This is another presentation I made about the common misconception of geisha being professional prostitutes. This will be a part of the Intro to Japanese course on memrise.com.
First-Step-in-Reading Part 1 Compilation of Beginning Reading Exercises.docxeleanor baguio
Useful supplementary material to provide each learner for reading practice in school and at home which includes Audio Tutorial of pages 1 to 7, Blending Exercises, Word Families, Basic Sight Words and easy to difficult reading materials as learner progresses in reading. Reading progression starts with learning sounds, blending sounds (cv, cvc, ...), words, phrases, sentences, paragraphs/stories. Materials are in Mother Tongue, Filipino, and of course English. So many of my former students learned reading using this material, even handing it down to their younger siblings. Hope you'll find this useful, too.
This is another presentation I made about the common misconception of geisha being professional prostitutes. This will be a part of the Intro to Japanese course on memrise.com.
First-Step-in-Reading Part 1 Compilation of Beginning Reading Exercises.docxeleanor baguio
Useful supplementary material to provide each learner for reading practice in school and at home which includes Audio Tutorial of pages 1 to 7, Blending Exercises, Word Families, Basic Sight Words and easy to difficult reading materials as learner progresses in reading. Reading progression starts with learning sounds, blending sounds (cv, cvc, ...), words, phrases, sentences, paragraphs/stories. Materials are in Mother Tongue, Filipino, and of course English. So many of my former students learned reading using this material, even handing it down to their younger siblings. Hope you'll find this useful, too.
Video lessons for dyslexic brains (and any other brain!)
Half an hour per day is all students need - suitable for children in year 2 and up (including teens and illiterate adults).
Watch video clip about sessions.
http://www.youtube.com/watch?v=P9AUu3TGfj8
T H E B I R T H O F T H E I M A G I N A T I O N.docxperryk1
T H E
B I R T H
O F T H E
I M A G I N A T I O N
a
O n e d a y i n t h e a u t u m n o f 1879 a S p an ish n o b le m an an d his d au g h te r set o u t on a
little ad v en tu re. T h e y w ere g o in g to ex p lo re a cave n o t far fro m the fam ily estate at
P u en te S an M iguel, in th e C a n ta b ria reg io n o f n o rth e rn Spain. T h e n o b le m a n ’s nam e
was M arcelin o Sanz de S au tu o la, an d his d au g h te r - n o t yet in h er teen s - was called
M a ria . T o g eth er they m ad e fo r the hillside o f A ltam ira, w hich h ad lately b een re p o rte d
as a site o f p reh isto ric o ccu p atio n . T o u se th e language o f th e tim e, A ltam ira was th e so rt
o f place w here troglodytes o r ‘p eo p le b efo re A d a m ’ w ere th o u g h t to have sheltered.
As a keen a m ate u r archaeologist, de S au tu o la h a d high h o p es o f w h at h e m ig h t find
at A ltam ira. T h e b o n es o f stran g e anim als m ig h t be scattered aro u n d ; p e rh a p s traces o f
fires kindled lo n g ago. W ith an y luck, an d close investigation o f th e cave floor, som e
ru d im e n ta ry tools o r im p lem e n ts m ig h t also b e retrieved.
D e S au tu o la was n o t m erely h u n tin g fo r curiosities. W h e n it cam e to p u b lish in g
his discoveries a t A ltam ira, h e gravely n o te d th a t his u ltim ate m otive fo r m aking the
ex p ed itio n w ith M a ria was to ‘te a r away th e th ick veil th a t separates us fro m th e origins
an d cu sto m s o f th e an cien t in h a b ita n ts o f th ese m o u n ta in s’. O n ce h e an d M a ria were
inside the cave, he c ro u c h ed d o w n an d b eg an to exam ine th e g ro u n d by la n tern light.
It w as cool a n d d am p in th e cave, b u t spacious too. W hile h er fath e r w as poking an d
6 A detail o f th e cave paintings at Altamira, Spain, c. 11,000 BC. which Maria and Marcelino d e Sautuola
discovered by chance.
