stories to tell to children-第5章

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strange　to　little　boys；　yet　very　like　little　boys'

adventures　in　some　respects；　he　is　frightened

by　a　snake；　comforted　by　his　mammy；　and　taken

to　a　new　house；　under　the　long　grass　a　long　way

off。　　These　are　all　situations　to　which　the　child

has　a　key。　　There　is　just　enough　of　strangeness

to　entice；　just　enough　of　the　familiar　to　relieve

any　strain。　　When　the　child　has　lived　through

the　day's　happenings　with　Raggylug；　the　latter

has　begun　to　seem　veritably　a　little　brother　of

the　grass　to　him。　　And　because　he　has　entered

imaginatively　into　the　feelings　and　fate　of　a

creature　different　from　himself；　he　has　taken　his

first　step　out　into　the　wide　world　of　the　lives　of

others。





＇1＇　See　Raggylug。





It　may　be　a　recognition　of　this　factor　and

its　value　which　has　led　so　many　writers　of

nature　stories　into　the　error　of　over…humanising

their　four…footed　or　feathered　heroes　and

heroines。　　The　exaggeration　is　unnecessary；　for

there　is　enough　community　of　lot　suggested　in

the　sternest　scientific　record　to　constitute　a

natural　basis　for　sympathy　on　the　part　of　the

human　animal。　　Without　any　falsity　of

presentation　whatever；　the　nature　story　may　be

counted　on　as　a　help　in　the　beginnings　of　culture

of　the　sympathies。　　It　is　not；　of　course；　a　help

confined　to　the　powers　of　the　nature　story；　all

types　of　story　share　in　some　degree　the　powers

of　each。　　But　each　has　some　especial　virtue　in

dominant　degree；　and　the　nature　story　is；　on　this

ground；　identified　with　the　thought　given。



The　nature　story　shares　its　influence　especially

with



THE　HISTORICAL　STORY





As　the　one　widens　the　circle　of　connection

with　other　kinds　of　life；　the　other　deepens　the

sense　of　relation　to　past　lives；　it　gives　the　sense

of　background；　of　the　close　and　endless　connection

of　generation　with　generation。　　A　good

historical　story　vitalises　the　conception　of　past

events　and　brings　their　characters　into　relation

with　the　present。　　This　is　especially　true　of

stories　of　things　and　persons　in　the　history　of

our　own　race。　　They　foster　race…consciousness；

the　feeling　of　kinship　and　community　of　blood。

It　is　this　property　which　makes　the　historical

story　so　good　an　agent　for　furthering　a　proper

national　pride　in　children。　　Genuine　patriotism；

neither　arrogant　nor　melodramatic；　is　so　generally

recognised　as　having　its　roots　in　early

training　that　I　need　not　dwell　on　this　possibility；

further　than　to　note　its　connection　with　the

instinct　of　hero…worship　which　is　quick　in　the

healthy　child。　　Let　us　feed　that　hunger　for　the

heroic　which　gnaws　at　the　imagination　of　every

boy　and　of　more　girls　than　is　generally　admitted。

There　have　been　heroes　in　plenty　in　the　world's

records；heroes　of　action；　of　endurance；　of

decision；　of　faith。　　Biographical　history　is　full

of　them。　　And　the　deeds　of　these　heroes　are

every　one　a　story。　　We　tell　these　stories；　both

to　bring　the　great　past　into　its　due　relation　with

the　living　present；　and　to　arouse　that　generous

admiration　and　desire　for　emulation　which　is

the　source　of　so　much　inspiration　in　childhood。

When　these　stories　are　tales　of　the　doings　and

happenings　of　our　own　heroes；　the　strong　men

and　women　whose　lives　are　a　part　of　our

own　country's　history；　they　serve　the　double

demands　of　hero…worship　and　patriotism。

Stories　of　wise　and　honest　statesmanship；　of

struggle　with　primitive　conditions；　of　generous

love　and　sacrifice；　andin　some　measureof

physical　courage；　form　a　subtle　and　powerful

