HOOPOE BOOKS FOR CHILDREN

MANUAL FOR PARENTS & TEACHERS

to accompany

The Man and the Fox

To order this book call your distributor or ISHK Book Service: Phone: 800 222-4745 Fax: 800 223-4200 Outside U.S. and Canada: Phone: 617 497-4124 Fax: 617-500-0268 Order on the web at www.hoopoekids.com

These Teaching-Stories can be experienced on many levels. A child may simply enjoy hearing them; an adult may analyze them in a more sophisticated way. Both may eventually benefit from the lessons within.
Lynn Neary All Things Considered, NPR News, Washington

This manual accompanies one book in our series of illustrated tales from the rich storytelling tradition of Afghanistan, Central Asia and the tm Middle East. These Teaching-Stories have been told to countless children for more than a thousand years. Parents and teachers can use these ancient, universal tales not only to delight and entertain, but also to develop language and thinking abilities in the young. At the same time, these stories will encourage in children a love of good literature that can affect them positively throughout their lives. In this ancient tradition, stories are told to young and old alike. A story can help children deal with difficult situations and give them something to hold onto. It can, at the same time, stimulate a deeper understanding in adults. While reading and discussing this tale with your children, you, too, may find yourself thinking and perceiving in new ways. A wealth of learning awaits us all in these old tales. We hope you and your children enjoy this one!

ABOUT HOOPOE TALES These stories show us what we share with these cultures and what we can learn from each other.
CULTURAL CONTEXT
Hoopoe tales all come from a rich tradition of storytelling in Afghanistan, Central Asia, and the Middle East. For more than a thousand years, by campfire and candlelight, people have told these stories to their children, not only to entertain them, but also to help young people understand their world. Schools for young children were rare, but storytelling was not. Education came from stories. Idries Shah, the author, was an Afghan who spent 30 years of his life collecting, translating, and selecting these stories for a Western audience. They show us what we share and what we can learn from each other. They help children understand human nature. They encourage qualities such as self-reliance, the ability to overcome irrational fears caused by things children do not as yet understand, peaceful negotiation rather than violent confrontation, and much else.

MORE THAN ENTERTAINING

According to their stage of cognitive development, children take what they can from each tale. At first, they may respond only to one character or one event in a story, or they may understand only the most obvious meaning, but they will grasp a little more each time they hear a story. Bit by bit, they will find more meanings, concepts and insights in these stories. Through repeated exposure to these tales, children learn to understand their lives and reflect on how people think and act in various situations. These tales help children learn to distinguish effective from ineffective patterns of thought and action. In many ways these tales serve as mirrors. Identifying with characters in a story, we and our children become spectators of our own thinking and behaving. True character is not a set of values, beliefs or behaviors to be instilled. Rather, it is something within us that needs to be uncovered and developed. The best way to do this is to give children the tools to help them better understand themselves. Teaching-Stories are designed to serve this function and have been doing so for more than a thousand years.

Shahs versatile and multilayered tales provoke fresh insight and more flexible thought in children.
Bookbird: A Journal of International Childrens Literature In presenting these stories to children, you can help them learn a little about these cultures that might, at first, seem strange and unusual. They may even be thought of in a negative way due to ignorance or the very sad recent world events. The characters are usually shown in dress that is common in their part of the world. Women usually wear long, flowing garments and cover their heads with scarves or veils (historically this was as a mark of respect). Men and boys wear baggy trousers and long, loose shirts and vests, along with distinctive hats or turbans to protect them from sand and wind. The illustrations include other aspects of these cultures: ornaments, wall hangings, and furniture that are often copied from Persian miniatures, or beautiful multi-colored mosaic tiles found on mosque walls throughout the Islamic world. Minarets, flat- or domeroofed houses, wells, alleyways, open markets and stores, and, of course, animals are used to illustrate these magical stories.

WHY READ TO OUR CHILDREN?

Reading aloud involves sitting with our children so that they can see the words and pictures as the adult reads from the book. When we read to children, we help them develop important communication and cognitive skills. These stories captivate children and help develop their attention capacity. They also build linguistic fluency and competence, especially when children know the stories so well that they join in telling them. Because the language of stories is somewhat different from everyday language, a childs language is refined and enriched by listening to stories. With stories as models, children learn to order their thoughts and to express themselves in meaningful and engaging ways. When listening and speaking abilities are nurtured with stories early on, almost all children learn to read easily and naturally. They readily absorb the vocabulary, syntax, concepts, narrative structures, patterns of events, and images together with the emotional overtones of the language used in the tales.