TH E BIRTH O F TH E IM A G IN A T IO N
s c ra p in g a t th e floor, M a ria w a n d e re d o f f to d o so m e ex p lo rin g o f h e r ow n. It w as n o t
lo n g b e fo re th e d ark n e ss o f A lta m ira e c h o e d w ith a c h ild ’s w o n d ro u s cry.
‘L o o k , P a p a - p a in tin g s o f o x en !’
So a y o u n g girl w as th e firs t m o d e rn h u m a n to set eyes u p o n th e ‘g allery ’ o f
p re h is to ric p a in tin g s fo r w h ic h A lta m ira w o u ld b e c o m e re n o w n e d (Fig. 6).
B ein g sm all, M a ria h a d a b e tte r view o f th e cav e’s low ceiling th a n h e r father.
H o w ev er, h e r re c o g n itio n o f th e an im als w h o se im ag es w ere ra n g e d o v er A lta m ira ’s
n a tu ra l v au lt was n o t q u ite a c c u ra te . T h e s e w ere a u ro c h s - a ty p e o f b is o n th a t h a d b e e n
e x tin c t fo r th o u sa n d s o f yea.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. COORDINATION SCHOOLS:
ODTU Gelistir e Vakfi Ozel Ilkokulu, A kara
PARTNER SCHOOLS:
GTVS Spiel a gasse, Vie a
Fou datio Alpha a d O ega – P. R.
Nuo a Direzio e Didatti a, Vasto
OOU Lazo A gelo ski, Skopje
S oala Gi aziala Nr. , More i
This proje t has ee fu ded hith support fro the Europea Co issio , Progra e Eras us+.
This ook refle ts the ie s o ly of the authors, a d the Co issio a ot e held respo si le for
a y use hi h ay e ade of the i for atio o tai ed therei .
PROJECT NUMBER: – – TR – KA 9 –
PROJECT TYPE: Eras us+
Ke A tio – Cooperatio for I o atio a d the E ha ge of Good Pra ti es
Strategi Part erships for S hool O l
4. CONTENTS
Authe ti it Pla ………………………..……………..
Austria folk tale…………………………..…………..
Bulgaria folk tale………………………………..…...
Italia folk tale…………………………..……..……….
Ma edo ia folk tale………………………………..
Ro a ia folk tale…………………………….……..
Turkish folk tale……………………………...………...
Eras us +
5. READING HELPS GROWING, IT ENRICHS, IT THRILLS, IT FEEDS FANTASY AND
CREATIVITY BECAUSE IT HAS GOT THE POWER TO LET US ENTER THE STORYTEL-
LING AND WRITE IT AGAIN AS WE LIKE, FREELY.
The edu atio to liste i g a d o al o p ehe sio , the i te est to a ds the ea-
di g a d the pleasu e to get it a e goals that tea he s of NUOVA DIREZIONE DIDAT-
TICA i Vasto ha e ee pu sui g fo ea s to tea h thei hild e .
The efo e e e ea the ake su h a ti ities ai ed to p o ote, o solidate, po-
e i g a d de elop lo e fo eadi g, suggesti g to do it as a f ee a ti it , a le to
put the pupil i elatio ith hi /he self a d othe s , so ha gi g the idea that
eadi g is o l a s hool task.
B ea s of readi g ou a ha e e traordi ar tra els, li e a azi g ad e tu-
res, fl o fa tas or drea i gs, al a s eet e frie ds.
Eras us +
A u t h e t i c i t y P l a
6. FOLK TALES o tai s 6 folk tales of edu atio al ale e, a epe toi e sele ted
the atio al oo di ato s of the follo i g s hools, i ol ed i the ERASMUS +
KA 9, Let’s A t the Futu e : ODTU Gelistir e Vakfi Ozel Ilkokulu - A kara,
GTVS Spiel a gasse - Vie a , Fou datio Alpha a d O ega – P. R. Sla eiko
S hool - Sofia, Nuo a Direzio e Didatti a - Vasto, OOU Lazo A gelo ski - Skopje,
S oala Gi aziala Nr. - More i.
«You k o ou' e read a
good ook
he ou tur the last page
a d feel a little
as if ou ha e lost a frie d.»
