how to tell children stories(如何给孩子讲故事)-第4节
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moment turn into the well…known and beloved relative I ought to have
been。 Even by undressing time I had not progressed far enough to be
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
allowed intimate approach to small sacred nightgowns and diminutive
shirts。 The next morning； when I opened the door of the nursery where her
maid was brushing her hair； the same dignity radiated from the little round
figure perched on its high chair； the same almost hostile shyness gazed at
me from the great expressive eyes。 Obviously； it was time for something to
be done。
Disregarding my lack of invitation； I drew up a stool； and seating
myself opposite the small unbending person； began in a conversational
murmur： 〃Mm； I guess those are tingly…tanglies up there in that curl
Lottie's combing； did you ever hear about the tingly… tanglies？ They live in
little girls' hair； and they aren't any bigger than THAT； and when anybody
tries to comb the hair they curl both weeny legs round； SO； and hold on
tight with both weeny hands； SO； and won't let go！〃 As I paused； my niece
made a queer little sound indicative of query battling with reserve。 I
pursued the subject： 〃They like best to live right over a little girl's ear； or
down in her neck； because it is easier to hang on； there； tingly… tanglies are
very smart； indeed。〃
〃What's ti…ly…ta…lies？〃 asked a curious； guttural little voice。
I explained the nature and genesis of tingly… tanglies； as revealed to me
some decades before by my inventive mother； and proceeded to develop
their simple adventures。 When next I paused the small guttural voice
demanded； 〃Say more；〃 and I joyously obeyed。
When the curls were all curled and the last little button buttoned； my
baby niece climbed hastily down from her chair； and deliberately up into
my lap。 With a caress rare to her habit she spoke my name； slowly and
tentatively； 〃An…ty Sai…ry？〃 Then； in an assured tone； 〃Anty Sairy； I love
you so much I don't know what to do！〃 And； presently； tucking a confiding
hand in mine to lead me to breakfast； she explained sweetly； 〃I didn' know
you when you comed las' night； but now I know you all th' time！〃
〃Oh； blessed tale；〃 thought I； 〃so easy a passport to a confidence so
desired； so complete！〃 Never had the witchery of the story to the ear of a
child come more closely home to me。 But the fact of the witchery was no
new experience。 The surrender of the natural child to the story…teller is as
absolute and invariable as that of a devotee to the priest of his own sect。
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
This power is especially valuable in the case of children whose natural
shyness has been augmented by rough environment or by the strangeness
of foreign habit。 And with such children even more than with others it is
also true that the story is a simple and effective means of forming the habit
of concentration； of fixed attention； any teacher who deals with this class
of children knows the difficulty of doing this fundamental and
indispensable thing； and the value of any practical aid in doing it。
More than one instance of the power of story… telling to develop
attentiveness comes to my mind； but the most prominent in memory is a
rather recent incident； in which the actors were boys and girls far past the
child…stage of docility。
I had been asked to tell stories to about sixty boys and girls of a club；
the president warned me in her invitation that the children were
exceptionally undisciplined； but my previous experiences with similar
gatherings led me to interpret her words with a moderation which left me
totally unready for the reality。 When I faced my audience； I saw a
squirming jumble of faces； backs of heads； and the various members of
many small bodies；not a person in the room was paying the slightest
attention to me； the president's introduction could scarcely be said to
succeed in interrupting the interchange of social amenities which was in
progress； and which looked delusively like a free fight。 I came as near
stage fright in the first minutes of that occasion as it is comfortable to be；
and if it had not been impossible to run away I think I should not have
remained。 But I began； with as funny a tale as I knew； following the safe
plan of not speaking very loudly； and aiming my effort at the nearest
children。 As I went on； a very few faces held intelligently to mine； the
majority answered only fitfully； and not a few of my hearers conversed
with their neighbours as if I were non… existent。 The sense of bafflement；
the futile effort； forced the perspiration to my hands and faceyet
something in the faces before me told me that it was no ill…will that fought
against me； it was the apathy of minds without the power or habit of
concentration； unable to follow a sequence of ideas any distance； and
rendered more restless by bodies which were probably uncomfortable；
certainly undisciplined。
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
The first story took ten minutes。 When I began a second； a very short
one； the initial work had to be done all over again； for the slight
comparative quiet I had won had been totally lost in the resulting
manifestation of approval。
At the end of the second story； the room was really orderly to the
superficial view； but where I stood I could see the small boy who
deliberately made a hideous face at me each time my eyes met his； the two
girls who talked with their backs turned； the squirms of a figure here and
there。 It seemed so disheartening a record of failure that I hesitated much
to yield to the uproarious request for a third story； but finally I did begin
again； on a very long story which for its own sake I wanted them to hear。
This time the little audience settled to attention almost at the opening
words。 After about five minutes I was suddenly conscious of a sense of
ease and relief； a familiar restful feeling in the atmosphere； and then； at
last； I knew that my audience was 〃with me；〃 that they and I were
interacting without obstruction。 Absolutely quiet； entirely unconscious of
themselves； the boys and girls were responding to every turn of the
narrative as easily and readily as any group of story…bred kindergarten
children。 From then on we had a good time together。
The process which took place in that small audience was a condensed
example of what one may expect in habitual story…telling to a group of
children。 Once having had the attention chained by crude force of interest；
the children begin to expect something interesting from the teacher； and to
wait for it。 And having been led step by step from one grade of a logical
sequence to another； their minds at first beguiled by the fascination of
the steps glide into the habit of following any logical sequence。 My club
formed its habit； as far as I was concerned； all in one session； the ordinary
demands of school procedure lengthen the process； but the result is equally
sure。 By the end of a week in which the children have listened happily to a
story every day； the habit of listening and deducing has been formed； and
the expectation of pleasantness is connected with the opening of the
teacher's lips。
These two benefits are well worth the trouble they cost； and for these
two； at least； any teacher who tells a story well may confidently look the
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
quick gaining of a confidential relation with the children； and the gradual
development of concentration and interested attention in them。
These are direc
