena," " A
Preserved Basket of Hounds," "Longleg's
Poetry," "Dog Quicksey," "Hans Ander-
sen's Christian Fairy Tales," and "Jack on
the Cornstalk."
We now come to the really serious and
much-discussed question the love-story for
the young girl. As soon as she outgrows
juvenile books she plunges into the reading
of full-fledged novels. In this she is fol-
lowing a natural and beautiful instinct. All
she needs is guidance, and to be restrained
from reading the painful, degenerating novels
of the day. She should be taught that it is not
the reading of the latest fiction that makes
an educated woman, but the reading of books
that build character or lead to wholesome
Some Classics and Standards 151
thought, whether these books are newly pub-
lished or hundreds of years old. She should
be kept as long as possible in the high realm
of romance into which her natural instincts,
if encouraged, will lead her, so that, when
judgment is mature, she may return thence
"trailing clouds of glory " from the world of
romantic ideals, which will help her to meet
in a nobler and truer fashion the problems
of practical life.
Faithfulness to one princess, as a moral
standard, is the theme of many of the best
myths and fairy stories. The Cupid and
Psyche tale, with its hundreds of variants,
deals poetically and forcefully with this type
of loyalty. The prince's perseverance in the
face of difficulties and dangers, in order to
win his lady, forms the plot of many a favo-
rite book. Much of the finest literature
poems, romances, and novels deals with
this subject. How, then, can the mistaken
reformers of children's reading, successfully
shut away from girls all references to love ?
They try to do this, claiming that the subject
is beyond power of comprehension of young
152 The Children's Reading
people. Surely this cannot be so, when one
considers that the strongest natural instinct
of girlhood is a craving for romance and for
a hero who by devotion and courage wins his
bride. This instinct cannot be killed. It can
be suppressed or perverted by bad reading,
but it is as much a part of a girl as is her
heart-beat. The growing girl is throwing
out delicate mental and moral tendrils search-
ing for romance on which to lean. If the best
romance of literature is shut away from her
she will read instead the feverish, sentimental
novels of Mary J. Holmes, or some of the
three hundred and seventy-five volumes by
Bertha M. Clay, or Mrs. Southworth's eighty-
five novels. With what results ? The girl's
mind becomes filled with suggestions of
treachery, jealousies, evil plots, and with
wrong ideas of what marks a womanly girl
or a gentlewoman.
There are many wholesome modern nov-
els that appeal to the girl who is already
lost in the dizzy mazes of the family story
papers, or who looks forward eagerly to
the bi-monthly story by Clay, or to South-
Some Classics and Standards 153
worth's latest fiction. It is not practical to
include a list of good popular novels in this
volume, but the worker with girls will find
that books by Rosa Nouchette Carey, Clara
Louise Burnham, E. Marlitt, Amanda M.
Douglas, and Amelia E. Barr will help to
break the yellow-novel reading habit.
The following list of books is not on the
whole a popular one. It is prepared for
those fortunate boys and girls whose parents
or teachers have introduced them step by
step to fine ennobling literature, and who are
ready to take keen pleasure in stories that
have character and strength. Of course Miss
Alcott's books, "Treasure Island," "Robin-
son Crusoe," and a few other stories are al-
ways popular, and may be used to lead
to the other books. A brief list of dramatic
works and essays is added. The whole is
merely suggestive, for any parent can con-
tinue to add indefinitely to this short cata-
logue of good things. "Alice in Wonder-
land," " Gulliver's Travels," and many other
classics are listed with their subjects at the
end of other chapters in this volume.
154 The Children's Reading
SOME CLASSIC AND STANDARD BOOKS
(For editions, publishers, and prices, see Purchase List of
Children's Books, page 302.)
Children's Own Classic and Standard Stories
Being a Boy. (Warner.)
Delightful, humorous reminiscences of boy life on a
farm. Illustrated with woodcuts.
Castle Blair. (Shaw.)
An Irish story, of which Ruskin writes: it "is good
and lovely and true, having the best description of
a noble child in it (Winnie) that I ever read; and
nearly the best description of the next best thing
a noble dog."
Child Life in Prose. (Whittier.)
Short, varied stories with literary flavor, selected from
such authors as Aldrich, Dickens, and Lucy Larcom.
Gift-book for children ten to twelve years old.
Cuore. (Amicis.)
The journal of an Italian schoolboy is made the ex-
cuse for recording stories told by the schoolmaster,
which, together with incidents from school-life,
make the book interesting to boys. The author em-
bodies in this book his ideas on training the emo-
tions. Ethics of every day are touched upon, and
for the most part treated from a high moral stand-
point. The book is marred, however, in two or
three places where the author justifies untruth if it
has a generous aim; and lightly treats cheating at
school abetted by parents. Contains good stories to
tell: "The Little Vidette of Lombardy," "The
Some Classics and Standards 155
Sardinian Drummer-Boy," and " King Umberto."
Translated from the Italian, and also published under
the title "Heart."
A Dog of Flanders and Other Stories. (Ramee.)
The other stories are "The Nurnberg Stove,"
"In the Apple-Country," "The Little Earl."
Attractive cover, and colored illustrations by M. L.
Kirk. Also published, each story separately, in four
attractive, inexpensive volumes. Good to read
aloud. " Moufflou " is published separately.
Fairchild Family. (Sherwood.)
An old-fashioned, highly moral tale of the doings of
three little children, who, the preface says, " were
naughty and good, happy and sorrowful, when
George the Third was still on the throne; when
gentlemen wore blue coats with brass buttons, knee-
breeches, and woolen stockings, and ladies were at-
tired in short waists, low necks, and long ringlets."
Faith Gartney's Girlhood. (Whitney.)
Also "Summer in Leslie Goldthwaite's Life,"
" We Girls," " Real Folks," and " Other Girls."
Forgotten Tales of Long Ago. (Lucas.)
A collection of tales from such quaint old writers as
Maria Edgeworth, Jacob Abbott, the Aikins, Pris-
cilla Wakefield, Peter Parley, and G. P. R. James.
Delightfully illustrated by Bedford. Good to read
aloud. Should precede Maria Edgeworth' s "Par-
ent's Assistant." The companion volume to this
is " Old-Fashioned Tales," which contains among
other things, Maria Edge worth's " Purple Jar" and
stories by Barbauld, Aikin, Lamb, and Catherine
Sinclair.
4
M
156 The Children's Reading
Hans Brinker. (Dodge.)
A story of Dutch pluck and good will. Well writ-
ten, and .much liked by children. With over one
hundred illuitrations by A. B. Doggett.
Heidi. (Spyri.)
Story of the Alps. Contains beautiful descriptions
of Swiss scenery bright with the color of Alpine
flowers and cool with the summer breezes blown
from snow-clad mountain-tops. The Swiss char-
acters are drawn with tender pathos, and little
Heidi's nature is developed with skill and delicacy.
It is a child's classic and should be read aloud to be
fully enjoyed. Another charming book by the same
author, though not so strong as Heidi, is " Moni
the Goat Boy."
Jackanapes. (Ewing.)
An attractive edition is that illustrated by Caldecott.
Among Mrs. Ewing' s other well-known books are
'Six to Sixteen," "Daddy Darwin's Dovecot,"
"Story of a Short Life," "Lob Lie-by-the-Fire,"
and " Mary's Meadow." Mrs. Ewing' s tales ap-
peal especially to girls between ten and twelve years
of age. To be made popular the stories should be
read aloud.
Little Women. (Alcott.)
A story that, in spite of its lack of literary quality,
has already become a part of children's literature.
Miss Alcott not only presents high ideals, but she
does so with frankness and common sense very con-
vincing and wholesome. All her juvenile stories are
good, but the best among them are " Little Men,"
"Under the Lilacs," "Jack and Jill," "Old-
Some Classics and Standards 157
Fashioned Girl," "Eight Cousins," "Rose in
Bloom," and two collections of stories, " Old-
Fashioned Thanksgiving," and "Spinning Wheel
Stories."
Men of Iron. (Pyle.)
Vigorous story of knighthood in the days of Henry
IV of England. Manly in tone, exciting in inci-
dent, and, though it gives much historical inform-
ation, not at all didactic. " Otto of the Silver
Hand ' ' is another story by the same author. It
tells of adventures in the days of Rudolph of Haps-
burg and of the feuds of the robber barons. Both
books are illustrated by the author.
Mysterious Island. (Verne.)
Other popular books by this famous French author
are " Around the World in Eighty Days," and
"Twenty Thousand Leagues under the Sea."
Nelly's Silver Mine. (Jackson.)
A story of a pioneer family's struggles in Colorado.
Contains fine description of scenery, and much
interesting incident.
Parent's Assistant. (Edgeworth.)
In spite of the old-school moralizing in these tales,
children, especially girls, between ten and twelve
years of age enjoy them very much. The best liked
stories are " Lazy Lawrence," "Simple Susan,"
"Waste not Want not," and "Barring Out."
An attractive edition is that with introduction by
Austin Dobson, and illustrations by Hugh Thom-
son; it is published under the title " Tales from
Maria Edgeworth."
158 The Children's Reading
Prince and the Pauper. (Twain.)
A semi-historical story of the time of the boy king,
Edward of England. Very humorous and romantic.
Good to read aloud.
Quest of the Four-Leaved Clover. (Laboulaye.)
This is an adaptation, not a translation, from the
French story, " Abdallab." It tells of Arabian desert
life, and of the noble and heroic deeds of a Bedouin
Arab. Illustrated by Copeland, and adapted by W.
T. Field. Good to read aloud.
Robinson Crusoe. (Defoe.)
Of this book D. G. Mitchell says: "If you should
ever have a story of your own to tell, and want to
tell it well, I advise you to take ' Robinson Crusoe '
for a model." This classic, originally written for
grown people, but now become the property of the
children, is published in many editions, expensive
and inexpensive. A good standard edition is pub-
lished, containing both parts of the story, and is
illustrated with woodcuts ; a specially fine edition,
with pictures by E. Boyd Smith, contains part one;
and another edition, also of part one, is that illus-
trated by the Rhead Brothers.
Story of a Bad Boy. (Aldrich.)
Mischief and fun of a New England village boy
and his friends. Humorous, delightful, and thor-
oughly wholesome. Mr. Aldrich based this story
on his boyhood life.
Swiss Family Robinson. (Wyss.)
The very improbability of this tale makes it de-
lightful. "They did sail in the tubs," says the
Some Classics and Standards 159
Spectator, " and train zebras and ostriches for
riding, and grow pines and apples in the same gar-
den; and why should n't they ? We never yet met
the child whom this story did not fascinate."
Tom Brown's School Days. (Hughes.)
A book of noble purpose and boy interests. The
author, besides writing a delightful story for boys,
has written a most instructive one for parents and
teachers. He shows Dr. Arnold's method of de-
veloping a boy's sense of responsibility and manly
honor. To get a boy interested in the book, read
aloud to him the chapters headed "The Fight,"
and " Rugby and Football."
Some Interesting Classic and Standard Novels for
Young People
Charles O'Malley. (Lever.)
"Here is every species of diversion," writes An-
drew Lang; *' duels; steeple-chase; practical jokes
at college (good practical jokes, not booby traps and
apple-pie beds); here is fighting in the Peninsula.
If any student is in doubt, let him try chapter xiv,
the battle of Duoro. This is, indeed, excellent
military writing. ' '
Chronicles of Barsetshire. (Trollope.)
Including "The Warden," " Barchester Towers,"
"Framley Parsonage," "Dr. Thorne," "The
Small House at Allington," " Last Chronicle of
Barset."
Cloister and the Hearth. (Reade.)
This romance, giving strong pictures of mediaeval
160 The Children's Reading
conditions, should be read by every boy and girl.
It maybe followed with Von Scheffel's " Ekke-
hard."
Cranford. (Gaskell.)
There are two charming editions of this quaint story,
one illustrated by Hugh Thomson, and the other
with delicate colored pictures by C. E. Brock.
Dove in the Eagle's Nest. (Yonge.)
Story of the German robber barons. The most
popular of Miss Yonge' s novels. Other interesting
books by the same author are "Unknown to His-
tory," "Chaplet of Pearls," and "Stray Pearls."
Egyptian Princess. (Ebers.)
Thrilling historical romance of ancient Egypt.
" Uarda," also by Ebers, is a tale of Rameses II.
Elckehard. (Von Scheffel.)
A tale of the tenth century, which, like " The
Cloister and the Hearth," gives fine, strong pic-
tures of mediaeval life.
Evelina. (Burney.)
This deliciously refreshing romance cannot fail to en-
thrall; and, like "Jane Eyre," it is a book that
should be read in youth. Most appropriately illus-
trated by Hugh Thomson.
Henry Esmond. (Thackeray.)
Also, "The Virginians," "Pendennis," and "The
Newcomes." "Henry Esmond" is illustrated by
Hugh Thomson.
Some Classics and Standards 161
Ivanhoe. (Scott.)
The most popular of this great author's romances,
all of which are fine reading for boys and girls; and,
from an educational point of view, are the best of
historical novels. Those volumes generally popular
are " Quentin Durward," "The Talisman,"
"The Monastery," "The Abbot," "Fortunes
of Nigel," " Kenilworth," "Anne of Geier-
stein," and "Woodstock."
Jack Ballister's Fortunes. (Pyle.)
A story of Blackbeard the pirate. Vigorous char-
acter delineation. Illustrated by the author.
Jane Eyre. (Bronte.)
This brilliant, though somewhat sensational story
should be read by every girl before she is seventeen;
it then has fascination that is never forgotten. If
read for the first time later in life, its objectionable
features are apparent, which are unnoticed by a
young girl.
John Halifax. (Craik.)
A fine though sentimental story of the evolution of
a noble, simple "gentleman." Much enjoyed by
young girls.
Last Days of Pompeii. (Bulwer-Lytton.)
Also, " Rienzi," and " The Last of the Barons."
Leatherstocking Tales. (Cooper.)
In their order they are "The Deerslayer,"
" The Last of the Mohicans," " The Pathfinder,"
"The Pioneer," " The Prairie." " The Last of
the Mohicans ' ' is illustrated in color by E. Boyd
Smith.
i6i The Children's Reading
Les Miserables. (Hugo.)
Read with pleasure by some young people, espe-
cially the part called " Marius."
Lorna Doone. (Blackmore.)
A wholesome, vigorous story of strong John Ridd
and the outlawed Doones of Bagworthy Forest,
which has taken its place among the best of ro-
mances for young people.
Marble Faun. (Hawthorne.)
Also, "Twice-Told Tales," "Mosses from an
Old Manse," and " The House of the Seven
Gables."
Nicholas Nickleby. (Dickens.)
Among his other books liked by young people are
" A Tale of Two Cities," " David Copperfield,"
"Old Curiosity Shop," "Pickwick Papers,"
"Martin Chuzzlewit," "The Cricket on the
Hearth," and "A Christmas Carol." The last
two books are issued in two volumes, each illus-
trated with delicate colored pictures by C. E.
Brock.
Our Village. (Mitford.)
English prose idyll published in two beautiful edi-
tions, one illustrated with one hundred pictures by
Hugh Thomson, and the other with colored plates
by C. E. Brock.
Picciola. (Saintine.)
Not a popular book, but a gentle, charming story of
how a flower saved a young nobleman imprisoned
by Napoleon in the Fortress of Fenestrella.
Some Classics and Standards 163
Pride and Prejudice. (Austen.)
Miss Austen is essentially the young girl's novelist
She is simple, forceful, and sane, though she deals
with romance. Others of her books, equally de-
lightful, are "Sense and Sensibility," " North-
anger Abbey," "Mansfield Park," "Persua-
sion," and "Emma." All these volumes are pub-
lished, with illustrations by C. E. Brock.
Ramona. (Jackson.)
Pretty tale of lower California which relates the
love-story of Ramona and the Indian Alessandro.
Much liked by young girls.
Romola. (Eliot.)
George Eliot is better suited to mature readers than
to boys or girls. Some young people like " The
Mill on the Floss," and "Silas Marner." " Ro-
mola ' ' is interesting because of its picturesque and
romantic setting, and its descriptions of the stirring
times of Savonarola.
Scottish Chiefs. (Porter.)
The old-fashioned, popular, historical romance of
which Gladstone writes: " Scottish Chiefs,' and
especially the life -and death of Wallace, used to
make me weep. This would be when I was about
ten years old." The book is usually enjoyed by
young people between fourteen and sixteen years of
age.
Tales of Mystery and Imagination. (Poe.)
" Gold-Bug," and detective tales.
The Betrothed. (Manzoni.)
A historical romance translated from the Italian.
A
164 The Children's Reading
The Initials. (Tautphoeus.)
Humorous and interesting novel of middle-class
German life. Has much local color.
The Little Fadette. (Sand.)
Or " Fanchon the Cricket."
The Sundering Flood. (Morris.)
Also, "The House of the Wolfings." Two poetic
prose tales which are delightful introductions to
William Morris's other works. They expand the
imagination by re-creating most vividly the ancient
life of the Germanic people of Northern Europe.
Treasure Island. (Stevenson.)
The most popular of pirate stories. Many illustra-
tions by Walter Paget.
Vicar of Wakefield. (Goldsmith.)
Two fine editions of this classic are that illustrated
by Hugh Thomson, and the one with pictures by
C. E. Brock.
Westward Ho ! (Kingsley.)
A historical novel written in Canon Kin gsley's most
vigorous English, and giving strong pictures of
England and the "Spanish Main" in the days of
Queen Elizabeth. It should be read by every boy.
Two other interesting books by Kingsley are
"Hypatia," and " Hereward the Wake."
Essays and Miscellanies
Essays. (Macaulay.)
Essays Every Child Should Know. (Mabie.)
A collection of such essays as " The Coverley Sab-
Some Classics and Standards 165
bath," by Addison; "A Dissertation on Roast
Pig," by Lamb; ** Cinders from Ashes " by
Holmes; and " Marjorie Fleming," by Dr. John
Brown.
Essays of Elia. (Lamb.)
Heroes and Hero-Worship. (Carlyle.)
Rab and his Friends. (Brown.)
Also '* Marjorie Fleming."
Sayings of Poor Richard. (Franklin.)
Sesame and Lilies. (Ruskin.)
Sir Roger de Coverley Papers. (Addison and
Steele.)
Sketch Book. (Irving.)
A volume of selections from the Sketch Book " is
delightfully illustrated by Caldecott, and published
under the title, "Old Christmas."
Table Talk. (Hazlitt.)
Twelve Centuries of English Poetry and Prose.
(Newcomer and Andrews.)
A most interesting and comprehensive collection.
The material is grouped by periods, and includes
extracts from such old literature as "Beowulf" as
well as from the modern poetry of Robert Louis
Stevenson. Strongly and artistically bound. A fine
gift book for any boy or girl.
Varia. (Repplier.)
Also Miss Repplier' s other volumes of spicy essays,
including "Books and Men," and "Essays in
Idleness. ' '
166 The Children's Reading
Drama
Everyman, and other miracle plays.
Plays. (Shakespeare.)
There is no finer gift for boy or girl than a good
one-volume edition of the great dramatist, or, if
preferred, a set of " Temple Shakespeares " bound
in leather. The advantages of the set are that the
individual volumes are inexpensive and one may be
bought at a time; also, if wished, a selection of the
plays may be made. If a selection is desired, the
first plays that should be bought for a child's own
bookcase are " Midsummer Night's Dream,"
"The Tempest," "As You Like It," "Mer-
chant of Venice," "Twelfth Night," "The
Winter's Tale," " Comedy of Errors," "Romeo
and Juliet," " Taming of the Shrew," "Hamlet,"
"Julius Caesar," "King John," "Henry IV,"
" Henry V," "Macbeth," and "King Lear."
Good prose renditions of the plays are Lambs'
"Tales from Shakespeare," Quiller- Couch's "His-
torical Tales from Shakespeare," which supplements
Lamb; and a charming set of books called " The
Temple Shakespeare for Children." The stories in
this set are attractively told in prose by Alice Spencer
Hoffman. Parts of the original plays are woven
into the narratives. Each play is published sepa-
rately, bound in leather, and illustrated. " The
Tempest " is illustrated by Walter Crane. For the
"Ben Greet Shakespeare," see page 240.
Plays. (Sheridan.)
Includes, among other things, "The Rivals," and
Some Classics and Standards 167
"The School for Scandal." These two plays
are also published separately in two volumes, bound
in red leather.
She Stoops to Conquer. (Goldsmith.)
Also, "The Good-Natured Man." Each play
comes bound separately in red leather covers.
Stories of Famous Operas. (Guerber.)
Short prose tales giving the plots of such operas as
" Faust," " Carmen," " Don Giovanni," " Mar-
tha," " II Trovatore," " Cavalleria Rusticana,"
and "LeCid."
Stories of the Wagner Operas. (Guerber.)
Plots of "Rienzi," "The Flying Dutchman,"
" Tannhauser," "Lohengrin," " Mastersingers
of Nuremberg," "Parsifal," and the operas of
"The Ring."
CHAPTER XI
FICTION OF TO-DAY
* The first thing 'will be to have a censorship of the
writers of fiction, and let the censors receive any tale of
fiction --which is good, and reject the bad. At the same time
most of those that are novo in use 'will have to be discarded."
Plato.
"As Euripides is reported, when some blamed bimfor bring-
ing such an impious and profligate 'villain as Ixion upon the
stage, to have given this answer: * But yet I brought him not
off till I bad fastened him to a torture wheels " Plu-
tarch.
IN the previous chapters we have seen
how far a child's reading habit may be
developed under intelligent and sympathetic
guidance, and how he may be taught to
discern between strong and weak, literature.
This task would be simple and sure if there
were no forces at work destroying the founda-
tions so carefully laid in the home. One of
the destructive forces, as we have seen, is the
easily reached supply of feverish and evil
reading, which seduces a child through his
Fiction of To-day 169
natural craving for stories of wild adventure
and for tales that excite the emotions.
These wide-awake, active tastes are per-
fectly normal and right; they need proper
food, that is all. A child projects himself
into the experiences and emotions of the
heroes and heroines of popular fiction. He
thrills, toils, suffers, and triumphs with his
favorite characters. His interest in these
books is awakened not by his parents but
by other children, or by personal examina-
tion of the books. This is h\& private reading,
and its traditions are doled out by comrades,
who in their turn gathered them from other
children ; in the same manner that games are
handed on from one group or generation of
children to another.
Thus this private reading is a matter be-
tween child and child; and boys and girls
jealously guard their rights from interference
by grown people, who, they think, and often
with just cause, are the declared enemies of
every book that is absorbingly interesting,
or as boys say, is a " peach," "Jim Dandy,"
or " out of sight." The illogicality of some
170 The Children's Reading
parents is the source of much childish scorn,
for these irate grown-ups confiscate, without
examination, all paper-covered books, but
present as Christmas gifts and Sunday-School
prizes, much the same stories bound in neat
cloth covers. " Many a parent," says E. W.
Mumford, " who would promptly take John
out to the woodshed if he learned that the boy
was collecting dime novels, himself frequently
adds to John's library a book quite as bad."
So it remains that much of a boy's or girl's
reading, according to the nature of things,
will be done outside the immediate know-
ledge and influence of parents. This is as it
should be, so long as the store of private
reading, from which the children draw their
books, is a clean and wholesome one. An
easily accessible supply of bad books, and
restrictions of any kind on the free reading
of good ones, is a sure source of contamina-
tion to the children of a community.
" How can we, then, protect our children ?
How can we know what they are reading in
private?" question anxious parents. The
answer is, Shut off, by legislation if possible,
Fiction of To-day 171
all sources supplying weak or bad fiction ;
but first see to it that your community es-
tablishes a children's free library department,
no matter how small and modest. Let it be
stocked with books selected by approved
educational standards, and put no restrictions
on the free use of books, excepting such rules
as insure proper care of public property. If
rules are made, even with the best of in-
tentions, which restrict a child to one or two
library books a week, the fast reader will
finish his volumes in a short time, and dur-
ing the rest of the week he will read stories
borrowed from comrades, or bought from
the news-stand.
If funds permit, put the department in
charge of a children's librarian, pedagogically
trained for that work, and who knows not
only children's literature, but also the ap-
proved modern methods of introducing child-
ren to good reading. Let her conduct story-
hours and reading-clubs, and encourage her
to cooperate with both parents and teachers.
Mothers' meetings, held monthly at the li-
brary for the discussion of children's reading,
172 The Children's Reading
help to establish intelligent cooperation. A
sunny, cheerful reading-room, equipped with
low tables and comfortable chairs, its walls
lined with bookcases, five feet high, filled
with interesting books, good modern ones
generously duplicated, quickly becomes the
natural rendezvous for the neighborhood
children. They spend many hours in ab-
sorbed reading in their own comfortable
quarters, which hours might otherwise be
wasted in " riotous living "on the streets, or in
reading yellow fiction insome secluded corner.
How far a public library may become an
educational force in its own community may
be seen by briefly tracing the pioneer work
done by one of our large city libraries, sup-
ported by a generous public taxation. The
city mentioned is an industrial one, teeming
with foreigners from all nations. Many of
these foreigners speak no English, and have
no comprehension of the duties of an Ameri-
can citizen. Their traditions and habits are
those of the countries from which they come,
and of their own class in the social scheme of
those countries. The only hope of that city
Fiction of To-day 173
lies in the "Americanizing" and in the in-
tellectual emancipation of the children of
the foreigners.
To help in this great work fourteen years
ago the Public Library established a com-
prehensive system of children's free libraries.
There was at that time no system in any other
city on which to model the department, nor
were there any catalogues of juvenile books
to serve as guides in selecting books for the
shelves. It therefore fell to this department
to make a succession of original experiments
in directing children's reading, and at the
same time to evolve an organization fitted to
its peculiar aims. It so far succeeded that,
after fourteen years of painful effort, meeting
unmentionable adverse conditions, it at last
reached the point where, after a careful can-
vass of the needs of the city districts, it dis-
tributed its juvenile books through a compact
organization, composed of two hundred and
twenty-seven agencies in charge of a corps
of carefully trained assistants, whose person-
ality and education had much to do with
the success of the work.
174 The Children's Reading
From the beginning the department met
with the most earnest and cordial cooper-
ation from school directors, teachers, play-
ground officials, social workers, ministers,
and from citizens interested in the welfare
of the city. Without this aid it would have
been impossible to evolve the system of
children's libraries, for of the two hundred and
twenty-seven agencies for the distribution of
juvenile books only nine were under library
roofs; the remaining two hundred and
eighteen centres were housed in buildings
belonging to educational, civic, social, and
religious bodies, and also in commercial es-
tablishments and in homes; all of these
giving quarters rent free, and often heat,
light, and janitor service. Playgrounds,
schools, settlements, bath houses, missions,
and even tenements thus became centres for
boys' and girls' " reading-clubs," and for the
distribution of thousands of good books to
the neighborhood children ; and into remote
alleys crept the "home libraries" in charge
of librarians or social workers.
These fourteen years of experimentation
Fiction of To-day 175
were not spent merely in devising a system,
which, like a pipe-line, should cause to flow
into the city homes a continuous stream of
good juvenile books; but they were also given
to minute and careful study of children's
natural interests, to testing tastes with differ-
ent classes of books, to evaluating juvenile
literature from an educational standpoint,
and to devising methods of drawing the at-
tention of groups of children to good and
varied reading. Thus was evolved the be-
ginnings of a pedagogy of children's per-
sonal reading, and the facts gathered from
this experimentation form to-day the basis
of the laboratory work in this field of
many libraries and schools throughout the
country.
Two facts gathered from the work of this
department are of immediate importance in
the discussion of popular modern juvenile
fiction : first, it is proved that many children,
especially boys, who are given a chance to
read good but exciting stories will of their
own accord abandon the continuous reading
of yellow fiction; second, that it is possible
176 The Children's Reading
to determine just what qualities go to make
up the story that will adequately displace
the nickel novel. It is not feasible to give
here an account of the educational experi-
ments conducted systematically by the child-
ren's librarians, but a few concrete examples
will be sufficient for illustration.
At the time when this same children's de-
partment was first established, its city was
honey-combed, good and bad districts alike,
with shops whose windows flashed with the
red and yellow-covered nickel novels, strung
in alluring rows on strings across the window
panes. These shops were almost the only
source from which the children drew their
reading. The present writer has visited many
large cities, but nowhere has she seen the
" nickel " so boldly flaunted as in the said
city. There were, and still are, shops where
children not only bought "nickels," but
rented them for a pittance. On one occa-
sion the writer visited the cellar shop of a
dealer in paper-covered books. The large
room was piled with tons and tons of worn-
out, torn, filthy "nickels," read to tatters by
Fiction of To-day 177
children and young people. A menace to
the moral health of that city!
But as children's free libraries were opened
in certain districts, "nickels" disappeared
from some shop- windows, from how many
the writer cannot say, as no statistics were
kept. Two shopkeepers informed the chief
children's librarian that since the opening
of the neighborhood library it did not pay
to keep "nickels" in stock, as the children
got free books from the children's reading-
room. One shop carried for years a varied
line of " nickels," paper-backed novels, and
broadsides, " The Bartender's Ten Com-
mandments," " Flirtation with a Handker-
chief," "Flirtation with a Parasol," "Flirt-
ation with Postage Stamps," and also
vulgar song, joke, and dream books. A few
months after the opening of a branch library
in the district the chief children's librarian
called at the shop and found that the
"nickels" and broadsides had vanished.
On one occasion a boy who lived in a dis-
trict where there was no branch library
walked a long distance to the central library
178 The Children's Reading
building to consult the children's librarian
about the reading of his " gang." " We
have," he said, " a library of one or two hun-
dred volumes 'nickels,' you know. We
ain't greedy, we lend them to the girls.
We 'd have better things, but they cost too
much." Needless to say that before the boy
left the central library arrangements had
been made for him to come as often as he
wished and to take away as many books as
he could carry home to his "gang." The
library formed a " reading-club " of these
boys, and placed it in charge of a sympa-
thetic social worker.
A member of another "reading-club" of
colored and foreign boys once said to the
library leader in charge, " We boys would
read better things than ' nickels,' but they
come high." A principal sent to the library
for some good fiction because his pupils
were reading " nickels." The library sent a
deposit of books carefully selected for the
purpose, and in a few months the principal
reported that the " nickels " had disappeared.
It would be possible to give many other ex-
Fiction of To-day 179
amples of this kind from the records of that
institution, but these few incidents show
what power a good and interesting book has,
if offered free, to drive out evil reading.
The book that supplants the "nickel"
has definite qualities. It pleases the eye; it
is printed in large clear type, it has an un-
crowded page with many paragraphs, and
much conversation. It has pictures and,
what is more important, a gay cover with a
story-telling picture on it the cover often
makes the book's first and lasting impression
upon a child. It has an exciting plot, rapid
action, and plenty of "go " that sustains the
reader's interest from cover to cover. It sat-
isfies, in a less hectic fashion, a boy's delight
in mystery, and his desire to chase some-
thing, be it cat, villain, or hero, and it
inspires him to punish the man or woman
with whom the author has put him out of
sympathy. It is in just this last point that
lies the chief difference between the teach-
ings of the yellow story and good popular
fiction. The author of the "nickel" takes
his chief character from the " Tenderloin,"
180 The Children's Reading
the underworld, and holds him up as a
hero oppressed by law; thus working on
a boy's sense of admiration, and filling the
lad with the generous but mistaken desire
to protect the criminal, and possibly to emu-
late his deeds. This author trains criminals,
not good citizens. But the author of the
wholesome popular juvenile is on the side
of justice and order, and throws his "spot-
light" on a hero who upholds law, and is hon-
orable. His villain, like Euripides's Ixion,
is not allowed to leave the stage until he has
been fastened to a torture-wheel.
