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Read Ebook: Picture-Work by Hervey Walter Lowrie
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Ebook has 63 lines and 5867 words, and 2 pages
the following blank:
STORY-TELLING.
For the purpose of devising means for the better preparation of Sunday-school teachers, the President of the Teachers College, New York, requests the teachers in your Sunday-school to answer the following questions.
To save time and trouble use both sides of this sheet.
Whenever possible answer by crossing out the term that does not apply.
In every case where the answer is based on experience with children, state the age of the children.
Please do not hesitate to return this blank, even if you have answered but a few questions.
Mention five qualities in a good story.
To these questions fifty-eight replies were received. Very few, however, gave the ages of the children, and the smallness of the number of replies--which after all is by no means discouraging--tends to vitiate the data as bases for generalization.
Space forbids giving more than a single group of typical answers. Some of the most helpful of the suggestions have been embodied in the foregoing. Further replies from thoughtful teachers will be welcome.
Sympathetic voice, manner, and face.
More knowledge of the subject than one wants to use.
The teacher must be interested, bright, imaginative, clear in thought and expression.
Clear apprehension of the point to be made, clear knowledge of the subject, understanding of the peculiarities of his hearers, tact in making application, and dramatic power.
Power in word-painting--with a sense of perspective.
Unconsciousness of self.
A gift for mimicry.
Graphic description.
Sympathy with children.
Power to hold attention and keep to the main thought.
Animation, personal magnetism, originality, wit.
Conciseness, force.
Pleasant manner.
Ability to repeat a story without hesitation.
Power to put one's self into the time, circumstances, etc., of the story.
Love of story-telling.
Quiet manners.
Gestures, good voice.
Small words.
Ability to make the children help tell the story, by making them gesture, point, express sorrow, surprise, etc., and answer questions.
A good story-teller asks intensely interesting questions at exactly the right point.
A passage from Herbart forms a fitting close to this study:
"The intent to teach spoils children's books at once; it is forgotten that every one, the child included, selects what suits him from what he reads, and judges the writing as well as the writer after his own fashion. Show the bad to children plainly, but not as an object of desire, and they will recognize that it is bad. Interrupt a narrative with moral precepts, and they will find you a wearisome narrator. Relate only what is good, and they will feel it monotonous, and the mere charm of variety will make the bad welcome. Remember your own feelings on seeing a purely moral play. But give to them an interesting story, rich in incidents, relationships, characters, strictly in accordance with psychological truth, and not beyond the feelings and ideas of children; make no effort to depict the worst or the best, only let a faint, half-conscious moral tact secure that the interest of the action tends away from the bad toward the good, the just, the right; then you will see how the child's attention is fixed upon it, how it seeks to discover the truth and think over all sides of the matter, how the many-sided material calls forth a many-sided judgment, how the charm of change ends in preference for the best, so that the boy who perhaps feels himself a step or two higher in moral judgment than the hero or the author, will cling to his view with inner self-approbation, and so guard himself from a coarseness he already feels beneath him. The story must have one more characteristic, if its effect is to be lasting and emphatic; it must carry on its face the strongest and clearest stamp of human greatness. For a boy distinguishes the common and ordinary from the praiseworthy as well as we; he even has this distinction more at heart than we have, for he does not like to feel himself small, he wishes to be a man. The whole look of a well-trained boy is directed above himself, and when eight years old his entire line of vision extends beyond all histories of children. Present to the boy therefore such men as he himself would like to be."
Printed in the United States of America.
~Old Testament Stories~ For Little Children. Illustrated, 12mo, cloth, net .25.
~ More "Kindergarten Stories" from the Old Testament in language little tots can take in. The value of the book apart from the excellence of the manner of telling the stories, lies in the fact that Miss Cragin has made these stories follow closely the events of the Old Testament.
~Experimental Object Lessons~ Bible Truths Simply Taught. 12mo, cloth, net 75c.
~Object Lessons for Children~ Or Hooks and Eyes, Truth Linked to Sight. Illustrated, 12mo, cloth, net .00.
~Talks to Children~ 12mo, cloth, net 50c.
~The Lord's Prayer for Children~ Illustrated. 12mo, cloth, net 50c.
~Seed for Spring-time Sowing~ A Wall Roll for the use of Primary, Sabbath School and Kindergarten Teachers. Compiled by MRS. ROBERT PRATT, 75c.
~Practical Primary Plans~ Illustrated with diagrams. Revised and enlarged. 16mo, cloth, net .00.
The Conversion of Children~ 12mo, paper, net 25c.
~Secrets of Sunday School Teaching~ 12mo, cloth, net .00.
~ The key-note of this book is given by the author in his Preface, where he says: "I have tried not to lay too much stress on methods." While he puts "motives" first, however, he does not ignore "methods," but presents those which modern practice has proved to be effective.
~How to Conduct a Sunday School~ 12mo, cloth, net .25.
The Working Manual of a Successful Sunday School~ Cloth, net 50c.
~The Modern Sunday School in Principle and Practice~ 12mo, cloth, net .00.
~The School of the Church~ Its Pre-eminent Place and Claim. 12mo, cloth, net .00.
~The Church and Her Children~ A practical Solution of the Problem of Child Attendance. 12mo, cloth, net .00.
~Sunday School Success~ 12mo, cloth, gilt top, net .00.
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