The Catholic Library World

Official Journal of the Catholic Library Association VoLuME 21 Marcu, 1950 NUMBER 6


Officers Calendar of Scheduled Events

Graham vs. Disney _. Brother L. Gilbert, E. S.C.

Saints and Wee Folk Lucy L. Murphy

Catholic High School Library in the Labor Movement Reverend John N. Bartolomucci, T.O.R.

Storytelling (Part II) Helen L. Butler, Ph.D.

Correlating Bibliography with the Catalog Walter Romig

Feature Pages Helpful Hints, Sister M. Fides, S.S.N.D. Contact for Catalogers, Reverend Oliver L. Kapsner, OSB. At Your Service, Sister M. Claudia, 1.H.M. Patient's Pause, Margaret L. Frawley Talking Shop, "Richard James Hurley

News and Notes - : Twenty- -Fourth Annual Conference Program

Book Notes _.. Spring-Summer, 1950, Publishers’ List _..

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Officers, 1949 - 1951


Sister M. Reparata, O.P. Department of Library Science Rosary College, River Forest, Illinois

VICE-PRESIDENT ( President-Elect) John M. O'Loughlin

Boston College

Chestnut Hill 67, Massachusetts


Laurence A. Leavey

P.O. Box 25, Kingsbridge Station New York 63, New York

Executive Council Term expiring 1951

Brother Aurelian Thomas, F.S.C.

Immediate Past President

Cardinal Hayes Library

Manhattan College, New York 63, New York

Rev. Colman J. Farrell, O.S.B. St. Benedict's College Atchison, Kansas

Sister M. Norberta, 1.H.M. Department of Librarianship Marywood College, Scranton 2, Pennsylvania

Term expiring 1953

Brother David Martin, C.S.C. University of Portland Portland 3, Oregon

Sister M. Florence, O.S.B. Mt. St. Scholastica College Atchison, Kansas

Term expiring 1955

Rev. Andrew L. Bouwhuis, S.J. Canisius College Buffalo 8, New York

Miss Lucy L. Murphy Buffalo Public Library Buffalo 3, New York


CTR G77)


Sister Reparata has recently been hospitalized as the result of a knee injury. Your prayers are requested for her early return to good health.



March 18—Wisconsin Unit. Green Bay.

April 10-14—Twenty-Fourth Annual Conference, Catholic Library Association, Washington, D.C. Theme: The Catholic Librarian’s Role in the

Peace Plan. Program, page 180, this issue.

Spring Meeting,

April 12—-Maryland Unit: Business Meeting. Na- tional Catholic School of Social Service Library, Mullen Library, Catholic University, 2 P.M.

May 6—AlIl day Institute for four Units of the metropolitan New York area. George F. John- son Library, St. Peter’s College, Jersey City. Rev. Joseph F. Cantillon, S.J., chairman.

May 13—Richmond Diocesan Unit. Spring Meet- ing.

May 13—Western New York Catholic Librarians Conference. Meeting, Rosary Hill College, Eggertsville, N. Y.

May 24-26—Catholic Press Association, 40th An- nual Conference, Rochester, N. Y.

June 10-14—Canadian Library Association: An- nual Conference. Mount Royal Hotel, Mon- treal, P. Q.

Theme: The Library and the Community

June 12-17—Special Libraries Association: An- nual Conference. Atlantic City, N. J.

July 16-22—American Library Association: Ao- nual Conference. Cleveland, Ohio.

July 24-29—University of Chicago Graduate Li- brary School: 15th Annual Conference. Sub- ject: Bibliographic Organization.

November—Minnesota-Dakota Unit: 15th Annual Conference. St. Thomas College, St. Paul.


By BROTHER L. GILBERT, F.S.C. Librarian, Christian Brothers College, St. Louis, Missouri

You yet have time, and strength may fail you in the latter hour when Disney's The Adventures of Ichabod and Mr. Toad comes to the local Bijou. If you would escape the tyranny of Disney, you must beat him to the draw. Why should Ais interpretation of Badger, Mole, and Toad be forever im- printed on your minds? But to challenge the efforts of Disney to portray the great dassics of childhood is to run afoul of popu- lar opinion. Suffice it to say that a book stirs the active imagination while a motion picture but imprints a picture on the passive imagination; but who can read actively these days? Aristotle holds that happiness comes from the activity of our faculties (the higher, the surer the happiness); but who cares for Aristotle?

So it seems futile to labor at persuading anybody to get his Wind in the Willows' at first hand and not to depend on Disney, no matter what the knack he has for catch-

ing the spirit of the classics. Not that I would dissuade anyone from seeing Disney's new piece; no one is more anxious than I to see the irrepressible Mr. Toad have his hour on the white screen.

