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THE HISTORICAL STORY
As the one widens the circle of connection with other kinds of life；
the other deepens the sense of relation to past lives； it gives the sense of
background； of the close and endless connection of generation with
generation。 A good historical story vitalises the conception of past events
and brings their characters into relation with the present。 This is especially
true of stories of things and persons in the history of our own race。 They
foster race…consciousness； the feeling of kinship and community of blood。
It is this property which makes the historical story so good an agent for
furthering a proper national pride in children。 Genuine patriotism； neither
arrogant nor melodramatic； is so generally recognised as having its roots
in early training that I need not dwell on this possibility； further than to
note its connection with the instinct of hero…worship which is quick in the
healthy child。 Let us feed that hunger for the heroic which gnaws at the
imagination of every boy and of more girls than is generally admitted。
There have been heroes in plenty in the world's records；heroes of action；
of endurance； of decision； of faith。 Biographical history is full of them。
And the deeds of these heroes are every one a story。 We tell these stories；
both to bring the great past into its due relation with the living present； and
to arouse that generous admiration and desire for emulation which is the
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
source of so much inspiration in childhood。 When these stories are tales of
the doings and happenings of our own heroes； the strong men and women
whose lives are a part of our own country's history； they serve the double
demands of hero…worship and patriotism。 Stories of wise and honest
statesmanship； of struggle with primitive conditions； of generous love and
sacrifice； andin some measureof physical courage； form a subtle and
powerful influence for pride in one's people； the intimate sense of kinship
with one's own nation； and the desire to serve it in one's own time。
It is not particularly useful to tell batches of unrelated anecdote。 It is
much more profitable to take up the story of a period and connect it with a
group of interesting persons whose lives affected it or were affected by it；
telling the stories of their lives； or of the events in which they were
concerned； as 〃true stories。〃 These biographical stories must； usually； be
adapted for use。 But besides these there is a certain number of pure stories…
…works of artwhich already exist for us； and which illuminate facts and
epochs almost without need of sidelights。 Such may stand by themselves；
or be used with only enough explanation to give background。 Probably the
best story of this kind known to lovers of modern literature is Daudet's
famous La Derniere Classe。＇1＇
＇1＇ See The Last Lesson。
The historical story； to recapitulate； gives a sense of the reality and
humanness of past events； is a valuable aid in patriotic training； and stirs
the desire of emulating goodness and wisdom。
CHAPTER II
SELECTION OF STORIES TO TELL
There is one picture which I can always review； in my own collection
of past scenes； though many a more highly coloured one has been
irrevocably curtained by the folds of forgetfulness。 It is the picture of a
little girl； standing by an old…fashioned marble…topped dressing table in a
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
pink； sunny room。 I can never see the little girl's face； because； somehow； I
am always looking down at her short skirts or twisting my head round
against the hand which patiently combs her stubborn curls。 But I can see
the brushes and combs on the marble table quite plainly； and the pinker
streaks of sun on the pink walls。 And I can hear。 I can hear a low； wonder…
working voice which goes smoothly on and on； as the fingers run up the
little girl's locks or stroke the hair into place on her fore head。 The voice
says； 〃And little Goldilocks came to a little bit of a house。 And she opened
the door and went in。 It was the house where three Bears lived； there was a
great Bear； a little Bear； and a middle…sized Bear； and they had gone out
for a walk。 Goldilocks went in； and she saw〃the little girl is very still；
she would not disturb that story by so much as a loud breath； but presently
the comb comes to a tangle； pulls；and the little girl begins to squirm。
Instantly the voice becomes impressive； mysterious： 〃she went up to the
table； and there were THREE PLATES OF PORRIDGE。 She tasted the
first one〃the little girl swallows the breath she was going to whimper
with； and waits〃and it was too hot！ She tasted the next one； and THAT
was too hot。 Then she tasted the little bit of a plate； and thatwasjust
right！〃
How I remember the delightful sense of achievement which stole into
the little girl's veins when the voice behind her said 〃just right。〃 I think she
always chuckled a little； and hugged her stomach。 So the story progressed；
and the little girl got through her toilet without crying； owing to the
wonder…working voice and its marvellous adaptation of climaxes to
emergencies。 Nine times out of ten； it was the story of The Three Bears
she demanded when； with the appearance of brush and comb； the voice
asked； 〃Which story shall mother tell？〃
It was a memory of the little girl in the pink room which made it easy
for me to understand some other children's preferences when I recently
had occasion to inquire about them。 By asking many individual children
which story of all they had heard they liked best； by taking votes on the
best story of a series； after telling it； and by getting some obliging teachers
to put similar questions to their pupils； I found three prime favourites
common to a great many children of about the kindergarten age。 They
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HOW TO TELL STORIES TO CHILDREN AND SOME STORIES TO TELL
were The Three Bears； Three Little Pigs； and The Little Pig that wouldn't
go over the Stile。
Some of the teachers were genuinely disturbed because the few stories
they had introduced merely for amusement had taken so pre… eminent a
place in the children's affection over those which had been given seriously。
It was of no use； however； to suggest substitutes。 The children knew
definitely what they liked； and though they accepted the recapitulation of
scientific and moral stories with polite approbation； they returned to the
original answer at a repetition of the question。
Inasmuch as the slightest of the things we hope to do for children by
means of stories is quite impossible unless the children enjoy the stories； it
may be worth our while to consider seriously these three which they surely
do enjoy； to see what common qualities are in them； explanatory of their
popularity； by which we may test the probable success of other stories we
wish to tell。
Here they are；three prime favourites of proved standing。
THE STORY OF THE THREE LITTLE PIGS＇1＇
＇1＇ Adapted from Joseph Jacobs's English Fairy Tales （David Nutt； 57…
69 Long Acre； W。C。 6s。）；
Once upon a time there were three little pigs； who went from home to
seek their fortune。 The first that went off met a man with a bundle of straw；
and said to him：
〃Good man； give me that straw to build me a house。〃
The man gave the straw； and the little pig built his house with it。
Presently came along a wolf； and knocked at the door； and said：
〃Little pig； little pig； let me come in。〃
But the pig answered：
〃No； no； by the hair of my chiny…chin…chin。〃
So the wolf said：
〃Then I'll huff； and I'll puff； and I'll blow your house in。〃
So he huffed； and he puffed； and he blew his house in； and ate up the
little pig。
The second little pig met a man with a bundle of furze； and said：
〃Good man； give me that furze to build me a h