The Good Shepard story
  • Story for children

    Christ for childrenIn the beginning, before the world was made, the Lord Jesus lived in heaven. He lived in that happy place with God. Then God made the world. He told the hills to come up out of the earth, and the seas to run down into the deep places which He had made for them.
    He made the grass, the trees, and all the pretty flowers. He put the sun, the moon, and the stars in the sky. He filled the water with swimming fish, the air with flying birds, and the dry land with walking and creeping animals. And then He said, ‘Let Us make man.’
    Who were meant by ‘Us’? Who was with God when He made the world? It was Jesus.
    The Bible says:
    ‘THE WORD (that means Jesus) WAS WITH GOD, AND THE WORD WAS GOD.

    So after He had made everything else, God made a man, and named him Adam. God put
    Adam into the beautiful Garden of Eden, and at first he was good and very happy. God
    also made a woman, named Eve, to be his wife, and to help him to take care of the
    garden. All the fruit in the garden, except what grew on one tree, was given to Adam and
    Eve to eat; all the animals were their servants; and God was their Friend.
    A wicked angel, who had been turned out of heaven, saw how happy Adam and Eve
    were, and he was angry, and thought, ‘I will make them as bad and unhappy as I am; I
    will make them do what God has told them not to do. Then he will turn them out of
    Eden, and they and their children will be my servants for ever, and I shall be king of the
    So the wicked angel, whose name was Satan, came into Eden. He got Adam and Eve to
    take the fruit which God had told them not to eat, and God had to send them out of the
    beautiful garden; for God had said He would punish Adam and Eve if they took that fruit,
    and God always keeps His word.


    like theater read the characters lines

    Children Classics in dramatic form.

    This book is intended to accomplish three distinct purposes: first, to arouse a greater
    interest in oral reading; second, to develop an expressive voice—sadly lacking in the case
    of most Americans; and third, to give freedom and grace in the bodily attitudes and
    movements which are involved in reading and speaking. The stories given are for the
    most part adaptations of favorite tales from folklore,–Andersen, Grimm, Aesop, and the
    Arabian Nights having been freely drawn upon.
    Children are dramatic by nature. They are for the time the kings, the fairies, and the
    heroes that they picture in their imaginations. They are these characters with such
    abandon and with such intense pleasure that the on-looker must believe that nature
    intended that they should give play to this dramatic instinct, not so much formally, with
    all the trappings of the man-made stage, but spontaneously and naturally, as they talk and
    read. If this expressive instinct can be utilized in the teaching of reading, we shall be able
    both to add greatly to the child’s enjoyment and to improve the quality of his oral
    reading. In these days when so many books are hastily read in school, there is a tendency
    to sacrifice expression to the mechanics and interpretation of reading. Those acquainted
    with school work know too well the resulting monotonous, indistinct speech and the selfconscious,
    listless attitude which characterize so much of the reading of pupils in grades
    above the third. It is believed that this little book will aid in overcoming these serious
    faults in reading, which all teachers and parents deplore. The dramatic appeal of the
    stories will cause the child to lose himself in the character he is impersonating and read
    with a naturalness and expressiveness unknown to him before, and this improvement will
    be evident in all his oral reading, and even in his speech.
    The use of the book permits the whole range of expression, from merely reading the
    stories effectively, to “acting them out” with as little, or as much, stage-setting or
    costuming as a parent or teacher may desire. The stories are especially designed to be
    read as a part of the regular reading work. Many different plans for using the book will
    suggest themselves to the teacher. After a preliminary reading of a story during the study
    period, the teacher may assign different parts to various children, she herself reading the
    stage directions and the other brief descriptions inclosed in brackets. The italicized
    explanations in parentheses are not intended to be read aloud; they will aid in giving the
    child the cue as to the way the part should be rendered. After the story has been read in
    this way, if thought advisable it can be played informally and simply, with no attempt at
    costuming or theatric effects. It will often add to the interest of the play to have some of
    the children represent certain of the inanimate objects of the scene, as the forest, the town
    gate, a door, etc. Occasionally, for the “open day,” or as a special exercise, a favorite


  • 195 page eBook Arabian Nights

    The Arabian Nights stories

    This, the “Aldine Edition” of “The Arabian Nights Entertainments,”
    forms the first four volumes of a proposed series of reprints of the
    Standard works of fiction which have appeared in the English language.
    It is our intention to publish the series in an artistic way, well illustrating a text
    typographically as perfect as possible. The texts in all cases will be carefully chosen
    from approved editions.
    The series is intended for those who appreciate well printed and illustrated books, or who
    are in want of a handy and handsome edition of such works to place upon their
    The exact origin of the Tales, which appear in the Arabic as “The Thousand and One
    Nights,” is unknown. The Caliph Haroon al Rusheed, who, figures in so lifelike a manner
    in many of the stories, was a contemporary of the Emperor Charlemagne, and there is
    internal evidence that the collection was made in the Arabic language about the end of
    the tenth century.
    They undoubtedly convey a picturesque impression of the manners, sentiments, and
    customs of Eastern Mediaeval Life.
    The stories were translated from the Arabic by M. Galland and first found their way into
    English in 1704, when they were retranslated from M. Galland’s French text and at once
    became exceedingly popular.
    This process of double translation had great disadvantages; it induced Dr. Jonathan Scott,
    Oriental Professor, to publish in 1811, a new edition, revised and corrected from the Arabic.
    It is upon this text that the present edition is formed.

  • Andersen fairy tales

    Hans Andersen 18 stories collection 68 pages eBook

    The Emperor’s New Clothes
    The Swineherd
    The Real Princess
    The Shoes of Fortune
    The Fir Tree
    The Snow Queen
    The Leap-Frog
    The Elderbush
    The Bell
    The Old House
    The Happy Family
    The Story of a Mother
    The False Collar
    The Shadow
    The Little Match Girl
    The Dream of Little Tuk                                                                                                                                                            The Naughty Boy

  • american fairy tales

    fairy tales collection

    A collection of American Fairy Tales. 68 pages, appropriate for children of All ages. Promote reading habits in your Children and learning to use the reading devices available to read eBooks..