But Kenneth Grahame champions another white screen. “In childhood, the simplest and most usual form of ideal may be de- scribed as an image projected by the youn mind on a sort of white screen of its own.” Since day-dreaming these days is reckoned a fault, some might call Mr. Grahame to de- fend his laissez-faire attitude towards child- ren. Conscious of the growing parental con- cern over the wiles of childhood, Graham hastens to put the question:

“But may not the dream habit be a possible hindrance to the practical side of life? . . . The answer is, of course, that there are no two sides to

1. Grahame, Kenneth. The Wind in the Willows;

illus. by Nancy Barnhart. Scribner, 1923

Chalmers, Patrick R. Kenneth Grabame; Life, Letters and Unpublished Work. Methuen, 1933, p. 262.


life . . . Life has only one side to it,

and can only be lived in one way; but,

as we all know, that way demands con-

stant re-actions and recuperations . . .

Well, dreams are but re-action from

life and the easiest, the most accessible

form of healing re-action that there is.”8 With this answer many will take issue. Be that as it may, Kenneth Grahame in his writings has described in delightful essays what goes on in the mind of the child.

Born in Scotland in 1859, Kenneth Grahame early lost his beautiful young mother and was obliged in 1864 to move in with his grandmother at Cookham Dene on the Thames. Though “Justifiable Homi- cide” in Pagan Papers* is sheer humor in its wild sallies against uncles and sundry guard- ians, it makes clear the misfortune Kenneth felt in not being brought up by his own parents. Entering St. Edward's, Oxford, Kenneth pursued his studies there until his seventeenth year, when he left without a de- gree. Not even Housman showed such dis- appointment in not attaining his academical aspirations; but with courage and his own inner resources, Kenneth boldly entered the service of The Old Lady of Threadneedle Street.

Clerking in a bank could scarcely fill the soul of such a young man as Grahame. It is not therefore surprising to find him break- ing into the literary circles of London, chief- ly through Dr. Furnivall. It was William Ernest Henley, however, that brought Ken- neth to production. Under his proddings, the Pagan Papers (1893) appeared. These are utterly delightful in their fantasy, style, and, above all, precision in word choice. They were sufficiently brilliant to win him an indisputable place among that glittering

3. Ibid., p.271

4. Grahame, Kenneth. Pagan Papers. Lane, 1898


group at the fin de siécle, which but for Grahame have scintillated and gone out.

This was the group (John Lane, Aubrey Beardsley, Henry Harland) that brought out the daring Yellow Book, something so foreign to the staid Victorians that our own Henry James could not “hate too much the horrid aspect and company of the whole nage ogk Despite this caustic comment

y the “paleface” James, the Yellow Book today would be read only with ennui for its conservatism, thus far have we pushed back the frontiers of the daring.

In the pages of the Yellow Book (1894- 1897) appeared piecemeal Grahame’s essays collected into The Golden Age’ (1896) and Dream Days® (1898). In these little essays, five children find themselves pitted against the Olympians, whose whole existence “seemed to be entirely void of interests, even as their movements were confined and slow, and their habits stereotyped and senseless” (Golden Age, p.2.).

Among the Dream Day essays we find “The Reluctant Dragon”, a fanciful tale re- calling Heywood Broun’s “The Fifty-first Dragon”; but in this prior fantasy the dra- gon’s point of view is given due considera- tion. A dragon’s sudden appearance on the English downs is matched by the equally un- expected entrée of St. George. The dragon, scarcely a representative scion, lolls about all day composing poetry, though he is spirited enough to make a fine ruse of fight- ing St. George before a crowd of several thousand, as anxious for excitement as the Saturday swarms in our stadia. After feign- ing an honorable defeat, the dragon that night at a splendid banquet basks in the ad- miring glances at his sparkling and varied panoply of scales. Later, quite tipsy, he tricks St. George into seeing him home, singing a rollicking song of centuries past.

The best of The Golden Age is Harold’s making it up with Selina, following a slight fracas in the home schoolroom. Having un- gallantly driven his elbow into Selina’s ribs when she was only trying to help, Harold now faced the stern duty of making amends. Consulting his older brother and comman- deering all resources, Harold set out for the

5. Grahame, Kenneth. The Golden Age; illus. by

Ernest H. Shepard. Dodd, Mead, 1938. 6. Grahame, Kenneth. Dream Days. Lane, 1899.


neighboring town to buy Selina a tea-set she had long coveted. While all this planning and financing was afoot, a chilly aloofness was maintained towards Selina, according to the strictest protocol. Poor Selina’s heart was nigh to breaking at her little brother's steady refusal to be reconciled. The trip to town was memorable because the tea-set duly purchased was left behind in the excite. ment of the moment. Towards evening Harold is seen by his enemy Farmer Larkin, retracing his steps toward town, tears fur- rowing his dirty cheeks. Forgetful of past wrongs, Farmer Larkin turns his carriage about, secures the lost package, and delivers Harold just in time for Selina’s tea.

