stories to tell to children(儿童故事)-第3章
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Riding…Hood The Fox and the Crow Little Half…Chick The Duck and the
Hen The Rabbit and the Turtle The Hare and the Tortoise The Shoemaker
and the The Three Little Robins Fairies The Wolf and the Kid The Wolf
and the Crane The Crow and the Pitcher The Cat and the Mouse The Fox
and the Grapes Snow…White and Rose…Red
SECOND GRADE The North Wind The Lark and her Little The
Mouse Pie Ones The Wonderful Traveler The Wolf and the Goslings The
Wolf and the Fox The Ugly Duckling The Star Dollars The Country
Mouse and the The Water…Lil City Mouse The Three Goats The Three
Little Pigs The Boy and the Nuts Diamonds and Toads The Honest
Woodman The Thrifty Squirrel The Pied Piper How the Robin's Breast
King Midas became Red The Town Musicians The Old Woman and her
Raggylug Pig Peter Rabbit The Sleeping Apple The Boy who cried 〃Wolf〃
The Cat and the Parrot
THIRD GRADE The Crane Express How the Mole became Little
Black Sambo Blind The Lantern and the Fan How Fire was brought to
Why the Bear has a Short the Indians Tail Echo Why the Fox has a White
Piccola Tip to his Tail The Story of the Morning… Why the Wren flies low
Glory Seed Jack and the Beanstalk The Discontented Pine The Talkative
Tortoise Tree Fleet Wing and Sweet Voice The Bag of Winds The Golden
Fleece The Foolish Weather…Vane The Little Boy who wanted The Shut…
up Posy the Moon Pandora's Box Benjy in Beastland The Little Match
Girl Tomtit's Peep at the World
FOURTH GRADE Arachne The First Snowdrop The Porcelain Stove
The Three Golden Apples Moufflou Androclus and the Lion Clytie The
Old Man and his The Legend of the Trailing Donkey Arbutus The Leak in
the Dike Latona and the Frogs King Tawny Mane Dick Whittington and
his The Little Lame Prince Cat Appleseed John Dora； the Little Girl of the
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Narcissus Lighthouse Why the Sea is Salt Proserpine The Little Hero of
Haarlem The Miraculous Pitcher The Bell of Justice
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STORY…TELLING IN TEACHING
ENGLISH
I have to speak now of a phase of elementary education which lies
very close to my warmest interest； which； indeed； could easily become an
active hobby if other interests did not beneficently tug at my skirts when I
am minded to mount and ride too wildly。 It is the hobby of many of you
who are teachers； also； and I know you want to hear it discussed。 I mean
the growing effort to teach English and English literature to children in the
natural way： by speaking and hearing；orally。
We are coming to a realization of the fact that our ability； as a people；
to use English is pitifully inadequate and perverted。 Those Americans who
are not blinded by a limited horizon of cultured acquaintance； and who
have given themselves opportunity to hear the natural speech of the
younger generation in varying sections of the United States； must admit
that it is no exaggeration to say that this country at large has no standard
of English speech。 There is no general sense of responsibility to our
mother tongue （indeed； it is in an overwhelming degree not our mother
tongue） and no general appreciation of its beauty or meaning。 The average
young person in every district save a half…dozen jealously guarded little
precincts of good taste； uses inexpressive； ill… bred words； spoken without
regard to their just sound…effects； and in a voice which is an injury to the
ear of the mind； as well as a torment to the physical ear。
The structure of the language and the choice of words are dark matters
to most of our young Americans； this has long been acknowledged and
struggled against。 But even darker； and quite equally destructive to
English expression； is their state of mind regarding pronunciation；
enunciation； and voice。 It is the essential connection of these elements
with English speech that we have been so slow to realize。 We have felt that
they were externals； desirable but not necessary adjuncts；pretty tags of
an exceptional gift or culture。 Many an intelligent school director to…day
will say； 〃I don't care much about HOW you say a thing； it is WHAT you
say that counts。〃 He cannot see that voice and enunciation and
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pronunciation are essentials。 But they are。 You can no more help affecting
the meaning of your words by the way you say them than you can prevent
the expressions of your face from carrying a message； the message may be
perverted by an uncouth habit； but it will no less surely insist on
recognition。
