stories to tell to children- 第16部分

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　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　no　doubt　of　his

sympathetic　understanding　of　every　word。　　The

depth　of　moral　reproach　in　his　tone　was　quite

beyond　description　when　he　said；　〃Little　Half

Chick；　little　Half　Chick；　when　I　was　in　trubbul

you　wouldn't　help　me！〃　　He　heartily　relished

that　repetition；　and　became　more　dramatic　each

time。



Through　it　all；　in　the　tones　of　the　tender　little

voice；　the　sidewise　pose　of　the　neat　dark　head；

and　the　occasional　use　of　a　chubby　pointing

finger；　one　could　trace　a　vague　reflection　of

the　teacher's　manner。　　It　was　not　strong

enough　to　dominate　at　all　over　the　child's

personality；　but　it　was　strong　enough　to　suggest

possibilities。



In　different　rooms；　I　was　told　The　Half　Chick；

The　Little　Red　Hen；　The　Three　Bears；　The　Red…

Headed　Woodpecker；　The　Fox　and　the　Grapes；

and　many　other　simple　stories；　and　in　every

instance　there　was　a　noticeable　degree　of

spontaneity　and　command　of　expression。



When　the　reading　classes　were　held；　the

influence　of　this　work　was　very　visible。　　It　had

crept　into　the　teachers'　method；　as　well　as　the

children's　attitude。　　The　story　interest　was　still

paramount。　　In　the　discussion；　in　the　teachers'