With such fare supplied, who would be astounded that even Kaiser Wilhelm II, or Theodore Roosevelt, found The Golden Age his favorite book?

Ten years were to pass after the publica- tion of Dream Days (1898) before the suc- cessful banker Grahame brought out his Wind in the Willows. Meanwhile he mar- ried and begot a son, Alastair, who in turn begot Wind in the Willows. And that came about in this wise.

By almost nightly performance, Alastair had become so addicted to his father’s stories that he refused to go with his mother to the seashore. Only on the promise of a daily letter bringing a story would Alastair con- sent to obey. Thus came about that series of letters in which Mole, Ratty, Badger, and, above all, that many-faceted Mr. Toad first came into being.

Later, when beset by an American pub- lishing house to break his long silence, Grahame edited in story form his letters to his son. With characteristic blindness, the Americans found them unsuitable for pub- lishing. Methuen in England brought out Wind in the Willows in 1908, and it im- mediately became the most popular child- ren’s book on both sides of the Atlantic.

Though the adventures of Mole open the story and seem to hold the stage, Mr. Toad, in spite of his late entrance, soon manages to steal the show. Toad, playboy and coupon- puncher, passes from one fad to an other, but with whole-hearted abandon. His auto craze proves his undoing, and (unlike the forthcoming Disney version) also his salvation.


During his incarceration for auto-theft, Toad loses his beautiful mansion to the Wild-Wooders. Through their heroic efforts in recapturing Toad-Hall, Badger, Mole, and Water-Rat win the undeniable right to in- flict their more staid views on the sanguine Mr. Toad.

Soon the waggish figure of Toad is to strut upon the silver screen in the fixed, though animated, cartoons of Disney. Some of us will be old-fashioned enough to prefer the more fluid medium of the printed word. No doubt, Kenneth Grahame thought that he was making a similar sacrifice in taking the story out of the oral form (which is the true and perfect medium) and fixing it in print. All of the readers of Wind in the Willows would have suffered an irreplace- able loss had its author not thought it quite appropriate to give his imaginative creation written form. So we must not selfishly deny to millions the delight that Disney's version of Wind in the Willows will afford. For one thing, Disney’s The Adventures of Icha- bod and Mr. Toad will be a truer interpreta-

tion than A. A. Milne's play Toad of Toad Hall; though like Milne, Disney well may write:

“I have, I hope, made some sort of en- tertainment, with enough of Kenneth Grahame in it to appease his many admirers, and enough of me in it to justify my name upon the title- page.”

Tragedy had its bitter hour in Grahame's life when in May, 1920, Alastair just return- ing from the short vacation was killed by a train at Oxford. The inspirer of one of the classic fantasies at the age of twenty, full of promise and the joy of his father, is forever fixed in youth. For twelve years Kenneth lived on, his life darkened by the withdraw- ing of this light of love in which he had delighted for twenty years, and finally he too leaves his wife Elspeth, Alastair’s mother, who has recently (1944) traced for us the true genesis of The Wind in the Willows.®

Milne, A. A. Toad of Toad Hall. Scribner, 1929,

Pp. vi. 8. Grahame, Elspeth (ed.) "The

Wind in the Willows”

First Whisper of Lippincorr, 1945


Compiled by Lucy L. MURPHY Buffalo Public Library, Buffalo 3, New York

This is the month when everything be- gins to take on life and a most cheerful color —green, the most universally liked color, restful, joyful. It is also the month when the swallows return to Capistrano, and the robins arrive north with mirthful songs of Wake Up and Read. Indeed, it is also the month when the little red men of the glens and leprechauns stir themselves beneath the sunbeams which set hearts a’beating and feet a'dancing to the music of the fairy flutes. To retain this color harmony and relation- ship in the library, add a wee bit of Ireland to your reading programs. It’s a wise thing to do, for as Cardinal Spellman points out, “... mot what others guessed of them, but


what the fairies knew, was the important matter of life, and in this lofty belief is founded the root of Gaeldom’s lofty en- deavors and their love of justice and truth unto martyrdom itself”.