The fact is that speech is a method of carrying ideas from one human
soul to another； by way of the ear。 And these ideas are very complex。 They
are not unmixed emanations of pure intellect； transmitted to pure intellect：
they are compounded of emotions； thoughts； fancies； and are enhanced or
impeded in transmission by the use of word…symbols which have acquired；
by association； infinite complexities in themselves。 The mood of the
moment； the especial weight of a turn of thought； the desire of the speaker
to share his exact soul…concept with you；these seek far more subtle
means than the mere rendering of certain vocal signs； they demand such
variations and delicate adjustments of sound as will inevitably affect the
listening mind with the response desired。
There is no 〃what〃 without the 〃how〃 in speech。 The same written
sentence becomes two diametrically opposite ideas； given opposing
inflection and accompanying voice…effect。 〃He stood in the front rank of
the battle〃 can be made praiseful affirmation； scornful skepticism； or
simple question； by a simple varying of voice and inflection。 This is the
more unmistakable way in which the 〃how〃 affects the 〃what。〃 Just as true
is the less obvious fact。 The same written sentiment； spoken by Wendell
Phillips and by a man from the Bowery or an uneducated ranchman； is not
the same to the listener。 In one case the sentiment comes to the mind's ear
with certain completing and enhancing qualities of sound which give it
accuracy and poignancy。 The words themselves retain all their possible
suggestiveness in the speaker's just and clear enunciation； and have a
borrowed beauty； besides； from the associations of fine habit betrayed in
the voice and manner of speech。 And； further； the immense personal
equation shows itself in the beauty and power of the vocal expressiveness；
which carries shades of meaning； unguessed delicacies of emotion；
intimations of beauty； to every ear。 In the other case； the thought is
clouded by unavoidable suggestions of ignorance and ugliness； brought by
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the pronunciation and voice； even to an unanalytical ear； the meaning is
obscured by inaccurate inflection and uncertain or corrupt enunciation； but；
worst of all； the personal atmosphere； the aroma； of the idea has been lost
in transmission through a clumsy； ill…fitted medium。
The thing said may look the same on a printed page； but it is not the
same when spoken。 And it is the spoken sentence which is the original and
the usual mode of communication。
The widespread poverty of expression in English； which is thus a
matter of 〃how；〃 and to which we are awakening； must be corrected
chiefly； at least at first； by the common schools。 The home is the ideal
place for it； but the average home of the United States is no longer a
possible place for it。 The child of foreign parents； the child of parents little
educated and bred in limited circumstances； the child of powerful
provincial influences； must all depend on the school for standards of
English。
And it is the elementary school which must meet the need； if it is to be
met at all。 For the conception of English expression which I am talking of
can find no mode of instruction adequate to its meaning； save in constant
appeal to the ear； at an age so early that unconscious habit is formed。 No
rules； no analytical instruction in later development； can accomplish what
is needed。 Hearing and speaking； imitating； unwittingly and wittingly； a
good model； it is to this method we must look for redemption from present
conditions。
I believe we are on the eve of a real revolution in English teaching；
only it is a revolution which will not break the peace。 The new way will
leave an overwhelming preponderance of oral methods in use up to the
fifth or sixth grade； and will introduce a larger proportion of oral work
than has ever been contemplated in grammar and high school work。 It will
recognize the fact that English is primarily something spoken with the
mouth and heard with the ear。 And this recognition will have greatest
weight in the systems of elementary teaching。
It is as an aid in oral teaching of English that story…telling in school
finds its second value； ethics is the first ground of its usefulness； English
the second；and after these； the others。 It is； too； for the oral uses that the
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secondary forms of story…telling are so available。 By secondary I mean
those devices which I have tried to indicate； as used by many American
teachers； in the chapter on 〃Specific Schoolroom Uses；〃 in my earlier
book。 They are re…telling； dramatiz
