|
Main
- books.jibble.org
My Books
- IRC Hacks
Misc. Articles
- Meaning of Jibble
- M4 Su Doku
- Computer Scrapbooking
- Setting up Java
- Bootable Java
- Cookies in Java
- Dynamic Graphs
- Social Shakespeare
External Links
- Paul Mutton
- Jibble Photo Gallery
- Jibble Forums
- Google Landmarks
- Jibble Shop
- Free Books
- Intershot Ltd
|
books.jibble.org
Previous Page
| Next Page
Page 76
The approach to the story can be made by some question or suggestion
relating to the pupils' own experience, by a sentence or two of
explanation, or by an illustration dealing with matters familiar to the
class. But whatever device is used, the introduction should prepare the
minds of the class to receive the story by turning their thought in the
direction which the story is to take. It is also important that any new
terms or unfamiliar situations which are to be used in the story, and
which might not be understood by the class, shall be cleared up before
the story is begun.
Arts and devices of the story-teller.--The skillful story-teller will
soon learn to use certain arts and devices to make the telling more
effective. One such device is the use of direct discourse; that is,
instead of telling _about_ the giants, the fairies, the animals, give
them human speech and let them speak for themselves, like the bear in
Little Red Riding Hood. Another effective device is that of repeating in
the course of the story certain important words or phrases until from
this repetition they stand out and become emphasized. Some of the best
story-tellers make effective use of pauses, thus creating a situation of
curiosity and suspense in the minds of the listeners. The pause must be
neither too long nor too short, nor can any tell just how long it ought
to be except from the response of the children themselves, which the
teacher must be able to sense accurately and unfailingly. Much may be
added to the effect of stories by skillful use of the various arts of
expression, such as facial expression, voice tone, quality, and
inflection, and gesture. The use of mimicry, imitation, and
impersonation is also very effective if this ability comes naturally to
the one who attempts to use it, but these would better be omitted than
poorly done.
Good stories sometimes lose much of their effectiveness by having the
moral stated at the end, or by having an attempt at moralizing too
evident in the telling of the story. A story which has a lesson inherent
in the story itself will teach its own moral if it is well told. If the
truth to be conveyed is not clear to the child from the story, it will
hardly appeal to him by having it tacked on at the end.
* * * * *
We have, then, come to the end of our brief study of the teaching of
religion. We have seen some of its principles and methods, and have
discovered these at work in various illustrations and applications. It
now remains to realize that these are all to be found in brief epitome
in the work of the Great Teacher. For Jesus was first of all a
_teacher_, rather than a preacher. And as a teacher he supplied the
model which anticipated all modern psychology and scientific pedagogy,
and gave us in his concrete example and method a standard which the most
skillful among us never wholly attain. While we may love Jesus as a
friend, come to him as a comforter and helper, seek to follow him as a
guide, and worship him as a Saviour, it will be well for us now and then
momentarily to place these relations in the background and study him
just as a _teacher_.
Jesus possessed an attractive, inspiring, compelling personality. People
naturally came to him with their questions and problems. His quick
sympathy, ready understanding, and unerring insight invited friendship,
confidence, and devotion. He was ever sure of his "great objective," and
whether he was teaching his disciples stupendous truths about the
kingdom of God, or whether he was pointing the wayward woman the way to
a reconstructed life, the welfare of the _living soul before him_ was
his controlling thought. Jesus had a true sense of the value of a life,
and no life was too humble or too unpromising for him to lavish upon it
all the wealth of his interest and all the power of his sympathy and
helpfulness. He did not feel that his time was poorly spent when he was
teaching small groups, and many of the choicest gems of his teaching
were given to a mere handful of earnest listeners seated at his feet.
In all his teaching Jesus manifested a deep reverence for vital _truth_.
He told his disciples, "The truth shall make you free." He was never
afraid of truth, but accepted it reverently, even when it ran counter to
accepted authority. Nor did Jesus ever lose time or opportunity in
teaching trivial and unessential matters to his hearers; the knowledge
he gave them was always of such fruitful nature that they could at once
apply it to their living, Jesus's teaching carried over; it showed its
effect in changed attitudes of life, in new purposes, compelling ideals,
and great loyalties and devotions. Out of a band of commonplace
fishermen and ordinary men he made a company of evangelists and
reformers whose work and influence changed the course of civilization.
Every person who responded to his instruction felt the glow of a new
ambition and the desire to have a part in the great mission. Thus the
teaching of Jesus entered into the actual life and conduct of his
pupils. The truths he taught did not lie dormant as so much mere
attainment of knowledge. They took root and blossomed into action, into
transformed lives, and into heroic deeds of kindly service. The constant
keynote and demand of Jesus's teaching was shown forth in his, "He that
heareth these sayings of mine and doeth them"; he was never satisfied
without the doing.
Previous Page
| Next Page
|
|