The art of story telling is being lost. Its value as a national trait is recognized – unquestioned. If it is to be revived, the begin-ning must be made with the children.

The child mind is ever eager for entertainment – amusement. This fact should not be forgotten by those who must instruct. If this inclination can be made the motive of effort, the greatest obstacle to study will have been overcome. For only when interested does the child receive and retain impressions. He works to permanent account when his enthusiasm is aroused and maintained. As an aid to that end, in connection with this work, the “Suggestions for Teachers,” pages 125-167, have been prepared.

This section is intended to provide, for the use of the teacher, ample information of a general nature concerning the Wyandot, their government, their religion, their customs, and their character­istics. Reference to it should be made before any assignment of work is given. Pupils will respond freely to the method of a preliminary review. They will ask many questions. If this preparatory inquiry has been effective, the hour of recitation will find them aglow with lively anticipations of a pleasant and profitable session in class.

Examine any story with this in view or take any object men­tioned – the sun, for example. When the origin of the sun was considered by the primitive man who knew nothing of science, he turned to his conceptions of cosmology for solution. Finally a cause was worked out which agreed with his religion. To make it easy of preservation he gave it the form of a story in the scheme of creation.

This same process is true of all these stories of cause – of the why. It was the plan of the Wyandot wise men to personify all the great forces of nature and give them the attributes of gods ­some good, some bad, as these manifestations of nature were harsh or gentle, mild or destructive.

These things may be made plain to the child by means always at hand. Say the topic is thunder – Heno. The teacher might inquire if the child had ever thought of what makes the thunder. Or she might ask if the child had gone to father and mother to find out what they thought about thunder. If so, what did they say? What had any other person said? Then the subject might be discussed from the view of fact and the Wyandot conception.

It is explained in some of the stories how the Wyandot believe that certain birds got their songs. Children may be encouraged to write imaginary stories telling how other birds might have gotten their songs.

The phases of the moon are of interest to children. In fact, the moon is a favorite with most people. Its nearness to the earth makes it loom large in the sky. Its growth and diminution have ever had a fascination for mankind. The Indian counted time by the moon. There is much to be said of the moon to children. And the Wyandot account will be eagerly heard and read as something wonderful and strange. But the child should be informed as to the facts about the changes of the moon.

The creation of various physical features of the world and the creatures that are found on the earth will furnish material for dis­cussions and exercises in class. The thought that all bad things were made by the Evil One may be new to the children. But they will be inclined to accept that as reasonable, at least. And that The Good One should be concerned for the people and make things for their comfort, the child will accept as a matter of right.

The change of the seasons is a subject which will attract the mind of the child. The story of how Ska’ reh made the winter and how Se’ sta the summer will delight children. In the study of this chapter the real cause of the change of the seasons can be impressed indelibly on the child mind. This is a very useful as well as a beautiful story.

There is more beautiful object in nature than the rainbow. From time immemorial man had looked in love and wonder on the rainbow. It was a pledge of protection forever against the destruc­tion of the world by water. God set it in the clouds as a reassurance. This is one of the few stories in the world in which inanimate objects converse with persons or animals. The real origin of the rainbow can be developed and illustrated.

“Why the Leaves Have Many Colors in Autumn” will be a lesson of interest. The beautiful leaves may be brought into the room and the degrees and shades of color be discussed. The smallest children can take part in the recitation of this lesson. Or in the autumn the children may be taken into the beautiful woods to see the leaves.

“The Punishment of the Rainbow” lends itself to a moral lesson aside from its beauty and novelty. The destruction of the fine bridge will be read with regret. The Wyandot were sorry that it burned, and devised another to take its place. This will prove a very satisfactory chapter. One version of the origin of the Milky Way is told in this Chapter.

Some of these stories are intensely dramatic: “The Bears of Red Mountain.” “The Wampum Bird,” “Why the Flowers are Fragrant,” “How the Dove Got Its Color and Its Song.” and others. Pupils in the fourth and fifth grades could with profit be encouraged to dramatize them.

Enough has been set out here to show that the teacher may make enthusiastic about these stories; in the “Suggestions for Teachers” there will be found information in detail to explain every feature of every story. The teacher should become familiar at once with that part of the book and be able to tell the children everything about this valuable collection of Indian literature.

And it will occur to the teacher to use these stories in many other ways to the delight and benefit of the pupils.

“There runs not a drop of my blood in the veins of any living creature.”
“Logan never felt fear.”
“He will not turn on his heel to save his life.”
“Who is there to mourn for Logan? Not one.”

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