There is no “must” or “ought” or “age- limit” about this book list. If there were, it would be most displeasing to the fairies and all the little folk. Bur it is a grand thrill to slip into book lovers’ bliss with leprechauns, wee red-cloaked women, and fairy rings fresh from the pages of a book. It is an experience that will live forever. Now then, with the spell of things Irish, just try it out in your libraries.


BAKER, Margaret. Pedlar’s Pack. Duffield. Four delightful fairy tales about ghosts, lepre- chauns, princesses, and farmer lads.

The Pixies and the Silver Crown. Duffield.

Glorious adventures of a boy and a girl at the Fair and the pixies they met on the common.

BENNETT, Richard. Hannah Marie. Double- day.

A story of three lovable children who plan very

carefully before they find a way to get a birthday

gift for their great grandmother.

Shawneen and the Gander. Double- day.

A lively tale of how Shawneen who lived on the

very top of a green hill in Ireland got enough

money to buy a beautiful bugle.

Buck, Alan M. Hound of Culain. Lothrop. Tales of long-ago Celtic heroes and their mighty deeds.

My Saint Patrick. Lothrop. Magnificently written, with all the charm of the Celt, the deep holiness of the Irish, and the power that springs from genius.

BURNS, Thomas. Terrance O’Hara. Har-

court. A gay fairy tale of the old Irish school, packed with choice dialect and chuckles.

CASSERLEY, Anne. Barney the Donkey. Hatr- per.

Silhouettes heighten the fun of this tale so wittily

told of the grave Irish donkey Barney.

Michael of Ireland. Harper. Michael meets a wonderful apple-woman in this book of modern Irish fairy tales.

COLUM, Padraic. A Boy of Eirinn, Dutton. A very good picture of the life of an Irish family in which are introduced some of the Irish legends.

The Frenzied Prince. Mackay. Tales of Cuchulain, King Donald, and Prince Suivné retold by the poet.

King of Ireland’s Son. Macmillan. A lovely story of Ireland in the long, long ago. Fascinating animal stories included.

The Legend of St. Columba. millan.

A mighty saint, and a mighty man in his day, is

stirringly portrayed with poetic quality.

The Peep Show Man. Macmillan. There is no lovelier Easter story than “The White Blackbird” as the Peep Show Man told it when he was searching Ireland for the Princess Swallow- heart. An ideal story for the library story-telling hour.


CREGAN, Mairin. Old John. Macmillan.

A story which grew out of the tales the author told to her children about a kindly old shoemaker who lived in lovely Tir Aulin. Do read about old John and his red-tasseled boots!

DE BLAcaM, Aodh S. Saint Patrick, Apostle

of Ireland. Bruce. A glorious tale of Ireland's great missionary.

The Saints of Ireland. Bruce. The life-stories of Saints Bridget and Columcille.

FARREN, Robert. This Man Was Ireland. Sheed.

There is a harplike beauty in this epic poem, a

haunting Celtic sweetness, as well as a spiritual

ring of the voice of the great Irish scholar and


FISHER, Agnes. Fairies of the Glen. Nelson.

When the fairies came to “the glen called Ameri-

ca”, they came, each one, in the deep pocket of

a human's overcoat.

GoGarRTy, Oliver St. John. Saint Patrick of Ireland. Devin.

A poet brings to life the poets and customs of the fifth-century Ireland of St. Patrick.

HULL, Eleanor. Boy's Cuchulain. Crowell. Tales of the ancient hero of Ireland.

Jacoss, Joseph. Celtic Fairy Tales. Putnam.

More Celtic Fairy Tales. Putnam. While they are not particularly Celtic in the re- tellings, the stories are good, vigorous legends and myths.

Joyce, Patrick A. Old Celtic Romances.


Romantic legends of Ireland retold.

LANG, Andrew. Green Fairy Book. Long- mans.

It's coming back into print and will be ready in

the not too far distant future, carrying a foreword

by Mary Gould Davis, and newly illustrated.

LARGE, Dorothy M. The Kind Companion. Lippincott.

Irish roads are kind to blind Martin and Tim, his

airedale companion.

LAVERTY, Maura. Gold of Glanaree. Long-

mans. The love of living things and the outdoor world, of poetry and song, permeates this lovable story of Irish life.

LEAMY, Edmund. Fairy Minstrel of Glen- malure. Longmans.

The elfin charm of Richard Bennett's woodcut

illustrations lift these grand old Irish tales to 4

fresh creative level of children’s literature.

Golden Spears. Longmans. Irish fairy tales first told to Mr. Leamy’s children.



LEHMAN, Agnes C. The Flabertys of Aran. Dodd.