The paper-covered "nickel" is not the
only harmful reading that falls into a boy's
hands. There is a class of books, cloth-
bound and respectable looking, that tell of
"get-rich-quick" schemes, of promotion
through trickery, favoritism, or accident,
from newsboy to chief editor, from cabin-
boy to captain, from yard-hand to railroad
superintendent; and all within a brief
period without legitimate effort. Such pro-
motions occur in life, but they are scarcely
to be held up to the growing lad as sure and
Fiction of To-day 181
noble means of success. Other books of the
same class, feverish and unwholesome, tell
of lurid experiences in airship or motor, and
of other adventures. There are many good
modern juveniles to take the place of these
books, and, if funds permit, the library
should buy them in quantities.
The harmful juvenile books not love
stories for girls are rarely printed in nickel
libraries, but come forward in the respect-
able dress of cloth-cover, and often with the
recommendation of a high price and a well-
known author's name. These are the books
that teach girls to judge character and
actions by the amount of wealth and social
distinction possessed by the heroine and her
friends; to think more of dress than ideals,
to gossip, slander, and deal each other petty
blows; to be disloyal and even dishonorable;
to think lightly of white lies, and of de-
liberate untruth told for an ostensibly noble
purpose. Such books, like the little foxes
that spoil the vines, destroy fine character
even more quickly than do the stories that
bear unmistakable marks of evil and crime.
182 The Children's Reading
Shoddy, sweetly sentimental stories are in-
sidious in their undermining effects on a
young girl's nature.
These stories are the survivals of the days
when many a girl had little to do or to in-
terest her in life outside her home walls.
Hedged in by convention she moved in a
meagre, shallow world, whose pervading
ideas were a sweet invalidism, the care of the
complexion, and laying plots at boarding-
school. But to-day we have our athletic
girl, camping, canoeing, golfing, and winning
tennis tournaments; our business girl, in
factory, shop, office, or in a professional
school fitting herself for a career ; our col-
lege or university girl, filled with altruistic
desires to help in civic and social better-
ment. And with this change in a girl's
ideals comes a corresponding change in the
character of modern fiction written for her en-
joyment. The new class of story is womanly
and interesting, but not always strong; it
has not yet reached its highest plane, where
it can show girls in a convincing manner the
close and perfect relation that should exist
Fiction of To-day 183
between these new activities and home life.
A few books that make the enrichment of
the home the final aim of a womanly girl
are included in the following lists.
Modern juvenile fiction is not by any
means entirely composed of bait to decoy
the young hopeful from bad reading. There
are many fine, strong stories, some of which
will doubtless take their places before long
in any list of classic and standard fiction.
These good books are listed in the first
group of " fiction of to-day." Here, as in the
lists of classic and standard fiction, may be
noticed the omission of traditional books of
** prunes and prisms " variety ; they are left
out because experience has proven that a
modern child will not read " goody-goody,"
dry-as-dust books unless they are choked
down his throat, as it were.
The books in the following lists are alive
books not selected by any ancient tradi-
tion, but chiefly because they contain ele-
ments that give pleasure to boys or girls.
Not all the books are of equal merit, or of
unimpeachable character if judged by the
184 The Children's Reading
highest standards. Some few of them come
very close to the border line of sensational-
ism, and may be used as " stepping-stones"
from "nickel" reading to better things.
They are merely samples of a host of other
good and wholesome stories. The reader is
warned, however, against drawing the con-
clusion that, because one book by any given
author is recommended, therefore all his
books are equally good ; this is far from the
case. An author may write one good book
into which he has put the best of himself,
and then produce rapidly a number of poorly
written and possibly harmful stories that sell
on the reputation of his first work. This is
especially true of long "series" of stories.
One volume sells the other, because the au-
thor is well known.
Good modern fiction, besides appealing to
children's tastes, and having an ethical value,
has also a practical educational side which
should not be overlooked. Some stories deal
with the lives of well-known men and wo-
men, and the histories of many countries;
these, together with stories having local
Fiction of To-day 185
color, fill the place of dry, matter-of-fact
books of biography, history, and travel, and
they sometimes induce children to further
reading on the subjects treated. Through
stories of home and play life, and of the daily
experiences of everyday boys and girls placed
in ordinary or unusual circumstances, child-
ren may learn vicariously how to meet
emergencies with quick wit, fortitude, and
courage. Stories that are intended to interest
children in Nature are listed under chapter
XIII " Useful Books." And a discussion
of the use of modern historical fiction may
be found in chapter XII "History, Bi-
ography, and Travel."
LIST OF MODERN FICTION FOR CHILDREN
(For editions, publishers, and prices, see Purchase List of
Children's Books, page 302.)
Some of the Best Fiction for Boys and Girls
For Younger Children.
A Little Girl of Long Ago. (White.)
Also, "A Borrowed Sister," "Edna and her
Brothers," and " When Molly was Six."
Brothers and Sisters. (Brown, A. F.)
Also its Sequel, '* Friends and Cousins," and
" The Christmas Angel."
1 86 The Children's Reading
Captain January. (Richards.)
About a little girl rescued from the sea.
Diddie, Dumps and Tot. (Pyrnelle.)
Plantation life, stories, and adventures.
Donkey John of the Toy Valley. (Morley.)
Of the wooden toy-makers of the Austrian Tyrol.
Little Miss Phoebe Gay. (Brown, H. D.)
The sequel, "Her Sixteenth Year," is for older
children.
Moons of Balbanca. (Davis.)
Good times in New Orleans, and on a plantation.
Play-Days. (Jewett.)
Short stories of play and fun. Good to read aloud.
Story of Sonny Sahib. (Duncan.)
Of a child rescued from the Cawnpore massacre.
The Rabbit's Ransom. (Vawter.)
Short stories. Illustrated.
For Boys and Girls.
A Boy's Ride. (Zollinger.)
In the days of John of England.
Against Heavy Odds. (Boyesen.)
Stories of modern Norse heroism. Also, " Boy-
hood in Norway," "Modern Vikings," and
Norseland Tales." g
C /
u*
Fiction of To-day 187
Ben Comee. (Canavan.)
Tale of Rogers's Rangers.
Betty Leicester. (Jewett.)
Also, "Betty Leicester's Christmas."
Bob Knight's Diary. (Smith.)
Wholesome but spicy tales of boarding-school.
Boy of the First Empire. (Brooks, E. S.)
Story of a page in Napoleon's palace.
Boy Settlers. (Brooks, Noah.)
Early times in Kansas ; also, "The Boy Emigrants."
Campus Days. (Paine, R. D.)
Also, "The Dragon and the Cross."
Captain Phil. (Thomas.)
Autobiography of a boy in the Union Army.
Captains Courageous. (Kipling.)
Story of fishing off the Grand Banks.
Chilhowee Boys. (Morrison.)
Of a perilous journey of some boy settlers.
Coral Island. (Ballantyne.)
Shipwreck in the South Seas.
Flamingo Feather. (Munroe.)
Story of the Spaniards in Florida.
Gabriel and the Hour-Book. (Stein.)
Tale of old Normandy and of a famous hour-book.
1 88 The Children's Reading
Green Mountain Boys. (Thompson, D. P.)
Exploits of Ethan Allen.
Harding of St. Timothy's. (Pier.)
Boy's boarding-school story.
His Majesty's Sloop Diamond Rock. (Hunting-
ton.)
Siege of Diamond Rock off the coast of Martinique.
Hoosier School-Boy. (Eggleston.)
Country school-boy days in Indiana.
Jack Benson's Log. (Norton.)
Afloat with the flag in '6 1.
Jed. (Goss.)
A boy's adventures in the Union Army.
Juan and Juanita. (Baylor.)
Of a wonderful escape from the Comanches.
Kibun Daizin. (Murai.)
"From shark-boy to merchant-prince " ; Japanese
story.
King Tom and the Runaways. (Pendleton.)
Also, "In the Camp of the Creeks."
Lance of Kanana. (French, H. W.)
The sacrifice of a brave Bedouin boy.
Land of Fire. (Reid.)
Castaway on the Fuegian coast.
Fiction of To-day 189
Lisbeth Longfrock. (Aanrud.)
Idyll of Norwegian farm life. Good to read aloud.
Masterman Ready. (Marryat.)
A desert island tale.
Master Skylark. (Bennett.)
In the times of Shakespeare.
Merrylips. (Dix.)
A story of the Cavaliers and Roundheads.
No Heroes. (Howard.)
In which a boy proves himself a hero.
Perseverance Island. (Frazar.)
A story of an ingenious castaway.
Polly's Secret. (Nash.)
And how she kept it in spite of difficulties.
Puck of Pook's Hill. (Kipling.)
Fairy spells wrought by Puck. Good to read
aloud.
Rebecca of Sunnybrook Farm. (Wiggin.)
Also its sequel, " New Chronicles of Rebecca."
Rolf in the Woods. (Thompson-Seton.)
A boy scout and an Indian in the days of 1 8 1 2.
Santa Claus on a Lark. (Gladden.)
And seven other stories of Christmas doings.
Sara Crewe. (Burnett.)
Of the wonders that happened in Sara's garret.
190 The Children's Reading
Story of Rolf and the Viking's Bow. (French,
Allen.)
Tale of ancient Iceland.
Summer in a Canon. (Wiggin.)
Also its sequel, " Polly Oliver's Problem."
. The Golden Arrow. (Hall.)
Also, "Boys of Scrooby" and "In the Brave
Days of Old."
The Great Captain. (Hinkson.)
In the days of Sir Walter Raleigh.
The Home-Comers. (Kirkland.)
Story of home and school life.
The Ice Queen. (Ingersoll.)
Adrift on an ice-floe.
Tinkham Brothers' Tide-Mill. (Trowbridge.)
Also, " Cudjo's Cave," " His One Fault," " Prize
Cup," and "The Scarlet Tanager."
Tommy Remington's Battle. (Stevenson, B. E.)
The self-sacrifice of a miner's son.
Two College Girls. (Brown, H. D.)
Merrymakings and study at college.
Two Little Confederates. (Page.)
Plantation adventures of two boys.
Uncle Peter's Trust. (Perry.)
Of a boy-bugler during the Sepoy rebellion.
Fiction of To-day 191
Under the Eagle's Wing. (Miller, Sara.)
Of the favorite disciple of Maimonides, " The Eagle
of Israel."
What Happened to Barbara. (Miller, O. T.)
Trials and happiness of an ambitious girl.
When Sarah saved the Day. (Singmaster.)
Also its sequel, " When Sarah went to School."
With the Indians in the Rockies. (Schultz.)
Adventures of a lost boy in old trapping days.
Wulnoth the Wanderer. (Escott-Inman.)
Tale of the Danes and of Alfred of England.
Young Ice-Whalers. (Packard.)
Adventures of two lads lost on an Arctic ice-pack.
Young Lucretia. (Wilkins.)
Stories of old-fashioned New England children.
Young Mountaineers. (Craddock.)
Tales of the Tennessee Mountains.
Popular Fiction and " Stepping-Stones."
An Obstinate Maid. (Rhoden.)
Translated from German. Also, '* The Young
Violinist."
A Son of the Desert. (Gilman.)
An escape from Arab bandits.
Baby Elton, Quarterback. (Quirk.)
A freshman year at college.
192 The Children's Reading
Bonnie Prince Charlie. (Henty.)
Also, " By Pike and Dyke," " By England's Aid,**
Dash for Khartoum," "Jacobite Exile," " Lion
of the North," and "With Frederick the Great."
Boys of the Rincon Ranch. (Canfield.)
Texas good times.
Cattle Ranch to College. (Doubleday.)
Indian fighting, hunting, mining, and ranching.
Cruise of the Dazzler. (London.)
With San Francisco Bay pirates.
Dandelion Cottage. (Rankin.)
Also its sequel, " Adopting of Rosa Marie."
Daughter of the Rich. (Waller.)
A year on a farm and jolly good times.
Dorothy the Motor-Girl. (Carleton.)
How she won a motor, and what she did with it.
Driven Back to Eden. (Roe.)
A farm story of some city children.
Fast Mail. (Drysdale.)
Also, "Beach Patrol."
Fritzi. (Daulton.)
Of a little violinist adopted three times.
Gold-Seeking on the Dalton Trail. (Thompson,
A. R.)
Prospecting in Alaska.
Lakerim Athletic Club. (Hughes.)
A year's record of track and field sports.
Fiction of To-day 193
Lass of the Silver Sword. (Du Bois.)
Also its sequel, ' The League of the Signet-Ring."
Little Lord Fauntleroy. (Burnett.)
Also, " Editha's Burglar."
Logan the Mingo. (Ellis.)
Also, " Osceola, Chief of the Seminoles."
Luck of the Dudley Grahams. (Haines.)
Also, Cock-a-Doodle Hill."
Marjorie's Quest. (Lincoln.)
Search for a lost father.
Master of the Strong Hearts. (Brooks, E. S.)
How a boy redeemed his promise to Sitting Bull.
Mayken. (Chase.)
In the time of William the Silent.
Michael and Theodora. (Barr.)
Also, "Trinity Bells."
Nan Nobody. (Waggaman.)
Story of a " little mother."
O-Heart-San. (Haskell.)
In new Japan.
Our Sister Maisie. (Mulholland.)
Story of a jolly Irish family.
Outlaws of Horseshoe Hold. (Hill.)
How a band of vigilantes captured an outlaw
"gang."
194 The Children's Reading
Rulers of the Surf. (Muller.)
Adventures of a boy carried off by pirates.
Story of Betty. (Wells.)
How she came into a fortune.
Sweet William. (Bouvet.)
In the days of Norman chivalry.
The Flag on the Hilltop. (Earle.)
Of a boy kidnapped by Confederates.
The Forest Castaways. (Bartlett.)
Experiences of two boys lost in the Maine woods.
The Half-Back. (Barbour.)
Also, " Weatherby's Innings."
The Little Runaways. (Curtis.)
A happy adoption.
The Punchinellos. (Davis, K. W.)
Of a little Italian wanderer.
The Young Section Hand. (Stevenson, B. E.)
Also, "The Young Train Despatches "
Toby Tyler. (Otis.)
Also, " Mr. Stubbs's Brother," " Left Behind,"
'* Larry Hudson's Ambition," "Life Savers,"
and " Lobster Catchers."
Treasure of Mushroom Rock. (Hamp.)
Prospecting in the Rocky Mountains.
Two Boys in a Gyrocar. (Kenneth-Brown.)
Of a motor race and a rescue from Siberia.
Fiction of To-day 195
Wells Brothers. (Adams.)
Experiences of the " young cattle kings."
White Cave. (Stoddard.)
Also, "Dab Kinzer," "Little Smoke," "Two
Arrows," and "Winter Fun."
White Conquerors. (Munroe.)
Also, "Derrick Sterling," "Ready Rangers,"
" Cab and Caboose," and " At War with Pontiac."
Wolf Hunters. (Curwood.)
How two boys and an Indian hunted in Canadian
wilds.
Humorous Stories for Boys and Girls
A Boy's Town. (Howells.)
Adventures of a band of boys.
Arkansaw Bear. (Paine, A. B.)
Rhyme and story. Good to read to younger child-
ren.
Birds' Christmas Carol. (Wiggin.)
Also, " The Story of Patsy."
Captain Chap. (Stockton.)
Castaways on the Florida coast.
Helen's Babies. (Habberton.)
A ten days' record of naughtiness and mischief.
Monkey that would not Kill. (Drummond.)
For younger children.
Mrs. Wiggs of the Cabbage Patch. (Rice.)
Her humorous sayings and doings.
196 The Children's Reading
New Robinson Crusoe. (Alden.)
Funny adventures of two castaways.
Peterkin Papers. (Hale.)
Also, "Last of the Peterkins."
Phaeton Rogers. (Johnson.)
His inventions.
Recollections of Auton House. (Hoppin.)
Family history of the twelve little Autons.
The Calico Cat. (Thompson, C. M.)
A detective tale.
Widow O'Callaghan's Boys. (Zollinger.)
Also, "Maggie McLanehan."
Youngsters of Centerville. (Baker.)
Jolly good times at picnics and other gatherings.
Some Popular " Series "
Bob's Hill Series, 3 volumes. (Burton.)
Chicopee Series, 3 volumes. (Hamlin.)
Felicia Books, 4 volumes. (Gould.)
Five Little Peppers Series, 6 volumes. (Sidney.)
Hildegarde Series, 5 volumes. (Richards.)
Jack the Young Ranchman Series, 6 volumes.
(Grinnell.)
Katy Did Books, 5 volumes. (Coolidge.)
Kristy Books, 3 volumes. (Miller, O. T.)
Fiction of To-day 197
Margaret Montfort Series, 5 volumes. (Richards.)
Omitting Rita," which is very sensational.
Revolutionary Series. 3 volumes. (True.)
St. Lawrence Series, 3 volumes. (Tomlinson.)
Teddy and Phebe Books, 4 volumes. (Ray.)
War of 1812 Series, 6 volumes. (Tomlinson.)
West Point Series, 4 volumes. (Malone.)
CHAPTER XII
HISTORY, BIOGRAPHY, AND TRAVEL
* * Give me leave to enjoy myself; that place that does contain
my books, the best companions, is to me a glorious court, ivhere
hourly I converse vjith the old sages and philosophers ; and
sometimes, for variety, I confer vjith kings and emperors,
and weigh their counsels ; calling their victories, if unjustly
got, into a strict account, and, in my fancy, deface their Hl-
placed statues.'"'' Beaumont and Fletcher.
HISTORY and its complement bio-
graphy contain the essential qualities
that in other forms of writing delight chil-
dren, and draw them to read. On every
page throng brave deeds, varied adventures,
mysteries, and swiftly moving events ; often
with the picturesque background of other
ages, countries, and peoples. Therefore it is
surprising to note how few histories and
biographies children read for pleasure. After
watching the children's choice of books, and
on examination of existing juvenile histo-
ries and biographies, one is forced to con-
clude that the root of the trouble lies in the
History, Biography, and Travel 199
average author's presentation, and in the
text-book appearance of the* volumes.
Juvenile books on these subjects may be
divided into four groups; text-books, dry,
and clogged with facts and dates; improv-
ing histories and biographies, usually con-
descending in tone ; a few picturesque bio-
graphical histories; and lastly, historical
fiction. Children, especially young people,
show a deeply rooted distaste for text-books
and improving histories, while, on the other
hand, they read with pleasure attractive bio-
graphical histories, and devour historical
fiction.
Although it is essential that history, per
se, should be accurately presented, yet, from
an analysis of those qualities in historic ro-
mance that make a lasting appeal to boys
and girls, we gather valuable suggestions
for the successful presentation of accurate
history. The popular historical story keeps
the reader's attention focused upon a hero,
whose adventures are complicated and ex-
citing. The romantic atmosphere of another
period is reproduced. Historical characters
200 The Children's Reading
appear as flesh-and-blood creatures, not
wooden puppets of dates and facts. The
heroric elements are emphasized, and the
whole volume appeals to the primitive likes
of boy and girl, to their sense of hero-
worship, to their interest in the individual,
and their love of color and adventure.
History contains all these pleasure-giving
elements, if it is presented from its pictur-
esque and biographical side. It may be ar-
gued against this method of presentation,
that modern science has shown the inade-
quacy of the individual, biographical treat-
ment of history. The answer 'is that boys
and girls are bored by the sociological treat-
ment. It is beyond their comprehension, and
not according to the demands of their na-
tures. Their interest in biographical history
is prompted by the same psychological law
that made primitive peoples record, not facts,
nor the sociological explanations of events,
but the spirit and deeds of mighty leaders
who typified the racial heroic ideals.
In writing a satisfactory and attractive his-
tory for children and young people, it is not
History, Biography, and Travel 201
necessary to fuse tradition and fact as the
ancient peoples did; but one should em-
phasize the heroic elements in history, at
the same time preserving historical accuracy.
History presented biographically, as a suc-
cession of events, each group of which cen-
tres around some dominant personage of its
age, makes a series of distinct mental pic-
tures, which, by aid of the imagination, im-
press themselves upon the mind of the
young reader with an impact that makes an
indelible impression on the memory.
The educational values of history and
biography are unquestionably great. These
subjects open up the long vistas of the ages,
show deeds in relation to consequences, in-
troduce boys and girls to the great men and
women of all times, and thus expand the so-
cial consciousness. A further advantage is
gained if through interest in biographical
history young people may be drawn later to
study more mature historical works, which,
by giving them a knowledge of govern-
ments, men and affairs, will help them as
men and women to handle intelligently
ioi The Children's Reading
the social and civic problems of modern
life.
Before leaving this subject a word more
may be said for historical fiction. It forms
a delightful introduction to historical char-
acters, arousing interest where books of his-
tory fail. The best historical romances were
not written for children, but they delight
young people as well as adults. Among
them are Scott's novels, " The Last Days of
Pompeii," " Rienzi," "Westward Ho!"
" Hypatia," " Hereward the Wake," " The
Cloister and the Hearth," " Ekkehard,"
"Charles O'Malley," " Les Mise'rables,"
" Tale of Two Cities," and " The House
of the Wolfings." Other more recent novels
are written by Stevenson, Weyman, Crock-
ett, and Doyle.
There are some few excellent historical
stories written for boys and girls. Of these
are "Men of Iron," "Otto of the Silver
Hand," " Jack Ballister's Fortunes," " Green
Mountain Boys," "Two Little Confeder-
ates," " Wulnoth the Wanderer," " Captain
Phil," "Jed," "The Great Captain," "A
History, Biography, and Travel 203
Boy's Ride," "Puck of Pook's Hill," "May-
ken," " Master Skylark," " A Boy of the
First Empire," "Rolf in the Woods," " The
Golden Arrow," " The Boys of Scrooby,"
" In the Brave Days of Old," " Merrylips,"
and "Uncle Peter's Trust." Brief descrip-
tions of these books may be found in the
fiction lists in this volume.
Unfortunately there are not enough thor-
oughly good juvenile historical stories. The
demand for this class of tale is so great that
it is necessary to give boys and girls stories
which are not accurate in every point, and
are written sensationally. Even here a line
is drawn between the harmfully sensational
and vicious book, and that which has suffi-
cient quality to make a reasonably vivid
and correct historical impression. The use-
fulness of these books is daily demonstrated
in the public library. The writer knows of
many boys and girls who by reading Henty
books have been led to study history. And
until better tales take their place, all the
Henty books and their ilk cannot be thrown
aside. " The children's librarian," writes
204 The Children's Reading
C. W. Hunt, "having daily evidence of
the excellent reading-courses stimulated by
trifling books, must keep for the child some
things which the critics would scorn, when
she knows that these books have in them
the power to kindle such interest in a sub-
ject as will lead to reading corrective of in-
accuracies of information."
Good books of travel are nearly as rare
as are satisfactory biographies and histories.
Most travel accounts for children are stuffed
with informing facts, usually related by a
prosy grown-up to a long-suffering party of
children, or they are desultory or vague.
The best travel books are not intended as
such. They are stories full of local color
and fine descriptions of natural scenery,
customs, and manners. The authors of the
stories knew their localities and people well,
and were so unconsciously full of their sub-
jects that they imbued their tales with at-
mosphere not to be found in the ordinary
book of travel.
What child can read "Juan and Juanita,"
and "The Basket Woman," and not re-
History, Biography, and Travel 205
ceive a vivid impression of the deserts,
canons, and plains of the Southwest ; the
reader of "Nelly's Silver Mine" wanders
through a verdant Colorado valley over-
looked by snow-capped mountains; " Heidi,"
"Donkey John," and " Moni the Goat Boy "
work, play, and gather flowers on the Alps,
whose mountain wonders are impressed on
the little reader ; " Norseland Heroes " do
brave deeds in the frozen Northland ; " Lis-
beth Longfrock" takes the reader to climb
Norwegian mountains ; " The Young Ice
Whalers " live among the natives of the Arc-
tic regions; "The Boy Settlers" and "Chil-
howee Boys " experience the dangers of travel
in the early days of settlers and Indians ; and
" What Happened to Barbara " was a suc-
cession of travels and adventures in the days
of land travel by coach; while the boy " With
the Indians in the Rockies " voyages up the
Missouri in early trading days, and endures
the dangers of winter camping in the Rocky
Mountains. All these delightful books are
listed, together with brief descriptions, in the
fiction lists of this volume.
ao6 The Children's Reading
The lists appended to this chapter con-
tain some excellent books, interesting and
lively, as well as books for study and refer-
ence, and a few volumes useful only be-
cause at present there are no better ones on
the subject. A glance at these lists will
show how unbalanced they are, and how
certain desirable subjects are not covered at
all ; this is especially true of biography.
The appended lists close with a brief selec-
tion of books on the history of art, music,
and literature. Selected volumes from sev-
eral excellent modern series are listed. De-
scriptive catalogues of the full series may
be obtained from the publishers. As brief
characterizations of these series may be use-
ful, they are given here.
" The Children's Heroes Series" consists
of a number of very pretty volumes, each
of which narrates the life of some well-
known hero of history. The volumes vary
in treatment, some being simple, vigorous,
and manly, while others are sentimental.
The best of the series are listed here. All
the volumes are pocket-size, printed in good,
History, Biography, and Travel 207
clear type, illustrated in color, and have
bright picture covers. They please children
between eight and ten years of age, and may
be enjoyed by older boys and girls.
The " Life Stories for Young People "
are translated from the German by G. P.
Upton. The series consists of thirty-six vol-
umes, covering a wide range of legend and
history, treated romantically and biographi-
cally. The present writer is not acquainted
with all the volumes, but those she has read
present, with one or two exceptions, a uni-
formly high standard of excellence. Each
volume is printed in large, clear type, and
bound in unattractive, but neat, plain green
covers. These " life stories " will be enjoyed
by children from ten to fourteen years of age.
There are four interesting travel series in-
tended for the popular reading of children
under twelve years of age. First among
these is "The Little Cousin Series," which
consists of forty volumes by many authors.
Each book contains an adventure story about
little children of other countries. The home
life of the "little cousins" is described, also
2o8 The Children's "Reading
m
the dress and customs of the various peoples.
Among the countries covered are Africa,
Alaska, Armenia, Brazil, Egypt, Hawaii,
Panama, and Turkey. The volumes are
printed in good type, and bound in yellow
picture covers. The stories are enjoyed by
children eight to ten years of age.
A series for slightly older children is
" Peeps at Many Lands." Thirty-eight vol-
umes make up this series, each of which
describes a different country. The binding
is bright, and the colored illustrations un-
usually attractive. Companion series to this
is " Peeps at Great Cities."
The " Little People Everywhere Series "
follows the plan of "The Little Cousin
Series." Each volume tells the story of a
child of another country. There are twelve
volumes, printed in good type, and illus-
trated. In form and cover they resemble the
" Peeps at Many Lands."
History, Biography, and Travel 209
BOOKS OF HISTORY, BIOGRAPHY,
DESCRIPTION, AND TRAVEL
(For editions, publishers, and prices, see Purchase List
of Children's Books, page 30a.)
Africa.
My Apingi Kingdom. (Du Chaillu.)
Also, "Country of the Dwarfs," "In African
Forest and Jungle," " Lost in the Jungle," and
"Stories of the Gorilla Country."
Peeps at Many Lands, South Africa. (Kidd.)
Romance of Savage Life. (Elliot.)
Relates with most delightful humor and sympathy
the home life, play, and work of the savage. For
older children.
Story of David Livingstone. (Golding.)
His courage and lofty spirit are emphasized, and his
efforts to break the slave-trade are described. " Child-
ren's Heroes Series."
American Indian,
American Indians. (Starr.)
Of sun-dances, totem-poles, cliff-dwellings, Indian
dress, weapons, and ceremonials of many tribes.
Famous Indian Chiefs I have Known. (How-
ard).
Experiences of an officer of the United States Army.
210 The Children's Reading
Indian Boyhood. (Eastman.)
The author, a Sioux, tells of his own boyhood ; of
legends, games, dances, feasts, and story-telling.
For older children.
Ancient Countries.
Lives. (Plutarch.)
Translation called Dryden's, revised by Clough. A
rendition for children is " Our Young Folks' Plu-
tarch," by Kaufman.
Pictures from Greek Life and Story. (Church.)
Also, "Pictures from Roman Life and Story."
Both volumes are for older children.
Stories of the East, from Herodotus. (Church.)
Of Croesus, Cyrus, Darius, and others.
Story of the Greek People. (Tappan.)
Illustrated with reproductions of Greek statuary,
architecture, vase-paintings, and coins.
Story of the Roman People. (Tappan.)
From legendary times to the capture of Constanti-
nople. Illustrated with many reproductions of statu-
ary and paintings.
British Empire.
An Island Story. (Marshall.)
A child's history of England. The biographical side
is emphasized, and the treatment is romantic. Large
volume with colored pictures. Its companion vol-
ume, "An Empire Story," traces the development
of the British colonies. Uniform with these is
'* Scotland's Story." These three volumes are most
attractive in make-up and treatment. Gift-books.
History, Biography, and Travel 211
Betty in Canada. (McDonald and Dalrymple.)
" Little People Everywhere Series." Also, " Peeps
at Many Lands, Canada," by Bealby.
Cambridge Historical Readers.
History of England in five volumes. Excellent,
readable, and fully illustrated. Graded for school
use. Text-book covers.
Children's Book of Edinburgh. (Grierson.)
Including tales of long ago, stories of Mary Queen
of Scots, and descriptions of modern Edinburgh and
its sights. Illustrated in color.
Children's Book of London. (Mitton.)
Includes historical tales, and descriptions of the
Tower, Westminster Abbey, and other sights. Col-
ored illustrations.
In the Days of Alfred the Great. (Tappan.)
Story biography. Also, '* In the Days of William
the Conqueror," "In the Days of Queen Eliza-
beth," and " In the Days of Queen Victoria."
Ireland's Story. (Johnston and Spencer.)
Legendary and historical record of Ireland. Text-
book in treatment, but interesting.
Kathleen in Ireland. (McDonald and Dal-
rymple.)
" Little People Everywhere Series." Also ** Peeps
at Many Lands, Ireland," by Tynan.
Our Little Hindu Cousin. (McManus.)
"The Little Cousin Series." Also, "Peeps at
Many Lands, India," by Finnemore.
212 The Children's Reading
Peeps at Many Lands, England. (Finnemore.)
Peeps at Many Lands, New Zealand. (Vaile.*-
Story of Captain Cook. (Lang.)
"Children's Heroes Series." Other excellent vol-
umes of this series are : " Chalmers," by Kelman ;
"Lord Nelson," by Sellar ; "Sir Francis Drake,"
by Elton; "Sir Walter Raleigh," by Kelley.
Tales of a Grandfather. (Scott.)
Scottish history from Roman rule in England to the
reign of George IV.
Young Americans in the British Isles. (Tom-
linson.)
Travels through England, Ireland, Scotland, and
Wales.
China, 'Japan, and the Far East.
China's Story. (Griffis.)
" In myth, legend, art, and annals." A less ex-
pensive volume for younger children is " Story of
China," by Van Bergen.
Chinese Boy and Girl. (Headland.)
Games, plays, and folk-tales of Chinese children.
Another volume by the same author is " Our Little
Chinese Cousin."
In Eastern Wonderlands. (Gibson.)
Travel in Japan, China, Ceylon, India, Egypt,
and other lands.
Japan. (Griffis.)
"Its history, folk-lore, and art." A less expensive
History, Biography, and Travel 213
volume for younger children is "Story of Japan,"
by Van Bergen.
Peeps at Many Lands, Burma. (Kelly.)
Peeps at Many Lands, Ceylon. (Clark.)
Peeps at Many Lands, Japan. (Finnemore.)
Two Years in the Jungle. (Hornaday.)