influence　for　pride　in　one's　people；　the　intimate

sense　of　kinship　with　one's　own　nation；　and　the

desire　to　serve　it　in　one's　own　time。



It　is　not　particularly　useful　to　tell　batches　of

unrelated　anecdote。　　It　is　much　more　profitable

to　take　up　the　story　of　a　period　and　connect　it

with　a　group　of　interesting　persons　whose　lives

affected　it　or　were　affected　by　it；　telling　the

stories　of　their　lives；　or　of　the　events　in　which

they　were　concerned；　as　〃true　stories。〃　　These

biographical　stories　must；　usually；　be　adapted

for　use。　　But　besides　these　there　is　a　certain

number　of　pure　storiesworks　of　artwhich

already　exist　for　us；　and　which　illuminate　facts

and　epochs　almost　without　need　of　sidelights。

Such　may　stand　by　themselves；　or　be　used　with

only　enough　explanation　to　give　background。

Probably　the　best　story　of　this　kind　known　to

lovers　of　modern　literature　is　Daudet's　famous

La　Derniere　Classe。＇1＇





＇1＇　See　The　Last　Lesson。





The　historical　story；　to　recapitulate；　gives　a

sense　of　the　reality　and　humanness　of　past　events；

is　a　valuable　aid　in　patriotic　training；　and　stirs

the　desire　of　emulating　goodness　and　wisdom。







CHAPTER　II



SELECTION　OF　STORIES　TO　TELL





There　is　one　picture　which　I　can　always　review；

in　my　own　collection　of　past　scenes；　though

many　a　more　highly　coloured　one　has　been

irrevocably　curtained　by　the　folds　of　forgetfulness。

It　is　the　picture　of　a　little　girl；　standing

by　an　old…fashioned　marble…topped　dressing

table　in　a　pink；　sunny　room。　　I　can　never　see

the　little　girl's　face；　because；　somehow；　I　am

always　looking　down　at　her　short　skirts　or

twisting　my　head　round　against　the　hand　which

patiently　combs　her　stubborn　curls。　　But　I　can

see　the　brushes　and　combs　on　the　marble　table

quite　plainly；　and　the　pinker　streaks　of　sun　on

the　pink　walls。　　And　I　can　hear。　　I　can　hear　a

low；　wonder…working　voice　which　goes　smoothly

on　and　on；　as　the　fingers　run　up　the　little　girl's

locks　or　stroke　the　hair　into　place　on　her　fore

head。　　The　voice　says；　〃And　little　Goldilocks

came　to　a　little　bit　of　a　house。　　And　she　opened

the　door　and　went　in。　　It　was　the　house　where

three　Bears　lived；　there　was　a　great　Bear；　a

little　Bear；　and　a　middle…sized　Bear；　and　they

had　gone　out　for　a　walk。　　Goldilocks　went　in；

and　she　saw〃the　little　girl　is　very　still；　she

would　not　disturb　that　story　by　so　much　as　a

loud　breath；　but　presently　the　comb　comes　to

a　tangle；　pulls；and　the　little　girl　begins　to

squirm。　　Instantly　the　voice　becomes　impressive；

mysterious：　〃she　went　up　to　the　table；　and

there　were　THREE　PLATES　OF　PORRIDGE。　　She　tasted

the　first　one〃the　little　girl　swallows　the　breath

she　was　going　to　whimper　with；　and　waits〃and　

it　was　too　hot！　　She　tasted　the　next　one；

and　THAT　was　too　hot。　　Then　she　tasted　the　little

bit　of　a　plate；　and　thatwasjustright！〃



How　I　remember　the　delightful　sense　of

achievement　which　stole　into　the　little　girl's

veins　when　the　voice　behind　her　said　〃just

right。〃　　I　think　she　always　chuckled　a　little；

and　hugged　her　stomach。　　So　the　story　progressed；

and　the　little　girl　got　through　her　toilet

without　crying；　owing　to　the　wonder…working

voice　and　its　marvellous　adaptation　of　climaxes

to　emergencies。　　Nine　times　out　of　ten；　it　was　the

story　of　The　Three　Bears　she　demanded　when；

with　the　appearance　of　brush　and　comb；　the　voice

asked；　〃Which　story　shall　mother　tell？〃





It　was　a　memory　of　the　little　girl　in　the

pink　room　which　made　it　easy　for　me　to　understand

some　other　children's　preferences　when

I　recently　had　occasion　to　inquire　about　them。