As Irish as their own dear Aran Isles are Mary,

Pat, Sheila, and lame Katie. And also Mike, the


LYNCH, Patricia. King of Tinkers, Dutton. The story is as Irish as the leprechauns who flit through its pages. It concerns Michael Fahy and Nora and their search for the tinker who stole Michael's little white cock and ten white hens.

The Turf Cutter's Donkey. Dutton. The story of Eileen and Seamus, their magic don- key, and the many wonders of fairyland and earth- land they encounter.

MACMANUS, Seumas. Bold Blades of Done- gal. Lippincott.

The three “blades” cause more trouble than plea-

sure among the grown-ups.

Donegal Fairy Stories. Doubleday. Delightful stories of Conal, Donal, and Teig, the Amadan, and many others told with Irish wit.

Donegal Wonder Book. Stokes.

For those who like their fairy lore spiced with chuckles.

Chimney Corners. Doubleday.

The Land of Long Ago. Devin.

The Well o’ the World’s End. Mac-


MASON, Arthur. From the Horn of the Moon. Garden City.

Gay Irish fairy tales fairly dance over the pages

of this book.

The Wee Men of Ballywoden. Gar-

den City.

MorsE, Katherine D. The Pig that Danced a Jig. Dutton.

It is a delightful tale of Moira who lived in the

white thatched cottage and of her fine wax doll

from Dublin and the piglet Patrick Mavourneen!

Murpny, Gerard. Tales from Ireland. Des-

mond & Stapleton. Authentic tales, peculiarly Irish as a round tower, or the interwoven decorations of a Celtic cross, are told by a genuine Irish born story-teller.

O'BRIEN, Maurice N. Rory O’Mory. Long- mans.

Is that so? Indeed, it is. Ro

Irish fox that chased an Engli

O'FAOLAIN, Eileen. King of the Cats. Mor- row. The story of two boys, Garrett and Nedeen, who on their way to the Fair to fetch the white jennet e involved in the battle over who was the true King of the cats.

O’Mory is the gentleman.

Little Black Hen. Random.

A grand tale about two children and the little

people. Garrett and Julie try to save the Little

Black Hen who became a slave to the Queen


Miss Pennyfeather and the Pooka. Random.

An enchanting tale of the little people, fairies and

leprechauns, who dearly love horses.

OLcoTT, Frances Jenkins (comp.) The Book of Elves and Fairies. Houghton.

An interesting collection of fairy stories for story- telling and reading aloud and for the children.

SACKETT, Rose M. Cousin from Clare. Mac- millan.

A story of Marie Christine O’Carolans who

thrilled to the old ballads and tales of the fairies,

and braved the swollen rover to rescue the lambs.

Three Tunes for a Flute. Macmillan. Mysterious, pleasing, and quaintly, charmingly Irish in this fine, thrilling tale involving the twins, Berry and Thad, a strange red-headed boy, and the disappearance of a silver flute.

SCHOFIELD, William G. The Deer Cry. Long- mans.

A fictionized life of St. Patrick, dramatizing his

life from the time he arrived in Ireland as a slave

boy until he finished his life work Christianizing

the Irish.

SHAW, Flora S. Castle Blair. Little.

A favorite story of three lovable Irish children which adults re-read frequently to experience again the spell it cast over them as children.

SHEED, Francis J. (ed.) The Irish Way. Sheed.

Short chapters on Irish saints written by Irish authors. Charming!

STEPHENS, James. Irish Fairy Tales. Mac- millan.

You have not grown up until you know the dif-

ference between this world and the world of Faery. Do read this book! Then you will know why you are here and grown up.

Crock of Gold. Macmillan.

VAN STOCKUM, Hilda. Cottage at Bantry Bay. Viking.

Surely no more gay or happy book has come out

of Ireland than the story of Liam and Francie

and Bridgie and their wonderful doings, as they

played and worked in their cottage at Bantry Bay.

—: Francie on the Run. Viking.

Pegeen. Viking.

After her Granny's death, Pegeen, a mischievous

little Irish lass, goes to stay with the O'Sullivan

family until word comes from her Uncle Dan in

far-away America.



WALSH, Mary. Molly the Rogue. Knopf.

A lively tale of Johneen O’Rory’s cottage, of Irish Molly who came to sit by the fire, and of the County Kerry fairies.

The Mullingar Heifer. Knopf.

An Irish tale told in folklore fashion of how Kevin, a lonely lad who walked the roads of Ire- land with no one to care for him, gets the Mul- lingar heifer.

The Widow Woman and Her Goat. Knopf.

Another magic Irish fairy tale, in picture story-

book form, with merry drawings in black and

white by Henry C. Pitz.

WALSH, William E. Doon of Conairé Mar (Conary the Great). Carrier.

