The first is a
relaxation of the tense schoolroom atmosphere, valuable for its refreshing
recreative power. The second result, or aim, is not so obvious, but is
even more desirable; it is this: story-telling is at once one of the
simplest and quickest ways of establishing a happy relation between
teacher and children, and one of the most effective methods of forming the
habit of fixed attention in the latter.
If you have never seen an indifferent child aroused or a hostile one
conquered to affection by a beguiling tale, you can hardly appreciate the
truth of the first statement; but nothing is more familiar in the
story-teller's experience. An amusing, but--to me--touching experience
recently reaffirmed in my mind this power of the story to establish
friendly relations.
My three-year-old niece, who had not seen me since her babyhood, being
told that Aunt Sara was coming to visit her, somehow confused the expected
guest with a more familiar aunt, my sister. At sight of me, her rush of
welcome relapsed into a puzzled and hurt withdrawal, which yielded to no
explanations or proffers of affection. All the first day she followed me
about at a wistful distance, watching me as if I might at any moment turn
into the well-known and beloved relative I ought to have been.
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