By　asking　many　individual　children　which　story

of　all　they　had　heard　they　liked　best；　by　taking

votes　on　the　best　story　of　a　series；　after　telling

it；　and　by　getting　some　obliging　teachers　to　put

similar　questions　to　their　pupils；　I　found　three

prime　favourites　common　to　a　great　many　children

of　about　the　kindergarten　age。　　They　were　The

Three　Bears；　Three　Little　Pigs；　and　The　Little　Pig

that　wouldn't　go　over　the　Stile。



Some　of　the　teachers　were　genuinely

disturbed　because　the　few　stories　they　had

introduced　merely　for　amusement　had　taken　so　pre…

eminent　a　place　in　the　children's　affection　over

those　which　had　been　given　seriously。　　It　was

of　no　use；　however；　to　suggest　substitutes。

The　children　knew　definitely　what　they　liked；

and　though　they　accepted　the　recapitulation

of　scientific　and　moral　stories　with　polite

approbation；　they　returned　to　the　original　answer

at　a　repetition　of　the　question。



Inasmuch　as　the　slightest　of　the　things　we

hope　to　do　for　children　by　means　of　stories　is

quite　impossible　unless　the　children　enjoy　the

stories；　it　may　be　worth　our　while　to　consider

seriously　these　three　which　they　surely　do　enjoy；

to　see　what　common　qualities　are　in　them；

explanatory　of　their　popularity；　by　which　we

may　test　the　probable　success　of　other　stories

we　wish　to　tell。



Here　they　are；three　prime　favourites　of

proved　standing。



THE　STORY　OF　THE　THREE　LITTLE　PIGS＇1＇



＇1＇　Adapted　from　Joseph　Jacobs's　English　Fairy　Tales　（David

Nutt；　57…69　Long　Acre；　W。C。　6s。）；





Once　upon　a　time　there　were　three　little　pigs；

who　went　from　home　to　seek　their　fortune。

The　first　that　went　off　met　a　man　with　a　bundle

of　straw；　and　said　to　him：



〃Good　man；　give　me　that　straw　to　build

me　a　house。〃



The　man　gave　the　straw；　and　the　little　pig

built　his　house　with　it。　　Presently　came　along

a　wolf；　and　knocked　at　the　door；　and　said：



〃Little　pig；　little　pig；　let　me　come　in。〃



But　the　pig　answered：



〃No；　no；　by　the　hair　of　my　chiny…chin…chin。〃



So　the　wolf　said：



〃Then　I'll　huff；　and　I'll　puff；　and　I'll　blow

your　house　in。〃



So　he　huffed；　and　he　puffed；　and　he　blew　his

house　in；　and　ate　up　the　little　pig。



The　second　little　pig　met　a　man　with　a

bundle　of　furze；　and　said：



〃Good　man；　give　me　that　furze　to　build　me

a　house。〃



The　man　gave　the　furze；　and　the　pig　built　his

house。　　Then　once　more　came　the　wolf；　and　said：



〃Little　pig；　little　pig；　let　me　come　in。〃



〃　No；　no；　by　the　hair　of　my　chiny…chin…chin。〃



〃Then　I'll　puff；　and　I'll　huff；　and　I'll　blow

your　house　in。〃



So　he　huffed；　and　he　puffed；　and　he　puffed

and　he　huffed；　and　at　last　he　blew　the　house　in；

and　ate　up　the　little　pig。



The　third　little　pig　met　a　man　with　a　load　of

bricks；　and　said：



〃Good　man；　give　me　those　bricks　to　build

me　a　house　with。〃



The　man　gave　the　bricks；　and　he　built　his

house　with　them。　　Again　the　wolf　came；　and

said：



〃Little　pig；　little　pig；　let　me　come　in。〃



〃No；　no；　by　the　hair　of　my　chiny…chin…chin。〃



〃Then　I'll　huff；　and　I'll　puff；　and　I'll　blow

your　house　in。〃



So　he　huffed；　and　he　puffed；　and　he　huffed；

and　he　puffed；　and　he　puffed　and　huffed；　but

he　could　NOT　get　the　house　down。　　Finding　that

he　could　not；　with　all　his　huffing　and　puffing；

blow　the　house　down；　he　said：



〃Little　pig；　I　know　where　there　is　a　nice

field　of　turnips。〃



〃Where？〃　said　the　little　pig。



〃Oh；　in　Mr　Smith's　field；　and　if　you　will　be

ready　to…morrow　morning　we　will　go　together；

and　get　some　for　dinner。〃



〃Very　well；〃　said　the　little　pig。　　〃What

time　do　you　mean　to　go？〃



〃Oh；　at　six　o'clock。〃



So　the　little　pig