A retelling of the Saga of Conairé, a High King

of ancient Eirinn.

YEATS, William B. Irish Fairy and Folk Tales. Modern Library.

Tales of charm and poetic beauty of the ancient

Gaelic-speaking people of Ireland are retold with

rich humor by the Gaelic scholar and poet.

YOUNG, Ella. Celtic Wonder Tales. Dutton.

Fanciful stories of Ireland's little folk.

Tangle-Coated Horse. Longmans.

A tale of enchanting Celtic flavor.

Wonder Smith and His Son. Long- mans.

Told from the ancient Gaelic with vigor and skill.



Librarian, Franciscan Preparatory Seminary, Hollidaysburg, Pennsylvania

The Catholic high school library is funda- mentally “a teaching agency with a positive active teaching function”, as defined by Sister Mary Fides, S.S.N.D. (The Administration of the Catholic Secondary School, p. 116). Father James Keller, M.M., in his handbook for Christophers, You Can Change the World, enlists the aid of the Catholic Jibra- rian in the labor movement, principally in the role of education. The burden of this paper is to indicate the practicability of in- tegrating the teaching function of the Cath- olic high school librarian with the formation of Christophers in the labor movement.

The primary requisite is a working knowl- edge of fundamental labor literature on the

1. Paper delivered at the meeting of the Western Penn- sylvania Unit, October 29, 1949.

part of the librarian, leading to a discrimina- tory capacity in providing a systematic scheme of reading calculated to adequately inform the mind of the potential Christo- pher. On the secondary or high school level the Catholic librarian would begin by re- commending elemental and basic treatises on the fundamental Christian principles underlying the labor movement, especially the social encyclicals of Leo XIII and Pius XI, and progress gradually into more speci- fic literature dealing with the origin, growth, and purpose of this movement, co-related with reading in its social, economic, and ethical aspects.

In conjunction with the ability of the Catholic high school librarian to direct the labor education of the student, the library



itself should be equipped with a complete Catholic selection of are periodicals, and pamphlets covering all phases of this move- ment. There is an extensive amount of lit- erature for labor education, and in many in- stances the librarian’s selection will be arbi- trary. It is wise, however, to enlist the aid of the labor education services of the major labor unions and obtain from them a current catalog of contemporary writing. For ob- jective information and analysis of standard works meeting with Catholic approval, one might consult the annotated reading list of labor school literature in the appendix of Father John Cronin’s book, Catholic Social Action, or any Catholic bibliography dealing with labor.

It is patent that a high school library func- tions most effectively, not as an autonomous, independent unit, but as an integral factor in the complex whole of the academic struc- ture, and consequently demands the active cooperation of the various departments of study in arousing an initial interest in the embryonic Christopher in the labor move- ment. It is incumbent in a more direct fashion on the teachers of social studies to work hand in hand with the librarian by as- signing papers to be written, articles and books on some aspect of labor to be read, and possibly assigning scholarly research on some controversial problem within the sphere of labor. The formation of student clubs and classroom organizations tend to foster an interest in the labor movement by discussion and debates on many critical issues. This type of activity will inevitably direct the stu ioe to the library, where the librarian will suggest appropriate literature, indicate the suitable alikendn, and specify relevant matter.

It must be kept in mind, however, that this approach to the formation of the poten- tial Christopher on the high school level pivots on the assumption that the student will one day enter the ranks of labor and effectively use the knowledge of Catholic

principles in future relationships with unin- formed individuals in the labor movement.

The Catholic high school library and li- brarian have a more direct apostolate in deal- ing with those already in the ranks of labor. This activity must be abetted by the efforts of the parish priest or the educated Catholic layman, who must direct key men in labor to the librarian for literature in this field. Here the Catholic librarian, especially in the Catholic high school, can most effectively contribute to the formation of a Christopher by outlining a program of reading dealing with basic labor principles, especially as evidenced in the social encyclicals, with com- mentaries explaining the definite labor philosophy of the Catholic Church.

The deeper realization of the far-reaching consequences of labor regarded as a social force will enable these men and women to rise to administrative posts in labor, and thus insure an intelligent and effective block against any subversive element, such as the notorious fact of successful Communist do- mination in many labor groups. This Cath- olic christening of labor will in great part be the contribution of the Catholic librarian

to the Christopher movement.

The Catholic high school library as “the arsenal of ideas” can and should open its doors to the non-Catholic in the labor move-

ment. Often befuddled and bewildered by conflicting philosophies and ideologies, he needs but slight encouragement from fellow Catholic laborites to approach the Catholic librarian for literature. He too can be Christopherized by the sympathetic encour- agement and direction of the Catholic libra- rian. The high school librarian of a Cath- olic school endowed with the Christopher purpose becomes one of the most potential factors in furthering the aims of this move- ment, because “God’s influence on every human being is nourished on truth, and truth is the librarian’s stock in trade”.?

ames, You Can Gas The World. Long-

reen, 1948, p.

2. Keller,




By HELEN L. BUTLER, Ph.D. Professor of Librarianship, Marywood College, Scranton, Pennsylvania

PART II The following stories and recordings have been used successfully by students in the Storytelling classes of the Department of Librarianship, Marywood College. The in-

dexes and aids to selection included are those which most satisfactorily locate the single stories listed. Asterisks mark those which have been found particularly helpful or enjoyable.


Bone, W. A. Children’s Stories and How to Tell Them. Harcourt, 1924

Bryant, S. C. How to Tell Stories to Children. Houghton, 1924

Colum, P. “Storytelling, New and Old”. in Foun- = of Youth (pp. 193-206) Macmillan, 1927

Dalgliesh, A. First Experiences with Literature (pp. 105-30) Scribner, 1932

Galbrath, R. B. Course for the Storyteller: an Outline; pamphlet. Wilson, 1943

Hurley, R. J. Campfire Tonight. Peak, 1940

Sawyer, R. Way of the Story Teller. Viking, 1942

*Shedlock, M. L. Art of the Story Teller; rev. ed. Appleton-Century, 1936


*Eastman, M. H. Index to Fairy Tales, Myths and Legends; 2d ed. rev. Faxon, 1926

Supplement. Faxon, 1937

Kircher, C. Character Formation through Books; ae Catholic University of America, 1945

Rue, E. Subject Index to Books for Primary) Grades. American Library Association, 1943

Subject Index to Books for Intermediate Grades. American Library Association, 1940

Supplement. American Library Associa- tion, 1943


Association for Childhood Education. Story Tell- ing. Author, 1942

*Carnegie Library of Pittsburgh. Stories to Tell to Children; pamphlet; 6th ed. Author, 1949

Enoch Pratt Free Library of Baltimore. Stories to Tell; pamphlet. Author, 1942

New York Public Library. Stories: a List of Stories to Tell and Read Aloud; pamphlet; 4th ed. Author, 1949


Association for Childhood Education *To/ld un- der the Blue Umbrella. Macmillan

Told under the Green Umbrella. Mac- millan

*_._ Told under the Magic Umbrella. Ma:- millan

Told under the Stars and Stripes. Mac- millan

Bryant, S. C. Best Stories to Tell to Children. Houghton, 1912

= to Tell to Children. Houghton, 192

Stories to Tell the Littlest Ones. Hough- ton, 1916

Child Study Association. Read-to-me Storybook. Crowell, 1947

*Clark B., and Jagendorf, M. World of Stories for Children. Bobbs, 1940

1. Continued from the January 1950 number.

Davis, M. G. Baker's Dozen. Harcourt, 1930

De la Mare, W. Told Again. Knopf, 1937

Fox, é M. Gay Legends of the Saints. Sheed, 1942

*Hazeltine, A. L. Children’s Stories to Read or Tell. Abingdon-Cokesbury, 1949

Easter Book of Legends Lothrop, 1947

Jewett, E. M. Told on the King’s Highway. Viking, 1943

Lohan, R. Christmas Tales for Reading Aloud. Stephen Daye, 1946

Marguerite, Sr. M. Their Hearts Are His Garden. St. Anthony Guild, 1946

Power, E. L. Bag o’ Tales. Dutton, 1934

Thorne-Thomsen, G. East 0’ the Sun and West o’ the Moon. Rowe, 1946 Cf. also collections of fairy tales by Grimm, Andersen, Jacobs, Lang, etc.

and Stories.



Repetitive Stories (Kindergarten and Grades 1-2) Little Black Sambo Little Red Hen and the Grain of Wheat Three Bears Three Billy Goats Gruff Three Little Pigs Travels of a Fox

Cumulative Stories (Kindergarten and Grades 1-2) “Go-Sleep” Story, by E. Bumstead (Narsery) Cat and the Parrot Gingerbread Boy Henny-penny (Chickeo- licken ) Munachar and Manachar Old Woman and Her Pig Pancake

Folk Tales

(Grades 1-4) Boots and His Brothers *Brementown Musicians Cinderella Conaleen and Donaleen Elves and the Shoemaker * Epaminondas Mr. Miacca Rapunzel Tom Tit Tot Sleeping Beauty Why the Sea Is Sale (Grades 3-6) Aladdin Beauty and the Beast East o’ the Sun and West o’ the Moon Gudrun on the Hillside Hansel and Gretel Old Woman and the Tramp *Pied Piper of Hamelin Princess on the Glass Hill Snow-White and the Seven Dwarfs Saddle to Rags Three Wishes Well o' the World's End (MacManus)