Adventures of a naturalist in India, Ceylon, the
Malay Peninsula, and Borneo. For young people
and adults.
France.
Maid of Orleans. (Henning.)
" Life Stories for Young People Series." Romantic
story of Joan of Arc, of her visions, exploits, and
martyrdom.
Marie Antoinette. (Abbott.)
Also, "Madame Roland."
Napoleon, the Little Corsican. (Hathaway.)
A short life. Emphasizes Napoleon's devotion to
his family and his perseverance. Another short life,
emphasizing his military career, is Marshall's " Story
of Napoleon Bonaparte," belonging to the "Child-
ren's Heroes Series."
Story of France. (Macgregor.)
Romantic and picturesque history, from the Druids
to the Franco- Prussian War. Uniform with Mar-
shall's "An Island Story." A cheap but excellent
text-book volume of French history is Dutton's
"Little Stories of France." Dalkeith's "Stories
from French History ' ' contains short picturesque
biographies of Clothilde and Clovis, Charlemagne,
214 The Children's Reading
St. Louis, Joan of Arc, the Huguenots, Marie
Antoinette, and Napoleon.
Germany.
Little Stories of Germany. (Dutton.)
Simply told biographical tales about Charles the
Great, Barbarossa, Peter the Hermit, Diirer, Gu-
tenberg, and other well-known people who helped
to make German history. Text-book cover.
Peeps at Great Cities, Berlin. (Siepen.)
Peeps at Many Lands, Germany. (Sidgwick.)
Also, "Our Little German Cousin," by Wade.
The Youth of the Great Elector. (Schmidt.)
"Life Stories for Young People Series." Interest-
ing, vivid story of the boyhood of Frederick Wil-
liam. Describes the conditions of the time, and tells
of Wallenstein, Tilly, and Gustavus Adolphus.
Holland.
Peeps at Many Lands, Holland. (Jungman.)
Also, Dodge's "Land of Pluck," and " Our Lit-
tle Dutch Cousin," by McManus.
Siege of Leyden. (Motley.)
Condensed from " Rise of the Dutch Republic."
Edited by Griffis.
William of Orange. (Schupp.)
" Life Stories for Young People Series." Short,
picturesque story of the great Netherland patriot.
Young People's History of Holland. (Griffis.)
The origin of the cities, the crusades, feudalism,
History, Biography, and Travel 215
the eighty years' war for freedom, and life under
the old republic and the modern kingdom.
Italy.
Queen Maria Sophia of Naples. (Kuchler.)
"Life Stories for Young People Series." Tells of
the exiled queen, of Cavour, King Victor Emanuel,
and Garibaldi.
Peeps at Great Cities, Rome. (Genn.)
Peeps at Many Lands, Italy. (Finnemore.)
Short History of Italy. (Kirkland.)
From the Roman Empire to 1878.
When I was a Girl in Italy. (Ambrosi.)
Marrietta Ambrosi tells of her home-life, play-
mates, games, and work.
Mexico.
Manuel in Mexico. (McDonald and Dal-
rymple.)
'Little People Everywhere Series." Also, "Our
Little Mexican Cousin," by Butler.
Roy and Ray in Mexico. (Plummer.)
Imparts many facts about the manners, customs, and
history of Mexico. Useful as a child's travel guide.
Attractive cover.
Norway, Sweden, and Denmark.
Gerda in Sweden. (McDonald and Dalrymple.)
'Little People Everywhere Series."
Our Little Swedish Cousin. (Coburn.)
'The Little Cousin Series."
216 The Children's Reading
Peeps at Many Lands, Denmark. (Thomson.)
Peeps at Many Lands, Norway. (Mockler-
Ferryman.)
Also "Our Little Norwegian Cousin," by Wade.
Stories of the Vikings. (Macgregor.)
Short chapter*, each describing some side of viking
life, vikings in England, at home, in battle; their
beliefs, customs, sea fights, and ships ; contains,
also, short biographical sketches of Harald Fairhair,
King Hacon, Olaf Tryggvason, and other vikings.
Russia and Siberia.
Peeps at Many Lands, Russia. (Walter.)
Also, " Our Little Russian Cousin," by Wade.
Peter the Great. (Abbott.)
Old-fashioned history, telling among other things of
the revolt of Mazeppa, the invasion of Sweden, and
the building of St. Petersburg.
Tent Life in Siberia. (Kennan.)
Two years' adventures in Siberia and Kamchatka.
For young people and adults.
Young Folks' History of Russia. (Dole.)
For older children. A shorter and less expensive
volume is "Story of Russia," by Van Bergen.
United States of America.
American Hero Stories. (Tappan.)
Brief stories for younger children. Some of the
heroes are Columbus, Drake, William Penn, Wash-
ington, " Mad Anthony," John Paul Jones, and
David Crockett.
History, Biography, and Travel 217
Boy Life on the Prairie. (Garland.)
Tells not only of boy work and fun, but of the
natural beauties of the unbroken prairies of Iowa.
Boys' Life of Abraham Lincoln. (Nicolay,
Helen.)
Based on the standard life of Lincoln by Nicolay
and Hay. A volume for younger children is "True
Story of Abraham Lincoln," by E. S. Brooks.
Boys' Life of General Grant. (Knox.)
A volume for younger children is " True Story of
U. S. Grant," by E. S. Brooks.
Daughters of the Revolution. (Coffin.)
Also, " Boys of '76," Boys of '6i," and " My
Days and Nights on the Battle-Field."
Famous Adventures and Prison Escapes of the
Civil War.
Romantic and exciting stories collected from the
"Century Magazine."
George Washington. (Scudder.)
The standard life for older children. A volume for
younger ones is " True Story of George Washing-
ton," by E. S. Brooks.
Grandfather's Chair. (Hawthorne.)
Stories from New England history.
Great Locomotive Chase. (Pittenger.)
Of a raid on a Georgia railroad, during the Civil War.
Heroes of the Navy in America. (Morris.)
Twenty-eight naval heroes from the time of the
Revolution. Patriotic and dramatic in treatment.
2i 8 The Children's Reading
History of the United States. (Eggleston.)
Also, "War of Independence," by Fiske.
Oregon Trail. (Parkman.)
The author's wanderings in 1846, and his adven-
tures with Sioux Indians. Illustrated by Reming-
ton.
Ranch Life and the Hunting-Trail. (Roose-
velt.)
Cowboy life. Illustrated by Remington.
Recollections of a Drummer-Boy. (Kieffer.)
Interesting experiences of a drummer-boy in the
Union Army.
Some Strange Corners of our Country. (Lum-
mis.)
Of the Grand Cafion of the Colorado, the petri-
fied forests of Arizona, Montezuma's Well, and of
the manners and customs of Indians in the South-
west.
Source Readers. (Hart.)
Four volumes of American history, graded, and
consisting of selections from many sources. Read-
able, but text-book in appearance.
Story of Columbus. (Seelye.)
A volume for younger children is "True Story of
Columbus," by E. S. Brooks.
Three Years behind the Guns. (L. G. T.)
True record of a boy-sailor in the United States
Navy. Tells of his visits to foreign ports, of Admiral
Dewey, and the battle of Manila Bay.
History, Biography, and Travel 219
Miscellaneous.
Biographical Stories. (Hawthorne.)
Short sketches of Cromwell, Franklin, Newton,
Samuel Johnson, Queen Christina, and Benjamin
West. For older children.
Book of Golden Deeds. (Yonge.)
True tales of heroic self-sacrifice. For older children.
Boys' Book of Explorations. (Jenks.)
Hero travel in Africa, Asia, and Australia. Con-
tains maps and illustrations.
Boy's Froissart. (Lanier.)
Edited from Froissart' s Chronicles." A standard
work for older children, but unfortunately not at-
tractive in type and cover. A good, cheap edition
of the " Chronicles " is published in " Everyman's
Library."
Captains of Industry. (Parton.)
Two volumes, first and second series. Contain short,
interesting sketches of ' men of business who did
something besides making money," including mer-
chants, manufacturers, inventors, journalists, and
others. For young people and adults.
Children of the Cold. (Schwatka.)
How Eskimo boys and girls live, work, and play.
European Hero Stories. (Tappan.)
Tells, among other things, of the barbaric invasions,
the forming of the German nations, and life, pro-
gress, and discovery in the Middle Ages. A cheaper
volume, with text-book cover, is " Famous Men of
the Middle Ages," by Haaren and Poland.
220 The Children's Reading
Heroines Every Child Should Know. (Mabie.)
Collection of short stories, including a few tales from
the classics, and a number of biographical sketches of
such women as Joan of Arc, Catherine Douglas,
Lady Jane Grey, Flora Macdonald, and Madame
Roland.
Historic Boys. (Brooks, E. S.)
Story lives of the boyhoods of such men as Brian of
Munster, Olaf of Norway, William of Normandy,
and Harry of Monmouth. Companion volume to
this is "Historic Girls."
Lives of Poor Boys who became Famous.
(Bolton.)
Also, "Lives of Girls who became Famous."
Red Book of Heroes. (Lang, Mrs. Andrew.)
Twelve tales of the brave deeds and acts of mercy
of such heroes as Florence Nightingale, John How-
ard, and Father Damien. Companion volume to
this is "Book of Princes and Princesses," which
contains interesting and picturesque boyhood and
girlhood lives of famous historic people.
Seven Little Sisters. (Andrews.)
Seven tales of seven little children, each of whom
represents a different race. Also, "Ten Boys," a
volume of short stories telling of little boys, also
representatives of ten peoples. Popular with younger
children.
Story of Marco Polo. (Brooks, Noah.)
Tales of the three Polos who entered the service of
Kublai Khan.
History, Biography, and Travel 221
Strange Peoples. (Starr.)
Of Indians, Mexicans, Finns, Lapps, Turks, Pyg-
mies, and other strange peoples.
Thirty More Famous Stories Retold. (Baldwin.)
Includes, among other things, the stories of Colum-
bus and the egg, Galileo and the lamps, and the
man in the iron mask. Also, " American Book of
Golden Deeds," containing stories of heroism.
True Story Book. (Lang, Andrew.)
Also, " Red True Story Book." Two volumes of
adventures and achievements, exploits and escapes
of historic people.
Two Years before the Mast. (Dana.)
For young people and adults. There are two fine
editions of this classic, one illustrated in color by E.
Boyd Smith, and the other with colored illustra-
tions by Pears.
Books on the History of Art, Music, and Literature
Child's English Literature. (Marshall.)
The romantic side of English literature is empha-
sized, and short sketches of the lives and personal-
ities of many authors are given, together with brief
quotations from their works. The volume is large,
uniform with "An Island Story," and illustrated
in color. A less expensive volume is ** Short History
of English Literature for Young People," by Kirk-
land.
Lewis Carroll. (Moses.)
Also, " Louisa May Alcott."
222 The Children's Reading
Riverside Art Series. (Hurll.)
Twelve volumes, each devoted to one artist and his
work, and illustrated with fine reproductions of
painting or sculpture. A series for younger children
is Keysor's " Great Artists," in five volumes. The
volumes of both the above series may be purchased
separately.
Shakespeare, the Boy. (Rolfe.)
Tells of Stratford, of the home and school life, of
the games, fairs, and holiday festivals of his day.
Stories of Art and Artists. (Clement.)
Handsome gift-book. Contains many fine repro-
ductions of famous sculpture and paintings, together
with accounts of the artists. Originally published in
"St. Nicholas Magazine."
Young People's Story of Art. (Whitcomb.)
Pleasant reading, full of anecdote, and illustrated
with pictures.
CHAPTER XIII
USEFUL BOOKS
* . . . tongues in trees, books in the running brooks.
Sermons in stones, and good in every thing.'"'
Shakespeare.
EVERY active child is eager to make
and do things, to act and to construct;
and he is curious to know what makes ma-
chinery go, how flowers grow, what causes
rain, dew, and wind, and how animals and
birds live. The educational possibilities of-
fered through the utilization of these in-
stincts is immeasurable. Fortunate is the
child who has a good instructor, but where
there is none a practical book may be made
to take a teacher's place if the would-be
pupil knows how to extract its knowledge
and to apply its principles to field or shop
work. Parents may, by the gifts of useful
books suited to the tastes and ages of in-
dividual children, accustom their boys to
scientific observation and construction, and
224 The Children's Reading
their girls to acquiring a knowledge of the
best methods of housekeeping and home-
making.
The value of practical books as substitutes
for teachers is continually demonstrated in
the public libraries. Within the present
writer's knowledge many men and boys
have, through the use of library books,
fitted themselves for careers or for promo-
tion in their own lines. By following printed
directions boys make model aeroplanes,
miniature engines, and electric and other
toys, and all this without adult supervision.
We have ample proof that boyish ex-
periments and manual work may be fore-
runners of future serious and fruitful labors.
Faraday, Nasmyth, Watt, Stephenson, Bes-
semer, Hugh Miller, Audubon, and many
other great scientists and inventors began in
boyhood to observe and experiment, and to
make models. Of Sir Isaac Newton, his bi-
ographer Brewster writes that when a lad he
" exhibited a taste for mechanical inventions.
With the aid of little saws, hammers, hatch-
ets, and tools of all sorts, he was constantly
Useful Books 225
occupied during his play-hours in the con-
struction of models of known machines and
amusing contrivances." Among these were
a water-clock, a windmill, a mechanical car-
riage, and sun-dials. He also observed the
apparent daily motions of the sun. Newton
himself states that he began his scientific ex-
periments when he was fifteen years old.
It is impossible for a parent to forecast
to what extent a boy's bent towards me-
chanics or experiment may be prompted by
special ability, or by his natural desire to
make things, since ability and taste cannot
be forced, but develop by means of natural
selection. For this reason a parent should
provide any mechanically or scientifically
inclined boy or girl either with books,
tools, or instruments which will encourage
him to spend his spare time in concentrated,
serious work, and then leave his ability, if
he has any, to manifest itself.
There is no end to the enjoyment or
wholesome activity a boy may derive from
a set of tools ; while a practical book for a
guide, and a corner, or workshop, where he
226 The Children's Reading
may experiment undisturbed, and to which
he may freely invite his comrades, will
prove incentives that will keep a lad at
home, and give him opportunity to exer-
cise his inventive faculties. He will at the
same time gain a control of hand, a trueness
of eye, and an accuracy of execution that
will stand him in good stead all his life,
whether or not he enters a trade, or an en-
gineering or scientific profession.
Books on camping and athletics and field
manuals for the young collector are the best
of vacation companions; and nature essays
and fiction draw a boy to observe and under-
stand nature, and to appreciate her beauties
and wonders. Books on dramatics, games,
magic, and other entertainments help to fill
the long vacation days and to while away
rainy home-hours with pleasant diversions
that keep children out of mischief and de-
velop their ingenuity and powers of expres-
sion.
Girls, as a rule, are not interested in
books on mechanics or applied science.
The volumes that are peculiarly a girl's own
Useful Books 227
are those that teach her how to make gar-
ments and pretty useful things for the house,
and also how to entertain her friends, and
to keep house and to cook according to
scientific methods.
Books of games and dramatics and field
manuals for nature study are also popular
with girls, who should be encouraged in every
way possible to make collections of natural
objects, and to observe the habits of birds
and the movements of the stars. A field ex-
cursion or a tramp in the woods or park
brings not only health to the nature-lover,
but delightful knowledge. A field book on
wild flowers, or on minerals, birds, animals,
or stars, a microscope or hand-telescope, field
or opera glass, may make these trips fascin-
ating as well as instructive.
There are so many really good books on
electricity, mechanics, nature study, or other
subjects that it is difficult to make a small
selection of suitable and varied books for
such necessarily short lists as are appended
here. In making the choice, however, some
general principles are followed. The vol-
228 The Children's Reading
umes are by experts and reasonably up to
date. Books are included that are suitable
for little children as well as for older boys
and girls. Books of occupations are listed
for the use of mothers during rainy days or
in vacation time. Boys' books for shop or
field work are mainly manuals and handy
books giving information in direct, simple
language, and illustrated with diagrams and
drawings; boys prefer such to fiction telling
how certain boys made or did things. Little
children and girls, however, like knowledge
wrapped in a sugar-coating of fiction, so
there are included here instructive stories
telling how girls cook, sew, or keep house
for their families.
The list for the nature-lover offers a va-
riety of subjects and treatment. It contains
field manuals and instructive books for
children old or young, and also essays of
high literary merit showing the wonders and
beauties of nature ; these last are for young
people and adults. The list closes with vol-
umes of fiction and anecdote, chiefly about
birds and animals. Nature fiction is not al-
Useful Books 229
ways strictly scientific in its deductions, and
sometimes it misleads by attributing human
characteristics to animals who do not pos-
sess them ; but the aim of such fiction is to
throw the reader into closer sympathy with
nature and to arouse compassion for ill-
treated animals and birds. This romantic
and imaginative nature fiction has its place
in arousing interest in nature when the
coldly scientific book fails. And once the
children's interest is awakened they may be
led to read the higher type of nature book
as well as to observe nature for themselves.
. Just here may be said a word for a science
which is usually neglected, but which is
peculiarly adapted to children astronomy.
It expands the imagination, it appeals to the
reverent, awe-loving side of child nature, it
uplifts the soul and mind and brings them
into the presence, as it were, of God Him-
self, who binds " the sweet influences of the
Pleiades," and looses " the bands of Orion " ;
for " the heaven, even the heavens, are the
Lord's," says the Psalmist, "but the earth
He hath given to the children of men." If
230 The Children's Reading
the reader doubts the appeal of astronomy
to children, let him take a child star-gazing
on some clear night, apart from the re-
flected, blinding light of the city. Let him
give a child his first view of the fathomless
black, heavens, spangled with burning stars.
Let him observe the effect of that awful
beauty upon the child's imagination, and he
cannot fail to be convinced of the spiritually
enlarging, uplifting effect of the study of
the stars and of the mysterious laws guiding
the heavenly bodies.
As one reads the lives of the great as-
tronomers one is deeply impressed .by the
reverence or spirituality with which they
approached their work, and by the fact that
they were lovers of flowers, poetry, and
music. In significant contrast to this is the
spiritual depression of Darwin, which caused
him to write, " Now for many years I cannot
endure to read a line of poetry. I have tried
lately to read Shakespeare, and found it so
intolerably dull that it nauseates me. I
have almost lost my taste for pictures and
music."
Useful Books 231
Newton, we know, was devoutly religious,
and of Kepler it is said, " The magnificence
and harmony of the Divine works excited
in him not only admiration, but love. He
felt his own humility the farther he was al-
lowed to penetrate into the mysteries of the
universe; and sensible of the incompetency
of his unaided powers for such transcendant
researches, and recognizing himself as but
the instrument which the Almighty em-
ployed to make known his wonders, he
never entered upon his inquiries without
praying for assistance from above. This
frame of mind was by no means inconsistent
with that high spirit of delight and triumph
with which Kepler surveyed his discoveries."
And though Sir William Herschel was re-
ticent in religious discussion, the attitude of
his research was reverent. "It is certainly,"
he said, "a very laudable thing to receive
instruction from the great Workmaster of
nature, and for that reason all experimental
philosophy is instituted."
Before closing this chapter it is interesting
to note here the recurrence of the arguments
232 The Children's Reading
used by Tyndall to prove the exceeding
great usefulness of the constructive imagin-
ation in scientific research and invention.
" Kepler has fortunately left behind him a
full account of the methods by which he
arrived at his great discoveries," writes his
biographer Brewster. "When Kepler di-
rected his mind to the discovery of a general
principle he set distinctly before him, and
never once lost sight of, the explicit object
of his search. His imagination, now un-
reined, indulged itself in the creation and in-
vention of various hypotheses. The most
plausible, or perhaps the most fascinating, of
these was then submitted to a rigorous scru-
tiny, and the moment it was found to be in-
compatible with the results of observation
and experiment, it was willingly abandoned.
... In the trials to which his opinions were
submitted, and in the observations or experi-
ments which they called forth, he discovered
new facts and arrived at new views which
directed his subsequent inquiries . . . and
discovered those beautiful and profound laws
which have been the admiration of succeed-
Useful Books 233
ing ages." Kepler's " imagination as well as
his reasoning faculties always worked to-
gether," writes Sir Robert Ball. "He was
incessantly prompted by the most extra-
ordinary speculations. The great majority
of them were in a high degree wild and
chimerical, but every now and then one of
his fancies struck right to the heart of nature,
and an immortal truth was brought to light."
In interesting contrast to Kepler's method
of work is that of Sir William Herschel,
whose reason kept strict check on fancy.
His was a controlled yet utilized imagin-
ation, the action of which was perhaps
more coldly scientific than that of Kepler,
but not so impelled by the intuition of
genius. " We ought," he wrote, " to avoid
two opposite extremes. If we indulge a
fanciful imagination, and build worlds of
our own, we must not wonder at our going
wide from the path of truth and nature. On
the other hand if we add observation to ob-
servation without attempting to draw not
only conclusions, but also conjectural views
from them, we offend against the very end
234 The Children's Reading
for which only observations ought to be
made."
All of which arguments help to prove the
practical value of an active, well-balanced
imagination, and also to show that imagina-
tion may be cultivated not merely through
the reading of classic literature, as shown in
the preceding chapters, but also through the
use of those practical books which preserve
for us the records of the knowledge and ex-
periments of scientific men.
USEFUL BOOKS FOR BOYS AND GIRLS
(For other useful books, see Easy Reading, page 62.
For editions, publishers, and prices, see Purchase List
of Children's Books, page 30a.)
Occupations for Little Children
Lady Hollyhock. (Walker.)
Also, "Tales Come True." Both volumes tell
how to make dolls out of flowers and vegetables.
Colored pictures and simple text.
Little Folks' Handy Book. (Beard, L. and A. B.)
Describing many pleasant occupations. Another
useful book is " Rainy Day Diversions," by Wells.
Stick-and-Pea Plays. (Pratt.)
Doll's furniture and other playthings made out of
sticks and dried peas.
Useful Books 235
Household Arts
A Little Cookbook for a Little Girl. (Burrell.)
Receipts for older girls. An attractive cookbook
for younger children is ' When Mother Lets Us
Cook," by Johnson. A popular, old-fashioned vol-
ume is Kirkland's ' Six Little Cooks."
American Girl's Handy Book. (Beard, L. and
A. B.)
Miscellaneous information telling how to make gifts,
to entertain friends, to do needlework, painting,
modeling, and to play games. Another excellent
handy book is Paret's '* Harper's Handy Book for
Girls," which gives instructions for beautifying a
girl's room, and for making artistic and useful things
for the house, including metal-work, leather-work,
tapestry, beadwork, and Easter and Christmas gifts.
Home Candy-Making. (Rorer.)
Contains rules for making candy, sugar-boiling, col-
oring, flavoring ; together with receipts for home-
made candy.
Household Sewing. (Banner.)
Directions for home dressmaking. A book for
younger children is '* When Mother Lets Us Sew,"
by Ralston.
How to do Beadwork. (White.)
Chains, moccasins, purses, bags, and other articles.
How to Dress a Doll. (Morgan.)
Patterns of underwear, also of a house dress, a party
dress, and other garments; together with directions
for making.
236 The Children's Reading
How to Make Baskets. (White.)
Also, " More Baskets and How to Make Them."
Saturday Mornings. (Burrell.)
How Margaret learned to keep house; practical and
interesting. A pleasing, old-fashioned story on
the same subject is " Dora's Housekeeping," by
Kirkland.
Things for Boys to Make and Do
American Boys' Handy Book. (Beard, D. C.)
Miscellaneous information on how to make all sorts
of things for use or sport, including kites, fishing-
tackle, blow-guns, magic lanterns, paper fireworks,
and theatrical costumes.
Box Furniture. (Brigham.)
How to make one hundred simple and artistic
pieces of furniture.
Boys' Book of Model Aeroplanes. (Collins.)
How to build and fly aeroplane models, together
with an account of the evolution of the flying-ma-
chine. Its companion volume, "Second Boys'
Book of Model Aeroplanes," discusses model aero-
planes of 1 9 1 1 , and model aeroplane tournament*
and contests.
Electric Toy-Making. (Sloane.)
Including batteries, magnets, motors, and dynamos,
and such articles as a " tomato can battery," electric
bells, and incandescent lamps.
Harper's Electricity Book for Boys. (Adams.)
Directions for making all sorts of electrical apparatus,
Useful Books 237
including home-made batteries, switches, insulators,
and coils.
Harper's Machinery Book for Boys. (Adams.)
Explains tools, and their uses, and shows how a boy
may make machinery for automobiles, and motor-
boats, and how he may work in wood, stone and
concrete, and forge metal castings.
Photography for Young People. (Jenks.)
Manipulation of cameras, action of light, and photo-
graphic processes.
Wonderland of Stamps. (Burroughs.)
A story in which are explained the meanings of
postage-stamp designs. For the young collector.
Fully illustrated.
Woodworking for Beginners. (Wheeler.)
A book for older boys. Tells how to make furniture,
toys, and houses for animals, and gives instructions for
elementary house-building and boat construction.
Outdoor Life and Athletics
Boat-Building and Boating. (Beard, D. C.)
A handy book for beginners. Illustrated. A more
comprehensive volume is " Harper's Boating Book
for Boys," by Davis.
Book of Foot- Ball. (Camp.)
For spectator and player.
Field and Forest Handy Book. (Beard, D. C.)
A vacation book. Arranged by seasons. Gives sug-
gestions for camp outfits, and tells how to make all
sorts of things for outdoor use and pleasure.
238 The Children's Reading
Harper's Outdoor Book for Boys. (Adams, and
others.)
How to build and construct windmills, aeroplanes,
aquariums, ice-boats, skees, tree-huts, and other
things. Gives also detailed account of outdoor
sports and of camping.
Official Handbook. (Boy Scouts of America.)
Gives by-laws, and treats among other things of
scoutcraft, woodcraft, campcraft, health and en-
durance, chivalry, patriotism, and good citizenship.
Fine reading for any boy, even if he is not a scout
member.
Reading-List for the Boy Scouts of America.
(Rush.)
An invaluable pocket reading-list on animals and
their tracks, athletics, birds, insects, camping-out,
chivalry and patriotism, first aid to the injured,
scoutcraft, signalling, woodcraft, and other kindred
subjects. Useful to any boy whether scout member
or not. Inexpensive.
Swimming. (Brewster.)
Practical instructions for swimming, floating, diving
and bathtub practice, together with a chapter on
teaching children to swim. Another good volume on
the same subject is Dalton's "How to Swim."
Gardening and Home Pets
Fresh Water Aquarium and its Inhabitants.
(Eggeling and Ehrenberg.)
Directions for stocking aquarium and care of spcci-
Useful Books 239
Garden Book for Young People. (Lounsberry.)
A story in which some young people earn money
by means of their garden. Tells how to prepare
soil, plant seeds, transplant, combat insects, and
cultivate the flowers. Illustrated.
Little Gardens for Boys and Girls. (Higgins.)
Well written, simple, and attractive. For younger
children. Gives directions for making flower-beds, for
planting seeds, and for the care of flowers. Illustrated
with diagrams and photographs. A cheaper volume is
Duncan's "When Mother Lets Us Garden."
Our Home Pets. (Miller, O. T.)
Birds, dogs, cats, monkeys, and other pets ; and
how to keep them well and happy. A good book
for younger children is When Mother Lets Us
Keep Pets," by Johnson.
Games, Magic, and Parties
Book of Children's Parties. (White.)
Directions for celebrating birthdays, holidays, and
school days. Contains suggestions for properties,
gifts, and favors. Another good and less expensive
book on the same subject is "When Mother Lets
Us Give a Party," by Yale.
Conundrums. (Cutter.)
Over one thousand conundrums, riddles, puzzles,
and games. Inexpensive. A book of clever charades
is " A Century of Charades," by Bellamy.
Magic. (Hopkins.)
A complete and thrilling book. Contains accounts
of ancient magic, and stage illusions of Kellar and
240 The Children's Reading
Herrmann. Explains mysterious disappearances,
conjuring tricks, ventriloquism, mind-reading, and
thought-transference.
Magicians' Tricks. (Hatton and Plate.)
Instructions showing how to perform familiar and
unfamiliar tricks : together with over two hundred
and fifty illustrations. A less expensive volume of
tricks is " Magical Experiments," by Good.
"What shall We do Now. (Canfield, and others.)
Directions for playing all sorts of games. A good
and less expensive volume is " Book of Games,"
by White.
Dramatics and Story-Telling
Ben Greet Shakespeare.
"Midsummer Night's Dream," * As You Like
It," "The Merchant of Venice," and "The
Tempest," published in four attractive volumes for
the use of amateur players. Objectionable parts
are cut out, and the sequence of a few scenes is
altered to facilitate presentation. General rules for
acting are given and also diagrams showing positions,
together with full directions for playing each part.
Children's Classics in Dramatic Form. (Steven-
son.)
Four inexpensive volumes for dramatic reading or
simple acting. Includes legends, fables, fairy tales,
and miscellaneous stories.
Fairy Tales a Child can Read and Act. (Nixon.)
Contains " Little Red Riding Hood," " Peter and
the Magic Goose," "Bluebeard," "The Ant and
Useful Books 241
the Cricket," " Hansel and Gretel," " Scenes from
Pinocchio," " Scenes from Alice in Wonderland,"
and "Scenes from Through the Looking-Glass. "
House of the Heart. (Mackay.)
Ten one-act plays, each conveying a lesson of courage,
gentle manners, or contentment. Accompanied by
directions for stage-settings, costumes, and acting.
How to Tell Stories to Children. (Bryant.)
Contains directions for story-telling and for adapting
stories ; also a number of good stories to tell, together
with lists of other stories for adaptation and telling.
Little Plays. (Dalkeith.)
Small inexpensive volume arranged for little people.
Contains " Sir Gareth of Orkney," " The Princess
and the Swineherd," "King Alfred and the
Cakes," " Scene from Robin Hood," and "Scene
from Uncle Tom's Cabin."
Patriotic Plays and Pageants. (Mackay.)
Including tableaux, short one-act plays, and long
pageants, all based on American historical incident
and story. Gives directions for simple stage-settings
and acting.
St. Nicholas Book of Plays and Operettas.
Seventeen plays and operettas with music, illustra-
tions, and diagrams. Collected from " St. Nicho-
las Magazine."
Business Boys and Girls
Helps for Ambitious Girls. (Drysdale.)
Advice concerning employments and professions.
The companion volume to this is " Helps for Am-
bitious Boys."
i\2 The Children's Reading
Letters to the Farm Boy. (Wallace.)
Advice on questions of education and ethics.
Winning Out. (Marden.)
Ethics of daily life and work illustrated by story and
anecdote. The companion volume to this is "Suc-
cess."
Some Notable Modern Achievements
Boys' Book of Airships. (Delacombe.)
Balloons, dirigibles, kites, gliders, and aeroplanes ;
their evolution, construction, and use.
Boys' Book of Inventions. (Baker.)
Treats among other things of liquid air, motor-cycles,
X-ray photography, and the phonograph. Its com-
panion volume, " The Boys' Second Book of In-
ventions," tells of wireless telegraphy, solar-motors,
flying-machines, and other recent inventions.
Boys' Book of Steamships. (Howden.)
History of navigation and the art of shipbuilding,
with special reference to steam vessels including
river, lake, and ocean types. With one hundred
photographic illustrations.
Careers of Danger and Daring. (Moffett.)
Of the deeds of steeple-climbers, deep-sea divers,
balloonists, pilots, bridge-builders, locomotive engi-
neers, and other heroes of everyday life.
Fighting a Fire. (Hill.)
Organization of a great fire department, and the
training and heroism of firemen.
How it is Made. (Williams.)
