stories to tell to children(儿童故事)-第5章
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were； because there is no preoccupation of effort。 Here is the great
opportunity of the cultured teacher； here is the appalling opportunity of the
careless or ignorant teacher。 For the implications of the oral theory of
teaching English are evident； concerning the immense importance of the
teacher's habit。 This is what it all comes to ultimately； the teacher of
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young children must be a person who can speak English as it should be
spoken；purely； clearly； pleasantly； and with force。
It is a hard ideal to live up to； but it is a valuable ideal to try to live up
to。 And one of the best chances to work toward attainment is in telling
stories； for there you have definite material； which you can work into
shape and practice on in private。 That practice ought to include conscious
thought as to one's general manner in the schoolroom； and intelligent
effort to understand and improve one's own voice。 I hope I shall not seem
to assume the dignity of an authority which no personal taste can claim； if
I beg a hearing for the following elements of manner and voice； which
appeal to me as essential。 They will； probably； appear self…evident to my
readers； yet they are often found wanting in the public school…teacher； it is
so much easier to say 〃what were good to do〃 than to do it！
Three elements of manner seem to me an essential adjunct to the
personality of a teacher of little children： courtesy； repose vitality。 Repose
and vitality explain themselves； by courtesy I specifically do NOT mean
the habit of mind which contents itself with drilling children in 〃Good…
mornings〃 and in hat…liftings。 I mean the attitude of mind which
recognizes in the youngest； commonest child； the potential dignity；
majesty； and mystery of the developed human soul。 Genuine reverence for
the humanity of the 〃other fellow〃 marks a definite degree of courtesy in
the intercourse of adults； does it not？ And the same quality of respect；
tempered by the demands of a wise control； is exactly what is needed
among children。 Again and again； in dealing with young minds； the
teacher who respects personality as sacred； no matter how embryonic it be；
wins the victories which count for true education。 Yet； all too often； we
forget the claims of this reverence； in the presence of the annoyances and
the needed corrections。
As for voice： work in schoolrooms brings two opposing mistakes
constantly before me： one is the repressed voice； and the other； the forced。
The best way to avoid either extreme； is to keep in mind that the ideal is
development of one's own natural voice； along its own natural lines。 A
〃quiet； gentle voice〃 is conscientiously aimed at by many young teachers；
with so great zeal that the tone becomes painfully repressed； 〃breathy；〃
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and timid。 This is quite as unpleasant as a loud voice； which is； in turn； a
frequent result of early admonitions to 〃speak up。〃 Neither is natural。 It is
wise to determine the natural volume and pitch of one's speaking voice by
a number of tests； made when one is thoroughly rested； at ease； and alone。
Find out where your voice lies when it is left to itself； under favorable
conditions； by reading something aloud or by listening to yourself as you
talk to an intimate friend。 Then practise keeping it in that general range；
unless it prove to have a distinct fault； such as a nervous sharpness； or
hoarseness。 A quiet voice is good； a hushed voice is abnormal。 A clear
tone is restful； but a loud one is wearying。
Perhaps the common…sense way of setting a standard for one's own
voice is to remember that the； purpose of a speaking voice is to
communicate with others； their ears and minds are the receivers of our
tones。 For this purpose； evidently； a voice should be； first of all； easy to
hear； next； pleasant to hear； next； susceptible of sufficient variation to
express a wide range of meaning； and finally； indicative of personality。
Is it too quixotic to urge teachers who tell stories to little children to
bear these thoughts； and better ones of their own； in mind？ Not； I think； if
it be fully accepted that the story hour； as a play hour； is a time peculiarly
open to influences affecting the imitative faculty； that this faculty is
especially valuable in forming fine habits of speech； and that an
increasingly high and general standard of English speech is one of our
