The Story Hour, Vol. I, No. 2, December, 1908: A Magazine of Methods and Materials for Story Tellers

In Short

This periodical functions as a resource for the National Story Tellers’ League, an organization founded to promote oral tradition as a tool for moral and educational development. It blends practical advice on how to structure "story hours" with folk tales, religious narratives, and organizational updates from local chapters across the country. By prioritizing the imaginative life of the child over rote memorization, it captures a distinct moment in educational history when storytelling was viewed as a vital, transformative art form capable of shaping the character of the rising generation.

The Story

The narrative arc of this volume moves from the structural to the imaginative, beginning with the philosophy of the Story Tellers’ League and ending in the realms of myth and wonder. It opens by establishing the magazine’s mission: to provide teachers and parents with methods for using stories to instill virtues. Richard Thomas Wyche, the movement’s central voice, argues that children are naturally drawn to the deeds of heroes rather than the dry doctrines of catechisms. He suggests that by telling the life-stories of figures like Moses, Buddha, or King Arthur, educators can build a historical and moral foundation that remains with the child long after formal schooling ends.

The collection then transitions into the practical application of this philosophy through the formation of "Junior Story Tellers’ Leagues." These clubs, often conducted outdoors or in libraries, empower children to act as storytellers themselves. The text emphasizes that the goal is not to police grammar or pronunciation, but to foster a space where children can build "ideal worlds" through voice and gesture. This section is supported by anecdotes of young students who, through the simple act of sharing tales with peers, develop confidence and a lifelong love of literature.

The middle section shifts to the specific material intended for these hours: Christmas stories. These range from traditional accounts, such as the birth of Christ in Bethlehem, to more whimsical, original inventions like the tale of a boy who travels to the North Pole in a dream to visit Santa Claus. These stories are selected to teach lessons of humility, honesty, and kindness. In one prominent tale, a young boy named Harald finds himself in a difficult situation involving a giant’s magical ash tree; his eventual triumph depends entirely on his commitment to truth and generosity.

The volume concludes by broadening the scope to include nature and folklore. A charming, didactic story about spiders being "cleaned out" of a house before Christmas—only to have their webs transformed into silver decorations by the Christ-child—serves to illustrate the theme of inclusivity and the idea that even the smallest, most overlooked creatures have a place in the holiday celebration. The book ends with a series of reports from various cities, showing how this movement has taken root in schools and colleges nationwide. The arc is complete: it starts with the theory of storytelling, demonstrates its implementation among the youth, provides the actual stories to be told, and finally maps the organization’s growing influence, leaving the reader with the impression that storytelling is a quiet, ongoing revolution in the lives of children.

How It Unfolds

The mandate for storytellers The magazine establishes itself as a supportive resource for parents and teachers who seek to use narratives to reach children’s imaginations. It insists that the life-stories of great historical and religious figures hold more educational value than rigid doctrinal instruction.

The rise of the Junior Leagues The text describes the emergence of child-led storytelling clubs where students choose their own material and perform for one another. This section outlines the principles of a democratic environment where the spirit of the story takes precedence over formal technical perfection.

The philosophy of holiday tales The focus turns toward the Christmas season, offering a list of recommended reading alongside original stories written for the magazine. These tales emphasize virtues like honesty and the importance of keeping one’s word, even when faced with intimidating consequences.

Myth and moral testing A detailed story about the young Harald brings the Norse tradition into the Christmas context, forcing the protagonist to choose between self-interest and moral integrity. This illustrates the core belief that stories are training grounds for the character-building decisions a child will eventually face in reality.

The expansion of the movement The final section catalogues the successful implementation of storytelling leagues in diverse settings, from Alabama schools to Minnesota teacher-training programs. It frames the entire project as a flourishing national movement that connects educators across the country through a shared commitment to the oral tradition.

The People

The figures in this collection are archetypes of the educational reform movement of 1908. Richard Thomas Wyche serves as the intellectual anchor; he is the visionary who wants to replace stale memorization with the "living" power of the narrative. He views himself as a guide who helps adults shed their rigid, adult-centric concerns to reconnect with the "perennial youth" found in children’s company.

Harald, the protagonist of the Swedish-inspired tale, represents the ideal child of this movement. He lives in poverty but remains rich in spirit because he has been taught to love the stories of his heritage. He is tested by the "temptress" Fairy and the threat of the giant Loki, but he passes these trials through unwavering honesty. His reward is not merely gold, but the liberation of a beautiful, enchanted being.

The "Junior League" children are the true beneficiaries of this philosophy. They are portrayed as capable, democratic, and deeply creative. Whether it is the girl who captivates her neighborhood by telling original stories, or the children in Brooklyn who organize their own meetings, these figures show the reader that children are not just passive listeners but active creators. They are the evidence that, when given the right space, the next generation can be nurtured into a state of imaginative and moral maturity.

In Its Own Voice

"The child is interested in the deeds of man and not in his doctrines."

Wyche argues that storytelling is a more effective educational tool than religious or philosophical instruction because it focuses on the active lives of heroes.

"As the child likes to build with clay, sand or wood, and in doing so educates himself, so he likes to build with words, voice and gesture an ideal world, peopling it with life as he sees it."

This passage explains the philosophy behind the Junior Story Tellers' Leagues and why children should be encouraged to tell their own tales rather than just listening to adults.

What It's Really About

The central argument of this collection is that storytelling is not merely a form of entertainment, but a fundamental educational practice. The book posits that the stories we tell children—whether they are Norse myths, biblical accounts, or original fables—provide the "historical background" upon which they will eventually build their own sense of faith and morality. It champions the idea that the "spirit" of a story is more important than the specific facts, and that the act of telling is a reciprocal experience that links the teller and the listener. Ultimately, it poses the question: how can we preserve the innocence and imaginative capacity of the child while preparing them for the rigors of a moral life?

Why Read It Today

Readers interested in the history of education or the evolution of children’s literature will find this book a fascinating artifact. It provides a rare, grounded look at how early twentieth-century reformers attempted to professionalize the "ancient art" of storytelling. The writing is deeply earnest, reflecting the optimistic, high-minded tone of the era, which can feel both charming and slightly restrictive to a modern reader.

Those who read it today will encounter a world where the "story hour" was a serious pedagogical endeavor, seen as a cure for the monotony of the classroom. While the dialect-heavy stories and the period-specific religious sensibilities may present a hurdle, the core message—that children possess a natural, creative, and moral intelligence that deserves cultivation—remains resonant. The book is not a fast-paced read; it is a compilation of methods, reports, and moralizing tales that require a patient, contemplative reader. It feels like stepping into a dimly lit library where the goal is to pass down the values of a civilization through the simple, steady act of speaking a story aloud. You walk away with a greater appreciation for the power of the oral tradition and the enduring belief that, in the life of a child, a well-told story is a gift that keeps on giving.