Tells of the manufacture of many articles such as
Useful Books 243
paper, candles, soap, cloth, china, guns, watches,
cycles, pins, wire, and rope. Its companion vol-
ume, * How it is Done," describes the making
of bridges, railways, dams, canals, harbors, tunnels,
and other engineering feats. For older children and
adults.
Story of Gold and Silver. (Samuel.)
Also, the "Story of Cotton," by Curtis. Two
pretty stories of the experiences of children who
learn much about mining of gold and silver and its
use as money, and about the raising and weaving
of cotton. For younger children.
Books for the Nature-Lover
Animals.
Chapters on Animals. (Hamerton.)
Of dogs, cats, horses, birds and wild beasts. Illus-
trated with reproductions after Landseer, Millais,
Bonheur, and other artists. Small book, inexpensive.
Four-Handed Folk. (Miller, O. T.)
Of lemurs, marmosets, a spider-monkey, and other
monkey pets.
Squirrels and other Fur-Bearers. (Burroughs.)
Includes the chipmunk, woodchuck, rabbit, hare,
muskrat, fox, weasel, porcupine, and others of
their kin. Illustrated with fifteen colored pictures
after Audubon.
Training of Wild Animals. (Bostock.)
The great wild-animal trainer tells here of methods
employed in training lions, tigers, and other beasts ;
also of the perils of wild-animal trainers.
244 The Children's Reading
True Bear Stories. (Miller, Joaquin.)
Fascinating tales of the badness and mischief of
bears wild or tame.
Wilderness Pets at Camp Buckshaw. (Breck.)
Of camp pets ; bears, gulls, and other animals and
birds.
Astronomy.
Astronomy from a Dipper. (Clarke.)
Pocket handbook showing how to locate stars by
means of the Dipper. Inexpensive.
Children's Book of Stars. (Mitton.)
Interesting things about the sun, moon, and stars.
Colored pictures. Gift-book for younger children.
Easy Guide to the Constellations. (Gall.)
With a miniature atlas of the stars.
Half-Hours with the Summer Stars. (Proctor.)
Helpful information for the star-gazer, together
with myths and legends about the stars. Pleasant
reading as well as useful.
Star-Land. (Ball.)
About the sun, moon, stars, comets, shooting-stars,
and other wonders of the heavens. Tells also of the
discoveries of Kepler, Herschel, and other astron-
omers. Illustrated.
Stories of the Great Astronomers. (Holden.)
Of ancient and modern astronomers and their dis-
coveries.
Useful Books 245
Birds.
Bird Book. (Eckstorm.)
Less expensive than Chapman, and for younger
children. Contains descriptions of many common
birds, and suggestions for observation. Illustrated.
Bird Homes. (Dugmore.)
Shows nests and eggs. Illustrated with sixteen
colored plates and many half-tone pictures from
photographs. A fine picture book as well as useful
to bird-lovers.
Bird Life. (Chapman.)
Contains field key to common birds, descriptions
of each species, and chapters on the structure of
birds and on their migrations. With seventy-five
colored plates. For young people and adults. Also,
" Color Key to North American Birds," containing
descriptions and pictures of birds.
Bird Stories from Burroughs.
Collection of delightful stories, printed in clear type,
and readable for younger children as well as for older
ones. Illustrated in color and black and white. Text-
book cover. Inexpensive.
First Book of Birds. (Miller, O. T.)
Also, "Second Book of Birds." These are the
best bird books for children. Follow with Bird
Book," by Eckstorm; "Bird Stories from Bur-
roughs," and "True Bird Stories" by O. T.
Miller.
246 The Children's Reading
Insects.
Butterflies and Bees. (Morley.)
Excellent elementary book. Precede with " Bee
People," by Morley, and follow with "Insect
Stories," by Kellogg. Two cheap and handy pam-
phlets for field use are " Common Butterflies and
Moths of America and Europe," and "Common
American and European Insects."
Butterfly Book. (Holland.)
Large volume giving much valuable information.
Illustrated with forty-eight colored plates, and with
many pictures" in black and white. Shows nearly all
well-known species of butterflies in America north
of Mexico. Fine picture book, as well as reference
book for butterfly collectors.
Frail Children of the Air. (Scudder.)
"Excursions into the world of butterflies." Illus-
trated. For young people and adults.
Grasshopper Land. (Morley.)
About grasshoppers, locusts, katydids, and crickets.
With over one hundred illustrations by the author.
For younger children. Another interesting and
authoritative book for younger children is A. B.
Comstock's " Ways of the Six-Footed."
Manual for the Study of Insects. (Comstock,
J. H. and A. B.)
For the young collector. Describes common species,
and their habits. Well illustrated and contains keys
to orders and families.
Useful Books 247
Fishes.
Boys' Own Guide to Fishing. (Keene.)
Fishing, tackle-making, and fish-breeding.
Story of the Fishes. (Baskett.)
Habits and haunts of fishes.
Flowers.
Field Book of American Wild Flowers. (Ma-
thews.)
A handy book for field work. Contains brief de-
scriptions of many flowers, together with numerous
illustrations helpful in identification. Arrangement
according to family. Full index.
Flowers and their Friends. (Morley.)
Popular and for younger children. Companion vol-
ume to this is Little Wanderers," which tells how
seeds travel by flying, floating, shooting, clinging,
and tumbling. Illustrated.
How to Know the Wild Flowers. (Dana.)
Gives descriptions of many flowers, together with
legends and myths about flowers and plants. More
readable than Matthews' s " Field Book of American
Wild Flowers," but not so portable or so useful in
the field.
Plants and their Children. (Dana.)
Tells of fruits, seeds, roots, stems, buds, leaves,
flowers. For younger children.
Geology.
Boy Mineral Collectors. (Kelley.)
Treats of mineral collections; also of gold, gems,
and semi-precious stones.
248 The Children's Reading
Coal and Coal Mines. (Greene.)
Coal, its discovery, mining, preparation, and use.
First Book in Geology. (Shaler.)
Pebbles, sand, soils, volcanoes, fossils, rocks, and
other formations. Text-book in appearance.
Paleontology.
Animals of the Past. (Lucas.)
Fossils and how they are formed, earliest known
vertebrates, birds of old, dinosaurs, ancestors of the
horse, mammoths and mastodons, and why aniimls
become extinct. For young people and adults.
Life of a Fossil Hunter. (Sternberg.)
Explorations in the fossil beds of Kansas, Texas,
Oregon, and other States. Introduction by Professor
Osborn.
Trees.
Familiar Trees and their Leaves. (Mathews.)
Birches, elms, oaks, maples, magnolias, willows,
and other trees. Colored illustrations and two hun-
dred drawings by the author.
Story of Lumber. (Bassett.)
Story of boy in a New Brunswick lumber camp. In-
teresting, and gives much information about lumber
camps and conservation.
The Land we Live in. (Price.)
Boy's book of conservation. Contains much miscel-
laneous information about forests and forestry.
Useful Books 249
Water.
Book of the Ocean. (Ingersoll.)
About ocean waves, currents, and tides ; also tells
of ships, lighthouses, and ocean dangers.
Brooks and Brook Basins. (Frye.)
Thirteen stories about land and water forms, atmo-
sphere, and brook courses. Illustrated. For younger
children.
In Brook and Bayou. (Bayliss.)
Study of the lower forms of animal life that live in
brook, bog, and pool.
Sea Wonders for Wonder Eyes. (Hardy.)
On water-drops, sea-sand, sea-anemones, jelly fish,
sponges, crabs, and other wonders. Attractively
illustrated. For younger children. Its companion
volume, The Hall of Shells," tells of pearls, bar-
nacles, sea-flowers, and shells.
Water Wonders Every Child Should Know.
(Thompson.)
Charming little studies of dew, frost, snow, ice, and
rain.
Miscellaneous Natural History Books.
American Natural History. (Hornaday.)
Mammals, birds, reptiles, amphibians, and fishes.
Fully illustrated and authoritative. For young people
and adults.
Natural History. (Miles.)
Popular anecdotes. Illustrated in color.
250 The Children's Reading
Outdoors, Indoors, and Up the Chimney. (Mo
Ilvaine.)
Short explanations of such things as "Why the Stove
Smokes," "Our Friends the Toadstools, "The
Beginning of Plants," "Plants that Poison,"
"Fireflies," and "Jack Frost."
Popular Natural History. (Wood.)
Readable account, illustrated with five hundred pic-
tures of birds, animals, and reptiles.
Stories Mother Nature told her Children.
(Andrews.)
Stories much liked by little children. About amber,
coal, Indian corn, flowers, sea-life, frost, and other
things in nature.
On the Observation of Nature For Young People.
Compleat Angler. (Walton.)
In the Wilderness. (Warner.)
Natural History and Antiquities of Selborne.
(White.)
Old Red Sandstone. (Miller, Hugh.)
Sharp Eyes. (Gibson.)
Also " Eye Spy," and " Blossom Hosts."
Wake-Robin. (Burroughs.)
Also, " Locusts and Wild Honey," and the selec-
tions from his works published under the title, " A
Year in the Fields."
Walden. (Thoreau.)
Watcher in the Woods. (Sharp.)
Useful Books 251
Nature Fiction.
Animal Stories Retold from St. Nicholas.
Six volumes, as follows: " About Animals,"
Brave Dogs," ** Cat Stories," " Bear Stories,"
"Lion and Tiger Stories," "Panther Stories."
Animal Story Book. (Lang.)
Anecdote and adventure. Companion volume is the
" Red Book of Animal Stories." Charmingly illus-
trated by Ford.
Black Beauty. (Sewell.)
"Autobiography of a horse."
Farmer Brown and the Birds. (Fox.)
In which the birds try the farmer for cruelty.
Four Hundred Animal Stories. (Cochrane.)
Interesting anecdotes.
Kindred of the Wild. (Roberts.)
Delightful stories about forest animals, by a true
nature-lover.
Wild Animals I Have Known. (Thompson-
Seton.)
Romantic stories about animals. Also, " Biography
of a Grizzly," and " Lives of the Hunted." Two
volumes of selections from the latter book are pub-
lished under the titles " Krag and Johnny Bear,"
and " Lobo, Rag, and Vixen."
CHAPTER XIV
RELIGIOUS BOOKS
" But continue tbou in the things which thou hast learned
and hast been assured of, knowing of whom thou hast learned
them 5 and that from a child tbou bast known the holy scrip-
tures, wbich are able to make thee wise unto salvation
through faith that is in Christ Jesus. All scripture is given
by inspiration of God, and is profitable for doctrine, for re-
proof, for correction, for instruction in righteousness : that
the man of God may be perfect, thoroughly furnished unto ail
good ivor ij." St. Paul.
THE chief functions of the best secular
literature are to exercise, develop and
stock the mental faculties; to enrich the
power of expression ; and to show the work-
ings of the laws of life, pointing the distinc-
tion between good and evil, not merely by
showing the good, but also by presenting,
in its right perspectives, such evil as is within
the comprehension of children. It also shuts
off the influence of bad books, which have
such a tremendous power to sway children's
actions.
Religious Books 253
But though secular literature can do this,
and thus becomes an important factor in char-
acter-building, and to a certain extent is able
to arouse the spiritual sense, yet it has not the
power to quicken the will with the impelling
force of the Bible. The eyes may be opened
to the nature of sin through the tasting of
the apple of secular knowledge, but it is the
power of the word of God that, in the face
of temptations great or small, bows the un-
derstanding with conviction of the true way
of righteousness. " For the word of God is
quick, and powerful, and sharper than any
twoedged sword, piercing even to the divid-
ing asunder of soul and spirit, and of the
joints and marrow, and is a discemer of the
thoughts and intents of the heart."
The Bible reaches into the soul and im-
pells the will to action. It clarifies the doubts
of life ; it makes the rugged places smooth ;
it comforts the afflicted; and shows the
earnest searcher after truth the way to eternal
life, bringing him, through Christ Jesus, from
the presence of God the Judge into the
presence of God the Father. The men and
254 The Children's Reading
women of the Bible lived and were human
like ourselves. All their acts are shown, good
and bad ; their hearts are shown, repentant
and unrepentant ; their deeds speak for or
against themselves, and are related with lit-
tle or no comment, the reader being left to
judge the actions according to the teachings
of the Bible.
For these reasons every child should be
made familiar with the Bible from baby-
hood up. It should be read aloud to him in
all its dignity and grandeur, not in rewritten
versions with sectarian comments. The sim-
ple but elevated language of the Bible,
especially of the King James version, its
objective treatment and dramatic action
bring many parts of it within the compre-
hension of even a very young child. If it is
read without theological comment he will
gradually learn its inner meanings, and draw
from it lessons untrammeled by narrowing
theological discussions which too often ob-
scure the simple but profound truths. He
will gain a truer Christian point of view
from the Bible teaching uncommented on
Religious Books 255
than from any adult's personal religious opin-
ions.
A knowledge of the wonderful interde-
pendence of all parts of the Bible, and of
the unfolding of the relations of God to man
as shown therein, comes slowly but surely to
the child who hears the Scriptures read daily.
And as life unfolds for the child himself he
will consciously or unconsciously apply Bible
standards to all he hears or does.
The religious instinct in little children is
strong but expresses itself with simplicity
and unquestioning faith. The little child will
often ask searching, logical questions with
the desire to know the reasons for things,
questions which an adult finds hard to answer
in the same spirit of simplicity and truth.
In the development and feeding of the re-
ligious instinct of little children hymns take
an important place, either sung, read aloud,
or memorized. The more simple and dra-
matic of the Bible stories read aloud are
much enjoyed by little children, and so also
are the story parts of " Pilgrim's Progress."
Following childhood comes a period, so
256 The Children's Reading
we are told by psychologists and physicians,
of individual spiritual awakening and un-
rest It comes at a time when the youth's
reason is awakening, when he is in a glow
of fervor and anticipation of life, that beck-
ons him forward through rosy clouds of ro-
mance into an unknown but much desired
world of action. At this period there is a
soul hunger, which if stifled, dwarfs or de-
stroys this awakening inner life, and drags
manhood or womanhood down to the dead
level of a material world.
"There is a marked difference," writes
William Forbush, "in the way this 'per-
sonalizing of religion ' as Coe calls it, comes
to boys and girls. With boys it is a later, a
more violent, and a more sudden incident.
With boys it is more apt to be associated
with periods of doubt, with girls with times
of storm and stress. It seems to be more apt
to come to boys when alone ; to girls in a
church service."
During this period both boy and girl are
reticent on religious matters, and often trou-
bling thoughts seethe through their brains.
Religious Books 257
Questions of salvation, of relations to God,
of service to Christ, agitate and excite, and
this for the most part without the knowledge
of parents or teachers. Books at this period
have an important function. If from child-
hood a boy and girl have been made rightly
familiar with their Bible they will turn to
that for explanations and strength, and it will
establish and steady them during this crucial
and trying period. Even if they enjoy their
Bible the boy and especially the girl will
still look for a certain religious emotional
satisfaction in secular reading. The old-fash-
ioned Sunday-school book catered to this
craving, and, unwholesome and hysterical as
it was, it met this demand for vicarious re-
ligious experience through fiction.
The reaction against these morbid, soul-
shrieking, heart-rending Sunday-school books
set in some years ago. Many Sunday-schools
and most public libraries have cast them from
their shelves, but unfortunately no wholesome
body of reverent, religious fiction has grown
up in their place. The attitude of the parent
to-day is antagonistic to religious books. He
258 The Children's Reading
is fearful lest his child read a book, present-
ing sectarian ideas not acknowledged by him-
self. This attitude together with the influ-
ence of our materialistic age are reacting
seriously on modern juvenile fiction. The
popular author of to-day dares scarcely men-
tion the name of God, and assuredly not of
Christ, lest it affect the sale of his book. The
children's book-cases and the public chil-
dren's library department are stocked with
books many of which are pure, beautiful,
and moral, but which are largely lacking in
those qualities that feed the soul. The pub-
lic library is a tax-supported institution and
as such must be nonsectarian, but there is
ample room on its shelves for books of a
reverent Christian character, which are not
written to forward the cause of any sect.
The number of reverent, nonsectarian ju-
venile books of fiction may almost be counted
on the fingers of one's hands. Among these
are " Daughter of the Rich," " Donkey John
of the Toy Valley," "Captain Phil," "Wul-
noth the Wanderer," "Chilhowee Boys,"
w The Luck of the Dudley Grahams," "Mas-
Religious Books 259
terman Ready," " The Swordmaker's Son,"
and Mrs. Gatty's "Parables from Nature";
and even some of these stories are not par-
ticularly zealous in presenting religious ideas.
The present writer has just read through a
series of four volumes telling about a sweet-
tempered little girl, a minister's daughter in
a small town, who helps to make happy her
father's congregation. The reader could not
find the name of God mentioned until to-
wards the end of the fourth volume when
the doxology was sung "with vim" at a
school entertainment.
More reprehensible even than the lack of
reverent juvenile fiction, is the usual man-
ner of rewriting Bible stories. Sectarianism,
insipid language and sentimental ideas take
the place of the dignified, simple Bible nar-
ration. From a literary standpoint alone the
Bible cannot be improved on. Children can
understand and like it, and its succession of
clear, well-defined pictures, unembarrassed by
detail, enter and make a clean-cut impres-
sion on the mind.
Take for example a certain volume of
160 The Children's Reading
Bible stories, whose author claims to " retell
the stories in literary form." The death of Sis-
era in the story of Jael offers a good illus-
tration. The Bible narrative is as follows :
" Then Jael, Heber's wife, took a nail of the
tent, and took a hammer in her hand, and
went softly unto him, and smote the nail
into his temples, and fastened it into the
ground; for he was fast asleep and weary.
So he died."
The retold version reads: "Ah, what is
that on the ground at her feet? A long
sharp-pointed tent pin lies there, and near it
is a heavy hammer. She can handle these
more easily than a sword. Softly on tip-toe
she goes behind the curtains. She stoops
over the sleeping man. The cloak does not
wholly cover his head. The Gazelle holds
the tent pin in one hand, and the hammer in
the other. She shudders. A moment later
she runs shrieking from the tent. With white
face and frightened eyes, she stands under
the palm trees and listens. There is no sound
in the tents save the crying of a child that
has been wakened from its sleep."
Religious Books 261
The author also informs the child that he
does not know how many times Abel taunted
Cain, and of Sarah, that "niriety years old
though she was, she was as fair and lovely
as when the Chief had wooed her in her girl-
hood in the Valley of the Euphrates, more
than seventy summers before." Further it is
hard to recognize the heroes of this book as
familiar Bible characters. Isaac and Rebecca
appear as " Laughter and Beauty," Samson as
" Splendid Sun," Gideon as " Idol Breaker,"
and Jesse and David as " Wealth and Dar-
ling." These may be the meanings of the
names in their original language but trans-
lating them into plain, everyday English
surely takes from their strength and beauty.
If it is absolutely necessary to interest a
child in Bible reading through the use of
retold stories, the parent will find a very
simple and popular rendition in Foster's
" Story of the Bible."
Before closing this volume it is interest-
ing to note what an important part the in-
fluence of the Bible has played in developing
the best of secular literature for children.
262 The Children's Reading
The evaluator of children's books is coi>
stantly struck with the fact that, excepting
for occasional lapses, taking all in all, a won-
derfully high standard of morals pervades
these stories. This is especially true of ju-
venile literature borrowed from folk-litera-
ture. But on turning to the latter source
from whence stories are derived the reader
finds it turbid with fetichism, cannibalism,
human sacrifice, idol- worship, man-worship,
devil-worship, and with rites, rituals, and
morals contradictory to Christian principles,
and so confused with good that it is difficult
for the untaught to distinguish the bad from
the good.
Yet amid this turbidity the reader may
find many pure and moral precepts, and
ethical interpretations of truth and much
sublime poetry, lying like glittering gold in
rocky matrix. This literary gold, separated
from its dross, forms the nucleus of the best
of secular literature for children. And the
touchstone that tests the royal metal, and
finds it pure, is the moral standard derived
from the Bible. For it is public opinion,
Religious Books ib^
based on Christian teachings of what is right
and wrong, that consciously or unconsciously
influences parents, teachers, and the best of
juvenile writers, to give children books that
will bear the test of accepted principles, and
will aid in making noble men and women
according to the demands of a moral Chris-
tian world.
The enlightened public insists on honest
and noble books for the children. Condem-
nation lies on the book inculcating low
thoughts and ideas. The author wishing a
lasting success for his books reaches upward
toward the set standard and the result is that
"The Arabian Nights' Entertainments" ap-
pears stripped of its grossness, while its rich-
ness of color, its virtues of hospitality, East-
ern generosity, and reverence for age are
emphasized. The Greek classics lose their
impurities and appear in their heroic or deli-
cate beauty. Juvenile stories of the Red In-
dian are permeated by a reverence for the
Great Spirit, that is most impressive, but
when considered in their native setting of
fierceness and fetichism these ideas are by
264 The Children's Reading
no means so impressive. King Arthur leg-
ends, edited or adapted for children, are
cleansed of much that is unfit for boys and
girls, and the chivalrous side is brought out
strongly. The best of modern fiction for
children emphasizes virtues that are gener-
ally accepted, if not always practiced by
the Christian world. All juvenile literature
now-a-days is held up to the accepted
standard and that falling short of a reason-
able degree of excellency will doubtless not
live long.
Thus, much of the best world literature
is more or less purified for the children by
the action of Christian standards derived
from the Bible, and becomes a complement
of the ethical and moral teaching of the Bible
itself. But among all the books of literature
thus converted to the children's use, the
Holy Bible towers like a mountain of divine
strength amid little foot-hills which reflect the
light that made Moses's face to shine.
Religious Books 265
SOME SUGGESTED READINGS FROM
THE BIBLE
If children are not too young it is well to read the Bible
systematically through to them, skipping genealogies and
unsuitable parts. If, however, the children are quite
young the following Bible stories will interest them.
Children should be urged to memorize beautiful and help-
ful selections from the Scriptures. A list of such is ap-
pended here. The treasures of the Bible are literary as
well as religious and moral. The man or woman is not
thoroughly educated who is unfamiliar with Bible stories
and allusions constantly used in secular literature, because
of their force in pointing a moral. In making the selec-
tions here this literary side has been considered as well as
the religious side.
From the Old Testament
The Creation and the. Garden of Eden, Genesis
i^iiT: Noah's Ark. Gen esis-vi-ix ; The Tower of
Babel, Genesis xi ; Lot's Wife, Genesis xviii-xix ;
Abraham and Isaac, Genesis xxn ; J acob's Ladder.
Genesis xxvm ; Joseph, Genesis xxxvn, xxxix-
l ; The Ten Plagues and the Exodus, Exodus
i-xv ; Manna in the Wilderness, Exodus xvi ;
The Ten Commandments, Exodus xix-xx, xxiv,
xxxi-xxxiv ; Moses and the Rock, Numbers xx ;
The Serpents in the Wilderness, Numbers xxi ;
Balaam's Ass, Numbers xxn xxiv ; The Burial of
Moses, Deuteronomy xxxiv ; The Fall of Jericho,
Joshua i-vi ; The Judges, Judges n ; Gideon's
Fleece, Judges vi-vm ; Jephthah's Daughter, Judges
266 The Children's Reading
xi ; Samson, Judges xm-xiv ; Ruth ; The ^Child
Samuel , I Samuel i-in ; David and Goliafh, i
Samuel xvn ; Jonathan and Davrd, and the Cave
of En-gedi, I Samuel, xvm-xxiv ; T_hff Witdorxtf f
Solomon, I Kings m ; The Queen of Sheba, i
Kings x; Elijah and the Ravens, I Kings xvn ;
Elijah and BaalVProphets, I Kings xvm ; Naboth's
Vineyard, I Kings xxi ; Elijah and the Chariot of
Fire, z Kings n ; Elisha and the Widow's Son,
2 Kings iv ; Naaman, 2 Kings v ; Jezebel, z Kings
ix ; The Destruction of Sennacherib, z Kings xix ;
Manasseh, z Chronicles xxxm ; The Babylonian
Captivity, 2 Chronicles xxxvi ; Esther ; Daniel ;
Jonah.
From the New Testament
The life of Christ as told in the four Gospels is simple enough
to be understood by young children, therefore selections
are not given here. The following are the beautiful
parables, and a fenu of the acts of the apostles.
The Sower, St. Matthew xm, St. Mark iv, St.
Luke viii ; The Debtor, St. Matthew xvm; La-
borers in the Vineyard, St. Matthew xx; Husband-
men and the Vineyard, St. Matthew xxi, St. Mark
xii, St. Luke xx; Marriage of the King's Son, St.
Matthew xxn; The Ten Virgins, and the Talents,
St. Matthew xxv; The Good Samaritan, St. Luke
x; The Lost Sheep, and The Prodigal Son, St.
Luke xv ; Lazarus the Beggar, St. Luke xvi; The
Good Shepherd, St. John x; The Gate Beautiful,
Acts in; Ananias and Sapphira, Acts v; Stephen the
Martyr, Acts vi-viii; Saul's Conversion, Acts ix;
Peter's Vision, Acts x ; Paul's Shipwreck, Acts
XXVII-XXVIII.
Religious Books 267
For Memorizing
And Jacob blessed Pharaoh, Genesis xlvii, 7-1 o;
I am the Lord thy God, Exodus xx, 1 17; The
Lord bless thee, and keep thee, Numbers vi, 24
26; Entreat me not to leave thee, Ruth 1, 16-17;
Then the Lord answered, Job xxxvm; Hast thou
given the horse strength? Job xxxix, 19-25;
Psalms 1, xv, xix, xxm, xxiv, xxvn, xxxn, li,
xci, cm, cxix, cxx, cxxxm; Proverbs in, vi, vm;
And there shall come forth a rod, Isaiah xi, 1-10;
Behold my servant, Isaiah xlii, 1-9; Who hath
believed our report? Isaiah liii; Arise, shine; for thy
light is come, Isaiah lx, 1-5; The Spirit of the
Lord God is upon me, Isaiah lxi, 1-2; Behold, I
will send my messenger, Malachi m, 1-2; And
seeing the multitudes, St. Matthew v, I II; Our
Father which art in heaven, St. Matthew vi, 9
1 3 ; Behold the fowls of the air, St. Matthew vi,
26-34; My soul doth magnify the Lord, St. Luke
1, 46-55; Lord, now lettest thou thy servant, St.
Luke 11, 2932; For God so loved the world, St.
John in, 16-18; I am the bread of life, St. John
vi, 35-40; I am the good shepherd, St. John x,
II 15; Let not your heart be troubled, St. John
xiv ; I am the true vine, St. John xv, 1 14; For I
am persuaded, Romans vm, 3839; O the depth
of the riches, Romans xi, 3336 ; Though I speak
with the tongues of men and of angels, 1 Corinth-
ians xiii ; And I saw a new heaven, Revelation
xxi ; And he shewed me a pure river, Revelation
XXII.
268 The Children's Reading
Stories to tell or read aloud from The Pilgrim's Pro-
gress
The Slough of Despond and the Wicket- Gate ; The
House of the Interpreter; Lions in the Way, and
the Palace Beautiful ; Apollyon and the Valley of
Humiliation; Vanity Fair; Giant Despair and Doubt-
ing Castle; The Shepherds of the Delectable Mount-
ains; Christian and Hopeful enter the Celestial City;
Christiana sets out on her journey; The Forbidden
Fruit; The Interpreter's House and Greatheart;
Greatheart conquers Old Grimm; Greatheart over-
comes Maul the Giant; Greatheart kills Giant De-
spair; The Enchanted Ground; Christiana enters the
Celestial City.
Religious Books
The Bible.
The Holy Bible.
Authorized Version.
New Testament.
Authorized Version.
Proverbs.
Psalms.
Bible Stories in Bible Language.
An Old, Old Story-Book. (Tappan.)
Old Testament stories from the Authorized Version.
Illustrated by Keller.
Narrative Bible. (Johnson.)
From the Authorized Version with occasional word-
Religious Books 269
ing from the Revised Version. Illustrated after
Dore.
Old Testament Stories. (Chisholm.)
Stories selected for little children. Small book, pic-
ture cover and colored illustrations.
Stories from the Life of Christ. (Kelman.)
Selected for little children. Uniform with Chisholm' 8
" Old Testament Stories."
Stories from the Old Testament. (Piatt.)
For older children. Beautifully illustrated.
Bible History.
Our Young Folks' Josephus. (Shepard.)
" The Antiquities of the Jews " and "The Jewish
Wars" simplified.
Saints and Heroes. (Hodges.)
Interesting historical biographies of such saints and
heroes as Cyprian, Athanasius, Ambrose, Chrysos-
tom, Jerome, Augustine, Columba, Anselm, Wy-
cliffe, Hus, and Savonarola. Gives a historical ac-
count of the growth of the Christian church until the
end of the Middle Ages.
Story of the Last Days of Jerusalem. (Church.)
Retold from Josephus' s "The Jewish Wars."
Contains most interesting colored illustrations.
Sacred Song and Meditation.
Babies' Hymnal. (McFadden.)
Oblong gift-book. Includes such simple well-known
hymns as "Jewels," "Jesus loves me," "Little
270 The Children's Reading
drops of water," " There 's a friend for little child-
ren," "Now I lay me," " Jesus, tender shepherd,"
and other songs, set to music. Dainty blue cover
and marginal decorations.
Divine and Moral Songs. (Watts.)
Contains the old-fashioned verses of" How doth the
little busy bee, ' ' * ' Let dogs delight to bark and bite, ' '
" The sluggard," " Hush! my dear, lie still and
slumber," and other songs. Some of the religious
poems are not particularly fitting for little children.
Imitation of Christ. (A Kempis.)
For young people and adults.
Little Flowers of St. Francis.
Selections, including his sermon to the birds.
Sunday Book of Poetry. (Alexander.)
Literary and sacred selections, including not only
the most beautiful hymns, but also religious poetry
by Milton, Wordsworth, Campbell, Cowper, Kings-
ley, Newman, and other well-known poets and au-
thors. This volume should bein every child's library.
Uniform with Palgrave's " Golden Treasury."
Religious Fiction.
Ben-Hur. (Wallace.)
Stirring historical story of the times of Christ. For
older children.
Child's Book of Saints. (Canton.)
A collection of mystic legends of saints and minsters.
Poetic in language and style. Good to read aloud.
Religious Books 271
In Assyrian Tents. (Pendleton.)
Story of a boy captive and of the destruction of
Sennacherib's army.
Nehe. (Siviter.)
Story of Nehemiah, King Artaxerxes's cupbearer,
how he rebuilt the walls of Jerusalem.
Parables from Nature. (Gatty.)
Parables teaching hope, helpfulness, courage, and
other virtues. Good to read aloud.
Pilgrim's Progress. (Bunyan.)
Two finely illustrated editions of this classic are that
illustrated by the Brothers Rhead, and the one with
colored pictures by Shaw.
The First Christmas Tree. (Van Dyke.)
Describes the mission of St. Boniface, "the Apostle
of Germany." Illustrated by Pyle. Companion
volume to this is " The Lost Word."
The Swordmaker's Son. (Brooks, E. S.)
Story of a Jewish boy in the time of Christ. Told
with a very reverent spirit, and keeps closely to Bible
narrative.
Where Love is, there God is also. (Tolstoy.)
Also its companion volume, " What Men Live By."
Appendix
ONE HUNDRED GOOD STORIES
TO TELL
AND WHERE TO FIND THEM
A GRADED LIST
Fables.
Belling the Cat.
Dog in the Manger.
Goose that Laid the Golden Eggs.
Lion and the Mouse.
Shepherd Boy and the Wolf.
The King, the Falcon and the Drinking-Cup.
The Two Travelers.
(In Dutton, The Tortoise and the Geese.)