Paul S ee ey
Eras us +
A u t h e t i c i t y P l a
8. Eras us +
The Mer aid of the Ri er Da u e
A lo g ti e ago he Vie a as still s all to a d su ou ded a all, the i e Da u e
as flo i g i a a s et ee the i e side oodla ds a d floodplai s. So eti es i i -
te po e ful sheets of i e e e see d ifti g do the i e .
Du i g sp i gti e the ate s o e flo ed the i e a ks a d flooded the i e side oodla ds.
At this ti e the fishe e fled out of thei si ple huts the to of Vie a. As soo as the ate
sa k the fishe e etu ed to thei huts. The s ept the ud out of the sitti g oo , e e
looki g fo thei fishi g ets, pat hed the up a d sta ted agai ith thei diffi ult o k.
Lo g ti e ago a old fishe a li ed togethe ith his so i o e of these si ple huts. He
k e all the est spots he e he as a le to at h fish. Despite of his ou g age the so as
al ead as good as a fishe a as his fathe . He e jo ed sitti g i his oat a d liste to the
sou d of the a es a d the i ds si gi g i the t ees. He lo ed at hi g the t eetops o ki g
i the i d a d the olo a d f ag a e of toe flo e s.
O o e old i te e e i g fathe a d so sat togethe the fi epla e i thei hut. I the
spa se light oth e e e pat hi g up thei fishi g et a d e e talki g a out the up o i g
sp i g.
Sudde l , as if the i d pulled ope the doo . The oo as ight as da light, a lo el hite-
d essed gi l ith ate -lilies i he hai appea ed i f o t of oth e . The fishe e got
f ighte ed But the gi t spoke ith a ge tl oi e hi h sou ded like the t i kle of ate
Do 't e af aid! I o e ith good i te sio s. I eed to a ou. Al ead to o o the i e
ill elt, the i e ill o e flo a d this hut ill e flooded. Get a a as fast as ou a .
9. Eras us +
Befo e the fishe e e e a le to epl a o d die oo e t da k agai . The ou g fishe -
e ju ped to his feet a d a to the doo , to sa tha k ou, ut the ould ’t see he out-
side a o e.
I ediatel oth fishe e otified thei eigh o s i the su ou di g huts. At the a k of
do all fishe e left thei huts a d fled to the to .
A d it happe ed as p edi ted the gi l. The i e elted i the a i d. The e t ight the
ate sta ted to flood the i e side oodla ds. It e te ed i to the huts a d took a a hat
as left the fishe e . But o hu a life as lost e ause all fishe e took shelte i
the to .
Afte a fe da the ate le el sa k agai . The fishe e etu ed to the oodla ds a d
lea ed thei huts. O l ight st ipes o the t ee t u ks e ealed the fo e flood le els.
As the e st a lot of o k to e do e, the fishe e did ’t thi k of the e aid a o e.
The hild e so eti es pla ed the e aid of the i e Da u e i se ti g flo e i
thei hai a d sa i g the gi ls o ds: Do 't e af aidt! I o e ith good i te sio s .
Of ou se the ou g fishe a ould 't fo get the e aid. Da a d ight, he sa the ge tl
fa e a d he la k hai ith ate -lilies. Whe he as at ho e he sa the e aid of the
i e Da u e looki g th ough his hut i do . Whe he as alki g th u the i e side ood-
la ds she ould appea et ee the t ees. Whe he sat i his oat he ould see he da i g
et ee the a es. The soft oi e sald: Do 't e af aid! But i the e t o e t she disap-
pea ed.
The ou g fishe a e a e o e a d o e sad a d upset a d o e da the fathe sa his
fishi g oat d ifti g o e less o the ate .
He o ed the e a d fou d hi self o the lea est ate he had e e see efo e. U de -
eath, he sa a ga de , ith a glo ious pala e a d a stai ase ade of a le, et ee the
t ees he ould see the ou g fishe a a d the e aid alki g ha d i ha d.