greatest needs and our most instant opportunities in the American schools
of to…day。
And now we come to the stories！
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Stories To Tell Children
STORIES TO TELL TO
CHILDREN
TWO LITTLE RIDDLES IN RHYME＇1＇
＇1＇ These riddles were taken from the Gaelic； and are charming
examples of the naive beauty of the old Irish； and of Dr。 Hyde's accurate
and sympathetic modern rendering。 From 〃Beside the Fire〃 （David Nutt；
London）。
There's a garden that I ken； Full of little gentlemen； Little caps of blue
they wear； And green ribbons； very fair。 （Flax。）
From house to house he goes； A messenger small and slight； And
whether it rains or snows； He sleeps outside in the night。 （The path。）
THE LITTLE PINK ROSE
Once there was a little pink Rosebud； and she lived down in a little
dark house under the ground。 One day she was sitting there； all by herself；
and it was very still。 Suddenly； she heard a little TAP； TAP； TAP； at the
door。
〃Who is that？〃 she said。
〃It's the Rain； and I want to come in；〃 said a soft； sad； little voice。
〃No； you can't come in；〃 the little Rosebud said。
By and by she heard another little TAP； TAP； TAP on the window
pane。
〃Who is there？〃 she said。
The same soft little voice answered； 〃It's the Rain； and I want to come
in！〃
〃No； you can't come in；〃 said the little Rosebud。
Then it was very still for a long time。 At last； there came a little
rustling； whispering sound； all round the window： RUSTLE； WHISPER；
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WHISPER。
〃Who is there？〃 said the little Rosebud。
〃It's the Sunshine；〃 said a little； soft； cheery voice； 〃and I want to come
in！〃
〃Nno；〃 said the little pink rose； 〃you can't come in。〃 And she sat still
again。
Pretty soon she heard the sweet little rustling noise at the key…hole。
〃Who is there？〃 she said。
〃It's the Sunshine；〃 said the cheery little voice； 〃and I want to come in；
I want to come in！〃
〃No； no；〃 said the little pink rose； 〃you cannot come in。〃
By and by； as she sat so still； she heard TAP； TAP； TAP； and RUSTLE；
WHISPER； RUSTLE； all up and down the window pane； and on the door；
and at the key…hole。
〃WHO IS THERE？〃 she said。
〃It's the Rain and the Sun； the Rain and the Sun；〃 said two little voices；
together； 〃and we want to come in！ We want to come in！ We want to come
in！〃
〃Dear； dear！〃 said the little Rosebud； 〃if there are two of you； I s'pose I
shall have to let you in。〃
So she opened the door a little wee crack； and in they came。 And one
took one of her little hands； and the other took her other little hand； and
they ran； ran； ran with her； right up to the top of the ground。 Then they
said；
〃Poke your head through！〃
So she poked her head through； and she was in the midst of a beautiful
garden。 It was springtime； and all the other flowers had their heads poked
through； and she was the prettiest little pink rose in the whole garden！
THE COCK…A…DOO…DLE…DOO＇1＇
＇1＇ From 〃The Ignominy of being Grown Up；〃 by Dr。 Samuel M。
Crothers； in the Atlantic Monthly for July； 1906。
A very little boy made this story up 〃out of his head；〃 and told it to
his papa I think you littlest ones will like it； I do。
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Once upon a time there was a little boy； and he wanted to be a cock…a…
doo…dle…doo So he was a cock…a…doo…dle…doo。 And he wanted to fly up
into the sky。 So he did fly up into the sky。 And he wanted to get wings and
a tail。 So he did get some wings and a tail。
THE CLOUD＇2＇
＇2＇ Adapted from the German of Robert Reinick's Maarchen； Lieder…
und Geschichtenbuch （Velhagen und Klasing； Bielefeld and Leipsic）。
One hot summer morning a little Cloud rose out of the sea and
floated lightly and happily across the blue sky。 Far below lay the earth；
brown； dry； and desolate； from drouth。 The little Cloud could see the poor
people of the earth working and suffering in the hot fields； while she
herself floated on the morning breeze； hither and thither； without a care。
〃Oh； if I could only help the poor people down there！〃 she thought。 〃If
I could but make their work easier； or give the hungry ones food； or the
thirsty a drink！〃
And as the day passed； and the Cloud became larger； this wish to do
something for the people of earth was ever greater in her heart。
On earth it grew hotter and hotter； the sun burned down so fiercely that
the people were fainting in its rays； it seemed as if they must die of heat；
and yet they were obliged to go on with their work； for they were very
poor。 Sometimes they stood and looked up at the Cloud； as if they were
prayin