Town Mouse and Country Mouse.
(In ^Esop, Fables; Scudder, Book of Fables, and
his Children's Book.)
Cumulative Tales.
Cat and the Parrot.
(In Bryant, How to Tell Stories to Children.)
Henny-Penny and Chicken-Licken.
(In Asbjornsen, Fairy Tales from the Far North;
Jacobs, English Fairy Tales; Rhys, Fairy-Gold; Scud-
der, Book of Folk Stories, and his Children's Book.)
276 Appendix
House that Jack Built.
(In Mother Goose Melodies.)
How Jack went to Seek his Fortune.
(In Jacobs, English Fairy Tales.)
Johnny Cake.
(In Jacobs, English Fairy Tales; Wiggin and
Smith, Tales of Laughter. )
Old Woman and her Pig.
(In Jacobs, English Fairy Tales ; Mother Goose
Melodies ; Scudder, Book of Folk Stories; Wiggin
and Smith, Tales of Laughter. )
Greek and Red Indian Nature Myths.
Arachne.
(In Kupfer, Legends of Greece and Rome ; Pea-
body, Old Greek Folk Stories.)
Cupid and Psyche.
(In Peabody, Old Greek Folk Stories.)
Echo and Narcissus.
(In Kupfer, Legends of Greece and Rome; Storr,
Half-a-Hundred Hero Tales.)
First Humming Bird.
(In Holbrook, Nature Myths.)
Orpheus and Eurydice.
(In Kupfer, Legends of Greece and Rome; Pea-
body, Old Greek Folk Stories; Storr, Half-a-Hun-
dred Hero Tales.)
Persephone.
(In Hawthorne, Tanglewood Tales; Kupfer, Leg-
Appendix 277
ends of Greece and Rome; Storr, Half-a-Hundred
Hero Tales. )
Phaethon.
(In Peabody, Old Greek Folk Stories; Storr, Haif-
a-Hundred Hero Tales.)
Why the Peetweet Cries for Rain.
(In Holbrook, Nature Myths.)
Folk, Fairy , and Wonder Tales.
Aladdin, or the Wonderful Lamp.
(In Arabian Nights' Entertainments; Lang, Blue
Fairy Book; Scudder, Children's Book.)
Beauty and the Beast.
(In Lang, Blue Fairy Book; Scudder, Book of Folk
Stories, and his Children's Book.)
Cinderella.
(In Grimm, Household Tales; Lang, Blue Fairy
Book; Perrault, Tales of Mother Goose ; Rhys,
Fairy- Gold ; Scudder, Book of Folk Stories, and his
Children's Book.)
Fair One with the Golden Locks.
(In Scudder, Children's Book.)
Faithful John.
(In Grimm, Household Tales; Lang, Blue Fairy
Book.)
Fisherman and his Wife.
(In Grimm, Household Tales ; Scudder, Children's
Book; Wiggin and Smith, Tales of Laughter.)
278 Appendix
Hansel and Grethei.
(In Grimm, Household Tales; Lang, Blue Fairy
Book.)
House in the Wood.
(In Brooke, House in the Wood; Grimm, House-
hold Tales.)
Jack the Giant Killer.
(In Jacobs, English Fairy Tales; Lang, Blue Fairy
Book; Scudder, Children's Book.)
Little One-Eye, Little Two-Eyes, Little Three-
Eyes.
(In Grimm, Household Tales; Scudder, Book of
Folk Stories, and his Children's Book.)
Little Red Riding-Hood.
(In Lang, Blue Fairy Book; Perrault, Tales of
Mother Goose; Rhys, Fairy-Gold; Scudder, Child-
ren's Book.)
Rumpelstiltskin, or Tom Tit Tot.
(In Grimm, Household Tales; Jacobs, English
Fairy Tales; Rhys, Fairy-Gold; Lang, Blue Fairy
Book ; Scudder, Children's Book ; Wiggin and
Smith, Tales of Laughter. )
Sleeping Beauty.
(In Grimm, Household Tales; Perrault, Tales of
Mother Goose; Rhys, Fairy-Gold; Scudder, Book
of Folk Stories, and his Children's Book.)
Snow-White and Rose-Red.
(In Grimm, Household Tales; Lang, Blue Fairy
Book ; Scudder, Children's Book; Wiggin and
Smith, Tales of Laughter. )
Appendix 279
Three Bears.
(In Brooke, Golden Goose Book; Jacobs, English
Fairy Tales; Rhys, Fairy-Gold; Scudder, Book of
Folk Stories, and his Children's Book.)
Three Heads of the Well.
(In Jacobs, English Fairy Tales.)
Three Little Pigs.
(In Brooke, Golden Goose Book; Jacobs, English
Fairy Tales; Wiggin and Smith, Tales of Laughter. )
Three Little Men in the Wood.
(In Grimm, Household Tales.)
Three Wishes.
(In Jacobs, English Fairy Tales; Wiggin and Smith,
Tales of Laughter.)
Toads and Diamonds.
(In Blaisdell, Child Life in Many Lands; Lang,
Blue Fairy Book.)
Why the Sea is Salt.
(In Holbrook, Nature Myths; Lang, Blue Fairy
Book.)
Wolf and the Seven Little Kids.
(In Grimm, Household Tales; Wiggin and Smith,
Tales of Laughter.)
Greek Hero Tales.
Hercules.
(In Kupfer, Legends of Greece and Rome ; Haw-
thorne, Wonder-Book; Storr, Half-a-Hundred Hero
Tales. )
280 Appendix
Jason.
(In Hawthorne, Tanglewood Tales; Jacobs, Book
of Wonder Voyages; Kingsley, Heroes; Kupfer,
Legends of Greece and Rome; Scudder, Children's
Book.)
Midas and the Golden Touch.
(In Hawthorne, Wonder-Book ; Storr, Half-a-
Hundred Hero Tales; Thaxter, Stories and Poems
for Children.)
Perseus.
(In Hawthorne, Wonder-Book; Kingsley, Heroes;
Storr, Half-a- Hundred Hero Tales.)
Theseus.
(In Hawthorne, Wonder-Book; Kingsley, Heroes;
Storr, Half-a-Hundred Hero Tales.)
Legendary and Historical Tales.
Bell of Atri.
(In Baldwin, Fifty Famous Stories; Longfellow,
Tales of a Wayside Inn.)
Black Douglas.
(In Baldwin, Fifty Famous Stories; Scott, Tales of
a Grandfather.)
Bruce and the Spider.
(In Baldwin, Fifty Famous Stories; Scott, Tales of
a Grandfather.)
King Alfred and the Cakes.
(In Baldwin, Fifty Famous Stories; Escott-Inman,
Wulnoth the Wanderer.)
Appendix 281
Little Hero of Harlem.
(In Blaisdell, Child Life in Many Lands; Bryant,
How to Tell Stories to Children; Dodge, Hans
Brinker. )
Sword of Damocles.
(In Baldwin, Fifty Famous Stories.)
William Tell.
(In Baldwin, Fifty Famous Stories.)
The following story cycles are arranged in order of
telling.
Norse Myths.
Valhalla and its Gods.
Iduna and her Apples.
Sif's Hair.
Thor and the Frost Giants.
Thor and the Midgard-Serpent.
Death of Baldur the Beautiful.
The Binding of the Fenris Wolf.
Loki's Punishment.
(In Baldwin, Story of Siegfried; Brown, In the
Days of Giants; Mabie, Norse Stories.)
Siegfried.
Forging of the Sword Balmung.
Choosing of Grani the Horse.
Slaying of Fafnir the Dragon.
Awakening of Brynhild.
282 Appendix
Kriemhild's Dream and Siegfried's Wooing.
Siegfried's Death.
(In Baldwin, Story of Siegfried ; McSpadden, *
Stories from Wagner ; Morris, Sigurd the Volsung.
The Faerie Queene.
Quest of the Red Cross Knight.
Una and the Lion.
The Red Cross Knight and the Dragon.
Sir Guyon's Search for the Bower of Earthly
Bliss.
Adventures of Britomart.
Britomart and Amoret.
Fair Florimell.
Adventures of Sir Artegall.
Quest of the Blatant Beast.
(In Macleod, Stories from the Faerie Queene;
Royde-Smith, Una and the Red Cross Knight;
Spenser, Faerie Queene.)
Tales from Chaucer.
Palamon and Arcite.
Faithful Constance.
Patient Griselda.
The Rocks Removed.
(In Chaucer, Canterbury Tales; Darton, Tales of
the Canterbury Pilgrims; McSpadden, Stories from
Chaucer.)
Appendix 283
King Arthur Legends.
Coming of Arthur.
The Knights of the Round Table.
Adventure of Gareth.
Geraint and the Fair Enid.
The Dolorous Stroke.
Lancelot and Elaine.
Quest of Sir Percival.
Sir Galahad and the Achievement of the Holy
Grail.
Passing of Arthur.
(In Lanier, Boy's King Arthur; Pyle, King Arthur
Series; Stevens and Allen, Stories from Malory's
King Arthur; Tennyson, Idylls of the King.)
Charlemagne and his Paladins.
Adventures of Ogier the Dane.
The Sons of Aymon.
Malagis the Magician.
A Roland for an Oliver.
Reinold's Journey to Cathay.
Roland in the Gardens of Falerina.
Bradamant the Warrior Maiden.
Battle of Roncevalles.
(In Butler, Song of Roland; Baldwin, Story of
Roland; Church, Stories of Charlemagne; Marshall,
Stories of Childe Roland. )
HOW TO PROCURE BOOKS
THROUGH THE PUBLIC LIBRARY
The problem of procuring books is simplified
for the city or town mother. She has the varied
stock of the shops to choose from, and "she may
see and select her purchases. In case her commu-
nity supports a children's department of the public
library she may draw her reading from there, or she
may consult the library expert in children's read-
ing, who will gladly make suggestions as to what
are the best books for children on any given
subject.
The progressive modern library not only sup-
ports a well organized children's department, but
it publishes carefully selected lists of best books
for children, and special lists of books suitable for
Christmas gifts ; the last being accompanied by
exhibits of the books themselves, placed in the
library where parents may examine them at their
leisure. These exhibits are of great value to parents
and teachers and keep them in touch with the best
new books for children and with choice editions
and fine illustrators.
The mother of the rural community who has
no opportunity to examine children's books may
Appendix 285
get excellent expert advice by writing to her state
library commission, or to the nearest large library
employing expert help.
Thirty-five states have library commissions.
The functions of these institutions are to encour-
age the establishment of libraries in those com-
munities which are able to support them ; to help
in the organization and development of new li-
braries ; to send out traveling libraries, especially
to rural communities, loaning them to study-clubs,
schools, granges, small libraries, and to groups of
persons who are willing to be responsible for the
proper housing of the books and to allow their
neighbors to use them. Some of the commissions
will, on request, send their librarians to speak on
books and reading or library matters, before town
board meetings, teachers' associations, study-clubs,
normal classes and agricultural meetings.
Many of the commissions publish helpful lists
of books ; make out free, on application, study-
club programmes, and children's book lists ; loan
books to individuals who are out of reach of
a library centre ; and give advice on children's
books and reading, as well as on ways and means
of establishing new libraries. Some of the com-
missions publish periodical bulletins giving library
news of their states and lists of good books on
many topics. The present writer does not know
how many states publish bulletins, but exceedingly
286 Appendix
useful ones are issued by California, Indiana, New
York, Pennsylvania, Vermont, and Wisconsin.
These are distributed free to libraries or may be had
by them for a nominal sum, practically covering
postage. Parents wishing to keep up with the best
of new books, not only for children but for adults,
will find most useful the " Book List " published by
the American Library Association. It is published
monthly (except in July and August) and lists cur-
rent books recommended by experts in the different
fields of literature. The books are reviewed with
brief but most useful annotations. This periodical
may be obtained for one dollar a year by application
to the Secretary at the American Library Associa-
tion Headquarters, 78 East Washington Street,
Chicago, Illinois.
No mother need hesitate about making use of
the opportunities offered by the library commission
of her state, for like the public school system it is
supported by taxation. The appropriations, how-
ever, in many states are utterly inadequate to carry
on such an important and widely-influential educa-
tional work. Some states appropriate fifteen hun-
dred dollars a year to carry on the entire work
including salaries, maintenance of system and pur-
chase of books. Other states vote more generous
appropriations. Any woman's club or individual
interested in promoting this great movement, which
carries books into rural districts and to the isolated
Appendix 287
farms, will find most interesting and valuable read-
ing in the " League of Library Commissions
Handbook," compiled by C. F. Baldwin, Secretary
of the Minnesota Public Library Commission,
whose address is given below.
The data given here are tabulated from answers
to a questionnaire sent out to thirty-five states hav-
ing library commissions or kindred organizations.
Thirty-one states responded, one of which ex-
plained that it had no funds with which to carry
on the work reported below. The data given here
do not show the wide extent of the work as done
by the different commissions ; they merely cover
those activities of immediate interest to mothers
and to study clubs.
ADDRESS LIST OF STATE LIBRARY
COMMISSIONS
California State Library.
The California State Library is active in promoting
a system of county libraries throughout the state.
These libraries serve their communities in the same
way as do the commissions of other states. Individ-
uals may borrow books from their county libraries,
arrangements being made with the county librarians.
Individuals not having a county library may borrow
books from the State Library. Application should be
made, if possible, through a public library or other
educational institution, or in lieu of this a fee of
five dollars may be deposited with the State Library.
288 Appendix
This fee is returned to the reader when he is through
with the books. The State Library also loans books
to study clubs, on application through a public
library or on a request signed by two tax-payers and
the judge of the Superior Court. Borrowers pay
transportation both ways. The county librarians and
the State Library assistants are glad to answer ques-
tions on children's books and reading.
Address: State Librarian,
Sacramento, California.
Colorado Traveling Library Commission.
This commission sends books to individuals and to
study clubs. Arrangements for these may be made
with the official in charge. The Colorado Federation
of Women's Clubs originally organized the commis-
sion and now cooperates with it.
Address: Clerk of Traveling Library Commission,
The Capitol,
Denver, Colorado.
Connecticut Public Library Committee.
Books are loaned to study clubs and to individuals.
Borrowers pay transportation one way. The com-
mission runs a book-wagon in five towns, having no
library centres, and delivers books at the farms. It
also publishes lists of books and pictures loaned by
the Connecticut Society of Colonial Dames of Amer-
ica. The official in charge gladly answers letters ask-
ing for advice on children's books and reading.
Address : Library Visitor of Public Library Com-
mittee.
State House,
Hartford, Connecticut.
Appendix 289
Illinois Library Extension Commission.
The work of this commission is new. At present
it does not lend books to individuals, but will send
boxes of books to study clubs, the borrowers paying
transportation both ways. The official in charge will
gladly answer letters asking for advice on children's
books and reading.
Address : Organizer of Library Extension Com-
mission,
Decatur, Illinois.
Indiana Public Library Commission.
Individuals may borrow books from this commission
by applying through a public library, and paying
transportation both ways. It also lends books and study
club outlines to study clubs, applying through a pub-
lic library or presenting proper credentials; and helps
them to prepare programmes, making a specialty of
study programmes on children's literature. It sup-
plies free catalogues of children's books, and lends
to public libraries, on request, sample collections of
the best books for children, suitable for holiday gifts.
Clubs and libraries borrowing books pay transporta-
tion both ways. Questions and letters in regard to
children's books and reading are gladly answered by
the librarians of the commission.
Address : Secretary of Public Library Commission,
104 State House,
Indianapolis, Indiana.
Iowa Library Commission.
On the presentation of proper credentials this com-
mission lends books to groups of ten tax-payers,
farmers' clubs, women's study clubs, debating
teams, individual readers, and blind readers. The
290 Appendix
borrowers pay transportation both ways. The com-
mission publishes free lists of books helpful to mo-
thers, also lists of pictures loaned by the institution;
and gladly answers letters asking for advice on child-
ren's books and reading.
Address: Secretary of Library Commission,
State Historical Building,
Des Moines, Iowa.
Kansas Traveling Library Commission.
This commission rarely lends books to individuals,
but sends them to study clubs. Arrangements for
borrowing books may be made directly with the
commission. There is no correspondence bureau to
answer queries about children's books and read-
ing.
Address: Secretary of Traveling Library Commis-
sion,
State Library,
Topeka, Kansas.
Kentucky Library Commission.
Books are loaned to study clubs, and to farmers and
other individual readers. Borrowers pay transporta-
tion both ways. The commission librarian is glad to
answer letters asking for advice on children's books
and reading.
Address: Secretary of Library Commission,
The Capitol,
Frankfort, Kentucky.
Maine Library Commission.
Books are loaned to an individual or a study club
presendng an application signed by four responsible
persons. Borrowers pay transportation both ways.
Appendix 291
The commission is always glad to answer letters
asking advice on children's books and reading.
Address: State Librarian,
Augusta, Maine.
Maryland^ Washington County Free Library.
This library serves both adults and children of the
county through the admirable equipment in its build-
ing at Hagerstown, through a system of deposit sta-
tions, and by means of automobile service, which
delivers books at the doors of farms. Maryland has
a state library commission with headquarters at the
Enoch Pratt Free Library, Baltimore, which serves
adults but does very little for children.
Address : Librarian of Washington County Free
Library,
Hagerstown, Maryland.
Massachusetts Free Public Library Commission.
Massachusetts was the first state to establish a state
library commission. It renders aid to the libraries
throughout the state, but does not loan books to in-
dividuals or study clubs. It publishes free lists of
books helpful to mothers, and is always glad to an-
swer letters asking for advice on children's books
and reading.
Address: Agent of Free Public Library Commission,
State House,
Boston, Massachusetts.
Michigan State Board of Library Commissioners.
The work of this board is carried on through the
State Library. By application through a public li-
brary individuals may borrow books. Borrowers pay
transportation both ways. Books are loaned to study
292 Appendix
clubs and boy-scout camps. The commission also
lends pictures and sample collections of books suit-
able for holiday gifts for children, to libraries and
schools, and is glad to answer letters asking for ad-
vice on children's books and reading.
Address: Secretary of State Board of Library Com*
missioners,
State Library,
Lansing, Michigan.
Minnesota Public Library Commission.
Individuals may borrow books on the guarantee of
a school superintendent or officer, or on the pre-
sentation of other satisfactory credentials. Study
clubs are supplied with books. Borrowers pay trans-
portation both ways. Sample libraries of books suit-
able for holiday gifts for children are loaned to libra-
ries and study clubs, and a catalogue, " Children's
Books for Christmas Gifts," is sent free on applica-
tion. The commission makes a specialty of books for
children and is glad to answer letters asking for ad-
vice on children's books and reading.
Address: Secretary of Public Library Commission,
The Capitol,
St. Paul, Minnesota.
Missouri Library Commission.
This commission lends books to teachers, and occa-
sionally to other individuals, on the presentation of
satisfactory credentials. Borrowers pay transportation
both ways. The commission publishes lists of use to
mothers, and is glad to answer letters asking for ad-
vice on children's books and reading.
Address: Secretary of Library Commission,
Capitol Annex,
Jefferson City, Missouri.
Appendix 293
Nebraska Public Library Commission.
Books are loaned freely to individuals and to study
clubs. Borrowers pay transportation both ways. The
commission is always glad to answer any letters and
to make suggestions about children's books and read-
ing, and to lend copies of good catalogues of child-
ren's books.
Address: Secretary of Public Library Commission,
The Capitol,
Lincoln, Nebraska.
New Hampshire State Library Commission.
Books are loaned to individuals presenting satisfactory
credentials, also to study clubs. Borrowers pay
transportation both ways. Letters asking advice on
children's books and reading are gladly answered by
the commission.
Address: Secretary of State Library Commission,
State Library,
Concord, New Hampshire.
New Jersey Public Library Commission.
Individuals may borrow books by signing receipt for
same, and by paying transportation one way. Books
are loaned to study clubs on the payment of a fee of
two dollars a year. Lists helpful to mothers are fur-
nished free, and the commission answers letters ask-
ing for advice on children's books and reading.
Address: Organizer of Public Library Commission,
State Library,
Trenton, New Jersey.
New York State Library.
New York was the first state to establish traveling
libraries. Through its State Library, by means of
294 Appendix
the Home Education Division, it carries on a wide-
spread system. Individuals having no easy access to
a public library may borrow ten books for the fee of
one dollar. The Library gives preference to the
rural home. Study clubs may borrow twenty-five
volumes for the fee of two dollars, and one dollar
for each additional twenty-five volumes, when sent
in the same shipment. A specialty is made of books
for children, and lists of good juvenile books are sup-
plied free. The State Library assistants are glad to
answer letters asking for advice on children's books
and reading, and also to render assistance in select-
ing and making programmes for study clubs.
Address: State Librarian,
State Library,
Albany, New York.
North Carolina Library Commission.
This commission loans books to study clubs on re-
ceiving a signed agreement to return books promptly
and to pay transportation both ways, and occasion-
ally lends books to individuals. It supplies lists help-
ful to mothers and is always glad to answer letters
asking for advice on children's books and reading.
Address: Secretary of Library Commission,
State House,
Raleigh, North Carolina.
North Dakota Public Library Commission.
Books are loaned to individuals and to study clubs,
borrowers paying transportation both ways. The
commission is glad to answer letters asking for ad-
vice on children's books and reading.
Address: Secretary of Public Library Commission,
The Capitol,
Bismarck, North Dakota.
Appendix 295
Ohio Board of Library Commissioners.
Individuals and study clubs may borrow books by
making arrangements with the commission. Bor-
rowers pay transportation both ways. Sample libra-
ries of books suitable for holiday gifts for children are
loaned, transportation being paid by the borrower.
Lists of books helpful to mothers are furnished free,
and letters asking for advice on children's books and
reading are gladly answered.
Address: Library Organizer of Ohio,
State Library,
Columbus, Ohio.
Oregon Library Commission.
Books are loaned to individuals who apply through
a public library, school, or other permanent organ-
ization. Books are also loaned to study clubs. Bor-
rowers pay transportation both ways. The commis-
sion lends pictures, and dialogues and plays, and
issues free lists of books suitable for holiday gifts for
children, and sends to any school, on request, a
sample collection of books for children. It also gladly
answers letters asking for advice on children's books
and reading.
Address: Secretary of Library Commission,
State House,
Salem, Oregon.
Pennsylvania Free Library Commission.
Loans books to individuals and study clubs. Arrange-
ments must be made with the commission. Letters
asking for advice on children's books and reading are
answered.
296 Appendix
Address: Secretary of Free Library Commission,
State Library,
Harrisburg, Pennsylvania.
Rhode Island Department of Education State Com-
mittee on Libraries.
Books are loaned to teachers studying for examin-
ations, and to study clubs. Arrangements for these
must be made with the librarian in charge, who is
glad to answer letters asking for advice on children's
books and reading.
Address: Library Visitor,
455 Cranston Street,
Providence, Rhode Island.
Tennessee Free Library Commission.
Books on home economics are loaned to individuals
who apply through a library, or present an applica-
tion signed by a school officer of the district. Books
are loaned to study clubs on an application signed by
officers of the club. Borrowers pay transportation
both ways. Lists of books helpful to mothers are sup-
plied free, and a sample library of books suitable for
holiday gifts for children is loaned, on request.
Letters asking for advice on children's books and
reading are answered gladly.
Address: General Secretary of Free Library Com-
mission,
Carnegie Library,
Nashville, Tennessee.
Texas Library and Historical Commission.
The work of this commission is carried on through
the State Library. Books not rare or likely to be
immediately needed in the library are loaned to in'
Appendix 297
dividuals properly vouched for. Books are loaned to
study clubs on the same arrangements. Borrowers
pay transportation both ways. A collection of lists
compiled by other libraries and commissions is loaned
on request.
Address: State Librarian,
Austin, Texas.
Vermont Board of Library Commissioners.
Books are loaned to study clubs and occasionally to
individuals. Borrowers pay transportation both ways.
This commission makes a specialty of school libra-
ries for rural districts, and is glad to answer letters
asking for advice on children's books and reading.
Address: Secretary of Board of Library Commis-
sioners,
State House,
Montpelier, Vermont.
Virginia State Library.
This library does the work of a library commission.
It loans books to individuals and to study clubs pre-
senting proper credentials. Borrowers pay transport-
ation both ways. It also answers letters asking for
advice on children's books and reading.
Address: State Librarian,
Richmond, Virginia.
Washington State Library Commission.
Books are loaned to individuals and to study clubs.
Arrangements must be made with the commission,
which institution is always ready to answer letters
asking for advice on children's books and reading.
Address: Secretary of State Library Commission,
State Library,
Olympia, Washington^
298 Appendix
Wisconsin Free Library Commission.
Books are loaned to study clubs. Special arrange-
ments are made for small rural communities, out of
reach of any library centre, whereby four collections
of thirteen books each are placed in four families
living in the same district but not near to each other.
These collections are loaned with the understanding
that neighboring families may use them. When the
books are read through the collections are exchanged
from one family to another; this is repeated until
each family, and its neighbors, have had the entire
fifty-two volumes. Arrangements for these rural
traveling libraries must be made through the nea r est
local library. Where foreign books are needed the
commission furnishes German, Norwegian, Swedish,
Bohemian, Danish, Polish and Yiddish books. Bor-
rowers pay transportation both ways. The commis-
sion makes and furnishes free, on request, lists of
books for mothers, and answers letters asking advice
on children's books and reading, and sends to libra-
ries, on request, sample collections of books suitable
for holiday gifts for children.
Address: Secretary of Free Library Commission,
The Capitol,
Madison, Wisconsin.
HOW TO PROCURE CHILDREN'S
BOOKS BY PURCHASE
This problem, as we have seen, is an extremely
simple one for the city mother who may consult
the public library expert in children's literature and
examine the varied stock of the bookshops. But
the mother who lives at a distance from book-
shops must often make her purchases by mail.
She should, as far as possible, buy through the
nearest bookseller; in this way she will gain the
benefit of lower prices on some books than are listed
in the publishers' catalogues. She may also order
through one of the large bookdealers who are
agents for all publishers, and who carry on mail-
order departments. Some dealers make a specialty
of second-hand and bargain books. These latter
books are the odds and ends of stock, " remain-
ders " as they are called, bought new from the pub-
lishers and sold by the dealers for prices lower than
those listed in the catalogues.
Houghton Mifflin Company, having a list of the
booksellers throughout the country, if applied to
will gladly give the necessary information to assist
the out-of-town buyer in more readily obtaining
the books desired.
Catalogues giving prices and descriptions of
300 Appendix
books may be had free on application to the pub-
lishers.
A beautiful book gives more pleasure, and more
surely whets the reader's appetite than does the
same reading matter bound in gloomy covers and
printed in small type. Therefore many fine editions
are quoted here. As these are costly, some durable
and cheaper editions are listed also. Among these
latter are the " Everyman's Library Series," which
comes in three forms: cloth-bound volumes at .35
each; cloth-bound, with specially strong binding,
at .50 each ; and with red leather covers at .70
each. Only the leather-bound volumes of this series
are listed here, but the same works and many other
classics may be bought in the cheaper editions of
"Everyman's." The "Riverside Literature Series"
is printed in clear type, on good paper, and bound
strongly in linen. This series offers much fine lit-
erature in durable and appropriate form at a com-
paratively cheap price usually 25 cents a volume.
" The Modern Classics " are very attractive, in-
expensive pocket-size volumes. They include, for
the most part, whole poems, essays, sketches, and
stories. Almost all the volumes are illustrated and
each is bound in crimson cloth. "The Heath
Home and School Classics" are for younger child-
ren and are illustrated, printed in good type, and
bound in cloth. " The Ariel Booklets" are attract-
ive small red-leather gift-books. Publications of
Appendix 301
the American Book Company and of Ginn and
Company are durably bound, but as a rule have
text-book covers.
The works of Scott, Dickens, Thackeray, and
other novelists, poets, and story-writers for child-
ren come in exceedingly cheap form. Catalogues
of these publications maybe procured from the pub-
lishers on application. Parents should, realize, how-
ever, that exceedingly cheap books are, as a rule,
unattractive in printing, binding, and illustrations,
and that they are not durable. For these reasons as
few as possible of these cheaper publications are
listed here.
PURCHASE LIST OF CHILDREN'S
BOOKS
FOR CHILDREN AND YOUNG PEOPLE
FROM ONE TO SIXTEEN YEARS
OF AGE
Figures inclosed in parentheses, following titles, refer to
the pages in this volume where may be found notices of the
books. Afenv of the books listed are out of print and may
be procured through second-hand dealers. These books are
marked o. p.
Aanrud. Lisbeth Longfrock (p. 189). Ginn, .40.
Abbott. Madame Roland (p. 213). Harper, .50.
Abbott. Marie Antoinette (p. 213). Harper, .50.
Abbott. Peter the Great (p. 216). Harper, .50.
Adams, Andy. Wells Brothers (p. 19s). Houghton, $1.20.
Adams, J. H. Harper's Electricity Book for Boys (p. 236).
Harper, $1.75.
Adams, J. H. Harper's Machinery Book for Boys (p. 237).
Harper, 1.75.
Adams, J. H., and others. Harper's Outdoor Book for Boys
(p. 238). Harper, $1.75.
Addison and Steele. Sir Roger de Coverley Papers (p. 165).
Riverside Literature Series, Houghton, .40.
Adelborg. Clean Peter (p. 54). Longmans, $1.25.
JEsop. Fables, edited by Joseph Jacobs (p. 89). Cranford
Edition, Macmillan, $1.50.
Alcott. Stories (p. 156). Little, $1.50 each, except Old-
Fashioned Thanksgiving. Little, 1.00.
Alden, R. M. Why the Chimes Rang (p. 98). Bobbs, 1.25.
Alden, W. L. New Robinson Crusoe (p. 196). Harper, .60.
Aldrich. Baby Bell, and Other Verse and Prose (p. 140).
Riverside Literature Series, Houghton, paper, .15.
Aldrich. Story of a Bad Boy (p. 158). Houghton, $1.25;
Holiday Edition, illustrated by Frost, Houghton, 2.00.
Appendix 303
Alexander. Sunday Book of Poetry (p. 270). Golden Treas-
ury Series, Macmillan, #1.00.
Ambrosi. When I was a Girl in Italy (p. 215). Lothrop, .75.
Amicis. Cuore (p. 154). Crowell, .75. Same book published
under title "Heart," Crowell, .50.
Andersen. Fairy Tales (p. 94). Illustrated by Pedersen and
Stone, 2 volumes, Houghton, $1.00 each.
Same. Translated by Mrs. Lucas, illustrated by T. C. and
W. Robinson, Dutton, $2.50.
Same. Illustrated in color by Helen Stratton, Dodge, $1.50.
Same. Illustrated by Tegner, Centenary Edition, Century,
5.00.
Andrews. Seven Little Sisters (p. 220). Ginn, .50.
Andrews. Stories Mother Nature Told (p. 250). Ginn, .50.
Andrews. Ten Boys (p. 220). Ginn, .50.
Animal Stories Retold from St. Nicholas (p. 251). 6 volumes,
Century, .65 each.
Arabian Nights' Entertainments (p. 87). Edited by Dixon,
illustrated by Batten, Putnam, $2.50.
Same. Edited by Wiggin and Smith, illustrated by Max-
field Parrish, Scribner, $2.50.
Same. Edited by E. E. Hale, Ginn, .45.
Arnold. Sohrab and Rustum (p. 123). Riverside Literature
Series, Houghton, .25.
Asbjornsen. Fairy Tales from the Far North (p. 91). Burt, .62.
Aspinwall. Short Stories for Short People (p. 97). Dutton,
$1.50.
Aulnoy. Fairy Tales (p. 95). McKay, 1.25.
Austen. Novels (p. 163). Illustrated in color by C. E.