10. Eras us +
The Mer aid of the Ri er Da u e
a Austria lege d
A lege d is a o igi al o al sho t sto , that is li ked to eal pla es, people o e e ts,
e i hed ith fa tasti o supe atu al ele e ts.
The Me aid of the i e Da u e is a folk lege d. Ma poo fishe e li ed i thei
huts i the Da u e floodplai s. A phila th opi e aid a ed the of a app oa h-
i g flood. People a aged to get to safet efo e the flood ould ha e o e. A ou g
fishe a fell i lo e ith the e aid. She e a e his desti .
So e hild e atte di g the i the full-ti e ele e ta s hool Spiel a gasse
e e asked fo thei opi io :
Wh did ou like the lege d? Wh did 't ou like it?
Meral: I liked the stor e ause the er aid of the ri er Da u e ar ed the fisher e
a out the flood. Tha ks to her, the fisher e a d their eigh ours ould es ape.
Arli d: I eall liked the sto it is so e iti g a d i te esti g. What happe ed t the e -
aid! What a out the ou g fishe e ? No he e tai l li es ith he i the ate pal-
a e.
Da id: I do 't like the lege d e ause the fisher e did ’t o e ho e a ore.
Tas ee : The Iege d is e iti g a d ool, it’s a i e sto . I like that the ou g fishe a
a d the e aid o li e togethe u de the sea.
Vale ti a: I like the lege d e ause I like ater, e ause the girl looks eautiful a d e-
ause are er aid appears.
Cathari a: the lege d is e alti g a d eautiful. Despite the da ger . It see s so pea eful.
Mahir-Ca : Ido ’t likethe lege d e ause the ou g fisher a does ’t o e ho e a ore a d
the father is o alo e.
20. Eras us +
S hool
NUOVA DIREZIONE
DIDATTICA
ITALIA
21. Eras us +
PINOCCHIO
Stor of a puppet
O e upo a ti e the e as a a pe te hose a e as Geppetto. He had uilt a
oode puppet a d alled it Pi o hio. Ho i e if it as a t ue hild! he sigh
he he fi ished to pai t it.
That ight a good Fai fulfilled his desi e. Wake up, i a i ate ood, I ga e ou life!
she e lai ed tou hi g Pi o hio ith a agi a d.
Pi o hio, sho e ou a e good, ou ageous, disi te ested the Fai said, a d o e
da ou ill e a t ue hild! . The , to the talki g C i ket : I all ou to e guide a d
ou selo of Pi o hio, she added efo e disappea i g et ee a thousa d light
glo s.
I agi e ho happ Geppetto as he he dis o e ed that his oode puppet ould
o e a d talk! The o i g afte he se t hi to s hool. B e so , o e a k ho e!
Pi o hio, diso edie t, e t to Ma giafuo o, a puppete ho p o ised to ake hi
fa ous.
He had a lot of fu hile si gi g a d da i g ith othe puppets. But, o e the sho
as o e , Ma giafuo o shut hi i a age.
Sudde l , he e as the Tu uoise Fai : Wh did ’t ou go to s hool? asked hi . Pi-
o hio eplied ith a lie a d soo his ose sta ted to g o a d g o …
O l he he told the t uth, the Fai eleased hi a d his ose etu ed o al.
While o i g a k ho e, Pi o hio sa a a iage full of hee ful gu s. The d i e
said it as goi g to the Ga e Cou t , he e the kids ould do hate e the a ted
to. Pi o hio o e a k ! said the Talki g C i ket u i g afte . But the puppet as
ot liste i g to hi .
22. Eras us +
The e Pi o hio e a e f ie d of Lu ig olo: the t o o s ate as u h as possi le
a d had a lot of fu . But e soo the dis o e ed that laz a d ude kids i that
ou t e e tu ed i to do ke s.
