One of the lovely works with which to familiarize high-school pupils is _Ekkehard_, by Joseph Victor von Scheffel, which, aside from its value as a historical novel, is one of the noblest love stories ever written. It is a charming picture of life in the tenth century, when the Hunnic hordes swept like a devastating flame into the peaceful Bodensee region. Hadwig, proud duchess of Suabia, Ekkehard, the dreaming, handsome monk who goes from the monastery of St. Gall to become Latin instructor at Castle Hohentwiel and learns far more than he teaches, Praxedis, the winsome Greek maid, Hadumoth the goose girl, and the goat boy Audifax, all are fascinating, appealing characters. From beginning to end the book is intensely interesting, and as Nathan Haskell Dole says, “full of undying beauty.”

Another charming work of a German writer is _Moni the Goat Boy_, by Johanna Spyri. The novels of Eugénie Marlitt are wholesome and well written, and give vivid pictures of life in the smaller courts of Europe. Those of Louisa Mühlbach portray in a remarkable manner the lives of some of the notable figures of history, and the intimate glimpses they give of such characters as Frederick the Great, Schiller, Goethe, Marie Antoinette, and Maria Theresa, with their reflection of the color and ceremony of a bygone day, cause them to mean in this period what adventure tales mean to boys and girls of ten.

Educating by Story-Telling — Part 39

In drawing from Germany, let us not forget Georg Ebers, who lifts the cloud of mystery that veils old Egypt and permits us to share the romance, the loves, the joys and sorrows of men and women of the Pharaohs’ time. His works are not dull inscriptions gathered from sepulchers and mummies, but moving pictures of living, breathing men and women, filmed by the genius of a master; and the triumphs of the Princess Bent-Anat, the sufferings of the captive Uarda, and the spectacular victory of the royal charioteer are so real that they seem to be in the here and now instead of in the early morning of the world.

Educating by Story-Telling — Part 39

From France we may glean without limit. Georges Ohnet, Jacques Vincent, Ludovic Halévy, and dozens of other writers have produced works that are not only a part of the education of every one who aspires to become a cultured man or woman, but are as fascinating as fairy tales to a child. Then there is the great treasure house of English and American literature, as rich in priceless things of pen and brain as the gallery of the Vatican is rich in paintings and sculpture. Boys and girls will not draw from this wealth unguided, because they do not know where it is stored. But if we give them frequent glimpses of its brightness, if we half open the door of the repository and let them peep inside, they will follow, seeking it, as the miner follows the half-revealed ore vein, or as Ortnit of old pursued the Fata Morgana. They need not drift into pools that breed disease, when by enough story-telling to awaken their interest in the beautiful and fine they may sail into open streams where the water is clear, and where there are no submerged reefs to wreck their fragile crafts.

Educating by Story-Telling — Part 39