BALDWIN, JAMES: _The Discovery of the Old Northwest_.
BECQUER, GUSTAVO ADOLFO: _Romantic Legends of Spain_.
BRABOURNE, LORD (EDWARD KNATCHBULL-HUGESSEN): _River Legends_ (London and England).
CONVERSE, HARRIET CLARKE: _Myths and Legends of New York State Iroquois_.
GRIFFIS, WILLIAM ELLIOT: _The Unmannerly Tiger and Other Tales_ (Korean).
GUERBER, HELÈNE A.: _The Story of the English_; _Legends of the Rhine_; _Legends of Switzerland_.
HARDY, MARY E.: _Indian Legends from Geyser-land_ (Yellowstone).
JANVIER, THOMAS A.: _Legends of the City of Mexico_.
JOHONNOT, JAMES: _Ten Great Events in History_.
JUDSON, KATHARINE B.: _Myths of California and the Old Southwest_; _Myths and Legends of the Great Plains_; _Myths and Legends of Alaska_; _Myths and Legends of the Pacific Northwest_.
MCMURRY, CHARLES A.: _Pioneers of the Mississippi Valley_.
PERRY, F. M., and BEEBE, KATHERINE: _Four American Pioneers_.
PITMAN, LEILA WEBSTER: _Stories of Old France_.
SKINNER, CHARLES M.: _American Myths and Legends_; _Myths and Legends beyond Our Borders_ (Mexico and Peru).
WARREN, HENRY PITT (Ed.): _Stories from English History_.
WESTERVELT, H. D.: _Legends of Old Honolulu_.
STORY-TELLING TO INTENSIFY INTEREST IN NATURE STUDY
Nature study, as a formal subject in the elementary schools, is often uninteresting to the child, because many teachers think that there the bare truth should prevail, and present information concerning the sciences as a series of dry, emasculated facts. The result is indifference toward what might be a keen pleasure, and sometimes even distaste for it. But if the nature lesson is presented in a manner that brings vivid pictures to the mind of the child, if he is given some vision of what cannot be understood by mere description, it becomes a living reality, and not only fixes information that is the foundation for scientific study later, but enlarges the emotional life and quickens the imagination. It gives him a feeling of close contact with nature and makes him so responsive to its varied life, moods, and aspects, that he comes to love it.
Those who understand nature love it more than those who do not. The man who knows the elm, the beech, the hemlock, and various other forest brethren, finds a pleasure in the woods that is impossible to him to whom a tree is just a tree. The latter is like Peter Bell, of whom Wordsworth wrote: