- duction of stories is profitable for shaping the
pupil's thought and language mode. But is the exercise rightly conducted? The children listen in breathless delight as the teacher tells the story; she demands it "back," the children struggle, interest flags, teacher and children toil on, and joy dies out in story and listener. This is too bad. Story-telling is a legitimate opportunity for unalloyed pleasure; the school is not too lavish of such times. What is the root of the trouble? It lies in one or more sources: the practice of requiring premature reproduction of some types of story not grasped by the children to the definite point of re-telling; the teacher's unreasonable or wrong standards of achievement; the pupil's lack of familiarity with the story, due to the teacher's tendency to turn reproduction into a test or task.
The tendency of the school to require immediate verbal reproduction of all stories is unwise utilitarianism. It is limiting the teacher's choice of stories undesirably. Feeling compelled to demand reproduction of every story, the teacher confines her choice to stories the children will take hold of easily. We can all testify that we have heard and been moved or delighted by recitals we could not reproduce; their purpose was to accomplish exactly what they did accomplish. The child is