When they are read to, children not only hear the story, they also observe the act of reading. The adult can help the child understand where the text begins on each page, can point to individual words, and can invite the child to read along when the child seems ready. In this way, children gradually learn that the written word reflects spoken language, and that a book has unique meaning and impact. They also pick up positive attitudes of the adult reader who enjoys books and loves reading.

When a story is very familiar, invite the child to join

in the telling, saying favorite lines with you. This practice enhances childrens language development and their sense of confidence in using language.

Make the book easily available for older children to

read independently.

ENCOURAGE RESPONSE TO STORIES

First, its important to recognize that children who simply listen to a story repeatedly absorb language and concepts naturally, and, in the case of stories such as these, they also develop cognitive skills. The strategies suggested in this manual can further strengthen childrens natural learning process. We offer different ways to interact with and reflect on the stories and suggest activities that maintain childrens contact with each tale in enjoyable ways. This gives them more time to develop their understanding and to find further meaning and value in the stories. There are a number of enjoyable activities to do with children after the reading of a story. Here are some of the more typical and useful follow-up activities: Discuss. Perhaps the simplest activity you can do with a child after finishing a story is to invite his or her reactions and comments and to share your own. Discussion will allow the child to express whatever thoughts may have arisen while listening and to ask questions about the characters and events. If a child doesnt talk spontaneously about the story, questions like these may help get a discussion going: What was the most important part of the story to you? Why was that part especially meaningful to you? Which character did you like the most? The least? Why? Do you think the ending was a good one? Why? Draw. Have children tell what parts of the story they most liked and describe how they visualized the characters and events. Then have them draw, with crayon or paint, what they visualized. They will enjoy talking about their pictures and comparing them with the books illustrations. Dramatize. Invite children to act out a scene or two from the story. A child may take on the persona of different characters with each playacting. If several children have heard the story together, they may want to use simple props and scenery and put on short plays.

When they are read to, children not only hear the story, they also observe the act of reading.
As they begin to read independently, childrens oral language strengths help them decode text, predict events, and acquire a sense of story an intuitive sense of what a story is and what to expect of various kinds of stories. These skills, developed and honed with many stories throughout the childhood years, allow children to make an easy transition to understanding and appreciating the world of adult literature the novels, short stories, biographies, and other works that enrich our lives.

TIPS FOR PRESENTING STORIES

Here are some tips for making the experience enjoyable and memorable for children:

Make sure you are well rested and looking forward to

story time. Do your best to put aside the many distractions of daily life so as to give the child and the story your full attention.

Sit in a comfortable place with the child near you,

allowing you to have good eye contact. Your physical presence is an important part of the whole experience for the child. The more comfortable and cozy the child feels with you, the more impact the story is likely to have.

Read or tell the story at a relaxed, deliberate pace.

Remember that children cant process information as rapidly as adults. When you slow down a bit, youll help the child follow and comprehend the story more easily.

Remember that children very much enjoy hearing the

same story more than once. Repetition allows a child to become familiar with a story, to understand it more fully, to reflect on it long after story time is over, and to internalize many aspects of the story. Some children like to hear the same story day after day for weeks, and this amount of repetition can be very beneficial. Other children like to hear the same story once or twice on one occasion, then again after several weeks or months.

Dictate or Write. In a special story notebook, have children dictate or write a brief summary of the story and perhaps a comment about it. Pictures can be drawn to go with the summaries if the child enjoys drawing. A story notebook can serve as a reading journal that you and the child review, just for fun, from time to time. Retell. If children enjoy the story, read it several times over the course of a week or more until they are very familiar with the sequence of events and can retell the story to family or friends. You can provide opportunities for them to retell it to other classrooms or in their community. You can also discuss ways to make their telling interesting and effective.

The intent is to give children an enjoyable experience with the stories and help them realize that this literature can help them understand themselves and others. Most children will be entertained the first time they hear a story and will develop a deeper understanding only after the story has a chance to sink in. For that reason, we recommend reading a story several times over the course of weeks or months, each time giving the child a chance to respond to the story and to discuss different meanings he or she may find in it. Each time you read the story, you may wish to ask different questions and do different activities, so a variety is provided here from which you may select. Of course you may have other questions or activities and we encourage you to use these, too.

STORY PLANS
These plans will give you ideas of how you may use the books with one or more children, either at home or in a classroom. The activities are based on teachers and parents experience in sharing good literature with children.

Next are some story plans you can use while reading The Man and the Fox by Idries Shah with your children.

