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THE BUDDHA (TO BE) AS DEALER IN TIN This story is specially useful because since rogues are so often successful in the ordinary sense, and that we are bound to admit this ordinary success, it is well that a graphic description of the triumph of honesty should be presented to children which will at once appeal to their sense of fairness. NOTES ON THE STORIES 133 9. THE BUDDHA (TO BE) AS KING (illustrating folly of greed) This is an admirable treatise on the relative value of things which children are quick to see. It should be told with increasing dramatic force up to the final run of the foolish antelope who has sacrificed his liberty to his greed. 134 NOTES ON THE STORIES 10. THE BUDDHA TO BE) AS MINISTER A story which will encourage children's interest in animals and their characteristics, and will increase their interest in observing the ways of those animals under their care. NOTES ON THE STORIES 135 11. THE BUDDHA (TO BE) AS BULL An excellent illustration for children of the necessity of kindness to animals, not only from the merciful point of view, but from the practical question of ensuring good work. 186 NOTES ON THE STORIES 12. THE BUDDHA (TO BE) AS BULL The fact that the Buddha insists on a fair wage, not from selfish greed but for the sake of his employer, lifts the story from the realm of the commonplace which the subject might suggest. NOTES ON THE STORIES 137 13. THE BUDDHA (TO BE) AS BRAHMIN (harbouring kind thoughts) This may seem a little too lofty for the children, but I think it well to include a few stories where the standard may seem too high and the action quixotic. In later years they will realise the philosophy of the story, but the dramatic interest will appeal at once. 138 NOTES ON THE STORIES 14. THE BUDDHA (TO BE) AS TREE-SPIRIT This story I consider to be one of the most beautiful in the collection. We cannot baldly appeal to the children to think "of the next generation," but this wonderful picture must fire their imagination where the ordinary didactic appeal might fail. NOTES ON THE STORIES 139 15. THE BUDDHA (TO BE) AS WISE MINISTER A splendid example of the honour we ought to show to those old people in the community who have done really good work. This story might be taken in con- nection with stories from history illustrating the same point. 140 NOTES ON THE STORIES 16. THE BUDDHA (TO BE) AS HORSE The children will be much impressed by the courage of the horse, and the power of will he shows in accomplish- ing the task he has set himself. It is the spirit of the soldier at its best. NOTES ON THE STORIES 141 THE BUDDHA AS COMFORTER I am indebted to Sir Robert Morant, K.C.B., who has kindly been interested in the preparation of my book as a whole, for the suggestion that I should include this story (although it is not one of the series of Buddha Re-Birth Stories to which all the others belong), also for the reminder of this special version — namely, the woman's own recognition, through her personal experi- ence, of the impermanence of those things which seem to be lasting. I should not suggest this story as one which would appeal to children. I have included it for " children of larger growth " as embodying one of the important tenets of the Buddhist Faith, and as showing how personal grief may be assuaged in gaining sympathy with the sorrow of others. PRINTED AT THE EDINBURGH PRESS, 9 AND II YOUNG STREET. EDUCATION THROUGH STORIES " I know of no one who can captivate children's imagina- tions as can Marie Shedlock, nor do I know any mind that has grasped so intensely the value and the beauty of the old fairy-tale, and is so delicate, so subtle, or so simple a story-teller as she. It is her belief, and I share it with her, that the fun and the philosophy of such a writer as Hans Andersen is absolutely invaluable for educational purposes. The child hears only of the swine- herd and the princess, the little white hen or the darning- needle, the ugly duckling or the little mermaid ; but the elders understand the deep truths underlying the stories, and by and by, as the child-mind assimilates the picture, life unfolds the meaning almost unconsciously, for, after all, the truest education ' ought to be leading and inspiring,' and I know no one who does this to greater perfection than this true friend of children." — Lady Henry Somerset. LETTER FROM M. CONSTANT COQUELIN " Chere Mademoiselle Shedlock, — II faut que je vous redise le plaisir que j'ai eu a vous entendre. " Vous etes une artiste. Vous dites juste et vrai — Dans le monde, on vous sent dans votre monde. Votre expression est amusante et distinguee et cette ombre d'accent a pour moi, une grace de plus. Si cette modeste approbation pourrait vous etre utile, je ne puis vous dire a quel point je serais heureux d'avoir pense a vous la donner. "Je vous prie, chere Mademoiselle Shedlock, de recevoir l'assurance de ma profonde estime, et de ma sympathie bien sincere. — C. Coquelin. "Boston, le 26th Avril 1901." press fflotices " Miss Shedlock is an admirable story-teller. The fresh- ness, the tenderness, and the sympathy of her narration delighted the grown men and women of her audience; while her humour and, quite as much, her entire freedom from mannerism, mincing, or patronage must appeal strongly to children."— The Times. " Miss Shedlock is a reciter and a story-teller of admirable skill, and, moreover, she possesses a style that is entirely free from those banes of the genus reciter, exaggeration in the delivery of the words and theatricality. In a widely varied selection, Miss Shedlock was always happy, and not the least of her many qualities was her highly-developed sense of humour." — Daily Telegraph. " When we consider what a lost or suspended art story- telling has become in these days of universal explanation, it is little wonder that Miss Shedlock's delicate and finished story recital met with such enthusiastic greeting in Chelsea Town Hall on Saturday afternoon. The fact that her crowded audience was mainly composed of teachers is evidence enough that her work has been definitely placed in the educational scheme, though one found oneself asking whether, indeed, a zeal for education prompted Miss Shedlock to story-telling, or whether, like all artistes with a discovered gift, the love of it came first and the educational use of it afterwards. Her perfect enunciation and delicate dramatic gift have great charm, but not the least part of the enjoyment of the audience was the impulsive and evident delight she took in her own stories. Dramatic joy she puts foremost among the gifts which the story-teller brings to the child. She would have children fed at the well - springs, and rediscover in sophisticated minds the beginnings of poetry. To develop sensibility in humour, in mystery, and to lead towards the great poetry at the heart of literature are her educational hopes." — Manchester Guardian.