Systematic Story-Telling
The thought that literature is a growth; that it had its infancy, and
its periods of development through succeeding ages; that the different
periods are related to each other and spring from one another, is too
often ignored in the study and in the teaching of the subject.
Not only the average child, but the great majority of children—if not
of adults—look upon literature as a great heap of miscellany; a vast
array of unrelated writings. Few grasp the idea that “literature is the
evolution of the thought of humanity”; that it had its beginning in the
myth-making ages, was further developed by the Greeks and then by the
Latin races; that after the time of Christ there was the distinctive
literature of the chivalric period, followed by the development of
Chaucer’s time, of Shakespeare’s, up to and including that of the present
age. Each of these periods has its many subdivisions, but each is the
outgrowth of the preceding.
The story-teller who has grasped even the simplest outlines of literary
development will be able to present to the children a sequence of stories
which shall, dimly at first, but more and more clearly as time goes on,
enable them to look at the literature of the world as a related whole.
This is, of course, the privilege only of the mother, or of the teacher
who is in daily contact with the same pupils for an extended length of
time. It cannot be done by the occasional story-teller.
As ocular demonstration produces the most lasting impression, the best
method of fixing this idea of development is by means of diagrams made
up in the simplest manner possible. If no blackboard is available, a
paper chain will answer the purpose, its few, large links representing
the literary periods. Suggestions for diagrams or charts suited to all
grades, and to children of all ages, are given in Miss M. E. Burt’s
concise but comprehensive book _Literary Landmarks_ (Houghton, Mifflin
Company)—a book which every teacher should read.
The simplest chart of all consists of a straight line drawn
horizontally, in the middle of which is a cross, representing the time
of Christ. The portion of the line to the left indicates the time before
Christ; that to the right, the time since Christ. Present day stories
may be shown as belonging to the right hand portion of the chart, New
Testament stories to the middle portion, and the myth to the left hand. A
very few words of explanation will suffice to make plain the meaning of
the chart as giving the relative time of the story’s origin. Then proceed
to tell the story as usual.
The first story in a series planned along these lines, may well be one
of the earliest myths, that of Phaeton, or of Vulcan, illustrating the
earliest conception of the phenomenon of light and of fire. The Indian
myth, giving the origin of fire as conceived by the North American
Indian, should also be told, and located on the right hand side of the
chart.
The story of Cupid can be traced from its origin in the old time myth,
through Greek literature and on into modern poems and prose, thus showing
how the original thought of the myth-making period grows into new forms
and new beauty in the literature of later periods.
Miss Burt sets forth clearly the use of the diagram or chart in the
teaching of literature. It can be used with equal success and to as great
advantage by the story-teller who gives a related series of stories from
different periods of time. Grade teachers can make the chart serve its
original purpose in the teaching of literature, and in story-telling
can place the story in a brief word or two which shall give it a place,
or a relationship to literature. This makes the story of greater value,
through helping the child to assemble his literary landmarks.
The mother who follows this method of story-telling in the home,
selecting her stories from the best that literature affords, and grouping
or placing them according to the period to which each belongs, will find
as great delight and profit in the task, as will the children in the
stories themselves. To many a mother, and teacher as well, it will prove
a new viewpoint from which to study literature, while meeting the child’s
desire for stories in more than aimless fashion.
The historical outline of a nation’s progress can be given by means of
stories told in sequence. These stories should follow a chronological
plan which can be as readily developed by means of a chart as can the
periods of literature. The outline should be a very simple one at first,
dividing the history into a few main periods of development, and telling
stories characteristic of the divisions of time. Later these main periods
may be subdivided, and new stories told of prominent characters or
events, until a fairly comprehensive view of the history as a whole has
been acquired.
Mothers who fear that the home duties and the rearing of children will
cause them to drop behind the times, or to become out of date in their
mental equipment, need have no fear of the children outstripping them if
they will prepare themselves with a good outline of literature and of
history, and follow these in the stories they tell their children. Such
outlines may be found at any good library.
Mythology and chivalry may be knitted into the hose and mittens of the
little people; fairy tales may be hemmed into the dainty garments; and
deeds of heroism mixed with the custard and the rolls, thus clothing and
building up discriminating minds to fit strong and rugged bodies.
To mothers, as to teachers, I would most heartily recommend Miss Burt’s
book already mentioned, for it is full of suggestive outlines which may
be simplified or modified to meet any existing need, while it gives a
wide range of books from which stories may be chosen to fill the outlines.
Another source of help to which too few mothers have recourse is to be
found in the modern “children’s librarian.” Since story-telling has been
made so important a feature of library work in the children’s department,
the subject has been given close study, lists have been compiled, and
special outlines prepared. Librarians are eager to extend these helps to
mothers who may thus be saved the time which would otherwise be required
for individual research.