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Stories to Tell to Children   By: (1873-)

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Stories to Tell to Children

by

Sara Cone Bryant

CONTENTS

SOME SUGGESTIONS FOR THE STORY TELLER STORIES FOR REPRODUCTION STORY TELLING IN TEACHING ENGLISH TWO LITTLE RIDDLES IN RHYME THE LITTLE PINK ROSE THE COCK A DOO DLE DOO THE CLOUD THE LITTLE RED HEN THE GINGERBREAD MAN THE LITTLE JACKALS AND THE LION THE COUNTRY MOUSE AND THE CITY MOUSE LITTLE JACK ROLLAROUND HOW BROTHER RABBIT FOOLED THE WHALE AND THE ELEPHANT THE LITTLE HALF CHICK THE LAMBIKIN THE BLACKBERRY BUSH THE FAIRIES THE ADVENTURES OF THE LITTLE FIELD MOUSE ANOTHER LITTLE RED HEN THE STORY OF THE LITTLE RID HIN THE STORY OF EPAMINONDAS AND HIS AUNTIE THE BOY WHO CRIED "WOLF!" THE FROG KING THE SUN AND THE WIND THE LITTLE JACKAL AND THE ALLIGATOR THE LARKS IN THE CORNFIELD A TRUE STORY ABOUT A GIRL MY KINGDOM PICCOLA THE LITTLE FIR TREE HOW MOSES WAS SAVED THE TEN FAIRIES THE ELVES AND THE SHOEMAKER WHO KILLED THE OTTER'S BABIES? EARLY THE BRAHMIN, THE TIGER, AND THE JACKAL THE LITTLE JACKAL AND THE CAMEL THE GULLS OF SALT LAKE THE NIGHTINGALE MARGERY'S GARDEN THE LITTLE COTYLEDONS THE TALKATIVE TORTOISE ROBERT OF SICILY THE JEALOUS COURTIERS PRINCE CHERRY THE GOLD IN THE ORCHARD MARGARET OF NEW ORLEANS THE DAGDA'S HARP THE TAILOR AND THE THREE BEASTS THE CASTLE OF FORTUNE DAVID AND GOLIATH THE SHEPHERD'S SONG THE HIDDEN SERVANTS

SOME SUGGESTIONS FOR THE STORY TELLER

Concerning the fundamental points of method in telling a story, I have little to add to the principles which I have already stated as necessary, in my opinion, in the book of which this is, in a way, the continuation. But in the two years which have passed since that book was written, I have had the happiness of working on stories and the telling of them, among teachers and students all over this country, and in that experience certain secondary points of method have come to seem more important, or at least more in need of emphasis, than they did before. As so often happens, I had assumed that "those things are taken for granted;" whereas, to the beginner or the teacher not naturally a story teller, the secondary or implied technique is often of greater difficulty than the mastery of underlying principles. The few suggestions which follow are of this practical, obvious kind.

Take your story seriously. No matter how riotously absurd it is, or how full of inane repetition, remember, if it is good enough to tell, it is a real story, and must be treated with respect. If you cannot feel so toward it, do not tell it. Have faith in the story, and in the attitude of the children toward it and you. If you fail in this, the immediate result will be a touch of shame facedness, affecting your manner unfavorably, and, probably, influencing your accuracy and imaginative vividness.

Perhaps I can make the point clearer by telling you about one of the girls in a class which was studying stories last winter; I feel sure if she or any of her fellow students recognizes the incident, she will not resent being made to serve the good cause, even in the unattractive guise of a warning example.

A few members of the class had prepared the story of "The Fisherman and his Wife." The first girl called on was evidently inclined to feel that it was rather a foolish story. She tried to tell it well, but there were parts of it which produced in her the touch of shamefacedness to which I have referred.

When she came to the rhyme,

"O man of the sea, come, listen to me, For Alice, my wife, the plague of my life, Has sent me to beg a boon of thee,"

she said it rather rapidly. At the first repetition she said it still more rapidly; the next time she came to the jingle she said it so fast and so low that it was unintelligible; and the next recurrence was too much for her. With a blush and a hesitating smile she said, "And he said that same thing, you know!" Of course everybody laughed, and of course the thread of interest and illusion was hopelessly broken for everybody... Continue reading book >>




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