Brock, Dutton, #2.00 each.
Same. Everyman's Library, Dutton, leather, .70 each.
Austin. Basket Woman (p. 87). Houghton, $1.50.
Aytoun. Lays of the Scottish Cavaliers (p. 141). Scribner,
gi.40.
Same. Bound together with Macaulay's "Lays of Ancient
Rome," Modern Classics, Houghton, .40.
Baby's Book of Trains and Ships (p. 52). Dutton, $1.50.
Bacon. Songs Every Child Should Know (p. 144). Double-
day, .90.
Baker., E. A. Youngsters of Centerville (p. 196). Holt,
$1.50.
Baker, R. S. Boys' Book of Inventions (p. 242). Doubleday,
#2.00.
304 Appendix
Baker, R. S. Boys' Second Book of Inventions (p. 242),
Doubleday, $1.60.
Baldwin. American Book of Golden Deeds (p. 221). Ameri-
can Book Company, .50.
Baldwin. Fifty Famous Stories Retold (p. 64). American
Book Company, .35.
Baldwin. Story of Roland (p. 126). Illustrated by Reginald
Birch, Scribner, $1.50.
Baldwin. Story of Siegfried (p. 122). Illustrated by Howard
Pyle, Scribner, #1.50.
Baldwin. Story of the Golden Age (p. 127). Illustrated by
Howard Pyle, Scribner, #1.50.
Baldwin. Thirty More Famous Stories Retold (p. 221).
American Book Company, .50.
Baldwin. Wonder-Book of Horses (p. 93). Century, .75.
Ball. Star-Land (p. 244). Ginn, #1.00.
Ballantyne. Coral Island (p. 187). Everyman's Library,
Dutton, leather, .70.
Banner. Household Sewing (p. 235). Longmans, .90.
Bannerman. Little Black Sambo (p. 65). Stokes, .50.
Barbour. Half-Back (p. 194). Appleton, $1.50.
Barbour. Weatherby's Innings (p. 194). Appleton, $1.50.
Barr. Michael and Theodora (p. 193). o. p.
Barr. Trinity Bells (p. 193). Dodd, gi.50.
Bartlett. Forest Castaways (p. 194). Century, 1.50.
Baskett. Story of the Fishes (p. 247). Home-Reading Books,
Appleton, .75.
Bass. Lessons for Beginners in Reading (p. 63). Heath, .25.
Bassett. Story of Lumber (p. 248). Penn, .75.
Bates. Ballad Book (p. 119). Sibley, .50.
Bayliss. In Brook and Bayou (p. 249). Appleton, .60.
Baylor. Juan and Juanita (p. 188). Houghton, $1.50.
Bealby. Peeps at Many Lands, Canada (p. 211). Mac-
millan, .55.
Beard, D. C. American Boys' Handy Book (p. 236). Scrib-
ner, #2.00.
Beard, D. C. Boat-Building and Boating (p. 237). Scribner,
$1.00.
Beard, D. C. Field and Forest Handy Book (p. 237). Scrib-
ner, $2.00.
Beard, L. and A. B. American Girl's Handy Book (p. 235).
Scribner, $2.00.
Beard, L. and A. B. Little Folks' Handy Book (p. 234).
Scribner, .75.
Appendix 305
Bellamy. Century of Charades (p. 239). Houghton, $1.00.
Bennett. Master Skylark (p. 189). Century, #1.50.
Benton. See Burrell.
Beowulf. Translated by Child (p. 121). Riverside Literature
Series, Houghton, .25.
Bertelli. Prince and his Ants (p. 97). Holt, $1.35.
Bible (p. 268). Old and New Testament bound together.
Number 01500, Oxford, $1.10.
Same. Number 01603X, Oxford, India paper, $5.00.
Same. Number 1 14, American Bible Society, leather, .85.
Same. Number 208, American Bible Society, .23.
Bible. New Testament ( (p. 268). Number 0288x, Oxford,
leather, India paper, $5.00.
Same. Number 0262, Oxford, leather, $1.45.
Same. Number 0255, Oxford, .50.
Same. Number 300, American Bible Society, .15.
Bible, Proverbs (p. 268). Number 452, Pocket Edition, Ameri-
can Bible Society, leather, .35.
Same. Number 454, American Bible Society, .06.
Bible, Psalms (p. 268). Number 08, Oxford, leather, .80.
Same. Number 436, American Bible Society, .10.
Bigham. Mother Goose Village (p. 65). Rand, .75.
Blackmore. Lorna Doone (p. 162). Luxembourg Edition^
Crowell, $1.50.
Blaisdell. Child Life (p. 62). Macmillan, Primer, .25; First
Reader, .25; Second Reader, .35; Third Reader, .36.
Blake. Songs of Innocence (p. 138). Mosher, Japan vellum
covers, $ 1. 00.
Same. Flowers of Parnassus Series, Lane, leather, .75.
Bolton. Lives of Girls Who Became Famous (p. 220).
Cro well, $1.50.
Bolton. Lives of Poor Boys Who Became Famous (p. 220).
Crowell, #1.50.
Bonn. Der Alte Bekannte (p. 54). Illustrated by Oscar
Pletsch, Brentano's, .65.
Bonn. Hausmiitterchen (p. 54). Illustrated by Oscar
Pletsch, Brentano's, .75.
Bonn. Was Willst Du Werden (p. 54). Illustrated by Oscar
Pletsch, Brentano's, $1.15.
Bostock. Training of Wild Animals (p. 243). Century, $1.00.
Boutet de Monvel. Joan of Arc (p. 53). Illustrated by au-
thor. French text, Brentano's, 2.35; English text,
Century, $3.50.
Bouvet. Sweet William (p. 194). McClurg, #1.25.
36
Appendix
Boyesen. Against Heavy Odds (p. 186). Scribner, $1.25.
Boyesen. Boyhood in Norway (p. 186). Scribner, #1.25.
Boyesen. Modern Vikings (p. 186). Scribner, $1.25.
Boyesen. Norseland Tales (p. 186). Scribner, #1.25.
Boy Scouts of America. Official Handbook (p. 238). Double-
day, .50.
Breck. Wilderness Pets at Camp Buckshaw (p. 244). Hough-
ton, ^1.50.
Brewster. Swimming (p. 238). Houghton, $1.00.
Brigham. Box Furniture (p. 236). Century, $1.60.
Bronte. Jane Eyre (p. 161). Colored illustrations by Ed-
mund Dulac, Dutton, $1.00.
Brooke. Golden Goose Book (p. 64). Illustrated by L. Leslie
Brooke, Warne, $2.00; bound in four separate volumes,
.50 each.
Brooke. House in the Wood (p. 65). Illustrated by L. Leslie
Brooke, Warne, gi.35.
Brooke. Johnny Crow's Garden (p. 56). Illustrated by L.
Leslie Brooke, Warne, $1.00.
Brooke. Johnny Crow's Party (p. 57). Illustrated by L.
Leslie Brooke, Warne, $1.00.
Brooks, E. S. Boy of the First Empire (p. 187). Century, gi.50.
Brooks, E. S. Historic Boys (p. 220). Putnam, #1.25.
Brooks, E. S. Historic Girls (p. 220). Putnam, $1.25.
Brooks, E. S. Master of the Strong Hearts (p. 193). Dutton,
$1.50.
Brooks, E. S. Swordmaker's Son (p. 271). Century, gi.50.
Brooks, E. S. True Story of Abraham Lincoln (p. 217).
Lothrop, gi. 50.
Brooks, E. S. True Story of Christopher Columbus (p. 218).
Lothrop, $1.50.
Brooks, E. S. True Story of George Washington (p. 217).
Lothrop, $1.50.
Brooks, E. S. True Story of U. S. Grant. Lothrop, #1.50.
Brooks, Noah. Boy Emigrants (p. 187). Scribner, 1.25.
Brooks, Noah. Boy Settlers (p. 187). Scribner, $1.25.
Brooks, Noah. Story of Marco Polo (p. 220). Century, $1.50.
Brown, A. F. Book of Saints and Friendly Beasts (p. 92).
Houghton, $1.25.
Brown, A. F. Brothers and Sisters (p. 185). Houghton, gi.oo.
Brown, A. F. Christmas Angel (p. 185). Houghton, .60.
Brown, A. F. Curious Book of Birds (p. 93). Illustrated by
E. Boyd Smith, Houghton, gi.io.
Brown, A. F. Friends and Cousins (p. 185). Houghton, $1.00.
Appendix 307
Brown, A. F. In the Days of Giants (p. 91). Houghton, $1.00.
Brown, A. F. Pocketful of Posies (p. 138). Houghton, J5i.oo.
Brown, A. F. Star Jewels (p. 97). Houghton, #1.00.
Brown, H. D. Her Sixteenth Year (p. 186). Houghton, $1.00.
Brown, H. D. Little Miss Phoebe Gay (p. 186). Houghton,
$1.00.
Brown, H. D. Two College Girls (p. 190). Houghton, $1.25.
Brown, Dr. John. Rab and his Friends (p. 165). Modern
Classics, Houghton, .40.
Browne. Granny's Wonderful Chair (p. 95). Everyman's
Library, Dutton, leather, .70.
Browning. Pied Piper of Hamelin (p. 55). Illustrated by
Kate Greenaway, Warne, #1.50.
Same. Illustrated by Hope Dunlap, Rand, $1.25.
Bryant, S. C. How to Tell Stories to Children (p. 241).
Houghton, $1.00.
Bryant, W. C. Thanatopsis, and Other Poems (p. 142).
Riverside Literature Series, Houghton, .25.
Bulwer-Lytton. Last Days of Pompeii (p. 161). Luxem-
bourg Edition, Crowell, #1.50.
Bulwer-Lytton. Last of the Barons (p. 161). Everyman's
Library, Dutton, leather, .70.
Bulwer-Lytton. Rienzi (p. 161). Luxembourg Edition,
Crowell, #1.50.
Bunyan. Pilgrim's Progress (p. 271). Illustrated by Byam
Shaw, Scribner, #2.50.
Same. Illustrated by the Brothers Rhead, Century, #1.50.
Same. Riverside Literature Series, Houghton, .40.
Burgess. Goops and How to be Them (p. 56). Stokes, #1.50.
Burnett. Editha's Burglar (p. 193). Estes, .50.
Burnett. Little Lord Fauntleroy (p. 193). Illustrated by
Reginald Birch, Scribner, $1.25.
Burnett. Sara Crewe (p. 189). Scribner, $1.25.
Burney. Evelina (p. 160). Illustrated by Hugh Thomson,
Cranford Edition, Macmillan, $2.00.
Same. Everyman's Library, Dutton, leather, .70.
Burns. Poems and Songs (p. 142). Everyman's Library,
Dutton, leather, .70.
Same. Bound together with Favorite Poems by Scott,
Modern Classics, Houghton, .40.
Burrell. Little Cookbook for a Little Girl. Estes, .75.
Burrell. Saturday Mornings. Estes, .75.
Burroughs, John. Bird Stories from Burroughs (p. 245).
Houghton, .80.
3 o8
Appendix
Burroughs, John. Locusts and Wild Honey (p. 250). Hough-
ton, $1.25.
Burroughs, John. Squirrels and other Fur-Bearers (p. 243).
With fifteen colored illustrations after Audubon,
Houghton, g 1. 00.
Burroughs, John. Wake-Robin (p. 250). Houghton, gl.25.
Burroughs, John. Year in the Fields (p. 250). Houghton,gi.50.
Burroughs, W. D. Wonderland of Stamps (p. 237). Stokes,
$1.50.
Burton. Bob's Hill Series (p. 196). 3 volumes, Holt, first
volume, #1.25; second and third volumes, $1.50 each.
Butler. Our Little Mexican Cousin (p. 215). Page, .60.
Byron. Childe Harold. Crowell, leather, .75.
Byron. Selected Poems (p. 142). Crowell, .75.
Caldecott. Picture Books (p. 56). Illustrated by Randolph
Caldecott, 4 volumes, Warne, $1.25 each. Same in paper
covers, 16 parts, Warne, .25 each.
Cambridge Historical Readers (p. 211). 5 volumes, Cam-
bridge University Press, Introductory Reader and
Primary Book, .40 each; Junior and Intermediate, .60
each; Senior, .75.
Camp. Book of Foot-Ball (p. 237). Century, $2.00.
Campbell. Pleasures of Hope, and Selected Poems (p. 143).
Modern Classics, Houghton, .40.
Canavan. Ben Comee (p. 187). Macmillan, gl.50.
Canfield, Dorothy, and others. What Shall We do Now (p.
240). Stokes, gi.50.
Canfield, H. S. Boys of the Rincon Ranch (p. 192). Cen-
tury, $1.00.
Canton. Child's Book of Saints (p. 270). Everyman's
Library, Dutton, leather, .70.
Carleton. Dorothy the Motor-Girl (p. 192). Century, JS1.50.
Carlyle. Heroes and Hero- Worship (p. 165). Riverside
Literature Series, Houghton, .50.
Same. Temple Classics, Dutton, leather, .65.
Carpenter. Hellenic Tales (p. 90.) Little, $1.50; school
edition, .60.
Carroll. Alice's Adventures in Wonderland (p. 93). Illus-
trated by Sir John Tenniel, Macmillan, jSi.oo.
Carroll. Through the Looking-Glass (p. 93). Illustrated by
Sir John Tenniel, Macmillan, $1.00.
Carryl. Davy and the Goblin (p. 94). Illustrated by Bensell,
Houghton, 1.50.
Appendix 309
Cartwright. Seven Champions of Christendom (p. 127).
Dutton, .50.
Cary, Alice and Phoebe. Ballads for Little Folk (p. 136).
Houghton, $1.50.
Chance. Little Folk of Many Lands (p. 67). Ginn, .40.
Chapman. Bird Life (p. 245). Appleton, $2.00.
Chapman. Color Key to North American Birds (p. 245).
Appleton, #2.50.
Chase. Mayken (p. 193). McClurg, #1.00.
Chaucer. Canterbury Tales (p. 124). The Prologue, The
Knight's Tale, and The Nun's Priest's Tale. Riverside
Literature Series, Houghton, .40.
Same. Prologue and ten tales, modern prose rendering by
Mackaye, colored illustrations, Duffield, $2.50.
Chisholm. Old Testament Stories (p. 269). Told to Children
Series, Dutton, .50.
Church. Pictures from Greek Life and Story (p. 210). Put-
nam, $1.25.
Church. Pictures from Roman Life and Story (p. 210).
Appleton, $1.50.
Church. Stories from Homer (p. 127). Seeley, #1.25.
Church. Stories of Charlemagne (p. 126). Macmillan, $1.75.
Church. Stories of the East (p. 210). Seeley, $1.25.
Church. Story of the Iliad (p. 127). Macmillan, $1.00.
Church. Story of the Last Days of Jerusalem (p. 269).
Seeley, $1.25.
Church. Story of the Odyssey (p. 127). Macmillan, $1.00.
Clark. Peeps at Many Lands, Ceylon (p. 213). Macmillan,
55-
Clarke. Astronomy from a Dipper (p. 244). Houghton, .60.
Clement. Stories of Art and Artists (p. 222). Houghton,
$4.00.
Coates. Children's Book of Poetry (p. 135). Winston, #1.34.
Coburn. Our Little Swedish Cousin (p. 215). Page, .60.
Cochrane. Four Hundred Animal Stories (p. 251). Lippin-
cott, $1.25.
Coffin. Boys of '76 (p. 217). Harper, $2.00.
Coffin. Boys of '61 (p. 217). Estes, $1.00.
Coffin. Daughters of the Revolution (p. 217). Houghton,
$1.50.
Coffin. My Days and Nights on the Battlefield (p. 217).
Estes, $1.25.
Coleridge. Golden Book (p. 140). Everyman's Library,
Dutton, leather, .70.
310 Appendix
Coleridge. Rime of the Ancient Mariner, and Selected Poems
(p. 140). Bound together with Selected Poems by
Wordsworth, Modern Classics, Houghton, .40.
Collins. Boys' Book of Model Aeroplanes (p. 236). Century,
gi.20.
Collins. Second Boys' Book of Model Aeroplanes (p. 236).
Century, $1.20.
Collodi. Pinocchio (p. 96). Illustrated by Copeland, Ginn,
40.
Common American and European Insects (p. 246). Colored
illustrations, Funk, .25.
Common Butterflies and Moths of America and Europe (p.
246). Colored illustrations, Funk, .25.
Comstock, A. B. Ways of the Six-Footed (p. 246). Ginn, .40.
Comstock, J. H. and A. B. Manual for the Study of Insects
(p. 246). Comstock Publishing Company, $3.75.
Coolidge. Katy Did Books (p. 196). 5 volumes, Little, $1.25
each.
Cooper. Last of the Mohicans (p. 161). Illustrated by E.
Boyd Smith, Holt, $1.35.
Cooper. Leatherstocking Tales (p. 161). Household Edition,
Houghton, $ 1 .00 each.
Cotes. See Duncan, S. T.
Cox. Brownie Books (p. 56). 8 volumes, Century, $1.50
each, except Brownie Clown of Brownietown, Century,
gi.oo.
Craddock. Young Mountaineers (p. 191). Houghton, $ 1.50.
Craik. John Halifax (p. 161). Everyman's Library, Dutton,
leather, .70.
Craik. Little Lame Prince (p. 96). Illustrated by Hope
Dunlap, Rand, gl.25.
Same. Children's Favorite Classics, Crowell, .50.
Crane. Baby's Own JE&op (p. 54). Illustrated by Walter
Crane, Warne, $1.50.
Crane. Picture Books (p. 55). Illustrated by Walter Crane,
7 volumes, Lane, $1.25 each. Same bound in paper
covers, 27 parts, .25 each.
Crane. Pan Pipes (p. 144). Illustrated by Walter Crane,
Warne, $1.50.
Cruikshank. Fairy-Book (p. 55). Illustrated by George
Cruikshank, Putnam, $1.25.
Curtis. Little Runaways (p. 194). Penn, $1.00.
Curtis. Story of Cotton (p. 243). Penn, .75.
Curwood. Wolf Hunters (p. 195). Bobbs, $1.50.
Appendix 311
Cutter. Conundrums (p. 239). Paul, 40.
Cyr. Advanced First Reader (p. 62). Ginn, .28.
Dalkeith. Little Plays (p. 241). Told to Children Series,
Dutton, .50.
Dalkeith. Stories from French History. Dutton, .50.
Dalton. How to Swim (p. 238). Putnam, $1.00.
Dana, R. H. Two Years Before the Mast (p. 221). Illus-
trated in color by E. Boyd Smith, Houghton, #1.50.
Same. Illustrated in color by Charles Pears, Macmillan,
$2.00.
Dana, Mrs. W. S. How to Know the Wild Flowers (p. 247).
Scribner, $2.00.
Dana, Mrs. W. S. Plants and their Children (p. 247).
American Book Company, .65.
Dann. Christmas Carols (p. 143). American Book Company,
.45.
Darton. Tales of the Canterbury Pilgrims (p. 125). Illus-
trated by Hugh Thomson, Stokes, $1.50.
Darton. Wonder-Book of Old Romance (p. 128). Illustrated
by A. G. Walker, Stokes, $1.50.
Daulton. Fritzi (p. 192). Century, #1.50.
Davidson. Knight Errant (p. 123). Illustrated by H. M.
Brock. Lippincott, $1.75.
Davis, C. G. Harper's Boating Book for Boys (p. 237).
Harper, $1.75.
Davis, K. W. Punchinellos, or Pappina (p. 194). Flanagan, .40.
Davis, M. E. M. Moons of Balbanca (p. 186). Houghton, $1 .00.
Defoe. Robinson Crusoe (p. 158). Illustrated by E. Boyd
Smith, Houghton, #1.50.
Same. Illustrated by the Brothers Rhead, Harper, $1.50.
Same. Including both parts, McLoughlin, $1.00.
Delacombe. Boys' Book of Airships (p. 242). Stokes, $2.00.
Dick. Bilberry Wood (p. 54). Brentano's, 1.50 o. p.
Dickens. Novels (p. 162). Illustrated by Cruikshank, Phiz,
Leech and others. Illustrated Library Edition, Hough-
ton, $1.50 each.
Dickens. Christmas Books (p. 162). Illustrated by C. E.
Brock, Dutton, $1.00 each.
Dier. Children's Book of Christmas (p. 136). Macmillan,
gi.50.
Dix. Merrylips (p. 189). Macmillan, $1.50.
Dodge. Hans Brinker (p. 156). Scribner, #1.50.
Same. Grosset, .50.
312 Appendix
Dodge. Land of Pluck (p. 214). Century, $1.50.
Dodge. New Baby World (p. 65). Century, $1.50.
Dodge. When Life is Young (p. 139). Century, #1.25.
Dodgson. See Carroll.
Dole. Russian Fairy Book (p. 92). Crowell, $2.00.
Dole. Young Folks' History of Russia (p. 216). Saalfield,
Jii.ooo. p.
Doubleday. Cattle Ranch to College (p. 192). Doubleday,
$1.25.
Drummond. Monkey That Would Not Kill (p. 195). Dodd,
$1.00.
Drysdale. Beach Patrol (p. 192). Wilde, $1.50.
Drysdale. Fast Mail (p. 192). Wilde, $1.50.
Drysdale. Helps for Ambitious Boys (p. 241). Crowell, .75.
Drysdale. Helps for Ambitious Girls (p. 241). Crowell, .75.
Du Bois. Lass of the Silver Sword (p. 193). Century, $1.50.
Du Bois. League of the Signet-Ring (p. 193). Century, $1.^0.
Du Chaillu. Country of the Dwarfs (p. 209). Harper, $1.25.
Du Chaillu. In African Forest and Jungle (p. 209). Scribner,
$1.50.
Du Chaillu. Lost in the Jungle (p. 209). Harper, #1.25.
Du Chaillu. My Apingi Kingdom (p. 209). Harper, #1.25.
Du Chaillu. Stories of the Gorilla Country (p. 209). Harper,
$1.25.
Dugmore. Bird Homes (p. 245). Doubleday, $$2.00.
Duncan, Frances. When Mother Lets Us Garden (p. 239).
Moffat, .75.
Duncan, S. J. Story of Sonny Sahib (p. 186). Appleton, #1.00.
Dutton. Little Stories of France. American Book Com-
pany, .40.
Dutton. Little Stories of Germany (p. 214). American Book
Company, .40.
Dutton. Tortoise and the Geese (p. 88). Houghton, $1.00.
Earle. Flag on the Hilltop (p. 194). Houghton, .90.
Eastman. Indian Boyhood (p. 210). Doubleday, $1.60.
Ebers. Egyptian Princess (p. 160). Astor Library, Crowell, .60.
Ebers. Uarda (p. 160). Burt, #1.00.
Eckstorm. Bird Book (p. 245). Heath, .60.
Eddy. Friends and Helpers (p. 67). Ginn, .60.
Edgeworth. Parent's Assistant (p. 157). Macmillan, .80.
Same. Illustrated by Hugh Thomson, Stokes, #1.50.
Eggeling and Ehrenberg. Fresh Water Aquarium (p. 238).
Holt, $2.00.
Appendix 313
Egglcston. History of the United States (p. 218). Appleton,
2.50.
Eggleston. Hoosier School-Boy (p. 188). Scribner, #1.00.
Eliot. Mill on the Floss (p. 163). Little, gi.oo.
Eliot. Romola (p. 163). Little, $1.00.
Eliot. Silas Marner (p. 163). Illustrated by Hugh Thomson,
Cranford Edition, Macmillan, $2.00.
Same. Riverside Literature Series, Houghton, .40.
Elliot. Romance of Savage Life (p. 209). Lippincott,
$1.50.
Elliott. Mother Goose Melodies set to Music (p. 143).
McLoughlin, .50.
Ellis. Logan the Mingo (p. 193). Dutton, 1.25.
Ellis. Osceola (p. 193). Dutton, $1.25.
Elton. Story of Sir Francis Drake (p. 212). Children's
Heroes Series, Dutton, .50.
Escott-Inman. Wulnoth the Wanderer (p. 191). McClurg,
$1.50.
Everyman, and Other Miracle Plays (p. 166). Everyman's
Library, Dutton, leather, .70.
Same. Riverside Literature Series, Houghton, .40.
Ewing. Daddy Darwin's Dovecot (p. 156). Crowell, .50.
Ewing. Jackanapes (p. 156). Illustrated by Randolph Calde-
cott, Society for Promoting Christian Knowledge, .40.
Ewing. Lob Lie-by-the-Fire (p. 156). Illustrated in color,
Macmillan, $1.00.
Ewing. Mary's Meadow (p. 156). Society for Promoting
Christian Knowledge, .40.
Ewing. Six to Sixteen (p. 156). Illustrated in color by
Wheelhouse, Macmillan, $1.00.
Ewing. Story of a Short Life (p. 156). Little, #1.00.
Famous Adventures and Prison Escapes of the Civil War (p.
217). Century, #1.50.
Field. Love-Songs of Childhood (p. 139). Scribner, $1.00.
Field. Lullaby-Land (p. 139). Illustrated by Charles Robin-
son, Scribner, $1.50.
Field. Songs of Childhood (p. 145). Set to music by Reginald
de Koven and others, Scribner, #1.00.
Field. With Trumpet and Drum (p. 139). Scribner, #1.00.
Finnemore. Peeps at Many Lands, England (p. 212).
Macmillan, .55.
Finnemore. Peeps at Many Lands, India (p. 211). Macmil-
lan, .55.
3 H Appendix
Finnemore. Peeps at Many Lands, Italy (p. 215). Mac-
millan, .55.
Finnemore. Peeps at Many Lands, Japan (p. 213). Mao
millan, .55.
Fiske. War of Independence (p. 218). Houghton, .75.
Fox. Farmer Brown and the Birds (p. 251). Page, .50.
France. Filles et Garcons (p. 54). Illustrated by Boutet de
Monvel. Brentano's, 1.25.
France. Nos Enfants (p. 54). Illustrated by Boutet de
Monvel, Brentano's, 1.25.
Francis. Book of Cheerful Cats (p. 56). Century, $1.00.
Franklin. Poor Richard's Almanac and Other Papers (p.
165). Riverside Literature Series, Houghton, paper, .15.
Franklin. Sayings of Poor Richard (p. 165). Ariel Booklets,
Putnam, leather, .75.
Frazar. Perseverance Island (p. 189). Lothrop, .60.
French, Allen. Grettir the Strong (p. 121). Dutton, $1.25.
French, Allen. Heroes of Iceland, (p. 121). Little, gi.50.
French, Allen. Story of Rolf and the Viking's Bow (p. 190).
Little, $1.50.
French, H. W. Lance of Kanana (p. 188). Lothrop, gi.oo.
Froissart. Chronicles (p. 219). Everyman's Library, Dutton,
leather, .70.
Frye. Brooks and Brook Basins (p. 249). Ginn, .50.
Gall. Easy Guide to the Constellations (p. 244). Putnam,.75.
Garland. Boy Life on the Prairie (p. 217). Harper, $1.50.
Gaskell. Cranford (p. 160). Illustrated by Hugh Thomson,
Cranford Edition, Macmillan, $2.00.
Same. Illustrated by C. E. Brock, Dutton, JS2.00.
Same. Riverside Literature Series, Houghton, .40.
Gates. Little Girl Blue (p. 65). Houghton, .50.
Gatty. Parables from Nature (p. 271). Putnam, $2.50.
Same. Everyman's Library, Dutton, leather, .70.
Genn. Peeps at Great Cities, Rome (p.215). Macmillan, .55.
Gibson, C. C. In Eastern Wonderlands (p. 212). Little, $1.50.
Gibson, W. H. Blossom Hosts (p. 250). Newson, .80.
Gibson, W. H. Eye Spy (p. 250). Harper, $2.50.
Gibson, W. H. Sharp Eyes (p. 250). Harper, JS2.50.
Gilder. Heart of Youth (p. 136). Sturgis, $1.25.
Gilman. Son of the Desert (p. 191). Century, $1.50.
Lark (p.
Goethe. Hermann and Dorothea (p. 140). Translated by
Gladden. Santa Claus on a Lark (p. 189). Century, $1.2$.
the. Hermann and Dorothea (p. 140). Translated
Frothingham, Ariel Booklets, leather, Putnam, .75.
Appendix 315
Golding. Story of David Livingstone (p. 209). Children's
Heroes Series, Dutton, .50.
Goldsmith. She Stoops to Conquer, and The Good-Natured
Man (p. 167). Riverside Literature Series, Houghton,
4-
Same. Bound in leather, 2 volumes, Ariel Booklets, Put-
nam, .75 each.
Goldsmith. Vicar of Wakefield (p. 164). Illustrated by Hugh
Thomson, Cranford Edition, Macmillan, $2.00.
Same. Illustrated by C. E. Brock, Dutton, #2.00.
Same. Riverside Literature Series, Houghton, .40.
Gomme. Old English Singing Games (p. 144). Allen, .87 o. p.
Good. Magical Experiments (p. 240). McKay, $1.25.
Goody Two Shoes, edited by Charles Welsh (p. 64). Home
and School Classics, Heath, .20.
Goss. Jed (p. 188). Crowell, .75.
Gould. Felicia Books (p. 196). 4 volumes, Penn, $1.00 each.
Greenaway. A, Apple Pie (p. 52). Illustrated by Kate
Greenaway, Routledge, o. p.
Greenaway. Marigold Garden (p. 55). Illustrated by Kate
Greenaway, Warne, #1.50.
Greenaway. Under the Window (p. 55). Illustrated by Kate
Greenaway, Warne, $1.50.
Greene. Coal and Coal Mines (p. 248). Houghton, .75.
Greenwood. Stories from Famous Ballads, edited by Caroline
Burnite (p. 121). Ginn, .50.
Grierson. Children's Book of Edinburgh (p. 211). Macmil-
lan, $2.00.
Grierson. Children's Tales from Scottish Ballads (p. 120).
Macmillan, $2.00.
Grierson. Scottish Fairy Book (p. 87). Stokes, $1.50.
Griffis. China's Story (p. 212). Houghton, $1.25.
Griffis. Fire-Fly's Lovers (p. 91). Crowell, $1.00.
Griffis. Japan (p. 212). Houghton, .75.
Griffis. Young People's History of Holland (p. 214). Hough-
ton, $1.50.
Grimm. Cherry Blossom (p. 54). Illustrated by Helen
Stratton, Blackie, .50 o. p.
Grimm. Household Tales (p. 89). Illustrated by Walter
Crane, Cranford Edition, Macmillan, #1.50.
Same. Illustrated by Helen Stratton, Dodge, $1.50.
Same. Illustrated by Johann and Leinweber, McLoughlin,
$1.50.
Same. Illustrated by Arthur Rackham, Doubleday, $6.00.
316
Appendix
Same. Edited by H. E. Scudder. Riverside Literature
Series, Houghton, .40.
Grinnell. Jack the Young Ranchman Series (p. 196). 6
volumes, Stokes, #1.25 each.
Grover. Sunbonnet Babies' Book (p. 63). Rand, .75.
Guerber. Stories of Famous Operas (p. 167). Dodd, $1.50.
Guerber. Stories of the Wagner Operas (p. 167). Dodd,
$1.50.
Haaren and Poland. Famous Men of the Middle Ages (p.
219). American Book Company, .50.
Habberton. Helen's Babies (p. 195). Caldwell, $1.25.
Haines. Cock-a-Doodle Hill (p. 193). Holt, $1.50.
Haines. Luck of the Dudley Grahams (p. 193). Holt, $1.50.
Hale. Last of the Peterkins (p. 196). Little, gi.25.
Hale. Peterkin Papers (p. 196). Houghton, $1.50.