STORY:

The Man and the Fox

STORY SUMMARY
This is a story about a man who tricks a young fox into believing that he will give him a chicken and then sends the fox off into the bushes where he gets trapped in a net. However, through his ingenuity and perseverance, the fox manages to escape. Among other things, this tale can inspire children to face challenges. It can also help them to overcome, and sometimes make use of, the obstacles in their path to solve problems. The man and the fox exchange polite greetings. (May you never be tired! said the man. May you always be happy! replied Rowba.) What do you think will happen next? Why do you think so? The man generously offers to give the fox a chicken and takes the fox to his house. (When they got to the mans house, the man said, Wait outside. Ill go to the yard in the back and get you one of my birds.) What do you think will happen next? Why do you think that? The man gives the sack to the fox but tells him to open it in the bushes where nobody will see him. (And he trotted all the way to the bushes carrying the sack in his mouth.) What do you think will happen when the fox reaches the bushes? Why do you think so? When the fox crawls under the bushes, he discovers there are only stones in the sack and then he finds himself trapped under a net. (At first Rowba was worried because he thought he might not get out of the net.) What do you think will happen next? Why do you think so? Rowba escapes by cutting a hole in the net with a sharp stone. If Rowba meets another man, what do you think he will do? Why do you think so?

BEFORE READING
This tale lends itself to speculating at turning points in the story; an activity that improves children's thinking and comprehension abilities. To orient children to predicting outcomes, point to the picture on the cover and ask: What do you think will happen to this fox? Why do you think so? Read the title: The Man and the Fox, then say: The author of this story is Idries Shah. This book is illustrated by Sally Mallam. How do you think the man is involved with the fox? What do you think will happen to them? Why do you think so? Accept and discuss any ideas offered, then say: Let's read and find out more about the man and the fox.

DURING READING
As you read this story for the first time, invite further speculation by asking for additional predictions at turning points. Its not important for children to guess what actually happens. Predicting outcomes helps children think more carefully about the characters and events of the story even when the predictions turn out to be incorrect. Help children enjoy making predictions by accepting all responses and encouraging the children to give reasons for thinking as they do. Here are some suggestions for places to stop and invite predictions: The story begins Once upon a time, when the moon grew on a tree and ants were fond of pickles, there was a lovely brown fox. What kind of a time is this? Is this like our time? Is this world like our world? Why do you think so?

AFTER READING Questions for reflection:

Invite reflection by discussing one or more of these questions, which explore some of the different elements of the story and what we can learn and understand from them: What was the most important part of the story to you? Why was that part especially meaningful to you? Which character did you like the most? The least? Why? Does this story help you think about your own life, about what could happen and what you could do? In what way does it do this? What questions do you have about this story?

Why did Rowba believe the man? What does it mean to trust someone? Can you think of someone you trust? Why do you trust them? Is trust something important? Why do you think so? How can you tell when you can trust someone and when you cant? How can you tell whether or not someone is telling the truth? The man says, Im feeling generous today. What does it mean to be generous? Is it good to be generous? Why do you think so? How can you tell if someone is really generous? Are you generous? Do you think the fox can be blamed for his difficulties in any way? Why do you think so?

Can you think of other words that mean the same thing as clever? Do you think that Rowba was clever? Why do you think so? Do you think Rowba learned from his experience with the man? Why or why not? First Rowba was fooled by the man and later he figured out a way to escape. Was Rowba foolish or clever? Can someone be both? Why do you think so? Do you think the man was clever? Why do you think so? Can you remember a time when you or another person was clever or did something clever? What happened? Do you think all foxes really know the story of Rowba and the man? Or do they know stories like it? Do you think this is why foxes wont walk with people, why they are hard to catch and why they are free? Why or why not?

Invite reflection by discussing The man says he will give Rowba a chicken, some of these but he does not. Is it important to do what questions you say you will do? Is it important to
keep promises? Why do you think these things are important? Why do you suppose the man put stones in the sack? Do you think the man knew that hunters had put a net in the bushes to catch Rowba? Do you think he wanted Rowba caught? Why do you think so? At first Rowba didnt see the net. He didnt know he was trapped. Were you ever in a difficult situation but didnt know it at first? How did Rowba feel when he discovered he was trapped? Why did he feel that way? If youve had a problem or difficulty, how was it like Rowbas? How was it different? A problem is something difficult to do. A challenge is something we do that is difficult but helps us grow. Can you think of a problem you have that you could turn into a challenge? What is an obstacle? What are the obstacles in this story? Can obstacles be helpful or useful in any way? The man put stones in the sack to trick Rowba. Later Rowba used one of the stones to cut through the net. Were the stones part of the problem or part of the solution? Could they be both? If so, how could this idea be helpful to you? Could the foxs thoughts and behavior help you in any way? How? Why didnt Rowba give up? How did Rowba escape? What could Rowba teach you about getting out of a difficult situation or solving problems?