remarks；　and　in　the　actual　reading；　there　was

a　joyousness　and　an　interest　in　the　subject…

matter　which　totally　precluded　that　preoccupation

with　sounds　and　syllables　so　deadly　to　any

real　progress　in　reading。　　There　was　less　of　the

mechanical　in　the　reading　than　in　any　I　had

heard　in　my　visits　to　schools；　but　it　was

exceptionally　accurate。



The　second　form　of　giving　back　which　has

proved　a　keen　pleasure　and　a　stimulus　to　growth

is　a　kind　of　〃seat…work。〃　　The　children　are

allowed　to　make　original　illustrations　of　the

stories　by　cutting　silhouette　pictures。



It　will　be　readily　seen　that　no　child　can　do

this　without　visualising　each　image　very

perfectly。　　In　the　simplest　and　most　unconscious

way　possible；　the　small　artists　are　developing

the　power　of　conceiving　and　holding　the　concrete

image　of　an　idea　given；　the　power　which

is　at　the　bottom　of　all　arts　of　expression。



Through　the　kindness　of　Miss　Sweeney；　I

am　able　to　insert　several　of　these　illustrations。

They　are　entirely　original；　and　were　made　without

any　thought　of　such　a　use　as　this。



The　pictures　and　the　retelling　are　both

popular　with　children；　but　neither　is　as　dear

to　them　as　the　third　form　of　reproduction　of

which　I　wish　to　speak。　　This　third　kind　is

taken　entirely　on　the　ground　of　play；　and　no

visibly　didactic　element　enters　into　it。　　It

consists　simply　of　PLAYING　THE　STORY。



When　a　good　story　with　a　simple　sequence

has　been　told；　and　while　the　children　are　still

athrill　with　the　delight　of　it；　they　are　told　they

may　play　it。



〃Who　would　like　to　be　Red　Riding　Hood？〃

says　the　teacher；　up　go　the　little　girls'　hands；

and　Mary　or　Hannah　or　Gertrude　is　chosen。



〃Who　will　be　the　wolf？〃　Johnny　or　Marcus

becomes　the　wolf。　　The　kind　woodchopper　and

the　mother　are　also　happily　distributed；　for　in

these　little　dramatic　companies　it　is　an　all…star

cast；　and　no　one　realises　any　indignity　in　a

subordinate　role。



〃Now；　where　shall　we　have　little　Red　Riding

Hood's　house？　　‘Over　in　that　corner；'　Katie？

Very　well；　Riding　Hood　shall　live　over　there。

And　where　shall　the　grandmother's　cottage　be？〃



The　children　decide　that　it　must　be　a　long

distance　through　the　wood；half…way　round

the　schoolroom；　in　fact。　　The　wolf　selects　the

spot　where　he　will　meet　Red　Riding　Hood；　and

the　woodchopper　chooses　a　position　from　which

he　can　rush　in　at　the　critical　moment；　to　save

Red　Riding　Hood's　life。



Then；　with　gusto　good　to　see；　they　play　the

game。　　The　teacher　makes　no　suggestions；

each　actor　creates　his　part。　　Some　children

prove　extremely　expressive　and　facile；　while

others　are　limited　by　nature。　　But　each　is　left

to　his　spontaneous　action。



In　the　course　of　several　days　several　sets　of

children　have　been　allowed　to　try；　then　if　any

of　them　are　notably　good　in　the　several　roles；

they　are　given　an　especial　privilege　in　that

story；　as　was　done　with　the　retelling。　　When

a　child　expresses　a　part　badly；　the　teacher

sometimes　asks　if　anyone　thinks　of　another

way　to　do　it；　from　different　examples　offered；

the　children　then　choose　the　one　they　prefer；

this　is　adopted。　　At　no　point　is　the　teacher

apparently　teaching。　　She　lets　the　audience

teach　itself　and　its　actors。



The　children　played　a　good　many　stories

for　me　during　my　visit　in　Providence。　　Of

them　all；　Red　Riding　Hood；　The　Fox　and　the

Grapes；　and　The　Lion　and　the　Mouse　were　most

vividly　done。



It　will　be　long　before　the　chief　of　the　Little

Red　Riding　Hoods　fades　from　my　memory。

She　had　a　dark；　foreign　little　face；　with　a

good　deal　of　darker　hair　tied　back　from　it；

and　brown；　expressive　hands。　　Her　eyes　were

so　full　of　dancing　lights　that　when　they　met

mine　unexpectedly　it　was　as　if　a　chance

reflection　had　dazzled　me。　　When　she　was　told

that　she　might　play；　she　came　up　for　her　riding

hood　like　an　embodied　delight；　almost　dancing

as　she　moved。　　（Her　teacher　used　a　few　simple

elements　of　stage…setting　for　her　stories；　such

as　bowls　for　the　Bears；　a　cape　for　Riding

Hood；　and　so　on。）



The　game　began　at　once。　　Riding　Hood

started　from　the　rear　corner　of　the　room；

basket　on　arm；　her　mother　gave　her　strict

injunctions　as　to　lingering　on　the　way；　and　she

returned　a　respectful　〃Yes；　mother。〃　　Then

she　trotted　round　the　aisle；　greeting　the　wood…

chopper　on　the　way；　to　the　deep　wood　which

lay　close　by　the　teacher's　desk。　　There　master

wolf　was　waiting；　and　there　the　two　held

converse；master　wolf　very　crafty　indeed；　Red

Riding　Hood　extremely　polite。　　The　wolf　then

darted　on　ahead　and　crouched　down　in　the

corner　which　represented　grandmother's　bed。

Riding　Hood　tripped　sedately　to　the　imaginary

door；　and　knocked。　　The　familiar　dialogue

followed；　and　with　the　words　〃the　better　to　eat

you　with；　my　dear！〃　the　wolf　clutched　Red

Riding　Hood；　to　eat　her　up。　　But　we　were

not　forced　to　undergo　the　threatened　scene　of

horrid　carnage；　as　the　woodchopper　opportunely

arrived；　and　stated　calmly；　〃I　will　not

let　you　kill　Little　Red　Riding　Hood。〃



All　was　now　happily　culminated；　and　with

the　chopper's　grave　injunction　as　to　future

conduct　in　her　ears；　the　rescued　heroine　tip…

toed　out　of　the　woods；　to　her　seat。



I　wanted　to　applaud；　but　I　realised　in　the

nick　of　time　that　we　were　all　playing；　and

held　my　peace。



The　Fox　and　the　Grapes　was　more　dramatically

done；　but　was　given　by　a　single　child。

He　was　the　chosen　〃fox〃　of　another　primary

room；　and　had　the　fair　colouring　and　sturdy

frame　which　matched　his　Swedish　name。　　He

was　naturally　dramatic。　　It　was　easy　to　see

that　he　instinctively　visualised　everything；　and

this　he　did　so　strongly　that　he　suggested　to

the　onlooker　every　detail　of　the　scene。



He　chose　for　his　grape…trellis　the　rear　wall

of　the　room。



Standing　there；　he　looked　longingly　up　at

the　invisible　bunch　of　grapes。　　〃My　gracious；〃

he　said；　〃what　fine　grapes！　I　will　have

some。〃



Then　he　jumped　for　them。



〃Didn't　get　them；〃　he　muttered；　〃I'll　try

again；〃　and　he　jumped　higher。



〃Didn't　get　them　this　time；〃　he　said

disgustedly；　and　hopped　up　once　more。　　Then　he

stood　still；　looked　up；　shrugged　his　shoulders；

and　remarked　in　an　absurdly　worldly…wise　tone；

〃Those　grapes　are　sour！〃　　After　which　he

walked　away。



Of　course　the　whole　thing　was　infantile；　and

without　a　touch　of　grace；　but　it　is　no

exaggeration　to　say　that　the　child　did　what　many

grown…up　actors　fail　to　do；he　preserved　the

illusion。



It　was　in　still　anothe