Whe he also had t o lo g ea s a d a tail, Pi o hio despe ate es aped, follo ed
his faithful f ie d, the C i ket. The the a e a k ho e togethe , ut the did ’t
fi d a o e. Who k o s hat happe ed! . Right i that o e t, a do e ought
the a essage: hile seeki g Pi o hio, Geppetto had ee eate a hale a d
o he as its p iso e . I a t to sa e hi ! de ided the puppet. A i ed to the sea,
he di ed a d at the otto he fou d his dadd i side the hale’s tu . But ho to
get out? So the tu ed o a ig fi e: the s oke ade the hale s eeze, a d it ope ed
its outh ide. Pi o hio a d Geppetto es aped o a aft. The puppet helped his fa-
the s i th oughout high a es: ut o e a i ed to the ea h, it la ked out due to
the g eat effo t. Sadl , Geppetto ought hi ho e.
But the Fai oke Pi o hio up a d, as p o ised, she e a ded his ou age a d his
good ess tu i g hi i to a t ue hild!
Moral of the stor : So eti es doi g so e errors is orth it. E er od a do
errors, ut the i porta t thi g is to re og ise a d tr to orre t
the : that’s the o l true a to e free, reall free.
29. Eras us +
S hool
OOU LAZO ANGELOVSKI
MACEDONIA
30. Eras us +
THE FOX WITH ONE HUNDRED IDEAS
O e e e i g a fo аs e hu g :
Oh, I ould eall eat a hi ke o t o. I a sooo hu g .
She sta ted to look fo hi ke s to eat.
What’s that sou d? A e those hi ke s? Oh, es, I’ e fou d a he house.
Let’s see ho I a go i . …. Well I a ’t fi d a hole a d I a ot fi d a a li
i the he house…. What should I do? –the fo asked he self.
Aha, I k o , I’ll fi d the hedgehog to dig a tu el fo e. The I a slip i
the he house a d ha e a feast… u – thought the fo .
That’s e a tl hat she did. She fou d a hedgehog a d asked hi to help
he .
Ca ou dig a tu el he e, please? I a get so ethi g to eat e easil
the . A d I ill help ou he e e ou eed help. You k o that I a e
s a t, do ’t ou? - asked the fo .
OK, -said the hedgehog. Just do ot fo get hat ou ha e p o ised e.
The hedgehog dug a tu el a d she slipped i the he house a d had a
g eat di e .
The e t o i g the fa e ho o ed the he house, as e upset
a d u happ to see that so e of his hi ke s e e eate .
Oh o, hat happe ed to poo hi ke s…. This ust ha e ee a e
ea fo . He i ediatel thought that a fo had o e i , so he de ided to set a
t ap.
Afte a fe da s the fo a ted to eat so e o e hi ke , so she took the
hedgehog agai a d t ied to ake hi go i the he house fi st.
"It's ou tu to go fi st, othe Hedgehog, e ause I e t i fi st last
ti e" –the fo said.
"It's t ue that ou e t i fi st the last ti e", the hedgehog eplied, " ut
hat if the e's so e t ap set a d I get aught? Who ill f ee e the ?"
"I'll f ee ou, othe Hedgehog, e ause I al a s ha e le e ideas o
i d. You’ e got a solutel othi g to o a out.", said the fast-talki g
Fo .
31. Eras us +
"To tell ou the t uth, siste Fo , I do 't feel like goi g i . If ou a t to
eat hi ke s, ou go i fi st. You' e got othi g to fea . You al a s ha e
le e ideas o ou i d." - said the stu o Hedgehog.
Hedgehog’s o ds ade the fo e a e a d she slipped i the tu -
el agai . As soo as she stepped i the tu el, she got aught i the t ap set
the fa e . She shouted to the hedgehog:
"Please, oh please othe Hedgehog. Tell e hat I a do to es ape.
Gi e e a idea", she egged.
"Ho a I help ou Fo , he I o l ha e o e idea a d ou ha e ?
Thi k out so e solutio fo ou self so ou a es ape", eplied the Hedge-
hog.
"Oh, ut othe Hedgehog, I a 't thi k e ause legs a e hu ti g
te i l . Tell e ou idea so I a get f ee", she egged.
Whe the poo Hedgehog sa that the Fo as e s a ed, he said to
he : "Siste Fo , p ete d to e dead he the fa e o es out. He'll gi e
ou a fe pokes, loose the t ap a d th o ou aside. That's he ou a
get up a d u a a ".
