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Nature Myths and Stories for Little Children   By: (1864-1953)

Nature Myths and Stories for Little Children by Flora J. (Flora Juliette) Cooke

First Page:

NATURE MYTHS AND STORIES FOR LITTLE CHILDREN

by FLORA J. COOKE

Chicago.

A. Flanagan, Publisher.

NATURE MYTHS

AND

STORIES

FOR LITTLE CHILDREN

BY FLORA J. COOKE of the Cook County Normal School Chicago

REVISED EDITION

CHICAGO A. FLANAGAN, PUBLISHER.

COPYRIGHT 1895 BY FLORA J. COOKE.

PREFACE.

Feeling the great need of stories founded upon good literature, which are within the comprehension of little children, I have written the following stories, hoping that they may suggest to primary teachers the great wealth of material within our reach. Many teachers, who firmly believe that reading should be something more than mere word getting while the child's reading habit is forming, are practically helpless without the use of a printing press. We will all agree that myths and fables are usually beautiful truths clothed in fancy, and the dress is almost always simple and transparent.

Who can study these myths and not feel that nature has a new language for him, and that though the tales may be thousands of years old, they are quite as true as they were in the days of Homer. If the trees and the flowers, the clouds and the wind, all tell wonderful stories to the child he has sources of happiness of which no power can deprive him.

And when we consider that here, too, is the key which unlocks so much of the best in art and literature, we feel that we cannot rank too highly the importance of the myth in the primary schoolroom.

For instance the child has been observing, reading, and writing about the sun, the moon, the direction of the wind, the trees, the flowers, or the forces that are acting around him. He has had the songs, poems, and pictures connected with these lessons to further enhance his thought, interest, and observation.

He is now given a beautiful myth. He is not expected to interpret it. It is presented for the same purpose that a good picture is placed before him. He feels its beauty, but does not analyze it.

If, through his observation or something in his experience, he does see a meaning in the story he has entered a new world of life and beauty.

Then comes the question to every thoughtful teacher, "Can the repetition of words necessary to the growth of the child's vocabulary be obtained in this way?"

This may be accomplished if the teacher in planning her year's work, sees a close relation between the science, literature, and number work, so that the same words are always recurring, and the interest in each line of work is constant and ever increasing.

The following stories are suggested in the standard books of mythology and poetry, and have been tested and found to be very helpful in the first and third grades. A full list of myths, history stories and fairy tales for the children in the different grades can be found in Emily J. Rice's Course of Study in History and Literature, which can be obtained of A. Flanagan, No. 262 Wabash avenue, Chicago.

[Illustration]

CONTENTS.

ANIMAL STORIES: Donkey and the Salt } 59 Fox and the Stork } Adapted from Æesop 91 Grateful Foxes 43 Adapted from Edwin Arnold's Poem. Permission of Chas. Scribners' Sons. How the Spark of Fire Was Saved 79 Adapted from John Vance Cheney's Poem. How the Chipmunk Got the Stripes on Its Back 89 Adapted from Edwin Arnold's Poem. An Indian Story of the Mole 77

BIRD STORIES: An Indian Story of the Robin 26 Adapted from Whittier's Poem, "How the Robin Came." How the Robin's Breast Became Red 24 The Red headed Woodpecker 29 Adapted from Phoebe Cary's Poem.

CLOUD STORIES: Palace of Alkinoös 36 Adapted from the Odyssey. Swan Maidens 54

FLOWER STORIES: Clytie 9 Golden rod and Aster 13

INSECT STORIES: Arachne 19 Aurora and Tithonus 22 King Solomon and the Ants 18 Adapted from Whittier's Poem... Continue reading book >>




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