Hall. Boys of Scrooby (p. 190). Houghton, #1.50.
Hall. Golden Arrow (p. 190). Houghton, $1.25.
Hall. In the Brave Days of Old (p. 190). Houghton, $1.50.
Hamerton. Chapters on Animals (p. 243). Home and
School Classics, Heath, .25.
Hamlin. Chicopee Series (p. 196). 3 volumes, Little, #1.25
each.
Hamp. Treasure of Mushroom Rock (p. 194). Putnam, $1.25.
Hardy. Hall of Shells (p. 249). Appleton, .60. o. p.
Hardy. Sea Wonders for Wonder Eyes (p. 249). Ginn, .40.
Harris. Uncle Remus, His Songs and His Sayings (p. 86).
Appleton, $2.00.
Hart. Source Readers (p. 218). 4 volumes, Macmillan,
volume I, .40; volume 2, .50; volumes 3, 4, .60 each.
Haskell. O-Heart-San (p. 193). Page, .75.
Hathaway. Napoleon, the Little Corsican (p. 213). Rand,
01.00.
Hatton and Plate. Magicians' Tricks (p. 240). Century, 1.60.
Hauff. Fairy Tales (p. 95). Illustrated by Arthur Dixon,
Dutton, #2.50.
Havell. Stories from Don Quixote (p. 127). Dodge, gi.50.
Havell. Stories from the ^Eneid (p. 126). Dodge, $1.50.
Havell. Stories from the Iliad (p. 126). Dodge, 1.50.
Havell. Stories from the Odyssey (p. 126). Dodge, #1.50.
Hawthorne. Biographical Stories (p. 219). Riverside Liter-
ature Series, Houghton, .25.
Hawthorne. Grandfather's Chair (p. 217). Riverside Liter-
ature Series, Houghton, .50.
Appendix 317
Hawthorne. House of the Seven Gables (p. 162). New Way-
side Edition, Houghton, $1.00.
Hawthorne. Little Daffydowndilly (p. 96). Riverside Litera-
ture Series, Houghton, .40.
Hawthorne. Marble Faun. New Wayside Edition, Hough-
ton, #1.00.
Hawthorne. Mosses from an Old Manse (p. 162). New Way-
side Edition, Houghton, $1.00.
Hawthorne. Tanglewood Tales (p. 90). Illustrated by G. W.
Edwards, Houghton, $2.50.
Same. Riverside Literature Series, Houghton, .40.
Hawthorne. Twice-Told Tales (p. 162). New Wayside
Edition, Houghton, $1.00.
Hawthorne. Wonder-Book (p. 90). Illustrated by Walter
Crane, Houghton, $3.00.
Same. Riverside Literature Series, Houghton, .40.
Hawthorne. Wonder-Book and Tanglewood Tales (p. 90).
Illustrated by H. G. Fell, Dutton, $2.50.
Hazlitt. Table Talk (p. 165). Everyman's Library, Dutton,
leather, .70.
Headland. Chinese Boy and Girl (p. 212). Revell, jSi.oo.
Headland. Our Little Chinese Cousin (p. 212). Page,
.60.
Heine. Songs and Lyrics (p. 142). Translated by Sir Theo-
dore Martin, Scribner, $2.00.
Henning. Maid of Orleans (p. 213). McClurg, .50.
Henty. Stories (pp. 192, 203). Scribner, $1.50 each, except-
ing With Frederick the Great, Scribner, .75.
Herrick. Selected Poems (p. 142). Bound together with
poems by Herbert, Dryden, and others, Modern Classics,
Houghton, .40.
Same. Edited by E. E. Hale, Ginn, .60.
Higgins. Little Gardens for Boys and Girls (p. 239). Hough-
ton, $1.10.
Higginson. Tales of the Enchanted Islands of the Atlantic
(p. 124). Macmillan, #1.50.
Hill, C. T. Fighting a Fire (p. 242). Century, {5 1.50.
Hill, Francis. Outlaws of Horseshoe Hold (p. 193). Scribner,
$1,000. p.
Hinkson. Great Captain (p. 190). Benziger, .45.
Hitch. Wee Folk's Alphabet (p. 53). Dutton, .50.
Hodges. Saints and Heroes (p. 269). Holt, $1.35.
Hoffman. Temple Shakespeare for Children (p. 166). Sepa-
rate plays, Dutton, leather, .60 each.
3*8
Appendix
Same. I volume edition, illustrated in color by Folkard,
Dutton, #3.00.
Hoffmann. Slovenly Peter (Struwwelpeter) (p. 57). Winston,
.86.
Holbrook. Hiawatha Primer (p. 62). Houghton, .75.
Holbrook. Nature Myths (p. 63). Houghton, .65.
Holbrook. Northland Heroes (p. 123). Riverside Literature
Series, Houghton, .35.
Holden. Stories of the Great Astronomers (p. 244). Apple-
ton, .75.
Holland. Butterfly Book (p. 246). Doubleday, #3.00.
Holmes. Grandmother's Story of Bunker Hill Battle, and
Other Poems (p. 140). Riverside Literature Series,
Houghton, .25.
Homer. Iliad (pp. 102, 116, 126). Translated into blank
verse, by W. C. Bryant; Roslyn Edition, Houghton,
$2.50; Students' Edition, Houghton, $1.00.
Same. Translated into prose by Lang, Leaf and Myers,
Macmillan, .80.
Homer. Odyssey (pp. 102, 116, 126). Translated into blank
verse by W. C. Bryant. Roslyn Edition, Houghton,
2.50; Students' Edition, Houghton, $1.00.
Same. Translated into prose by Professor G. H. Palmer,
Houghton, $1.00.
Hopkins. Magic (p. 239). Munn, 2.50.
Hoppin. Recollections of Auton House (p. 196). Houghton,
$1.25.
Hornaday. American Natural History (p. 249). Scribner,
$3-50.
Hornaday. Two Years in the Jungle (p. 213). Scribner, #2.50.
Howard, B. W. No Heroes (p. 189). Houghton, .75.
Howard, O. O. Famous Indian Chiefs I Have Known (p. 209).
Century, gi.50.
Howden. Boys' Book of Steamships (p. 242). Doubleday,
$2.00.
Howells. Boy's Town (p. 195). Harper, $1.25.
Hughes, Rupert. Lakerim Athletic Club (p. 192). Century,
$1.50.
Hughes, Thomas. Tom Brown's School Days (p. 159).
Illustrated by E. J. Sullivan, Cranford Edition, Macmil-
lan, $2.00.
Same. Riverside Literature Series, Houghton, .50.
Hugo. Les Miserables (p. 162). 2 volumes, Everyman's
Library, Dutton, leather, .70 each.
Appendix 319
Hull. Boy's Cuchulain (p. 124). Crowell, $1.50.
Hunt. Abou Ben Adhem, and Selected Poems (p. 139).
Modern Classics, Houghton, .40.
Huntington. His Majesty's Sloop Diamond Rock (p. 188).
Houghton, #1.50.
Hurll. Riverside Art Series (p. 222). Houghton, .75 each.
Ingersoll. Book of the Ocean (p. 249). Century, #1.50.
Ingersoll. Ice Queen (p. 190). Harper, .60.
Irving. Alhambra (p. 128). Illustrated by Joseph Pennell,
Cranford Edition, Macmillan, $1.50.
Irving. Old Christmas (p. 165). Illustrated by Randolph
Caldecott, Cranford Edition, Macmillan, #1.50.
Irving. Rip Van Winkle (p. 86). Illustrated by G. H.
Boughton, Cranford Edition, Macmillan, $1.50.
Irving. Sketch Book (p. 165). Everyman's Library, Dutton,
leather, .70.
Irving. Tales from the Alhambra, edited by Brower (p. 128).
Illustrated by C. E. Brock, Houghton, $1.25.
Jackson. Nelly's Silver Mine (p. 157). Illustrated in color,
Little, $2.00.
Jackson. Ramona (p. 163). Little, $1.50.
Jacobs. Celtic Fairy Tales (p. 87). Putnam, #1.25.
Jacobs. English Fairy Tales (p. 88). Putnam, $1.25.
Jacobs. Indian Fairy Tales (p. 88). Putnam, $1.75.
Jacobs. More Celtic Fairy Tales (p. 87). Putnam, $1.25.
Jacobs. More English Fairy Tales (p. 88). Putnam, $1.25.
Jcnks. Boys' Book of Explorations (p. 219). Doubleday,
#2.00.
Jenks. Photography for Young People (p. 237). Stokes, #1.50.
Jewett, J. H. Hans and Little Hilda (p. 53). Dutton, .50.
Jewett, S. O. Betty Leicester (p. 187). Houghton, #1.25.
Jewett, S. O. Betty Leicester's Christmas (p. 187). Hough-
ton, $1. 00.
Jewett, S. O. Play-Days (p. 186). Houghton, 1.50.
Johnson, Clifton. Narrative Bible (p. 268). Doubieday, $1.50.
Johnson, Constance. When Mother Lets Us Cook (p. 235).
Moffat, .75.
Johnson, Constance. When Mother Lets Us Keep Pets (p.
239). Moffat, .75.
Johnson, Rossiter. Phaeton Rogers (p. 196). Scribner, #1.50.
Johnston and Spencer. Ireland's Story (p. 211). Houghton,
$1.40.
320 Appendix
Jungman. Peeps at Many Lands, Holland (p. 214). Mac-
millan, .55.
Kaufman. Our Young Folks' Plutarch (p. 210). Lippincott,
$1.25.
Keats. Poems (p. 141). Cabinet Edition, Houghton, $1.00.
Keene. Boys' Own Guide to Fishing (p. 247). Lothrop, $1.50.
Kellev, D. M. Story of Sir Walter Raleigh (p. 212). Chil-
dren's Heroes Series, Dutton, .50.
Kelley, J. G. Boy Mineral Collectors (p. 247). Lippincott,
$1.50.
Kellogg. Insect Stories (p. 246). Holt, $1.50.
Kelly. Peeps at Many Lands, Burma (p. 213). Macmillan,
55-
Kelman. Stories from the Life of Christ (p. 269). Told to
Children Series, Dutton, .50.
Kelman. Story of Chalmers of New Guinea (p. 212). Chil-
dren's Heroes Series, Dutton, .50.
Kempis, Thomas a. Imitation of Christ. Oxford, .60. .
Edition de Luxe, Houghton, $2.50.
Kennan. Tent Life in Siberia (p. 216). Putnam, #2.50.
Kennedy. New World Fairy Book (p. 96). Dutton, $2.00.
Kenneth-Brown. Two Boys in a Gyrocar (p. 194). Hough-
ton, $1.20.
Keysor. Great Artists (p. 222). 5 volumes, Educational
Publishing Company, .50 each.
Kidd. Peeps at Many Lands, South Africa (p. 209). Mac-
millan, .55.
Kieffer. Recollections of a Drummer-Boy (p. 218). Hough-
ton, $1.50.
Kingsley. Hereward the Wake (p. 164). Macmillan, $1.00.
Kingsley. Heroes (p. 90). Illustrated in color by T. H. Rob-
inson, Dutton, #2.50; Macmillan, $ 1 .00.
Kingsley. Hypatia (p. 164). Macmillan, $1.00.
Kingsley. Sands of Dee and Selected Poems and Songs (p.
143). Modern Classics, Houghton, .40.
Kingsley. Water-Babies (p. 98). Illustrated by Arthur
Dixon, Dutton, $2.50.
Same. Everyman's Library, Dutton, leather, .70.
Kingsley. Westward Ho! (p. 164). Macmillan, $1.00.
Kipling. Captains Courageous (p. 187). Century, $1.50.
Kipling. Jungle Book (p. 95). Century, 1.50.
Kipling. Puck of Pook's Hill (p. 189). Doubleday. $1.50.
Kirkland, E. S. Dora's Housekeeping (p. 236). McClurg,.75.
Appendix 321
Kirkland, E. S. Short History of English Literature for
Young People (p. 221). McClurg, $1.25.
Kirkland, E. S. Short History of Italy (p. 215). McClurg,
$1.25.
Kirkland, E. S. Six Little Cooks (p. 235). McClurg, .75.
Kirkland, Winifred. Home-Comers (p. 190). Houghton,
gi.20.
Knox. Boys' Life of General Grant (p. 217). Saalfield, $1.25.
Kiichler. Queen Maria Sophia of Naples (p. 215). McClurg,
.50.
Kupfer. Legends of Greece and Rome (p. 90). Heath, .75.
Laboulaye. Quest of the Four-Leaved Clover, edited by W.
T. Field (p. 158). Ginn, .40.
La Fontaine. Fables (p. 55). Illustrated by Boutet de Mon-
vel, Brentano's, #2.35.
Lagerlof. Wonderful Adventures of Nils (p. 92). Doubleday,
$1.50.
Lamb, Charles. Essays of Elia (p. 165). Everyman's Library,
Dutton, leather, .70.
Same. Selected. Modern Classics, Houghton, .40.
Lamb, Charles. Tales from Shakespeare (p. 166). Illustrated
in color, Dutton, #2.50.
Same. Riverside Literature Series, Houghton, .50.
Lamb, Charles and Mary. Poetry for Children (p. 138).
Illustrated by Winifred Green, Dutton, $1.50.
La Motte Fouque. Undine, and Sintram (p. 97). Modern
Classics, Houghton, .40.
La Motte Fouque. Undine, retold by Mary Macgregor (p.
97). Told to Children Series, Dutton, .50.
La Motte Fouque. Undine (p. 97). Illustrated by Arthur
Rackham, Doubleday, $2.50.
Lang, Andrew. Animal Story Book (p. 251). Illustrated by
H. J. Ford, Longmans, $2.00.
Lang, Andrew. Blue Fairy Book (p. 92"). Illustrated by H. J.
Ford and G. P. J. Hood, Longmans, $2.00.
Same. Grosset, .50.
Lang, Andrew. BluePoetry Book (p. 119). Longmans, #2.00.
Lang, Andrew. Book of Romance (p. 127). Illustrated by
H. J. Ford, Longmans, $1.60.
Lang, Andrew. Brown Fairy Book (p. 92). Illustrated by
H. J. Ford, Longmans, $1.60.
Lang, Andrew. Red Book of Animal Stories (p. 251). Illus-
trated by H. J. Ford, Longmans, $2.00.
322 Appendix
Lang, Andrew. Red Fairy Book (p. 92). Illustrated by H. J.
Ford, Longmans, $2.00.
Same. Grosset, .50.
Lang, Andrew. Red True Story Book (p. 221). Illustrated
by H. J. Ford, Longmans, $2.00.
Lang, Andrew. True Story Book (p. 221). Longmans, $2.00.
Lang, Andrew. Violet Fairy Book (p. 92). Illustrated by H.
J. Ford, Longmans, $1.60.
Lang, Andrew. Yellow Fairy Book (p. 92). Illustrated by H.
J. Ford, Longmans, 2.00.
Same. Grosset, .50.
Lang, Mrs. Andrew. Book of Princes and Princesses (p. 220).
Longmans, $1.60.
Lang, Mrs. Andrew. Red Book of Heroes (p. 220). Long-
mans, $1.60.
Lang, John. Story of Captain Cook (p. 212). Children's
Heroes Series, Dutton, .50.
Lanier. Boy's Froissart (p. 219). Scribner, #2.00.
Lanier. Boy's King Arthur (p. 125). Scribner, $2.00.
Lanier. Boy's Percy (p. 120). Scribner, $2.00.
Larcom. Childhood Songs (p. 137). Houghton, #1.00.
Lawrence. Riverside Graded Song-Book (p. 144). 2 parts,
Houghton, .40 each.
Lear. Jumblies, and Other Nonsense Verses (p. 137). Illus-
trated by L. Leslie Brooke, Warne, $1.25.
Lear. Nonsense Books (p. 137). Complete in one volume,
illustrated by Edward Lear, Duffield, $2.50.
Lear. Nonsense Songs (p. 137). Illustrated by L. Leslie
Brooke, Warne, $2.00.
Lear. Pelican Chorus, and Other Nonsense Verses (p. 137).
Warne, $1.25.
Lefevre. Cock, the Mouse, and the Little Red Hen (p. 64).
Jacobs, $1.00.
Lever. Charles O'Malley (p. 159). Library Edition, Burt,
gi.oo.
L. G. T. Three Years Behind the Guns (p. 218). Century,
$1.50.
Lincoln. Marjorie's Quest (p. 193). Houghton, 1.50.
Lindsay. Mother Stories (p. 96). Bradley, $1.00.
Lockhart. Spanish Ballads (p. 123). Putnam, $1.25.
London. Cruise of the Dazzler (p. 192). Century, gl.oo.
Longfellow. Children's Longfellow (p. 141). Illustrated in
color, Houghton, 3.00.
Longfellow. Poems (p. 141). New Household Edition,
Houghton, $1.50.
Appendix 323
Longfellow. Song of Hiawatha (p. 86). Illustrated by-
Frederic Remington, Popular Edition, $2.00; New Holi-
day Edition, illustrated by Remington, with cover design
by Maxfield Parrish, I loughton, $2.50.
Same. Grosset, .50.
Longfellow. Tales of a Wayside Inn (p. 141). Houghton,
$1.00.
Lorenzini. See Collodi.
Lounsberry. Garden Book for Young People (p. 239).
Stokes, $1.50.
Lowe. Little Workers (p. 53). Dutton, $1.00.
Lowell. Vision of Sir Launfal, and Selected Poems (p. 143).
Modern Classics, Houghton, .40.
Lucas, E. V. Book of Verses for Children (p. 135). Illus-
trated by F. D. Bedford, Holt, $2.00.
Lucas, E. V. Forgotten Tales of Long Ago (p. 155). Illus-
trated by F. D. Bedford, Stokes, $1.50.
Lucas, E. V. Old-Fashioned Tales (p. 155). Stokes, #1.50.
Lucas, Frederick. Animals of the Past (p. 248). Doubleday
#2.00.
Lummis. Some Strange Corners of our Country (p. 218).
Century, $1.50.
Mabie. Book of Christmas (p. 136). Macmillan, $1.25.
Mabie. Book of Old English Ballads (p. 119). Illustrated by
G. W. Edwards, Macmillan, $1.25.
Mabie. Essays Every Child Should Know (p. 164). Double-
day, .90.
Mabie. Heroines Every Child Should Know (p. 220).
Doubleday, .90.
Mabie. Norse Stories from the Eddas (p. 91). Dodd,
$1.80.
Macaulay. Essays (p. 164). Everyman's Library, 2 volumes,
Dutton, leather, .70 each.
Macaulay. Essays on Lord Clive and Warren Hastings (p.
164). Riverside Literature Series, Houghton, .40.
Macaulay. Lays of Ancient Rome (p. 141). Longmans,
$1.25.
Same. Riverside Literature Series, Houghton, .25.
MacDonald. Princess and Curdy (p. 97). Illustrated by
M. L. Kirk, Lippincott, gi.50.
MacDonald. Princess and the Goblin (p. 97). Illustrated by
M. L. Kirk, Lippincott, $1.50.
McDonald and Dalrymple. Betty in Canada (p. 21 1).
Little People Everywhere Series, Little, .60.
324 Appendix
McDonald and Dalrymple. Gerda in Sweden (p. 215). Little
People Everywhere Series, Little, .60.
McDonald and Dalrymple. Kathleen in Ireland (p. 211).
Little People Everywhere Series, Little, .60.
McDonald and Dalrymple. Manuel in Mexico (p. 215).
Little People Everywhere Series, Little, .60.
Macdonell. Italian Fairy Book (p. 90). Stokes, $1.50.
Mace. Home Fairy Tales (p. 95). Harper, $1.50.
McFadden. Babies' Hymnal (p. 269). McClurg, $1.25.
Macgregor. Stories of the Vikings (p. 216). Dutton, .50.
Macgregor. Story of France (p. 213). Stokes, $2.50.
Mcllvaine. Outdoors, Indoors, and Up the Chimney (p. 250).
Sunday School Times Company, .75.
Mackay. House of the Heart (p. 241). Holt, $1.10.
Mackay. Patriotic Plays and Pageants (p. 241). Holt,
JSi.35-
Macleod. Ballads in Prose (p. 120). Stokes, $1.50.
Macleod. Book of King Arthur (p. 125). Stokes, $1.50.
Macleod. Stories from the Faerie Queene (p. 124). Stokes,
$1.50.
McManus. Our Little Dutch Cousin (p. 214). Page, .60.
McManus. Our Little Hindu Cousin (p. 211). Page, .60.
MacPherson. Poems of Ossian (p. 123). Macmillan, o. p.
McSpadden. Stories from Chaucer (p. 124). Children's
Favorite Classics, Crowell, .50.
McSpadden. Stories from Wagner (p. 122). Children's
Favorite Classics, Crowell, .50.
Malone. West Point Series (p. 197). 4 volumes, Penn #1.25
each.
Manzoni. Betrothed (p. 163). Macmillan, #1.50.
Marden. Success (p. 242). Wilde, 1.25.
Marden. Winning Out (p. 242). Lothrop, $1.00.
Marryat. Masterman Ready (p. 189). Warne, gi.co.
Marshall. Child's English Literature (p. 221). Stokes,
$2.00.
Marshall. Empire Story (p. 210). Stokes, $2.50.
Marshall. Island Story (p. 210). Stokes, #2.50.
Marshall. Scotland's Story (p. 210). Stokes, $2.50.
Marshall. Stories of Beowulf (p. 121). Told to Children
Series, Dutton, .50.
Marshall. Stories of Childe Roland (p. 126). Told to Chil-
dren Series, Dutton, .50.
Marshall. Story of Napoleon Bonaparte (p. 213). Children's
Heroes Series, Dutton, .50.
Appendix 325
Mathews. Familiar Trees and their Leaves (p. 248). Apple-
ton, ^1.75.
Mathews. Field Book of American Wild Flowers (p. 247).
Putnam, #1.75.
Matthews. Songs of All Lands (p. 144). American Book
Company, .50.
Miles. Natural History (p. 249). Dodd, gl.CO.
Miller, Hugh. Old Red Sandstone (p. 250). Everyman's
Library, Dutton, leather, .70.
Miller, Joaquin. True Bear Stories (p. 244). Rand, $1.00.
Miller, 0. T. First Book of Birds (p. 245). Houghton, $1.00.
Miller, 0. T. Four-Handed Folk (p. 243). Houghton, g 1. 25.
Miller, 0. T. Kristy Books (p. 196). 3 volumes, Houghton,
$1.25 each.
Miller, O. T. Our Home Pets (p. 239). Harper, $1.25.
Miller, O. T. Second Book of Birds (p. 245). Houghton,
#1.00.
Miller, O. T. True Bird Stories (p. 245). Houghton, $1.00.
Miller, O. T. What Happened to Barbara (p. 191). Hough-
ton, $1.25.
Miller, Sara. Under the Eagle's Wing (p. 191). Jewish
Publication Society, .50.
Milton. L'Allegro and II Penseroso (p. 140). Ariel Booklets,
Putnam, leather, .75.
Same. Riverside Literature Series, Houghton, .25.
Mitford. Our Village (p. 162). Illustrated by Hugh Thom-
son, Cranford Edition, Macmillan, $1.50.
Same. Illustrated by C. E. Brock, Dutton, $2.00.
Mitton. Children's Book of London (p. 211). Macmillan,
#2.00.
Mitton. Children's Book of Stars (p. 244). Macmillan, $2.00.
Mockler-Ferryman. Peeps at Many Lands, Norway (p. 216).
Macmillan, .55.
Moffett. Careers of Danger and Daring (p. 242). Century,
gi.50.
Moore, N. H. Children of Other Days (p. 52). Stokes, gi.50.
Moore, Thomas. Lalla Rookh (p. 140). Pocket Library
Edition, Dutton, leather, .75.
Morgan. How to Dress a Doll (p. 235). Altemus, .50.
Morley. Bee People (p. 246). McClurg, #1.25.
Morley. Butterflies and Bees (p. 246). Ginn, .60.
Morley. Donkey John of the Toy Valley (p. 186). McClurg,
$1.25.
Morley. Flowers and their Friends (p. 247). Ginn, .50.
326 Appendix
Morley. Grasshopper Land (p. 246). McClurg, 1.25.
Morley. Little Wanderers (p. 247). Ginn, .30.
Morley. Seed-Babies (p. 67). Ginn, .25.
Morris. Heroes of the Navy in America (p. 217). Lippin
cott, $1.25.
Morris, William. House of the Wolfings (p. 164). Longmans,
$2.00.
Morris, William. Story of Sigurd the Volsung (p. 122).
Longmans, $2.00.
Morris, William. Sundering Flood (p. 164). Longmans,
$2.25.
Morris, William, and Magrmsson. Stories of the Kings of
Norway (p. 122). 2 volumes, Scribner, o. p.
Morrison, M. W. Songs and Rhymes for the Little Ones (p.
66). Page, $1.00.
Morrison, S. E. Chilhowee Boys (p. 187). Crowell, .75.
Moses. Lewis Carroll (p. 221). Appleton, $1.25.
Moses. Louisa May Alcott (p. 221). Appleton, $1.25.
Mother Goose Melodies (p. 66). Edited by Wheeler, illus-
trated, Houghton, $1.50.
Same. Title, Nursery Rhyme Book. Edited by Andrew
Lang, illustrated by L. Leslie Brooke, Warne, $1.50.
Same. Edited by Louey Chisholm, Told to Children Series,
Dutton, .50.
Motley. Siege of Leyden, edited by Griffis (p. 214). Home
and School Classics, Heath, .20.
Mulholland. Our Sister Maisie (p. 193). Blackie, $1.63.
Muller. Rulers of the Surf (p. 194). Appleton, 1.50.
Mulock. See Craik.
Munroe. At War with Pontiac (p. 195). Scribner, $1.25.
Munroe. Cab and Caboose (p. 195). Putnam, gi.25.
Munroe. Derrick Sterling (p. 195). Harper, .60.
Munroe. Flamingo Feather (p. 187). Harper, .60.
Munroe. Ready Rangers (p. 195). Lothrop, $1.25.
Munroe. White Conquerors (p. 195). Scribner, $1.25.
Murai. Kibun Daizin (p. 188). Century, $1.25.
Murfree. See Craddock.
My Big Book of Soldiers (p. 53). Dutton, 1.25.
Nash. Polly's Secret (p. 189). Little, gi.50.
Newcomer and Andrews. Twelve Centuries of English
Poetry and Prose (p. 165). Scott, 2.50.
Newell. Topsys and Turvys (p. 57). Century, #1.00.
Nicolay. Boys' Life of Abraham Lincoln (p. 217). Century,
$1.50.
Appendix 327
Nixon. Fairy Tales a Child Can Read and Act (p. 240).
Doubleday, .75.
Norton. Jack Benson's Log (p. 188). Wilde, $1.25.
Otis. Larry Hudson's Ambition (p. 194). Page, .50.
Otis. Left Behind (p. 194). Harper, .60.
Otis. Life Savers (p. 194). Dutton, $1.50.
Otis. Lobster Catchers (p. 194). Dutton, $1.50.
Otis. Mr. Stubbs's Brother (p. 194). Harper, .60.
Otis. Toby Tyler (p. 194). Harper, .60.
Packard. Young Ice-Whalers (p. 191). Houghton, $1.20.
Page. Two Little Confederates (p. 190). Scribner, $1.50.
Paine, A. B. Arkansaw Bear (p. 195). Altemus, #1.00.
Paine, R. D. Campus Days (p. 187). Scribner, $1.50.
Paine, R. D. Dragon and the Cross (p. 187). Scribner, $1.25.
Palgrave. Golden Treasury (p. 136). Macmillan, $1.00.
Paret. Harper's Handy Book for Girls (p. 235). Harper,
gi.75.
Parker. Book of Baby Birds (p. 52). Stokes, $1.50 o. p.
Parkman. Oregon Trail (p. 218). Illustrated by Frederic
Remington, Little, $2.00; with four pictures by Rem-
ington, Little, $1.00.
Parry. Don Quixote, Retold (p. 127). Illustrated by Walter
Crane, Lane, $1.50.
Parton. Captains of Industry (p. 219). 2 volumes, Hough-
ton, $1.25 each.
Peabody. Old Greek Folk Stories (p. 90). Riverside Liter-
ature Series, Houghton, .25.
Peary. Snow Baby (p. 67). Stokes, $1.25.
Pendleton. In Assyrian Tents (p. 271). Jewish Publication
Society, .50.
Pendleton. In the Camp of the Creeks (p. 188). Penn, $1.25.
Pendleton. King Tom and the Runaways (p. 188). Appleton,
$1.50.
Perkins. Dutch Twins (p. 67). Illustrated by Lucy Fitch
Perkins, Houghton, #1.00.
Perkins. Robin flood (p. 120). Illustrated by Lucy Fitch
Perkins, Stokes, $1.00.
Perrault. Fairy Tales (p. 65). Illustrated in color by H. C.
Appleton, Estes, $1.50.
Perrault. Tales of Mother Goose (p. 65). Translated by
Charles Welsh, Home and School Classics, Heath, .20.
Perry. Uncle Peter's Trust (p. 190). Harper, .60.
Pier. Harding of St. Timothy's (p. 188). Houghton, $1.50.
328 Appendix
Pittenger. Great Locomotive Chase (p. 217). Penn, {51.25.
Piatt. Stories from the Old Testament (p. 269). Illustrated,
Dodge, $1.50.
Plummer. Roy and Ray in Mexico (p. 215). Holt, $1.75.
Plutarch. Life of Alexander the Great (p. 210). Riverside
Literature Series, Houghton, paper, .15.
Plutarch. Lives (pp. 4, 210). 5 volumes, Little, 12.50; 1
volume, Little, $2.00.
Poe. Tales of Mystery and Imagination (p. 163). Every-
man's Library, Dutton, leather, .70.
Poe. The Gold-Bug, The Raven, and Other Poems and Tales
(p. 163). Riverside Literature Series, Houghton, .40.
Porter. Scottish Chiefs (p. 163). Illustrated by T. H.
Robinson, Dutton, $2.50.
Same. Crowell, .75.
Potter. Benjamin Bunny (p. 65). Warne, .50.
Potter. Mrs. Tiggy-Winkle (p. 65). Warne, .50.
Potter. Peter Rabbit (p. 65). Warne, .50.
Potter. Tailor of Gloucester (p. 65). Warne, .50.
Poulsson. Runaway Donkey (p. 66). Lothrop, 1.25.
Poulsson. Through the Farmyard Gate (p. 66). Lothrop,
$1.25.
Pratt, C. S. Stick-and-Pea Plays (p. 234). Lothrop, .75.
Pratt, W. S. St. Nicholas Songs (p. 144). Century, $1.25.
Price. Land We Live In (p. 248). Small, $1.50.
Proctor. Half-Hours with the Summer Stars (p. 244).
McClurg, .75.
Pyle, Howard. Jack Ballister's Fortunes (p. 161). Illus-
trated by Howard Pyle, Century, 2.00.
Pyle, Howard. King Arthur Series (p. 125). Illustrated by
Howard Pyle, 4 volumes, Scribner, $2.50 each.
Pyle, Howard. Men of Iron (p. 157). Illustrated by Howard
Pyle, Harper, $2.00.
Pyle, Howard. Merry Adventures of Robin Hood (p. 120).
Illustrated by Howard Pyle, Scribner, 3.00.
Pyle, Howard. Otto of the Silver Hand (p. 157). Illustrated
by Howard Pyle, Scribner, $2.00.
Pyle, Katharine. Careless Jane (p. 56). Dutton, .75.
Pyrnelle. Diddie, Dumps and Tot (p. 186). Harper, .60.
Quiller-Couch. Historical Tales from Shakespeare (p. 166).
Scribner, $1.50.
