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 IN response to a demand for stories and rhymes, adapted to
the Kindergarten and home, this collection has been
made. It includes typical stories of all classes—Fairy
tales, Nature stories, and those emphasizing particular
virtues. The fairy tales have become immortal by their
antiquity; no age or country can claim them as their
own. They are a part of all ages and times; they seem
to have no known origin and while man exists, the
truths foreshadowed through them remain the same.
We return grateful acknowledgment to "The Century Co."
For permission to use, "The Adopted Chicken" (Yellow
Foot); to "The Youth's Companion," for "How Two Looked
at a Shower," and to the Kindergarten Magazine for "Who
Likes The Rain."
To Mrs. Isabel McCulloch we owe thanks for the
following rhymes, "Pitter-Patter," "Robin Red Breast
and Merry Brown Thrush," "Autumn Talk," "A Greeting to
Santa Claus," "Snow Bird," "Froebel's Birthday Song,"
"Children and The Moon," and "Good-Bye."
Thanks to Miss Ida Richeson for "Song Of The Seasons"
and "A Crown of Froebel's Jewels;" to Miss Louise
Miller for "The Three Brothers," and "Happy Children;"
to Miss Nellie Flynn for the story, "Friedrich
Froebel;" to Laura E. Toms, for "Bab's Thansgiving,"
and to Miss M. E. Meisinger for "Singer's Lesson."
We have included in this collection a number of stories
originally selected by Miss Susan E. Blow, for the St.
We apologize for using any story or rhyme without the
consent of the Author or Publisher, but found it
impossible to find out to whom, or where to write for
same. If there has been any infringement it is wholly
St. Louis, Mo.
 "LET us learn from our children, let us give heed to the
gentle admonition of their life, to the silent demands
of their minds.
"One of the most difficult tasks is the art of telling
stories, and yet one of the most important arts the
parent and educator should strive to possess; for have
we not seen and heard children asking again and again,
to have the simplest story repeated, by the one who has
proved his art. 'I have told it two or three
times'—'that makes no difference, tell it again.' He
obeys; see how eagerly his hearers note every word.
"The power that has scarcely germinated in the child's
mind, is seen by him in the legend or tale, a perfect
plant, filled with the most delicious blossoms and
fruits. The very remoteness of the comparison with his
own vague hopes, expands heart and soul, strengthens
the mind, unfolds life in freedom and power.
"This is the chief reason why children are so fond of
stories—the more so, when these are told as having
actually occurred, or as lying within the reach of
probability, for which, however, there are scarcely any
limits for a child. If the story concerns other men,
other circumstances, other times and places, nay, if it
impart a language to the silent objects in nature, the
hearer seeks his own image, he beholds it, and no one
knows that he sees it.
"As in colors, it is not variegated hues that charm the
child, but their deeper, invisible, spiritual meaning;
so he is attracted to the legend and
 fairy tale,
not by the varied and gay shapes that move about in
them, but by their spiritual life, which furnishes him
with a measure for his won life and spirit, by the fact
that they furnish him direct intuition of free life, of
a force spontaneously active in accordance with its own
"The desire for special stories will then very clearly
reveal to the observer what is going on in the
inner-most mind of the child, though doubtless the
latter may not be himself conscious of it. Whatever he
feels in his heart, whatever lives in his soul,
whatever he cannot express in his own words, he would
fain have others express.
"Therefore ear and heart open to the genuine
story-teller, as the blossoms open to the sun of
spring, and to the vernal rain. Mind breathes mind;
power feels power and absorbs it, as it were. The
telling of stories refreshes the mind as a bath
refreshes the body; it gives exercise to the intellect
and its powers; it tests the judgment and the feelings.
"With high esteem and full of respect, I greet a
genuine story-teller; with intense gratitude I grasp
him by the hand. However, better greeting than mine is
his lot; behold the joyful faces, the sparkling eyes,
the merry shouts that welcome him; see the blooming
circle of delighted children crowd around him, like a
wreath of fresh flowers, and branches, around the bard
of joy and delight."—Froebel.
"Children possess an unestimated sensibility to
whatever is deep or high, in imagination or feeling, so
long as it is simple likewise. It is only the
artificial and the complex that bewilders
 "Imaginative minds cling to their images and do not
wish them rashly rendered into prose reality, as
children resent your showing them that their doll
Cinderella is nothing but pine wood and rags; and my
young scholar does not wish to know what the leopard,
the wolf or Lucia signifies in Dante's Inferno, but
prefers to keep their veil on."—Emerson.
"But of all the changes taking place, the most
significant is the growing desire to make the
acquirement of knowledge pleasurable rather than
painful—a desire based on the more or less distinct
perception that at each age the intellectual action
which a child likes is a healthful one for it; and
conversely. There is a spreading opinion that the rise
of an appetite for any kind of knowledge implies that
the unfolding mind has become fit to assimilate it, and
needs it for the purposes of growth; and that on the
other hand, the disgust felt towards any kind of
knowledge is a sign either that it is prematurely
presented, or that it is presented in an indigestible
form. Hence the efforts to make early education
amusing, and all education interesting. Hence the
lectures on the value of play. Hence the defense of
nursery rhymes and fairy tales."—Herbert