Do you think the ending was a good one? Why? If the man had treated Rowba kindly, would he behave differently around people? Why do you think so? Is it possible for one kind act to make a change in the world? Is it possible for one unkind act to make a change in world? Why do you think so? Do you think its important for foxes to know this story? Do you think its important for people to know this story? Why do you think so? How could you help others know this story? Can you think of any other questions? Can you think of anything we have missed in thinking about this tale?

ACTIVITIES
Do one or more of these activities to enhance the experience of the story and give children a chance to express themselves.

If children enjoy the story, read it several times over the course of a week or more. Hearing the story again will help familiarize children with the situation portrayed in the tale. Have children draw and color their favorite scene from the story. Encourage them to write or tell about what they drew and why. They can put their work in a folder in which they can keep other drawings and reflections on stories you read aloud. Or they can draw and comment in a special story notebook.

 Make simple puppets to represent the man and the fox.

(You can make two-dimensional forms from construction paper and paste them on sticks, or you may want to draw faces on old socks and decorate them with yarn and fabric.) Invite children to use the puppets to act out the story with you, then on their own.

OTHER IDEAS
When children encounter a challenge, problem or obstacle, remind them of the tale of the man and the fox. Invite them to think about it and to see if this story can help them with their problem in some way. Create an art show that displays the artwork from the activities above and invite others to the opening. You can include a portrait gallery, a poster display, a cartoon gallery, a book jacket display and more. Serve grape juice and cheese. You may wish to read or tell the story and discuss or ask questions about the artwork as part of the event. Have children read or recall other fables and folk tales that feature foxes. Invite them to compare and contrast the fox in this story with foxes they have encountered in one or more of these other tales. A fable is a short story that often features animal characters and teaches a lesson. Folk tales and legends often contain animal characters, too. Read or listen to some fables, legends and folk tales. How are they like the story of the man and the fox? How are they different? Find other fictional or true stories that feature characters that have met challenges and overcome difficulties. Invite children to compare and contrast these stories with The Man and the Fox. Have them reflect on how these stories can be helpful to them. Help children find more information about foxes and what people think of them by using nature films, reference materials in the library or on the internet. They may be able to observe foxes in their local zoo. Some children may have seen foxes in the wild or even in their communities. Invite them to share what they have learned about foxes and compare this information with what the story says about them. Have children create their own picture books with captions under each picture. If children like this story, have them learn it and tell it to students in other classes or to parents. Invite children to find some music that they like and create a dance or interpretational version of the story.

Reflective Writing
Have children write, or dictate if they cannot write, their thoughts on this tale in a reflection journal or a reading log. They might also write summaries of the story and take notes on what they like about the tale. Each time they read or hear this story, they may wish to add any new understanding about the story, illustrations, themselves or others.

Retell the Tale

Have children retell the story. If they enjoy drawing, they can draw scenes from the story on sturdy cards. Shuffle the cards, and have the children put them in order, according to the sequence of events. Then have the children retell the story, using the pictures as prompts.

Characteristics of Characters
Have children compare and contrast the man and the fox. How are they the same? How are they different?

Other Perspectives
Have children:

Draw a picture of how the man sees the fox. Draw a picture of how the fox sees the man when they
first meet.

Draw a picture of how the fox sees the man after he escapes from the net.
Discuss with the children how these pictures are alike? How are they different? Have children:

Rewrite or retell this story from the point of view of

the man.

Rewrite or retell this story from the point of view of

the fox.

Other Genres
Have children:

Draw this story as a cartoon. Create a poster that warns foxes about people. Make a sculpture of the fox or their favorite scene
using plasticine, clay, play-doh or papier-mch.

Design their own cover for the book. Have them compare their cover with other children in the class or at home. You may wish to discuss similarites, differences, what i they included, what they left out and why they did so.
7

NOTES: Use this area to keep notes about the children's reaction to the story or notes to yourself about reading or telling the story.

