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.
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