The e t o i g he the fa e a e out to see his hi ke s, the
Fo p ete ded to e dead. Whe the fa e sa he , he shouted out happil :
That's the a I like to see ou, Mist ess Fo , aught oth legs.
You e jo ed eati g hi ke s, did ’t ou !? Ha, o ou got hat ou de-
se ed. I'll take ou fu a d sell it. It ill pa fo the hi ke s ou ate, a d
o e!"
Sa i g this, the fa e let the ha dle of the t ap loose, e o ed the
Fo a d th e he aside. He a i side the house to tell his fa il that he had
aught the fo that ate his hi ke s.
At the sa e ti e, the Fo a a a to safet , gi i g tha ks to the
Hedgehog fo the illia t idea he ga e he .
Moral of the stor : O e idea hi h is trul useful is orth ore tha
useless ideas
36. Eras us +
S hool
SCOALA GIMNAZIALA Nr. 4
ROMANIA
37. Eras us +
The hag’s girl a d the old a ’s girl
origi all Fata a ei şi fata oşului
Io Crea gă
O e upo a ti e the e as a old a a d a hag. The old a had a gi l a d
the hag a othe gi l.
The hag’s gi l as ugl , laz , a d e il at hea t. O the othe a , the old a ’s
gi l as eautiful, o th of p aise, a d good at hea t. The hag al a s told the old
a that his gi l is laz , u o th a d that he should hase he a a f o ho e.
O e of these da s, the old a ei g e itte due to the hag’s sa i gs, alled
his gi l a d told he :
M dea gi l, lea e he e e God ill guide ou a , so that the hag o ’t
o plai a o e . But al a s e e e the o ds of a lo i g fathe : e o th of
p aise, ge tle a d la o ious, he e e ou go , said the old a .
Poo gi l kissed he fathe ’s ha d a d e t off.
O he a she et a e si k pupp a d so thi that o e a see he i s.
Beautiful gi l, ha e e a d heal ou ds a d I ill help ou so eti e ,
said the pupp .
Su e I do. Oh, ou poo thi g! said the gi l.
The gi l felt pit so she ashed it a d took a e of the pupp . Afte that, satis-
fied fo he good deeds she o ed o .
She did ’t alk u h he she sa a eautiful losso ed pea t ee, ut full of
ate pilla s.
Beautiful gi l, ha e e , a d I ill help ou so eti e , said the pea t ee.
Just a o e t, please. I ill e o e all ate pilla s , said the gi l.
38. Eras us +
With g eat a e, the gi l lea ed the t ee of its d ied a hes a d ate pilla s
a d the she got o the oad i sea hi g of a aste . Goi g fu the she sa a udd
a d a a do ed fou tai .
Beautiful gi l, ha e e , a d I ill help ou so eti e , said the fou tai .
You a e so eed a d udd … o it’s ette , said the gi l.
She pat hed it up a d she o ed o . Afte that she et a oke la o e that
as goi g to ash.
Beautiful gi l, ha e e , a d I ill help ou so eti e , said the o e .
The gi l tu ked up he slee es a d she fi ed it… to e dea he looki g at it.
No I a go o … said the gi l.
Walki g da a d ight she a i ed at Sai t Su da ’s house.
What a e ou sea hi g fo , dea hild? Who a e ou? said ki dl the old
lad .
I’ a poo o pha gi l. I’ looki g fo a shelte a d so ethi g to o k. said
the gi l ho sta ed to se e the old lad . So, she ashed Sai t Su da ’s hild e ,
hi h e e d ago s a d a ful eatu es, a d late she ooked eal fo e e o e.
Whe o i g ho e f o hu h, Sai t Su da said:
You’ e do e ell ou o k, the food is good a d hild e lea . No go
up i the atti a d hoose a hest as a e a d.
Of all the hests she pi ked the s allest, the oldest a d the ugliest. The , sa i g
good e she left. She as happil etu i g to he fathe ’s house.
O he a a k she et the la o e hi h o ga e he toasted pies to eat.
I as aiti g fo ou. Ha e so e a pies , said the o e .
