352 INTERNATIONAL CONGRESS OF EDUCATION. 
dancing gayly at our feet tell to ‘“ hearts attuned ” of renewed strength, of 
ight and life. The silvery clouds sailing across the summer sky are speak- 
ng to us of shining raindrops, of shade from the noonday sun. of the love 
of the Creator in planning all things for our good. 
Froebel’s mind grasped the story of the flowers. He says: ‘From the 
star-shaped blossoms I first learned to understand the law of all forma- 
ion, and it is no other than the reconciliation of opposites ; and a hum- 
sle little flower taught me divinely to interpret the secrets of existence. 
she mysterious laws of development.” 
Besides this—a natural reason for stories—others are equally important. 
The early race was educated by myths and legends, and each child follows 
the development of the race. Every child loves stories, and what is loved 
by the universal child is necessary for his development. ¢ As the flower 
tongs for sun and light and air, so the child longs for stories.” Stories 
are the means of encouraging ideality, giving lofty aims, high aspirations, 
veautiful views of life and duty. As has been said: ¢‘ Good stories well 
told are to children what excellent sermons are to their elders.” 
All great truths can be told to the child in parable form. All scientific, 
philosophic, and moral truths can be taught. Many of our standard lit- 
srary works can be adapted for children’s use. There is scarcely a topic 
mn all this wide universe that cannot be introduced in simple story form. 
Still another reason for stories: Nothing more strongly exercises the 
'magination, that all-important faculty of the mind, doubly important in 
this our practical age and country. A writer has said : “I would rather 
aave a child unalphabetical than unimaginative.” 
The stories may be divided under two general heads ; those that are 
literally true, and those that are symbolic representations of the truth. 
Under the first would come stories illustrating moral truths, biographical 
or historical incidents, stories of changes in nature, stories of animal life. 
Under the second are found fairy tales, fables, myths, legends. Froebel 
shought that the child, as a member of the human family. should be told 
she stories of the various Christian holidays. 
The question is often asked, Are fairy tales good for children ? Most 
certainly they are. A love for the beautiful and wonderful is inborn in 
avery heart ; and, to quote again, ‘“to cultivate the imagination and 
poetry of the soul is one of the solemn duties of life.” Those who fail to 
see the beauty and worth of fairy tales do not look beneath the surface for 
she deep truths contained in them. 
Fables are good for representing moral truths. Stories of animal life 
create a love for all lower animal creation ; teaching kindness and gentle- 
ness, subduing that cruelty which is occasionally seen in a small child 
(generally a boy), and which must be the inheritance from barbarous 
ancestors. Legends are valuable, for they form “a bridge which grad- 
aallv leads the child to the real enjoyment of history, and puts him in