Quiller-Couch. Oxford Book of English Verse (p. 136).
Oxford, $1.90; India paper edition, Oxford, $2.60.
Appendix 329
Quirk. Baby Elton, Quarterback (p. 191). Century, gi.25.
Ralston. When Mother Lets Us Sew (p. 235). Moffat, .75.
Ramaswami Raju. Indian Fables (p. 88). Dutton, $1.50.
Ramee. Dog of Flanders, and Other Stories (p. 155). Illus-
trated by M. L. Kirk, Lippincott, #1.50; each story
published separately, Lippincott, .50 each.
Rankin. Adopting of Rosa Marie (p. 192). Holt, gl.50.
Rankin. Dandelion Cottage (p. 192). Holt, $1.50.
Raspe. Tales from the Travels of Baron Munchausen (p. 89).
Home and School Classics, Heath, .20.
Ray. Teddy and Phebe Books (p. 197). 4 volumes, Little,
#1.50 each.
Reade. Cloister and the Hearth (p. 159). Everyman's
Library, Dutton, leather, .70.
Reid. Land of Fire (p. 188). Warne, $1.50 o. p.
Renninger. Story of Rustem (p. 123). Scribner, $1.50.
Repplier. Book of Famous Verse (p. 135). Riverside Library
for Young People, Houghton, .75; Holiday Edition,
Houghton, $1.25.
Repplier. Books and Men (p. 165). Houghton, #1.25.
Repplier. Essays in Idleness (p. 165). Houghton, $1.25.
Repplier. Varia (p. 165). Houghton, $1.25.
Rhoden. Obstinate Maid (p. 191). Jacobs, #1.25.
Rhoden. Young Violinist (p. 191). Saalfield, $1.00.
Rhys. Fairy-Gold (p. 88). Dutton, $2.50; Everyman's
Library, Dutton, leather, .70.
Rice. Mrs Wiggs of the Cabbage Patch (p. 195). Century,
gi.oo.
Richards. Captain January (p. 186). Estes, .50.
Richards. Hildegarde Series (p. 196). 5 volumes, Estes,
$1.25 each.
Richards. Margaret Montfort Series (p. 197). 5 volumes,
Estes, #1.25 each.
Richards. Sundown Songs (p. 139). Little, .50 o. p.
Riley. Book of Joyous Children (p. 138). Scribner, $1.20.
Riley. Rhymes of Childhood (p. 138). Bobbs, $1.25.
Roberts, C. G. D. Kindred of the Wild (p. 251). Page,
$2.00.
Roberts, G. E. T. Red Feathers (p. 96). Page, $1.50.
Roe. Driven Back to Eden (p. 192). Dodd, #1.25.
Rolfe. Shakespeare, the Boy (p. 222). Harper, #1.25.
Roosevelt. Ranch Life and the Hunting-Trail (p. 218).
Illustrated by Frederic Remington, Century, $2.50.
33 Appendix
Rorer. Home Candy-Making (p. 235). Jacobs, .CO.
Rossetti, Christina. Sing-Song (p. 138). Macmillan, .80.
Rossetti, D. G. Blessed Damozel (p. 143). Ariel Booklets,
Putnam, leather, .75.
Roy de-Smith. Una and the Red Cross Knight (p. 124).
Illustrated by F. H. Robinson, Dutton, #2.50.
Rash. Reading-List for the Boy Scouts of America (p. 238).
Wilson, paper, .04.
Ruskin. King of the Golden River (p. 84). McLoughlin, .30.
Ruskin. Sesame and Lilies (p. 165). Riverside Literature
Series, Houghton, .25.
Same. New Universal Library, Dutton, leather, .75.
St. Francis of Assisi. Little Flowers (p. 270). Temple Class-
ics, Dutton, leather, .65.
St. Nicholas Book of Plays and Operettas (p. 241). Century,
$1.00.
St. Nicholas Christmas Book (p. 136). Century, #1.50.
Saintine. Picciola (p. 162). Riverside Classics, Houghton,
$1.00.
Samuel. Story of Gold and Silver (p. 243). Penn, .75.
Sand. Little Fadette (p. 164). Crowell, leather, $1.00.
Schiller. Selected Poems (p. 142). Translated by Bulwer-
Lytton, Modern Classics, Houghton, .40.
Schmidt. Gudrun (p. 121). Life Stories for Young People
Series, McClurg, .50.
Schmidt. Frithiof Saga (p. 123). Life Stories for Young
People Series, McClurg, .50.
Schmidt. Youth of the Great Elector (p. 214). Life Stories
for Young People Series, McClurg, .50.
Schultz. With the Indians in the Rockies (p. 191). Hough-
ton, $1.25.
Schupp. William of Orange (p. 214). Life Stories for Young
People Series, McClurg, .50.
Schwatka. Children of the Cold (p. 219). Educational Pub-
lishing Company, #1.25.
Scott. Novels (p. 161). Illustrated Library Edition, Hough-
ton, $1.00 each.
Scott. Poems (p. 141). Cabinet Edition, Houghton, gi.oo.
Scott. Tales of a Grandfather (p. 212). 3 volumes, Hough-
ton, $4.50.
Scudder, H. E. Book of Fables (pp. 58, 63, 86). Houghton, .50.
Scudder, H. E. Book of Fables and Folk Stories (pp. 63, 64).
New School Edition, Houghton, .45.
Appendix 331
Scudder, H. E. Book of Folk Stories (p. 64). Houghton,
.60.
Scudder, H. E. Book of Legends (p. 64). Houghton, .50.
Scudder, H. E. Children's Book (p. 93). Houghton, 2.50.
Scudder, H. E. George Washington (p. 217). Riverside
Library for Young People, Houghton, .75.
Scudder, S. H. Frail Children of the Air (p. 246). Riverside
Library for Young People, Houghton, .75.
Seelye. Story of Columbus (p. 218). Appieton, $1.75.
Sellar. Story of Lord Nelson (p. 212). Children's Heroes
Series, Dutton, .50.
Seton, Thompson. See Thompson-Seton.
Sewell. Black Beauty (p. 251). Illustrated in color by J. M.
Burke, Piatt, #1.25.
Shakespeare. Plays (p. 166). Cambridge Edition, Houghton,
$3.00.
Same. 3 volumes, Everyman's Library, Dutton, leather,
.70 each.
Same. 40 volumes, Temple Shakespeare, Dutton, leather,
.55 each.
Same, edited by Ben Greet (p. 240). 4 volumes, Double-
day, .60 each.
Shaler. First Book in Geology (p. 248). Heath, .45.
Sharp. Watcher in the Woods (p. 250). Century, .84.
Shaw. Castle Blair (p. 154). Home and School Classics,
Heath, .50.
Shelley. Ode to the West Wind, and Selected Poems (p. 141).
Modern Classics, Houghton, .40.
Shepard. Our Young Folks' Josephus (p. 269). Lippincott,
$1.25.
Sheridan. Plays (p. 166). Everyman's Library, Dutton,
leather, .70.
Sheridan. Rivals (p. 166). Riverside Literature Series,
Houghton, .25.
Sheridan. School for Scandal (p. 166). Ariel Booklets,
Putnam, leather, .75.
Sherman. Little-Folk Lyrics (p. 137). Houghton, $1.50.
Sherwood. Fairchild Family (p. 155). Stokes, #1.50.
Shute. Land of Song (p. 66). 3 volumes, Silver, Primary
book, .36; Second book, .48; Third book, .54.
Sidgwick. Peeps at Many Lands, Germany (p. 214). Mac-
millan, .55.
Sidney. Five Little Peppers Series (p. 196). 6 volumes,
Lothrop, #1.50 each.
Siepen. Peeps at Great Cities, Berlin (p. 214). Macmillan, .55.
331 Appendix
Singmaster. When Sarah Saved the Day (p. 191). Houghton,
$1.00.
Singmaster. When Sarah Went to School (p. 191). Hough-
ton, $1.00.
Siviter. Nehe (p. 271). Wilde, $1.50.
Sloane. Electric Toy-Making (p. 236). Henley, #1.00.
Smith, C. C. Bob Knight's Diary at Poplar Hill School (p.
187). Dutton, 1.50.
Smith, E. B. Chicken World (p. 56). Putnam, $2.00.
Smith, E. B. Farm-Book (p. 53). Houghton, $1.50.
Smith, Herbert Huntington. See Huntington.
Smith, M. E. E. Eskimo Stories (p. 67). Rand, .75.
Song of Roland (p. 126). Translated by Butler, Riverside
Literature Series, Houghton, .40.
Sousa. National, Patriotic, and Typical Airs of All Lands
(p. 144). Ditson,i.50.
Speight and Thomson. First Book (p. 63). Norland Press,
.25 o. p.
Spenser. Faerie Queene (p. 124). 2 volumes, Everyman's
Library, Dutton, leather, .70.
Spyri. Heidi (p. 156). Translated by Louise Brooks, Piatt,
$1.00.
Same. Translated by Marian Edwardes, illustrated in
color by Lawson, Dutton, $2.50.
Same. Translated by H. B. Dole, Ginn, .40.
Spyri. Moni the Goat Boy (p. 156). Ginn, .40.
Starr. American Indians (p. 209). Heath, .45.
Starr. Strange Peoples (p. 221). Heath, .40.
Stein. Gabriel and the Hour-Book (p. 187). Page, gl.oo.
Sternberg. Life of a Fossil Hunter (p. 248). Holt, $1.60.
Stevens and Allen. King Arthur Stories (p. 125). Illustrated
with five reproductions of Abbey's paintings, Riverside
Literature Series, Houghton, .40.
Stevenson, Augusta. Children's Classics in Dramatic Form
(p. 240). 4 volumes, Houghton, volume 1, .30; volume
2 > -3S volume 3, .40; volume 4, .50.
Stevenson, B. E. Tommy Remington's Battle (p. 190).
Century, $1.00.
Stevenson, B. E. Young Section Hand (p. 194). Page, $1.50.
Stevenson, B. E. Young Train Despatcher (p. 194). Page,
$1.50.
Stevenson, R. L. Child's Garden of Verses (pp. 58, 66, 136).
Illustrated by Mars, and Squire, Rand, .75.
Same. Illustrated by Jessie Willcox Smith, Scribncr, #2.50.
Same. Illustrated by Florence Storer, Scribner, $1.50.
Appendix 233
Stevenson, R. L. Stevenson Song-Book (p. 145). Scribner,
$1.00.
Stevenson, R. L. Treasure Island (p. 164). Illustrated by
Walter Paget, Scribner, $1.25.
Stockton. Bee-Man of Orn (p. 94). Scribner, $1.25.
Stockton. Captain Chap (p. 195). Lippincott, $1.00.
Stockton. Floating Prince (p. 94). Scribner, $1.50.
Stoddard. Dab Kinzer (p. 195). Scribner, $1.00.
Stoddard. Little Smoke (p. 195). Appleton, $1.50.
Stoddard. Two Arrows (p. 195). Harper, .60.
Stoddard. White Cave (p. 195). Century, $1.50.
Stoddard. Winter Fun (p. 195). Scribner, $1.00.
Storr. Half-a-Hundred Hero Tales (p. 89). Holt, 1.3$.
Swift. Gulliver's Travels (p. 95). Cranford Edition, Mac-
millan, $1.50.
Same. Riverside Literature Series, Houghton, .40.
Tabb. Child Verse (p. 137). Small, $1.00.
Tappan. American Hero Stories (p. 216). Houghton, $1.50.
Tappan. European Hero Stories (p. 219). Houghton, .65.
Tappan. In the Days of Alfred the Great (p. 211). Lothrop,
$1.00.
Tappan. In the Days of Queen Elizabeth (p. 211). Lothrop,
$1.00.
Tappan. In the Days of Queen Victoria (p. 211). Lothrop,
$1.00.
Tappan. In the Days of William the Conqueror (p. 211).
Lothrop, $1.00.
Tappan. Old Ballads in Prose (p. 121). Houghton, #1.10.
Tappan. Old, Old Story-Book (p. 268). Houghton, $1.50.
Tappan. Story of the Greek People (p. 210). Houghton,
$1.50; School Edition, Houghton, .65.
Tappan. Story of the Roman People (p. 210). Houghton,
$1.50; School Edition, Houghton, .65.
Tautphceus. Initials (p. 164). 2 volumes, Putnam, $2.50.
Taylor, Ann and Jane. Little Ann and Other Poems (p. 137).
Illustrated by Kate Greenaway, Warne, $1.00.
Taylor, Ann and Jane. Original Poems (p. 137). Stokes,
jSi.50.
Tegner. Frithiof's Saga (p. 122). Translated by Holcomb,
Scott, $1.25.
Tennyson. Idylls of the King (p. 125). Golden Treasury
Series, Macmillan, $1.00.
Tennyson. Poems (p. 142). Cambridge Edition, Houghton,
$2.oo; Cabinet Edition, Houghton, $1.00.
334 Appendix
Thackeray. Henry Esmond (p. 160). Illustrated by Hugh
Thomson, Cranford Edition, Macmillan, $2.00.
Thackeray. Novels (p. 160). Illustrated Library Edition,
Houghton, $1.50 each.
Thaxter. Stories and Poems for Children (p. 139). Hough-
ton, $1.50.
Thomas. Captain Phil (p. 187). Holt, $1.50.
Thompson, A. R. Gold-Seeking on the Dalton Trail (p. 192).
Little, $1.50.
Thompson, C. M. Calico Cat (p. 196). Houghton, $1.25.
Thompson, D. P. Green Mountain Boys (p. 188). Grosset,
.50.
Thompson, J. M. Water Wonders Every Child Should Know
(p. 249). Doubleday, $1.10.
Thompson-Seton. Biography of a Grizzly (p. 251). Century,
$1.50.
Thompson-Seton. Krag and Johnny Bear (p. 251). Scribner,
Thompson-Seton. Lives of the Hunted (p. 251). Scribner.
$2.00.
Thompson-Seton. Lobo, Rag and Vixen (p. 251). Scribner,. 50.
Thompson-Seton. Rolf in the Woods (p. 189). Doubleday,
$1.50.
Thompson-Seton. Wild Animals I Have Known (p. 251).
Scribner, $2.00.
Thomson. Peeps at Many Lands, Denmark (p. 216). Mac-
millan, .55.
Thoreau. Walden (p. 250). Houghton, $1.50.
Tolstoy. Where Love is, There God is also. Crowell, .75.
Tomlins. Christmas Carols. American Book Company, .10.
Tomlinson. St. Lawrence Series (p. 197). 3 volumes, Lo-
throp, #1.50 each.
Tomlinson. War of 1812 Series (p. 197). 6 volumes, Lothrop,
$1.25 each.
Tomlinson. Young Americans in the British Isles (p. 212).
Houghton, $1.25.
Trollope. Chronicles of Barsetshire (p. 159). 6 volumes,
Macmillan, $1.50 each.
Trowbridge. Cudjo's Cave (p. 190). Lothrop, $1.50.
Trowbridge. His One Fault (p. 190). Lothrop, $1.25.
Trowbridge. Prize Cup (p. 100). Century, $1.50.
Trowbridge. Scarlet Tanager (p. 190). Lothrop, $1.00.
Trowbridge. Tinkham Brothers' Tide-Mill (p. 190). Lo-
throp, $1.25.
Appendix 335
True. Revolutionary Series (p. 197). 3 volumes, Little, $1.50
each.
Twain. Prince and the Pauper (p. 158). Harper, $1.75.
Tynan. Peeps at Many Lands, Ireland (p. 211). Macmillan,
55-
Vaile. Peeps at Many Lands, New Zealand (p. 212). Mac-
millan, .55.
Va'entine. Aunt Louisa's Book of Common Things (p. 67).
Warne, .50.
Van Bergen. Story of China (p. 212). American Book Com-
pany, .60.
Van Bergen. Story of Japan (p. 213). American Book Com-
pany, .65.
Van Bergen. Story of Russia (p. 216). American Book
Company, .65.
Van Dyke. First Christmas Tree (p. 271). Illustrated by
Howard Pyle, Scribner, $1.50.
Van Dyke. Lost Word (p. 271). Scribner, $1.50.
Van Sickle and Seegmiller. Riverside Primer, and Readers
1, 2, and 3 (p. 63). 4 volumes, Houghton, Primer, .30;
First Reader, .35; Second Reader, .40; Third Reader,
.50.
Vawter. Rabbit's Ransom (p. 186). Bobbs, $1.25.
Verne. Around the World in Eighty -Days (p. 157). Scribner,
$2.00.
Verne. Mysterious Island (p. 157). Scribner, $2.50.
Verne. Twenty Thousand Leagues Under the Sea (p. 157).
Scribner, $2.00.
Virgil. ^Eneid (p. 126). Translated into verse by Conington,
Longmans, $1.25.
Same. Translated into blank verse by Cranch, Houghton,
Popular Edition, $1.50; Students' Edition, Houghton,
$1.00.
Von Wyss. World in Pictures (p. 53). Macmillan, .75.
Von Scheffel. Ekkehard (p. 160). Everyman's Library,
Dutton, leather, .70.
Wade. Our Little German Cousin (p. 214). Page, .60.
Wade. Our Little Norwegian Cousin (p. 116). Page, .60.
Wade. Our Little Russian Cousin (p. 216). Page, .60.
Waggaman. Nan Nobody (p. 193). Benziger, .45.
Walker. Lady Hollyhock (p. 234). Doubleday, $1.25.
Walker. Tales Come True (p. 234). Doubleday, gi.25.
33*
Appendix
Wallace, Henry. Letters to the Farm Boy (p. 242). Mac-
millan, $1.00; Standard School Library, Macmillan, .50.
Wallace, Lewis. Ben-Hur (p. 270). Harper, $1.50.
Waller. Daughter of the Rich (p. 192). Little, $1.50.
Walter. Peeps at Many Lands, Russia (p. 216). Macmillan,
Walton. Compleat Angler (p. 250). Everyman's Library,
Dutton, leather, .70.
Warner. Being a Boy (p. 154). Illustrated by "Champ,"
Houghton, $1.25; Riverside Literature Series, Hough-
ton, .40.
Warner. In the Wilderness (p. 250). Riverside Literature
Series, Houghton, .30.
Watts. Divine and Moral Songs (p. 270). Illustrated in
color by Mrs. Arthur Gaskin, Page, $1.00.
Weatherly. Book of Gnomes (p. 54). Dutton, $1.50.
Wells. Rainy Day Diversions (p. 234). Moffat, $1.00.
Wells. Story of Betty (p. 194). Century, $1.50.
Wheeler. Woodworking for Beginners (p. 237). Putnam,
$2.50.
Whitcomb. Young People's Story of Art (p. 222). Dodd,
$2.00.
White, E. O. Borrowed Sister (p. 185). Houghton, 1.00.
White, E. 0. Edna and her Brothers (p. 185). Houghton,
$1.00.
White, E. O. Enchanted Mountain (p. cu.). Houghton, $1.00.
White, E. O. Little Girl of Long Ago (p. 185). Houghton,
$1.00.
White, E. O. WhenMolly wasSix (p. 185). Houghton, $1.00.
White, Gilbert. Natural History and Antiquities of Selborne
(p. 250). Everyman's Library, Dutton, leather, .70.
White, Mary. Book of Games (p. 240). Scribner, $i.oo.
White, Mary. How to do Beadwork (p. 235). Doubleday, .90.
White, Mary. How to Make Baskets (p. 236). Doubleday,
$1.00.
White, Mary. More Baskets and How to Make Them (p. 236).
Doubleday, $1.00.
White, Mary and Sara. Book of Children's Parties (p. 239).
Century, 1.00.
Whitney. Faith Gartney's Girlhood (p. 155). Houghton, $1.25.
Whitney. Other Girls (p. 155). Houghton, $1.25.
Whitney. Real Folks (p. 155). Houghton, $1.25.
Whitney. Summer in Leslie Goldthwaite's Life (p. 155).
Houghton. 2i.2f.
Appendix 337
Whitney. We Girls (p. 155). Houghton, $1.25.
Whittier. Child Life in Prose (p. 154). Houghton, $1.50.
Whittier. Snow-Bound, and Selected Poems (p. 142). Mod-
ern Classics, Houghton, .40.
Wiggin. Birds' Christmas Carol (p. 195). Houghton, .50.
Wiggin. Kindergarten Chimes (p. 143). Ditson, $1.25.
Wiggin. New Chronicles of Rebecca (p. 189). Houghton,
$1.25.
Wiggin. Polly Oliver's Problem (p. 190). Houghton, $1.00.
Wiggin. Rebecca of Sunnybrook Farm (p. 189). Houghton,
$1.25; Holiday Edition, Houghton, 1.50.
Wiggin. Story of Patsy (p. 195). Houghton, .60.
Wiggin. Summer in a Canon (p. 190). Houghton, $1.25.
Wiggin and Smith. Golden Numbers (p. 135). Doubleday,
#2.00.
Wiggin and Smith. Pinafore Palace (p. 66). Doubleday, $1.50.
Wiggin and Smith. Posy Ring (p. 135). Doubleday, $1.25.
Wiggin and Smith. Tales of Laughter (p. 93). Doubleday,
$1.50.
Wiggin and Smith. Tales of Wonder (p. 93). Doubleday,
$1.50.
Wilkins. Once Upon a Time (p. 137). Lothrop, #1.00.
Wilkins. Young Lucretia (p. 191). Harper, $1.25.
Williams. How it is Done (p. 242). Nelson, $1.20.
Williams. How it is Made (p. 242). Nelson, $1.20.
Williston. Japanese Fairy Tales (p. 91). Rand, .75.
Wilmot-Buxton. Stories from Old French Romance (p. 128).
Stokes, .75.
Wilmot-Buxton. Stories of the Persian Heroes (p. 123).
Crowell, $1.50.
Wilson. Story of the Cid (p. 123). Lothrop, $1.25.
Witham. Representative English and Scottish Popular Bal-
lads (p. 1 19). Riverside Literature Series, Houghton, .40.
Wood. Popular Natural History (p. 250). Winston, $1.00.
Wordsworth. Intimations of Immortality, and Selected
Poems (p. 140). Modern Classics, Houghton, .40.
Wyss. Swiss Family Robinson (p. 158). Illustrated by Folk-
ard, Dutton, $2.50; Everyman's Library, Dutton,
leather, .70.
Yale. When Mother Lets Us Give a Party (p. 239). Moffat,
75-
Yonge. Book of Golden Deeds (p. 219). Everyman's Library
Dutton, leather, .70.
33*
Appendix
Yonge. Chaplct of Pearls (p. 160). Macmillan, $1.25.
Yonge. Dove in the Eagle's Nest (p. 160). Macmillan, $1.25.
Yonge. Stray Pearls (p. 160). Macmillan, $1.25.
Yonge. Unknown to History (p. 160). Macmillan, $1.25.
Zitkala-Sa. Old Indian Legends (p. 86). Ginn, .50.
Zollinger. Boy's Ride (p. 186). McClurg, gi.50.
Zollinger. Maggie McLanehan (p. 196). McClurg, $1.25;
New Holiday Edition, illustrated by Florence Scovel
Shinn, McClurg, $1.50.
Zollinger. Widow O'Callaghan's Boys (p. 196). McClurg,
$1.25; New Holiday Edition, illustrated by Florence
Scovel Shinn, McClurg, $1.50.
Index
INDEX
{Page references to recommended children's books are not
included in this index, but may be found in the Purchase List
of Children's Books, on page 302^.)
American Library Associa-
tion, Book List, 286.
Astronomy, educational value,
229 ; book list, 244.
Bad books, II, 152, 168.
Baldwin, James, Book-Lover,
10.
Ballads, educational value,
101; reading aloud, 107;
booklist, 119.
Bible, reading of, 5, 7, 34, 254,
265; spiritual and moral
power, 253; influence on
modern juvenile fiction,
261; book list, 268.
Biography, treatment in chil-
dren's books, 198; book
list, 209.
Book lists: on the early influ-
ence of good books, 10; on
the influence of bad books,
18; children's interests, 26;
guiding children's reading,
39; picture-books, 52; hu-
morous stories, 56, 195; easy
reading, 62; fables, myths,
and fairy tales, 86; ballads,
epics and romances, 119;
poetry and rhymes, 135;
some classic and standard
books, 154; modern fiction,
185; history, biography,
description, and travel,
209; art, music, and liter-
ature, 221; useful books
( including occupations,
household arts, mechanics,
outdoor life and athletics,
gardening, games and other
amusements, dramatics and
story-telling, business boys
and girls, notable mod-
ern achievements, nature
books), 234; religious books,
268; purchase list of chil-
dren's books, 302.
Book-plates, 37.
Book-purchase, 37, 299.
Books for children: illustra-
tions, 40; literary form in
easy books, 61, in folklore,
81, in ballads and in epics,
101, in general literature,
129, in modern juvenile fic-
tion, 179, in Bible stories,
259; ethical qualities in folk-
lore, 71, in ballads, epics, and
romances, 101, in novels,
150, in modern juvenile
fiction, 168, 262, in nature
fiction, 228, in history and
biography, 198; adaptation,
117, 146; expurgation, 117;
342
Index
binding, print, and titles,
148, 179.
Booksellers, addresses of, 301.
Bryant, Sara Cone, How to
Tell Stories to Children, 32,
35.39-
Bunyan, John, Pilgrim's Pro-
gress, reading of, 34, 255;
stories to tell, 268.
Burnett, Frances Hodgson,
One I Knew Best of All, 27.
Burns, Robert, early reading
of, 6, 130.
Carlyle, Thomas, on old
Norse character, 76.
Cervantes Saavedra, Miguel
de, on the educational
value of romance, 103.
Chaucer, Geoffrey, Canter-
bury Tales, in; book list,
124.
Children's interests, 19, 41,
132, 148, 169, 179, 199, 229,
255-
Commonplace books, 38.
Darwin, Charles, loss of
aesthetic taste, 230.
Daskam, J. D., Madness of
Philip, 26.
Dickens, Charles, David Cop-
perfield, 27.
Editions, choice of, 148, 300.
Eliot, George, Mill on the
Floss, 27.
Emerson, R. W., on ethics of
Plutarch, 4.
Epics and romances: educa-
tional value of, 102; Homer,
102, 116; Beowulf, 108;
Siegfried, 108; Faerie
Queene, 1 10; Canterbury
Tales, in; Arthurian and
Carolingian romance, 113;
booklists, 119.
Fables, educational value, 72;
book list, 86.
Fairy tales. See Folklore.
Fiction, classic and standard,
146; popular, 168; histori-
cal, 199, 202; travel, 204;
nature, 228; Sunday School
and other religious, 257;
book lists, 154, 185, 251,
270. See also Bad books.
Field, W. T, Fingerposts to
Children's Reading, 18, 36,
39-
Flynt, Josiah, Tramping with
Tramps, 18.
Folklore: nursery rhymes, 21,
99; educational value, 68;
fables, 72; myths, 73;
Greek myths, 74; Norse
myths, 75; American In-
dian myths, 77; hero-myths
and place-legends, 77; fairy
lore, 78; nursery tales, 79;
book lists, 63, 86. See also
Ballads, Epics, and ro-
mances.
Forbush, W. B., on educa-
tional value of King Arthur
legends, :o6; on religious
instinct, 256.
Gillmore, Inez H?ynes,
Phoebe and Ernest, 27.
Gladstone, W. E., early
reading of, 7.
Goethe, J. W. von, story-
telling to, 30.
Grahame, Kenneth, Golden
Age, 26.
Grimm, J. L. and W. K.,
treatment of folk-tales, 81.
Index
343
Hawthorne, Nathaniel, Scar-
let Letter, 26.
Hazlitt, William, on reading
old books, 10.
Henry IV of France, Letter to
Marie de' Medici, 4.
Herschel, Sir William, reli-
gious spirit, 231; imagina-
tion, 233.
History, treatment in chil-
dren's books, 198; book
list, 209.
Home, influence of, 13.
Homer, Iliad and Odyssey,
102, 116; book list, 126.
Hugo, Victor, Les Misera-
bles, 26.
Humor, 42, 44, 46, 80; book
lists, 56, 195.
Hunt, Clara W., on use of me-
diocre history books, 204.
Huxley, Thomas, early read-
ing of, 8.
Illustrators and illustrations
of children's books, 40.
Imagination, practical value,
68, 232; training, 71, 229.
Jacobs, Joseph, treatment of
folklore, 81.
Kepler, John, religious spirit,
231; imagination, 232.
Knights of King Arthur, 105.
Kovlevsky, Sonia, The Sis-
ters Rajevski, 27.
Library commissions, educa-
tional work, 287; addresses,
286.
Library, public, providing
bad books, 15; establishing
the reading habit, 60;
story-telling, 105, 171; im-
portance of children's de-
partment, 171; exhibits
and expert help, 284.
Lincoln, Abraham, early
reading of, 8, 38.
Lyman, Edna, Story-Telling,
35, 39-
Mechanics, use of books on,
224; book list, 236.
Memorizing, poetry, 134;
Bible, 267.
Milton, John, early reading
of, 6, 130; on ethical value
of romances, 104; on ethical
value of the Faerie Queene,
no.
Moses, Montrose J., Chil-
dren's Books and Reading,
10.
Moving-pictures, effect on
children's reading, 17.
Mumford, Edward W., on bad
books, 170.
Myths, educational value, 72;
booklists, 63, 86.
Napoleon I, early reading of,
5-
Nature books, use of, 227;
book list, 243.
Newton, Sir Isaac, imagina-
tion, 69; boyhood experi-
ments, 224.
Nickel novels, 14, 175.
Novels, reading of, 150.
Nursery rhymes, 21, 99.
Picture-books, educational
value, 40; book list, 52.
Plato, on child-trainin >, 2; on
ethical qualities in stories,
81.
344
Index
Plutarch, influence of, 4; on
child-training, 2.
Poetry, use in education, 129;
book lists, 66, 135.
Prices of books, 302.
Publishers of recommended
books, 302.
Reading, educational value
of, 1, 58; influence on emi-
nent people, 3, 34, 104,
130, 230, and chart; guid-
ing of home reading, 29,
early reading, 58, through
folklore, 68, through bal-
lads, epics, and romances,
106, through poetry, 132.
Set also Story-telling.
Reading aloud, systematic,
32; Pilgrim's Progress,
34, 255, 268; ballads, 107;
poetry, 134; Bible, 254,
265.
Religious books, discussion of,
252; book list, 268.
Religious instinct, 229, 255.
Repplier, Agnes, Men and
Books, 10; Varia, 18.
Rhymes and rhythm, 21, 99,
132.
Rhys, Ernest, treatment of
folklore, 82.
Roland, Madame, early read-
ing of, 5.
Romances, educational value,
102, no; book list, 124.
Ruskin, John, on myth-
making, 74.
Scientific books, treatment of
for children, 227; book list,
134.
Series, 184, 196, 206.
Shakespeare, King John, 26.
Shelley, Percy Bysshe, on the
poetic instinct, 99.
Spenser, Edmund, Faerie
Queene, no; book list, 124.
Stedman, Edmund Clarence,
poetry as a formative of
style, 131.
Story-telling: rhythm in
story-telling, 22; as a
means of guiding reading,
29; in the public library,
105, 171; from epic and
romance, 108; from Pil-
grim's Progress, 268; one
hundred good stories to
tell, 275.
Text-books, home use of, 59.
Travel, treatment in chil-
dren's books, 204; book
list, 209.
Trollope, Anthony, on novels,
10.
Twain, Mark, Tom Sawyer,
28.
Tyndall, John, on applied use
of the imagination, 69.
Wagner, Richard, story-tell-
ing and reading aloud to,
34-
Wonder-tales, 84; bCok list,
93-
Young people, reading of, 23,
133 'i. l 79-
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