Late o she et the fou tai ith s eet a d old as i e stal lea ate to
te pe he thi st.
I as aiti g fo ou. Ha e a glass of ate , said the fou tai .
39. Eras us +
Ne t she et the pea t ee that she took a e of. It as full of a ello a d
s eet as ho e pea s hi h lo e ed its a hes fo the gi l to eat.
I as aiti g fo ou. Ha e a pea as s eet as ho e , said the pea t ee.
Whe she et the pupp , hi h o as health a d p ett , it ga e he a e k-
la e ade of golde oi s, as a e a d fo taki g a e of it.
I as aiti g fo ou. Take this gold e kla e , said the pupp .
He jou e as o e a d she fi all a i ed ho e. Whe the old a sa he ,
his e es filled ith tea s a d his hea t ith happi ess.
Wel o e, dea hild , said the old a .
It’s good to e a k, dea fathe , said the gi l.
She ope ed the hest a d lots of studs, he ds a d sheep got out of it. Whe
seei g all those i hes, the old a g e ou g agai .
Jealousl , the hag’s gi l eplied to he othe : Do ’t o othe , the e a e
ple t of i hes i the o ld! I’ll go a d i g ou u h o e…
So, she sets off ith g udge a d ua elso e o the sa e oad the old a ’s
gi l as….
Whe the pupp , the pea t ee, the fou tai a d the la o e asked he to take
a e of the Beautiful gi l, ha e e , a d I ill help ou so eti e … she eplied
ith o ke a d a ge :
Yes, su e I do! I o ’t spoil little ha ds elo gi g to dea est u a d
dad!
At Sai t Su da ’s house she a ted ith i sole e a d stupidit . She s alded
Sai t Su da ’s hild e ho u a d s ea ed like az f o all that pai . The eal
she ooked as u t, s oked a d oil , that o o e ould e e eat it.
Go up i the atti a d hoose a hest as a e a d , said Sai t Su da .
As pa e t she pi ked the e est, the iggest a d the p ettiest hest, as she
as e fo d of eaut a d g eat ess.
40. Eras us +
I ill take the iggest a d lea e , said the ugl gi l.
She e e left ithout sa i g good e, fea i g that Sai t Su da ould ha ge
he i d a d take a k he hest.
Retu i g to the la o e , it u t he so she ould ot take a pie…. At the
fou tai , the glasses sa k a d the ate d ied a d the hag’s gi l e ai ed ishful…..
A i i g at the pea t ee, hi h as sha ked f uit, the gi l ould ’t e e taste
the e ause the pea t ee e a e o e thousa d ti es talle tha it eall as a d
its a hes e e up i the louds.
I’ hu g ! I’ thi st ! said the ugl gi l.
These a e ot fo ou! eplied the o e , the fou tai a d the pea t ee.
Late she et the pupp .
A e kla e ade f o gold oi s! I’ll take that! said the ugl gi l.
This is ot fo ou! said the pupp a d it he .
Afte all that t ou le, she fi all a i ed ho e. Whe ope i g the ig hest, i
f o t of he othe , lots of d ago s a d eatu es a e out of it eati g the hag a d
he ugl gi l.
The old a a d his gi l li ed happil e e afte ….a d pe haps the a e still li -
i g….
Moral of the stor : If a perso is good at heart a d ho est, fate ill also e good to
hi . But if o e is e il a d proud, fate ill o k a d defeat hi .
56. Eras us +
THE FAIRY TALES
Fai tales, oth a ie t a d ode a d, ith agi a d a i als, e ha t the hild
a d defeat s all fea s; the a s e uestio s s/he a ’t ask et, the light up i agi-
atio .... ut the are also real , a ge e al e pla atio of life a o di g to Cal i o.
The orld is rei terpreted i a etaphori
a .
The fai tale is the pla e fo all h potheses:
it a gi e us the ke to e te ealit th ou-
ghout e paths,
it a help hild e to k o the o ld .
Gia i Rodari
Whe e did ’t k o it as so i porta t, so eo e had gi e us the joy to get
oursel es lost i a ook.