Part 4 (1/2)
The briefest examination of these three stories reveals the fact that one attribute is beyond dispute in each. Something happens, all the time.
Every step in each story is an event. There is no time spent in explanation, description, or telling how people felt; the stories tell what people did, and what they said. And the events are the links of a sequence of the closest kind; in point of time and of cause they follow as immediately as it is possible for events to follow. There are no gaps, and no complications of plot requiring a return on the road.
A second common characteristic appears on briefest examination. As you run over the little stories you will see that each event presents a distinct picture to the imagination, and that these pictures are made out of very simple elements. The elements are either familiar to the child or a.n.a.logous to familiar ones. Each object and happening is very like everyday, yet touched with a subtle difference, rich in mystery. For example, the details of the pictures in the Goldilocks story are parts of everyday life,--house, chairs, beds, and so on; but they are the house, chairs, and beds of three bears; that is the touch of marvel which transforms the scene. The old woman who owned the obstinate pig is the centre of a circle in which stand only familiar images,--stick, fire, water, cow, and the rest; but the wonder enters with the fact that these usually inanimate or dumb objects of nature enter so humanly into the contest of wills. So it is, also, with the doings of the three little pigs. Every image is explicable to the youngest hearer, while none suggests actual familiarity, because the actors are not children, but pigs. Simplicity, with mystery, is the keynote of all the pictures, and these are clear and distinct.
Still a third characteristic common to the stories quoted is a certain amount of repet.i.tion. It is more definite, and of what has been called the ”c.u.mulative” kind, in the story of the old woman; but in all it is a distinctive feature.
Here we have, then, three marked characteristics common to three stories almost invariably loved by children,--action, in close sequence; familiar images, tinged with mystery; some degree of repet.i.tion.
It is not hard to see why these qualities appeal to a child. The first is the prime characteristic of all good stories,--”stories as is stories”; the child's demand for it but bears witness to the fact that his instinctive taste is often better than the taste he later develops under artificial culture. The second is a matter of common-sense. How could the imagination create new worlds, save out of the material of the old? To offer strange images is to confuse the mind and dull the interest; to offer familiar ones ”with a difference” is to pique the interest and engage the mind.
The charm of repet.i.tion, to children, is a more complex matter; there are undoubtedly a good many elements entering into it, hard to trace in a.n.a.lysis. But one or two of the more obvious may be seized and brought to view. The first is the subtle flattery of an unexpected sense of mastery.
When the child-mind, following with toilful alertness a new train of thought, comes suddenly on a familiar epithet or expression, I fancy it is with much the same sense of satisfaction that we older people feel when in the midst of a long programme of new music the orchestra strikes into something we have heard before,--Handel, maybe, or one of the more familiar Beethoven sonatas. ”I know that! I have heard that before!” we think, triumphant, and settle down to enjoyment without effort. So it is, probably, with the ”middle-sized” articles of the bears' house and the ”and I sha'n't get home to-night” of the old woman. Each recurrence deepens the note of familiarity, tickles the primitive sense of humour, and eases the strain of attention.
When the repet.i.tion is c.u.mulative, like the extreme instance of _The House that Jack Built_, I have a notion that the joy of the child is the pleasure of intellectual gymnastics, not too hard for fun, but not too easy for excitement. There is a deal of fun to be got out of purely intellectual processes, and childhood is not too soon for the rudiments of such fun to show. The delight the healthy adult mind takes in working out a neat problem in geometry, the pleasure a musician finds in following the involutions of a fugue, are of the same type of satisfaction as the liking of children for c.u.mulative stories. Complexity and ma.s.s, arrived at by stages perfectly intelligible in themselves, mounting steadily from a starting-point of simplicity; then the same complexity and ma.s.s resolving itself as it were miraculously back into simplicity, this is an intellectual joy. It does not differ materially, whether found in the study of counterpoint, at thirty, or in the story of the old woman and her pig, at five. It is perfectly natural and wholesome, and it may perhaps be a more powerful developing force for the budding intellect than we are aware.
For these reasons let me urge you, when you are looking for stories to tell little children, to apply this threefold test as a kind of touchstone to their quality of fitness: Are they full of action, in close natural sequence? Are their images simple without being humdrum? Are they repet.i.tive? The last quality is not an absolute requisite; but it is at least very often an attribute of a good child-story.
Having this touchstone in mind for general selection, we can now pa.s.s to the matter of specific choices for different ages of children. No one can speak with absolute conviction in this matter, so greatly do the taste and capacity of children of the same age vary. Any approach to an exact cla.s.sification of juvenile books according to their suitability for different ages will be found impossible. The same book in the hands of a skilful narrator may be made to afford delight to children both of five and ten. The following are merely the inferences drawn from my own experience. They must be modified by each teacher according to the conditions of her small audience. In general, I believe it to be wise to plan the choice of stories much as indicated in the table given on page 64.
At a later stage, varying with the standard of capacity of different cla.s.ses, we find the temper of mind which asks continually, ”Is that true?” To meet this demand, one draws on historical and scientific anecdote, and on reminiscence. But the demand is never so exclusive that fict.i.tious narrative need be cast aside. All that is necessary is to state frankly that the story you are telling is ”just a story,” or--if it be the case--that it is ”part true and part story.”
At all stages I would urge the telling of Bible stories, as far as is allowed by the special circ.u.mstances of the school. These are stories from a source unsurpa.s.sed in our literature for purity of style and loftiness of subject. More especially I urge the telling of the Christ-story, in such parts as seem likely to be within the grasp of the several cla.s.ses. In all Bible stories it is well to keep as near as possible to the original unimprovable text.[1] Some amplification can be made, but no excessive modernising or simplifying is excusable in face of the austere grace and majestic simplicity of the original. Such adaptation as helps to cut the long narrative into separate units, making each an intelligible story, I have ventured to ill.u.s.trate according to my own personal taste, in two stories given in Chapter VI. The object of the usual modernising or enlarging of the text may be far better attained for the child listener by infusing into the text as it stands a strong realising sense of its meaning and vitality, letting it give its own message through a fit medium of expression.
[Footnote 1: _Stories from the Old Testament_, by S. Platt, retells the Old Testament story as nearly as possible in the actual words of the Authorised Version.]
The stories given in pages 133 to 246 are grouped as ill.u.s.trations of the types suitable for different stages. They are, however, very often interchangeable; and many stories can be told successfully to all cla.s.ses.
A vitally good story is little limited in its appeal. It is, nevertheless, a help to have certain plain results of experience as a basis for choice; that which is given is intended only for such a basis, not in the least as a final list.
CERTAIN TYPES OF STORY CLa.s.sIFIED
FOR KINDERGARTEN AND CLa.s.s I.:
Little Rhymed Stories (including the best of the nursery rhymes and the more poetic fragments of Mother Goose) Stories with Rhyme in Parts Nature Stories (in which the element of personification is strong) Nonsense Tales Wonder Tales
FOR CLa.s.sES II. AND III.:
Nonsense Tales Wonder Tales Fairy and Folk Tales Fables Legends Nature Stories (especially stories of animals)
FOR CLa.s.sES IV. AND V.:
Folk Tales Fables Myths and Allegories Developed Animal Stories Legends: Historic and Heroic Historical Stories Humorous Adventure Stories ”True Stories”
The wonder tales most familiar and accessible to the teacher are probably those included in the collections of Andersen and the Brothers Grimm. So constant is the demand for these that the following list may be found useful, as indicating which of the stories are more easily and effectively adapted for telling, and commonly most successful.
It must be remembered that many of these standard tales need such adapting as has been suggested, cutting them down, and ridding them of vulgar or sophisticated detail.