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of it。 I enjoyed this part of the lesson
exceedingly； but it was some time before I
realised how much the larger part of the lesson
it had become to the class。 They usedand
they were mature womento wait for the story
as if it were a sugarplum and they； children；
and to grieve openly if it were omitted。
Substitution of reading from a translation was
greeted with precisely the same abatement of
eagerness that a child shows when he has asked
you to tell a story； and you offer； instead； to
〃read one from the pretty book。〃 And so
general and constant were the tokens of
enjoyment that there could ultimately be no doubt
of the power which the mere story…telling
exerted。
The attitude of the grown…up listeners did
but illustrate the general difference between the
effect of telling a story and of reading one。
Everyone who knows children well has felt
the difference。 With few exceptions； children
listen twice as eagerly to a story told as to one
read； and even a 〃recitation〃 or a so…called
〃reading〃 has not the charm for them that
the person wields who can 〃tell a story。〃 And
there are sound reasons for their preference。
The great difference； including lesser ones；
between telling and reading is that the teller
is free； the reader is bound。 The book in hand；
or the wording of it in mind； binds the reader。
The story…teller is bound by nothing； he stands
or sits； free to watch his audience； free to follow
or lead every changing mood； free to use body；
eyes； voice； as aids in expression。 Even his
mind is unbound； because he lets the story
come in the words of the moment； being so full
of what he has to say。 For this reason； a story
told is more spontaneous than one read； however
well read。 And； consequently； the connection
with the audience is closer； more electric； than is
possible when the book or its wording intervenes。
Beyond this advantage； is the added charm
of the personal element in story…telling。 When
you make a story your own and tell it； the listener
gets the story； PLUS YOUR APPRECIATION
OF IT。 It comes to him filtered through your
own enjoyment。 That is what makes the funny
story thrice funnier on the lips of a jolly
raconteur than in the pages of a memoir。 It is
the filter of personality。 Everybody has something
of the curiosity of the primitive man
concerning his neighbour； what another has in
his own person felt and done has an especial
hold on each one of us。 The most cultured of
audiences will listen to the personal reminiscences
of an explorer with a different tingle
of interest from that which it feels for a
scientific lecture on the results of the exploration。
The longing for the personal in experience is
a very human longing。 And this instinct or
longing is especially strong in children。 It
finds expression in their delight in tales of what
father or mother did when they were little； of
what happened to grandmother when she went
on a journey； and so on； but it also extends to
stories which are not in themselves personal：
which take their personal savour merely from
the fact that they flow from the lips in
spontaneous； homely phrases； with an appreciative
gusto which suggests participation。
The greater ease in holding the attention of
children is； for teachers； a sufficient practical
reason for telling stories rather than reading
them。 It is incomparably easier to make the
necessary exertion of 〃magnetism；〃 or whatever
it may be called； when nothing else distracts
the attention。 One's eyes meet the
children's gaze naturally and constantly； one's
expression responds to and initiates theirs without
effort； the connection is immediate。 For
the ease of the teacher； then； no less than for
the joy of the children； may the art of story…
telling be urged as pre…eminent over the art of
reading。
It is a very old； a very beautiful art。 Merely
to think of it carries one's imaginary vision
to scenes of glorious and touching antiquity。
The tellers of the stories of which Homer's
Iliad was compounded； the transmitters of
the legend and history which make up the
Gesta Romanorum； the travelling raconteurs
whose brief heroic tales are woven into our
own national epic； the grannies of age…old
tradition whose stories are parts of Celtic folk…lore；
of Germanic myth； of Asiatio wonder…tales；
these are but younger brothers and sisters
to the generations of story…tellers whose
inventions are but vaguely outlined in resultant
forms of ancient literatures； and the names of
whose tribes are no longer even guessed。
There was a time when story…telling was the
chiefest of the arts of entertainment； kings
and warriors could ask for nothing better；
serfs and children were satisfied with nothing
less。 In all times there have been occasional
revivals of this pastime； and in no time has the
art died out in the simple human realms of which
mothers are queens。 But perhaps never； since
the really old days； has story…telling so nearly
reached a recognised level of dignity as a legitimate
and general art of entertainment as now。
Its present popularity seems in a way to be
an outgrowth of the recognition of its educational
value which was given impetus by the
German pedagogues of Froebel's school。 That
recognition has； at all events； been a noticeable
factor in educational conferences of late。
The function of the story is no longer
considered solely in the light of its place in the
kindergarten； it is being sought in the first；
the second； and indeed in every standard where
the children are still children。 Sometimes the
demand for stories is made solely in the
interests of literary culture； sometimes in far
ampler and vaguer relations； ranging from
inculcation of scientific fact to admonition of
moral theory； but whatever the reason given；
the conclusion is the same： tell the children
stories。
The average teacher has yielded to the
pressure； at least in theory。 Cheerfully； as she
has already accepted so many modifications of
old methods by 〃new thought；〃 she accepts
the idea of instilling mental and moral desiderata
into the receptive pupil； via the charming
tale。 But； confronted with the concrete
problem of what desideratum by which tale；
and how； the average teacher sometimes finds
her cheerfulness displaced by a sense of inadequacy
to the situation。
People who have always told stories to
children； who do not know when they began
or how they do it； whose heads are stocked
with the accretions of years of fairyland…
dwelling and nonsense…sharing；these cannot
understand the perplexity of one to whom
the gift and the opportunity have not 〃come
natural。〃 But there are many who can understand
it； personally and all too well。 To these；
the teachers who have not a knack for story…
telling； who feel as shy as their own youngest
scholar at the thought of it； who do not know
where the good stories are； or which ones are
easy to tell； it is my earnest hope that the
following pages will bring something definite
and practical in the way of suggestion and
reference。
HOW TO TELL STORIES TO CHILDREN
CHAPTER I
THE PURPOSE OF STORY…TELLING IN SCHOOL
Let us first consider together the primary
matter of the AIM in educational story…telling。
On our conception of this must depend very
largely all decisions as to choice and method；
and nothing in the whole field of discussion
is more vital than a just and sensible notion
of this first point。 What shall we attempt
to accomplish by stories in the schoolroom？
What can we reasonably expect to accomplish？
And what； of this； is best accomplished by this
means and no other？
These are questions which become the more
interesting and practical because the recent
access of enthusiasm for stories in education
has led many people to claim very wide