Thus it may be seen that the tales in this volume have not been reduced to the necessarily limited vocabulary and uniform style of one editor, but that they are varied in treatment and language, and are the products of many minds.     

       A glance at the table of contents will show that not only have selections been made from modern authors and from the folklore of different races, but that some quaint old literary sources have been drawn on. Among the men and books contributing to these pages are the Gesta Romanorum, Il Libro d'Oro, Xenophon, Ovid, Lucian, the Venerable Bede, William of       Malmesbury. John of Hildesheim, William Caxton, and the more modern Washington Irving, Hugh Miller, Charles Dickens, and Henry Cabot Lodge; also those immortals, Hans Andersen, the Brothers Grimm, Horace E. Scudder, and others.     

       The stories are arranged to meet the needs of story-telling in the graded schools. Reading-lists, showing where to find additional material for story-telling and collateral reading, are added. Grades in which the recommended stories are useful are indicated.     

       The number of selections in the volume, as well as the references to other books, is limited by the amount and character of available material. For instance, there is little to be found for Saint Valentine's Day, while there is an overwhelming abundance of fine stories for the Christmas season. Stories like Dickens's “Christmas Carol,” Ouida's “Dog of Flanders,” and Hawthorne's tales, which are too long for inclusion and would lose their literary beauty if condensed, are referred to in the lists. Volumes containing these stories may be procured at the public library.     

       A subject index is appended. This indicates the ethical, historical, and       other subject-matter of interest to the teacher, thus making the volume serviceable for other occasions besides holidays.     

       In learning her tale the story-teller is advised not to commit it to memory. Such a method is apt to produce a wooden or glib manner of presentation. It is better for her to read the story over and over again until its plot, imagery, style, and vocabulary become her own, and then to retell it, as Miss Bryant says, “simply, vitally, joyously.”      

   

   

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