how to tell children stories(如何给孩子讲故事)-第16章
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repeated warnings against pretence； but it is necessary； and it is wise。
Pretend as hard as ever you can to be interested。 And the result will be
before you know itthat you will BE interested。 That is the chief cause of
the recommendation； it brings about the result it simulates。 Make believe；
as well as you know how； and the probability is that you will not even
know when the transition from pretended to real interest comes。
And fortunately； the children never know the difference。 They have not
that psychological infallibility which is often attributed to them。 They
might； indeed； detect a pretence which continued through a whole tale； but
that is so seldom necessary that it needs little consideration。
So then： enjoy your story； be interested in it；if you possibly can； and
if you cannot； pretend to be； till the very pretence brings about the virtue
you have assumed。
There is much else which might be said and urged regarding the
method of story…telling； even without encroaching on the domain of
personal variations。 A whole chapter might； for example； be devoted to
voice and enunciation； and then leave the subject fertile。 But voice and
enunciation are after all merely single manifestations of degree and quality
of culture； of taste； and of natural gift。 No set rules can bring charm of
voice and speech to a person whose feeling and habitual point of view are
fundamentally wrong； the person whose habitual feeling and mental
attitude are fundamentally right needs few or no rules。 As the whole matter
of story…telling is in the first instance an expression of the complex
personal product； so will this feature of it vary in perfection according to
the beauty and culture of the human mechanism manifesting it。
A few generally applicable suggestions may； however； be useful；
always assuming the story… teller to have the fundamental qualifications of
fine and wholesome habit。 These are not rules for the art of speaking； they
are merely some practical considerations regarding speaking to an
audience。
First； I would reiterate my earlier advice； be simple。 Affectation is the
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
worst enemy of voice and enunciation alike。 Slovenly enunciation is
certainly very dreadful； but the unregenerate may be pardoned if they
prefer it to the affected mouthing which some over…nice people without
due sense of values expend on every syllable which is so unlucky as to fall
between their teeth。
Next I would urge avoidance of a fault very common with those who
speak much in large rooms；the mistaken effort at loudness。 This results
in tightening and straining the throat； finally producing nasal head…tones or
a voice of metallic harshness。 And it is entirely unnecessary。 There is no
need to speak loudly。 The ordinary schoolroom needs no vocal effort。 A
hall seating three or four hundred persons demands no effort whatever
beyond a certain clearness and definiteness of speech。 A hall seating from
five to eight hundred needs more skill in aiming the voice； but still
demands no shouting。
It is indeed largely the psychological quality of a tone that makes it
reach in through the ear to the comprehension。 The quiet； clear； restful；
persuasive tone of a speaker who knows his power goes straight home； but
loud speech confuses。 Never speak loudly。 In a small room； speak as
gently and easily as in conversation； in a large room； think of the people
farthest away； and speak clearly； with a slight separation between words；
and with definite phrasing； aiming your MIND toward the distant
listeners。
If one is conscious of nasality or throatiness of voice； it certainly pays
to study the subject seriously with an intelligent teacher。 But a good；
natural speaking…voice； free from extraordinary vices； will fill all the
requirements of story…telling to small audiences； without other attention
than comes indirectly from following the general principles of the art。
To sum it all up； then； let us say of the method likely to bring success
in telling stories； that it includes sympathy； grasp； spontaneity： one must
appreciate the story； and know it； and then； using the realising imagination
as a constant vivifying force； and dominated by the mood of the story； one
must tell it with all one's might；simply； vitally； joyously。
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
CHAPTER V
SOME SPECIFIC SCHOOLROOM USES OF STORY…TELLING
In Chapter II。； I have tried to give my conception of the general aim of
story…telling in school。 From that conception； it is not difficult to deduce
certain specific uses。 The one most plainly intimated is that of a brief
recreation period； a feature which has proved valuable in many classes。
Less definitely implied； but not to be ignored； was the use of the story
during； or accessory to； the lesson in science or history。
But more distinctive and valuable than these； I think； is a specific use
which I have recently had the pleasure of seeing exemplified in great
completeness in the schools of Providence； Rhode Island。
Some four years ago； the assistant superintendent of schools of that
city； Miss Ella L。 Sweeney； introduced a rather unusual and extended
application of the story in her primary classes。 While the experiment was
in its early stages； it was my good fortune to be allowed to make
suggestions for its development； and as the devices in question were those
I had been accustomed to use as a pastime for children； I was able to take
some slight hand in the formative work of its adoption as an educational
method。 Carried out most ably by the teachers to whom it was entrusted；
the plan has evolved into a more inclusive and systematic one than was at
first hoped for； it is one from which I have been grateful to learn。
Tersely stated； the object of the general plan is the freeing and
developing of the power of expression in the pupils。
I think there can be no need of dwelling on the desirability of this
result。 The apathy and 〃woodenness〃 of children under average modes of
pedagogy is apparent to anyone who is interested enough to observe。 In
elementary work； the most noticeable lack of natural expression is
probably in the reading classes； the same drawback appears at a later stage
in English composition。 But all along the line every thoughtful teacher
knows how difficult it is to obtain spontaneous； creative reaction on
material given。
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Story…telling has a real mission to perform in setting free the natural
creative expression of children； and in vitalising the general atmosphere of
the school。 The method in use for this purpose in Providence （and
probably elsewhere； as ideas usually germinate in more than one place at
once） is a threefold GIVING BACK of the story by the children。 Two of
the forms of reproduction are familiar to many teachers； the first is the
obvious one of telling the story back again。
It is such fun to listen to a good story that children remember it
without effort； and later； when asked if they can tell the story of The Red…
Headed Woodpecker or The little Red Hen； they are as eager to try it as if
it were a personal experience which they were burning to impart。
Each pupil； in the Providence classes； is given a chance to try each
story； at some time。 Then that one which each has told especially well is
allotted to him for his own particular story； on which he has an especial
claim thereafter。
It is surprising to note how comparatively individual and distinctive
the expression of voice and manner becomes； after a short time。 The child
instinctively emphasises the points which appeal to him； and the element
of fun in it all helps to bring forgetfulness of self。 The main inflections and
the general tenor of the language； however； remain imitative； as is natural
with children。 But this is a gain rather than otherwise； for it is useful in
forming good habit。 In no other part of her work； probably； has a teacher
so good a chance to foster in her pupils pleasant habits of enunciation and
voice。 And this is especially worth while ill the big city schools； where so
many children come from homes where the English of the tenement is
spoken。
I have since wished that every city primary teacher could have visited
with me the first… grade room in Providence where the pupils were
German； Russian； or Polish Jews； and where some of them had heard no
English previous to that year；it being then May。 The joy that shone on
their faces was nothing less than radiance when the low…voiced teacher
said； 〃Would you like to tell these ladies some of your stories？〃
They told us their stories； and there was truly not one told poorly or
inexpressively； all the children had learned something of the joy of
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creative effort。 But one little fellow stands out in my memory beyond all
the rest； yet as a type of all the rest。
Rudolph was very small； and square； and merry of eye； life was one
eagerness and expectancy to him。 He knew no English beyond that of one
school year。 But he stood staunchly in his place and told me the story of
the Little Half Chick with an abandon and bodily emphasis which left
