Far from deploring, by the way, the child’s crudities in dialogue, appreciate the opportunity to let him express himself and to develop his language sense. Keep the language way open to him. He will catch the force of your comment on how some character spoke, himself suggest to another pupil what the person the pupil is impersonating should say, note how you talk when you impersonate, or how you respond in dialogue with him.
Playing the stories is open to educational abuse by being turned into insincere show work. This results, too, in exclusion of pupils who do not excel. Keep playing the stories, at least for the little children, the spontaneous universal thing they make it—play. Their own selective sense guides them in assigning or assuming rôles. It is abused, also, by adult patronage. The teacher laughs at the children rather than with them, or laughs when the true child seer would be serious. The child thoroughly enjoys playing the stories, but this does not mean that he laughs constantly or at his own performance. Encourage him to catch the fun or humor of a situation or of a remark; enjoy the playing openly when it is merry, laugh and laugh heartily, but do not turn his genuine playing into a sham. Do not, on the other hand, take him too seriously; he does not always take himself so. In short, get the child’s point of view here as elsewhere.
The “last’s the best of all the game;” it is (11) growing by the power and grace of the story.
May the child nurtured on the wit and wisdom of the simple story simply told live happy ever after!
Thus we arrived at this place together, where the people were in the habit of spinning up the tow. It was an enforced custom with them that each in turn should relate some little tale, or history, and to tell the truth, not only the noble women, but also myself and my friend, found our entire pleasure in such stories, and we often used to stop old beggars and give them a trifle more for telling us them.
—Jucundus Jucundissimus, 1680.