OTHER HOOPOE STORIES BY IDRIES SHAH

THE BOY WITHOUT A NAME
A boy is born and, just as his parents are about to name him, a wise man appears. He tells them that their son is very, very important and that one day he will give the boy something marvelous. Until then they must be very careful not to name him. As the boy grows up, Nameless wants more and more to have a name of his own. He asks his friend to help him, and together the boys find the wise man. The wise man gives Nameless his very own name and lets each of the boys pick their very own dream. Among the many insights which this story introduces is the idea that it takes patience and resolve to achieve ones goals in life.

THE MAN WITH BAD MANNERS

This is an amusing Teaching-Story about a badly behaved man. A young boy initiates a plan to change his behavior and, with the help of all of the villagers, succeeds. The story will bring laughter to young children and, at the same time, teach them valuable lessons about conflict resolution, initiative, and cooperation.

NEEM THE HALF-BOY

To help the queen, who longs for a son, the fairies consult a wise man, who gives specific instructions. Because the queen follows them only halfway, she gives birth to a half-boy, whom she names Neem. To help Neem become whole, the fairies again consult the wise man, who says that Neem must obtain a special medicine from a dragons cave. Neem overcomes his fears and obtains the medicine by making a bargain with the dragon that, besides helping himself, also helps the dragon and the people who have been frightened by the dragon. This unusual and memorable tale about an incomplete boy will fascinate young readers and will encourage them to think about what it means to be a complete person. That Neem is able to make himself complete by an act of cleverness, negotiation and compromise teaches children more than the expected, usual lesson of bravery.

THE CLEVER BOY AND THE TERRIBLE, DANGEROUS ANIMAL

Townspeople are terrified of something unfamiliar that they have concluded is a terrible, dangerous animal. A boy, visiting from a neighboring village, helps them overcome their fears by teaching them what the object really is a melon. In an amusing way, this story illustrates how irrational fears based on ignorance can grow. Becoming familiar with this idea can help children deal more easily with similar fears of their own.

THE FARMERS WIFE

A farmer's wife is picking apples. When one falls into a hole in the ground, she tries to retrieve it in a way that becomes ever more complicated and hilarious and, in the end, turns out to be completely unnecessary. Or was it? For some this story mirrors the very common human tendencies of looking for solutions to problems in all the wrong places and of exerting efforts that, though great, are essentially useless. To others this story shows how the world is interconnected, and how it is often necessary both to work hard to find a solution and to understand that the best solution may not be the direct one.

THE OLD WOMAN AND THE EAGLE

Superbly illustrated by Natasha Delmar, daughter of the celebrated classic Chinese painter Ng Yi-Ching, this story tells with gentle humor what happens when an old woman encounters an eagle for the first time. Perplexed by its unfamiliar appearance, she decides to change it to suit her own ideas of what a bird should look like. Her efforts which, much to the poor eagles chagrin, include straightening its beak, trimming its claws and smoothing its feathers mirror a common pattern of human thought: altering the unfamiliar to make it acceptable.

THE SILLY CHICKEN FATIMA THE SPINNER AND THE TENT

Fatimas life is beset with what seem to be disasters. Her journey leads her from Morocco to the Mediterranean, Egypt, Turkey and, finally, to China. It is in China that she realizes that what seemed at the time to be really unfortunate events were an integral part of her eventual fulfillment. This Teaching-Story is well known in Greek folklore, but this version is attributed to the Sheikh Mohamad Jamaludin of Adrianople (modern-day Edirne) in Turkey, who died in 1750. A chicken, having learned to speak, proclaims that a disaster is about to happen. Highly anxious, the townspeople run frantically to escape. When nothing happens, they find out that the chicken didn't know what it was talking about. At first they are angry, then amused at how easily they were fooled. In the end they laugh at the chicken because, as they now assume, this chicken and all other chickens are simply silly. In an entertaining way, this story illustrates what can happen when people do not think critically about what they hear.

THE LION WHO SAW HIMSELF IN THE WATER

A lion makes the other animals afraid because of the way he talks. He doesnt understand their reaction to him but is himself afraid when he goes to a watering hole for a drink. He sees his own reflection in the water and thinks that there is another lion in the pond. When he, at last, understands that the other lion is only his own reflection, he is no longer afraid. For children, this story gently explores how fears can arise in the mind and how they can be overcome with more information and experience. FOR OLDER CHILDREN:

THE MAGIC HORSE

This is the story of two princes. Prince Hoshyar gains rank and fortune by supervising the construction of huge metallic fishes that perform wondrous tasks and bring riches to the people of his land. His brother, Prince Tambal, is interested only in a wooden horse that he obtains from a humble carpenter. The horse is a magical one, and it carries the rider, if he is sincere, to his hearts desire.

