Tell Me a Story by MRS. I. H. E.

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 24, 1916

“Tell Me a Story”

By MRS. I. H. E.

How often this request falls on the ears of the busy mother is one of the things that only mothers know. At intervals from early morning till the sleepy eyes are too heavy to stay open another minute, the request comes in many homes.

There used to be—grandmothers! And what wonderful stories they could tell,—stories of their own childhood, of primitive days, bear stories, gypsy stories, and stories of real Indians who stood suddenly in doorways and said “Ugh!” and walked off with the week’s freshly baked loaves. And they told of their grandmother’s little-girl days, too, in a green land across the sea, and of a wonderful castle on a rocky hill, so high that to a child looking down, the horses

and cows seemed no larger than sheep. No wonder that it was grandmother’s ear that so often received the request, “Tell me a story.”

But these days the grandmothers are busy with other things, and the mothers must tell the stories or the children suffer a real lack. Most mothers are careful to see that the little bodies are fed and clothed, kept sweet and clean; their manners and morals are looked out for, after a fashion; but too often the little empty minds are neglected.

The amount of story material that children will absorb is really amazing. While they like to hear some of the old stories over and over, they also demand new things. And sometimes the mother is perplexed to know where to go for material to supply the need.

How many have thought of using the REVIEW as a source of story material? As I have looked over the current issue (August 3), it has seemed peculiarly full of suggestions of this nature. From the News and Miscellany, on the second page, one could glean suggestions for half a dozen interesting stories, but I will mention only three. Most parents have lived to see the tiny seed of the “safe and sane Fourth” develop into a sturdy plant; and the story of Independence Day, why we celebrate it, the best way to honor it, and what it means to every child, is a story that any mother will be well repaid for taking the time to prepare and tell.

Early Days in Texas suggests itself naturally from the fifth news item. A little study of those days will refresh the mother’s memory, and help her to develop a really interesting story for her child.

So with the last item. Show the children a picture of the rubber heels so widely advertised, also of the soles and heels lately manufactured by a rubber company. Tell the story of the shoe—how leather is tanned, where shoes are made, how they are sold, some of the new demands on the leather supply, etc.

The story of Answered Prayer, given in Brother Wilcox’s editorial on page 5, can be simplified and told in a way to awaken faith in childish hearts; and “A System of Memory Training,” on page 14, will appeal as strongly to the children as to their mothers.

It is hard to turn away from the temptation that comes to me to make a suggestive story of the paragraphs on the last page that tell of our “Outgoing Missionaries,” but I will only say the story is there, and turn back to the World-Wide Field department for a theme. There are so many, it is hard to choose, but suppose we take some incidents from Brother Stahl’s report, and put them in story form for the children:—

In Peru there is a wonderful lake, with a musical Indian name,—Lake Titicaca. And it is wonderful because it is the highest lake in the world. It has been called a lake above the clouds. The Andes Mountains are among the highest in the world, and it is way up in these mountains that this beautiful blue lake lies. Snowy mountain peaks are reflected in its clear waters, and here and there is a little island that looks like a soft blue ball just floating on the surface.

The Indians who lived near this beautiful lake needed some one to teach them the gospel, and to tell them about the Sabbath; but for a long time there was no one to go. By and by a man and his wife, who had gone to Peru to work for the Spanish people, said, “We will go and work for the Indians part of the time.” But when they began, there was more and more to do, so they kept on, and there they are this very day, working for the Indians, and helping them. Sometimes they have been robbed, and struck, and had stones thrown at them. One time an angry mob came to kill them, but the Lord delivered them, and now some of those very men love Jesus and are trying to serve him.

There is a pleasant mission home near this lovely lake, and here many of the people have learned of Jesus. Some of them are now ready to teach others. One of these is a man named Martin. He had a nice little home near the mission, and some sheep and a cow, but he left all, and took his family and started away.

All their goods were on three donkeys. The three-year-old boy sat on top of one load, his mother was on another, holding the baby, and the father had a load on his own back, and was driving the donkeys. It would have been sad to see them if we had not remembered that they were doing it all for their best Friend.

When Martin and his wife and little boy and the three donkeys came near the village where they were going, some friends came to meet them. They knew of Jesus, and soon they had a meeting, and sang songs. Then they opened a school. Forty children now come every day, and their dark little eyes are very bright. “Just think! we have a real school now,” they seem to say.

This is not given as a model story, by any means. It is merely suggestive as to how to use the material with which our church paper is filled from week to week, to instruct and help the children.

Don’t point out too many morals, nor add too much adornment in the way of lessons. Leave that part to the children, and be assured that if you do your part well, they will not miss theirs.

MRS. I. H. E.