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which I have recently had the pleasure of seeing exemplified in great
completeness in the schools of Providence； Rhode Island。
Some four years ago； the assistant superintendent of schools of that
city； Miss Ella L。 Sweeney； introduced a rather unusual and extended
application of the story in her primary classes。 While the experiment was
in its early stages； it was my good fortune to be allowed to make
suggestions for its development； and as the devices in question were those
I had been accustomed to use as a pastime for children； I was able to take
some slight hand in the formative work of its adoption as an educational
method。 Carried out most ably by the teachers to whom it was entrusted；
the plan has evolved into a more inclusive and systematic one than was at
first hoped for； it is one from which I have been grateful to learn。
Tersely stated； the object of the general plan is the freeing and
developing of the power of expression in the pupils。
I think there can be no need of dwelling on the desirability of this
result。 The apathy and 〃woodenness〃 of children under average modes of
pedagogy is apparent to anyone who is interested enough to observe。 In
elementary work； the most noticeable lack of natural expression is
probably in the reading classes； the same drawback appears at a later stage
in English composition。 But all along the line every thoughtful teacher
knows how difficult it is to obtain spontaneous； creative reaction on
material given。
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Story…telling has a real mission to perform in setting free the natural
creative expression of children； and in vitalising the general atmosphere of
the school。 The method in use for this purpose in Providence （and
probably elsewhere； as ideas usually germinate in more than one place at
once） is a threefold GIVING BACK of the story by the children。 Two of
the forms of reproduction are familiar to many teachers； the first is the
obvious one of telling the story back again。
It is such fun to listen to a good story that children remember it
without effort； and later； 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
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
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
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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