Modern Fairy Tales (Kindergarten and Grades 1-2) Bianco, M. W. “Velveteen Rabbit” *Gag W. Millions of Cats Garret, H. Angelo the Naughty One MacManus, S. “Billy Beg and His Big Bull” Piper, W. Little Engine That Could Potter, B. Peter Rabbit Benjamin Bunny Seton, E. T. “Raggylug” Bryant) (Grades 3-6) *Anderson, H. C. “Fir Tree”, “Nightingale”, “Ugly Duckling” *Browne, F. Granny's Wonderful Chair Craik, D. M. Little Lame Prince

(adapted by S. C.

“Emperor's New Clothes”, “Real Princess”,

Dodgson, L. Alice in Wonderland

French, H. W. Lance of Kanana

Harris, J. C. “Tar Baby”

Kipling, R. “How the Trunk”

“Rikki-Tikki-Tavi" “White Seal” Ruskin, J. King of the Golden River (with

judicious cutting) Sheahan, H. B. “Seller of Dreams” Stockton, F. “Bee-man of Orn” Wilde, O. “Happy Prince”

“Selfish Giant”

Biblical Stories Belshazzar’s Feast Daniel David and Goliath Elijah and Prophets of Baal Fiery Furnace *Joseph and His Brethren Moses in the Bulrushes Noah's Ark Parable of the Talents Parable of the Wise and Foolish Virgins Prodigal Son *Ruth and Naomi Samuel's Boyhood Samson

Solomon's Decision

Elephant Gor His

Religious Stories Joan of Arc *Juggler of Our Lady St. Christopher St. Francis and the Wolf (Cf. also The Seven

Miracles of Gubbio, by Bruckburger)

Alden, R. Why the Chimes Rang Dorcy, Sr. M. J. Crown for Joanna. Kelly, E. “Christmas Nightingale” *—_ “In Clean Hay” Longfellow, H. “Robert of Sicily” O'Neil, J. Our Lady and the Aztec Sawyer, R. “Voyage of Wee Red Cap’

“Senora, Will You Snip, will You

Sew?” Tazewell, C. The Small One Vance, M. While Shepherds Watched Windeatt, M. F. Children of Fatima Windham, J. Six O'Clock Saints

Fables (Grades 1-5) Androcles and the Lion Ant and the Grasshopper Belling the Cat Boy Who Cried Wolf Fox and the Stork Grog and the Ox Lark and Her Young Ones Lion and the Mouse Man, Boy and Donkey Town Mouse and Country Mouse Turtle Who Couldn't Stop Talking Wolf in Sheep's Clothing


Myths - Latin (Grades 1-3) Bell of Atri (Cf. Longfellow)

Myths - Greek (Grades 3-6) Clytie Cupid and Psyche Icarus and Daedalus *King Midas Minotaur Pegasus * Persephone Perseus Phaethon Philemon and Baucis

Myths - Norse (Grades 1-6) *Gifts of the Dwarf How Thor Lost and Found His Hammer Iduna's Apples Thor's Journey to Jotunheim *Bladur the Beautiful (Grades 5-9)

Epics and (Grades 5-9) *Arthur and the Knights of the Round Table Arabian Nights ——, of the Redcrosse Knight, we M. Charitina



Jason and the Argonauts Kalevala

Joe Magarac


Paul Bunyan

*Robin Hood


* Siegfried

Picture Books

( Kindergarten and Grades 1-2) Beim, L. Two Is a Team *Bemelmans, L. Madeline Beskow, E. Pella’s New Suit Bishop, C. Augustus Ferryman (Grades 4-7) *__ Five Chinese Brothers Brooke, L. Golden Goose Book *Burton, V. Little House Clark, A. In My Mother's House Daugherty, J. Andy and the Lion Flack, M. Angus and the Ducks Ask Mr. Bear Story of Ping

*Ford L. Ageless S


_— Book about God

Gag, W. ABC Bunny

Geisel, T. And to Think I Saw It on Mulberry Street

500 Hats of Bartholomew Cubbins

Handforth, T. Mes

McCloskey, oe Homer Price (Grades 4-6)

Strong, P. P Howk the Moose

Petersham, M. Christ Child (Supply Douai text for this)

Welch, J. The Animals Came First

For Telling, or Reading Aloud, Usually with Some Cutting

(Grades 3-6) Blanton, C. Three Miracles Estes, E. Hundred Dresses *__