To order Hoopoe Books call your distributor or call ISHK Book Service: Phone 800 222-4745 Fax 800 223-4200 Outside USA/Canada: Phone 617 497-4124 Fax 617-500-0268 Order Hoopoe Books on the Web at www.hoopoekids.com

OTHER TITLES FOR OLDER READERS

By Idries Shah: WORLD TALES
Collected from all over the world, these tales show how stories have traveled around the globe from ancient times to our own. Familiar tales recur in unfamiliar places: the story of Cinderella is found as a traditional tale among the Algonquin; the story of Aladdin is found in Wales. This collection of more than sixty tales includes many unusual stories that will be new for readers.

AFGHAN CARAVAN Collected by Idries Shah, edited by Safia Shah

This rich collection takes the reader on a spellbinding journey of adventure, tradition, and wisdom. Revealed is a magnificent culture, hidden from our history books, contributing to the human story in ways which most Westerners are never aware of. Contains a narrative from a Pathan princess, heroic war stories, tips on savvy carpet-buying, even the Great Pilau Recipe of Khalifa Ashpaz, master chef of the Hindu Kush, reportedly once served to 4,000 guests.

CARAVAN OF DREAMS
A colorful caravan of Eastern oral and written literature, this collection includes many well-known tales such as The Story of Mushkil Gusha, The Magic Horse, and The Two Brothers.

THE MIDDLE EAST BEDSIDE BOOK Collected by Idries Shah, edited by Tahir Shah
A collection of writings from past and present writers, observers, poets and travelers brings the color and spirit of this region to life. Dress, medicine, backgammon, psychology, politics, chess, attitudes about women, honor, music even toothpicks and tourists are covered. A timely look at common threads linking Western culture with the Middle East.

TALES OF THE DERVISHES

A mysterious chest is buried unopened. A wondrous caravan brings fortune to a simple cobbler. An outcast princess creates a new life in the wilderness. Some of the 78 tales in this remarkable book first appeared in print over a thousand years ago, others are medieval classics. Each has a special relevance for us today. Those who probe beyond the surface will find multiple meanings to challenge assumptions and foster new ways of thinking and perceiving.

By Amina Shah: TALES OF AFGHANISTAN

One of the great storytellers and folktale collectors of our time presents the traditional lore of her ancestral homeland in tales of adventure, enchantment, and the strange patterns of fate.

THE DERMIS PROBE

This collection of stories and anecdotes includes a contemporary version of the well-known classic tale, "The Blind Ones and the Elephant" immortalized in Rumis Mathnavi over 800 years ago.

THE SUBTLETIES OF THE INIMITABLE & THE EXPLOITS OF THE INCOMPARABLE MULLA NASRUDIN
The Mulla and his stories appear in literature and oral traditions from the Middle East to Greece, Russia, France, and China. Many nations claim Nasrudin as a native son, the Turks going so far as to exhibit a grave with his date of death as 386. But nobody really knows who he was or where he came from. According to a legend dating from at least the 13th century, Nasrudin was snatched as a schoolboy from the clutches of the "Old Villain" to carry through the ages the message of how to escape from rigid thinking habits. He was chosen because he could make people laugh, and humor has a way of slipping through the cracks.

TALES FROM THE BAZAARS

A treasury of traditional folklore gathered from Central Asia, India, Arabia, Europe and the Americas. Among them "The Fair Mohican," "The Meatballs Fate," and "The Girl with the Glass Heart."

THE TALE OF FOUR DERVISHES

A story within a story within a story, told in true Arabian Nights fashion. After hearing this allegory, the great Nizamuddin Awliyya placed a benediction on the work. It is widely believed that those who hear it will be restored to health.

THE WORLD OF NASRUDIN

The fourth collection of Nasrudin stories which are not only studied for their humor alone, or for their hidden wisdom, but also help us understand our world and ourselves.

To order these books call your distributor or call ISHK Book Service: Phone 800 222-4745 Fax 800 223-4200
Outside USA/Canada: Phone 617 497-4124 Fax 617-500-0268

Order on the web at ishk.com

HOOPOE BOOKS MANUALS FOR PARENTS AND TEACHERS

Copyright 2007, The Institute for the Study of Human Knowledge, P.O. Box 176, Los Altos, CA 94023

Did you find this manual helpful? Do you have any ideas to improve it? If so, please let us know. Sally Mallam, editor: [email protected]