Stories to Tell to Children | Page 8

is a method of carrying ideas from one human soul to another, by way of the ear. And these ideas are very complex. They are not unmixed emanations of pure intellect, transmitted to pure intellect: they are compounded of emotions, thoughts, fancies, and are enhanced or impeded in transmission by the use of word-symbols which have acquired, by association, infinite complexities in themselves. The mood of the moment, the especial weight of a turn of thought, the desire of the speaker to share his exact soul-concept with you,--these seek far more subtle means than the mere rendering of certain vocal signs; they demand such variations and delicate adjustments of sound as will inevitably affect the listening mind with the response desired.
There is no "what" without the "how" in speech. The same written sentence becomes two diametrically opposite ideas, given opposing inflection and accompanying voice-effect. "He stood in the front rank of the battle" can be made praiseful affirmation, scornful skepticism, or simple question, by a simple varying of voice and inflection. This is the more unmistakable way in which the "how" affects the "what." Just as true is the less obvious fact. The same written sentiment, spoken by Wendell Phillips and by a man from the Bowery or an uneducated ranchman, is not the same to the listener. In one case the sentiment comes to the mind's ear with certain completing and enhancing qualities of sound which give it accuracy and poignancy. The words themselves retain all their possible suggestiveness in the speaker's just and clear enunciation, and have a borrowed beauty, besides, from the associations of fine habit betrayed in the voice and manner of speech. And, further, the immense personal equation shows itself in the beauty and power of the vocal expressiveness, which carries shades of meaning, unguessed delicacies of emotion, intimations of beauty, to every ear. In the other case, the thought is clouded by unavoidable suggestions of ignorance and ugliness, brought by the pronunciation and voice, even to an unanalytical ear; the meaning is obscured by inaccurate inflection and uncertain or corrupt enunciation; but, worst of all, the personal atmosphere, the aroma, of the idea has been lost in transmission through a clumsy, ill-fitted medium.
The thing said may look the same on a printed page, but it is not the same when spoken. And it is the spoken sentence which is the original and the usual mode of communication.
The widespread poverty of expression in English, which is thus a matter of "how," and to which we are awakening, must be corrected chiefly, at least at first, by the common schools. The home is the ideal place for it, but the average home of the United States is no longer a possible place for it. The child of foreign parents, the child of parents little educated and bred in limited circumstances, the child of powerful provincial influences, must all depend on the school for standards of English.
And it is the elementary school which must meet the need, if it is to be met at all. For the conception of English expression which I am talking of can find no mode of instruction adequate to its meaning, save in constant appeal to the ear, at an age so early that unconscious habit is formed. No rules, no analytical instruction in later development, can accomplish what is needed. Hearing and speaking; imitating, unwittingly and wittingly, a good model; it is to this method we must look for redemption from present conditions.
I believe we are on the eve of a real revolution in English teaching,--only it is a revolution which will not break the peace. The new way will leave an overwhelming preponderance of oral methods in use up to the fifth or sixth grade, and will introduce a larger proportion of oral work than has ever been contemplated in grammar and high school work. It will recognize the fact that English is primarily something spoken with the mouth and heard with the ear. And this recognition will have greatest weight in the systems of elementary teaching.
It is as an aid in oral teaching of English that story-telling in school finds its second value; ethics is the first ground of its usefulness, English the second,--and after these, the others. It is, too, for the oral uses that the secondary forms of story-telling are so available. By secondary I mean those devices which I have tried to indicate, as used by many American teachers, in the chapter on "Specific Schoolroom Uses," in my earlier book. They are re-telling, dramatization, and forms of seat-work. All of these are a great power in the hands of a wise teacher. If combined with much attention to voice and enunciation in the recital of poetry, and with much good reading aloud BY THE TEACHER, they